Simple Machines PowerPoint

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A three part 1500+ PowerPoint slideshow from www.sciencepowerpoint.com becomes the roadmap for an interactive and amazing science experience that includes a bundled homework package, answer keys, unit notes, video links, review games, built-in quizzes and hands-on activities, worksheets, rubrics, games, and much more.
Also included are instruction to create a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals.
Text for the unit PowerPoint is presented in large print (32 font) and is placed at the top of each slide so it can seen and read from all angles of a classroom. A shade technique, as well as color coded text helps to increase student focus and allows teacher to control the pace of the lesson. Also included is a 12 page assessment / bundled homework that chronologically follows the slideshow for nightly homework and the end of the unit assessment, as well as a 8 page modified assessment. 9 pages of class notes with images are also included for students who require assistance, as well as answer keys to both of the assessments for support professionals, teachers, and homeschool parents. Many video links are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes and are included in organized folders. Two PowerPoint Review games are included. Answers to the PowerPoint Review Games are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating of 8 (Ten is most difficult).
Areas of Focus: -Newton's First Law, Inertia, Friction, Four Types of Friction, Negatives and Positives of Friction, Newton's Third Law, Newton's Second Law, Potential Energy, Kinetic Energy, Mechanical Energy, Forms of Potential to Kinetic Energy, Speed, Velocity, Acceleration, Deceleration, Momentum, Work, Machines (Joules), Catapults, Trajectory, Force, Simple Machines, Pulley / (MA Mechanical Advantage), Lever /(MA),Wedge /(MA), Wheel and Axle (MA), Inclined Plane / (MA), Screw /(MA).
This unit aligns with the Next Generation Science Standards and with Common Core Standards for ELA and Literacy for Science and Technical Subjects. See preview for more information
If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
Teaching Duration = 4+ Weeks

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Simple Machines PowerPoint

  1. 1. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 6 Meters 3 meters Effort Arm (6 meters) / Resistance Arm (3 Meters) = MA 2
  2. 2. • RED SLIDE: These are notes that are very important and should be recorded in your science journal. Copyright © 2010 Ryan P. Murphy
  3. 3. -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Make visuals clear and well drawn. Please label. Effort Arm Resistance Arm
  4. 4. • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy
  5. 5. • http://sciencepowerpoint.com/
  6. 6.  Machine: Anything that helps you do work.
  7. 7.  Machine: Anything that helps you do work.  Work = Force x Distance
  8. 8. • Which of the following is not something machines do. – B.) Machines can change the direction of the force you put in. ( ex. A Car jack) – C.) Machines create energy in order to complete a force. (ex. reactor) – D.) Machines can increase the speed of the force. (ex. Bicycle)
  9. 9. • Which of the following is not something machines do. – A.) Machines can make the force you put into a machine greater. (ex. Pliers) – B.) Machines can change the direction of the force you put in. ( ex. A Car jack) – C.) Machines create energy in order to complete a force. (ex. reactor) – D.) Machines can increase the speed of the force. (ex. Bicycle)
  10. 10. • Which of the following is not something machines do. – A.) Machines can make the force you put into a machine greater. (ex. Pliers) – B.) Machines can change the direction of the force you put in. ( ex. A Car jack) – C.) Machines create energy in order to complete a force. (ex. reactor) – D.) Machines can increase the speed of the force. (ex. Bicycle)
  11. 11. • Which of the following is not something machines do. – A.) Machines can make the force you put into a machine greater. (ex. Pliers) – B.) Machines can change the direction of the force you put in. ( ex. A Car jack) – C.) Machines create energy in order to complete a force. (ex. reactor) – D.) Machines can increase the speed of the force. (ex. Bicycle)
  12. 12. • Which of the following is not something machines do. – A.) Machines can make the force you put into a machine greater. (ex. Pliers) – B.) Machines can change the direction of the force you put in. ( ex. A Car jack) – C.) Machines create energy in order to complete a force. (ex. reactor) – D.) Machines can increase the speed of the force. (ex. Bicycle)
  13. 13. • Which of the following is not something machines do. – A.) Machines can make the force you put into a machine greater. (ex. Pliers) – B.) Machines can change the direction of the force you put in. ( ex. A Car jack) – C.) Machines create energy in order to complete a force. (ex. reactor) – D.) Machines can increase the speed of the force. (ex. Bicycle)
  14. 14. • Which of the following is not something machines do. – A.) Machines can make the force you put into a machine greater. (ex. Pliers) – B.) Machines can change the direction of the force you put in. ( ex. A Car jack) – C.) Machines create energy in order to complete a force. (ex. reactor) – D.) Machines can increase the speed of the force. (ex. Bicycle)
  15. 15. • Match the correct work of machines to the picture. – A.) Machines can increase the speed of the force. – B.) Machines can make the force you put into a machine greater. – C.) Machines can change the direction of the force you put in.
  16. 16. • Match the correct work of machines to the picture. – A.) Machines can increase the speed of the force. – B.) Machines can make the force you put into a machine greater. – C.) Machines can change the direction of the force you put in.
  17. 17. • Match the correct work of machines to the picture. – A.) Machines can increase the speed of the force. – B.) Machines can make the force you put into a machine greater. – C.) Machines can change the direction of the force you put in.
  18. 18. • Match the correct work of machines to the picture. – A.) Machines can increase the speed of the force. – B.) Machines can make the force you put into a machine greater. – C.) Machines can change the direction of the force you put in.
  19. 19. • Match the correct work of machines to the picture. – A.) Machines can increase the speed of the force. – B.) Machines can make the force you put into a machine greater. – C.) Machines can change the direction of the force you put in.
  20. 20. • Match the correct work of machines to the picture. – A.) Machines can increase the speed of the force. – B.) Machines can make the force you put into a machine greater. – C.) Machines can change the direction of the force you put in.
  21. 21. • Match the correct work of machines to the picture. – A.) Machines can increase the speed of the force. – B.) Machines can make the force you put into a machine greater. – C.) Machines can change the direction of the force you put in.
  22. 22. • Law Conservation of energy: energy cannot be created or destroyed.
  23. 23. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  24. 24. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  25. 25. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  26. 26. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  27. 27. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  28. 28. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  29. 29. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  30. 30. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  31. 31. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  32. 32. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  33. 33. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  34. 34. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  35. 35. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  36. 36. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  37. 37. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  38. 38. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  39. 39. • Law Conservation of energy: energy cannot be created or destroyed. – Simple machines generally require more work / energy to complete a task. Example
  40. 40.  Efficiency: A measure of how much more work must be put into a machine than you get out of the machine.
  41. 41.  Efficiency: A measure of how much more work must be put into a machine than you get out of the machine.  The efficiency of a machine will always be less than 100%.
  42. 42. • Efficiency: A measure of how much more work must be put into a machine than you get out of the machine. – The efficiency of a machine will always be less than 100%. – If there was no friction, the best you could hope for is an efficiency of 100% meaning work in = work out.
  43. 43. • Efficiency: A measure of how much more work must be put into a machine than you get out of the machine. – The efficiency of a machine will always be less than 100%. – If there was no friction, the best you could hope for is an efficiency of 100% meaning work in = work out.
  44. 44. • Efficiency: A measure of how much more work must be put into a machine than you get out of the machine. – The efficiency of a machine will always be less than 100%. – If there was no friction, the best you could hope for is an efficiency of 100% meaning work in = work out.
  45. 45.  Force is measured in a unit called the Newton. Copyright © 2010 Ryan P. Murphy
  46. 46.  Force is measured in a unit called the Newton. Copyright © 2010 Ryan P. Murphy
  47. 47.  Force is measured in a unit called the Newton. Copyright © 2010 Ryan P. Murphy
  48. 48.  Force is measured in a unit called the Newton. Copyright © 2010 Ryan P. Murphy
  49. 49.  Force is measured in a unit called the Newton. Copyright © 2010 Ryan P. Murphy
  50. 50.  Force is measured in a unit called the Newton. Copyright © 2010 Ryan P. Murphy
  51. 51.  Force is measured in a unit called the Newton. Copyright © 2010 Ryan P. Murphy
  52. 52.  Force is measured in a unit called the Newton. Copyright © 2010 Ryan P. Murphy
  53. 53.  Force is measured in a unit called the Newton. Copyright © 2010 Ryan P. Murphy
  54. 54.  Force is measured in a unit called the Newton. Copyright © 2010 Ryan P. Murphy
  55. 55.  One Newton is the amount of force required to give a 1 kg mass an acceleration of 1 m/s/s. Copyright © 2010 Ryan P. Murphy
  56. 56.  One Newton is the amount of force required to give a 1 kg mass an acceleration of 1 m/s/s. Copyright © 2010 Ryan P. Murphy
  57. 57.  One Newton is the amount of force required to give a 1 kg mass an acceleration of 1 m/s/s. Copyright © 2010 Ryan P. Murphy Learn more: Force. http://www.physicsclassroom.com/class/newt laws/u2l2a.cfm
  58. 58. • One Newton is the amount of force required to give a 1 kg mass an acceleration of 1 m/s/s. Copyright © 2010 Ryan P. Murphy
  59. 59. • One Newton is the amount of force required to give a 1 kg mass an acceleration of 1 m/s/s. Copyright © 2010 Ryan P. Murphy
  60. 60.  Mass: Amount of matter in an object. Copyright © 2010 Ryan P. Murphy
  61. 61. Copyright © 2010 Ryan P. Murphy
  62. 62. “I’m weightless but I still have mass.” Copyright © 2010 Ryan P. Murphy
  63. 63.  New Area of focus: Simple Machines. Copyright © 2010 Ryan P. Murphy
  64. 64. • Activity: Ancient use of Simple Machines. – Use PVC piping to move an upside down lab table and some people sitting on it down the hall. Copyright © 2010 Ryan P. Murphy
  65. 65. • Set-up of challenge. – Move pipes from the rear to the front before the table moves. – How efficient can your group work?
