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Applied TechnologyLevel 1

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2 • Applied Technology

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Applied Technology • 3

1INTRODUCTION

Hi! Welcome to Level 1 of Applied Technology.My name is EdWIN. I will be your guidethrough this course. This is the first of six levelsof Applied Technology. You may not need tocomplete all six levels. You can be sure that Iwill be here to help you with any level you needto complete. Watch for me to pop up along theway with a tip or suggestion about what you arestudying.

Applied Technolog y will help you tounderstand the basics about heat, fluids,electricity, and mechanics. Don’t worry. I amgoing to make everything as clear as I can. Wewill start with the basics – some things you mayalready know. You can move at your own pace.We will work together.

In this level, you will learn some basics aboutscience and technology. This will help you getready to learn more difficult material in otherlevels of Applied Technology.

Now that I have told you a little about thiscourse, are you ready to go? OK, then let’s begin!

Hi, I’m EdWIN!


1In this level you will:

• define the word technology.

• discuss basic principles and laws of nature.

• examine basic forms of matter.

• define energy.

• examine principles of heat.

• examine the concept of pressurized liquidsand gases.

• define machine.

• examine the inclined plane.

• examine the lever.

LEARNING OBJECTIVES


1LESSON 1 Applied Technology: The Basics

LESSON 2 Principles: Energy and Heat

LESSON 3 Mechanics: An Overview

LESSON 4 Mechanics: The Inclined Plane

LESSON 5 Mechanics: The Lever

LESSON 6 Posttest

REFERENCE Glossary

OUTLINE


1APPLIED TECHNOLOGY:THE BASICS

In this lesson, we will define technology andother words that are sometimes used with it. Thepurpose of the lesson is to help you understandmore about basic science principles. We will lookat words that deal with heat, fluids, electricity,and mechanics. Do not let these words makeyou nervous. You may find that you alreadyknow more about them than you think. I willtry to keep things as simple as possible. Let’sstart by defining the word technology.

Technology

From the beginning of time, people quicklylearned that in order to survive, they had to dowork. This work was not always pleasant. Theyhad to find ways to make it easier. They beganto make tools. Spears, knives, and hunting trapsare examples of early tools. People havecontinued to find ways to make work easier.Today, we have many tools that help us in workand pleasure. Technology is simply the use of toolsor methods to do work more easily.

LESSON 1

Some tools are forwork and pleasure.


1The basic tools we will be talking about in

Applied Technology fall into the following topics:

• Thermodynamics (the influence and use ofheat)

• Fluid Dynamics (the use of liquids andpressure)

• Mechanics (the study of basic machine types)

• Electricity (practical applications of electricalpower)

We will study more about each one of thesetopics in future levels. However, it is importantthat you have an idea of what they mean. Wewill talk about several basic science terms in thislevel. As you understand the terms, you shouldtry to decide how they apply to these four topics.

LESSON 1


1Principles/Laws of Nature

A principle, as used in this course, means alaw or fact of nature. There are basic laws orprinciples. For example, there are laws of gravity.We know that if you hold a rock in your handand let it go, it will not go up. It will not movesideways, nor stay where it is. It will go down!This fact has been proven. It is a law or principleof science.

The law of inertia states that an object at resttends to stay “at rest.” An object in motion tendsto stay “in motion.” Think about a large rocksitting on level ground. It will take great effortto move the rock when it is at rest. Now, picturethe same big rock tumbling down a hill. It willtake great effort to stop the rock because it is inmotion.

We will talk about these and other principlesin this course. For now, it is important that youknow what I mean by the word, principle.

LESSON 1


1Matter and Molecules

Everything in our world is made of matter.Matter is all the material that has mass andoccupies space. Matter is grouped into differentforms. These forms include solids, liquids, andgases. Matter is made of molecules, andmolecules are made of atoms. Don’t worry. I amnot going to get too technical.

Different types of matter have differentproperties. Some of the properties are weight,volume, mass, and density. Let’s define thesecharacteristics of matter.

Weight

Weight is an amount of heaviness. Most of ushave an idea of what weight means. For example,we know our body weight. Also, when we liftan object, we notice the object’s weight. Weightis a measurement of gravity’s pull on forms ofmatter.

LESSON 1


1Volume

Volume is how we measure space. We usevolume to measure the amount of space in abox or amount of space in a room. The amountof space in a water tower, which could be acylinder or a sphere, is also measured as volume.The total amount of air space in a house is veryimportant in determining the right equipmentfor proper heating and air conditioning. Volumeis also used to measure the amount of spaceoccupied by a substance such as a liquid or asolid. As an example, two cubic feet of waterwill occupy two cubic feet of space.

Volume is measured in cubic inches, cubicfeet, cubic yards, cubic meters, etc. One cubicinch is a measure one inch in length, one inchin width, and one inch in height. (See Figure1.) One cubic foot is an area that measures onefoot in length, one foot in width, and one footin height. (See Figure 2.)

Figure 1 Figure 2

LESSON 1

1 inch

1 inch

1 in

ch

1 foot

1 foot

1 fo

ot


1The shape of a space determines how the

volume is measured. The volume of a box isfound by multiplying the length by the widthby the height.

Liquids are commonly measured bycontainers with markings. These marks showlevels such as pints, quarts, gallons, or liters. Themeasuring cup used in cooking is a good exampleof a measuring container.

Volume is not a measure of weight. Weightis determined by the substance. We will discussvolume of other shapes such as cylinders andspheres in later levels.

LESSON 1


1Thinking Activity

How many cubic inches are in a cubic foot?

Answer: 1,728 cubic inches in 1 cubic foot12 inches × 12 inches × 12 inches = 1,728 cubic inches

12 inches

1 in

12 in

ches

12 inch

es

LESSON 1


1Mass

The mass of an object is a measure of theamount of material it contains. Do not get massconfused with weight. Weight, if you recall,depends on gravity’s pull on the object. Anastronaut weighs more on earth than in spacebecause the pull of gravity is weaker in space.However, the astronaut’s mass stays the same.The makeup of the astronaut basically does notchange.

Density

Density is another property used to describematter. It compares mass to volume. Density tellshow tightly packed a substance might be.Consider that we have a fixed volume ofmaterial, which means a fixed amount of space.Then the more dense the substance in that space,the heavier the material must be in the container.Do you remember that earlier I said matter ismade of molecules? The closer the molecules are,the more dense a substance is. Density is a ratioof mass to volume.

