Simple machines are devices with few or no moving parts that make work easier. Students are introduced to the six types of simple machines - the wedge, wheel and axle, lever, inclined plane, screw, and pulley - in the context of the construction of a pyramid, gaining high-level insights into tools that have been used since ancient times and are still in use today. In two hands-on activities, students begin their own pyramid design by performing materials calculations, and evaluating and selecting a construction site. The six simple machines are examined in more depth in subsequent lessons in this unit. This engineering curriculum meets Next Generation Science Standards (NGSS).

Engineering Connection

Why do engineers care about simple machines? How do such devices help engineers improve society? Simple machines are important and common in our world today in the form of everyday devices (crowbars, wheelbarrows, highway ramps, etc.) that individuals, and especially engineers, use on a daily basis. The same physical principles and mechanical advantages of simple machines used by ancient engineers to build pyramids are employed by today"s engineers to construct modern structures such as houses, bridges and skyscrapers. Simple machines give engineers added tools for solving everyday challenges.

Learning Objectives

After this lesson, students should be able to:

• Understand what a simple machine is and how it would help an engineer to build something.
• Identify six types of simple machines.
• Understand how the same physical principles used by engineers today to build skyscrapers were employed in ancient times by engineers to build pyramids.
• Generate and compare multiple possible solutions to creating a simple lever machine based on how well each met the constraints of the challenge.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN) , a project of D2L (www.achievementstandards.org).

In the ASN, standards are hierarchically structured: first by source; e.g. , by state; within source by type; e.g. , science or mathematics; within type by subtype, then by grade, etc .

NGSS: Next Generation Science Standards - Science

NGSS Performance Expectation
3-PS2-2. Make observations and/or measurements of an object"s motion to provide evidence that a pattern can be used to predict future motion. (Grade 3) Do you agree with this alignment? Thanks for your feedback!
This lesson focuses on the following Three Dimensional Learning aspects of NGSS:
Science & Engineering Practices	Disciplinary Core Ideas	Crosscutting Concepts
Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. Alignment agreement: Thanks for your feedback! Science findings are based on recognizing patterns. Alignment agreement: Thanks for your feedback!	The patterns of an object"s motion in various situations can be observed and measured; when that past motion exhibits a regular pattern, future motion can be predicted from it. (Boundary: Technical terms, such as magnitude, velocity, momentum, and vector quantity, are not introduced at this level, but the concept that some quantities need both size and direction to be described is developed.) Alignment agreement: Thanks for your feedback!	Patterns of change can be used to make predictions. Alignment agreement: Thanks for your feedback!

International Technology and Engineering Educators Association - Technology

Choosing a Pyramid Site - Working in engineering project teams, students choose a site for the construction of a pyramid. They base their decision on site features as provided by a surveyor"s report; distance from the quarry, river and palace; and other factors they deem important to the project.

Lesson Closure

Today, we have discussed six simple machines. Who can name them for me? (Answer: Wedge, wheel and axle, lever, inclined plane, screw, and pulley.) How do simple machines make work easier? (Answer: Mechanical advantage enables us to use less force to move an object, but we have to move it a longer distance.) Why do engineers use simple machines? (Possible answers: Engineers creatively use their knowledge of science and math to make our lives better, often using simple machines. They invent tools that make work easier. They accomplish huge tasks that could not be done without the mechanical advantage of simple machines. They design structures and tools to use our environmental resources better and more efficiently.) Tonight, at home, think about everyday examples of the six simple machines. See how many you can find around your house!

Complete the KWL Assessment Chart (see the Assessment section). Gauge students" understanding of the lesson by assigning the Simple Machines Worksheet as a take-home quiz. As an extension, use the attached to conduct a simple machines scavenger hunt in which students find examples of simple machines used in the classroom and at home.

In other lessons of this unit, students study each simple machine in more detail and see how each could be used as a tool to build a pyramid or a modern building.

Vocabulary/Definitions

Design: (verb) To plan out in systematic, often graphic form. To create for a particular purpose or effect. Design a building. (noun) A well thought-out plan.

Engineering: Applying scientific and mathematical principles to practical ends such as the design, manufacture and operation of efficient and economical structures, machines, processes and systems.

Force: A push or pull on an object.

Inclined plane: A simple machine that raises an object to greater height. Usually a straight slanted surface and no moving parts, such as a ramp, sloping road or stairs.

Lever: A simple machine that increases or decreases the force to lift something. Usually a bar pivoted on a fixed point (fulcrum) to which force is applied to do work.

Mechanical advantage: An advantage gained by using simple machines to accomplish work with less effort. Making the task easier (which means it requires less force), but may require more time or room to work (more distance, rope, etc.). For example, applying a smaller force over a longer distance to achieve the same effect as applying a large force over a small distance. The ratio of the output force exerted by a machine to the input force applied to it.

