Introduction

Introduction
As you explore this WebQuest you will learn about the six simple machines, their use in history, their inventors and how they make our lives easier. You will also get to invent your own 'Contraption' made up of simple machines.

The Quest

Discover the design, history and role of the simple machines in our lives. Build your own 'Contraption' (complex machine made up of 3 or more simple machines) to complete some simple task.

The Process and Resources

In this WebQuest you will be working together in teams of three. Each team will answer specific questions about their assigned simple machine (levers, pulleys, wheel and axle, inclined plane, wedge, screw) As a member of the team you will explore the listed Webpages to find the answers about your assigned job of the task.
You'll begin with everyone on your team getting some background before dividing into roles where people on your team become experts on one part of the topic.
As you work together you will need to discover how the input work and output work of your simple machine is measured and calculated. This is information that every member of your team must know and be able to explain.

Phase 1 - Background: Something for Everyone

Briefly look at each Website linked below. Take note of the ones that will answer your job of the task. Spend a little time on the ones with activities that you might find interesting. We have two days in the library to complete the internet search part of the project.

• Simple Machines Unit : North Canton Schools - Links to activities about simple machines
• Links to sites about Simple Machines
• Introduction to Simple Machines - Fun site about simple machines. Turn the volume down low.
• Simple Machines Learning Site - Simple links to definitions and pictures.
• Tool Box - Activities with simple machines
• Edheads - Simple site about simple machines
• Brain Pop - Short videos and games with simple machines
• Simple Machines and Their Purpose - Purposes and History
• Physics Around the School - History of Machines

Phase 2 - Looking Deeper from Different Perspectives

INSTRUCTIONS:

1. Each team will consist of three class members. One member will be the engineer. One member will be the technologist. And one member will be the historian. Each team will be assigned one or two simple machine.

2. The individual team members should then begin to research their topic on their machine/machines.

3. After our individual exploration is complete we will come together to share the information we have found with our team mates. Each team will decide how to present their findings with the rest of the class. The team may use drawings or posters, overhead projector presentation, marker board presentation, or Microsoft PowerPoint.

4. Design your presentation making sure that every topic is covered. Make sure you include how the input and output work is measured in your particular machine.

5. Each team will present to the entire class the information about their simple machine. You should be prepared to take notes about each presentation. This information will be helpful to you in studying for the unit test and when designing and building your own 'Contraption'.

6. Class members will be given rubrics to grade the presentations of each team.

6. The BIG TASK will be to design a 'Contraption' (complex machine made up of 3 or more simple machines). Your contraption can be constructed of materials we have here in the lab or materials you bring from home. Your 'Contraption' must accomplish some simple task that you determine.

7. You must be able to measure the input work to the 'Contraption', the output work done on some load and calculate the efficiency.

engineer

Engineer: Use the internet links below to research your machine. Define and draw a sketch of your simple machine. You must also tell how the simple machine makes work easier.

• Inventor's Toolbox - Definitions, pictures and examples of simple machines
• Simple Machine Resources - Definitions and simple activities for each type of simple machine

technologist

Technologist: Use the internet links below to research your machine. Describe in detail several applications of the simple machine in life or industry. You might want to print out pictures of some of the applications.

• Simple Machines - Pictures of examples of simple machines in everyday life.

historian

Historian: Use the internet links below to research your machine. Describe how the simple machine was invented and how it was used in history. Tell a story about the use of the machine in history.

• Moving Along with Simple Machines - Definitions of simple machines. History of the wheelbarrow.
• Inventors - Guide to hundreds of sites about inventors and inventions

Phase 3 - Debating, Discussing, and Reaching Consensus

You have all learned about a different simple machine. Now team members come back to the larger WebQuest team with expertise gained by searching from one perspective. You must all now share your information with the rest of the class. Once all of the class has learned about all simple machines, you can begin thinking about the design for your 'Contraption'.
1. The first step to building your contraption is to decide on a design. Draw a sketch of the design and submit your sketch for approval.
2. The second step is to decide on a list of materials needed. Make your list and submit it so that I can begin to gather what we have here at school and you can begin to find things at home.
3. We now begin to build. We will have only two class periods to actually build our 'Contraptions'.

Phase 4 - Real World Feedback

Once your team has built your 'Contraption', you must write a 'Sales Pitch' for the device. You must describe what it does, how it works, and how it is made including a list of needed materials. Your 'Sales Pitch' will be presented to the class and we will vote on the best 'Contraption'. The class will grade each 'Contraption' using a rubric. I have also invited members of our advisory committee to help judge. They will serve as 'buyers' for our 'Contraptions'. They will select the device that they would purchase for their company.

Your Contact is: the designated contact

Conclusion

So, what have we learned? How does our study of simple machines relate to work and efficiency? Before we are finished with mechanical work we will discuss friction and how it cuts down useful work and effects efficiency. After that we will study fluid and electrical work and see how they relate to mechanical.