  66. 66. • Please reflect upon the activity. – What type of machine was used? – Did it help? Copyright © 2010 Ryan P. Murphy
  67. 67.  Mechanical advantage (MA): The number of times a machine multiplies your effort force. Copyright © 2010 Ryan P. Murphy
  68. 68.  To find MA  Divide resistance force (usually weight in g) by the effort force (Newtons) Copyright © 2010 Ryan P. Murphy
  69. 69.  To find MA  Divide resistance force (usually weight in g) by the effort force (Newton) Copyright © 2010 Ryan P. Murphy
  70. 70.  To find MA  Divide resistance force (usually weight in g) by the effort force (Newton) Copyright © 2010 Ryan P. Murphy
  71. 71.  To find MA  Divide resistance force (usually weight in g) by the effort force (Newton) Copyright © 2010 Ryan P. Murphy
  72. 72.  To find MA  Divide resistance force (usually weight in g) by the effort force (Newton) Copyright © 2010 Ryan P. Murphy
  73. 73.  To find MA  Divide resistance force (usually weight in g) by the effort force (Newton) Copyright © 2010 Ryan P. Murphy FO = MA
  74. 74.  To find MA  Divide resistance force (usually weight in g) by the effort force (Newton) Copyright © 2010 Ryan P. Murphy FO FI = MA
  75. 75. • Find the MA of the following. • The work input was 2, and the output was 18.
  76. 76. • Find the MA of the following. • The work input was 2, and the output was 18.
  77. 77. • Find the MA of the following. • The work input was 2, and the output was 18. FI FO
  78. 78. • Find the MA of the following. • The work input was 2, and the output was 18. FI FO
  79. 79. • Find the MA of the following. • The work input was 2, and the output was 18. FI FO
  80. 80. • Find the MA of the following. • The work input was 2, and the output was 18. FI FO 2 18
  81. 81. • Find the MA of the following. • The work input was 2, and the output was 18. FI FO 2 18 = 9 MA
  82. 82. • Find the MA of the following. • The work input was 2, and the output was 18. FI FO 2 18 = 9 MA Mechanical Advantage: Learn More at… http://www.wisc- online.com/objects/ViewObject.aspx?ID=ENG20504
  83. 83. 12 N 6 N
  84. 84. 12 N 6 NFO FI
  85. 85. 12 N 6 NFO FI
  86. 86. 12 N 6 NFO FI
  87. 87. 12 N 6 NFO FI 6N 12N
  88. 88. 12 N 6 NFO FI 6N 12N = 12 MA
  89. 89. 40 N 20 N
  90. 90. 40 N 20 N FO FI
  91. 91. 40 N 20 N FO FI
  92. 92. 40 N 20 N FO FI 20N 40N
  93. 93. 40 N 20 N FO FI 20N 40N = 2 MA
  94. 94. 40 N 20 N FO FI 20N 40N = 2 MA
  95. 95. 90 N 45 N
  96. 96. 90 N 45 N FO FI
  97. 97. 90 N 45 N FO FI 45N 90N
  98. 98. 90 N 45 N FO FI 45N 90N = 2 MA
  99. 99. • Law Conservation of Energy
  100. 100. • Law Conservation of Energy – Energy cannot be created or destroyed.
  101. 101. • Law Conservation of Energy – Energy cannot be created or destroyed. – Energy can be transferred.
  102. 102. • Law Conservation of Energy – Energy cannot be created or destroyed. – Energy can be transferred.
  103. 103. • Law Conservation of Energy – Energy cannot be created or destroyed. – Energy can be transferred.
  104. 104. • Video Links! Mechanical Advantage, Khan Academy, Optional (Advanced) (I,II,III) – http://www.khanacademy.org/science/physics/m echanics/v/introduction-to-mechanical-advantage (Part 1) – http://www.khanacademy.org/science/physics/m echanics/v/mechanical-advantage--part-2 (2) – http://www.khanacademy.org/science/physics/m echanics/v/mechanical-advantage--part-3 (3)
  105. 105.  Simple machines: Types of machines that do work with one movement. Copyright © 2010 Ryan P. Murphy
  106. 106.  Simple machines: Types of machines that do work with one movement. Copyright © 2010 Ryan P. Murphy
  107. 107.  Simple machines: Types of machines that do work with one movement. Copyright © 2010 Ryan P. Murphy
  108. 108.  Simple machines: Types of machines that do work with one movement. Copyright © 2010 Ryan P. Murphy
  109. 109.  Simple machines: Types of machines that do work with one movement. Copyright © 2010 Ryan P. Murphy
  110. 110.  Simple machines: Types of machines that do work with one movement. Copyright © 2010 Ryan P. Murphy
  111. 111.  Simple machines: Types of machines that do work with one movement. Copyright © 2010 Ryan P. Murphy
  112. 112.  Simple machines: Types of machines that do work with one movement. Copyright © 2010 Ryan P. Murphy
  113. 113.  Simple machines: Types of machines that do work with one movement. Copyright © 2010 Ryan P. Murphy
  114. 114.  Simple machines: Types of machines that do work with one movement. Copyright © 2010 Ryan P. Murphy
  115. 115. • Simple Machines Available Sheet: Pulleys
  116. 116.  Pulley  Uses grooved wheels and a rope to raise, lower or move a load. Copyright © 2010 Ryan P. Murphy
  117. 117.  Pulley  Uses grooved wheels and a rope to raise, lower or move a load. Copyright © 2010 Ryan P. Murphy
  118. 118.  A pulley makes work seem easier Copyright © 2010 Ryan P. Murphy
