DOCSLIB.ORG

Science Curriculum Unit Planner

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Science Curriculum Unit Planner Grade: 3 Science Strand: Force, Motion, and Energy Curriculum SOL: 3.2 Unit Planner The student will investigate and understand simple machines and their uses. Key concepts include a) purpose and function of simple machines; b) types of simple machines; c) compound machines; and d) examples of simple and compound machines found in the school, home, and work environments. Time: 2-3 weeks 1. Desired Results Enduring Understandings (BIG Ideas) Machines, both simple and compound, make our everyday work easier. Essential Questions • How does a scientist describe work? • How do we use machines in our every day lives? • How do machines do work? • How do simple machines combine to make work easier? Understanding the Standard Essential Knowledge, Skills and Processes Students will: • Simple machines are tools that make work easier. Examples of tasks made easier include lifting a heavy • Identify and differentiate the six types of simple weight, moving a heavy object over a distance, pushing machines: lever, screw, pulley, wheel and axle, things apart, changing the direction of a force, or inclined plane, and wedge. holding an object together. • Differentiate and classify specific examples of simple • The six simple machines are the lever, inclined plane, machines found in school and household items. These wedge, wheel and axle, screw, and pulley. include a screwdriver, nutcracker, screw, flagpole pulley, ramp, and seesaw. • The lever is a stiff bar that moves about a fixed point (fulcrum). It is a simple machine that is used to push, • Analyze the application of and explain the function of pull, or lift things. Examples include a seesaw, crowbar, each of the six types of simple machines. An example and shovel. would be that an inclined plane is a ramp to make it easier for a heavy object to be moved up or down. • The inclined plane is a flat surface that is raised so one end is higher than the other. The inclined plane helps • Identify and classify the simple machines which move heavy objects up or down. An example is a ramp. compose a compound machine, such as scissors, wheelbarrow, and bicycle. • The wedge is wide at one end and pointed at the other to help cut or split other objects. Examples include a • Design and construct an apparatus that contains a knife or ax. simple machine. • The wheel and axle consists of a rod attached to a wheel. A wheel and axle makes it easier to move or turn things. Examples include bicycle wheels, roller skates, Science Vocabulary and a door knob. pushing, pulling, force, work, lever, screw, inclined plane, • The screw is an inclined plane wrapped around a wedge, wheel and axle, pulley, fulcrum, crowbar, ax, cylinder or cone. A common use of the screw is to hold compound machine, simple machine, Newton, spring scale, objects together. Examples include a jar lid and wood Arlington Public Schools 2013 screw. screwdriver, nutcracker, flagpole pulley, ramp, seesaw, scissors, wheelbarrow, bicycle, design, construct, identify, • The pulley is a wheel that has a rope wrapped around it. differentiate, classify, application, function, move Pulleys can be used to lift heavy objects by changing the direction or amount of the force. Examples include a flagpole. • A compound machine is a combination of two or more simple machines. Examples include scissors, wheelbarrow, and bicycle. 2. Assessment Evidence Prior Knowledge Throughout the Unit • Experience with machines in every day life (car, bike, etc) Formative Assessment: • Teacher observation of students engaged in cooperative learning investigations. • KWL • Science notebook (questions, predictions, observations, summaries, charts, drawings) • Conduct simple experiments using appropriate tools • Record data on scientific investigations performed • Keep an ongoing list of simple machines found at home and school as well as their uses and how they make work easier. • Conduct science investigations using simple machines. Students should form hypotheses, record data, draw conclusions, and present data. Summative Assessment: • Test/assessment 3. Learning Plan References to Adopted Materials: • Science Fusion: Simple and Compound Machines, Unit 10 o What Are Simple Machines?, pgs. 401-414 o What Are Some Other Simple Machines?, pgs. 417A-428 o How Do Simple Machines Affect Work?, pgs. 429A-432 Suggested Activities: • Your own Amusement Park Materials needed: balls of different sizes, straws, short boards, small spools, paper plates, the bottoms from small milk cartons, pencils, craft sticks, glue, tape, paper fasteners, crayons, cardboard, scissors, butcher paper, safety goggles. This can be used as a final assessment. Students should not only create their own amusement park but they should label where the different simple machines are found in their park. Review Activities: • Bingo with related vocabulary • Matching –vocabulary words with their definitions and/or pictures Outdoor Connections: • In the garden: Relate the tools used in the garden and on the lawn to simple and complex machines. • Playground Fun: Have students play on the playground for a set number of minutes. After you call ‘time’, have students either discuss or record their findings as to what kinds of simple machines they used to have fun. Students could also have a tally mark sheet set up beforehand to record their data. As an extension, students could sketch the playground, labeling the simple machines. Or, students could sketch and label their favorite part, and then compare their results. Arlington Public Schools 2013 • Engineering Design Brief: Ancient Ship Building—see worksheet. This is a design challenge in that the students work in engineering teams to design an ancient ship that would have existed in either the ancient Greek or Roman era. There are specific requirements for construction; however, to tie in to this unit, students must clearly have at least 1 simple machine as part of their model. After the teams have worked over a specified time (I suggest 1 week, if possible), then test them in water. I recommend trying this in your outdoor classroom pond, if you have one. If not, a baby swimming pool works well too! 4. Resources Trade books: • Berenstein Bears Science Fair by Stan and Jan Berenstein • Experiments with Simple Machines by Salvatore Tocci • Looking Inside: Machines and Constructions by Paul Fleisher • Pyramid by David Macaulay • Angela Royston’s collection of simple machine books: Levers; Inclined Plane; Wheel and Axle • Science Experiments With Simple Machines (Science Experiments) by Sally Nankivell-Aston, Dorothy Jackson, Sally Nankivell-Ashton • Simple Machines by Deborah Hodge great book with many experiments • Sandy Walker and Roseann Feldman’s books about simple machines (contain experiments) Screws; Levers; Wheel and Axles • Science Fusion Leveled Readers Work and Machines(BL); Making Work Easier(OL/Enrichment); Cooking with Machines(AL/Challenge) Web Sites: • Science Standards of Learning, Enhanced Scope and Sequence, Grade 3 http://www.doe.virginia.gov/testing/sol/scope_sequence/science_scope_sequence/scopeseq_science3.pdf • http://atlantis.coe.uh.edu/archive/science/science_lessons/scienceles1/finalhome.htm The purpose of this web site is to teach elementary students about the six simple machines. Each of the machine pages contains information and activities for the students to use. Teachers may use the links at the bottom for ideas, resources, and lesson plans. • http://edheads.org/activities/simple-machines/ Students earn about simple and compound machines while they explore the House and Tool Shed! Also includes other resources such as simple machines glossary and simple machine lesson plans. • http://library.thinkquest.org/J002079F/sub3.htm?tqskip1=1&tqtime=0630 a great web site that shows examples of each simple machine and also shows how they work. Using the book, Rats of NIMH, simple machines are explained and demonstrated. The rats were so intelligent that they learned how to use simple machines to build and move things, including Mrs. Frisby’s house. • www.brainpopjr.com • http://www.mikids.com/Smachines.htm Activities and examples of simple machines Videos: • All About Simple Machines, Schlessinger Media, c2000 • Simple Machines (Bill Nye the Science Guy), Disney Educational Productions, c2003 • “The Magic School Bus: Revving Up” • Simple Machines (Physical Science in Action), Schlessinger Media, c2004 • Inclined planes (The Way Things Work), Schlessinger Media, c2003 Arlington Public Schools 2013 • Wheels and Axles (The Way Things Work), Schlessinger Media, c2003 • Pulleys (The Way Things Work), Schlessinger Media, c2003 • Screws (The Way Things Work), Schlessinger Media, c2003 • Levers (The Way Things Work), Schlessinger Media, c2003 Discovery Education: • Simple Machines. (Gr. 3-5). Run time: 16:00 • Discovering Simple Machines: Inclined Plane, Wedge, Screw. (Gr. 3-5). Run time: 13:00 • Discovering Simple Machines: Compound Machines. (Gr. 3-5). Run time: 10:00 • Discovering Simple Machines: Lever, Wheel and Axle, Pulley. (Gr. 3-5). Runt time: 15:00 • Discovering Simple Machines: Work and Energy. (Gr. 3-5). Run time: 13:00 • A First Look: Simple Machines. (Gr. 3-5). Run time: 17:00 • Simple and Compound Machines. (Gr. 3-5). Run time: 20:29 • Science Facts and Fun: Machines Engines and Motors. (Gr. 3-5). Run time: 15:00 • Push and Pull: Simple Machines at Work. (Gr. 3-5). Run time: 17:38 Field Trips: • Outdoor Lab Other: • Engineering is Elementary Unit – Marvelous Machines: Making Work Easier (Grades 3-5) • Project Clarion Unit: What’s the Matter? (Your RTG has correlating curriculum documents and materials.) • Project WET: K-12 Curriculum and Activity Guide • Project WILD: K-12 Curriculum and Activity Guide • Project WILD – Aquatic: K-12 Curriculum and Activity Guides • Environmental Education Activity Guide: PreK-8, Project Learning Tree Arlington Public Schools 2013 .
