PE5 ST 11-12

Which simple machine has a fulcrum, effort, and load as its main parts?

What is the fixed point around which a lever turns called?

Which of the following is an example of a first class lever?

In a first class lever, where is the fulcrum located?

Which simple machine is characterized by the load being between the effort and the fulcrum?

Which of the following is an example of a second class lever?

How many classes of levers are described in the text?

Which of the following is a component of all levers?

What is the primary function of a simple machine?

Which of the following is an example of a simple machine?

What is a complex machine made of?

Which of the listed items is considered a complex machine?

Which tool is specifically mentioned for simplifying the task of removing a bottle cap?

Which of the following cannot be classified as a simple machine?

What is the definition of a machine?

In a lever, what is the fixed point around which the lever rotates called?

Which of the following tools is an example of a wedge?

A wheelbarrow belongs to which class of simple machines?

A bottle opener is what class of lever?

What is the primary purpose of an inclined plane?

Which of the following is an example of an inclined plane?

Where might inclined planes be used to simplify work?

What is a wedge primarily used for?

Which of these is an example of a wedge?

What is a common material used to make wedges?

What shape characterizes a wedge?

Which simple machine is often used for splitting firewood?

What is a sloping road an example of?

Which of the following tools uses a wedge to function?

Which of the following is a primary use of levers?

Which tool is an example of a lever used for carrying loads?

What type of lever is typically used to remove nails from wood?

Which of these tools is a type of lever used for cutting?

What is the general purpose of using levers?

Which of the following activities involves the use of a lever?

What kind of tool uses leverage to cut hair?

What is the main function of using a claw hammer as a lever?

In what context might someone use a wheelbarrow as a lever?

Which tool mentioned is specifically designed to make cutting easier by using leverage?

How does using a wedge to split a log change the nature of the force required, compared to breaking it by hand?

Considering the activity described, what is the primary advantage of using a mallet or hammer with a wedge?

If a wedge becomes stuck while splitting a log, what does the provided text suggest as a solution?

In what way does the shape of a wedge contribute to its function of splitting or separating materials?

How does the activity of using a wedge to split a log demonstrate the concept of work in physics?

Which of the following best describes the relationship between simple and complex machines?

How does a machine primarily assist in performing work?

If a task requires a large force to be applied over a short distance, which modification by a simple machine would effectively make the task easier?

A student is designing a complex machine. What should they understand about the simple machines they plan to incorporate?

Why might someone choose to use a complex machine over a simple machine for a particular task?

Consider a scenario where someone needs to lift a heavy box onto a truck. Which simple machine could be used to make this task easier, and how does it change the requirements of the work?

How does the use of a bottle opener demonstrate the principle of a simple machine?

If a lever has the effort applied between the load and the fulcrum, which class of lever is it?

Which of the following tools exemplifies a third class lever?

What distinguishes a second class lever from other lever types?

Considering the arrangement of components in a lever system, which placement characterizes a third class lever?

Which action best illustrates the use of a third class lever?

Which tool operates as a second class lever to enhance mechanical advantage?

In the context of levers, what is the distinguishing characteristic of a wheelbarrow?

Which of the following activities involves a third class lever?

What is the primary mechanical advantage gained by using a wheelbarrow?

In a third class lever, how is the placement of the effort, load, and fulcrum arranged?

During the cleaning process with a self-made broom (third class lever), what represents the 'load'?

In the context of using the self-made broom, what applies the effort in this third class lever system?

When using the self-made broom described, what serves as the fulcrum in this third-class lever?

Why is the self-made broom described as a third class lever?

When constructing the self-made broom, what is the purpose of tying the coconut leaf veins or dry grass to the stick?

What role does the catapult rubber play in the construction of the self-made broom?

What type of materials are recommended for creating the sweeping component of the self-made broom?

How does the length of the stick used in making the broom primarily affect its function?

What is the main advantage of using levers like the self-made broom for tasks such as cleaning?

If a lever requires a large effort to move a small load, what can be inferred about the distance between the effort and the fulcrum compared to the distance between the load and the fulcrum?

How does increasing the length of the handle on a wheelbarrow (where the effort is applied) affect the force needed to lift a load?

A person uses a crowbar to lift a heavy rock. If they move the fulcrum closer to the rock, what effect will this have on the amount of force they need to apply to the crowbar?

