simple Machine difficulty

Students are challenged, using day-to-day objects, to create an easy machines to complete details tasks.

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Students space challenged, using daily objects, come create straightforward machines to complete particular tasks.

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1. Introduce the principle that simple machines make work easier.

Tell the course the an interpretation of occupational used in science might differ from what most civilization think of as work. Work have the right to be characterized as force times distance (Work = pressure x Distance). Asking a student to move a publication from one workdesk to another. Ask: Is this work by the scientific definition? (Yes, this is work.) you are applying force because that a particular distance. Ask: Is act homework occupational by this definition? (No, homework is no work.) pushing a book throughout a desk is work since you are using a pressure (a push) on a book for a certain distance (the length of the desk). You space not pushing homework anywhere.


Imagine the you want the exact same amount of job-related to obtain done using much less force. In this example, this means you still want the publication to move from one side of the desk to the other, yet you don’t want to push as hard. If friend use fifty percent as much force to press the book, then you will need to push the publication twice as far to execute the very same amount the work. Or, you could use a simple machine to make up the distinction in the pressure you are applying. Define that world often use straightforward machines to make work-related easier.


Introduce the class to the surname of various straightforward machines and show castle a photo of each from the straightforward Machines photo gallery: levers, the wheel and also axle, pulleys, screws, and also inclined planes. Call the class simple machines do work simpler by enhancing mechanical advantage. Phone call students that an example of mechanical advantage is utilizing the claw of a hammer to eliminate a nail. A tiny force used to the take care of of the hammer produce a greater force at the claw end of the hammer, enabling for the removal of stubborn nails.


Explain that complicated machines, such together robots and cars, are consisted of of combine of an easy machines and other parts. Robots are complicated machines that contain many an easy machines. Some instances of an easy machines that are used in robot building are wheels and axles for mobility, enabling robots to move from place to place, and also robot arms, which room levers, permit them to manipulate objects.


Explain that students room going come try basic experiments with an easy machines, and also then usage those an easy machines to deal with challenges.


2. Demonstrate how levers work.

Construct a bar by taping a mite parallel to the edge of the table. Tear turn off a piece of masking tape, loop it, and attach it come the finish of the ruler. Location the ruler on the marker at the facility point, choose a seesaw, and then push a tennis round firmly come the tape. Invite a student volunteer to demonstrate the lever; first, have the college student gently lift the ball by using force come the end of the bar (ruler) opposite the ball. Second, instruct the college student to reposition the bar (ruler) therefore the sphere is as close come the fulcrum (marker) as possible. Have the student press the bar again to lift the ball. Lastly, reposition the bar (ruler) for this reason the sphere is as much away indigenous the fulcrum (marker) as feasible while tho leaving a portion of the bar (ruler) to be pressed down. Have actually the student push the lever to background the round again. A picture of each lever instance is accessible in the an easy Machines Demonstrations photo gallery.


Discuss what the course saw and also what the volunteer observed. Ask: Which bar configuration do the ball simplest to lift? Which bar configuration made that the most difficult to lift the ball? Which lever configuration relocated the round the farthest from its starting position? how does the lever administer a mechanical benefit when moving the ball?


3. Students complete a difficulty using levers.

Introduce the bar challenge. Describe that each group will effort to relocate a tennis sphere from the table come the center of a role of masking ice cream at varying distances. Present the rules. Hands might not be used to move the ball to the goal, but hands may be offered to location the ball on the lever and also to run the lever. Nothing might be supplied to for sure the round to the lever. The marker may not be relocated from the leaf of the table. The masking ice roll might not be relocated unless the teacher instructs it. The winner will certainly be the team that moves the round to the facility of the masking tape role from three different distances v the least amount the attempts.


Separate the course into teams of 2-4. Distribute the following items to every group: a tennis ball, a strict ruler, a cylindrical marker, and also a roll of masking tape. Instruct students to tape the marker parallel to the edge of a desk or table, together was demonstrated earlier by the teacher. Now, instruct teams to measure 24 centimeter (9.5 in) out from the marker and place the sheet of the masking tape roll, flat on that is side, in ~ this point.


Allow groups a couple of minutes to collaborate top top different concepts for acquiring the ball right into the goal. Next, allow five minutes of exploration and experimentation. Instruct college student to record the street of 24 cm (9.5 in) in your journal and sketch the lever configuration that worked best at this distance straight beneath the number. Monitor the same actions at a street of 15 centimeter (6 in) and 5 cm (2 in). Lastly, the teacher will observe together groups demonstrate their bar configurations in ~ the different distances. The team with the lowest total attempts after ~ completing every three distances wins.


