Note : Career Exploration – Schools and educators have a responsibility to help students begin to match career opportunities to their interests. In this unit students will have an opportunity to learn about the major engineering and engineering technology fields available to them. Students will interview a professional to learn more about that individual’s career path and roles in their current position. The interview will be the first portion of a course-long career report. Students will complete portions of the career report at the end of each unit. Engineering and engineering technology career opportunities are introduced in Lesson 1.1
Mechanisms to allow students ample time to choose an appropriate career to investigate and to conduct a meaningful professional interview.
Mechanisms are the basic components of most machines and consist of gears, sprockets, pulley systems, and simple machines. The effective use and understanding of mechanisms has contributed to the improvement and development of technology and society for thousands of years. The first uses of mechanisms can be seen in the development of Paleolithic tools used for hunting, gathering, and shelter construction. Today mechanisms can be found in everyday life from the basic components of a bicycle to the high-tech equipment used in the medical industry.
Engineers and scientists use mechanisms to manipulate speed, distance, force, and function to meet a wide range of design and application requirements. Engineering design applications can range from large-scale manufacturing equipment to smallscale electrical equipment found in automobiles, homes, and offices. Due to the wide range of applications involving mechanisms, it is important that designers and end users understand the characteristics, applications, and limitations of mechanisms.
In lesson 1.1 Mechanisms students will gain an understanding of mechanisms through the application of theory-based calculations accompanied by lab experimentation.
1. Engineers and engineering technologists apply math, science, and disciplinespecific skills to solve problems.
2. Engineering and engineering technology careers offer creative job opportunities for individuals with a wide variety of backgrounds and goals.
3. Technical communication can be accomplished in oral, written, and visual forms and must be organized in a clear and concise manner.
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4. Most mechanisms are composed of gears, sprockets, pulley systems, and simple machines.
5. Mechanisms are used to redirect energy within a system by manipulating force, speed, and distance.
6. Mechanical advantage ratios mathematically evaluate input work versus output work of mechanisms.
Standard 2: Students will develop an understanding of the core concepts of technology.
BM AA: Requirements involve the identification of the criteria and constraints of a product or system and the determination of how
BM BB: they affect the final design and development.
Optimization is an ongoing process or methodology of designing or making a product and is dependent on criteria and constraints.
Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
BM G: Technology transfer occurs when a new user applies an existing innovation developed for one purpose in a different function.
Standard 7 : Students will develop an understanding of the influence of technology on history.
BM G: Most technological development has been evolutionary, the result
BM H:
BM J: of a series of refinements to a basic invention.
The evolution of civilization has been directly affected by, and has in turn affected, the development and use of tools and materials.
Early in the history of technology, the development of many tools and machines was based not on scientific knowledge but on technological know-how.
Standard 8: Students will develop an understanding of the attributes of design.
BM J: The design needs to be continually checked and critiqued, and the ideas of the design must be redefined and improved.
BM K: Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other.
Standard 11: Students will develop abilities to apply the design process.
BM N: Identify criteria and constraints and determine how these will affect the design process.
BM Q: Develop and produce a product or system using a design process.
Standard 12: Students will develop the abilities to use and maintain technological products and systems.
BM P: Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.
Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies.
BM J: Energy cannot be created or destroyed; however, it can be converted from one form to another.
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BM N: Power systems must have a source of energy, a process, and loads.
Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies.
BM M: Information and communication systems allow information to be
BM N: transferred from human to human, human to machine, machine to human, and machine to machine.
Information and communication systems can be used to inform, persuade, entertain, control, manage and educate.
BM P: There are many ways to communicate information, such as graphic and electronic means.
Unifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processes
 Systems, order, and organization
 Evidence, models, and explanation
 Change, constancy, and measurement
 Evolution and Equilibrium
 Form and function
Standard B: Science as an Inquiry - As a result of activities in grades 9-12, all students should develop an understanding of
—
 Motions and forces
 Conservation of energy and the increase in disorder
Science and Technology Standard E: As a result of activities in grades 9-12, all students should develop —
 Abilities of technological design
 Understanding about science and technology
Number Operations: Instructional programs from pre-kindergarten through grade
12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and
Algebra: how they relate to one another; and compute fluently and make reasonable estimates.
Instructional programs from pre-kindergarten through grade
Measurement:
12 should enable all students to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; and analyze change in various contexts.
Instructional programs from pre-kindergarten through grade
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Problem Solving:
Connections:
12 should enable all students to understand measurable attributes of objects and the units, systems, and processes of measurement; and apply appropriate techniques, tools, and formulas to determine measurements.
Instructional programs from pre-kindergarten through grade
12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem. solving.
Instructional programs from pre-kindergarten through grade
12 should enable all students to recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics.
Standard 4:
Standard 5:
Students adjust their use of spoken, written, and visual language (e.g. conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use different writing process elopements appropriately to communicate
It is expected that students will:

Differentiate between engineering and engineering technology.

Conduct a professional interview and reflect on it in writing.

Identify and differentiate among different engineering disciplines.

Measure forces and distances related to mechanisms.

Distinguish between the six simple machines, their attributes, and components.

Calculate mechanical advantage and drive ratios of mechanisms.

Design, create, and test gear, pulley, and sprocket systems.

Calculate work and power in mechanical systems.

Determine efficiency in a mechanical system.

Design, create, test, and evaluate a compound machine design.
Explanation

Students will explain the difference between engineering and engineering technology.
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
Students will explain the relationship between work and power in a mechanical system.

Students will explain the processes of calculating mechanical advantage.
Interpretation

Students will make journal entries reflecting on their learning experiences.

Students will explain the importance and relevance of simple machines in everyday life.
Application

Students will apply their knowledge of simple machines and calculate mechanical advantage of objects within the lab environment.

Students will apply their knowledge of system efficiency to calculate efficiency of a mechanical system.

Students will apply their knowledge of gear, sprocket, and pulley systems to calculate speed, distance, rotational direction, and mechanical advantage.
Perspective

Students will select an engineering or engineering technology field of interest and prepare an interview with a professional within the field of interest.

Students will identify and discuss the role and impact of simple machines, compound machines, and gears, pulleys, and sprockets throughout the development of civilizations.
Self-knowledge

Students will be required to reflect on their work in their journals by recording their thoughts and ideas. Ideas and questions students may pose and answer in their journals include:


Today, the hardest part for me to understand was . . .
 When I work in a group, I find that . . .
When I work by myself, I find that . . .
 What did I accomplish today?
 Now that I have done this, what is next?