Why might a chef choose a longer handled spoon over a shorter handled one when stirring a thick, heavy mixture?

When using a pair of scissors, what adjustment could improve their effectiveness for cutting thick materials?

Which of the following scenarios demonstrates the most efficient use of a first class lever to lift a heavy object?

How does the placement of the fulcrum in a lever affect the trade-off between effort and distance?

In a second class lever, given a fixed distance between where the effort is applied and where the fulcrum is located, what change would decrease the amount of effort needed to lift a load?

What is the best way to reduce the force needed to open a bottle with a bottle opener (a type of lever)?

How does the design of a claw hammer, specifically the curvature and length of the claw, enhance its function as a lever for removing nails?

What distinguishes simple machines from complex machines?

Considering the definition provided, which action best exemplifies using a machine to simplify work?

Which of the following tools combines multiple simple machines to perform its function?

If a task requires you to move a heavy object, and all you have available is a simple machine, how would you use a wheelbarrow in such a scenario?

How does the use of a bottle opener demonstrate the concept of 'simplifying work'?

Why are devices such as spades, hammers, and wheelbarrows categorized together as simple machines?

In what fundamental way do simple machines 'simplify work' compared to performing tasks without them?

A specific task requires separating two tightly fitted wooden boards. Which tool is BEST suited for this, and how should it be applied?

If the angle of a wedge is increased (making it wider), how does this affect the force needed to split a log, assuming the same material and depth of penetration?

Why is it generally easier to split wood with an axe (which combines a wedge and lever action) compared to splitting it with a blunt object of similar weight?

Consider a scenario where a wedge is used to lift a heavy object slightly. What adjustments could be made to the wedge to reduce the effort needed to lift the object?

A person is using a wedge to level a heavy table by inserting it under one of the legs. After hammering the wedge in, they find the table is slightly too high. What adjustment should they make?

Which of the following scenarios best illustrates the use of a first class lever?

How does the positioning of the load relative to the fulcrum and effort in a second class lever provide a mechanical advantage?

Which of the following tasks would be most efficiently performed using a second class lever?

If a lever setup has the fulcrum at one end, the load in the middle, and the effort applied to the other end, which class of lever is being used, and what is its primary effect?

How does increasing the length of the handles on a pair of scissors affect their performance as a first class lever?

In a first class lever system, how would moving the fulcrum closer to the load affect the amount of effort required to lift that load?

What is the main factor that determines the class of a lever?

Which modification to a bottle opener (a second class lever) would most likely decrease the amount of effort needed to open a bottle?

Why is it generally easier to use a crowbar to lift a heavy object when a small rock is placed under the crowbar near the object?

How does using a lever, such as a wheelbarrow, change the way work is done?

Which scenario best illustrates how levers reduce the force needed to perform a task?

Why might a pair of scissors be considered a complex lever system?

Considering different classes of levers, how does the placement of the fulcrum affect the effort required?

How could the effectiveness of a claw hammer be improved when removing a deeply embedded nail?

A person is using a shovel to scoop sand. How does this activity demonstrate the use of a lever?

If a lever system requires significantly more effort than the weight of the load being moved, what could be a possible disadvantage of using this lever?

In what scenario would using a third class lever be most advantageous despite it requiring more effort force?

When using a bottle opener, how does moving the fulcrum closer to the bottle cap affect the force needed to open the bottle?

If a lever makes a task 'easier,' what is always fundamentally true about the energy required to complete the task?

In the context of the self-made broom described, how does the placement of the effort between the fulcrum and the load affect the force required for sweeping?

When constructing the self-made broom, how would using a shorter stick affect the experience of sweeping?

While using the self-made broom, if the user applies more force closer to the fulcrum instead of further away, what is the likely outcome?

How could the self-made broom be modified to decrease the amount of effort required to sweep, while still functioning as a third class lever?

How does the flexibility of the coconut leaf veins or dry grass used in the self-made broom affect its performance in sweeping?

If the catapult rubber on the self-made broom becomes loose, what is the most likely effect on the broom's function as a third class lever?

Imagine the stick used for the self-made broom is replaced with a much heavier metal rod of the same length. How would this change primarily affect the user's experience?

