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This unit revises the concepts of forces and their effects and Some pupils could:
extends pupils’ knowledge of friction, gravity and speed. (L7) Recall examples of how and why ideas about forces have
These ideas are presented using a theme of outdoor sports, changed.
such as climbing and kayaking, to link to ideas about forces,
friction and floating. Key processes
At the end of this unit…
We recommend approximately 8 hours of teaching time for this unit.
All pupils must:
From KS2 most pupils will:
(L4) Use force meters to measure forces accurately using the
• know about different kinds of forces, including magnetism, gravity,
correct units.
upthrust and friction
(L4) Make and test predictions.
• know that unbalanced forces can change the speed or direction
of movement of an object, and that forces are balanced when an Most pupils should:
object is at rest (L5) Make predictions that are explained using scientific knowledge.
• know that objects in water experience an upthrust, and that (L6) Use ideas about the causes of friction to suggest one or more
weight is a force measured in newtons variables that may affect the amount of friction.
• be able to measure a force using a force meter (L6) Plan to control variables in an investigation, explaining why
• know some of the factors that increase friction between solid they need to be controlled.
7 surfaces and increase air resistance and water resistance. (L6) Make careful observations and repeat them where necessary.
K This unit builds on ideas introduced in the QCA Scheme of Work for
KS2: Unit 4E Friction and Unit 6E Balanced and unbalanced forces.
(L6) Draw conclusions and match them to predictions.
2 Key processes Skills opportunities for Personal, Learning and Thinking Skills (PLTS),
literacy, numeracy and ICT are included in the individual topic
Statement Topic
notes.
1a Use a range of scientific methods and All
techniques to develop and test ideas and
explanations.
1b Assess risk and work safely in the laboratory 7Kb, 7Kc,
field and workplace. 7Kd, 7Ke
1c Plan and carry out practical and investigative 7Ka, 7Kb, 7Kc,
activities, both individually and in groups. 7Kd
2a Obtain, record and analyse data from a wide all
range of primary and secondary sources,
including ICT sources and use their finding to
provide evidence for scientific explanations.
2b Evaluate scientific evidence and working 7Kb, 7Kd
methods.
3a Use appropriate methods, including ICT, 7Kb, 7Kd, 7Ke
to communicate scientific information and
contribute to presentations and discussions
about scientific issues.
UNIT12.indd 265
This page suggests routes through the Unit at three different levels, using some of the tasks provided. Many other teaching sequences are possible using the alternative teaching materials and tasks provided or
by adding your own materials. We recommend approximately 8 hours of teaching time for this unit.
Exploring Science
happen in simple situations involving balanced or unbalanced forces; recall that ideas about forces Explaining 2, Plenary 4, Homework 1
have changed as new experiments have been carried out.
Should Most pupils should: describe some differences between modern ideas about forces and older ideas, elastic, stationary Starter 1, Exploring 1, Exploring 2, Explaining 1,
and the role of experimentation in changing ideas; recall that a spring stretches evenly up to a certain Explaining 2, Plenary 1, Homework 2
point; describe how this principle is used in many force meters (also known as newton meters).
Could Some pupils could: recall that springs have an elastic limit beyond which stretching is non-uniform; Starter 1, Exploring 1, Exploring 2, Explaining 1,
edition
explain some applications of elasticity (other than force meters). Explaining 2, Plenary 1, Homework 3
7Ke Must All pupils must: state that speed is how far an object moves during a set period of time; recall that km/h, m/s, mph, speed Starter 1, Explaining 1, Explaining 2, Exploring 2,
Forces and their effects
Could Some pupils could: apply ideas about forces and times to athletics records. Starter 1, Explaining 1, Exploring 1, Explaining 2,
265
Explaining 3, Plenary 4, Plenary 5, Homework 3
7
K
12/3/08 15:07:33
7K Forces and their effects
Lubrication reduces friction by preventing the surfaces touching 7Kd – Balancing act
each other. Wet roads are lubricated by water, which reduces the Balanced forces and action–reaction pairs
grip of tyres. The tread on tyres is there to channel the water away A detailed study of forces would make the distinction between
from the surface, not to increase the grip because of increased balanced forces and action–reaction pairs (as described by
roughness. Racing cars use ‘slicks’ (tyres with no tread) when the Newton’s third law of motion). Action–reaction pairs are always
track is dry. equal in magnitude and in opposite directions, are of the same
type, and act on different bodies. To take one example from the
Pupil’s Book:
• The fastest land animal is the cheetah at 113 km/h (70 mph).