Students will conduct formal periodic self-assessments of course knowledge and content.
1. Why is it important to begin considering career paths during high school?
2. What career opportunities are available to match your specific interests?
3. What are some current applications of simple machines, gears, pulleys, and sprockets?
4. What are some strategies that can be used to make everyday mechanisms more efficient?
5. What are the trade-offs of mechanical advantage related to design?
6. Why must efficiency be calculated and understood during the design process?
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ABET
Actual Mechanical
Advantage
Belt
Career
Chain
Effort Force
Efficiency
Friction
Fulcrum
Gear
Ideal Mechanical
Advantage
Idler Gear
Inclined Plane
Lever
Mechanism
Moment
Pitch
Pulley
Resistance Force
Screw
Simple Machine
Sprocket
The recognized accreditor for college and university programs in applied science, computing, engineering, and technology.
The ratio of the magnitude of the resistance and effort forces applied to a system.
A continuous band of tough flexible material used to transmit motion and power within a pulley system.
A profession for which one trains and which is undertaken as a permanent calling.
A series of usually metal links or rings connected to or fitted into one another and used to transmit motion and power within a sprocket system.
An external force applied to an object.
The ratio of useful energy output to the total energy input, or the percentage of the work input that is converted to work output.
The resistance that one surface or object encounters when moving over another.
The fixed point around which a lever rotates.
A circular toothed object used to transfer rotary motion and torque through interlocking teeth.
Ratio of distance traveled by the applied effort and resistance force within a system.
A gear positioned between the driver and the driven gear used to change rotational direction.
A flat surface set at an angle or an incline with no moving parts that is able to lift objects by pushing or pulling the load.
A rigid bar used to exert a pressure or sustain a weight at one point of its length by the application of a force at a second and turning at a third on a fulcrum.
The structure of or the relationship of the parts in a machine, or in a construction or process comparable to a machine.
The turning effect of a force about a point equal to the magnitude of the force times the perpendicular distance from the point to the line of action from the force.
Distance between adjacent threads in a screw.
A type of lever that is a wheel with a groove in its rim, which is used to change the direction or multiply a force exerted by a rope or cable.
Impeding effect exerted by one material object on another.
An inclined plane wrapped around a cylinder, forming the path and pitch.
Any of various elementary mechanisms including the lever, the wheel and axle, the pulley, the inclined plane, the wedge, and the screw.
A toothed wheel whose teeth engage the links of a chain.
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Static Equilibrium
Technical
Communication
Torque
Wedge
Wheel and Axle
A condition where there are no net external forces acting upon a particle or rigid body and the body remains at rest or continues at a constant velocity.
Creating, designing, and transmitting technical information so that people can understand it easily and use it safely, effectively, and efficiently.
A force that produces or tends to produce rotation or torsion.
A substance that tapers to a thin edge and is used for splitting, raising heavy bodies, or for tightening by being driven into something.
Two different sized circular objects that are attached together and turn as one.
Time: 17 days
NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 1.1 Teacher Notes.
NOTE: There are two sets of resources available based on whether you are using the VEX® robotics platform or the fischertechnik® platform. Choose the appropriate resource as indicated by (VEX) or (FT) at the end of each resource.
Day 1:

The teacher will distribute course and school specific materials relating to
Principles Of Engineering course expectations and procedures.

The teacher will distribute an engineering notebook to each student or have students create their own.

Note: The teacher will determine whether students will record their notes in a daily journal, portfolio, or their engineering notebook. For purposes of written directions in the day-by-day for each lesson in this course, it will be assumed that students will record their notes in a journal. The journal may be a three-ring binder, spiral bound notebook, or electronic.

The teacher will distribute Sample Engineering Notebook Entries to each student and discuss what constitutes acceptable and unacceptable entries.

The teacher will present Engineering Notebook.ppt.

Note: The teacher may want to present the extended version of this presentation.
The extended version is located in the Instructional Resources at the end of this lesson.
Day 2:

The teacher will present Careers in Engineering and Engineering
Technology.ppt.

Students will take notes during the presentation in their journals.

The teacher will distribute and explain Professional Interview and Professional
Interview Rubric.

The teacher will lead a discussion about how to contact professionals and request an interview and how to best conduct those interviews. Students will be
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given a due date for contacting the interviewee and for the Professional Interview activity to be completed and submitted.
Day 3:

The teacher will present Concepts ,
Key Terms
, and Essential Questions to
provide a lesson overview.

The teacher will present Simple Machine
– Lever, Wheel and Axle, and
Pulley.ppt.

Students will take notes during the presentation in their journals.

Optional: The teacher may want to distribute Lesson 1.1 Key Terms Crossword for homework once the key terms have been introduced.
Days 4-8

NOTE: The Simple Machine Investigation activity is designed for teams of two to construct each simple machine. Various ways exist to complete this activity based upon time available and student needs. Students can design their own or build from given examples. Teams can also concentrate on specific simple machines and rotate them. If they are rotated, subsequent teams could improve the designs.
VEX platform:

The teacher will distribute, explain, and assign Activity 1.1.1 Simple Machine
Investigation (VEX) , and Logger Pro Resource .

The teacher will introduce the Robotics Reference Guide (available on the POE page on the Virtual Academy ) and the specific resources: Introduction to
Structure Subsystem , Robust Fabrication , and Introduction to the Motion
Subsystem .

To contribute or view examples of simple machines made using VEX components visit the POE page on the Virtual Academy.
Fischertechnik platform:

The teacher will distribute, explain, and assign Activity 1.1.1 Simple Machine
Investigation (FT).

To contribute or view examples of simple machines made using fischertechnik components visit the POE section the Virtual Academy.

