Hopeless topic simple machines. Methodical development of classes in English on the theme "Machines and work" (3 year)
M.V. Rudakova (Irkutsk)
Methodical development of a lesson on the topic "Machines and Work" (Machines and work)
annotation
This lesson is conducted when studying the topic: "Machines and work" with studentsIII course (1 semester) in the specialty110809 "Mechanization of agriculture". The lesson is designed according to the textbook Bgashev V.N., Dolmatovskaya E.Yu. English for students of engineering specialties. Students have already passed the basic stage of training in the discipline, and they already have enough lexical and grammatical material to study a professional-oriented English language program. The lesson is intended for an advanced stage of training in the English language and provides a communicative professional orientation of training. On this topic, students have already studied the basic lexical and grammatical material, so the type of lesson issystematization and generalization of knowledge. All stages of the lesson are based on uniform methodological principles, develop the main types of foreign language speech activity, and form the intercultural competencies of future specialists. The lesson uses the technology of communicative learning and the technology of learning in collaboration, as well as the technology of critical thinking. To achieve this goal, cognitive methods of motivation, volitional methods (self-esteem and correction, reflection of behavior), as well as the brainstorming method, are used. At the stage of building the project, students are encouraged to use, as a technique, a mental map (Mind Map). Particular attention was paid to the study of the lexical aspect, since the student should be able to translate professional texts, communicate on professional topics; independently improve and replenish the vocabulary.
All stages of the lesson contribute to the development of speech, language and professional competence and the achievement of set educational and educational goals.The subject of the assessment is the skills and knowledge provided by the Federal State Educational Standard for the disciplineEnglish language aimed at the formation of general and professional competencies.
Theme of the lesson:Machines and Work
The purpose of the lesson:create conditions for the development of communicative competence.
Objectives of the lesson:educational:to form lexical speaking skills, develop semantic reading skills (viewing, search, learning); developing:to develop memory, attention, thinking, logical thinking and language conjecture, learning to analyze, generalize, group); educational;to educate a cognitive interest in learning a foreign language, to form group work skills.
Formed competencies:OK 1. To understand the essence and social significance of your future profession, to show steady interest in it.
OK 3. Make decisions in standard and non-standard situations and bear responsibility for them.
OK 4. To search and use the information necessary for the effective implementation of professional tasks, professional and personal development.
OK 5. Own an information culture, analyze and evaluate information using information and communication technologies.
OK 6. Work in a team and team, communicate effectively with colleagues, management, consumers.
Occupation Type:systematization and generalization of knowledge.
Interdisciplinary communications: Russian language, physics, mechanics, machines, mechanisms.
Class equipment: textbook, projector, computer, screen, presentation, handout, Whatman paper, felt-tip pens, magnets.
Forms of work: individual, group, frontal
Stages of the lesson. Forms of work
The content of the lesson. Possible methods and techniques of execution
The main types of educational activities
UUD, formed at this stage
Teacher activities
Students activities
The stage of motivation for educational activities
Organizing time
(2 minutes.)
T. Good morning, students! I`m glad to see you. It is really fine day today, isn’t it? How are you today? What about the weather today? Is it fine? Let`s start our lesson.
The teacher welcomes students, checks their readiness for class.
Students are involved in foreign language communication, reacting to the teacher’s remarks, according to the communicative task.
Personal:adequate motivation for educational activities; the formation of motivation to learn a foreign language; the formation of a positive attitude towards learning a foreign language.
Regulatory:self-assessment of readiness for the lesson.
Communicative:listen and respond to the cue adequately with the speech situation.
Lexico-phonetic exercises
(7 min.)
Electricity, effort, motion, distance, rate, weight, horsepower, watt, kilowatt, force, work wind, water, steam, petroleum, prime mover, windmill, turbine, generator, steam engine, internal combustion engine, electric motor
The teacher offers students to pronounce words for the development of pronunciation skills.
Students pronounce the words which they can use later in their speech,working on pronunciation. Correlate the graphic and sound image of English words.
Regulatory:exercise self-control of correct pronunciation.
Cognitive:to extract the necessary information from the listened.
Speech immersion
(7 min.)
T. Thank you! Great! Now, students look at the screen, here you can see the car. Let`s try to name the parts of this car and describe them using the model: This is / these are .... N + is / are made of ...