• The slowest growing animal is a variety of the deep sea clam
which grows only 8 mm in 100 years.
• In 1994, in the USA, someone ‘ran’ 50 m on their hands in just
under 17 s.
• The fastest growing plant is bamboo, at 90 cm per day.
The fastest human has not been quoted, as this changes as records
are broken. 7
K
Measuring forces
The main instrument used by pupils is the force meter, also called
a newton meter. The term ‘spring balance’ is sometimes used, but
in science ‘balance’ usually refers to an instrument for determining
mass, not weight. The principle behind all force measuring
instruments is the measurement of the change of shape brought
about by an applied force.
Stretching polymers
It is important to use springs in stretching experiments if pupils
are to discover a proportional relationship. Rubber or elastic bands
do not stretch in a uniform manner – the initial force causes
coiled or ‘zig-zag’ molecules to straighten out (which happens
relatively easily); when most molecules have been straightened,
the distances between the atoms are affected and the material
Pupil’s materials
K 7Ka(6)
SS1–4
Bathroom scales
Thinking Skills
Could
Should
CHAP
CHAP
Homework
Skills Sheet
Homework 3
Plenary 4
a
Objectives Exemplar topic plans
All pupils must:
MUST SHOULD
(1) describe what a force is and describe contact and non-contact
forces PB pages Starter 1 PB pages Starter 2
(2) explain that forces change the shape, speed and direction of 149–151 Starter 5 149–151 Starter 5
Exploring 1 Exploring 1
an object
Exploring 2 Exploring 3
(3) explain how a force can be measured, and recall the units
Explaining 2 Explaining 1
(4) appreciate that mass and weight are different things, and Plenary 1 Explaining 2
recall the units for both Plenary 2 Plenary 1
(5) recall that ideas about forces have changed over time. Homework 1 Plenary 2
Correctly use the words air resistance, contact force, force, Homework 2
force meter, friction, gram (g), gravity, kilogram (kg),
mass, newton (N), newton meter, non-contact force, COULD SHOULD 2 Yr KS3*
upthrust, water resistance, weight. PB pages Starter 2 PB pages 7Ka Starter 2
Most pupils should: 149–151 Starter 3 149–153 7Ka Starter 5
(6) recall that the size of a force can be represented by the size Starter 5 7Ka Exploring 3
of an arrow on a diagram Exploring 3 7Ka Explaining 2
Explaining 1 7Kb Plenary 2
(7) explain the difference between mass and weight.
Explaining 2 7Kb Explaining 2
Correctly use the words magnetism, static electricity. Explaining 3 7Kb Explaining 5
Some pupils could: Plenary 1 7Kb Plenary 1
(8) explain why the weight of an object would change if taken to Plenary 2 7Kb Starter 1
the Moon Homework 3 7Kb Explaining 4
(9) explain how bathroom scales work. 7Kb Exploring 1
7Kb Plenary 4
Topic notes 7Kb Homework 3
• Targets for the lesson can be accessed via the ActiveBook or * This table is repeated in 7Kb.
ActiveTeach from the link next to the initiator question.
• Misconception: many pupils will think that mass and weight are
the same thing.
Be prepared: 7Ka
Explaining 1: ice cubes.
