1. Designing a theme park
Forces

2. Designing A Theme Park
If we are going to design theme park rides we have to be able to recognise the forces acting on our rollercoaster

3. The Nemesis

4. Oblivion

5. Spinball Whizzer

6. TH13TEEN

7. Forces
Lesson objective: Recognise the forces acting on an object in different situations
Success Criteria
Level 6- Predict the effects of forces
Level 5- Describe the effects of forces on different objects
Level 4- Identify different forces acting on an object and label them on a diagram
Level 3 - Know what a force can do

8. How are forces linked to theme park rides?
Opening question

9. What are forces?
4 minutes to work in a group to write as many forces down as you can in your book as a spider diagram.
…Go!!
Forces

10. What did you come up with?
Weight
Push
Magnetism
Upthrust
Air resistance
Gravity
Friction
Pull
Water resistance
Electrostatic

11. Label the Forces Air Resistance Magnetism Friction water resistance
Upthrust
Friction
Gravity

12. Arrows are used to show the direction of each force acting on an object
Arrows can be bigger if that force is greater than other forces i.e. the size of the arrow represents the size of the force

13. What have I Learnt?
Draw a brain write three things you have learnt inside of your brain
Write around the outside of the brain what you are confused with or want to know more about
Plenary

14. Forces
Lesson 2

15. Bell work Spot the difference between the two pictures Magnetism
Gravity
Gravity
Friction
Friction
Upthrust
water resistance
water resistance
Magnetism
Magnetism
Upthrust
Air Resistance

16. Forces in action
You are to investigate the affects of forces in 6 different situations
You have 2 mins at each station to do the activity, identify the force and describe what affect it has

17. Balanced or unbalanced forces
Lesson 3

18. Bell work
Write down in the back of your book as many 3 or more letter words you can make from the following words
Unbalanced forces

19. Forces
Lesson objective: Distinguish between situations involving balanced and unbalanced forces
Success Criteria
Level 6- Explain what a resultant force is and calculate it using information from a force diagram
Level 5- Explain balanced and unbalanced forces using size and direction of arrows to help
Level 4- Label the action of the forces using arrows to show if the forces are balanced or unbalanced
Level 3– Label forces on a diagram

20. Draw arrows and Label the forces
Friction
Upthrust
Air Resistance
Magnetism
Gravity
water resistance

22. Tug of war Draw a diagram to show a tug of war
- where is the bigger force
acting?
- which way will the losing
team go?
What are the variables that would affect the tug of war? Add these to your work

23. Resultant forces
The size of the overall force acting on an object is called the resultant force. If the forces are balanced, this is zero.
If the forces are not balanced you have to calculate the overall force.
e.g. Unbalanced forces make the truck speed up.
The resultant force is the difference between the two forces, which is = 40 N.

24. RECAP Click for solution Resultant force = 20N -10N = 10N down
Find the resultant force: 1. 5N 5N
Click for solution
Higher ability plenary
10N
20N
Resultant force = 20N -10N = 10N down
The block will accelerate down.

25. Resultant force = 5N - 0N = 5N right. 2. 5N
Click for solution 5N 5N 5N
Resultant force = 5N - 0N = 5N right.
The vertical forces are equal in size and opposite in direction so there is no resultant force in the vertical direction.
The block will accelerate to the right.

26. Resultant force = 30 - 13 = 17N right. 3. 3N
10N
20N
13N
17N
10N
Click for solution
Resultant force = = 17N right.
The vertical forces are equal in size and opposite in direction so there is no resultant force in the vertical direction.
The block will accelerate to the right.

