Ancient Machines
Participants gain an understanding of how simple machines make it easier to move heavy loads.
Bring pyramid-building to life in the classroom! Participants will discover how simple machines can change the magnitude and/or direction of force required to move a load through hands-on explorations. The workshop will begin with a brainstorming activity to introduce simple and compound machines. Afterwards, participants will move a block using rollers and wheels, inclined plane (ramp), moveable and fixed pulleys, gear ratios and levers. In the final challenge, participants will create a compound machine to move and lift a block with as little force as possible.
What You Need
Activities 1-5 require the “What I learned about Simple Machines” worksheet (1 per participant).
Physical Requirements
- Access to water is required for the Debrief activity.
Introduction
- Masking tape
- Pictures of
- Minivan
- School
- Pyramid
- Two tonne block
- Simple machines
- Complex machines
- Labels (Compound Machine, Simple Machine)
Activity 1: Rollers, Wheels and Axles
- Duct tape
- Spring scales, 2.5N (3)
- Sand-coloured corduroy fabric pieces (3)
- Green blocks with eye hooks (3)
- Dowels, 9x15cm, 3/16”
- Dowels, 9 x15cm, 3/16”
- Carts, with large wheels and axle (3)
- Carts, with small wheels and axles (3)
- Rollers, Wheels and Axles task card (3)
Activity 2: Ramps and Screws
- Duct tape
- Fabric ramps (3)
- Green blocks with eye hooks (3)
- Long ramps (3)
- Short ramps (3)
- Plastic boxes (3)
- Spring scales, 5N (3)
- Ramps and Screws task card (3)
Activity 3: Pulleys
- Blue moveable pulley blocks, with eye hooks attached to 1.3m cord (3)
- Red fixed pulley blocks, pulley attached (3)
- Green blocks, with pulley attached (3)
- Green blocks, with eye hooks (3)
- Clamps (6)
- Pulleys task card (3)
Activity 4: Gears
- Blue gear systems, with green block attached (3)
- Red gear systems, with green block attached (3)
- Clamps (6)
- Gears task card (3)
Activity 5: Levers and Wedges
- Flat beams, with holes drilled through at 3 different points and eye hooks attached (3)
- Fulcrums, with 2 triangular blocks and a 1/16” rod to connected them (3)
- Green blocks, with eye hooks (3)
- Spring scales, 5N (3)
- Levers and Wedges task card (3)
Debrief
- 10L of water
- Single pulleys, with metal rings attached (2)
- Jolly Jumper door clamp
- Over door metal robe hook
- Rope, 4m
- Large bucket with lid
- Pictures of gears, levers, pulleys, ramps, wheels and axles
Activity 6: Final Task
- “Our Compound Machine” worksheet (1 per group)
- Following supplies taken from above activities:
- Carts with large wheel and axle (2)
- Red fixed pulley blocks (3)
- Red and blue gear systems
- Fulcrums and beams (3)
- Plastic boxes (5 total, 1 per group)
Guide:
What To Do
Activity Prep
- Print “What I learned about Simple Machines” worksheet (1 per participant) and “Our Compound Machine” worksheet (1 per group).
- Arrange desks to set up stations for Activities 1-5.
- Set up the Pulley Demonstration before the workshop begins.
- Attach Jolly Jumper clamp or over door hook (if possible not in the main doorway)
- Fill the bucket with approx. 10 L water or 2/3 full.
Introduction
- Begin with a brainstorm on how to put a minivan on the roof of the school.
- Create a list of the ideas on the classroom board, separated into two categories: “simple machines” and “compound machines”.
- Discuss how to build the whole school out of minivans using simple machines.
- Explain that the ancient Egyptian and Mayan people built the pyramids using 2 tonne blocks (the size of a minivan) using simple machines.
- List the simple machines used to build the pyramids: ramps, rollers (a type of wheel and axle), wedges and levers.
- List the other simple machines: wheel and axle, gears, pulleys and screws.