1: Forces revision The AT video link on page 149 opens Outdoor sports – a clip
Afl As the first part of the topic is largely KS2 revision, start showing Jim, an instructor at an outdoor centre talking about the
by asking pupils to write down the key facts they recall about kinds of sports taught at the centre, and in general terms about
forces. Then elicit ideas from the class about the different kinds of how some technological developments have made climbing safer.
forces and what they can do. Ask for ideas about how forces are
measured – many pupils will have come across force meters at
KS2. Remind them of the units. Ask pupils to revisit their lists and Exploring tasks
add anything they missed.
1: Practical: Circus of forces
2: Forces concept map Place equipment around the lab, numbered to match Worksheet
Afl Ask pupils to draw a concept map to show what they know 7Ka(2).
about forces. If necessary, give them a list of words to include, such 1 A pair of magnets.
as push, pull, spring, force, magnet etc. This task can act as a baseline 2 An ice cube and a similar sized block of wood, for pupils to push
assessment to help you to plan the teaching for the rest of the unit. along the bench.
3 A piece of natural string (the rougher the better) and a piece of
3: Ideas about forces AT plastic string, for pupils to tie knots with.
The third AT presentation link on page 150 opens Ideas about 4 A spring that can be stretched between the hands without
forces – a concept cartoon with different statements about forces, exceeding its elastic limit. Pupils should be able to feel that the
some of which are incorrect. Ask pupils to comment on each force exerted by the spring increases as the extension increases.
statement, saying if they think it is correct or not, and if not, why 5 A force meter and an object to weigh.
not. Keep answers to revisit at the end of the unit. Some of the 6 Observing the time taken for a piece of paper to fall varying with
statements apply to floating and to friction, which are covered in the amount it is crumpled up.
later topics.
Clear up any water spills from melting ice.
4: Quick Quiz
Afl Use the 7K Quick Quiz as a baseline assessment for this unit. Resources (per group)
Pupils could record their answers on the 7K Quick Quiz Answer (1 to 3 sets only if done as a circus, depending on class size):
Sheet. 1 2 bar magnets (N and S marked); 2 ice cube; similar sized
block of wood; 3 piece of natural string; piece of plastic string;
5: Pupil’s Book page 149 (AT) 4 spring; 5 force meter; object to weigh that can be hooked
This reminds pupils of some of the forces they should have studied onto force meter; 6 sheets of paper; Worksheet 7Ka(2).
at KS2, introduces the outdoor sport theme for the unit and also the
a bathroom scales; graph paper. the only contact force and is the only one that always tries to slow
things down; magnetism is the only one that can push or pull;
4: Aristotle’s ideas about forces gravity is the only one that gives us weight.)
Worksheet 7Ka(3) introduces Aristotle’s ideas about why things fall, • CAP: a bicycle is slowing down. (Possible answers: it is going up a
float or rise, and contrasts them with our current ideas. hill; the rider has stopped pedalling; it is going into the wind and
air resistance is slowing it down; it has gone into water and water
resistance on the wheels is slowing it down.)
Explaining tasks • PMI: gravity on Earth should be weaker. (Possible answers:
P – it would be easier to pick things up; M – things would blow
1: Mass and weight away more easily on windy days; I – which sports records would
Elicit pupils’ ideas about mass and weight by asking them how change?)
much they weigh – answers are likely to be in kilograms or stones.
The second AT presentation link on page 151 opens Thinking about
You could then ask what happens to their weight if they go into
forces – a PowerPoint presentation version of this task.
space, but point out that their bodies would not have changed. This
introduces the need for another measurement (mass) to quantify
5: I can ... cloze exercise AB/AT
the amount of substance in something. Discuss the fact that the Afl The AT document link on page 151 opens a cloze exercise
scientific definition of weight is the force caused by gravity acting
summarising the content of pages 150–151. There is also an AT
on our bodies and, because it is a force, its units are in newtons.
presentation version with answers.
