Tafkam

Key Expectations forunit:

MostChildren:
will be ableto explain the difference between weight and mass. They will use aNewtonmeter with accuracy to measure and record a variety offorces. They will recognise that balanced forces lead to themaintenance of constant speed and direction, and that unbalancedforces will alter one or more of these aspects. They recogniseexamples of when friction can be useful, and can identify ways inwhich problematic friction can be reduced. They will usemeasurements of distance and time to calculate speed.

More able:

will recognise balancedforces in a range of contexts, and describe how balanced andunbalanced forces affect the objects on which they act. They useterms such as upthrust and density, explaining their meaningsclearly. They describe ways in which friction can be useful, givingmore subtle examples, for example noting that the use of wheels tomove an object requires the friction which they weredesigned to overcome.

Less able:

will familiar with the termsweight and mass and will begin to differentiate between them.They will be able to use a Newtonmeter to record forces in avariety of contexts. They recognise friction as a force, and beginto understand that it can be useful as well as problematic. Theywill be able to describe circumstances where forces are balanced,and how this affects the behaviour of objects. They will understandspeed as relationship between distance and time.

Time

(hours)

Content

Learning Objectives

Children tolearn:

Week 7 Lesson H1

80 minutes

Weight vs Mass
(forcemeter)

 To be ableto distinguish between mass and weight

 To know thatweight is a measure of downward force caused bygravity

 To be ableto use a Newtonmeter to measure weight

Week 7 Lesson H2

80 minutes

Floating & Sinking

  To identify the forces acting onan object which floats or sinks

  To recognise and use the termsupthrust and density

  To be able to use arrows toindicate the direction and magnitude of a force

Week 8 Lesson H3

80 minutes

Balanced/unbalanced forces

  To be able to describe situationswhere forces are balanced

  To recognise that balanced forcesmaintain the status quo

  To use arrows to indicate thedirection and magnitude of a force

Week 8 Lesson H4

80 minutes

Friction

  To recognise that friction can beuseful

  To describe ways in which frictioncan be reduced

  To be familiar with drag as afriction force

Week 9 Lesson H5

80 minutes

Calculating speed

  To know how to calculatespeed

  To design an investigation thatinvolves measuring speed

Week 9 Lesson H6

80 minutes

Mini-investigation

Sailing Boats

  To carry out aninvestigation

  To record data relating to speed,carrying out calculations as appropriate.

  To present findings of aninvestigation

LearningObjectives

+ KeySkills

Children to learn ..

Activities, teaching andlearning methods

Resources

PoS & KeyObjectives

Planned Outcomes

Success Criteria

H1: Weight vs Mass

 To be ableto distinguish between mass and weight

 To know thatweight is a measure of downward force caused bygravity

  To be ableto use a Newtonmeter to measure weight

Discuss childrens knowledge of the terms mass and weight.Link to their knowledge of gravity, including weight on the moon,etc.

Clarify the use of terminology.

Complete activity from Collins: Making your ownNewtonmeter

Measure some simple classroom objects using constructedNewtonmeter

[100g 1N on Earth.]

Springs

Rulers

Clamp stands

Newton weights

Curriculum2000

Sc4/2b

NC2008

Sc1.1a, Sc3.1b

Key Objectives

F8

All will understand that weight differs depending thegravitational field within which an objects weight is measured.They will recognise that mass and weight are not synonymous.

Most will be able to describe the difference between massand weight, giving examples. They will recognise that g/Kg are ameasure of mass, and that weight is measured using Newtons

Some will recognise the need for a balance of forces whenthe Newtonmeter comes to rest, noting that the pull of the springmust balance the downward pull of the weight of the object.

Evaluation:

H2: Floating & Sinking

  To identify the forces acting onan object which floats or sinks

  To recognise and use the termsupthrust and density

  To be able to use arrows toindicate the direction and magnitude of a force

Revise childrens knowledge of forces in floating andsinking from Y6. Link to their understanding of balanced force.Show use of magnitude arrows to show force size & direction.

Experiment with saltwater solutions to compare upthrust ongolf balls, e.g. by creating solutions at differingconcentrations.

