How Do Machines Help Us Build Big Things?
This question drives student inquiry through this project. As students investigate how machines function to h
elp people build large structures, they construct and develop an understanding of forces, motion, and the trade-off between force and distance that occurs when using a simple machine. Because students are investigating how they can use machines, they are naturally led to question how machines function to make their lives easier and how they can design new machines to improve their functioning.
Curriculum Unit Synopsis
The driving question of this project leads students to investigate forces, including forces that students themselves apply to an object as well as resisting forces that naturally occur in our world, such as friction and gravitational pull. As students look more closely at the specific simple machines, they investigate how each machine functions differently and can be used in a variety of circumstances. In addition, they discover the commonalties among the simple machines and develop the relationships between force applied and distanced moved that dictate the categorization of these devices into a group called collectively 'simple machines'. Students also use Palm based visualization and collaboration tools such as PiCoMap to brainstorm and share conceptual representations of the machines they are learning about.
Student understanding is facilitated by actively engaging with the phenomena. During the project, students ask questions, make predictions, conduct experiments, and draw conclusions based on their findings. Learning technologies are an integral part of the inquiry process. Specifically, learning in this project is supported by the use of force probes. Using force probes helps the learner visualize the phenomena of applied force as a real-time display of their effort appears instantaneously as they push and pull. The technology provides a unique opportunity for students to learn about force, motion, and simple machines in a manner that is relevant to their lives and the real world.
During this project students are asked to keep journals. These journals are areas for students to record and keep track of their developing understanding and ideas that work towards their final artifact. Journal writing assignments are recommended for home sessions at several points throughout the project.
At the conclusion of the project students construct a final artifact. Students choose the format and focus of their artifact. Also, students present their designs and models for new complex machines, using data from their research and previous investigations to support their claims of the success of this machine.
Background
This curriculum unit was initially developed in 1999 in collaboration with the Detroit Public Schools, as part of the Center for Learning Technologies in Urban Schools effort. These materials have been revised based on research on classroom practice and student achievement, as well as from feedback from teachers using the materials. This unit is currently used in the Detroit Public Schools, as well as classrooms around Michigan and the world. Development of this unit was sponsored by the National Science Foundation. This unit was developed to address the curriculum standards of the Michigan Curriculum Framework, the American Association for the Advancement of Science, and the National Research Council.
Downloads, Workshop Information, and Resources
Download the Introduction (PDF - 512kb).
Download an information sheet, which includes the synopsis, lesson list, and standards (coming soon!)
Upcoming workshops on this curriculum.