For example: this is a windscreen. The windscreen is made of glass.( application 1 )
The teacher organizes immersion in a foreign language environment, reinforces the skills of using familiar lexical units and a grammatical model.
Students, using previously studied lexical units, describe the car, naming the parts of the car and the materials from which they are made.
Communicative: listen and consciously perceive the speech of other students, carry out the correction of incorrect answers.
Acquaintance with the topic of the lesson, communication of goals
(2 minutes.)
T. Students, as you know a machine is a device that transmits and changes force or motion into work. A machine can be very simple or very complex. Terms like work, force, and power are closely connected with machines. I think you`ll try to guess what our lesson will be about. Well, what shall we do today? Yes, you`re right, we`ll speak about machines and work. We must give the definitions of the words - work, force, power and connect them with "work" and "machines". Is the topic interesting for you?
The teacher enables students to independently determine the topic of the lesson, goals, and what is needed for this.
Students independently determine the topic and purpose of the lesson using the core vocabulary.
Cognitive:be able to adequately, consciously and arbitrarily build a speech utterance in oral speech.
Regulatory:determine the purpose of educational activities with the help of a teacher; plan your actions to accomplish tasks.
II. Stage of updating of basic knowledge
Lexical work
(10 minutes.)
T. 1) To begin with I propose you to divide the following words into three groups, those which describe: 1) basic terms of physics and mechanics; 2) energy sources; 3) mechanisms, machines. ( application 2)
2) The following verbs are often related with basic terms of physics and mechanics. Now, students try to make up word combinations using these verbs: to produce, to transform, to supply, to result in, to exert, to set, to perform, to result from, to measure ... in. Model: to transmit motion / force( application 2)
The teacher activates familiar vocabulary, adjusts students' answers as necessary.
Students independently perform assignments using previously studied lexical units. Their answers are entered in the table. Check and correction of the completed task.
Communicative: conscious construction of speech utterances, reflection.
Regulatory:study of the conditions of the educational problem, discussion of solutions.
Cognitive:argumentation of one’s point of view.
Speaking, prediction
(4 min.)
T.Look at the screen, here you can see the terms. The task is to match each one with its correct definition.
(Appendix 3)
The teacher checks the correctness of the assignment.
Students select a definition for each term.
Brain teaser:
Cognitive:be able to analyze information.
III. The stage of independent work with a self-test on the model
Semantic reading
(14 min.)
T.Well done. Let`s continue our lesson. Read the text “Machines and work”, try to focus on its essential facts, and choose the most suitable heading below for each paragraph: 1) Prime movers 2) Definition of “machine” 3) The relationship between “work” and “force »4) Power and its measures.
You also should find the definitions of basic terms connected with "machines" and "work". Text A is on page 192 .
The teacher informs students about the reading work algorithm.
Students read the text with an understanding of the main content, select headings for paragraphs and find definitions of the basic concepts related to “work” and “machines”.
Brain teaser:develop skills to focus attention, guessing and logic.
Regulatory:improve semantic reading skills using lesson vocabulary.
Cognitive:develop semantic reading; search and highlight the necessary information; be able to structure knowledge.
Self-test and self-esteem
(5 minutes.)
T.Time is running. Let`s check your tasks.
The teacher controls how students argue their point of view, adjusts their answers.
Students discuss the text they read, give definitions of the basic concepts associated with “work” and “machines”.
Regulatory: be able to correctly evaluate the results of their work and classmates.
Communicative:be able to listen to each other to perceive the necessary information and to maintain a conversation.
Speaking Group work
(12 min.)
T. Well, let`s go on. Now, students, we`ll have a group work. I will give you some questions about the text and you should answer them.( application 4)
The teacher divides students into two groups and gives questions for discussion.
Students are divided into two groups and draw out questions on the text they have read. Discuss questions and answers to them. Use ready-made speech materials for registration of answers.
Communicative:participate in the work of the group, carry out mutual control and mutual assistance; Be active in collaboration to solve common problems.
Cognitive: be able to compare and select information from the text, consciously build verbal utterance in oral form.
Personal:to form cooperation skills, to show initiative.
IV. Project Build Phase
Readingin order to extract special information (group work)
(15 minutes.)
T.Students, your task is to give a short report about "Machine, Work, Power."
