Transcript Slide 1

• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
Copyright © 2010 Ryan P. Murphy
-Nice neat notes that are legible and use indentations
when appropriate.
-Example of indent.
-Skip a line between topics
-Make visuals clear and well drawn. Please label.
Resistance Arm
Effort Arm
• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
Copyright © 2010 Ryan P. Murphy
• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”
Copyright © 2010 Ryan P. Murphy

New Area of Focus – Machines, Catapults,
Newtons, and Trajectory.
Copyright © 2010 Ryan P. Murphy

Catapults - Potential energy (U) is
transferred into rotational kinetic energy
(K), with some loss due to friction. U = K
Copyright © 2010 Ryan P. Murphy

Catapults - Potential energy (U) is
transferred into rotational kinetic energy
(K), with some loss due to friction. U = K
Copyright © 2010 Ryan P. Murphy

Catapults - Potential energy (U) is
transferred into rotational kinetic energy
(K), with some loss due to friction. U = K
Energy removed
from system (now
Unavailable)
Copyright © 2010 Ryan P. Murphy

Catapults - Potential energy (U) is
transferred into rotational kinetic energy
(K), with some loss due to friction. U = K
Energy removed
from system (now
Unavailable)
Copyright © 2010 Ryan P. Murphy

Catapults - Potential energy (U) is
transferred into rotational kinetic energy
(K), with some loss due to friction. U = K
Energy removed
from system (now
Unavailable)
Copyright © 2010 Ryan P. Murphy
• A trebuchet catapult uses stored potential
energy and gravity to create centrifugal
forces that can throw a projectile great
distances.
• A trebuchet catapult uses stored potential
energy and gravity to create centrifugal
forces that can throw a projectile great
distances.
• A trebuchet catapult uses stored potential
energy and gravity to create centrifugal
forces that can throw a projectile great
distances.
• Video! (Optional) Catapult tossing a car.
• http://www.youtube.com/watch?v=oaZRho
xtHKY (4:32)
Copyright © 2010 Ryan P. Murphy
• Catapult Simulator: (Optional)
– http://www.sigmazone.com/SL/Catapult/

Trajectory: The path that a projectile
makes through space under the action of
given forces such as thrust, wind, and
gravity.
Copyright © 2010 Ryan P. Murphy
• Activity! Ragdoll Cannon Game. How is
trajectory used to complete the game?
– Type Ragdoll Cannon on a Google search or
– http://www.kongregate.com/games/Johnny_K/
ragdoll-cannon
Copyright © 2010 Ryan P. Murphy
• Please
record the
a picture
like this and
then Driver,
a rough
Please
sketch
trajectory
of the
trajectory with the club type.
3 Iron, 7 Iron and Pitching Wedge.
Copyright © 2010 Ryan P. Murphy
– Please record the following angles for these
clubs.
• Driver: 80°, 3 Iron: 65°, 7 Iron: 55°, PW: 35°
Driver
Laws of Motion and Simple Machines Unit
• Law Conservation of energy: energy
cannot be created or destroyed.
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task, but they…

Machines…
-
Copyright © 2010 Ryan P. Murphy

Transfer force from one place to another.
Copyright © 2010 Ryan P. Murphy

Change direction of a force.
Copyright © 2010 Ryan P. Murphy

Increase the magnitude of a force.
Copyright © 2010 Ryan P. Murphy

Increase the distance or speed of a force.
Copyright © 2010 Ryan P. Murphy

Machine: Anything that helps you do
work.

Machine: Anything that helps you do
work.
 Work
= Force x Distance
• Which of the following is not something
machines do.
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)
• Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)
• Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)
• Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)
• Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)
• Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)
• Which of the following is not something
machines do.
– A.) Machines can make the force you put into a
machine greater. (ex. Pliers)
– B.) Machines can change the direction of the
force you put in. ( ex. A Car jack)
– C.) Machines create energy in order to complete
a force. (ex. reactor)
– D.) Machines can increase the speed of the
force. (ex. Bicycle)
• Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.
• Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.
• Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.
• Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.
• Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.
• Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.
• Match the correct work
of machines to the
picture.
– A.) Machines can
increase the speed of
the force.
– B.) Machines can make
the force you put into a
machine greater.
– C.) Machines can
change the direction of
the force you put in.
• Law Conservation of energy: energy
cannot be created or destroyed.
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example

Efficiency: A measure of how much more
work must be put into a machine than you
get out of the machine.

