2.1 Introduction to Simple Machines

Size: px
Start display at page:

Download "2.1 Introduction to Simple Machines"

Transcription

1 2.1 Introduction to Simple Machines

2 2.1 Introduction to Simple Machines Simple Machines Unit DO NOT WRITE ANYWHERE IN THIS PACKAGE One of the few properties that separate us from animals is our ability to make and use tools or machines to make our lives easier. All complex machines (cars, bicycles, tools, etc.) can be broken down into a collection of smaller machines called simple machines. In this unit we will be exploring the properties of many of the simple machines and we will be looking at how these machines can work together to make our lives easier. Big Picture Questions: What are the different types of simple machines? How does a simple machine impact the amount of work performed by the user? What is mechanical advantage? Is there a difference between the ideal mechanical advantage (IMA) and the actual mechanical advantage (AMA)? How can an inclined plane be used to make work easier to perform? What are the three classes of levers? How do they relate to each other? How can we predict the mechanical advantage of a block and tackle just by looking at the way it is put together? Why can all of the simple machines be grouped into one of two groups? How can the simple machines work together to form a complex machine? Given several measurements, how can we calculate the mechanical advantage of an inclined plane? A lever arm? A pulley system?

3 2.1 Introduction to Simple Machines Introduction to Simple Machines Working with your group, discuss the answers to each of the questions below. Record your answers in your notebook. 1. Define the following terms in your own words. Use examples or diagrams when applicable. Simple Machine Complex Machine Mechanical advantage Force Torque Efficiency Work 2. Research the 6 different types of simple machines (for example: the inclined plane). List the 6 types of simple machines and give a real world example for each. It is best to try to find an example or application that you would see in your life. For example I wouldn t use the sand ramp that the ancient Egyptians used to build the pyramid as an example of an application of the inclined plane. 3. Even though there are six different types of simple machines, all simple machines can be grouped together into one of two possible groups the lever and the inclined plane. Place the 6 types of simple machines into the appropriate grouping. Create a table like the below example. Explain your grouping for each of the simple machines. The Lever Group The Inclined Plane Group 4. Simple machines make work easier to perform BUT they have no impact on the amount of work done on the system. Explain this statement.

4 2.2 Inclined Plane Inclined Plane Activity A plane is a flat surface an incline is a slant so an inclined plane is a slanted flat surface. The inclined plane is probably the first simple machine ever used by early man. It is easy to imagine cavemen finding it easier to roll stones and logs uphill instead of carrying them. Recent archaeological finds have discovered that ancient Egyptians used long ramps of sand piled up around the pyramid to move the heavy stones into place. Once the pyramid was constructed and the casing stones put into place it would be easy enough to remove the sand revealing the constructed pyramid. Experience has shown us that an inclined plan makes work easier. An inclined plane multiplies forces and allows us to move heavy objects with little force. In the following activity you will be looking at the force you have to develop as well as the work done for moving objects up a certain height using an inclined plane. Record your observations in the inclined plane, wedge and screw table (handout). Materials: A variety of Newton Spring Scales Wooden board Enough books to create a height of about 30 cm Inclined plane, screw and wedge handout a wheeled car metre stick Procedure: 1. Stack the textbooks one on top of the other to create the height that the mass has to be lifted through. Once you have established this height do not change it. Measure this height and record it in the table on your handout (vertical height). 2. Place the board so that one end rests on the desk surface and the other on top of the books. This should be the shallowest (smallest angle) inclined plane. 3. Measure the length of the inclined plane from the desk surface along the board up to the top of the books. DO NOT measure the board that projects above the books it is not part of the simple machine. Record this inclined length in the table (Length of Incline). 4. Hang the wheeled cart from a Newton Spring scale. You are measuring the weight of the object which we call the resistance in the simple machines unit. Record the weight of your cart on the bottom of your table (Resistance). 5. Connect a Newton Spring scale to the wheeled cart. Keeping the Newton spring scale parallel to the incline, record the force required to pull the cart up the board at a slow and steady pace (Effort Force). 6. Repeat the experiment 4 more times changing the length of the incline each time. To do this, move the bottom of the board closer to the books. This will create a steeper incline. When measuring the length of the incline measure from the desk to the spot at which they wooden board just makes it to the top of the books. Do not measure the incline above the book height.

5 2.2 Inclined Plane 7. For the sixth row measure the force required to lift the 1 kg mass straight up. This is the effort required if no simple machine were used. 8. Calculate the mechanical advantage by using the equation MA = resistance / effort. Resistance is the force of gravity acting on the object (measured in procedure 7). Effort is the force required to drag the mass up the incline as measured by the Newton spring scale. Record your answers on the table. 9. Calculate inclined length / height and record this in your table.

6 2.2 Inclined Planes Inclined Plane Activity Observations Trial # Vertical Height (cm) Length of Incline (cm) Effort Force (N) MA = resistance / effort Incline length / height Work done (J) Resistance: (N) Equations: Work done = Effort Force X length = Effort Force x length of incline

7 2.2 Inclined Planes Questions: Answer the following questions in your notebook. Provide enough of the question in your answer so that your response makes sense when preparing for the final exam. 1. What do you notice about the ramp which requires the least amount of force to move the wheeled cart up the length of the incline? 2. What do you notice about the amount of work done to move the cart up the incline compared to picking it straight up? 3. What is the relationship between the mechanical advantage and the ratio of the length of the incline and the height of the stacks of books? 4. What are the two methods of calculating the mechanical advantage for an inclined plane? 5. An inclined plane has a ramp length of 6 m and a vertical height of 2 m. Draw a picture of the system in your notebook and create a table (example: right) to record your answers. Provide a summary of how you calculated your results. Resistance (N) Mechanical Advantage = Effort (N) 6. An inclined plane has a ramp length of 10 m while lifting the load a vertical height of 2m. If an effort force of 47 N is required to just lift the object, what is the mass of the object in kg? 7. How is a wedge related to an inclined plane? 8. A screw is defined as an inclined plane wrapped around a cylinder. Explain this statement. 9. List three real world applications for the screw, the incline plane and the wedge. Use a table similar to the one below. The Screw The Inclined Plane The Wedge

