Lesson No:

Lesson No: No:1	Unit Title: Forces and Their Effects Caretaker: DO	Unit No : 7K
Lesson Title: The Forces are With Us		NC Ref: see T guide
Objectives: MK –Forces are push/pull, contact/non-contact. Forces can change the speed, shape and direction of an object. Types of force, upthrust, friction, gravity, magnetism, static electricity, air and water resistance, and drag. Forces are measured in Newtons (N) using a forcemeter SK –Air/water resistance are forms of friction. Size of force is shown by size of arrow. CK –How bathroom scales work.
Lesson outline: An introduction to forces 1. Target Sheet – refer to again as a link to last lesson 2. Brainstorm types of forces/what pupils already know 3. Practical: Circus of Forces. Use W/Sheet 7Ka/1 4. Summarise the practical and discuss (i) that forces can be pushes or pulls (ii) can be contact or non-contact forces (ii) can change the shape or size of an object (iii) can change the speed of an object (or make the object stop) (iv) can change the direction of an object Does a force have to make contact with an object to affect it? 5. W/Sheets 7Ka/2 and/or 7Ka/3 6. Discuss how we show forces (with an arrow) - it has both size and direction Use W/sheet 7Ka/5 or draw diagrams onto board/into books 7. Plenary – Get individuals to list forces on the board and others to put rings around the non-contact forces and squares around the contact forces.			Timing: 5 5 15 10 10 10 5
Homework: W/Sheet 7Ka/4
Resources: FOR CIRCUS - SET UP PLEASE Bar magnets (N + S marked), ice cubes and similar sized blocks of wood, a length of rough string and a length of smooth plastic string, springs, 25N forcemeters, 1 kg masses, A4 paper, scissors, glue W/Sheets 7Ka/1, 7Ka/2, 7Ka/3, 7Ka/4, 7Ka/5
Risk Assessment: Care needed not to drop masses on feet

Lesson No: :2

Unit Title: Forces and Their Effects

Caretaker: DO

Unit No 7K

Lesson Title: The Forces are With Us

NC Ref: See T.Guide

Objectives:

MK –Forces are push/pull, contact/non-contact. Forces can change the speed, shape and direction of an object. Types of force: upthrust, friction, gravity, magnetism, static electricity, air and water resistance, and drag. Forces are measured in Newtons (N) using a forcemeter

SK –Air/water resistance are forms of friction. Size of force is shown by size of arrow.

CK –How bathroom scales work.

Lesson outline: Measuring Forces

1. Review key points from previous lesson

2. Discuss how we can measure forces and what units we use.

Explain/demonstrate the features on the forcemeter and correct selection of appropriate type

(e.g. 0-1N, 0-10N, 0-25N, 0-50N, Newtonscales)

3. Sc1: Find out the size of forces

Using a forcemeter, class measure the weight of everyday objects, the force needed to open draws, dragging bags/books etc.

Class make a table of their results.

4. Review practical: concentrate on quality of table

5. Representing forces using arrows: concentrate on weight, upthrust, air resistance and friction

Q: Which way is down? in Australia?

Q: What size are the forces if they are a) balanced b) unbalanced?

Q: What are the forces on a) stationary object b) falling object c) moving object

Use p129 of ES7

6. Plenary - class draw 3 diagrams into book – 1 showing balanced forces on a stationary object, 1 showing balanced forces on a moving object, and 1 showing unbalanced forces on a moving object. Finish for HW

Timing:

Homework: Finish plenary diagrams (x3)

Resources:

Selection of forcemeters (0-1N, 0-10N, 0-25N, 0-50N plus Newtonscales)

Class set of Exploring Science 7

Coloured pencils

Risk Assessment:

Care needed not to drop masses on feet

Lesson No: 3&4	Unit Title: Forces and Their Effects Caretaker: DO	Unit No 7K
Lesson Title: That Floating Feeling [TWO LESSONS IF TIME ALLOWS]		NC Ref: See T.Guide
Objectives: MK – Upthrust is a force which pushes up. Objects float when upthrust and weight are balanced. SK – Size of upthrust depends on liquid. How to measure volume of regular/irregular objects. How to calculate density and to work out if an object will float by comparing density of object and liquid CK –Archimedes explained why things float, why ships have plimsoll lines
Lesson outline: Learn about upthrust [ 2 LESSONS IF TIME ALLOWS] 1. Ask the Question and put on board) : Why do things float?? Draw out their thoughts. 2. What is upthrust? Practical/demo: pupils hold an empty drinks bottle under water. They experience the feeling of the bottle being pushed up by the water. 3. Discuss why some objects float and others sink (i) objects float when their weight is balanced by upthrust. (ii) objects float when density of object<density of liquid Notes and diagram in books including: density = mass/volume Mention units but don't worry too much about them at the moment!! [although this is valuable for G+T pupils] Discuss/demo how to measure mass (balance) [ in grams] and volume (measure dimensions for regular object, use Eureka can for irregular object) [in cm³]. Use calculator to work out density [in g/cm³] 4. Sc1: Find out if an object will float [W/sheet 7Kb/1] - select object - make a prediction: will it float? - measure its mass - measure its volume - calculate its density - test it Record results in suitable table NB: Density of water is 1g/cm³ It is easier to test regular objects but Eureka cans are fun but messy! Test if objects float in plastic containers/beakers or sinks. Risk of sinking/metal objects breaking glass beakers 5. Summary of lesson			Timing: 5 10 15 20 5
Homework: Find out the meaning of density or research info on Archimedes and present on A4 or find out about the Plimsoll Line and what it is for
Resources: Class set of Exploring Science, W/sheet 7Kb/1 Empty drinks bottles with tops plus water containers or filled sinks with plugs in! A selection of materials (metals, wood, polystyrene, glass, etc) MOST OF WHICH MUST be regular in shape, rulers, Eureka cans, plastic containers/beakers, measuring cylinders, materials
Risk Assessment: Care not to drop objects on feet Care with spilled water on floor - very slippery! Do not use glass beakers to float objects in. Those objects that sink may break the glass.

Lesson No: 5	Unit Title: Forces and Their Effects Caretaker: DO	Unit No 7K
Lesson Title: Weighing In		NC Ref: See T.Guide
Objectives: MK – Difference between balanced/unbalanced forces, mass and weight, Newtons and kilograms, mass stays the same but weight depends on size of gravity. Words: mass, weight, gram, kilogram, g, Kg. SK –Springs stretch evenly up to a point, its use in scales, objects weigh less on the moon, Words: elastic, forcemeter/Newton meter. CK –Springs and elastic limit, moon has 1/6 gravity, weight is zero in outer space
Lesson outline: The difference between mass and weight 1. Recap on ideas from lesson 2 on balanced and unbalanced forces. Use p133 of Exp Sci 7 2. What is the difference between weight and mass? Use p135 of ES to help. The page goes through weight/mass, kilograms/Newtons Go through this page with them and explain the key points. Notes in books Mass is the amount of "stuff"/matter in an object. Weight is the force of gravity pulling on an object The mass of an object stays constant everywhere in the Universe. The weight of an object depends on the force of gravity so it can change. How do we measure mass? Units? How do we measure force? Units? 3. Sc1: Make a forcemeter. There are 2 W/Sheets to go with this activity: W/Sheet 7Kc/1 easier with more instruction W/Sheet 7Kc/2 less detailed instruction. I suggest trying the masses with the springs before the lesson to find out the elastic limit. If this activity is omitted, W/Sheet 7Kc/5 could be used instead but take care as there is a similar activity in CASE Sc1 skills - plot a line graph of weight (independent) against extension/stretch (dependent) Finish for HW 4. Plenary - look at results, compare mass and weight (i) Draw out from them that Weight = mass X 10(size of gravity on earth). (ii) Q: Do things weigh the same on the moon?? everywhere in space? (iii) List objects with their masses in Kg on the board .They have to say what their weight is on earth (g=10), Moon (g=1.6) and space (g=0)			Timing: 5 15 25 15
Homework: Finish line graph or W/Sheet 7Kc/3 or 7Kc/4 or learn differences between mass and weight
Resources: Class set of Exploring Science 7 Stands and clamps, metre rules, springs, 100g masses, objects to weigh Bathroom scales in N and Kg. Selection of forcemeters. W/Sheets 7Kc/1, 7Kc/2, 7Kc/3, 7Kc/4, 7Kc/5
Risk Assessment: Do not go beyond elastic limit of spring as risk of eye injury. Care needed not to drop masses on feet

