Lesson 1.

1 Mechanisms
Note: Career Exploration Schools and educators have a responsibility to help
students begin to match career opportunities to their interests. In this unit students
will have an opportunity to learn about the major engineering and engineering
technology fields available to them. Students will interview a professional to learn
more about that individuals career path and roles in their current position. The
interview will be the first portion of a course-long career report. Students will
complete portions of the career report at the end of each unit. Engineering and
engineering technology career opportunities are introduced in Lesson 1.1
Mechanisms to allow students ample time to choose an appropriate career to
investigate and to conduct a meaningful professional interview.

Preface
Mechanisms are the basic components of most machines and consist of gears,
sprockets, pulley systems, and simple machines. The effective use and
understanding of mechanisms has contributed to the improvement and development
of technology and society for thousands of years. The first uses of mechanisms can
be seen in the development of Paleolithic tools used for hunting, gathering, and
shelter construction. Today mechanisms can be found in everyday life from the basic
components of a bicycle to the high-tech equipment used in the medical industry.
Engineers and scientists use mechanisms to manipulate speed, distance, force, and
function to meet a wide range of design and application requirements. Engineering
design applications can range from large-scale manufacturing equipment to smallscale electrical equipment found in automobiles, homes, and offices. Due to the wide
range of applications involving mechanisms, it is important that designers and end
users understand the characteristics, applications, and limitations of mechanisms.
In lesson 1.1 Mechanisms students will gain an understanding of mechanisms
through the application of theory-based calculations accompanied by lab
experimentation.

Concepts
1. Engineers and engineering technologists apply math, science, and disciplinespecific skills to solve problems.
2. Engineering and engineering technology careers offer creative job opportunities
for individuals with a wide variety of backgrounds and goals.
3. Technical communication can be accomplished in oral, written, and visual forms
and must be organized in a clear and concise manner.

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POE Unit 1 Lesson 1.1 Mechanisms Page 1

4. Most mechanisms are composed of gears, sprockets, pulley systems, and simple
machines.
5. Mechanisms are used to redirect energy within a system by manipulating force,
speed, and distance.
6. Mechanical advantage ratios mathematically evaluate input work versus output
work of mechanisms.

Standards and Benchmarks Addressed

Standards for Technological Literacy
Standard 2: Students will develop an understanding of the core concepts of technology.
BM AA:
Requirements involve the identification of the criteria and constraints
of a product or system and the determination of how they affect the
final design and development.
BM BB:
Optimization is an ongoing process or methodology of designing or
making a product and is dependent on criteria and constraints.
Standard 3: Students will develop an understanding of the relationships among
technologies and the connections between technology and other fields of study.
BM G:
Technology transfer occurs when a new user applies an existing
innovation developed for one purpose in a different function.
Standard 7: Students will develop an understanding of the influence of technology on
history.
BM G:
Most technological development has been evolutionary, the result of
a series of refinements to a basic invention.
BM H:
The evolution of civilization has been directly affected by, and has in
turn affected, the development and use of tools and materials.
BM J:
Early in the history of technology, the development of many tools and
machines was based not on scientific knowledge but on
technological know-how.
Standard 8: Students will develop an understanding of the attributes of design.
BM J:
The design needs to be continually checked and critiqued, and the
ideas of the design must be redefined and improved.
BM K:
Requirements of a design, such as criteria, constraints, and
efficiency, sometimes compete with each other.
Standard 11: Students will develop abilities to apply the design process.
BM N:
Identify criteria and constraints and determine how these will affect
the design process.
BM Q:
Develop and produce a product or system using a design process.
Standard 12: Students will develop the abilities to use and maintain technological
products and systems.
BM P:
Use computers and calculators to access, retrieve, organize,
process, maintain, interpret, and evaluate data and information in
order to communicate.
Standard 16: Students will develop an understanding of and be able to select and use
energy and power technologies.
BM J:
Energy cannot be created or destroyed; however, it can be
converted from one form to another.
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BM N:
Power systems must have a source of energy, a process, and loads.
Standard 17: Students will develop an understanding of and be able to select and use
information and communication technologies.
BM M:
Information and communication systems allow information to be
transferred from human to human, human to machine, machine to
human, and machine to machine.
BM N:
Information and communication systems can be used to inform,
persuade, entertain, control, manage and educate.
BM P:
There are many ways to communicate information, such as graphic
and electronic means.

