Names(s) ________________________Section ___________Today’s Date ________________
Simple Machines
 Part One: To be completed after Edsheads and Wally’s simple machines made simple.
Turn in your answers to validate your understanding prior to going to part two!
o Delineate or list the six simple machines
o Give one example of each type of simple machine
o Give one example of a compound machine and identify the simple machines it
contains
o Classify the following simple machines: knife, door knob, light switch, top or cap
of a 2 liter bottle of soda, string mechanism to open/close blinds or curtains, exit
ramp of I-95, and a bicycle sprocket
o Identify which class of lever has the greatest mechanical advantage and explain
why.
 Part Two: To be completed after the Rube Goldberg activities
o In the spirit of Rube Goldberg, work in pairs, and design or create a wacky
machine to perform a function using paper cards. (Remember - think like a
cartoon; silly is a good thing; reality doesn’t count - except for the actual
functioning of the machine!) The following are the steps:
1) Pair off with a partner (Choose wisely!) or choose to do the work independently.
2) Choose a FUNCTION from below or create your own (teacher approved).
3) Design a compound machine to execute the function:
 Your design must include 4 of the six simple machines as a minimum
 If I were to build it, it must function
 2 or three dimensional work: illustrate or draw free-hand, use pictures from
magazines, images from clip art and goggle, create cut out parts and simple
machines from index cards or cardboard boxes (cereal boxes), use buttons,
tooth picks, etc. to make a pop-up, or create your machine. Optional: you
may record your machine on a video for presentation to the class or store
your materials in a secure container to take back and forth from school and
home - make sure your name(s) are on the container!
4) Make a draft first
5) Then build it from your design. Organize the cards, buttons, tooth picks, string on
construction paper or poster board, and when you are satisfied that all parts/simple
machines are in the proper position, glue the cards in place.
6) Include on a separate piece of paper, the name of your machine and a WRITTEN
explanation of how the machine works.
Functions
A) Water a plant
B) Feed a fish
C) Trap a mouse
D) Exercise a dog
E) Swat a fly
F) Wake you up
G) Serve you cereal
H) Toss dice
I) Raise a flag
J) Give a cat a bath
K) Shoot a 3 pointer (basketball)
L) Wash your school uniform
Criteria
1) The compound machine must have a function.
2) The machine must include at least 4 different simple machines; a machine may be used
more than once. The machine should function if built.
3) The simple machine must have a realistic, simple function, for example: a lever (switch)
cannot start a machine that levitates objects!
4) All simple machines must be clearly named and labeled.
5) The team must hand in a written explanation of the machine, describing how it works.
Wild & Wacky Machines - Rubric
 (4) All criteria points are met, and 6 different simple machines are used, neat with
evidence of pride in product, error free in spelling
 (3) Most criteria points are met, and 5 different simple machines are used; neat with some
evidence of pride in product, few spelling errors but these do not distract from the quality
of the product
 (2) Some criteria points are met, and 4 simple machines are used; neat but with little
evidence of pride in product and containing several errors that distract from the quality of
the product
 (1) Some criteria points are met, and 3 or less simple machines are used; neat but with
little evidence of pride in product and containing several errors that distract from the
quality of the product
 (0) No effort made