# Students kit Balances and equilibrium

The kit provides simple seesaws, beam balances, spring balances, dial balances and balance beam (lever) calculating machines.

Children learn some historical and physical aspects of scales and weighing. They also learn

• to understand the principle of a seesaw
• to assemble and use a beam balance
• to calculate with a system of measures
• a common system of measures
• to appreciate the advantages of a common
system of measures

Age 7-9
Materials for 15 work groups (for 30 children)

Art. no. 31780

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further product description

### Technical specifications

Size of kit: 540 x 450 x 150 mm

experiments
• 1 - Grams and kilograms

### experiment "Grams and kilograms"

The students should deal with the set of weights practically and mathematically.

• 2 - Measurement results

### experiment "Measurement results"

The students determine the weight of various objects from their school bag. As a learning objective check, they state the weight of some items from the set of small items.

• 3 - In balance

### experiment "In balance"

The students should balance various objects (e.g. ruler, pencil, seesaw beam weighted on one side) on their fingers.

• 4 - Rockers

### experiment "Rockers"

The students should understand real playground situations in experiments with the model seesaw and decide how the presented placement problems can be solved.

• 5 - The calculating scale

### experiment "The calculating scale"

Using the calculating scales, the students find out in a playful way: The longer the "arm", the fewer weights are needed to balance the beam. The shorter the "arm", the more weights have to be attached. The arm is always the distance from the load - here the weight cube - to the fulcrum (seesaw beam) referred to.

• 6 - The quick scale

### experiment "The quick scale"

The students use suitable test materials to recreate a Roman scale that is originally shown in two photos. You will find out when you use them: The "arms" of this type of scale are of unequal length. Weights are superfluous once a scale has been established. The weighing is done by establishing the balance with the help of a slider.

• 7 - The spring scale

### experiment "The spring scale"

The students build a spring scale from prefabricated parts and make a gram scale themselves. The students recognize that if you hang an object on a spring, it expands. The weight of the object can be deduced from the length of its extension.

• 8 - Compare with the beam balance

### experiment "Compare with the beam balance"

The students can put together a beam scale from the given individual parts and balance it with the help of the taring slide ("compensating slide").
Through repeated weighing, the students determine any number of pairs of objects from their school materials for which the relationships "heavier than", "lighter than" or "as heavy as" apply.

• 9 - Scales and balance

### experiment "Scales and balance"

We will shortly provide you with a description of the experiment at this point.

• 10 - Scales in olden times

### experiment "Scales in olden times"

The students recognize from two drawings: scales have been around for a long time. The forms changed, but the need to determine weights remained the same.

• 11 - Weights then and now

### experiment "Weights then and now"

The students learn that the weights in grams and kilograms were not always common and not common among all peoples and that e.g. T. units of weight based on natural resources were used.

• 12 - Our weight set

### experiment "Our weight set"

We will shortly provide you with a description of the experiment at this point.

• 13 - How hard is...?

### experiment "How hard is...?"

The students experience or determine (e.g. in demonstration weighing) the weights of various objects that either occur in their environment or are of particular interest to them.

scope of supply
• 15 × Balance stands, plastic
• 15 × Balance beam, yellow
• 30 × Scale plan, yellow, with bows
• 15 × Seesaw bearing
• 15 × Seesaw
• 2 × Spring scales, capacity approx. 75 g
• 15 × Weight set for beam balance
• 15 × Plastic box
• 1 × Plastic box, 105/90/50 mm
• 1 × Dynamometer, double range, N and g