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Forces and their effects
Unit guide
Where this unit fits in
Prior learning
This unit builds on:
ideas introduced in unit 4E Friction and unit 6E Forces in action in the key stage 2 Scheme of Work.
The concepts in this unit are:
• force and its measurement
• balanced and unbalanced forces
• the difference between mass and weight
• forces in relation to changes in motion
• friction, air resistance, upthrust and weight • speed (a qualitative approach with calculation
only for the more able pupils).
This unit leads onto:
This unit lays the foundation for unit 9J Gravity and space, unit 9K Speeding up and unit 9L
Pressure and moments.
This unit relates to:
To make good progress, pupils starting this unit
need to:
• know that pushes and pulls change the
speed, direction or shape of an object
• know how to measure distance and how to
use a forcemeter to measure force in newtons
• know that forces act in a particular direction
and this can be indicated by arrows
• have experience of the effects of a variety of
forces, e.g. magnetic, gravity, friction, air
resistance.
➞ Transition quiz for unit K
design and technology scheme of work.
Framework yearly teaching objectives – Forces
Recognise that a force has both magnitude and direction and use this to:
• identify the directions in which forces act
• describe situations in which forces are balanced.
Describe situations in which forces are unbalanced and use this idea to explain a change in:
• the shape of an object
• the direction of a moving object
• the speed of a moving object.
Explore the forces acting on stationary objects.
Describe the forces acting on objects moving at constant speed.
Distinguish between mass and weight, giving examples.
Describe some ways of reducing friction between an object and a solid surface and some situations in which friction is useful.
Expectations from the QCA Scheme of Work
At the end of this unit …
… most pupils will …
… some pupils will not have made
so much progress and will …
… some pupils will have progressed further
and will …
in terms of scientific enquiry NC Programme of Study Sc1 1a, b, c; 2d, f, g, h, i, j, k, l, m
• make predictions about friction
• test these and relate their findings to scientific
knowledge
• make suitably precise observations
• use these to plot graphs
• investigate friction, identifying and controlling
key factors
• discuss how Archimedes checked the purity of a
gold crown by measuring its volume by
displacement.
• make predictions about friction
• test these and identify patterns in
their results
• with help plot graphs of their
results
• make relevant observations using
appropriate equipment.
• explain how they made a fair comparison in their
investigation of friction
• interpret their results on floating, using knowledge
of balanced forces to explain conclusions
• explain how the scales they chose and lines they
drew on graphs enabled them to show data
effectively
• discuss how Archimedes checked the purity of a
gold crown by measuring its volume by
displacement and relate this to density.
in terms of physical processes NC Programme of Study Sc4 2a, b, c, d
• identify directions in which forces act and
describe situations in which forces are balanced
• distinguish between mass and weight, giving
examples
• describe some ways of reducing friction and
some situations in which friction is useful
• describe what is meant by speed.
• identify forces, e.g. friction,
upthrust and weight
• recognise that friction opposes
motion, upthrust pushes upwards
and weight pulls downwards
• compare speeds qualitatively.
• show how forces can combine to give a resultant
effect that depends on both the sizes and
directions of the forces
• describe how weight is caused by gravity and how
gravity is different on the Earth and on the Moon
• explain contact friction in simple terms.
Suggested lesson allocation (see individual lesson planning guides)
Direct route
K1
Forces and
gravity
K2
Friction
K3
Balanced
forces
K4
Unbalanced
forces
K5
Slow
down!
K6
Archimedes’ story: Think about
how scientists test their ideas
Extra lessons (not in pupil book)
K2 Friction
Extra lesson for Activity K2a
Review and assess progress
(distributed appropriately)
Misconceptions
Pupils may associate the word force with coercion and with general non-scientific use, e.g. police force. Many pupils tend to associate forces only with
movement. Pupils may also believe a force is something contained within a moving object, which when the moving object has stopped has been ‘used
up’. Pupils tend to see a force as being a property of a single object and weight is often seen as a property of an object and gravity a property of
space. Pupils may believe that the forces have ceased to act when equilibrium exists and that friction is acting all the time. Pupils may believe that
when something is moving at a steady speed there is a steady force acting on it.
Health and safety (see activity notes to inform risk assessment)
Pupils should wear eye protection when stretching springs or rubber bands. Pupils should take care not to drop heavy weights on their toes.
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Forces and gravity
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Lesson planning
guide
Learning objectives
i
ii
iii
Gravitational attraction pulls an object and the Earth towards each other.
Weight is a force caused by gravity acting on a mass and is measured in newtons.
Mass is the amount of matter in an object and is measured in kilograms.
Scientific enquiry
^ _
UG
iv
v
vi
Use a forcemeter to measure forces. (Framework YTO Sc1 7d)
Present and interpret experimental results through the routine use of tables, bar charts and simple graphs, including line graphs. (Framework YTO
Sc1 7f)
Relate conclusions to scientific knowledge and understanding. (Framework YTO Sc1 7g)
Suggested alternative starter activities (5–10 minutes)
Introduce the unit
Share learning objectives
Word game
Capture interest (1)
Capture interest (2)
Unit map for Forces
and their effects.
• Find out the difference
between mass and weight.
• Be able to present and
interpret results. (Sc1)
Pupils sort cards
to match pictures
with names of
forces.
Show an animation of someone
in a lift standing on weighing
scales.
Catalyst Interactive
Presentations 1
Show video clips of astronauts
on the Moon and in a space
shuttle.
Catalyst Interactive
Presentations 1
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx.
timing
Target group
C
H
E
S
Textbook K1
i, ii and iii
Teacher-led explanation and questioning OR pupils work individually,
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
35 min
R/G
G
R
S
Activity K1a
Practical
ii, iii, iv, v
and vi
Mass and weight Pupils weigh objects (and themselves), draw a
graph of mass against weight and use this to predict the weights of
other objects given their masses.
25 min
✓
✓
✓
Activity K1b
Paper
i, ii and iii
Gravity on Earth and Moon To reinforce that weight is caused by
gravity and the difference between mass and weight. Pupils carry out
calculations to convert between the mass and weight on Earth and on
the Moon.
20 min
✓
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils give examples of how
five fources are useful in
everyday life.
Pupils share responses
from Activity K1a.
Pupils share feedback on
Activity K1b (Extension).
Pupils identify the
odd one out in
lists of words.
Pupils suggest consequences
of changes to the Earth’s
gravity.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• describe the relationship between mass
and weight
• record measurements of mass and
weight in the appropriate units.
• distinguish between mass and weight
• record measurements of mass and weight in
the appropriate units.
• explain how weight is caused by gravity acting
on a mass and apply this to the effects of gravity
on the Moon.
Key words
gravitational attraction, gravity, newton, weight, matter, mass, kilograms
© Harcourt Education Ltd 2003 Catalyst 1
This worksheet may have been altered from the original on the CD-ROM.
Out-of-lesson learning
Homework K1
Textbook K1 end-of-spread questions
Activity K1b
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Friction
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Lesson planning
guide
Learning objectives
i
ii
iii
Friction is a force that opposes motion.
Friction between two surfaces can be reduced, e.g. with a lubricant.
Frictional forces can be useful.
Scientific enquiry
iv
v
Identify and control the key factors that are relevant to a particular situation. (Framework YTO Sc1 7c)
Present and interpret experimental results using tables and line graphs. (Framework YTO Sc1 7f)
UG
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning objectives
Brainstorming
Problem solving
Capture interest
Remind pupils of the
difference between
mass and weight.
• Find out what friction is.
• Find out how friction can be useful or
reduced.
• Be able to present and interpret line
graphs. (Sc1)
Ideas about
friction.
Show a presentation of
low- and high-friction
situations.
Catalyst Interactive
Presentations 1
Show an object needing
lubrication and ask for ideas
to get it working better.
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx.
timing
Target group
C
H
E
S
Textbook K2
i, ii and iii
Teacher-led explanation and questioning OR pupils work individually,
in pairs or in small groups through the in-text questions and then
onto the end-of-spread questions if time allows.
20 min
R/G
G
R
S
Activity K2a
Practical
i, iv, and v
Shoe soles Pupils investigate the relationship between the mass of a
shoe and the forces needed to pull it along.
35 min
✓
Activity K2b
Paper
i, ii and iii
A world without friction Pupils write about their imagined
experiences if there was no friction.
20 min
✓
✓
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils list reasons to
prove or disprove a
statement.
Pupils share their
written work from
Activity K2b.
Pupils prepare a sentence to
summarise their findings in
Activity K2a.
Pupils generate five
questions and answers
on small pieces of card.
Pupils suggest ways to model
how a lubricant reduces the force
of friction.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• describe differences in behaviour in
terms of different frictional forces
• identify the characteristics of
lubricants and examples of where
friction is useful.
• explain how friction slows things down and
lubricants reduce friction
• give one example of where friction can be
useful.
• apply their knowledge of friction to the
movement of vehicles and car safety.
Key words
friction, lubricants
Out-of-lesson learning
Homework K2
Textbook K2 end-of-spread questions
Activity K2b
Collect advertisements and publicity relating to reducing friction, e.g. in cars, bicycles, sports clothing,
oils and lubricants
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Balanced forces
K3
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Lesson planning
guide
Learning objectives
i
ii
iii
iv
Force arrows show the direction and size of a force.
Situations in which forces are balanced.
Why objects float and what upthrust is.
When an object is moving at a constant speed the forces are balanced. (red only)
Scientific enquiry
v
Present and interpret experimental results using tables and line graphs. (Framework YTO Sc1 7f)
UG
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning objectives
Problem solving
Capture interest (1)
Capture interest (2)
How friction stops
things moving.
• Find out about balanced forces.
• Be able to use force arrows.
• Be able to present and interpret graphs.
(Sc1)
Decide if forces are a
push, a pull or a
twist.
Use a car or other vehicle
to talk about size and
directions of forces.
Show an animation of
balanced forces.
Catalyst Interactive
Presentations 1
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx. Target group
timing
C
H
E
S
Textbook K3
i, ii, iii and
iv
Teacher-led explanation and questioning OR pupils work individually, in
pairs or in small groups through the in-text questions and then onto
the end-of-spread questions if time allows.
35 min
R/G
S
Activity K3a
Practical
ii, v
Stretching Pupils investigate the effect of a stretching force on a
spring and consider the relationship between weight and extension.
Extension sheet: Pupils compare the results from stretching a rubber
band with the results from the spring experiment.
25 min
✓
Activity K3b
Practical
iii
Floating and upthrust Pupils investigate floating and sinking in
different liquids.
25 min
✓
Activity K3c
Paper
i, ii, iii and
iv
Balanced forces Pupils look at pictures of a range of situations where
objects are stationary and the forces are balanced. They decide what
forces (and their direction) are acting on them and explain why the
objects don’t move.
10 min
✓
G
R
✓
✓
✓
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Brainstorming
Looking ahead
Pupils label diagrams
involving balanced
forces.
Pupils share their results
and responses from
Activity K3a.
Pupils discuss their
results from Activity
K3b.
Pupils think about situations
in everyday life in which there
are balanced forces.
Pupils apply their ideas of
forces to describe how buoys
float on the sea.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• use arrows to scale to show situations
in which the forces are balanced in a
range of situations including floating.
• use arrows to scale to show situations in which
the forces are balanced, e.g. upthrust and
weight.
• apply their knowledge of balanced forces in a
wider range of contexts such as a car moving at
steady speed
• interpret their results on floating, using
knowledge of balanced forces to explain
conclusions.
Key words
force arrows, balanced, reaction force, floats, upthrust, extension, red only: sinks
© Harcourt Education Ltd 2003 Catalyst 1
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Out-of-lesson learning
Homework K3
Textbook K3 end-of-spread questions
Activity K3c
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Unbalanced forces
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Lesson planning
guide
Learning objectives
i
ii
In some situations forces are unbalanced.
Unbalanced forces change the direction or speed of a moving object.
Scientific enquiry
iii
Describe and explain what results show when drawing conclusions. (Framework YTO Sc1 7g)
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning objectives
Problem solving (1)
Problem solving (2)
Capture interest
There can be several
balanced forces on
an object.
• Find out about unbalanced
forces.
• Be able to explain results
and draw conclusions. (Sc1)
Pupils draw force arrows
on diagrams to balance
the forces.
Pupils discuss the effect of
unbalanced forces on the
diagrams provided.
Show photos of a rugby scrum
and discuss the forces.
Catalyst Interactive
Presentations 1
Suggested alternative main activities
Activity
Learning
objective
see above
Description
Approx.
timing
Target group
C
H
E
S
Textbook K4
i and ii
Teacher-led explanation and questioning OR pupils work individually, in
pairs or in small groups through the in-text questions and then onto
the end-of-spread questions if time allows.
35 min
R/G
G
R
S
Activity K4a
Practical
i, ii and iii
All unbalanced! Demonstration of four different unbalanced scenarios,
one of which is Extension only.
20 min
✓
✓
✓
Activity K4b
Paper
i and ii
Unbalanced forces Pupils answer questions on the effects of
unbalanced forces on an object.
20 min
✓
✓
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils draw diagrams to
show situations in which
the forces are unbalanced.
Pupils compare their
predictions with what
happened in Activity K4a.
Pupils write down what
they have learnt from the
lesson and share this with
a partner, and then with
another pair.
Check progress using a
true/false quiz on work so
far in the unit.
Pupils discuss a definition
for the speed of a moving
object.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• use arrows to scale to show situations in
which the forces are unbalanced in a
range of situations including getting a
go cart to move and a car to move
faster.
• begin to use force arrows to scale and describe
situations in which the forces are unbalanced.
• apply their understanding of unbalanced forces
to a range of situations and be able to calculate
the size of the resultant force.
Key words
unbalanced forces, air resistance, red only: resultant force
Out-of-lesson learning
Homework K4
Textbook K4 end-of-spread questions
Activity K4b
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Slow down!
K5
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Lesson planning
guide
Learning objectives
i
ii
iii
Speed and the units in which it is measured.
Stopping distances of vehicles related to speed and frictional forces.
Calculate speed. (red only)
Scientific enquiry
iv
Interpret results through routine use of tables, bar charts and line graphs. (Framework YTO Sc1 7f)
Suggested alternative starter activities (5–10 minutes)
Recap last lesson
Share learning objectives
Problem solving
Capture interest (1)
Capture interest (2)
Show unbalanced
forces, using a toy
car.
• Find out what speed is and
how it is measured.
• Find out what stopping
distance is.
• Be able to interpret a
distance-time graph. (Sc1)
Pupils match some
speeds to different
situations.
Quiz about speed.
Show photos of speed
scenarios.
Catalyst Interactive
Presentations 1
Suggested alternative main activities
Activity
Learning
objectives
see above
Description
Approx.
timing
Target group
C
H
E
S
Textbook K5
i, ii and iii
Teacher-led explanation and questioning OR pupils work individually, in
pairs or in small groups through the in-text questions and then onto
the end-of-spread questions if time allows.
35 min
R/G
G
R
S
Activity K5a
Paper
i, ii and iv
School journey Pupils describe a journey from a distance-time graph.
25 min
✓
Activity K5b
Catalyst Interactive
Presentations 1
i and ii
Pupils investigate how frictional forces slow things down.
25 min
✓
✓
Suggested alternative plenary activities (5–10 minutes)
Review learning
Sharing responses
Group feedback
Word game
Looking back
Pupils match sets of
distance-time data to
suitable situations.
Pupils share descriptions of
their distance-time graphs
from Activity K5a.
Pupils make a poster to explain
to driving school students what
stopping distance is.
Pupils write a short poem
about speed using key
words.
Pupils revise and
consolidate knowledge
from the unit.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• describe what is meant by speed
• compare speeds qualitatively identifying
that the stopping distance for a car
relates to its speed and frictional forces.
• compare speeds qualitatively and recognise
that friction opposes motion.
• apply their understanding of speed and be able
to calculate speeds.
Key words
speed, metres per second, m/s, kilometres per hour, km/h, thinking
distance, braking distance, stopping distance
Out-of-lesson learning
Homework K5
Textbook K5 end-of-spread questions
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Archimedes’ story – Think about
how scientists test their ideas
K6
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Lesson planning
guide
Learning objectives
i
To understand how Archimedes checked the purity of a gold crown by measuring its volume by displacement.
ii
To know that density is mass divided by volume. (red only)
The structure of this lesson is based around the CASE approach. The starter activities give concrete preparation. The lesson then moves away from the
concrete towards a challenging situation, where pupils need to think. The plenary activities give pupils time to discuss what they have learnt, to commit
their understanding to paper and express their ideas verbally to the rest of the class.
Scientific enquiry
iii
Consider early scientific ideas, including how experimental evidence and creative thinking have been combined to provide scientific explanations.
(Framework YTO Sc1 7a)
Suggested alternative starter activities (5–10 minutes)
Bridging to the unit
Setting the context
Concrete preparation (1)
Concrete preparation (2)
Demonstrate that upthrust
is a force.
Introduce the story of Archimedes
and the crown.
Demonstrate lowering an object into a
container brimful of water and
collecting the displaced water.
Pass round cubes of the same volume
of different materials, so pupils can
experience the difference in weight.
Main activity
Activity
Textbook K6
Learning
objective
see above
Description
i, ii and iii
Teacher-led explanation and questioning OR pupils work individually, in
pairs or in small groups through the in-text questions and then onto
the end-of-spread questions if time allows.
Approx.
timing
Target group
C
H
E
S
35 min
R/G
G
R
S
Suggested alternative plenary activities (5–10 minutes)
Group feedback
Bridging to other topics
Pupils discuss how they might have tackled the King’s problem.
Pupils will have other opportunities to see how scientists work in other
units.
Learning outcomes
Most pupils will …
Some pupils, making less progress will …
Some pupils, making more progress will …
• describe how Archimedes checked the
purity of a gold crown by measuring its
volume by displacement, stating that it
must have had some lighter metal in it
because its volume was larger although
its mass was the same.
• describe how Archimedes checked the purity of
a gold crown by measuring its volume by
displacement.
• also calculate density.
Key words
displaces, dense, red only: density
Out-of-lesson learning
Textbook K6 end-of-spread questions
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Sheet 1 of 1
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K1
M
Forces and gravity
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Introduce the unit
Share learning
objectives
Word game
Capture interest (1)
Capture interest (2)
t
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Unit map for Forces and
their effects.
