Designing a theme park

Forces

Designing A Theme Park

If we are going to design theme park rides we have to be able to recognise the forces acting on our rollercoaster

The Nemesis

Oblivion

Spinball Whizzer

TH13TEEN

Lesson objective: Recognise the forces acting on an object in different situations

Success Criteria Level 6- Predict the effects of forcesLevel 5- Describe the effects of forces on different objects Level 4- Identify different forces acting on an object and label them on a diagramLevel 3 - Know what a force can do

Forces

How are forces linked to theme park rides?

What are forces?

•4 minutes to work in a group to write as many forces down as you can in your book as a spider diagram.

•…Go!!Forces

What did you come up with?

GravityFrictionAir ResistanceMagnetismwater resistance

Label the Forces

Upthrust

Arrows are used to show the direction of each force acting on an object

Arrows can be bigger if that force is greater than other forces i.e. the size of the arrow represents the size of the force

What have I Learnt?

Draw a brain write three things you have learnt inside of your brain

Write around the outside of the brain what you are confused with or want to know more about

Forces

Lesson 2

Bell work • Spot the difference between the two

pictures

MagnetismMagnetism

Upthrust

Upthrust Air Resistance

water resistance

water resistance

Gravity

Gravity

Friction Friction

Forces in action

• You are to investigate the affects of forces in 6 different situations

• You have 2 mins at each station to do the activity, identify the force and describe what affect it has

Balanced or unbalanced forces

Lesson 3

Bell work

• Write down in the back of your book as many 3 or more letter words you can make from the following words

Unbalanced forces

Lesson objective: Distinguish between situations involving balanced and unbalanced forces

Success Criteria

Level 6- Explain what a resultant force is and calculate it using information from a force diagram Level 5- Explain balanced and unbalanced forces using size and direction of arrows to helpLevel 4- Label the action of the forces using arrows to show if the forces are balanced or unbalancedLevel 3– Label forces on a diagram

Forces

UpthrustGravity

FrictionAir Resistance

Magnetism water resistance

Draw arrows and Label the forces

Tug of war

• Draw a diagram to show a tug of war

- where is the bigger force

acting? - which way will

the losing team go?

• What are the variables that would affect the tug of war? Add these to your work

Resultant forces• The size of the overall force acting on an

object is called the resultant force. If the forces are balanced, this is zero.

• If the forces are not balanced you have to calculate the overall force.

e.g. Unbalanced forces make the truck speed up.

The resultant force is the difference between the two forces, which is 100 - 60 = 40 N.

5N5N

20N

1.

Find the resultant force:

10N

Click for solution

Resultant force = 20N -10N = 10N downThe block will accelerate down.

RECAP

2.5N

5N

5N

5N

Click for solution

Resultant force = 5N - 0N = 5N right.

The vertical forces are equal in size and opposite in direction so there is no resultant force in the vertical direction. The block will accelerate to the right.

13N

3.

10N

20N

10N

3N7N

17N

Click for solution

Resultant force = 30 - 13 = 17N right.

The vertical forces are equal in size and opposite in direction so there is no resultant force in the vertical direction. The block will accelerate to the right.

This animal is either ________ or moving with _______ _____

This animal is getting ________

This animal is getting ________

This animal is also either _______ or moving with ________ ______

Stationaryfasterslower constant speed

constant speedStationary

Balanced or Unbalanced?

Investigating friction – planning variables

Lesson4

Bell work

• Can you unscramble today's learning objective !!!

ot dmetrneie teh vaairbles ni na exmernipet

• Each word is scrambled but all the words are in the correct order

Investigating frictionLearning objective: To determine the variables in an experiment

Success Criteria

Level 6 - Can confidently use the names of and select variables when planning a fair test Level 5 - Can use the names of and select the most appropriate variables when planning a fair test Level 4 - Can select an appropriate variable to change and measure in a fair test Level 3 - Can select a variable to test from a list

Starter Activity

If the shoe is moving forwards. What forces are acting on this shoe? Draw arrows to represent the direction and if you can the size of these forces

Investigating friction

• I want to buy a new pair of trainers for the gym.

• What investigation could I do to look at how much grip my trainer gives me?

• What variables are there?

Experiment

Plenary

• WWW

• EBI

Bell work – work out the learning objective for today

a b c d e f g h i j k l m n o p q r s t u v w x y z

Investigating friction – Experiment & table

drawing Lesson 5

Starter In the back of your book answer the

following questions • What is a independent variable? • What is a dependent variable?• What is a control variable? • Which column in a table does the

independent variable go?• Which column in the table does the

dependent variables go?