27. Balanced or Unbalanced?
This animal is either ________ or moving with _______ _____
This animal is getting ________
This animal is getting ________
Lower ability plenary
Stationary
constant speed
slower
constant speed
Stationary
faster
This animal is also either _______ or moving with ________ ______

28. Investigating friction – planning variables
Lesson4

29. Bell work Can you unscramble today's learning objective !!!
ot dmetrneie teh vaairbles ni na exmernipet
Each word is scrambled but all the words are in the correct order

30. Investigating friction
Learning objective: To determine the variables in an experiment
Success Criteria
Level 6 - Can confidently use the names of and select variables when planning a fair test
Level 5 - Can use the names of and select the most appropriate variables when planning a fair test
Level 4 - Can select an appropriate variable to change and measure in a fair test
Level 3 - Can select a variable to test from a list

31. Starter Activity
If the shoe is moving forwards. What forces are acting on this shoe? Draw arrows to represent the direction and if you can the size of these forces

32. Investigating friction
I want to buy a new pair of trainers for the gym.
What investigation could I do to look at how much grip my trainer gives me?
What variables are there?

33. Experiment

34. Plenary
WWW
EBI
Plenary

35. Bell work – work out the learning objective for today
to produce a table for the investigation of the effects of friction on a shoe a b c d e f g h i j k l m n o p q r s t u v w x y z

36. Investigating friction – Experiment & table drawing
Lesson 5

37. Starter In the back of your book answer the following questions
What is a independent variable?
What is a dependent variable?
What is a control variable?
Which column in a table does the independent variable go?
Which column in the table does the dependent variables go?

38. Investigating friction
Learning objective: - To produce a table for the investigation of the effects of friction on a shoe
Success Criteria
Level 5- I will Record my observations in a table I have constructed myself using repeats
Level 4 - I will record my observations in a table that i will make up myself
Level 3- I will record my observations in a table that i will make up myself with help

39. Mass (g)
Force used to pull a shoe (N)
100
200
300
400
500
600
700
800
900
1000

40. Mass (g)
Force to pull a shoe (N)
Average force used to pull a shoe (N)
Test 1
Test 2
Test 3
100
200
300
400
500
600
700
800
900
1000

41. Investigating friction – Graph drawing
Lesson 6

42. Bell work
Complete the following word search on forces

43. Investigating friction
Learning Objective: To produce a graph for the results of your investigation
Success Criteria
Level 6 - I will present my results as a graph using mean and raw values to show the spread of data
Level 5 – I will present my results as a graph using mean values I have calculated
Level 4 –I will present my results as a graph using decimal numbers
Level 3 – I will present my results as a graph using whole numbers

44. Starter Can you match the labels to the correct axes?
thing you choose to change
thing you measure
dependent variable
independent variable y

45. Force used to pull a shoe (N)
Mass (g)
Force used to pull a shoe (N)
0.5
100 1
200
1.5
300 2
400
2.5
500 4
600
3.5
700 6
800
7.5
900 8
1000
8.5

46. Contact or non-contact forces
Lesson 7

47. Bell work Unscramble the names of these forces: gvatiyr rai rcetiasnse
ftcrioin
mnamtgsei
utptruhs
whtieg
ewrta raeitsnsce

48. Contact or non-contact forces
Learning Objective: To Recognise that forces can act at a distance.
Success Criteria
Level 5 – Classify forces as contact or non-contact
Level 4 –Describe the difference between contact and non-contact forces
Level 3 – recall the words contact and non-contact

49. Starter In the back of you book answer the following questions
Which of the forces do you think have to touch something to have an effect?
Which do you think act at a distance?

50. Practical Lets test your theory
You are going to go round each station and test which forces need to touch and which act at a distance
Magnets and iron filings
Plastercine in water
Sandpaper block on a surface

51. Table Before you start you must draw a table for your results remember
level 3 you need help
Level 4 table with variables in correct columns
Level 5 plans for repeats

52. Level 3 & 4
Object
Do they need to touch?
Contact or non-contact?

53. Level 5 Object Do they need to touch? Average result
Contact or non-contact
Test 1
Test 2
Test 3

54. Explaining forces
A4L task

55. The journey of a pram
Learning Objective: to be able to explain how forces affect objects
Success Criteria
Level 6 – Draw force diagrams showing the size and direction of the arrows correctly using science words accurately
Level 5 – Draw a diagram using force arrow correctly showing size of the force and using more complicated science words
Level 4 –Draw a diagram using force arrows using simple scientific words to label them
Level 3 – Draw a diagram labelling a force as a push or pull

