Move It!
If you hear the word technology, what image does it bring to mind? Your smartphone? The computer that you use to send email? The special effects in the movie you saw last week? Today, technology is all of those things and more, but it isn’t just limited to the latest and greatest gadget or toy that everyone wants to have and use. The earliest forms of technology were tools such as inclined planes, levers and wedges – simple machines that are still used today.
Background Information
The Oxford dictionary defines technology as “the application of scientific knowledge for practical purposes,” and also as “machinery and devices developed from scientific knowledge”. All the modern technology that you know and love fits easily into these definitions but so does the technology used by your ancestors thousands of years ago. Your ancestors used technology to help them build great structures or transport heavy loads from one town to another. It helped them figure out how to get water from a well or how to hoist a sail on their ships so they could sail away and explore the world!
The Six Types of Simple Machines A simple machine is a non-powered mechanical device that changes the direction or the magnitude of a force. Simple machines can be classified into six types: the lever, the inclined plane, the wedge, the pulley, the screw, and the wheel and axle. These machines are everywhere and are in almost constant use in your daily life. Multiple simple machines are often combined to make more complex machines, sometimes referred to as compound machines. For example, a manual can opener contains a lever, a wedge and a wheel and axle.
Levers The word lever comes from the French verb lever which means to raise. A lever consists of three parts: the fulcrum, the effort and the load. The closer a load is to the fulcrum, the less force required to lift the load. Stone Age societies used levers to pry rocks from the ground or unearth edible roots and plants.
Levers can be categorized into three classes according to the relative positions of the fulcrum, effort and load.
A First Class lever has the fulcrum placed in the middle, effort is applied on one side and the load on the other side. Examples include teeter-totters and scissors. In a Second Class lever, the load is in the middle, the effort is applied to one side of the load and the fulcrum is on the other side. A wheelbarrow is a second class lever. In a Third Class lever, the effort is in the middle, the load is on one side of the effort and the fulcrum is on the other side. Examples in this class include tweezers and human mandibles.
Adapted from: http://en.wikipedia.org/wiki/File:Lever_%28PSF%29.png
www.scientistsinschool.ca 1 Inclined Planes Inclined planes are any slanted surface that has one end higher than the other, and can be used for raising or lowering a load. Ancient Romans built causeways and sloping roads to help navigate their hilly cities and transport items between towns. Ancient Egyptians built and used inclined planes, levers and wedges to assist them in building the pyramids. It is believed that earthen inclined planes were built in order to lift the massive stones of Stonehenge into place. Today, inclined planes are used to move materials into trucks and as ramps for wheelchairs and boats.
Wedges A wedge can be considered a portable inclined plane. They consist of two inclined planes placed back to back. Stone Age hunters made wedged hand-axes by chipping away at various rocks such as flint. The two-sided sharp edge of the hand-axe was used for cutting meat and chopping wood. Wedges are still used today but the most common material used has changed to metal. Wedges today also come in all shapes and sizes and have many different functions. There are small wedges like axes and knives, and large wedges like airplane wings and bulldozer blades.
Wheels and Axles A wheel and axle is a special type of lever comprised of two parts: the wheel and a rod inserted in the center of the wheel called the axle. The wheel and axle can work in two ways. The wheel can turn with a small amount of force, around a longer distance, which turns the axle with a larger amount of force e.g. a wall mounted pencil sharpener. When the axle is turned this will turn the wheel faster which is what happens with an accelerating car. Gears are also considered wheels and axles but they have teeth to prevent slippage. The hard drive inside an old computer is actually multiple wheels stacked upon an axle. As the “wheels” or “platters” spin, an arm moves over the wheel to read the data on the hard drive. Today, modern computers, tablets and smartphones use Solid State Drives or SSDs, which have no moving parts.
Pulleys Pulleys are grooved wheels that are on an axle. Pulleys differ from the wheel and axle machine in that they are designed to support movement of a rope or cable around the pulley’s circumference. As early as the 8th century BC, the Sumerians, Babylonians, Hittites and other peoples from the Middle East used a fixed pulley system to pull buckets of water from wells. Archimedes was believed to have used a series of fixed and moveable pulleys called compound pulleys, or block and tackle, to launch a ship by himself. Pulleys are used to raise a flag or open an umbrella over a patio table. Construction building cranes also use pulleys to lift heavy weights to the top of structures.