LESSON 1


1

<

<Thinking Activity

Suppose you have a gallon of water and a gallon of molasses. Whichone do you think is more dense?

Answer: Molasses is denser than water. In containers of the samesize (meaning the volume or amount of space is the same),the molasses would be heavier. The compactness of moleculesin molasses causes it to be denser.

Thinking Activity

Assume you have two blocks that are the same size and shape.One is made of lead. The other is made of copper. Which onewould be heavier? Why do you think so?

Answer: The lead is heavier because the molecules in it are muchmore densely packed than those in copper.

Let’s think about this again. Take the same block of lead and ablock of balsa wood. Drop them in a bucket of water. Whathappens?

Answer: The lead block sinks to the bottom. This is because themolecules in lead are more densely packed than moleculesin water. The weight and density of the lead is such that itpushes the water aside and sinks. On the other hand, thedensity of the wood is less than that of the water. Therefore,the water supports the wood, and it floats.

LESSON 1


1

<Thinking Activity

Suppose you gently place an egg in a glass of water. Will the eggsink or float?

Answer: Depending on the temperature of the water and the egg, itwill most likely sink. The egg is denser than water.

Suppose you remove the egg. Pour about ten tablespoons of saltin the water and stir until it mixes with the water. What will happenwhen you place the egg in the water?

Answer: Salt water is denser than the egg. This time the egg shouldfloat.

Now that we have a basic understanding ofthese properties, let’s look at the three forms ofmatter. Earlier I said all matter is either a solid,liquid, or gas. These forms are easy to recognize.

Solids

Solids retain their shape and volume. A blockof wood is a solid. Solids do not usually mixwith other solids.

LESSON 1


1Liquids

Liquids retain volume but take the shape ofthe container. You can pour a liquid from onecontainer into another. The amount stays thesame, but the shape of the liquid changes.Liquids may be mixed with other liquids.

Gases

Gases take up both the volume and shape ofa container. A gas released into a room will spreadthroughout the entire room. Gases change shapeand volume. This form of matter may beinvisible and is easily mixed with other gases.

LESSON 1


1LESSON 1

Molecules in solids arepacked tightly together infixed positions. They pullhard on each other,making it difficult for thesolid to change shape.

In liquids, the moleculesare close to each otherand pull toward eachother. They are free tomove around andchange places, soliquids can changeshape.

Molecules in gases arevery widely spaced, sogases can be squeezed.The force holding thesemolecules together isvery weak, so gases areeasily scattered.

Perfume

Starsof

There are many different types of solids,liquids, and gases. Their type depends on theirchemical makeup. In this course we will notdiscuss the makeup of substances but look athow they sometimes change form.

Figure 3


1

<Thinking Activity

Suppose you set a glass on a level surface. Fill the glass with waterall the way to the brim of the glass. What if you gently slide a coininto the glass. Will it overflow?

Answer: If you look carefully, you may see the water bulge over thebrim. You may be able to slide several coins into the glassbefore it spills. This is because molecules in water pulltoward each other. They will hold the water together aslong as they can. Water forms drops because its moleculespull together.

Solids to Liquids

In some cases, matter can move betweentypes. Let’s see how some matter changes.

Metals are normally in a solid state. However,when heated, the molecules in metal increasetheir movement. When the temperature is raisedhigh enough, the metal becomes molten. It isnow in a liquid state. This can be used to ouradvantage. Metal can then be poured or cast intoshapes that we want. When it cools, it becomesa solid again. The temperature at which a solidbecomes a liquid varies between types of metals.For example, iron becomes liquid at a certaintemperature. Gold becomes liquid at a differenttemperature.

LESSON 1


1Understanding these principles has been

helpful to us in another way. As you recall, solidsdo not mix with other solids. However, liquidsmay mix. Different metals have differentqualities. By combining some of these qualities,we can make stronger and lighter metals thatlast longer. We can heat metals to their liquidstate. Then, we can combine the metals. Whencooled, we have an improved product. Thesemetals are called alloys. Steel is our mostcommon alloy.

Evaporation

When water is heated, the molecules react tothe heat. They increase their movement. Steambegins to come from the water. The steam istaken into the air or gas around the water. Thisis an example of matter moving from a liquidform to a gas form. This process is calledevaporation. The molecules have not beendestroyed. They have only been changed toanother form of matter. If the water continuesto heat, all of the liquid will turn into gas.

LESSON 1


1Condensation

In condensation, gas changes into a liquidform. For example, think about a warm breezeblowing on a glass of ice water. Beads of liquidbegin to form on the outside of the glass. Thisoccurs because the air contains many freemoving molecules. As the air comes in contactwith the cold glass, the molecules begin to slowdown their movement. When their movementbecomes slow enough, water molecules in theair condense into liquid water.

Evaporation and condensation occur aroundus every day. Understanding these principles canbe helpful when designing tools or machinery.These principles are basic to heating andrefrigeration systems. It is important tounderstand that forms of matter can be changed.

LESSON 1


1EXERCISE – PROPERTIES OF MATTER

Instructions: Read each description of something that happens. Then, read thequestion(s) about it. Select the letter of the process that you thinkhas occurred.

1. Ken has two balloons. They both are made of the samematerial and are the same size. He fills one balloon withair. He fills the other one with a gas called helium. Bothballoons are tightly tied when filled. Right after Ken fillsthe balloons, he lets go of them. The helium balloon floatsup. The one filled with air falls to the ground.

What is one reason that the balloons behave differently?

a. The air evaporated from the air-filled balloon.b. The helium evaporated from the helium-filled balloon.c. Molecules in the helium are more dense than molecules

in the air.d. Molecules in the helium are less dense than molecules

in the air.

LESSON 1


12. John drove his car to the ski slope. The temperature outside

dropped as he drove higher up the mountain. He turnedthe heater on in the car, so he could stay warm. Thewindshield soon became difficult for John to see through.

What principle caused the problem with the windshield?

a. evaporationb. condensationc. gravityd. inertia

3. Lani lives on an island in the Pacific. She has seen a volcanoerupt. The molten lava was red hot. It flowed down the sideof the volcano and ran into the ocean.

What form of matter is lava?

a. solidb. liquidc. gasd. alloy

4. What happens to the lava when it is cooled by the oceanwater?

a. The matter changes form.b. It continues to flow under the ocean.c. It turns into an alloy.d. It does not obey the laws of gravity.