4. Student are introduced to the pulley using a demonstration.

Tell the course that pulleys make work simpler by reducing the effort needed come lift an object. Instruct a student to lift a milk jug filled through water using only his or her hand. Next, have actually two extr students hold a broom manage at shoulder level in between them. Now, tie a thin rope come the take care of of the jug and also let it rest on the floor. Instruct the college student who previously lifted the jug to traction the rope end the broomstick and pull under on the finish of the rope to lift the jug. Ask the student to explain the difference between the two experiences. Now, untie the rope native the jug and also tie one end of the rope come the broomstick. Have actually the 2 students continue to organize the broomstick in ~ shoulder level if the other volunteer slips the complimentary end that the rope with the handle of the jug and also then back over the broomstick. Have actually the exact same student traction the finish of the rope come lift the jug. Asking the student to describe the distinctions in the three experiences. A photo of the second and 3rd situations are accessible in the straightforward Machines Demonstrations picture gallery.


5. Students complete a difficulty using pulleys.

Introduce the pulley challenge. Each team will lift metal objects from the floor making use of a pulley system they design. Introduce the rules. Only materials detailed may be offered in the design. Hands may not be provided to choose up objects.  an item lifted come at least 10 centimeter (4 in) in the air might be eliminated from the sheave using the hands. At the very least two spools must be incorporated into the design. No an ext than 15 centimeter (6 in) that tape may be used. Component of the pulley system may be recorded to a fixed object, such together a desk.


Separate the course into teams of 2-4. Distribution the adhering to items to each group: 3 plastic spools; a meter (3.2 ft) that string; a 1¼-inch donut magnet; various little metal objects, together as paper clips; masking tape; and three pencils. Enable groups time come collaborate top top different concepts for sheave construction. Next, permit five come ten minute of exploration and also experimentation with the materials. Encourage college student to make sketches of concepts in your journal.  in ~ the conclusion, each group will show for the teacher the most successful pulley mechanism the team designed.


6. College student are presented to the wheel and axle.

Tell student the wheel and axle provides rotational activity to make work-related easier. When initiative is applied to the wheel, the produces movement in the axle, and also when that is applied to the axle, the produces movement in the wheel. Questioning a college student to hold the narrow finish of a funnel and use it to role the huge end the the funnel along the table. Ask: Is this an instance of initiative being applied to the axle or the wheel? (Effort used to the axle.) Next, have a student tape the finish of a 1 m (3.2 ft) item of string to the narrow finish of the funnel. Now have actually the student rotate the funnel in a circular movement using the large end that the funnel. Ask: Is this an instance of initiative being applied to the axle or wheel? (Effort applied to the wheel.)


7. Students apply knowledge of the wheel and also axle to finish a challenge.

Introduce the wheel and also axle challenge. Each group will effort to move a tennis sphere 3 meter (roughly 10 ft) making use of a style incorporating the wheel and also axle. Introduce the rules. Just materials noted may it is in used. The ball might not be touched after it begins to move. The wheel and axle should be the primary mechanism whereby movement of the sphere is achieved.


Separate the class into groups of 2-4. Distribute the adhering to items to every group: two pieces the cardstock paper, approximately 57 g (2 oz) of modeling clay, 2 drinking straws, 30 cm (12 in) the masking tape, and also 30 cm (12 in) the string. Permit groups time to collaborate ~ above different ideas for moving the ball. Next, enable ten minutes of exploration and experimentation. Encourage students to make sketches of principles in your journals. As soon as all teams are ready, lock will compete to identify which style can move the sphere the best distance. Provide groups 5 minutes to reengineer or repair your vehicles after ~ the an initial test, and test a 2nd time.


8. Student use basic machines to design a robot on paper.

Ask the course to imagine just how the straightforward machines castle experimented with could be used to construct various working parts of a robot. Asking the following questions: How can a bar be used? (Perhaps as part of the arm or leg.) How about a pulley? (It can be offered to operate the gripper ~ above a robot’s arm.) What about the wheel and axle? (It might be used as component of the mobility unit.) Instruct student to create drawings of their very own robots incorporating all of the an easy machines they experimented through in class.


For older grades, incorporate ways to calculate occupational by measuring force and recording distance. Have students develop word problems to be solved by classmates the incorporate using force and distance to calculation the amount of job-related done. Students have the right to practice addressing the equations it is registered by their classmates. To make this activity cross-curricular, have actually students develop these problems and also associate them with an historic or existing event. For example, just how much job-related would it take it to move one of the blocks offered in the construction of the good Pyramid from allude A to allude B?


If resources are limited, each team can be assigned one maker to experiment with and then report on their findings to the class. Various other objects may be substituted because that the noted objects as lengthy as they occupational in comparable ways.


Older students deserve to construct few of the simple machines on your own, or the review of each type of simple an equipment can it is in shortened. 

Informal Assessment

Collect student robot drawings to be certain all the required simple machines were included and also applied appropriately.

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Extending the Learning

Encourage college student to uncover examples of levers, pulleys, and also the wheel and also axle in the classroom. Some common examples of levers space scissors, hole-punchers, and the flusher on the toilet in the bathroom. Common examples of pulleys encompass the lifting system on blinds, and also the system used come raise the flag top top the flagpole. Some unexpected instances of the wheel and axle space tape dispensers, doorknobs and also the inner operations of pencil sharpeners. Much more common examples of the wheel and also axle are the wheel on carts and the blade device on fans. Encourage students to share instances whereby they used levers, pulleys, and/or the wheel and axle to accomplish work.