It is acceptable to talk about weighing 5 kg of potatoes in a
supermarket, but not in a science lesson!
Homework tasks
2: Pupil’s Book pages 150–151
This introduces the idea of contact and non-contact forces, and 1: Worksheet 7Ka(4) provides questions and a wordsearch to help
discusses the difference between mass and weight. pupils to learn the names of the different forces discussed in this
• Must: read through the text with pupils and discuss the topic.
questions with them. Rather than having pupils write answers 2: Worksheet 7Ka(5) provides a reverseword, in which pupils
to the questions, they could just go straight to the cloze exercise are asked to write a set of clues for an already-completed
provided (see Plenary 5). crossword.
3: Worksheet 7Ka(6) looks at how bathroom scales work. It will be
Worksheet 7Ka(1) is the Access Sheet. helpful, but not essential, if pupils have watched Explaining 3.
Resources
Set of mechanical bathroom or kitchen scales.
Pupil’s materials
K Plenary 4
Plenary 5
M/S
M
4–5
4–5
Classwork
Classwork
6
1–7
PLTS (Rl)
Lit (WF)
1b
1b
c
b Homework 1 M 4 Homework 1, 2, 4, 5 1b c
Homework 2 S 5 Homework 3, 4, 6, 7, 9 Lit (RR) 1b c
Homework 3 C 5–6 Homework 9 Num (C, L) 3a 1b c
Homework 4 C 5–6 Homework 10 Lit (RR) 2a 2b, 3a 1b c
– an animation showing an investigation into friction, which 5: I can ... cloze exercise AB/AT
includes mistakes that mean the test shown is not fair. Ask pupils to Afl The AT document link on page 153 opens a cloze exercise
watch the animation and identify the mistakes. It may be necessary summarising the content of pages 152–153. There is also an AT
to view it more than once. presentation version with answers.
The mistakes are:
• on the second trial the pupil forgets to put the weight on the
block Homework tasks
• on the third trial the pupil forgets to use the plank and uses the
table top instead 1: Worksheet 7Kb(5) provides questions to help to consolidate the
• on the fourth trial the block is not pulled at a steady rate work in this topic.
• on the fifth trial the plank is raised at one end. 2: Worksheet 7Kb(6) provides questions about friction and
lubrication.
3: Worksheet 7Kb(7) describes an investigation into friction, and
asks pupils to plot the results and draw conclusions.
4: Ask pupils to find out about Teflon® and its uses. Pupils could
report back verbally in the next lesson, or could produce a short
report, a poster or a presentation to communicate their findings.
Pupil’s materials
K SS1–4
SS22
Thinking Skills
Measuring volumes
Should
Must
CHAP
CHAP
Skills Sheet
Skills Sheet
Plenary 2
Exploring 2
c SS35 Evaluating Should CHAP Skills Sheet Exploring 3
in a sink or bowl of water, and let pupils feel the force required to
Starters
hold them under water.
Encourage pupils to compare their results with each other, and 6: Kayaks AB/AT
use the comparisons as a basis for discussing the accuracy of their Discuss how sports such as kayaking can be made safer using ideas
results. Skills Sheet 35 may help pupils with this evaluation process. about floating. Note that Worksheet 7Kc(6) also looks at safety
when kayaking, but can be done without having carried out this
Clear up any spills straight away. Take care with any flammable task.
liquids used. Check hazcards to make sure no harmful liquids are
used. • The second AT document link on page 155 opens Sea kayak
safety – a worksheet that asks pupils to explain some of the safety
Resources (per group) guidance given to sea kayakers, and to relate it to what they know
Force meter; string; selection of liquids (e.g. water, cooking oil, about floating and sinking.
salty water); object small enough to fit in beaker that does not
quite float in the densest liquid; beaker; balance; Worksheet
7Kc(4). Optional: Skills Sheet 35. Plenaries
make it into a boat. This will be trial and error, and small masses pupils to rank as true or false. They are asked to correct any false
(10 to 100 g stacking masses would do) should be provided so they statements. Using their corrected statements they are then asked
can test the load-carrying capacity of their boats. Challenge pupils to decide whether or not the second statement of each pair is an
to make the best boat out of a limited quantity of Plasticine®. explanation for the first one. Pupils could be asked to give a CRI
score (see page 20) for each answer. Allow pupils to work on this
Clear up any spills straight away. singly or in small groups, and then report back to compare answers.
