9I

Forces and motion

This unit starts by revising some aspects of forces • relative motion: trains and cars passing one another
and their effects, energy stores and transfers. It • simple machines give bigger force but at the
then looks at calculations of speed and relative expense of smaller movement (and vice versa):
speed, and representing journeys on distance–time product of force and displacement unchanged
graphs. The final topics look at simple machines • work done and energy changes on deformation
(levers, ramps and pulleys). • non-contact forces: gravity forces acting at a
distance on Earth and in space, forces between
Recommended teaching time for unit: 7.5–10 hours
magnets and forces due to static electricity
There is an opportunity for focused development of • forces as pushes or pulls, arising from the
Literacy & Communication skills in Topic 9Ib. A similar interaction between two objects
opportunity for focused development of Working • using force arrows in diagrams, adding forces in one
Scientifically skills is found in Topic 9Ic. You may wish dimension, balanced and unbalanced forces
to spend additional time on these topics should you • forces: associated with deforming objects; stretching
feel that your students would benefit from these skills- and squashing – springs; with rubbing and friction
development opportunities. between surfaces, with pushing things out of the
way; resistance to motion of air and water
From previous work, most students will be able to: • forces measured in newtons, measurements of
• identify forces on stationary and moving objects, stretch or compression as force is changed
and describe the effects of balanced and • other processes that involve energy transfer:
unbalanced forces on objects (7K) changing motion, dropping an object, completing
• recall ways in which energy can be stored and an electrical circuit, stretching a spring, metabolism
transferred, and identify energy stores and transfers of food, burning fuels
in different situations (7I). • energy as a quantity that can be quantified and
calculated; the total energy has the same value
Topic 9Ia revises work from Unit 7K on different before and after a change
forces, and the effects of balanced and unbalanced • comparing the starting with the final conditions of a
forces on stationary and moving objects. system and describing increases and decreases in
Topic 9Ib revises work from Unit 7I on ways in which the amounts of energy associated with movements,
energy can be stored and transferred. The Literacy & temperatures, changes in positions in a field, in
Communication pages look at how a piece of writing elastic distortions and in chemical compositions
needs to be suited to its purpose, audience and format. • using physical processes and mechanisms, rather
than energy, to explain the intermediate steps that
Topic 9Ic introduces the formula relating speed, bring about such changes.
distance and time, and shows how journeys can be
represented on a distance–time graph. The Working N.B. Statements in italics cover revision from other units.
Scientifically pages look at how simple formulae can In addition to covering a variety of Working
be rearranged and how to calculate the gradient of a Scientifically statements, this unit has a focus on:
line on a graph.
• apply mathematical concepts and calculate results.
Topic 9Id looks at levers and their uses. The page
introduces the ideas of moments and of things being Literacy & Communication skills
balanced when the moments are the same in each • identify features of writing produced for different
direction. purposes and audiences.
• write material in different styles depending on the
Topic 9Ie introduces ramps and pulleys as further
purpose, audience and format.
examples of simple machines, and looks at the idea
that an increase in force also results in the increase Maths skills
in the distance moved by the effort force. This is • apply mathematical concepts and calculate results
quantified by introducing the formula relating work, • draw and interpret distance–time graphs
force and distance. • calculate average (mean) speed from a distance–
time graph
National Curriculum coverage • substitute into formulae
• Exceeding: change subject of a simple formula
This unit covers the following statements from the UK • Exceeding: calculate gradient of line on graph.
National Curriculum for Science (2013):
• speed and the quantitative relationship between Cross-curricular opportunities
average speed, distance and time (speed = distance/ 9Ia, 9Ib – History – development of technology
time)
• the representation of a journey on a distance–time 9Id – D&T – use of levers
graph 9Ie – D&T – design of ‘mousetrap cars’; mechanisms

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 Forces and motion

9 9I Background information
9Ia Forces and movement
(with each strip representing 0.2 s). The gradient of a line
joining the tops of the strips is the speed.

I Refer to the Background information in Unit 7K. Scalar and vector quantities
The national curriculum mentions displacement–time
 9Ib Energy for movement
Refer to the Background information in Unit 7I for details
graphs. Displacement is a vector quantity, which means
it has a direction as well as a magnitude. Distance is a
about energy. scalar quantity, meaning it only has a magnitude.
• You walk 1 km due north in a straight line. Your
9Ic Speed displacement is 1 km north and the distance covered
Students tend to grasp the basic concept of speed fairly is also 1 km.
easily. The main problem is likely to be how the various • You walk 0.5 km north and then turn round and walk
units (m/s, km/h, mph) relate to each other. Students will 0.5 km south. You have covered a distance of 1 km,
be familiar with mph but should be encouraged to look at but your displacement is 0 because you are back
speed in terms of m/s and km/h. where you have started from.
• You walk for 5 km along winding paths, but your
Measuring speed in the laboratory destination is only 3 km west of your home. Your
Stop clocks can be used to time movement that is displacement is 3 km west.
fairly slow, or takes place over a long distance (e.g.
students measuring their own walking speed). However, Another commonly encountered vector quantity is
datalogging equipment will provide a more accurate way velocity. Speed is how fast you are moving and is a
of measuring speed. scalar quantity. Velocity is how fast you are moving in a
particular direction. A car driving around a roundabout
Light gates contain a source of light and a sensor, both may have a steady speed of 20 km/h, but its velocity
linked to a computer that can detect when the beam of will be continuously changing because its direction is
light has been broken. Two light gates can be set up at continuously changing.
the ends of a ramp or track to measure the time taken for
an object to go from one to the other. 9Id Turning forces
Most computer programs that come with light gates also Classes of lever
calculate speed. A card of known length is attached to A lever is a simple machine involving a rigid bar and a
the moving object and the computer measures the time pivot (or fulcrum). There are three classes of lever.
for which the light beam is broken. The length of the card
• Class 1 lever: The pivot is always between the effort
is entered into the program, which can then work out the
and load.
speed the object was moving.

