the homework machine chapter 10

The Homework Machine- Summary & Analysis

Table of Contents

About the Poem “The Homework Machine” 

Themes of the homework machine .

The themes of the poem “The Homework Machine” by Shel Silverstein are:

• The dangers of relying on technology ➤ The poem suggests that if we rely too much on technology to do our work for us, we may lose the ability to think for ourselves and learn.
• The importance of hard work ➤ The poem also suggests that there is no substitute for hard work. Even if we had a machine to do our homework for us, we would not really be learning anything.
• The importance of creativity and imagination ➤ The poem ends with the speaker imagining a world where everyone is the same and no one is creative. This suggests that creativity and imagination are essential for a fulfilling life.

“ The Homework Machine ” Poem by Shel Silverstein

The Homework Machine, Oh, the Homework Machine, Most perfect contraption that’s ever been seen. Just put in your homework, then drop in a dime, Snap on the switch, and in ten seconds’ time, Your homework comes out, quick and clean as can be. Here it is- ‘nine plus four?’ and the answer is ‘three.’ Three? Oh me . . . I guess it’s not as perfect As I thought it would be.

The Homework Machine Summary & Analysis

The Homework Machine by Shel Silverstein is a humorous and cautionary poem about the dangers of relying on machines to do your work for you.

The poem begins with the speaker describing the “Homework Machine” as the “most perfect contraption that’s ever been seen.” The speaker is excited about the machine because it can do your homework for you. All you have to do is put in your homework, drop in a dime, and snap on the switch. In ten seconds, your homework will be done, “quick and clean as can be.”

The speaker is eager to try out the machine, so they put in their math homework and drop in a dime. They snap on the switch, and in ten seconds, their homework is done. The speaker is thrilled. They can now spend their time doing other things, like playing or watching TV.

However, the speaker’s excitement is short-lived. When they look at their homework, they realize that the machine has given them the wrong answer to a math problem. The answer to “nine plus four” is three, which is obviously incorrect.

The speaker is disappointed and frustrated. They realize that the Homework Machine is not as perfect as they thought it was. They also realize that they need to learn to do their own homework, even if it is difficult.

The poem ends with the speaker realizing that they “guess it’s not as perfect / As I thought it would be.” This line is a reminder that we should not rely on machines to do everything for us. We need to learn how to think for ourselves and do things on our own.

FAQs from The Homework Machine

What is the story of the homework machine.

A kid finds a homework machine, but it gives them the wrong answer to a math problem, so they learn that it’s important to do their own work.

What is the central idea of the poem homework?

The central idea of the poem “The Homework Machine” is that it is important to learn to do your own work, even if it is difficult.

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The Homework Machine Chapter 10 Questions

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Embark on a literary adventure with our "Chapter 10 Worksheet for The Homework Machine." This tailored resource not only enhances vocabulary acquisition with carefully selected words from the chapter but also reinforces comprehension through thought-provoking questions. Perfect for individual or group study, this worksheet sets the stage for deeper engagement with the story while fostering critical thinking skills.

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About the author  (2006), bibliographic information.

The Homework Machine

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DOING HOMEWORK BECOMES A THING OF THE PAST The unlikely foursome made up of a geek, a class clown, a teacher’s pet, and a slacker – Brenton, Sam Snick, Judy and Kelsey, respectively, – are bound together by one very big secret: the homework machine. Because the machine, code named Belch, is doing their homework for them, they start spending a lot of time together, attracting a lot of attention. And attention is exactly what you don’t want when you are keeping a secret. Before long, members of the D Squad, as they are called at school are getting strange Instant Messages from a shady guy named Milner; their teacher, Miss Rasmussen, is calling private meetings with each of them and giving them pop tests that they are failing; and someone has leaked the possibility of a homework machine to the school newspaper. Just when the D Squad thinks things can’t get any more out of control, Belch becomes much more powerful than they ever imagined. Soon the kids are in a race against their own creation, and the loser could end up in jail…or worse!

