Unit D

Machines and Mechanical Systems

Lesson/Activity/ Time Summative (S) & Formative (F)

(Lesson Duration: 60 Minutes) Curriculum Key Concepts (K), Assessment Resources – Teacher (T) & Student (S), Apps
14 Classes / ~ 3weeks Skills (S) & Attitudes (A) (A)

K S A

UNIT INTRODUCTION D.K.1. D.S.2. A-1 Simple Machines Worksheet (S) Wright Brothers First Airplane video
Lesson 1 3 3 A-6 https://www.youtube.com/watch?v=YDlk4Ky
Tues Mar 23 D.K.1. D.S.2. _ahs
1.1 Simple Machines-Meeting Human Needs 2 4
Unit Intro/Simple Machines Worksheet
Development of aircraft case study

Doorknobs & Mechanical Advantage D.K.1. A-2 Exit Slip: Bike questions (F) Door knob history
1 S- A-5 https://www.handsomehandles.co.uk/the-inve
Thurs Mar 25 D.K.1. 1.1 ntion-and-history-of-door-knobs#:~:text=Alth
ough%20it%20is%20difficult%20to,America
Doorknob Case Study- disabilities, knob, flat 2
S- n%20inventor%20named%20Osbourn%20Do
handle, foot tab to open doors, electric doors D.K.4. rsey.
How machines fill our needs 3 1.3
Doorknob designs fit different needs (society)- Simple Machines Textbook pg 261-265
touchless doors
Exit Slip - Bike questions Gale In Context Simulation

Text pg 266-267
Simple machines and the Bike
Speed/Force Advantage
Fill in the blank notes on MA
- Talk about a few pictures from last
 class - examples
- Where do you do the work? Distance or
force?
Textbook/Notes 1.2

D.K.2. D.S.2. Quiz (S) Text pg 270-276

Mon Mar 29 1 2
(speed/force advantage/ simple machines) D.K.2.
3 Google Form (F): gears, ramps,
Systems: The Bicycle (GLO 3&4) wedges, screws
Outline simple machines in bike
Source of energy in bike
Bike as a system- power

Wedges, Inclined Planes, and Screws

Pulleys/Speed/Force Ratios/Friction 2.1 D.S.1. Practice sheet (F)

Tues Mar 30 3.1 4
Pulleys 3.3
Mini Lesson with examples calculating S-3.
Practice calculating 3
Applications of simple machines

Theoretical vs Actual Values

Friction and introduce efficiency
Analyze prototype machines

Bike Chains and Lab 2.3 D.S.3. Exit slip: prior understanding for Text 278-292
Thurs April 1 3.2 2 work and efficiency Gear Generator
Mechanical Advantages/Speed ratios 3.3 https://geargenerator.com/#200,200,100,6,0,0,
S-4. 0,1,1,10,2.5,4,20,0,0,0,0,0,0,1,3,926
Modify systems for turning ratios- simulation
MA for all simple machines 2
Theoretical vs Actual Values
S-
Friction 1.2
Introduce efficiency D.S.5
Analyze prototype machines- pulley systems
Calculations

2.2 D.S.1. A-3 Lab observation sheet Text 278-292

Joules, Work Input/Output Lab/Friction 3.3 5
Mon April 12 Page 292
3.4 S-
Real units/terms Check and Reflect Qs 1-9
Lifting masses and observe work input/output 1.4

Mini Quiz - Simple machines, work, ratios,

drive shafts

3.1 GLOs A-3 Draft sheet (S) Performance Task

Water Bike PT 1, 2, 3 S-2.
Design a prototype containing simple machines 3S-3
Functions on water .1
Water Bike work period
Prototype due

Water Bike PT GLOs D.S.1. Final Poster (S) Performance Task

1, 2, 3 1
Evaluate your machine
Evaluate your machine S-2.
3S-3
.1

S-3.
2
 Fluid Pressure/Pressure/Hydraulic intro 3.5 Worksheet (F)
Qualitatively- visualize with syringes 3.6 S-4.
Quantitatively- units of force per unit area 3.7 3

Hydraulics and Pneumatics 3.5 Worksheet (F)

Mechanical advantage in hydraulic jack 3.5
Applications of hydraulics and pneumatics 3.6 Exit slip
3.7

Motor Cars vs Electric Cars D.K.4. S-2. A-4 U shaped debate Pg 304-312
How do motor cars/electric cars work? 1 1
- Split class in half and research D.K.4. Exit slip: final opinions
Efficiency and effectiveness 2 S-2.
Impacts on humans and environment 2
U shaped Debate-
- Which is better for the environment?
- What social needs are met by each
type?

