CanonBase - User contributions [en]

Five laboratory exercises with rope block and tackle

2023-01-23T00:12:40Z

AndersL: /* Preparation */

== Aims ==

After the exercises, students will understand how blocks and ropes can be used to:
* gain lifting power
* gain lifting height
* create speed
* move objects
* create a change of direction.

== Key Information ==

{| class="wikitable"
|-
| Number of learners || Between 4 and 8 in each group. Several groups can do the exercises in parallel, if enough equipment is available.
|-
| Number of staff || 1 teacher
|-
| ECTS Credits (if applicable) || Not applicable
|}

=== Learning process ===
{| class="wikitable"
|-
| || '''Lecture/seminar''' || Lecture, presentation, discussion (face-to-face or online)
|-
| X || '''Making project''' || Making a model, mock-up, plan or design (physical or digital)
|-
| X || '''Performance project''' || Making a performance or demonstration (live or mediated)
|-
| || '''Records and Archives''' || Interviews, photographs and videos of artefacts, annotating archives, creating learning materials (physical or digital)
|-
| || '''Independent study''' || Reading, researching, analysing and evaluating learning materials (physical or digital) in groups or alone
|}

=== Type of learner ===
{| class="wikitable"
|-
| X || Student of technical theatre
|-
| X || Student of theatre design, architecture
|-
| || Student of theatre arts
|-
| X || Professional
|-
| || Researcher
|-
| || General public
|}

== What You Will Need ==

=== Duration and schedule ===

'''Preparation by the teacher:'''
2-4 hours preparing equipment and materials

'''Preparation by the students:'''
None

'''The workshop:'''
1 day of 6 working hours. Less if students already have knot-tying skills.

=== Room or type of space ===

Classroom, studio theatre, workshop, or other space where loads can be suspended. If you don’t have a suitable space, see the ‘Tips’ section below for how to work at model scale.

=== Equipment ===

* 2 ropes 4-5 mm each 15 metres long
* 2 lengths of 4-5 mm rope, 10 metres each
* 2 lengths of 4-5 mm rope, 5 metres each
* 4 single blocks for 5 mm ropes
* 2 double blocks for 5 mm ropes
* 4 shackles and/or
* 6 straps
* 2 fabric bags (able to hold at least 10 kg each)
* 7 1.5-litre soft drink bottles with cap
* 4 hanging scales for 0-25 kg (the type that can weigh a suspended load, e.g. for luggage)
* 1 roll of gaffer tape
* 1 tape measure (centimetre scale)

The soft drink bottles are filled with water to act as counterweights during the laboratory sessions. A 1.5 litre bottle weighs 1.5 kg.

=== Materials (consumables) ===

None

=== Learning resources (books, websites) ===

Canonbase articles:

* [[Item:Q30659|B.01 Deus Ex Machina]]
* [[Item:Q30688|A.04 The Transforming Stage]]

Other sources:

Jay O. Glerum, Stage Rigging Handbook, Southern Illinois University Press, 3rd edition 2007

R. W. Boychuk, Nobody Looks Up: The history of the counterweight rigging system 1500-1925, Grid Well Press, 2015

== Process ==

=== Preparation ===

Preparation by the teacher:

• collect equipment and materials
• prepare a short presentation on the historical use of rope-operated stage mechanics and pulley systems in theatres
• prepare a safety briefing - see the safety notice below

All of the exercises can be carried out in a classroom, provided that there are fixing points in the ceiling for the blocks. The attachment point should be able to support about 10 kg. If this cannot be guaranteed, another room should be used. This could be, for example, in a stairwell where the attachment points of the stairwell railing could possibly be used as attachment points for the blocks.

'''Always consult with the venue manager when choosing a venue for the exercises.'''

=== The learning activity ===

Give a short presentation on the historical use of rope-operated stage mechanics and pulley systems in theatres, to give the context for the exercises.

Give a safety briefing – see the safety notice below.

Check that the students who will be taking part in the exercises can all use the following knots:
* Clove Hitch/Clove Hitch on the bight,
* Round turn & two half hitches,
* Bowline
* Reef knot
* Overhand loop
Take time if needed to ensure all students are confident with these.

==== Exercise 1: Single block on the ceiling for lifting ====

Mount a block on the ceiling and pass a rope through it.

On one side (the lifting side), the rope is attached to the first scale, which in turn holds up the fabric bag with the load of three bottles (= 4.5 kg).

The second scale is attached to the other end of the rope (pull side).

Observe:

* What happens when the fabric bag with the counterweights is raised?
* Do the scales on each side of the block show the same weight?
* What conclusion can be drawn from this?
* What is the application in everyday life of arranging ropes and blocks in this way?
* What are the benefits of using a pulley, rather than lifting the load directly?

==== Exercise 2: Single block with pulling rope inserted in wall to gain power ====

Mount a block so that it is held up by a rope (lifting rope) that goes up to the ceiling where the rope runs on through a block (or two blocks if necessary) to the first scale which in turn holds up the fabric bag with the load of three bottles (= 4.5 kg).

Fix the second scale to the wall and attach a rope (pull rope) to the other side of the scale. This rope goes up and through the hanging block. The free end of the rope continues to the third scale. On the other side of the third scale, a final rope is attached, which is the pull rope.

Observe:

* What happens when the fabric bag with the counterweights is raised?
* What do the three different scales show?
* What is the length relationship between the rope used as the pulling rope and the one used as the lifting rope?
* What conclusion can be drawn from this?

==== Exercise 3: Double block and tackle to gain power ====

Assemble a combination of one single and one double block. The double block is attached to the ceiling. Attach the lifting rope to the lower single block first. Let the rope go up into the upper double block and return to the lower single block. The lifting rope turns one last time in the lower single block, goes up through the upper double block and then runs on through a single block until it reaches the first scale, which in turn holds up the first fabric bag containing three bottles (= 4,5 kg).