The teacher sets the task for the groups to prepare a message “Machine, work, power” using an active dictionary, which was compiled during the lexical work at the stage of updating the basic knowledge. The teacher offers students a piece of paper for writing their message.
Students make a mental map using information from the text and a table (Appendix 2),distribute who will talk about what.
Communicative:participation in the work of the group: distribution of duties, planning of its part of the work, implementation of mutual control, mutual assistance; registration of your thoughts with regard to the learning task.
Cognitive:the ability to analyze, group facts, build logical reasoning; the ability to highlight the main facts, omitting secondary ones.
Personal:show initiative and independence, strive to improve their own speech culture.
Regulatory:accept and save the training task, compare the results of your work with the results of others.
V. Stage of verification of the implementation of the constructed project
Project Verification
(8 min.)
T.So, it`s time to begin to represent your projects.
The teacher determines the level of assimilation of the necessary knowledge.
Students talk about the basic concepts of physics and mechanics, mechanisms and sources of energy and show their relationship with machines and work. Their messages are accompanied by a demonstration of the project on a piece of paper (Mind Map).
Cognitive:the ability to consciously build verbal speech in an oral form, improve speech skills.
Communicative:form your own opinion and position; to argue their point of view; participate in the work of the group.
IV. Stage of reflection of educational activity in the lesson
Summing up the work
(1.5 minutes)
T.Now we come to the end of the lesson. Do you remember the topic? What did we study today? What was new for you? Let’s review the new vocabularies in chain.
The teacher asks questions. Grades for the lesson, comments, motivates for further successful work.
Students answer teacher questions and express their opinions.
Regulatory:the ability to control their activities according to the results, the ability to adequately understand the assessment of the teacher, classmates.
Personal:ability to evaluate their activities; show a desire to improve their own speech culture in general.
Reflection
(1.5 minutes)
T.Do you like our lesson? Are you in a good mood at the end of the lesson? Do you like your work today?
The teacher invites students to express their opinion about the lesson.
Students build statements that express opinions, answer questions to teachers. Master the forms of personality reflection. ( Appendix5)
Homework
(1 minute.)
T.Your homework is the ex.26, p.203. You should fill the table.
The teacher explains what needs to be done in the homework process.
Students write down homework.
conclusions
Lesson of the English language on the III course on the topic"Machines and Work" (Machines and work) is the occupation of systematization and generalization of knowledge on this topic.
At the stage of the organizational moment, the teacher creates a general positive attitude for the upcoming lesson, helps students organize their own learning space. In this lesson, the principles of personality-oriented, developmental learning are implemented, self-assessment and mutual evaluation of students is carried out. Teacher activities are more represented in the form of organization of work and assistance to students in various educational situations.
At the main stages of the lesson, system-activity and communicative approaches are used. When summarizing and reflecting, it is planned to discuss the activities of students in the lesson, self-assessment and mutual evaluation of work results, whereby students learn the skills of analysis, evaluation of their work and others, the ability to participate in a dialogue, respectfully speak about the activities of others.
During the lesson (along with the educational ones), vital and practical tasks were also solved, the students ’life experience was used to develop their cognitive activity and independence.
List of references
Bgashev V.N., Dolmatovskaya E.Yu. English for students of engineering specialties. M .: Astrel AST, 2013.381 s.
Dubinina V.G.. Personality // English. Everything for the teacher. 2014. No1. S.14-20.
Internet resources - Wikipedia. free encyclopedia.
Chernukhina A.E. English-Russian technical dictionary. M.: ONYKS, 1997.1026 s.
Appendix 1
Let`s try to name the parts of this car and describe them using the model: This is / these are .... N + is / are made of ...
For example: this is a windscreen. The windscreen is made of glass
Bonnet - hood
Wing mirror - Side mirror
Windscreen - windshield
Rear-view mirror - rearview mirror
Windscreen wiper - "janitor"
Door - a door
Boot - trunk
Tire - tire
Wheel - wheel
Headlight - headlight
Bumper - bumper
License plate – number platesign
Indicator - turn indicator
Appendix 2
1) Divide the following words into three groups, those which describe: 1) basic terms of physics and mechanics; 2) energy sources;
3) mechanisms, machines:
Electricity, effort, motion, distance, rate, weight, horsepower, watt, kilowatt, force, work wind, water, steam,
petroleum, prime mover, windmill, turbine, generator, steam engine, internal combustion engine, electric motor
2) The following verbs are often related with basic terms of physics and mechanics. Try to make up word combinations using these verbs:to produce, to transform, to supply, to result in, to exert, to set, to perform, to result from, to measure ... in. Model: to transmit motion / force.