Screws A screw is actually a very thin and narrow inclined plane wrapped around a cylinder. Screws were invented by the ancient Greeks who first combined the screw with a lever to develop a “screw press” that squeezed oil or juice from olives and grapes. Screws have two possible functions. The first is to help to hold things together – they keep doors in their frames, and desks from collapsing. The second function is to lift up and out. This is function is commonly seen in farm machinery and referred to as an “auger”. Augers move the harvested crop up to the top of the machine and deposit it into a truck.
www.scientistsinschool.ca 2 Activity 1: Simple Machines Scavenger Hunt
Time: 20 – 30 minutes Learning Goal: Students will learn to recognize simple machines in
their environment.
Other Applications:
Visual Arts Procedure:
1. Provide each student with a copy of the Simple Machine
Group Size: Individual Scavenger Hunt worksheet.
2. There are various ways students can complete the sheet: Materials:
● Take the class outside to the playground and ask
□ Pencil students to identify, draw and label one or two examples
each of the 6 different Simple Machines. □ “Simple Machine Scavenger Hunt” ● Ask students to complete the sheet at home with their worksheet parents exploring their own neighbourhood. They should provide one or two examples of each machine. They can Optional Materials: write the name of the item and the machine it uses, □ magazines and/or draw a picture.
● Give students some old magazines to look through to find one or two examples of each simple machine. They can cut and paste the pictures onto the worksheet.
Observations: The students should be able to find one or two examples in their playground, neighbourhood or magazine of each of the simple machines.
Discussion: Ask students to explain each simple machine they found and describe how it works.
Were there some machines that the students had more difficulty finding? If so, discuss with students why that might have been.
Fun Fact: Simple Machines in Our Body If you have bones and joints then you have levers and fulcrums. Your knee cap is your body’s perfect pulley. It allows your thigh muscles to lift your lower leg without crushing your knee joint.
www.scientistsinschool.ca 3 Name______
Simple Machine Scavenger Hunt
Inclined Planes Wedges
Pulleys Levers
Screws Wheels and Axles
www.scientistsinschool.ca 4 Activity 2: Build an Archimedes Screw
Time: 30 - 60 minutes Learning Goal: Students will learn how screws work.
Other Applications: Procedure:
Social Studies 1. Tape one end of the clear tubing to one end of the water bottle.
Ensure that approximately 2 cm of tubing is hanging off the end
Group Size: Individual of the water bottle.
2. Wrap the clear tubing around the water bottle in a spiral. Try to Materials: keep the tubing as evenly spaced as possible along the length of □ water bottle (uniform size the water bottle.
from top to bottom) 3. Put some tape over the tubing spiral to keep it from sliding
around. □ duct tape □ 1 m clear tubing (such as 4. Leave about 2 cm of tubing hanging off the other end of the aquarium airline tubing, water bottle and cut off any excess with scissors. 5 mm diameter or wider) 5. Lay out a towel or some paper towel and place one bowl on top
of one or two books (2.5 to 5 cm high). Add some water to the □ two bowls (e.g. cereal second bowl and a few drops of food colouring. Place the bowls) second bowl on a table close to the empty bowl that is on top of
□ 1 or 2 books the books.
□ water 6. Hold the screw so that one end of the tubing is in the coloured □ food colouring (any water and the other end can reach the empty bowl. colour) 7. Slowly turn the screw in the coloured water and watch the water move through the screw. Keep turning slowly so that the water moves through the length of the tubing and falls into the empty bowl on top of the books.
8. Turning the screw in only one direction will work and the other direction won’t. Challenge students to figure out on their own what direction will work for their screw.