National Science Education Standards

Unifying Concepts and Processes: As a result of activities in grades K-12, all
students should develop understanding and abilities aligned with the
following concepts and processes
Systems, order, and organization
Evidence, models, and explanation
Change, constancy, and measurement
Evolution and Equilibrium
Form and function
Standard B: Science as an Inquiry - As a result of activities in grades 9-12, all
students should develop an understanding of
Motions and forces
Conservation of energy and the increase in disorder
Science and Technology Standard E: As a result of activities in grades 9-12, all
students should develop
Abilities of technological design
Understanding about science and technology

Principles and Standards for School Mathematics

Number Operations: Instructional programs from pre-kindergarten through grade
12 should enable all students to understand numbers, ways of
representing numbers, relationships among numbers, and
number systems; understand meanings of operations and how
they relate to one another; and compute fluently and make
reasonable estimates.
Algebra:
Instructional programs from pre-kindergarten through grade
12 should enable all students to understand patterns,
relations, and functions; represent and analyze mathematical
situations and structures using algebraic symbols; use
mathematical models to represent and understand
quantitative relationships; and analyze change in various
contexts.
Measurement:
Instructional programs from pre-kindergarten through grade
12 should enable all students to understand measurable
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Problem Solving:

Connections:

attributes of objects and the units, systems, and processes of

measurement; and apply appropriate techniques, tools, and
formulas to determine measurements.
Instructional programs from pre-kindergarten through grade
12 should enable all students to build new mathematical
knowledge through problem solving; solve problems that arise
in mathematics and in other contexts; apply and adapt a
variety of appropriate strategies to solve problems; monitor
and reflect on the process of mathematical problem. solving.
Instructional programs from pre-kindergarten through grade
12 should enable all students to recognize and use
connections among mathematical ideas; understand how
mathematical ideas interconnect and build on one another to
produce a coherent whole; recognize and apply mathematics
in contexts outside of mathematics.

Standards for the English Language Arts

Standard 4:
Standard 5:

Students adjust their use of spoken, written, and visual

language (e.g. conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and
use different writing process elopements appropriately to
communicate

Performance Objectives
It is expected that students will:

Differentiate between engineering and engineering technology.

Conduct a professional interview and reflect on it in writing.
Identify and differentiate among different engineering disciplines.
Measure forces and distances related to mechanisms.
Distinguish between the six simple machines, their attributes, and
components.
Calculate mechanical advantage and drive ratios of mechanisms.
Design, create, and test gear, pulley, and sprocket systems.
Calculate work and power in mechanical systems.
Determine efficiency in a mechanical system.
Design, create, test, and evaluate a compound machine design.

Assessment
Explanation
Students will explain the difference between engineering and engineering
technology.
Students will explain the relationship between work and power in a
mechanical system.
Students will explain the processes of calculating mechanical advantage.
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Interpretation
Students will make journal entries reflecting on their learning experiences.
Students will explain the importance and relevance of simple machines in
everyday life.
Application
Students will apply their knowledge of simple machines and calculate
mechanical advantage of objects within the lab environment.
Students will apply their knowledge of system efficiency to calculate
efficiency of a mechanical system.
Students will apply their knowledge of gear, sprocket, and pulley systems to
calculate speed, distance, rotational direction, and mechanical advantage.
Perspective
Students will select an engineering or engineering technology field of
interest and prepare an interview with a professional within the field of
interest.
Students will identify and discuss the role and impact of simple machines,
compound machines, and gears, pulleys, and sprockets throughout the
development of civilizations.
Self-knowledge
Students will be required to reflect on their work in their journals by
recording their thoughts and ideas. Ideas and questions students may pose
and answer in their journals include:
Today, the hardest part for me to understand was . . .
When I work in a group, I find that . . .
When I work by myself, I find that . . .
What did I accomplish today?
Now that I have done this, what is next?
Students will conduct formal periodic self-assessments of course
knowledge and content.

