7 ForcesLesson objective: Recognise the forces acting on an object in different situationsSuccess CriteriaLevel 6- Predict the effects of forcesLevel 5- Describe the effects of forces on different objectsLevel 4- Identify different forces acting on an object and label them on a diagramLevel 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? WeightPushMagnetismUpthrustAir resistanceGravityFrictionPullWater resistanceElectrostatic
11 Label the Forces Air Resistance Magnetism Friction water resistance UpthrustFrictionGravity
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 brainWrite around the outside of the brain what you are confused with or want to know more aboutPlenary
18 Bell workWrite down in the back of your book as many 3 or more letter words you can make from the following wordsUnbalanced forces
19 ForcesLesson objective: Distinguish between situations involving balanced and unbalanced forcesSuccess CriteriaLevel 6- Explain what a resultant force is and calculate it using information from a force diagramLevel 5- Explain balanced and unbalanced forces using size and direction of arrows to helpLevel 4- Label the action of the forces using arrows to show if the forces are balanced or unbalancedLevel 3– Label forces on a diagram
20 Draw arrows and Label the forces FrictionUpthrustAir ResistanceMagnetismGravitywater resistance
22 Tug of war Draw a diagram to show a tug of war - where is the bigger forceacting?- which way will the losingteam go?What are the variables that would affect the tug of war? Add these to your work
23 Resultant forcesThe 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:1.5N5NClick for solutionHigher ability plenary10N20NResultant force = 20N -10N = 10N downThe block will accelerate down.
25 Resultant force = 5N - 0N = 5N right. 2.5NClick for solution5N5N5NResultant 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. 3.3N10N20N13N17N10NClick for solutionResultant 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 plenaryStationaryconstant speedslowerconstant speedStationaryfasterThis animal is also either _______ or moving with ________ ______
29 Bell work Can you unscramble today's learning objective !!! ot dmetrneie teh vaairbles ni na exmernipetEach word is scrambled but all the words are in the correct order
30 Investigating friction Learning objective: To determine the variables in an experimentSuccess CriteriaLevel 6 - Can confidently use the names of and select variables when planning a fair testLevel 5 - Can use the names of and select the most appropriate variables when planning a fair testLevel 4 - Can select an appropriate variable to change and measure in a fair testLevel 3 - Can select a variable to test from a list
31 Starter ActivityIf 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?
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 shoeSuccess CriteriaLevel 5- I will Record my observations in a table I have constructed myself using repeatsLevel 4 - I will record my observations in a table that i will make up myselfLevel 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)1002003004005006007008009001000
40 Mass (g)Force to pull a shoe (N)Average force used to pull a shoe (N)Test 1Test 2Test 31002003004005006007008009001000
42 Bell workComplete the following word search on forces
43 Investigating friction Learning Objective: To produce a graph for the results of your investigationSuccess CriteriaLevel 6 - I will present my results as a graph using mean and raw values to show the spread of dataLevel 5 – I will present my results as a graph using mean values I have calculatedLevel 4 –I will present my results as a graph using decimal numbersLevel 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 changething you measuredependent variableindependent variabley
45 Force used to pull a shoe (N) Mass (g)Force used to pull a shoe (N)0.510012001.530024002.550046003.570068007.5900810008.5
47 Bell work Unscramble the names of these forces: gvatiyr rai rcetiasnse ftcrioinmnamtgseiutptruhswhtiegewrta raeitsnsce
48 Contact or non-contact forces Learning Objective: To Recognise that forces can act at a distance.Success CriteriaLevel 5 – Classify forces as contact or non-contactLevel 4 –Describe the difference between contact and non-contact forcesLevel 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 distanceMagnets and iron filingsPlastercine in waterSandpaper block on a surface
51 Table Before you start you must draw a table for your results remember level 3 you need helpLevel 4 table with variables in correct columnsLevel 5 plans for repeats
