hardware store science: pulleys...sep 02, 2020 · deliverables 2.2 pulleys investigation data and...

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Hardware Store Science: Pulleys Purdue University, in partnership with Ivy Tech and several Indiana High Schools, has developed a series of hands-on experiments appropriate for an introductory high school physical science course. These “Hardware Store Science” experiments are constructed using hand tools and simple power tools like a drill and jigsaw. In the process, students learn how to measure, cut, and join pieces of wood and/or plastic to build their own testing apparatus. Each of these activities provide opportunities for students to learn how to assemble a complex mechanical device using materials available from the local hardware store during the building process.

Key components of the program are that the projects are hands-on, include basic making skills, integrate all components of STEM (Science, Technology, Engineering, Math), and provide an authentic means of encouraging student engagement. In addition, the program addresses state standards and a wide variety of topics in a one-year introductory physical science course like ICP (Integrated Chemistry and Physics).

The goal is to engage students with the STEM disciplines, by radically changing the educational delivery mechanism so students become active participants in their education. The key challenge is to have a sufficient number of interesting, fun; topic centered inquiry experiments so that small teams of students can discover key physical science principles while enhancing a student’s excitement for science and the discovery process.

The complete set of Hardware Store Science experiments covers all of the physics and chemistry topics in a typical physical science course. The

focus is not changing the content, just the delivery mechanism. Hardware Store Science incorporates an easily understandable approach that aligns with the learning style of most students (not just the academically gifted), to provide an effective science education for all students. These activities provide opportunities for students to learn how to assemble a complex mechanical device.

The Pulleys experimental module has the following components.

1. Objective and Lesson Plan. Statement of educational purpose of the module, learning objectives and sample lesson plan for the topic.

2. Experiment. Includes a description of (i) the experimental apparatus, (ii) the various steps needed for construction, (ii) detail instruction on one experiment, and (iv) inquiry questions.

3. Background. Material that describes the science behind phenomena that is being studied as well has how that phenomena is connects to practical applications.

4. Practice Problems. Homework/in-class problems to practice and learning. 5. Additional Lesson Resources (only available to the teacher). Includes (i) Graphic Organizers, (ii) Bell

Assignments, (iii) answer keys to practice problems and (iv) links to helpful online resources. 6. Assessment Tools (only available to the teacher). Includes (i) exit tickets, (ii) quizzes, (iii) unit

assessments, and (iv) answer keys.

Learning Objectives

https://www.purdue.edu/hardware-store-science/wp-content/uploads/2019/01/Energy-transformations-MUTT-Article.docx


Statement of Purpose This is an extended lesson that will take approximately 6 days to complete. Students begin by reviewing vectors and applying the force components of motion to vectors, in order to make predictions about the motion of objects. This includes graphing and data analysis as well as drawing diagrams to represent story problem components. In order to introduce students to the main experimental investigation, students discuss simple machines and gain an understanding of pulleys. Students are then introduced to mechanical advantage, while reviewing levers. Students look at the various ways that pulleys relate input force, output force, and tension force. The class then participates in an investigation into how pulleys function and are introduced to conservation of work. They will examine pulleys and conservation of work. Students will accomplish this by adding weight to cups, suspended from a pulley system. Using the mass added to a cup to determine the weight needed to lift a second mass, they will determine the work input/output ratio, examine the effects of a resistance force, and define conservation of work. Students discover frictional force acting on the pulley as it rotates around a central axis. They then use this to explain their experimental results. Students learn to calculate friction and are introduced to mechanical energy, in preparation for their next experimental investigation. Finally, students complete a set of practice problems to assess their understanding of pulleys, mechanical advantage, input force, output force, tension force, and conservation of work.

Guiding Question How does work transfer energy into or out of a system?

Learning Objectives (SWBAT) Demonstrate an understanding of forces by describing the x and y components of a given force. Demonstrate an understanding of simple machines by solving problems involving mechanical advantage. Investigate pulleys and relate the law of conservation to the collected work data. Identify the force, work, mechanical energy, and power associated with specific story problems. Demonstrate an understanding force, work, mechanical energy, and power by obtaining a minimum score of 70% on the Pulleys Practice Quiz.

Deliverables 2.2 Pulleys Investigation Data and Analysis 2.3b Motion and Forces in Two Dimensions Student Activity Sheet 2.3d Simple Machines: Pulleys Student Activity Sheet 2.3f Work and Energy Connection Student Activity Sheet 2.4 Work and Mechanical Energy Practice Problems

Lesson Timeframe Traditional Classroom – 6 Days (45-55 minutes); 7 Days if class time provided for creating lab report and sharing with class members.

key Concepts – Balanced Force – Coefficient of friction – Conservative force – Equilibrium – Force – Friction

– Gravitational force – Input force – Mass – Output force – Tension – Work


Lesson Plan Materials Needed Computers with access to the Internet Digital projector and screen (preferred) Two Broom handles 6 foot rope Background Information Activity Sheet for Students 2.3b Motion and Forces in Two Dimensions Background Information Activity Sheet for Students 2.2d Simple Machines: Pulleys Experimental Investigation Data Sheet 2.2 Pulleys Investigation Background Information Activity Sheet for Students 2.3f Work Energy Connection Practice Problems Student Activity Sheet 2.4 Work and Mechanical Energy Practice Problems Educator Activity Answer Key Investigation Materials per group

• ½ inch Plywood (2 x 8 Plywood Sheathing Handi-Panel, $11.99 @ Menards)

• 2x4 (8 foot framing lumber, $2.49 @ Menards)

• Screw (1 pound box of #7 x 2” Construction Screws, $3.79 @ Menards)

• Eye Bolt (1/4 x 3 Stainless Steel Eye Bolt with Nut, $1.18 @ Menards)

• Flat Washer (1/4 x 1 Zinc-Plated Fender Washer 7 count, $1.09 @ Menards)

• 3 Spring Snap clips (SecureLine Zinc Plated Spring Snap, $1.19 @ Menards)

• Pulley (2 inch Fixed Eye Pulley, 8.19@ Menards)

• Paracord (75 foot Polyester Para cord, $3.99 @ Menards)

