Guide - Simple Machines and Linkages

There are three classes of levers used in the everyday world. Make a wheelbarrow, an example of a class two lever. Use the mechanical advantage of the wheelbarrow to swiftly move loads with this handy tool.

Please note this resource was tailored for US schools and may require adjustments to suit UK schools.

🇬🇧 Teacher Notes

### Lesson Structure

When students go through this lesson in each section, the objectives they will learn are:

* **Imagine** – Learn about the simple machines and examples of class two levers.
* **Build** – Create a wheelbarrow with a treading wheel to move along the table.

Teacher Notes

Overview and Objectives

Materials

#### Teachers: Preparing Your Students (15 min)

When students begin the lesson, they start in [Overview and Objectives](#overview-and-objectives), then transition to this [Preparation](#preparation) section. Presented in their view is a vocabulary list of terms and infographics illustrating concepts across STEAM domains throughout this entire lesson.

There is an extra guide for preparing student readiness for their first engagement of new terms and content knowledge. Print or distribute the guide digitally. 

* Read through the vocabulary list. (5 minutes)
* Review the 6 simple machines. Download the optional asset and share to students. (10 minutes)

#### Vocabulary (5 minutes)

This is the list of vocabulary terms used throughout the lesson. They will be in **bold** and listed throughout the different sections.  Students can always revisit the vocabulary definitions with media and questions in the lesson. (5 minutes)

#### Simple Machines and Linkages (10 minutes)

Review the simple machines and linkages. There is an **optional** guide used as a printout or can be shared online to students before they engage this lesson. Each simple machine is designed to make work easier or more efficient and referenced in this lesson. Download the optional guide. (10 min)

Preparation

### Class Two Levers

* A lever is a common and useful **simple machine.** All levers have a moving beam across a **fulcrum.**
* A class two lever, like a wheelbarrow, carries or moves a **load** between the **fulcrum** and the **effort**.
    * The wheel, at one end of the tool, is actually the **fulcrum**, or fixed pivot point.
    * The **load** is placed in the large tray close to the wheel.
    * **Effort** is applied by picking up the handles, at the opposite end from the wheel.
    * Wheelbarrows to move loads like rocks, dirt, and debris, which would be too heavy or bulky to move efficiently.
* Other examples of **class two levers** are bottle openers, nutcrackers, and push-ups.
    * In a push-up, the feet act as the **fulcrum**, and hands apply the **effort**.
    * The **load**, or resistance, comes from the body, in between the feet and hands.

In class two levers, the **load**, or resistance, is ideally placed near the **fulcrum**. The load is between the **fulcrum** and the **effort**, but not at the exact place.

Imagine

Create the bottom of the wheelbarrow

Make the top then attach to the bottom

Create the handles

Make a tire

Slide the wheel on the front of the wheelbarrow

Push your wheelbarrow

NGSS

Florida - NGSSS

Build

References and Extra Resources

STEAM Classroom

United States

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-1

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-2

Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

3-5-ETS1-3

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-1

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-2

Students develop, test and refine prototypes as part of a cyclical design process.

ISTE Students

1.4.c Innovative Designer

Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.6.c Creative Communicator

The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.

TEKS Science

3.1A

3.1B

3.1G

The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.

3.2D

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.

3.3B

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.

3.4A

3.4B

The student understands that recurring themes and concepts provide a framework for making connections across disciplines.

3.5A

3.5C

3.5D

3.5F

The student knows the nature of forces and the patterns of their interactions.

3.7A

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.

3.8B

The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.

TEKS Technology Applications

The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.

3.3A

4.1A

4.1B

4.1G

4.2D

4.3B

4.4A

4.4B

4.5A

4.5C

4.5D

4.5F

The student knows the nature of forces and the patterns of their interactions. The student is expected to plan and conduct descriptive investigations to explore the patterns of forces such as gravity, friction, or magnetism in contact or at a distance on an object.

4.3A

5.1A

5.1B

5.1G

5.2D

5.3B

5.4A

5.4B

5.5A

5.5C

5.5D

5.5F

5.7A

5.7B

5.3A

The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.

6.1A

6.1B

6.1G

6.2D

6.3B

6.5A

6.5C

6.5D

6.5F

The student knows the nature of forces and their role in systems that experience stability or change.

6.7A

6.7B

6.7C

The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.

6.3A

7.1A

7.1B

7.1G

7.2D

7.3B

7.5A

7.5C

7.5D

7.5F

The student describes the cause-and-effect relationship between force and motion.

7.7A

7.7B

7.7C

7.3A

8.1A

8.1B

8.1G

8.2D

8.3B

8.5A

8.5C

8.5D

8.5F

The student understands the relationship between force and motion within systems.

Intro: Class Two Levers

Overview and Objectives

Lesson Structure

Overview