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Science topics ages 10 - 11
Forces in action
Curriculum relevance
| Online lesson plan
Offline lesson plan |
Worksheet |
Activity |
Quiz
Offline lesson plan
Objectives
Know that several forces may act on one object, and if an object is stationary, the forces acting on it are balanced
Represent the direction of forces by arrows
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National Curriculum
England: Key Stage 2, Science, Sc4 2a, 2b, 2c, 2d, 2e
Wales: Key Stage 2, Physical processes 2.1, 2.2, 2.3, 2.5, 2.6, 2.7
Northern Ireland: Key Stage 2, Physical processes, Forces and energy, c, d
Scotland: 5-14 Guidelines, Science, Forces and their effects, Levels C, D, and E
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Resources required
Copies of the Forces in action worksheet printed from the Science Clips website
Brick or heavy object
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Teaching activities
Introduction
Ask children to name different forces. Elicit and display push, pull, gravity, upthrust or upward force, friction, and air resistance. Explain these forces can be represented by arrows to show their size and direction. Draw labelled arrows of different lengths, pointing in different directions. Which is the biggest force and in which direction is it acting? Which is the smallest force and in which direction is it acting?
Activities
Explain they are going to identify forces acting on objects and draw arrows to represent them. Draw a diagram of a brick on a table and ask the children what forces are acting on the brick. Before drawing force arrows on the diagram, show the children a real brick on a table. What would happen if the table was not there? Which force is acting on it to make it fall? Why doesn't the brick fall when it is on the table?
Hold the brick in the palm of your hand. Again, ask why the brick doesn't fall and how your hand is able to support the brick. Explain that when the brick is on the table, or when your hand is holding the brick still, the upward force exerted by your arm or the table is equal in size to the downward force. Draw labelled force arrows on the diagram, showing that they are equal in size but acting in opposite directions.
Establish the idea of a stationary object having balanced opposite forces acting on it, by using the idea of a tug of war; if the rope is still, both teams are pulling with an equal force.
Hand out copies of the worksheet, one per child. Ask children to complete the worksheet, drawing in labelled arrows of the forces acting in each case.
Plenary
Go through each scenario from the worksheet to pick up any misconceptions.
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Extension
Ask children to draw a cartoon strip of a football being kicked (ball at rest, the moment it is kicked, accelerating through the air, slowing down, at rest again), and to draw the forces acting in each in picture. Help children to identify where surface friction and air resistance are slowing the ball down.
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Suggested homework
Give children further illustrations to consolidate understanding.
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