Load more

Recommended publications
  • Lesson: Rube Goldberg and the Meaning of Machines Contributed By: Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder
    Lesson: Rube Goldberg and the Meaning of Machines Contributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder Quick Look Grade Level: 8 (7-9) Time Required: 20 minutes Lesson Dependency : None Subject Areas: Physical Science Summary Simple and compound machines are designed to make work easier. When we encounter a machine that does not t this understanding, the so-called machine seems absurd. Through the cartoons of Rube Goldberg, students are engaged in critical thinking about the way his inventions make simple tasks even harder to complete. As the nal lesson in the simple machines unit, the study of Rube Goldberg machines can help students evaluate the importance and usefulness of the many machines in the world around them. This engineering curriculum meets Next Generation Science Standards (NGSS). Engineering Connection One engineering objective is to help people via technological advances. Many of these greater advances in technology can be seen in machines invented by engineers. Rube Goldberg went to school to be an engineer, and after graduating, he decided to become an artist. He drew cartoons of inventions that did simple things in very complicated ways. His inventions involved many complex systems of simple machines, all organized in logical sequences, to accomplish simple tasks. An important skill for engineers is to An example Rube Goldberg contraption. evaluate the design of machines for their genuine usefulness for their audiences. Often, the best design is the simplest design. Pre-Req Knowledge In order to understand compound machines, it is helpful if students are familiar with the six individual simple machines and their abilities to make work easier, as described in lessons 1-3 of this unit.
    [Show full text]
  • Using Pulleys with Electric Motors
    USING PULLEYS WITH ELECTRIC MOTORS There are many types of electric motor from small battery powered mirror ball motors turning very slowly to large 240v motors able to rotate at speeds in excess of 1400 revolutions per minute (rpm). Whatever motor you have decided to use for your purposes, you will need to transfer the drive from the motor to your mechanism. In the first of this series of blog posts I am going to focus on pulleys and how they are fitted to electric motors and used in the Theatre and Screen metalwork shop. Later I will add information about using cogs, sprockets and gears. Vee or ‘Wedge’ Pulleys Pulleys are commonly used if the motor is going to rotate at high speed, but not always as I have seen them used in heavy duty mirror ball motors. The drive is transferred to another pulley using a vee belt (both pulley and vee belt are shown in the image above). This type of pulley (with multiple grooves) is called a ‘step pulley’. Step pulleys are used to adjust the speed of rotation of the final drive without having to take the pulley off and replace it with another. The vee belt is ‘jumped’ across the different diameter 'vee groove’ to change the final drive rpm. A large diameter, driving a small diameter will increase the speed of the final drive rpm. Inversely, a small diameter driving a large diameter will reduce the final drive rpm. These are basic gearing principles that are explained. If you are using step pulleys to adjust the drive speed, you will need to ensure that they are both identical in size (matched) or the belt will either; not grip, or be too tight, as you change the belt from groove to groove.