• Nylon Rope (#18 x 215 feet Twisted Nylon Mason’s Line, $2.49 @ Menards)

• Plastic/paper cup

• Hex Nuts (Midwest Fastener ® 5/16" - 18 Zinc Grade 2 Course Thread Hex Nut – 100 Count, $2.92 @ Menards)

• Hand Saw with Miter Box base (MasterForce® 14” Hand Back Saw with Miter Box, $7.98 @ Menards)

• Wood cutting saw (MasterForce ® 15” Wood Handle Hand Saw, $9.94 @ Menards)

• Electric drill/driver Black & Decker ® 20 V Max Lithium-Ion Cordless 3/8” Drill/Driver Kit, $39.99 @ Menards)

• Screw driver (6-in-1 Screw Driver, $2.97 @ Menards)

• Adjustable Wrench (Masterforce ® 8” Adjustable Wrench, $8.94 @ Menards)

• Drill bits (5/16 and 7/64) (Tool Shop ® Titanium Twist Drill Bit Set - 21 Piece, $9.99 @ Menards)

• Tape measure (Performax ® 12 foot, $4.99 @ Menards)

• Scale (Mainstays Slim Digital Scale, $14.86 @ Walmart)

Assessment

• Pulley Investigation – to assess student understanding of how pulleys demonstrate conservation of work, determine the work input/output ratio, examine the effects of a resistance force, and define conservation of work.

• Practice Problems Student Activity Sheet 2.4: Conservation of Work and Energy – to assess student learning and understanding of friction, work, mechanical energy and power.

• Pulley Practice Quiz – To assess student understanding of vectors, net force, and work and mechanical advantage as it relates to pulleys.

Instructional Sequence and Duration – Classroom duration assumed to be 45-55 minutes in length Purchase materials for creating pulleys investigation apparatus. Ensure student pairs have adequate supplies for building their testing model. You may also choose to arrange for the construction pieces to

2.3b%20Motion%20and%20Forces%20in%20Two%20Dimensions.docx

2.3d%20Simple%20Machines%20Pulleys.docx

2.2%20Pulleys%20Investigation.docx

2.3f%20Work%20and%20Energy%20Connection.docx

2.4%20Work%20and%20Mechanical%20Energy%20Practice%20Problems.docx

2.5b%20Practice%20Problems%20Answer%20Key_Pulleys.docx


2.4%20Conservation%20of%20Work%20and%20Energy%20Practice%20Problems.docx

2.6a%20Pulleys%20Practice%20Quiz.docx


be pre-cut prior to the Lever Investigation. Now it a good time to make such arrangements.

Session 1: Motion and Forces in Two Dimensions (Date: ) 1 Day, Standards: 9-10.LST.1.1, 3.1, 3.2, 4.1, ICP.3.2 – 3.6, PS.1, 2, 5, 6, IED-0.1, POE-3.4, 3.7

Lead In: 10 – 12 minutes 1. Greet Students - Prior to lesson, setup warm up activity so students are able to begin upon entering

class. Provide students with a copy of the Lesson Log as they enter classroom. Use this time to greet students and gauge preparation, attitude, and attendance. Take attendance as students are completing Warm Up activity.

• Objective: Demonstrate an understanding of forces by describing the x and y components of a given force. (What are the students supposed to learn and be able to accomplish? This should be written in a prominent location within the classroom and easily identifiable by students.)

2. Bell Assignment/Affirmations/Good News/Objectives (7-10 minutes)

• Warm Up - (4-5 minutes) o Have students complete warmup/bell ringer activity. This could be one of the suggested

warmup activities below or one of your own choosing.

• Affirmations/Good News (2-3 minutes)

• Objective - Read the objective and have students write it down on their lesson log (1-2 minutes) 3. Agenda/Activities – Take a moment to discuss the things students will be doing during the class

period. Connect student prior knowledge the day’s objective, build background knowledge. Explain what students will need to complete, and turn in, by the end of the classroom.

Activity: 30 – 35 minutes 4. Classroom Discussion, Two Dimensional Motion, Have students take notes in the Classroom Notes

section of their lesson log, engineering notebook, or science notebook. This slideshow (2.3a Two Dimensional Motion) to discuss motion in one dimension versus two dimensional motion, by relating the motion of an airplane traveling with a tail wind, into a head wind, and with a cross wind. Ask “Why does a tail wind increase the overall velocity of an airplane?” (The wind provides an additional force to the forward motion caused by the plane’s engine) Ask “What affect would a crosswind have on an airplane?” (A cross wind pushes the airplane sideways, causing the plane to travel sideways at the same time I travels forward) Review incline plane motion and resolving motion into x and y components. Discuss with students how to apply the Pythagorean Theorem to determining the magnitude of a vector from the x and y components, and the Trigonometric pneumonic SOHCAHTOA to determine the direction of the vector’s magnitude. Encourage students to make their own observations, ask questions and offer other examples from life that illustrate one-dimensional and two-dimensional motion. Discussion Note:

• Discussing the weighted acceleration car investigation as part of this slideshow will provide context to the discussion.

• It may be helpful to allow the students to see the car travel down the incline set at different angles. Set up the track to that the angle can easily be altered, between shallow and steep. You may also choose to include an intermediate angle, or allow students to suggest different scenarios, as time permits.

5. Classroom Activity, Motion and Forces in Two Dimensions, Distribute Background Information Activity Sheet for Students 2.3b. Discuss with students the question for analysis, key concepts, and review speed. Discuss differences between scalar and vector quantities, and balanced and unbalanced forces. Demonstrate how to analyze story problems while soliciting assistance from student volunteers. Remind students that when forces are balanced, the net force acting on an object is zero.

2.5a%20Lesson%20Log.docx

2.3aTwo%20Dimensional%20Motion.pptx

2.3a%20Motion%20and%20Forces%20in%20Two%20Dimensions.docx


It may be helpful to draw and interpret free-body diagrams while working one or two of the problems with students. Activity Notes:

• You may wish to utilize the Pizza Box Sample Problem slideshow to assist students in resolving forces into x and y components. Point out to students that the goal of a force analysis is to determine the net force acting on an object with its corresponding acceleration. The net force is the result of adding all the forces together as vectors. Any object upon which all the forces are balanced (Fnet = 0 N) is said to be at equilibrium. However, the net force will not always equal zero Newtons. In fact, whenever objects are accelerating, the forces will not balance, and the net force will be nonzero.