It may be possible to demonstrate floating a golf ball inthe middle of a mix of salt and fresh water

Golf balls

Salt

Beakers

Curriculum2000

Sc4/2c

NC2008

Sc3.1b

Key Objectives

F1, F2, F5

All will recognise that when an object floats that thereare balanced forces in play. They will identify the force ofgravity and will recognise that a liquid provides a balancingforce

Most will be able to use the terms weight and upthrust todescribe the balanced forces at play when an object floats. Theywill recognise that density affects the ability of an object tofloat.

Some will explain the effect of floating a golf ball,describing the comparison of density of the golf ball and saltwatersolution

Evaluation:

H3: Balanced forces

  To be able to describe situationswhere forces are balanced

  To recognise that balanced forcesmaintain the status quo

  To use arrows to indicate thedirection and magnitude of a force

Show a diagram of balanced forces and ask what ishappening, e.g. a car.

Discuss that although the car may be stationery, if it werealready moving when the balance was arrived at, then the speedwould remain constant.

Consider some examples of balanced and unbalanced forces.Complete activity sheet from Collins: Balanced and unbalancedforces (p285)

Balanced and unbalanced forcessheet

Curriculum2000

Sc4/2c

NC2008

Sc3.1b

Key Objectives

F1, F2, F5, F7

All will recognise that when an object is stationary thatthe forces acting upon it are balanced. They will begin to identifycases where balanced forces do not lead to a stationarysituation

Most will recognise that balanced forces lead to asituation of status quo, changing neither speed nor direction ofthe object

Some will describe more complex situations in whichbalanced forces are at play, e.g. reaching terminal velocity in aparachute fall.

Evaluation:

H4: Friction

  To recognise that friction can beuseful

  To describe ways in which frictioncan be reduced

  To be familiar with drag as afriction force

Use a image model of a bicycle to identify where frictionis at play. Note first air resistance/drag, then friction in bikeparts. Consider how friction can be reduced (oil), and then theeffect oil would have if placed beneath the wheels, to lead todiscussion of useful friction.

Carry out experiments comparing the force required to movea 300g mass across a surface when resting on differentmaterials.

Masses

Newtonmeters

Different materials

Curriculum2000

Sc1/2f, Sc4/2d

NC2008

Sc2.1c, Sc3.1b

Key Objectives

F9

All will recognise that friction is a force which acts in avariety of forms. They will recognise that friction can be useful,giving some examples

Most will give examples of friction in different contextsexplaining where it can be useful or problematic. They will carryout a test to compare the effects of friction in differentmaterials.

Some will make predictions about friction on materials, andwill begin to explain causes of friction in terms of surfacematerials.

Evaluation:

H5: Speed

  To know how to calculatespeed

  To design an investigation thatinvolves measuring speed

Discuss with children what they understand speed to mean,leading to conclusion that it is time taken to cover a certaindistance, or distance covered in a certain time. Make explict linkbetween speed, distance and time (Speed triangle may beappropriate).

Link to next lessons work on sailboats. Identify ways inwhich speed can be increased using the force of air in windtunnel.

Children can begin to design boats if time allows (may bebest if H6 is a short lesson)

Materials for boat-building (seeH6)

Curriculum2000

Sc4/2a

NC2008

Key Objectives

F5

All will recognise that speed is a measure of relationshipbetween distance and time. They will be able to calculate speedwith assistance.

Most will recognise the relationship between speed,distance and time, and will calculate speeds independently. Theywill recognise that a change of force can affect the speed of anobject

Some will calculate the speeds, and use the speed triangleto complete other calculations.

Evaluation:

H6: Sailboats

  To carry out aninvestigation

  To record data relating to speed,carrying out calculations as appropriate.

  To present findings of aninvestigation

Children complete design of their boat and mast.

Use wind tunnel to compare time taken to complete 2mjourney for each boat, recording data.

Calculate speeds for each boat, recording data in atable.

Children to record results and complete conclusion in theirbooks.

Correx

Dowel

Paper

Sellotape

Plasticine

Craft knives

Curriculum2000

Sc1/2g, Sc1/2k

NC2008

Sc2.1a, Sc2.1c

Key Objectives

F5

All will record data from a scientific investigation, usinga stopwatch to record time accurately to the nearest tenth of asecond

Most will record data from an experiment. They willcalculate the speed at which their boat travelled, and use thisdata to compare their results to those of others

Evaluation: