1. EXAMINING RESOURCES AND SYSTEMS OF TECHNOLOGY UNIT 3

2. ENERGY – SOME IMPORTANT FACTS The ability to do work. Energy is evidenced by heat, light, motion, sound, growth, and electricity. Can change from one type of energy into a different energy form.

3. ENERGY AND TECHNOLOGY Think, Pair, Share: Why is it important to understand energy when dealing with technology? Most technology uses some form of energy. The concept of energy must be kept in mind when creating a new system or device. Scientific principles are what allow technology to grow.

4. KNOW/NEW ACTIVITY Make a “T-Chart” Take 5 minutes to write down everything you KNOW about energy under the “Know” section of your chart. Watch the Disney’s Imagineering “Energy” episode and write down NEW facts you learn throughout the video.

5. EXTENSION – EXIT TICKET Grab a comment card. 1.Write your name on it and include at least one of the following hashtags: #energy 2.Draw a picture representing a concept discussed in the video. 3.Turn in your comment card on your way out.

6. WARM UP - KWL Create a K-W-L chart in your EDJ about “Simple Machines.” You should only fill out the “K” and “W” for now. What I KNOW about simple machines What I WANT to know about simple machines What I have LEARNED about simple machines

7. SIMPLE VS. COMPOUND MACHINES Simple Machine: Any of the basic mechanical devices used for applying force. Six Simple Machines: Lever Pulley Wheel and Axle Screw Wedge Inclined Plane Compound Machine: A machine made up of at least two simple machines.

8. SIMPLE MACHINES OBSERVATION Choose one technology in the room. Answer the questions on the “Simple Machine Observation Sheet” worksheet using the technology you chose.

9. EXTENSION – COMMENT CARD Grab a comment card. Design a Rube Goldberg machine that uses simple machines to solve any simple problem. Include the hashtags #Rube, #Goldberg, or #RubeGoldberg Cut it out. Color it.

10. RUBE GOLDBERG Problem: Get a marble into a cup that is one meter away At least 3 simple machines must be used Brainstorm Sketches in EDJs Drawings on graph paper with dimensions (one per group and teacher approved) Materials list (teacher approved)

11. THINK ABOUT THIS… AND WRITE IT IN YOUR EDJ Think about your favorite sandwich… What are the ingredients? What do you do to the ingredients before you make the sandwich? How do you make the sandwich?

12. THE 4-PART CLOSED LOOP SYSTEMS MODEL System A set of related parts - Together, they form a whole, designed to accomplish some purpose 12

13. SYSTEMS MODEL CONT. Input Something put into a system, such as resources, in order to achieve a result. Process This includes all of the activities that need to take place for the system to give the desired result. Output The results of the operation of any system. Feedback: Using information from the output of a system to regulate or control the inputs or processes or in order to modify the output. 13

14. A CLOSER LOOK AT INPUTS… Resources needed to produce products People Information Time Capital/money Materials Tools and machines Energy/power All of the resources listed above are considered inputs 14

15. EXAMPLES Toasting a piece of bread Input – Bread, Toaster, Power, etc. Process – Toasting, Cooking Output – Cooked toast Feedback – Tasting the toast – is it not toasted? Is it burnt? Buying a new pair of shoes Input – Money, Energy, Information, etc. Process – Picking out your favorite pair, Trying on the shoes, etc. Output – Leaving the store with a new pair of shoes Feedback – Do you like the shoes? Do they fit? Are they the right color? Can you think of any other examples?? 15

16. CHALLENGE Your task: Convert an input into an output using the process of your choosing. Materials: Paper Scissors Tape Writing Utensil Time: 10 minutes to construct 5 minutes to share

17. EXTENSION - WRITING ACTIVITY Think of when you have changed an input into an output. Describe what the input or inputs were. Describe what the process or processes were. Describe what the output or outputs were. Think of a time when you tried to change an input into an output. Describe what the input or inputs were. Describe what the process or processes were. Describe what the output or outputs were. What do you think went wrong?

18. #THROWBACKTUESDAY Grab an comment card from my desk. Draw a diagram of the Universal Systems Model using the example of your choice. Use the hashtag #ThrowBackTuesday or #TBT Example (please don’t use this one) --------------------------------> Inputs: Bread, Turkey, Lettuce, Mayo, Knife Processes: Wash the lettuce, place the turkey and lettuce on the bread, spread the mayo with the knife Output: Turkey sandwich Feedback: Taste it It tastes bad – change the bread

19. WARM UP – NOT USED FOR Q2 Answer the following questions in your EDJ: Have you built with Legos in the past? What kinds of other things have you built?

20. VOCABULARY HUNT Simple Machine Engineering Re-Engineering Newton’s Third Law Potential Energy Friction Gears Axle Resistance Wheels Find the definitions for the following vocabulary words within 10 minutes!

21. GEARS Most gears have “teeth” Advantages of teeth: Prevent slippage Make it possible to determine exact gear ratios Make is so that slight imperfections in the actual diameter and circumference of two gears don’t matter Primary Gear (driver gear) – gear attached to the motor Secondary Gear (follower gear) – gear that connects with the primary gear and turns the opposite way Each time you pass power from one gear to another: Speed increases Force increases Direction changes

22. RACE RULES 1.If your vehicle is broken and will not move, you are out of the race. 2.If your vehicle is flipped, you are out of the race. 3.No Trash talk. 4.No jumping into the middle of a race already going on. 5.Cars will race in groups of two. 6.Racer will use a piece of tape to mark their progress. Tape should be placed at the front of the car. 7.Cars will place their car at “Line 1” and wind back to “Line 2.” 8.Race will begin from “Line 2.” 9.MUST BE QUIET!! SOL testing is going on!!