Sample Storyboard

Introduction to Simple Machines

Demonstration Storyboard by Elizabeth Spann

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Screen 1 Audio Narration

Welcome to An Introduction to Simple Machines!

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An Introduction to Simple Machines

Today you will learn about six simple machines that make work easier: the lever, the wheel and axle, the pulley, the inclined plane, the wedge, and the screw. <1> After this lesson, you’ll be able to • Identify the six simple machines • Describe that a simple machine changes the effort needed to do specific work • Identify how simple machines are used together to create compound machines

After this lesson, you will be able to: • Identify the six simple machines • Describe that a simple machine changes the effort needed to do specific work • Identify how simple machines are used together to create compound machines

Functional Instructions ● ●

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Narration plays on screen open.

As the learner scrolls over each item on screen, its name will appear below the image with a small pop sound effect: ● Lever ● Wheel and Axle ● Pulley ● Inclined Plane ● Wedge ● Screw <1> When the narrator states the objectives, they will appear on screen, one-byone until the screen appears as shown above.

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Screen 2 Audio Narration How can simple machines make work easier? Well, first, letâ&#x20AC;&#x2122;s define â&#x20AC;&#x153;work.â&#x20AC;?

In this case, work has nothing to do with a job in an office! Work is when a force moves an object. It can be calculated with <1>this equation: work equals force times distance. The force is the amount of energy it takes to move the object. The distance is the measurement of how far the object moved.

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What is Work?

đ?&#x2018;žđ?&#x2018;ž = đ?&#x2018;­đ?&#x2018;­ Ă&#x2014; đ?&#x2018;Ťđ?&#x2018;Ť Functional Instructions â&#x2014;? Narration plays on screen open. (Screen title changes, but images are still in place from previous screen.) â&#x2014;? <1> When narrator says â&#x20AC;&#x153;this,â&#x20AC;? the equation appears on screen, one character at a time with small pop sound effect and the illustrations slide out of the way.

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Screen 3 Audio Narration Simple machines <1> decrease the force but increase the distance.

Physicists say this decreases effort force. The actual amount of work doesnâ&#x20AC;&#x2122;t change, but it just becomes easier to do! <1 second pause> <2> If you think about it, this is something you already know! If you need to load a heavy dresser into the back of a moving truck, is it easier to just lift the dresser up or use a ramp to carry the box up? <2 second pause> Itâ&#x20AC;&#x2122;s easier using the ramp!

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Work Smarter, Not Harder

đ?&#x2018;žđ?&#x2018;ž = đ?&#x2018;­đ?&#x2018;­ Ă&#x2014; đ?&#x2018;Ťđ?&#x2018;Ť Functional Instructions â&#x2014;? Narration plays on screen open. â&#x2014;? Simple machine images disappear, leaving the equation. â&#x2014;? <1> When the narrator says â&#x20AC;&#x153;decrease the force but increase the distance, the F shrinks and the D grows larger in the equation. â&#x2014;? <2> The moving truck and dresser images appear with small pop sound effect.

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Screen 4 Audio Narration

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Check for Understanding

Okay, let’s see if you understand the concepts so far! Drag the correct word to fill in the blank in the sentence.

Simple machines reduce the amount of ___________ needed to complete a task.

Functional Instructions ● Screen is cleared; sentence and word bank appear. Narration plays on screen open. ● If the learner selects “work” as the answer, the following feedback pops up on screen: Remember, work equals force times distance. Work is not what changes. Try again. ● If the learner selects “effort” as the answer, the following feedback pops up on screen along with cheer sound effect: Correct! You’ve got this! ● If the learner selects “distance” as the answer, the following feedback pops up on screen: Simple machines do not reduce the distance—they increase it. Try again.

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Screen 5 Audio Narration

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Meet the Machines: The Lever

The first machine we’ll talk about is the lever.

Aristotle once said, “give me a lever long enough and I could move the world.”

The lever actually consists of two parts the <1> lever and the <2> fulcrum. The object that is to be moved, called the <3> load, rests on one end of the lever, called the resistance arm. The opposite end is called the effort arm.