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The Creative Behind the Book

Dan Gutman is the New York Times bestselling author of the Genius Files series; the Baseball Card Adventure series, which has sold more than 1.5 million copies around the world; and the My Weird School series, which has sold more than 12 million copies. Thanks to his many fans who voted in their classrooms, Dan has received nineteen state book awards and ninety-two state book award nominations. He lives in New York City with his wife, Nina. You can visit him online at www.dangutman.com.

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The Homework Machine

Starting with a stern statement from the Grand Canyon, Arizona Police Chief Rebecca Fish, meet four fifth graders in big trouble. There's long-haired, rebellious, cool guy Sam Dawkins; fun-loving, unacademic, pink-haired Kelsey Donnelly, African American grind Judy Douglas, and friendless genius Brenton Damagatchi. The whole thing starts because Sam is anti-homework, especially the daily fill in-the-blank worksheets his first-year teacher Miss Rasmussen hands out. Sam is skeptical when Brenton claims he has programmed his computer to search the web and do all his homework each day, but it’s true. Soon the four seatmates are spending every afternoon in Brenton’s bedroom, printing out their daily assignments on the computer they nickname Belch. It can’t do any harm, right? The chronology and confession of their ill-fated escapade is related entirely through a series of transcripts, narrated by the four contrite kids, their parents, classmates, and Miss Rasmussen.

There are many interesting threads explored in this nimble story: keeping secrets, making friends, being popular, the morality of taking the easy way out, first crushes, the meaning of war, and even the loss of a parent. The setting of the Grand Canyon and sub-themes about playing chess, starting fads, and using a catapult will get kids looking up supporting information in books and on the Internet. Questions readers can think about as they read include: Which of the four main characters is most like or unlike you and why? Which one would or would not be your friend and why?

Reviewed by : JF.

Themes : DEATH. FRIENDSHIP. GRIEF. HUMOR.

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CRITICS HAVE SAID

• “A dramatic and thought-provoking story with a strong message about honesty and friendship.” – Elaine E. Knight, School Library Journal
• “Booktalkers will find this a natural, particularly for those hard-to-tempt readers whose preferred method of computer disposal involves a catapult and the Grand Canyon.” – Carolyn Phelan, Booklist
• “Tucked in between the laughs are excellent messages about tolerance, honesty, and the importance of what the students’ teacher calls the “homework machine [that] already exists. It’s called your brain.” – Child Magazine
• “Short chapters of alternating voices tell the story, which is funny in some places, but is not without intense and sometimes sad moments.” – Susie Wilde, Children

IF YOU LOVE THIS BOOK, THEN TRY:

• Amato, Mary. The Word Eater. Holiday House, 2000. ISBN-13: 9780823419401
• Clements, Andrew. Frindle. Simon & Schuster, 1996. ISBN-13: 9780689818769
• Clements, Andrew. Lunch Money. Simon & Schuster, 2005. ISBN-13: 9780689866852
• Clements, Andrew. No Talking. Simon & Schuster, 2007. ISBN-13: 9781416909835
• Codell, Esm Raji. Sahara Special. Hyperion, 2003. ISBN-13: 9780786816118
• Fletcher, Ralph. Flying Solo. Clarion, 1998. ISBN-13: 9780395873236
• Gutman, Dan. The Get Rich Quick Club. HarperCollins, 2004. ISBN-13: 9780060534424
• Gutman, Dan. The Kid Who Ran for President. Scholastic, 1996. ISBN-13: 9780590939881
• Gutman, Dan. Qwerty Stevens Back in Time: The Edison Mystery. Simon & Schuster, 2001. ISBN-13: 9780590939881
• Park, Barbara. Maxie, Rosie, and Earl—Partners in Grime. Knopf, 1990. ISBN-13: 9780679806431
• Pearsall, Shelley. All of the Above. Little, Brown, 2006. ISBN-13: 9780316115261
• Rocklin, Joanne. For Your Eyes Only! Scholastic, 1997. ISBN-13: 9780142003220
• Sachar, Louis. Sideways Stories from Wayside School. Morrow, 1978. ISBN-13: 9780380698714

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The Homework Machine

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Chapter Summaries & Analyses

Introduction-Chapter 2

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Chapters 5-6

Chapters 7-8

Chapters 9-10

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Chapters 7-8 Chapter Summaries & Analyses

Chapter 7 summary: march.