Pulley: A simple machine that changes the direction of a force, often to lift a load. Usually consists of a grooved wheel in which a pulled rope or chain runs.

Pyramid: A massive structure of ancient Egypt and Mesoamerica used for a crypt or tomb. The typical shape is a square or rectangular base at the ground with sides (faces) in the form of four triangles that meet in a point at the top. Mesoamerican temples have stepped sides and a flat top surmounted by chambers.

Screw: A simple machine that lifts or holds materials together. Often a cylindrical rod incised with a spiral thread.

Simple machine: A machine with few or no moving parts that is used to make work easier (provides a mechanical advantage). For example, a wedge, wheel and axle, lever, inclined plane, screw, or pulley.

Spiral: A curve that winds around a fixed center point (or axis) at a continuously increasing or decreasing distance from that point.

Tool: A device used to do work.

Wedge: A simple machine that forces materials apart. Used for splitting, tightening, securing or levering. It is thick at one end and tapered to a thin edge at the other.

Wheel and axle: A simple machine that reduces the friction of moving by rolling. A wheel is a disk designed to turn around an axle passed through the center of the wheel. An axle is a supporting cylinder on which a wheel or a set of wheels revolves.

Work: Force on an object multiplied by the distance it moves. W = F x d (force multiplied by distance).

Assessment

Pre-Lesson Assessment

Know / Want to Know / Learn (KWL) Chart: Create a classroom KWL chart to help organize learning about a new topic. On a large sheet of paper or on the classroom board, draw a chart with the title "Building with Simple Machines." Draw three columns titled, K, W and L, representing what students know about simple machines, what they want to know about simple machines and what they learned about simple machines. Fill out the K and W sections during the lesson introduction as facts and questions emerge. Fill out the L section at the end of the lesson.

Post-Introduction Assessment

Reference Sheet: Hand out the attached Simple Machines Reference Sheet . Review the information and answer any questions. Suggest the students keep the sheet handy in their desks, folders or journals.

Lesson Summary Assessment

Closing Discussion: Conduct an informal class discussion, asking the students what they learned from the activities. Ask the students:

• Who can name the different types of simple machines? (Answer: Wedge, wheel and axle, lever, inclined plane, screw, and pulley.)
• How do simple machines make work easier? (Answer: Mechanical advantage enables us to use less force to move an object, but we have to move it a longer distance.)
• Why do engineers use simple machines? (Possible answers: Engineers creatively use their knowledge of science and math to make our lives better, often using simple machines. They invent tools that make work easier. They accomplish huge tasks that could not be done without the mechanical advantage of simple machines. They design structures and tools to use our environmental resources better and more efficiently.)

Remind students that engineers consider many factors when they plan, design and create something. Ask the students:

• What are the considerations an engineer must keep in mind when designing a new structure? (Possible answers: Size and shape (design) of the structure, available construction materials, calculation of materials needed, comparing materials and costs, making drawings, etc.)
• What are the considerations an engineer must keep in mind when choosing a site to build a new structure? (Possible answers: Site physical characteristics , distance to construction resources , suitability for the structure"s purpose .)

KWL Chart (Conclusion): As a class, finish column L of the KWL Chart as described in the Pre-Lesson Assessment section. List all of the things they learned about simple machines. Were all of the W questions answered? What new things did they learn?

Take-Home Quiz: Gauge students" understanding of the lesson by assigning the Simple Machines Worksheet as a take-home quiz.

Lesson Extension Activities

Use the attached Simple Machines Scavenger Hunt! Worksheet to conduct a fun scavenger hunt. Have the students find examples of all the simple machines used in the classroom and their homes.

Bring in everyday examples of simple machines and demonstrate how they work.

Illustrate the power of simple machines by asking students to do a task without using a simple machine, and then with one. For example, create a lever demonstration by hammering a nail into a piece of wood. Have students try to pull the nail out, first using only their hands

Bring in a variety of everyday examples of simple machines. Hand out one out to each student and have them think about what type of simple machine it is. Next, have students place the items into categories by simple machines and explain why they chose to place their item there. Ask students what life would be like without this item. Emphasize that simple machines make our life easier.

See the Edheads website for an interactive game on simple machines: http://edheads.org.

Engineering Design Fun with Levers: Give each pair of students a paint stirrer, 3 small plastic cups, a piece of duct tape and a wooden block or spool (or anything similar). Challenge the students to design a simple machine lever that will throw a ping pong ball (or any other type of small ball) as high as possible. In the re-design phase, allow the students to request materials to add on to their design. Have a small competition to see which group was able to send the ping pong ball flying high. Discuss with the class why that particular design was successful versus other variations seen during the competition.