  119. 119.  A pulley makes work seem easier Copyright © 2010 Ryan P. Murphy
  120. 120.  A pulley makes work seem easier  Changes the direction of motion to work with gravity. Copyright © 2010 Ryan P. Murphy
  121. 121.  A pulley makes work seem easier  Changes the direction of motion to work with gravity. Instead of lifting up, you can pull down. Copyright © 2010 Ryan P. Murphy
  122. 122.  A pulley makes work seem easier  Changes the direction of motion to work with gravity. Instead of lifting up, you can pull down.  Uses your body weight against the resistance. Copyright © 2010 Ryan P. Murphy
  123. 123.  The more pulleys that are used, the more the MA (Mechanical Advantage). Copyright © 2010 Ryan P. Murphy
  124. 124.  The more pulleys that are used, the more the MA (Mechanical Advantage). Copyright © 2010 Ryan P. Murphy
  125. 125.  MA = The number of ropes that support the pulley. The end of the rope doesn’t count.  What is the MA of this pulley system below? Copyright © 2010 Ryan P. Murphy
  126. 126. • MA = The number of ropes that support the pulley. The end of the rope doesn’t count. – What is the MA of this pulley system below? Copyright © 2010 Ryan P. Murphy
  127. 127. • MA = The number of ropes that support the pulley. The end of the rope doesn’t count. MA =2 – What is the MA of this pulley system below? Copyright © 2010 Ryan P. Murphy
  128. 128. • MA = The number of ropes that support the pulley. The end of the rope doesn’t count. MA =2 – What is the MA of this pulley system below? Copyright © 2010 Ryan P. Murphy
  129. 129. • MA = The number of ropes that support the pulley. The end of the rope doesn’t count. MA =2 – What is the MA of this pulley system below? Copyright © 2010 Ryan P. Murphy FI =
  130. 130. • MA = The number of ropes that support the pulley. The end of the rope doesn’t count. MA =2 – What is the MA of this pulley system below? Copyright © 2010 Ryan P. Murphy FO FI
  131. 131. • MA = The number of ropes that support the pulley. The end of the rope doesn’t count. MA =2 – What is the MA of this pulley system below? Copyright © 2010 Ryan P. Murphy FO FI FI FO
  132. 132. • MA = The number of ropes that support the pulley. The end of the rope doesn’t count. MA =2 – What is the MA of this pulley system below? Copyright © 2010 Ryan P. Murphy FO FI FI FO 100 kg 50 kg
  133. 133. • MA = The number of ropes that support the pulley. The end of the rope doesn’t count. MA =2 – What is the MA of this pulley system below? Copyright © 2010 Ryan P. Murphy FO FI FI FO 100 kg 50 kg = 2 MA
  134. 134. • What is the MA of this pulley system? MA=2 Copyright © 2010 Ryan P. Murphy
  135. 135. • Answer, the MA is 4. Copyright © 2010 Ryan P. Murphy
  136. 136. • Answer, the MA is 4. Copyright © 2010 Ryan P. Murphy
  137. 137. • Answer, the MA is 4. Copyright © 2010 Ryan P. Murphy FI FO
  138. 138. • Answer, the MA is 4. Copyright © 2010 Ryan P. Murphy FI FO FI FO
  139. 139. • Answer, the MA is 4. Copyright © 2010 Ryan P. Murphy FI FO FI FO
  140. 140. • Answer, the MA is 4. Copyright © 2010 Ryan P. Murphy FI FO FI FO 100 25
  141. 141. • Answer, the MA is 4. Copyright © 2010 Ryan P. Murphy FI FO FI FO 100 25 = 4 MA
  142. 142. • What is the MA?
  143. 143. • What is the MA?
  144. 144. • What is the MA?
  145. 145. • What is the MA?
  146. 146. • What is the MA?
  147. 147. • What is the MA?
  148. 148. • What is the MA?
  149. 149. • What is the MA?
  150. 150. • What is the MA?
  151. 151. • Pulley Simulator: (Optional) – http://www.compassproject.net/sims/pulley.html
  152. 152.  Three types of pulleys  -  -  - Copyright © 2010 Ryan P. Murphy
  153. 153.  Fixed pulley  No MA Copyright © 2010 Ryan P. Murphy
  154. 154.  Fixed pulley  No MA Copyright © 2010 Ryan P. Murphy
  155. 155.  Movable Pulley (MA of 2) Copyright © 2010 Ryan P. Murphy
  156. 156.  Movable Pulley (MA of 2) Copyright © 2010 Ryan P. Murphy
  157. 157.  Combined Pulley / Block and tackle Copyright © 2010 Ryan P. Murphy
  158. 158. • Rock climbing uses pulleys. Copyright © 2010 Ryan P. Murphy
  159. 159. • Rock climbing uses pulleys. Copyright © 2010 Ryan P. Murphy
  160. 160. • Rock climbing uses pulleys. Copyright © 2010 Ryan P. Murphy
  161. 161. • Sailing uses pulleys to ease difficult jobs. Copyright © 2010 Ryan P. Murphy
  162. 162. Pulleys
  163. 163. • The chain on your bicycle is a pulley.
  164. 164. • Quiz Wiz 1-10 Fixed Pulley, Moveable Pulley, Block and Tackle/Combined Pulley Copyright © 2010 Ryan P. Murphy
  165. 165. • * Bonus: Name this family that used simple machines to create a tree house?
  166. 166. • Answers! Quiz Wiz 1-10 Fixed Pulley, Moveable Pulley, Block and Tackle/Combined Pulley Copyright © 2010 Ryan P. Murphy
  167. 167. • * Bonus: Name this family that used simple machines to create a tree house?
