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Science topics ages 8 - 9
Friction
Curriculum relevance
| Online lesson plan
Offline lesson
plan | Worksheet | Activity |
Quiz
Offline lesson plan
Objectives
Understand that the force between two moving surfaces in contact is called friction
Understand that friction can be useful
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National Curriculum
England: Key Stage 2, Science, Sc1 2d; Sc4 2c
Wales: Key Stage 2, Physical processes 2.6
Northern Ireland: Key Stage 2, Physical processes, Forces and energy, d
Scotland: 5-14 Guidelines, Science, Forces and their effects, Level C
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Resources required
Copies of the Friction worksheet printed from the Science Clips website
A toy sledge and three surfaces (e.g. plastic, sandpaper and carpet)
Pictures or real life examples of where high and low friction is useful (e.g. the sole of a trainer, a goal-keeping glove, a children's slide)
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Teaching activities
Introduction
What is friction? It's a force between two surfaces that slows moving objects. Show the sledge and the surfaces. On which surface will the sledge move most easily and why? Is there low friction or high friction between this surface and the base of the sledge? On which surface will the friction between the sledge and the surface be high? Why? What effect will this have on the movement of the sledge? How could we increase the friction further (e.g. change the surface on the base of the sledge)?
Activities
Explain that high friction is often useful. Show the children the sole of a trainer. Will there be high or low friction between the trainer and a surface such as tarmac? Why? Why would it not be good to have a smooth-soled trainer? Show the children a goal-keeping glove. What is the surface like? Is the friction between the glove and the ball high or low? How does this help the goal-keeper? Display a picture of a children's slide. What is the surface of the slide like? Is the friction between a child and the slide high or low? How does this make the slide work? How could you reduce the friction between yourself and a slide to make you go faster? What other examples can you think of where low friction is useful (e.g. ice-skating)?
Give each child a copy of the worksheet. Ask them to colour in all the instances of where friction is working as a force in the scene, and to fill in the grid, giving one example from the scene for each box.
Plenary
Display a large copy of the grid on the worksheet. Ask children for different examples for each box and pick up on any misconceptions.
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Extension
Ask children to sort all the examples they have coloured on the sheet into their grid
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Suggested homework
Draw and describe the soles of different pairs of shoes in their house. Which have more grip and which will they be likely to slip in?
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