The surface is the top or outside layer of something.

In a comparative test, the thing that is being changed has labels, such as the types of materials.

We compare things by looking at what is the same and what is different.

Different surfaces: plan

Science

Different surfaces: do and review

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

A surface is the {{ }} layer of something.

How many things should be changed in a comparative test investigation each time a measurement is made?

Which thing would you change if you wanted find out how different types of hat affect the temperature of a person's head?

Sort these activities into the order that a scientist would do them.

keep the distance run the same each time.

keep the running surface the same each time.

You want to find out whether different shoes help a person run faster.  What would you do to compare shoes in a fair way?

How do these materials feel when you touch them? Match the material to the property.

Which of these materials would feel the softest?

Which one of these materials is human-made?

Which of these shapes are 3-dimensional (3-D)?

Different surfaces: plan

Lesson outcome

Content guidance