● Find out the difference
between mass and
weight.
● Be able to present and
interpret results. (Sc1)
Pupils sort cards to match
pictures with names of
forces.
Show an animation of
someone in a lift standing
on weighing scales.
Catalyst Interactive
Presentations 1
Show video clips of
astronauts on the Moon and
in a space shuttle.
Catalyst Interactive
Presentations 1
^ _
UG LP
Introduce the unit
● Either draw the outline of the unit map on the board
then ask pupils to give you words to add, saying where
to add them. Suggest some yourself when necessary to
keep pupils on the right track.
➔ Unit map
● Or give out the unit map and ask pupils to work in
groups deciding how to add the listed words to the
diagram. Then go through it on the board as each
group gives suggestions.
Share learning objectives
● Ask pupils to write a list of FAQs they would put on a
website telling people about weight, mass and gravity.
Collect suggestions as a whole-class activity, steering
pupils towards those related to the objectives. Conclude
by highlighting the questions you want them to be able
to answer at the end of the lesson.
Word game
● Make a set of cards for each group from the pupil sheets.
➔ Pupil sheets
● Pupils lay down the word cards (forces), then sort the
picture cards to match these forces.
● Each group can feedback their choices for one of the
forces to the class. This may produce interesting
discussion. (For example, pupils may match the
parachutist card with gravity or air resistance. Both
forces are acting, so both answers are correct.)
Capture interest (1)
● Show the animation of someone in a lift standing on
some weighing scales. The reading changes as the lift
starts and stops.
➔ Catalyst Interactive Presentations 1
● Discuss what is happening in terms of mass and weight.
Capture interest (2)
● Use the video sequence of astronauts in the space shuttle
to show that the ‘floating around’ is not due to lack of
air. Then use the sequence of astronauts walking on the
Moon to show that there is a difference between mass
and weight. Some notes on weight, orbits and free fall
are provided on the teacher sheet.
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➔ Catalyst Interactive Presentations 1
➔ Teacher sheet
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K
Unit map
Forces and their effects
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Friction
Gravity
Balanced
forces
^ _
UG LP
TN
Forces and
their effects
Unbalanced
forces
Upthrust
Speed
Copy the unit map and use these words to help you complete it.
You may add words of your own too.
air resistance
braking
dense
density R
extension
floating
force arrows
forcemeter
gravitational attraction R
kilograms
kilometres per hour
lubricant
© Harcourt Education Ltd 2003 Catalyst 1
This worksheet may have been altered from the original on the CD-ROM.
magnetism
mass
matter
metres per second
newtons
reaction force
resultant force R
sinking
slowing down
volume R
weight
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K1
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Starters
Forces and gravity
Word game
p
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^ _
UG LP
TN
friction
air
resistance
gravity
magnetism
chalk
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Sheet 1 of 2
6
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K1
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Starters
Forces and gravity
Word game
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p
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UG LP
TN
© Harcourt Education Ltd 2003 Catalyst 1
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Sheet 2 of 2
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K1
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Forces and gravity
Starters
Capture interest (2)
p
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Teacher sheet: Notes on weight, orbits and free fall
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Points to discuss with pupils:
^ _ ● Our weight is the force attracting us to the centre of the Earth, or,
UG LP
TN
if we are on the Moon, to the centre of the Moon. Because the
Moon has a smaller mass than the Earth, the force is less there. We
weigh less on the Moon but our size and shape is unchanged; we
have not lost mass.
● However, our weight is not zero on the Moon; if astronauts jump
on the Moon they still come back down. (If pupils think this is
because of heavy boots, reason that if there was no gravity the
boots would not weigh anything either.)
● Point out that when we refer to ‘losing weight’ by dieting, we
really mean losing mass.
● Contrary to what some pupils believe, it makes no difference
whether there is any air or not. Astronauts in the space shuttle
‘float around’ but are still breathing air. They do not need to wear
space suits.
Points to be aware of:
● Weight is the force that keeps the space shuttle and astronauts in
orbit. If they were weightless or in zero gravity, they would drift
off into space. In orbit they are neither weightless nor in zero
gravity. However, these terms are in common use and cause much
confusion to pupils in the future.
● Teachers can help by avoiding the term ‘weightless’ when
describing astronauts in the space shuttle. The correct term is free
fall. When repeating pupils’ comments modify them using phrases
like ‘the astronauts appear to be weightless’ or ‘seem to be in zero
gravity’.
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K2
M
Friction
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Recap last lesson
Share learning
objectives
Brainstorming
Problem solving
Capture interest
t
u
Remind pupils of the
difference between mass
and weight.
● Find out what friction is.
● Find out how friction
can be useful or
reduced.
● Be able to present and
interpret line graphs.
(Sc1)
Ideas about friction.
Show a presentation of
low- and high-friction
situations.
Catalyst Interactive
Presentations 1
Show an object needing
lubrication and ask for
ideas to get it working
better.
^ _
UG LP
Recap last lesson
● Use a tin of baked beans to help you explain that mass
is the amount of matter in kilograms and weight is a
force in newtons.
Equipment
tin of baked beans
● Ask what happens to mass and weight in these
situations:
1 On a shelf
2 If beans are eaten
3 In a rocket in deep space
4 On the Moon
5 In a lift
Answers
Mass
same
less
same
same
same
6 On a rollercoaster
7 On space shuttle in orbit
same
same
Weight
same
less
zero
less
appears to change on starting
and stopping
appears to change
appears to be zero
Share learning objectives
● Ask pupils to write a list of FAQs they would put on a
website telling people about friction. Collect
suggestions as a whole-class activity, steering pupils
towards those related to the objectives. Conclude by
highlighting the questions you want them to be able to
answer at the end of the lesson.
Brainstorming
● Ask each group of pupils to brainstorm situations where
friction arises and write them on a large piece of paper
to feedback to the class.
Problem solving
● Pupils look at a presentation of a water slide, ice
skating, a gymnast on bars, a car braking, frying an egg,
walking across a polished floor and car wheels spinning
on ice.
➔ Catalyst Interactive Presentations 1
➔ Pupil sheet
● They tick on their pupil sheet whether high or low
friction is needed for each one.
Capture interest
● Show an object that needs lubricating. This could be a
toy, a bicycle, or anything with metal moving parts.
Even unscrewing a rusty bolt is easier with WD40.
Equipment
metal object, oil lubricant
● Demonstrate how poorly it works at first, then oil it
and show it working properly.
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K2
M
Starters
Friction
Problem solving
p
?
t
u
Look at the video clips. Do you need high or low friction in these situations?
Sometimes your life may depend on it! Use ticks ✓ to complete the table.
^ _
UG LP
TN
Situation
High friction needed
Low friction needed
water slide
ice skating
gymnast on bars
car braking
frying an egg
rock climbing
car wheels slipping on ice
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Sheet 1 of 1
K2
Starters
Friction
Problem solving
Look at the video clips. Do you need high or low friction in these situations?
Sometimes your life may depend on it! Use ticks ✓ to complete the table.
Situation
High friction needed
Low friction needed
water slide
ice skating
gymnast on bars
car braking
frying an egg
rock climbing
car wheels slipping on ice
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K3
M
Balanced forces
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Recap last lesson
Share learning
objectives
Problem solving
Capture interest (1)
Capture interest (2)
t
u
How friction stops things
moving.
● Find out about balanced
forces.
● Be able to use force
arrows.
● Be able to present and
interpret graphs. (Sc1)
Decide if forces are a push,
a pull or a twist.
Use a car or other vehicle
to talk about size and
directions of forces.
Show an animation of
balanced forces.
Catalyst Interactive
Presentations 1
^ _
UG LP
Recap last lesson
● Pass around some high- and low-friction materials, and
ask what characteristics are common to high-friction
surfaces and to low-friction surfaces.
Equipment
suggested materials: sandpaper, glass, PTFE
tape, Teflon-coated pan, floor vinyls (some
can be smooth but non-slip)
Share learning objectives
● Ask pupils to write a list of FAQs they would put on a
website telling people about balanced foces. Collect
suggestions as a whole-class activity, steering pupils
towards those related to the objectives. Conclude by
highlighting the questions you want them to be able to
answer at the end of the lesson.
Problem solving
● Demonstrate a push, a pull and a twist (e.g. open and
shut a door, turn a key).
➔ Pupil sheet
● Ask pupils to complete the pupil sheet, then go
through it as a whole-class discussion.
Capture interest (1)
● Use a toy car. Give it a push, or ask a pupil to do this.
Talk about the force needed to get it moving (could use
a push or a pull) and why it stops.
Equipment
toy car
● Some pupils will think it stops because you stop
pushing it, but you could ask if it would go further on a
smooth surface, or if it was oiled. Aim to get them to
tell you that it would go further if the friction was
reduced.
● Extension: Discuss whether, if you could reduce the
friction to nothing, this would mean the car would
carry on and not stop.
Capture interest (2)
● Show the animation about balanced forces.
➔ Catalyst Interactive Presentations 1
● Ask pupils to explain how the forces are balanced.
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K3
Starters
Balanced forces
Problem solving
M
p
?
t
u
^ _
UG LP
TN
Are the forces involved in each action a pushing force, a pulling force,
or a twisting/turning force? Use ticks to complete the table.
Action
an electromagnet lifting scrap metal
a digger lifting earth in a scoop
a shopping bag hanging on your arm
undoing the lid of a jam jar
kicking a ball
throwing a stone
a car towing a caravan
a food processor chopping an onion
pedalling a bike
riding in a horse-drawn carriage
paddling a canoe
towing a water skier
Pushing
Pulling
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Twisting/turning
Sheet 1 of 1
K3
Starters
Balanced forces
Problem solving
Are the forces involved in each action a pushing force, a pulling force,
or a twisting/turning force? Use ticks to complete the table.
Action
an electromagnet lifting scrap metal
a digger lifting earth in a scoop
a shopping bag hanging on your arm
undoing the lid of a jam jar
kicking a ball
throwing a stone
a car towing a caravan
a food processor chopping an onion
pedalling a bike
riding in a horse-drawn carriage
paddling a canoe
towing a water skier
Pushing
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Pulling
Twisting/turning
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K4
M
Unbalanced forces
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Recap last lesson
Share learning
objectives
Problem solving (1)
Problem solving (2)
Capture interest
t
u
There can be several
balanced forces on an
object.
● Find out about
unbalanced forces.
● Be able to explain
results and draw
conclusions. (Sc1)
Pupils draw force arrows
on diagrams to balance
the forces.
Pupils discuss the effect of
unbalanced forces on the
diagrams provided.
Show photos of a rugby
scrum and discuss the
forces.
Catalyst Interactive
Presentations 1
^ _
UG LP
Recap last lesson
● Use a toy car to demonstrate balanced and unbalanced
forces: on a slope, a flat surface or a banked curve.
Equipment
toy car, string
● You could suspend it on a string and balance it on a
surface to show that if the forces balance it won’t
change its movement.
● Attach three strings to the car with pupils pulling in
three directions.
● Show that, if the forces are not balanced, it will start to
move, speed up, slow down, stop moving or change
direction.
Share learning objectives
● Ask pupils to write a list of FAQs they would put on a
website telling people about unbalanced forces. Collect
suggestions as a whole-class activity, steering pupils
towards those related to the objectives. Conclude by
highlighting the questions you want them to be able to
answer at the end of the lesson.
Problem solving (1)
● Hand out the pupil sheet. Ask pupils to draw in the
other force arrow to balance the object in each
diagram.
➔ Pupil sheet
Problem solving (2)
● Hand out the pupil sheet. Ask pupils to discuss in
groups how unbalanced forces are affecting the objects
shown.
➔ Pupil sheet
● Compare the groups’ responses in a class discussion.
Capture interest
● Show the photos of a rugby scrum and discuss how the
friction force balances the pushing force. Ask what
would happen if the pushing force was not balanced.
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M
Starters
Unbalanced forces
K4
Problem solving (1)
p
?
t
u
^ _
Draw a force arrow to balance the forces shown in each diagram.
Think about the direction and size of your arrows.
1
UG LP
TN
F
team A
team B
Team A are pulling with a force marked F.
2
3
F
F
4
The crate does not move.
This force is the
weight of the lamp.
The tractor is moving at a
steady speed.
5
F
G
F
Draw a third tractor pulling with force H
to exactly balance, so no tractor moves.
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M
Starters
Unbalanced forces
K4
Problem solving (2)
p
?
t
u
^ _
Look at the pictures and describe how unbalanced forces are
affecting the objects.
A
B
UG LP
TN
can being
crushed
football being
kicked
C
tennis ball being
hit with racket
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K5
M
Slow down!
Starters
Suggested alternative starter activities (5–10 minutes)
p
?
Recap last lesson
Share learning
objectives
Problem solving
Capture interest (1)
Capture interest (2)
t
u
Show unbalanced forces,
using a toy car.
● Find out what speed is
and how it is measured.
● Find out what stopping
distance is.
● Be able to interpret a
distance-time graph.
(Sc1)
Pupils match some speeds
to different situations.
Quiz about speed.
Show photos of speed
scenarios.
Catalyst Interactive
Presentations 1
^ _
UG LP
Recap last lesson
● Demonstrate with a toy car that balancing the forces on
an object requires the right size force, but also the force
must be in the right direction. If forces are not
balanced, the car starts, stops, speeds up, slows down or
changes direction.
Equipment
toy car
Share learning objectives
● Ask pupils to write a list of FAQs they would put on a
website telling people about speed. Collect suggestions
as a whole-class activity, steering pupils towards those
related to the objectives. Conclude by highlighting the
questions you want them to be able to answer at the
end of the lesson.
Problem solving
● Pupils match the correct speed with each situation on
the pupil sheet.
● Go through the answers with the class.
➔ Pupil sheet
Answers
fingernails growing 0.1 mm/day
Concorde 625 m/s
speed of light 30 000 000 m/s
athlete running 100 m 10 m/s
athlete swimming 100 m 2 m/s
car at 60 mph 27 m/s
walking slowly 1 m/s
Capture interest (1)
● Pupils do the quiz on the pupil sheet.
● Go through the answers with the class.
➔ Pupil sheet
Answers
1a; 2b; 3c; 4c; 5b; 6b
Capture interest (2)
● Show the photos of various speed scenarios. Ask what
happens to the objects if the forces on them are
unbalanced.
➔ Catalyst Interactive Presentations 1
● Explain that objects start, stop, speed up, slow down or
change direction depending on the forces acting on
them.
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K5
M
Starters
Slow down!
Problem solving
p
?
t
u
Match the moving object to the correct speed.
Fingernails growing ●
^ _
Concorde ●
UG LP
Speed of light ●
TN
World-class athlete running 100 m ●
World-class athlete swimming 100 m ●
● 2 m/s
● 30 000 000 m/s
● 0.1 mm/day
● 10 m/s
● 1 m/s
Car at 60 mph ●
● 625 m/s
Walking slowly ●
● 27 m/s
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Sheet 1 of 1
K5
Starters
Slow down!
Problem solving
Match the moving object to the correct speed.
Fingernails growing ●
Concorde ●
Speed of light ●
World-class athlete running 100 m ●
World-class athlete swimming 100 m ●
● 2 m/s
● 30 000 000 m/s
● 0.1 mm/day
● 10 m/s
● 1 m/s
Car at 60 mph ●
● 625 m/s
Walking slowly ●
● 27 m/s
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K5
M
p
6
Slow down!
Starters
Capture interest (1)
?
Speed quiz
1 What is the fastest mammal?
a cheetah
^ _
b horse
UG LP
c wolf
t
TN
u
2 Thrust SSC holds the land speed record for the fastest mile. (It was
also the first car to exceed the speed of sound.)
What is this record?
a 390 mph
b 763 mph
c 1005 mph
3 How fast can a very fast snail move?
a 50 cm/h
b 5 m/h
c 50 m/h
4 What is the fastest speed by an aeroplane?
a 21.93 mph
b 219.3 mph
c 2193 mph
5 Which is the fastest bird?
a the red throated humming bird
b the spine tailed swift
c the peregrine falcon
6 What was the skateboard speed record set in 1998 by Gary
Hardwick?
a 16.3 mph
b 63 mph
c 163 mph
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K6
M
Archimedes’ story – Think
about
Starters
p
?
Suggested alternative starter activities (5–10 minutes)
t
u
Bridging to the unit
Setting the context
Concrete preparation (1)
Concrete preparation (2)
Demonstrate that upthrust is a
force.
Introduce the story of
Archimedes and the crown.
Demonstrate lowering an object
into a container brimful of water
and collecting the displaced
water.
Pass round cubes of the same
volume of different materials, so
pupils can experience the
difference in weight.
^ _
UG LP
Bridging to the unit
● Suspend a weight (1 kg) on a forcemeter (10 N).
➔ Technician sheet
● Now show what happens as you lower it into water
(collect the displaced water). The reading on the
forcemeter goes down. This must be because of an
upward force on the weight (called upthrust), which
partly counteracts the downward force (weight). If the
upward force were big enough, the object would float.
● The reading on the forcemeter should be about 8 or 9 N
– this means that the upthrust on the weight is
between 1 and 2 N. If you weighed the displaced water
its weight would be equal to the upthrust.
● To bridge to the experiment, measure upthrusts for
other items, including a large wooden block which
floats (so upthrust = weight).
Setting the context
● Introduce the story of Archimedes and the crown, and
the period of history in which it took place.
● Ask which is heavier, a tonne of feathers or a tonne of
coal? (They are the same!)
● Ask which is lighter, milk or cream? (Cream – it floats
on milk.)
Concrete preparation (1)
● Demonstrate lowering an object into a container
brimful of water and collecting the displaced water. Use
a large washing up bowl or trough and collect the water
in a tray.
➔ Technician sheet
Concrete preparation (2)
● Pass round cubes of the same volume of different
materials, so that pupils can experience the difference
in weight.
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Equipment
cubes for density investigation
(e.g. from Philip Harris)
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K6
M
6
Archimedes’ story
Starters
Bridging to the unit
p
?
Technician sheet
t
u
Supply the following for a demonstration:
^ _ ● forcemeter
UG LP ● 1 kg weight, with a method of suspending it from the forcemeter
● container of water in which the weight can be immersed, while
hanging from forcemeter
TN
● tray or bowl to collect the displaced water from the container
● measuring cylinder large enough to take the displaced water.