8 2.3 First Class Levers First Class Lever Activity The lever: Levers consist of a long straight object (such as a board) placed over a pivot point known as a fulcrum. Three types of levers exist first class, second class and third class. The placement of the fulcrum in relation to the effort force is what distinguishes between the three types of levers. Before we go any further in our study of levers it is important to look at some lever specific terms. Research the two questions below and record your answers in your notebook. 1. Use your text/internet to research the following terms: Effort, Resistance, Fulcrum, Effort Arm, Resistance Arm. 2. Draw a simple diagram of a first class lever and label (use the terms above). Lever Setup : For the lever labs you will require the following materials: a metre sticks, retort rod and utility clamp, a variety of newton spring scales, metal ruler clamp, 1kg mass and 2 string loops. 1. Place a metal ruler clamp over a metre stick so that the clamp is as close to the 50 cm mark as possible. This will be the fulcrum point. 2. Hang the ruler from the utility clamp and adjust the metre stick until it is balanced. 3. To test the first class lever, place string loops on either end of the metre stick. These loops will be the place at which we will test the effort force and resistance force. 4. The resistance arm is the distance from the fulcrum to the string loop where the mass is hung. So if the mass loop is placed at the 65 cm mark with the fulcrum at the 50 cm mark that means that the resistance arm is 15 cm. 5. The effort arm is the distance from the fulcrum to the string loop where you will apply a downward force through the newton spring scale. 6. Refer to Table #1 (below) for placements of the newton spring scale and the resistance mass. Use your observations to complete the table. Table 1: Observations from the first class lever lab Effort arm (cm) Resistance arm(cm) Effort (N) Resistance (N) Mechanical Advantage

9 2.3 First Class Levers Questions: 1. Compare the mechanical advantage to the ratio of the effort arm and the resistance arm. What do you notice? 2. What happens to the mechanical advantage if the effort arm is larger than the resistance arm? What would you use this lever for? 3. What happens to the mechanical advantage if the effort arm is smaller than the resistance arm? What would you use this lever for? 4. What happens to the mechanical advantage if the effort arm is equal to the resistance arm? What would you use this lever for? 5. How does the relationship between the effort arm and resistance arm change how far the mass moves in the vertical when a force is applied? 6. Mr. Gillespie wishes to move a large stone out of his garden by using a long piece of 2x4. He places one end of the 3 m long piece of wood under the stone and places a smaller rock 50 cm from the end to act as a fulcrum. If the stone has a mass of 200 kg, what effort (in newtons) does he have to exert to just lift the rock? 7. When you were a little younger you probably spent some time on a teeter-totter (or see-saw). How would you have to sit on the teeter-totter if you went with your best friend who was much heavier than you?

10 2.4 Second Class Levers Of the three classes of levers, the first class lever is the most versatile. By moving the fulcrum closer to the resistance (making the effort arm longer) you can create a lever designed to magnify your input force making work easier to perform. By moving the fulcrum further away from the resistance (making the effort arm shorter) you can create a lever designed to magnify the speed of an object s motion. The next two classes of lever, the second and third class, are not nearly as versatile. They are designed to either magnify the input force OR to magnify the speed of the object. The Second Class Lever The second class lever occurs when your effort force and fulcrum occur on the ends of the lever arm. This would place the load (or resistance) somewhere between the two. Since the effort arm is always measured from fulcrum to effort AND the resistance arm is always measured from load to fulcrum, we will have created a lever system in which the effort arm will always be larger than the resistance arm. Pre-Activity Questions: Answer the following questions in your notebook. 1. Why do second class levers magnify the input force? Use a simple diagram of a second class lever in your answer. 2. How will your calculated mechanical advantage for the second class lever compare to the mechanical advantage for the first class lever? Why? 3. What are some typical second class levers that you use around the home? At work? At school?

11 2.4 Second Class Levers Activity: Second Class Lever Materials: You will need a metre stick, ruler hanger, retort rod and clamp, string, 1 kg mass and a variety of newton spring scales for this activity. Set-up: 1. Hang the 1 kg mass from a newton spring scale and record the resistance (in newtons) that will be used throughout this activity. 2. Place the metal ruler clamp at the 10 cm mark on the metre stick. This will act as the fulcrum for your second class lever. 3. Hang the ruler from the retort rod. A group member will have to hold it throughout the activity since it will not self balance. 4. Use a loop of string to hang the 1 kg mass. Remember, for a second class lever the mass (load/resistance) should ALWAYS be between the fulcrum (the metal hanger) and the effort force (the newton spring scale). 5. Place the newton spring scale on the end of the metre stick and pull up on it to balance the system. 6. Move the resistance and effort to the locations given in Table 1. Never move the fulcrum. 7. For each of the set-ups, measure and record the effort arm (from effort to fulcrum) and resistance arm (from resistance to fulcrum). Record the effort required to balance the system. Table 1: Location of Resistance and Effort for the Second Class Lever Test Number Resistance Location on Metre Effort Location on Metre Stick Stick 1 20 cm mark 80 cm mark 2 20 cm mark 70 cm mark 3 20 cm mark 60 cm mark 4 20 cm mark 40 cm mark 5 40 cm mark 80 cm mark 6 50 cm mark 80 cm mark 7 60 cm mark 80 cm mark 8 70 cm mark 80 cm mark

12 2.4 Second Class Levers Questions: 1. Record your findings in a table similar to the one below: Table 1: Observations from the second class lever lab Effort arm (cm) Resistance arm(cm) Effort (N) Resistance (N) Mechanical Advantage 2. Did your findings indicate that the second class lever always makes work easier to perform? What proof (from the above chart) do you have? 3. What are the two methods that you can use to calculate the mechanical advantage of a second class lever system? 4. How are the two methods of calculating the mechanical advantage similar to the first class lever? How are they different? 5. The ideal mechanical advantage (IMA) is the best possible situation. This is a calculated value that ignores friction, air resistance and energy loss. Which calculation (from table 1) represents the IMA? 6. The actual mechanical advantage (AMA) is what actually happens. This calculation includes external forces, friction, energy loss, etc. Which calculation (from table 1) represents the AMA?

13 2.5 Third Class Levers The Third Class Lever The third class lever occurs when your resistance force and fulcrum occur on the ends of the lever arm. This would place the effort force somewhere between the two. Since the effort arm is always measured from fulcrum to effort AND the resistance arm is always measured from load to fulcrum, we will have created a lever system in which the effort arm will always be smaller than the resistance arm. Pre-Activity Questions: Answer the following questions in your notebook. 1. Why do third class levers magnify the movement at the load end? Use a simple diagram of a third class lever in your answer. 2. How will your calculated mechanical advantage for the third class lever compare to the mechanical advantage for the other classes of lever? Why? 3. What are some typical third class levers that you use around the home? At work? At school? 4. As the third class lever increases the speed of motion, what will happen to the effort force required to complete the task? Why?

