Grade 8 Mechanical Systems

Kimberly Wilson

Stage 1: Desired Results

Focusing
Question
s

How is energy transferred in mechanical devices? How do mechanical devices provide for
controlled application of energy in ways that are efficient, effective and responsible?

Key
concepts

The following concepts are developed in this unit and may also be
addressed in other units at other grade levels. The intended level and
scope of treatment is defined by the outcomes below.
design and function
systems and subsystems
transmission of force and motion
simple machines
mechanical advantage, speed ratios and force ratios
hydraulics and pneumatics
measurement of work in joules
Students will:

Learning
Objectiv
es

Investigate and describe the transmission of force and energy between parts of a mechanical
system

Stage 2: Assessment Evidence

Summat
ive

Assessm
ent

N/A

Formativ

e
Assessm
ent

Observations
Assignemnets

Stage 3: Learning Experience

Tec
h to
Do
Time

Prior to 2:07
am
2:07 am
5 minutes

2:12
15 min

Resour
ces to
Bring
Content/Description

ball

student notes
my notes

Notes

Introduction
Although I have been in you classroom for a week, I
still have not picked up al your names. I would also
like to get to know you a little better. That is what
we will be doing for the first part of the class and we
will be concluding it with notes on work.
Toss the ball: Students will stand in a circle (this
will require the desks to be moved off to the side.)
We will then toss the ball around. Who ever is
tossing the ball say the name of who they are
tossing it to. The person receiving the ball will
then say their name again and something about

Page 1

Grade 8 Mechanical Systems

Kimberly Wilson

2:27
15 min

9:42 am
5 minutes
Class ends
2:47

themselves. This can be anything from what they

are interested in, favorite food, where they would
like to go or something that is different about
them that most people wouldnt be able to say (I
am Miss. Wilson and I have broken both my
elbows at the same time)
Go over expectations that they are not whipping
the ball or throwing it as hard as they can or we
will just sit down and start on the notes right
away.
4 corners. I will label each corner with something,
for example, only children go to the front left
corner, students with 1 sibling go to the front
right corner, students with 2 siblings go to the
back right corner and students with 3 or more go
to the back left hand corner. (This can help me
learn a little more about the class.
Review what the 3 different classes of levers are
(how they are laid out and examples)
Look at how to calculate work.
Work = (Force)(distance)
Work is measure in joules, force is measured in
Newtons and distance is measured in meters.
How to rearrange the equations
Practice questions pg 284

Wrap up and conclusions

Say all the students names one more time.
What is the equation for work?

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