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K6
Archimedes’ story
Starters
Concrete preparation (1)
Technician sheet
Supply the following for a demonstration:
● large washing up bowl or trough brimful of water, placed on a
tray
● large object which will sink when placed in the water
● suitable funnel arrangement for collecting all the water from the
tray without spills
● measuring cylinder which will take a volume of water equal to
volume of the metal object.
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Mass and weight
K1a
M
p
?
t
u
^ _
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils learn the connection between mass and weight. They weigh objects to find their
mass in kilograms, and Extension pupils find their weight in newtons.
Core, Help, Extension
Running the activity
Pupils will need calculators.
UG LP Core: Pupils work through the sheet in order. Some pupils may not need to check
the mass of the hanger on the electronic balance. Many pupils will need help to
TC use the graph to find the weight of A and the mass of B; it may help to have a
graph on white board or OHT, and demonstrate drawing a line from a mass
quantity to the graph line, and then to the weight axis.
Help: Pupils will need the Core sheet for the instructions. The Help sheets then
give them a table and graph axes to use to present results, and questions to
answer.
Extension: There is less guidance on the sheet and pupils can investigate their own
mass and weight.
At the end of the activity, highlight the fact that 1 kg has a weight of 10 N.
Other relevant material
Skill sheet 5: Drawing charts and graphs
Skill sheet 18: Reading from graphs
Expected outcomes
Pupils should discover a straight-line relationship, and that weight is
approximately 10 times mass (on Earth). 1 kg has a weight of 10 N.
Pitfalls
Electronic balances are often too precise, and forcemeters (Newton spring
balances) are the reverse. Working to the nearest gram should obviate this. Be
alert for pupils who do not want to weigh themselves, and give them alternatives
– to weigh the teacher, or a box of textbooks, or to use a friend’s results.
Safety notes
If pupils use a substitute like a box of books, teach them how to lift it safely. If
large masses are used place a ‘catch box’ containing polystyrene packaging
granules or similar below the hanging weights.
Answers
Core:
1 The masses and weights of A and B will depend on the examples that you
have found, but should agree with 100 g has a weight of 1 N.
2 / 3 Pupils should find that weight is approximately 10 times mass.
Help:
1 As Core
2 a 10
b 10
Extension:
1 / 2 / 3 As Core
4 Pupils’ masses will typically range between 35 kg and 60 kg.
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Mass and weight
K1a
M
p
?
t
u
^ _
Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils learn the connection between mass and weight. They weigh objects to find their
mass in kilograms, and Extension pupils find their weight in newtons.
Core, Help, Extension
Other relevant material
Skill sheet 5: Drawing charts and graphs
UG LP Skill sheet 18: Reading from graphs
TN
Equipment needed
For each group:
● a forcemeter (Newton spring balance) reading up to 5 newtons
● four slotted masses and hanger (either 50 g or 100 g would be suitable).
For the class:
● electronic top-pan balance(s) recording up to 500 g
● a stone/large rubber bung/small sand or bean bag – mass approximately half that
of the masses and hanger (i.e. 125 g or 250 g) – clearly labelled ‘A’. If possible,
have more than one of these with the identical mass
● a similar object, of slightly different mass, clearly labelled ‘B’ – again more than
one if possible. It should be possible to hang B from the forcemeter
● bathroom scales, calibrated in kg
● bathroom scales, calibrated in newtons.
For your information
Running the activity
Pupils will need calculators.
Core: Pupils work through the sheet in order. Some pupils may not need to check
the mass of the hanger on the electronic balance. Many pupils will need help to use
the graph to find the weight of A and the mass of B; it may help to have a graph on
white board or OHT, and demonstrate drawing a line from a mass quantity to the
graph line, and then to the weight axis.
Help: Pupils will need the Core sheet for the instructions. The Help sheets then give
them a table and graph axes to use to present results, and questions to answer.
Extension: There is less guidance on the sheet and pupils can investigate their own
mass and weight.
At the end of the activity, highlight the fact that 1 kg has a weight of 10 N.
Expected outcomes
Pupils should discover a straight-line relationship, and that weight is approximately
10 times mass (on Earth). 1 kg has a weight of 10 N.
Pitfalls
Electronic balances are often too precise, and forcemeters (Newton spring balances)
are the reverse. Working to the nearest gram should obviate this. Be alert for pupils
who do not want to weigh themselves, and give them alternatives – to weigh the
teacher, or a box of textbooks, or to use a friend’s results.
Safety notes
If pupils use a substitute like a box of books, teach them how to lift it safely. If large
masses are used place a ‘catch box’ containing polystyrene packaging granules or
similar below the hanging weights.
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Mass and weight
K1a
M
W
p
?
t
u
^ _
UG LP
Activity
Core
You are going to find out how an object’s weight is related to
its mass.
!
Keep fingers and
toes away from
any weights that
may fall!
Obtaining evidence
1
TN TC 2
3
4
5
6
7
Put a hanger on the electronic balance. Measure its mass in grams.
Record it in a table like the one below (in step 8).
Use the forcemeter to measure the weight of the hanger, in newtons.
Record the answer in your table.
Now use the hanger and one slotted mass. Measure the total mass on
the electronic balance, then measure the
Mass in
Mass in
weight on the forcemeter.
grams
kilograms
Record the answers in your table.
100
0.1
Carry on adding slotted masses until you
200
0.2
have five results.
N
0
1
2
3
4
5
Measure the mass of object A on the
300
0.3
electronic balance. Write it down.
400
0.4
Measure the weight of object B on the
500
0.5
forcemeter. Write it down.
Use the conversion chart to convert the mass in grams to kilograms if
you need to. You will use this for your graph later.
Presenting the results
8
Use a table like this to record your results.
Mass in grams
9
Mass in kilograms
Weight in newtons
Draw a line graph of your results. Put the mass in kilograms on the
x-axis and the weight in newtons on the y-axis. Use a ruler to draw a
straight line even if all the crosses do not fit exactly on it.
Considering the evidence
1 Use your graph to find out the weight of A, and the mass of B. Write
down your answers. If you have time, check them on the balances.
2 Compare the mass and weight for objects A and B. Use your calculator
to divide the weight by the mass. Write down your conclusion.
3 Check some other points on your graph by reading off the weight from
the mass. Do these fit with your conclusion?
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K1a
M
W
p
?
t
u
^ _
Mass and weight
Activity
Help
You are going to find out how an object’s weight is related to its mass.
Presenting the results
1
Use this table to record your results.
Mass in grams
UG LP
Mass in kilograms
Weight in newtons
TN TC
Mass of object A = ............. grams
2
Weight of object B = ............. newtons
Use this grid to plot your results as a line graph. Use a ruler to draw a
straight line, even if all the crosses do not fit on it exactly.
5
4
3
Weight
in N
2
1
0
0
0.1
0.2
0.3
Mass in kg
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0.4
0.5
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K1a
6
Mass and weight (continued)
Activity
Help
M
W
p
?
1 Use your graph to find out the weight of A, and the mass of B.
t
u
Weight of object A = ............. newtons
Mass of object B = ............. grams
Check the weight of A and the mass of B on the balances.
2 Compare the mass and weight for objects A and B. Decide how much
bigger the weight (in newtons) is than the mass (in kilograms).
Complete the sentences below.
^ _
UG LP
TN TC
Considering the evidence
a Weight is ............. times the mass.
b When mass is 1 kg, weight is ............. N.
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Mass and weight
K1a
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UG LP
Activity
Extension
You are going to find out how an object’s weight is related to its
mass.
Obtaining evidence and presenting the results
1
TN TC
Put a hanger on the electronic balance. Measure its mass in
grams. Record it in a table like the one below.
Mass in grams
2
3
4
5
6
7
8
9
Mass in kilograms
Weight in newtons
Use the forcemeter to measure the weight of the hanger, in
newtons. Write the answer in the table.
Now use the hanger and one slotted mass. Measure the total
mass on the electronic balance, then measure the weight on the
forcemeter.
Carry on adding slotted masses until you have five results.
Record your results in the table.
Measure the mass of object A on the electronic balance. Write it
down.
Measure the weight of object B on the forcemeter. Write it down.
Use the bathroom scales to measure your mass in kilograms.
Write it down.
In your table, convert each mass in grams to kilograms. You will
use this for your graph.
Draw a line graph of weight in newtons against mass in
kilograms. Use a ruler to draw a straight line, even if the crosses
do not all fit on it exactly.
N
0
1
2
3
4
5
Considering the evidence
1 Use your graph to find out the weight of A, and the mass of B.
Write down your answers. If you have time, check them on the
balances.
2 Compare the mass and weight for objects A and B. Use your
calculator to divide the weight by the mass. Can you see a
relationship between them?
3 Check some other points on your graph by reading off the weight
from the mass. Do these fit with the relationship you can see?
4 Predict your weight in newtons. If possible, use the newton scales
to see if you are correct.
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Gravity on Earth and Moon
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UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils reinforce learning of the relationship between mass and weight, and carry out
calculations to convert between the two.
Extension
Running the activity
Pupils work individually or in pairs to answer the questions on the sheet.
Answers
1 1000 g or 1 kg
2 10 N
3 50 kg
4 10
5 1000 g or 1 kg
6 0.15 N
7 500 g or 0.5 kg, in the astronaut
8 300 kg
9 1 000 000 N on Earth, 150 000 N on the Moon
10 The probe will weigh less on the Moon. It requires less fuel to launch. It will
be less expensive to launch/it can go further with the same amount of fuel.
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Activity
Extension
Gravity on Earth and Moon
You are going to answer some questions about mass and weight.
Apples on Earth
An apple has a mass of about 100 g.
On Earth it will weigh about 1 N.
UG LP 1 What is the mass of 10 apples?
2 How much do 10 apples weigh?
TN
3 What is the mass of a box of apples that weighs 500 N?
^ _
Remember
On Earth, 1 kg weighs 10 N.
1 kg 1000 g
Apples on the Moon
4 If an astronaut took a box of 10 apples to the Moon,
how many apples would he have when he got there
(assuming he didn’t eat any)?
If the number of apples doesn’t change, then the mass will
stay the same.
5 What will be the mass of the apples on the Moon?
6 How much will the 10 apples weigh on the Moon?
7 If the astronaut eats 5 of the apples, what is the mass of
all the apples that are left? Where is the rest of the mass?
8 What is the mass of a space buggy that weighs 450 N on
the Moon?
Remember
On the Moon, the pull
of gravity is about onesixth that on Earth.
To calculate the weight
of an object on the
Moon, you divide its
weight on Earth by 6.
1 kg weighs about
1.5 N on the Moon.
Sending spacecraft
9 A space shuttle has a mass of about 100 000 kg. How much does
it weigh on Earth? How much would it weigh if it landed on the
Moon?
NASA would like to send a mission to Mars.
The heavier something is, the more fuel it
takes to launch it. Fuel is very expensive.
10 NASA would like to launch the Mars
probe from the Moon. Why do you
think they want to do this?
Explain your answer.
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Shoe soles
K2a
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UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils investigate the relationship between the mass of a shoe and the force needed
to pull it against friction.
Core, Help
Running the activity
Core: Pupils work in groups towards a full investigation. They write their plans
before they start, then carry out the experiment and draw a graph of their results.
They analyse their results and evaluate the experiment.
TC To make the experiment a fair test, the surface, shoe and masses should be the
same in each experiment.
Pupils should carry out each reading at least twice to obtain average results. The
experiment will not take long to complete so this will not be too time-consuming.
Pupils should record their results in a table that has columns for ‘Force needed in
newtons’ and ‘Mass in grams’.
Help: The instructions are simpler, and there is a table for results and a graph grid
with axes for pupils to draw on. Pupils may need a calculator to help them work
out averages.
Other relevant material
Skill sheet 5: Drawing charts and graphs
ICT opportunities
The results can be graphed using a spreadsheet such as Microsoft® Excel.
Expected outcomes
Pupils carry out an investigation, and see that the heavier the shoe, the greater
the friction.
Pitfalls
Care should be taken to make accurate readings when looking at forcemeters sideon. It is difficult to read the forcemeter at the same time as pulling it along – one
pupil should pull while the other takes the reading.
Answers
Core:
1 As the mass in the shoe increases, so does the force needed to pull the shoe.
2 A greater mass causes more friction between the sole of the shoe and the
surface.
3 Suggestions: repeat the experiment more times, use a more accurate
forcemeter or a pressure sensor
Help: As Core 1 and 2
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UG LP
TN
Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils investigate the relationship between the mass of a shoe and the force needed
to pull it against friction.
Core, Help
Other relevant material
Skill sheet 5: Drawing charts and graphs
Equipment
For each pair/group:
● a set of masses, 100–600 g
● a shoe
● a forcemeter
● string
● suitable surface to pull the shoe over, e.g. cork tile.
For your information
Running the activity
Core: Pupils work in groups towards a full investigation. They write their plans
before they start, then carry out the experiment and draw a graph of their results.
They analyse their results and evaluate the experiment.
To make the experiment a fair test, the surface, shoe and masses should be the
same in each experiment.
Pupils should carry out each reading at least twice to obtain average results. The
experiment will not take long to complete so this will not be too time-consuming.
Pupils should record their results in a table that has columns for ‘Force needed in
newtons’ and ‘Mass in grams’.
Help: The instructions are simpler, and there is a table for results and a graph grid
with axes for pupils to draw on. Pupils may need a calculator to help them work
out averages.
Expected outcomes
Pupils carry out an investigation, and see that the heavier the shoe, the greater
the friction.
Pitfalls
Care should be taken to make accurate readings when looking at forcemeters sideon. It is difficult to read the forcemeter at the same time as pulling it along – one
pupil should pull while the other takes the reading.
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6
Activity
Core
You going to investigate the relationship between the mass of a
shoe and the force needed to pull it against friction.
Equipment
●
UG LP ●
TN TC ●
●
●
a set of masses
a shoe
a forcemeter
string
a suitable surface to pull the shoe over
Planning
1
2
3
Decide how you are going to make the experiment fair.
Decide how many times you will do the experiment.
Decide how you are going to record the results.
Obtaining evidence
4
5
6
7
8
Choose a suitable shoe and a surface for the experiment.
Tie the forcemeter to the shoe.
Pull the shoe without any masses inside it, so that it moves at a
steady speed across the surface.
Record the force shown on the forcemeter.
Repeat steps 4 to 7 six times, putting a 100 g mass in the shoe
each time until the mass inside the shoe is 600 g (six masses).
Pull the shoe at the same steady speed in each experiment.
Considering the evidence
9
Draw a line graph of your results. Put mass along the x-axis and
force up the y-axis.
1 What happens to the size of force needed to pull the shoe as the
mass increases?
2 Why do you think this happens? Use the word friction in your
answer.
Evaluating
3 How could you improve this experiment?
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Activity
Help
W
You going to investigate the relationship between the mass of a
shoe and the force needed to pull it against friction.
p ?
1 You are just going to change the mass of the shoe.
t u
To make it a fair test, the surface, the shoe
and the masses need to be kept the same.
^ _
2 Tie the forcemeter to the shoe.
UG LP 3 Pull the shoe without any masses
Mass in
Pulling
Pulling
Average
inside it, so that it moves at a
shoe in g force (1) force (2) pulling
TN TC
steady speed across the surface.
in N
in N
force in N
4 Record the force shown on the
0
forcemeter in the table, under
100
Pulling force (1). Check again and
200
record the force under Pulling force (2).
5
6
Calculate an average for each pull
300
like this:
400
● add the pulling forces (1) and (2)
500
together
600
● divide this number by 2
● record the answer in the fourth column.
Plot the mass of the shoe against the average pulling force on the graph paper below.
Average
pulling force
in N
0
100
200
300
400
Mass in shoe in g
500
600
1 What happens to the size of force needed to pull the shoe as the mass increases?
.......................................................................................................
2 Why do you think this happens? Use the word friction in your answer.
.......................................................................................................
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A world without friction
K2b
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UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils develop literacy skills and relate science to everyday life by writing about their
imagined experiences if there was no friction.
Core
Running the activity
Pupils work individually or in pairs to write their story. Pupils can use the ideas
provided on the sheet to help them write their own story.
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A world without friction
Activity
Core
Friction is very useful in everyday life. You are going to think
about what might happen if there was no friction.
1 Write a story about life without friction. You can use some of the
ideas below to help you, or you can use your own ideas.
^ _
The day there was no friction
UG LP
Without friction, cars, buses and bicycles …
TN
When you walk …
It would be very dangerous to be a parachutist because …
Sometimes friction is not useful! Machines …
Heat energy is made when there is friction. This is useful because …
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K2b
A world without friction
Activity
Core
Friction is very useful in everyday life. You are going to think
about what might happen if there was no friction.
1 Write a story about life without friction. You can use some of the
ideas below to help you, or you can use your own ideas.
The day there was no friction
Without friction, cars, buses and bicycles …
When you walk …
It would be very dangerous to be a parachutist because …
Sometimes friction is not useful! Machines …
Heat energy is made when there is friction. This is useful because …
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Stretching
K3a
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UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils learn the relationship between extension and weight. More able pupils compare
the extension of a spring with an elastic band.
Core, Extension
Running the activity
Core: Pupils work in pairs. They hang weights on a spring and record the
extension. They are given a format for a results table. They plot a graph, analyse
their results and evaluate the experiment.
TC The sheet mentions weights, not masses. The masses provided could be labelled in
newtons to avoid confusion if you think this necessary. Alternatively, you may
prefer to ask pupils to add a column to their tables and record first the mass, and
then convert this to weight.
Extension: Pupils hang weights on a spring and then do the same for a rubber
band. They are asked to plot separate graphs for the spring and the rubber band
and compare the two graphs.
Other relevant material
Skill sheet 5: Drawing charts and graphs
Expected outcomes
Pupils plot a graph of extension against weight for a spring and an elastic band, and
use it to infer that there is a relationship between extension and weight. Once the
elastic limit of the spring or elastic band is reached, the relationship breaks down.
Pitfalls
A set of weights 100–600 N has been selected for this experiment, but suitable
weights depend on the spring and elastic band chosen. Test the spring and elastic
band in advance to find their elastic limit, and choose weights accordingly,
changing the weights on the sheet.
Safety notes
Wear eye protection. Overstretched springs and elastic bands may fly back and
cause injury, especially if hooks etc. are still attached. Pupils should take care not
to drop weights on their feet.