2: Ships and balloons AT The first AT presentation link on page 155 opens Thinking about
The AT animation link on page 155 opens Ships and balloons – this floating – a PowerPoint presentation version of this task.
explains why ships and hot air balloons float, even though the
materials from which they are made are denser than the medium 3: I can ... cloze exercise AB/AT
Afl The third AT document link on page 155 opens a cloze
in which they float.
exercise summarising the content of pages 154–155. There is also
3: Different densities AT an AT presentation version with answers.
The second AT presentation link on page 155 opens Different
densities – a presentation that shows the effects of the density of
both the fluid and the floating object.
Homework tasks
1: Worksheet 7Kc(5) provides questions about floating and sinking
4: The Plimsoll line AB/AT
to help consolidate the work in this topic.
The first AT document link on page 155 opens The Plimsoll line – a
2: Worksheet 7Kc(6) provides questions on buoyancy in relation to
worksheet looking at the reason why ships have Plimsoll lines on
kayaks.
them.
3: Worksheet 7Kc(7) extends ideas about floating and sinking to
discuss Archimedes’ work on floating.
5: Pupil’s Book pages 156–157 (AB/AT)
This looks at some ways in which climbers stay safe, and on how
risks in outdoor activities can be assessed. The material on these
pages helps to reinforce learning from this topic and Topic 7Kb.
Worksheet 7Kc(2) will help some pupils to access the information
on these pages.
Pupil’s materials
Topic notes
• Targets for the lesson can be accessed via the ActiveBook or
ActiveTeach from the link next to the initiator question.
• Balanced forces have been mentioned already in the unit (e.g. in
terms of something floating if the upthrust balances the weight).
The aim of this topic is to formalise this concept, and to get pupils
to think about the forces providing the ‘balancing’ for stationary
objects.
d Explaining 5
Plenary 1
M/S
M/S
4–5
4–5
Classwork
Classwork
5
1–4, previous topics
Num (L)
PLTS (Ct)
3a 1b
1b
Plenary 2 M 4 Classwork 1, 2 PLTS (Rl) 1b
Plenary 3 M/S 4–5 Classwork 1–8 PLTS (Rl) 1b
Plenary 4 M 4–5 Classwork 1–4 Lit (WF) 1b
Homework 1 M 4–5 Homework 1, 2 1b c
Homework 2 S 4–5 Homework 1, 2 1b c
Homework 3 C 4–6 Homework 6 Lit (EC) 2a 1b
Discuss what forces are present and point out that there are pairs of
forces balancing each other. This could lead into work on stretching Exploring tasks
materials by showing a mass attached to a rubber band, and asking
pupils what would happen if a larger mass were added, or if you 1: Practical: Making a force meter
used a thicker rubber band. Pupils ‘calibrate’ a spring by producing a graph of weight against
Ensure there are no flames in the laboratory if a hydrogen filled length, and use it to weigh another object. Before carrying out
balloon is being used. this practical the maximum load for the springs in use must be
determined – the mass values on Worksheet 7Kd(2) may need
Resources to be changed if 5 N is beyond the elastic limit of the springs. If
Clamp and stand; cotton thread; magnet; balloon filled with insufficient G-clamps are available to fasten stands to the bench,
helium or hydrogen (on a string); string; masses or other objects. place a large mass on the base of each stand to stop it toppling
over. Ensure that objects to be weighed are within the range
2: Forces on pupils covered in the experiment. This practical could be presented
Ask pupils to describe the forces on them while they are sitting or as a contest to see who can find the weight of an object most
standing, or while riding a bike etc. Elicit ideas about what forces accurately.
are necessary to keep something moving. Pupils can jot down their
ideas and revisit them at the end of the lesson.
