Name of Instructors: Aaron Devine Student Teacher

Associate
Grade: 8 Science

Curtis Leishman Teacher

Activity: Linkages and Power Transmissions

GLE
Analyze machines by describing the structures and functions of the overall system,
the subsystem and component parts.
SLE
Identify linkages and power transmissions in a mechanical device, and describe
their general function
Learning Outcome
1) Students will recognize linkages and power transmissions in mechanical devices
and 2) be able to describe their general function.
Assessment: Observations and discussions
KSAs (1,4,5,7,8,9,11)

Pre lesson Considerations

Lesson overview of main scientific content, skills to be learned
Linkages, power transmissions, and gears.
Materials needed/preset up required/logistical considerations needed
(seating arrangement):
Power point, smartboard, journals, two stars and a wish forms, and posters
For Labs/demos: Safety considerations/factors/equipment required: NA
- How will students be made aware of the safety considerations? NA

Content:

Introduct

What is the teacher

doing?
Needs to include step by
step procedures:
Include Key questions,
logistics, key concepts that
will be addressed, methods
of formative assessment
- Agenda (PP)
- No Review
- Linkages

What are the students doing?

Be specific to what they will be doing
to be engaged in the learning.
Consider how they are organized, (eg
working alone/pairs etc).

students will work independently

during introduction.

ion

(how will
you engage
students?
Connections
to previous
learning?)

Time
estimation:
5 min
Transition
considerat
ions

Activity 1
(add more if
needed)

Time est:
15-20 min

Students will need their

journals for note taking

Linkages and Power

Transmissions
- Give students a chance
to use the device with
chain and sprockets or
demonstrate
- Show (PP) vacuum and
bike on power point
- Ask
1. What are the energy
sources of these two
devices?
2. (in relation to a bike)
What are the purposes
or functions of the two
devices?
3. How are these two
devices related?
- Give students wait time
to respond and time to
record answers in
journals
- State a complex
machines moves on
object by transferring
energy (stress this
point) from an energy
source to the object. In
these two cases what
are the objects? the
wheel in a bike and the

Students will work individually

throughout activity 1 and record any
relevant material in their journals.

brushes on the vacuum.

Go back to how they are
related and how they
transfer energy.
- Linkages definition
(PP) with pics of chain
and belt.
- Say chains and belts
form a direct link
between two wheels, so
that when one turns, the
other will turn in the
same direction.
- Ask
1. In a chain system, what
happens when one
wheel is larger?
2. What is the advantages
and disadvantages of
using chains and belts?
- Ask
1. Who road a bus or car
to school? Who rode
their bike?
2. What about larger
machines that are more
complex and that move
loads larger than one
person?
3. What is used to transfer
the force between the
engine and the wheels?
- Give students time to
respond
- State cars, trucks, and
buses use a special type
of linkage called a
transmission
- Transmission
definition (PP)
- Gears definition
- State transmission
contains are large
number of gears that
allows the operator/driver
to apply a large force to
-

Transition
considerat
ions

move a objects slowly or

a small force to move an
object quickly.
Ask when starting to
move, what size of wheel
will the transmission be
connected to?

Students may need water

break

Peer Review of Posters

Activity 2
Gallery Walk (PP)
- Give instructions and
Time Est:
examples
- Hand out two stars and
10-15 min
wish forms
- Inform when done will
be given time to work on
posters.
Transition Students may need water
considerat break
ions
Posters
Activity 3
Time Est:
10-15 min

Conclusio
n
-

How will
you know
if students
learned
what you
hoped?
Connectio
ns to next
lesson?
Connectio
ns back to
key

Inform next class the final

posters will be assessed and
to have them displayed.

Students will work individually on peer

review of posters

Students will work in their assigned

groups on their posters.

question

Accommodations/Modifications:
Extension and extra time activity:
posters
Reflection on how the lesson went.

I feel I need to go over gear selection with the students again. Some of the
students are having difficulties understanding what high and low gear are and
when these gears should be selected.
I could have done a better job at explaining what the purpose of the peer
feedback for the posters.
Implement a no hands policy so it will deter students from shouting out
answers.
Try using white boards in the coming lessons.