Levers and Pulleys Main Menu

Teacher Tips	Questions & Answers	Science Links	Resources	Hotline Help	Suggestion Box

Contents

• Introduction
• Kit Topics
• Objectives
• Themes and Concepts
• District Standards
• Assessment

Introduction

The Levers and Pulleys unit is a Full Option Science System (FOSS) kit created by the Lawrence Hall of Science at the University of California, Berkeley. It is published by Delta Education.

The Levers and Pulleys kit exposes students to basic concepts of mechanics using two of the six simple machines: levers and pulleys. They gain first-hand experience with effort, load, fulcrum, and mechanical advantage.

Kit Topics

Activity 1: Levers

Part 1: Introduction to Levers

Part 2: Experiment A - Load Constant

Part 3: Experiment B - Effort Constant

Activity 2: More Leverage

Part 1: Lever Classes

Part 2: Lever Diagrams

Part 3: Real World Levers

Part 4: Lever Pictures

Activity 3: Pulleys

Part 1: One-Pulley System

Part 2: Two-Pulley System

Part 3: Pulley Game

Activity 4: Pulleys at Work

Part 1: One- and Two-Pulley Systems

Part 2: Measure Distance

Objectives

Students are expected to:

• gain experience with two of the six devices called simple machines.
• gain experience with the relationships between the components of lever systems.
• gain experience with the relationships between the components of pulley systems.
• gain experience with the concept of advantage as it relates to simple machines.
• systematically collect and record data.
• use measurement in the context of scientific investigations.
• use diagrams to translate three-dimensional spatial relationships into two dimensions.
• acquire vocabulary associated with two simple machines (levers and pulleys).
• apply mathematics in the context of science.
• gain experiences that contribute to their understanding of several pervasive themes that point out connections among scientific ideas.

Themes and Concepts

Activity 1: Levers

Themes:

• Interaction
• Change
• System

Concepts:

• A lever is a tool that provides the user with an advantage.
• Fulcrum, load, effort, and lever are the components of a lever.
• When the load is in one position in a class-1 lever, the greater the distance at which the effort is applied, the less effort it takes to lift the load.

Activity 2: More Leverage

Themes:

• Interaction
• Change
• System

Concepts:

• The three kinds of levers differ in the arrangement of the load, effort, and fulcrum.
• Fulcrum in the middle is a class-1 lever (crowbar).
• Load in the middle is a class-2 lever (wheelbarrow).
• Effort in the middle is a class-3 lever (broom).

Activity 3: Pulleys

Themes:

• Pattern
• Interaction
• System

Concepts:

• When a device reduces the effort needed to lift a load, there is an advantage.
• Levers and pulleys are examples of simple machines.
• Two single pulleys can be used to construct a multiple pulley system.
• Pulley systems can be described using diagrams.

Activity 4: Pulleys at Work

Themes:

• Pattern
• Interaction
• System

Concepts:

• There is a relationship between the number of ropes supporting a load in a pulley system and the effort required to lift a load.
• There is a cost associated with the advantage in a pulley system.

District Standards

The Levers and Pulleys kit meets the following State/District Standards:

Standard 1. Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (1.a., 1.b., 1.c., 1.e., 1.f., 1.g., 1.h., 1.i., 1.j.)

Standard 2. Students know and understand common properties, forms, and changes in matter and energy. (2.1.a., 2.2.a., 2.2.b., 2.3.a., 2.3.b.,)

Standard 5. Students know and understand interrelationships among science, technology, and human activity and how they can affect the world. (5.c., 5.d.)

Standard 6. Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations. (6.a., 6.d., 6.f.)

Assessment

The Levers and Pulleys kit contains a set of assessments which can be used to monitor learning during or at the end of the module. The set contains (1) a Hands-on Assessment that uses materials from the module to assess performance and learning; (2) a Pictorial Assessment that requires the students to apply what was learned and communicate understanding; (3) a Reflective Questions Assessment that requires the student to reflect upon the content, recall information, and use knowledge in a way that is different from the way the information was presented in the activities. Using the assessments to monitor students over the course of the instruction will provide a record of individual progress as well as the overall progress of the class.

This web page is maintained by Leanne Graves.