Levers & Pulleys
Investigation 4
Part 2
Measuring Distance
Students measure the distance over which effort must be applied to lift a load 5cm. They discover that even though the effort is reduced, the distance the effort must be exerted increases. Also, they discover that the distance traveled by the effort times the force of the effort is equal to the distance traveled by the load times the weight of the load.
3. Lesson set up and Management
1. Systems
- 1.2 Structure of Systems
- 1.2.1 Systems Approach
Describe how the parts of a system interact and influence each other.
(ST01, STI02, STI03, & STI04) - 1.3 Changes in Systems
- 1.3.1 Nature of Forces
Know the factors that determine the strength and interactions of the various forces
(CH01 1.3.1)
2. Inquiry
- 2.1 Investigating Systems
- 2.1.1 Questioning
Generate questions that can be answered through scientific investigations
(IN01 2.1.1) - 2.1 Investigating Systems
- 2.1.4 Modeling
Correlate models of the behavior of objects, events, or processes to the behavior of the actual things under investigation; test models by predicting and observing actual behaviors or processes
(IN04 2.1.4)
3. Design
- 3.1 Designing Solutions
- 3.1.1 Identifying Problems
Identify and examine common, everyday challenges or problems in which science and technology can be used or has been used to design solutions.
(DE01 3.1.1) - 3.1.2 Designing and Testing Solutions
Identify, design, and test alternative solutions to a challenge or problem.
(DE02 3.1.2) - 3.1.3 Evaluating Potential Solutions
Compare and Contrast multiple solutions to a problem or challenge.
(DE03 3.1.3) - 3.2 Science, Technology, and Society
- 3.2.4 All Peoples Contribute to Science and Technology
Know that science and technology have been developed, used, and affected by many diverse individuals, cultures, and societies throughout human history.
(DE04 3.2.4) - 3.2.5 Relationship of Science and Technology
Compare and contrast scientific inquiry and technological design in terms of activities, results, and influence on individuals and society; understand how science supports technological development and vice versa.
(DE05 3.2.5)
“You never get something for nothing”; for example, if the effort decreases, the distance you pull the rope increases.
3. Lesson set up and Management
Materials:
Have individuals set up starting line cardboard backdrops.
Make an overhead transparency of Pulley Data Sheet to fill out with the class.
Student Management:
Have student(s) sort materials or make a materials list on the board; have one person from each pair gather the materials.
Specific students can be designated as “materials persons”.
Make overhead transparencies of all Student Work Sheets to aid in review and discussion.
Read Teacher and Student background sections before doing the investigations.
Writing Support:
Reading Support:
See The Screw in the Science FOSS manual’s Science Stories Folio.