Essential Questions
1. Why is it important to begin considering career paths during high school?
2. What career opportunities are available to match your specific interests?
3. What are some current applications of simple machines, gears, pulleys, and
sprockets?
4. What are some strategies that can be used to make everyday mechanisms more
efficient?
5. What are the trade-offs of mechanical advantage related to design?
6. Why must efficiency be calculated and understood during the design process?

Key Terms
ABET

The recognized accreditor for college and university

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Actual Mechanical
Advantage
Belt
Career
Chain
Effort Force
Efficiency
Friction
Fulcrum
Gear
Ideal Mechanical
Advantage
Idler Gear
Inclined Plane
Lever
Mechanism
Moment
Pitch
Pulley
Resistance Force
Screw
Simple Machine
Sprocket
Static Equilibrium

programs in applied science, computing, engineering, and

technology.
The ratio of the magnitude of the resistance and effort forces
applied to a system.
A continuous band of tough flexible material used to transmit
motion and power within a pulley system.
A profession for which one trains and which is undertaken as
a permanent calling.
A series of usually metal links or rings connected to or fitted
into one another and used to transmit motion and power
within a sprocket system.
An external force applied to an object.
The ratio of useful energy output to the total energy input, or
the percentage of the work input that is converted to work
output.
The resistance that one surface or object encounters when
moving over another.
The fixed point around which a lever rotates.
A circular toothed object used to transfer rotary motion and
torque through interlocking teeth.
Ratio of distance traveled by the applied effort and resistance
force within a system.
A gear positioned between the driver and the driven gear
used to change rotational direction.
A flat surface set at an angle or an incline with no moving
parts that is able to lift objects by pushing or pulling the load.
A rigid bar used to exert a pressure or sustain a weight at one
point of its length by the application of a force at a second
and turning at a third on a fulcrum.
The structure of or the relationship of the parts in a machine,
or in a construction or process comparable to a machine.
The turning effect of a force about a point equal to the
magnitude of the force times the perpendicular distance from
the point to the line of action from the force.
Distance between adjacent threads in a screw.
A type of lever that is a wheel with a groove in its rim, which
is used to change the direction or multiply a force exerted by
a rope or cable.
Impeding effect exerted by one material object on another.
An inclined plane wrapped around a cylinder, forming the
path and pitch.
Any of various elementary mechanisms including the lever,
the wheel and axle, the pulley, the inclined plane, the wedge,
and the screw.
A toothed wheel whose teeth engage the links of a chain.
A condition where there are no net external forces acting
upon a particle or rigid body and the body remains at rest or
continues at a constant velocity.
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POE Unit 1 Lesson 1.1 Mechanisms Page 6

Technical
Communication
Torque
Wedge
Wheel and Axle

Creating, designing, and transmitting technical information so

that people can understand it easily and use it safely,
effectively, and efficiently.
A force that produces or tends to produce rotation or torsion.
A substance that tapers to a thin edge and is used for
splitting, raising heavy bodies, or for tightening by being
driven into something.
Two different sized circular objects that are attached together
and turn as one.

