Beruflich Dokumente
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For Teacher
Assessment Sheet
Activity Sheet
Meter rule
Marbles
Styrofoam cups
Graph Paper
CONCEPT OR PRINCIPLE
Levers are simple machines which are designed as force multipliers, where a small input
force(effort) is multiplied through its distance to produce a larger force (effort). Levers are
present in our everyday life and allowed man to use less effort in lifting loads as well a design
machines which in turn make our lives easier.
SPECIFIC OBJECTIVES
Classification
Learning Type
Remembering
Cognitive
Analysis
Cognitive
Valuing
Affective
PROCESS SKILLS
Applying scientific ideas and methods to solve qualitative and quantitative problems
Decision-making based on examination of evidence and arguments
ACTIVITIES
Flipped Pre- Lesson: Students are shown a youtube video on the mathematics of levers
Introduction:
Models: Laboratory Model, Inquiry- Based Model, Social Interaction (Group Work)
Teacher asks students to recall the main points of the flipped lesson as it related to Levers. S
explain what they would have learned from the video as it related to the story. T expects students
to say that levers can be used to lift heavy objects easier and that levers consist of an effort, load
and fulcrum.
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T presents to students a load, a fulcrum and two sticks of varying lengths. T asks a student to
come up and try to lift the load. T asks the class to identify where the fulcrum, effort and load are.
T then asks the student to use the shorter stick and the fulcrum to lift the load. The student then
says if greater or less effort was required.
T then asks students a question, Do you think it would be easier to lift the load with the longer
stick or not? T entertains students responses and asks them to explain their prediction.
T tells students that today they will be looking at whether the distance of the effort from the
fulcrum can make lifting a load easier or not.
DEVELOPMENT
T then presents Ss with the apparatus and explains how the apparatus is to be used. Students are
put in groups and provided with an activity sheet to record their results.
Students place a cup labelled load on the 90 cm mark of the meter rule while the fulcrum is placed
at the 50 cm mark. Students then use another cup and place it at 10cm intervals from the fulcrum.
Students are asked to record how much marbles were required to lift the load from its position.
Students repeat the process at 20 cm, 30cm and 40 cm, marks away from the fulcrum. Students
are told that each marble represents 1 Newton.
Students are to perform the experiment and each group is asked to plot a graph of force in
Newtons ( number of marbles) vs distance from fulcrum to illustrate their results.
Students then present their graphs to the class. T asks students to determine what relationship did
they observe.
T then asks students based on their results whether or not they were right or wrong about their
prediction about the question involving the two sticks.
T then asks a student to come forward and determine whether their prediction is true of false by
using the longer stick to lift the load.
T then asks students to identify some examples of levers in their everyday lives. T asks students to
explain if the lever identified makes their life easier.
EVALUATION
Students are then asked to in their group to come up with a question to ask the other groups about
the lesson. Each group then asks the other group their question. T corrects any misconceptions.
Students are then given an assessment sheet.
Consolidation:
T corrects the assessment sheet and recaps the main points of the lesson
Assignments:
1. Students are asked to view a flipped learning video on Hookes Law in preparation for the
next lesson.
2.
Students are asked to do a journal describing their thoughts about the lesson.
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ASSESSMENT SHEET
1. Draw a simple diagram of the apparatus you set up in the activity and label
the effort, load and the fulcrum.
2. Which of the diagrams below will require a greater effort to lift the load?