If the load is closer to the pivot than the effort, then the
lever acts as a force multiplier – the effort is smaller than
the load, but it moves further.
Examples: crowbar, pliers, scissors, seesaw.
If the load is further away from the pivot than the effort,
the lever acts as a distance multiplier – the effort is
Range sensors are also available with some datalogging greater than the load, but the load moves further.
equipment. They time reflections of ultrasonics to measure Example: large scissors, if the object being cut is near the
the distance to an object. If they are set up at one end of a tips.
ramp or track they can continuously measure the distance
• Class 2 lever: The effort and load are both on the same
to the object and the computer program can be set up to
side of the pivot and the effort is always furthest from
convert distance and time information into speed.
the pivot.
Ticker timers have long been used for speed
measurements, although the use of electronic
datalogging equipment is preferable as ticker tape is
messy and can be difficult to use to calculate speeds. A
ticker timer consists of a vibrating needle that puts dots
onto a paper tape at regular intervals – typically 50 dots
per second. The tape can be cut into 10-dot strips, which
are stuck onto graph paper to form a distance–time graph

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 Forces and motion

The effort is less than the load and always moves more
than the load. The lever acts as a force multiplier.
When the force acts at right angles to the lever, the
perpendicular distance is just the distance between the 9
I
pivot and the force. However, if the force is acting at an
Examples: wheelbarrow, bottle opener.
angle the distance used must be perpendicular to the
direction in which the force is acting.

• Class 3 lever: The effort and load are on the same side
of the pivot and the load is furthest from the pivot.

The effort is greater than the load and the load moves
more than the effort. The lever acts as a distance multiplier.
Examples: fishing rod, arm lifting a weight.

Oars as Class 2 levers

Oars are levers. An oar is a long piece of wood or metal
with a blade on one end and rests in a rowlock on the Balancing
edge of the boat. The rowlock acts like a pivot – and When a body is balanced, the sum of the clockwise
herein lies the source of confusion. moments is equal to the sum of the anticlockwise
If you are sitting in a stationary boat and use the oar to moments. If more than one turning force acts in a
flick water (rather than to propel the boat) then the oar particular direction, the moments of all forces are added.
is a Class 1 lever with the pivot at the rowlock. However
oars are intended to be used to move the boat along, in
which case they are acting as Class 2 levers. Considered
from the boat, the oar is pivoting about the rowlock, but
if you consider a wider frame of reference, the part of
the lever that remains stationary (and so can be thought
of as the pivot) is the oar blade in the water. In this case
the effort is still the rower pulling on the opposite end of
the oar and the load is the point at which the oar presses
against the rowlocks – this is the force that is propelling
the boat along. The effort distance is longer than the load
distance and so the oar is acting as a force multiplier.
If students still need convincing of this, ask them to think
about the load and effort distances if oars are Class The position of the centre of gravity (or centre of mass)
1 levers. The distance between the oar blade and the of an object is important when considering balancing.
rowlocks (the load distance, in the Class 1 scenario) is Briefly, all the weight on different parts of an object can
normally much greater than the distance between the be considered to act at one particular point. If the centre
rowlocks and the end of the oar that the rower is pulling on of gravity is over the base of the object, it will balance. If
(the effort distance, if it is a Class 1 lever). This would make not, the object will topple over.
the oar a distance multiplier – which is not what is wanted
when a large force is needed to move the boat. Gears
Note that the gearing on bicycles (see following) acts as a Gear ratios are normally given in terms of the number
distance multiplier – but the two cases are not the same. of teeth on the gear wheels (or sprockets, the name for
There are much greater resistance forces to be overcome toothed wheels that are connected with a chain, as on a
in propelling a boat than in propelling a bicycle and the bicycle). Explanations in terms of the radii of the different
top speed of a human-powered boat is much smaller sprockets are effectively the same: all the teeth are
than the top speed of a bicycle. This means a force spaced to fit the links in the chain, so the number of teeth
multiplier is needed for a boat and a distance multiplier will be proportional to the radius.
for a bicycle.
9Ie More machines
Moments Ramps and pulleys are further examples of simple
The moment is the turning effect of a force. It is machines. Here, they both act as force multipliers only.
calculated by measuring the force, and the perpendicular
distance between the force and the pivot:
moment = force × perpendicular distance

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9Ia
Forces and movement

This grid shows the basic concepts met in this topic, together with a scheme of cognitive progression for
each concept. Opportunities to cover learning and progression are given. Working Scientifically concepts
are integrated throughout the materials.

Conceptual Cognitive progress

statement Remembering (a) Understanding (b) Applying (c) Analysing (d) Evaluating (e) Synthesising &
creating (f)
Moving objects Recall that drag Describe how drag Explain why drag Explain why Measure the
have a top changes with changes with speed. changes with vehicles or other speed of a
speed. speed. speed, i.e. more moving objects falling object
particles hitting have a top speed. and produce
the object per a speed–time
second, more fluid Explain why a graph.
to be pushed out falling object
of the way per reaches terminal
second. velocity.