The second scale is fixed under the lower signel block and under it a second fabric bag that can be loaded with bottles (balancing weights).

Observe:

* How many bottles (balancing weights) must be loaded into the second bag before the first bag starts moving?
* What do the two different scales show?
* What is the length relationship between the length of rope between the double blocks and the distance fabric bag #1 moves (measured relative to the floor or other fixed point)?
* What conclusion can be drawn from the relationship between the weights of the two bags and the length distance of the ropes?

==== Exercise 4: Double block and tackle to gain speed ====

Assemble the same technical arrangement as in Exercise 3, but without the load and balance bags. The two scales can be removed if desired.

Attach a light object (piece of clothing, hat, shoe, etc.) to the end of the rope where the fabric bag with the weight was previously attached.

Observe:

* How fast can the light object (load) be moved when pulling on the lower free block?
* How heavy an object (load) can be moved in this arrangement?
* How can this arrangement be used to quickly remove an object from, for example, a stage?

==== Exercise 5: Block for changing direction when moving objects ====

This exercise is carried out at floor level. The aim is to move an object any distance across the floor. The exercise begins by first determining the movement to be achieved. It is optional how and where blocks are arranged and how long pull ropes are used.

In a second step, move the object in two stages, each in a different direction. In this step several blocks and ropes can be used.

Observe:

* What has been prioritised in the arrangement of the blocks - gaining power or high speed?
* Has the intention been to hide the arrangement of blocks and ropes or has it been allowed to show?
* For complex movement - how many blocks and ropes have been used?
* Are there alternative solutions to the problem?

=== Assessment and feedback ===

The exercises are not intended to be formally assessed. Give feedback throughout the workshop; students will want to ask questions and discuss the results during the practical exercises. At the end of the session, summarise the key points of learning.

== Our Experience ==

=== Tips ===

Make sure you are familiar with how block and tackle and rope will work together to gain load, force and speed.

If you don’t have access to a suitable space where you can suspend weights, you could run the workshop using smaller scale equipment. Our experience has shown that rope and pulley mechanisms work correctly and give a good simulation of the full-size mechanism at a scale of 1:4, and even 1:6 is likely to be satisfactory to demonstrate the principles. Working at scale greatly simplifies the workshop, and means you can hang the load from a camera tripod or similar improvised support.

==== Safety Notice ====

'''The scale of the exercises as described here means they are relatively safe, compared with full-size stage working. However, you will still be lifting weights overhead, and possibly working at height to attach pulleys, and so on. Make sure you follow safe working practices, and if in any doubt, consult a competent theatre technician. Always undertake a risk assessment, following the safety standards and regulations in your locality.'''

=== Additional information and resources ===

== Credits ==
{| class="wikitable"
|-
| This learning method was made by: || Anders Larsson
|-
| Institution: || Stockholm University of the Arts
|}

Five laboratory exercises with rope block and tackle

2023-01-23T00:12:16Z

AndersL: /* Preparation */

== Aims ==

After the exercises, students will understand how blocks and ropes can be used to:
* gain lifting power
* gain lifting height
* create speed
* move objects
* create a change of direction.

== Key Information ==

{| class="wikitable"
|-
| Number of learners || Between 4 and 8 in each group. Several groups can do the exercises in parallel, if enough equipment is available.
|-
| Number of staff || 1 teacher
|-
| ECTS Credits (if applicable) || Not applicable
|}

=== Learning process ===
{| class="wikitable"
|-
| || '''Lecture/seminar''' || Lecture, presentation, discussion (face-to-face or online)
|-
| X || '''Making project''' || Making a model, mock-up, plan or design (physical or digital)
|-
| X || '''Performance project''' || Making a performance or demonstration (live or mediated)
|-
| || '''Records and Archives''' || Interviews, photographs and videos of artefacts, annotating archives, creating learning materials (physical or digital)
|-
| || '''Independent study''' || Reading, researching, analysing and evaluating learning materials (physical or digital) in groups or alone
|}

=== Type of learner ===
{| class="wikitable"
|-
| X || Student of technical theatre
|-
| X || Student of theatre design, architecture
|-
| || Student of theatre arts
|-
| X || Professional
|-
| || Researcher
|-
| || General public
|}

== What You Will Need ==

=== Duration and schedule ===

'''Preparation by the teacher:'''
2-4 hours preparing equipment and materials

'''Preparation by the students:'''
None

'''The workshop:'''
1 day of 6 working hours. Less if students already have knot-tying skills.

=== Room or type of space ===

Classroom, studio theatre, workshop, or other space where loads can be suspended. If you don’t have a suitable space, see the ‘Tips’ section below for how to work at model scale.

=== Equipment ===

* 2 ropes 4-5 mm each 15 metres long
* 2 lengths of 4-5 mm rope, 10 metres each
* 2 lengths of 4-5 mm rope, 5 metres each
* 4 single blocks for 5 mm ropes
* 2 double blocks for 5 mm ropes
* 4 shackles and/or
* 6 straps
* 2 fabric bags (able to hold at least 10 kg each)
* 7 1.5-litre soft drink bottles with cap
* 4 hanging scales for 0-25 kg (the type that can weigh a suspended load, e.g. for luggage)
* 1 roll of gaffer tape
* 1 tape measure (centimetre scale)

The soft drink bottles are filled with water to act as counterweights during the laboratory sessions. A 1.5 litre bottle weighs 1.5 kg.

