Forces resources

Task: Match simple machines to items, select length of bar to lift a rock, and draw how to set up bar and a block of wood to lift the rock. Assessment focus: levers.

Task: Answer two questions about pruning loppers. Assessment focus: levers.

From a collection of 9 common objects, students identify those objects that are attracted to magnets.

Task: Select what would happen when like poles of a magnet come together, and explain why a plastic rather than a metal car was used in the investigation. Assessment focus: magnetism.

Task: Include three given words in an explanation about how ramps work. Assessment focus: work, distance and force.

Task: Answer two multiple choice questions. Assessment focus: forces.

For this practical students make observations on water flow from three holes set at different heights in a container. They also investigate the effect on water flow if the top is on or off the container.

Task: Answer questions about making a bike go faster. Assessment focus: friction; gearing.

Students answer three questions about air pressure in balloons, why helium balloons float, and why a popped balloon makes a noise.

Students are given some information about simple machines, and are asked to label the effort, load, and pivot on three examples of simple machines.

Task: Complete a diagram to show where two people will sit on a seesaw to balance it, and explain answer.

Task: Identify how to balance a ruler and give a reason for the answer. Assessment focus: balance.

Students suggest why two girls of the same weight go down a slide at different speeds, and then identify the forces acting on the girls. The assessment focus is on the forces of gravity and friction.

Task: Match terms with definition. Assessment focus: science vocabulary.

Students name the force that delivers water to households from a water tower and then explain advantages and disadvantages of a wind-powered pump compared to a petrol-powered pump.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

Task: Complete a graph from data in a table, and answer two questions. Assessment focus: speed and stopping.

Task: Answer questions about how a seesaw works and use an equation to calculate how to balance the seesaw.

Task: Transfer information from a table to a graph, label the bottom axis and describe the pattern of the data. Assessment focus: graph construction; graph interpretation.

Task: interpret data from a table and complete two calculations. The context is balancing a see-saw. Assessment focus: using a scientific formula to identify trends.

For this practical task students investigate the magnetic fields that exist around a horseshoe magnet. Students then use two bar magnets to investigate what happens when similar and unlike poles are facing each other.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.

Task: Answer questions about the surface of water in a water cooler on a moving train. Assessment focus: forces.

Students select which of five compass orientations best show the direction of a magnetic field at four different locations.