Explain how the Interpret a speed–

resultant force on time graph for
a moving object objects reaching
can change with maximum speeds.
speed.
Use and interpret
the equation linking
drag, density,
speed and frontal
area.
How an object Identify the Interpret and draw Calculate the Use scale
behaves will forces acting a free-body force resultant of forces drawings to find
depend on the on a [moving, diagram. acting in one the resultant of
interaction of stationary] object dimension. forces in two
the different and the directions dimensions.
forces upon it. in which they act.
Use the
State what idea that a
is meant by: force can be
resultant force. represented by
two orthogonal
forces.
Resistive forces Recall some Explain some ways Identify simple Suggest how and Evaluate the Find out about
have a variety of effects of frictional in which friction can situations in which why friction has ways in which and use the
effects. forces. be changed. friction is [helpful, been [reduced, friction has coefficient
not helpful]. increased] been [reduced, of drag in
Describe some in unfamiliar increased] calculations.
ways in which Apply a situations. in unfamiliar
friction can be knowledge of situations.
changed. friction to road
safety.

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 Forces and motion

Conceptual
statement Remembering (a) Understanding (b)
Cognitive progress
Applying (c) Analysing (d) Evaluating (e) Synthesising &
9
Upthrust is a State what Explain why an Recall the factors Work out if
creating (f)
Use ideas about
I
force that acts
in liquids and
is meant by:
upthrust.
object floats. that affect
the amount of
something will
float.
density changes
to explain how
a
gases. upthrust on an a hot air balloon
object. flies/how the
depth of a
Explain how the submarine is
upthrust depends controlled.
on the weight of
fluid displaced. Use ideas about
displacement
to explain
phenomena
connected with
floating and
sinking.
Weight and State what is Describe the Use the formula Compare the
mass are not the meant by: mass, difference between relating mass, way in which
same. weight. mass and weight. weight and force meters and
gravitational field balances that
Recall the strength. compare masses
direction in which work.
gravity acts.
Forces can be State what Explain the effects Explain the effects Work out the
balanced or is meant by: of [balanced, of [balanced, [resultant, overall
unbalanced. balanced forces, unbalanced] forces unbalanced] effect] of two
unbalanced forces. in simple situations. forces in forces acting along
unfamiliar the same line.
situations.
Explain why the
Explain why a
forces on a falling
vehicle needs a
object change.
force from the
engine to keep
moving at a
constant speed.
There are Recall the different Describe how Describe the Describe the
different types types of resistive friction forces affect ways in which causes of [air,
of forces that forces. movement. drag forces can water] resistance
resist motion. be [increased, (i.e. in terms of
State what is reduced]. skin friction and
meant by: friction, ‘pushing the air/
air resistance, water out of the
water resistance, way’).
drag.
There are Recall the names Identify [situations, Describe the Identify different
many different of simple forces. places] where effects of different types of forces
types of forces, different forces are forces on objects. acting on objects.
including likely to be found.
magnetism,
static electricity,
gravity, friction.

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 Forces and motion

9 Objectives
Developing:
Course resources
ASP: 9I Quick Quiz; 9I Quick Quiz Answer
I 1. Name different forces, such as weight, friction,
upthrust, drag.
Sheet. Optional: 7K Quick Quiz (Year 7); 7K
Quick Quiz Answer Sheet (Year 7); 8I Quick
a 2. Identify the forces acting on moving and
stationary objects, and the directions in which
Quiz (Year 8); 8I Quick Quiz Answer Sheet
(Year 8).
they act.
3. Explain the effects of balanced and unbalanced
2: Name the forces
forces in a range of situations.
4. Describe how drag changes with speed. Developing
BA
Securing:
The AT presentation Forces and transport
5. Calculate the resultant of forces acting along provides images of different forms of transport.
the same line. Show students the photos and ask them to jot
6. Explain why vehicles or other moving objects down the names of the different forces on each
have a top speed. vehicle and what the forces are doing. Encourage
them to identify any pairs of forces that are
Exceeding:
balanced or unbalanced.
7. Use scale drawings to find the resultant of
For the first two or three images, you could get
forces in two dimensions.
pairs or groups to come to the front of the class
to present the forces they have agreed exist.
Student materials Class comments and discussion will identify any
problems or misconceptions before allowing the
Be prepared groups to work through the remaining vehicles
Exploring 1 requires materials to make model independently.
sleds or travois and rollers. Wheels from a The AT video Using forces provides images of
modelling kit may also be needed. various uses of forces and simple machines. This
can be used in place of the AT presentation
Forces and transport, or in addition to it. The video
STARTERS is best used with the sound off at this stage, as
the commentary discusses machines that are not
1: Quick Quiz covered until Topics 9Id and 9Ie.
Developing/Securing/Exceeding If this task is to be revisited as a plenary (Plenary 4),
BA select the part of the slideshow that does not give
Use the 9I Quick Quiz for baseline assessment. the answers.
Students can use the 9I Quick Quiz Answer Exceeding: The last four slides in the presentation
Sheet to record their answers. You could use the ask students to identify forces that will be larger
Quick Quiz to review the relevant prior learning or smaller in the modern form of transport than
for the whole unit and then use this information in the old version. For example, modern trains go
to plan relevant actions depending on students’ much faster than early ones, so the forces of air
confidence. Returning to the Quick Quiz at the resistance on them will be greater.
end of the unit could monitor development of
understanding. Alternatively, just use the first four Course resources
questions, which relate to this topic, to provide AT: Presentation Forces and transport. Video
information on students’ prior learning for your Using forces.
planning. These questions could be revisited
formatively in a plenary for this topic. This topic
revises material that was originally covered in Unit 3: True or false
7K (mainly Topics 7Ka, 7Kc and 7Kd) and in Unit Developing/Securing
8I (mainly Topics 8Id and 8Ie). The Quick Quiz BA FA
questions for these units could also be used to help
Students work in pairs or threes to write out five
assess prior learning. For example, use the Year
statements about forces: three should be correct
7 questions in a competitive class quiz with small
statements and two deliberately incorrect. Give
group teams.
students a few minutes to work, then ask each
See the ASP for more information about Quick group to read out one of their statements. The rest
Quizzes. of the class should show a ‘thumbs up’ for true
statements, and a ‘thumbs down’ for false ones. If a