Lesson No: 6	Unit Title: Forces and Their Effects Caretaker: DO	Unit No 7K
Lesson Title: Friction		NC Ref: See T.Guide
Objectives: MK – friction is force between two surfaces and slows things down. Rough surfaces give more friction than smooth surfaces. Word Friction SK –Friction can produce heat and sound, and wear things away. Helpful and unhelpful examples of friction. Reducing friction with lubrication. Air/water resistance are types of friction. Words: lubricant, air/water resistance CK –some materials, e.g., PTFE give very little friction, and non stick pans
Lesson outline Friction and its effects 1. Quick test on what you have learnt so far - particularly difference between mass and weight from last lesson (HW?) 2. Review ideas of friction from lesson 1 and extend to discuss ideas of when friction is helpful and when it is not. 3. Investigate what effects friction Draw out their ideas - could investigate a number of different variables but as a continuation from last lesson, it would be a good idea to investigate mass. Can use wooden blocks (W/sheet 7Kd/2 or 7Kd/7) or the grippy soles to place the masses on: ["How good are your trainers?"] Sc1: How does mass affect the force of friction? Could investigate different types of surfaces but pupils may have done this at KS2. Good opportunity for identification of control variables, input/independent variable, outcome/dependent variable, fair test, repeat results and reliability, averages etc 4. Discuss results and draw a conclusion. Opportunities for graph drawing skills and evaluation skills if you choose. 5. Plenary: Discuss how to reduce/increase friction eg smooth/rough surfaces, ice, water oil (lubricants) The effects of friction - slows things down, heat, wears things out Could do W/sheet 7Kd3, 7Kd/4 or 7Kd/5			Timing: 5 10 25 10 10
Homework: W/sheet 7Kd/4 or 7Kd/5
Resources: Blocks of wood with hooks, grippy soles, 100g masses, selection of different forcemeters, sand paper of different grades, oil and washing up liquid, lots of different types of cloth, scissors and glue W/sheets: 7Kd/2, 7Kd/3. 7Kd/4, 7Kd/5, 7Kd/7
Risk Assessment: Care not to drop masses on feet; care with slippery surfaces/floors

Lesson No: : 7	Unit Title: Forces and Their Effects Caretaker:	Unit No: 7K
Lesson Title: The Need For Speed		NC Ref: See T.Guide
Objectives: MK – Speed is how far an object travels in a given time and is usually measured in m/s, Km/h or mph. The words: speed, distance, time. SK –how to interpret a distance/time graph, stopping, thinking and braking distances and the factors that affect them. CK- how to calculate speed.
Lesson outline: The idea of speed 1. Speed depends on the distance an object travels and the time it takes to get there. Speed = Distance/Time Draw out these ideas from the class. Ask them about the units of speed they can think of. Could use P138 of ES7 here. Introduce the idea of constant speed. Recall the idea of an object moving at constant speed has balanced forces acting on it. If the forces are unbalanced the object will speed up/ slow down. Notes in books 2. W/Sheet 7Ke/1 ‘Speed Check’ 3. Sc1: Calculate speed Various activities - woodlice and maggots; if weather is fine take pupils outside and measure their speeds; speed of cars outside school (Take care with risk assessment here) Measure distance and time, calculate speed (discuss average speed) 4. Speed can be represented on a dist/time graph - difficult! Page 139 ES7 shows a dist/time graph. Go through it with them. They could try Q4. Class sketch a graph into their books to show what the gradient means e.g., steep line=fast, shallow line=slow, flat line =stationary 5. Plenary – Ask groups to sketch a graph of someone's journey (eg journey to school, train journey to London) with notes on the gradients to show what is happening. Ask groups to feedback to the rest of the class			Timing: 10 5 25 10 10
Homework: Revise for test next lesson
Resources: Exploring Science 7, W/Sheets 7Ke/1 Metre rulers, stopclocks, calculators, trundle wheels, woodlice and maggots! A3 poster paper - useful for racing woodlice and maggots on
Risk Assessment Care if you take pupils outside

Lesson No: 8	Unit Title: Forces and Their Effects Caretaker:	Unit No 7K
Lesson Title: End of topic test and Intro to next topic		NC Ref: See T.Guide
Objectives: Assessment
Lesson outline 1 End of unit test 2 New unit target sheet to stick in 3 Quick Quiz Mark quick quiz in class			Timing: 35 5 10 10
Homework: None
Resources: 7K end of topic test Target sheet and quick quiz for next topic Glue
Risk Assessment: No obvious risk

Unit No : 7K

Unit No 7K

Unit No 7K

Unit No 7K

Unit No: 7K

Unit No 7K