Additional Multimedia Support

See http://edheads.org for a good simple machines website with curricular materials including educational games and activities.

References

Dictionary.com. Lexico Publishing Group, LLC. Accessed January 11, 2006. (Source of some vocabulary definitions, with some adaptation) http://www.dictionary.com

Simple Machines. inQuiry Almanack, The Franklin Institute Online, Unisys and Drexel eLearning. Accessed January 11, 2006. http://sln.fi.edu/qa97/spotlight3/spotlight3.html

Contributors

Greg Ramsey; Glen Sirakavit; Lawrence E. Carlson; Jacquelyn Sullivan; Malinda Schaefer Zarske; Denise Carlson, with design input from the students in the spring 2005 K-12 Engineering Outreach Corps course

Copyright

© 2005 by Regents of the University of Colorado.

Supporting Program

Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements

The contents of these digital library curricula were developed by the Integrated Teaching and Learning Program under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government. 

Last modified: December 4, 2019

Of course, depending on the gun. Some are a lot more simple than others. All are “simply” machines, but not all are “Simple” machines.

A matchlock, from the 1600’s was simple, very simple, and a modern electric gatling gun, not so simple.

Col. Colt literally went broke because his first revolver, the Paterson Colt was not simple enough.

He built a large supply of revolving guns, on credit, then tried to sell them to the U.S. Army, who rejected the gun as being too fragile and too complex for use in the field.

The existing muzzle-loading pistols only had 3 moving parts, all simple to get to and to repair.

The Paterson had no trigger guard. Rather, the trigger was recessed in the frame, and when the hammer was cocked, the trigger was pushed out where it could be squeezed.

Also you had a revolving cylinder, and linkage with the hammer to move the cylinder and to index the next chamber with the barrel.

And there was added linkage from the hammer, to push the trigger out into firing position and retract it afterwards.

It had well over double the number of moving parts of a single-shot, requiring more parts inventory in the field, and repairs only by a skilled armorer, when something quit working, plus possibility of powder fouling or mud jamming the cylinder. A very few initial guns were bought as a trial, then the design was rejected completely.

So, he couldn’t sell his guns to the U.S. Army, and worse than THAT, they acquired a stink that kept them from selling in the civilian market.

Since they weren’t good enough for the Army, why would anyone else want one?

That was until The Republic Of Texas came along.

Until that time, Colt Patent Firearms was nearly done for… they were already entering bankruptcy proceedings. `

Texas put in a large order, pretty much emptying that warehouse full of guns that nobody wanted except Sam Colt’s creditors.

The first thing was that the immediate money from that order saved Colt from bankruptcy by the skin of his teeth.

The next, more important thing was that The Texas Army, Texas Navy, and (especially) The Texas Rangers used them, which created the civilian market that the U.S. Army had destroyed for him.

In The Battle Of The Bay Of Campeche, the Texas Navy defeated the Mexican Navy, and as a nod to The Republic Of Texas, Colt produced the model 1851 Navy with an engraved cylinder standard, depicting this naval battle.

In addition, to creating a market, the Rangers found a few design flaws, so Captain John Coffee Hays and Capt. Samuel Walker (The Walker Colt ) went to Connecticut with plans for design changes.

The result was The Colt Patterson #5 Holster model, marketed by Colt as “The Texas Paterson”.

The original concept was that the Paterson was an infantry weapon. When you fired your five shots, you could lay flat on the ground, partially disassemble it for reloading, then re-assemble and go on fighting.

The most important use of Colt Revolvers was by The Texas Rangers, who often had to fight Indians on horseback.

To reload the gun, you had to remove the barrel wedge, then remove the barrel, then stuff powder and ball into each chamber with a special supplied tool, then follow those steps in reverse.

If the cylinder, barrel, or barrel wedge fell out of your hands, the gun was useless.

Most Rangers got around that by wearing a sash around their waist and sticking loose parts in there while they just switched in a spare loaded cylinder.

That was in addition to carrying two revolvers, so they had a better chance of getting through an encounter without having to actually stuff powder and balls into the chambers to reload.

So the two most major changes the went to Sam Colt with was to increase caliber from .28 to .36 and produce a different shape on the grip.

Then two years later, Captain Hayes campaigned for the addition of a loading lever, and a capping port in the rear, so no disassembly was required to reload on the back of a galloping horse. Colt made the change to the Texas Paterson.

The Comanche sometimes wore breastplates made of 18-inch lengths of reeds packed in dried mud, and this would often stop a light little .28 caliber ball.

Captain John Coffee Hayes (Called “Devil Jack” by local Indians) first introduced The Comanche to Colt Patent Firearms at The Battle Of Enchanted Rock , in 1841.

He was a surveyor by trade, and climbed to the top of the highest feature in the area, (Enchanted Rock) to have a good look at the lay of the land.