    [Show full text]
  • Engineering Info
    Engineering Info To Find Given Formula 1. Basic Geometry Circumference of a circle Diameter Circumference = 3.1416 x diameter Diameter of a circle Circumference Diameter = Circumference / 3.1416 2. Motion Ratio High Speed & Low Speed Ratio = RPM High RPM Low RPM Feet per Minute of Belt RPM = FPM and Pulley Diameter .262 x diameter in inches Belt Speed Feet per Minute RPM & Pulley Diameter FPM = .262 x RPM x diameter in inches Ratio Teeth of Pinion & Teeth of Gear Ratio = Teeth of Gear Teeth of Pinion Ratio Two Sprockets or Pulley Diameters Ratio = Diameter Driven Diameter Driver 3. Force - Work - Torque Force (F) Torque & Diameter F = Torque x 2 Diameter Torque (T) Force & Diameter T = ( F x Diameter) / 2 Diameter (Dia.) Torque & Force Diameter = (2 x T) / F Work Force & Distance Work = Force x Distance Chain Pull Torque & Diameter Pull = (T x 2) / Diameter 4. Power Chain Pull Horsepower & Speed (FPM) Pull = (33,000 x HP)/ Speed Horsepower Force & Speed (FPM) HP = (Force x Speed) / 33,000 Horsepower RPM & Torque (#in.) HP = (Torque x RPM) / 63025 Horsepower RPM & Torque (#ft.) HP = (Torque x RPM) / 5250 Torque HP & RPM T #in. = (63025 x HP) / RPM Torque HP & RPM T #ft. = (5250 x HP) / RPM 5. Inertia Accelerating Torque (#ft.) WK2, RMP, Time T = WK2 x RPM 308 x Time Accelerating Time (Sec.) Torque, WK2, RPM t = WK2 x RPM 308 x Torque WK2 at motor WK2 at Load, Ratio WK2 Motor = WK2 Ratio2 6. Gearing Gearset Centers Pd Gear & Pd Pinion Centers = ( PdG + PdP ) / 2 Pitch Diameter No. of Teeth & Diametral Pitch Pd = Teeth / DP Pitch Diameter No.
    [Show full text]
  • Simple Machine Simple Machines
    Simple Machine Simple Machines • Changes effort, displacement or direction and magnitude of a load • 6 simple machines – Lever – Incline plane – Wedge – Screw – Pulley – Wheel and Axle • Mechanical Advantage 퐸푓푓표푟푡 퐷푠푡푎푛푐푒 퐿표푎푑 퐿 – Ideal: IMA = = = Note: (Effort Distance•Effort) =(Load Distance•Load) or Ein=Eout 퐿표푎푑 퐷푠푡푎푛푐푒 퐼푑푒푎푙 퐸푓푓표푟푡 퐸퐼 퐿표푎푑 퐿 – Actual: AMA= = 퐴푐푡푢푎푙 퐸푓푓표푟푡 퐸퐴 • Efficiency how the effort is used to move the load – Losses due to friction or other irreversible actions 퐸푛푒푟푔푦 푢푠푒푑 퐴푀퐴 퐸퐼 – η= = = Note: (EA=EI-Loss) 퐸푛푒푟푔푦 푠푢푝푝푙푒푑 퐼푀퐴 퐸퐴 2/25/2016 MCVTS CMET 2 Lever • Levers magnify effort or displacement • Three classes of levers based on location of the fulcrum 150lb – Class 1 lever: Fulcrum between the Load and Effort Examples: See-Saw, Pry Bar, Balance Scale – Class 2 lever: Load between the Effort and Fulcrum Examples: Wheelbarrow, Nut Cracker – Class 3 Lever: Effort between Load and Fulcrum Examples: Elbow, Tweezers Effort η=0.9 푑퐸 퐿 • 퐼푀퐴퐿푒푣푒푟 = = 푑퐿 퐸퐼 퐿 푑 8 • 퐴푀퐴 = 푒 퐿푒푣푒푟 퐸 퐼푀퐴 = = = 2 퐴 푑퐿 4 퐴푀퐴퐿푒푣푒푟 퐸퐴 퐿 150 • η= = 퐸 = = = 75푙푏 퐼푀퐴퐿푒푣푒푟 퐸퐼 퐼 퐼푀퐴 2 퐴푀퐴 = η퐼푀퐴 = 0.9 ∙ 2 = 1.8 퐿 150 퐸 = = = 83.33푙푏 퐴 퐴푀퐴 1.8 2/25/2016 MCVTS CMET 3 Incline Plane • Decreases effort to move a load to a new height or vertical rise Vert. • Friction opposes motion up the ramp increasing Rise the effort required (h) 푠 1 • 퐼푀퐴 = = ℎ 푠푛휃 θ 퐸푛푒푟푔푦 푢푠푒푑 퐴푀퐴 퐸 • η= = = 퐼 퐸푛푒푟푔푦 푠푢푝푝푙푒푑 퐼푀퐴 퐸퐴 θ w Ex. An incline plane with 20°slope is used to move a ℎ 36 a) 푠 = = = 105.3 푖푛 50-lb load a vertical distance of 36 inches.
