Outcomes

Pupils can identify the force, pivot and perpendicular distance to the pivot for a range of machines/tools and are able to calculate the moment in Nm.
Pupils understand how the force and distance are related to the moment and can use the formula Moment = Force x perpendicular distance to pivot.
Pupils are to understand the practical applications of changing the force and perpendicular distance for tools.
Pupils can find the centre of gravity for a lamina using a pin and plumbline.
Pupils can label the centre of gravity for a range of objects and can appreciate that it may not be located on the object itself.
Pupils investigate the principle of moments for a balanced object.

Specification References

1.23 recall and use the relationship between the moment of a force and its distance from the pivot: moment = force x perpendicular distance from the pivot
1.24 recall that the weight of a body acts through its centre of gravity
1.25 recall and use the principle of moments for a simple system of parallel forces acting in one plane

Using a large lever vary the distance to the pivot and use a set of two 10kg and a 5 kg mass mass to lift a pupil? or very heavy object? From a range of readings get the student to predict how both the effort and perpendicular distance to the pivot is related to the moment or turning effect.
Is Moment a vector quantity?
Help the class derive the formula for moment and emphasise the idea of perpendicular distance.

Moment circus - Have the pupils circulate round the stations finding/calculating the moment for a range of tools. The 'effort' should be labelled with laminated arrows. Set squares can be given to help find the perpendicular distances.
Pupils investigate the principle of moments by varying the force and distance of masses on a balanced ruler. They can calculate and show that the clockwise moment equals the anticlockwise moment.
Introduce the idea of centre of gravity. Use several regular shaped objects and discuss where the weight would act if 'all' the weight vectors for every part of the object had to be replaced by one weight vector. Balancing the object on your finger on different sides could easily lead to the correct answer. Lead into irregular object and have the pupils estimate where the c. of g. would be, one object, such as a boom-a-rang with a c. of g. which is not located on the object would also be beneficial.
Have the pupils cut a lamina out of the card and use the pin and plumbob method to find its centre of gravity.

Hold up a range of objects and have the pupils predict where the centre of gravity is. End with showing a few more interesting centre of gravity senarios such as the balancing forks and match on the edge of a glass etc..

Large lever and pivot system to lift a pupil+ 10 kg mass
Class set of rulers and masses for principle of moments
Class set of rulers suspended with a forcemeter from one end , large mass with body of truck over it, 1/2 meter rule
Class set of card, scissors, retort stand, cork and pin, sting and plastecine.
Set of 6 different tools with a 'force vector' labelled (made out of laminated paper with the 'effort' labelled.