Unfortunately, Enchanted Rock was sacred to both the Comanche and Tonkawa tribes, who believed that evil spirits lived there and are rumored to have made human sacrifices at the base of the rock to keep from getting on the bad side of the spirits. The Comanches caught him alone up there.

In a 3-hour solo battle, he killed them until they took refuge in caves at the base of the rock.

How many of them he killed, before they hid from him, depends on whom you ask, but the lowest count is 15.

Enchanted Rock was already believed by them to be home to evil spirits, and they became convinced that those spirits were on the side of Hays, or that he was actually one OF them.

He had two Texas Patersons, a rifle and a Bowie Knife with him.

Standard Indian tactic was to goad a Ranger into shooting OR shooting AT three of them in quick succession, then charging in for a kill before any reloading of his two pistols and a rifle could happen.

That’s how it worked with two single-shot pistols and a single-shot rifle.

Enchanted Rock was their first exposure to someone who could fire 11 shots without reloading.

At one point, he killed a couple of them climbing up after him with his Bowie Knife, another piece of standard equipment for Rangers.

Or . However, some of the most important and useful machines are quite simple. In fact, scientists even call them simple machines!

So what is a simple machine? Is it a machine that does a simple , such as addition or ? Maybe it"s just a machine that"s really easy to operate, like an old television remote control? Or could it be any machine that makes life easier?

While simple machines do make our lives easier, they"re much older than either television remotes or calculators. Simple machines are some of the first machines ever created.

Since the earliest human beings walked on Earth, they looked for ways to make the of everyday life easier to accomplish. Over time, they did this by inventing what has become known as the six simple machines.

Wedges are moving inclined planes used to lift or separate. Wedges are usually used to cut, tear, or break an object into pieces. Common wedges include knives, axes, saws, scissors, and shovels. However, wedges can also be used to hold things in place, such as in the case of staples, nails, shims, or doorstops.

A is a twisted version of an inclined plane. It allows movement to be translated into an up or down motion that takes up less space. Screws can also help hold things together. Common examples of screws include jar lids, drills, light bulbs, and bottle caps.

These six simple machines are all around us. Often more machines, also called machines, consist of one or more of the simple machines put together. Can you imagine how much easier life became after the invention of these simple machines?

М.В. Рудакова (г.Иркутск)

Методическая разработка занятия по теме «Machines and Work» (Машины и работа)

Аннотация

Данное занятие проводится при изучении темы: «Машины и работа» со студентами III курса (1 семестр) по специальности 110809 «Механизация сельского хозяйства ». Занятие разработано по учебнику Бгашев В.Н., Долматовская Е.Ю. Английский язык для студентов машиностроительных специальностей. Студенты уже прошли базовый этап подготовки по дисциплине, и уже достаточно владеют лексическим и грамматическим материалом для изучения программы английского языка профессиональной направленности. Занятие предназначается для продвинутого этапа подготовки по английскому языку и обеспечивает коммуникативную профессиональную направленность обучения. По данной теме студенты уже изучили основной лексический и грамматический материал, поэтому тип занятия - систематизация и обобщение знаний . Все этапы занятия построены на единых методических принципах, развивают основные виды иноязычной речевой деятельности, формируют межкультурные компетенции будущих специалистов. На занятии используется технология коммуникативного обучения и технология обучения в сотрудничестве, а также технология критического мышления. Для реализации поставленной цели применяются познавательные методы мотивации, волевые методы (самооценка и коррекция, рефлексия поведения), а также метод мозгового штурма. На этапе построения проекта студентам предлагается использовать, как прием, ментальную карту (Mind Map). Особое внимание было уделено изучению лексического аспекта, так как обучающийся должен уметь переводить тексты профессиональной направленности, общаться на профессиональные темы; самостоятельно совершенствовать и пополнять словарный запас.

Все этапы занятия способствуют развитию речевой, языковой и профессиональной компетенции и достижению поставленных воспитательных и образовательных целей. Предметом оценки служат умения и знания, предусмотренные ФГОС по дисциплине Английский язык , направленные на формирование общих и профессиональных компетенций.

Тема занятия: «Machines and Work» (Машины и работа)

Цель занятия: создать условия для развитиякоммуникативной компетенции.

Задачи занятия: образовательная: формировать лексические навыки говорения, развивать умения смыслового чтения (просмотровое, поисковое, изучающее); развивающая: развивать память, внимание, мышление, логическое мышление и языковую догадку, учить анализировать, обобщать, группировать); воспитательная; воспитывать познавательный интерес в изучении иностранного языка, формировать навыки групповой работы.

Формируемые компетенции: ОК 1. Понимать сущность и социальную значимость своей будущей профессии, проявлять к ней устойчивый интерес.