14 2.5 Third Class Levers Activity: Third Class Lever Materials: You will need a metre stick, ruler hanger, retort rod and clamp, string, 50 g mass and a variety of newton spring scales for this activity. Set-up: 1. Hang the 50 g mass from a newton spring scale and record the resistance (in newtons) that will be used throughout this activity. 2. Place the metal ruler clamp at the 10 cm mark on the metre stick. This will act as the fulcrum for your third class lever. 3. Hang the ruler from the retort rod. A group member will have to hold it throughout the activity since it will not self balance. 4. Place the newton spring scale around the 40 cm mark on the ruler. Pull up on the newton spring scale (you will have to hold the fulcrum end down throughout this activity. 5. Use a loop of string to hang the 50 g mass. Remember, for a second class lever the mass (load/resistance) should ALWAYS be on the end opposite to the fulcrum. The effort arm should be in the centre. 6. Move the resistance and effort to the locations given in Table 1. Never move the fulcrum. 7. For each of the set-ups, measure and record the effort arm (from effort to fulcrum) and resistance arm (from resistance to fulcrum). Record the effort required to balance the system. Table 1: Location of Resistance and Effort for the Third Class Lever Test Number Effort Location on Metre Stick Resistance Location on Metre Stick 1 20 cm mark 80 cm mark 2 20 cm mark 70 cm mark 3 20 cm mark 60 cm mark 4 20 cm mark 40 cm mark 5 40 cm mark 80 cm mark 6 50 cm mark 80 cm mark 7 60 cm mark 80 cm mark 8 70 cm mark 80 cm mark Use the questions from the second class lever activity to create a summary of your findings for the third class lever.

15 2.6 Mathematics and Simple Machines Mathematics of Mechanical Advantage: A Summary The Actual Mechanical Advantage: The ideal mechanical advantage is ALWAYS the same equation. It does not matter which type of machine we are using. Mathematics the BIG picture: For all simple machines we can find the unknown by setting the actual mechanical advantage (AMA) equal to the ideal mechanical advantage (IMA). The ideal mechanical advantage equation changes depending on the type of simple machine we are looking at. The Inclined Plane: The ideal mechanical advantage can be found by looking at the ratio of the ramp length to the height. 1st, 2nd and 3rd class levers: It doesn t matter which class of lever system we are looking at, the ideal mechanical advantage will always be equal to the ratio between the effort arm and the resistance arm. Collaborative Group Problem Solving for Simple Machines: For Simple Machines: 1. Draw a diagram of the system. Use for your givens 2. Use your givens to calculate either the AMA or IMA 3. Set the AMA equal to the IMA and solve. In General: 1. Try the question by yourself first. If you get stuck, check-in with your group. 2. Don t just copy down answers. This will not help you in the long run.

16 2.6 Mathematics and Simple Machines 3. Be sure that everyone in your group understands the solution to the problem (and how to arrive at the solution) before moving on. 4. Work together. Help each other. 5. If no one in your group can get one of the problems the call the teacher over. Simple Machines Problems: 1. A first class lever, 2.8 m long, has a load force of 680 N located 1.2 m from the fulcrum. a. Draw a diagram of the lever. Label fully b. Calculate the magnitude of the effort force at the end of the lever needed to balance the load 2. A wheelbarrow has a 95 kg load located 0.60 m from the fulcrum. An effort force of magnitude 520 N is needed to lift the handles of the wheelbarrow. a. Calculate the magnitude of the resistance (in newtons) b. Calculate the distance from the effort to the front wheel 3. A student s forearm acts as a lever. The distance from the elbow to the muscle is 4.0 cm and the distance from the elbow to the hand is 31.5 cm. a. Draw a diagram of the system b. What class of lever is the arm? How do you know? c. If an effort of 150 N is required to support a load, what is the magnitude of the resistance? d. Calculate the mass in the hand. 4. A fishing pole has a total length of 2 m. A hand, placed at the extreme end of the fishing pole acts as the fulcrum. The other hand is placed 20 cm from the fulcrum end. A fish, of mass 1 kg, is pulled from the water. What is the effort force required to remove the fish from the water? 5. A loading ramp is used to move a heavy crate (of mass 100 kg) into the back of a moving truck. The height to the truck bed is 80cm. What minimum ramp length is required to move the crate with an effort of 500 N. Assume that the ramp is frictionless. Answers: 1b) 510 N 2a) about 950 N 2b) 1.10 m 3b) third class 3c) N 3c) about 1.9 kg 4) 100 N 5) 1.6 m

17 2.7 The Pulley Pulley Exploration A) Create the following pulley arrangements. Use a 1 kg mass and newton spring scale to measure the effort force and resistance force for each arrangement. Use these forces to calculate the mechanical advantage for each. B) For each of the diagrams draw a diagram similar to figure 4 or 5 and complete Table 1 (in your notebook) Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Table 1: Data for Pulley Observation Figure Effort Force (N) Resistance Force (N) MA

18 2.7 The Pulley B) Create pulley systems that have mechanical advantages of 5, 6 and 7. Draw the setup in your notebook using the table below as a guide. MA 5 MA 6 MA 7 C) There is a quick way to look at a pulley system and determine the mechanical advantage of the system. This quick way is known as the theory of ropes. Use your diagrams to determine the theory of ropes. D) Mr. Gillespie wants to lift a 800 kg wood lathe up on to the bed of a truck. The truck bed is 1 m above the ground and he plans on using a system of pulleys. He want to exert a maximum force of 500 N. a) calculate the mechanical advantage of the pulley system b) draw the pulley system that he would use c) How much rope does he need to pull through the top pulley in order to load the lathe onto the truck. E) What are some typical uses of pulleys? F) What do you think would happen if we repeated the experiment but used pulleys of different sizes? Use your knowledge of levers to answer this question.

19 RAT STSE Careers Unit Summary Simple Machines 2.8 The End of Unit Project Mechanical Systems: End of Unit Project Prepare for the end of unit by doing one of the following: Create a series of foldables Create a mind-map or concept map for the entire unit Create a one-page cheat sheet Write a poem/song that summarizes the unit Create an audio log for each of the concepts Blog Use the Explain Everything app to make a series of screencasts Your own idea (check with the teacher) Explore careers in Mechanical Systems by doing one of the following: Write a one page summary of a typical career Interview someone who works with simple machines. Record the conversation. Prepare a poster Create a Prezi presentation Write a resume and cover letter for a job posting for someone qualified to work in the field of simple machines Your own idea (check with the teacher) Demonstrate your understanding of the links between science, technology, society and the environment by: Create a series of foldables Create a mind-map or concept map Using a series of Venn diagrams Creating a poster Write a paper on how simple machines and efficiency have impacted the world in which we live Your own idea (check with the teacher) Refer to the Rich Assessment Task package for the simple machines RAT

Simple Machines. Bởi: OpenStaxCollege

Simple Machines. Bởi: OpenStaxCollege F Simple Machines Simple Machines Bởi: OpenStaxCollege Simple machines are devices that can be used to multiply or augment a force that we apply often at the expense of a distance through which we apply

More information

Chapter: Work and Machines

Chapter: Work and Machines Table of Contents Chapter: Work and Machines Section 1: Work Section 2: Using Machines Section 3: Simple Machines 1 Work What is work? To many people, the word work means something they do to earn money.

