CP, DM, SI
| (a) |
Provide examples of simple and complex machines used at home, in school, and throughout their community. |
| (b) |
Compare technologies developed and/or used by various cultures, past and present, which represent applications of simple machines. |
| (c) |
Analyze the effects of forces from natural phenomena (e.g., earthquake, tornado, hurricane, and tsunami) on the natural and constructed environment. |
| (d) |
Assess, using student-identified criteria, the function and effectiveness of products designed to enhance or reduce friction (e.g., grease, oil, ski wax, skate blade, fishing lure, canoe paddle, Velcro, and winter tires) between two surfaces. |
| (e) |
Suggest how the function of common simple mechanisms, such as a crowbar, wheelbarrow, elbow joint, fork, rake, baseball bat, can opener, stapler, or scissors, might be different had they been based on a different class of lever. |
| (f) |
Identify the benefits and disadvantages of practical examples of levers (e.g., pliers, teeter-totter, bottle opener, wheelbarrow, and fishing rod) on their lives and in their community. |
| (g) |
Assess the impacts of machines, such as carts, boats, airplanes, logging equipment, and tractors, on traditional lifestyles. |
| (h) |
Examine how agricultural, industrial, automotive, marine, and household applications of pulleys (e.g., combine, swather, crane, fan belt, block and tackle, clothesline, and flagpole) have changed the lives of individuals and affected society and the environment. |
| (i) |
Research the use of inclined planes and other simple machines used to construct structures such as pyramids, Stonehenge, Easter Island moai, tipis, inukshuks, and totem poles. |
| (j) |
Examine the types of tasks in the community that have been and are being currently accomplished using wedges (e.g., shim, splitting maul, knife, axe, and chisel). |
| (k) |
Analyze technologies that are based on principles of simple machines in sports and recreation (e.g., teeter-totter, water slide, gymnastics wedge, balance board, and roller coaster). |
| (l) |
Analyze the ways in which various combinations of simple machines can be combined to create complex machines. |
| (m) |
Imagine machines that could be developed to simplify tasks within their lives, including fanciful devices such as Rube Goldberg machines. |