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 Forces and motion

significant number of students classify a statement

incorrectly, ask them to explain their reasoning. Ensure adequate supervision if students 9
Misconceptions can be dealt with at this point, or
kept until the end of the lesson when this activity
are working outside the classroom.
I
can be revisited as a plenary. In this case, keep your
own note of any questions that indicated significant
Course resources
a
misunderstandings. Students should note down
any areas that they were unsure of, along with any AP: Worksheets 9Ia-2; 9Ia-3.
correct explanations needed.
Equipment (per group)
Small house brick or 1 kg mass, force meter, 10
EXPLORING TASKS pieces of wood to be used as rollers (lengths
of dowel or round-section pencils will do),
1: The transport challenge lengths of dowel to be used for travois (strong
Developing/Securing/Exceeding enough to support the mass provided), model
Prac WS sled (wood, with two runners glued on, which is
Students investigate different ways of moving a large enough to take the mass provided), string,
load. This can be a very open-ended investigation, access to different surfaces including grass,
or you can restrict students to comparing just gravel and rough concrete/tarmac if possible.
two methods. Worksheet 9Ia-2 provides hints for
planning an investigation, drawing conclusions and
evaluating the investigation. The sheet mentions 2: Calculating resultants
rollers, a sled and a travois as alternatives to Developing/Securing
wheels. Wheels could also be investigated; it is Worksheet 9Ia-6 provides questions to give
much easier to use wheels from a modelling kit than students practice in calculating the resultant of
to ask students to build their own. several forces and on working out the effect on
movement.
Ideally, students should be able to test the models
on different surfaces, as travoises were in use long
Course resources
after wheels were invented because they were
AP: Worksheet 9Ia-6.
more practical over rough ground. If sleds are
investigated, a tray of sand can be used to model
snow. 3: Safer roads
Check that students recall how to calculate means. Developing/Securing
This task is best carried out after Explaining 4. Ask
Developing: Students follow the instructions on
students to make a road safety poster or computer
Worksheet 9Ia-2 and compare the force needed to
presentation. The presentation should describe the
pull a mass, such as a small house brick or 1 kg
forces on a moving car, how these forces can be
mass, along a surface with and without rollers.
changed (e.g. extra friction from applying brakes,
Using rollers will require some teamwork: one
less friction on wet or icy roads, etc.) and how the
student should feed rollers in at the front of the
balance of these forces affects its movement. The
brick and collect them as they emerge from the
main road safety point that should be emphasised
rear, while another pulls and reads the force meter.
is that it takes longer in both distance and time to
Students can then plan their own investigation to
stop if you are travelling faster, so a safe driving
compare the use of rollers on different surfaces, or
speed depends on the surroundings, traffic and
to compare rollers with a travois. When modelling
road conditions.
a travois, the horse could be modelled by fastening
a loop of string to the front of the travois to hold it These presentations could be revisited when
up, while a second loop is used to pull the travois students have studied the Literacy material in Topic
using a force meter. This could be a useful point to 9Ib and rewritten for different audiences, such as
discuss during evaluation. drivers, pedestrians and cyclists (who should be
aware that cars will take longer to stop in certain
Securing: Students plan their own investigation
conditions).
using the hints on Worksheet 9Ia-3. Have a range of
apparatus for students to look at for ideas.
Equipment
Exceeding: Encourage students to expand their Internet access.
investigation to find out which of their methods is Optional: poster paper, scissors, glue, coloured
best on each of several different surfaces, or to pencils.
investigate questions such as whether or not the
number of rollers makes any difference.