Photo credit: E. Nielsen-Killins
www.scientistsinschool.ca 5 Observations: When the screw is turned in the correct direction, the coloured water should slowly start to climb up through the tubing and fall into the empty bowl on the books. If the end of the tube is kept in the water and the screw is being turned the right way, the water should start moving through the tube in small amounts right away. Every time the open end of the tube moves through the water in the lower bowl, it will pick up a small amount of water and it will move upwards as the screw continues to turn. If the screw is turned in the wrong direction, the water will not move.
Discussion: This type of screw was invented by Archimedes to move water from a low-lying area to a higher area. Sometimes it was used to drain water out of mines so that minerals could be accessed. Today, combine harvesters often have Archimedes screws to assist in the harvesting of crops but they are called augers. This YouTube video illustrates how a combine harvester works and how the auger moves the hay to top of the machine: http://www.youtube.com/watch?v=eoj6izALK_Y 1:16 min (11/06/15).
Fun Fact: Spiral Shark
The digestive system of some sharks contains an Archimedes screw! The lower intestine of a shark is shaped like a screw and called a “spiral valve”. This design provides more surface area to increase nutrient absorption.
Spiral valves are also found in some stingrays, skates and African river fish.
www.scientistsinschool.ca 6 Activity 3: Build a Pantograph
Time: 30 – 60 minutes Learning Goal: Students will learn how levers work in a linkage.
Other Applications: Linkages are series of levers that are connected together. The Visual Arts simplest linkage is the lever that pivots around a fixed fulcrum. Examples include the windshield washers used on buses and Group Size: Individual or trucks, scissor lifts used at construction sites, and suspension pairs systems in a cars. A pantograph is an instrument used to copy an image of a different scale, either enlarged or miniaturized. Using a Materials (for all parts): mechanical linkage, the movement of one pen, as it traces an image, will result in identical movements of the second pen. 4 cardboard strips from a □ cardboard box Procedure: □ 4 brass fasteners 1. From a piece of medium weight cardboard (cardboard box) cut: ● Two strips, 2 cm wide by 30 cm long thin marker □ ● Two strips, 2 cm wide by 17 cm long □ sharp pencil 2. On the two long strips, make pencil marks in the centre of the □ “Simple line drawing of a strip at 1 cm, 16 cm and 29 cm from one end. Label the three car” (provided) points A, B & C respectively.
□ tape 3. On the two short strips, make pencil marks in the center of the strip at 1 cm and 16 cm from one end. Label these points D and E respectively. 4. With a sharp pencil, poke holes through the cardboard strips at
the marked points. Depending on the markers used, it may be easier to use a hole punch for hole E. Do not hole punch all holes as then they will become too loose. 5. Stack the two long strips so that the holes labelled A align. Poke a brass fastener through both of the holes marked A, such that the top of the fastener will be on the bottom. This will allow easier movement of the pantograph on the desk. Spread out the arms of the fastener on the top side to secure, but not too tight that the pieces can’t move over one another.
6. Take one of the short strips and place the hole labelled D over one of the hole Bs on the long strip. Push a brass fastener through the two holes and secure on the top side as above. Repeat on the other arm of the pantograph (connect hole D with hole B). Scissor lift – example of a linkage Source: http://en.wikipedia.org/wiki/ File:Hebebuehne_Scissorlift.jpg
= position of brass fastener www.scientistsinschool.ca 7
7. Hand out a line drawing of the car to each student. Tape the sheet so that it is vertical on the desk (e.g. the car is sideways). Tape a blank piece of paper beside it. 8. Position the pantograph so that the E holes are positioned over the blank piece of paper and one of the C holes is over a line on the line drawing. 9. Tape the arm that is not on the line drawing (the other C hole) to the table by placing a roll of tape on the bottom but not over the cardboard piece of the arm. The arm should be able to pivot but not move. 10. Insert or wedge a marker into both E holes ensuring it touches the blank piece of paper and will not fallout. It’s this marker that will draw the new picture. 11. Insert a pencil in the C hole. While tracing the line drawing using the pencil in C hole, gently hold the other C arm to prevent it from moving. Meanwhile, the marker in the E holes will be moving and drawing the same picture. Ask students to identify the levers in the pantograph. How does the new drawing compare to the original?
