Different surfaces: do and review

Science

Different surfaces: plan

Different surfaces in real life (non-statutory)

Contact forces

Magnetic force (non-statutory)

Magnetic force at a distance

Different magnets and their parts

Strongest magnet (non-statutory)

Magnetic and non-magnetic materials

Putting magnets together: attract or repel

Blocking magnetic force

Using magnets to solve problems (non-statutory: Scientists and Engineers)

In this Simple forces including magnets unit, pupils learn to compare how things move on different surfaces. In the Forces including simple machines unit, pupils will build on this knowledge to identify the effects of air resistance, water resistance and friction, that act between moving surfaces

In the Everyday materials unit, pupils learnt to compare and group together materials on the basis of their simple physical properties. In this Simple forces including magnets unit, pupils will build on this knowledge to compare and group materials on the basis of whether they are attracted to a magnet or not

This unit explores how objects move on different surfaces and examines magnetic forces, including attraction, repulsion, and magnetic materials. It covers identifying magnetic poles and predicting interactions and emphasizes practical tests, observations, and presenting findings.

Simple forces including magnets

Physical activity and equipment requiring safe use

Moving objects slow down or travel less far due to {{}} forces.

Friction forces act between the {{}} of objects.

Starting with polished ceramic tile, order these objects from the surface which creates the weakest friction forces to the surface that creates the greatest friction forces.

If a ball rolls over two different surfaces, it will move more slowly on the surface which creates the {{}} friction force.

The results show that taller children have longer arms.

The results show that taller children have shorter arms.

The results do not show a clear pattern between height and arm length.

Which is the correct conclusion from this enquiry question and set of results?

They can be 2-D (2-dimensional) or 3-D (3-dimensional).

Which of the following statements are true about surfaces?

Starting with the smoothest, order these surfaces from smoothest to roughest.

You should only {{}} one thing in a comparative test investigation.

comparing which torch produces the brightest light

sorting toys into those made of wood and plastic

Match the enquiry type to the correct example.

Which of these parts of an investigation explain what the results show or mean?

Different surfaces: do and review

Lesson outcome

Content guidance