Bedienungsanleitung Knex 78610 - Education Intro to Levers and Pulleys Teachers Guide (Seite 18 von 62) (Englisch)

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levers and pulleys

website: www.knexeducation.co.uk

Lesson 2: The Seesaw

 • Talkabouthowleverscanbefoundeverywhere,butthey

do not all look like seesaws. Other examples of levers

include scissors to cut paper, a claw hammer to pull a

nail out of piece of wood, a stapler, an oar used to row

a boat and even their own arms and legs.

Extension Activity 1

Some children may feel it was easier to move the paper

cup using the lever than without it. Discuss how they might

be able to carry out a fair test to verify their ideas.

Teacher’s Notes

If time allows ask children to

investigate levers on selected

Internet web sites. For example

www.enchantedlearning.com/physics/

machines/levers.shtml

The children could be asked to

come up with different ideas to

measure the load and effort. These

ideas might include using non-statutory

measurements such as the number of

paperclips/coins in each paper cup,

or using force meters.

 • Askthechildrentodescribeandexplaintheir

observations in written text and/or verbally. They should

include labelled drawings of their model with arrows to

indicate movements and use the correct terminology to

describe the different components.

To promote the wider use and

application of ICT skills and practices,

the children’s models and work could

be recorded using a digital camera.

Extension Activity 2

Discuss what rules the children would have to make if three

of them were to use a seesaw at the same time. Where

would they have to sit? How might they use their K’NEX

seesaw model to test their ideas?

Lesson 2.2 for Key stage 2

Possible Teaching and Learning Activities

The following activities are more suitable for older Key

Stage 1 or early Key Stage 2 children. The starting point is

the K’NEX Seesaw model used in the previous lesson.

Working in Groups of 2-3

Making lifting and moving easier:

 • Askeachgrouptomodifytheirseesawmodelsothat

the load is positioned closer to the fulcrum.

 • Explaintothechildrenthefulcrumisnow‘off-centre’,

making the arms unequal in length. In the original

model the fulcrum is positioned in the centre of the

beam, making the arms equal in length.

 • Askthechildrentopredict,givingtheirreasons,if

this change will make any difference in the effort they

need to use to lift the load. How will they test their

predictions? Write their predictions on the board for

later discussion.

The children could be asked to work

the modification out for themselves

or they could be told to replace

the yellow Rods on the load side

with shorter blue or white ones.

You may wish to review what the

children did in 1: ‘Feel the load’

and 2: ‘Use the lever’ described in

Lesson 2.1.

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