12. Ask students to switch the pencil and the marker. What happens to their new picture compared to the original? 13. Ask students to put the pencil and marker in the two outermost holes (C holes) and trace the picture again. Are there any modifications to their pantograph they need to make? What does the new picture look like compared to the original?
Observations: As students move the pencil in the pantograph along the lines of the simple line drawing, the marker in the E holes will make a copy of it. The copied image will be smaller than the original line drawing. When the pencil and the marker are switched, the new drawing will be bigger than the original. When the pencil and the marker are put in the outer most holes, the picture will be drawn upside down. As students do this, they will find that another brass fastener will be needed in the E holes, and the centre arms will have to be taped down – but let them figure this out first!
Discussion: The lever arms of the pantograph bend as the students draw. Pantographs were originally used to enlarge and scale line drawings in the 1600s. Think of them as the earliest photocopiers! In the early 1900s, pantographs were used to copy records – up to 30 records could be produced in one day. Today, many people are familiar with the pantograph design in the extension arm of a wall-mounted extendible mirror, or an extendible gate that might be found on an old style elevator.
www.scientistsinschool.ca 8
Simple Line Drawing of a Car
www.scientistsinschool.ca 9 Activity 4: Balloon Car Racer
Time: 60 minutes to build, Learning Goal: Students will learn why wheels and axles are used.
longer to race
Procedure:
Other Applications: Math 1. Hand out a “Balloon Car Racer” datasheet to each student.
There are two datasheets provided on one sheet. Group Size: Pairs 2. Cut out the top from a rectangular tissue box so you have an Materials: open box.
3. Decide which end of your car will be the back end. Estimate □ empty facial tissue boxes where the middle is at the back of your car and measure and (rectangular size) mark 2 cm from the top with a ruler. Using a sharp pencil, very
carefully poke a hole through the tissue box at that point. □ bamboo or wooden Wriggle the pencil around making the hole large enough for the skewers end of a balloon to squeeze through, but not so big that the
balloon falls out of the hole! □ corrugated cardboard 4. Thread the end of a balloon through the hole. The large, □ scissors inflatable part of the balloon should be inside the tissue box and the open end, where you blow up the balloon, should be hanging □ balloons (1 per tissue out the back of your car. box) 5. On the floor, have one student mark a start line with a piece of masking tape. □ modeling clay (plasticene, play dough) 6. Have another student carefully blow up the balloon using a straw inserted into the balloon and then hold on to the end once it is □ masking tape blown up. There should be an inflated balloon on the inside of the car. □ 2 straws (10 cm) 7. Place the front edge of the car on the start line and let go of the end of the balloon. Using a ruler, measure how far the car □ “Balloon Car Racer” datasheet travelled and record it on the datasheet. Measure to where the front of the car ended up. Repeat this step one more time, recording how far the car travelled each time. Have the same student blow up the balloon or use individual straws. 8. Next step is to make the wheels. Draw 4 circles of approximately 7 cm in diameter onto a piece of corrugated cardboard. Carefully cut out the 4 circles – try to make them as smooth and round as possible. 9. Find and mark the centre of each of the 4 circles. Poke a hole through the centre of each circle with the bamboo skewer. 10. Along one of the long sides of the box, measure a mark that is 2 cm from the end and 1 cm from the bottom. Do the same to the other end. Repeat this on the other long side of the box. 11. With the bamboo skewer, carefully poke a hole through the holes that you marked in step 4. Thread one bamboo skewer through the two holes at one end of the box. Thread a second bamboo skewer through the other two holes. These will be the axles of the car.
www.scientistsinschool.ca 10
12. Thread one wheel on to each axle. It should look more like a car now. Put a small amount of modeling clay around the bamboo skewer, on the outside of the wheel, and close to, but not touching the wheel. This will help the wheel from wobbling. 13. Now that the wheels and axles are attached, carefully blow up the balloon and hold on to the end once it is blown up. Place the front of the car on the start line and let go of the end of the balloon. Using a ruler, measure how far the car travelled and record it on the datasheet (again, measure to the front end of the car). Repeat this step one more time, measuring and recording how far the car travelled on the datasheet each time.
