QN1

1. Human senses, sense organs and stimuli

Sense Sense organ Stimulus
Touch Skin Pain, heat
Smell Nose Chemicals
Taste Tongue Chemicals
Hearing Ears Sounds
Sight Eyes Light
2. Human beings response to stimulus
3. The human skin has five receptors. The skin is
sensitive to touch. It responds to the stimuli of
heat, cold, pressure and pain.
4. The degree of sensitivity of the skin depends on
(a) the thickness of the layer of epidermis
(b) the number of receptors present
5. The nose is the sense organ that is sensitive to
chemicals in the air (smell). The smell receptors
are located at the upper part of the nasal cavity.
6. The sensitivity to smell decreases when a person
has a cold or flu.
7. The tongue is the sensory organ that is sensitive
to taste.
8. Different areas of the tongue are sensitive to
sweet, salty, sour and bitter tastes.
9. The sense of taste is affected by the sense of smell.
10. The ears are the sensory organs for hearing.
They are sensitive to sounds.
11. The ear also functions as an organ of balance
for the body.
12. The path of sound waves from the ear to the brain
Sound waves ear lobe auditory canal
eardrum ossicles oval window
cochlea auditory nerve brain
Stimulus sensory organ nerves
brain nerves response
The World through Our
Senses
1
13. The eyes are sense organs of sight and respond
to the light stimulus.
14. The path of light from the eye to the brain
15. Light that falls on an opaque surface will be
reflected or absorbed.
16. Refraction of light occurs because the speed of
light changes in media of different densities.
17. Our eye lens forms an image that is real, inverted
and smaller than the object on the retina.
18. Short-sighted people see near objects clearly.
Distant objects look blurred.
19. Short-sightedness is corrected by using
concave lenses.
20. Long-sighted people see distant objects clearly.
Near objects look blurred.
21. Long-sightedness is corrected by using
convex lenses.
22. Astigmatism happens when the cornea or the
eye lens is not evenly curved.
23. Properties of light
(a) Speed of light in air is 3 x 10
8
m/s.
(b) Light travels in a straight path.
(c) Light can be reflected.
(d) Light can be refracted.
light ray
normal
glass
block
bends away from
the normal
Light cornea aqueous humour pupil
eye lens vitreous humour retina optic
nerve brain
QN2
24. Limitations of sight
(a) Optical illusion: What is seen is different
from the actual situation
(b) Blind spot: Images that fall on this spot on
the retina cannot be detected
25. Types of vision
(a) Stereoscopic vision: Eyes are on the front
and both eyes are used to see objects.
(b) Monocular vision: Eyes are located on the
sides of the head and the eyes are used to
see all around.
26. Devices used to overcome limitations of sight include
microscopes, magnifying glasses, telescopes,
binoculars and X-rays.
27. Properties of sound
(a) Sound is produced by vibrations.
(b) Sound travels in waves.
(c) Sound needs a medium to travel through.
(d) Sound can be reflected.
(e) Sound can be absorbed.
28. Responses in plants to external stimuli
(a) Phototropism: response to light
(b) Geotropism: response to gravity
(c) Hydrotropism: response to water
(d) Nastic movement: response to touch, light
and heat
(e) Thigmotropism: response to touch or contact
29. Positive geotropism and positive hydrotropism
help roots to absorb water and mineral salts.
They also help to support plants.
30. Positive phototropism helps leaves to obtain
sunlight.
Nutrition
2
1. There are seven classes of food: carbohydrates,
proteins, fats, vitamins, minerals, fibre and water.
2. Carbohydrates and fats provide energy for the
body.
3. Proteins are needed to make new cells and repair
damaged body tissues.
4. Fats also act as insulators and help in the
transport of fat-soluble vitamins.
5. Vitamins and minerals are required in small
amounts to maintain good health.
6. Fibre helps in peristalsis and prevents constipation.
7. Water is used to dissolve and transport hormones,
digested food and to keep the body temperature
and blood concentration constant.
8. The presence of the different classes of food can
be shown using the following food tests.
(a) Starch: turns to blue-black when tested with
iodine solution
(b) Glucose: a brick-red precipitate forms when
heated with Benedicts solution
(c) Protein: a white precipitate forms when tested
with Millons reagent and turns red upon
heating
(d) Fats: forms an emulsion when mixed with
alcohol
9. A balanced diet contains all the seven classes
of food in the right proportions.