Sample Problem Discussion Five students are exerting five different forces upon a 15-kg pizza box. A counterclockwise convention is used to indicate the direction of each force vector. Compute the acceleration of the pizza box (both magnitude and direction).

After introducing students to the sample problem above, discuss the method of resolving a vector into its components and emphasize that any vector that is directed at an angle can be considered to have two parts - each part being directed along either the horizontal or vertical axis.

Point out that the task of determining the amount of influence a single vector has in a given direction involves the use of trigonometric functions. As a quick review, student #2 exerts a 30 N force on the pizza box at a 45-degree angle. A quick sketch of the situation reveals that to determine the 𝐹𝑦

component of force, the sine function can be used and to determine the 𝐹𝑥 component of force, the cosine function can be used.

All vectors can be resolved into their individual x and y components, and then summed into a single x component and a single y component.

student #1 → 𝐹𝑥 = 0𝑁, 𝐹𝑦 = 20𝑁 → All the force is directed in the positive y direction

student #2 → 𝐹𝑥 = 𝐹 cos 𝜃 = 30 cos 45 = 21.2𝑁, 𝐹𝑦 = 𝐹 sin 𝜃 = 30 sin 45 = 21.2𝑁

student #3 → 𝐹𝑥 = 25𝑁, 𝐹𝑦 = 0𝑁 → All the force is directed in the positive x direction

2.5f%20Pizza%20Box%202-D%20Motion%20Sample%20Problem.pptx


student #4 → 𝐹𝑥 = 0𝑁, 𝐹𝑦 = −50𝑁 → All the force is directed in the negative y direction

student #5 → The direction of the force is counterclockwise at 225o. to resolve the x and y components, first subtract 180o from direction to establish a right triangle. 225𝑜 − 180𝑜 = 45𝑜 point out that the force points in the negative x and negative y direction. −𝐹𝑥 = 𝐹 cos 𝜃 =20 cos 45 = 14.1𝑁, −𝐹𝑦 = 𝐹 sin 𝜃 = 20 sin 45 = 14.1𝑁, therefore 𝐹𝑥 = −14.1𝑁 and 𝐹𝑦 =

−14.1𝑁

Thus,

𝐹𝑛𝑒𝑡,𝑥 = 0𝑁 + 21.2𝑁 + 25𝑁 + 0𝑁 − 14.1𝑁= 32.1𝑁

𝐹𝑛𝑒𝑡,𝑦 = 20𝑁 + 21.2𝑁 + 0𝑁 − 50𝑁 − 14.1𝑁

= −22.9𝑁

Apply Pythagorean Theorem to determine the resulting Force magnitude

𝑎2 + 𝑏2 = 𝑐2

√𝑎2 + 𝑏2 = 𝑐

√(32.1)2 + (−22.9)2 = 39.4𝑁

and acceleration.

𝑎 =𝐹

𝑚=

39.4𝑁

500𝑘𝑔= 0.078 𝑚 𝑠2⁄

Apply SOH CAH TOA to determine the direction of the resulting Force

TOA ➔ tan 𝜃 =𝑂𝑝𝑝

𝐴𝑑𝑗

tan 𝜃 =−22.9𝑁

32.1𝑁

𝜃 = tan−1 −22.9𝑁

32.1𝑁= −35.5𝑜 (35.5o below the horizontal)

Remembering that a “The counterclockwise convention is used to indicate the direction of each force vector,” convert this value to counterclockwise convention.

360𝑜 − 35.5𝑜 = 324.5𝑜

Wrap-up (Daily): 5 – 8 minutes 6. Close and Launch – Direct student’s attention to the daily objective. Ask a student volunteer to read

the day’s objective and discuss how they were able to meet the day’s objective. Assign Practice Problems from the Motion and Forces in Two Dimensions Student Activity Sheet 2.3a students did not complete as homework.

• Assignment – Motion and Forces in Two Dimensions, Assign any questions not completed during class as homework.

• Exit Ticket/Assessment – Have students answer the following questions in the Exit Ticket section of their Daily Log. 1. Determine the x and y components of a 25N force acting at 30o above the horizontal axis of a

coordinate system. 𝐹𝑦 = sin 30 × 25𝑁 = 12.5𝑁 𝐹𝑥 = cos 30 × 25𝑁 = 21.65𝑁


• Collect – Lesson Log, This should contain the questions from the warmup activity, Lesson Objective, Notes taken during classroom discussion, Classroom Activity, and answers to the Exit Ticket. (End each lesson with a positive and encouraging statement for students to remember as they leave the classroom)

Session 2: Simple Machines: Pulleys (Date: ) 1 Day, Standards: 9-10.LST.1.1, 3.1, 3.2, ICP.3.2 – 3.6, PS.1 – 6, POE-3.4, 3.7, 6.1, 6.2, 6.4, 6.6



• Objective: Demonstrate an understanding of simple machines by solving problems involving mechanical advantage. (What are the students supposed to learn and be able to accomplish? This should be written in a prominent location within the classroom and easily identifiable by students.)







Activity: 30 – 35 minutes 4. Classroom Discussion, Simple Machines, Have students take notes in the Classroom Notes section of

their lesson log, engineering notebook, or science notebook. This slideshow (2.3c Simple Machines) to discuss the six machine: lever, incline plane, wedge, screw, pulley, and wheel and axle. During this discussion, define simple machines as an apparatus that changes the magnitude or direction of a force.. Ask “What are some examples of simple machines in the world around you?” (Answers Vary, students will probably list complex machines and not things like a wheelchair ramp, pry bar, or wheelbarrow) Ask “What is an example of a complex machine?” (Answers Vary, Students will most likely list things like a car, computer, or excavator) Define complex machines as devices made up of more than one simple machine. Discuss the force distance tradeoff and then move into the concepts of mechanical advantage and efficiency. Discuss how to determine the ideal mechanical advantage of each of the six simple machines. Knowing this series of lessons deals with pulleys, it might be helpful to spend more time connecting lever action with the actions of a pulley. Encourage students to make their own observations, ask questions and offer other examples from life that illustrate simple machines, mechanical advantage, and efficiency. Discussion Note:

• During the discussion of simple machines, students will have numerous misconceptions on what a simple machine is, within the context of science. Point out that what many people perceive, as a simple machine is dependent upon their understanding of how that machine works. Some individuals may see a camera as a simple machine while others are clueless as to how a camera actually functions. The same is true for the simple machines discussed within the presentation. Take the time to discuss the function, purpose, and application of each simple machine discussed.