Efficiency: A measure of how much more
work must be put into a machine than you
get out of the machine.
 The
efficiency of a machine will always be less
than 100%.
• Efficiency: A measure of how much more
work must be put into a machine than you
get out of the machine.
– The efficiency of a machine will always be less
than 100%.
– If there was no friction, the best you could hope for is an
efficiency of 100% meaning work in = work out.
• Efficiency: A measure of how much more
work must be put into a machine than you
get out of the machine.
– The efficiency of a machine will always be less
than 100%.
– If there was no friction, the best you could hope for is an
efficiency of 100% meaning work in = work out.
• Efficiency: A measure of how much more
work must be put into a machine than you
get out of the machine.
– The efficiency of a machine will always be less
than 100%.
– If there was no friction, the best you could hope for is an
efficiency of 100% meaning work in = work out.
Laws of Motion and Simple Machines Unit

New Area of focus: Simple Machines.
Copyright © 2010 Ryan P. Murphy
• Activity! Making a Monster Truck! -opps
• Activity! Making a Mouster Truck!
• Project! Mouseter Truck
– Activity Sheet Provided.
• The Dangers of a Mouse Trap!
– Place a Hot Dog (Your fingers) into the mouse
trap.
– What did we learn?
• The Dangers of a Mouse Trap!
– Place a Hot Dog (Your fingers) into the mouse
trap.
– What did we learn?
• The Dangers of a Mouse Trap!
– Place a Hot Dog (Your fingers) into the mouse
trap.
– What did we learn?
You must set your mousetrap
and then spring it to start car.
Mousetraps are cheap and will
break easily so please limit their
use as much as you can.
• Part I: Build a vehicle that is powered by a
mouse trap and will travel across the floor.
– Good grade = Goes far
– Bad grade = Doesn’t go far
– Cool and colorful but doesn’t go far = Bad grade
• Part I: Build a vehicle that is powered by a
mouse trap and will travel across the floor.
– Good grade = Goes far (5+ Meters)
– Bad grade = Doesn’t go far (Less than 5 Meters)
– Cool and colorful but doesn’t go far = Bad grade
• Part I: Build a vehicle that is powered by a
mouse trap and will travel across the floor.
– Good grade = Goes far
– Poor grade = Doesn’t go far (Less than 5 meters)
– Cool and colorful but doesn’t go far = Bad grade
• Part I: Build a vehicle that is powered by a
mouse trap and will travel across the floor.
– Good grade = Goes far
– Poor grade = Doesn’t go far
– Cool and colorful but doesn’t go far =
• Part I: Build a vehicle that is powered by a
mouse trap and will travel across the floor.
– Good grade = Goes far
– Poor grade = Doesn’t go far
– Cool and colorful but doesn’t go far = Poor grade!
• Rules: The mousetrap must power your
vehicle.
– Additional energy in the form of elastics and
bowed wood etc. are allowed as long as they
are a part of the mousetrap engine.
• Rules: The mousetrap must power your
vehicle.
– Additional energy in the form of elastics and
bowed wood etc. are allowed as long as they
are a part of the mousetrap engine.
• Rules: The mousetrap must power your
vehicle.
– Additional energy in the form of elastics and
bowed wood etc. are allowed as long as they
are a part of the mousetrap engine.
Mousetrap Cars. Learn more.
See examples at..
http://www.scienceguy.org/Articles/Mo
usetrapCars.aspx
• Materials you are provided if you want
them or need them.
– Standard Mousetrap
• Materials you are provided if you want
them or need them.
– Standard Mousetrap
– Wood Block
• Materials you are provided if you want
them or need them.
– Standard Mousetrap
– Wood Block
– String
• Materials you are provided if you want
them or need them.
– Standard Mousetrap
– Wood Block
– String
– Elastics
• Materials you are provided if you want
them or need them.
– Standard Mousetrap
– Wood Block
– String
– Elastics
– Old cd’s
• Materials you are provided if you want
them or need them.
– Standard Mousetrap
– Wood Block
– String
– Elastics
– Old cd’s
– Old Colored Pencils
• Materials you are provided if you want
them or need them.
– Standard Mousetrap
– Wood Block
– String
– Elastics
– Old cd’s
– Old Colored Pencils
– Old Crayola Markers
• Materials you are provided if you want
them or need them.
– Standard Mousetrap
– Wood Block
– String
– Elastics
– Old cd’s
– Old Colored Pencils
– Old Crayola Markers
– Screw Eyes
• Lost! Go online and find some examples.
– There are hundreds of examples and videos
that describe how to build one.
• Lost! Go online and find some examples.
– There are hundreds of examples and videos
that describe how to build one.
• Lost! Go online and find some examples.
– There are hundreds of examples and videos
that describe how to build one.
• Lost! Go online and find some examples.
– There are hundreds of examples and videos
that describe how to build one.
• Lost! Go online and find some examples.
– There are hundreds of examples and videos
that describe how to build one.
• Lost! Go online and find some examples.
– There are hundreds of examples and videos
that describe how to build one.
• Lost! Go online and find some examples.
– There are hundreds of examples and videos
that describe how to build one.
Laws of Motion and Simple Machines Unit
• Activity: Ancient use of Simple Machines.
– Use PVC piping to move an upside down lab
table and some people sitting on it down the
hall.
Copyright © 2010 Ryan P. Murphy
• Set-up of challenge.
– Move pipes from the rear to the front before
the table moves.
– How efficient can your group work?
• Please reflect upon the activity.
– What type of machine was used?
– Did it help?
Copyright © 2010 Ryan P. Murphy

