KNEX STEM Explorations Levers and Pulleys User manual

79319
8+
LEVERS AND
PULLEYS
BUILDING SET
LEVIERS ET
POULIES
JEU DE CONSTRUCTION
Education®
Experiments
Expériences‡
STEM
explorations
*

2Education®
(EN)Parts List
Before you start building, be sure to
compare the parts in your set with the
parts list here. If anything is missing, call
or write to us using the information on
the back cover. We are here to help you!
(FR)Liste des pièces
Avant de commencer à construire,
assure-toi de comparer les pièces dans
ta boîte à la liste de pièces fournie ici.
S’il manque quelque chose, téléphone-
nous ou écris-nous en te servant des
informations figurant au verso de la
notice. Nous sommes là pour t’aider !
Building Basics
Start Building
To begin your model, find the and follow the numbers.
Each piece has its own shape and color. Just look at the
pictures, find the pieces in your set that match and then
connect them together. Try to face your model in the same
direction as the instructions while you build. The arrows
show you where the parts connect, but not all connections
points have arrows. Faded colors show you this section is
already built.
Spacers
There are places in your model where you need
to add spacers. Be sure to use the correct
number of spacers shown in the instructions.
Connectors
You can slide these special connectors together.
Push tightly until you hear a “click”. Pay close
attention to the instructions and position them
horizontally or vertically exactly as they are shown.
Bases de la Construction
Démarre ta Construction
Pour commencer ton modèle, trouve l’étape numéro et suis
les numéros. Chaque pièce a sa propre forme et sa propre couleur.
Regarde les illustrations, trouve les pièces qui correspondent à ce
que tu vois et assemble-les. Pour t’aider pendant que tu construis,
oriente ton modèle dans le même sens que les instructions. Les
flèches t’indiquent où les pièces s’assemblent, mais les points de
raccordement n’ont pas tous des flèches. Les pièces de couleur
délavée sont celles que tu as déjà assemblées.
Espaceurs
Il y a des endroits sur le modèle où des séparateurs sont
nécessaires. Assure-toi d’utiliser la bonne nombre de séparateurs,
comme indiqué sur les instructions.
Connecteurs
Tu peux assembler ces connecteurs spéciaux en les faisant
glisser l’un dans l’autre. Pousse fort jusqu’à entendre un
« clic ». Lis attentivement les instructions et positionne-les
horizontalment ou verticalement, en suivant exactement les
illustrations.
(EN)English (FR)Français
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1
10 5 1 4
5
20 2
4
8
4 13
2
14 13 2
6
7 4 12
1
1
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2
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Balance Balance
Ausgewogenheit Balans
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Education®
(EN) WARNING: CHOKING HAZARD – Small parts. Not for children under 3 years.
(FR) ATTENTION : RISQUE D’ÉTOUFFEMENT – Pièces de petite taille. Ne convient pas aux enfants de moins de 3 ans.
(ES) ADVERTENCIA: PELIGRO DE ASFIXIA – Piezas pequeñas. No para niños menores de 3 años.
(DE) ACHTUNG: ERSTICKUNGSGEFAHR – Kleinteile. Nicht geeignet für Kinder unter 3 Jahren.
(IT) AVVISO: PERICOLO DI SOFFOCARE – Pezzi piccoli. Non adatto per bambini sotto 3 anni.
(PT) AVISO: PERIGO DE SUFOCAÇÃO – Peças pequenas. Não se destina a crianças com menos de 3 anos de idade.
(NL) WAARSCHUWING: VERSTIKKINGSGEVAAR – Kleine onderdelen. Niet geschikt voor kinderen onder 3.
(EN) CAUTION: Keep hands, face, hair and clothing away from
all moving parts.
(FR) ATTENTION : Garde les cheveux, les doigts, le visage et
les vêtements à l’écart de toutes les pièces mobiles.
(ES) PRECAUCIÓN: Mantén el cabello, los dedos, la cara y la
ropa alejada de las piezas móviles.
(DE) VORSICHT: Haare, Finger, Gesicht und Kleidungsstücke
nicht mit beweglichen Teilen in Berührung kommen lassen.
(IT) ATTENZIONE: Tenere i capelli, le dita, il viso e i vestiti
lontano da tutte le parti in movimento.
(PT) CUIDADO: Mantém o cabelo, os dedos, a cara e a roupa
afastados de todas as peças móveis.
(NL) OPGEPAST: Hou het haar, de vingers, het gezicht en
kledij verwijderd van alle bewegende onderdelen.
10 2
4
4 12
11
(EN) Warning: Not suitable for children under 18 months. Long
cord/Long chain. Strangulation hazard.
(FR) Avertissement : Ne convient pas aux enfants de moins de
18 mois. Longue corde/Longue chaîne. Risque d’étranglement.
(ES) Advertencia: No adecuado para niños menores de 18
meses. Cable largo/cadena larga. Peligro de estrangulamiento.
(DE) Achtung: Nicht geeignet für Kinder unter 18 Monate.
Lange Schnur / Lange Kette. Strangulierungsgefahr.
(IT) Avviso: Non adatto a bambini di età inferiore a 18 mesi.
Cavo lungo / lunga catena. Rischio di strangolamento.
(PT) Aviso: Não recomendado para menores de 18 meses.
Cabo longo / cadeia longa. Perigo de estrangulamento.
(NL) Waarschuwing: Niet geschikt voor kinderen onder de 18
maanden. Lang snoer / lange keten. Gevaar voor worging.
x2
x2