• It may be helpful to allow the students to see simple machine in action during the discussion process. This can be accomplished by setting up an example of each prior to the class period. You may also choose to have student volunteers assist with each simple machine as a means of engaging students.

5. Classroom Broom and Rope Demonstration: This demo requires three students, two brooms and ~6 meters of rope. Tie the rope to one of the brooms (broom 1) and wrap the rope around the other broom (broom 2). Have two students stand about a meter apart each holding one broom and try to keep the brooms separated while the third student pulls on the free end of the rope; it should be a difficult task to pull the broom sticks together. Next, wrap the rope around each of the brooms again. Try again to pull the students/brooms together; the more times you wrap the rope around the brooms, the easier it is for the third student to pull the others together! This is an example showing the power of mechanical advantage. Discuss with students their observations, why the two situations were different and how this relates to mechanical advantage.

6. Classroom Activity, Simple Machines: Pulleys, Distribute Background Information Activity Sheet for

Students 2.3b. Discuss with students the question for analysis, key concepts, and review mechanical advantage. Help students understand lever action and how to calculate mechanical advantage. Activity Notes:

• You may wish to utilize the Pulleys and Tension Equilibrium Sample Problem slideshow to assist students in determining equilibrium in a pulley. Discuss that when a mass hanging by a rope there is no physical change occurring, the object is in mechanical equilibrium and the equilibrium rule will apply. For a suspended object at rest, the forces acting upward on the object must be balanced out by the forces acting downward. This is true if there is a single rope holding the object or multiple ropes holding the object; whether the ropes are at vertical or at an angle.

All physical objects that are in contact can exert forces on each other. These contact forces are given different names based on the types of objects in contact. If one of the objects exerting the force happens to be a rope, string, chain, or cable we call the force tension.

It's important to note that tension is a pulling force since ropes simply can't push effectively. If the object is at rest then the tension force is the weight of the object.

𝐹𝑡𝑒𝑛𝑠𝑖𝑜𝑛 = 𝑚𝑔 ± 𝑚𝑎

2.3b%20Simple%20Machines%20Pulleys.docx

2.5g%20Pulleys%20and%20Tension%20Equilibrium.pptx


Sample Problem Discussion Imagine two objects suspended from a fixed pulley. The mass of object 1 is 1000kg and the mass of object 2 is 1150kg. What is the tension in the rope and the acceleration of object 2?

If upwards is the positive y direction for both objects then the acceleration of m1 would be (a1 = a) because m1 accelerates upwards. The acceleration of m2 would be (a2 = – a) because m2 accelerates downward.

Tension in the rope for object 1 and 2 would be

𝑇1 = 𝑚1𝑔 ± 𝑚1𝑎1

because the acceleration for object 1 is in the upwards (positive) direction this can be written as

𝑇1 = 𝑚1𝑔 + 𝑚1𝑎

because the acceleration for object 2 is in the downward (negative) direction this can be written as

𝑇2 = 𝑚2𝑔 − 𝑚2𝑎

The equilibrium rule requires these two equations to be equal to each other

𝑚1𝑔 + 𝑚1𝑎 = 𝑚2𝑔 − 𝑚2𝑎

rearranging to get acceleration on one side and gravity on the other would give

(𝑚2 − 𝑚1)𝑔 = (𝑚2 + 𝑚1)𝑎

Solving for acceleration would give

(𝑚2 − 𝑚1

𝑚2 + 𝑚1) 𝑔 = 𝑎

(1150𝑘𝑔 − 1000𝑘𝑔

1150𝑘𝑔 + 1000𝑘𝑔) 9.8 𝑚 𝑠2 =⁄ 0.68 𝑚 𝑠2⁄

Mass m2 accelerates downward (and mass m1 accelerates upwards) at 0.68m/s2. Tension can then be obtained from either equation

𝑚1(𝑔 + 𝑎) = 𝑇1

1000𝑘𝑔(9.8 𝑚 𝑠2⁄ + 0.68 𝑚 𝑠2⁄ ) = 10,500𝑁

Or, 𝑚2(𝑔 − 𝑎) = 𝑇2 → 1150𝑘𝑔(9.8 𝑚 𝑠2⁄ − 0.68 𝑚 𝑠2⁄ ) = 10,500𝑁

Wrap-up (Daily): 5 – 8 minutes 7. Close and Launch – Direct students’ attention to the daily objective. Ask a student volunteer to read

the day’s objective and discuss how they were able to meet the day’s objective. Assign Practice Problems from Simple Machines Student Activity Sheet 2.3b students did not complete as homework.

• Assignment – Simple Machines: Pulleys, Assign any questions not completed during class as homework.

