Exploring Efficiency

Intended for Grade: Seventh

Subject: Math

Description: This project introduces simple machines including

efficiency, mechanical advantage, and work.

Objective: The student will be able to calculate the ideal and actual
mechanical advantage and the efficiency of a simple machine using force
sensors.

Mississippi Frameworks addressed:

• Math Framework 1b: Add, subtract, multiply, and divide decimals

in real-life situations with and without calculators.
• Math Framework 3a: Convert within a standard measurement
system (English and metric).
• Math Framework 4e: Estimate and compare data including mean,
median, mode, and range of a set of data.

National Standards addressed:

• Math Standard: Number and Operations

• Math Standard: Connections
• Math Standard: Measurement
• Math Standard: Data Analysis and Probability

Materials:

• PowerPoint “Simple Machines”

• Activity sheet “The Efficiency of the Matter”
• TI-84 Plus graphing calculators
• Vernier LabPro linked with Vernier Dual-Range Force Sensor
• Balance
• Ruler or tape measure
• Blocks of wood approximately 4 inches long
• String
• Flat pieces of plywood attached to wood at one end, creating an
inclined plane

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Background:

Most everything that we use in our everyday lives are made of

simple machines. A simple machine is defined as a device that requires
only a singular force to operate. Simple machines provide us with
mechanical advantage. Mechanical advantage is generally calculated as:
MA= Distance over which the force is applied/ Distance the load moves
The ideal mechanical advantage (IMA) of a machine is what the
mechanical advantage of a machine is in principle, without losses due to
friction, etc. The actual mechanical advantage (AMA) is the actual
mechanical advantage that a machine provides, so it will always be less
than the ideal mechanical advantage due to losses from friction, etc. It is
calculated as:
AMA = Resistance force/ effort force
Simple machines allow us to do work. Work is equal to the force
applied times the distance over which the force acts. The SI unit for work
is the Newton-meter (N-m). A Newton is 1 kg-m/s2. To convert a mass
into Newtons, multiply the object’s mass in kg by 9.8 m/s2. Applying
this concept to work, if you lift a book that weighs 2 Newtons a distance
of 3 meters you have done (2 x 3) = 6 N-m of work.
The efficiency of a simple machine can be calculated as either:
Efficiency = (Work output/ Work input) x 100%
Efficiency = (AMA/ IMA) x 100%
Ideal machines have an efficiency of 100%. Because of losses to friction,
internal heat buildup, etc. the efficiency of a real machine will never be
100%.
There are six simple machines: the lever, the inclined plane, the
wedge, the screw, the wheel and axle, and the pulley.
A lever is any kind of rigid bar that rotates about a fixed point,
called a fulcrum (F). The resistance (R), or load, is the mass that is being
moved, and the effort (E) is the force that is being applied to move the
resistance. Levers can be broken down into three distinct classes: first,

http://www.sirinet.net/~jgjohnso/simple.html
Figure 1. The three types of levers.

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second, and third class. Figure 1 shows schematic diagrams of these
three types.
A first-class lever is one where the fulcrum is located between the
resistance and the effort (Figure 1). The effort and resistance move in
opposite directions and the closer the fulcrum is to the resistance the
less force is required to move the load. The trade-off is that the effort arm
has to move a much longer distance than the resistance arm. Some
common first-class levers are see-saws, scissors, crowbars, and pliers.
A second-class lever is one where the resistance is located between
the fulcrum and the effort with the fulcrum located at one end. Both the
effort and the resistance move in the same direction, and a gain in force
is created. Common second-class levers include bottle openers,
wheelbarrows, and nutcrackers.
A third-class lever has the fulcrum at one end and the effort
applied between the fulcrum and resistance. This results in a decrease in
force but an increase in speed and distance that the load moves.
Common third-class levers include shovels, tweezers, and baseball bats.
The ideal mechanical advantage of a lever is the distance from the
fulcrum to the effort divided by the distance from the fulcrum to the
resistance.
The inclined plane is a sloping surface that is raised at one end
and reduces the effort used on an object. The trade-off is that the object
must be moved a greater distance up the ramp or slope. Inclined plane
examples include ramps, stairs, ladders, and escalators. The ideal
mechanical advantage of an inclined plane is the length of the plane
divided by its height.
The wedge is an inclined plane on its side and is used to increase
force. A wedge can be used to cut or to fasten. Common wedges include
axes, knives, nails, and screwdrivers. The ideal mechanical advantage of
a wedge is the length of the slope of the wedge divided by the width of its
widest edge.
A screw is an inclined plane that is wrapped around a cylinder.
Screws are used to fasten, lift, or push objects. Common screws include
boat propellers, drill bits, fastening screws, and scissor jacks. The ideal
mechanical advantage of a screw is the circumference of the screwdriver
divided by the pitch of the screw.
The wheel and axle consists of a wheel secured to a rigid axle.
Effort can be applied to either the wheel or the axle depending on the
application. Common examples include doorknobs, wheel and axles on
cars, and roller-skates. The ideal mechanical advantage of a wheel and
axle is the radius of the wheel divided by the radius of the axle.
A pulley consists of a wheel and axle with either a chain or rope
wrapping around the wheel. Pulleys are used to lift heavy objects and the
effort and the resistance move in opposite directions. Examples include
pulleys that raise sails on boats and open blinds. The ideal mechanical

