KNEX STEM Explorations Levers and Pulleys Bedienungsanleitung

79319

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

10 5 1 4

20 2

4 13

14 13 2

7 4 12

Balance Balance

Ausgewogenheit Balans

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 12

(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.

4Education®

2 2

4 6

1-2

Education®

2 4 8

4 4 2 4

6Education®

3-4

1 1 6 5

2 2 2

Education®

1-21-2

3-4

1-5

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.

Education®For printer friendly versions of the experiments, go to: www.knex.com/instructions and enter the code 79319.

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.

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

E x EA = R x RA

Where: E = Effort force R= Resistance

EA = Length of Effort Arm RA = Length of Resistance Arm

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