LESSON 1


15. Jay is learning to drive a car. His learner’s manual says to

keep a safe-driving distance between his car and the car infront of him. A good rule of thumb for normal drivingconditions is to allow one car length for every ten miles anhour you are traveling.

What law or principle is considered in making this rule?

a. evaporationb. condensationc. gravityd. inertia

LESSON 1


1ANSWERS TO EXERCISE

1. Ken has two balloons. They both are made of the samematerial and are the same size. He fills one balloon withair. He fills the other one with a gas called helium. Bothballoons are tightly tied when filled. Right after Ken fillsthe balloons, he lets go of them. The helium balloon floatsup. The one filled with air falls to the ground.

What is one reason that the balloons behave differently?

Answer: d. Molecules in the helium are less dense thanmolecules in the air.

2. John drove his car to the ski slope. The temperature outsidedropped as he drove higher up the mountain. He turnedthe heater on in the car, so he could stay warm. Thewindshield soon became difficult for John to see through.

What principle caused the problem with the windshield?

Answer: b. condensation

LESSON 1


13. Lani lives on an island in the Pacific. She has seen a volcano

erupt. The molten lava was red hot. It flowed down the sideof the volcano and ran into the ocean.

What form of matter is lava?

Answer: b. liquid

4. What happens to the lava when it is cooled by the oceanwater?

Answer: a. The matter changes form.

5. Jay is learning to drive a car. His learner’s manual says tokeep a safe-driving distance between his car and the car infront of him. A good rule of thumb for normal drivingconditions is to allow one car length for every ten miles anhour you are traveling.

What law or principle is considered in making this rule?

Answer: d. inertia

LESSON 1


1LESSON 1

This page was intentionally left blank.


1PRINCIPLES: ENERGY AND HEAT

How are you doing? Were you familiar withany of the basic concepts we talked about inLesson 1? We will continue to talk about theprinciples and properties of solids, liquids, andgases as we go through the different levels ofApplied Technology. I hope that you have a basicunderstanding of the words that wereintroduced.

In this lesson, we will discuss words associatedwith energy and heat. We will look at their effectsor influence on applied technology. Let’s beginby defining energy.

LESSON 2


1Energy

Energy, simply stated, is the ability to do work.The sun is the primary source of energy in ourworld. The sun provides energy to support plantand animal life. It is the key factor in developingand supporting our natural resources.

People have found many forms of energy andways to use this energy in doing work. Energysources discovered early include fire, water, andwind. Simple machines were invented to makework easier. New forms of energy were developedusing steam and gasoline engines, electricity, andatomic energy. These sources of energy have ledto the invention of more complex machines thatdo even more work faster.

In the United States, energy is normallymeasured in foot-pounds. One foot-pound is theamount of energy required to move an objectone foot against a resistance of one pound. Asan example, to raise 10 pounds a distance of 2feet requires 20 foot-pounds of energy.

Applied technology uses examples of multipleenergy sources and how they are used in doingwork.

LESSON 2

My grill is doingwork!


1Heat

Heat is a common source of energy. Earlier Isaid the sun and its heat is an energy source.Other sources can create heat. As matter isheated, the molecules within the matter beginto move. As the heat is increased, the amount ofmolecule movement also increases. This motionis a form of energy.

Heat applied to water creates steam, whichin turn can drive machines. Electricity appliedto a lightbulb creates heat across a thin wire,and the bulb begins to glow. As you can see,energy does work.

MOVING MOLECULES

HEAT

HEAT

HEAT

LESSON 2


1Conduction

One way that heat travels is by conduction. Aconduit is a path that eases the passage of energyor matter from one place to another. A waterpipe is a conduit for water into your home. Metalwires are conductors of electricity. Differentsubstances are also conductors of heat. Thetransferring process is called conduction.

Some forms of matter are better conductorsof heat than others. Metal is a conductor of heat.Think about a metal pot being placed on a stove.When the energy source is turned on, heat willmove from the stove to the metal pot. At first,the bottom of the pot will become hot. It is indirect contact with the energy source. Sincemetal is a conductor, molecules in the sides ofthe pot will begin to move faster causing theentire pot and its contents to become hot.

Contact withheat source

Conduction of heat to pot

Figure 4

LESSON 2


1Insulation

The opposite effect of conduction isinsulation. This means limiting the amount oftransfer of heat, sound, electricity, and otherenergy forms. Materials that do not allowmolecules to move freely normally provideinsulation. They are used to separate conductingbodies. Houses are insulated with materials thatslow the transfer of heat. During the winter, thewarm air is kept inside while the cold air is nottransferred from the outside. During thesummer months, the cold air is kept inside, andthe warm air remains outside. Withoutinsulation, the energy used for heating and airconditioning would greatly increase.

Rubber, plastics, and Styrofoam™ are otherexamples of insulators. Styrofoam is used incoffee cups and picnic coolers. The insulationprocess is the same. The contents of thecontainers tend to hold their temperature longerbecause of the limiting of temperature transferto the matter around them.

Rubber, plastics, and glass are used asinsulators to electrical current flow. Insulatorsin electricity are used to limit and guide currentflow and for safety. Examples of this use arepresent around your home. The electrical circuitsthat provide electrical power throughout a houseare made of insulated wires.

LESSON 2


1

<Thinking Activity

Close your eyes and think of items that use the principle ofinsulation around the home. How many items can you think of?

Answer (partial list): oven, refrigerator, freezer, walls, ceilings, floors,heating and air-conditioning ductwork, water heater, appliance cords,appliance cases, TV antenna/cable wires, clothing …

Reflection

Some clothing has better insulationcharacteristics than others. Other characteristicsalso come into play. The clothes that you wearmay or may not be good conductors of heat.Sometimes clothing may reflect heat. The wordreflect means to bend or throw back. When usedin Applied Technology, it refers to throwing backheat, light, or sound.

Light waves are reflected by mirrors. You seethe reflection as the waves bounce back to you.Light-colored objects reflect heat more than darkobjects. On a bright summer day, you will feelcooler wearing a white shirt than a black one asmore of the heat will be reflected away. The sameis true for pavement. Light-colored concrete willreflect more heat than black asphalt.

The turnaround of direction that occurswhen a wave bounces off a surface is calledreflection.