More information

WORK PRE-LAB QUESTIONS: 1. List the equation that represents the relationship between work, force, and displacement.

WORK PRE-LAB QUESTIONS: 1. List the equation that represents the relationship between work, force, and displacement. WORK PRE-LAB QUESTIONS: 1. List the equation that represents the relationship between work, force, and displacement. 1a. Write the equation that represents the relationship between Power, work, and time

More information

Science Olympiad. Machines. Roger Demos

Science Olympiad. Machines. Roger Demos Science Olympiad Machines. Roger Demos Some Basic Physics Concepts What do Machines do? Do they allow one to do more work? Not really, at best they make completing a task easier. So then what do Machines

More information

Work, Power, & Machines

Work, Power, & Machines Work, Power, & Machines 1 What is work? To many people, the word work means something they do to earn money. The word work also means exerting a force with your muscles. 1 What is work? Someone might say

More information

Simple machines and the lever

Simple machines and the lever Simple machines and the lever Objectives Define mechanical advantage. Calculate and demonstrate the mechanical advantage of a lever. Draw a free-body diagram of a simple machine. 1. What is mechanical

More information

Broughton High School

Broughton High School 1 Physical Science Vocabulary Vocabulary for Chapter 5 - Work and Machines No.# Term Page # Definition 2 1. Compound Machine 2. Efficiency 3. Inclined Plane 4. Input force 5. Lever 6. Machine 7. Mechanical

More information

7.P Simple Machines Study Guide Multiple Choice: Identify the letter of the choice that best completes the statement or answers the question.

7.P Simple Machines Study Guide Multiple Choice: Identify the letter of the choice that best completes the statement or answers the question. 7.P.2.4 - Simple Machines Study Guide Multiple Choice: Identify the letter of the choice that best completes the statement or answers the question. 1. For work to be done on an object, a. some force need

More information

How Do Objects Move? Describing Motion. Different Kinds of Motion

How Do Objects Move? Describing Motion. Different Kinds of Motion How Do Objects Move? Describing Motion Different Kinds of Motion Motion is everywhere. The planets are in motion around the Sun. Cars are in motion as they are driven down the street. There s even motion

More information

Work, Power and Machines

Work, Power and Machines CHAPTER 13.1 & 13.2 Work, Power and Machines Section one: Work, Power, and Machines Objective one: Calculate Work Objective Two: Differentiate Work and Power Objective Three: Discover that machines make

More information

CHAPTER 5. Work, Power and Machines

CHAPTER 5. Work, Power and Machines CHAPTER 5 Work, Power and Machines Section one: Work, Power, and Machines Objective one: Calculate Work Objective Two: Differentiate Work and Power Objective Three: Discover that machines make work easier

More information

Section 1: Work and Power. Section 2: Using Machines. Section 3: Simple Machines

Section 1: Work and Power. Section 2: Using Machines. Section 3: Simple Machines Table of Contents Chapter: Work and Simple Machines Section 1: Work and Power Section 2: Using Machines Section 3: Simple Machines 1 Work and Power What is work? Work is done when a force causes an object

More information

1. A force is a or a. 2. Forces are described by how they are and in what they are going. 3. forces on an object will change the objects motion.

1. A force is a or a. 2. Forces are described by how they are and in what they are going. 3. forces on an object will change the objects motion. Name period date assigned date due date returned? 1. A force is a or a. 2. Forces are described by how they are and in what they are going. 3. forces on an object will change the objects motion. - - -

More information

Equilibrium Notes 1 Translational Equilibrium

Equilibrium Notes 1 Translational Equilibrium Equilibrium Notes 1 Translational Equilibrium Ex. A 20.0 kg object is suspended by a rope as shown. What is the net force acting on it? Ex. Ok that was easy, now that same 20.0 kg object is lifted at a

More information

Please read this introductory material carefully; it covers topics you might not yet have seen in class.

Please read this introductory material carefully; it covers topics you might not yet have seen in class. b Lab Physics 211 Lab 10 Torque What You Need To Know: Please read this introductory material carefully; it covers topics you might not yet have seen in class. F (a) (b) FIGURE 1 Forces acting on an object

More information

acceleration weight load

acceleration weight load Instructions for Vocabulary Cards: Please photocopy the following pages onto heavy card stock (back to back, so the word is printed on the back side of the matching definition). Then, laminate each page.

More information

Section 2: Static Equilibrium II- Balancing Torques

Section 2: Static Equilibrium II- Balancing Torques Section 2: Static Equilibrium II- Balancing Torques Last Section: If (ie. Forces up = Forces down and Forces left = Forces right), then the object will have no translatory motion. In other words, the object

More information

SPH 4C Unit 2 Mechanical Systems

SPH 4C Unit 2 Mechanical Systems SPH 4C Unit 2 Mechanical Systems Forces and Free Body Diagrams Learning Goal: I can consistently identify and draw Free Body Diagrams for given real world situations. There are 4 fundamental forces Gravity

More information

Check out Multiple Choice Identify the letter of the choice that best completes the statement or answers the question.

Check out  Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. Name: Mr. Willis Conceptual Physics: Date: Unit IV Work, Power, and Machines Need extra help? Check out http://www.bayhicoach.com Unit IV Study Guide Multiple Choice Identify the letter of the choice that

More information

Materials: One of each of the following is needed: Cart Meter stick Pulley with clamp 70 cm string Motion Detector

Materials: One of each of the following is needed: Cart Meter stick Pulley with clamp 70 cm string Motion Detector Name Date Period Newton s Second Law: Net Force and Acceleration Procedures: Newton s second law describes a relationship between the net force acting on an object and the objects acceleration. In determining

More information

2016 Junior Lesson One

2016 Junior Lesson One 2016 Junior Lesson One To complete this lesson make sure you answer all the questions in bold and do one of the projects at the end of the lesson. Parts marked ADVANCED are for the curious. This year we

More information

PHY Lab 6: Work: Horizontal, Vertical, Inclined Plane

PHY Lab 6: Work: Horizontal, Vertical, Inclined Plane Work: Horizontal, Vertical and with Inclined Plane And on the seventh day God ended his work which He had made: and He rested on the seventh day from all his work which he had done. Genesis 2:2 Introduction

More information

l Every object in a state of uniform motion tends to remain in that state of motion unless an

l Every object in a state of uniform motion tends to remain in that state of motion unless an Motion and Machine Unit Notes DO NOT LOSE! Name: Energy Ability to do work To cause something to change move or directions Energy cannot be created or destroyed, but transferred from one form to another.