Students will complete part one of Activity 1.1.1 Simple Machine Investigation.

The teacher will circulate around the lab to be sure that the students are gathering accurate data.

The teacher will present Simple Machines – Inclined Plane, Wedge, and
Screw.ppt.

Students will take notes during the presentation in their journals.

Students will complete Part two of Activity 1.1.1 Simple Machine Investigation

The teacher will collect Activity 1.1.1 Simple Machine Investigation for assessment, check conclusion questions for completion, and lead a class discussion using those questions to assess students.

The teacher will distribute, explain, and assign Activity 1.1.2 Simple Machines
Practice Problems for homework.

Students will be given a copy of Understanding Thread Notes in order to complete Simple Machines Practice Problems.
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
Students will individually complete Activity 1.1.2 Simple Machines Practice
Problems and the conclusion questions.
Day 9:

The teacher will collect Activity 1.1.2 Simple Machines Practice Problems for assessment, check conclusion questions for completion, and lead a class discussion using those questions to assess students.

The teacher will present Gears, Pulley Drives, and Sprockets.ppt.

Students will take notes during the presentation in their journals.
Day 10:

VEX platform:

The teacher will distribute, explain, and assign Activity 1.1.3 Gears (VEX).

Fischertechnik platform:

The teacher will distribute, explain, and assign Activity 1.1.3 Gears (FT).

Students will individually complete Activity 1.1.3 Gears and the conclusion questions.

Students will document their design ideas generated for Activity 1.1.3 Gears in their journals.
Day 11:

The teacher will review and collect Activity 1.1.3 Gears for assessment, check conclusion questions for completion, and lead a class discussion using those questions to assess students.

The teacher will distribute, explain, and assign Activity 1.1.4 Pulley Drives and
Sprockets.

Students will individually complete Activity 1.1.4 Pulley Drives and Sprockets and the conclusion questions.

The teacher will distribute, explain, and assign Activity 1.1.5 Gear, Pulley
Drives, and Sprocket Practice Problems.
Day 12:

The teacher will review and collect Activity 1.1.5 Simple Machines Practice
Problems and Gears, Pulley Drives, and Sprockets Practice Problems for assessment, check conclusion questions for completion, and lead a class discussion using those questions to assess students.

VEX platform:

Students will be introduced to Project 1.1.6 Compound Machine Design
(VEX).

To contribute or view examples of compound machines made using VEX components visit the POE section the Virtual Academy.

Fischertechnik platform:

Students will be introduced to Project 1.1.6 Compound Machine Design
(FT).

To contribute or view examples of compound machines made using fischertechnik components visit the POE section the Virtual Academy.
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
Students will be given a copy of Project 1.1.6 Compound Machine Design
Rubric to review and return for evaluation with their final documentation and design.
Day 13-17:

In teams of four, students will design, build, and test their solutions to Problem
1.1.6 Compound Machine Design.

VEX platform : o The teacher may present Lesson 1.1 Examples (VEX) from the virtual academy to help students with brainstorming solutions.

Fischertechnik platform: o The teacher may present Mechanism Examples (VEX) to help students with brainstorming solutions. o The teacher may present Mechanism Examples.ppt (FT) to help students with brainstorming solutions.

