Let Simple Machines Do The Work

​​                Orchard Valley Waldorf School 6th and 7th grade students visited our home for physics lessons on the six simple machines first identified by the early Greeks in their scientific texts. 
                To experience the machines directly the students started with their body. Each day we began outdoors with the Bothmer exercise, “The Scales” which gives the bodily sensation of a moving lever utilizing the hip as a fulcrum followed by different wrist grip releases using the leverage of the arm.  We then moved inside for an academic understanding of the physics of the simple machines.  It is during this time they develop an intellectual understanding of work, momentum, friction, inertia, force, gravity, mechanical advantage and the six simple machines which include the lever, wheel and axle, pulley, screw, incline plane and the wedge.  

The Lever

​Wheel and Axle, and Pulley

The Screw, Incline Plane and Wedge

​           I still remember my experience learning the physics of simple machines and how I felt no connection of the lesson with real life. We had a small spring scale to measure the force applied to various small versions of the simple machines.  Although, technically, work was done because work is done when an object is moved through a distance, in my mind no real work had been done, at least the kind of work everyone considers real work. 

            Academic understanding of scientific concepts is essential to developing a holistic comprehension of science, however it is incomplete. To complete the cognition of basic scientific concepts, using real situations makes a greater impression than using props.   In the second part to our class the Waldorf students went outside and used real tools such as an iron bar and come along to move very heavy rocks.  At first they really didn’t want to use the come along and chains to pull an extremely heavy rock because it takes time to set up the chains.  “Why not just push the rock over to where we going to use it?”  They started pushing but the rock wouldn’t budge.  The come along was slow but at least the rock moved inch by inch until they reached the rock wall where the monster rock was positioned into place using an iron bar as a lever.  Heavy logs were brought out of the woods easily using a wheel and axle while one of the students rode on the back part of the log as a counter balance.  These logs were placed in position for support for a small root cellar.  Another log was split lengthwise by driving wedges with a sledge hammer.  In moving heavy objects with these simple machines one gets a realistic feel of mechanical advantage first hand, not by looking at a number on a spring scale, but by using their muscles and moving heavy objects.  This is when the student truly understands mechanical advantage.

        At the end of physics lesson in my high school we placed all the tiny weights, pulleys and scales, etc. in a box to be put away for the next year’s class to repeat the same lesson.  This class used real tools to move real objects to build real walls, real steps, and real log supports and this lesson will never be exactly repeated. 

Students did the work using various tools

Logs were pulled out of the woods using a wheel and axle

The logs were held to the wheel and axle using a chain and binder which is also a lever

​       As budgets are cut for education can we rethink how we teach?  Science, math, history, physical education, English, etc. can be taught through the arts of building, gardening and landscaping.  In this form of education students would have an invested interest in the physical structures of the school while at the same time learning skills they can use throughout life. Instead we concern ourselves with getting the job done.  Most schools spend money on machinery and workers to get the landscaping or building done robbing the students of the chance to learn topics such as physics, carbon sequestering, the movement of water, how to move your body properly, etc. through physical activity and real work.
 This type of education can include everyone.  Parents and community members can help to teach the skills and teachers can help these community members convey these skills to others.  Through education community can be built.