• Exit Ticket/Assessment – Have students answer the following questions in the Exit Ticket section of their Daily Log. 1. You want to see if you can lift your three friends, with a combined weight is 275 N, when each

side of the seesaw is equal in length (3.5 m). What is the MA? What is the required effort

force to lift your friends? (275𝑁 ×3.5𝑚

3.5𝑚= 275𝑁) (Because the distance is the same the forces


must be the same!) 2. You apply a force of 15 N on to the end of a lever to open a paint can lid. The resistance of the

lid is 7 N. Calculate the MA. (𝑀𝐴 =𝐹𝑜𝑢𝑡𝑝𝑢𝑡

𝐹𝑖𝑛𝑝𝑢𝑡=

7𝑁

15𝑁= 0.47𝑁)

• Collect – Forces and Motion in Two Dimensions, Lesson Log, This should contain the questions from the warmup activity, Lesson Objective, Notes taken during classroom discussion, Classroom Activity, and answers to the Exit Ticket. (End each lesson with a positive and encouraging statement for students to remember as they leave the classroom)

Session 3: Pulleys Investigation (Date: ) 2 – 3 Days, (Day 1 should be spend on designing, building, and completing the first experiment using their test apparatus. Day 2 should be spent collecting data from exploration activities. If students are to complete their report and present to classmates an additional day (Day 3) will be required. Standards: SEPS.1 – 3, 9-10.LST.1.1 – 4.1, ICP.3.2, 3.3, 3.5, PS.1 – 6, IED-0.1, 2.6, 6.10, POE-3.2, POE-3.4, 3.7, 6.1, 6.2, 6.4, 6.6

Investigation Note: It is important to ensure that each group has access to the equipment, tools, and supplies to conduct the investigation. This does not mean each group has all equipment and tools, as these items may be shared. You will need to fabricate an example model prior to class as a reference for students when creating their design sketches.

Lever Build Instructions for Educator 1. You may choose to pre-cut the 2 x 4 top pieces for students. Create enough pieces for each group

to have a top piece for their pulley stand. 2. It is helpful to pre-drill the 2x4 pieces prior to assembly of the pulley stand, working form the base

to the top piece. After assembly, drill the hole for attaching an eyebolt. Suspend the pulley from the eyebolt. Students may need assistance holding the 2x4 pieces together as they insert screws. It may be handy to drill the pilot holes through both boards prior to driving the screws into the boards.

3. This investigation experimental apparatus may be used with the energy storage and circular motion labs. You may choose to have students store their pulley apparatus, and modify it for the energy storage and circular motion labs (i.e switch out the pulley for rubber bands and eye bolt for straight bolt).

Lead In: 10 – 12 minutes per class period 1. Greet Students - Prior to lesson, setup warm up activity so students are able to begin upon entering


• Objective: Investigate pulleys and relate the law of conservation to the collected work data. (What are the students supposed to learn and be able to accomplish? This should be written in a prominent location within the classroom and easily identifiable by students.)





• Objective - Read the objective and have students write it down on their lesson log (1-2 minutes)


3. Agenda/Activities – Take a moment to discuss the things students will be doing during the class period. Connect student prior knowledge the day’s objective, build background knowledge. Explain what students will need to complete, and turn in, by the end of the classroom.

4. Ensure student pairs have adequate supplies for building their testing model.

Activity: 90 – 105 minutes 5. Maker Time, Pulley Support, Divide students into groups of 2 or 3. Distribute Pulleys Investigation

Data Sheet 2.2 to student groups. Take a couple minutes to discuss the Build It Yourself section with students. If students are to complete the entire build process, discuss how to use a hand saw, drill/driver, tape measure, and/or screwdriver. Ensure students understand classroom expectations while using hand tools. If students are not completing entire build process, be sure to discuss those aspects that apply to their build process. Point out the materials available to them as well as any special instructions that relate to your classroom, and then assist students with the construction of their experimental apparatus. Investigation Note:

• When students are assembling their pulley stand, ensure that these two dimensions allow the suspended containers to move without hitting the stand or each other.

• To help with keeping the containers from hitting the stand, ensure that the length of the top extension is at least 6 to 8 inches long.

• To help with keeping the containers from hitting each other, use smaller cups. You may also choose to have students use larger pulleys. The trick is to have the cups be smaller than the size of the pulley, if a 3 inch pulley is used then the cup diameter must be smaller than 3 inches (2-1/2 inch cup diameter works well).

6. Data Collection, Pulleys Investigation, a. Have groups complete the first experiment from this activity.

Take a couple minutes to explain the information in the Background Information section of their packet and data collection. Then, move around the classroom and assist students as needed. Ensure students are collecting data that is consistent between trials.

b. Once students have collected their data, have them calculate the input and output work on each side of the pulley. Assist groups with these calculations as needed.

c. Assign groups to complete the data analysis section of their investigation data sheet and any exploration activities you deem appropriate. This can be done by having student pairs complete all exploration activities or dividing the activities among the classroom groups. At this point, you may collect their packets or have them complete a more formal lab report. If a report is collected, you may consider grading it using the scoring rubric, which accompanies this unit. Always grade for accuracy of answers, use of collected data, and supporting evidence.

7. Optional Classroom Presentation, Allow students to present their findings with class members using a poster board/science fair format.

Wrap-up (Daily): 5 – 8 minutes





8. Close and Launch – Direct students’ attention to the daily objective. Ask a student volunteer to read the day’s objective and discuss how they were able to meet the day’s objective. Assign Data analysis questions as homework.

• Assignment – Pulleys Investigation, Assign any questions from the data analysis, not completed during class, as homework.

• Exit Ticket/Assessment – Have students answer the following questions in the Exit Ticket section of their Daily Log. 1. What was done during the pulley investigation? (Answers vary) 2. What did you learn from doing the pulley investigation today? (Answers vary)

• Collect – Simple Machines: Pulleys, Lesson Log, This should contain the questions from the warmup activity, Lesson Objective, Notes taken during classroom discussion, Classroom Activity, and answers to the Exit Ticket. (End each lesson with a positive and encouraging statement for students to remember as they leave the classroom)

Session 4: Friction and Conservation of Energy (Date: ) 1 Day, Standards: 9-10.LST.1.1, 3.1, 3.2, ICP.4.1 – 4.4, PS.1, 2, 5, 6 POE-3.2, 3.7, 6.1, 6.2, 6.4, 6.6



• Objective: Identify the force, work, mechanical energy, and power associated with specific story problems. (What are the students supposed to learn and be able to accomplish? This should be written in a prominent location within the classroom and easily identifiable by students.)