=== Materials (consumables) ===

None

=== Learning resources (books, websites) ===

Canonbase articles:

* [[Item:Q30659|B.01 Deus Ex Machina]]
* [[Item:Q30688|A.04 The Transforming Stage]]

Other sources:

Jay O. Glerum, Stage Rigging Handbook, Southern Illinois University Press, 3rd edition 2007

R. W. Boychuk, Nobody Looks Up: The history of the counterweight rigging system 1500-1925, Grid Well Press, 2015

== Process ==

=== Preparation ===

Preparation by the teacher:

• collect equipment and materials
• prepare a short presentation on the historical use of rope-operated stage mechanics and pulley systems in theatres
• prepare a safety briefing - see the safety notice below

All of the exercises can be carried out in a classroom, provided that there are fixing points in the ceiling for the blocks. The attachment point should be able to support about 10 kg. If this cannot be guaranteed, another room should be used.This could be, for example, in a stairwell where the attachment points of the stairwell railing could possibly be used as attachment points for the blocks.

'''Always consult with the venue manager when choosing a venue for the exercises.'''

=== The learning activity ===

Give a short presentation on the historical use of rope-operated stage mechanics and pulley systems in theatres, to give the context for the exercises.

Give a safety briefing – see the safety notice below.

Check that the students who will be taking part in the exercises can all use the following knots:
* Clove Hitch/Clove Hitch on the bight,
* Round turn & two half hitches,
* Bowline
* Reef knot
* Overhand loop
Take time if needed to ensure all students are confident with these.

==== Exercise 1: Single block on the ceiling for lifting ====

Mount a block on the ceiling and pass a rope through it.

On one side (the lifting side), the rope is attached to the first scale, which in turn holds up the fabric bag with the load of three bottles (= 4.5 kg).

The second scale is attached to the other end of the rope (pull side).

Observe:

* What happens when the fabric bag with the counterweights is raised?
* Do the scales on each side of the block show the same weight?
* What conclusion can be drawn from this?
* What is the application in everyday life of arranging ropes and blocks in this way?
* What are the benefits of using a pulley, rather than lifting the load directly?

==== Exercise 2: Single block with pulling rope inserted in wall to gain power ====

Mount a block so that it is held up by a rope (lifting rope) that goes up to the ceiling where the rope runs on through a block (or two blocks if necessary) to the first scale which in turn holds up the fabric bag with the load of three bottles (= 4.5 kg).

Fix the second scale to the wall and attach a rope (pull rope) to the other side of the scale. This rope goes up and through the hanging block. The free end of the rope continues to the third scale. On the other side of the third scale, a final rope is attached, which is the pull rope.

Observe:

* What happens when the fabric bag with the counterweights is raised?
* What do the three different scales show?
* What is the length relationship between the rope used as the pulling rope and the one used as the lifting rope?
* What conclusion can be drawn from this?

==== Exercise 3: Double block and tackle to gain power ====

Assemble a combination of one single and one double block. The double block is attached to the ceiling. Attach the lifting rope to the lower single block first. Let the rope go up into the upper double block and return to the lower single block. The lifting rope turns one last time in the lower single block, goes up through the upper double block and then runs on through a single block until it reaches the first scale, which in turn holds up the first fabric bag containing three bottles (= 4,5 kg).

The second scale is fixed under the lower signel block and under it a second fabric bag that can be loaded with bottles (balancing weights).

Observe:

* How many bottles (balancing weights) must be loaded into the second bag before the first bag starts moving?
* What do the two different scales show?
* What is the length relationship between the length of rope between the double blocks and the distance fabric bag #1 moves (measured relative to the floor or other fixed point)?
* What conclusion can be drawn from the relationship between the weights of the two bags and the length distance of the ropes?

==== Exercise 4: Double block and tackle to gain speed ====

Assemble the same technical arrangement as in Exercise 3, but without the load and balance bags. The two scales can be removed if desired.

Attach a light object (piece of clothing, hat, shoe, etc.) to the end of the rope where the fabric bag with the weight was previously attached.

Observe:

* How fast can the light object (load) be moved when pulling on the lower free block?
* How heavy an object (load) can be moved in this arrangement?
* How can this arrangement be used to quickly remove an object from, for example, a stage?

==== Exercise 5: Block for changing direction when moving objects ====

This exercise is carried out at floor level. The aim is to move an object any distance across the floor. The exercise begins by first determining the movement to be achieved. It is optional how and where blocks are arranged and how long pull ropes are used.

In a second step, move the object in two stages, each in a different direction. In this step several blocks and ropes can be used.

Observe:

* What has been prioritised in the arrangement of the blocks - gaining power or high speed?
* Has the intention been to hide the arrangement of blocks and ropes or has it been allowed to show?
* For complex movement - how many blocks and ropes have been used?
* Are there alternative solutions to the problem?

=== Assessment and feedback ===

The exercises are not intended to be formally assessed. Give feedback throughout the workshop; students will want to ask questions and discuss the results during the practical exercises. At the end of the session, summarise the key points of learning.

== Our Experience ==

=== Tips ===

Make sure you are familiar with how block and tackle and rope will work together to gain load, force and speed.

If you don’t have access to a suitable space where you can suspend weights, you could run the workshop using smaller scale equipment. Our experience has shown that rope and pulley mechanisms work correctly and give a good simulation of the full-size mechanism at a scale of 1:4, and even 1:6 is likely to be satisfactory to demonstrate the principles. Working at scale greatly simplifies the workshop, and means you can hang the load from a camera tripod or similar improvised support.

==== Safety Notice ====

'''The scale of the exercises as described here means they are relatively safe, compared with full-size stage working. However, you will still be lifting weights overhead, and possibly working at height to attach pulleys, and so on. Make sure you follow safe working practices, and if in any doubt, consult a competent theatre technician. Always undertake a risk assessment, following the safety standards and regulations in your locality.'''