Answers
Core:
1 Yes; the greater the weight, the longer the extension, up to a certain weight
(the elastic limit).
2 Suggestion: test springs made of different materials and of different lengths.
3 Pupils’ own plans.
Extension:
1 The elastic band stretches more than the spring for a given weight. It breaks
more easily.
2 Yes; the greater the weight, the longer the extension, up to a certain weight
(the elastic limit).
3 Yes, the greater the weight, the longer the extension, up to a certain weight
(the elastic limit).
4 Suggestions: take another set of results for each/take a set of results when
unloading.
5 Pupils’ own plans, e.g. test springs made of different materials and of different
lengths.
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Stretching
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UG LP
TN
Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils learn the relationship between extension and weight. More able pupils compare
the extension of a spring with an elastic band.
Core, Extension
Other relevant material
Skill sheet 5: Drawing charts and graphs
Equipment
For each pair:
Core:
●
●
●
●
●
a spring
a clamp stand with two bosses and clamps
a metre rule
a mass holder
masses from 100 g to 600 g, possibly labelled with their weights in newtons.
Extension:
● as above
● an elastic band, about the same length as the spring.
For your information
Running the activity
Core: Pupils work in pairs. They hang weights on a spring and record the
extension. They are given a format for a results table. They plot a graph, analyse
their results and evaluate the experiment.
The sheet mentions weights, not masses. The masses provided could be labelled in
newtons to avoid confusion if you think this necessary. Alternatively, you may
prefer to ask pupils to add a column to their tables and record first the mass, and
then convert this to weight.
Extension: Pupils hang weights on a spring and then do the same for an elastic
band. They are asked to plot separate graphs for the spring and the elastic band
and compare the two graphs.
Expected outcomes
Pupils plot a graph of extension against weight for a spring and an elastic band,
and use it to infer that there is a relationship between extension and weight.
Once the elastic limit of the spring or elastic band is reached, the relationship
breaks down.
Pitfalls
A set of weights 100–600 N has been selected for this experiment, but suitable
weights depend on the spring and elastic band chosen. Test the spring and elastic
band in advance to find their elastic limit, and choose weights accordingly,
changing the weights on the sheet.
Safety notes
Wear eye protection. Overstretched springs and elastic bands may fly back and
cause injury, especially if hooks etc. are still attached. Pupils should take care not
to drop weights on their feet.
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Stretching
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UG
Activity
Core
W
When you hang weights on the end of a spring, the spring
stretches. A forcemeter has a spring inside it. When you hang
?
weights on the forcemeter, the spring pulls up with a force equal
u to the force of the weight pulling down. The forces are balanced.
_ You are going to hang weights on a spring and see how much it
stretches. This is called the extension.
LP
TN TC
Wear eye
protection.
Be careful not
to drop
weights on your
feet.
!
Obtaining evidence
1
Make a table like the one below. You will need six rows.
Weight in N
2
3
4
5
6
Position in mm
A
Extension in mm
(position – zero point)
zero
point
Set up the apparatus as shown in the diagram A.
Record the position of the base of the spring with a holder but
no weights, in millimetres. This is your zero point.
Put a 1 N weight on the holder as shown in diagram B.
Record the new position in your table.
Add weights one at a time and record the positions for 2 N, 3 N,
4 N, 5 N and 6 N.
B
Fill in the extension column of your table by subtracting the
zero point from each measurement.
zero
point
Considering the evidence
7
Plot a line graph of your results. Put weight along the x-axis
and extension up the y-axis. Draw a line of best fit using
a ruler.
extension
of spring
weight
1 Is there a relationship between the weight on the spring and the
amount it extends? Describe the relationship.
Evaluate
2 How could you make your results more reliable?
3 Plan an experiment to find out if all springs extend in the same
way.
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Stretching
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Activity
Extension
W
When you hang weights on the end of a spring, the spring
stretches. A forcemeter has a spring inside it. When you hang
p ?
weights on the forcemeter, the spring pulls up with a force equal
t u to the force of the weight pulling down. The forces are balanced.
^ _ An elastic band stretches too when you hang weights on it. You
are going to hang weights on a spring and an elastic band and
UG LP compare how much they stretch. This is called the extension.
TN TC
Wear eye
protection.
Be careful not
to drop
weights on your
feet.
!
Obtaining evidence
1
Make a table like the one below. You will need six rows.
Weight in N
Position in mm
A
Extension in mm
(position – zero point)
zero
point
2
3
Set up the apparatus as shown in the diagram A.
Record the position of the base of the spring with a holder but
no weights, in millimetres. This is your zero point.
4 Put a 1 N weight on the holder as shown in diagram B.
Record the new position in your table.
B
5 Add weights one at a time and record the positions for
2 N, 3 N, 4 N, 5 N and 6 N.
6 Fill in the extension column of your table by subtracting
zero
the zero point from each measurement.
point
7 Repeat steps 1 to 6 using an elastic band instead of a spring.
extension
of spring
Considering the evidence
8
9
Plot a line graph of your results for the spring. Draw a line of
best fit using a ruler.
Plot another graph for the elastic band.
weight
1 How is the extension of the elastic band different from the
extension of the spring when you hang weights on them?
2 Is there a relationship between the weight on the spring and the
amount it extends? Describe the relationship.
3 Is there a relationship between the weight on the elastic band
the amount it extends? Describe the relationship.
Evaluating
4 How could you make your results more reliable?
5 Plan an experiment to find out if all springs extend in the same way.
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Floating and upthrust
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UG LP
TC
Teacher
activity notes
Type
Purpose
Practical
Pupils watch a demonstration of the weight of objects in air and water, to investigate
upthrust. Extension pupils also compare the upthrust of tap water and salty water.
Differentiation
Core, Help, Extension.
Running the activity
Core/Help: The practical is suggested as a teacher demonstration, although pupils
could carry it out themselves. Use a forcemeter to weigh various objects, first in
air and then in water. Ask pupils to observe what happens when the object is
immersed, and elicit the two effects – the weight apparently decreases and the
water level rises. The apparent weight of a floating object is zero. Use the ideas of
balanced forces to calculate the water’s upthrust on the objects.
Extension: Demonstrate an egg placed in a beaker of water and then placed in the
same volume of very salty water so that the egg floats. Pupils could do this for
themselves, but then use hard-boiled eggs.
Expected outcomes
Core, Help: Pupils learn that objects weigh less in water than in air and that for a
floating object the weight is balanced by the upthrust. Pupils find that objects
float at different levels in different liquids.
Extension: Pupils see that the type of liquid affects how an object floats, not just
the weight of the object.
Answers
Core:
1 The weight of the object is less in water than in air.
2 If an object floats, the upthrust equals the weight of object.
Help: Missing words are as follows:
1 more than
2 equal to
Extension:
1 If an object floats, the upthrust equals the weight of object. We know this is
true, because the forces are balanced (the object floats).
2 Yes
3 No, the upthrust from the salty water is more than that of tap water.
4 The type of liquid and the size or density of the object also affects what level
an object will float at.
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Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils watch a demonstration of the weight of objects in air and water, to investigate
upthrust. Extension pupils also compare the upthrust of tap water and salty water.
Core, Help, Extension.
Equipment needed
For demonstration:
UG LP ● a forcemeter with a scale in newtons suitable to show weights of the chosen
TN
objects
● three or four objects that will float in water, with loops of string attached
(make sure they weigh enough to register clearly on the forcemeter in air)
● a trough or large beaker of water, ideally transparent and calibrated, so that
level of water can be seen clearly.
For Extension demonstration:
● two large beakers, one containing tap water and one containing the same
volume of very salty water.
For your information
Running the activity
Core/Help: The practical is suggested as a teacher demonstration, although pupils
could carry it out themselves. Use a forcemeter to weigh various objects, first in
air and then in water. Ask pupils to observe what happens when the object is
immersed, and elicit the two effects – the weight apparently decreases and the
water level rises. The apparent weight of a floating object is zero. Use the ideas of
balanced forces to calculate the water’s upthrust on the objects.
Extension: Demonstrate an egg placed in a beaker of water and then placed in the
same volume of very salty water so that the egg floats. Pupils could do this for
themselves, but then use hard-boiled eggs.
Expected outcomes
Core, Help: Pupils learn that objects weigh less in water than in air and that for a
floating object the weight is balanced by the upthrust. Pupils find that objects
float at different levels in different liquids.
Extension: Pupils see that the type of liquid affects how an object floats, not just
the weight of the object.
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Floating and upthrust
K3b
M
W
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UG LP
Activity
Core
You are going to find out about the upthrust of water on an
object when it is lowered into water.
Obtaining evidence
N
N
1
1
2
2
3
3
4
4
5
5
0
1
TN TC 2
3
4
5
Watch your teacher weigh the first object.
Record its weight in a table like the one below.
Now record the weight when the object is in the water.
Calculate the upthrust of the water on the object.
The weight in air minus the weight in water is the
upthrust of the water on the object.
You teacher will let go of the object.
Record in your table if the object floats or sinks.
Record the same information for the other objects
your teacher demonstrates.
0
Presenting the results
6
Use a table like this to record your results.
Object
Weight in air
in newtons
Weight in
water in
newtons
Upthrust in
newtons
Does it float
or sink?
Considering the evidence
1 What happens to the weight of each object in water?
2 Write a sentence to say what you know about the upthrust, if
something floats.
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UG LP
Activity
Help
You are going to find out about the upthrust of water on an
object when it is lowered into water.
Obtaining evidence
N
1
TN TC 2
3
0
Watch your teacher weigh the first object. Record its weight in
the table below.
Now record the weight when the object is in the water.
Calculate the upthrust of the water on the object like this:
1
2
3
4
5
weight of object in air weight of object in water upthrust of water
4
5
Your teacher will let go of the object. Record in your table if the
object floats or sinks.
Record the same information for the other objects your teacher
demonstrates.
Presenting the results
6
Use this table to record your results.
Object
Weight in air
in newtons
Weight in
water in
newtons
Upthrust in
newtons
Does it float
or sink?
Considering the evidence
1 Compare the weight of each object in air and water. Complete this sentence:
The weight of each object in air is .................................................. its weight in water.
2 Compare the weight in water with the upthrust for objects that floated.
Complete this sentence:
Objects float when their weight is .................................................. the upthrust of the water.
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Floating and upthrust
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Activity
Extension
You are going to find out about the upthrust of water on an
object when it is lowered into water, and compare the upthrust
of tap water and salty water.
^ _ Obtaining evidence
N
UG LP 1
TN TC
2
3
4
5
6
N
0
0
Watch your teacher weigh the first
1
2
object. Record its weight in a table
3
like the one below.
4
Now record the weight when the
5
object is in the water.
Calculate the upthrust of the water
on the object.
Record in your table if the object
floats or sinks.
Record the same information for
the other objects your teacher
demonstrates.
Your teacher will now show you what happens when an object is
placed in tap water and in very salty water. Write down your
observations of what happens.
1
2
3
4
5
Presenting the results
7
Use a table like this to record your results.
Object
Weight of
object in air
in N
Weight of
object in water
in N
Upthrust
in N
Does it float
or sink?
Considering the evidence
1 Write a sentence to say what you know about the upthrust, if
something floats in water. Explain why this must be true.
2 Is the mass of the object the same in tap water and in salty
water?
3 Is the upthrust from the tap water the same as from the salty
water?
4 What else, apart from the weight of an object, affects how an
object will float in a liquid?
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Balanced forces
K3c
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UG LP
Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils consolidate understanding of situations in which objects are stationary, and the
forces are balanced. Pupils practise drawing force diagrams.
Core
Resource
Running the activity
Ask pupils to remember the names of forces. Concrete examples of objects
hanging, resting on a flat surface, or a tilted book, will help as prompts. List the
names of the forces on the board – weight (not gravity), tension, friction, (drag),
upthrust and reaction forces.
Draw some examples and label the balanced forces; or project the diagrams from
the Core sheet.
Pupils work in groups to label the Resource sheet diagrams. You could ask groups
to add the force labels on the projected version of the Resource sheet, so the
correct versions can be accepted.
Diagrams A–F on the Resource sheet are easier. Diagrams G–I involve three or four
forces and so are for the most able.
For some groups it may be better to use the projected enlarged versions of the
diagrams straight away, then pupils can copy the correct force arrows onto their
sheets.
Other relevant material
Resource sheet can be copied on to an OHT slide.
Answers
1
weight
2
weight
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Balanced forces (continued)
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Teacher
activity notes
B
upthrust
of water
^ _
C
tension
in arm
tension
in spring
forcemeter
UG LP
weight
weight
of ball
weight
floating duck
plasticine ball
E
D
F
upthrust
of water
reaction
of bed
tension
in thread
weight
of bauble
weight
of person
person in bed
G
carrying shopping
weight
floating boat
Christmas bauble
H
I
tension in string
friction up
slope
weight
picture hanging on wall
reaction
of wall
reaction
of slope
weight
of book
book on slope
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friction
weight
friction on floor
person leaning on wall
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Balanced forces
K3c
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UG LP
TN
6
Activity
Core
The forces on an object are balanced when the forces are the
same size and act in opposite directions.
You are going to think about how forces balance each other so
that things stay still.
1
Look at the book on the table. It is not falling.
There must be a force on it from the table.
The force from the table is the reaction force. It is the
same size as the weight. It acts in the opposite direction
to the weight.
weight
1 Sketch the diagram and draw an arrow to show the missing
force.
2
Look at the parachute. Think about the force that
balances it so that it floats in air.
2 Sketch the diagram and draw an arrow to show the
missing force.
weight
3
In your group, look at the pictures on the Resource sheet.
3 Decide what forces are acting. Sketch each picture and draw
arrows on the picture to show the size of the forces and their
direction. Write the names of the forces next to the arrows.
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K3c
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Balanced forces
A
B
^ _
Activity
Resource
C
forcemeter
UG LP
TN
floating duck
D
plasticine ball
E
person in bed
G
F
Christmas bauble
H
picture hanging on wall
carrying shopping
floating boat
I
book on slope
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All unbalanced!
K4a
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Teacher
activity notes
Type
Purpose
Differentiation
Practical
Pupils observe through demonstration the results of unbalanced forces in causing
stationary objects to start moving, objects to change shape, moving objects to speed
up and moving objects to change direction.
Core, Help, Extension
No pupil sheets
^ _ Running the activity
The first three demonstrations are appropriate to all Core and Help pupils. The
UG LP last one is for Extension pupils using the Red book. Before each demonstration,
explain what you are going to do and ask pupils to predict what they think will
TC happen. After each demonstration, ask pupils to say what the two unbalanced
forces are.
Core, Help:
1 Push a stationary trolley to make it move in the direction of force, showing
that an unbalanced force is needed to make something start moving.
2 Stamp your foot on a can until it first buckles a bit and then squashes, showing
that an unbalanced force can change the shape of an object.
3 Let a trolley already moving run onto a surface with more friction to slow it
down. Push a trolley that is already moving and it speeds up. These show that
an unbalanced force on something moving makes it slow down or speed up.
Extension:
4 Push a ping pong ball so it moves, then blow air at it with a straw from the side
so it moves sideways, showing that an unbalanced force on something makes it
change direction.
Expected outcomes
Pupils are able to recognise situations in which there are unbalanced forces and
what effect they have on the objects.
Pitfalls
It might be a good idea to test out the demonstrations in advance to check what
works best.
Safety notes
If large runways are used for trolleys they should be stacked, moved and used with
care especially if they might fall. ‘Catch boxes’ filled with scrap paper, polystyrene
etc. should be used when trolleys might fall off the end of tables or runways. The
box will keep heads and feet out of the ‘drop zone’.
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All unbalanced!
K4a
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Technician
activity notes
Type
Purpose
Differentiation
Practical
Pupils observe through demonstration the results of unbalanced forces in causing
stationary objects to start moving, objects to change shape, moving objects to speed
up and moving objects to change direction.
Core, Help, Extension
No pupil sheets
^ _ Equipment
UG LP
TN
1 Getting trolley moving:
● a trolley
● smooth, flat, level surface
● a box containing screwed up paper, for the trolley to crash into.
2 Squashing a can:
● an empty soft drinks can.
3 Trolley changing speed:
● a trolley
● suitable surface – smooth at first and then covered with sand or furry
material
● a box containing screwed up paper, for the trolley to crash into.
4 Ball changing direction:
● a ping pong ball
● smooth, flat, level surface
● a box containing screwed up paper, for the trolley to crash into.
For your information
Running the activity
The first three demonstrations are appropriate to all Core and Help pupils. The
last one is for Extension pupils using the Red book. Before each demonstration,
explain what you are going to do and ask pupils to predict what they think will
happen. After each demonstration, ask pupils to say what the two unbalanced
forces are.
Core, Help:
1 Push a stationary trolley to make it move in the direction of force, showing
that an unbalanced force is needed to make something start moving.
2 Stamp your foot on a can until it first buckles a bit and then squashes, showing
that an unbalanced force can change the shape of an object.
3 Let a trolley already moving run onto a surface with more friction to slow it
down. Push a trolley that is already moving and it speeds up. These show that
an unbalanced force on something moving makes it slow down or speed up.
Expected outcomes
Pupils are able to recognise situations in which there are unbalanced forces and
what effect they have on the objects.
Pitfalls
It might be a good idea to test out the demonstrations in advance to check what
works best.
Safety notes
If large runways are used for trolleys they should be stacked, moved and used with
care especially if they might fall. ‘Catch boxes’ filled with scrap paper, polystyrene
etc. should be used when trolleys might fall off the end of tables or runways. The
box will keep heads and feet out of the ‘drop zone’.
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Unbalanced forces
K4b
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Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils reinforce learning of the effects of unbalanced forces on an object, and practise
drawing force diagrams.
Core, Extension
Running the activity
Pupils work individually or in pairs to answer the questions on the sheet.
UG LP Core: Pupils should use the force diagrams on the sheet for question 1 as a guide
to drawing force diagrams for questions 2 and 3.
Extension: Pupils draw force diagrams, and also calculate the resultant force to
work out in which direction the object will move.