  168. 168. • * Bonus: Name this family that used simple machines to create a tree house?
  169. 169. • Activity! Using the three types of Pulleys Copyright © 2010 Ryan P. Murphy
  170. 170. • Activity! Using the three types of Pulleys Copyright © 2010 Ryan P. Murphy I wonder what the MA of this pulley system is?
  171. 171. • Activity! Using the three types of Pulleys Copyright © 2010 Ryan P. Murphy I wonder what the MA of this pulley system is?
  172. 172. • Activity! Using the three types of Pulleys Copyright © 2010 Ryan P. Murphy I wonder what the MA of this pulley system is?
  173. 173. Top Pulley Bottom Pulley
  174. 174. Top Pulley Bottom Pulley
  175. 175. Top Pulley Bottom Pulley
  176. 176. Top Pulley Bottom Pulley
  177. 177. Top Pulley Bottom Pulley
  178. 178. • Simple Machines Available Sheet.
  179. 179. Please create this spreadsheet in your journal. Weight (g) newtons No Pulley ____ grams Fixed Pulley ____ grams Combined Pulley 2 ____ grams Combined Pulley 4 ____ grams Copyright © 2010 Ryan P. Murphy
  180. 180. • Please use the materials to do the following. –Measure the newtons required with a Spring Scale to lift the ____ grams of weight with the different pulleys described in the spreadsheet. Copyright © 2010 Ryan P. Murphy
  181. 181. • Please use the materials to do the following. –Measure the newtons required with a Spring Scale to lift the ____ grams of weight with the different pulleys described in the spreadsheet. Copyright © 2010 Ryan P. Murphy Remember to zero your spring scale!
  182. 182. • Please use the materials to do the following. – Record the newtons required with a Spring Scale to lift the ____ grams of weight with a fixed pulley.
  183. 183. • Fixed Pulley System Construction
  184. 184. • Fixed Pulley System Construction
  185. 185. • Fixed Pulley System Construction
  186. 186. • Fixed Pulley System Construction
  187. 187. • Fixed Pulley System Construction
  188. 188. • Fixed Pulley System Construction
  189. 189. • Fixed Pulley System Construction
  190. 190. • Please use the materials to do the following. –Record the newtons with a combined pulley to lift the weight? Spring Scale Copyright © 2010 Ryan P. Murphy
  191. 191. • Two Pulley System Construction
  192. 192. • Two Pulley System Construction
  193. 193. • Two Pulley System Construction
  194. 194. • Two Pulley System Construction
  195. 195. • Two Pulley System Construction
  196. 196. • Two Pulley System Construction
  197. 197. • Two Pulley System Construction
  198. 198. • Two Pulley System Construction
  199. 199. • Please use the materials to do the following. – Record newtons with a combined pulley (4) to lift the ____ grams of weight?
  200. 200. • 4 Pulley System Construction
  201. 201. • 4 Pulley System Construction
  202. 202. • 4 Pulley System Construction Two wheels / Pulley
  203. 203. • 4 Pulley System Construction Two wheels / Pulley
  204. 204. • 4 Pulley System Construction
  205. 205. • 4 Pulley System Construction
  206. 206. • If you don’t have double pulleys, you can still use 4 single pulley’s like so. Copyright © 2010 Ryan P. Murphy
  207. 207. • Create a moveable pulley to lower the ___ gram weight into the bucket without touching it. Copyright © 2010 Ryan P. Murphy
  208. 208. • Questions? – What was the advantage in newtons to use a fixed pulley rather than no pulley at all? – What was the advantage in Newtons to use a combined pulley over a fixed pulley? – What was the advantage in Newtons to use a combined pulley (4) over a combined pulley (2)? – Did a moveable pulley allow you to move the load with minimal effort? Copyright © 2010 Ryan P. Murphy
  209. 209. • Questions? – What was the advantage in newtons to use a fixed pulley rather than no pulley at all? – What was the advantage in newtons to use a combined pulley over a fixed pulley? – What was the advantage in Newtons to use a combined pulley (4) over a combined pulley (2)? – Did a moveable pulley allow you to move the load with minimal effort? Copyright © 2010 Ryan P. Murphy
  210. 210. • Questions? – What was the advantage in newtons to use a fixed pulley rather than no pulley at all? – What was the advantage in newtons to use a combined pulley over a fixed pulley? – What was the advantage in newtons to use a combined pulley (4) over a combined pulley (2)? – Did a moveable pulley allow you to move the load with minimal effort? Copyright © 2010 Ryan P. Murphy
  211. 211. • Questions? – What was the advantage in newtons to use a fixed pulley rather than no pulley at all? – What was the advantage in newtons to use a combined pulley over a fixed pulley? – What was the advantage in newtons to use a combined pulley (4) over a combined pulley (2)? – Did a moveable pulley allow you to move the load with minimal effort? Copyright © 2010 Ryan P. Murphy
  212. 212. Weight (g) Newton No Pulley ___ grams 5 newtons Fixed Pulley ___ grams 5 newtons? Combined Pulley 2 ___ grams 3 newtons? Combined Pulley 4 ___ grams 1 newtons? Copyright © 2010 Ryan P. Murphy
  213. 213. • Questions? – What was the advantage in newtons to use a fixed pulley rather than no pulley at all? Copyright © 2010 Ryan P. Murphy
  214. 214. • Questions? – What was the advantage in newtons to use a fixed pulley rather than no pulley at all? – There was no Mechanical Advantage (MA) when using the fixed pulley. It was easier because you didn’t have to bend down. Copyright © 2010 Ryan P. Murphy
  215. 215. • Questions? – What was the advantage in newtons to use a combined pulley over a fixed pulley? Copyright © 2010 Ryan P. Murphy
