PHY 121 IN

CRN: 11370
Lab #7
Simple Machine: Levers
Shelby Newton
10/20/14

Abstract: Levers are applicable in many aspect of life, even our own anatomy. In this
experiment the different classes of levers were replicated and their mechanical
advantage calculated. It was found that the first class of lever had the highest
mechanical advantage meanwhile the third class had the lowest.
Overview of theory: This lab focused on the use of levers, which are one of the earliest
used types of simple machines. There are three types of levers, each differing by the
arrangement of each component. While they are different, they all have generally the
same set up. Each lever class has a fulcrum (pivot point), the load force (object being
moved), and the effort force (the effort put into moving the object). The main difference
between each lever class is the resulting mechanical advantage, which ultimately is the
efficiency of the lever. A higher mechanical advantage means a more efficient lever.
The first class of lever is arranged with the load force being on one side, the
fulcrum in the middle and the applied force acting down. Imagine your hand
outstretched holding some kind of weight. The fulcrum would be your elbow, the applied
force would be the muscle attachment of your arm, and then the load force is the object
you are holding. That is a class one lever and it can be seen in nature all over the place.
The class 2 lever is arranged differently with the fulcrum on one side, the load
force in the middle and then the applied force pushing up against it. A real world
example of this would be a wheel barrow, with the wheels being the fulcrum, the weight
of what ever is being pushed as the load force and then you lifting the wheel barrow up
to push being the effort force.
A class 3 lever is like class 2 with the fulcrum coming first, but instead this time
the applied force is in the middle and the load force on the end. An example of this
would be tweezers, with the fulcrum being the point of the tweezers, the force being
your fingers pushing the two sides together and then the load force being what ever you
are picking up.
Experimental procedure:

Experiment 1: The first experiment was to find the ratio of effort distance/load distance.
This was found by creating a model with a pencil taped to a table and a ruler, which was
first placed on the pencil in a way that the ruler was balanced without any weight on it.
Then the trials progressed by first adding a single quarter four centimeters from the
fulcrum and using another quarter on the other side to balance the ruler again. For each
trial another quarter was added to the quarter that was four centimeters from the fulcrum
and the quarter on the other side was moved further away to balance the ruler again.
This was done four times.
Experiment 2 part 1: This experiment was about creating a first class lever. This was
accomplished by using a ruler as the lever, tying a string to the middle to act as the
fulcrum and letting it suspend, and tying a weight on one side and measuring the effort
needed to make the lever parallel on the other. The mechanical advantage was
calculated and multiple trials done by moving the load force closer to and further away
from the fulcrum to see the effect.
Experiment 2 part 2: In this experiment a second class lever was created using the
same general concepts as the previous experiment, only adjusting the components to
match the second class lever. The string that served as the fulcrum was moved to one
end of the ruler and having the load be in the middle. On the other end the spring scale
measured the force to bring the lever to parallel. This process was repeated for multiple
trials with the load being moved to different points along the lever.
Experiment 3: The third experiment was made to represent a third class lever. This was
done by putting a string at the end of the ruler and tying it to a door knob. The load was
put at the other end of the ruler, and then the effort was recorded in the middle. This was
repeated during multiple trials with the load being moved to different spots on the lever.

Measurements and Observations:

Experiment 1:

Experiment 2 part 1:

Experiment 2 part 2:

Experiment 3:

Formulas and Calculations:

Ratios of measured distances: Effort distance / Load distance
example: 3.5/4=0.88
Converting grams to Newtons: 1000g=1kg=9.81N
example: 12.0g=0.012k x (9.81N/1kg)=0.118N
Calculating Mechanical Advantage: MA= Resistance force (load) / Effort force
example: 1.31N x 0.15m=2.16
Error Analysis:
1. The highest source of error for this experiment is the potential for shifting string.
Every effort was taken to keep each piece where it belonged, but when working with the
materials given there is bound to be some source of error. With the strings being moved
constantly and re-taped to the ruler it could have been possible that the particular
component was off slightly and the distances were wrong.
2. The second source of error may have come from the available spring scale. Perhaps
this spring scale was not the most accurate and therefore did not give the best
measurements. At times it was hard to read exactly where they line was also, given that
it would occasionally jump around if something moved even in the slightest.

Table of Results:

Experiment 1:

Experiment 2 part 1:

Experiment 2 part 2:

Experiment 3:

Conclusion/Discussion: The results from each lever showed, based on their

mechanical advantage, that the first class lever is the most efficient meanwhile the least
efficient is the third class. This result makes sense given the types of levers you often
find in nature. Most naturally occurring levers are first class, most likely because natural
selection would have pushed evolution for this more efficient level as opposed to doing
the more difficult second or third. Natural selection is a process that doesnt make
conscious decisions about what works better, but the pressures put on by the
environment almost always result in the more efficient way.
This isnt to say that the other levers have no place, however. We see both
second and even third class levers all the time, even when we dont realize it. Even your
salad tons are levers, and third class levers at that! These arent inefficient are they? Its
all about the situation and what result is wanted.
Questions:
A.

In Experiment 1 you calculated the ratios of the measured distances (the ratios of
Effort Distance/Load Distance). What is the significance of these ratios? How did
your calculations compare to your expectations?

The significance of these ratios is that they result in the mechanical advantage. A higher
number means more of an advantage, meanwhile the lower the number the lower the
advantage. The resulting calculations do and dont make sense. They dont because it is
hard to imagine that the advantage is increased when the weight is increased. However,
it does make sense because it was easy to observe that as the length that the quarter
was moved increased, it became more and more sensitive to even the slightest
movement. So it seemed as if it was easier to move the lever at this point than when
they were closer and the weight was less.
B.

The spring balance is reasonably accurate for determining the load mass.
However, the spring balance weighs 62 grams. Explain how to use work in = work out
principle to verify the mass of the spring balance.

This principle can be used by taking the data and using the conservation of energy to
verify the results. This can make sure that the spring balance doesnt partake in the
equation itself with its weight and what is being recorded is really only what is wanted.

C.

After examining the first-class lever data, what kind of general statement can be
made with regards to mechanical advantage and the relationship of load distance to
effort distance?

The mechanical advantage is higher when the load is closer to the fulcrum. So when
these things are closer together, the mechanical advantage is higher.

D.What happens to the mechanical advantage for second-class levers as the load
moves farther away from the fulcrum?
The mechanical advantage becomes lower. The further that it moves, the less efficient
the lever becomes and the more effort that is being put into bringing the lever to parallel.
E.

What is the significance of the mechanical advantage of class 3 levers?

The mechanical advantage of class three levels is low, with a lot of energy required.
However, a class three lever makes it possible for a large mass to be moved, so it has a
lot of power behind it even if the mechanical advantage is low.
F.

What class lever is represented by a fishing pole? Why?

A fishing pole is a class three lever. The fulcrum is at the base of the fishing pole, the
effort is where our hand is to pull the fish, and the load is at the top where the fish is
pulling.
G.

What kind of lever is represented by an oar used in rowing? Why?

Its a first class lever. The fulcrum is where the oar is attached to the boat, the effort is
you rowing and then the load is the water pushing against you.