ОК 3. Принимать решения в стандартных и нестандартных ситуациях и нести за них ответственность.

ОК 4. Осуществлять поиск и использование информации, необходимой для эффективного выполнения профессиональных задач, профессионального и личностного развития.

ОК 5. Владеть информационной культурой, анализировать и оценивать информацию с использованием информационно-коммуникационных технологий.

ОК 6. Работать в коллективе и команде, эффективно общаться с коллегами, руководством, потребителями.

Тип занятия: систематизация и обобщение знаний.

Межпредметные связи: русский язык, физика, механика, машины, механизмы.

Оборудование занятия: учебник, проектор, компьютер, экран, презентация, раздаточный материал, листы ватмана, фломастеры, магниты.

Формы работы: индивидуальная, групповая, фронтальная

Этапы занятия. Формы работы

Содержание занятия. Возможные методы и приемы выполнения

Основные виды учебной деятельности

УУД, формирующиеся на данном этапе

Деятельность учителя

Деятельность обучающихся

Этап мотивации учебной деятельности

Организационный момент

(2 мин.)

T. Good morning, students! I`m glad to see you. It is really fine day today, isn’t it? How are you today? What about the weather today? Is it fine? Let`s start our lesson.

Учитель приветствует студентов, проверяет их готовность к занятию.

Студенты включаются в иноязычное общение, реагируя на реплики учителя, согласно коммуникативной задаче.

Личностные: адекватная мотивация учебной деятельности; формирование мотивации к изучению иностранного языка; формирование положительного отношения к занятию иностранного языка.

Регулятивные: самооценка готовности к уроку.

Коммуникативные: слушать и реагировать на реплику адекватно речевой ситуации.

Лексико-фонетическая зарядка

(7 мин.)

Electricity, effort, motion, distance, rate, weight, horsepower, watt, kilowatt, force, work wind, water, steam, petroleum, prime mover, windmill, turbine, generator, steam engine, internal combustion engine, electric motor

Учитель предлагает студентам проговаривать слова для развития произносительных навыков.

Студенты проговаривают слова, которые в дальнейшем они смогут использовать в своей речи, работают над произношением. Соотносят графический и звуковой образ английских слов.

Регулятивные: осуществлять самоконтроль правильности произношения.

Познавательные: извлекать необходимую информацию из прослушанного.

Речевое погружение

(7 мин.)

Т . Thank you! Great! Now, students look at the screen, here you can see the car. Let`s try to name the parts of this car and describe them using the model: This is/these are… . N+ is/are made of…

For example: this is a windscreen. The windscreen is made of glass. ( Приложение 1 )

Учитель организует погружение в иноязычную среду, закрепляет навыки употребления знакомых лексических единиц и грамматической модели.

Студенты, используя ранее изученные лексические единицы, описывают автомобиль, называя части автомобиля и материалы, из которых они сделаны.

Коммуникативные: слушать и осознанно воспринимать речь других студентов, осуществлять корректировку неправильных ответов.

Ознакомление с темой занятия, сообщение целей

(2 мин.)

Т . Students, as you know a machine is a device that transmits and changes force or motion into work. A machine can be very simple or very complex. Terms like work, force, and power are closely connected with machines. I think you`ll try to guess what our lesson will be about. Well, what shall we do today? Yes, you`re right, we`ll speak about machines and work. We must give the definitions of the words - work, force, power and connect them with «work» and «machines». Is the topic interesting for you?

Учитель дает возможность студентам самостоятельно определить тему занятия, цели и что для этого необходимо.

Студенты самостоятельно определяют тему и цели занятия с помощью опорной лексики.

Познавательные: уметь адекватно, осознанно и произвольно строить речевое высказывание в устной речи.

Регулятивные: определять цель учебной деятельности с помощью учителя; планировать свои действия для реализации задач.

II .Этап актуализации опорных знаний

Лексическая работа

(10 мин.)

T. 1) To begin with I propose you to divide the following words into three groups, those which describe: 1)basic terms of physics and mechanics; 2)energy sources; 3)mechanisms, machines. ( Приложение 2)

2) The following verbs are often related with basic terms of physics and mechanics. Now, students try to make up word combinations using these verbs: to produce, to transform, to supply, to result in, to exert, to set, to perform, to result from, to measure…in. Model: to transmit motion/force ( Приложение 2)

Учитель активизирует знакомую лексику, корректирует ответы студентов по необходимости.

Студенты самостоятельно выполняют задания, используя ранее изученные лексические единицы. Свои ответы заносят в таблицу. Проверка и коррекция выполненного задания.

Коммуникативные: осознанное построение речевых высказываний, рефлексия.

Регулятивные: исследование условий учебной задачи, обсуждение способов решения.

Познавательные: аргументация своей точки зрения.