LESSON 2


1Absorption

If a surface does not reflect, it absorbs. Theword absorb means to take in. A dry sponge willtake in or soak up liquids. We say the spongeabsorbs liquids. In our previous discussion aboutshirts, the black shirt absorbed heat while thewhite one reflected heat.

As we study heat, we will use the wordabsorption. Absorption, in this case, is the processof heat being taken in by an object.

LESSON 2


1Friction

Friction is the creation of energy when matterrubs against matter. This can be in the form ofsolids, liquids, or gases. The rubbing actioncreates heat. Friction opposes movement, andthe heat it generates will die down whenmovement stops. The amount of friction isdetermined by the following:

• the types of matter coming into contact• the surface of the contact area (irregular,

coarse, or smooth)• the amount of pressure applied to the objects• the speed at which the objects are rubbed

In many cases, friction is the arch enemy ofmachinery. The heat generated by frictionrepresents lost energy. People have long tried tocreate a constant motion machine. This wouldbe a machine that would run forever on its ownenergy. This would be a 100 percent efficientmachine. While great improvements have beenmade, the perfect machine is still out of reach.We have not found a way to totally eliminatefriction.

Little friction is created … allowing meto slide across the ice.

LESSON 2

➟


1The automobile engine is a good example of

how friction affects machines. The enginecontains many moving parts. The parts havebeen made with very strong alloys. Where partscome in contact with other parts, they have beenground and polished, so the surfaces are verysmooth.

Systems are installed to constantly putlubricants onto the surfaces that make contact.Still, we know the engine will eventually wearout. The cause is friction and its resulting heatand wear. This explains why you should checkand change your oil regularly!

Friction can also be used to our advantage.Using that same car as an example, the tires gripthe road because of friction. The tread has manysmall surfaces that push against the road andallow for good steering. Brakes are anotherexample of the positive use of friction. Brakepads are forced against disks or drums mountedon the wheels. This creates friction, a force thatcauses the car to slow or stop.

You may have heard a race car driver talkingabout the brakes heating up and then losing thebrakes. This occurs with intense and excessiveuse of the brakes. Too much friction and toomuch heat cause the brakes to fail.

LESSON 2


1When you walk, friction allows you to

navigate your way. The soles of your shoes incontact with the ground creates friction. Rubbersoles on a slightly rough surface give youmaximum stability. Try the same stroll on ice …the friction goes down … and most of the timeyou do, too!

Thinking Activity

Suppose you have two cans. Can 1 sits with the bottom firmlyagainst the table. Can 2 sits on a layer of marbles. What happensif you try to spin the two cans?

Can 1 Can 2

Answer: Friction from the bottom of the can and the table will keepCan 1 from spinning. The marbles under Can 2 will rollwhen the can is turned. This will keep the base fromrubbing on the surface of the table. Rolling creates muchless friction than a solid surface moving against the table.

LESSON 2


1Pressure

Pressure is the application of force. A force is apush or a pull. Pressure can be the output forceof a machine, or it can be liquid or air/gaspressure. The normal measure of pressure isstated as pounds per square inch (psi). Themeasure 100 psi means there are 100 pounds ofpressure being applied to each square inch of asurface. You may be familiar with psi fromchecking the air pressure in your tires. Your tiresmay be inflated to 32 psi. This means they have32 pounds of pressure on each square inch insidethe tire.

Liquid pressure is also measured in psi. Waterpressure is probably the easiest to see. Liquidpressure is determined by the weight of the liquidand the force being applied to the liquid. Withno other force being applied, the pressure at thebottom of a container will increase as the heightof the liquid in the container increases. This is aresult of the increasing weight. Pressure halfwayup the container will be less than that at thebottom because the weight is less.

LESSON 2


1

Figure 5

Let’s take a look at a common application ofliquid weight and pressure. When you open afaucet at your home, hopefully the water doesnot trickle out. It should come out with a gooddeal of pressure. One method of achieving thisis through the use of very tall water towers, whichwe see dotting the landscape. Thousands ofgallons of water are stored in these tanks. Youcan imagine that the weight of the water createsa tremendous force at the bottom of the tank.This weight creates the water pressure neededto run your household.

less pressure

more pressure

LESSON 2


1

<

Compression

Fluids and gases can be pressurized. An outsideforce can be applied to a fluid or gas in an airtightspace. This pressure forces the molecules closertogether. This is called compression. When thepressurized fluid or gas is released, as the moleculesexpand, a much greater force is exerted than thatcaused by the weight of the substance alone. Pumpsare used to pressurize liquids and gases.

This process of compressing/pressurizingliquids and gases is the basis for many practicalapplications. For example, compressed air is usedto inflate tires, spray paint, and operate powertools. Hydraulics is the use of pressurized liquidsto exert tremendous forces in lifting, pushing,and pulling. These applications range fromoperating the power brakes and power steeringin your car to the unbelievable power of heavyearth-moving equipment.

Thinking Activity

Suppose you have a watch that is guaranteed to be waterproof to adepth of 100 feet. You take it to 200 feet. What likely happens andwhy?

Answer: Your guarantee is no longer valid. The water pressure isgreater at 200 feet than at 100 feet. The seals may not beable to hold the water out of the watch. The leaky sealsmay cause the watch to malfunction.

LESSON 2


1EXERCISE – PRINCIPLES OF ENERGY

Instructions: Read each question. Select the letter of the response that bestanswers the question.

1. Mary wore a pair of thick gloves when she went snow skiing.What principle is Mary using to keep her hands warm?

a. reflectionb. insulationc. conductiond. friction

2. Dan checks the level of motor oil in his boat every weekendbefore taking it out. What principle is Dan aware of andtrying to prevent?

a. reflectionb. insulationc. conductiond. friction

3. What material should Josh select to use as a conductor ofan electric current?

a. plasticb. rubberc. paperd. copper

LESSON 2


14. Craig wants George to learn to scuba dive. George is afraid.

From the size of the tanks, he thinks the air will run outwhile he is under the water. What principle should Craigtry to explain to convince George to dive with him?

a. gravityb. compressed airc. lack of frictiond. absorption

5. Cain must lift a wooden crate 3 feet to place it on the loadingdock. The crate weighs 15 pounds. How much energy isrequired to lift the crate onto the dock?

a. 15 foot-poundsb. 3 foot-poundsc. 18 foot-poundsd. 45 foot-pounds

LESSON 2



1. Mary wore a pair of thick gloves when she went snow skiing.What principle is Mary using to keep her hands warm?

Answer: b. insulation

2. Dan checks the level of motor oil in his boat every weekendbefore taking it out. What principle is Dan aware of andtrying to prevent?