- Briefly explain the concept of force and how spring scales work.
- Use the pictures of the spring scale and pull on the measurement piece to show how a spring scale works.
- Explain each station before separating students into groups of 2 or 3. Give each student a “What I learned about Simple Machines” worksheet. Each station has enough supplies for 3 groups at a time.
Activity 1: Rollers, Wheels and Axles
- The challenge: If you wanted to move a block over bumpy ground, what would you use?
- The participants will pull the green block across the corduroy, testing the various rollers and wheels.
- The spring scale should be kept parallel to the surface of the ramp.
- The cart should be pulled at a constant speed while reading the measurement. It will take a bit of extra force to get the cart going. Tell them to ignore that “blip” in the reading.
- They will compare each method using the spring scale.
- As they rotate through stations, use the questions below to support their explorations and to support groups who may finish early.
- Which simple machine was easier to use? Rollers or wheels and axles? Why do you think that this is so?
- If you were to move a 2 tonne stone block from the bank of the river Nile to a pyramid what would you use?
- Do you think the ancient Egyptians used rollers or wheels and axles to move their stone blocks?
Activity 2: Ramps and Screws
- The challenge: If you want to lift a stone block using ramps, which ramp would you use?
- Participants will pull the block up different length ramps using a spring scale.
- The spring scale should be kept parallel to the surface of the ramp
- The block should be pulled at a constant speed while reading the measurement. It will take a bit of extra force to get the block going. Tell them to ignore that “blip” in the reading.
- Explain the second challenge: Can you find ways to make this fabric ramp look like a screw?
- Try rolling up the flag. Participants will discover that the rolled up flag creates a screw, which looks like a ramp wrapping around a cylinder.
- As they work, ask them guiding questions such as:
- What simple machine does the cloth wrapped around the dowel remind you of?
- Does using a ramp use less force than lifting straight up?
- What type of ramp would you use in building a pyramid?
- Do you think ancient Egyptians used ramps to move their stone blocks? What would that have looked like?
Activity 3: Pulleys
- The challenge: If you wanted to lift a stone block using pulleys, which pulley system would you use?
- Participants will test the fixed pulley (red block) and the moveable pulley (blue block) and compare using the spring scale.
- The spring scale should be kept vertical
- As they work, ask them guiding questions such as:
- If you only had one pulley to attach to the stone block you need to lift onto the pyramid, where would you put the pulley?
Activity 4: Gears
- The challenge: If you wanted to lift a stone block using gears and only one finger, which gear system would you use?
- Participants will test each gear system and compare how hard it was to lift the green block and how many rotations it takes.
- As they work, ask them guiding questions such as:
- What happens when you turn the crank with only one finger?
- How many times did you have to turn each gear to raise the block?
- Which gear would you use to lift a heavy stone block onto a pyramid?
- Which gear would you use to lift a light bundle of balloons to the ceiling of the classroom quickly?
- Do you think ancient Egyptians used gears to move their stone blocks? Why?
Activity 5: Levers and Wedges
- The challenge: If you wanted to lift a stone block onto rollers, how would you use a lever? Does the wedge help?
- Participants will use the lever stem and a spring scale to measure the force applied when lifting the green block.
- The block should be placed in the same spot on the lever each time.
- They will test the lever with the fulcrum at each of the 3 locations marked on the beam.
- As they work, ask them guiding questions such as:
- Where is the wedge used in this simple machine?
- Did it matter where the fulcrum was?
- If you wanted to move a stone block with a lever, where would you put the fulcrum?
Debrief of Activities 1-5
- Ask participants to share what they learned from each challenge.
- Briefly explain mechanical advantage and its relation to each simple machine.
Pulley Demonstration
- Bring participants to where they can all see the pulley demonstration set up.
- Start with the fixed pulley. Have a volunteer lift the bucket using the pulley attached to the Jolly Jumper clamp.
- Tie the string to the bucket and threaded through the pulley attached to the Jolly Jumper door clamp.
