Year 7 Science · Unit 3 · Lesson 17

Simple Machines — Levers and Pulleys

Challenge Worksheet

Name

Date

Class

Learning Goals

Explain the principle of a lever using everyday language suitable for a younger student.
Use sentence starters to structure a clear, accurate scientific explanation.
Identify and correct common misconceptions about how levers work.

Go Deeper

Explain it to a Year 4 student

Imagine your younger cousin has never heard of a "lever" or a "simple machine." They want to know why a seesaw makes it possible to lift a friend who is heavier than you. Use the sentence starters below to explain it clearly and accurately. You can use everyday examples from your own experience.

"The basic idea of a lever is..."

"A good example from everyday life is..."

"The reason this makes it easier to lift someone heavier is..."

"One thing people often get confused about is..."

Show What You Know

1. Indigenous Australians have used digging sticks for tens of thousands of years. When the stick is pushed into the ground and levered sideways against the edge of the hole, it acts as a simple machine. Identify the class of lever and explain where the fulcrum, effort, and load are in this example.

Challenge 3 marks

2. A student says: "Class 3 levers are pointless — they make you use more force, not less." Evaluate this claim. In what situations are class 3 levers actually very useful? Give an example and explain the advantage that is being traded for the extra force.

Challenge 4 marks

Wrap Up

In one sentence, what was the main idea of this lesson?