Answer: d. friction

3. What material should Josh select to use as a conductor ofan electric current?

Answer: d. copper

LESSON 2


14. Craig wants George to learn to scuba dive. George is afraid.

From the size of the tanks, he thinks the air will run outwhile he is under the water. What principle should Craigtry to explain to convince George to dive with him?

Answer: b. compressed air

5. Cain must lift a wooden crate 3 feet to place it on the loadingdock. The crate weighs 15 pounds. How much energy isrequired to lift the crate onto the dock?

Answer: d. 45 foot-pounds

LESSON 2


1MECHANICS: AN OVERVIEW

Well, I hope you survived the first two lessonsdescribing some basic ideas and principles ofscience. You probably thought you were inGeneral Science class. I remember asking myself,“How am I ever going to use this information?”I hope I was able to show you how we use theseprinciples in a practical way every day!

In Lesson 3, we’re going to move intomechanics and machinery. Our goal again willbe to give you information on the principles.Also, we will show you practical ways theseprinciples are used.

Machines

A machine is simply something that doeswork. Work is done when a force causes an objectto move. Man invented machines thousands ofyears ago when he realized the limitations of thehuman body as it applied to basic survival.

In the Stone Age, man realized he did nothave the physical ability to obtain the food heneeded to survive. He learned to use a club, arock, and later, invented the spear to help himhunt for food. Traps were devised to catchanimals. All of these things that did work weremachines.

LESSON 3


1Later, other machines were invented to make

work easier and faster. Man discovered that bytaking a long pole and placing it correctly, hecould lift boulders larger than ones he could liftwith his own strength. He had discovered thelever! The lever is a simple machine, but WOW,what a difference it makes!

In this lesson, we are going to briefly describesimple machines, but we will focus on theinclined plane and the lever. The principleslearned about these two machines will help youbetter understand the operation of othermachines covered in later levels of AppliedTechnology.

LESSON 3


1Simple Machines

A machine transmits force and directs themotion of the force. Some machines are calledsimple machines. Others are combinations oradaptations of simple machines. (Referencesources differ as to which ones are simplemachines or adaptations.) In this course, we willdescribe those machines considered as simplemachines. Then, we will focus on two of them.

Machines identified as simple machines are:

• the inclined plane• the lever• the wheel and axle (a version of the lever)• the pulley (a version of the wheel and axle)• the gear (a version of the pulley)• the wedge (a version of the inclined plane)• the screw (a version of the inclined plane)

A machine’s capability to do work is measuredby its efficiency and mechanical advantage. Aswe discussed earlier, no machine is 100%efficient as a result of energy loss due to friction.While no machine can be friction-free, stepssuch as lubrication and design can be taken toreduce friction. We’ll take a closer look at thisnotion of mechanical advantage as we discuss theinclined plane and the lever.

LESSON 3


1

Figure 6 Figure 7Inclined Plane Lever

Figure 8 Figure 9 Figure 10Wheel & Axle Gears Screw

Figure 11 Figure 12Wedge Pulley

LESSON 3

Simple Machines


1MECHANICS:THE INCLINED PLANE

The inclined plane is so simple, you may havea problem considering it a machine. However,it can be a powerful tool in adding to ourcapability to do work.

Figure 13

The purpose of this tool is to move a load toa higher or lower level while reducing the forcerequired.

half forc

e

full

forc

e

2 ft 1 ft

LESSON 4


1Let’s look at an example. (See Figure 14.) In

this example, the goal is to lift a 250-pound boxfrom point A to point B. You could considerpoint B the back of a truck. Now, I’m not sureabout you, but I know I could not lift thatweight. However, if I move the box to point C,I’m pretty sure I could push it up the ramp orinclined plane.

Figure 14

How much force will have to be applied topush the box up the inclined plane? That’s wherethe mechanical advantage comes in. For thepurpose of showing mechanical advantage, let’sassume no friction is present.

In this example, we want to lift the 250-pound box up two feet. A quantity can beobtained by dividing the length of the inclinedplane (10 ft) by the vertical distance (2 ft), whichthe box must be raised. The ratio is called themechanical advantage. In this example, the ratiois 5 to 1.

B

AC

10 ft2 ft

250 lb

LESSON 4

length of inclined planemechanical advantage = vertical distance


1To determine the force necessary to raise the

box, you will divide the weight of the box bythe mechanical advantage.

250(lb) ÷ 5(advantage) = 50 lb of force

I will have to move the box farther in orderto raise it up the desired height, but now I cando the work.

By making the same inclined plane longer,we could further increase the mechanicaladvantage. This means it would require even lessforce to move the box. If we made the plane 20feet long, we would have a mechanical advantageof 10 to 1. (See Figure 15.) This would requireonly 25 pounds of force.

250 ÷ 10 = 25

Of course, we would have to push the boxfarther. As the slope of the inclined planedecreases, the mechanical advantage increases.

Figure 15A

B

C

20 ft 2 ft

LESSON 4


1This principle is widely used in warehouse

and shipping applications. In some cases, theramps are made with rollers and bearings togreatly reduce the friction. Some shipping andmanufacturing processes use motorized conveyorbelts on an inclined plane to move goods.

Our roads and walkways also use the inclinedplane principle. Automobiles slowly windaround a mountain until they reach the top.They travel a greater distance to reach the top.However, vehicles have enough power to climbthe more gradual slope.

Another application we commonly see anduse is the escalator. While the escalator is acomplex machine, it is based on a motorizedconveyor moving up or down an inclined plane.This allows the movement of large weight witha reduced force.

Figure 16

LESSON 4


1EXERCISE – INCLINED PLANE

Instructions: Study the following diagrams. Select the letter of the responsethat best answers each question.