    [Show full text]
  • Engine Crankshaft Pulley Clutch
    Europaisches Patentamt European Patent Office 0 Publ ication number: 0 136 384 Office europeen des brevets A1 © EUROPEAN PATENT APPLICATION © Application number: 83401933.3 © lnt.CI.«: F 02 N 17/08 F 02 B 67/06 © Date of filing: 03.10.83 © Date of publication of application: ©Applicant: Canadian Fram Limited 10.04.85 Bulletin 85/15 540 Park Avenue East P.O. Box 2014 Chatham Ontario N7M 5M7(CA) @ Designated Contracting States: DE FR GB IT © Inventor: Dejong, Allen W. 34 English Sideroad Chatham Ontario N7M 4417(CA) © Representative: Brulle, Jean et al. Service Brevets Bendix 44, rue Francois 1er F-75008Paris(FR) © Engine crankshaft pulley clutch. © A vehicle engine (10) carries a number of belt-driven accessories which are driven through a belt (16) and a clutch and pulley assembly (14) carried on the engine crankshaft (12). The assembly (14) includes an electromagnetic coil (56) which responds to an electrical signal to couple the pulley (36) for rotation with the crankshaft (12) when a signal is transmitted to the coil (56) and to otherwise permit the crankshaft (12) to turn relative to the pulley (36). A throttle position switch (82) intercepts the signal to the coil (56) when the throttle mechanism of the vehicle is moved to a predetermined position when the vehicle is accelerated to thereby disconnect the pulley (36) from the crankshaft (12) during vehicle accelerations. The coil (56) is also wired through the vehicle ignition switch (86) so that the pulley (36) is also disconnected from the crankshaft (12) when the vehicle is started. 00 M CD M LU Croydon Printing Company Ltd.
    [Show full text]
  • Subaru Crank Pulley Tool Manual
    503.2 - Subaru Crank Pulley Tool 1 V2 Instructions SPECIAL NOTES: • The use of a factory service manual is highly recommended. These can be purchased at the dealer, or downloaded online at http://techinfo.subaru.com • Company23 is not responsible for damage done to your vehicle as a result of misuse of this product. • Company23 does its best to ensure the accuracy of this manual but is not responsible for errors. LOOSENING INSTRUCTIONS: Step 1) Gain Access to accessory belts by removing the air duct and belt covers. Step 2) Remove the accessory belts by relieving the tension from the alternator and the A/C idler. On 08+ models utilizing the A/C stretch belt it is necessary to rotate the engine 1-3 times using the 22mm crank bolt while a helper pulls on the belt from the A/C pulley to feed the belt off the pulley. Step 3) You must identify which crank pulley you have. The Company23 crank tool works with 2 types of OEM crank pulleys. If you have the pulley on top, thread in the 4 larger bolts into the Company23 crank pulley tool. If you have the pulley on the bottom, thread in the 4 smaller bolts into the reinforcement ring with the Company23 crank pulley tool in between. 1 Step 4) After the 4 pins have been installed into the tool, insert the tool into the crank pulley. Step 5) Using a 1/2" drive breaker bar and a 22mm socket, loosen the crank pulley bolt while firmly holding the Company23 Crank Pulley Tool.
