INSC 310 – TOPIC #6 (Energy, Motion, and Forces)

HOTWHEELS

Scientific Principles:

  • Potential Energy: the energy possessed by a body by virtue of its position relative to others, stresses within itself, electric charge, and other factors
  • Kinetic Energy: energy that a body possesses by virtue of being in motion

1.) What was the point of this activity?

Introduce potential and kinetic energy and show the impact of gravity and friction.

2.) Explain how you would introduce this to your class.

Kinetic and Potential energy are everyday experiences and have them make a connection to a real world example.

3.) Where do you see a student having difficulty with this?

Deciding the difference between kinetic and potential energy and setting up the activity.

4.) What changes or extensions could you do to this activity?

Having the track already set up so that we can spend more time actually doing the experiment.

 

 

 

 

 

 

SIMPLE MACHINES

Scientific Principles:

  • Pulley: a wheel with a grooved rim around which a cord passes. It acts to change the direction of a force applied to the cord and is chiefly used (typically in combination) to raise heavy weights
  • Inclined Plane: a plane inclined at an angle to the horizontal.
  • Wheel and Axle: a simple lifting machine consisting of a rope that unwinds from a wheel onto a cylindrical drum or shaft joined to the wheel to provide mechanical advantage
  • Screw: a short, slender, sharp-pointed metal pin with a raised helical thread running around it and a slotted head, used to join things together by being rotated so that it pierces wood or other material and is held tightly in place
  • Lever:  simple machine consisting of a beam or rigid rod pivoted at a fixed hinge, or fulcrum
  • Wedge: a piece of wood, metal, or some other material having one thick end and tapering to a thin edge, that is driven between two objects or parts of an object to secure or separate them

1.) What was the point of this activity?

Identifying the difference between all of the simple machines.

2.) Explain how you would introduce this to your class?

Putting different tools on the desk and having the students identify what simple machines they are.

3.) Where do you see a student having difficulty with this?

Students not understanding that everyday tools can be simple machines and that some objects have more than one simple machine within them.

4.) What changes or extensions could you do to this activity?

Having some students identify some simple machines that they see everyday or even have in their house.

 

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