Forces resources

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: 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.

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 how a seesaw works and use an equation to calculate how to balance the seesaw.

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

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

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

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.

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.

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.

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

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

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.

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

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

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.

Task: Use displacement to measure volume. Assessment focus: displacement.

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.

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.

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.

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.