Mechanical advantage (MA): The number
of times a machine multiplies your effort
force.
Copyright © 2010 Ryan P. Murphy

To find MA
 Divide resistance force (usually weight in g)
by the effort force (Newtons)
Copyright © 2010 Ryan P. Murphy

To find MA
 Divide resistance force (usually weight in g)
by the effort force (Newton)
Copyright © 2010 Ryan P. Murphy

To find MA
 Divide resistance force (usually weight in g)
by the effort force (Newton)
Copyright © 2010 Ryan P. Murphy

To find MA
 Divide resistance force (usually weight in g)
by the effort force (Newton)
Copyright © 2010 Ryan P. Murphy

To find MA
 Divide resistance force (usually weight in g)
by the effort force (Newton)
Copyright © 2010 Ryan P. Murphy

To find MA
 Divide resistance force (usually weight in g)
by the effort force (Newton)
FO
= MA
Copyright © 2010 Ryan P. Murphy

To find MA
 Divide resistance force (usually weight in g)
by the effort force (Newton)
FO
FI
= MA
Copyright © 2010 Ryan P. Murphy
• Find the MA of the following.
• The work input was 2, and the output was 18.
• Find the MA of the following.
• The work input was 2, and the output was 18.
• Find the MA of the following.
FO
FI
• The work input was 2, and the output was 18.
• Find the MA of the following.
FO
FI
• The work input was 2, and the output was 18.
• Find the MA of the following.
FO
FI
• The work input was 2, and the output was 18.
• Find the MA of the following.
FO 18
FI 2
• The work input was 2, and the output was 18.
• Find the MA of the following.
FO 18
FI 2
= 9 MA
• The work input was 2, and the output was 18.
• Find the MA of the following.
FO 18
FI 2
= 9 MA
• The work input was 2, and the output was 18.
Mechanical Advantage: Learn More at… http://www.wisconline.com/objects/ViewObject.aspx?ID=ENG20504
12 N
6N
12 N
FO
FI
6N
12 N
FO
FI
6N
12 N
FO
FI
6N
12 N
FO 12N
FI 6N
6N
12 N
FO 12N = 2 MA
FI 6N
6N
20 N
40 N
FO
FI
20 N
40 N
FO
FI
20 N
40 N
FO
FI
40N
20N
20 N
40 N
FO
FI
40N
20N
= 2 MA
20 N
40 N
FO
FI
40N
20N
= 2 MA
20 N
40 N
45 N
90 N
FO
FI
45 N
90 N
FO
FI
90N
45N
45 N
90 N
FO
FI
90N
45N
= 2 MA
45 N
90 N
• Law Conservation of Energy
• Law Conservation of Energy
– Energy cannot be created or destroyed.
• Law Conservation of Energy
– Energy cannot be created or destroyed.
– Energy can be transferred.
• Law Conservation of Energy
– Energy cannot be created or destroyed.
– Energy can be transferred.
• Law Conservation of Energy
– Energy cannot be created or destroyed.
– Energy can be transferred.
