|
Secrets of Lost Empires II—Pharaoh's Obelisk
|
|
Classroom Activities
|
Objective
To discover how levers work by raising a brick with shish kebab
skewers.
-
copy of "Lever Lift" student handout (HTML)
- brick
- 2 bamboo shish kebab skewers
-
small pebbles about the size of a quarter or half dollar (thin or
flat stones work best)
- coffee can to hold small pebbles
- newspapers
- paper and drawing paper
- pencil and crayons
-
Review classes of levers with students. (See
Activity Answer.) Remind students of the
levers they saw in the videos. Provide each team with a copy of
the "Lever Lift" student handout. Set up work area on
newspapers. Go over the rules for erecting the brick. Require
the scribe to use words and drawings to describe the team's
work.
-
Stop the activity after a given amount of time. Measure the
brick's height off the ground for each team. Discuss the
processes used and difficulties faced.
-
Discuss with students what classes of levers they used and how
they used them.
-
Have students present their work, explaining what did and did
not work. Presentations might include drawings of the lever lift
from different angles.
About Levers
Students will use levers in two of these four activities. They will
use a Class 1 lever to raise the brick and a Class 2 lever to turn
or move it. They will also use a Class 1 lever in designing their
trebuchets.
If students are unfamiliar with classes of levers, run a mini-lesson
with the following information:
When describing levers you need these four terms: lever, fulcrum,
effort, and load. The lever itself is long and stiff. The fulcrum is
the resisting point where the lever turns or pivots. Effort is the
force you apply and load is what you move. When you apply effort,
the lever pivots around the fulcrum moving the load.
The job the lever must do determines how the load, effort, and
fulcrum are arranged. This arrangement determines the class of
lever. Look at the following illustrations:
Once students understand the three different classes of levers, they
will recognize them all around. Here's a quick method to classify
levers.
-
Find the fulcrum. If it's in the middle, it's a Class 1. On the
end, it's a Class 2 or 3.
-
To determine whether it's 2 or 3, find the load. If it's in the
middle, it's a Class 2. On the end, it's a Class 3.
Ask students to identify the class of lever for the following:
-
A claw hammer pulling a nail (Answer: Class 1. A hammer pivots
on the middle of its head.)
-
A wheel barrow (Answer: Class 2. The wheel is the fulcrum and
the barrow is the load.)
-
An oar rowing a boat (Answer: Class 1. The oarlock is the
fulcrum.)
-
A paddle paddling a canoe (Answer: Class 3. The top hand is the
fulcrum and the blade is the load.)
-
A bottle opener (Answer: Class 2. The fulcrum is on the end and
the load is in the middle.)
Lever Lift
History records that Archimedes, an ancient mathematician and
physicist, said, "Give me a lever long enough and a place to stand,
and I will move the earth." His exaggeration proclaims the power of
the simple lever. With levers, ancient Egyptians raised huge
obelisks and the people of Rapa Nui raised massive moai. Because of
their utility, levers became part of many other machines from
trebuchets to modern devices.
This activity will help students understand the difficulties
ancients faced in raising the obelisk or moai, including the
instability of the rock pile and the problem of creating adequate
fulcrums as the brick rises higher. For a follow-up exercise,
students may want to raise a brick to the vertical. But as the
ancients discovered, students will find that this will take many
more stones and much more time.
Weighing In
Students may choose to find their own weight comparisons. To get
them started, you may want to give them the following weights of
some common objects: sport utility vehicle = 4,500 pounds (2,025
kilograms); blue whale = 150 tons (135 metric tonnes); bowling ball
= 16 pounds (7.2 kilograms); refrigerator = 200 pounds (90
kilograms).
National Science Education Standards
Grades 5-8/9-12
Standard B: Physical Science—Motions and Forces
|
Raising an Obelisk: An Engineering Puzzle
Find out in this Teachers' Domain
video segment
(5m 21s) how ancient Egyptians might have raised massive
obelisks to stable, upright positions.
|
|