Day-by-Day Plans
Time: 17 days
NOTE: In preparation for teaching this lesson, it is strongly recommended that the
teacher read the Lesson 1.1 Teacher Notes.
NOTE: There are two sets of resources available based on whether you are using
the VEX robotics platform or the fischertechnik platform. Choose the appropriate
resource as indicated by (VEX) or (FT) at the end of each resource.
Day 1:

The teacher will distribute course and school specific materials relating to
Principles Of Engineering course expectations and procedures.
The teacher will distribute an engineering notebook to each student or have
students create their own.
Note: The teacher will determine whether students will record their notes in a
daily journal, portfolio, or their engineering notebook. For purposes of written
directions in the day-by-day for each lesson in this course, it will be assumed that
students will record their notes in a journal. The journal may be a three-ring
binder, spiral bound notebook, or electronic.
The teacher will distribute Sample Engineering Notebook Entries to each
student and discuss what constitutes acceptable and unacceptable entries.
The teacher will present Engineering Notebook.ppt.
Note: The teacher may want to present the extended version of this presentation.
The extended version is located in the Instructional Resources at the end of this
lesson.

Day 2:

The teacher will present Careers in Engineering and Engineering

Technology.ppt.
Students will take notes during the presentation in their journals.
The teacher will distribute and explain Professional Interview and Professional
Interview Rubric.
The teacher will lead a discussion about how to contact professionals and
request an interview and how to best conduct those interviews. Students will be
given a due date for contacting the interviewee and for the Professional Interview
activity to be completed and submitted.
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POE Unit 1 Lesson 1.1 Mechanisms Page 7

Day 3:

The teacher will present Concepts, Key Terms, and Essential Questions to
provide a lesson overview.
The teacher will present Simple Machine Lever, Wheel and Axle, and
Pulley.ppt.
Students will take notes during the presentation in their journals.
Optional: The teacher may want to distribute Lesson 1.1 Key Terms Crossword
for homework once the key terms have been introduced.

Days 4-8

NOTE: The Simple Machine Investigation activity is designed for teams of two to
construct each simple machine. Various ways exist to complete this activity
based upon time available and student needs. Students can design their own or
build from given examples. Teams can also concentrate on specific simple
machines and rotate them. If they are rotated, subsequent teams could improve
the designs.
VEX platform:
The teacher will distribute, explain, and assign Activity 1.1.1 Simple Machine
Investigation (VEX), and Logger Pro Resource.
The teacher will introduce the Robotics Reference Guide (available on the POE
page on the Virtual Academy) and the specific resources: Introduction to
Structure Subsystem, Robust Fabrication, and Introduction to the Motion
Subsystem.
Present or provide Intro to Building with VEX / Building with VEX which is an
excerpt from the Robotics Reference Guide and provides some basic information
about VEX construction.
To contribute or view examples of simple machines made using VEX
components visit the POE page on the Virtual Academy.
Fischertechnik platform:
The teacher will distribute, explain, and assign Activity 1.1.1 Simple Machine
Investigation (FT).
To contribute or view examples of simple machines made using fischertechnik
components visit the POE section the Virtual Academy.
Students will complete part one of Activity 1.1.1 Simple Machine Investigation.
The teacher will circulate around the lab to be sure that the students are
gathering accurate data.
The teacher will present Simple Machines Inclined Plane, Wedge, and
Screw.ppt.
Students will take notes during the presentation in their journals.
Students will complete Part two of Activity 1.1.1 Simple Machine Investigation
The teacher will collect Activity 1.1.1 Simple Machine Investigation for
assessment, check conclusion questions for completion, and lead a class
discussion using those questions to assess students.
The teacher will distribute, explain, and assign Activity 1.1.2 Simple Machines
Practice Problems for homework.
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POE Unit 1 Lesson 1.1 Mechanisms Page 8

Students will be given a copy of Understanding Thread Notes in order to

complete Simple Machines Practice Problems.
Students will individually complete Activity 1.1.2 Simple Machines Practice
Problems and the conclusion questions.

Day 9:

The teacher will collect Activity 1.1.2 Simple Machines Practice Problems for
assessment, check conclusion questions for completion, and lead a class
discussion using those questions to assess students.
The teacher will present Gears, Pulley Drives, and Sprockets.ppt.
Students will take notes during the presentation in their journals.