Answers
Core:
1
friction
2
reaction
force
from
can
3 A – unbalanced (bicycle moving slower); friction force from the brakes on the
tyres
B – unbalanced (orange team is winning); pulling force from the orange team
is greater than the pulling force from the yellow team
4
friction
force
of hand
weight
friction/
air resistance
force of
engine
friction
force of
hand
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activity notes
Unbalanced forces (continued)
Extension:
1 Orange team
2 100 N
3 The cart moves forwards.
^ _
UG LP
400 N
300 N
4 500 N, in the direction of the elephant’s pull
1500 N
2000 N
5 The trolley veers to the left.
original
path
of trolley
path
of trolley
when Mark
pushes from
side
Mark pushes from
the side
friction
Jane
pushing
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Unbalanced forces
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Activity
Core
Unbalanced forces make things start to move, move faster, move
slower or change their shape. You are going to answer some
questions about unbalanced forces.
^ _ 1 Look at the diagram of a skateboard. It is being pushed from
standing still. The foot on the ground is pushing with a force
that is bigger than friction.
UG LP
TN
friction
1 Sketch the diagram and draw an arrow to show the force from
the foot.
2
Look at foot crushing the can. Think about the force
that will make it change its size and become smaller.
2 Sketch the diagram and draw an arrow to show
the missing force.
reaction
force
from
can
3 Look at the situations below. For each one, write down whether
an unbalanced force is acting. If so, explain where it comes from.
A
bicycle
screeching
to a halt
B
yellow
team
orange
team winning
Friction is a force that stops things moving, or slows them down
when they are moving. Friction acts in the opposite direction to the
movement. If you want to start something moving, or speed it up,
you need a force larger than friction.
4 For each of the following, draw a diagram with force arrows.
Show the force making the movement and the friction force.
● a car driving along
● a person opening a drawer
● you sliding down a rope
● a shopper pushing a trolley
5 Draw a picture of a game of tennis or rounders. Add arrows to
show all the unbalanced forces.
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Remember
– the longer the
arrow the larger
the force.
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Unbalanced forces
Activity
Extension
Unbalanced forces make things start to move, move faster, move
slower or change their shape. Unbalanced forces can also make
moving objects change direction.
You are going to find out the sizes of the forces in the questions
below.
UG LP
1 Who will win the tug-of-war?
TN
2 What is the size of the unbalanced force?
yellow
team
orange
team
200 N
300 N
3 A horse pulls a cart with a force of 400 N.
There is a force of friction on the cart’s
wheels of 300 N.
Draw a force diagram and say what
happens to the cart.
4 A team of circus trainers is pulling an
elephant. The trainers pull with a
force of 1500 N. The elephant pulls
back with a force of 2000 N.
Draw a force diagram to show the
forces on the trainers and elephant.
Calculate the size of the unbalanced
force. Which way will they all move?
5 Jane is pushing the shopping trolley
in a straight line towards the car.
But Mark is hanging on the side and
pushing forwards from his position.
Draw a force diagram to show what
direction the trolley will move in.
original
path
of trolley
Mark pushes from
the side
Jane
pushing
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School journey
K5a
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^ _
Teacher
activity notes
Type
Purpose
Differentiation
Paper
Pupils interpret distance-time graphs
Core, Extension
Running the activity
The Core sheet is to support average ability pupils using the Red book. The
Extension sheet is more challenging.
UG LP Pupils work through the questions on the sheet in order. The last questions on
both sheets are more challenging.
Other relevant materials
Skill sheet 6: Interpreting graphs
Answers
Core:
1 5
2 1 km
3 3 minutes, e.g. to buy sweets or meet a friend
4 5
5 2 km
6 2 minutes
7 10
8 8 km
9 1/5 or 0.2 km/min
10 10/25 0.4 km/min
Extension:
1 15 minutes
2 Sam stopped twice. First, e.g. to buy sweets or meet a friend. Second to wait
for the bus.
3 2 km
4 10
5 8 km
6 1/5 or 0.2 km/min
7 8/10 or 0.8 km/min
8 60 0.8 48 km/h
9 10/25 0.4 km/min
10 A rising line but not as steep as the bus line
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School journey
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^ _
Activity
Core
You are going to use a distance-time graph to describe Sam’s
journey to school.
Sam walks to the bus stop, then catches a bus. On the way to the
bus stop Sam stops for a few minutes.
12
UG LP
TN
10
8
Distance
in kilometres
6
4
2
0
0
5
10
15
20
25
30
Time in minutes
1 How many minutes does Sam walk for, before stopping the first
2
3
4
5
6
7
8
9
10
time?
How far away from home does Sam stop the first time?
How many minutes does Sam stop for? Suggest why Sam might
do this.
How many more minutes must Sam walk before reaching the bus
stop?
How far away from Sam’s home is the bus stop?
How long does Sam wait for the bus?
How many minutes does the bus ride take?
How long is the bus ride, in kilometres?
Calculate Sam’s walking speed during the first 5 minutes, in
kilometres per minute.
Calculate Sam’s average speed for the total journey in kilometres
per minute.
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School journey
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^ _
Activity
Extension
You are going to use a distance-time graph to describe Sam’s
journey to school.
Sam walks to the bus stop, then catches a bus. On the way to the
bus stop Sam stops for a few minutes.
12
UG LP
TN
10
8
Distance
in kilometres
6
4
2
0
0
5
10
15
20
25
30
Time in minutes
1 How long is it before Sam catches the bus?
2 There are two periods on the graph where the line is horizontal.
3
4
5
6
7
8
9
10
What does this show about Sam’s journey? Suggest what Sam is
doing for each of these two periods.
How far away from Sam’s home is the bus stop?
How many minutes does the bus ride take?
How long is the bus ride, in kilometres?
Calculate Sam’s walking speed during the first 5 minutes, in
kilometres per minute.
Calculate the bus speed in kilometres per minute.
Calculate the bus speed in kilometres per hour.
Calculate Sam’s average speed for the total journey in kilometres
per minute.
The graph stops at the end of Sam’s bus journey. Assume Sam
gets off the bus and walks straight to school without stopping.
Describe the line you would draw on the graph to show this.
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K1
M
Forces and gravity
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
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Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils give examples of
how five forces are useful
in everyday life.
Pupils share responses
from Activity K1a.
Pupils share feedback on
Activity K1b (Extension)
Pupils identify the odd
one out in lists of words.
Pupils suggest
consequences of changes to
the Earth’s gravity.
^ _
UG LP
Review learning
● Pupils give one example of how each of the forces
(see right) is useful in everyday life.
● Ask them to say if the forces in their examples are forces
of attraction or repulsion.
Sharing responses
Forces
friction
gravity
elasticity
magnetism
air resistance
● Pupils prepare OHT slides of their mass/weight graphs
(Activity K1a).
● Compare pupils’ graphs and discuss similarities and
differences in the data collected from each group – do
this by overlaying two OHTs to show that the general
shape of the graphs is similar but that the angle of slope
may vary due to the scale chosen by the group.
● Point out any data errors that show up in the graph,
and discuss the reasons for these.
Group feedback
● Pupils who carried out Extension Activity K1b describe
the relationship between weight and gravity on the
Moon, and how they used this relationship to work out
their answers to the questions.
● Pupils discuss in pairs their response to questions 9
(space shuttle) and 10 (Mars probe).
● Summarise ideas for responses to question 10 on
OHT/board. Compare their suggestions. What is the
science that NASA is depending upon?
Word game
● Pupils look at the lists of three words on the board
(see right) and write down the odd one out.
● Individual pupils justify their choice.
Lists
weight, mass, gravity
kilograms, grams, newtons
air resistance, friction, magnetism
Looking ahead
● Set the questions on the right for individuals to consider
and suggest answers to.
● Pupils then share responses with each other. Make it
clear they may not know the answer and need to
suggest their ideas and predictions.
Questions
What would happen if the Earth’s gravity:
(a) doubled?
(b) halved?
(c) remained the same but only affected
the southern hemisphere?
● Suggestions can be summarised and recorded in pupils’
books to reconsider after further lessons.
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K2
M
Friction
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
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Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils list reasons to prove
or disprove a statement.
Pupils share their written
work from Activity K2b.
Pupils prepare a sentence
to summarise their
findings in Activity K2a.
Pupils generate five
questions and answers on
small pieces of card.
Pupils suggest ways to
model how a lubricant
reduces the force of
friction.
^ _
UG LP Review learning
● Pupils work in pairs to write three reasons to prove or
disprove the statement (see right).
● List their suggested reasons on the board. Pupils can say
if they support a reason offered or wish to challenge it.
Both supporters and challengers justify their position.
Statement
You cannot go on holiday without a force –
prove it!
Sharing responses
● Pupils work in pairs to present and summarise their
ideas for Activity K2b (A world without friction) on
PowerPoint/OHT.
● Draw out and summarise ideas from the groups.
Use their suggestions to identify features of friction,
and scientific vocabulary used.
Group feedback
● Each group/pair summarises what their data for Activity
K2a suggests for a relationship between the mass of a
shoe and the force needed to pull it against friction.
● Summarise these suggestions on the board and check if
all groups suggesting the same idea.
● Compare the strategies used to collect the data from the
different groups. Check if any differences in conclusion
could be due to different methods.
Word game
● Pupils work in pairs to write down five questions about
friction on small cards, with the answer at the bottom
of each card.
● Collect and shuffle all the cards, then deal each pair five
cards (or three, depending on time). Pupils take turns to
ask the new questions to their partner.
● Carry out a class scan to avoid any incorrect answers
being provided.
● Alternatively, use the cards as a quiz at the beginning of
the next lesson.
Looking ahead
● Ask pupils to think of ways in which they could make a
model of how a lubricant reduces the force of friction.
You may need to suggest a list of equipment to get
them started.
● Pupils write a description and draw diagrams of their
model set-ups.
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K3
M
Balanced forces
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
u
Review learning
Sharing responses
Group feedback
Brainstorming
Looking ahead
Pupils label diagrams
involving balanced forces.
Pupils share their results
and responses from
Activity K3a.
Pupils discuss their results
from Activity K3b.
Pupils think about
situations in everyday life
in which there are
balanced forces.
Pupils apply their ideas of
forces to describe how
buoys float on the sea.
^ _
UG LP Review learning
● Pupils label the diagrams of balanced forces on the pupil
sheet with the name of the force and an arrow showing
the direction of the force.
➔ Pupil sheet
● Pupils should also be encouraged to discuss the size of
the arrows they are drawing.
Sharing responses
● Pupils compare similarities and differences between
their data and conclusions for Activity K3a (Stretching).
● Ask them to predict what they would expect if they used
bigger/smaller springs (and elastic bands).
Group feedback
● Working in pairs, pupils draft out a statement to explain
why different objects float or sink in water.
● With the whole class, refine the statement so all agree
with it.
● Extension pupils can then draft a statement comparing
how objects float in tap water and salty water.
Brainstorming
● Pupils work in pairs to think of some situations in
everyday life in which there are balanced forces.
● Ask them to compare their ideas with another pair, and
check and justify their choices.
Looking ahead
● Explain that buoys are anchored to the seabed or sea
wall at the base on a long chain. They are made of
material that allows them always to float at the surface.
The chain length allows them to adjust their height
above the seabed as the tide changes.
● Pupils work in pairs to decide what forces might be at
work. Encourage pupils to summarise ideas in drawings
using force arrows.
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M
Plenaries
Balanced forces
K3
Review learning
p
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^ _
UG LP
Label each diagram with:
● the names of the forces acting
● arrows to show the directions in which the forces are acting.
A
TN
D
B
C
E
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K4
M
Unbalanced forces
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
u
Review learning
Sharing responses
Group feedback
Word game
Looking ahead
Pupils draw diagrams to
show situations in which
the forces are unbalanced.
Pupils compare their
predictions with what
happened in Activity K4a.
Pupils write down what
they have learnt from the
lesson and share this with
a partner, and then with
another pair.
Check progress using a
true/false quiz on work so
far in the unit.
Pupils discuss a definition
for the speed of a moving
object.
^ _
UG LP
Review learning
● Pupils work on their own to draw diagrams showing the
situations listed on the right.
● Draw the correct diagrams on the board or ask pupils to
swap diagrams with a partner and discuss.
Situations
Getting a motionless football/ice puck to
move.
A crane picking up a load from the floor.
A car that is travelling faster and faster.
Sharing responses
● Pupils compare their predictions with what happened in
the teacher demonstrations (Activity K4a). Check if
there were any surprises.
● Ask pupils to say what the two forces are and which is
the larger force in each example.
Group feedback
● Individually, pupils write down one point they have
learnt in the lesson about unbalanced forces. Then they
pair up with a partner and share their points. Finally,
they pair up with another pair and compare their
points.
● Everyone should be prepared to share at least one point
with the whole class.
Word game
● Read out the statements on the Teacher sheet and let
pupils work in pairs or alone to decide if the statements
are true or false.
➔ Teacher sheet
Looking ahead
● Pupils brainstorm everyday situations in which the
word ‘speed’ is used.
● List all the suggestions on the board.
● Ask pupils to use the examples to help them write a
definition for the speed of a moving object.
● With the whole class, refine the statement so all agree
with it. Make sure it includes distance and time taken.
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K4
M
6
Unbalanced forces
Plenaries
Word game
p
?
t
u
Read out the statements below and ask pupils to answer true or false.
1 You need friction to help you stop on skis.
[True]
2 Friction is always helpful.
[False]
^ _
3 When an object is still, there are no forces acting on it.
[False]
UG LP
4 Gravity only exists on Earth, not other planets.
[False]
5 Gravity is a force of attraction.
[True]
6 Mass describes the amount of stuff in something.
[True]
7 Your mass will remain constant regardless of where in the
universe you are.
[True]
TN
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K5
M
Slow down!
Plenaries
Suggested alternative plenary activities (5–10 minutes)
p
?
t
u
Review learning
Sharing responses
Group feedback
Word game
Looking back
Pupils match sets of
distance-time data to
suitable situations.
Pupils share descriptions
of their distance-time
graphs from Activity K5a.
Pupils make a poster to
explain to driving school
students what stopping
distance is.
Pupils write a short poem
about speed using key
words.
Pupils revise and
consolidate knowledge from
the unit.
^ _
UG LP Review learning
● Pupils match each set of distance–time data on the Pupil
sheet with a situation described there.
➔ Pupil sheet
● Ask individual pupils to share their answers and justify
them.
Sharing responses
● Pupils use their answers to Activity K5a to write a
description of the school journey.
● They share this in pairs/groups and check any
similarities and differences.
● Ask pupils to discuss why the graph is drawn through
the origin and if all distance–time graphs pass through
the origin.
Group feedback
● Ask pupils to think about what scientific ideas and
vocabulary they need to use to communicate about
stopping distances to the driving school students.
● Ask them to consider what are the key messages to put
in the poster.
● They draw their posters and compare them and see if
they have all included the same key messages.
Word game
● Pupils write a short poem about speed using a
writing frame.
➔ Pupil sheet
● Examples of similar poems about friction are given
as a guide.
Looking back
● Pupils revise and consolidate knowledge from the unit.
They can use the Unit map, Pupil check list, or the Test
yourself questions.
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➔ Unit map
➔ Pupil check list
➔ Test yourself
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M
Review learning
p
?
t
u
^ _
UG LP
TN
Plenaries
Slow down!
K5
Match these distance–time graphs with the situations they describe.
A
30
Distance
in metres
30
B
60
90
Time in minutes
iding
ild sl
h
c
A
na
dow
d
roun
g
y
a
l
p
slide
120
180
A cap
sule o
the ‘
n
Lond
o
n
Eye’
big w
heel
over
sever
al ho
urs
Distance
in metres
0
C
1
2
3
4
Time in hours
5
6
on
clist the
y
c
A
f
ge o
a
t
e’
s
ranc
one
F
e
rd
‘Tou ace
r
6
Distance
in metres
0
Time in seconds
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20
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K5
M
Word game
p
?
t
u
Plenaries
Slow down!
Here is a short poem about friction:
^ _
UG LP Write a similar poem about speed.
Use the writing frame to help you.
TN
Friction
Rubbing surfac
es
Slows you down
Useful when dri
vin
Makes you stop g cars
when braking
Line 1
Write one word to name the concept.
Line 2
Write two words to describe speed.
Line 3
Write three words to explain what speed does.
Line 4
Write four words to describe how you feel about speed.
Line 5
Write five words to describe an everyday use of speed.
Speed
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Sheet 1 of 1
K5
Plenaries
Slow down!
Word game
Here is a short poem about friction:
Write a similar poem about speed.
Use the writing frame to help you.
Friction
Rubbing surfac
es
Slows you down
Useful when dri
vin
Makes you stop g cars
when braking
Line 1
Write one word to name the concept.
Line 2
Write two words to describe speed.
Line 3
Write three words to explain what speed does.
Line 4
Write four words to describe how you feel about speed.
Line 5
Write five words to describe an everyday use of speed.
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Speed
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K6
M
Archimedes’ story – Think
about
p
?
Suggested alternative plenary activities (5–10 minutes)
t
u
Group feedback
Bridging to other topics
Pupils discuss how they might have
tackled the King’s problem.
Pupils will have other opportunities to
see how scientists work in other units.
^ _
UG LP
Plenaries
Group feedback
● Pupils discuss how they might have tackled the King’s
problem with the crown and worked out if he had been
cheated.
● Ask pupils what examples in everyday life they can
think of that are similar to the King’s problem. What
strategies would they use?
● Explain that they need to use a combination of their
everyday experience and what they know about science
to solve problems like this, as scientists do.
Bridging to other topics
● Pupils will have further chances to think about how
scientists work in other units.
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Examples
7G The particle model
8I Density in heating and cooling
9J The way gravity holds the solar system
together
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K1
M
Specials
Forces and gravity
W
1 Look at these forcemeters (newtonmeters).
Each is measuring a different force in newtons (N).
p ?
A
B
C
t u
0
0
0
^ _
UG LP
TN
D
0
1
1
5
5
2
2
10
10
3
3
15
15
4
4
20
20
5
5
25
25
Force .............. N
Force .............. N
Force .............. N
Force .............. N
a Fill in the force each forcemeter is measuring.
b Which of these forces is the biggest? ......................... N
c Which of these forces is the smallest? ......................... N
2 Match the words to the descriptions.
force
weight
mass
gravity
newtons (N)
kilograms (kg)
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How much stuff
something is made of.
The pull of the Earth’s
gravity on something.
A push or a pull.
Weight is measured in these.
The units of mass.
The force that makes
something fall to the ground.