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 Forces and motion

9 EXPLAINING TASKS how a total stopping distance is made up of a

thinking distance and a braking distance, and
I 1: 9Ia Moving things (Student Book)
Developing/Securing/Exceeding
describes some factors that affect these distances.
The presentation includes questions to relate
a BA
This page introduces the theme of moving things
balanced and unbalanced forces to changes in
movement. Students are not expected to recall
and provides some questions on forces and energy stopping distances at different speeds.
that can be used as an initial baseline assessment. This task can be followed up by Exploring 3.
The AT video Using forces (which may already
have been used in Starter 2) shows some uses of Course resources
simple machines in historical and modern times. AT: Presentation Stopping distances.
Students can make a note of any machines they
identify. This video will be revisited in Topic 9Ie.
PLENARIES
Course resources
AT: Video Using forces. Most plenaries can be used for formative
assessment. Suggested assessment, feedback and
action strands of formative assessment can all be
2: 9Ia Forces and movement (Student Book)
modified. See the ASP for further information and
Developing/Securing/Exceeding ideas on formative assessment.
FA
These pages revise ideas about forces and their 1: Quick Check
effects that were first studied in Units 7K and 8I. Developing/Securing/Exceeding
Diagram C refers to the force from the sails. You FA
may wish to discuss the fact that this force is Assessment: The 9Ia Quick Check sheet provides
caused by air resistance – the resistance of the sail a set of sentence starters for students to complete
to the wind, as opposed to the type of air resistance using the conjunctions given on the sheet. Students
that students have looked at before, which is due to work alone or in pairs to complete the sentences.
the movement of an object through the air. They should be encouraged to write more than one
Questions 2 and 7 can be used for formative ending for each, if they can.
assessment. Worksheet 9Ia-1 is the Access Sheet.
Feedback: Ask for volunteers to read out their
completed sentences, and ask others to comment
Course resources
on whether or not they are correct or how they
AP: Worksheet 9Ia-1.
could be improved. Students could also show
their confidence in their verdicts using ‘thumbs up’
3: Air track demonstration (confident), ‘thumbs level’ (not sure) or ‘thumbs
Developing/Securing down’ (very unsure).
Prac
Action: If there are areas of common difficulty,
Demonstrate the effects of friction on movement briefly revisit these, and also note them for further
using a linear air track. Show students that with revisiting and clarification throughout the unit.
the air off the gliders do not keep moving unless
a force is continually applied to them and show
Course resources
how movement continues after the initial force is
ASP: 9Ia Quick Check.
removed when the air is on.
The demonstration can be extended by fixing a
2: Thinking about forces
sheet of card to the gliders at right angles to the
track, to model the effect of a sail. A fan can be Developing/Securing
used to make the glider ‘sail’ and show that higher FA
fan speeds will produce faster glider movement. Assessment:
Consider All Possibilities: A ship is speeding up.
Equipment (Possible answers: the wind is coming from behind
Linear air track and blower, desk fan, card, and has got stronger; the crew have put more sails
sticky tape. up/increased the force from the engine; the wind is
coming from ahead and has got weaker; it has cast
4: Stopping distances off a boat/barge that it was towing.)
Developing Consider All Possibilities: Car A has a higher top
The AT presentation Stopping distances explains speed than car B. (Possible answers: car A has a

270 © Pearson
 Forces and motion

more powerful engine/can produce a bigger force

from its engine; car A has less friction in its wheels,
from the ground, or upthrust, and say what the
single resultant force would be in each situation. 9
etc.; car A has a more streamlined shape so its air
resistance is less.)
If necessary, discuss the fact that objects moving
vertically at a constant speed (such as boxes being I
Odd One Out: magnetism, upthrust, air resistance.
(Possible answers: magnetism is the only non-
lowered or hauled up) do not have a resultant force
on them. This is normally harder to grasp than the a
contact force; magnetism is the only one that can fact that objects moving horizontally at a constant
push or pull; upthrust is the only one that always acts speed have no resultant horizontal force.
vertically upwards; air resistance is the only one that
depends on the object being in a state of motion/the Course resources
speed of movement/the shape of the object.) AP: Worksheet 9Ia-4.

Feedback: Give students a few minutes to think of 4: Name the forces

their responses, then ask for volunteers to provide Developing
answers. Ask the class to choose the best answers
to each question and suggest why they are the best. FA
Return to the AT presentation Forces and transport
Action: Get students to categorise the features of a
used in Starter 2. Show students the images of
‘good’ answer and to link to areas in which they need
different forms of transport and ask them to name
to improve, for example, they do not understand
the different forces on each vehicle and say what
the science ideas, poor recall, not reading the task
the forces are doing. Encourage them to identify
properly, etc. Group together students with similar
pairs of forces that are balanced or unbalanced.
issues and get them to revise together one area
identified for improvement for their group. They could
Course resources
do this by working on a combined ‘good response’,
AT: Presentation Forces and transport.
using the features discussed in class.
The AT presentation 9Ia Thinking skills can be
used for this activity. HOMEWORK TASKS

Course resources 1: Grand Prix race 1

AT: Presentation 9Ia Thinking skills. Developing
Worksheet 9Ia-5 provides simple questions about
3: Forces on a journey balanced and unbalanced forces.
Developing/Securing
FA Course resources
AP: Worksheet 9Ia-5.
Worksheet 9Ia-4 provides a story about a journey
and students are asked to note places in the story
where forces would be balanced, and places where 2: Grand Prix race 2
they would be unbalanced. Developing/Securing
At the end of the activity get students to note two or Worksheet 9Ia-7 provides questions about
three points that they have learnt during it and write balanced and unbalanced forces.
one question about an area they are still unsure
about. Collect in the questions and make sure these Course resources
are dealt with over the next few lessons. AP: Worksheet 9Ia-7.
Developing: Blank out the questions before
copying the sheet. Students can circle sections of 3: Forces in two dimensions
text and label them with B or U to show whether Developing/Securing/Exceeding
they think the forces are balanced or unbalanced. Worksheet 9Ia-8 explains how the resultant of two
Alternatively, read the text to students, then read it forces at an angle to each other can be worked out
again, but ask students to put their hands up when graphically.
they notice a situation where they can describe
the forces. Each situation can be discussed before Course resources
moving on to the next. AP: Worksheet 9Ia-8.
Securing: Students number places in the text, and
write separate sentences to state what the forces ActiveLearn
are and which force of a pair is the biggest. Three ActiveLearn exercises are available for
Exceeding: Students should be encouraged to this topic: Forces and movement 1; Forces and
consider all forces on the objects at different movement 2; Forces and movement 3.
times, including weight and the upwards force

© Pearson 271
9Ib
Energy for movement

This grid shows the basic concepts met in this topic, together with a scheme of cognitive progression for
each concept. Opportunities to cover learning and progression are given. Working Scientifically concepts
are integrated throughout the materials.