• Must: pupils follow the directions on Worksheet 7Kd(2). Wear eye protection if springs are to be stretched to breaking
• Should: pupils follow the directions on Worksheet 7Kd(3). point. Stand a waste bin or bucket lined with newspaper beneath
• Could: ask pupils to find out what happens if too much force is the masses to ensure that they cannot fall on pupils’ feet. Clamp
applied to a spring. Eye protection will be needed in this case, and the base of the stand to the bench so it cannot fall over.
it is advisable to stand a waste bin or bucket with newspapers
beneath the masses to keep toes out of the way and to deaden Resources (per group)
the noise if the spring breaks. Retort stand and 2 clamps; metre rule; 2 similar springs; short
length of dowel; mass holder and masses (100 g to 1000 g); G-
Wear eye protection if springs are to be stretched to breaking
point. Stand a waste bin or bucket lined with newspaper beneath clamp; graph paper; box with newspapers; eye protection.
the masses to ensure that they cannot fall on pupils’ feet. Clamp
the base of the stand to the bench so it cannot fall over.
Explaining tasks
Resources (per group)
1: Pupil’s Book pages 158–159 (AT)
Retort stand and 2 clamps; metre rule; spring; mass holder
This looks at balanced forces and how force meters work.
and masses (100 g to 1000 g); G-clamp; object to weigh;
Worksheet 7Kd(1) is the Access Sheet.
graph paper; Worksheet 7Kd(2) or 7Kd(3). Optional: box with
newspaper; eye protection. • Must: use the AT to look at the drawings on page 158 and
discuss what is happening in terms of balanced forces. Ask pupils
2: Practical: Stretching elastic bands the questions in the book verbally. The material on force meters
This practical is best done as a follow-up to Exploring 1. Ask pupils could be omitted if Explaining 2 (discussing how force meters
to find out if elastic bands stretch in a similar fashion to springs. work) is going to be used.
Ask pupils to repeat their readings to provide more accurate
measurements, and then to plot the results for springs and elastic
• The AT animation link on page 158 opens Balanced and 7
bands on the same axes. Pupils should be encouraged to describe
unbalanced forces – an animation that helps to explain the effects
of balanced and unbalanced forces.
K
the differences between the two lines, and what this means in
terms of the different way that springs and elastic bands stretch.
2: Balanced forces and weighing objects (AT)
d
Wear eye protection if elastic bands or springs are to be If Exploring 1 has been carried out, consolidate ideas about
stretched to breaking point. Stand a waste bin or bucket lined with balanced forces by discussing how the force in a spring or elastic
newspaper beneath the masses to ensure that they cannot fall on band increases as it stretches, and how the spring stops stretching
pupils’ feet. Clamp the base of the stand to the bench so it cannot when the force provided by it balances the weight of the object
fall over. suspended from it.
• Must: read through the sheet with pupils and discuss the ideas.
• Should: pupils could work through the sheet alone or in pairs,
before discussing answers to the questions.
5: Stretching springs
Worksheets 7Kd(5) and 7Kd(6) provide data from an experiment
with springs, for pupils to plot graphs and draw conclusions. These
can be used if time or facilities are not available to carry out the
practical on making a force meter described in Exploring 3.
Plenaries
1: Quick Check
Afl Give pupils copies of the Quick Check sheet and ask them
Homework tasks
1: Worksheet 7Kd(7) provides questions on balanced and
unbalanced forces.
2: Worksheet 7Kd(8) provides questions on balanced and
unbalanced forces.
3: Worksheet 7Kd(9) looks at how climbing ropes act to stop a
falling climber gradually.
Pupil’s materials
Be prepared: 7Ke
Exploring 2: road safety survey trip.