Day 10:

VEX platform:
The teacher will distribute, explain, and assign Activity 1.1.3 Gears (VEX).
Fischertechnik platform:
The teacher will distribute, explain, and assign Activity 1.1.3 Gears (FT).
Students will individually complete Activity 1.1.3 Gears and the conclusion
questions.
Students will document their design ideas generated for Activity 1.1.3 Gears in
their journals.

Day 11:

The teacher will review and collect Activity 1.1.3 Gears for assessment, check
conclusion questions for completion, and lead a class discussion using those
questions to assess students.
The teacher will distribute, explain, and assign Activity 1.1.4 Pulley Drives and
Sprockets.
Students will individually complete Activity 1.1.4 Pulley Drives and Sprockets and
the conclusion questions.
The teacher will distribute, explain, and assign Activity 1.1.5 Gear, Pulley
Drives, and Sprocket Practice Problems.

Day 12:

The teacher will review and collect Activity 1.1.5 Simple Machines Practice
Problems and Gears, Pulley Drives, and Sprockets Practice Problems for
assessment, check conclusion questions for completion, and lead a class
discussion using those questions to assess students.
VEX platform:
Students will be introduced to Project 1.1.6 Compound Machine Design
(VEX).
To contribute or view examples of compound machines made using VEX
components visit the POE section the Virtual Academy.
Fischertechnik platform:
Students will be introduced to Project 1.1.6 Compound Machine Design
(FT).
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POE Unit 1 Lesson 1.1 Mechanisms Page 9

To contribute or view examples of compound machines made using

fischertechnik components visit the POE section the Virtual Academy.
Students will be given a copy of Project 1.1.6 Compound Machine Design
Rubric to review and return for evaluation with their final documentation and
design.

Day 13-17:

In teams of four, students will design, build, and test their solutions to Problem
1.1.6 Compound Machine Design.
VEX platform:

The teacher may present Mechanism Examples (VEX) to help students with
brainstorming solutions.
Fischertechnik platform:

The teacher may present Mechanism Examples (VEX) to help students with
brainstorming solutions.
The teacher may present Mechanism Examples.ppt (FT) to help students with
brainstorming solutions.
The teacher will evaluate Problem 1.1.6 Compound Machine Design.

Instructional Resources
NOTE: There are two sets of resources available based on whether you are using
the VEX robotics platform or the fischertechnik platform. Choose the appropriate
resource as indicated by (VEX) or (FT) at the end of each resource.
Presentations
Engineering Notebook
Careers in Engineering and Engineering Technology
Simple Machines Lever, Wheel and Axle, and Pulley
Simple Machines Inclined Plane, Wedge, and Screw
Gears, Pulley Drives, and Sprockets
Documents
Lesson 1.1 Key Terms Crossword
Sample Engineering Notebook Entries
Professional Interview
Logger Pro Resource
Activity 1.1.1 Simple Machine Investigation (VEX)
Activity 1.1.1 Simple Machine Investigation (FT)
Activity 1.1.2 Simple Machine Practice Problems
Activity 1.1.3 Gears (VEX)
Activity 1.1.3 Gears (FT)
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Activity 1.1.4 Pulley Drives and Sprockets

Activity 1.1.5 Gears, Pulley Drives, and Sprockets Practice Problems
Project 1.1.6 Compound Machine Design (VEX)
Project 1.1.6 Compound Machine Design (FT)
Understanding Thread Notes
Answer Keys and Assessment Rubrics
Professional Interview Rubric
Activity 1.1.2 Simple Machines Practice Problems Answer Key
Activity 1.1.3 Gears Answer Key (VEX)
Activity 1.1.3 Gears Answer Key (FT)
Activity 1.1.4 Pulley Drives and Sprockets Answer Key
Activity 1.1.5 Gears, Pulley Drives, and Sprockets Practice Problems
Answer Key
Project 1.1.6 Compound Machine Design Rubric
Lesson 1.1 Key Terms Crossword Answer Key
Teacher Guidelines
Lesson 1.1 Teacher Notes
Engineering Notebook.ppt (extended version)
Citations in APA Style

Reference Sources
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