• Video Links! Mechanical Advantage, Khan
Academy, Optional (Advanced) (I,II,III)
– http://www.khanacademy.org/science/physics/m
echanics/v/introduction-to-mechanical-advantage
(Part 1)
– http://www.khanacademy.org/science/physics/m
echanics/v/mechanical-advantage--part-2 (2)
– http://www.khanacademy.org/science/physics/m
echanics/v/mechanical-advantage--part-3 (3)

Simple machines: Types of machines that
do work with one movement.
Copyright © 2010 Ryan P. Murphy

Simple machines: Types of machines that
do work with one movement.
Copyright © 2010 Ryan P. Murphy

Simple machines: Types of machines that
do work with one movement.
Copyright © 2010 Ryan P. Murphy

Simple machines: Types of machines that
do work with one movement.
Copyright © 2010 Ryan P. Murphy

Simple machines: Types of machines that
do work with one movement.
Copyright © 2010 Ryan P. Murphy

Simple machines: Types of machines that
do work with one movement.
Copyright © 2010 Ryan P. Murphy

Simple machines: Types of machines that
do work with one movement.
Copyright © 2010 Ryan P. Murphy

Simple machines: Types of machines that
do work with one movement.
Copyright © 2010 Ryan P. Murphy

Simple machines: Types of machines that
do work with one movement.
Copyright © 2010 Ryan P. Murphy

Simple machines: Types of machines that
do work with one movement.
Copyright © 2010 Ryan P. Murphy
• Simple Machines Available Sheet: Pulleys

Pulley
 Uses
grooved wheels and a rope to raise,
lower or move a load.
Copyright © 2010 Ryan P. Murphy

Pulley
 Uses
grooved wheels and a rope to raise,
lower or move a load.
Copyright © 2010 Ryan P. Murphy

A pulley makes work seem easier
Copyright © 2010 Ryan P. Murphy

A pulley makes work seem easier
Copyright © 2010 Ryan P. Murphy

A pulley makes work seem easier
 Changes
gravity.
the direction of motion to work with
Copyright © 2010 Ryan P. Murphy

A pulley makes work seem easier
 Changes
the direction of motion to work with
gravity. Instead of lifting up, you can pull down.
Copyright © 2010 Ryan P. Murphy

A pulley makes work seem easier
 Changes
the direction of motion to work with
gravity. Instead of lifting up, you can pull down.
 Uses
your body weight against the resistance.
Copyright © 2010 Ryan P. Murphy

The more pulleys that are used, the more
the MA (Mechanical Advantage).
Copyright © 2010 Ryan P. Murphy

The more pulleys that are used, the more
the MA (Mechanical Advantage).
Copyright © 2010 Ryan P. Murphy