1. What is the mechanical advantage of this inclined plane?

a. 5 to 1b. 20 to 1c. 4 to 1d. 25 to 1

2. How much force must be used to push the box up thisinclined plane?

a. 25 poundsb. 100 poundsc. 5 poundsd. 20 pounds

3. How much force must be used to lift the box if the inclinedplane were not used?


25 ft

5 ft100 lb

LESSON 4


1


a. 30 to 1b. 3 to 1c. 5 to 1d. 50 to 1

5. How much force must be used to move this person up theescalator?


150lbs

30 ft10 ft

ESCALATOR

LESSON 4




Answer: a. 5 to 125 ft (length of inclined plane)5 ft (distance of rise)

divide by 5 to get a ratio of 5 to 1

2. How much force must be used to push the box up thisinclined plane?

Answer: d. 20 pounds100 lb (weight to be moved)5 (mechanical advantage)

divide 5 into 100 to find the force needed

25 ft

5 ft100 lb

LESSON 4


13. How much force must be used to lift the box if the inclined

plane were not used?

Answer: b. 100 poundsThe entire weight of the box must be lifted.


Answer: b. 3 to 1

5. How much force must be used to move this person up theescalator?

Answer: c. 50 pounds150 ÷ 3 = 50

150lbs

30 ft10 ft

ESCALATOR

LESSON 4

30

10=

3

1


1MECHANICS: THE LEVER

The lever is a simple machine that provides agreat deal of force.

Figure 17

The lever is made of a piece of material placedover a pivot point called a fulcrum. In Figure17, the pivot point or fulcrum is located in theexact center of the material. It is fairly easy tosee that the amount of effort exerted on one endof the material will place an equal amount offorce on the other end. The lever is a highlyefficient machine because the friction at thefulcrum is very small.

Let’s look at the mechanical advantage of thelever. For future discussions, we will refer to thematerial placed on the fulcrum as the lever. (SeeFigure 18.)

Effort10 pounds

Load10 pounds

Load and Effort are EQUAL

Fulcrum

LESSON 5


1

Figure 18In this example, you will note we still have the

lever and the fulcrum. However, we have nowmoved the fulcrum to a point toward one end ofthe lever. The lever is four feet long with three feeton one side of the fulcrum and one foot on theother side. With this arrangement, exerting a 10-pound effort to the longer end of the lever (3 feetfrom the fulcrum) will result in a 30-pound upwardforce being felt on the load end (1 foot from thefulcrum). This again is mechanical advantage.

The mechanical advantage is the ratio developedby comparing the length of the lever from the centerof the effort to the fulcrum and the length of thelever from the fulcrum to the center of the load. Inthis example, the mechanical advantage is 3 to 1.

Effort10 lb

Load30 lb

1

1

23

lever

LESSON 5

mechanical advantage = length from fulcrum on effort side

length from fulcrum on load side


1Let’s take the same illustration but use a -

feetlonger lever. This time we’ll use a 12-footlever. The fulcrum is placed 2 feet from the loadend. What is the mechanical advantage? Howmuch effort will have to be exerted on the leverto lift a 250-pound load?

I think you’re right! Let’s see … we have 10feet on the effort side and 2 feet of the lever onthe load side. 10 divided by 2 equals 5 … so wehave a 5 to 1 mechanical advantage. We’re almostthere. In order to lift a load of 250 pounds whenI have a 5 to 1 mechanical advantage, I will haveto exert 50 pounds of force.

250 ÷ 5 = 50

Boy, I’m glad I got through that! However, itwas a lot easier than lifting all 250 pounds bymyself!

Figure 19

LESSON 5

Effort50 pounds

Load250 pounds

Fulcrum


1There’s another point you need to understand

about the principles of the lever. The levermachine we have been discussing is called a first-class lever. The longer the effort side of the lever,the greater the mechanical advantage. However,with the use of this type of lever, you losedistance. Distance from the fulcrum on the effortside is directly related to the mechanicaladvantage. Let’s think about the exercise we justcompleted.

In Figure 20, we have a 5 to 1 mechanicaladvantage. We can move 250 pounds with 50pounds of effort. However, the load will moveonly one increment of distance for every 5increments of distance moved by the effort. Let’sexplain that another way. If I want to move theload up 6 inches, I must move the lever, at theeffort end, down 30 inches. I gained force whileI lost distance.

Figure 20First-Class Lever

LESSON 5

Effort50 pounds

Load250 pounds

Fulcrum6 inches

30 inches


1

<

Thinking Activity

Look at the following drawing. What effort must be applied tobalance the 60-lb load?

Answer: This may be tough! In this case, the load has the advantagesince it is on the longer side of the lever. The mechanicaladvantage is 1 to 3. Therefore, you will have to exert 180-lbeffort to balance the 60-lb load.

60 lb

LESSON 5


1Everyday Applications

From our discussion, you should see theadvantage of using a lever to move a boulder inyour yard. There are also many other examplesthat we use every day.

Figure 21

This is a common mechanic’s wrench. Thisis used to tighten and loosen nuts and bolts withfar greater force than we can with our fingers.With the wrench, we are using a lever to leverageor increase the force. In this case, the nut or boltis the fulcrum, and the handle of the wrench isthe lever. The longer the handle, the more forceis developed. Also, notice that Point A of thewrench travels a much greater distance than thenut or bolt turns.

LESSON 5

A.


1

Effort

Fulcrum

Force

Nail

Do you recognize the tool in Figure 22?

Figure 22

This is a claw hammer. The claw is used toremove nails. Can you identify the fulcrum, thelever effort point and the force point? I thinkyou’re starting to catch on.

Figure 23

LESSON 5


1Identify the effort point, the fulcrum, and

the force point for each tool.

Figure 24 Figure 25Crowbar Pliers

Figure 26Doorknob

LESSON 5

Now turn the page to check your answers.


1

Figure 24 Figure 25Crowbar Pliers

Figure 26Doorknob

Fulcrum

Effort

ForceFulcrum

Force

EffortEffort

EffortPoint

Lever

Fulcrumand

Force Point

NOTE: Figure 26 may have been a little tough, but I wanted to show variationsof how the lever principles are used.

LESSON 5


1In the case of the doorknob, the outside

circumference of the doorknob represents theeffort point. The center of the doorknob is thefulcrum.

Figure 27

CIR

CU

MFERENCE

CIR

CU

MFE

RENCE

LESSON 5


1In addition to first-class levers, there are two

more classes of levers. I will describe them foryour information, but we will not cover themin great detail.

A second-class lever is one that has the loadplaced between the fulcrum and the effort pointon the lever. (See Figure 28.)

Figure 28Second-Class Lever

Effort

Load

Fulcrum

LESSON 5


1In this type lever, the load is supported by

both the fulcrum and the effort point. Fromwhat we have previously discussed and logic, youcan conclude that a load placed in the exactcenter will be equally supported by the effortpoint and the fulcrum. When the load is movedcloser to the fulcrum, the fulcrum will supportmore of the load and the effort point less. (SeeFigure 29.) Conversely, the more the load ismoved toward the effort point, the more effortit will take to support the load. (See Figure 30.)

Figure 29

LESS Effort

Load

Fulcrum

MORE Effort

Load

Fulcrum

Figure 30

LESSON 5


1The wheelbarrow is a good example of a

second-class lever.

Figure 31

A third-class lever is one that has the effortpoint between the load and the fulcrum. (SeeFigure 32.)

Figure 32Third-Class Lever

Effort

Load

Fulcrum

Load

Fulcrum

Effort

LESSON 5


1In this application, you sacrifice power but

gain distance. If the effort point is at the samepoint as the load, it will take an effort equal tothe load to support the load. (See Figures 33,34, and 35.)

Figure 33 Figure 34 Figure 35

The household broom is an example of athird-class lever.

Figure 36

The distance the load travels will be greaterthan the distance traveled at the effort point.

Fulcrum

Effort

Load

��

��

��

��

��

��

��

� ��

��

��

��

LESSON 5


1EXERCISE – LEVERS

Instructions: Read each question. Select the letter of the response that bestanswers the question.

1. The fulcrum is in the center of the lever. How much effort isneeded to balance the lever if 50 pounds are placed on oneend?


2. Chris has a lever that is three feet long. There are two feeton one side of the fulcrum and one foot on the other side.What is the mechanical advantage that can be gained fromthe lever?

a. 1 to 1b. 2 to 1c. 3 to 1d. 6 to 1

LESSON 5


13. With a 2 to 1 mechanical advantage, how much effort must

be applied to the lever to lift a 60-pound load?


4. Don has been learning about the principles of levers. Heneeds to lift a crate in his basement that weighs 100 pounds.If he can attain a 4 to 1 mechanical advantage, he will onlyhave to exert 25 pounds of effort. Where does he need toplace the fulcrum for a 5-foot lever?

a. 4 ft on the side with the 100-pound loadb. 3 ft on the side with the effortc. 1 ft on the side with the loadd. place fulcrum on end of lever with effort

LESSON 5


15. Look at the drawing of a pair of scissors. Points A show

the:

a. effortb. fulcrumc. forced. This tool does not use the principle of levers.

6. Look at the drawing again. Point B shows the:


LESSON 5

A

B

C

A


17. Look at the drawing of a wedge. Point B shows the:


8. Look at the drawing of a fishing rod. Point C shows the:


A

B

C

B

A

LESSON 5



1. The fulcrum is in the center of the lever. How much effort isneeded to balance the lever if 50 pounds are placed on oneend?

Answer: b. 50 pounds

2. Chris has a lever that is three feet long. There are two feeton one side of the fulcrum and 1 foot on the other side.What is the mechanical advantage that can be gained fromthe lever?

Answer: b. 2 to 1

3. With a 2 to 1 mechanical advantage, how much effort mustbe applied to the lever to lift a 60-pound load?

Answer: b. 30 pounds

LESSON 5


14. Don has been learning about the principle of levers. He

needs to lift a crate in his basement that weighs 100 pounds.If he can attain a 4 to 1 mechanical advantage, he will onlyhave to exert 25 pounds of effort. Where does he need toplace the fulcrum for a 5-foot lever?

Answer: c. 1 ft on the side with the load

Effort

Load

25 lb 100 lb

LESSON 5


15. Look at the drawing of a pair of scissors. Points A show

the:

Answer: a. effort

6. Look at the drawing again. Point B shows the:

Answer: c. force

A Effort

A Effort

C Fulcrum

B Force

LESSON 5


1

A

B

C

B

A

LESSON 5

7. Look at the drawing of a wedge. Point B shows the:

Answer: d. This tool does not use the principle of levers.The wedge uses the principle of the inclinedplane.

8. Look at the drawing of a fishing rod. Point C shows the:

Answer: c. force


1Well, that’s the last exercise on this level. Now,

that wasn’t too painful was it? It is time for youto take a Posttest. Don’t get nervous. This willhelp you to know how much you understandabout Level 1. If you feel you are not ready, justgo back and review the material first.

I will provide the answers so that you cancheck yourself at the end of the Posttest. Don’tbe tempted to look ahead!

If you don’t do well, you can go back, review,and retest yourself. I know you will do just fine.Good luck!

LESSON 6

No Peeking!


1EXERCISE – POSTTEST

Instructions: Study the following diagram. Select the letter of the response thatbest answers each question.


a. 12 to 1b. 25 to 1c. 3 to 1d. 4 to 1

2. How much force must be used to push the box up theinclined plane?


12 ft 3 ft120 lb

POSTTEST


13. How much force must be used to lift the box if the inclined

plane were not used?


Instructions: Select the letter of the response that best answers each question.

4. Why does a piece of cork float when placed in water?

a. The volume of the water is greater than the volume of thecork.

b. The density of the cork is less than that of the water.c. The weight of the cork is greater than the weight of the

water.d. Molecules of cork are much more densely packed than

those in water.

5. What form of matter has very little movement of molecules?

a. solidsb. liquidsc. gasesd. atoms

POSTTEST


1Instructions: Read each description of something that happens. Then, read the

question(s) about it. Select the letter of the process that you thinkhas occurred.

6. Kay recently started wearing glasses. She notices herglasses fog up for a few seconds when she opens the ovendoor to check the beef roast.

What principle causes the problem with Kay’s glasses?

a. evaporationb. condensationc. insulationd. reflection

7. Lin and Sue work together at a shipping warehouse. Theydecided to visit an amusement park with a famous rollercoaster on their day off. Sue could hear the motor workinghard as they were pulled to the top of the track.

Which of the following principles causes a roller coasterto move downhill on the tracks?

a. conductionb. absorptionc. gravityd. condensation

8. Look at the drawing of a bottle opener. Point A representsthe:

POSTTEST


1


9. Look at the drawing of the bottle opener again. Point Brepresents the:


10. Look at the drawing of a hand cart. Point A represents the:

AA

BC

POSTTEST


1


11. How many cubic feet are in a cubic yard?

a. 3 cubic feetb. 27 cubic feetc. 12 cubic feetd. 1,728 cubic feet

12. Kyle started working at a produce warehouse. His first dayat work he noticed rolling balls under the belts that moved

B

AC

POSTTEST


1the produce to the loading docks. Ramps were used to loadthe produce into the trucks. The balls under the belts areused to:

a. increase speedb. reduce condensationc. increase pressured. reduce friction

13. The ramps at the loading dock are examples of:

a. inclined planesb. leversc. pulleysd. wheel and axle

14. Ingrid has always washed her car in her driveway with thewater hose. Last week, she stopped at an automatic carwash on her way home from work. She was amazed at theforce of the water.