Observations: As the air comes out of the balloon, the students should see the car move forward. With no wheels, friction between the box and the floor will prevent it from going very far. When the wheels and axles are added to the car, the car should travel farther. The rounder the wheels, the better they will move across the floor.
Discussion: Why does the car move? This is Newton’s Third Law of Motion – for every action, there is an equal, but opposite reaction. When the balloon is inflated, the pressure inside the balloon becomes greater than outside of the balloon. When the air is allowed to escape, it moves in one direction causing the car to move in the opposite direction. When there are no wheels or axles, the car moves forward along the floor, but the friction between the box and the floor will make forward movement difficult. With the addition of wheels and axles, students create a simple machine that naturally wants to turn when pushed. When the force of the escaping air pushes the box forward, the wheels and axles start to turn and movement is much easier. There is also less surface area between the edges of the wheels and the ground so friction is also reduced.
Discuss with the students what would happen if some of the elements on the car changed. For instance, students can experiment with different sized wheels, different sized wheels on the front vs. the back of the car, or making the wheels out of something different like water bottle lids or empty thread spools. Ask students to experiment with inclined planes - will the car go faster if it starts out at the top of a ramp?
Photo credit: E. Nielsen-Killins
www.scientistsinschool.ca 11
Name ______
Balloon Car Racer: How Far Did Your Car Go?
Hypothesis: Which car will go farther? ______
Test #1 (cm) Test #2 (cm)
Box
Box with Wheels & Axles
Conclusion: Which car went farther? ______
Name ______
Balloon Car Racer: How Far Did Your Car Go?
Hypothesis: Which car will go farther? ______
Test #1 (cm) Test #2 (cm)
Box
Box with Wheels & Axles
Conclusion: Which car went farther? ______
www.scientistsinschool.ca 12 Activity 5: Classroom Machines
Time: Few days to a week Learning Goal: Students will learn how to use a simple machine to
accomplish a classroom task. or more
Other Applications: Procedure:
1. Explain to the students that they need to design and build a Visual Arts, Structures simple machine to accomplish an everyday task in the
Group Size: 2 to 3 students classroom. Students will work in groups but each student should
have a Simple Machine Design Plan worksheet to fill out.
Suggested Materials: 2. Review the six types of simple machines and what they are □ dominoes designed to do. For example, an inclined plane is designed to help move heavy objects up or down. □ ping pong balls or other 3. Some suggestions to get students started include: a machine to small balls turn off and on the lights, one that puts agendas into a basket, a
□ cups (paper or Styrofoam) machine that helps hang a backpack on a hook.
□ paper towel rolls, cut in Observations: half lengthwise Students should be able to articulate what they want their machine
□ toilet paper rolls, cut in to do and know what type of simple machine they are using. They
half lengthwise will write this on their worksheet.
□ books It will take some trial and error to make the machines work but that
□ CD cases is all part of the learning process! The material list contains
suggestions for students but different materials can be collected □ tape from home depending on what the student would like to make.
□ marbles
□ thread spools or thread Discussion: bobbins (to act as pulleys) This activity gives students the opportunity to put their knowledge of simple machines to work in a real world application. □ “Classroom Machine Design Plan” worksheet Extension: Once students have mastered one simple machine to complete a task, challenge them to put two or more simple machines together to complete simple tasks. For inspiration, discuss Rube Goldberg machines and how they can be made of many, many simple machines to accomplish very small tasks.
These two YouTube videos are fun resources for the students to get them inspired! http://www.youtube.com/watch?v=0uDDEEHDf1Y “Audri’s Rube Goldberg Monster Trap” 4:06 min (11/06/15) https://www.youtube.com/watch?v=l1oCpWZk8pk “Simple Machine Project with All 6” 0:51 min (11/06/15)
www.scientistsinschool.ca 13 Name ______
Classroom Machine Design Plan
My machine will______
The simple machine I am using is a ______
Draw a picture of your machine doing its task
www.scientistsinschool.ca 14 Teacher Resources
Literary Resources Simple Machines. Cindy Davis, Jo Ellen Moore. 1998. Evan-Moor Educational Publishers. ISBN: 155799689X. An excellent reference for Simple Machines. Contains extra activities and worksheets.