=== Additional information and resources ===

== Credits ==
{| class="wikitable"
|-
| This learning method was made by: || Anders Larsson
|-
| Institution: || Stockholm University of the Arts
|}

Five laboratory exercises with rope block and tackle

2023-01-23T00:09:38Z

AndersL: /* Exercise 3: Double block and tackle to gain power */

== Aims ==

After the exercises, students will understand how blocks and ropes can be used to:
* gain lifting power
* gain lifting height
* create speed
* move objects
* create a change of direction.

== Key Information ==

{| class="wikitable"
|-
| Number of learners || Between 4 and 8 in each group. Several groups can do the exercises in parallel, if enough equipment is available.
|-
| Number of staff || 1 teacher
|-
| ECTS Credits (if applicable) || Not applicable
|}

=== Learning process ===
{| class="wikitable"
|-
| || '''Lecture/seminar''' || Lecture, presentation, discussion (face-to-face or online)
|-
| X || '''Making project''' || Making a model, mock-up, plan or design (physical or digital)
|-
| X || '''Performance project''' || Making a performance or demonstration (live or mediated)
|-
| || '''Records and Archives''' || Interviews, photographs and videos of artefacts, annotating archives, creating learning materials (physical or digital)
|-
| || '''Independent study''' || Reading, researching, analysing and evaluating learning materials (physical or digital) in groups or alone
|}

=== Type of learner ===
{| class="wikitable"
|-
| X || Student of technical theatre
|-
| X || Student of theatre design, architecture
|-
| || Student of theatre arts
|-
| X || Professional
|-
| || Researcher
|-
| || General public
|}

== What You Will Need ==

=== Duration and schedule ===

'''Preparation by the teacher:'''
2-4 hours preparing equipment and materials

'''Preparation by the students:'''
None

'''The workshop:'''
1 day of 6 working hours. Less if students already have knot-tying skills.

=== Room or type of space ===

Classroom, studio theatre, workshop, or other space where loads can be suspended. If you don’t have a suitable space, see the ‘Tips’ section below for how to work at model scale.

=== Equipment ===

* 2 ropes 4-5 mm each 15 metres long
* 2 lengths of 4-5 mm rope, 10 metres each
* 2 lengths of 4-5 mm rope, 5 metres each
* 4 single blocks for 5 mm ropes
* 2 double blocks for 5 mm ropes
* 4 shackles and/or
* 6 straps
* 2 fabric bags (able to hold at least 10 kg each)
* 7 1.5-litre soft drink bottles with cap
* 4 hanging scales for 0-25 kg (the type that can weigh a suspended load, e.g. for luggage)
* 1 roll of gaffer tape
* 1 tape measure (centimetre scale)

The soft drink bottles are filled with water to act as counterweights during the laboratory sessions. A 1.5 litre bottle weighs 1.5 kg.

=== Materials (consumables) ===

None

=== Learning resources (books, websites) ===

Canonbase articles:

* [[Item:Q30659|B.01 Deus Ex Machina]]
* [[Item:Q30688|A.04 The Transforming Stage]]

Other sources:

Jay O. Glerum, Stage Rigging Handbook, Southern Illinois University Press, 3rd edition 2007

R. W. Boychuk, Nobody Looks Up: The history of the counterweight rigging system 1500-1925, Grid Well Press, 2015

== Process ==

=== Preparation ===

Preparation by the teacher:

• collect equipment and materials
• prepare a short presentation on the historical use of rope-operated stage mechanics and pulley systems in theatres
• prepare a safety briefing - see the safety notice below

All of the exercises can be carried out in a classroom, provided that there are fixing points in the ceiling for the blocks. The attachment point should be able to support about 10 kg. If this cannot be guaranteed, another room should be used.

'''Always consult with the venue manager when choosing a venue for the exercises.'''

=== The learning activity ===

Give a short presentation on the historical use of rope-operated stage mechanics and pulley systems in theatres, to give the context for the exercises.

Give a safety briefing – see the safety notice below.

Check that the students who will be taking part in the exercises can all use the following knots:
* Clove Hitch/Clove Hitch on the bight,
* Round turn & two half hitches,
* Bowline
* Reef knot
* Overhand loop
Take time if needed to ensure all students are confident with these.

==== Exercise 1: Single block on the ceiling for lifting ====

Mount a block on the ceiling and pass a rope through it.

On one side (the lifting side), the rope is attached to the first scale, which in turn holds up the fabric bag with the load of three bottles (= 4.5 kg).

The second scale is attached to the other end of the rope (pull side).

Observe:

* What happens when the fabric bag with the counterweights is raised?
* Do the scales on each side of the block show the same weight?
* What conclusion can be drawn from this?
* What is the application in everyday life of arranging ropes and blocks in this way?
* What are the benefits of using a pulley, rather than lifting the load directly?

==== Exercise 2: Single block with pulling rope inserted in wall to gain power ====

Mount a block so that it is held up by a rope (lifting rope) that goes up to the ceiling where the rope runs on through a block (or two blocks if necessary) to the first scale which in turn holds up the fabric bag with the load of three bottles (= 4.5 kg).

Fix the second scale to the wall and attach a rope (pull rope) to the other side of the scale. This rope goes up and through the hanging block. The free end of the rope continues to the third scale. On the other side of the third scale, a final rope is attached, which is the pull rope.

Observe:

* What happens when the fabric bag with the counterweights is raised?
* What do the three different scales show?
* What is the length relationship between the rope used as the pulling rope and the one used as the lifting rope?
* What conclusion can be drawn from this?

==== Exercise 3: Double block and tackle to gain power ====

Assemble a combination of one single and one double block. The double block is attached to the ceiling. Attach the lifting rope to the lower single block first. Let the rope go up into the upper double block and return to the lower single block. The lifting rope turns one last time in the lower single block, goes up through the upper double block and then runs on through a single block until it reaches the first scale, which in turn holds up the first fabric bag containing three bottles (= 4,5 kg).

