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 masses to lift a 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. If the lever is large enough it could lift a pupil!!
Question: Is Moment a vector quantity?
Help the class derive the formula for moment and emphasise the idea of perpendicular distance. A large set square would help to visualise this.
Change the arrangement by placing the 'heavy object' on the same side as your effort. Ask the pupils how you would lift the object now. Introduce direction by discussing if the 'heavy object' has a clockwise or anticlockwise moment. What direction does your moment for your effort have? It is important that the pupils understand that the effort and load could both be on the same side as the pivot.

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.

You could end by showing a few more interesting centre of gravity senarios such as the balancing forks and match on the edge of a glass etc..
Introducing the 'Challenges' for the next lesson would help. The class should be divided into groups of increasing ability. See next lesson

Starter - Large lever and pivot system to lift a pupil or very heavy object, large masses to counterbalance, large set square, thin rope tied in a loop, large Newtonmeter to lift one end of lever.
Class set of rulers and masses for principle of moments
Set of 6 different tools with a 'force vector' labelled (made out of laminated paper with the 'effort' labelled.
A few regular objects and irregular objects to help discuss centre of gravity including a boom-a-rang.
Class set of card, scissors, retort stand, cork and pin, sting and plasticine.