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2 2
4 6
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x2
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2 4 8
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4 4 2 4
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2 2 2
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A balance is a 1st class lever. It weighs things like letters and apples.To make a balance work, you put the thing
to weigh (the resistance) on one side, and weights (the effort) on the other. The fulcrum is in the middle. When
the objects equal the same amount, the balance arm will be perfectly straight (level). If you move the resistance
close to the fulcrum, you need less effort to balance it.
Une balance est un levier de 1e classe. Elle pèse des objets tels que des lettres et des pommes. Pour faire
fonctionner une balance, vous mettez l’objet à peser (la résistance) d’un côté, et les poids (l’effort) de l’autre.
Le point d’appui est au milieu. Lorsque les objets de chaque côté ont un poids similaire, le fléau de la balance
est totalement horizontal. Si vous déplacez la résistance plus près du point d’appui, vous aurez besoin de faire
moins d’efforts pour équilibrer les deux plateaux de la balance.
5

Education®For printer friendly versions of the experiments, go to: www.knex.com/instructions and enter the code 79319.
8
Objectives: Investigate how the
closeness of the resistance to the
fulcrum affects the effort needed to
achieve a state of balance.
Materials You Will Need:
PROCESS:
1. Build the BALANCE model by following the step-by-
step building instructions.
79319
built BALANCE model
10 washers or small paper clips
Small stickers or pieces of masking tape
A small object such as a binder clip, an eraser
or a piece of chalk
paper or notebook
ruler
2. Using small stickers or
pieces of masking tape,
identify the fulcrum, load,
and effort of the balance
model.
3. Identify which class of
lever the balance belongs
to and why.
a. Remove the gray trays (gray pulley wheels) from
the model. Push the red and orange hangers to
the end of the balance arms. Once the two arms
are stationary, observe and describe, using the
correct vocabulary, what the model is doing.
b. What happens when one end of the model is
given a small push/has a force applied? Explain
your observations.
c. Why does the balance remain stationary, or at
rest, until a force acts on it?
4. Replace the hanging trays (gray pulleys) so that there
are two (2) pulleys on one side and one (1) pulley
on the other. Push both of the hanging trays (gray
pulleys) to the end of the balance arms.
Experiment #1
Balancing the Balance
(EN) English fulcrum
load
effort

Education®
For printer friendly versions of the experiments, go to: www.knex.com/instructions and enter the code 79319. 9
a. What happens to the balance? Why does this
happen?
b. What do you need to do to balance the forces in
the model?
5. Go back to your unbalanced model with 2 pulleys on
one side and 1 pulley on the other. Find a different
way to balance the model without adding or removing
pulleys. Tip: Try sliding the hanging trays, one at a
time, closer to the center.
a. What happens?
b. Why does this happen?
6. Copy the table below to record your findings for the
next steps in your notebook.
a. Change the balance so that there is one pulley
on each hanging tray. Make sure each tray is the
same distance from the fulcrum. Measure that
distance and record it in the table.
b. Place a small object on the load tray. Use
washers or small paper clips as the weights on
the other tray. Add washers or paper clips to the
effort tray until the balance is level.
c. Count how many washers/paperclips it takes to
balance the balance. Record your result in the
table.
7. Move the load closer to the fulcrum. Balance the load
by changing the amount of the effort force (weight).
a. Record the measurements in the table.
b. What do you notice about the length of the effort
arm and the length of the resistance (load) arm?
c. Did you add or remove weight? Why?
d. Repeat this, moving the load and balancing it
again. Record the measurements in the table.
Effort Arm Load/Resistance Arm
Number of Distance from fulcrum Object Distance from fulcrum
washers/paperclips (weight)

Education®For printer friendly versions of the experiments, go to: www.knex.com/instructions and enter the code 79319.
10
e. Make a drawing of the balance in your notebook
to show the positions of the fulcrum, effort and
load and the directions in which the forces are
acting.
8. Move the effort closer to the fulcrum. Balance the load
by changing the amount of the effort force.
a. Record the measurements in the table.
b. What do you notice about the length of the effort
arm and the length of the resistance (load) arm?
c. Did you add or remove weight? Why?
d. Repeat this, moving the effort and balancing
the load again. Record the measurements in the
table.
e. Make a sketch of the balance in your notebook to
show the positions of the fulcrum, effort and load
and the directions in which the forces are acting.
1. Use gram weights and a ruler to determine the
mathematical relationship involved in balancing the
lever. Balance the lever with gram weights on both
hanging trays. Use the ruler to measure the distances
of the load and the effort from the fulcrum when the
lever is balanced.
Extension Activity
The Principle of Levers states that for a lever to be balanced:
Effort x its distance from the fulcrum = Resistance (load) x its distance from the
fulcrum
or
E x EA = R x RA
Where: E = Effort force R= Resistance
EA = Length of Effort Arm RA = Length of Resistance Arm