Active vocabulary
application
Nouns and combinations with the nouns
Verb combinations
1. Basic terms of physics and mechanics
electricity
effort
motion
distance
rate
weight
horsepower
watt
kilowatt
force
work
to produce electricity
to exert effort
to set in motion
to result in motion
to hold up the weight
to exert force
to produce work
to perform work
to result from
2. Energy sources
wind
water
steam
petroleum
3. Mechanisms and machines
Prime mover
windmill
turbine
generator
steam engine
internal combustion engine
electric motor
Appendix 3
Match the term with its correct definition:
Machine
the rate at which work is performed.
Prime mover
a device that uses force to accomplish something.
Force
an effort that results in motion or physical change.
Work
a machine whose input is natural source of energy.
Power
a combination of the force and the distance through which it is exerted.
Appendix 4
Questions for the first group:
What is a simple definition of a machine? What is more technical
definition? What does this definition imply?
Describe some very simple machines. Name some complex machines.
What do we call machines whose is a natural source of energy? What natural
sources of energy do you know and what machines use them?
Why aren`t electric motors prime movers?
Questions for the second group:
What is force? Give some examples of force.
What is work? How can work be expressed mathematically?
Give an example.
What is power?
How is the rate of doing work usually given in the English-
Speaking countries? Why was the term invented?
In what terms is power measured in the metric system?
Appendix 5
A screwdriver is used to pry the lid off a can of paint. What type of lever is the screwdriver in this instance? 1st Class Lever 2nd Class Lever 3rd Class Lever It’s actually acting as an inclined plane. 10
12
3.0
8.3
25
75
10
29
1.7
3.5
28
350
10
Participant Scores 12 Jacob Joey Daniel David Nicole B. 
A single pulley is used to hoist a safe with a mass of 45. 0 kg
A single pulley is used to hoist a safe with a mass of 45.0 kg. If the machine is 100% efficient, what effort force will be required to hoist the safe? 45.0 N 90.0 N 205 N 266 N 441 N 10 
A snow shovel is an example of which type of lever? (Hint: The handle of the shovel is the fulcrum.) 1st Class 2nd Class 3rd Class 10 
How long must an inclined plane be to push a 100 kg object to a height of 2.0 meters using a force of 200 N? Friction can be ignored. 2.0 m 9.8 m 50 m 100 m 200 m 400 m 10 
A wheel and axle machine requires an effort force of 5.0 N to lift a load with a mass of 5.1 kg. If the machine is ideal and has a wheel radius of 12 cm, what is the radius of the axle? 1.0 cm 1.2 cm 5.0 cm 10 cm 1.2 m 2.4 m 10 
Participant Scores 28 Jacob Joey Daniel David Mackenzie 
20 N 25 N 196 N 245 N 1960 N Answer Now 10 
What force will be required to push a 500 N box to a height of 2.50 meters on a ramp that is 10.0 meters long and 85% efficient? 4.00 N 50.0 N 106 125 N 147 N 10 
1
2
3
4
5
10
0.50 1.00 1.50 2.00 2.50 Answer Now 10 
Participant Scores 44 Jacob Mackenzie 39 Nicole F. Joey Daniel 
A ramp is 12 meters long and 3.0 meters high. It takes 145 N of force to push a 400 N crate up the ramp. Determine the efficiency of the ramp. .36 %
.69 %
3.0 %
8.2 %
36 %
69 %
145 %
10
An object is placed 1. 75 meters from the fulcrum of a lever
An object is placed 1.75 meters from the fulcrum of a lever. The effort force is 0.50 meters from the fulcrum. What is the actual mechanical advantage if the lever is 95% efficient? .271 .286 .301 3.33 3.50 3.68 Answer Now 10
20% 31% 69% 80% 87% 96% Answer Now 10 
Participant Scores 56 Jacob Mackenzie 51 Nicole F. Joey Daniel 
A certain ramp is 10 meters long and is 50% efficient
A certain ramp is 10 meters long and is 50% efficient. It requires 25 N of force to push a 50 N crate up the ramp. How tall is the ramp? 1.0 m 2.0 m 2.5 m 3.5 m 4.0 m 5.0 m 22
Participant 1 Participant 2 Participant 3 Participant 4 Participant 5 Participant 6 Participant 7 Participant 8 Participant 9 Participant 10 
How simple machines work
What is a simple machine and how do they work? I "m so glad you asked! Machines make work easier by changing the size of force, direction of force, or distance the force acts on.