Investigating friction

Learning objective: - To produce a table for the investigation of the effects of friction on a shoe

Success Criteria

Level 5- I will Record my observations in a table I have constructed myself using repeats Level 4 - I will record my observations in a table that i will make up myselfLevel 3- I will record my observations in a table that i will make up myself with help

Mass (g) Force used to pull a shoe (N)

0

100

200

300

400

500

600

700

800

900

1000

Mass (g) Force to pull a shoe (N) Average force used to pull a shoe (N)

Test 1 Test 2 Test 3

0

100

200

300

400

500

600

700

800

900

1000

Investigating friction – Graph drawing

Lesson 6

Bell work

Complete the following word search on forces

Investigating frictionLearning Objective: To produce a graph for the results of your investigation

Success Criteria Level 6 - I will present my results as a graph using mean and raw values to show the spread of data Level 5 – I will present my results as a graph using mean values I have calculatedLevel 4 –I will present my results as a graph using decimal numbersLevel 3 – I will present my results as a graph using whole numbers

independent variable

dependent variable

thing you choose to changething you measure

y x

Starter Can you match the labels to the correct

axes?

Mass (g) Force used to pull a shoe (N)

0 0.5

100 1

200 1.5

300 2

400 2.5

500 4

600 3.5

700 6

800 7.5

900 8

1000 8.5

Contact or non-contact forces

Lesson 7

Bell work

Unscramble the names of these forces:gvatiyr rai rcetiasnse ftcrioin mnamtgseiutptruhswhtiegewrta raeitsnsce

Contact or non-contact forces

Learning Objective: To Recognise that forces can act at a distance.

Success Criteria

Level 5 – Classify forces as contact or non-contactLevel 4 –Describe the difference between contact and non-contact forcesLevel 3 – recall the words contact and non-contact

Starter

In the back of you book answer the following questions

• Which of the forces do you think have to touch something to have an effect?

• Which do you think act at a distance?

Practical

• Lets test your theory • You are going to go round each

station and test which forces need to touch and which act at a distance

• Magnets and iron filings • Plastercine in water • Sandpaper block on a surface

Table

• Before you start you must draw a table for your results

remember • level 3 you need help • Level 4 table with variables in correct

columns • Level 5 plans for repeats

Level 3 & 4

Object Do they need to touch?

Contact or non-contact?

Level 5 Object Do they need to

touch? Average result

Contact or non-contact

Test 1 Test 2 Test 3

Explaining forces

A4L task

Learning Objective: to be able to explain how forces affect objects

Success Criteria

Level 6 – Draw force diagrams showing the size and direction of the arrows correctly using science words accurately Level 5 – Draw a diagram using force arrow correctly showing size of the force and using more complicated science words Level 4 –Draw a diagram using force arrows using simple scientific words to label them Level 3 – Draw a diagram labelling a force as a push or pull

The journey of a pram

Speed – calculating it

Lesson 9

Bell work

Calculating speed

Learning objective: -To be able to calculate speed stating correct units

Success Criteria

Level 5- Level 4 – Level 3-

Starter

• Watch the trailer for the following film can you guess what your learning about today?

How do we calculate speed??

• Discuss in pairs how we measure speed and how we could work out how fast something was going??

• What do we need to know??

Calculating speed

The car on the motorway can travel 1860 metres in 60 seconds. Work out how fast the car is going. Don’t forget the units!

The dog runs 1980 metres in 5 minutes. How fast is he running?

How far will the cockroach run in 10 seconds?

Speed = distance/time

1860 /60

= 31 m/s

Speed = distance (m)/time (s)

5 X 60 = 300 s

1980/300

=6.6 m/s

Distance = speed X time

0.2 X 10

= 2 m

Questions

Speed – investigating your speed!!

Lesson 10

Investigating Speed

Learning objective: - To produce a table for the investigation of your speedSuccess Criteria

Level 5- I will Record my observations in a table I have constructed myself using repeats Level 4 - I will record my observations in a table that i will make up myselfLevel 3- I will record my observations in a table that i will make up myself with help

Bell work

Complete the worksheet on your desk its all about speed and units

Starter

• As a group decide what you could do to calculate your speed??

• Remember to think about distance and time and making the experiment a fair test

Practical – calculating your speed

• Lets test out your ideas!! • But first we need to do something!!

Designing a table

• Design a table suitable to collect your results and calculate your speed

remember • level 3 you need help • Level 4 table with variables in correct

columns • Level 5 plans for repeats

Level 3 & 4

Person/activity

Time (s) Speed(m/s)

Level 5 Person/activity

Time (s) Average result (s)

Speed(m/s)

Test 1 Test 2 Test 3

Speed – preliminary testing

Lesson 11

Bell work

Investigating SpeedLearning objective: - To carry out a preliminary test

Success Criteria

Level 6 - To carry out the preliminary test using precise measurements Level 5-To carry out the preliminary tests using accurate measurements Level 4 – To select equipment to do the test and set it up Level 3- To set up an experiment with help

Preliminary testing

• You are going to carry out a preliminary test to decide the best way of working out the speed of a car

• Using the equipment provided you must work out measurements that you could take to work out the best speeds for your car

• Remember you need at least 5 different measurements to make it a reliable test

What did you decide?