The second scale is fixed under the lower signel block and under it a second fabric bag that can be loaded with bottles (balancing weights).

Observe:

* How many bottles (balancing weights) must be loaded into the second bag before the first bag starts moving?
* What do the two different scales show?
* What is the length relationship between the length of rope between the double blocks and the distance fabric bag #1 moves (measured relative to the floor or other fixed point)?
* What conclusion can be drawn from the relationship between the weights of the two bags and the length distance of the ropes?

==== Exercise 4: Double block and tackle to gain speed ====

Assemble the same technical arrangement as in Exercise 3, but without the load and balance bags. The two scales can be removed if desired.

Attach a light object (piece of clothing, hat, shoe, etc.) to the end of the rope where the fabric bag with the weight was previously attached.

Observe:

* How fast can the light object (load) be moved when pulling on the lower free block?
* How heavy an object (load) can be moved in this arrangement?
* How can this arrangement be used to quickly remove an object from, for example, a stage?

==== Exercise 5: Block for changing direction when moving objects ====

This exercise is carried out at floor level. The aim is to move an object any distance across the floor. The exercise begins by first determining the movement to be achieved. It is optional how and where blocks are arranged and how long pull ropes are used.

In a second step, move the object in two stages, each in a different direction. In this step several blocks and ropes can be used.

Observe:

* What has been prioritised in the arrangement of the blocks - gaining power or high speed?
* Has the intention been to hide the arrangement of blocks and ropes or has it been allowed to show?
* For complex movement - how many blocks and ropes have been used?
* Are there alternative solutions to the problem?

=== Assessment and feedback ===

The exercises are not intended to be formally assessed. Give feedback throughout the workshop; students will want to ask questions and discuss the results during the practical exercises. At the end of the session, summarise the key points of learning.

== Our Experience ==

=== Tips ===

Make sure you are familiar with how block and tackle and rope will work together to gain load, force and speed.

If you don’t have access to a suitable space where you can suspend weights, you could run the workshop using smaller scale equipment. Our experience has shown that rope and pulley mechanisms work correctly and give a good simulation of the full-size mechanism at a scale of 1:4, and even 1:6 is likely to be satisfactory to demonstrate the principles. Working at scale greatly simplifies the workshop, and means you can hang the load from a camera tripod or similar improvised support.

==== Safety Notice ====

'''The scale of the exercises as described here means they are relatively safe, compared with full-size stage working. However, you will still be lifting weights overhead, and possibly working at height to attach pulleys, and so on. Make sure you follow safe working practices, and if in any doubt, consult a competent theatre technician. Always undertake a risk assessment, following the safety standards and regulations in your locality.'''

=== Additional information and resources ===

== Credits ==
{| class="wikitable"
|-
| This learning method was made by: || Anders Larsson
|-
| Institution: || Stockholm University of the Arts
|}

Five laboratory exercises with rope block and tackle

2023-01-23T00:03:26Z

AndersL: /* Exercise 3: Double block and tackle to gain power */

== Aims ==

After the exercises, students will understand how blocks and ropes can be used to:
* gain lifting power
* gain lifting height
* create speed
* move objects
* create a change of direction.

== Key Information ==

{| class="wikitable"
|-
| Number of learners || Between 4 and 8 in each group. Several groups can do the exercises in parallel, if enough equipment is available.
|-
| Number of staff || 1 teacher
|-
| ECTS Credits (if applicable) || Not applicable
|}

=== Learning process ===
{| class="wikitable"
|-
| || '''Lecture/seminar''' || Lecture, presentation, discussion (face-to-face or online)
|-
| X || '''Making project''' || Making a model, mock-up, plan or design (physical or digital)
|-
| X || '''Performance project''' || Making a performance or demonstration (live or mediated)
|-
| || '''Records and Archives''' || Interviews, photographs and videos of artefacts, annotating archives, creating learning materials (physical or digital)
|-
| || '''Independent study''' || Reading, researching, analysing and evaluating learning materials (physical or digital) in groups or alone
|}

=== Type of learner ===
{| class="wikitable"
|-
| X || Student of technical theatre
|-
| X || Student of theatre design, architecture
|-
| || Student of theatre arts
|-
| X || Professional
|-
| || Researcher
|-
| || General public
|}

== What You Will Need ==

=== Duration and schedule ===

'''Preparation by the teacher:'''
2-4 hours preparing equipment and materials

'''Preparation by the students:'''
None

'''The workshop:'''
1 day of 6 working hours. Less if students already have knot-tying skills.

=== Room or type of space ===

Classroom, studio theatre, workshop, or other space where loads can be suspended. If you don’t have a suitable space, see the ‘Tips’ section below for how to work at model scale.

=== Equipment ===

* 2 ropes 4-5 mm each 15 metres long
* 2 lengths of 4-5 mm rope, 10 metres each
* 2 lengths of 4-5 mm rope, 5 metres each
* 4 single blocks for 5 mm ropes
* 2 double blocks for 5 mm ropes
* 4 shackles and/or
* 6 straps
* 2 fabric bags (able to hold at least 10 kg each)
* 7 1.5-litre soft drink bottles with cap
* 4 hanging scales for 0-25 kg (the type that can weigh a suspended load, e.g. for luggage)
* 1 roll of gaffer tape
* 1 tape measure (centimetre scale)

The soft drink bottles are filled with water to act as counterweights during the laboratory sessions. A 1.5 litre bottle weighs 1.5 kg.