More information

PHY 126 Lecture Notes Chapter 10

PHY 126 Lecture Notes Chapter 10 Chapter 10 Simple Machines OBJECTIVES Define a machine Examine energy transfer in machine to determine Mechanical Advantage and Energy Efficiency KEY WORDS: Simple and complex machines, Effort and resistance

More information

Lesson 1: How can you describe motion?

Lesson 1: How can you describe motion? Lesson 1 Summary Use with pp. 407 409 Lesson 1: How can you describe motion? Vocabulary velocity the speed and direction of an object s motion Types of Motion Motion is movement. When you see something

More information

Review: Advanced Applications of Newton's Laws

Review: Advanced Applications of Newton's Laws Review: Advanced Applications of Newton's Laws 1. The free-body diagram of a wagon being pulled along a horizontal surface is best represented by a. A d. D b. B e. E c. C 2. The free-body diagram of a

More information

all the passengers. Figure 4.1 The bike transfers the effort and motion of the clown's feet into a different motion for all the riders.

all the passengers. Figure 4.1 The bike transfers the effort and motion of the clown's feet into a different motion for all the riders. Figure 4.1 The bike transfers the effort and motion of the clown's feet into a different motion for all the riders. hen we watch acrobats and clowns perform at a circus, we do not tend to think of science.

More information

Q2. A book whose mass is 2 kg rests on a table. Find the magnitude of the force exerted by the table on the book.

Q2. A book whose mass is 2 kg rests on a table. Find the magnitude of the force exerted by the table on the book. AP Physics 1- Dynamics Practice Problems FACT: Inertia is the tendency of an object to resist a change in state of motion. A change in state of motion means a change in an object s velocity, therefore

More information

Mechanical Advantage & Simple Machines. Physics 5 th Six Weeks

Mechanical Advantage & Simple Machines. Physics 5 th Six Weeks Mechanical Advantage & Simple Machines Physics 5 th Six Weeks And now, for an appetizer: Bill Nye and using Mechanical Advantage Mechanical Advantage A machine is something that makes doing work easier

More information

Chapter 8 Study Questions

Chapter 8 Study Questions Chapter 8 Study Questions Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. 1. Work is being done when a. you apply a force to an object. b. an

More information

Section 2: Static Equilibrium II- Balancing Torques

Section 2: Static Equilibrium II- Balancing Torques Section 2: Static Equilibrium II- Balancing Torques Last Section: If (ie. Forces up = Forces down and Forces left = Forces right), then the object will have no translatory motion. In other words, the object

More information

Consider two students pushing with equal force on opposite sides of a desk. Looking top-down on the desk:

Consider two students pushing with equal force on opposite sides of a desk. Looking top-down on the desk: 1 Bodies in Equilibrium Recall Newton's First Law: if there is no unbalanced force on a body (i.e. if F Net = 0), the body is in equilibrium. That is, if a body is in equilibrium, then all the forces on

More information

Name Date Period PROBLEM SET: ROTATIONAL DYNAMICS

Name Date Period PROBLEM SET: ROTATIONAL DYNAMICS Accelerated Physics Rotational Dynamics Problem Set Page 1 of 5 Name Date Period PROBLEM SET: ROTATIONAL DYNAMICS Directions: Show all work on a separate piece of paper. Box your final answer. Don t forget

More information

Lever Lab: First Class Lever

Lever Lab: First Class Lever Lever Lab 2 Name: Lever Lab: First Class Lever Objective: To investigate the use of a lever as a simple machine. Materials: Workshop Stand, Lever, Bolt, Hooked Masses Background: A lever is one of the

More information

Motion. Definition a change of position

Motion. Definition a change of position Potential energy Definition stored energy an object has because of its position Characteristics the higher up an object is, the greater its potential energy Example book sitting on the desk Kinetic energy

More information

Work & Energy. Chapter 4 pg

Work & Energy. Chapter 4 pg Work & Energy Chapter 4 pg 106-127 Today s Learning Objectives 1) Know the vocabulary of this chapter. 2) What is the two-pronged test to see if something qualifies as work? 3) Solve and calculate problems

More information

Work, Power, & Machines

Work, Power, & Machines Work, Power, & Machines What is work? The product of the force applied to an object and the distance through which that force is applied. Is work being done or not? Mowing the lawn Weight-lifting Moving

More information

Chapter 12 - Work and Energy. Section 1 - Work, Power, and Machines

Chapter 12 - Work and Energy. Section 1 - Work, Power, and Machines Chapter 12 - Work and Energy Section 1 - Work, Power, and Machines 1 Imagine trying to lift a car without a jack You might be exerting a lot of force, but not moving the It would feel like you have done

More information

Physics 6A Lab Experiment 6

Physics 6A Lab Experiment 6 Biceps Muscle Model Physics 6A Lab Experiment 6 APPARATUS Biceps model Large mass hanger with four 1-kg masses Small mass hanger for hand end of forearm bar with five 100-g masses Meter stick Centimeter

More information

F = ma W = mg v = D t

F = ma W = mg v = D t Forces and Gravity Car Lab Name: F = ma W = mg v = D t p = mv Part A) Unit Review at D = f v = t v v Please write the UNITS for each item below For example, write kg next to mass. Name: Abbreviation: Units:

More information

The student will learn about the main purposes and the basic components of all machines. SIMPLE MACHINES. SPH4C Findlay

The student will learn about the main purposes and the basic components of all machines. SIMPLE MACHINES. SPH4C Findlay The student will learn about the main purposes and the basic components of all machines. SIMPLE MACHINES SPH4C Findlay What do you think of when you hear the word machine? Simple Machines Machines created

More information

End-of-Chapter Exercises

End-of-Chapter Exercises End-of-Chapter Exercises Exercises 1 12 are conceptual questions that are designed to see if you have understood the main concepts of the chapter. 1. Figure 11.21 shows four different cases involving a

More information

Pre and Post-Visit Activities

Pre and Post-Visit Activities Pre and Post-Visit Activities Simple Machines Table of Contents: Important Information: 2 Vocabulary: 3 Pre-Visit Activities: 4 Post-Visit Activities: 5 Vocabulary Word Search: 6 2 Important Information

More information

Comparing the Mechanical Advantage of Levers

Comparing the Mechanical Advantage of Levers Chapter 14 Work, Power, and Machines Investigation 14A Comparing the Mechanical Advantage of Levers Background Information A lever consists of a rigid bar that is free to rotate around a fixed point. The

More information

Nature s Forces Simple Machines Student Activity Book

Nature s Forces Simple Machines Student Activity Book ELEMENTARY SCIENCE PROGRAM MATH, SCIENCE & TECHNOLOGY EDUCATION A Collection of Learning Experiences NATURES FORCES SIMPLE MACHINES Nature s Forces Simple Machines Student Activity Book Name This learning

More information

# x = v f + v & % ( t x = v

# x = v f + v & % ( t x = v Name: Physics Chapter 4 Study Guide ----------------------------------------------------------------------------------------------------- Useful Information: F = ma µ = F fric a = v f " v i t # x = v f

More information

Use the following equation to calculate the moment of child B about the pivot of the see-saw. moment of a force = force distance

Use the following equation to calculate the moment of child B about the pivot of the see-saw. moment of a force = force distance Q1.Two children, A and B, are sitting on a see-saw, as shown in the figure below. The see-saw is balanced. (a) Use the following equation to calculate the moment of child B about the pivot of the see-saw.