Lifting a car with a flat tire and loosening the lugnuts can be accomplished by a single person thanks to simple machines. The jack and lug wrench are simple machines that alter the force needed to change the tire.
Six Simple Machines
Simple machines are basic devices used to alter the force needed to accomplish a task. There are six types of simple machines.
- lever
- wheel and axle
- inclined plane
- wedge
- screw
- pulley
The first type of simple machine is the lever. A lever is a rigid bar that rotates on the fixed point of a fulcrum and changes the distance or size of a force.
There are three classes of levers. A first class lever has an input force and output force on either side of the fulcrum. This causes the output to move in the opposite direction of the the input force. An example of a first class lever is a see-saw. A second class lever has an output force between the input force and fulcrum. This changes the distance of the force. A wheelbarrow is a second class lever. The third class lever has the input force between the output and fulcrum. A broom is a third class lever.
Wheel and axle
The wheel and axle make work easier by changing the distance the force acts on. A wheel and axle consists of two disks or
cylinders with different radiuses. Examples are a steering wheel and shaft, a car wheel and axle, and a screwdriver.
Inclined plane
An inclined plane is a slanted surface on which a force can move an object to a different elevation. Why do gentler slopes and ramps require less energy to move a load on? Because the input force required to travel the greater distance of a slope is changed to the smaller distance of the output force - the upward motion.
A wedge is a device made of two back to back inclined planes and is used to split objects. When a wedge is driven into a log, the size of the input force at the wider top of the wedge is changed to greater output force at the narrower point forcing the wedge through the wood. Knife blades are an example of a wedge.
A screw is an inclined plane wrapped around a cylinder. Screws with threads closer together require
less force to turn because the length of the inclined plane is longer. Nuts and bolts are screws. A nut is a screw with the threads on the inside.
The last type of simple machine is the pulley. A pulley consists of a rope that fits into a groove in a wheel. A pulley makes work easier by changing the direction or direction and size of the force.
There are three types of pulleys. They are the fixed pulley, moveable pulley and pulley system.
The fixed pulley is a single fixed pulley and rope. This changes the output direction of the force, making it opposite of the input. When you pull down on a fixed pulley a weight is lifted up.
A moveable pulley is fixed to the object being moved instead of a fixed location. Moveable pulleys multiply the input force needed to lift a heavy object thus reducing the force needed to lift heavy objects. Moveable pulleys are used to move ship sails and window washer platforms.
Pulley systems combine fixed and moveable pulleys to create large mechanical advantages. A crane uses pulley systems to lift enormous loads like locomotives.
References
- Michael Wysession, David Frank, Sophia Yancopoulos. Physical Science Concepts in Action. p. 417 - 435. New Jersey: Prentice Hall, 2004.
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Simple machines are extremely important to everyday life. They make stuff that is normally difficult a piece of cake. There are several types of simple machines. The first simple machine is a lever. A lever consists of a fulcrum, load, and effort force. A fulcrum is the support. The placing of the fulcrum changes the amount of force and distance it will take in order to move an object. The load is the applied force. The effort force is the force applied on the opposite side of the load. Levers can be placed in three classes. The 1st class levers are objects like pliers where the fulcrum is at the center of the lever. The 2nd class of levers are objects that have the fulcrum on the opposite side of the applied force like a nutcracker. The 3rd and final class is objects like crab claws. These objects of the load at one end and the fulcrum on the other.
An inclined plane is another simple machine. Inclined planes are also known as ramps. Ramps make a trade off between distance and force. No matter how steep the ramp, the work is still the same. A winding road on a mountain side is a good example of a ramp. Some simple machines are modified inclined planes. The wedge is one of those machines. One or two inclined planes make up a wedge. Saws, knives, needles, and axes are made from wedges. The screw is another modified inclined plane. Screws decrease the force but increase the distance. The ridges are called threads. A couple of simple machines are made with wheels. The wheel and axle is one of these machines.