This is where you push down. In between is the fulcrum. You can change the amount of effort force needed by changing the location of the fulcrum closer and further from the load. The location of the fulcrum also defines the <4> class, or type, of the lever.

Examples of levers include: <5> brooms, tongs, and fishing poles.

Functional Instructions ● Screen clears and shows first diagram of a lever. Narration plays on screen open. ● <1> Highlight the lever briefly. ● <2> Highlight the fulcrum briefly. ● <3> Highlight the load briefly. ● <4> Classes of levers illustration appears in the center with small pop sound effect, and the lever diagram slides to the upper left corner. ● <5> Examples of levers illustration appears in the center bottom and the classes of levers illustration slides to the upper right corner.

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Screen 6 Audio Narration

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Meet the Machines: The Wheel and Axle

The next simple machine we’ll meet is the <1> wheel and <2> axle.

Physicists say that wheels and axles are similar to round levers. The wheel is like a lever turning around a central fulcrum, the axle.

The load weight is distributed from the axle to the wheel. Instead of the force just traveling the circumference of the axle, it is spread out over the circumference of the wheel. The larger the wheel, the more the effort force is spread out, making the work seem easier.

Examples of wheels and axles include: <3> pizza cutters, screwdrivers, and doorknobs.

Functional Instructions ● Narration plays on screen open. ● Screen clears and shows diagram of wheel and axle. ● <1> Wheel is highlighted briefly. ● <2> Axle is highlighted briefly. ● <3> Examples of wheel and axle illustrations appear.

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Screen 7 Audio Narration

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Meet the Machines: The Pulley

This simple machine is clearly related to the <1> wheel and axle, but it contains an additional element, <2> the rope. It is called a pulley.

In the simplest arrangement, a wheel with a groove around its perimeter is fixed in place.

The rope is wrapped around the wheel and attached to the load at one end. To move the load, you pull on the rope. Compound pulleys have two or more wheels with the rope looped around them. This allows the force to be distributed over a greater distance. The easier it is to move a given load with a pulley, the longer length of rope you must pull.

Examples of pulleys can be found on <3> cranes, outdoor moveable clotheslines, and exercise machines.

Functional Instructions ● Narration plays on screen open. ● Screen clears and shows diagram of compound pulley ● <1> Wheels and axles part of pulley are briefly highlighted. ● <2> Rope is briefly highlighted. ● <3> Examples of pulleys illustration appears with small pop sound effect.

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Screen 8 Audio Narration

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Check for Understanding

Okay, let’s take a break and make sure you understand the machines we’ve introduced so far. Match the machines with their names.

Functional Instructions ● Screen is cleared; illustrations and word bank appear. Narration plays on screen open. ● If the learner matches the labels incorrectly, the following feedback pops up on screen: If you can’t remember the names of the simple machines, go back and review the past three screens then try again. ● If the learner matches the labels correctly, the following feedback pops up on screen along with cheer sound effects: Correct! You’ve got this!

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Screen 9 Audio Narration

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Meet the Machines: The Inclined Plane

The next three simple machines are all closely related, just as the first three were.

First, we’ll look at the inclined plane, or what you might better know as a ramp!

Remember the example of the dresser? Lifting a dresser into the back of a moving truck is hard! It’s easier to slide the dresser up a ramp. <1> Look at the illustration of the woman with the box. If she lifts the box straight up, she only need to move it 3 feet. If she uses the ramp, she must move the box 5 feet. However, because the ramp holds most of the weight of the box, moving it the 5 feet feels easier.

In other words, increasing the input distance allows you to decrease the input force.

Examples of inclined planes include <2> wheelchair ramps, ladders, and slides.

Functional Instructions ● Narration plays on screen open. ● Screen clears and shows illustration of man with dresser and moving truck. ● <1> The illustration with the woman lifting the box appears in the upper right corner with small pop sound effect, the first illustration slides over to the left. ● <2> The examples of inclined plane illustrations appear with small pop sound effects.

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Screen 10 Audio Narration

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Meet the Machines: The Wedge

Next, let’s look at the wedge. A wedge is really two inclined planes, back-toback.