What would make the difference in the force of the water?

a. The car wash uses more water than most homes, so thewater company gives them more water.

b. The car wash uses pressurized water, which gives thewater more force.

c. The car wash uses the principle of condensation to makethe water have more force.

d. The car wash has a mechanical advantage because thehose is placed on a fulcrum.

POSTTEST


1

This page was intentionally left blank.

POSTTEST




Answer: d. 4 to 1

2. How much force must be used to push the box up theinclined plane?

Answer: a. 30 pounds

120 lb (weight to be moved)4 to 1 (mechanical advantage)

divide 120 by 4 to find the force needed with themechanical advantage of 4 to 1

12 ft 3 ft120 lb

POSTTEST

12(lengthof plane)3(distanceof rise)

=41


1

3. How much force must be used to lift the box if the inclinedplane were not used?

Answer: c. 120 pounds

4. Why does a piece of cork float when placed in water?

Answer: b. The density of the cork is less than that of thewater.

5. What form of matter has very little movement of molecules?

Answer: a. solids

6. Kay recently started wearing glasses. She notices herglasses fog up for a few seconds when she opens the ovendoor to check the beef roast.

What principle causes the problem with Kay’s glasses?

Answer: b. condensation

POSTTEST


17. Lin and Sue work together at a shipping warehouse. They

decided to visit an amusement park with a famous rollercoaster on their day off. Sue could hear the motor workinghard as they were pulled to the top of the track.

Which of the following principles causes a roller coasterto move downhill on the tracks?

Answer: c. gravity

8. Look at the drawing of a bottle opener. Point A representsthe:

AA

BC

POSTTEST


1

B

AC

answer: b. fulcrum9. Look at the drawing of the bottle opener again. Point B

represents the:

Answer: c. force

10. Look at the drawing of a hand cart. Point A represents the:

Answer: c. force

POSTTEST


111. How many cubic feet are in a cubic yard?

Answer: b. 27 cubic feet

There are 3 feet in a yard.3 feet × 3 feet × 3 feet = 27 cubic feet

12. Kyle started working at a produce warehouse. His first dayat work he noticed rolling balls under the belts that movedthe produce to the loading docks. Ramps were used to loadthe produce into the trucks. The balls under the belts areused to:

Answer: d. reduce friction

13. The ramps at the loading dock are examples of:

Answer: a. inclined planes

3 feet

1 ft

3 fe

et

3 feet

POSTTEST


114. Ingrid has always washed her car in her driveway with the

water hose. Last week, she stopped at an automatic carwash on her way home from work. She was amazed at theforce of the water.

What would make the difference in the force of the water?

Answer: b. The car wash uses pressurized water, whichgives the water more force.

POSTTEST


1The following chart will provide you with scoring information. Count thenumber of correct answers on your Posttest. Find that number in the leftcolumn. The number in the right column is your score. Repeat the exercisesthat you missed and, if needed, go back to the lesson that talks about thosetopics.

NUMBER OFNUMBER OFNUMBER OFNUMBER OFNUMBER OFCORRECT ANSWERSCORRECT ANSWERSCORRECT ANSWERSCORRECT ANSWERSCORRECT ANSWERS SCORESCORESCORESCORESCORE

15 100%

14 93%

13 87%

12 80%

11 73%

10 67%

below 9 review entirelevel

YOUR SCORE


1Well, how did you do on the Posttest? If you

scored 87% or higher, you are ready for Level 2.Don’t be discouraged if you scored below 87%.There are a lot of skills to learn. You can do it!

Remember, Applied Technology skills will helpyou in the workplace and throughout your life.

SUMMARY

GoodJob!


1GLOSSARY

adaptation - the process of adjusting or changing forms

alloy - different types of metals that have been melted and blendedtogether

bearing - a machine part to reduce friction on which parts turn or slide

circumference - the perimeter or outside distance around a circle

compound - made up of two or more parts

compression - a process of pressing or squeezing together

condensation - the process of a gas changing into a liquid

conduction - the transfer of heat through matter or the passage ofelectricity

conduit - a path or channel

cylinder - long, round body or figure

density - a measure of the closeness of molecules in matter. Density isthe ratio of mass to volume.

electricity - a form of energy comprising elementary particles that exertforce on one another

energy - the capacity for doing work

evaporation - the process of changing a liquid into a gas

fluid dynamics - the use of liquids and pressure

foot-pound - the measure of work or energy required to move an objectone foot against one pound of resistance

force - a push or pull

friction - creation of resistance and heat when matter rubs against matter

gravity - attraction of matter toward the center of the earth

heat - form of energy transferred between two bodies as a result of their

REFERENCE


1differences in temperature

hydraulics - the use of pressure transmitted through liquids to exertforce

inertia - tendency of matter to remain at rest or in motion

insulation - the effect of limiting the amount of transfer of heat,electricity, sound, or other forms of energy

lubricant - substance that reduces friction

matter - material substance of which any physical object is made

mechanical advantage - a gain from the use of a machine to transmitforce

mechanics - a science that deals with energy and forces and their effectson bodies

molecule - small particles that make up matter

molten - melted or made into liquid by heat

particles - any of the basic units of matter

pressure - force per unit area

principle - a law or fact of nature

reflection - the act of bending or throwing back energy, such as light,heat, or sound

resistance - an opposing force

sphere - round body; a globe

technology - the use of tools or methods to do work more easily

thermodynamics - the influence and use of heat

wave - fluctuation that transfers energy from point to point

weight - a measurement of gravity’s pull on forms of matter; a measureof heaviness

REFERENCE

Worldwide Interactive Network, Inc.1000 Waterford Place Kingston, TN 37763

Toll-free 888.717.9461Fax 865.717.9461 www.w-win.com

WIN Career Readiness Courseware - ©2008 Worldwide Interactive Network, Inc. All rights reserved.

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