Learning sequence: Friction

This learning sequence is based on the medium term plan for the QCA unit 4E Friction.

Key Friction: a sequence of learning activities Can we measure forces? Investigation Intervention Balance the ruler Read Michael Rosen’s poem ‘We push’ Discuss Concept cartoon ‘Ski Slope’ Which surface has the most friction? Investigation Shoes on a slope – Which shoe has the best grip? Investigation Use Primary Update Unit ’’Winter Olympics’ Intervention Can metal float? Which shape goes fastest? Investigation Intervention Why doesn’t the straw work? Does the air push back? Investigation Use Primary Update Unit ’Paper Planes’ Intervention activity Investigation activity Discussion activity ICT activity Extension activity

Aspects of Assessment Focuses that can be covered Can we measure forces? Investigation Intervention Balance the ruler Read Michael Rosen’s poem ‘He pulled, We push’ Discuss Concept cartoon ‘Ski Slope’ Discussion of how to speed up going down the hill. What might affect it and how it could be investigated. Part of the discussion about what evidence can be collected. AF1AF2AF3AF4AF5

Aspects of Assessment Focuses that can be covered Which surface has the most friction? Investigation Shoes on a slope – Which shoe has the best grip? Investigation Use Primary Update Unit ’’Winter Olympics’ Intervention Can metal float? AF1AF2AF3AF4AF5 Ask children to present results in a bar chart, helping them where appropriate. Discuss with the children the different methods they chose to investigate the question, and whether some were better than others for answering the question. Ask children to suggest what this work indicates about surfaces for roads, if cars and bicycles are to be safe and not to slide. AF3, AF2 Shoes on a slope – Which shoe has the best grip? All children begin by planning their own way of testing this in groups of 3, but give teacher support where needed. Have useful equipment visible, e.g. ramps, Newton meters. Questions posed included: How can we find out which shoe has the best grip? What could we measure? What would you need to keep the same to make it fair? Can you explain to me how you are going to find out which shoe has the best grip? What do you think it is about that shoe that gave it such a good grip? AF4 Children use ideas of friction to plan answers to TV viewers’ questions about how skating and skiing work. They also annotate graphics to help clarify their explanations. Ask small groups of pupils to discuss each child’s idea – which is the best explanation for how skating works?. Key questions: Why do skates have thin blades? Why are skates flat and wide? What forces make skaters and skiers move? How do skaters and skiers reduce friction between themselves and the ground? How do skaters and skiers stop moving? AF2

Aspects of Assessment Focuses that can be covered Which shape goes fastest? Investigation Intervention Why doesn’t the straw work? Does the air push back? Investigation Use Primary Update Unit ’Paper Planes’ AF1AF2AF3AF4AF5

Which surface has the most friction? Investigation Shoes on a slope – Which shoe has the best grip? Investigation Use Primary Update Unit ’’Winter Olympics’ Intervention Can metal float? AF3, AF2AF4AF2 Group given a writing frame which contains a pre-prepared table and a bar chart template The group was asked to investigate on which surfaces objects slide most easily. The group was presented with at three different surfaces e.g. wood, vinyl, carpet and ask them what they think will happen. The group filled in the writing frame.