The way a wedge works is that <1> input force is applied to the top, flat side. The force is transferred to the inclined plane sides, changing direction. A common tool used for splitting logs is a wedge that is driven into the end of a log section with a sledgehammer. Another tool that combines a wedge with a lever is an axe.

Examples of wedges include <2> a doorstop, knife blade, and spade.

Functional Instructions ● Narration plays on screen open. ● Screen clears and shows illustration of wedge. ● <1> Diagram with input and output forces appears with small pop sound effect and the first illustration slides to the left. ● <2> The illustrations of the wedge examples appear with small pop sound effects.

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Screen 11 Audio Narration

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Meet the Machines: The Screw

The last simple machine is a screw. A screw is <1> an inclined plane wrapped around a cylinder.

The input force on a screw is the twisting motion, or torsion, on its head.

This force is transferred down to the threads of the screw. They work as an inclined plane, pushing the wood or other material up the “ramp.” Compare a screw to a nail. A nail takes much greater force to penetrate into a piece of wood. A screw takes less input force, but it must be turned for a long period of time as the threads pull it down into the wood.

Examples of screws include <2> lightbulb ends, jar lids, and drill bits.

Functional Instructions ● Narration plays on screen open. ● Screen clears and shows illustration of a screw. ● <1> Diagram with inclined plane wrapped around a cylinder appears with small popping sound and the screw illustration slides to the left. ● <2> The examples of screws illustrations appear with small popping sound effects.

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Screen 12 Audio Narration

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Check for Understanding

Okay, now let’s see how well you remember these three simple machines. Match the machines with their names.

Functional Instructions ● Screen is cleared; illustrations and word bank appear. Narration plays on screen open. ● If the learner matches the labels incorrectly, the following feedback pops up on screen: If you can’t remember the names of the simple machines, go back and review the past three screens then try again. ● If the learner matches the labels correctly, the following feedback pops up on screen along with cheer sound effects: Correct! You’ve got this!

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Screen 13 Audio Narration

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Simple Machines are Everywhere!

Now that you know about the six simple machines, you’ll start to notice them all around you! When you take <1> an escalator in a store, you’re experiencing an inclined plane, when you <2> turn the knob on a faucet, you’re turning a screw. When you ride on <3> your bike you’re using a pulley (the gears) and wheels and axles!

When two or more simple machines work together, it’s called a compound machine.

Functional Instructions ● Screen clears ● Narration starts on screen open. ● <1> escalator illustration appears with small pop sound effect ● <2> faucet illustration appears with small pop sound effect ● <3> bike illustration appears with small pop sound effect

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Screen 14 Audio Narration

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Machine + Machine = Compound Machine

So, a compound machine is when two or more simple machines work together. We had the example of an axe being a combination of a wedge and a lever. An axe is a compound machine What combination of simple machines can you find in <1> a wheelbarrow? <2 second pause> A wheel and axle and <1 second pause> a lever! <2> What combination of simple machines can you find in <3> a pair of scissors? <2 second pause> levers and a fulcrum and <1 second pause> two wedges! <4> Functional Instructions ● Screen clears ● Narration starts on screen open. ● <1> wheelbarrow diagram appears with small pop sound effect ● <2> the labels appear on the wheelbarrow diagram with small pop sound effect ● <3> scissor diagram appears with small pop sound effect ● <4> the labels appear on the scissor diagram with small pop sound effect

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Screen 15 Audio Narration

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Check for Understanding

Now you’ve learned all about simple machines and how they can work together to make compound machines.

These devices are all around us and help make our lives easier.

Label these compound machines with the simple machines that make up their parts. You’ll get three tries to get it correct. You can use each label once, more than once, or not at all.

Functional Instructions ● Screen clears ● Narration starts on screen open. ● Once the learner has placed labels in each space, highlight correct in green and incorrect in red. If there are incorrect answers, feedback “Try Again!” appears on screen. ● Once the learner has placed all labels correctly, feedback “Correct! You’re a simple machine expert!” appears on screen with cheer sound effects.

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