Activity: 30 – 35 minutes 4. Classroom Discussion, The Work Energy Relationship, Have students take notes in the Classroom

Notes section of their lesson log, engineering notebook, or science notebook. This slideshow (2.3e Work/Energy Relationship) to discuss the relationship between work, potential energy, and kinetic energy. Ask “What is work?” (Answers Vary, work is the application of a force over a distance) Remind students that, for a force to qualify as having done work on an object there must be a displacement, and the force must have caused that displacement. Ensure students can manipulate the force equation to solve for force or displacement. Revisit the units of work as both newton meters and joules, then connect work and the transfer of energy. Introduce mechanical energy and define it as the energy due to position and/or motion of an object and provide the formula for total mechanical energy. Place a heavy object on the counter/table. Ask “Did I do work in placing the object on the counter/table?” (yes) Ask “Does the object have the ability to do work (indicate the number of students who choose yes and the number who choose no) Introduce gravitational potential energy by relating the work required to lift an object as energy held in readiness to do work. Ask for s student

2.3e%20Work%20Energy%20Relationship%20Slideshow.pptx


volunteer to catch a tennis ball. As you gently toss them the ball ask “Do I do work? Did (student) do work?” (Answers Vary, indicate the number of students choosing yes and no) Introduce kinetic energy by relating that the work done to get an object moving is equal to the work required to stop that motion. Discussion Note:

• This discussion is not designed to be an all-inclusive explanation of potential energy and kinetic energy. The object is to introduce the concepts in a manner that will allow students to connect work and energy. These will be explored in more detail during subsequent lessons. Introducing the terms now will allow you to gauge student understanding work and readiness of students to move on to the next module.

• If students are still struggling with the concept of work, you may choose to spend time reviewing prior to moving on to the classroom activity.

5. Classroom Activity, Work and Energy Connection, Distribute Background Information Activity Sheet for Students 2.3f. Discuss with students the key concepts, and mechanical energy. walk students through the calculations for the gravitational potential energy and kinetic energy sample problems. Move around the classroom assisting students in applying the formulas for total mechanical energy, gravitational potential energy, and kinetic energy. Activity Notes:

• You may need to remind students that they will need to utilize conversion factors if mass amounts are not listed in kilograms (kg) and motion is not described using meters per second (𝑚 𝑠⁄ for speed or velocity) or meters per second squared (𝑚 𝑠2⁄ for acceleration)

Wrap-up (Daily): 5 – 8 minutes 6. Close and Launch – Direct students’ attention to the daily objective. Ask a student volunteer to read

the day’s objective and discuss how they were able to meet the day’s objective. Assign Practice Problems from Friction, Energy, and Power Student Activity Sheet 2.3c students did not complete as homework.

• Assignment – Work and Energy Connection, Assign any questions not completed during class, as homework.

• Exit Ticket/Assessment – Have students answer the following questions in the Exit Ticket section of their Daily Log. 1. What is the mass of a girl if 750 joules work was done to raise her 2.50 m off the ground?

𝑚 =𝑃𝐸

𝑔ℎ=

750𝐽

9.8 𝑚 𝑠2⁄ × 2.5𝑚= 30.6𝑘𝑔

2. A rock weighs 650 g and has a potential energy of 500 J. What height was the rock lifted off the ground?

ℎ =𝑃𝐸

𝑚𝑔=

1500𝐽

0.7𝑘𝑔 × 9.8 𝑚 𝑠2⁄= 218.7𝑚

3. A quarterback throws a football weighing 195 g at a speed of 12.5 km/h at a height of 18.0 m. What is the football’s mechanical energy? 10 𝑘𝑚 ℎ⁄ × 1000 𝑚 𝑘𝑚⁄

3600 𝑠 ℎ𝑟⁄= 2.8 𝑚 𝑠⁄

𝑃𝐸 = 𝑚𝑔ℎ = (0.205𝑘𝑔)(9.8 𝑚 𝑠2⁄ )(20𝑚) = 40.2𝐽

𝐾𝐸 =1

2𝑚𝑣2 =

1

2(0.205𝑘𝑔)(2.8 𝑚 𝑠⁄ )2 = 0.804𝐽

𝑀𝐸 = 𝑃𝐸 + 𝐾𝐸 = 40.2𝐽 + 0.8𝐽 = 41𝐽 • Collect – Pulleys Investigation Data Analysis, Lesson Log, This should contain the questions from

the warmup activity, Lesson Objective, Notes taken during classroom discussion, Classroom

2.3f%20Work%20and%20Energy%20Connection.docx


Activity, and answers to the Exit Ticket. (End each lesson with a positive and encouraging statement for students to remember as they leave the classroom)

Session 5: Mechanical Energy and Lesson Assessment (Date: ) 1 Day, Standards: ICP.3.2 – 4.4, PS.1, 2, 5, 6 POE-3.2, 3.7, 6.1, 6.2, 6.4, 6.6



• Objective: Demonstrate an understanding force, work, mechanical energy, and power by obtaining a minimum score of 70% on the Pulleys Practice Quiz. (What are the students supposed to learn and be able to accomplish? This should be written in a prominent location within the classroom and easily identifiable by students.)







Activity: 30 – 35 minutes 4. PowerPoint Presentation, Motion Work and Mechanical Energy Review, Review with students the

principle of 2-D motion. Discuss the work and mechanical advantage, applying these concepts to incline planes, levers, and pulleys. Utilize the PowerPoint slideshow to review student their understanding of mechanical energy and how work relates to potential energy and kinetic energy. Be sure to point out the formulas for potential energy and kinetic energy. Students should be able to calculate the input force, output force, distance from fulcrum to forces, and the mechanical advantage, x and y components of motion and total mechanical energy.

5. Classroom Practice, Work and Mechanical Energy, Distribute Practice Problems Student Activity Sheet 2.4. Have students complete the practice problems. This may be collected and graded for accuracy.

6. Assessment, Pulleys Practice Quiz, If time permits, you may wish to have students complete the unit quiz as their exit ticket for the day. This quiz is 7 questions long and has students work problems from the each lesson from this module. The quantities for each question changed, however the wording and method for solving the problems remains the same.

Wrap-up (Daily): 5 – 8 minutes 7. Close and Launch – Direct student’s attention to the daily objective. Ask a student volunteer to read

the day’s objective and discuss how they were able to meet the day’s objective. Assign Practice Problems from Work and Mechanical Energy Student Activity Sheet 2.4 students did not complete as homework.