    [Show full text]
  • 12. Simple Machines
    12. Simple Machines Observe and discuss. In the following pictures, certain devices are used to accomplish certain tasks more easily. Name the devices and discuss how they help. Such devices which are used to get more work done in less time and less effort are called machines. The nail cutter, the bottle opener, the wheel used to push the load shown in the picture are all machines. They have only one or two parts and a simple and easy structure. Such machines are called simple machines. Simple machines can be handled easily, and there are less chances of these machines breaking down or getting damaged. We use many such machines in our day-to-day life. Various kinds of Can you tell? Observe the machines shown in the following pictures. For what purposes are they used? Can you name some other machines of this kind? These machines have many parts which carry out many processes for completing a task. For this purpose, the parts are joined to one another. Therefore, these machines are called complex machines. Some of the parts of such complex machines are actually simple machines. The structure of complex machines is complicated. Various machines In our day-to-day life, we use simple or complex machines depending upon the task to be carried out and the time and efforts required to do it. An inclined plane A heavy drum is to be loaded onto a truck. Ravi chose the plank A while Hamid chose the plank B. Rahi did not use a plank at all. 1. Who would find the drum heaviest to load? 2.
    [Show full text]
  • Cathedral, but It Is Aligned to Ohio's Learning Writing Standards Before the 2017 Revisions and Ohio's State Tests
    Columbus City Schools This is an older resource which can provide ideas for teaching the Standards for English Language Arts Curriculum student mastery using The Cathedral, but it is aligned to Ohio's Learning Writing Standards before the 2017 revisions and Ohio's State Tests. Course/Grade Text Type Grade 7 Book Unit Cathedral: The Informative/ Explanatory (15 Days) Story of Its Construction (1120L) Portfolio Writing Prompt: After reading Cathedral, write an essay that describes how a famous building or a specific building in your community was constructed. Research the reasons the structure was built and the way the structure has been used over the years. Include multimedia resources such as a power point, video, posters or other multimedia to clarify your essay. Common Core Writing: Text types, responding to reading, and research The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the reading-writing connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document. (CCSS, Introduction, 8) Informational Text Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.
    [Show full text]
  • From Ancient Greece to Byzantium
    Proceedings of the European Control Conference 2007 TuA07.4 Kos, Greece, July 2-5, 2007 Technology and Autonomous Mechanisms in the Mediterranean: From Ancient Greece to Byzantium K. P. Valavanis, G. J. Vachtsevanos, P. J. Antsaklis Abstract – The paper aims at presenting each period are then provided followed by technology and automation advances in the accomplishments in automatic control and the ancient Greek World, offering evidence that transition from the ancient Greek world to the Greco- feedback control as a discipline dates back more Roman era and the Byzantium. than twenty five centuries. II. CHRONOLOGICAL MAP OF SCIENCE & TECHNOLOGY I. INTRODUCTION It is worth noting that there was an initial phase of The paper objective is to present historical evidence imported influences in the development of ancient of achievements in science, technology and the Greek technology that reached the Greek states from making of automation in the ancient Greek world until the East (Persia, Babylon and Mesopotamia) and th the era of Byzantium and that the main driving force practiced by the Greeks up until the 6 century B.C. It behind Greek science [16] - [18] has been curiosity and was at the time of Thales of Miletus (circa 585 B.C.), desire for knowledge followed by the study of nature. when a very significant change occurred. A new and When focusing on the discipline of feedback control, exclusively Greek activity began to dominate any James Watt’s Flyball Governor (1769) may be inherited technology, called science. In subsequent considered as one of the earliest feedback control centuries, technology itself became more productive, devices of the modern era.
