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The power to lift indicator project for science 356

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This learning center activity is designed to help students understand the use of simple machines.

This learning center activity is designed to help students understand the use of simple machines.

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• 1. The Power to Lift
Levers and Fulcrums
Education 356
Professor Sandrick
Tracie Ambrose
Spring 2010
3.2.5 Construct something used for performing a task out of paper, cardboard, wood, plastic, metal, or existing objects.
• 3. Types of Machines
Simple Machines
Complex Machines
• 4. Definitions
Simple machine—a tool that is used to help make work easier. A simple machine has few or no moving parts.
Force—the amount of pressure applied to something
Fulcrum-the wedge that a lever is put over that holds it above the flat surface such as a floor or the ground.
Load—the object that is being lifted by the lever.
Lever—the part of the machine that does the work.
• 5. What is a Simple Machine?
A simple machine is a tool that has few or no moving parts. It makes work easier, and uses energy to work. A teeter totter is one example of a simple machine.
• 6. Types of Simple Machines
Lever
Incline Plane
Wheel and Axle
Screw
Wedge
Pulley
• 7. Focus on the Lever
Parts of the Lever
Lever(arm)
Force
Fulcrum
• 8. How the Lever Works
When pressure (force) is applied to a lever, the lever moves downward.
The load that is on the other side of the lever then changes position.
The amount of force that is required to move the lever depends on the weight of the load.
When the weight of the load and the pressure are equal, the lever balances on the fulcrum.
• 9. Levers in Our World
Where are some places that you will find levers?
• 10. Lesson Plan
Find the materials in the box. With the help of a parent, older sibling, grandparent, etc. follow the lesson plan and discover for yourself how a simple machine such as a lever works.
First, lay out the materials. There should be: a nickel, a dime, a ruler, a pencil, and a work sheet to record your ideas.
• 11. Lesson Plan page 2
Lay the ruler over the pencil so that the pencil is in the middle of the ruler. The pencil becomes the fulcrum.
Next put the dime on one end of the ruler.
What happens? Why? Record your idea on the worksheet.
What do you think will happen if you put the pencil in a different location on the ruler? Record your thoughts.
• 12. Lesson Plan Page 3
Next, put the nickel on opposite end of the ruler stick.
What happens? Record your thoughts? Why did you get the results that you got?
What happens if you move the fulcrum (pencil) to a different location under the ruler? Why do you get the results that you get? Record your thoughts. Did your results have anything to do with the weight of the coins?
• 13. Lesson Plan Page 4
Now, see how many dimes will cause the nickel to balance.