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advantage of a pulley is equal to the number of ropes supporting the
pulley.
To operate the LabPro and the Dual Range Force Sensor, first
make sure there are batteries in the LabPro. Then connect the Force
Sensor into the LabPro by means of the connecting cable. The connecting
cable plugs into Channel 1 of the LabPro. Connect the TI-84 to the
LabPro by means of the connecting cable.
After turning the calculator on press the purple “Apps” button.
Scroll down the menu until option number 6, Easy Data, is highlighted.
Press “Enter”. Once the screen loads the LabPro should have found the
Force Sensor. There will be a live reading on the calculator screen, such
that if you tug on the Force Sensor the force value will change. After
placing the Force Sensor on the inclined plane you must zero it. To do
this press the “Window” button on the calculator which corresponds to
“setup” on the calculator screen. A menu now pops up. Scroll down until
option number 4, zero, is highlighted. Press “Enter” to bring the “zero”
screen up. Now press the “Zoom” button on the calculator, which
corresponds to “Zero” on the screen. After a slight delay the screen will
return to the main menu screen and the sensor will be calibrated and
ready to use.

Procedure:

1. Show the students the PowerPoint “Simple Machines” to provide

background on simple machines, mechanical advantage, work, and
efficiency.
2. Divide the class into groups of four or five.
3. Have two members of each group come to the front of the class and
get a calculator, a LabPro, a Force Sensor, a wooden bock, and an
inclined plane.
4. Distribute the activity sheets “The Efficiency of the Matter”. The
activity sheet provides step-by-step instructions for the students on
how to complete the activity.
5. Have the students set-up the Force Sensor and inclined plane as
shown in Figure 2. Instruct the students on how to use the force
sensor and calculator. Instruct them on how to properly zero their
force sensor before completing the activity.
6. Have the students read through the activity sheet and answer
questions they have. Walk them through the activity if needed.
7. Allow students to work through the activity, providing help as
needed.

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 To LabPro
Force
sensor
Wooden block

Figure 2. Setup of Force Sensor and inclined plane

Evaluation:

Successful completion of the activity sheet is one way to determine

whether students have successfully grasped the material. Questioning
students about the topics covered in this project is another. Student
involvement during the PowerPoint presentation is another method of
evaluation.

Extended Activities:

As an extended activity, students could use the force sensors to

measure the force needed to lift the block straight up. The results could
then be compared to the values they calculated in step six on the activity
sheet.
Having the students conduct more than three trials during
determination of effort force and subsequently averaging the extra trials
could be used, as a more accurate measurement of AMA could be found.

Sources:

Johnson, Jerry G. Simple Machines, Work, Force, Energy, and

Newton’s Three Laws of Motion. Accessed 10 February 2006.
< http://www.sirinet.net/~jgjohnso/simple.html >

University of Alberta. Experiment 22: An Inclined Plane. Accessed

10 February 2006.
<http://www.ualberta.ca/~edtechpd/tutorials/probes/activi
ties/inclinedplane_22.pdf>

Wikipedia. February 2006. Mechanical Advantage. Accessed 10

February 2006.
<http://en.wikipedia.org/wiki/Mechanical_advantage>

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 Wikipedia. January 2006. Simple Machines. Accessed 3 February
2006. <http://en.wikipedia.org/wiki/Simple_machines>

Prepared by:

Matt Aufman
NSF NMGK-8
University of Mississippi
February 2006

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 The Efficiency of the Matter
1) Calculate the Ideal Mechanical Advantage of your inclined plane.

IMA = Length of plane/ height of plane = _____________________

2) Weigh and record the mass of your wooden block. Convert that mass
into kg. Multiply the mass in kg by 9.8 to convert to Newtons. This
weight is the resistance force. Round to the nearest hundredth.
Mass = _____________g
Mass in kg = ____________kg
Resistance Force = __________N
3) Slowly pull your block up the inclined plane and record the amount of
force it required. Do this by having a partner read the calculator while
someone pulls. This is the effort force. Repeat this three times. Round to
the nearest hundredth.
Effort Force (Trial 1) = ___________N
Effort Force (Trial 2) = ___________N
Effort Force (Trial 3) = ___________N
4) Calculate the Actual Mechanical Advantage of your inclined plane for
the three trials. Round to the nearest hundredth.
AMA = Resistance Force / Effort Force = ___________ Trial 1

AMA = ___________ Trial 2

AMA = ___________ Trial 3

5) Calculate the average AMA for the three trials. Then calculate the
efficiency of your inclined plane. Round to the nearest hundredth.
Average AMA = _________
Efficiency = (Average AMA/IMA) x 100% = ___________
6) Calculate the work required to pull the block up the inclined plane.
Calculate the work required to lift the block to the same height as your
inclined plane is at the top.

Wplane =F x d= Effort Force x length of plane = ________________N-m

Wlifting =F x d = Resistance Force (N) x height of plane = __________N-m
7) Is more work required to lift the block or pull it up the plane? Is more
effort required to lift the block or pull it up the plane?

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