  216. 216. • Questions? – What was the advantage in newtons to use a combined pulley over a fixed pulley? – The combined pulley required less force (2 newtons) to lift the load. The Mechanical Advantage was 2 newtons. Copyright © 2010 Ryan P. Murphy
  217. 217. • Questions? – What was the advantage in newtons to use a combined pulley (4) over a combined pulley (2)? Copyright © 2010 Ryan P. Murphy
  218. 218. • Questions? – What was the advantage in newtons to use a combined pulley (4) over a combined pulley (2)? – The (MA) was 4. It only took 1 newton to lift the load compared 3 newtons with the combined 2 pulley, and 5 newtons with no pulley at all. Copyright © 2010 Ryan P. Murphy
  219. 219. Pulleys. Learn more at… http://www.swe.org/iac/lp/pulley_03.html
  220. 220. • Questions? – Did a moveable pulley allow you to move the load with minimal effort? Copyright © 2010 Ryan P. Murphy
  221. 221. • Questions? – Did a moveable pulley allow you to move the load with minimal effort? – The pulley moved along the rope very easily. We were able to move the load easily once it was lifted. The pulley rolled down the rope because of it’s potential energy. • Not very good for lifting. Copyright © 2010 Ryan P. Murphy
  222. 222. • Simple Machines Available Sheet: Levers
  223. 223.  Lever -
  224. 224.  Lever A stiff bar that rests on a support called a fulcrum which lifts or moves loads.
  225. 225.  MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy
  226. 226.  MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy
  227. 227.  MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy
  228. 228.  MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy Or…
  229. 229.  MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 120 N FI FO 360 N
  230. 230.  MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 120 N FI FO 360 N= FO FI
  231. 231.  MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 120 N FI FO 360 N= FO 360 N FI 120 N
  232. 232.  MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 120 N FI FO 360 N=3 MA FO 360 N FI 120 N
  233. 233. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 6 Meters 3 meters
  234. 234. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 6 Meters 3 meters Effort Arm (6 meters) /
  235. 235. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 6 Meters 3 meters Effort Arm (6 meters) / Resistance Arm (3 Meters)
  236. 236. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 6 Meters 3 meters Effort Arm (6 meters) / Resistance Arm (3 Meters) = MA 2
  237. 237. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 12 meters4 meters
  238. 238. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 12 meters4 meters
  239. 239. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 12 meters4 meters
  240. 240. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 12 meters4 meters 12 meters / 4 meters =
  241. 241. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 12 meters4 meters 12 meters / 4 meters = MA 3
  242. 242. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy 90 N 30 N
  243. 243. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy FO FI 90 N 30 N
  244. 244. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy FO FI 90 N 30 N
  245. 245. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy FO FI 90 N 30 N
  246. 246. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy FO FI 30 N 90 N 90 N 30 N
  247. 247. • What is the MA of this lever? – MA = length of effort arm ÷ length of resistance arm. Copyright © 2010 Ryan P. Murphy =3 MA FO FI 30 N 90 N 90 N 30 N
  248. 248. • Video Link! Levers and skateboarding. – http://www.youtube.com/watch?v=72ZNEactb-k
  249. 249.  The 3 types of levers  -  -  - Copyright © 2010 Ryan P. Murphy
  250. 250.  The 3 types of levers  -  -  - Copyright © 2010 Ryan P. Murphy
  251. 251.  The 3 types of levers  -  -  - Copyright © 2010 Ryan P. Murphy
  252. 252.  The 3 types of levers  -  -  - Copyright © 2010 Ryan P. Murphy
  253. 253.  The 3 types of levers  -  -  - Copyright © 2010 Ryan P. Murphy
  254. 254. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  255. 255. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  256. 256. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  257. 257. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  258. 258. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  259. 259. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  260. 260. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  261. 261.  First Class Lever Copyright © 2010 Ryan P. Murphy
  262. 262. • The law of equilibrium is: The effort multiplied by its distance from the fulcrum equals the load multiplied by its distance from the fulcrum.
  263. 263. • The law of equilibrium is: The effort multiplied by its distance from the fulcrum equals the load multiplied by its distance from the fulcrum. – True or False? – 2 lbs of effort exerted 4 feet from the fulcrum will lift 8 lbs located 1 foot on the other side of fulcrum.
  264. 264. • The law of equilibrium is: The effort multiplied by its distance from the fulcrum equals the load multiplied by its distance from the fulcrum. – True or False? – 2 lbs of effort exerted 4 feet from the fulcrum will lift 8 lbs located 1 foot on the other side of fulcrum.
  265. 265. • The law of equilibrium is: The effort multiplied by its distance from the fulcrum equals the load multiplied by its distance from the fulcrum. – True or False? – 2 lbs of effort exerted 4 feet from the fulcrum will lift 8 lbs located 1 foot on the other side of fulcrum.
  266. 266. • Activity! Sending a stuffed toy flying. – Create a first class lever and send and toy into the air by jumping on the effort arm.