56. Speed – calculating it
Lesson 9

57. Bell work

58. Calculating speed
Learning objective: -To be able to calculate speed stating correct units
Success Criteria
Level 5-
Level 4 –
Level 3-

59. Starter
Watch the trailer for the following film can you guess what your learning about today?

60. How do we calculate speed??
Discuss in pairs how we measure speed and how we could work out how fast something was going??
What do we need to know??

61. Calculating speed

63. Questions
The car on the motorway can travel 1860 metres in 60 seconds.
Work out how fast the car is going. Don’t forget the units!
Speed = distance/time
1860 /60
= 31 m/s
The dog runs 1980 metres in 5 minutes. How fast is he running?
Speed = distance (m)/time (s)
5 X 60 = 300 s
1980/300
=6.6 m/s
How far will the cockroach run in 10 seconds?
Distance = speed X time
0.2 X 10
= 2 m

64. Speed – investigating your speed!!
Lesson 10

65. Investigating Speed
Learning objective: - To produce a table for the investigation of your speed
Success Criteria
Level 5- I will Record my observations in a table I have constructed myself using repeats
Level 4 - I will record my observations in a table that i will make up myself
Level 3- I will record my observations in a table that i will make up myself with help

66. Bell work
Complete the worksheet on your desk its all about speed and units

67. Starter As a group decide what you could do to calculate your speed??
Remember to think about distance and time and making the experiment a fair test

68. Practical – calculating your speed
Lets test out your ideas!!
But first we need to do something!!

69. Designing a table
Design a table suitable to collect your results and calculate your speed
remember
level 3 you need help
Level 4 table with variables in correct columns
Level 5 plans for repeats

70. Level 3 & 4
Person/activity
Time (s)
Speed
(m/s)

71. Level 5 Person/activity Time (s) Average result (s) Speed (m/s) Test 1

72. Speed – preliminary testing
Lesson 11

73. Bell work

74. Investigating Speed
Learning objective: - To carry out a preliminary test
Success Criteria
Level 6 - To carry out the preliminary test using precise measurements
Level 5-To carry out the preliminary tests using accurate measurements
Level 4 – To select equipment to do the test and set it up
Level 3- To set up an experiment with help

75. Preliminary testing
You are going to carry out a preliminary test to decide the best way of working out the speed of a car
Using the equipment provided you must work out measurements that you could take to work out the best speeds for your car
Remember you need at least 5 different measurements to make it a reliable test

76. What did you decide?

77. Speed – planning the experiment
Lesson 12

78. Bell work Unscramble the following words iepenennddt vaielbar
Ctronol viarleab
dpneeednt vriablae
eienqumpt
thmedo

79. Investigating Speed
Learning objective: - To plan an investigation into how fast a car can travel
Success Criteria
Level 6 – Plan for a precise experiment
Level 5 – Plan a reliable fair test through repetition using a detailed method
Level 4 – Plan a fair test using a simple ordered method selecting variables
Level 3 – Write a short written instruction choosing equipment and a variable from a list given

80. Planning levels LEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6 EQUIPMENT METHOD
Named some equipment that may be used
Appropriate Equipment, as a list, chosen using the science terms for most of them
Detailed equipment list all correctly named and given a reason for the choice.
Selects equipment for precision
METHOD
A list of some steps which would help you carry out your investigation not necessary in a step by step way.
A simple ordered method which contains the main things required to carry out the investigation.
A detailed order method
Planned for repeat reading of the experiment..
My method is written for precision
Plans for a preliminary test to identify a range and interval
FAIR TESTING
AND VARIABLES
Selects a variable to test from a list
Selects a variable to change and measure in a fair test
.Identified the dependant and independent variable.
Stated how they will change the independent and measure the dependant variables.
Identified all the controlled variables.

