Grade by Grade
D. Structures and Mechanisms · Systems in Action

Systems in Action: Unit Review

A1.1 A1.2 A1.3 A1.4 A1.5 A2.1 A2.2 A3.1 A3.2 A3.3 D1 D1.1 D1.2 D2 D2.1 D2.2 D2.3 D2.4 D2.5 D2.6 D2.7 D2.8 D2.9 D2.10About 40 minutes
Learning goals
  • I can describe types of systems, their purpose, inputs and outputs, and what keeps them safe and efficient.
  • I can calculate work, mechanical advantage and efficiency.
  • I can explain energy dissipation, consumer information, productivity and automation.
  • I can assess the impacts of systems and alternative ways of meeting needs.

Words to know

system
A group of components that work together for a purpose.
work
W = F × d, in joules.
mechanical advantage
Output force ÷ input force.
efficiency
Useful work output ÷ work input × 100%.
dissipate
To spread out as forms not useful for the job, mostly thermal energy.
automation
Using sensors, controllers running code and actuators so a system works with little human control.
social factor
Something about people and society that influences how a system changes.

Let's review!

In this unit you learned to see the world as systems. You identified types of systems and described their purpose, inputs and outputs, including food processing systems. You found the components and processes that keep systems safe and efficient. You calculated work, mechanical advantage and efficiency, and learned how energy dissipates and how innovations reduce the waste. You explored consumer information, productivity, automation, the social factors that change systems and alternative ways of meeting needs, and you used the engineering design process to build a lifting system.

This review has a few questions from every lesson. Try each one, then press Show answer to check. If a part feels tricky, go back to that lesson for more practice.

SYSTEMSTypesmechanical, electrical,social, natural, infoInputs and outputsinput → process → output,purpose, feedbackSafe and efficientcontrol, safety,maintenanceMachines by numberswork, MA,efficiencySystems and societyconsumers, productivity, automation,social factors, alternatives
The whole unit on one page. Every lesson looked at systems from one of these five angles.

What Is a System? Types of Systems

1

Classify: a) a hospital's patient records b) a food bank c) a snowblower d) a wetland.

2

Name two subsystems of a bicycle and the job of each.

3

Why is a school bus system a combination system?

Purpose, Inputs and Outputs of Systems

1

List the inputs and one intended and one unintended output of a gas lawn mower.

2

What is feedback? Give an example.

3

Is thermal energy from a fridge an intended or unintended output? Explain.

Food Processing Systems: From Farm to Table

1

Why is milk pasteurized?

2

About how much sap is needed to make 9 L of maple syrup?

3

How does reverse osmosis make a sugar bush more efficient?

4

Which peoples were making maple sugar before Europeans arrived?

Components and Processes That Keep Systems Safe and Efficient

1

Classify each part of a furnace system as control, safety or efficiency: thermostat, flame sensor, clean filter.

2

What is triage, and does it make an emergency department safer or more efficient?

3

Why is regular maintenance a process that keeps systems safe?

WORK IN250 N × 4 m= 1 000 JMACHINE(movablepulley)USEFUL WORK OUT400 N × 2 m= 800 Jdissipated: 200 J(friction → thermal energy)W = F × d (newtons × metres = joules)MA= output force ÷ input force = 400 ÷ 250 = 1.6IMA= 2 (two supporting rope segments)Efficiency= 800 J ÷ 1 000 J × 100% = 80% (also 1.6 ÷ 2)
All three calculations from the unit on one machine: the pulley from the efficiency lesson. Work goes in, useful work comes out, and the difference is dissipated.

Force, Displacement and Work

1

You push a box with 80 N for 5 m. How much work do you do?

2

You lift a 4 kg bag 1.5 m. How much work do you do?

3

720 J of work moves a sled 12 m. What force was used?

4

You hold a heavy box still for 2 minutes. How much work do you do on it?

Input Force, Output Force and Mechanical Advantage: Levers

1

A lever lifts 720 N with an input force of 120 N. What is its MA?

2

A lever has an input arm of 1.5 m and an output arm of 0.3 m. What is its IMA?

3

Classify: a) nutcracker b) hockey stick c) pry bar.

4

A 300 N child sits 2 m from a seesaw's middle. Where must a 400 N child sit to balance?

Mechanical Advantage of Pulleys, Ramps, Wheels and Gears

1

A pulley system has 5 supporting rope segments. What ideal force lifts 1 000 N?

2

A ramp is 5 m long and 0.5 m high. Find its IMA and the ideal force to push a 700 N cart up it.

