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.

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.

Students construct three different sized parachutes from plastic bags. They then carry out a fair test to see which sized parachute is the most effective. Students answer questions about fair tests, collect and record their results, and make a conclusion.

Task: Investigate mass required to lift a small rock when changing distance from pivot. Assessment focus: levers.

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

Task: Answer two multiple choice questions. Assessment focus: managing variables.

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

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

Task: Identify patterns in a table and suggest ways to make a toy travel further. Assessment focus: interpreting data; energy; forces.

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.

Task: Explain how to use the magnet to remove a drawing pin out of a glass of water without putting the magnet in the glass, touching the glass with hands, or spilling the water. Assessment focus: using knowledge of magnetism to solve a problem.

Task: Students answer questions about what will make mountain bike riders go faster. Assessment focus: Air resistance.

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

Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.

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

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.

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

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.

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

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