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K1
M
W
t
u
Specials
Forces and gravity (continued)
3 Look at this table. It contains information about
the weight and mass of some items.
p ?
Item
Mass
in kg
Weight
in N
47
470
large book
1
10
bag of sugar
2
20
bag of potatoes
10
100
Janine
53
530
^ _
UG LP
TN
James
Write true or false for each sentence.
a Mass is measured in kilograms. .........................
b Weight is measured in kilograms. .........................
c Weight is caused by gravity pulling down on a mass. .........................
d There are 10 Newtons in 1 kilogram. .........................
Look at the table.
e Which item has a mass of 10 kg? ...........................................................................
f Which item has a weight of 100 N? ...........................................................................
g Which item has the smallest mass? ...........................................................................
h Which item has the smallest weight? ...........................................................................
i Which item has the largest weight? ...........................................................................
j Which item has the largest mass? ...........................................................................
k James has a smaller / larger mass than Janine.
l Janine weighs more than / less than James.
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Underline
the right words.
Cross out the
wrong words.
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K2
M
W
p
?
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1 Match the words to the descriptions.
Has lots of friction.
friction
^ _
UG LP
TN
Specials
Friction
rough surface
A force that happens when
things rub against each other.
It stops things moving easily.
lubricant
Lets moving parts slide
easily past each other.
smooth surface
Has little friction.
2 a Draw a circle around the shoes or boots you think
would be best for walking on icy pavements.
b Write one or two sentences about what kind of shoes or boots would
be best. Use some of these words to help you.
ooth soles
sm
lots of fric
tion
ured
o
l
o
c
y
l
bright
slip
bumpy so
les
ip
r
good g
n
little frictio
The best shoes for walking on icy pavements have .................................................................
because ..................................................................................................................................................................................
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K3
M
W
p
?
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u
1 Use these words to fill the gaps.
water
opposi
te
^ _
UG LP
Specials
Balanced forces
upthru
st
float
ed
balanc
a If the forces are ...................................... an object will not move.
TN
b Balanced forces are the same size and pull in
......................................
directions.
c When you put an object in water, the ......................................
pushes upwards on the object. This push is called
.
......................................
d If the upthrust on an object is the same size as its
weight, the object will ...................................... .
2 This balloon is floating in the
air. Look carefully at the
diagram.
Which arrow shows the
upthrust?
Circle the arrow.
weight
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M
W
t
u
Specials
Balanced forces (continued)
K3
3 Look at these diagrams. The arrows show the size and
direction of the forces.
p ?
A
B
^ _
UG LP
TN
C
D
a In which diagrams are the forces balanced? ......................................
b Will the boat float or sink? ......................................
c The jug is standing on a table. The weight of the jug
is the same size as the reaction force of the table.
Label the forces in diagram D.
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K4
M
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p
?
t
u
Specials
Unbalanced forces
1 Match the words to the sentences.
air resistance
These forces make something
move faster or slower.
friction
This force slows things down
when they move through the air.
unbalanced
This force acts when two
things rub together.
^ _
UG LP
TN
2 Use these words to fill the gaps.
faster
move
er
st
gets fa
n
slows dow
unbala
nced
bigger
a If one force on an object is bigger than another, the
forces are ................................................. .
b When unbalanced forces act on an object it starts to
......................................
in the direction of the ......................................
force. It gets ...................................... .
c If the bigger force is in the same direction as the object
is moving, the object .............................................................................
d If the bigger force is opposite to the direction the object
is moving, the object ............................................................................ .
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M
W
t
u
Specials
Unbalanced forces (continued)
K4
3 Look at these diagrams. The arrows show the forces
acting on the cars.
p ?
A
B
^ _
UG LP
air
resistance
TN
force
of engine
friction
and air
resistance
force
of engine
C
air
resistance
force
of engine
Use words from the diagrams to fill in the gaps.
a
............................................................................
is a type of friction force,
caused by the car moving through the air.
b The force of the ...................................... is in the opposite direction
to the .............................................................................
c
......................................
is the force acting when the driver applies
the brake.
Use A, B or C to answer these questions.
d In which car are the forces balanced? .......................
e Which car is travelling at a steady speed? .......................
f In which car is the engine force bigger than the friction? .......................
g Which car is getting faster? .......................
h Which car is slowing down? .......................
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K5
M
W
p
?
t
u
^ _
UG LP
Specials
Slow down!
1 Use high or low to fill in the gaps.
a If you travel a long distance in
a short time then your speed is ........................ .
b If you travel a short distance in
a long time then your speed is ........................ .
TN
2 Look at these words and units.
a Draw lines to match the words to the units.
b Colour the words and units used to measure speed.
kilometres per hour
metres per seco
nd
km
s
m/s
kilometres
metres
km/h
seconds
m
3 a Match the words to the descriptions.
thinking distance braking distance stopping distance
The
The distance
distance aa car
car
travels
travels while
while
the
the car
car slows
slows
down
down and
and stops.
stops.
The distance
total distance
a car
The
a car travels
travels while
the driver
while
thinks,
brings
the carbrakes
slows and
down
and
the carstops.
to a stop.
b As a car moves faster, the stopping distance
gets smaller / stays the same / gets bigger.
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Thedistance
distancea acar
The
cartravels
travelswhile
while
thecar
driver
the
slows
decides
to brake.
down and
stops.
Circle the
right words.
Cross out the
wrong words.
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K5
M
W
t
u
Specials
Slow down! (continued)
4 Look at the speeds of these different things. Use them
to answer the questions.
p ?
^ _
top sprinter
10 m/s
UG LP
T. rex
15 m/s
TN
fast car
45 m/s
airplane
200 m/s
cheetah
27 m/s
a What is a cheetah’s speed? ......................... m/s
b What has a speed of 45 m/s? ......................................
c What is the slowest thing? ......................................
d What is the fastest thing? ......................................
e If you were a top sprinter and were being chased by
a T. rex, could you out run it? .........................
Why do you think that?
Because .............................................................................................................................
.......................................................................................................................................................
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M
W
t
u
Specials
Archimedes’ story
K6
Gareth and Lisa are arguing
p ? about which object has the
biggest volume.
cube
^ _ Gareth thinks the cube is biggest.
Lisa thinks the cylinder is bigger.
cylinder
sphere
UG LP
TN
rock
1 They do an experiment to find out which object
has the biggest volume. This is what they do.
A
C
B
Slowly put the object into
the can. Collect all the
water that comes out in
the measuring cylinder.
Fill the can with
water and wait
until it stops
dripping.
Put a measuring
cylinder under
the spout.
a The instructions are all mixed up!
Match the instructions to the pictures.
b What is used to measure the volume of water?
.......................................................................................................................................................
2 Look at the results in the table.
a Which object has
the largest volume? ..........................
b Which object has
the smallest volume? ..........................
c The best way of finding the volume
of an object is by measuring / guessing.
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Object
Volume is
measured
in cm3
Volume
in cm3
cube
125
sphere
100
rock
149
cylinder
136
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K
M
p
?
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u
^ _
UG
Forces and their effects
Specials answers
K1 Forces and gravity
K5 Slow down!
1 a 3N, 2N, 12N, 13N
b 13N
c 2N
2 force – A push or a pull.
weight – The pull of the Earth’s gravity on
something.
mass – How much stuff something is made of.
gravity – The force that makes something fall to
the ground.
newtons (N) – Weight is measured in these.
kilograms (kg) – The units of mass.
3 a true
b false
c true
d true
e bag of potatoes
f bag of potatoes
g large book
h large book
i Janine
j Janine
k smaller
l more than
1 a high
b low
2 a kilometres per hour – km/h
metres per second – m/s
kilometres – km
metres – m
seconds – s
b Kilometres per hour, metres per second,
km/h and m/s coloured.
3 a thinking distance – The distance a car travels
while the driver decides to brake.
braking distance – The distance a car travels
while the car slows down and stops.
stopping distance – The total distance a car
travels while the driver thinks, brakes and
brings the car to a stop.
b gets bigger
4 a 27 m/s
b fast car
c top sprinter
d airplane
e no
f the T. rex can run faster than the top
sprinter
K2 Friction
1 friction – A force that happens when things rub
against each other. It stops things moving
easily.
rough surface – Has lots of friction.
lubricant – Lets moving parts slide easily past
each other.
smooth surface – Has little friction.
2 a A circle should be drawn around the walking
boot.
b Correctly reasoned sentence.
K3 Balanced forces
1 a balanced
b opposite
c water, upthrust
d float
2 The arrow at the very top of the balloon should
be circled.
3 a B, C, D
b float
c Arrow pointing up is reaction force, arrow
pointing down is the weight.
K6 Archimedes’ story
1 a A – Fill the can with water and wait until it
stops dripping.
B – Put a measuring cylinder under the spout.
C – Slowly put the object into the can.
Collect all the water that comes out in the
measuring cylinder.
b measuring cylinder
2 a rock
b sphere
c measuring
K4 Unbalanced forces
1 air resistance – This force slows things down
when they move through the air.
friction – This force acts when two things rub
together.
unbalanced – These forces make something
move faster or slower.
2 a unbalanced
b move, bigger, faster
c gets faster
d slows down
3 a air resistance
b engine, air resistance (or air resistance,
engine) or friction, engine (or engine, friction)
c friction
d C
e C
f A
g A
h B
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Homework
Forces and gravity
K1
M
W
HELP
p
?
t
u
1 The sentences below all have mistakes in them. Rewrite them,
correcting the mistakes.
a Sally stood on some bathroom scales and measured her mass in
newtons.
^ _
UG LP
b A tennis ball always comes back to Earth because gravity is
pushing up on it.
TN
c Weight is the force of gravity acting on an object and is
measured in kilograms.
2
Rashid weighs 660 N.
To find his mass you divide
his weight 10.
So Rashid’s mass is 600 10 66 kg.
Anita has a mass of 50 kg.
To find her weight (on Earth)
you multiply her mass 10.
So Anita weighs 50 10 500 N.
Use this information to help you copy and complete the table.
Object
Mass in kilograms
a bag of shopping
a full suitcase
Weight in newtons
8
17
an estate car
12 100
CORE
3 Here are three words about forces. Write a sentence for each one,
using the word with its correct, scientific meaning.
a weight
b gravity
c mass
4 Solve these problems. Show how you worked out the answers.
a Joe is standing on some normal bathroom scales and the dial
reads 86 kg. What is his weight in newtons?
b Sukinder is standing on some special scales and the dial reads
540 N. What is Sukinder’s mass?
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K1
Homework
Forces and gravity (continued)
M
W
EXTENSION
p
?
t
u
5 a A well-travelled, intergalactic space car has a mass of 900 kg.
The table shows its weight on the Earth and its weight on the
Moon.
^ _
UG LP
Write two or three sentences explaining why its mass is the
same in both places, but its weight is different.
TN
Earth
Moon
Mass in kg
Weight in N
Mass in kg
Weight in N
900
9000
900
1500
b The space car lands on some other planets. Copy and complete
this table.
Planet
Size of gravity
compared to Earth
Mass of car
in kg
Weight of car
in N
9000
Earth
1
900
Jupiter
2.5
900
Venus
0.9
Mercury
Deep Space
8100
900
0
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3600
0
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Homework
Friction
K2
M
W
HELP
p
?
1 Copy and complete these sentences using the words below.
t
u
ground
^ _
wheel
brakes
friction
wheels
UG LP
TN
a When John rides his bike he stops it by applying the ...................................... .
These press onto the front ...................................... . The force that stops the
bike is called ...................................... .
b On John’s skateboard there are no brakes. The only friction is
between the ...................................... and the ...................................... .
2 There is friction between a moving object and the air. Gravity is
the force that pulls an object down to the Earth.
On each of these diagrams, one arrow (A or B) represents
friction and the other arrow represents gravity.
B
A
A
B
A
Copy and complete the table, using A or B.
The first one has been done for you.
Object
falling tennis ball
Friction
Gravity
B
A
horse pulling a cart
B
rocket leaving the launch pad
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Friction (continued)
K2
M
W
CORE
p
?
t
u
3 There is friction between a moving rocket and the air. Think about
the type of energy given out where there is friction.
^ _
UG LP
TN
Homework
What will happen to the temperature of the rocket nose cone as it
moves through the air? Explain your answer.
4 Sandy’s car is in the garage for a service.
a Name one feature of the car that is designed to increase
friction.
b Would wider tyres increase or reduce friction? Explain your
answer.
c A mechanic is putting oil into the engine. What is its purpose
and how does it work?
d If Sandy drove her car home with the boot lid open, why would
friction be higher than usual?
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K2
Homework
Friction (continued)
M
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EXTENSION
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5 Captain Calamity has run his yacht aground on a sandbank near
the harbour. He tries to pull it off with a winch and finds that the
force needed to move it changes as the tide comes in.
^ _
UG LP
The table shows the force needed to just move the yacht when
the water is at different depths.
TN
Depth of water
in cm
Force needed to just
move the yacht, in N
0
20 000
5
19 800
10
19 500
15
19 000
20
18 600
25
17 900
30
17 000
35
15 800
40
14 000
45
11 000
50
4 000
a Plot a graph of the data. Put the depth of water along the
bottom, and the force needed to just move the yacht up the
side. Choose the type of graph you think is best. You can use a
spreadsheet if you wish. Do not forget the labels.
b Use the graph to describe how the force needed to just move
the yacht changes as the tide comes in.
c Why do you think the graph is not a straight line?
(Hint: think about the shape of the underneath of a yacht.)
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Homework
Balanced forces
K3
M
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HELP
p
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t
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1 Look at diagrams A to E. Each has two force arrows, drawn in
opposite directions.
^ _
UG LP
TN
For three of the objects the forces are balanced. Write down the
letters of the three objects.
A
B
C
D
E
2 Carly’s dog always pulls hard on its lead when she takes it for a
walk. On one walk, the dog pulled on the lead with a force of
250 N. Carly pulled on the lead with a force of 250 N.
a Draw a diagram of Carly and her dog. Add the two pulling
force arrows to your diagram.
b Explain why neither the dog nor Carly began to move.
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CORE
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3 Here are diagrams of the same sailing boat floating in three
different types of water.
^ _
Homework
Balanced forces (continued)
K3
A
B
C
UG LP
TN
normal sea water
Dead Sea
sea water
fresh water
a In which kind of water is the upthrust greatest?
b Explain how you can tell this from the diagrams.
c When the boat in diagram B has several people in it, it looks
more like the boat in diagram C. Explain why this is so.
d What will happen to the boat in diagram A if a passenger
jumps over the side?
EXTENSION
4 The diagram shows a firework rocket, just after it has left the
ground on bonfire night. Three seconds after lift-off it is moving
upwards at a steady speed.
a Copy the diagram, then add the following force arrows:
i weight
ii friction
iii upthrust.
b What will happen to the upthrust, as the chemicals inside the
rocket begin to run out?
c What can you say about the upthrust and the total downward
forces, when the rocket is travelling at a steady speed?
At the end of its upward flight the rocket stops going up and
begins to fall.
d Draw the diagram again to show the directions and sizes of the
weight and friction force arrows, when it is falling at a steady
speed. Label both arrows.
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Homework
Unbalanced forces
K4
M
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HELP
p
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1 These three sentences have been cut in half and mixed up. Match
the start of each sentence (on the left) to its ending (on the right).
Then write down the three correct sentences.
^ _
UG LP
To make an object begin to move …
TN
… the pushing force and the friction force are balanced.
To move an object to the right …
… the forces acting on it must be unbalanced.
Once an object is moving at a steady speed …
… you must push it to the right.
2 Ben tries to push a large box along the floor. The diagram shows
the forces acting on the box. The length of each arrow shows the
size of the force. 1 cm represents 10 N.
1 cm
pushing
force 10 N
2 cm
friction
20 N
a Copy the box. Label the box A.
Ben pushes box A with a 20 N force. The friction force is 20 N.
Draw force arrows of the correct length on your diagram.
b Draw another box. Label this box B.
Add force arrows for a push of 40 N and friction of 30 N.
c Which of the boxes will move, A or B? Explain why.
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Unbalanced forces (continued)
K4
M
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CORE
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3 A skydiver jumps from a plane. She is falling towards the Earth.
The diagram shows her falling.
Homework
^ _
UG LP
TN
A
B
a What do we call force A?
b What do we call force B?
c Copy and complete these sentences.
At first, the skydiver speeds up as she falls towards the Earth. This
is because force A is ...................................... than force B.
Eventually, the skydiver stops accelerating. This happens when
force A and force B are .......................................
d When the parachute opens, the skydiver falls at a steady speed.
Draw a diagram to show this. Include arrows for the two
important forces that control her speed.
e Are the two force arrows you have just drawn the same size or
different sizes? Explain your answer.
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Homework
Unbalanced forces (continued)
K4
EXTENSION
4 a Calculate the size of the resultant force for each of the following
situations. Show all your working.
t u
i The force produced by a car engine is 1500 N and the air
^ _
resistance is 55 N.
ii Your school’s tug-of-war team pulls with a maximum force
UG LP
of 800 N. Your teachers’ team can only pull with a
TN
maximum force of 675 N.
iii The weight of a container is 15 000 N. A crane tries to pull it
upward with a force of 12 400 N.
b In one of the situations above there will be no movement. Say
which it is and explain why there will be no movement.
5 Each of these diagrams says whether the object was stationary or
moving before the forces were applied.
Work out what will happen to each object and explain why.
B
A
100 N
150 N
50 N
100 N
The car was travelling at 50 km/h.
The crate was stationary.
C
D
10 000 N
10 000 N
The yacht was moving slowly up the beach.
E
85 N
100 N
The diver was falling
10 m every second.
15 N
1000 N
The arrow was stationary.
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Homework
Slow down!
K5
M
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HELP
p
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1 This bar chart shows the maximum speeds of various things that
move.
400
^ _
UG LP
340
350
Maximum speeds in m/s
TN
300
250
220
200
150
110
100
50
0
0.01
10
snail
human
0.3
cyclist
sloth
cheetah
car
Things that move
a What is the maximum speed of the thing powered with petrol?
b Which is the slowest thing and how fast does it travel?
c Which thing is twice as fast as a cyclist?
2 John and James walk to school together every day. The distance
from home to school is 2 km. They decide to have a race. John can
run at 5 m/s and James can run at 4 m/s.
a Who will get to school first?
b Explain how you know this.
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Homework
Slow down! (continued)
K5
CORE
3 This question is about stopping a car. Remember that a car travels
some way before the driver manages to put on the brakes. This is
t u
called the thinking distance. The car then goes even further
^ _
while the brakes bring the car to a halt. This is called the braking
distance.
UG LP
TN
The table gives some information about the thinking and braking
distances for the same car at different speeds.
Speed in kilometres
per hour (km/h)
Thinking distance
in metres (m)
Braking distance
in metres (m)
45 (about 30 mph)
9
14
80 (about 50 mph)
16
35
105 (about 70 mph)
21
75
a What is the total stopping distance of a car travelling at 45 km/h?
b A child runs into the road 45 m in front of a car travelling at
80 km/h. Will the car hit the child? Explain how you know.
c The driver is very tired. How and why will this affect the
stopping distance?
d Name one problem, other than speed, that will affect the
braking distance and say why it will affect it.
e Give one thing, other than speed or tiredness, that will increase
a driver’s thinking distance.
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K5
Homework
Slow down! (continued)
M
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EXTENSION
p
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4 Remember the formula for speed. Use this formula to calculate the
speed of the following moving objects. Don’t forget to include the
unit of speed in your answer.
^ _
UG LP
TN
a A dog that runs 50 metres in 5 seconds.
b A ship that travels 100 kilometres in 5 hours.
5 Here is a distance-time graph for Sally’s walk to the local shop.
550
D
500
450
400
C
350
Distance 300
in metres 250
B
200
150
A
100
50
0
0
50 100 150 200 250 300 350 400 450 500 550 600
Time in seconds
Section D of the graph shows when Sally just reached the shop.
a During which section (A to D) did Sally stop to chat with some
friends?
b How far is it from Sally’s house to the shop?
c Calculate Sally’s average speed during section A of her journey.
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Forces and gravity
K1
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Homework
mark scheme
HELP
Question
Answer
1 a
Underscores show answers; other text copied by pupils.
Sally stood on some bathroom scales and measured her mass in kilograms;
or Sally stood on some bathroom scales and measured her weight in newtons.
1
b
A tennis ball always comes back to Earth because gravity is pulling down on it.
1
c
Weight is the force of gravity acting on an object and is measured in newtons.
1
Bag of shopping 80 N
Full suitcase 170 N
Estate car 1210 kg
1
1
1
^ _
UG LP
HM
6
2
Mark
Total for Help
6
CORE
Question
Answer
3
Accept any sentence using the correct scientific meanings of:
Mark
a
● weight
1
b
● gravity
1
c
● mass.
1
4 a
86 10 860 N
1
b
540 10 54 kg
1
Total for Core
5
EXTENSION
Question
Answer
5 a
Accept sentences that convey these ideas:
Mass is the amount of material in the car and is not affected by gravity,
so is constant.
Weight is the effect of gravity on the car’s mass; lower gravity on the Moon
pulls down with less force, so the car has less weight.
b
Mark
1
1
Pupils copy the table and insert the missing data:
Weight of car on Jupiter 2250 N
Mass of car on Venus 900 kg
Size of gravity compared to Earth on Mercury 0.4
Mass of car in Deep Space 900 kg
1
1
1
1
Total for Extension
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Friction
K2
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Homework
mark scheme
HELP
Question
Answer
1 a
Underscores show answers; other text copied by pupils.
When John rides his bike he stops it by applying the brakes. These press onto
the front wheel. The force that stops the bike is called friction.
1
1, 1
Underscores show answers; other text copied by pupils.
On John’s skateboard there are no brakes. The only friction is between the
ground and the wheels (or vice versa).
1, 1
^ _
b
UG LP
HM
6
2
Mark
Pupils copy the table and insert the missing data:
Horse … friction B; gravity A
Rocket… friction A, gravity B
1
1
Total for Help
7
CORE
Question
Answer
3
The temperature gets higher / goes up.
There is friction between the nose cone and the air, so heat energy is given out.
Accept equivalent answers.
1
1
4 a
Tyres or brakes
1
Wider tyres would increase friction, because a larger surface would be in
contact with the road.
1
b
c
d
Mark
The oil reduces friction in the engine by lubricating the moving parts or
stopping the metal from rubbing.
Accept equivalent answers.
1
Air would push against the raised boot lid.
1
Total for Core
6
EXTENSION
Question
Answer
5 a
The pupils graph should show:
the points correctly plotted;
the axes correctly labelled;
the best fit curve drawn.
Mark
1
1
1
b
The force needed to just move the yacht gets less as the tide comes in.
Accept equivalent answers.
c
The bottom of the boat is curved / has a keel, so as the tide comes in and the
boat floats, there is less boat in contact with the sand so there is even less
friction.
Accept equivalent answers.
1
1* (star)
Total for Extension
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Balanced forces
K3
M
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^ _
UG LP
HM
6
Homework
mark scheme
HELP
Question
Answer
1
A, C and D
One mark for each correct answer.
3
Drawing should show an arrow from the dog to Carly, and an arrow of equal length
from Carly to the dog.
One mark for arrows in opposite directions; one mark for arrows of equal length.
2
2 a
b
Mark
The forces were balanced.
Accept equivalent answers.
1
Total for Help
6
CORE
Question
Answer
Mark
3 a
Dead Sea water
1
b
The boat floats higher in the water.
Accept equivalent answers.
1
c
There is more weight so the downwards force is bigger,
making the boat float lower so it pushes more water aside.
Accept equivalent answers.
1
1
d
The boat will float higher in the water / rise.
1
Total for Core
5
EXTENSION
Question
Answer
4 a
The diagram should show:
● the weight arrow pointing downwards
● the friction arrow pointing downwards
● the upthrust arrow pointing upwards and of a length equal to the other two combined
1
1
1
b
The upthrust will get smaller.
1
c
They will be equal.
1
d
The diagram should show the weight arrow pointing downwards, the friction arrow
pointing upwards, and arrows of equal length.
1
i
ii
iii
Mark
Total for Extension
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Unbalanced forces
K4
M
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Homework
mark scheme
HELP
Question
Answer
1
To make an object begin to move the forces acting on it must be unbalanced.
To move an object to the right you must push it to the right.
Once an object is moving at a steady speed the pushing force and the friction
force are balanced.
^ _
UG LP
6
2
a
b
c
HM
Mark
1
1
1
The diagram should show:
● both arrows 2 cm long (20 N)
● pushing force arrow 4 cm long (40 N), friction force arrow 3 cm long (30 N)
Box B will move (to the right)
because the forces are not balanced.
Accept equivalent answers.
1
1
1
1
Total for Help
7
CORE
Question
Answer
3 a
b
c
Air resistance / friction
Gravity
Underscores show answers; other text copied by pupils.
At first, the skydiver speeds up as she falls towards the Earth. This is because
force A is smaller than force B.
Eventually, the skydiver stops accelerating. This happens when force A and
force B are equal / the same.
The diagram should show:
● an upwards arrow (air resistance and upthrust)
● a downwards arrow (gravity)
● both arrows the same length
The same size / length, because the forces are equal / balanced.
d
e
Mark
1
1
1
1
1
1
1
1
Total for Core
8
EXTENSION
Question
Answer
4 a i
ii
iii
b
1500 – 55 1445 N
800 – 675 125 N
15 000 – 12 400 2600 N
No movement in example iii
because the lifting force is not large enough to overcome the weight of
the container.
1
1
1
1
A: The car slows down
because the friction force / braking force is greater than the force of the engine.
B: The crate moves to the left
because the pushing force to the left is greater than the pushing force to
the right.
C: The yacht keeps on moving at the same speed
because the two forces are equal and in opposite directions / balanced.
D: The diver slows down
because the upthrust from the water is greater than the downward force of
the diver’s weight.
E: The arrow flies to the right
because the pushing force from the bowstring is greater than the air resistance.
1
1
1
5
Mark
1
Total for Extension
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1
1
1
1
1
1
15
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Slow down!
K5
M
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^ _
UG LP
6
Homework
mark scheme
HELP
Question
Answer
1 a
The car’s speed is 340 m/s
1
b
The snail is slowest; it moves at 0.01 m/s
1
c
The cheetah is twice as fast as the cyclist.
1
John
1
John runs faster / has a greater speed than James.
1
2 a
b
HM
Mark
Total for Help
5
CORE
Question
Answer
3 a
9 + 14 = 23 m
1
The car will hit the child
because the total stopping distance at 80 km/h (16 + 35 = 51 m) is greater
than 45 m.
1
1
c
Tiredness will increase the stopping distance
because the thinking distance is increased / gets longer.
1
1
d
Any one problem that could affect braking distance, for example:
ice on road, water on road, worn tyres, faulty brakes.
Accept equivalent answers.
1
One additional factor that affects thinking distance, for example:
The driver drinking alcohol, taking drugs.
Accept equivalent answers.
1
b
e
Mark
Total for Core
7
EXTENSION
Question
Answer
4 a
10 m/s (must include unit)
1
20 km/h (or kph) (must include unit)
1
b
5 a
Mark
Section B
1
b
500 m (must include unit)
1
c
250 150 1.67 m/s (must include unit)
Accept 1.6 and 1.7
1
Total for Extension
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Transition quiz
Forces and their effects
K
Name the different forces in each of the pictures. Choose from
the words below.
air resistance
upthrust
gravity
water resistance
^ _
UG
TN
................................
.........................
.........................
................................
................................
................................
2
Decide if the box in each of the diagrams would be moving.
Write underneath if it is moving/not moving. If it is moving,
show the direction it is going in.
The first one has been done for you.
not moving
........................................
........................................
........................................
3
........................................
Forces are measured in newtons using a forcemeter. What force
does each forcemeter show?
0
N
0
N
5
10
Force .............. N
N
20
Force .............. N
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0
N
0.1
1
0.2
10
15
20
0
2
3
Force .............. N
0.3
0.4
Force .............. N
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Forces and their effects
K
M
1
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Transition
worksheet
Forces are pushes or pulls. Forces can make things happen. They can:
A start an object moving
B slow down a moving object
C make an object change shape.
^ _
Statement A, B or C describes what the force is doing in each picture.
Put the correct letter in the box beneath each picture.
UG
TN
2
We show forces acting on objects by using arrows. The arrows show the
direction in which the forces act.
Write the name of the correct force against each arrow. Choose from the list
below.
upthrust
gravity
air resistance
3
friction
weight
water resistan
Look at the pictures opposite. Compare the forces
shown on the force meters.
a What do you notice about the size of the
force as the block of wood is lowered into
the water?
ce
2
4
6
8
2
4
6
8
.........................................................................................................
.........................................................................................................
b Can you think why this might happen?
...........................................................................................................................................................
...........................................................................................................................................................
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^ _
UG
TN
Test yourself
Forces and their effects
1 a Draw an arrow on the diagram to
show the force of friction on the car.
Label it friction.
b Draw an arrow to
show the weight
of the car.
Label it weight.
c Draw an arrow to show
the driving force of the car.
Label it driving force.
d Draw an upwards arrow equal and
opposite to the weight.
Label it reaction force.
e What would happen if the reaction force was less than the weight?
........................................................................................................................................................................
f Is it possible for the reaction force to be more than the weight? ..............
2 Draw lines to match the descriptions to the diagrams.
car slowing
down
car going
faster
car travelling
at steady speed
3 Write true or false for each statement about mass, weight and
gravity.
a Mass is a measure of how much stuff something is made of.
................................
b Gravity is a measure of how much something weighs.
................................
c Gravity and mass are forces, weight is not. ................................
d The weight of something on Earth (in N) mass (in kg) 10.
................................
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M
Test yourself
Forces and their effects (continued)
4 Complete the sentences by choosing from this list.
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^ _
50 N
500 N
5000 N
50 kg
5000 kg
500 kg
UG
a Mark has a mass of 50 kg. His weight is ...................................... .
TN
b His motorbike weighs 5000 N. It has a mass of ...................................... .
c His helmet has a mass of 5 kg. It weighs ...................................... .
5 Write balanced or unbalanced to describe the forces in each of these situations.
a A sprinter as she leaves the starting block ..................................................
b A lorry cruising along the motorway at 60 mph ..................................................
c A car stopping at a traffic light ..................................................
d A duck floating on a pond
..................................................
6 a Label the force arrows on
the owl and the pussy cat’s
boat with the names of the
forces.
......................................
......................................
b If the owl flew away, how would the forces on the boat change?
..................................................................................................................................................................
c Would the boat be higher or lower in the water without the owl?
..................................................................................................................................................................
d If the boat started to leak, how would the forces change?
..................................................................................................................................................................
e What would happen when the boat was filled with water?
..................................................................................................................................................................
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M
7 Look at this forcemeter. It measures the weight of different masses.
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^ _
UG
TN
Test yourself
Forces and their effects (continued)
0
a What is the weight of the bag hanging on the forcemeter?
................................
5
10
N
15
20
b What is the mass of the bag hanging on the forcemeter?
................................
25
kg
30
35
N
c What mass would the bag be if the forcemeter read 25 N?
......................................
8 Fill in the answers to find out the
name of the car that went faster
than the speed of sound.
1
2
3
1 The unit of force
4
2 What happens to an elastic
material when a weight is
hung on to it
5
6
7
3 A force that slows things down
4 A force that makes things float
5 How fast an object moves
The name of the car is
6 The force of gravity on your mass
......................................
7 How many hours it takes to drive 100 miles at 50 mph
9 Circle the things where very little or no friction is wanted.
Underline the things where high friction is needed.
ads
car brake p
match and m
playground slide
ice skates
atchbox
inside of a frying
car tyres
inside an engine
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pan
ski slope
ots
football bo
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^ _
UG
TY
Test yourself
Answers
Forces and their effects
1 a Draw an arrow on the diagram to
show the force of friction on the car.
Label it friction.
b Draw an arrow to
show the weight
of the car.
Label it weight.
reaction
force
driving
force
c Draw an arrow to show
the driving force of the car.
Label it driving force.
friction
weight
d Draw an upwards arrow equal and
opposite to the weight.
Label it reaction force.
e What would happen if the reaction force was less than the weight?
The car would sink.
........................................................................................................................................................................
No
f Is it possible for the reaction force to be more than the weight? ..............
2 Draw lines to match the descriptions to the diagrams.
car slowing
down
car going
faster
car travelling
at steady speed
3 Write true or false for each statement about mass, weight and
gravity.
a Mass is a measure of how much stuff something is made of.
true
................................
b Gravity is a measure of how much something weighs.
false
................................
false
c Gravity and mass are forces, weight is not. ................................
d The weight of something on Earth (in N) = mass (in kg) 10.
true
................................
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Forces and their effects (continued)
Test yourself
Answers
4 Complete the sentences by choosing from this list.
p
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50 N
500 N
5000 N
5000 kg
500 kg
^ _
50 kg
UG
500 N .
a Mark has a mass of 50 kg. His weight is ......................................
TY
500 kg .
b His motorbike weighs 5000 N. It has a mass of ......................................
50 N
c His helmet has a mass of 5 kg. It weighs ......................................
.
5 Write balanced or unbalanced to describe the forces in each of these situations.
unbalanced
a A sprinter as she leaves the starting block ..................................................
balanced
b A lorry cruising along the motorway at 60 mph ..................................................
unbalanced
c A car stopping at a traffic light ..................................................
d A duck floating on a pond
balanced
..................................................
6 a Label the force arrows on
the owl and the pussy cat’s
boat with the names of the
forces.
upthrust
......................................
weight
......................................
b If the owl flew away, how would the forces on the boat change?
The weight and the upthrust would be smaller.
..................................................................................................................................................................
c Would the boat be higher or lower in the water without the owl?
higher
..................................................................................................................................................................
d If the boat started to leak, how would the forces change?
They would get bigger.
..................................................................................................................................................................
e What would happen when the boat was filled with water?
It would sink.
..................................................................................................................................................................
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^ _
TY
Forces and their effects (continued)
7 Look at this forcemeter. It measures the weight of different masses.
p
UG
Test yourself
Answers
0
a What is the weight of the bag hanging on the forcemeter?
10
................................
5
10
N
15
20
b What is the mass of the bag hanging on the forcemeter?
1
................................
25
kg
30
35
N
c What mass would the bag be if the forcemeter read 25 N?
2.5 kg
......................................
8 Fill in the answers to find out the
name of the car that went faster
than the speed of sound.
1
N E W T O N
S T R E T C H E S
3
F R I C T I O N
4
U P T H R U S T
5
S P E ED
6
W E I G H T
7
2
2
1 The unit of force
2 What happens to an elastic
material when a weight is
hung on to it
3 A force that slows things down
4 A force that makes things float
5 How fast an object moves
The name of the car is
6 The force of gravity on your mass
Thrust 2
......................................
7 How many hours it takes to drive 100 miles at 50 mph
9 Circle the things where very little or no friction is wanted.
Underline the things where high friction is needed.
ads
car brake p
match and m
playground slide
ice skates
atchbox
inside of a frying
car tyres
inside an engine
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ski slope
ots
football bo
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p
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Forces and their effects
1 Some pupils are doing an experiment to see which surface has
the best grip. They pull a trainer across different surfaces with a
forcemeter. When the shoe starts to move, they record the reading
of the forcemeter in a results table.
^ _
Surface
9
8
Force (N)
wood
2
metal
2
plastic floor tiles
3
teflon
1
10
7
6
5
4
3
2
1
0
N
UG SS
MS ET
End of unit test
Green
a What is the name of the unit that force is measured in?
1 mark
b Name the force that stops the trainer from sliding.
1 mark
c How will the pupils decide from the results which is the best
surface to stop sliding?
1 mark
d Which surface offers the lowest grip?
1 mark
e What do you think would happen to the readings if these
materials were spread on the surface:
i water?
ii sand?
2 marks
2 A container ship is waiting to be loaded.
A
B
C
a Which of diagrams A to C shows what happens when the
container is loaded onto the ship?
1 mark
b What will happen if the weight of the container is greater
than the upward force on the boat?
1 mark
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Forces and their effects (continued)
End of unit test
Green
...continued
?
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UG SS
MS ET
The crew lower the anchor into the water.
c What is the name of the downward force
of the anchor on the boat?
1 mark
d What happens to this force when the
anchor is lowered?
1 mark
e What is the name of the upward force
on the boat?
1 mark
f What happens to this force when the
anchor is lowered?
1 mark
g Explain your answer to f.