- Have another volunteer lift the bucket with the moveable pulley.
- Attach the string to the Jolly Jumper clamp and thread it through the pulley attached to the bucket handle.
- Participants should see that the moveable pulley made it easier to lift the bucket.
Activity 6: Final Task
- Split participants up into 5 groups.
- Give each group an “Our Compound Machine” worksheet and a subset of the materials from each of the activities and a plastic box. Remove all spring scales.
- The challenge: Imagine you are building a pyramid and you have to move a 2 tonne stone block up onto the pyramid.
- Groups will design their compound machine on the worksheet and build the compound machine to move their block 1m along the floor and into the plastic box. The goal is to use as little force as possible.
- As they work, ask them questions about their design:
- Why did you choose to include these simple machines into your design?
- Are you reducing the force required to move the block using the simple machines you picked?
- Why do you think the forces change?
- Have each group present their design and final product. Each group must:
- Name the simple machines in their compound machine.
- Describe one problem they faced and how they solved it.
Wrap-up
- Discuss how Egyptians build their pyramids.
- Review the function of simple machines.
- Discuss possible careers related to the topics covered and what they would need to do (schooling, experience, etc…) to get into those careers.
Discovery
Mechanical Advantage
A simple machine provides a mechanical advantage when a small input of force results in a larger output of force to do work. Not all simple machines work by providing a mechanical advantage. Simple machines can make it easier to do work in one of the following ways:
- by the transfer of the force from one place to another
- by a change in the direction of the force applied
- by applying the force over a greater distance
- by increasing the distance or speed of the force applied
Activity 1: Rollers, Wheels and Axles
Although there is no mechanical advantage when using rollers or wheels and axles, the forces necessary to do the task using both simple machines are different. This is because the force is being applied to the axle itself. By holding the block back, the force of friction is reduced. The bigger the roller, or the bigger the wheel, the easier they roll over the bumps in the terrain (they don’t “fall into” each groove) and do not cause as many bumps in the path of the wheel (which would be caused by the weight of the load making ruts).
Activity 2: Ramps and Screws
A ramp is a sloping surface that makes it easier to move a load up to a higher elevation. It provides a mechanical advantage by reducing the amount of force required to raise the load while also increasing the distance that the load is moved. The further the distance that is traveled, the less force required at any given point (the effort is spread out more). Participants should observe that less force was required to pull the block up the longer lamp than the short ramp.
Another version of the ramp, the screw, is essentially a ramp wrapped around a cylinder. A screw provides a mechanical advantage the same way that a ramp would, but usually functions with another simple machine (usually a lever or wheel and axle) to turn it. Each turn of the screw moves the load up the “circular ramp”.
Activity 3: Pulleys and Pulley Demonstration
A pulley is made up of a grooved wheel that can freely turn inside a frame called a block. There are two main types of pulleys: fixed and moveable. Participants should find that it is easier to lift a load using a moveable pulley than a fixed pulley.
A fixed pulley changes the direction of the force but does not reduce the amount of force needed to lift the load. A fixed pulley does not move. A fixed pulley is often used to allow us to lift things to places that are otherwise out of reach (e.g. flagpole).
A moveable pulley has the load attached directly to the pulley and it takes only half the amount of force to lift the load; however, you have to pull the rope twice as far to move the load half the distance. A moveable pulley does move and does provide a mechanical advantage. The direction of the force in this case does not change. A moveable pulley is used to lift a heavy object that normally you couldn’t lift on your own.
Fixed and moveable pulleys may be combined together to create a compound machine in order to best accomplish a task. The more pulleys that are used, the smaller the applied force but the further the rope must be pulled to move the load a certain distance.
Activity 4: Gears
Gears can be used to produce a mechanical advantage or they can be used to increase the speed of an object.