=== Materials (consumables) ===

None

=== Learning resources (books, websites) ===

Canonbase articles:

* [[Item:Q30659|B.01 Deus Ex Machina]]
* [[Item:Q30688|A.04 The Transforming Stage]]

Other sources:

Jay O. Glerum, Stage Rigging Handbook, Southern Illinois University Press, 3rd edition 2007

R. W. Boychuk, Nobody Looks Up: The history of the counterweight rigging system 1500-1925, Grid Well Press, 2015

== Process ==

=== Preparation ===

Preparation by the teacher:

• collect equipment and materials
• prepare a short presentation on the historical use of rope-operated stage mechanics and pulley systems in theatres
• prepare a safety briefing - see the safety notice below

All of the exercises can be carried out in a classroom, provided that there are fixing points in the ceiling for the blocks. The attachment point should be able to support about 10 kg. If this cannot be guaranteed, another room should be used.

'''Always consult with the venue manager when choosing a venue for the exercises.'''

=== The learning activity ===

Give a short presentation on the historical use of rope-operated stage mechanics and pulley systems in theatres, to give the context for the exercises.

Give a safety briefing – see the safety notice below.

Check that the students who will be taking part in the exercises can all use the following knots:
* Clove Hitch/Clove Hitch on the bight,
* Round turn & two half hitches,
* Bowline
* Reef knot
* Overhand loop
Take time if needed to ensure all students are confident with these.

==== Exercise 1: Single block on the ceiling for lifting ====

Mount a block on the ceiling and pass a rope through it.

On one side (the lifting side), the rope is attached to the first scale, which in turn holds up the fabric bag with the load of three bottles (= 4.5 kg).

The second scale is attached to the other end of the rope (pull side).

Observe:

* What happens when the fabric bag with the counterweights is raised?
* Do the scales on each side of the block show the same weight?
* What conclusion can be drawn from this?
* What is the application in everyday life of arranging ropes and blocks in this way?
* What are the benefits of using a pulley, rather than lifting the load directly?

==== Exercise 2: Single block with pulling rope inserted in wall to gain power ====

Mount a block so that it is held up by a rope (lifting rope) that goes up to the ceiling where the rope runs on through a block (or two blocks if necessary) to the first scale which in turn holds up the fabric bag with the load of three bottles (= 4.5 kg).

Fix the second scale to the wall and attach a rope (pull rope) to the other side of the scale. This rope goes up and through the hanging block. The free end of the rope continues to the third scale. On the other side of the third scale, a final rope is attached, which is the pull rope.

Observe:

* What happens when the fabric bag with the counterweights is raised?
* What do the three different scales show?
* What is the length relationship between the rope used as the pulling rope and the one used as the lifting rope?
* What conclusion can be drawn from this?

==== Exercise 3: Double block and tackle to gain power ====

Assemble a combination of one single and one double block. The double block is attached to the ceiling. Attach the lifting rope to the lower single block first. Let the rope go up into the upper double block and return to the lower single block. The lifting rope turns one last time in the lower single block, goes up through the upper double block and then runs on through a single block until it reaches the first scale, which in turn holds up the first fabric bag containing three bottles (= 4,5 kg).

The second scale is fixed under the lower double block and under it a second fabric bag that can be loaded with bottles (balancing weights).

Observe:

* How many bottles (balancing weights) must be loaded into the second bag before the first bag starts moving?
* What do the two different scales show?
* What is the length relationship between the length of rope between the double blocks and the distance fabric bag #1 moves (measured relative to the floor or other fixed point)?
* What conclusion can be drawn from the relationship between the weights of the two bags and the length distance of the ropes?

==== Exercise 4: Double block and tackle to gain speed ====

Assemble the same technical arrangement as in Exercise 3, but without the load and balance bags. The two scales can be removed if desired.

Attach a light object (piece of clothing, hat, shoe, etc.) to the end of the rope where the fabric bag with the weight was previously attached.

Observe:

* How fast can the light object (load) be moved when pulling on the lower free block?
* How heavy an object (load) can be moved in this arrangement?
* How can this arrangement be used to quickly remove an object from, for example, a stage?

==== Exercise 5: Block for changing direction when moving objects ====

This exercise is carried out at floor level. The aim is to move an object any distance across the floor. The exercise begins by first determining the movement to be achieved. It is optional how and where blocks are arranged and how long pull ropes are used.

In a second step, move the object in two stages, each in a different direction. In this step several blocks and ropes can be used.

Observe:

* What has been prioritised in the arrangement of the blocks - gaining power or high speed?
* Has the intention been to hide the arrangement of blocks and ropes or has it been allowed to show?
* For complex movement - how many blocks and ropes have been used?
* Are there alternative solutions to the problem?

=== Assessment and feedback ===

The exercises are not intended to be formally assessed. Give feedback throughout the workshop; students will want to ask questions and discuss the results during the practical exercises. At the end of the session, summarise the key points of learning.

== Our Experience ==

=== Tips ===

Make sure you are familiar with how block and tackle and rope will work together to gain load, force and speed.

If you don’t have access to a suitable space where you can suspend weights, you could run the workshop using smaller scale equipment. Our experience has shown that rope and pulley mechanisms work correctly and give a good simulation of the full-size mechanism at a scale of 1:4, and even 1:6 is likely to be satisfactory to demonstrate the principles. Working at scale greatly simplifies the workshop, and means you can hang the load from a camera tripod or similar improvised support.

==== Safety Notice ====

'''The scale of the exercises as described here means they are relatively safe, compared with full-size stage working. However, you will still be lifting weights overhead, and possibly working at height to attach pulleys, and so on. Make sure you follow safe working practices, and if in any doubt, consult a competent theatre technician. Always undertake a risk assessment, following the safety standards and regulations in your locality.'''