The teacher will evaluate Problem 1.1.6 Compound Machine Design.
NOTE: There are two sets of resources available based on whether you are using the VEX robotics platform or the fischertechnik platform. Choose the appropriate resource as indicated by (VEX) or (FT) at the end of each resource.
Presentations
Engineering Notebook
Careers in Engineering and Engineering Technology
Simple Machines
– Lever, Wheel and Axle, and Pulley
Simple Machines
– Inclined Plane, Wedge, and Screw
Gears, Pulley Drives, and Sprockets
Documents
Lesson 1.1 Key Terms Crossword
Sample Engineering Notebook Entries
Professional Interview
Logger Pro Resource
Activity 1.1.1 Simple Machine Investigation (VEX)
Activity 1.1.1 Simple Machine Investigation (FT)
Activity 1.1.2 Simple Machine Practice Problems
Activity 1.1.3 Gears (VEX)
Activity 1.1.3 Gears (FT)
Activity 1.1.4 Pulley Drives and Sprockets
Activity 1.1.5 Gears, Pulley Drives, and Sprockets Practice Problems
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Project 1.1.6 Compound Machine Design (VEX)
Project 1.1.6 Compound Machine Design (FT)
Understanding Thread Notes
Answer Keys and Assessment Rubrics
Professional Interview Rubric
Activity 1.1.2 Simple Machines Practice Problems Answer Key
Activity 1.1.3 Gears Answer Key (VEX)
Activity 1.1.3 Gears Answer Key (FT)
Activity 1.1.4 Pulley Drives and Sprockets Answer Key
Activity 1.1.5 Gears, Pulley Drives, and Sprockets Practice Problems Answer
Key
Project 1.1.6 Compound Machine Design Rubric
Lesson 1.1 Examples (VEX)
Mechanism Examples (FT)
Lesson 1.1 Key Terms Crossword Answer Key
Teacher Guidelines
Lesson 1.1 Teacher Notes
Engineering Notebook.ppt (extended version)
Citations in APA Style
ABET. (2008). Retrieved May 13, 2008, from http://www.abet.org/index.shtml
American Society of Manufacturing Engineers. (2008). Mechanical engineering & mechanical engineering technology: Which path will you take?
Retrieved May 28, 2008, from http://www.asme.org/Communities/Students/K12/Technology_Which_
Path_Take.cfm
Aubrecht, J.A. (1995). Energy (2 nd ed.). Upper Saddle River, NJ: Prentice
Hall.
Brain, M. (2007). How gear ratios work . Retrieved January 8, 2008, from http://science.howstuffworks.com/gear-ratio.htm/printable
Gage, M., & Gage, J. (2005). The art of splitting stone: Early rock quarrying methods in pre-industrial New England 1630-1825 . Amesbury:
Powwow River Books.
Herman, S.L. (2004).
Delmar’s standard book of electricity
(3 rd ed.). United
States: Thomson Learning, Inc.
Hewitt, P. G. (2002). Conceptual physics . Upper Saddle River, New Jersey:
Prentice Hall.
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International Technology Education Association (ITEA). (2000). Standards for technological literacy. Reston, VA: ITEA.
Kubala, T. (2006). Electricity 1: Devices, circuits, and, materials (8 th ed.).
United States: Thomson Learning, Inc.
Litowitz, L.S. & Brown, R. A. (2007). Energy, power, and transportation technology . Tinley Park, IL: The Goodheart-Wilcox Company, Inc.
Markel, M. (2003). Technical communication (6 th
Martin’s Press.
ed.). New York, NY: St.
Merriam-Webster. (n.d.). Merriam-Webster online . Retrieved December 15,
2007, from http://www.webster.com
Microsoft, Inc. (n.d.). Clip art . Retrieved January 10, 2008, from http://office.microsoft.com/en-us/clipart/default.aspx
National Council of Teachers of English (NCTE) and International Reading
Association (IRA) (1996). Standards for the English language arts .
Newark, DE: IRA; Urbana, IL: NCTE.
National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics . Reston, VA: Author.
National Research Council (NRC). (1996). National science education standards . Washington, D. C.: National Academy Press.
Naval Education and Training Program Development Center. (1994). Basic machines and how they work.
(Rev. ed.). Mineola, NY: Dover
Publications, Inc.
Oxford English Dictionary. (n.d.). OED Online . Retrieved January 18, 2008, from http://www2.lib.purdue.edu:2427/entrance.dtl
Oxford University Press. (n.d.). AskOxford: Oxford reference online . Retrieved
December 15, 2007, from http://www.askoxford.com/dictionaries
Remick, P. & Cook. F. (2007). 21 things every future engineer should know: A practical guide for students and parents.
Chicago, IL: Kaplan AEC
Education.
Wentzell, T.H. (2004). Machine design . United States: Thomson Learning,
Inc.
Wright R.T. (1996). Technology systems . South Holland, IL: The Goodheart-
Wilcox Company, Inc.
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