• Exit Ticket/Assessment – Have student complete the Pulleys Practice Quiz for the exit ticket. Ensure students have 10-15 minutes to complete the quiz. This quiz contains 7 questions covering the information contained in this module. If you have a quiz that you think would work better;

2.3g%20Motion%20Work%20and%20Mechanical%20Energy%20Review.pptx

2.4%20Conservation%20of%20Work%20and%20Energy%20Practice%20Problems.docx

2.6a%20Pulleys%20Practice%20Quiz.docx


online or otherwise, feel free to utilize that assessment. It is important to note that the quiz is available as a word document, and easily manipulated to meet the classroom needs.

• Collect – Work and Energy Connection, Lesson Log, This should contain the questions from the warmup activity, Lesson Objective, Notes taken during classroom discussion, Classroom Activity, and answers to the Exit Ticket. (End each lesson with a positive and encouraging statement for students to remember as they leave the classroom)

Additional Resources (U1L2) Pulleys Module Reading Strategies These reading tools will help students learn the material in this unit: Science Terms, Describing Space and Time, and Foldable.

Key Term Foldable, the key-term foldable can help students learn key terms form this lesson. A key-term fold may be useful for studying definitions of key terms in this lesson. Each tab can contain a key term on one side and its definition on the other. Have students use the key-term fold to quiz their self on the definitions of the key terms in the lesson. Students should fold a sheet of lined notebook paper in half from left to right. Using scissors, cut along every third line from the right edge of the paper to the center fold to make tabs. Have students write one key term from the lesson page on the front of each tab. As students are introduced to vocabulary, have them write the definition for each term under its tab. Students can then use this foldable to study the key terms.

Cause and Effect, certain words or phrases can serve as signals of cause and effect relationships. Such signals are called cause and effect markers.

As students’ progress through the lesson have them complete a cause and effects markers table, similar to the one shown, with the cause and effect markers that are in this lesson.

Two-Column Notes, Two-column notes can help students learn the key ideas from each activity. The key ideas are listed in the left column while the right column is completed with the students own words. Students should write detailed notes and examples in the right column. As students participate in each activity have them complete a two-column notes for each activity, adding another row for each key idea.

Bell Ringers/Warm-up Exercises 1. Mark Up The Text (MUTT) – Energy Transformations Have students answer the following questions

on their Journal or Daily Lesson Log once they have completed MUTTing the article: What did you

2.5g%20Energy%20Transformations_MUTT%20Article.docx


learn from the article? What is one fact that surprised you from the article? What is one question you have after reading the article?

2. Hash Tag, Vocabulary/Reading Strategy, Have students complete the Hash Tag chart for the concepts of Friction, Mechanical Energy, and Conservation of Work. This graphic organizer will help students brainstorm all they know about the concepts covered in the lesson. Once students have completed their chart as their warmup activity, go around the room and have students provide one of their Hash Tags. Have students vote on the Hash Tag most likely to trend and award that student extra credit or some other award.

3. Mark Up The Text (MUTT) – Pulleys and Conservation of Work, Have students MUTT the Building the Conservation of Work Testing Apparatus section of the pulleys experiment in preparation of making their testing apparatus. Have students answer the following questions on their lesson log once they have completed MUTTing the article: What are you going to build? What tools will you need to build your device? How does your device work?

4. Pulleys Background Information Quiz, Establish 4-5 questions that will gauge whether students have read, and understand, the material in the background section of the Lever Investigation activity. This can be handed out as students enter the classroom or in a more formal manner after class has begun. You may choose to use the following: What is one advantage of a pulley? What are the three requirements for work to take place? What is friction? What is the formula for calculating tension? What is the equation for determining the friction coefficient?

5. ABC Chart, Vocabulary/Reading Strategy, Have students complete the ABC Chart for the terms; Energy, Work, Mechanical Advantage. This graphic organizer will help students brainstorm all they know about the term. Students complete the chart by writing a term or short phrase that starts with each letter of the alphabet. Once students have completed the chart as their warmup activity, go around the room and have students provide the term they used for a specific letter in the alphabet. Try to complete an ABC Chart from classroom participation.

6. Word Web, Vocabulary/Reading Strategy – Pulleys, Have students create a Word Web for the term Pulleys. Students should include all the information they can recall from the past lessons to create connections between concepts, equations, and experimental data.

PowerPoint Slide Show Presentations The following presentation resources are available on the Hardware Stores Science website hardwarestorescience.org

PowerPoint Slide Show Two Dimensional Motion, This slideshow covers the fundamentals of Work. It is geared towards the simplest forms of work, where the direction of force is perpendicular or parallel to the motion of the object. This way students are able to learn the concept of work without the added confusion of vectors and the use of complex math. Explain to students that work is a combination of force, displacement and cause. Ensure students understand that these three conditions must be met in order for work to take place. Explain that work can be done against another force (i.e. gravity) or to change motion (i.e. speed). Ensure students understand the difference between work input and work output as well as the input force and the output force.

PowerPoint Slide Show Simple Machines, Use this slide show to review with students the concept of simple machines and mechanical advantage. Pay particular attention to the forces involved and student understanding of those forces. Ensure students are familiar with the types of simple machines and in determining the work input and output. When discussing how to calculate work and mechanical advantage, ensure students understand how to properly manipulate mathematical equations.

2.5f%20Hash%20Tag%20Learning%20Activity.docx

2.5e%20ABC%20Vocabulary%20Reading%20Strategy.docx

2.3aTwo%20Dimensional%20Motion.pptx

2.3c%20Simple%20Machines.pptx


PowerPoint Slide Show Mechanical Energy, Use this slide show to review with students the concept of Mechanical Energy and introduce Potential and Kinetic energy. Pay particular attention to the equations for determine potential and kinetic energy. Ensure students are familiar with the types of potential energy. When discussing how to calculate mechanical, potential and kinetic energy, ensure students understand how to properly manipulate mathematical equations.

PowerPoint Slide Show Pizza Box 2-D Motion Sample Problem, Use this slide show to run through a sample problem with students over resolving 2-dimensional motion into x and y components.

