1. Station 1 Create a T-chart of work being done and work not being done. Put the following scenarios in the correct category. A waiter holding a tray. A boy pushing on a brick wall. A student lifting a chair up off the ground. A book sitting on a shelf. A mom pushing a grocery cart.

2. Station 2 Draw the two pictures below showing work. Compare and contrast the two situations with the amount of work, the distance in each, and the amount of force in each situation. A B 3m 6m Took 3N to push the ball up 6m. Took 6N to pull the ball up 3m.

3. Station 3 The two situations below show how a person got to the top of an incline plane. Which person used less effort to reach the top? Explain. Then draw two pictures one with a moving van and ramp and another with just the moving van, explain which scenario would use less effort on moving day. A B 10m 4m

4. Station 4 1.In order to know how much work is being done, you must first know these two things: 2.Work is measured by multiplying ________ times distance. 3.Scientists also have special units that they use to measure work known as _________. 4.How do you know when an object has done work? 5.How do simple machines make work easier?

5. Station 5 1.Measure the distance of the ramp with the brick already on the ramp. You will measure from the top of the brick to the top of the ramp ______. 2.Pull the brick up the ramp with the spring scale. Reading the Newton (N) side of the spring scale. What is the amount of force? _____. 3.Measure the distance from the counter top to the top of the ramp ________. 4.This time pull the brick straight off the counter, straight up (vertically) to the top of the edge of the ramp (not up the ramp), How much force did you use lifting the brick up?______. 5.Go get the inches converted into meters from your teacher. Distance is always measured in meters. 6.Using the distance from #1 and the force from #2, what amount of work was done?_____. 7.Using the distance from #3 and the force from #4, what amount of work was done?_____.