Unit
Work and Machines
Local Objective
At the end of this unit, students will be able to...
a. Determine when work is being done on an object.
b. Calculate the amount of work done on an object.
c. Explain the difference between work and power.
d. Explain how a machine makes work easier.
e. Describe and give examples of the force-distance trade-off that occurs when a machine is used.
f. Calculate mechanical advantage.
g. Explain why machines are not 100% efficient.
h. Identify and give examples of the six types of simple machines.
i. Analyze the mechanical advantage provided by each simple machine.
j. Identify the simple machines that make up a compound machine.
Objective used to evaluate students
Yes
Assessment Activity
1. The students will be assessed by completing daily independent activities on the objectives of determining when work is being done on an object, calculating the amount of work done on an object, explaining the difference between work and power, explaining how a machine makes work easier, describing and give examples of the force-distance trade-off that occurs when a machine is used, calculating mechanical advantage, explaining why machines are not 100% efficient, identifying and give examples of the six types of simple machines, analyzing the mechanical advantage provided by each simple machine, and identifying the simple machines that make up a compound machine.
2. At the end of the unit, students will complete a unit evaluation testing mastery of determining when work is being done on an object, calculating the amount of work done on an object, explaining the difference between work and power, explaining how a machine makes work easier, describing and give examples of the force-distance trade-off that occurs when a machine is used, calculating mechanical advantage, explaining why machines are not 100% efficient, identifying and give examples of the six types of simple machines, analyzing the mechanical advantage provided by each simple machine, and identifying the simple machines that make up a compound machine.
Level of Expectation
80%
List of concepts and Evaluation Types
| Concept | Evaluation Type |
| Questions | CR |
| Unit Exam | CR |
Learning Activity
The students will:
1. Read a section on work and power. Discuss when work is being done on an object, how to calculate the amount of work done on an object, and the difference between work and power.
2. Answer some recall questions from the reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.
3. Read a section on "What is a Machine?" Discuss how a machine makes work easier, examples of the force-distance trade-off that occurs, how to calculate mechanical advantage, and why machines are not 100% efficent.
4. Answer some recall questions from the reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.
5. Read a section on types of machines. Discuss examples of the six types of simple machines, the mechanical advantage provided by each example, and the simple machines that make up a compound machine.
6. Answer some recall questions from the reading checking for identification of key ideas, using math skills, using critical thinking, and interpreting graphs.
7. End the chapter by reviewing their questions. Take a unit exam over the section "Work and Machines." Questions will review the following objectives: determining when work is being done on an object, calculating the amount of work done on an object, explaining the difference between work and power, explaining how a machine makes work easier, describing and give examples of the force-distance trade-off that occurs when a machine is used, calculating mechanical advantage, explaining why machines are not 100% efficient, identifying and give examples of the six types of simple machines, analyzing the mechanical advantage provided by each simple machine, and identifying the simple machines that make up a compound machine.
Instructional Method
The teacher will:
1. Lecture and discuss work and power. Include specific topics such as when work is being done on an object, how to calculate the amount of work done on an object, and the difference between work and power.
2. Guide students during the answering of recall questions.
3. Lecture and discuss "What is a Machine?" Include specific topics such as how a machine makes work easier, examples of the force-distance trade-off that occurs, how to calculate mechanical advantage, and why machines are not 100% efficent.
4. Guide students during the answering of recall questions.
5. Lecture and discuss types of machines. Include specific topics such as the six types of simple machines, the mechanical advantage provided by each example, and the simple machines that make up a compound machine.
6. Guide students during the answering of recall questions.
Content Standards
MA 1, SC 7, SC 2, SC 1
Process Standards
3.8, 1.1, 3.5, 3.1, 1.10, 2.3
Resources
Holt Science & Technology "Forces, Motion, and Energy" (M)
Correction Exercise
Assignment Corrections
Tutoring/Peer Coaching
Enrichment Exercise
Chapter 4 Enrichment Pages
Special Needs
Assignment Modifications
Alternative Testing
Tutoring/Peer Coaching
GLEs v1.0
| GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
| SC/2FM/2/F/07/b | Science | Properties and Principles of Force and Motion | Forces affect motion | Simple machines (levers, inclined planes, wheel and axle, pulleys) affect the forces applied to an object and/or direction of movement as work is done | Grade 7 | Scope and Sequence Force, Motion, and Work
Calculate the amount of work done when a force is applied to an object over a distance
(W = F x d)
|
| SC/2FM/2/F/07/c | Science | Properties and Principles of Force and Motion | Forces affect motion | Simple machines (levers, inclined planes, wheel and axle, pulleys) affect the forces applied to an object and/or direction of movement as work is done | Grade 7 | Scope and Sequence Force, Motion, and Work
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
|
| SC/2FM/2/F/07/d | Science | Properties and Principles of Force and Motion | Forces affect motion | Simple machines (levers, inclined planes, wheel and axle, pulleys) affect the forces applied to an object and/or direction of movement as work is done | Grade 7 | Scope and Sequence Force, Motion, and Work
Recognize the amount of work output is never greater than the amount of work input, with or without the use of a simple machine
|
| SC/2FM/2/F/07/e | Science | Properties and Principles of Force and Motion | Forces affect motion | Simple machines (levers, inclined planes, wheel and axle, pulleys) affect the forces applied to an object and/or direction of movement as work is done | Grade 7 | Scope and Sequence Force, Motion, and Work
Evaluate simple machine designs to determine which design requires the least amount of effort force and explain why
|
| SC/2FM/2/F/07/a | Science | Properties and Principles of Force and Motion | Forces affect motion | Simple machines (levers, inclined planes, wheel and axle, pulleys) affect the forces applied to an object and/or direction of movement as work is done | Grade 7 | Scope and Sequence Force, Motion, and Work
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
|
| SC/7IN/1/B/07/c | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations | Grade 7 | Scope and Sequence - All Units
Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches)
|
| SC/7IN/1/B/07/b | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations | Grade 7 | Scope and Sequence - All Units
Determine the appropriate tools and techniques to collect data
|
| SC/7IN/1/B/07/a | Science | Scientific Inquiry | Science understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinking | Scientific inquiry relies upon gathering evidence from qualitative and quantitative observations | Grade 7 | Scope and Sequence - All Units
Make qualitative observations using the five senses
|
Objective Notes/Essential Questions
| Date | Note/Question |
| 6/18/2007 11:21:41 AM | What are the two things that must happen for work to be done? How much work has been done if you use 75N of force to push a box 3 m across the floor? What is the power of a small motor that can do 4,500 J or work in 25 s? How does a machine make work easier? What two things do you need to know in order to calculate mechanical efficiency? If the mechanical advantage of a machine is 5, how does the output force compare with in input force? Why are simple machines so useful? Identify types of simple machines you might find on a playground. Describe how each of them modifies work. How does reducing friction increase the mechanical efficiency of a compound machine? |