Conceptual Cognitive progress

statement Remembering (a) Understanding (b) Applying (c) Analysing (d) Evaluating (e) Synthesising &
creating (f)
There are Recall the different Describe how Describe the Describe the
different types types of resistive friction forces affect ways in which causes of
of forces that forces. movement. drag forces can [air, water]
resist motion. be [increased, resistance (i.e.
State what is meant reduced]. in terms of skin
by: friction, air friction and
resistance, water ‘pushing the air/
resistance, drag. water out of the
way’).
There are Recall that there Describe the factors Use the formula Carry out
formulae to is a formula to that affect an KE = 1/2 × m × v 2 calculations
work out kinetic work out [kinetic, object’s [kinetic, on work done
and gravitational gravitational gravitational Use the formula to show the
potential potential] energy. potential] energy. GPE = m × g × h dependence of
energies. braking distance
Recognise the term for a vehicle on
[KE, GPE]. initial velocity
squared (work
done to bring a
vehicle to rest
equals its initial
kinetic energy).
Energy cannot State the meaning Identify useful and Calculate energy Explain why the Use data
be created or of: efficiency. wasted energies. efficiencies. efficiency can to evaluate
destroyed, but never be greater [processes,
in most energy Recall the law of Describe whether Use data to than 1 or greater objects, energy-
transfers some conservation of a machine is more consider cost than 100%. saving devices].
energy is lost energy. efficient than efficiency by
in a form that is another. calculating
not useful. Recall some payback times.
advantages of low-
energy appliances.
Renewable or State the meaning Describe advantages Suggest ways in Explain the idea Defend or Decide and
non-renewable of: hydroelectricity, and disadvantages which our use of of a ‘carbon- oppose a explain the
energy geothermal, of different fossil fuels/non- neutral’ fuel. decision in best energy
resources have biomass/biofuel, [renewable, non- renewable fuels favour of using resources to use
advantages and solar energy, wind renewable] energy can be reduced. Explain why an energy in an area.
disadvantages. energy, tidal power. resources. biofuels are resource in a
not necessarily certain area.
carbon-neutral.
Evaluate ways
of reducing
consumption of
fossil fuels.

272 © Pearson
 Forces and motion

Conceptual
statement Remembering (a) Understanding (b)
Cognitive progress
Applying (c) Analysing (d) Evaluating (e) Synthesising &
9
creating (f)
I
b
Fuels are used Recall examples of Explain the source Explain how
to release renewable and non- of the energy in the Sun is
energy, usually renewable fuels and [food, fuels]. the ultimate
by combustion. their sources. source of the
energy used in
[hydroelectric,
wind, wave]
power.
Energy can be Recall the different Identify situations
transferred into ways in which in which energy is
different forms. energy can be stored.
stored.
Identify situations
Recall the different in which an energy
ways in which transfer is taking
energy can be place.
transferred.

Objectives work in small groups to write one or more words for

Developing: each letter that are connected with energy stores,
transfers and resources.
1. Recall the different ways in which energy can
be transferred and stored. Feedback: Give them a few minutes for this task
2. Identify situations in which energy is stored or in and then ask for suggestions. Ask for someone
which an energy transfer is taking place. to explain the meaning of each word suggested.
3. Recall examples of renewable and non- Ask the rest of the class to say if each definition is
renewable energy resources. correct, or if they can improve on the definitions
4. Identify useful and wasted energies. given. If you wish to introduce a competition,
5. Recall the law of conservation of energy. a group gets a point for a word only if no other
groups have suggested that word.
Securing:
Action: Make a note of any words that students
6. State the meaning of efficiency.
have difficulty defining and keep the list to revisit
7. Describe the factors that affect an object’s
at the end of the lesson. Get students to add
kinetic energy and gravitational potential energy.
any keywords that were not suggested (see the
Exceeding: Word Sheets for this unit) and ask for suggested
definitions for these as well. Students should keep
8. Apply ideas about energy stores and transfers
their own list of words and definitions that includes
to complex situations.
their own and other groups’ suggestions.
Focused Literacy & Communication Objectives
This topic provides an opportunity to focus on key Course resources
Literacy & Communication skills. ASP: 9I Word Sheets.
1. Identify features of writing produced for
different purposes and audiences. 2: Spot the energies
2. Write material in different styles depending on Developing
the purpose, audience and format. FA
Student materials The AT presentation Energy and transport
provides images of different forms of transport
STARTERS (similar to those in AT presentation Forces and
transport used in 9Ia Starter 2). Show students
1: Alphabet words the photos and ask them to jot down the energy
Developing resources used by each one, and to suggest some
of the ways in which energy is transferred by each
BA FA
vehicle. Encourage them to consider useful and
Assessment: Ask students to write out the alphabet wasted energy transfers. They could do this first
vertically on a sheet of scrap paper and then to individually then compare answers with a partner. If