Gearing Down: A small gear drives a big gear. This arrangement produces a mechanical advantage. However, the number of rotations of the small gear will be greater than if a bigger gear is used as the driver. Participants should observe that it is easier to lift a heavy load with a small gear, but it takes a long time (i.e. lifting a stone block onto a pyramid)
Gearing Up: A large gear drives a small gear. This is used to increase the speed of the small gear, but takes a large force to move a small load. Participants should observe that using a bigger gear lifts things faster (i.e. lifting a balloon up to the ceiling quickly).
Activity 5: Levers and Wedges
A lever consists of a beam balanced across a fulcrum. A force (or effort) is applied to the lever against a resistance force (or load). This workshop only explores first class levers.
A first class lever changes the direction of the applied force. A downward applied force (effort) results in upward force applied on the load. Participants should observe that the lever only works when the fulcrum is in certain spots. They should find it easier to move a heavier load when the fulcrum is moved closer to the load. This is because a greater output force is produced when only a small force is applied over a large distance as the lever is pushed down. When the fulcrum is centred between the load and effort, no mechanical advantage is provided. However, the force of gravity is working in the same direction as the effort force.
Wedges are used for either separating things or holding things together. A wedge is different from a ramp because the wedge moves whereas the ramp remains stationary. The force applied on a wedge is along the vertical edge as opposed to the force applied parallel to the slope on a ramp. Wedges also provide a mechanical advantage while requiring an increase in the distance of the force applied.
When Egyptians used a lever to lift a stone block, they probably scraped the sand from under the edge of the stone block to allow them to get the lever underneath. Their levers would not have had a wedge cut into the end like ours do.
Machines make work easier and allow us to do things that are beyond our capabilities. A great example are the pyramids of ancient Egypt, which were up to 146.5 meters tall. Wedges were used to quarry 2 tonne stone blocks, which were hauled to the site using wooden rollers, lifted up using mud and stone ramps and levered into place. Because the top of the pyramids were so high, the ramps were likely in the shape of a screw.
- For the Pulley Demonstration, If there is no secure door frame to attach the Jolly Jumper clamp, find a location in the school to attach the clamp and take the class on a small “field trip”. Monkey bars on the playground will work, as will doorways in a different, possibly older part of the school. A school made of cinder blocks will often have metal braces exposed in the classroom that can be used. In the absence of something to attach the clamp to use the over the door hook also included in the kit. When using the hook try to make sure the door closes so that stress isn’t placed on the hinges, and possibly use less water. Test carefully when closing the door with a door hook.
- If participants seem to have a good understanding during the Pulley Demonstration, you can use the two pulley system. This will make the bucket feel exactly as heavy as with just the moveable pulley, but instead of pulling up the volunteer will be pulling down which is more convenient.
- How does a wheelbarrow help you carry heavy loads? (Hands-on Activities) - In this activity, students build a wheelbarrow from simple machines to explore just how useful simple machines can be!
- Check out more information on Simple Machines from Let’s Talk Science.
Web
The Physics Classroom (provides physics tutorials, simulations and educator resources).
American Research Center in Egypt: Theban Mapping Project
Catlin, D. The Inventa Book of Mechanisms. Valiant Technology Ltd.
Cox, R., & Morris, N. The Seven Wonders of the Ancient World. Silver Burdett Press. 4-5,8-9,12-13.
Cole, J. & Degan, B. Ms. Frizzles’s Adventures Ancient Egypt. New York. Scholastic Press.
Hart, G. (1990). Eyewitness Books Ancient Egypt. New York. Dorling Kindersley Book.
Oxlade, C. (1998). Machines. London, England. Lorenz Books.
Royston, A. (2001). Wheels and Cranks. Chicago, Illinois. Heinemann Library.
Shuter, J. (2000). History Beneath Your Feet Ancient Egypt. Austin Texas. Raintree Steck- Vaughn Publishers. 12,44-45
Steele, P., (1998) Step Into the Chinese Empire. London, England. Lorenz Books. 15,34-35.