MA = The number of ropes that support
the pulley. The end of the rope doesn’t
count.
 What
is the MA of this pulley system below?
Copyright © 2010 Ryan P. Murphy
• MA = The number of ropes that support
the pulley. The end of the rope doesn’t
count.
– What is the MA of this pulley system below?
Copyright © 2010 Ryan P. Murphy
• MA = The number of ropes that support
the pulley. The end of the rope doesn’t
count. MA =2
– What is the MA of this pulley system below?
Copyright © 2010 Ryan P. Murphy
• MA = The number of ropes that support
the pulley. The end of the rope doesn’t
count. MA =2
– What is the MA of this pulley system below?
Copyright © 2010 Ryan P. Murphy
• MA = The number of ropes that support
the pulley. The end of the rope doesn’t
count. MA =2
– What is the MA of this pulley system below?
=
FI
Copyright © 2010 Ryan P. Murphy
• MA = The number of ropes that support
the pulley. The end of the rope doesn’t
count. MA =2
– What is the MA of this pulley system below?
FI
FO
Copyright © 2010 Ryan P. Murphy
• MA = The number of ropes that support
the pulley. The end of the rope doesn’t
count. MA =2
– What is the MA of this pulley system below?
FO
FI
FI
FO
Copyright © 2010 Ryan P. Murphy
• MA = The number of ropes that support
the pulley. The end of the rope doesn’t
count. MA =2
– What is the MA of this pulley system below?
FO
FI
100 kg
50 kg
FI
FO
Copyright © 2010 Ryan P. Murphy
• MA = The number of ropes that support
the pulley. The end of the rope doesn’t
count. MA =2
– What is the MA of this pulley system below?
FO
FI
100 kg
50 kg
= 2 MA
FI
FO
Copyright © 2010 Ryan P. Murphy
• What is the MA of this pulley system?
MA=2
Copyright © 2010 Ryan P. Murphy
• Answer, the MA is 4.
Copyright © 2010 Ryan P. Murphy
• Answer, the MA is 4.
Copyright © 2010 Ryan P. Murphy
• Answer, the MA is 4.
FO
FI
Copyright © 2010 Ryan P. Murphy
• Answer, the MA is 4.
FO
FI
FI
FO
Copyright © 2010 Ryan P. Murphy
• Answer, the MA is 4.
FO
FI
FI
FO
Copyright © 2010 Ryan P. Murphy
• Answer, the MA is 4.
FO
FI
100
25
FI
FO
Copyright © 2010 Ryan P. Murphy
• Answer, the MA is 4.
FO
FI
100
25
= 4 MA
FI
FO
Copyright © 2010 Ryan P. Murphy
• What is the MA?
• What is the MA?
• What is the MA?
• What is the MA?
• What is the MA?
• What is the MA?
• What is the MA?
• What is the MA?
• What is the MA?
• Pulley Simulator: (Optional)
– http://www.compassproject.net/sims/pulley.html