Ronnie is thrilled that Brenton, the “genius-in-residence” (103) is moved to his table. Ronnie tries to befriend him, assuming that Brenton will tell him what the D Squad is up to. Despite Ronnie’s best efforts, Brenton has no interest in being friends, so Ronnie tries a different tactic. Ronnie threatens to tell everyone what Brenton is up to if he doesn’t let him in on it. Brenton calls Ronnie’s bluff and asks, “what exactly am I up to?” (104), and the question silences Ronnie. Initially Ronnie denies throwing a rock through a window to break into Brenton’s house but then admits that it was him. He wanted to find if there really is a homework machine and says that having the machine isn’t fair.

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ME 274: Basic Mechanics II

Homework h6.b - sp24.

DISCUSSION THREAD

Any questions? Ask/answer questions in the discussion thread below.

The animation below is for the case of c = 0 (undamped).

The derivation of the dynamical equation of motion (EOM) for a system is a straight-forward application of what we have learned from Chapter 5 in using the Newton-Euler equations. The goal in deriving the EOM is to end up with a single differential equation in terms of a single dependent variable that describes the motion of the system. Here in this problem, we want our EOM to be in terms of  θ (t).

Recall the following f our-step plan outline in the lecture book and discussed in lecture:

Step 1: FBDs Draw individual free body diagrams for the drum and the block. Choose a translational coordinate (say x, defined as being positive to the left).  Be sure the get the correct direction for the spring and dashpot forces on the block. Also, take care in drawing the friction force on the drum as being equal and opposite to the friction force on the block.

Step 2: Kinetics (Newton/Euler) Write down the Newton/Euler equations for the drum and block based on your FBDs above. Be sure to be in consistent in your sign conventions for forces/translation and moments/rotation.

Step 3: Kinematics The contact point of the drum on the block (call it point A) is a no-slip point; that is, the horizontal component of acceleration of A is equal to the acceleration of the block.

Step 4: EOM Combine your Newton/Euler equations along with your kinematics to arrive at a single differential equation in terms of the dependent variable θ .

11 thoughts on “Homework H6.B - Sp24”

Since we see the spring being stretched and compressed in this question, can we just pick one instance where it's being compressed and solve from there?

The way I approached the problem to keep consistency was to assume a positive theta and then determine if the spring would be compressed or stretched as the drum rotated CW.

The point of the EOM is that it is applicable to all instances. Draw your FBD such that the forces are positive for positive values of motion and position, that way, the signs will work themselves out if the position or velocity is negative

Would the direction of linear acceleration on the block be the opposite direction of motion of the drum (ie, the drum rotates clockwise and invoked motion to the left, but because of the spring and dashpot, would the block move to the right instead?)

I am a little confused with the euler equation for the disk as if we take the moment about c the no slip point only Ox or the pin reaction in the x direction does anything to the moment. We don't know Ox and thus because it only wants answers in terms of m,c,R, and K?

The non-slip point is an accelerating point. Therefore, you cannot take a moment about that point and still use the short form of Euler's equation. You are strongly recommended to take you moment about point O.

In addition to that moment equation, write down the Newton's 2nd law for the block. Couple that equation with the Euler equation and the kinematics from Step 3, just like we have been doing all through Chapter 5.

This will give you enough equations to reduce the dynamics down to a single EOM in terms of theta.

Would there be reaction forces where the drum is pinned? I assumed so but then when I go to take a moment at the drums point of contact with the block for the kinetics part, I'm left with a reaction O_x that I don't know and can't solve for.

As described in the response to Dawson above, you cannot use the no-slip point as your Euler reference point - that point of contact is accelerating. Use O as your reference point.

What does having the drum rotate in the CW direction do to the sign for alpha? It is throwing me off quite a bit.

The theta+ shown in the figure simply says that a CW rotation of the disk is the positive sign convention. This implies that alpha = second time derivative of theta also has a positive sign convention. When using Euler's equation, this says that a positive moment is also CW.

Does this help?

Is it necessary to relate the change in theta to change in the translational coordinate, for example defined as x positive to the left? If it is necessary, we would relate them in radians to distance, not degrees, correct?

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Chapter 10 Homework

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