Stockley, C., Oxlade, C., & Wertheim, J. The Usborne Illustrated Dictionary of Science Physics, Chemistry and Biology Facts. Highgate Press. 14, 20-22
Villegas, D.C., Bernal, I., Toscano, A.M., Gonzalez, L., Blanquel, E., & Meyer, L. (1985). A Compact History of Mexico. Mexico. El Colegio De Mexico. 28
Whitt, F.R. & Wilson, D.G. Bicycling Science 2nd edition. Cambridge Massachusetts. MIT Press.
Attachments
- Ancient Machines - Guide (includes worksheets and task cards in appendix)
- Ancient Machines Visual Aids
What's Happening?
Mechanical Advantage
A simple machine provides a mechanical advantage when a small input of force results in a larger output of force to do work. Not all simple machines work by providing a mechanical advantage. Simple machines can make it easier to do work in one of the following ways:
- by the transfer of the force from one place to another
- by a change in the direction of the force applied
- by applying the force over a greater distance
- by increasing the distance or speed of the force applied
Activity 1: Rollers, Wheels and Axles
Although there is no mechanical advantage when using rollers or wheels and axles, the forces necessary to do the task using both simple machines are different. This is because the force is being applied to the axle itself. By holding the block back, the force of friction is reduced. The bigger the roller, or the bigger the wheel, the easier they roll over the bumps in the terrain (they don’t “fall into” each groove) and do not cause as many bumps in the path of the wheel (which would be caused by the weight of the load making ruts).
Activity 2: Ramps and Screws
A ramp is a sloping surface that makes it easier to move a load up to a higher elevation. It provides a mechanical advantage by reducing the amount of force required to raise the load while also increasing the distance that the load is moved. The further the distance that is traveled, the less force required at any given point (the effort is spread out more). Participants should observe that less force was required to pull the block up the longer lamp than the short ramp.
Another version of the ramp, the screw, is essentially a ramp wrapped around a cylinder. A screw provides a mechanical advantage the same way that a ramp would, but usually functions with another simple machine (usually a lever or wheel and axle) to turn it. Each turn of the screw moves the load up the “circular ramp”.
Activity 3: Pulleys and Pulley Demonstration
A pulley is made up of a grooved wheel that can freely turn inside a frame called a block. There are two main types of pulleys: fixed and moveable. Participants should find that it is easier to lift a load using a moveable pulley than a fixed pulley.
A fixed pulley changes the direction of the force but does not reduce the amount of force needed to lift the load. A fixed pulley does not move. A fixed pulley is often used to allow us to lift things to places that are otherwise out of reach (e.g. flagpole).
A moveable pulley has the load attached directly to the pulley and it takes only half the amount of force to lift the load; however, you have to pull the rope twice as far to move the load half the distance. A moveable pulley does move and does provide a mechanical advantage. The direction of the force in this case does not change. A moveable pulley is used to lift a heavy object that normally you couldn’t lift on your own.
Fixed and moveable pulleys may be combined together to create a compound machine in order to best accomplish a task. The more pulleys that are used, the smaller the applied force but the further the rope must be pulled to move the load a certain distance.
Activity 4: Gears
Gears can be used to produce a mechanical advantage or they can be used to increase the speed of an object.
Gearing Down: A small gear drives a big gear. This arrangement produces a mechanical advantage. However, the number of rotations of the small gear will be greater than if a bigger gear is used as the driver. Participants should observe that it is easier to lift a heavy load with a small gear, but it takes a long time (i.e. lifting a stone block onto a pyramid)
Gearing Up: A large gear drives a small gear. This is used to increase the speed of the small gear, but takes a large force to move a small load. Participants should observe that using a bigger gear lifts things faster (i.e. lifting a balloon up to the ceiling quickly).
Activity 5: Levers and Wedges
A lever consists of a beam balanced across a fulcrum. A force (or effort) is applied to the lever against a resistance force (or load). This workshop only explores first class levers.
