Forces resources

Students answer a multiple choice question about what happens when a magnetised object is cut in half, and then draw the lines of the magnetic field around two magnets.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.

Task: Answer questions about levers. Assessment focus: levers.

Task: students, in small groups, discuss a concept cartoon about rolling cans, before making a prediction about which will roll further. Assessment focus: making predictions about friction.

Students use the term force to explain why a heavier hammer could drive nails into denser material and explain density.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

For this practical students are required to investigate how the use of pulleys affects the effort force needed to raise a load. Students gather results, write a conclusion, and describe two situations in which a pulley system would be useful.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Students carry out and make observations about water in a straw, and suction. Students are then required to explain their observations.

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.

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.

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

Task: Discuss opinions, presented as a concept cartoon, about why a toy car rolled down a slope eventually stops and develop group explanation. Assessment focus: explanations

This practical task requires students to plan a method to determine which magnet is the strongest. Students carry out their plan, record results and write a conclusion.

Task: Name the parts of a bike and describe how some of them work. Assessment focus; knowledge of the working systems of a bicycle.

Task: students investigate the rolling distance of marbles on different surfaces. Assessment focus: processing information to answer a question.

Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.

Task: Select which picture correctly shows an ice cube in a glass of water and select correct explanation. Assessment focus: density of ice.

Task: Predict, observe, and explain where a piece of wood floats in a container of water and oil. Assessment focus: flotation related to density; explaining predictions.

Task: Answer a multiple choice question about the material attracted to magnets, select which magnet of four is strongest, and give a reason for choice. Assessment focus: magnetism.

Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.

Task: Answer questions about data in a table. Assessment focus: pulleys.

Task: Answer questions about the relationship between mass and stretch. Assessment focus: graph interpretation.

Task: Answer questions about relationships between mass and stretch. Assessment focus: identifying patterns in data.

Explain what affects the distance travelled by toy cars, and why they eventually stop. Assessment focus: science explanations using ideas about forces and energy.