81. Peer assessment Using a highlighter make a key for level 3,4,5& 6
Colour each area of the plan in
How successful was the plan? (www)
Remember 2 points
How could you improve your work? (EBI)
Remember 1 point

82. Speed – designing the table A4L task part 1
Lesson 13

83. Bell work

84. Investigating Speed
Learning objective: - To produce results for the investigation of how fast a car can travel down a ramp
Success Criteria
Level 6 – I will calculate means in my table
Level 5- I will Record my observations in a table I have constructed myself using repeats
Level 4 - I will record my observations in a table that i will make up myself
Level 3- I will record my observations in a table that i will make up myself with help

85. Task 1 You must draw your table in your A4L booklet – pge 30
Now complete your experiment and record all results in your table

86. Speed – drawing the graph and writing conclusions A4L task part 2

87. Investigating speed
Learning Objective: To produce a graph for the results of your investigation
Success Criteria
Level 6 - I will present my results as a graph using mean and raw values to show the spread of data
Level 5 – I will present my results as a graph using mean values I have calculated
Level 4 –I will present my results as a graph using decimal numbers
Level 3 – I will present my results as a graph using whole numbers

88. Task 2 Now draw a graph of your results
You must decide what type of graph to draw and work out your own scale
Hint remember to look at the smallest and biggest numbers
Once you have drawn a graph can you write a conclusion

89. Distance time graphs
Lesson 15

90. Bell work – can you match the picture to the correct units- write your answers in the back of your book
mph
m/s
Km/h

91. Distance/time graphs
Learning Objective: Recognise and understand the relationship between speed, distance and time
Success Criteria
Level 6 – can draw a distance/time graph
Level 5 – can interpret a distance/time graph
Level 4 – can describe a distance/time graph
Level 3 – can recall that we use a distance/time graph to show a journey

92. Journey to school
In the back of your books write down what you did to get to school today
Examples
Did you walk/bus/car
Did you stop for any reason?
Did you speed up for any reason?

93. How can we show our journey as a graph?

94. Use board works yr9 speeding up

95. Results table for Distance / Time Graph
Time/Seconds
Distance/Metres 5 10 15 20 25 30 35 40 45 50 55
904 76
186
234
484
634
784
994
974 16

97. The line on the graph is not straight, so we know the speed of the car is changing.
The curve is downwards as the car slows down at the end of the movie.
The car has stopped:
The line is flat – the distance of the car from the start point is not changing.
The line is straight – meaning that there is no CHANGE in speed.
The car is going fast but at a constant speed.
The line is straight in this region of the graph.
The car is starting to move.
The curve shows that the speed is changing.
The curve is upwards as the car accelerates at the
start of the movie.

98. Look at the straight line part of this graph shown by the two arrows in a triangle.
The car has travelled from 200m to 800m, = 600m
The car has taken from 16s to 36s to travel
this distance = 20 seconds
Therefore the speed is 600 divided by 20 = 30 m/s

99. Distance/time graphs Task Answer questions 1-3 on the sheet
Cut out the graph and stick it in your book
Cut out the labels and place them in the correct speech bubbles
Only stick them down if you’ve had them checked!!
Extension
If you finish see if you can sketch what your journey to school would look like as a graph

100. Plenary - use mini white boards and write down the correct answers
Question 1
Which graph shows the object travelling at a faster speed? B A