Speed – planning the experiment

Lesson 12

Bell work

Unscramble the following words iepenennddt vaielbar

Ctronol viarleabdpneeednt vriablae

eienqumpt thmedo

Investigating SpeedLearning objective: - To plan an investigation into how fast a car can travel

Success Criteria

Level 6 – Plan for a precise experiment Level 5 – Plan a reliable fair test through repetition using a detailed methodLevel 4 – Plan a fair test using a simple ordered method selecting variablesLevel 3 – Write a short written instruction choosing equipment and a variable from a list given

Planning levelsLEVEL 3 LEVEL 4 LEVEL 5 LEVEL 6

EQUIPMENT Named some equipment that may be used

Appropriate Equipment, as a list, chosen using the science terms for most of them

Detailed equipment list all correctly named and given a reason for the choice.

Selects equipment for precision

METHOD A list of some steps which would help you carry out your investigation not necessary in a step by step way.

A simple ordered method which contains the main things required to carry out the investigation.

A detailed order methodPlanned for repeat reading of the experiment..

My method is written for precision Plans for a preliminary test to identify a range and interval

FAIR TESTING AND VARIABLES

Selects a variable to test from a list

Selects a variable to change and measure in a fair test

.Identified the dependant and independent variable.

Stated how they will change the independent and measure the dependant variables.

Identified all the controlled variables.

Peer assessment

Using a highlighter make a key for level 3,4,5& 6

Colour each area of the plan in

How successful was the plan? (www)Remember 2 points How could you improve your work? (EBI)Remember 1 point

Speed – designing the table

A4L task part 1 Lesson 13

Bell work

Investigating SpeedLearning objective: - To produce results for the investigation of how fast a car can travel down a ramp

Success Criteria

Level 6 – I will calculate means in my table Level 5- I will Record my observations in a table I have constructed myself using repeats Level 4 - I will record my observations in a table that i will make up myselfLevel 3- I will record my observations in a table that i will make up myself with help

Task 1

• You must draw your table in your A4L booklet – pge 30

• Now complete your experiment and record all results in your table

Speed – drawing the graph and writing conclusions

A4L task part 2

Investigating speedLearning Objective: To produce a graph for the results of your investigation

Success Criteria Level 6 - I will present my results as a graph using mean and raw values to show the spread of data Level 5 – I will present my results as a graph using mean values I have calculatedLevel 4 –I will present my results as a graph using decimal numbersLevel 3 – I will present my results as a graph using whole numbers

Task 2

• Now draw a graph of your results • You must decide what type of graph

to draw and work out your own scale• Hint remember to look at the

smallest and biggest numbers • Once you have drawn a graph can

you write a conclusion

Distance time graphs

Lesson 15

Bell work – can you match the picture to the correct units- write your answers

in the back of your book

Distance/time graphsLearning Objective: Recognise and understand the relationship between speed, distance and time

Success Criteria Level 6 – can draw a distance/time graph Level 5 – can interpret a distance/time graph Level 4 – can describe a distance/time graph Level 3 – can recall that we use a distance/time graph to show a journey

Journey to school

• In the back of your books write down what you did to get to school today

Examples • Did you walk/bus/car• Did you stop for any reason?• Did you speed up for any reason?

How can we show our journey as a graph?

Results table for

Distance / Time

Graph

Time/Seconds

Distance/Metres

0

5

10

15

20

25

30

35

40

45

50

55

0

904

76

186

234

484

634

784

994

974

16

994

Distance / Time graph for car

0

200

400

600

800

1000

1200

0 5 10 15 20 25 30 35 40 45 50 55

Time / seconds

Dis

tan

ce /

me

tre

s

Distance / Time graph for car

0

200

400

600

800

1000

1200

0 5 10 15 20 25 30 35 40 45 50 55

Time / seconds

Dis

tan

ce /

me

tre

s

The car has stopped:The line is flat – the distance of the car from the start point is not changing.The line is straight – meaning that there is no CHANGE in speed.The line on the graph is not straight, so we know the speed of the car is changing.The curve is downwards as the car slows down at the end of the movie.

The car is starting to move.The curve shows that the speed is changing.The curve is upwards as the car accelerates at the start of the movie.

The car is going fast but at a constant speed.The line is straight in this region of the graph.