Unit Review/ Project Presentations All

GLOs:

Students will:

1. Illustrate the development of science and technology by describing, comparing and interpreting mechanical
devices that have been improved over time
1.1 investigate and provide examples of mechanical devices used in the past to meet particular needs illustrate how a common
need has been met in different ways over time (e.g., development of different kinds of lifting devices)

1.2 illustrate how a common need has been met in different ways over time (e.g., development of different kinds of lifting
devices)

1.3 illustrate how trial and error and scientific knowledge both play a role in technological development (e.g., development of
aircraft)

2. Analyze machines by describing the structures and functions of the overall system, the subsystems and the
component parts

2.1 analyze a mechanical device, by:

- describing the overall function of the device

- describing the contribution of individual components or subsystems to the overall function of the device
- identifying components that operate as simple machines

2.2 identify the source of energy for some familiar mechanical devices

2.3 identify linkages and power transmissions in a mechanical device, and describe their general function (e.g., identify the
purpose and general function of belt drives and gear systems within a mechanical device)

3. Investigate and describe the transmission of force and energy between parts of a mechanical system

3.1 analyze mechanical devices to determine speed ratios and force ratios

3.2 build or modify a model mechanical system to provide for different turning ratios between a driving and driven shaft, or to
achieve a given force ratio

3.3 compare theoretical and actual values of force ratios, and propose explanations for discrepancies (e.g., identify frictional
forces, and estimate their effect on efficiency)

3.4 identify work input and work output in joules for a simple machine or mechanical system (e.g., use a device to lift a
measured mass an identified distance, then calculate the work output)
3.5 describe fluid pressure qualitatively and quantitatively, by:

- explaining how forces are transferred in all directions

- describing pressure in units of force per unit area

3.6 describe how hydraulic pressure can be used to create a mechanical advantage in a simple hydraulic jack (e.g., describe the
relationship among force, piston size and distance moved, using different sized syringes linked by tubing)

3.7 describe and interpret technologies based on hydraulics and pneumatics (e.g., applications in hydraulic lifts and air-driven
tools)

4. Analyze the social and environmental contexts of science and technology, as they apply to the development of
mechanical devices

4.1 evaluate the design and function of a mechanical device in relation to its efficiency and effectiveness, and identify its
impacts on humans and the environment

4.2 develop and apply a set of criteria for evaluating a given mechanical device, and defend those criteria in terms of relevance
to social and environmental needs

4.3 illustrate how technological development is influenced by advances in science, and by changes in society and the
environment

Skill Outcomes
Skill Outcomes (focus on problem solving)

Initiating and Planning

S- 1. Students will: Ask questions about the relationships between and among observable variables, and plan
investigations to address those questions

S- 1.1 identify practical problems (e.g., identify problems related to the effectiveness or efficiency of a mechanical device)

S- 1.2 identify questions to investigate arising from practical problems (e.g., "What is the efficiency of this device?")
S- 1.3 propose alternative solutions to a practical problem, select one, and develop a plan

S- 1.4 select appropriate methods and tools for collecting data to solve problems (e.g., develop or apply appropriate methods
for measuring speed ratios and force ratios; plan and conduct a search, using a wide variety of electronic sources)

S- 1.5 formulate operational definitions of major variables and other aspects of their investigations (e.g., define "frictional
force" by identifying a method to be used for measuring it)

Performing and Recording

S- 2. Students will: Conduct investigations into the relationships between and among observations, and gather and record
qualitative and quantitative data

S-2.1 research information relevant to a given problem

S-2.2 select and integrate information from various print and electronic sources or from several parts of the same source

S-2.3 construct and test prototype designs and systems

S-2.4 carry out procedures, controlling the major variables (e.g., ensure that materials to be tested are of the same size and
are tested under identical conditions)

S-2.5 organize data, using a format that is appropriate to the task or experiment

S-2.6 use tools and apparatus safely

Analyzing and Interpreting

S-3 Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations

S-3.1 identify and correct practical problems in the way a prototype or constructed device functions

S-3.2 evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials and impact on the
environment (e.g., test and evaluate the efficiency and reliability of a prototype device to lift a given mass from the floor to a
tabletop)
S-3.3 identify and evaluate potential applications of findings (e.g., identify possible applications of a simple machine or
mechanical system they have studied)

Communication and Teamwork

S-4 Students will: Work collaboratively on problems; and use appropriate language and formats to communicate
ideas, procedures and results

S-4.1 use specific language that is scientifically and technologically appropriate (e.g., use such terms as "system," "subsystem,"
"component" and "function" in describing a mechanical system)

S-4.2 communicate practical problems, plans and results in a variety of ways, using written and oral language, data tables,
graphs, drawings and other means (e.g., describe, using pictures and words, the transmission of a force through a mechanical
system)

S-4.3 work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise

Attitude Outcomes

A-1 Interest in Science

Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal interests and career
possibilities within science-related fields (e.g., investigate examples of mechanical devices in their home and community; ask
questions about techniques and materials used; show an interest in related careers and hobbies)

A-2 Mutual Respect

Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people
with different views and backgrounds (e.g., recognize that varied solutions to similar problems have been developed by
different cultures throughout history; appreciate that different approaches to problems lead to different solutions, and that each
may have merits for particular applications)

A-3 Scientific Inquiry

Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems
and issues (e.g., report the limitations of their designs; continue working on a problem or research project until the best
possible solutions or answers are uncovered)

A-4 Collaboration

Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g.,
accept various roles within a group, including that of leadership; understand that they can disagree with others but still work in
a collaborative manner; share the responsibility for difficulties encountered during an activity)

A-5 Stewardship

Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans
and a sustainable environment (e.g., consider the impacts of their designs on society and the environment; participate in
discussions on the appropriateness of a given technology)

A-6 Safety

Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities (e.g., readily alter a
procedure to ensure the safety of members of the group; carefully manipulate materials, using skills learned in class or
elsewhere; listen attentively to safety procedures given by the teacher