PowerPoint Slide Show Pulleys and Tension Equilibrium Sample Problem, Use this slide show to run through a sample problem with students dealing with pulleys and rope tension equilibrium.

PowerPoint Slide Show Motion Work and Mechanical Energy Review, Use this slide show to review with students the principle of 2-D motion. Discuss the work and mechanical advantage, applying these concepts to incline planes, levers, and pulleys. Review student understanding of mechanical energy, as well as how work relates to potential and kinetic energy. Be sure to point out the formulas for potential energy and kinetic energy. Students should be able to calculate the input force, output force, distance from fulcrum to forces, and the mechanical advantage, x and y components of motion and total mechanical energy.

Printable Resources The following resources are found in the Appendix.

Science Content – Pulleys Daily Lesson Log Educator Practice Problems Answer key Maker Skills Hash Tag Chart ABC Chart General Scoring Rubric: Experiments Assigning grades on a percentage scale may not work with all experiments. The following rubric describes six levels of student performance associated with all experiments students conduct. To use this 4-point scale, read the description of each level and decide which description most accurately reflects each experiment you grade. A helpful strategy may be to create a file of past papers that you feel exemplifies each level of the rubric. These could be scanned and kept as a digital file or hard copy, whichever works best for you. You would then be able to make this file available to students as a guideline.

Online Resources The following resources are found online, and can be accessed through their individual websites or in a word document version at the Hardware Store Science website. One advantage of using the word document version of this article is that educators are able to download and edit the document with questions, writing prompts or other student suggestions.

Tool and Classroom Safety Resources https://www.nsta.org/safety/ https://www.iteea.org/Resources1507/Safety/111567.aspx

Energy Transformation? – This article was on the University of Calgary Website, last updated July 21,, 2018. It can be found at https://energyeducation.ca/encyclopedia/Energy_transformations or a word document of this article, without the ads and other distractors, can be found at hardwarestorescience.org

2.3e%20Work%20Energy%20Relationship%20Slideshow.pptx

2.5h%20Pizza%20Box%202-D%20Motion%20Sample%20Problem.pptx

2.5i%20Pulleys%20and%20Tension%20Equilibrium.pptx

2.3g%20Motion%20Work%20and%20Mechanical%20Energy%20Review.pptx

2.5j%20Investigation%20Scoring%20Rubric.xlsx

https://www.nsta.org/safety/

https://www.iteea.org/Resources1507/Safety/111567.aspx


Online Resources https://www.physicsclassroom.com/class/vectors https://www.explainthatstuff.com/pulleys.html https://www.physicsclassroom.com/class/energy/Lesson-1/Definition-and-Mathematics-of-Work http://cmse.tamu.edu/documents/LittlegreenBookletv3.pdf

Indiana Academic Standards • Science and Engineering Standards

SEPS.1 Posing questions (for science) and defining problems (for engineering) SEPS.2 Developing and using models and tools SEPS.3 Constructing and performing investigations

• Literacy in Science/Technical Subjects: Grades 9-10 9-10.LST.1.1: Read and comprehend science and technical texts within a range of complexity appropriate for grades 9-10 independently and proficiently by the end of grade 10. 9-10.LST.3.1: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics. 9-10.LST.3.2: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). 9-10.LST.4.1: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

• Content Standards ICP.3.2 Construct force diagrams and combine forces to determine the equivalent single net force acting on the object when more than one force is acting on the object. ICP.3.3 Distinguish between forces acting on a body and forces exerted by the body. Categorize forces as contact forces, friction, or action at a distance (field) forces. ICP.3.4 Develop pictorial and graphical representations which show that a non-zero net force on an object results in an acceleration of the object and that the acceleration of an object of constant mass is proportional to the total force acting on it, and inversely proportional to its mass for a constant applied total force. ICP.3.5 Qualitatively describe and quantitatively determine the magnitude and direction of forces from observing the motion of an object of known mass. ICP.3.6 Qualitatively describe and quantitatively determine the acceleration of an object of known mass from observing the forces acting on that object. ICP.4.1 Define energy as a quantity that can be represented as being within a system that is distinct from the remainder of the universe and is measured in Joules. ICP.4.2 Identify forms of energy present in a system (kinetic, gravitational, elastic, etc.), and pictorially represent the distribution of energies, such as using pie or bar charts. ICP.4.3 Understand and explain that the total energy in a closed system is conserved. ICP.4.4 Qualitatively and quantitatively analyze various scenarios to describe how energy may be transferred into or out of a system by doing work through an external force or adding or removing heat.

• Math and Science Process Standards

http://cmse.tamu.edu/documents/LittlegreenBookletv3.pdf

https://www.doe.in.gov/standards/science-computer-science





PS.1 Make sense of problems and persevere in solving them – Explain the problem, determine approaches, use objects/drawings to think about problem, and evaluate progress and check answers PS.2 Reason abstractly and quantitatively – Work from abstract to concrete problems, create representations of problems, make sense of quantities and find relationships to other situations. PS.3 Construct viable arguments and critique the reasoning of others – Analyze situations, discuss strategies with peers, justify conclusions using results and definitions, and compare two plausible arguments PS.4 Model with mathematics – Apply math to everyday problems, use real-life situations to capture results (charts, graphs, etc.), represent using multiple ways PS.5 Use appropriate tools strategically – Analyzes tools and chooses the most appropriate, hands-on tools as well as thinking tools (such as estimation), use technology to help visualize, explore, and compare information PS.6 Attend to precision – Communicate precisely, use terms and symbols appropriately, specify units of measure, and calculate accurately and efficiently

• Introduction to Engineering Design Standards IED-0.1 Students will exhibit appropriate safety practices while working with tools and equipment IED-2.6 Students will produce industry standard sketches and drawings to allow for universal communication IED-6.10 Students create designs using a variety of modeling techniques to communicate information

• Principles of Engineering Standards POE-3.2 Students interpret science and math concepts to determine the effect of stresses placed on a structure and its components POE-6.1 Students evaluate simple machines for the purpose of solving a wide range of design and application problems

https://www.doe.in.gov/standards/cte-engineering-and-technology

https://www.doe.in.gov/standards/cte-engineering-and-technology

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