Question 1: Define a lever and identify its three main components in the context of human movement.

Answer: A lever is a rigid bar that rotates around a fixed point called a fulcrum. The three main components are the effort (force applied), the load (resistance to be moved), and the fulcrum (pivot point).

Question 2: Describe how a first-class lever functions in a movement such as nodding the head. Include the roles of effort, load, and fulcrum.

Answer: In nodding the head, the fulcrum is at the top of the neck (joint), the effort is applied by neck muscles at the back of the head, and the load is the weight of the head. The effort moves the head downward or upward around the fulcrum.

Question 3: Identify an example of a second-class lever in the human body during movement and explain why it is classified as such.

Answer: A common example is when standing on tiptoes, with the ball of the foot as the fulcrum, the calf muscles applying effort, and the weight of the body as the load. It is classified as a second-class lever because the load is between the effort and fulcrum.

Question 4: Explain the advantage of using third-class levers in activities such as lifting weights or throwing. Provide an example from sports.

Answer: Third-class levers allow for greater range of movement and speed of movement, although they require more effort. An example is during a bicep curl, where the effort is applied by the biceps at the middle of the forearm to lift a weight.

Question 5: A gymnast performs a handstand. Describe which type of lever is involved at the shoulder joint and how it benefits the movement.

Answer: The shoulder joint acts as the fulcrum, with effort applied by the shoulder muscles, and the load is the weight of the body. This is a third-class lever, allowing for a wide range of motion and balance.

Question 6: Draw a simple diagram of a lever system, labeling the effort, load, and fulcrum. Include a brief description of what a correct sketch would demonstrate.

Answer: A correct sketch would show a straight bar with a fixed point (fulcrum) underneath, effort applied on one end, and load positioned between the effort and fulcrum or on the opposite side. The diagram should clearly label each component.

Question 7: How does increasing the effort arm length affect the amount of effort needed to move a load on a lever?

Answer: Increasing the effort arm length decreases the amount of effort needed to move the load because the lever provides a mechanical advantage.

Question 8: Identify the type of lever involved when a person uses a paddle to hit a ball in table tennis, considering the paddle as part of the lever system.

Answer: The system resembles a third-class lever, with the fulcrum at the hand holding the paddle, effort applied by the arm muscles, and the load being the ball on the paddle's surface.

Question 9: Sketch a diagram of a lever used in a sports scenario (e.g., a golf club or baseball bat). Label the effort, load, and fulcrum. Describe what a 'good' sketch should clearly depict.

Answer: A good sketch should show a long rigid bar (e.g., golf club or bat) with a pivot point (fulcrum) at one end, effort applied on the handle, and the load (ball or ball contact point) at the other end or along the length. Labels should be clear and aligned with the components.

Question 10: Explain the concept of mechanical advantage in levers and how it influences athletic performance.

Answer: Mechanical advantage occurs when the effort arm is longer than the load arm, making it easier to move a load. In athletics, this can improve performance by reducing effort needed to generate movement or force.