7 Plenary 4
Plenary 5
M/S
S
3–5
3–5
Classwork
Classwork
all topics
all topics
PLTS (Rl)
PLTS (Rl)
1b
1b
K Plenary 6 M 4–6 Classwork 1–4 Lit (WF) 1b
e Plenary 7 M/S 3–7 Classwork all topics 1b
Plenary 8 M/S 4–7 Classwork whole unit PLTS (Rl, Sm)
Homework 1 M Homework 1, 2 previous topics 1b
Homework 2 S 6 Homework 3 Num (L) 1b c
Homework 3 C 6 Homework 5 Num (C) 1b
It may help to make notes on the board that can be referred to later • The AT spreadsheet link on page 160 opens Stopping distances
in the topic. This is particularly useful if any misconceptions are – a spreadsheet that includes the data on Worksheet 7Ke(3), plus
apparent in pupils’ answers – you may wish to leave them initially, information about stopping distances at night. This spreadsheet
and revisit the results of the brainstorm later in the topic when can be used for the graph plotting in question 4 on the
pupils may be able to correct their own misconceptions. worksheet. It also asks pupils to plot further graphs to compare
thinking and braking distances during the day and at night.
2: Speed limits
Ask pupils what a speed limit is, and what the units are for the 2: Road safety posters
speed limit numbers given on road signs. Ask them for examples of Follow up the work on stopping distances in the Pupil’s Book and
different speed limits in the local area, and to suggest why there are in Exploring 1 by asking pupils to design road safety posters or
different limits in different places. Elicit the idea that the faster a car presentations, aimed at encouraging drivers to stick to speed limits.
is going, the longer it takes to stop. Discuss what measurements are
Continue this theme by discussing any traffic calming attempted
needed to work out a speed.
in the local area. Using a large scale map of the local area, mark
busy junctions, crossings, and any places where traffic calming
3: Match the speeds
measures have been taken. If it is possible to take small groups out
Worksheet 7Ke(2) provides a set of cards with descriptions of
of school, perhaps in a minibus, this could be made into a survey. If
moving objects, and their speeds given in three different units.
not, pupils could contribute from memory or be asked to note any
Ask pupils to cut out the cards and match them up. This activity
features they encounter on their normal route home.
is intended to familiarise pupils with the three common units for
measuring speed, and to give them a feel for how speeds in the
Resources
three different units compare. At its simplest they could just match
Sugar paper; coloured pencils; plain paper; glue; large-scale
up the speeds in different units by putting the cards for each unit
map of local area.
into rank order.
• The second AT animation link on page 161 opens Acceleration and makes sports equipment. Some of the managers have asked
– this shows how a distance–time graph is built up for a vehicle why the company needs to employ scientists to help to design
that speeds up and slows down. new equipment. Pupils will have to give a presentation to the
management to persuade them that an understanding of forces
2: Unbalanced forces and speed is necessary. Ask them to prepare a set of notes or a list of things
Link the work on speed to the earlier topics in this unit by they would talk about if they had to give such a presentation.
discussing the role of unbalanced forces in changing speed, This activity can be done as an assessed task. A sheet of level
and the effects of friction, air and water resistance. Show pupils descriptions is provided on page 284 of the ASP.
the stopping distances for cars quoted in the Highway Code
(reproduced in the Pupil’s Book), and discuss the fact that these 6: I can ... cloze exercise AB/AT 7
distances depend on a dry road and an alert driver. Pupils could
also be asked to plot a graph of stopping distance against speed
Afl The AT document link on page 161 opens a cloze exercise
content of this unit. If you have the ASP on CD-ROM use Quick
Quiz 2 which provides the same activity but with the answers
arranged in a different order. Pupils could fill in their answers on
the 7K Quick Quiz Answer Sheet. Encourage pupils to identify
for themselves areas where their understanding is still weak and
decide how they are going to remedy this.