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 Forces and motion

9 this task is to be revisited as a plenary (Plenary 4),

select the part of the slideshow that does not give Ensure that any items of domestic
I the answers.
Exceeding: Ask students to draw Sankey diagrams
equipment used have been PAT-
inspected and appear on the school’s
b to represent the energy transfers in one or two
machines.
inventory or are known about by the
school’s Health and Safety manager.
Any heating apparatus should be set to
Course resources get warm, not hot, to the touch. Ensure
AT: Presentation Energy and transport. students appreciate health and safety
considerations for each activity, as they
will be handling the equipment. It may be
3: Quick Quiz
helpful to have a technician to support
Developing/Securing/Exceeding the class.
BA
This topic revises material first covered in Unit 7I.
The Quick Quiz from that unit could be used here Course resources
as a way of assessing prior learning concerned AP: Worksheet 9Ib-2.
with energy and energy transfers, and to help you AT: Interactive Energy circus.
to plan learning in this topic. If not already used,
the four relevant questions from the 9I Quick Quiz Equipment (as circus)
can also be used here. Students can use the Unit Battery-operated moving toy, mains-operated
7I and 9I Quick Quiz answer sheets to record their fan, manually operated fan, low-voltage electric
answers. Students should note any areas from bell or buzzer, low-voltage heater, Bunsen
Unit 7I that they feel unsure about and revisit the burner, wind-up torch, clockwork moving toy.
relevant questions at the end of this topic.
2: Investigating pendulums
Course resources
Developing/Securing/Exceeding
ASP: 7I Quick Quiz (Year 7); 7I Quick Quiz Prac WS
Answer Sheet (Year 7); 9I Quick Quiz; 9I Quick Students investigate the factors that affect the
Quiz Answer Sheet. swing of a pendulum.
Developing: Students can investigate the effect
EXPLORING TASKS of the length, mass or initial amplitude of swing
on the period (time per swing). Worksheet 9Ib-3
1: Circus of energy transfers provides questions to help students with planning.
Developing Discuss the questions with students and help them
Prac to write a plan for their investigation. Note that only
the length of the pendulum should have an effect.
Set up a circus of energy transfer devices and
Some students may need to be reassured that
ask students to identify the initial energy and final
finding no link between factors is a valid result.
energy stores for each one, including which of the
final energy stores is useful and which is wasted. Securing: Students work in pairs to plan their own
Worksheet 9Ib-2 provides some questions to go investigation into factors affecting the time for one
with each set of apparatus that can be given to swing, using Worksheet 9Ib-3.
students, or cut up and used as cards placed with
Exceeding: Worksheet 9Ib-4 asks questions that
the equipment. Hold a mini-plenary session during
help students to predict which factors will affect
this activity to discuss the answers when students
the time for which a pendulum will swing before
have had time to visit all the stations. If time is short,
it comes to a stop. This could take some time, so
students could consider only one or two pieces of
groups could be encouraged to test only one factor
apparatus and report back in the plenary session.
each and share their results.
The AT interactive Energy circus provides a
matching exercise for students to link energy stores
and transfers to some of the suggested practical Ensure that any clamps and stands used
activities. This can be used after the practical to as supports for pendulums are secure,
help students to summarise what they have found. particularly if larger masses are being
Explaining 3 provides an alternative activity. used for the bobs. Use G-clamps to
Developing: Students answer only questions 1–4 on secure the bases of the stands to the
the worksheet. bench.

274 © Pearson
 Forces and motion

Course resources
AP: Worksheets 9Ib-3; 9Ib-4.
matches its intended audience and purpose.
Developing: Ask students to read the text on
9
Equipment
the worksheet, and then discuss with them the
differences in content and style needed between
I
String, small mass to act as pendulum bob,
scissors, clamps and stands, G-clamps, metre
the different formats suggested on the sheet. b
Securing: Students follow the instructions on the
rule, stop clock.
worksheet.
Exceeding: Students can be asked to find out about
3: Finding out about steam other experimental archaeology projects on the
Developing/Securing Internet and to produce two pieces of text aimed at
Ask students to find out about the history of steam different audiences on a project of their choice.
engines and other ways of powering transport.
Students could: When the texts have been completed, they can be
posted up around the room. Encourage students
• find information to produce a timeline of to look at the texts, and note one good point and
significant developments; such as first engine one piece of constructive criticism about each one.
demonstrated, first one used successfully Share these comments in a plenary session.
commercially, first one used for a locomotive,
first used for passenger services, first steamship,
Course resources
etc.
AP: Worksheet 9Ib-5.
• find out about individual inventions and note
their significant points; engines to research
Equipment
could include Hero’s aeolipile, Savery engine,
Internet access, access to computers with
Newcomen’s atmospheric engine, Watt’s
word-processing software.
engines, etc.
• find out about funicular railways and explain how
they work (they usually include a counterbalance
system and some, such as the Bridgnorth Cliff EXPLAINING TASKS
Railway, originally used water as ballast to
provide the energy). 1: 9Ib Energy for movement (Student Book)
Developing/Securing/Exceeding
Students could present their findings as posters
FA
or computer presentations, or could use the
information as part of a Literacy activity (see These pages revise ideas about energy stores and
Exploring 4). transfers that were first studied in Unit 7I. Question
8 can be used for formative assessment. Worksheet
Exceeding: Students could be asked to produce 9Ib-1 is the Access Sheet.
brief explanations of how the different engines
worked, including their advantages compared with
previous designs. Course resources
AP: Worksheet 9Ib-1.
Equipment
Internet access.
2: 9Ib Purpose and audience (Student Book)
Developing/Securing/Exceeding
4: Writing for different audiences
FA Lit
Developing
These pages look at ways in which writing is
Lit adapted to its purpose and audience, and to the
This task develops work done in Explaining 2. format used. The emphasis on this page is for
Worksheet 9Ib-5 provides some information about students to evaluate the differences between
the Ra expeditions carried out by Thor Heyerdahl. different formats.
Students are asked to pick one format (aimed at a
particular audience) in which to present information The Literacy activity in Unit 8K looked at choosing
on the Kon-Tiki and/or Ra expeditions and to work language appropriate to the audience and it may
on these in pairs. If possible, computer access be useful to revise this work here. Other Literacy
should be provided so that students can use a work that may be relevant includes sentences (7C)
word-processing package to help them to edit and and paragraphs (7D), adding ‘weight’ to writing
develop their ideas. Individuals or pairs should then (8A), information and explanation text (8E), giving a
swap their texts with others who have written to a presentation (8J) and making a scientific argument
different format, and comment on how well the text (8L).