A student wants to make a more durable version of the described broom. Which of the following modifications would LEAST affect its classification as a third class lever?

If a different material that is much stiffer than the coconut leaf veins is used for sweeping on the self-made broom, what is the most likely outcome?

A person finds it difficult to sweep with the self-made broom because the angle between the stick and sweeping head is too acute, causing the head to drag. How can they easily modify the broom to address this issue?

There are seven types of simple machines.

A lever rotates around a fixed point called a fulcrum.

The three main parts of a lever are the fulcrum, effort, and power.

Wheelbarrows are examples of levers.

In a first class lever, the load is between the fulcrum and the effort.

Scissors are an example of a first class lever.

In a second class lever, the effort is between the load and the fulcrum.

In a third class lever, the load is positioned between the fulcrum and the effort.

A broom used for cleaning can act as a third class lever.

The effort in a third class lever is always greater than the load.

Coconut leaf veins can be used in constructing a third class lever model.

A catapult rubber is used to secure the load in a third-class lever model.

The fulcrum is positioned between the effort and the load in a third class lever.

Third class levers always provide a mechanical advantage greater than 1.

A 2.5 m stick is required to demonstrate a third class lever.

Dry grass cannot be used to construct a third class lever model.

An inclined plane is always perfectly horizontal.

Inclined planes can only be used to raise objects.

A ladder is an example of an inclined plane.

Sloping roads are not considered inclined planes.

Inclined planes are sometimes used for loading heavy cargo onto trucks.

A wedge has one thick end and one thin, tapering end.

An axe is an example of a wheel.

Wedges are used to simplify the process of splitting timber.

A knife doesn't act as a wedge.

A chisel is an example of a lever.

In a lever, the fulcrum is always located between the load and the effect.

A wheelbarrow is an example of a second class lever.

A seesaw demonstrates a third-class lever.

A bottle opener is an example of a first class lever.

A wooden spoon is used to loosen tools stuck in wood.

A hammer is not needed when using a wedge to split wood.

The fulcrum is at the center of a first class lever.

The effort is at the center of a third class lever.

Wedges don't simplify work; they make it harder.

Splitting timber is one use of a wedge.

An iron spaceship can be used as a wedge.

Chopping firewood never requires the use of a wedge.

A load is at the centre in the first class lever

In a third class lever, the fulcrum is between the load and the effort.

Tongs are examples of third class levers.

A fishing rod is a second class lever.

The wheel of a wheelbarrow acts as the fulcrum.

Shovels are third class levers.

Second class levers always amplify force but reduce distance.

Brooms are examples of second class levers.

Effort and load are two main parts of a lever whereas resistance is not.

In a first class lever, the effort is between the load and the fulcrum.

Crowbars are examples of first class levers.

In the second class lever, the load is between the effort and the fulcrum.

Wedges are only made of wood.

A wedge is used to loosen tools that get stuck.

A hammer is not needed when using a wedge.

In a third class lever, the effort is located between the fulcrum and the load.

A catapult rubber is not one of the materials needed to make a third class lever.

The broom in Figure 5 is an example of a first class lever.

In the broom example, the load is at the top, where the sweeping occurs.

The fulcrum in the broom example is the hand closer to the sweeping end.

Load, Effort and Fulcrum can be abbreviated LFE.

A 3.0 m stick is required to make the third class lever.

A pair of scissors is an example of a third class lever.

Third class levers always increase the force applied.

The effort in the broom example, is where you place your hand to use the broom.

Levers are designed to complicate work.

A wheelbarrow is an example of a lever used for carrying loads.

A claw hammer is used for pushing nails into wood.

Scissors are a type of lever used for cutting.

A knife is a type of lever.

A bottle opener is considered a type of lever.

A spanner is used for scooping sand.

A shovel is used for digging the land.

A machete is used for cutting firewood.

A fishing hook is a type of lever.

A bottle opener exemplifies a device designed to complicate work, necessitating the application of greater force than would be required without it.

A complex machine consists of one or more simple machines working together.

A pair of scissors, a seesaw, and a pulley system are classified as complex machines due to their intricate designs and numerous moving components.

Machines are exclusively electrical devices designed to automate tasks, and exclude manually operated tools.

The primary distinction between simple and complex machines lies solely in their size, with simple machines being smaller and less powerful.

A wheelbarrow exemplifies a second class lever where the effort is situated between the load and the fulcrum.

In a first class lever, the effort is positioned between the fulcrum and the load.

Using your bare hand to try and open a bottle is an example of using a complex machine.

Spades and shovels are examples of third class levers.

Spades, hammers and wheelbarrows are examples of complex machines.

Levers, inclined planes, gears, pulleys, screws, and wedges are the six simple machines.

The primary purpose of a fulcrum in a lever system is to minimize the amount of effort required to move a load.

A claw hammer is an example of a first class lever.

Bottle openers operate as second class levers due to the fulcrum being located between the effort and the load.

The mechanical advantage of a lever is solely determined by the material from which it is constructed.

In all lever systems, increasing the distance between the effort and the fulcrum always decreases the amount of force required to move the load.

An inclined plane is most effective when used perpendicular to the object being moved.

A pulley is an example of an inclined plane used for raising or lowering objects.

A wedge works by applying force to a small area to create a splitting effect.

If a carpenter's plane were modified to have a completely flat, non-sloping surface, it would still function effectively as an inclined plane.

Using a staircase instead of a ladder to reach the second floor of a building reduces the amount of work needed to overcome gravity.

In a second class lever, the fulcrum is always positioned between the load and the effort.

A wheelbarrow exemplifies a second class lever due to the effort being applied between the load and the fulcrum.

Third class levers have the load positioned between the effort and the fulcrum.

Tongs exemplify a third class lever because the effort is applied between the load and the fulcrum.

The primary mechanical advantage of a third class lever is to increase the force applied to a load at the expense of distance.

A fishing rod is an example of a second class lever because the fulcrum is at one end, the load (fish) is at the other, and the effort is applied in the middle.

Tweezers operate as a third class lever, requiring a smaller force input compared to the resistance force exerted on a small object.

In both second and third class levers, the position of the fulcrum remains constant, while the load and effort positions can be interchanged.

Brooms are designed as third class levers, where the effort is applied nearest to the fulcrum in order to maximize the sweeping force.

Second class levers, like wheelbarrows, always provide a mechanical advantage where the effort required is less than the weight of the load.

In a third-class lever, the fulcrum is always positioned between the load and the effort.

When using a broom as a third-class lever, the force applied by your hands represents the effort.

The length of the stick in the provided activity directly affects the amount of effort needed to move a load.

Using thicker wire in the broom-making activity will decrease the stability of the lever system.

In the broom activity, the point where the broom touches the ground represents the effort.

Replacing the catapult rubber with a rigid metal bar would improve the broom's functionality as a third-class lever.

If the load is moved closer to the fulcrum in a third-class lever, the required effort to move the load increases.

Third-class levers are designed to multiply the force applied, making it easier to move heavy objects.

The only purpose of a third-class lever is to clean the environment.

Changing the material of the stick from wood to a lighter plastic will change the class of the lever.

What happened to the pieces of paper when they were first put into the pot of water?

What happens to water molecules when water is heated?

What is the name of the heat transfer process demonstrated in the experiment?

During the experiment, which of the following was used to measure the temperature of the water?

What visible change in the pot indicated that the water was being heated effectively?

What is the purpose of a scientific experiment?

What is the first step in the expansion and contraction of solid materials experiment?

What should you observe before heating the metal ball in the experiment?

What is needed to provide heat in the expansion experiment?

What is the expected outcome when the heated metal ball is passed through the ring?

What is the best way to cool the metal ball quickly after heating it?

What safety precaution is important when conducting the expansion of solid materials experiment?

What material is used in Experiment 4 to demonstrate heat transfer?

What happens to the wax in Experiment 4 when heat is applied to the iron bar?

What is the source of heat mentioned for Experiment 4?

What kind of heat transfer is demonstrated by Experiment 4?

What is placed under the iron bar in Experiment 4?

What is the purpose of Experiment 5?

Which material is heated in Experiment 5?

What item is used to measure temperature in Experiment 5?

What is added to the pot in Experiment 5 besides water?

What is the expected observation in Experiment 4?

What happens to the balloon when the bottle is placed in hot water?

What is the effect of heating air in a closed container?

What material is tied to the top of the plastic bottle in the experiment?

What is used to tie the balloon on top of the plastic bottle?