Говорение, предугадывание

(4 мин.)

T. Look at the screen, here you can see the terms. The task is to match each one with its correct definition.

(Приложение 3)

Учитель проверяет правильность выполнения задания.

Студенты подбирают к каждому термину соответствующее ему определение.

Логические:

Познавательные: уметь анализировать информацию.

III . Этап самостоятельной работы с самопроверкой по образцу

Смысловоечтение

(14 мин.)

T. Well done. Let`s continue our lesson. Read the text “Machines and work”, try to focus on its essential facts, and choose the most suitable heading below for each paragraph: 1) Prime movers 2) Definition of “machine” 3) The relationship between «work» and «force» 4) Power and its measures.

You also should find the definitions of basic terms connected with «machines» and «work». Text A is on page 192 .

Учитель информирует обучающихся об алгоритме работы над чтением.

Студенты читают текст с пониманием основного содержания, подбирают заголовки к абзацам и находят определения основным понятиям, связанными с «работой» и «машинами».

Логические: развивать умения сосредоточить внимание, догадку и логику.

Регулятивные: совершенствовать навыки смыслового чтения, используя лексику урока.

Познавательные: развивать смысловое чтение; осуществлять поиск и выделение необходимой информации; уметь структурировать знания.

Самопроверка и самооценка

(5 мин.)

T. Time is running. Let`s check your tasks.

Учитель контролирует, как студенты аргументируют свою точку зрения, корректирует их ответы.

Студенты обсуждают прочитанный текст, дают определения основным понятиям, связанными с «работой» и «машинами».

Регулятивные: уметь правильно оценивать результаты своей работы и одногруппников.

Коммуникативные: уметь слушать друг друга для восприятия необходимых сведений и поддерживания беседы.

Говорение. Работа в группах

(12 мин.)

T. Well, let`s go on. Now, students, we`ll have a group work. I will give you some questions about the text and you should answer them. ( Приложение 4)

Учитель делит студентов на две группы и дает вопросы для обсуждения.

Студенты делятся на две группы и вытягивают вопросы по прочитанному тексту. Обсуждают вопросы и ответы на них. Используют готовые речевые материалы для оформления ответов.

Коммуникативные: участвовать в работе группы, осуществлять взаимоконтроль и взаимопомощь; проявлять активность во взаимодействии для решения общих задач.

Познавательные: уметь сопоставлять и отбирать информацию из текста, осознанно строить речевое высказывание в устной форме.

Личностные: формировать навыки сотрудничества, проявлять инициативу.

IV. Этап построения проекта

Чтение с целью извлечения специальной информации (работа в группах)

(15 мин.)

T. Students, your task is to give a short report about «Machine, Work, Power».

Учитель ставит задачу перед группами приготовить сообщение «Машина, работа, сила» с использованием активного словаря, который был составлен во время лексической работы на этапе актуализации опорных знаний. Учитель предлагает студентам лист ватмана для оформления своего сообщения.

Студенты составляют ментальную карту, используя информацию из текста и таблицу (Приложение 2), распределяют, кто и о чем будет говорить.

Коммуникативные: участие в работе группы: распределение обязанностей, планирование своей части работы, осуществление взаимоконтроля, взаимопомощь; оформление своих мыслей с учетом учебной задачи.

Познавательные: умение анализировать, группировать факты, строить логические рассуждения; умение выделять главные факты, опуская второстепенные.

Личностные: проявлять инициативу и самостоятельность, стремиться к совершенствованию собственной речевой культуры.

Регулятивные: принимать и сохранять учебную задачу, сравнивать результаты соей работы с результатами других.

V . Этап проверки реализации построенного проекта

Проверка проекта

(8 мин.)

T. So, it`s time to begin to represent your projects.

Учитель определяет уровень усвоения необходимых знаний.

Студенты рассказывают об основных понятиях физики и механики, механизмах и источниках энергии и показывают их взаимосвязь с машинами и работой. Свои сообщения сопровождают демонстрацией проекта на листе ватмана (Mind Map).

Познавательные: умение осознанно строить речевое высказывание в устной форме, совершенствовать речевые навыки.

Коммуникативные: формировать собственное мнение и позицию; аргументировать свою точку зрения; участвовать в работе группы.

IV . Этап рефлексии учебной деятельности на занятии

Подведение итогов работы

(1,5 мин.)

T. Now we come to the end of the lesson. Do you remember the topic? What did we study today? What was new for you? Let’s review the new vocabularies in chain.

Учитель задает вопросы. Выставляет оценки за занятие, комментирует, мотивирует на дальнейшую успешную работу.

Студенты отвечают на вопросы учителя и высказывают свое мнение.

Регулятивные: умение контролировать свою деятельность по результатам, умение адекватно понимать оценку учителя, одногруппников.

