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Lesson�8:�The�Sailboat
•Askthechildrentoconsiderhowthelowerpulleydiffers
from the pulley wheels at the top of the mast. Talk about
the concept of movable pulleys.
•Whatdotheynoticeaboutthedistancesmovedbythe
lower pulley wheel and the end of the rope? Are they the
same as in the flagpole model, or different? If possible,
have the flagpole model available for comparison.
•Whatdotheynoticeabouttheeffortforcesneeded
to pull the string to raise the load? How do their
findings compare with what they found using the
flagpole model?
•Usestickerstoidentifyandlabelthefixed and
movable pulleys and the directions of movement
observed.
•Askthechildrenhowtheymighttesthowwelltheir
pulley system works? Discuss how they might measure
the forces used? How many measurements do they
need to take?
 • Askeachgrouptorecordandexplaintheirfindings
and observations through writing and labelled
drawings. They should indicate the direction of the
applied forces, the direction of movement of the pulling
force and the object being raised. The children should
be encouraged to use correct scientific vocabulary.
Teacher’s Notes
The distance moved by the effort
or pulling force - the child’s hand
pulling the string – is twice that
moved by the load but the pulling
force needed to move the load
is halved.
This is the trade-off. The pulling
force (effort) needed is halved
but the distance it has to move
is doubled.
It may be necessary to review that
forces are measured in Newtons
(N) and if weights are used, how
their values can be converted into
Newtons. Alternatively, two force
meters may be used - one to
measure the downward pulling
force and the other the force that
is to be overcome.
To promote the wider use and
application of ICT skills and practices,
the children’s models and work might
be recorded using a digital camera.
Education
®
51


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