More information

Big Idea 4: Interactions between systems can result in changes in those systems. Essential Knowledge 4.D.1: Torque, angular velocity, angular

Big Idea 4: Interactions between systems can result in changes in those systems. Essential Knowledge 4.D.1: Torque, angular velocity, angular Unit 7: Rotational Motion (angular kinematics, dynamics, momentum & energy) Name: Big Idea 3: The interactions of an object with other objects can be described by forces. Essential Knowledge 3.F.1: Only

More information

Chapter 6, Problem 18. Agenda. Rotational Inertia. Rotational Inertia. Calculating Moment of Inertia. Example: Hoop vs.

Chapter 6, Problem 18. Agenda. Rotational Inertia. Rotational Inertia. Calculating Moment of Inertia. Example: Hoop vs. Agenda Today: Homework quiz, moment of inertia and torque Thursday: Statics problems revisited, rolling motion Reading: Start Chapter 8 in the reading Have to cancel office hours today: will have extra

More information

Rotational Equilibrium

Rotational Equilibrium Rotational Equilibrium In this laboratory, we study the conditions for static equilibrium. Axis Through the Center of Gravity Suspend the meter stick at its center of gravity, with its numbers increasing

More information

Forces. Name and Surname: Class: L E A R N I N G O U T C O M E S. What is a force? How are forces measured? What do forces do?

Forces. Name and Surname: Class: L E A R N I N G O U T C O M E S. What is a force? How are forces measured? What do forces do? F O R C E S P A G E 1 L E A R N I N G O U T C O M E S Forces What is a force? Y E A R 9, C H A P T E R 2 G J Z A H R A B. E D ( H O N S ) How are forces measured? What do forces do? Why do we need to think

More information

Forces. Unit 2. Why are forces important? In this Unit, you will learn: Key words. Previously PHYSICS 219

Forces. Unit 2. Why are forces important? In this Unit, you will learn: Key words. Previously PHYSICS 219 Previously Remember From Page 218 Forces are pushes and pulls that can move or squash objects. An object s speed is the distance it travels every second; if its speed increases, it is accelerating. Unit

More information

Evaluation copy. First-Class Levers. computer OBJECTIVES MATERIALS

Evaluation copy. First-Class Levers. computer OBJECTIVES MATERIALS Dual-Range Force Sensor Name Date First-Class Levers Computer 30 A lever is a simple machine used to make work easier. It consists of a long, rigid bar with a support that allows the bar to pivot. The

More information

Chapter 09 Multiple Choice Test

Chapter 09 Multiple Choice Test Class: Date: Chapter 09 Multiple Choice Test Multiple Choice Identify the choice that best completes the statement or answers the question. 1. A simple machine can multiply: a. forces only. b. energy only.

More information

ISN X: WORK, POWER, MACHINES

ISN X: WORK, POWER, MACHINES name: per ISN X: WORK, POWER, MACHINES page # Item Check-in Point Value 1-2 Table of Contents/Things 2 Know no check for this --------------------- text Reading & Text Questions on 67-73 * 2 3 Eureka Work

More information

Exam 1 Stats: Average: 60% Approximate letter grade? Add 10%-12% (This is not a curve) This takes into account the HW, Lab, and Grade Replacement.

Exam 1 Stats: Average: 60% Approximate letter grade? Add 10%-12% (This is not a curve) This takes into account the HW, Lab, and Grade Replacement. Lec 11 Return Exam1 Intro Forces Tuesday, February 19, 2019 1:52 PM Exam 1 Stats: Average: 60% Approximate letter grade? Add 10%-12% (This is not a curve) This takes into account the HW, Lab, and Grade

More information

LAB 3: WORK AND ENERGY

LAB 3: WORK AND ENERGY 1 Name Date Lab Day/Time Partner(s) Lab TA (CORRECTED /4/05) OBJECTIVES LAB 3: WORK AND ENERGY To understand the concept of work in physics as an extension of the intuitive understanding of effort. To

More information

Newton s First Law and IRFs

Newton s First Law and IRFs Goals: Physics 207, Lecture 6, Sept. 22 Recognize different types of forces and know how they act on an object in a particle representation Identify forces and draw a Free Body Diagram Solve 1D and 2D

More information

UNIT 5: WORK and ENERGY RECORD ALL ANSWERS ON ANSWER SHEET.

UNIT 5: WORK and ENERGY RECORD ALL ANSWERS ON ANSWER SHEET. PHYSICAL SCIENCE UNIT 5: WORK and ENERGY RECORD ALL ANSWERS ON ANSWER SHEET. name 1. Which of the following processes requires the most work? a. A 10 kg weight rests on a table. b. A person holds a 1 kg

More information

The student will be able to: 1 Determine the torque of an applied force and solve related problems.

The student will be able to: 1 Determine the torque of an applied force and solve related problems. Honors Physics Assignment Rotational Mechanics Reading Chapters 10 and 11 Objectives/HW The student will be able to: HW: 1 Determine the torque of an applied force and solve related problems. (t = rx r

More information

Forces. 3. The graph given shows the weight of three objects on planet X as a function of their mass. A. 0 N. B. between 0 N and 12 N C.

Forces. 3. The graph given shows the weight of three objects on planet X as a function of their mass. A. 0 N. B. between 0 N and 12 N C. Name: Date: 1. When a 12-newton horizontal force is applied to a box on a horizontal tabletop, the box remains at rest. The force of static friction acting on the box is 3. The graph given shows the weight

More information

TEST REPORT. Question file: P Copyright:

TEST REPORT. Question file: P Copyright: Date: February-12-16 Time: 2:00:28 PM TEST REPORT Question file: P12-2006 Copyright: Test Date: 21/10/2010 Test Name: EquilibriumPractice Test Form: 0 Test Version: 0 Test Points: 138.00 Test File: EquilibriumPractice

More information

Chapter 9 Rotational Dynamics

Chapter 9 Rotational Dynamics Chapter 9 ROTATIONAL DYNAMICS PREVIEW A force acting at a perpendicular distance from a rotation point, such as pushing a doorknob and causing the door to rotate on its hinges, produces a torque. If the

More information

CPO Science Foundations of Physics

CPO Science Foundations of Physics CPO Science Foundations of Physics Unit 4, Chapter 10 Chapter 9 Unit 4: Energy and Momentum Chapter 10 Work and Energy 10.1 Machines and Mechanical Advantage 10.3 Energy and Conservation of Energy Chapter

More information

LAB 6 - GRAVITATIONAL AND PASSIVE FORCES

LAB 6 - GRAVITATIONAL AND PASSIVE FORCES 83 Name Date Partners LAB 6 - GRAVITATIONAL AND PASSIVE FORCES OBJECTIVES OVERVIEW And thus Nature will be very conformable to herself and very simple, performing all the great Motions of the heavenly

More information

Work & Simple Machines. Chapter 4

Work & Simple Machines. Chapter 4 Work & Simple Machines Chapter 4 Work & Power Section 1 Work Work - occurs when a force causes an object to move in the same direction that the force is applied. Work involves motion, not just effort.

More information

This book was developed in collaboration with Region 4 Education Service Center, Houston, Texas.

This book was developed in collaboration with Region 4 Education Service Center, Houston, Texas. This book was developed in collaboration with Region 4 Education Service Center, Houston, Texas. Copyright Texas Education Agency, 2012. The following materials are copyrighted and trademarked as the property

More information

Physics Unit: Force & Motion

Physics Unit: Force & Motion Physics Unit: Force & Motion What is physical science? A. Physical science is a field of science that studies matter and energy. B. Physical science has 2 main branches: 1. PHYSICS: the study of how matter

More information

Work, Power and Simple Machines. Chapter 4 Physical Science

Work, Power and Simple Machines. Chapter 4 Physical Science Work, Power and Simple Machines Chapter 4 Physical Science Work, Power and Simple Machines Machines make jobs easier by increasing the applied force on an object. The trade-off is that this also requires

More information

Chapter 5 The Force Vector

Chapter 5 The Force Vector Conceptual Physics/ PEP Name: Date: Chapter 5 The Force Vector Section Review 5.1 1. Indicate whether each of the following units of measurement are scalar or vector units: Speed _scalar time scalar mass

More information

Reading Quiz. Chapter 5. Physics 111, Concordia College

Reading Quiz. Chapter 5. Physics 111, Concordia College Reading Quiz Chapter 5 1. The coefficient of static friction is A. smaller than the coefficient of kinetic friction. B. equal to the coefficient of kinetic friction. C. larger than the coefficient of kinetic

More information

UNIT D: MECHANICAL SYSTEMS

UNIT D: MECHANICAL SYSTEMS 1 UNIT D: MECHANICAL SYSTEMS Science 8 2 Section 2.0 AN UNDERSTANDING OF MECHANICAL ADVANTAGE AND WORK HELPS IN DETERMINING THE EFFICIENCY OF MACHINES. 1 3 MACHINES MAKE WORK EASIER Topic 2.1 4 WHAT WOULD

More information

Theme 2 - PHYSICS UNIT 2 Forces and Moments. A force is a push or a pull. This means that whenever we push or pull something, we are doing a force.

Theme 2 - PHYSICS UNIT 2 Forces and Moments. A force is a push or a pull. This means that whenever we push or pull something, we are doing a force. Forces A force is a push or a pull. This means that whenever we push or pull something, we are doing a force. Forces are measured in Newtons (N) after the great physicist Sir Isaac Newton. The instrument

More information

Newton s Second Law Physics Lab V

Newton s Second Law Physics Lab V Newton s Second Law Physics Lab V Objective The Newton s Second Law experiment provides the student a hands on demonstration of forces in motion. A formulated analysis of forces acting on a dynamics cart

More information

Apex Grammar School O & A Level Evening Classes. Physics EVALUATION TEST PAPER. REAL EXAMINATION QUESTIONS for Secondary 4

Apex Grammar School O & A Level Evening Classes. Physics EVALUATION TEST PAPER. REAL EXAMINATION QUESTIONS for Secondary 4 Apex Grammar School O & A Level Evening Classes O Level Power Revision Series EVALUATION TEST PAPER REAL EXAMINATION QUESTIONS for Secondary 4 Name: Time Start: Date: Time End: Total Marks : / 40 40 questions

More information

Chapter 3 Machines EXERCISE- 3 (A)

Chapter 3 Machines EXERCISE- 3 (A) EXERCISE- 3 (A) Question 1: What do you understand by a simple machine? Solution 1: A machine is a device by which we can either overcome a large resistive force at some point by applying a small force

More information

LAB 4: FORCE AND MOTION

LAB 4: FORCE AND MOTION Lab 4 - Force & Motion 37 Name Date Partners LAB 4: FORCE AND MOTION A vulgar Mechanik can practice what he has been taught or seen done, but if he is in an error he knows not how to find it out and correct

More information

Chapter 9: Rotational Dynamics Tuesday, September 17, 2013

Chapter 9: Rotational Dynamics Tuesday, September 17, 2013 Chapter 9: Rotational Dynamics Tuesday, September 17, 2013 10:00 PM The fundamental idea of Newtonian dynamics is that "things happen for a reason;" to be more specific, there is no need to explain rest

More information

Chapter 7 Newton s Third Law

Chapter 7 Newton s Third Law Chapter 7 Newton s Third Law Chapter Goal: To use Newton s third law to understand interacting objects. Slide 7-2 Chapter 7 Preview Slide 7-3 Chapter 7 Preview Slide 7-4 Chapter 7 Preview Slide 7-6 Chapter

More information

Forces & Newton s Laws FR Practice Problems

Forces & Newton s Laws FR Practice Problems 1) A drag-racing car speeds up from rest to 22 m/s in 2 s. The car has mass 800 kg; the driver has mass 80 kg. a) Calculate the acceleration of the car. b) Calculate the net force on the car. c) Which

More information

Date Period Name. Energy, Work, and Simple Machines Vocabulary Review

Date Period Name. Energy, Work, and Simple Machines Vocabulary Review Date Period Name CHAPTER 10 Study Guide Energy, Work, and Simple Machines Vocabulary Review Write the term that correctly completes the statement. Use each term once. compound machine joule resistance

More information

EXPERIMENT 7: ANGULAR KINEMATICS AND TORQUE (V_3)

EXPERIMENT 7: ANGULAR KINEMATICS AND TORQUE (V_3) TA name Lab section Date TA Initials (on completion) Name UW Student ID # Lab Partner(s) EXPERIMENT 7: ANGULAR KINEMATICS AND TORQUE (V_3) 121 Textbook Reference: Knight, Chapter 13.1-3, 6. SYNOPSIS In

More information

Name period date assigned date due date returned. Work or No Work?