Личностные: умение оценивать свою деятельность; проявлять стремление к совершенствованию собственной речевой культуры в целом.

Рефлексия

(1,5 мин.)

T. Do you like our lesson? Are you in a good mood at the end of the lesson? Do you like your work today?

Учитель приглашает студентов высказать свое мнение об уроке.

Студенты строят высказывания, выражающие мнение, отвечают на вопросы на учителя. Осваивают формы личностной рефлексии. (Приложение5)

Домашнеезадание

(1 мин.)

T. Your homework is the ex.26, p.203. You should fill the table.

Учитель объясняет, что надо сделать в процессе домашнего задания.

Студенты записывают домашнее задание.

Выводы

Занятие английского языка на III курсе по теме «Machines and Work» (Машины и работа) является занятием систематизации и обобщения знаний по данной теме.

На этапе организационного момента учитель создает общий положительный настрой на предстоящее занятие, помогает обучающимся организовать собственное учебное пространство. На данном занятии реализуются принципы личностно-ориентированного, развивающего обучения, осуществляется самооценка и взаимооценка обучающимися. Деятельность учителя в большей степени представлена в виде организации работы и помощи обучающимся в различных учебных ситуациях.

На основных этапах занятия используется системно-деятельностный и коммуникативный подходы. При подведении итогов и рефлексии предусмотрено обсуждение деятельности студентов на уроке, само- и взаимооценивание результатов работы, посредством чего обучающиеся овладевают навыками анализа, оценки своей работы и других, умением участвовать в диалоге, уважительно высказываться о деятельности других.

В ходе занятия (наряду с учебными) решались и жизненно-практические задачи, использовался жизненный опыт обучающихся с целью развития их познавательной активности, самостоятельности.

Список использованной литературы

Бгашев В.Н., Долматовская Е.Ю. Английский язык для студентов машиностроительных специальностей. М.: Астрель АСТ, 2013. 381 с.

Дубинина В.Г . Personality (Личность)//Английский язык. Все для учителя. 2014. №1. С.14-20.

Интернет-ресурсы - Википедия. свободная энциклопедия.

Чернухина А.Е. Англо-русский технический словарь. М.:ОНИКС, 1997. 1026 с.

Приложение 1

Let`s try to name the parts of this car and describe them using the model: This is/these are… . N+ is/are made of…

For example: this is a windscreen. The windscreen is made of glass

Bonnet – капот

Wing mirror – боковое зеркало

Windscreen – лобовое стекло

Rear-view mirror – зеркало заднего вида

Windscreen wiper – «дворник»

Door – дверь

Boot – багажник

Tyre – шина

Wheel – колесо

Headlight – фара

Bumper – бампер

Licence plate – номерной знак

Indicator – указатель поворота

Приложение 2

1) Divide the following words into three groups, those which describe: 1)basic terms of physics and mechanics; 2)energy sources;

3)mechanisms, machines:

Electricity, effort, motion, distance, rate, weight, horsepower, watt, kilowatt, force, work wind, water, steam,

petroleum, prime mover, windmill, turbine, generator, steam engine, internal combustion engine, electric motor

2) The following verbs are often related with basic terms of physics and mechanics. Try to make up word combinations using these verbs: to produce, to transform, to supply, to result in, to exert, to set, to perform, to result from, to measure…in. Model: to transmit motion/force.

Active vocabulary

application

Nouns and combinations with the nouns

Verb combinations

1. Basic terms of physics and mechanics

electricity

effort

motion

distance

rate

weight

horsepower

watt

kilowatt

force

work

to produce electricity

to exert effort

to set in motion

to result in motion

to hold up the weight

to exert force

to produce work

to perform work

to result from

2. Energy sources

wind

water

steam

petroleum

3. Mechanisms and machines

Prime mover

windmill

turbine

generator

steam engine

internal combustion engine

electric motor

Приложение 3

Match the term with its correct definition:

Machine

the rate at which work is performed.

Prime mover

a device that uses force to accomplish something.

Force

an effort that results in motion or physical change.

Work

a machine whose input is natural source of energy.

Power

a combination of the force and the distance through which it is exerted.

Приложение 4

Questions for the first group:

What is a simple definition of a machine? What is more technical

definition? What does this definition imply?

Describe some very simple machines. Name some complex machines.

What do we call machines whose is a natural source of energy? What natural

sources of energy do you know and what machines use them?

Why aren`t electric motors prime movers?

Questions for the second group:

What is force? Give some examples of force.

What is work? How can work be expressed mathematically?

Give an example.

What is power?

How is the rate of doing work usually given in the English-

Speaking countries? Why was the term invented?

In what terms is power measured in the metric system?