  267. 267. • Activity! Sending a stuffed toy flying. – Create a first class lever and send and toy into the air by jumping on the effort arm.
  268. 268. • Activity! Sending a stuffed toy flying. – Create a first class lever and send and toy into the air by jumping on the effort arm.
  269. 269. • Activity! Sending a stuffed toy flying. – Create a first class lever and send and toy into the air by jumping on the effort arm.
  270. 270. • Activity! Sending a stuffed toy flying. – Create a first class lever and send and toy into the air by jumping on the effort arm.
  271. 271. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  272. 272. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  273. 273. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  274. 274. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  275. 275. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  276. 276. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  277. 277. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  278. 278. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  279. 279. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  280. 280. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  281. 281. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  282. 282. • Activity! Sending a stuffed toy flying. – Change the fulcrum, Will this change how high the toy will travel.
  283. 283. • Simple Machines Available Sheet: Levers
  284. 284. • Activity! Levers – Please record the spreadsheet below in your journal. Mechanical Advantage # of newtons to lift lever Just the weight (_____grams) No MA E arm = 25cm R arm = 5cm E arm = 20cm R arm = 10cm E arm = 15cm R arm = 15cm E arm = 10cm R arm = 20cm E arm = 5cm R arm = 25cm Copyright © 2010 Ryan P. Murphy
  285. 285. • Please set up your first class lever system as follows. – Use the centimeters on the ruler to set up lever and determine MA. Crayola Marker Ruler Copyright © 2010 Ryan P. Murphy Paperclip taped
  286. 286. • Simulated data / Answers Mechanical Advantage # of newtons to lift lever Just the weight (_____ grams) No MA 3 Results will vary due to spring scales E arm = 25cm R arm = 5cm 25/5 = 5 .5 E arm = 20cm R arm = 10cm 20/10 = 2 1 E arm = 15cm R arm = 15cm 15/15 = 1 2 E arm = 10cm R arm = 20cm 10/20 = .5 4 E arm = 5cm R arm = 25cm 5/25 = .2 8 Copyright © 2010 Ryan P. Murphy
  287. 287. Mechanical Advantage # of newtons to lift lever Just the weight (_____ grams) No MA 3 Results will vary due to spring scales E arm = 25cm R arm = 5cm 25/5 = 5 .5 E arm = 20cm R arm = 10cm 20/10 = 2 1 E arm = 15cm R arm = 15cm 15/15 = 1 2 E arm = 10cm R arm = 20cm 10/20 = .5 4 E arm = 5cm R arm = 25cm 5/25 = .2 8 Copyright © 2010 Ryan P. Murphy
  288. 288. Mechanical Advantage # of newtons to lift lever Just the weight (_____ grams) No MA 3 Results will vary due to spring scales E arm = 25cm R arm = 5cm 25/5 = 5 .5 E arm = 20cm R arm = 10cm 20/10 = 2 1 E arm = 15cm R arm = 15cm 15/15 = 1 2 E arm = 10cm R arm = 20cm 10/20 = .5 4 E arm = 5cm R arm = 25cm 5/25 = .2 8 Copyright © 2010 Ryan P. Murphy Note Mechanical Disadvantage
  289. 289. • Simple Machines Available Sheet: Levers
  290. 290. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (Crayola marker) gave you the best MA or lowest number of Newtons? – Which fulcrum position (marker) gave you the least MA or negative MA or highest number of Newtons? – How does changing the fulcrums location effect the lever? Copyright © 2010 Ryan P. Murphy
  291. 291. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (Crayola marker) gave you the best MA or lowest number of newtons? – Which fulcrum position (marker) gave you the least MA or negative MA or highest number of newtons? – How does changing the fulcrums location effect the lever? Copyright © 2010 Ryan P. Murphy
  292. 292. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (Crayola marker) gave you the best MA or lowest number of newtons? – Which fulcrum position (marker) gave you the least MA or negative MA or highest number of newtons? – How does changing the fulcrums location effect the lever? Copyright © 2010 Ryan P. Murphy
  293. 293. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (Crayola marker) gave you the best MA or lowest number of newtons? – Which fulcrum position (marker) gave you the least MA or negative MA or highest number of newtons? – How does changing the fulcrums location effect the lever? Copyright © 2010 Ryan P. Murphy
  294. 294. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (Crayola marker) gave you the best MA or lowest number of newtons? Copyright © 2010 Ryan P. Murphy
  295. 295. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (Crayola marker) gave you the best MA or lowest number of newtons? – Answer: The lever had the highest Mechanical Advantage when it had a long effort arm, and short resistance arm (E=25, R=5) Copyright © 2010 Ryan P. Murphy
  296. 296. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (Crayola marker) gave you the best MA or lowest number of newtons? – Answer: The lever had the highest Mechanical Advantage when it had a long effort arm, and short resistance arm (E=25, R=5) Copyright © 2010 Ryan P. Murphy
  297. 297. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (Crayola marker) gave you the best MA or lowest number of newtons? – Answer: The lever had the highest Mechanical Advantage when it had a long effort arm, and short resistance arm (E=25, R=5) Copyright © 2010 Ryan P. Murphy
  298. 298. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (marker) gave you the least MA or negative MA or highest number of newtons? Copyright © 2010 Ryan P. Murphy
  299. 299. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (marker) gave you the least MA or negative MA or highest number of newtons? – Answer: It was most difficult (Least MA) to lift the weight with a short effort arm, and long resistance arm (E=5, R=25) Copyright © 2010 Ryan P. Murphy