Distance / Time graph for car

0

200

400

600

800

1000

1200

0 5 10 15 20 25 30 35 40 45 50 55

Time / seconds

Dis

tan

ce /

me

tre

sLook at the straight line part of this graph shown by the two arrows in a triangle.

The car has travelled from 200m to 800m, = 600m

The car has taken from 16s to 36s to travel this distance = 20 seconds

Therefore the speed is 600 divided by 20 = 30 m/s

Distance/time graphs

Task • Answer questions 1-3 on the sheet • Cut out the graph and stick it in your book • Cut out the labels and place them in the

correct speech bubbles • Only stick them down if you’ve had them

checked!!Extension• If you finish see if you can sketch what your

journey to school would look like as a graph

Question 1

Which graph shows the object travelling at a faster speed?

A B

Plenary - use mini white boards and write down the

correct answers

Question 2

Which part of the graph shows that the object is stationary?

A B C

Question 3

Which line shows an object that is accelerating?

A B

Question 4

How far did object A travel?

50 metres 100 miles 100 metres

Question 5

What was the speed of object A?

200 m/s 5 m/s 0.2 m/s

Question 6

Which part of the graph shows that the object is returning to the start?

A

B C

A B C

Question 7

Which parts of the graph shows that the object is travelling at a constant speed?

A

B C

A+B B+C A+C

Question 8

How long was the cyclist stationary for?

A

B C

80s 40s 220s

Pressure

Lesson 16

Brain warmer!

•Have a look at the concept cartoon on your desk.

•Which character do you agree with?

•Why?•Discuss your ideas in your

group

Pressure

Learning Objective: to define pressure and apply knowledge to explore the way forces can be spread out or concentrated

Success Criteria

Level 6 – Calculate pressure giving the correct unitsLevel 5 – Explain what pressure depends on Level 4 – Describe pressure Level 3 – Recall the word pressure

Ready, Steady, Teach

In your groups use the “ingredients” in the bag to try to:i.Describe what pressure isii.Explain what pressure might depend on

Pressure is the force applied to a specific area of surface.

It therefore depends on:

i) the force actingii) the area of surface

High or low?

but how do we calculate pressure…?

FORCE

(WEIGHT) (N)

PRESSURE (N/m2)

AREA ( m2 )

Boards at the ready!

•A force of 20 N acted over an area of 2 m2 (two square metres). What is the pressure?

•force ÷ area = pressure 20 ÷ 2 = 10 N/m2

Levers & Moments

Lesson 17

Pressure

Learning Objective: Explain turning moments and be able to calculate moments using the correct equation and units

Success Criteria

Level 6 – Calculate turning moments using the equation with correct unitsLevel 5 –Explain how you can reduce the force needed to turn an objectLevel 4 – Explain what a force multiplier isLevel 3 – State what a turning effect is

Starter What do you know?Can you work out which statements

match??

Lever the force you put inpivot a simple machineeffort the force that you moveload the point a lever turns

around

Levers

Effort

Load

Pivot

Levers

• Working in groups of 4 create a circle map of as many types of levers you can think of.

• eg: Door Handle

Levers On each of the pictures, label the load, the

pivot and the effort.

A force acting on an object can cause it to turn about a pivot.

What happens to the see-saw when a force is applied on the left-hand side?

Does the seesaw turn? If so, clockwise or anti-clockwise?

pivot

pivot

The left-hand side of the see-saw moves downwards when a force is applied to it – this is an anticlockwise turn.

The turning effect of a force is called a moment.

pivot

Copy this

A spanner is a lever that can be used to unscrew a nut.

force

pivot

distance from force

to pivot

If the moment is big enough it will unscrew the nut.

If not, there are two ways of increasing the moment.

The spanner exerts a moment or turning force on the nut.

1. Increase the distance from the force to the pivot – apply the force at the end or use a longer spanner.

force

If the same force is applied over a greater distance, a larger moment is produced.

pivot

distance from force

to pivot

2. Increase the force applied – push/pull harder or get someone stronger to do it!

force

If a greater force is applied over the same distance, a larger moment is produced.

pivot

distance from force

to pivot

How can we increase momentum?

• Consider a situation where you are trying to unscrew a nut using a spanner:

• The spanner exerts a MOMENT or TURNING FORCE on the nut. If the moment is big enough it will… UNSCREW the nut!

• If the moment is not big enough how could you increase the moment (turning force)?

Levers and moments

• There are two ways to increase a moment:

Increase the DISTANCE from the pivot (get a longer spanner)

OR…Increase the FORCE applied (get a strong man!)

Copy this

The equation (Learn this!)

Moment = Force x Distance from pivot

N/cm or N/m

Newtons

cm or m

Copy this

Plenary

• What have we learnt and how do we know?