Three types of pulleys
-
Copyright © 2010 Ryan P. Murphy

Fixed pulley
 No
MA
Copyright © 2010 Ryan P. Murphy

Fixed pulley
 No
MA
Copyright © 2010 Ryan P. Murphy

Movable Pulley (MA of 2)
Copyright © 2010 Ryan P. Murphy

Movable Pulley (MA of 2)
Copyright © 2010 Ryan P. Murphy

Combined Pulley / Block and tackle
Copyright © 2010 Ryan P. Murphy
• Rock climbing uses pulleys.
Copyright © 2010 Ryan P. Murphy
• Rock climbing uses pulleys.
Copyright © 2010 Ryan P. Murphy
• Sailing uses pulleys to ease difficult jobs.
Copyright © 2010 Ryan P. Murphy
Pulleys
• The chain on your bicycle is a pulley.
• Quiz Wiz 1-10 Fixed Pulley, Movable
Pulley, Block and Tackle/Combined Pulley
Copyright © 2010 Ryan P. Murphy
Laws of Motion and Simple Machines Unit
• Answers! Quiz Wiz 1-10 Fixed Pulley,
Moveable Pulley, Block and
Tackle/Combined Pulley
Copyright © 2010 Ryan P. Murphy
Laws of Motion and Simple Machines Unit
• Activity! Using the three types of Pulleys
Copyright © 2010 Ryan P. Murphy
• Activity! Using the three types of Pulleys
I wonder what
the MA of this
pulley system is?
Copyright © 2010 Ryan P. Murphy
• Activity! Using the three types of Pulleys
I wonder what
the MA of this
pulley system is?
Copyright © 2010 Ryan P. Murphy
• Activity! Using the three types of Pulleys
I wonder what
the MA of this
pulley system is?
Copyright © 2010 Ryan P. Murphy
Top
Pulley
Bottom
Pulley
Top
Pulley
Bottom
Pulley
Top
Pulley
Bottom
Pulley
Top
Pulley
Bottom
Pulley
Top
Pulley
Bottom
Pulley
• Simple Machines Available Sheet.
Please create this spreadsheet in your
journal.
Weight (g)
No Pulley
____ grams
Fixed Pulley
____ grams
Combined
Pulley 2
____ grams
Combined
Pulley 4
____ grams
newtons
Copyright © 2010 Ryan P. Murphy
Laws of Motion and Simple Machines Unit
• Two Pulley System Construction
• Two Pulley System Construction
• Two Pulley System Construction
• Two Pulley System Construction
• Two Pulley System Construction
• Two Pulley System Construction
• Two Pulley System Construction
• Two Pulley System Construction
• Please use the materials to do the following.
– Record newtons with a combined pulley (4) to
lift the ____ grams of weight?
• 4 Pulley System Construction
Laws of Motion and Simple Machines Unit
• Simple Machines Available Sheet: Levers

Lever
-

Lever
 A stiff bar that rests on a support called
a fulcrum which lifts or moves loads.
• LEVER OF DOOM.

MA = length of effort arm ÷ length of
resistance arm.
Copyright © 2010 Ryan P. Murphy

MA = length of effort arm ÷ length of
resistance arm.
Copyright © 2010 Ryan P. Murphy

MA = length of effort arm ÷ length of
resistance arm.
Copyright © 2010 Ryan P. Murphy

MA = length of effort arm ÷ length of
resistance arm.
Or…
Copyright © 2010 Ryan P. Murphy

MA = length of effort arm ÷ length of
resistance arm.
360 N
FI
FO
120 N
Copyright © 2010 Ryan P. Murphy

MA = length of effort arm ÷ length of
resistance arm.
FO
FI
=
360 N
FI
FO
120 N
Copyright © 2010 Ryan P. Murphy

MA = length of effort arm ÷ length of
resistance arm.
FO 360 N
FI 120 N =
360 N
FI
FO
120 N
Copyright © 2010 Ryan P. Murphy