These are made with a rod joined to the center of a wheel. They can either increase distance or force, depending on the size of the wheel. The pulley is another machine that uses wheels. The are a wheel with a groove in the center with a rope or chain stretched around it. The load attaches to one end and the effort is applied to the other on all pulleys. There are two types of pulleys. The fixed pulley stays in one place while the wheel spins. Movable pulleys attach to objects. Several pulleys can be used at one time. A good example of a pulley system is an escalator. Simple machines make up compound machines. We use these machines daily. Life would be difficult without simple machines.
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Choose cite format: Simple Machines. (2016, Dec 12). Retrieved from "\u003e APA" Simple Machines. " , 12 Dec 2016, "\u003e MLA Topics, Sample Papers & Articles Online for Free. (2016). Simple machines. . Available at: "\u003e Harvard" Simple Machines. "Topics, Sample Papers & Articles Online for Free, Dec 12, 2016. Accessed February 21, 2019."\u003e Chicago "Simple Machines." Topics, Sample Papers & Articles Online for Free, 12 Dec 2016, "\u003e ASA" Simple Machines, " Topics, Sample Papers & Articles Online for Free, 12-Dec-2016. . Available:. "\u003e IEEE Topics, Sample Papers & Articles Online for Free. (2016). Simple machines. . Available at: "\u003e AMA
Easier - A simple machine is a device that helps make work easier; a device that makes it easier to move something. Some simple machines are a wheel, a pulley, a lever, a screw, and an inclined plane. Harder - Most machines consist of a number of elements, such as gears and ball bearings, that work together in a complex way. No matter how complex a machine, it is still based on the compounding of six types of simple machines. The six types of machines are the lever, the wheel and axle, the pulley, the inclined plane, the wedge, and the screw. 
Background Information for Simple Machines from National Museum of Science and Technology, Canada http://www.science-tech.nmstc.ca/english/schoolzone/Info_Simple_Machines.cfm Here you can find the answers to some commonly asked questions about simple machines. The Elements of Machines: Simple Machines from Leonardo "s Workshop http://www.mos.org/sln/Leonardo/InventorsToolbox.html Learn about devices that make work easier to do by providing some tradeoff between the force applied and the distance over which the force is applied. Also provides a brief introduction to uses of a gear, cam, crank and rod, chain and belt, and the ratchet. Levers from Beakman & jax http://www.beakman.com/lever/lever.html Play with levers and find out how work from the fulcrum to the load to the effort. (Wait for second page to come)
Marvelous machines http://www.galaxy.net:80/~k12/machines/index.shtml This website provides a series of experiments about simple machines: levers, wheels and inclined planes. They were developed for third grade students. ( Comes up slowly)
| After exploring some or all of the websites below, complete one or more of these activities: Investigate Wheels with Your Bicycle. Go to PBS Teachersource "s website and use your bicycle to learn about the wheel. Find Out How Stuff Works.Check out How Stuff Works. Look for a device that uses a simple machine as part of how it works. Create a poster showing how it works. Gear Up with a Tricycle & Bicycle. Visit PBS Teachersource "s site and follow the procedures there to learn a lot more about gears. Complete a Simple Machines WebQuest. Follow or adapt the procedures found at one of these webQuest sites: 1) Exploring Simple Machines by Paula Markowitz (Grade 4) http://www.lakelandschools.org/EDTECH/Machines/Machines.htm 2) Simple Machines http: // www.eng.iastate.edu/twt/Course/packet/labs/wheels&leverLab.htm 3) Simple Machines WebQuest (Grade 4-6) http://www.plainfield.k12.in.us/hschool/webq/webq8/ jjquest.htm 4) Simple Machines http://www.beth.k12.pa.us/schools/wwwclass/mcosgrove/simple.htm 5) Simple Machines Webquest http://www.jsd.k12.ak.us/ab /el/simplemachines.html Complete an Online Simple Machines Activity. Learn more about simple machines by following the directions at A Time for Simple Machines. You may also want to test your knowledge at Gadget Anatomy. Complete Some Simple Machine Experiments. Find lots of experiments at sites like Marvelous Machines and Motion, Energy and Simple Machines. |