A first class lever changes the direction of the applied force. A downward applied force (effort) results in upward force applied on the load. Participants should observe that the lever only works when the fulcrum is in certain spots. They should find it easier to move a heavier load when the fulcrum is moved closer to the load. This is because a greater output force is produced when only a small force is applied over a large distance as the lever is pushed down. When the fulcrum is centred between the load and effort, no mechanical advantage is provided. However, the force of gravity is working in the same direction as the effort force.
Wedges are used for either separating things or holding things together. A wedge is different from a ramp because the wedge moves whereas the ramp remains stationary. The force applied on a wedge is along the vertical edge as opposed to the force applied parallel to the slope on a ramp. Wedges also provide a mechanical advantage while requiring an increase in the distance of the force applied.
When Egyptians used a lever to lift a stone block, they probably scraped the sand from under the edge of the stone block to allow them to get the lever underneath. Their levers would not have had a wedge cut into the end like ours do.
Why Does it Matter?
Machines make work easier and allow us to do things that are beyond our capabilities. A great example are the pyramids of ancient Egypt, which were up to 146.5 meters tall. Wedges were used to quarry 2 tonne stone blocks, which were hauled to the site using wooden rollers, lifted up using mud and stone ramps and levered into place. Because the top of the pyramids were so high, the ramps were likely in the shape of a screw.
Investigate Further
- For the Pulley Demonstration, If there is no secure door frame to attach the Jolly Jumper clamp, find a location in the school to attach the clamp and take the class on a small “field trip”. Monkey bars on the playground will work, as will doorways in a different, possibly older part of the school. A school made of cinder blocks will often have metal braces exposed in the classroom that can be used. In the absence of something to attach the clamp to use the over the door hook also included in the kit. When using the hook try to make sure the door closes so that stress isn’t placed on the hinges, and possibly use less water. Test carefully when closing the door with a door hook.
- If participants seem to have a good understanding during the Pulley Demonstration, you can use the two pulley system. This will make the bucket feel exactly as heavy as with just the moveable pulley, but instead of pulling up the volunteer will be pulling down which is more convenient.
- How does a wheelbarrow help you carry heavy loads? (Hands-on Activities) - In this activity, students build a wheelbarrow from simple machines to explore just how useful simple machines can be!
- Check out more information on Simple Machines from Let’s Talk Science.
Resources
Web
The Physics Classroom (provides physics tutorials, simulations and educator resources).
American Research Center in Egypt: Theban Mapping Project
Catlin, D. The Inventa Book of Mechanisms. Valiant Technology Ltd.
Cox, R., & Morris, N. The Seven Wonders of the Ancient World. Silver Burdett Press. 4-5,8-9,12-13.
Cole, J. & Degan, B. Ms. Frizzles’s Adventures Ancient Egypt. New York. Scholastic Press.
Hart, G. (1990). Eyewitness Books Ancient Egypt. New York. Dorling Kindersley Book.
Oxlade, C. (1998). Machines. London, England. Lorenz Books.
Royston, A. (2001). Wheels and Cranks. Chicago, Illinois. Heinemann Library.
Shuter, J. (2000). History Beneath Your Feet Ancient Egypt. Austin Texas. Raintree Steck- Vaughn Publishers. 12,44-45
Steele, P., (1998) Step Into the Chinese Empire. London, England. Lorenz Books. 15,34-35.
Stockley, C., Oxlade, C., & Wertheim, J. The Usborne Illustrated Dictionary of Science Physics, Chemistry and Biology Facts. Highgate Press. 14, 20-22
Villegas, D.C., Bernal, I., Toscano, A.M., Gonzalez, L., Blanquel, E., & Meyer, L. (1985). A Compact History of Mexico. Mexico. El Colegio De Mexico. 28
Whitt, F.R. & Wilson, D.G. Bicycling Science 2nd edition. Cambridge Massachusetts. MIT Press.
Attachments
- Ancient Machines - Guide (includes worksheets and task cards in appendix)
- Ancient Machines Visual Aids