3 This bar graph shows how long
it takes for different toys to cross
from one side of a hall to the
other.
a How many seconds
did the car take to
cross the hall?
b Which of the toys
is the fastest?
c Explain how you
chose the fastest
toy.
1 mark
1 mark
1 mark
45
40
Time in seconds
p
35
30
25
20
15
10
5
0
1 mark
spider
car
beetle fire engine
truck
Toy
d Copy and complete this
formula for calculating the speed:
Average speed = .................................
train
1 mark
......
time
The car didn’t go as fast as expected. It was making a squeaking noise.
e How might you be able to make it go faster?
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Forces and their effects (continued)
4 a When a car moves, there is friction between the car and the air.
What is this force called?
1 mark
b The engine of a car makes it move. What is this force called?
1 mark
^ _ 5 a What is the
UG SS
MS ET
End of unit test
Green
N
weight of
the apple?
0
2
4
6
1 mark
8
b What is the
weight of the
apple now?
1 mark
10
12
14
16
18
20
N
0
2
4
6
8
10
12
14
16
18
20
Andrew says that what happens with the apple would be true for
all objects lowered into water.
c What type of statement has Andrew made?
1 mark
d What should Andrew do to check his statement?
1 mark
e What should Andrew do to make sure his results are reliable?
1 mark
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Forces and their effects
End of unit test
Red
1 Some children are playing on a garden slide. They run water down
the slide from a hosepipe, and have a plastic sheet at the bottom.
They squirt soap on the slide before sliding down.
It’s not fair!
You didn’t put enough
soap on for my turn –
that’s why you went
further.
^ _
UG SS
MS ET
That’s
not true.
Lots of things affect
how far you go.
Apart from the amount of soap, name two other things which
might affect how far each child travels along the plastic sheet.
2 marks
2 A container ship is waiting to be loaded.
A
B
C
a Which of diagrams A to C shows what happens when the
container is loaded onto the ship?
1 mark
b What will happen to the boat if the weight of the container
is greater than the upward force on the boat?
1 mark
The crew lower the anchor into the water.
c What happens to the downward
force on the ship when the anchor
is lowered?
1 mark
d What happens to the upthrust
on the ship when the anchor
is lowered?
1 mark
e Explain your answer to d.
1 mark
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MS ET
Forces and their effects (continued)
3 This parachutist weighs 700 N. After jumping from an
aeroplane the parachutist falls faster and faster.
a Which of these statements is true?
A The air resistance is greater than 700 N.
B The air resistance equals 700 N.
C The air resistance is less than 700 N.
1 mark
The parachutist opens the parachute and begins to slow down.
b What happens to the weight of the parachutist?
1 mark
c What happens to the air resistance?
1 mark
This graph shows what happens to the speed of the parachutist
after the parachute is opened.
30
parachute opened
25
Speed in m/s
K
End of unit test
Red
20
15
10
X
5
0
25
50
75
100
Time in seconds
125
d Explain why the line is horizontal between 25 s and 125 s in
terms of the forces on the parachutist.
1 mark
e What happens at time X?
1 mark
The crew on the aeroplane drop a heavy crate of supplies by
parachute. It weighs 1500 N and hits the ground so fast the
contents are damaged.
f If the crate and parachutist leave the plane together, which will
reach the ground first?
1 mark
g How could the parachute on the crate be changed to give more
air resistance?
1 mark
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MS ET
End of unit test
Red
Forces and their effects (continued)
4 a When a car moves, there is friction between the car and the air.
What is this force called?
b Car A is waiting to
move off. Are the
forces on it balanced
or unbalanced?
c How would you
describe the
movement of car B?
A
1 mark
B
1 mark
C
1 mark
d Is car C speeding
up or slowing down? 1 mark
D
e Is car D speeding
up or slowing down? 1 mark
f What other effect might an unbalanced force have on the car?
5 Look at these diagrams of Andrew’s experiment.
Andrew says that what happens with the
apple would be true for all objects lowered
into water.
a What type of statement has Andrew
made?
N
0
2
4
6
8
10
12
14
1 mark
16
18
b What should Andrew do to check
his statement?
1 mark
c What should Andrew do to make sure
his results are reliable?
1 mark
1 mark
20
N
0
2
4
6
8
10
12
14
16
18
20
Andrew compares the weights of different
objects in air and in water.
d What pattern would Andrew see
in his results?
1 mark
e What explanation could Andrew give for
his observations?
1 mark
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Forces and their effect
K
End of unit test
mark scheme
Green (NC Tier 2–5)
M
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MS ET
Question
Answer
Mark
Level
1 a
Newton
1
2
b
Friction
1
2
c
The one which takes the most force to make the trainer slide
1
4
d
Teflon
1
3
e i
ii
Readings would all be less.
Readings would all be more.
1
1
3
3
A
1
3
b
The ship will sink.
1
4
c
Weight (accept gravity)
1
3
d
It gets less/smaller.
1
3
e
Upthrust
1
4
f
It gets less/smaller.
1
5
g
The upthrust (accept force) needed to balance weight of ship is less.
1
5
23 seconds (allow 22 s–24 s)
1
4
b
Beetle
1
4
c
The toy that took the shortest time to cover the distance/the lowest
bar on the graph
1
4
d
Average speed distance time
1
4
e
Oil/lubrication to reduce friction
1
4
4 a
Air resistance
1
4
b
Driving force
1
4
2N
1
3
2 a
3 a
5 a
b
0N
1
3
c
Prediction
1
4
d
Repeat the experiment with a range of other materials that float
and sink.
1
4
Repeat for each material.
1
4
e
Scores in the range of:
NC Level
4–7
2
8–13
3
14–17
4
18–25
5
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End of unit test
mark scheme
Forces and their effect
K
Red (NC Tier 3–6)
M
Mark
Level
Weight of child
Size of child/amount of water/swimsuit material
1
1
4
4
A
1
3
b
The ship will sink.
1
4
UG SS
c
It gets less/smaller.
1
3
MS ET
d
It gets less/smaller.
1
5
e
The upthrust (accept force) needed to balance weight of ship is less.
1
5
C
1
4
p
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^ _
Question
Answer
1
2 a
3 a
b
Nothing/weight doesn’t change
1
5
c
Increases
1
5
d
The parachutist is travelling at constant speed because the air
resistance is the same as his/her weight/forces on him/her are
balanced/air resistance 700 N. Must mention operation of forces in
some form to gain the mark.
1
6
e
Parachutist lands
1
5
f
Crate lands first
1
4
g
Larger canopy/parachute
1
4
4 a
Air resistance
1
4
b
Balanced
1
4
c
Steady speed
1
5
d
Slowing down
1
5
e
Speeding up
1
5
f
Make it change direction/shape
1
6
Prediction
1
4
5 a
b
Repeat the experiment with a range of other materials that float
and sink.
1
4
c
Repeat for each material.
1
4
d
Objects weigh less in water.
1
5
e
Upward force/upthrust of water ‘cancels out’ some of the downward
force/weight of the objects.
1
5
Scores in the range of:
NC Level
4–8
3
9–14
4
15–18
5
19–25
6
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Learning outcomes
p
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^ _
UG
Forces and their effects
I can do
this very
well
Pupil check list
I can do
this quite
well
I need to
do more
work on this
I can explain the difference between mass
and weight.
I can use a forcemeter accurately.
I can name and describe examples of
forces.
I can use arrows to show how forces are
acting on an object.
I can explain how friction occurs.
I can identify advantages and
disadvantages of friction.
I can describe how to reduce the effect
of friction.
I can identify balanced forces.
I can explain why things float.
I can describe the relationship between
weight on a spring and how far it stretches.
I can identify unbalanced forces.
I can use my ideas of forces to predict the
effect of an unbalanced force on a moving
or stationary object.
I can explain what speed is and how it is
measured.
I can explain how speed and friction affect
stopping distance.
I can describe how evidence and ideas
are needed to develop theories in science.
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Forces and their effects
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Word
Definition
Glossary
p
?
air resistance
Force is measured in newtons.
t
u
balanced forces
The short way of writing newtons.
^ _
braking distance
UG
dense
The force of gravitational attraction on an object, that
makes it feel heavy.
density R
displaces
extension
float
force arrows
friction
gravitational attraction
(gravity)
kg
kilograms
kilometres per hour
km/h
lubricant
m/s
mass
matter
metres per second
N
newtons
reaction force
resultant force R
sink R
speed
stopping distance
Anything that has mass is made up of matter. Matter
contains particles.
A measure of how much matter an object has.
Mass is measured in kilograms.
The short way of writing kilograms.
The force that is made when things rub together.
A substance that reduces friction by making surfaces
run smoothly against each other.
Arrows we draw that point in the direction of a force.
The length shows the size of the force.
Two forces of the same size pulling in opposite
directions.
The amount a spring stretches when you hang a
weight on it.
A force that stops things falling through solid objects.
When you sit on a chair, your weight is balanced by
the reaction force from the chair.
The force caused by water pushing up against an
object.
An object floats when the upthrust is equal to its
weight. It stays on the top of the water.
An object sinks if its weight is bigger than the
upthrust. It moves down in the water. R
Forces pushing in different directions when one force is
bigger than the other. An unbalanced force makes the
object move or speed up or slow down.
The size of an unbalanced force, which makes the
object move or speed up or slow down. R
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Forces and their effects (continued)
Word
Definition
Glossary
p
?
thinking distance
How fast something is moving.
t
u
unbalanced forces
Speed may be measured in metres per second.
^ _
upthrust
The short way of writing metres per second.
UG
volume R
Speed may be measured in kilometres per hour.
weight
The short way of writing kilometres per hour.
The distance a car travels after the driver decides to
stop but before he or she puts the brakes on.
The distance a car travels after the driver puts the
brakes on but before it stops completely.
The distance a car travels after the driver decides to
stop but before it stops completely. Stopping distance
= thinking distance + braking distance.
How much space something takes up. R
How heavy a material is for its size. R
The force that pulls everything towards the centre of
the Earth. The other planets, the Moon and the Sun
also pull things because of gravitational attraction.
Pushes out or replaces.
A dense material has a lot of particles in a small
volume.
The friction a moving object makes with air.
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Key words
Forces and their effects
K
air resistance
gravity
newtons
p
?
balanced forces
kg
reaction force
t
u
braking distance
kilograms
resultant force R
^ _ dense
kilometres per hour
sink R
UG
density R
km/h
speed
displaces
lubricant
stopping distance
extension
m/s
thinking distance
float
mass
unbalanced forces
force arrows
matter
upthrust
friction
metres per second
volume R
gravitational attraction
N
weight
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Forces and their effects
K
Key words
air resistance
gravity
newtons
balanced forces
kg
reaction force
braking distance
kilograms
resultant force R
dense
kilometres per hour
sink R
density R
km/h
speed
displaces
lubricant
stopping distance
extension
m/s
thinking distance
float
mass
unbalanced forces
force arrows
matter
upthrust
friction
metres per second
volume R
gravitational attraction
N
weight
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K1 Forces and gravity
p
?
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^ _
UG
Forces and their effects
Green
a Newtons
b Towards the centre of the Earth.
c She is pulled by gravity towards the Earth.
d 450 N
e 100 N
1 Weight is the force of gravitational
attraction on an object. We measure weight
in newtons. Mass is a measure of how much
matter an object is made of. Mass is measured
in kilograms.
2 a 700 N
b 550 N
c 880 N
3 Gravitational attraction is the force that
pulls an object and the Earth towards each
other.
Red
a She is pulled by gravitational attraction towards
the Earth.
b Sharon 660 N. Shirley 450 N.
c The force of gravitational attraction is less on
the Moon than on the Earth.
1 a Weight is the force of gravitational
attraction on an object.
b Mass is a measure of how much matter an
object is made of.
c Gravitational attraction is the force that
pulls an object and Earth towards each
other.
2 a 700 N
b 550 N
c 880 N
3 a 60 N
b 10 N
4 The more mass an object has, the bigger the
gravitational force it has.
K2 Friction
Green
a Rough surfaces.
b Smooth surfaces.
c Our shoes have friction with the pavement,
ships have friction with water, etc.
d Put grease/oil on it.
1 Friction is made whenever two surfaces rub
together. Where there is friction, heat energy is
given out. Friction can be reduced by using
lubricants such as oil and grease.
2 Individual answers.
3 His invention was a cup that sent oil
automatically to lubricate the engine while it
was moving so that the train didn’t have to
stop for it to be done.
Book answers
Red
a Rough surfaces.
b Smooth surfaces.
c Our shoes have friction with the pavement, etc.
d In cold weather the lubricant gets thick and
isn’t so effective as when it’s warm.
1 a Friction is useful to help moving things to
stop, like bikes and cars.
b By coating the surfaces with a lubricant.
2 Individual answers.
3 You can feel the heat/warmth.
4 Trains had to stop to oil their engines. His
invention was a cup which sent the oil
automatically to the engine while it was
moving so that it didn’t have to stop for
lubrication.
5 Adequate description of measuring the time it
takes for oils at different temperatures to be
poured via a funnel into measuring cylinders up
to a given level.
K3 Balanced forces
Green
a If the forces are the same size and pull in
opposite directions, the object will not move.
b Arrow downwards labelled ‘my weight’ and
arrow upwards from seat of chair labelled
‘reaction force’.
c upthrust
d gravity
1 When two forces are equal and in opposite
directions, they are called balanced forces. The
force from the plank when a decorator stands
on it is called a reaction force. If a man pulls a
dog with a force of 10 N, and the dog pulls the
man with a force of 10 N the forces are
balanced. The forces of gravitational
attraction and upthrust are balanced when
a hot-air balloon floats.
2 Appropriate diagram to show balanced forces
on dog not moving.
3 The upthrust force of the water on the boat is
balanced by the weight or gravitational force on
the boat into the water.
Red
a A
b C
c Weight (or gravitational force) and reaction
force. Appropriate diagram showing arrow
alongside person pointing downwards labelled
‘my weight’ and arrow pointing upwards from
seat of chair labelled ‘reaction force’.
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Book answers
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p
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UG
d Sketches:
of book on table, with equal length arrows, one
from book pointing downwards and a second
from the table top pointing upwards;
magnet with arrow pointing upwards to it and
another equally sized arrow from paperclip
pointing downwards;
arrows of equal length on each of the puppet’s
strings, one pointing upwards and another
pointing downwards.
e Appropriate diagram showing boat floating in
water. An arrow alongside the boat is labelled
‘weight’ (or ‘gravitational force’) and points
downwards. In the water is an arrow of the
same length pointing upwards under the boat
and labelled ‘upthrust’.
1 a balanced
b unbalanced
c balanced
2 Reaction force.
3 50 N
4 Appropriate diagram showing:
aeroplane
wind resistance
force of engine
K4 Unbalanced forces
Green
a The pull of the rope.
b Upwards
c Box A will move to the left and box B will move
upwards.
d The mattress will bend.
1 When there are unbalanced forces acting on an
object, the object starts to move. It moves in
the direction of the bigger force. When the
bigger force is in the same direction as a
moving object, the object speeds up. When
the bigger force is in the opposite direction to a
moving object, the object slows down.
2 a Arrow drawn of 1 cm length.
b Arrow drawn of 5 cm length.
c Arrow drawn of 10 cm length.
d Arrow drawn of 4 cm length.
Red
a The pull of the rope.
b Upwards
c Friction
d Mattress, plastic foam, plastic ruler, etc.
e 950 N
1 It might become bent, twisted or even break.
2 The moving object speeds up.
3 The moving object slows down.
4 The foam cushion bends.
5 6N
K5 Slow down!
Green
a cheetah
b About 96 km/h
c 15 m
1 The speed of an object is usually measured in
metres per second or kilometres per hour. To
find the speed of an object you must find the
distance the object travels and the time taken
for it to travel that distance.
2 Measure out and mark on the ground a fixed
distance. Use a stopwatch to time all the racers
and find who travels that length in the shortest
time.
3 The water on the road causes less friction
between the tyre and the road surface.
Red
a Danny 5 km/h; Susan 5 m/s; Yin 100 km/h.
b 2.5 km
c 10 minutes.
d When she was on the bus. The graph is steepest
during that time.
1 a For example, ‘Speed like a jet’, etc.
b For example, ‘Fast as a cheetah’, etc.
c For example, ‘Slow as a snail’, etc.
2 We add the thinking distance to the braking
distance.
3 The faster a car is travelling the longer it takes
to stop and the further the car has travelled.
4 60 km/h
5 Any two of: rain, ice, snow, liquid spill on road,
amount of tread on tyres, etc.
K6 Archimedes’ story
Green
a Silver
b His body displaced some of the water which
then overflowed onto the floor.
c The king thought there would be a difference in
weight if the crown was not all gold.
d The relationship between the mass, weight and
volume of an object.
1 Silver is lighter than gold. So to make the
crown the same mass, more silver was needed.
The crown took up more space and pushed out
more water than the lump of gold because
more silver was needed to replace the gold he
took out.
2 As he got into the bath, he realised that the
volume of water that he had displaced onto the
floor was the same as the volume of his body.
This helped Archimedes to solve the problem of
finding out how much space the crown took up.
© Harcourt Education Ltd 2003 Catalyst 1
This worksheet may have been altered from the original on the CD-ROM.
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Book answers
K
M
p
?
t
u
^ _
UG
6
Red
a I would do the same thing that Archimedes did.
b His body displaced some of the water which
then overflowed onto the floor.
c Yes
d No
1 The king thought there would be a difference in
weight if the crown was not all gold.
2 Probably not. The idea of an object displacing
its own volume of water was essential to his
solution to the problem.
3 The crown had some silver in it. Since silver is
less dense than gold, a greater volume of silver
had to be used to replace the stolen gold. This
made the crown have a larger volume, overall,
than a block of pure gold of the same weight.
4 The relationship between the mass, weight and
volume of an object.
5 a He would have measured the volume of a
lump of gold that had the same weight as
the crown.
b If the volume of the crown was more than
the volume of the gold then he would have
proved that the crown had some lighter
metal in it.
6 As he got into the bath, he realised that the
volume of water that he had displaced onto the
floor was the same as the volume of his body.
This helped Archimedes to solve the problem
of finding out how much space the crown
took up.
© Harcourt Education Ltd 2003 Catalyst 1
This worksheet may have been altered from the original on the CD-ROM.
Sheet 3 of 3