Приложение 5

Simple machines can be used to make work easier and faster. Compound machines are basically simple machines placed together to work together. Work is force acting on an object that moves it a distance (W=F*d). A simple machine must have some force applied to it to do work. Simple machines let us use a small force to beat bigger forces. They can also change the direction of the force. Keep in mind that a simple machine cannot create energy (F input * d input = F output * d output). If you want the force output to be big and distance output to be small, you need to have a big distance input and a small force input. If you want the force output to be small and the distance output to be large, then the force input needs to be large and the distance input to be small (Fd = Fd). There are three simple machines will be focus on for this project: lever, pulley, and wheel and axle. .
The lever is used in seesaws, shovels, hammers, and other everyday objects. A lever consists of three main parts: the fulcrum, rod, and the load the machine is acting on it. The fulcrum, or fixed point, allows the rod to move up and down freely. There are three classes of levers, but for this project a will be using the second-class lever. This lever allows us to use less force to act on the load. In other words, less force and more distance will be inputted to result in more force and less distance. This kind of lever in usually used to move heavy objects. The fulcrum is closer to the load to achieve this. This simple machine will probably be the best to lift the soda can. Most of the lever can be built out of wood. The fulcrum may be made out of metal or wood. .
The pulley is used in cranes. Pulleys usually lift the load. A pulley changes the direction in the force to do that. A pulley is used to change the direction of the force. It can also multiply forces depending on the type. In this project a type one and two pulley will be used.

Essays Related to Simple Machines

1.

Technology and machines have become more advanced we have grown accustomed to having machines such as computers and cars in our everyday lives. Our own machines will soon surpass our own intelligence. ... Machines have played a vital role in our lives. ... When they were first created a computer that had the power of one of today"s simple five dollar calculators required so much space to hold all of their necessary equipment it could take up a whole room, but the simple machine known today can be made so small it can not even be handled by a human due to its s...

• Word Count: 1272
• Approx Pages: 5
• Grade Level: High School

2.

AI is the attempt to make machines, specifically computers, perform intelligently through programming. ... It could be said that the human brain is nothing more than a machine, and as we know it to be capable of thought it would be fair to surmise that therefore machines can think and it is probably this, or a similar premise that inspired AI. ... This argument is an attempt to demonstrate that although a computer program appears to be understanding a story, it is merely obeying simple instructions, and has no understanding at all. ... But what are these natural causal properties, and from ...

• Word Count: 1323
• Approx Pages: 5
• Has Bibliography

3.

In The Time Machine by H.G Wells, Wells portrays the future to an exact detail. ... The Eloi are simple and beautiful creatures, but the Time Traveler thinks of them as weak and lazy. ... Through the Time Machine Wells warns that mankind will come to end if capitalism continues. ... Social Darwinism and evolution are presented throughout the Time Machine. ... Well"s uses the Time Machine to project what he believes the future will be. ...

• Word Count: 1454
• Approx Pages: 6
• Grade Level: High School

4.

Rage Against The Machine At first thought a band standing on stage naked for 15 minutes without saying a word or playing a single note might seem lewd, but after finding that they were silently protesting censorship one might think differently of them. Rage Against the Machine (RATM) is probably one of the most atypical bands that one could ever find. ... Believe it or not there are bands who care less about money and more about issues and Rage Against the Machine is one of them. ... The majority of their songs were primarily written as activist poetry by Zack de la Rocha (lead singer ...

• Word Count: 519
• Approx Pages: 2

5.

ABSTRACT Complex system theory in animals and machines is well developed and a basic synopsis is provided. ... These ideas have been applied in the field of Engineering to develop machines for controlling states of objects or events: a simple temperature control system is used as a model. ... This process, is the modern basis of the modern theory regarding the evolution of life, which in simple terms can be described as the process of prolonging a type of structure through; duplication, reproduction or other processes. ... A basic comparison of control systems in nature and machines can b...

• Word Count: 908
• Approx Pages: 4
• Has Bibliography
• Grade Level: Undergraduate

6.

Personally thinking, technology makes people"s life simpler than making people"s lives more complicated because newly developed devices, improvement of living condition and efficient transportation. ... All of those technologies can help people get a simpler and easier lives. ... Thus, technology has more benefits can be discovered, and it make lives simpler rather than more complicated. In conclusion, although technology may be a little bit complicated, when we count it use on machines, communication, information, and transportation, it is more pure and effortless for our lives. ...

• Word Count: 787
• Approx Pages: 3
• Has Bibliography
• Grade Level: Undergraduate

7.

A simple distinction between both groups is that humans depend on organization where as animals do not. The Time Machine by H.G. ... Unlike the Eloi, the Morlocks have a curiosity for knowledge which is why they take the time machine. ... When the time machine is returned to him, he notices that it is very clean and well oiled. ... Wells illustrates this quite well in The Time Machine. ...