    [Show full text]
  • Chapter 8 Glossary
    Technology: Engineering Our World © 2012 Chapter 8: Machines—Glossary friction. A force that acts like a brake on moving objects. gear. A rotating wheel-like object with teeth around its rim used to transmit force to other gears with matching teeth. hydraulics. The study and technology of the characteristics of liquids at rest and in motion. inclined plane. A simple machine in the form of a sloping surface or ramp, used to move a load from one level to another. lever. A simple machine that consists of a bar and fulcrum (pivot point). Levers are used to increase force or decrease the effort needed to move a load. linkage. A system of levers used to transmit motion. lubrication. The application of a smooth or slippery substance between two objects to reduce friction. machine. A device that does some kind of work by changing or transmitting energy. mechanical advantage. In a simple machine, the ability to move a large resistance by applying a small effort. mechanism. A way of changing one kind of effort into another kind of effort. moment. The turning force acting on a lever; effort times the distance of the effort from the fulcrum. pneumatics. The study and technology of the characteristics of gases. power. The rate at which work is done or the rate at which energy is converted from one form to another or transferred from one place to another. pressure. The effort applied to a given area; effort divided by area. pulley. A simple machine in the form of a wheel with a groove around its rim to accept a rope, chain, or belt; it is used to lift heavy objects.
    [Show full text]
  • Chapter 8 Machines 227 Machines Finding the Meaning of Unknown Words Before You Read This Chapter, Skim Through It Briefly and Identify Any Words You Do Not Know
    This sample chapter is for review purposes only. Copyright © The Goodheart-Willcox Co., Inc. All rights reserved. Chapter 8 Machines 227 Machines Finding the Meaning of Unknown Words Before you read this chapter, skim through it briefly and identify any words you do not know. Record these words using the Reading Target In this walk-behind lawn mower, graphic organizer at the end of the chapter. Then read the chapter 8 the gas tank is placed with the engine for a more carefully. Use the context of the sentence to try to determine what each unified appearance. word means. Record your guesses in the graphic organizer also. After you read the chapter, follow the instructions with the graphic organizer to confirm your guesses. friction pneumatics gear power hydraulics pressure Charles Harrison designs inclined plane pulley lever screw machines used around linkage torque the home lubrication velocity machine viscosity Charles “Chuck” Harrison is one the most productive and respected mechanical advantage wedge American industrial designers of his time. He has been involved in the mechanism wheel and axle design of more than 750 consumer products that have improved the moment work life of millions. Harrison helped design the portable hair dryer, toasters, Discussion stereos, lawn mowers, sewing machines, Have students name the machines they use every day that help them do work, make their lives safer, and help them enjoy their leisure time. Harrison designed this hedge trimmer with plastic and the see-through measuring cup. He worked on power tools, fondue pots, Career Connection parts to minimize its weight. Have students identify careers associated with the design and development of new machines.
    [Show full text]
  • Pulley Dimensional Reference Identification Instructions
    PULLEY DIMENSIONAL REFERENCE IDENTIFICATION INSTRUCTIONS DAYCO IDLER/TENSIONER PULLEYS The advanced technologies employed in the materials research, engineering and manufacture of DAYCO idler/ tensioner pulleys has earned them a reputation for quality long lasting performance. Maximum structural integrity and optimal design are guaranteed through “modeling” using state-of-the-art 3D Computer Aided Design software and Finite Element Analysis. The manufacture of either our specially formulated glass filled polymer (plastic) pulleys or metal pulleys with smoother surfaces and tighter dimensional tolerances reduces vibration which translates into a cooler running belt and ultimately longer belt life. Lifetime lubricated ball bearing and high temperature grease and seals assure peak bearing performance. These elements working together all provide the smooth, quiet drive service that both the Automotive OE and Aftermarket demand. Determine if pulley is: 3Flat with Flange ................................ 3Flat without flange ............................ (count grooves) Example of 4 groove 3Grooved with flange .......................... (count grooves) Example of 6 groove 3Grooved without flange ..................... Competitive pulleys may vary slightly 2 IDENTIFICATION INSTRUCTIONS DAYCO IDLER/TENSIONER PULLEY DIMENSIONS EXPLANATION B C “A” Overall Diameter “B” Overall Width “C” Bearing ID1 D A “D” Bearing ID2 A B C D Overall Overall Bearing Bearing Description Part# Diameter Width ID1 ID2 64mm 33.5mm 14.5mm 8.4mm GLASS FILLED POLYMER (PLASTIC)
    [Show full text]