=== Additional information and resources ===

== Credits ==
{| class="wikitable"
|-
| This learning method was made by: || Anders Larsson
|-
| Institution: || Stockholm University of the Arts
|}

Item:Q29997

2023-01-16T18:34:58Z

AndersL: /* wbsetlabel-set:1|sv */ Canon metoder

Item:Q29997

2023-01-16T18:34:58Z

AndersL: /* wbsetdescription-set:1|sv */ Canon-metoder är undervisningsmetoder som gör det möjligt för studenter, yrkesverksamma, forskare och andra att lära sig mer om den tekniska teaterns historia.

Item:Q30587

2023-01-15T19:52:00Z

AndersL: /* wbsetdescription-set:1|sv */ Spänningen som skapas i transformatorns sekundärlindning beror på styrkan av magnetflödet i järnkärnan. Transduktorlindningarna påverkar detta magnetflöde och kan på så sätt styra hur mycket spänning som kommer ut.

Property:P35

2023-01-15T17:24:25Z

AndersL: /* wbsetdescription-add:1|sv */ språk i ett dolument eller ett namn

Canon-verktyg

2023-01-15T15:09:47Z

AndersL:

Canons undervisningsverktyg är en uppsättning digitala resurser som är utformade för att stödja undervisningen och inlärningen av den tekniska teaterns historia. Verktygen omfattar modeller, visualiseringar, inspelningar, ritningar, konstruktioner, mallar och så vidare. Verktygen har utvecklats av Canon-teamet eftersom de är en värdefull del av deras undervisning; i många fall är verktygen direkt kopplade till Canons undervisningsmetoder, som ger vägledning om hur verktygen kan användas.

Naturligtvis uppmuntras du också att hitta nya användningsområden för verktygen som en del av din egen undervisning och ditt eget lärande. De flesta av verktygen kan också användas för självständiga studier, så oavsett om du är student, lärare, yrkesutövare, forskare eller nyfiken allmänhet hoppas vi att du finner verktygen användbara, kanske till och med inspirerande, i ditt engagemang för den tekniska teaterns historia.

=== Alla ämnesområden ===
*[[Item:Q30499|En kväll i Großen Schauspielhaus - Berlin 1927]], besök Berlin 1927 och utforska VR-rekonstruktionen av den berömda teatern tillsammans med Walter, Fritzi och Otto.
*[[Item:Q120|Canon Anno Teatri kortspel]], lär dig om den tekniska teaterns historia på ett underhållande sätt.
*[[Item:Q15665|Dialoger om iscensättning]], titta på tolkningen av "Quatro Dialoghi in materia di rapresentazioni sceniche" (Leone de' Sommi).
*[[Item:Q31060|Sabbattini i 3D]], gå igenom en tolkning av ritningarna och texten i Sabbattinis "Pratica di fabricar scene e machine ne' teatri".

=== [[Item:Q35|Arkitektur]] ===
*[[Item:Q30502|Globe teater 3D-modell]], vandring genom Globe teater i London.
*[[Item:Q30651|Hellerau 3D-modell]], vandring genom Festspielhaus Hellerau i Dresden och dess omgivningar.
*[[Item:Q30511 |Teaterplaneringsmodell]], utforska de praktiska frågorna kring planeringen av en teater.

=== [[Item:Q23|Rekvisita och specialeffekter]] ===
*[[Item:Q31061|Breven från Suzdal i 3D]], gå igenom en tolkning av den flygteknik som användes i Florences "sacre rappresentazioni" baserad på breven från Suzdal.

=== [[Item:Q7|Belysning och projektion]] ===
*[[Item:Q30496|Molnmaskin 3D-modell]], utforska en Schwabe & Co molnprojektor från ca 1922.
*[[Item:Q30504|Simulering av en huvudmaster]], använd ett tidigt elektriskt system för kontroll av scenbelysning.

=== [[Item:Q54|Ljud, musik och förstärkning]] ===
*[[Item:Q30493|Vindmaskin animation]], upplev en mekanisk vindmaskin.

=== [[Item:Q22|Scenografi]] ===

=== [[Item:Q21|Scenmekanik och scenografi]] ===
*[[Item:Q30501|Animation av en kättingtelfer]], utforska hur en kättingtelfer kan demonteras.
*[[Item:Q31058|Konstruktionsritningar för trämaskinerier i en Barockteater]], bygg ditt eget trämaskineri i skala ett till fyra.

Item:Q23486

2023-01-14T18:00:51Z

AndersL: /* wbsetdescription-add:1|sv */ En föreställning med sånger, danser och sketcher, vanligen kring ett aktuellt ämne.

Item:Q23447

2023-01-14T17:57:03Z

AndersL: /* wbsetdescription-add:1|sv */ föreställning med sång och tal

Item:Q32

2023-01-13T17:10:54Z

AndersL: /* wbsetaliases-add:2|sv */ evenemang, händelse

Item:Q31059

2023-01-13T17:00:26Z

AndersL: /* wbsetdescription-add:1|sv */ En typ av Canon-verktyg

Item:Q31056

2023-01-13T00:15:37Z

AndersL: /* wbsetlabel-set:1|sv */ Ljudmixern och mikrofonernas historia samt workshop med ljudmixning och mikrofoner

Item:Q538

2023-01-12T01:02:41Z

AndersL: /* wbsetdescription-add:1|sv */ används för tekniska ändamål, för att spåra objekt som behöver revideras efter att de har slutförts.

Item:Q537

2023-01-12T01:01:45Z

AndersL: /* wbsetdescription-add:1|sv */ används för tekniska ändamål, för att spåra saker som behöver uppmärksammas.

Item:Q539

2023-01-12T01:00:49Z

AndersL: /* wbsetlabel-set:1|sv */ Behöver översättas till nederländska

Item:Q15421

2023-01-12T00:57:11Z

AndersL: /* wbsetdescription-add:1|sv */ Bajonettfäste som är speciellt tillverkat för att placera en glödlampa, ofta med spegel, i rätt läge.

