Making moving easier

Making moving easier

Pencil and paper
Overview
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
a)
 Below are a number of simple machines which people use every day. Draw a line to match the type of simple machine to the machine that is used by people. (One of the machines used by people is not needed.)
 

Simple machine
 
      
Machine used by people
 
Lever   •    
•
 Nuts and bolts  
Ramp   •
 
 
  
•
 Windmill  
Wheel   •    
•
 Stairs  
Screw   •    
•
 Table  
     
•
 Garden spade  
b) Ian needs to move a large rock to the middle of his garden. He is going to use a metal bar and a block of wood as a lever to move this rock. He has a choice of 3 metal bars and a block of wood. The bars are exactly the same except for how long they are. The lengths are  1/2 m, 1 m, 1 1/2 m, and 2 m.
  i)
Which metal bar should he choose to use? (circle one) 
(A)   1/2 m         (B)   1 m          (C)   1 1/2 m          (D)   2 m
 
  ii) Draw in the box below how he would set up the metal bar and block of wood to move the rock.

Metal bar           Block of wood   

 
 
 
 
 
 
 
 
 
 


 
Level:
3
Curriculum info: 
Science, Knowledge, Physical World
Keywords: 
physics concepts, forces, simple machines, levers, ramps, wheels, screws
Description of task: 
Task: Match simple machines to items, select length of bar to lift a rock, and draw how to set up bar and a block of wood to lift the rock. Assessment focus: levers.
Making Better Sense: 
Levers
Answers/responses: 
 

Y6 (11/04)

a)

  

Lever – Garden spade
Ramp – Stairs
Wheel – Windmill
Screw – Nuts and bolts

4 marks
(1 mark for each correct match)

easy
(all 4 correct)

b)

i)
ii)

2 m

                               (Figure is optional)

1 mark
1 mark

moderate
easy

 

Diagnostic and formative information: 

Trial sample was 132 Year 6 students

  • For Question b) ii), some students placed the block some distance from the rock. We accepted any distance.
  • From some students' drawings it was difficult to tell where the items were positioned. In a classroom situation, the teacher can ask students to explain their drawings.
  • Some students came up with some rather creative ideas. For example, a few used the block as a chock to stop the rock moving. One used the block to drop onto the lever that was stuck under the rock, with the idea that this would shoot the rock into the air. Students' suggestions should be analysed for the ideas they do have about forces and levers. While they may not work very well, they may give clues about partial understandings, and are also a good place for students to begin their investigations.
Next steps: 
Students investigate lifting heavy items using similar equipment to the question.

  • Investigate using different length bars
  • Investigate the best position for the block.
  • Ministry of Education (1999). Making Better Sense of the Physical World. Wellington: Learning Media. The section on Forces and Motion includes a sub-section on Simple Machines
  • Ministry of Education (2004). Building Science Concepts Book 59: Bikes. Wellington: Learning Media. Activities about levers are included in this book. The teacher' notes clarify background knowledge about levers.