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 • Tryitandsee.Weretheirpredictionscorrect?
Teacher’s Notes
The children should find that it
requires a much smaller effort (a
push or weighted paper cup) to lift
the load. If they use the weighted
paper “effort” cup from the earlier
activity they will find it is too heavy.
At this point you may wish to introduce
the idea of input, process and output
as applied to machines. In the case of
a lever:
the input is the amount and
direction of the effort force
the process is the lever
mechanism and
the output is the direction and
amount of force produced at the
‘load’ end of the lever beam.
 • Askthechildrentousewrittentexttodescribe
and explain their observations. They should include
labelled drawings of their model with arrows to indicate
movements and they should 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.
Whole Class
•Discusshowitnowrequiresmuchlessefforttoliftthe
load when the effort is applied a greater distance from
the fulcrum than the load.
•Thisformofleverdesigndiffersfromthatoftheseesaw
in which the load and effort are applied equidistant from
the fulcrum.
•Talkabouthowmuchthe‘effort’endnowmoves
compared to the ‘load’. This demonstrates another
function of levers - to increase (amplify) or decrease
movements depending on which end of the lever is
used to apply the effort.
Lesson�2.1�and�2.2:�The�Seesaw
Education
®
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