  300. 300. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (marker) gave you the least MA or negative MA or highest number of newtons? – Answer: It was most difficult (Least MA) to lift the weight with a short effort arm, and long resistance arm (E=5, R=25) Copyright © 2010 Ryan P. Murphy
  301. 301. • Questions / Follow-up (Use data in MA or in newtons) – Which fulcrum position (marker) gave you the least MA or negative MA or highest number of newtons? – Answer: It was most difficult (Least MA) to lift the weight with a short effort arm, and long resistance arm (E=5, R=25) Copyright © 2010 Ryan P. Murphy
  302. 302. • Questions / Follow-up (Use data in MA or in newtons) – How does changing the fulcrums location effect the lever? Copyright © 2010 Ryan P. Murphy
  303. 303. • Questions / Follow-up (Use data in MA or in newtons) – How does changing the fulcrums location effect the lever? – Answer: Changing the fulcrum can increase or decrease the effort needed to lift the weight. Copyright © 2010 Ryan P. Murphy
  304. 304. • Questions / Follow-up (Use data in MA or in newtons) – How does changing the fulcrums location effect the lever? – Answer: Changing the fulcrum can increase or decrease the effort needed to lift the weight. The closer the fulcrum was to the weight the easier it was to lift. Copyright © 2010 Ryan P. Murphy
  305. 305. • Questions / Follow-up (Use data in MA or in newtons) – How does changing the fulcrums location effect the lever? – Answer: Changing the fulcrum can increase or decrease the effort needed to lift the weight. The further away the fulcrum, from the weight, the harder it was to lift. Copyright © 2010 Ryan P. Murphy
  306. 306.  Second Class Lever Copyright © 2010 Ryan P. Murphy
  307. 307. • Activity! Charades, what is the common item acted out. –Hint, It’s a second class lever. Copyright © 2010 Ryan P. Murphy
  308. 308. • Activity! Charades, what is the common item acted out. –Hint, It’s a second class lever. Copyright © 2010 Ryan P. Murphy
  309. 309. • Answer, A wheel barrel. Copyright © 2010 Ryan P. Murphy
  310. 310. • Second Class Lever Copyright © 2010 Ryan P. Murphy
  311. 311. • Simple Machines Available Sheet: Levers
  312. 312. • Please use your materials from the first class lever to construct a second class lever. – Feel the difference when you adjust the load.
  313. 313. • Please use your materials from the first class lever to construct a second class lever. – Feel the difference when you adjust the load.
  314. 314. • Please use your materials from the first class lever to construct a second class lever. – Feel the difference when you adjust the load.
  315. 315. • Please use your materials from the first class lever to construct a second class lever. – Feel the difference when you adjust the load.
  316. 316. • Please use your materials from the first class lever to construct a second class lever. – Feel the difference when you adjust the load.
  317. 317. • Please use your materials from the first class lever to construct a second class lever. – Feel the difference when you adjust the load.
  318. 318. • Please use your materials from the first class lever to construct a second class lever. – Feel the difference when you adjust the load.
  319. 319. • Please use your materials from the first class lever to construct a second class lever. – Feel the difference when you adjust the load.
  320. 320. • Please use your materials from the first class lever to construct a second class lever. – Feel the difference when you adjust the load.
  321. 321. • Activity! Second Class Lever. – Set-up your own spreadsheet and conduct your own investigation (collecting data) about second class levers.
  322. 322. • Activity! Second Class Lever. – Set-up your own spreadsheet and conduct your own investigation (collecting data) about second class levers. Be prepared to report your findings to the class.
  323. 323. • Activity! Second Class Lever. – Use the computers to set-up your spreadsheet and graph. Be prepared to report your findings to the class.
  324. 324. • Activity! Second Class Lever. – Answers (General): The (MA) increases as the load is moved closer to the fulcrum / resistance arm decreases and effort arm increases. Be prepared to report your findings to the class.
  325. 325.  Third Class Lever.  Has Mechanical Disadvantage.  Requires more force to lift the load. Copyright © 2010 Ryan P. Murphy
  326. 326.  Third Class Lever.  Has Mechanical Disadvantage.  Requires more force to lift the load. Copyright © 2010 Ryan P. Murphy
  327. 327.  Third Class Lever.  Has Mechanical Disadvantage.  Requires more force to lift the load. Copyright © 2010 Ryan P. Murphy
  328. 328. Fulcrum
  329. 329. Load Fulcrum
  330. 330. Load Fulcrum Effort
  331. 331. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  332. 332. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  333. 333. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  334. 334. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  335. 335. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  336. 336. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  337. 337. • Which is a first, second, and third class lever.? – Please put your finger in the air when the square lights up.
  338. 338. • How many levers can you point out?
  339. 339. • How many levers can you point out?
  340. 340. • How many levers can you point out? Levers: Learn more at… http://www.technologys tudent.com/forcmom/le ver1.htm
  341. 341. • Video! (Optional) – 6 minutes. – Cirque du Soleil and the Lever. – What type of lever is being used? – How is the lever used to perform this act. – http://www.youtube.com/watch?v=l9OYEpC3GWI