What is the first step of the experiment?

What is heated in the pot during the experiment?

What happens to the volume of air when it is heated?

What is the correct order of actions for the experiment?

What happens to the size of a metal ball when it is heated?

After heating a metal ball and then letting it cool, what happens to its size?

What is the correct observation when a heated metal ball cannot pass through a ring?

What should happen to the metal ball for it to pass through the metal ring after it's been heated?

What materials are needed to observe the expansion of water when heated?

What is the first step in the procedure to observe the expansion and contraction of liquids?

What happens to water when it is cooled?

What is the purpose of using colored water in the experiment?

What can be used as a source of heat in the experiment?

What role does the vacuum play in a thermos flask to minimize heat transfer?

Why is the inner chamber of a thermos flask covered with silver?

Why are the walls of the outer part of a thermos flask made of glass?

In measuring body temperature using a thermometer, what part of the thermometer indicates the temperature reading?

What is the primary function of the rubber support at the bottom of a thermos flask?

In the described experiment, what evidence suggests that water molecules are not initially free to move?

What causes water molecules to move more rapidly during the experiment?

Which process is demonstrated when heat is transferred through the movement of water molecules?

What happens to the temperature of the water as heat energy is gained?

What role do the pieces of paper play in this experiment?

How does the experiment demonstrate that water molecules gain heat energy?

What would likely happen if oil was used instead of water in the same experiment?

If the experiment was conducted using a metal pot instead of a glass pot, how would the results likely differ?

How does increasing the volume of water in the pot likely affect the outcome of the experiment?

During Experiment 1, if the metal ball does not pass through the ring at room temperature, what is the most likely reason?

In Experiment 1, predict what would happen if, after heating the metal ball, you cooled the ring instead of trying to pass the heated ball through it.

What property of solids is Experiment 1 designed to demonstrate?

Besides the materials listed, what additional safety precaution should be considered when performing Experiment 1?

Imagine instead of a metal ball and ring, gas is trapped inside a container with a piston. How would heating the container affect the piston's position, assuming the gas can expand freely?

How would the results of Experiment 1 change if the metal ball and ring were made of different metals with significantly different coefficients of thermal expansion?

Applying the principles of Experiment 1, why are small gaps left between sections of railway tracks and bridge expansion joints?

In the 'Heat transfer through air' experiment, what crucial step allows for observing the heat transfer process?

What is the primary visible outcome that indicates heat transfer has occurred in the 'Heat transfer through air' experiment?

According to the 'Heat transfer through air' experiment, how does heat from the sun reach the wet cloth?

In the 'Reducing heat loss' experiment, why is it important to examine the materials of both the outer and inner parts of the thermos flask?

What property of the screw top/stopper material of a thermos flask is most important for minimizing heat loss?

In the 'Heat transfer through air' experiment, if the wet cloth was placed in a dark, enclosed room instead of the sun, how would the results differ, and why?

Considering the principles demonstrated in the thermos flask experiment, which modification would LEAST improve a thermos' ability to prevent heat loss?

If the 'Heat transfer through air' experiment were conducted on a windy day versus a still day, how might the results differ, and what principle would this illustrate?

In the context of the 'Reducing heat loss' experiment, what is the purpose of the vacuum between the inner and outer walls of a thermos flask?

Based on both experiments, how do radiation, conduction, and convection relate to the transfer and retention of heat?

What material typically makes up the outer part of a thermos flask?

Which property is most important for the material used to make the screw stopper or lid of a thermos flask?

Why is a vacuum created between the inner and outer parts of a thermos flask?

What is the primary reason for coating the glass wall of the inner chamber with reflective silver?

In a thermos flask, which component minimizes heat transfer by conduction and convection simultaneously?

If a thermos flask were made without a vacuum between its walls, what would be the most likely consequence?

Which statement best describes the combined effect of the vacuum and the reflective silver coating in a thermos flask?

How would replacing the plastic lid of a thermos flask with a metal lid likely affect its performance?

What would be the most noticeable change if the reflective coating on the inner glass wall of a thermos flask was removed?

A manufacturer is trying to reduce production costs of a thermos. Which of these modifications would most significantly reduce the thermos' ability to maintain temperature?

When a metal ball is heated, it contracts.