101. Well done

102. Try again

103. Question 2
Which part of the graph shows that the object is stationary? A B C

104. Well done

105. Try again

106. Question 3
Which line shows an object that is accelerating? A B

107. Well done

108. Try again

109. Question 4
How far did object A travel?
50 metres
100 miles
100 metres

110. Well done

111. Try again

112. Question 5
What was the speed of object A?
200 m/s
5 m/s
0.2 m/s

113. Well done

114. Try again

115. Question 6
Which part of the graph shows that the object is returning to the start? B C A A B C

116. Well done

117. Try again

118. Question 7
Which parts of the graph shows that the object is travelling at a constant speed? B C A
A+B
B+C
A+C

119. Well done

120. Try again

121. Question 8
How long was the cyclist stationary for? B C A
80s
40s
220s

122. Finished

123. Try again

124. Pressure
Lesson 16

125. Brain warmer! Have a look at the concept cartoon on your desk.
Which character do you agree with?
Why?
Discuss your ideas in your group

126. Pressure
Learning Objective: to define pressure and apply knowledge to explore the way forces can be spread out or concentrated
Success Criteria
Level 6 – Calculate pressure giving the correct units
Level 5 – Explain what pressure depends on
Level 4 – Describe pressure
Level 3 – Recall the word pressure

127. Ready, Steady, Teach
In your groups use the “ingredients” in the bag to try to:
Describe what pressure is
Explain what pressure might depend on
127

128. Pressure is the force applied to a specific area of surface
Pressure is the force applied to a specific area of surface. It therefore depends on: i) the force acting ii) the area of surface

129. High or low?
129

130. but how do we calculate pressure…?
FORCE
(WEIGHT) (N)
PRESSURE (N/m2)
AREA ( m2 )

131. Boards at the ready!
A force of 20 N acted over an area of 2 m2 (two square metres). What is the pressure?
force ÷ area = pressure
20 ÷ 2 = 10 N/m2

132. Levers & Moments
Lesson 17

133. Pressure
Learning Objective: Explain turning moments and be able to calculate moments using the correct equation and units
Success Criteria
Level 6 – Calculate turning moments using the equation with correct units
Level 5 –Explain how you can reduce the force needed to turn an object
Level 4 – Explain what a force multiplier is
Level 3 – State what a turning effect is

134. Starter What do you know? Can you work out which statements match??
Lever the force you put in
pivot a simple machine
effort the force that you move
load the point a lever turns around

135. Levers
Pivot
Effort
Load

136. Levers
Working in groups of 4 create a circle map of as many types of levers you can think of.
eg: Door Handle

137. Levers
On each of the pictures, label the load, the pivot and the effort.

138. A force acting on an object can cause it to turn about a pivot.
What happens to the see-saw when a force is applied on the left-hand side?
Does the seesaw turn? If so, clockwise or anti-clockwise?
pivot
pivot

139. The turning effect of a force is called a moment.
The left-hand side of the see-saw moves downwards when a force is applied to it – this is an anticlockwise turn.
pivot
Copy this
The turning effect of a force is called a moment.

140. distance from force to pivot
A spanner is a lever that can be used to unscrew a nut.
The spanner exerts a moment or turning force on the nut.
pivot
distance from force to pivot
force
If the moment is big enough it will unscrew the nut.
If not, there are two ways of increasing the moment.

141. distance from force to pivot
1. Increase the distance from the force to the pivot
– apply the force at the end or use a longer spanner.
pivot
distance from force to pivot
force
If the same force is applied over a greater distance, a larger moment is produced.

142. distance from force to pivot
2. Increase the force applied
– push/pull harder or get someone stronger to do it!
pivot
distance from force to pivot
force
If a greater force is applied over the same distance, a larger moment is produced.

143. How can we increase momentum?
Consider a situation where you are trying to unscrew a nut using a spanner:
The spanner exerts a MOMENT or TURNING FORCE on the nut. If the moment is big enough it will… UNSCREW the nut!
If the moment is not big enough how could you increase the moment (turning force)?

144. Levers and moments
There are two ways to increase a moment:
Increase the DISTANCE from the pivot (get a longer spanner)
OR…
Increase the FORCE applied (get a strong man!)
Copy this

145. The equation (Learn this!)
Copy this
Moment = Force x Distance from pivot
Newtons
N/cm or N/m
cm or m

146. Plenary
What have we learnt and how do we know?