The food pyramid
10. The factors that determine a balanced diet
include age, sex, body size, amount of physical
activity and occupation.
11. Energy in food can be measured in calories (cal)
and joules (J).
12. The calorific value of food is usually given in
kilojoules (kJ) or kilocalories (kcal).
13. Digestion is the breakdown of large complex
food substances into smaller, simpler particles.
14. The human digestive system consists of the
alimentary canal and its related organs like liver,
pancreas and gall bladder.
15. The alimentary canal is made up of the mouth,
Eat the
least
Eat the
most
Fats and
sugar (little)
Meat and
proteins
(2-3 servings
a day)
Fruits and
vegetables
(at least 5
servings a day)
Cereals and
rice (8-11
servings
a day)
QN3
Biodiversity
3
1. Biodiversity is the variety of living organisms
present in a particular area.
2. Habitat is the place where an organism lives.
For example, forest and pond.
3. All living organisms show diversity in characteristics,
size and appearances.
4. Classification is the sorting of living organisms
which have common characteristics into groups.
5. Living organisms can be classified into animals,
plants, fungi, bacteria and very simple organisms.
6. Animals can be classified into vertebrates
(with backbones) and invertebrates (without
backbones).
7. Vertebrates can be classified into fish,
amphibians, reptiles, birds and mammals.
8. Plants can be classified into flowering plants
and non-flowering plants.
9. Flowering plants can be classified into
monocotyledons and dicotyledons.
10. Examples of monocotyledons are maize, sugar
cane, banana and paddy.
oesophagus, stomach, small intestine, large
intestine, rectum and anus.
16. Enzymes are organic catalysts which speed up
the chemical reactions in the body. All enzymes are
proteins. Enzymes are classified according to the
substrate they act upon, like amylases which digest
carbohydrates, proteases which digest proteins
and lipases which digest fats.
17. Carbohydrates are digested by amylases in the
mouth and duodenum into maltose and in the
small intestine into glucose. Proteins are digested
by proteases in the stomach and duodenum
into polypeptides and in the small intestine into
amino acids. Fats are emulsified by bile into
small globules and then digested by lipases in
the duodenum into fatty acids and glycerols.
18. Salivary glands secrete saliva which contains
the enzyme amylase.
19. Gastric juice produced by the gastric glands in
the stomach wall contains dilute hydrochloric
acid and the enzyme protease. The acid stops the
action of the amylase and provides an acidic
medium for the protease to act. It also kills certain
bacteria in the stomach.
20. Bile is a greenish alkaline juice secreted by the
liver and stored in the gall bladder. It does not
contain enzymes but it neutralises the acid from
the stomach and emulsifies fats by breaking the
fats and oils into small globules to increase the
surface area for lipases to act on.
21. Pancreatic juice is secreted by the pancreas
and flows into the duodenum. It contains the
enzymes amylase, protease and lipase.
salivary glands
liver
gall bladder
duodenum
appendix
pancreas
stomach
rectum
small intestine
large intestine lower part of
small intestine
22. The end products of digestion namely
glucose, amino acids, fatty acids and glycerols
are absorbed into the blood capillaries by simple
diffusion in the villi of the small intestine.
23. In the large intestine, there is no digestion of
food, but water, dissolved minerals and vitamins
are reabsorbed. Undigested food is temporarily
stored in the large intestine before it is changed
into faeces, passed into the rectum and expelled
through the anus.
villi
small intestine
QN4
sunlight
carbon
dioxide
for plant to produce food
food grasshopper
oxygen
provides
p
r
o
v
i
d
e
s
ant
shelter
food
provides
bird
nutrients
water and
minerals
decomposers
Interdependence among
Living Organisms and
the Environment
4
1. A species is a group of organisms with common
characteristics.
2. A population is a group of organisms of the
same species living together and are able to mate
to produce young ones.
3. A community consists of many populations of
different organisms living together in a habitat. For
example, a freshwater pond community is made up
of fish, dragonflies, tadpoles, water snails and
water hyacinths.
4. An ecosystem is a system that consists of living
components that interact with each other and with
the non-living components in the environment.
5. The living components refer to the living
organisms in the environment.
11. Examples of dicotyledons are hibiscus, sunflower,
balsam and mango tree.
12. Non-flowering plants can be classified into
mosses, algae, ferns and conifers.
13. Biodiversity is important to keep the balance of
living organisms in their natural habitats.
14. Biodiversity in the natural environment contributes
the following.
(a) Valuable plant and animal resources for
research and development of new medicinal
and agricultural products
(b) Source of genetic diversity
(c) Raw materials for industries
(d) Source of food
(e) Clean air and water
6. The non-living components refer to the physical
factors of the environment like temperature, light,
water, soil and oxygen.
7. A balanced ecosystem is one where each of
its population of organisms does not change
much over a period of time.
8. Interactions between organisms produce a
balanced ecosystem.
9. Examples of interactions between organisms are
predatorprey, symbiosis and competition.
10. Predatorprey relationship is an interaction
where an organism hunts other organisms for food.
11. Predator is the organism that eats other
organisms whilst prey is the organism hunted as
food by the predator. For example, a snake feeding
on a frog is a predator and the frog is the prey.
12. Symbiosis is an interaction between two
organisms of different species living close together
whereby at least one benefits from this interaction.
13. Symbiosis can be divided into commensalism,
mutualism and parasitism.
14. Commensalism is an interaction between two
organisms in which one organism (commensal)
benefits while the other (host) neither benefits nor is
harmed by it. For example, the interaction between
a remora fish that attaches to the underside of a
shark and the shark itself.
15. Mutualism is an interaction between two
organisms in which both benefit. For example, the
relationship in a lichen where the alga produces
food for the fungi and the fungi provides shelter for
the alga.
16. Parasitism is an interaction between two
Interactions between organisms in an ecosystem
QN5
organisms in which one organism (parasite)
benefits from living outside or in the host. The host
suffers harmful effects. For example, ticks, fleas and
lice that live on mammals and suck their blood are
called parasites.
17. Competition takes place when organisms living
in a habitat fight for the same basic needs such
as food, shelter, sunlight and breeding partners.
18. Biological control is a method used to control
the population of a particular organism (for
example, pests) by using another organism (for
example, predators).
19. A food chain is the sequence of organisms
through which energy is transferred in the form of
food.
For example: Paddy plant grasshoppers
frogs snakes
20. Producers are organisms like green plants that
make their own food.
21. Consumers are herbivores which feed on plants.
For example, grasshoppers.
22. Decomposers are bacteria and fungi which
cause the breakdown and decay of dead plants
and animals.
23. A food web is made up of two or more
interconnecting food chains that describes the
feeding relationships and energy flow in an
ecosystem.
24. A pyramid of numbers is a chart shaped like
a pyramid that shows the number of organisms at
each stage of a food chain.
25. Photosynthesis is the process in which green
plants make food from carbon dioxide and water
in the presence of sunlight and chlorophyll.
26. Plants need carbon dioxide, water, chlorophyll
and light to carry out photosynthesis.
owl (predator)
rat (prey)
parasite
sucks the
juice of
plant
stem
ladybird beetle (predator)
27. Carbon cycle is the continuous process of
removing and returning carbon in the form of
carbon dioxide into the atmosphere.
28. Oxygen cycle is the continuous process of
removing and returning oxygen into the
atmosphere.
29. Conservation is the careful and intelligent use
of natural resources in an orderly and well-
managed way.
30. Preservation is the act of keeping living
organisms and the environment in their original
state.
31. Man should conserve and preserve the resources
in the environment by creating and maintaining
natural parks, planning proper use of land for
development, replanting trees that have been cut
down and enforcing laws related to the
preservation of the environment and wildlife.
CARBON DIOXIDE
in the atmosphere
Photosynthesis
Decomposition
Burning
Respiration
of microorganisms
Fossil fuels
Wood and
leaves
Photosynthesis
in aquatic plants
Respiration
Respiration in
aquatic
organisms
Decaying
organisms
sunlight
carbon dioxide
from the air
chlorophyll
in leaves
traps light
energy
product
released into
the air
converted to
starch for
storage
o
x
y
g
e
n
g
lu
c
o
s
e
water from soil
QN6
7. In both evaporation and boiling
(a) liquid changes to gas
(b) heat energy is absorbed
8. Applications of evaporation of water
(a) Drying hair, clothes, tools and utensils under
the Sun
(b) Drying agricultural products
(c) Processing of dry food in factories
9. Solute (sugar cubes) + solvent (water) solution
(sugar solution)
10. A solute is the substance that dissolves in a
solvent.
11. A solvent is the substance that the solute
dissolves in.
12. A solution is formed when one or more solutes
dissolve in a solvent.
13. A dilute solution contains only a little solute.
14. A concentrated solution contains more solute
compared to a dilute solution.
15. A saturated solution contains the maximum
quantity of solute that can dissolve in it. It cannot
dissolve any more solute at that particular
temperature.
16. A solution is homogenous and its colour, density
and other properties are the same throughout.
17. A suspension is a mixture of insoluble, small,
solid particles suspended in a liquid or gas.
18. The factors affecting the solubility of a solute are
(a) nature of the solvent
(b) nature of the solute
(c) temperature of the solvent
19. The factors affecting the rate of dissolving are
(a) size of solute particles
solute
solvent
solution
mixture of solute and solvent particles
Water and Solution
5
1. Physical properties of water
(a) Water can exist as a solid, a liquid or a gas.
(b) The freezing point of water or the temperature
at which pure water becomes ice, is 0 C.
(c) The boiling point of water or the temperature
at which water boils and changes to steam
under normal pressure, is 100 C.
(d) The density of water is 1 g/cm
3
at 4 C.
(e) Water is a neutral liquid.
(f) Water turns blue cobalt chloride paper to
pale pink.
2. Impurities in water decrease its freezing
point and increase its boiling point and density.
3. The ratio of hydrogen to oxygen in one molecule
of water is 2 : 1. This composition can be
demonstrated by the electrolysis of water
(breakdown of the water molecule using electricity).
Oxygen is released at the anode and hydrogen at
the cathode.
4. Evaporation is a process where a liquid
changes to a gas at any temperature below the
liquids boiling point.
5. Factors that affect the rate of evaporation of
water are
(a) humidity of air
(b) temperature of the surroundings
(c) surface area of water exposed
(d) movement of surrounding air
6. Differences between boiling and evaporation
Boiling Evaporation
Fast process Slow process
Occurs at the Occurs at any temperature
boiling point only below the boiling point
Occurs within the Occurs only at the surface
whole liquid of the liquid
evaporated
particles air
surface
faster
particle
leaving
liquid
QN7
(b) rate of stirring the solvent
(c) temperature of the solvent
(d) volume of the solvent
20. Water is a universal solvent in life because it is used
(a) in homes for washing, bathing, cooking and
making drinks
(b) in industries to manufacture drinks, food, soap,
detergent, textile and steel
(c) to dissolve nutrients in agriculture. In hydro-
ponics, it is used as solutions containing
nutrients for plant growth
(d) to dissolve medicinal drugs
(e) to support many biological processes such
as digestion, circulation, respiration and
transpiration
21. Uses of organic solvents
(a) Alcohol: used to prepare antiseptics when
iodine is dissolved in it
(b) Ether: used to extract fats and oil
(c) Turpentine: used to dilute paint
(d) Petrol: used in making perfumes
(e) Amyl acetate: used in cosmetics
(f) Acetone: used in nail varnishes and lacquer
22. Properties of acids
(a) Corrosive
(b) Taste sour
(c) Turn blue litmus paper red
(d) Have pH values of less than 7
(e) React with a metal to give off hydrogen
(f) React with carbonates to give off carbon
dioxide
23. Properties of alkalis
(a) Corrosive
(b) Taste bitter
(c) Feel soapy
(d) Turn red litmus paper to blue
(e) Have pH values of more than 7
(f) React with ammonium salts to give off ammonia
gas
24. Examples of acidic and alkaline substances used
in daily life
Acidic substances Alkaline substances
Chinese tea Toothpaste
Lime juice Detergent
Tomato sauce Milk of magnesia
Bread Sea water
Acidic substances Alkaline substances
Apple Baking soda
Vinegar Soap
25. Uses of acids
(a) Hydrochloric acid: to clean metals before
coating
(b) Sulphuric acid: to make fertilisers, paints and
used as an electrolyte in car batteries
(c) Nitric acid: to make dyes and explosives
(d) Ascorbic acid: used in the production of
vitamin C
(e) Acetic acid: to preserve food and used as an
artificial vinegar
26. Uses of alkalis
(a) Sodium hydroxide: to make soap, detergents
and rayon
(b) Potassium hydroxide: to prepare dyes and
paint removers
(c) Calcium hydroxide: to manufacture cement
and neutralise soil acidity
(d) Ammonia solution: as cleaning and bleaching
agents
(e) Magnesium hydroxide: to make toothpastes
and milk of magnesia
27. Neutralisation
Acid + alkali salt + water
28. Applications of neutralisation
(a) Slaked lime (calcium hydroxide) is used to
neutralise soil acidity.
(b) Milk of magnesia is used to neutralise excess
acid in the stomach.
(c) Acidic bee stings are neutralised with
bicarbonate powder.
(d) Alkaline wasp stings are neutralised with
vinegar.
29. Various methods of purification of water
(a) Filtration: removes suspended particles in
water
(b) Boiling: kills bacteria in water
(c) Chlorination: kills bacteria in water
(d) Distillation: removes dissolved substances,
microorganisms and suspended particles in
water
30. The process of water purification in our water
supply systeminvolves the following stages.
(a) Water in reservoir
Mud, silt and other suspended particles sink
QN8
Dynamics
7
1. Force is a push or a pull acting on an object.
2. A force can
(a) change the shape of an object
(b) change the size of an object
(c) change the speed of an object
to the bottom of the reservoir or are removed
by metal screens.
(b) Coagulation
Water is pumped into the aeration system to
remove unpleasant smells and dissolve oxygen.
Alum (aluminium sulphate) and slaked lime
(calcium hydroxide) are added to water to
coagulate the suspended particles and to
reduce the acidity of water.
(c) Sedimentation
Precipitates settle to the bottom of the tanks.
(d) Filtration
Suspended particles are removed by sand
filters.
(e) Chlorination and fluoridation
A small amount of chlorine is added to kill
bacteria in the water. Fluorine is added to
prevent tooth decay.
31. Water pollutants
(a) Source: Households
Pollutants: Domestic waste and garbage
Effects: Cause diseases like typhoid and
cholera, reduce the oxygen in the water
(b) Source: Factory
Pollutants: Inorganic and toxic chemicals
Effects: Poisoning in plants, animals and human
beings through accumulation of chemical
residues in the food chain
(c) Source: Farms
Pollutants: Pesticides and fertilisers
Effects: Poisoning of aquatic organisms, rapid
growth of algae and reduction of the oxygen
supply in the water
(d) Source: Tankers
Pollutants: Oil spills
Effects: Kills aquatic plants, animals and
seabirds
Air Pressure
6
1. Air has weight and it exerts pressure on the
surface of an object.
2. Air particles inside a container move randomly,
collide with the walls of the container and exert
pressure on the walls.
3. The air pressure around us is also known as the
atmospheric pressure.
4. Air pressure is affected by volume and
temperature. When the volume of a container
increases, the pressure in it decreases. When the
temperature of air in a container increases, its
pressure increases too.
5. Syringes, pipettes, drinking straws, bicycle pumps
and siphons apply the principle of air pressure.
6. Gases are compressed under high pressure and
stored as liquids in gas cylinders. When the valve
of a cylinder is opened, the pressure falls. This
causes the liquid to change back to gas. The gas
escapes through the valve.
7. Precautions when using a gas cylinder
(a) Store gas cylinders in open spaces.
(b) Keep gas cylinders away from direct sunlight
or heat.
(c) Do not place hot objects on top of the gas
cylinder.
(d) Check the rubber hose regularly for leakages.
(e) Remove the regulator when not in use.
32. Ways to control water pollution include
(a) educational campaign on preserving water
(b) implementation of laws to safeguard water
quality
(c) not throwing rubbish into drains or rivers
(d) recycling water
(e) treating industrial waste products before
disposing
QN9
Support and Movement
8
1. There are three types of support systems in animals.
(a) Exoskeletons: Support system for animals
like grasshoppers and crabs
(b) Endoskeletons: Support system for humans
and animals like whales
(c) Hydrostatic skeletons: Support system
for animals like earthworms and caterpillars
(d) change the direction of motion of an object
(e) move a stationary object or stop a moving
object
3. Types of forces
(a) Gravitational force: The force that pulls
all objects towards the centre of the Earth.
(b) Magnetic force: The force of attraction or
repulsion between a magnet and magnetic
substances.
(c) Electrostatic force: The force produced by
charged substances.
(d) Electrical force: The force produced when
electrical charges flow through a conductor.
(e) Electromagnetic force: The force produced
by a current flowing through a conductor.
(f) Frictional force: The force produced when
two surfaces rub against each other.
4. Force is measured in newtons (N), using a spring
balance or a Newton balance.
5. Some daily activities which depend on friction are
walking, climbing, writing, holding objects and
using brakes to stop a moving vehicle.
6. Friction opposes motion. It has direction
(opposite of motion) and magnitude.