Name period date assigned date due date returned. Work or No Work? Name period date assigned date due date returned? Directions or each activity diagram the situation. Make sure you show arrows for your force and the direction of motion of the object. Activity 1 Apply

More information

Physics 101. Hour Exam I Spring Last Name: First Name Network-ID Discussion Section: Discussion TA Name:

Physics 101. Hour Exam I Spring Last Name: First Name Network-ID Discussion Section: Discussion TA Name: Last Name: First Name Network-ID Discussion Section: Discussion TA Name: Instructions Turn off your cell phone and put it away. Calculators may not be shared. Please keep your calculator on your own desk.

More information

SKYRIDE: SOARING TO NEW HEIGHTS. Pre-Trip Information

SKYRIDE: SOARING TO NEW HEIGHTS. Pre-Trip Information SKYRIDE: SOARING TO NEW HEIGHTS Pre-Trip Information Soaring to New Heights is the perfect place to introduce your students to forces, motion, and simple machines with a fun circus theme! There will be

More information

The student will be able to: the torque of an applied force and solve related problems.

The student will be able to: the torque of an applied force and solve related problems. Honors Physics Assignment Rotational Mechanics Reading Chapters 10 and 11 Objectives/HW: Assignment #1 M: Assignment #2 M: Assignment #3 M: Assignment #4 M: 1 2 3 #1-5 #6-10 #14, 15, 17, 18, 20-23 #24,

More information

Newton s Laws of Motion Discovery

Newton s Laws of Motion Discovery Student handout Since the first caveman threw a rock at a sarer- toothed tiger, we ve been intrigued by the study of motion. In our quest to understand nature, we ve looked for simple, fundamental laws

More information

Summer holiday homework. Physics Year 9/10

Summer holiday homework. Physics Year 9/10 Summer holiday homework Physics Year 9/10 1 (a) The figure below shows two students investigating reaction time. Student A lets the ruler go. Student B closes her hand the moment she sees the ruler fall.

More information

A machine* is a device that makes work easier, changes the direction of the work, or changes the speed of the work

A machine* is a device that makes work easier, changes the direction of the work, or changes the speed of the work Simple Machines A machine* is a device that makes work easier, changes the direction of the work, or changes the speed of the work A simple machine works with only one movement There are six simple machines

More information

Simple Machines. Wei-Chih Wang University of Washington

Simple Machines. Wei-Chih Wang University of Washington Simple Machines Wei-Chih Wang University of Washington What is Engineering? To different people, it means different things To me, it s an Art (constructive imagination) and sometimes it means making Toy

More information

ACTIVITY SHEETS PHYSICS AND CHEMISTRY 2 nd ESO NAME:

ACTIVITY SHEETS PHYSICS AND CHEMISTRY 2 nd ESO NAME: ACTIVITY SHEETS PHYSICS AND CHEMISTRY 2 nd ESO NAME: Lesson 7. FORCES ACTIVITY 1 1.-What happens if you hit or push a ball in these cases? a) The ball is at rest. b) The ball is in motion. c) The ball

More information

Work and Simple Machines

Work and Simple Machines Work Work and Simple Machines Simple Machines Mechanical Advantage Calculating MA Misc. 200 200 200 200 200 400 400 400 400 400 600 600 600 600 600 800 800 800 800 800 1000 1000 1000 1000 1000 FINAL JEOPARDY

More information

Rotational Equilibrium

Rotational Equilibrium Rotational Equilibrium 6-1 Rotational Equilibrium INTRODUCTION Have you ever tried to pull a stubborn nail out of a board or develop your forearm muscles by lifting weights? Both these activities involve

More information

Name Date Class. This section describes the six kinds of simple machines. It also explains how to calculate the advantage of using simple machines.

Name Date Class. This section describes the six kinds of simple machines. It also explains how to calculate the advantage of using simple machines. Simple Machines This section describes the six kinds of simple machines. It also explains how to calculate the advantage of using simple machines. Use Target Reading Skills Before you read the section,

More information

Investigate the relationship between the extension of a spring and the applied force

Investigate the relationship between the extension of a spring and the applied force Physics: 4. Force Please remember to photocopy 4 pages onto one sheet by going A3 A4 and using back to back on the photocopier OP4 OP5 OP6 OP7 Syllabus Appreciate the concept of force, recall that the

More information

1. Anil sits on a mat at the top of a helter-skelter and then slides down a chute around the outside.

1. Anil sits on a mat at the top of a helter-skelter and then slides down a chute around the outside. 1. Anil sits on a mat at the top of a helter-skelter and then slides down a chute around the outside. (a) (i) Name two of the forces acting on Anil as he slides from point A to point B. 1. 2 marks 2. (ii)

More information

Section 2. Gravitational Potential Energy and Kinetic Energy: What Goes Up and What Comes Down. What Do You See? What Do You Think?

Section 2. Gravitational Potential Energy and Kinetic Energy: What Goes Up and What Comes Down. What Do You See? What Do You Think? Thrills and Chills Section Gravitational Potential Energy and Kinetic Energy: What Goes Up and What Comes Down Florida Next Generation Sunshine State Standards: Additional Benchmarks met in Section SC.91.N..4

More information

PHYS 101 Previous Exam Problems. Force & Motion I

PHYS 101 Previous Exam Problems. Force & Motion I PHYS 101 Previous Exam Problems CHAPTER 5 Force & Motion I Newton s Laws Vertical motion Horizontal motion Mixed forces Contact forces Inclines General problems 1. A 5.0-kg block is lowered with a downward

More information

Unit 1 Lesson 1.1 Mechanisms. Simple Machines. The Six Simple Machines. The Six Simple Machines. Project Lead The Way, Inc.

Unit 1 Lesson 1.1 Mechanisms. Simple Machines. The Six Simple Machines. The Six Simple Machines. Project Lead The Way, Inc. Mechanisms Simple Machines Lever, Wheel and Axle, and Pulley 2012 Simple Machines Mechanisms that manipulate magnitude of force and distance. The Six Simple Machines Lever Wheel and Axle Pulley The Six

More information

produce sugar, which contains stored chemical energy. Most of the energy that we use on Earth originally came from the Sun.

produce sugar, which contains stored chemical energy. Most of the energy that we use on Earth originally came from the Sun. Conservation of Energy Energy can be in many different forms. Students should know sources and properties of the following forms of energy: Heat energy is the transfer of thermal energy (energy that is

More information