The New Way Things Work. David Macaulay. 1998. Houghton Mifflin. ISBN: 0395938473. With wonderful illustrations and entertaining text, hundreds of simple machines are discussed and described.
Website Resources http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_simple/cub_simple _lesson01.xml (11/06/15) This website contains an excellent, well-planned unit on simple machines. http://www.thomasnet.com/articles/machinery-tools-supplies/simple-machine-guide (11/06/15) This website contains links to many different resources about simple machines. http://hotmath.com/learning_activities/interactivities/pantograph.swf (11/06/15) This website is a neat interactive way to learn and understand how pantographs work.
Interactive Whiteboard Resources “Learning about Simple Machines Question Set” http://exchange.smarttech.com/details.html?id=7e987544-c640-4863-9b28-7aa9c6f78ee3 (11/06/15) A series of multiple choice questions can help students review what they have learned about simple machines.
Multi-media http://www.youtube.com/watch/?v=QbEsgb_PnE0 “Simple Machines Made Simple” 3:10 min (11/06/15) This video gives an excellent overview of many different simple machines and has a catchy tune to go with it.
Student Resources
Literary Resources Simple Machines Levers. Kay Manolis. 2010. Bellwether Media, Inc. ISBN: 978-1-60014-325-0. By the same author: Pulleys, Ramps, Screws, Wedges, Wheels & Axles
Levers to the Rescue. Sharon Thales. 2007. Capstone Press. ISBN: 0-7368-6747-3. By the same author: Inclined Planes to the Rescue, Pulleys to the Rescue, Screws to the Rescue, Wedges to the Rescue, Wheels & Axles to the Rescue.
Machines Inside Machines Using Levers. Wendy Sadler. 2005. Raintree. 1-4109-1442-9. By the same author: Using Pulleys and Gears, Using Ramps & Wedges, Using Screws, Using Springs, Using Wheels and Axles.
Simple Machines Wedges and Ramps. Chris Oxlade. 2008. Smart Apple Media. 978-1-59920-086-6. By the same author: Pulleys, Screws, Levers, Wheels.
www.scientistsinschool.ca 15 Interactive Websites http://edheads.org/activities/simple-machines/ (11/06/15) This interactive website has lots of activities to help students identify simple machines in and around their home. http://www.msichicago.org/play/simplemachines/ (11/06/15) Students have an opportunity to help Twitch work with simple machines to collect parts to build a robot!
Fun Fact: Who is Rube Goldberg? Rube Goldberg (1883-1970) was a famous cartoonist, sculptor and author. Rube “invented” and drew about complex series of simple machines that were designed to accomplish simple tasks. He didn’t build the fun machines he drew about.
However, his drawings inspired engineers and scientists around the world. For example, a combination of simple machines may be used to come up with a new way to turn on a light, or start a toaster. Check out the following website for more info and fun videos to watch: http://www.rubegoldberg.com (11/06/15)
Fun Fact: Biological Gears Scientists have discovered gear-like strips in the hind-leg joints of a plant hopping
insect (Issus). It’s thought the gears help
to synchronize the animal’s legs when it launches into a jump. This finding is important because it is the first time mechanical gearing has been found in a biological structure.
References In addition to the resources provided above, the following references were also used to create this package: Ancient Technology Ancient Machines From Wedges to Waterwheels. Michael Woods and Mary B. Woods. 2000. Runestone Press. ISBN 0- 8225-9947; http://oxforddictionaries.com (30/09/13); http://www.wikipedia.org (30/09/13); http://www.ducksters.com/science/simple_machines.php (30/09/13); http://en.wikipedia.org/wiki/Spiral_valve (3/04/14); http://ed101.bu.edu/StudentDoc/Archives/ED101sp06/cjhpyo/Screw.htm. http://discovermagazine.com/galleries/zen-photo/s/simple- machines (3/04/14); http://en.wikipedia.org/wiki/Hydraulic_cylinder (7/04/14); http://www.sciencedaily.com/releases/2013/09/130912143627.htm (8/04/14).
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