The principle of moments tells us that, depending on the moment, the beam will have a clockwise moment or an anticlockwise moment:

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​Today we will practice calculating moments using the right formula and identifying if they are in clockwise or anticlockwise sense. Let's remember the triangle with the formulas: 

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1) Try to say if this seesaws have a clockwise or anticlockwise moment, or if they are balanced:

 

 

 

 

 

 

 

 

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2.  Calculate the moment of each force on the spanner. In which diagram does the force have the greatest turning effect?

 

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3. Calculate the moment of the force shown in the picture: (convert the cm to m first)

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4. The digram below shows a balanced beam. The arrows show two forces acting on the beam. Draw the beam in your notebook.

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One force has a clockwise moment. Labe this force C

One force has an anticlockwise moment. Label this force W 

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5. Use the diagram to answer the questions:

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a) Which force has a clockwise moment?

b) Calculate the moment of that force

c) Calculate the other moment

d) Is the beam balanced? how can you tell?

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6) The picture shows a boy on a seesaw. The moment of his weight is balanced by the moment of the man's pushing force:

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a) The boy is sitting 0.4m away from the pivot. Calculate the moment of his weight about the pivot.

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b) The man pushes down on the seesaw in order for it to be balanced.

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Calculate the distance from the pivot at which he must push. (You will have to equal both moments (F1XD1 = F2XD2) and find the second distance.

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7. A door can be opened by pressing different parts. The diagram shows a door an different forces that can be applied:

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Calculate the moment produced by each force. Use the distance according to the diagram. Which forces will move the door in a clockwise way?

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8.  Elsa is investigating how different weights bend a long ruler. She clamps the long ruler at one end so it can bend, as shown in the diagram:

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She hangs different weights at point X, at the other end of the ruler. She measures how far the end of the ruler bends down each time. The table shows her results:

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a) Write a conclusion according to the results.

b) List 2 things that Elsa should keep constant during her investigation

c) This time, she hangs them from position Y. Explain how her results will be different this time:

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MAIN GOAL:

 

I can describe diffusion of gases and liquids, use the aerobic respiration equation, explain its location in cells, describe lung gas exchange, and understand respiratory system structure and function.​

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During this class, we will review the parts of the cell. The idea is to write the function of the main organelles as we draw them step by step in the notebook:

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At the end of the class we will play a blooket to check what you know about the cell and its parts: 

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The objective of today's class is to understand how medicines work once we take them and they enter the body. For this, we will watch a video about the way in which our body absorbs and transports medicines when we are sick.

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Have you ever wondered this?:

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Watch the following video and choose one of the activities below:

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Choose 2 activities and solve them in your notebook:

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Write 10 new things you learnt from the video

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Create a little cartoon of a pill going through the body

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Create 6 multiple choice questions about the

information from the video (showing the right answer)

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Write a text with your own words answering where

do medicines go after we swallow them?

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