9 Backward Design Plan Template

Title: Fixed Pulley Systems Subject/Course: Science Time: 40 Minutes

Level: 4

Lesson Description
Students will learn about the similarities between different simple machines. Students will learn about input and
output force (effort) and mechanical advantage, and they will learn about fixed pulley systems by creating fixed pulley
systems.

Stage 1: Desired Results

Big Question (link to the real world)
How do pulleys actually work?
Ontario Curriculum Overall Expectation
2. Investigate ways in which pulleys and gears modify the speed and direction of, and the force exerted on,
moving objects.
3. Demonstrated an understanding of the basic principles and functions of pulley systems and gear systems.
Ontario Curriculum Specific Expectation
2.2 Use specific inquiry/experimentation skills to investigate changes in force, distance, speed, and direction in pulley
and gear systems

2.3 Use technological problem-solving skills to design, build and test a pulley or gear system that performs a specific
task

3.8 Identify the input components that drive a mechanism and the output components that are driven by it.
High-Ended/Inquiry Questions:
- What is the benefit of your pulley system?
- How does the pulley system make it easier to lift the load?
Key Concepts and/or skills to be learned/applied: Prior Knowledge Activation:
- Fixed pulley systems Simple Machines
- Input and output force - How are pulleys alike to other simple machines
- Force and load they’ve seen in other grades?
- Mechanical advantage - Teeter-totter: when one side goes up, the other side
- Direction of force goes down.
Stage 2: Planning learning experience and instruction
Learning Goals: “clearly identify what students are expected Instructional Strategies: See Chapter 6 Gregory and
to know and be able to do, in language that students can Chapman, Beyond Monet PDF, Wees “56 different
readily understand.” examples of formative assessment”.
Success criteria: “describe in specific terms what successful
attainment of the learning goals looks like” (Growing
Success p. 33).
Learning Goals: https://www.youtube.com/watch?v=Nj4J7QNeBNk
- Students will know the difference between
input force and output force Anchor Chart
- Students will know what a mechanical
advantage is Demonstration and going over the procedure in front of the
- Students will know what direction of force is. class; procedure also written on the sheet.

Success Criteria:
- Students will identify the input and output force
- Students will identify the direction of force
- Students will decide if they think there is a
mechanical advantage in a simple machine.
Materials/Student Groupings Differentiation
 String

Pulley

Spring scale

Load - 200g mass, or book

Ruler

Metre stick

Desk or chairs

Pairs of two

Assessment For Learning, Checking for Understanding & Feedback

The students will fill out the worksheet, which will allow the teacher to check for understanding. Brainstorming
and testing will allow the students to reflect on what works and what does not work to create the mechanical
system. The teacher can then give verbal feedback to the students.
Stage 3: Learning Activity
Motivational Hook (10 MINS.):
https://www.youtube.com/watch?v=Nj4J7QNeBNk

We talked about how pulleys can be used to get water from far below us, and now we’ve talked about how
pulleys can be used to lift things far above us. How exactly does this work?
A pulley works something like a teeter totter or a scale. Force pushes or pulls on one side to lift the other side,
the load, into the air. In the case of a pulley, the amount of effort that we put into lifting the object into the air is called
the “input force.” The “output force” is how much work the machine that we’ve made does to complete the job for us.
Does everyone understand that? If you understand that, then you’ve basically understood what a mechanical
advantage is. A mechanical advantage is seeing how much output force you get for the input force that you put in - in
short, does your machine work so that you don’t have to put in as much effort? Another way to think of it is this - you
have a box that you have to move up a ramp. Would it be easier to move that box up a steep ramp or a long ramp? It’s
easier to push it up the long ramp, because the machine is doing most of the work for you, so you don’t have to put as
much effort into it.
Look at the picture of the different kind of pulleys. In each, you’re pulling or pushing in a different direction.
That’s called the direction of force, and it can also change how much effort we put into moving an object.
Open (5 MINS):
In the activity yesterday you saw a number of different pulleys. Today, you’re going to make a simple pulley
called a “fixed pulley.” In a fixed pulley system, the pulley is attached to a structure and doesn’t move.
Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (15 MINS):
*Demo the first part of the procedure, hooking up the spring scale, and then go over the instructions with
them. The procedure is also written on their sheets. Have supply managers hand out the materials*
Observe the students as they work and prompt them in the right direction if they are facing difficulties.
Close (success criteria visited) (10 MINS): Students will start filling out the worksheet.

Stage 4: Reflection
Student Reflection of Learning (metacognition)

Teacher Reflection (WWW/EBI)

Script:
https://www.youtube.com/watch?v=Nj4J7QNeBNk

We talked about how pulleys can be used to get water from far below us, and now we’ve talked about how pulleys
can be used to lift things far above us. How exactly does this work?
A pulley works something like a teeter totter or a scale. Force pushes or pulls on one side to lift the other side, the
load, into the air. In the case of a pulley, the amount of effort that we put into lifting the object into the air is called the “input
force.” The “output force” is how much work the machine that we’ve made does to complete the job for us. Does everyone
understand that? If you understand that, then you’ve basically understood what a mechanical advantage is. A mechanical
advantage is seeing how much output force you get for the input force that you put in - in short, does your machine work so
that you don’t have to put in as much effort? Another way to think of it is this - you have a box that you have to move up a
ramp. Would it be easier to move that box up a steep ramp or a long ramp? It’s easier to push it up the long ramp, because
the machine is doing most of the work for you, so you don’t have to put as much effort into it.
In the activity yesterday you saw a number of different pulleys. Today, we’re going to be working with a really simple
pulley, called a fixed pulley. We aren’t even going to start with the pulley yet though, just the basic concept of where it came
from. The first thing I want you to do is attach a string to a load and lift it straight up with your arm. Right into the air. The next
thing you’re going to do is put the load over the back of your chair and lift pull down from the other side, lifting the load up
from the edge of the chair. Was that easier? What was the difference? How could you still lift the book up, even though you
were pulling down? The chair working as your “pulley”, and it allowed you to change your direction of force. It’s easier to pull
down to lift an object into the air. Now why do you think that they usually use steel or wire cables instead of rope with
pulleys? What would happen to the rope if we kept rubbing it against the chair? It would probably break because of there’s
resistance from the load, or friction, and steel and wire are sturdier. The students will now make their own systems using
pulleys.

*Demo the first part of the procedure, hooking up the spring scale, and then go over the instructions with them. The
procedure is also written on their sheets. Have supply managers hand out the materials* Observe the students as they work
and prompt them in the right direction if they are facing difficulties.

1. Draw your pulley system.

2. On your drawing, identify the input force and output force.

3. What is the direction of force?

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