If possible, keep an example of Catapult Model C3 for students to compare with Catapult Model C4.Ħ. Students must write their measurements on the student worksheet. Encourage them to try more than once, to ensure that their observations are correct. Have students observe the starting place of the lever, including the lever beam, the pivot and the load on the catapult. Even though many variables will affect the catapult - especially the amount of effort used - model C4 should still throw further than C3, because the beam is longer from the load to the pivot in model C4. For the prediction, the correct answer is model C4 however, it does not matter whether students get the answer right or wrong at this point, only that they should make a prediction that can be checked later. If I compare model C3 to model C4, then I think Catapult Model (C3/C4) will throw the tire further.Įncourage students to discuss the effects the different lengths between the load and the pivot will have on the catapults in their own words.

Next, look carefully at the pictures of the models and make a prediction. Students should notice that even though both catapults are first class levers, the lengths from the load to the pivot differ in model C3 and model C4.Ĥ. What do you notice? Explain how the two models are different. Then, look carefully at the pictures of the models and compare Catapult Model C3 to Catapult Model C4.Ĭount how many LEGO ® studs or holes there are on the lever beam from the pivot to the load in the two models. The catapult is a first class lever, which has the pivot positioned between the effort and the load.ģ.

Catapult game