2. Simple Machines Work and Simple Machines

3. What is a Simple Machine?  A simple machine has few or no moving parts.  Simple machines make work easier

4. A machine is a tool used to make work easier. Simple machines are simple tools used to make work easier. Compound machines have two or more simple machines working together to make work easier.

5. What is work?  In science, the word work has a different meaning than you may be familiar with. The scientific definition of work is: using a force to move an object a distance (when both the force and the motion of the object are in the same direction.)

6. 5 Work or Not?  According to the scientific definition, what is work and what is not?  a teacher lecturing to her class  a mouse pushing a piece of cheese with its nose across the floor

7. 6

8. 7 What’s work?  A scientist delivers a speech to an audience of his peers.  A body builder lifts 350 pounds above his head.  A mother carries her baby from room to room.  A father pushes a baby in a carriage.  A woman carries a 20 kg grocery bag to her car?

9. 8 What’s work? No  A scientist delivers a speech to an audience of his peers. No Yes  A body builder lifts 350 pounds above his head. Yes No  A mother carries her baby from room to room. No Yes  A father pushes a baby in a carriage. Yes No  A woman carries a 20 kg grocery bag to her car? No

10. 9 Formula for work Work = Force x Distance  The unit of force is newtons  The unit of distance is meters  The unit of work is newton-meters  One newton-meter is equal to one joule  So, the unit of work is a joule

11. 10 W=FD Work = Force x Distance Calculate: If a man pushes a concrete block 10 meters with a force of 20 N, how much work has he done?

12. 11 W=FD Work = Force x Distance 200 joules Calculate: If a man pushes a concrete block 10 meters with a force of 20 N, how much work has he done? 200 joules (W = 20N x 10m)

13. 12 Power  Power is the rate at which work is done. *  Power = Work * /Time * * (force x distance)  The unit of power is the watt.

14. 13 Check for Understanding 1.Two physics students, Ben and Bonnie, are in the weightlifting room. Bonnie lifts the 50 kg barbell over her head (approximately.60 m) 10 times in one minute; Ben lifts the 50 kg barbell the same distance over his head 10 times in 10 seconds. Which student does the most work? Which student delivers the most power? Explain your answers.

15. 14 Ben and Bonnie do the same amount of work; they apply the same force to lift the same barbell the same distance above their heads. Yet, Ben is the most powerful since he does the same work in less time. Power and time are inversely proportional.

16. 15 2. How much power will it take to move a 10 kg mass at an acceleration of 2 m/s/s a distance of 10 meters in 5 seconds? This problem requires you to use the formulas for force, work, and power all in the correct order. Force=Mass x Acceleration Work=Force x Distance Power = Work/Time

17. 16 2. How much power will it take to move a 10 kg mass at an acceleration of 2 m/s/s a distance of 10 meters in 5 seconds? This problem requires you to use the formulas for force, work, and power all in the correct order. Force=Mass x Acceleration Force=10 x 2 Force=20 N Work=Force x Distance Work = 20 x 10 Work = 200 Joules Power = Work/Time Power = 200/5 Power = 40 watts

18. 17 History of Work Before engines and motors were invented, people had to do things like lifting or pushing heavy loads by hand. Using an animal could help, but what they really needed were some clever ways to either make work easier or faster.

19. 18 Simple Machines Ancient people invented simple machines that would help them overcome resistive forces and allow them to do the desired work against those forces.

20. 19 Simple Machines  The six simple machines are:  Lever  Wheel and Axle  Pulley  Inclined Plane  Wedge  Screw

21. 20 Simple Machines  A machine is a device that helps make work easier to perform by accomplishing one or more of the following functions:  Increase the size of the force; OR  Change the direction of the force; OR  Change the distance over which the force is exerted.

22. 21 Mechanical Advantage  It is useful to think about a machine in terms of the input force (the force you apply) and the output force (force which is applied to the task).  When a machine takes a small input force and increases the magnitude of the output force, a mechanical advantage has been produced.

23. 22 Mechanical Advantage  Mechanical advantage is the ratio of output force divided by input force. If the output force is bigger than the input force, a machine has a mechanical advantage greater than one.  If a machine increases an input force of 10 pounds to an output force of 100 pounds, the machine has a mechanical advantage (MA) of 10.  In machines that increase distance instead of force, the MA is the ratio of the output distance and input distance.  MA = output/input

24. 23 No machine can increase both the magnitude and the distance of a force at the same time.

25. Machine Efficiency  No machine can ever be 100% efficient. This would mean that 100% of the energy put into the machine would be used by the machine to do the work.  Some of the energy put into the machine has to go into overcoming friction.  The older the machine, the more friction that has to be overcome.

26. Calculating MA and ME  Wo (machine produces) = 40 N x 2 m = 80J  Wi (put into the machine) 20 N x 5 m 100J 80/100 =.8 The mechanical advantage of the machine is.8. Remember, you can’t get 100%, because some of the Wi goes to overcome friction. So, is the machine efficient? Let’s find out: MA =.8 x 100% ME = 80% This means that 80% of the work put into the machine was used by the machine to do work. So, how much of the work put into the machine was used to overcome friction? How do we know this machine is a good machine? Even though it only used 80% of the work, look at what it did to the initial force!

27. The Six Different Types of Simple Machines

28. Wheels and Axles  The wheel and axle are a simple machine  The axle is a rod that goes through the wheel which allows the wheel to turn  Gears are a form of wheels and axles

29. Pulleys  Pulley are wheels and axles with a groove around the outside  A pulley needs a rope, chain or belt around the groove to make it do work

31. Inclined Planes  An inclined plane is a flat surface that is higher on one end  Inclined planes make the work of moving things easier

33. Wedges  Two inclined planes joined back to back.  Wedges are used to split things.

34. Screws  A screw is an inclined plane wrapped around a shaft or cylinder.  The inclined plane allows the screw to move itself when rotated.

35. MA of an screw can be calculated by dividing the number of turns per inch.

36. 35 The Lever  A lever is a rigid bar that rotates around a fixed point called the fulcrum.  The bar may be either straight or curved.  In use, a lever has both an effort (or applied) force and a load (resistant force).

37. 36 The 3 Classes of Levers  The class of a lever is determined by the location of the effort force and the load relative to the fulcrum.

38. 37 Types of Levers To find the MA of a lever, divide the output force by the input force, or divide the length of the resistance arm by the length of the effort arm.

39. Levers-First Class  In a first class lever the fulcrum is in the middle and the load and effort is on either side  Think of a see-saw

40. Levers-Second Class  In a second class lever the fulcrum is at the end, with the load in the middle  Think of a wheelbarrow

41. Levers-Third Class  In a third class lever the fulcrum is again at the end, but the effort is in the middle  Think of a pair of tweezers

42. Compound Machines  Simple Machines can be put together in different ways to make complex machinery  A compound machine is made up of 2 or more simple machines.