When the metal ball was cooled, it was able to pass through the ring because it contracted and decreased in size.

The aim of the second experiment is to observe the contraction of water when it is heated and the expansion of water when it is cooled.

A Bunsen burner can be used as a source of heat in the experiment.

The metal ball experiment demonstrates thermal expansion and contraction.

Normal water is used to fill the glass bottle in the second experiment.

Before heating the metal ball, it could pass through the ring.

In the experiment, the wet cloth dries due to heat transfer through the air.

The process of heat transfer from the sun to the cloth is called convection.

A thermometer is required to observe the heat transfer through air.

A thermos flask is designed to prevent heat transfer.

The outer part of a thermos flask is irrelevant to its ability to prevent heat loss.

When water is heated, it expands.

When water is cooled, it contracts.

In the experiment, the water level in the glass tube decreases when the bottle is heated.

The experiment in the text aims to observe the expansion and contraction of liquids.

Normal water is used in the water bath during the expansion and contraction experiment.

A plastic bottle is best to use when observing the expansion and contraction of water.

Air does not expand or contract.

Coloured water is used to make the water level more visible in the glass tube.

A thread and matchbox are materials needed to see expansion and contraction of water.

The aim of Experiment 4 is to examine heat transfer through an iron bar.

Wood is used to directly heat the wax in Experiment 4.

A thermometer is a required material for Experiment 4.

In Experiment 4, the wax melts because heat travels through the iron bar.

Experiment 4 demonstrates that heat transfer in solids occurs via convection.

Experiment 5 aims to observe how heat travels through oil.

Small pieces of paper are used in Experiment 5.

A spirit lamp can be used as the heat source in both Experiment 4 and Experiment 5.

The experiment about heat transfer through liquids uses an iron bar.

Conduction is the method of heat transfer observed in Experiment 5

In the experiment, a balloon is tied to the bottom of a plastic bottle.

The pot should be placed on the table before turning on the stove.

Placing the bottle in hot water causes the balloon to expand.

Dipping the bottle in warm water makes the balloon bigger.

When air is cooled, it expands.

This experiment demonstrates the expansion and contraction of liquids.

The volume of air decreases when it is heated.

A thread is used to tie the balloon to the plastic bottle.

The balloon contracts when the bottle is placed in the sunshine.

Expansion refers to an increase in the temperature of a material.

A thermos flask prevents heat loss.

The walls of the outer part of a thermos flask are made up of plastic to reduce heat loss by conduction.

The surface of the inner chamber of a thermos flask is covered with silver to reduce heat loss by radiation.

The vacuum between the outer and inner walls of a thermos flask prevents heat transfer by radiation and convection.

The experiment uses a plastic bottle.

To measure temperature using a thermometer, you should ignore the number at the upper limit of the internal liquid line.

A colored pen is used to mark the initial water level in the glass tube.

The bottle is initially placed in a cold water bath.

Air does not expand or contract with temperature changes.

A thread and matchbox are materials used to observe the expansion and contraction of air.

Experiment 6 aims to observe the transfer of heat through water.

In Experiment 6, a rope is used to hang the wet cloth.

The cloth dries because the water evaporates due to heat from the sun.

Radiation is the process by which sound is transferred through air.

A thermos flask is used to prevent heat loss.

Experiment 7 requires a refrigerator.

To examine the external parts of the thermos flask is the first step in Experiment 7.

A thermometer is not necessary for Experiment 7.

Experiment 7 involves observing how a 'thermos glass' prevents heat loss.

The outer part of a thermos flask is made of glass.

The lid of a thermos flask is made of a good conductor of heat.

The screw top of the thermos is removed to examine its material in Experiment 7.

The inner chamber of a thermos flask has a glass wall.

The glass wall on the inner chamber is coated with titanium.

A vacuum exists between the inner and outer parts of the thermos flask.

The reflective coating on the glass wall is gold.

The primary purpose of the thermos flask is to keep its contents at the same temperature.

The stopper or lid of the thermos flask is made of metal.

A thermos keeps water hot due to the pressure inside.

The color of reflective material on the inner chamber of the thermos flask is silver.

The aim of Experiment 4 is to examine heat transfer through a piece of aluminum bar.

In Experiment 4, a source of heat, such as a Bunsen burner, is placed at one end of the iron bar.