Item:Q30818

2023-01-12T00:55:51Z

AndersL: /* wbsetdescription-add:1|sv */ ampsockel eller lampa försedd med edisontråd med en diameter på 14 millimeter.

Item:Q30817

2023-01-12T00:55:30Z

AndersL: /* wbsetdescription-add:1|sv */ ampsockel eller lampa försedd med edisontråd med en diameter på 40 millimeter.

Item:Q22805

2023-01-12T00:55:02Z

AndersL: /* wbsetdescription-add:1|sv */ lampsockel eller lampa försedd med edisontråd med en diameter på 27 millimeter.

Item:Q31

2023-01-12T00:28:17Z

AndersL: /* wbsetdescription-add:1|sv */ Barocken är en stil inom arkitektur, musik, dans, måleri, skulptur, poesi och annan konst som blomstrade i Europa från början av 1600-talet fram till 1740-talet.

Item:Q223

2023-01-12T00:27:13Z

AndersL: /* wbsetdescription-add:1|sv */ I Europas historia varade medeltiden ungefär från slutet av 500-talet till slutet av 1400-talet. Den inleddes med det västromerska rikets fall och övergick i renässansen.

Item:Q18302

2023-01-12T00:25:37Z

AndersL: /* wbsetdescription-add:1|sv */ Renässansen är en period i Europas historia som markerar övergången från medeltid till modernitet och som omfattar 1400- och 1500-talen. Den kännetecknas av en strävan att återuppliva och överträffa idéer och landvinningar från den klassiska antiken.

Item:Q30002

2023-01-12T00:24:01Z

AndersL: /* wbsetdescription-add:1|sv */ Det tidiga 1900-talet kännetecknades av utvecklingen av modernistiska idéer och konstnärliga rörelser från slutet av 1800-talet fram till slutet av första världskriget.

Item:Q30003

2023-01-12T00:23:02Z

AndersL: /* wbsetdescription-add:1|sv */ Mellankrigstiden är tiden mellan första världskrigets slut och andra världskrigets slut, med många betydande sociala, politiska och ekonomiska förändringar i hela världen.

Item:Q30000

2023-01-12T00:21:36Z

AndersL: /* wbsetdescription-add:1|sv */ Den klassiska antiken (även klassisk era, klassisk period eller klassisk tidsålder) är den kulturhistoriska perioden mellan 800-talet f.Kr. och 600-talet e.Kr. som omfattar det antika Greklands och det antika Roms civilisationer.

Item:Q30001

2023-01-12T00:20:05Z

AndersL: /* wbsetaliases-add:1|sv */ industriåldern

Item:Q30

2023-01-12T00:16:35Z

AndersL: /* wbsetaliases-add:2|sv */ tidsplan, tidsutsnitt

Item:Q30814

2023-01-12T00:03:34Z

AndersL: /* wbsetdescription-add:1|sv */ Användaren tillåter användningen för Canonprojektet och webbplats.

Item:Q169

2023-01-12T00:00:33Z

AndersL: /* wbsetdescription-add:1|sv */ anger innebörden för egenskapen eller kvalifikationen "copyright".

Item:Q181

2023-01-11T23:57:36Z

AndersL: /* wbsetdescription-add:1|sv */ Detta verk ägs av den angivna författaren eller förläggaren

Item:Q504

2023-01-11T23:55:58Z

AndersL: /* wbsetaliases-add:1|sv */ utan betydelse

Item:Q22

2023-01-11T23:54:20Z

AndersL: /* wbsetaliases-add:3|sv */ scendesign, föreställningsdesign, dekordesign

Item:Q94

2023-01-11T23:50:07Z

AndersL: /* wbsetaliases-add:1|sv */ teaterns arbetsledning

Item:Q93

2023-01-11T23:49:22Z

AndersL: /* wbsetdescription-set:1|sv */ omfattar alla saker inom området teater, konst och eventhistoria

Item:Q500

2023-01-11T23:48:15Z

AndersL: /* wbsetaliases-add:1|sv */ scenens arbetsledning

Item:Q39

2023-01-11T23:43:08Z

AndersL: /* wbsetaliases-add:1|sv */ brand

Item:Q20193

2023-01-11T23:42:20Z

AndersL: /* wbsetaliases-add:1|sv */ Arkitekttävling

Item:Q20

2023-01-11T23:41:40Z

AndersL: /* wbsetaliases-update:1|sv */ yrkesbeteckning

Item:Q23055

2023-01-11T23:36:28Z

AndersL: /* wbsetaliases-add:2|sv */ artistisk stil, föreställningsstil

Item:Q2754

2023-01-11T23:26:04Z

AndersL: /* wbsetlabel-set:1|sv */ modern dans (konstform)

Item:Q2947

2023-01-11T23:25:10Z

AndersL: /* wbsetlabel-set:1|sv */ dans (konstform)

Item:Q445

2023-01-11T23:12:59Z

AndersL: /* wbsetaliases-remove:2|sv */ manus, manuskript

Item:Q30652

2023-01-11T23:02:48Z

AndersL: /* wbsetlabel-add:1|sv */ digital 3D ritning

Item:Q3925

2023-01-10T23:00:36Z

AndersL: /* wbsetaliases-add:1|sv */ sinusvågsdimmer

Item:Q3922

2023-01-10T22:49:40Z

AndersL: /* wbsetaliases-add:1|sv */ motståndsdimmer

Item:Q25488

2023-01-10T22:24:22Z

AndersL: /* wbsetlabel-add:1|sv */ Slottsteater

Item:Q3633

2023-01-10T22:15:22Z

AndersL: /* wbsetdescription-add:1|sv */ En teater utan tak utomhus, ofta i form av en amfiteater.

Item:Q12961

2023-01-10T18:27:35Z

AndersL: /* wbsetaliases-add:1|sv */ konstruktionsritning