3

A 20-tooth gear drives a 60-tooth gear. How do the speed and turning force of the big gear compare?

Efficiency: Where Does the Energy Go?

1

A pulley lifts 600 N by 1 m while the worker pulls 400 N over 2 m. Find the efficiency.

2

Where does most of the dissipated energy in a machine go?

3

Name two innovations that make mechanical systems more efficient.

Helping Consumers Use Systems Safely and Efficiently

1

What does an EnerGuide label show?

2

Two freezers use 300 kWh and 420 kWh per year. At $0.12 per kWh, how much does the efficient one save each year?

3

How do recalls help keep systems safe?

Mechanical Innovations That Increase Productivity

1

A worker packs 40 boxes per hour by hand and 280 per hour with a machine. By how many times did productivity increase?

2

How did the moving assembly line increase productivity?

3

Name one benefit and one cost of a productivity innovation.

Automating Systems: Code, Benefits and Costs

1

Name the sensor, controller and actuator in a smart sprinkler system.

2

Give one social, one economic and one environmental impact of robots in a warehouse.

3

Fix the code: if dark, turn porch light on. (The light never turns off.)

How Society Shapes Systems: Evolving Systems and New Ways to Meet Needs

1

Name two social factors that can cause a system to change.

2

How do the beans help the other Three Sisters?

3

Assess a community garden as an alternative food source from two points of view.

Design Challenge: A Lifting System with Mechanical Advantage

1

Put these steps in order: test, define the problem, build a prototype, improve, plan.

2

A model lifts 5 N by 0.2 m with 2 N pulled over 0.6 m. Find the actual MA and efficiency.

3

Give one safety rule for testing a lifting system.

Just for fun

What do you call a machine that is 100% efficient?

Imaginary.

How to use this review

  • Work through one section at a time and write your steps for calculations: formula, numbers with units, answer.
  • Put a check mark beside each question you got right on your own. Put a star beside any you needed help with.
  • If you starred two or more questions in a section, go back to that lesson and redo its "More practice" questions.
  • Finish with the quiz. For every quiz mistake, read the explanation and find the lesson it came from.
  • For written answers, check that you used the unit's vocabulary: input, output, work, mechanical advantage, efficiency, dissipate, social factor.
Check your understanding

Quiz

1.

Which is a social system?

2.

Exhaust from a car is...

3.

About how much sap is needed for 2 L of maple syrup?

4.

A circuit breaker in a home is mainly a...

5.

A 50 N force pushes a box 6 m. How much work is done?

6.

A machine's output force is 900 N and its input force is 150 N. Its MA is...

7.

A ramp 6 m long rises 1.5 m. Its IMA is...

8.

A machine does 240 J of useful work from 300 J of input. Its efficiency is...

9.

Which is an example of an automated system?

10.

In the engineering design process, what do you do right after testing a prototype?

For parents and teachers

Use mistakes to choose what to revisit. Each review section matches one lesson.

  • Calls every system a machine, or cannot name subsystems: revisit What Is a System? Types of Systems.
  • Mixes up inputs and outputs, or lists only intended outputs: revisit Purpose, Inputs and Outputs of Systems.
  • Unsure why milk is pasteurized, or multiplies and divides by 40 the wrong way: revisit Food Processing Systems: From Farm to Table.
  • Lists only safety features, or forgets processes like maintenance: revisit Components and Processes That Keep Systems Safe and Efficient.
  • Uses kilograms as force, forgets to convert cm to m, or says holding still is work: revisit Force, Displacement and Work.
  • Divides MA the wrong way, or confuses lever classes: revisit Input Force, Output Force and Mechanical Advantage: Levers. Redo the coin lab.
  • Counts the wrong rope segments, or uses the ramp's base instead of its length: revisit Mechanical Advantage of Pulleys, Ramps, Wheels and Gears.
  • Gets efficiencies over 100%, or uses forces instead of work: revisit Efficiency: Where Does the Energy Go?
  • Struggles with kWh cost comparisons: revisit Helping Consumers Use Systems Safely and Efficiently.
  • Divides by the wrong quantity in productivity questions, or sees only benefits: revisit Mechanical Innovations That Increase Productivity.
  • Cannot name sensors and actuators, or gives one-sided impact assessments: revisit Automating Systems: Code, Benefits and Costs.
  • Thinks only technology changes systems, or assesses from one point of view: revisit How Society Shapes Systems.
  • Mixes up criteria and constraints, or changes several things in one test: revisit Design Challenge: A Lifting System with Mechanical Advantage.

A few mistakes are normal. Praise clear steps with units and balanced reasoning, not only right answers.