52 Level 3 & 4ObjectDo they need to touch?Contact or non-contact?
53 Level 5 Object Do they need to touch? Average result Contact or non-contactTest 1Test 2Test 3
55 The journey of a pramLearning Objective: to be able to explain how forces affect objectsSuccess CriteriaLevel 6 – Draw force diagrams showing the size and direction of the arrows correctly using science words accuratelyLevel 5 – Draw a diagram using force arrow correctly showing size of the force and using more complicated science wordsLevel 4 –Draw a diagram using force arrows using simple scientific words to label themLevel 3 – Draw a diagram labelling a force as a push or pull
63 QuestionsThe 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/time1860 /60= 31 m/sThe dog runs 1980 metres in 5 minutes. How fast is he running?Speed = distance (m)/time (s)5 X 60 = 300 s1980/300=6.6 m/sHow far will the cockroach run in 10 seconds?Distance = speed X time0.2 X 10= 2 m
65 Investigating SpeedLearning objective: - To produce a table for the investigation of your speedSuccess CriteriaLevel 5- I will Record my observations in a table I have constructed myself using repeatsLevel 4 - I will record my observations in a table that i will make up myselfLevel 3- I will record my observations in a table that i will make up myself with help
66 Bell workComplete 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 tableDesign a table suitable to collect your results and calculate your speedrememberlevel 3 you need helpLevel 4 table with variables in correct columnsLevel 5 plans for repeats
74 Investigating SpeedLearning objective: - To carry out a preliminary testSuccess CriteriaLevel 6 - To carry out the preliminary test using precise measurementsLevel 5-To carry out the preliminary tests using accurate measurementsLevel 4 – To select equipment to do the test and set it upLevel 3- To set up an experiment with help
75 Preliminary testingYou are going to carry out a preliminary test to decide the best way of working out the speed of a carUsing the equipment provided you must work out measurements that you could take to work out the best speeds for your carRemember you need at least 5 different measurements to make it a reliable test
78 Bell work Unscramble the following words iepenennddt vaielbar Ctronol viarleabdpneeednt vriablaeeienqumptthmedo
79 Investigating SpeedLearning objective: - To plan an investigation into how fast a car can travelSuccess CriteriaLevel 6 – Plan for a precise experimentLevel 5 – Plan a reliable fair test through repetition using a detailed methodLevel 4 – Plan a fair test using a simple ordered method selecting variablesLevel 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 usedAppropriate Equipment, as a list, chosen using the science terms for most of themDetailed equipment list all correctly named and given a reason for the choice.Selects equipment for precisionMETHODA 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 methodPlanned for repeat reading of the experiment..My method is written for precisionPlans for a preliminary test to identify a range and intervalFAIR TESTINGAND VARIABLESSelects a variable to test from a listSelects 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 inHow successful was the plan? (www)Remember 2 pointsHow could you improve your work? (EBI)Remember 1 point
82 Speed – designing the table A4L task part 1 Lesson 13
84 Investigating SpeedLearning objective: - To produce results for the investigation of how fast a car can travel down a rampSuccess CriteriaLevel 6 – I will calculate means in my tableLevel 5- I will Record my observations in a table I have constructed myself using repeatsLevel 4 - I will record my observations in a table that i will make up myselfLevel 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 speedLearning Objective: To produce a graph for the results of your investigationSuccess CriteriaLevel 6 - I will present my results as a graph using mean and raw values to show the spread of dataLevel 5 – I will present my results as a graph using mean values I have calculatedLevel 4 –I will present my results as a graph using decimal numbersLevel 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 scaleHint remember to look at the smallest and biggest numbersOnce you have drawn a graph can you write a conclusion
90 Bell work – can you match the picture to the correct units- write your answers in the back of your bookmphm/sKm/h
91 Distance/time graphsLearning Objective: Recognise and understand the relationship between speed, distance and timeSuccess CriteriaLevel 6 – can draw a distance/time graphLevel 5 – can interpret a distance/time graphLevel 4 – can describe a distance/time graphLevel 3 – can recall that we use a distance/time graph to show a journey
92 Journey to schoolIn the back of your books write down what you did to get to school todayExamplesDid you walk/bus/carDid you stop for any reason?Did you speed up for any reason?
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 thestart 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, = 600mThe car has taken from 16s to 36s to travelthis distance = 20 secondsTherefore 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 bookCut out the labels and place them in the correct speech bubblesOnly stick them down if you’ve had them checked!!ExtensionIf 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 1Which graph shows the object travelling at a faster speed?BA
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 PressureLearning Objective: to define pressure and apply knowledge to explore the way forces can be spread out or concentratedSuccess CriteriaLevel 6 – Calculate pressure giving the correct unitsLevel 5 – Explain what pressure depends onLevel 4 – Describe pressureLevel 3 – Recall the word pressure
127 Ready, Steady, TeachIn your groups use the “ingredients” in the bag to try to:Describe what pressure isExplain what pressure might depend on127
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
133 PressureLearning Objective: Explain turning moments and be able to calculate moments using the correct equation and unitsSuccess CriteriaLevel 6 – Calculate turning moments using the equation with correct unitsLevel 5 –Explain how you can reduce the force needed to turn an objectLevel 4 – Explain what a force multiplier isLevel 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 inpivot a simple machineeffort the force that you moveload the point a lever turns around
136 LeversWorking in groups of 4 create a circle map of as many types of levers you can think of.eg: Door Handle
137 LeversOn 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?pivotpivot
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.pivotCopy thisThe 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.pivotdistance from force to pivotforceIf 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.pivotdistance from force to pivotforceIf 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!pivotdistance from force to pivotforceIf 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 momentsThere 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 thisMoment = Force x Distance from pivotNewtonsN/cm or N/mcm or m
146 PlenaryWhat have we learnt and how do we know?
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