MA = length of effort arm ÷ length of
resistance arm.
FO 360 N
FI 120 N
=3 MA
360 N
FI
FO
120 N
Copyright © 2010 Ryan P. Murphy
• What is the MA of this lever?
– MA = length of effort arm ÷ length of resistance arm.
6 Meters
3 meters
Copyright © 2010 Ryan P. Murphy
• What is the MA of this lever?
– MA = length of effort arm ÷ length of resistance arm.
Effort Arm (6 meters) /
6 Meters
3 meters
Copyright © 2010 Ryan P. Murphy
• What is the MA of this lever?
– MA = length of effort arm ÷ length of resistance arm.
Effort Arm (6 meters) /
Resistance Arm (3 meters)
6 Meters
3 meters
Copyright © 2010 Ryan P. Murphy
• What is the MA of this lever?
– MA = length of effort arm ÷ length of resistance arm.
Effort Arm (6 meters) /
Resistance Arm (3 meters) = MA 2
6 Meters
3 meters
Copyright © 2010 Ryan P. Murphy
• What is the MA of this lever?
– MA = length of effort arm ÷ length of resistance arm.
4 meters
12 meters
Copyright © 2010 Ryan P. Murphy
• What is the MA of this lever?
– MA = length of effort arm ÷ length of resistance arm.
4 meters
12 meters
Copyright © 2010 Ryan P. Murphy
• What is the MA of this lever?
– MA = length of effort arm ÷ length of resistance arm.
4 meters
12 meters
Copyright © 2010 Ryan P. Murphy
• What is the MA of this lever?
– MA = length of effort arm ÷ length of resistance arm.
4 meters
12 meters
12 meters / 4 meters =
Copyright © 2010 Ryan P. Murphy
• What is the MA of this lever?
– MA = length of effort arm ÷ length of resistance arm.
4 meters
12 meters
12 meters / 4 meters = MA 3
Copyright © 2010 Ryan P. Murphy
• What is the MA of this lever?
– MA = length of effort arm ÷ length of resistance arm.
90 N
30 N
Copyright © 2010 Ryan P. Murphy
Laws of Motion and Simple Machines Unit
• The law of equilibrium is: The effort multiplied by its
distance from the fulcrum equals the load multiplied by
its distance from the fulcrum.
• The law of equilibrium is: The effort multiplied by its
distance from the fulcrum equals the load multiplied by
its distance from the fulcrum.
– True or False?
– 2 lbs of effort exerted 4 feet from the fulcrum will lift 8
lbs located 1 foot on the other side of fulcrum.
• The law of equilibrium is: The effort multiplied by its
distance from the fulcrum equals the load multiplied by
its distance from the fulcrum.
– True or False?
– 2 lbs of effort exerted 4 feet from the fulcrum will lift 8
lbs located 1 foot on the other side of fulcrum.
• The law of equilibrium is: The effort multiplied by its
distance from the fulcrum equals the load multiplied by
its distance from the fulcrum.
– True or False?
– 2 lbs of effort exerted 4 feet from the fulcrum will lift 8
lbs located 1 foot on the other side of fulcrum.
Newton's Laws of Motion, Forces in Motion and Simple Machines Unit
• Activity! Charades, what is the common
item acted out.
– Hint, It’s a second class lever.
Copyright © 2010 Ryan P. Murphy
• Activity! Charades, what is the common
item acted out.
– Hint, It’s a second class lever.
Copyright © 2010 Ryan P. Murphy
• Answer, A wheel barrel.
Copyright © 2010 Ryan P. Murphy
• Second Class Lever
Copyright © 2010 Ryan P. Murphy
Laws of Motion and Simple Machines Unit

Wedge: An object with at least one slanting
side ending in a sharp edge, which cuts
materials apart.
Copyright © 2010 Ryan P. Murphy

The mechanical advantage of a wedge can be
found by dividing the length of the slope (S) by
the thickness (T) of the big end.

What is the MA of the wedge below.
Copyright © 2010 Ryan P. Murphy

The mechanical advantage of a wedge can be
found by dividing the length of the slope (S) by
the thickness (T) of the big end.

What is the MA of the wedge below?
50 cm
10 cm
Copyright © 2010 Ryan P. Murphy
• Answer! 50/10 = Mechanical Advantage 5
50 cm
10 cm
Copyright © 2010 Ryan P. Murphy
• What is the MA of this wedge?
20 cm
5 cm
Newton's Laws of Motion, Forces in Motion and Simple Machines Unit

An Inclined plane: A slanting surface
connecting a lower level to a higher level.
Copyright © 2010 Ryan P. Murphy
• Where are the inclined planes?
Copyright © 2010 Ryan P. Murphy
• Answer!
Copyright © 2010 Ryan P. Murphy
• Field Trip! Let’s visit the inclined plane.
Copyright © 2010 Ryan P. Murphy
• Activity! Finding the Mechanical
Advantage (MA) of the Handicap ramp
(Inclined Plane) at the school.
• Law Conservation of energy: energy
cannot be created or destroyed.
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
• Law Conservation of energy: energy
cannot be created or destroyed.
– Simple machines generally require more work
/ energy to complete a task. Example
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy
Copyright © 2010 Ryan P. Murphy

