Simple+Machines

**Powerful Pulleys Lesson Study Presentation** Lesson Code (Course - Master Objective # - Benchmark # - Lesson # - #)
 * Science 8: Mastery Objective #2 - BM2-1· ||

Title - Author
 * Simple Machines: Powerful Pulleys - Deanna Majors, Tanya Dalrymple, Scott Link, John Sipes· ||

Benchmark/Expectation/Concept/Process/Skill
 * BM2-1: Recognize how forces affect motion ||

Relevant Goals
 * [|Show-Me]

[|Process] || [|Show-Me]

[|Science Content] || [|Missouri]

[|Science //G(C)LE(s)//] || [|SJSD] || National

<span style="font-family: Arial,Helvetica,sans-serif;">([|5-8], [|9-12]) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">· || <span style="font-family: Arial,Helvetica,sans-serif;">· || <span style="font-family: Arial,Helvetica,sans-serif;">· || <span style="font-family: Arial,Helvetica,sans-serif;">· 6 || <span style="font-family: Arial,Helvetica,sans-serif;">· ||

<span style="font-family: Arial,Helvetica,sans-serif;">Learning Path

<span style="font-family: Arial,Helvetica,sans-serif;">Previous Learning
<span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.5.a. Explain how work can be done on an object (force applied and distance moved) (No formula calculations at this level)

<span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.5.b. Recognize simple machines change the amount of effort force and/or direction of force

<span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.5.c. Compare the measures of effort force (measured using a spring scale to the nearest Newton) needed to lift a load with and without the use of simple machines

<span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.5.d. Identify the simple machines in common tools and household items <span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.7.a. Recognize examples of work being done on an object (force applied and distance moved in the direction of the applied force) with and without the use of simple machines
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Targeted Learning ==== ||

<span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.7.b. Calculate the amount of work done when a force is applied to an object over a distance (W = F x d)

<span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.7.c. Explain how simple machines affect the amount of effort force, distance through which a force is applied, and/or direction of force while doing work

<span style="font-family: Arial,Helvetica,sans-serif;">-.2.2.F.7.d. Recognize the amount of work output is never greater than the amount of work input, with or without the use of a simple machine

<span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.7.e. Evaluate simple machine designs to determine which design requires the least amount of effort force and explain why <span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.11.a. Describe the relationships between work, applied net force, and the distance an object moves
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Future Learning ==== ||

<span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.11.b. Explain how the efficiency of machines can be expressed as a ratio of work output to work input

<span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.11.c. Describe power in terms of work and time

<span style="font-family: Arial,Helvetica,sans-serif;">-2.2.F.11d. Analyze and describe the relationship among work, power, and efficiency

<span style="font-family: Arial,Helvetica,sans-serif;">Possible Misconceptions
 * <span style="font-family: Arial,Helvetica,sans-serif;">The amount of work changes when you use a simple machine...you do "less" work. ||

<span style="font-family: Arial,Helvetica,sans-serif;">Teacher Notes
 * <span style="font-family: Arial,Helvetica,sans-serif;">Prior to teaching this lesson, students should understand:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Concepts 1 - 5 on the Force and Motion Conceptual Framework ||

<span style="font-family: Arial,Helvetica,sans-serif;">Engage: Engages the learner’s mind in the concept, process, or skill to be learned, and makes connections between prior experiences and the current learning goals.
 * <span style="font-family: Arial,Helvetica,sans-serif;">· [[file:simplemachineblockandtackledemo.pdf]]

<span style="font-family: Arial,Helvetica,sans-serif;">Discussion Questions:
<span style="font-family: Arial,Helvetica,sans-serif;">Before constructing the pulley apparatus, ask students to write in their notebook what they think the materials will be used for. <span style="font-family: Arial,Helvetica,sans-serif;">During demo, students write what is observed in their notebooks. <span style="font-family: Arial,Helvetica,sans-serif;">After demo, What do you already know that could explain why this happened?

<span style="font-family: Arial,Helvetica,sans-serif;">Expected Student Reactions:
<span style="font-family: Arial,Helvetica,sans-serif;">Students should be able to recognize and identify the six simple machines. <span style="font-family: Arial,Helvetica,sans-serif;">Students will write down their observations. <span style="font-family: Arial,Helvetica,sans-serif;">Students will share their thoughts in small groups and with the entire class.

<span style="font-family: Arial,Helvetica,sans-serif;">Teacher Support:
<span style="font-family: Arial,Helvetica,sans-serif;">Parking Lot student questions that may arise during this activity. ||

<span style="font-family: Arial,Helvetica,sans-serif;">Explore: Provides or creates a common experience for all learners and helps the teacher identify the prior knowledge of each learning to build on. This stage allows time for the learner to explore their ideas. This stage should be concrete and meaningful to the learner. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">Powerful Pulleys: Lesson #1 Revised ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">·Powerful Pulleys: Lesson #1
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Formative Assessment(s): ||

<span style="font-family: Arial,Helvetica,sans-serif;">Explain: Allows the learner to construct an explanation (claim à evidence à reasoning). The teacher provides information in common terms to increase the accuracy of the explanation.
 * <span style="font-family: Arial,Helvetica,sans-serif;">· ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Formative Assessment(s): ||

<span style="font-family: Arial,Helvetica,sans-serif;">Elaborate: Pushes learner understanding, building on current understanding to increase the depth and breadth of understanding. Allow the learner to extend and apply the concepts, processes, or skills. Allows learner to experience new situations to apply to their learning.
 * <span style="font-family: Arial,Helvetica,sans-serif;">· ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Formative Assessment(s): ||

<span style="font-family: Arial,Helvetica,sans-serif;">Evaluate: Provides and opportunity for the learner to assess their own understanding and be able to demonstrate the depth and breadth of that understanding to others. Teacher assesses the learner’s level of understanding and mastery.
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Summative Assessment(s): ||

<span style="font-family: Arial,Helvetica,sans-serif;">Additional Resources: <span style="font-family: Arial,Helvetica,sans-serif;">· Websites: <span style="font-family: Arial,Helvetica,sans-serif;">· Video: ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">· Text:

<span style="font-family: Arial,Helvetica,sans-serif;">Teacher Review: Include date, course, and name of teacher.
 * <span style="font-family: Arial,Helvetica,sans-serif;">· ||