7. The magnitude of friction depends on the type
of contact surfaces (smooth or rough). A
rough surface has a bigger frictional force
compared to a smooth surface.
8. Advantages of friction
(a) Slows down or stops a moving vehicle
(b) Enables a flint to produce sparks to ignite gas
(c) Prevents vehicles from skidding
(d) Enables us to walk, climb, write and hold
objects
(e) Holds a nail in the wood or the wall
9. Disadvantages of friction
(a) Opposes motion and wastes energy
(b) Wears away materials
(c) Produces unwanted heat
10. Friction can be increased by increasing the
roughness of the surfaces in contact, for example,
the rough patterns on tyres and soles of shoes.
11. Friction can be reduced by using
(a) wheels
(b) ball bearings
(c) rollers
(d) grease or oil
(e) air cushions
12. Work is done when a force moves an object
over a distance.
13. Power is the rate of doing work.
14. We will not be able to do many things and use
many devices in our daily life if there is no force.
work (J)
Power (W) =
time (s)
Work = force distance moved in the
direction of the force
J = N m
metal rollers
wheel Ball bearings
hinge
balloon
Air pack
glass
tube
cork
air
table
plastic
disc
QN10
2. The functions of skeletons are to
(a) support and maintain the shape of the body
(b) support tissues and to protect the soft organs
3. Land and aquatic vertebrates have endoskeletons.
Big and strong skeletons support the body weight of
land vertebrates. The body weight of aquatic
vertebrates are supported by water buoyancy.
4. Land and aquatic invertebrates have exoskeletons
or hydrostatic skeletons.
5. Woody plants (mango, Angsana, Casuarina) use
woody tissues (secondary xylem cells) for support.
6. Buttress roots and prop roots also help to
support woody plants.
7. Herbaceous plants (balsam, banana, yam) are
supported by cell turgidity.
8. Some land plants with soft stems have special
support structures like
(a) clasping roots: pepper and money plants
(b) twining stems: morning glory, long beans
(c) tendrils: cucumber, gourds
(d) thorns: rose, cane
9. Aquatic plants have many air sacs in their stems
and leaves. These plants are supported by water
buoyancy.
8. Heavy objects are more stable than light objects
of the same size and shape.
9. An object is more stable if it has a lower centre
of gravity and a bigger base area.
10. The principle of a low centre of gravity for greater
stability is applied in racing cars, heavy vehicles
like buses and lorries, household utensils and
laboratory equipments.
11. The principle of a heavier and larger base area
for greater stability is applied in table fans, table
lamps, Bunsen burners and retort stands.
Stability
9
Simple Machines
10
1. All objects have a point of equilibrium.
2. The equilibrium point of an object is its
centre of gravity.
3. The centre of gravity is the point through which
the whole weight of an object acts on.
4. The point of equilibrium of a regularly shaped
object is at its centre.
5. Stability refers to an objects ability to remain in
its original position.
6. An object is said to be stable if the object does
not topple easily when a force acts on it.
7. Factors that affect the stability of an object are
(a) the position of the centre of gravity
(b) the base area
1. Levers are simple machines. A lever is a rigid
rod or bar which turns freely about a fixed point
(fulcrum). It turns when a force (effort) is
applied to overcome another force (load).
2. There are three classes of levers
(a) First class levers
(b) Second class levers
(c) Third class levers
3. Characteristics of the first class levers
(a) Fulcrum is between the load and the effort
(b) Produces a large force from a small effort
(c) Examples include scissors, see-saw, pliers,
claw hammer and beam balance
4. Characteristics of the second class levers
(a) Load is between the fulcrum and the effort
(b) Produces a large force from a small effort
(c) Examples include wheelbarrow, nutcracker,
paper cutter, bottle-opener and can-opener
distance of effort
distance of load
load
fulcrum
effort F
distance of load
load
fulcrum
effort
distance of effort
QN11
5. Characteristics of the third class levers
(a) Effort is between the fulcrum and the load
(b) A small movement of the effort produces a
large movement of the load
(c) Examples include broom, fishing rod, ice
tongs, golf club and human arm
6. The moment of a force is the turning effect of
a force.
7. The moment of a force about a point is equal to the
product of the force and the perpendicular distance
between force and the fulcrum.
8. For levers that are balanced
Load (N) load distance (m)
= Effort (N) effort distance (m)
perpendicular distance
fulcrum
lever
force
fulcrum
lever
force
perpendicular
distance
distance of load
load
fulcrum
effort
distance of effort