MA for an inclined plane is the length of
the slope divided by the height (Rise).
Copyright © 2010 Ryan P. Murphy

MA for an inclined plane is the length of
the slope divided by the height (Rise).
Copyright © 2010 Ryan P. Murphy

MA for an inclined plane is the length of
the slope divided by the height (Rise).
Copyright © 2010 Ryan P. Murphy
Newton's Laws of Motion, Forces in Motion and Simple Machines Unit
• Simple Machines Available Sheet: Screw
• What is the MA of the screw below?
• Divide circumference by the pitch to get MA.
Copyright © 2010 Ryan P. Murphy
• What is the MA of the screw below?
• Divide circumference by the pitch to get MA.
.5 cm
2 cm
Copyright © 2010 Ryan P. Murphy
• What is the MA of the screw below?
• Divide circumference by the pitch to get MA.
.5 cm
2 cm
Copyright © 2010 Ryan P. Murphy
• 2
= 6.28
.5 cm
2 cm
Copyright © 2010 Ryan P. Murphy
• 2
= 6.28
• 6.28 / .5
.5 cm
2 cm
Copyright © 2010 Ryan P. Murphy
• 2
= 6.28
• 6.28 / .5 Mechanical Advantage = 12.56
.5 cm
2 cm
Copyright © 2010 Ryan P. Murphy
• What is the mechanical advantage of this
screw?
4 mm
6 mm
Copyright © 2010 Ryan P. Murphy
Laws of Motion and Simple Machines Unit
• Review – Name a few machines seen in
this animation.
Laws of Motion and Simple Machines Unit
• Quiz Wiz 1-10 Name the simple machine.
Laws of Motion and Simple Machines Unit
• Answers to the Quiz
Laws of Motion and Simple Machines Unit

Compound machines: Two or more simple
machines working together.
Copyright © 2010 Ryan P. Murphy

Compound machines: Two or more simple
machines working together.
Lever
Copyright © 2010 Ryan P. Murphy

Compound machines: Two or more simple
machines working together.
Lever
Wedge
Copyright © 2010 Ryan P. Murphy
• Activity! Machines PowerPoint Review Game.
Copyright © 2010 Ryan P. Murphy
Areas
of Focus within The Motion and Machines Unit:
Newton’s First Law, Inertia, Friction, Four Types of Friction, Negatives and
Positives of Friction, Newton’s Third Law, Newton’s Second Law, Potential Energy,
Kinetic Energy, Mechanical Energy, Forms of Potential to Kinetic Energy, Speed,
Velocity, Acceleration, Deceleration, Momentum, Work, Machines (Joules),
Catapults, Trajectory, Force, Simple Machines, Pulley / (MA Mechanical
Advantage), Lever / (MA), Wedge / (MA), Wheel and Axle (MA), Inclined Plane /
(MA), Screw / (MA) - Mousetrap Cars
Link to unit
Laws of Motion and Simple Machines Unit
• This PowerPoint is one small part of my Laws of Motion
and Simple Machines entire unit that I offer on TpT
• This unit includes…
• A 3 Part 2,300+ Slide PowerPoint and student version.
• 15 Page bundled homework package and 11 pages of
units notes that chronologically follow the PowerPoint
• 3 PowerPoint review games (150+ slides each), 20+
videos / Links, rubrics, games, activity sheets, and much
more.
• Laws of Motion and Simple Machines Unit
• Please open the welcome / guide document
on each unit preview.
– This document will describe how to utilize these
resources in your classroom and provide some
curriculum possibilities.
• Please visit the links below to learn more
about each of the units in this curriculum and
to see previews of each unit.
– These units take me four busy years to complete
with my students in grades 5-10.
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
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• Thank you for your time and interest in this
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contact me with any questions you may have. Best
wishes.
• Sincerely,
• Ryan Murphy M.Ed
• [email protected]