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 Forces and motion

9 3: Energy transfers and stores

Developing Ensure that there is a clear area to carry
I Prac
This practical can supplement or replace
out each demonstration.

b Exploring 1.

Motor lifting a weight: Set up an electric motor Equipment

connected to a cell, driving a pulley that can be Motor and weight: cell in holder, motor,
used to lift a weight. Remind students that we connecting wires, pulley and clamp, belt, string,
can think of energy as being stored (in hot or small mass.
moving objects, in high up or stretched things, or Linear air track: linear air track with elastic
in chemical substances) and that energy can be bands at the ends, glider.
transferred between stores in different ways. Ask Pendulum: string with weight attached for a
students to suggest the energy stores and transfers pendulum, clamp, stand.
involved when the motor is used to lift the weight,
including wasted energy transfers. The energy
transfer here is from energy stored in the chemical
PLENARIES
substances in the cell, to gravitational potential
energy stored in the lifted weight and thermal Most plenaries can be used for formative
(internal) energy in the surroundings (transferred assessment. Suggested assessment, feedback and
by heating from the wires, motor and pulley (from action strands of formative assessment can all be
friction), and by sound from the motor). modified. See the ASP for further information and
ideas on formative assessment.
Linear air track: Set up a linear air track with
elastic bands at the ends and set a glider moving 1: Quick Check
gently. Ask students to count how many times it Developing/Securing/Exceeding
goes up and down the track before it stops. Point FA
out that you have given the glider a store of kinetic
Assessment: The 9Ib Quick Check sheet provides
energy when you set it moving.
a set of statements that summarise what students
Developing: Ask students what happens to the should know or understand following the first two
energy as the glider bounces off the elastic bands. topics in this unit. Students are asked to draw lines
Elicit the idea that the model of energy transfers from each statement to a set of traffic lights to
between different stores can explain why the describe how confident they are about the material
glider keeps moving. Ask students why the glider described by that statement.
eventually comes to a stop, if necessary reminding Developing: Students can omit sentence d.
them that the moving glider has to push air out
of the way and that some energy is therefore Feedback: Go through the statements one by one,
transferred to the surroundings by heating. asking for a show of hands for students who have
linked it to red, then to amber, then to green. Carry
Securing: Extend this by giving the glider a harder out a spot check by asking students who have
push and asking students to explain why it travels selected green one or two questions related to the
further this time before stopping (there is more statement. Make a note of any of the statements
energy to be dissipated). that have a significant number of amber or red
responses.
Pendulum: Set up a pendulum using a clamp and
stand. Set it swinging and ask students to observe The second question on the sheet asks students to
it carefully, eliciting the information that the bob suggest what they need to do to be able to link all
stops moving momentarily at the end of each the statements to the green light. Ask for volunteers
swing. Ask students what has happened to the to describe some of their ideas.
kinetic energy stored in the bob at these points and
Action: Implement some of the students’
get them to describe the transfer of energy between
suggestions and/or briefly revise areas of difficulty.
kinetic and gravitational potential energy stores. As
Make a note of these areas, as some aspects
before, ask them to explain why the pendulum will
of these two revision topics are built on in the
eventually stop swinging. Point out that, in addition
following topics and so further reinforcement can
to transferring energy to the air, some movement is
be carried out then.
transferred to the clamp and stand, and (depending
on how you have fastened the string to the clamp)
that there may also be some friction between the Course resources
string and the clamp. ASP: 9Ib Quick Check.

276 © Pearson
 Forces and motion

2: Quick Check Literacy

Developing/Securing/Exceeding
an answer to improve, then use what they learnt in
the discussion to do this, working in pairs. 9
FA Lit
Assessment: The 9Ib Quick Check Literacy
The AT presentation 9Ib Thinking skills can be
used for this activity.
I
sheet provides two samples of text that students
are asked to allocate to different purposes and
b
Course resources
audiences. Students are then asked to rewrite one AT: Presentation 9Ib Thinking skills.
of the texts for a different purpose and audience.
Feedback: Give students a few minutes to work
on their answers in pairs or small groups, then 4: Spot the energies revisited
ask for volunteers to read out their answers. Invite Developing
constructive comments on these. FA
Action: Go over the key points of writing for Assessment: The AT presentation Energy and
different purposes again. transport provides images of different forms of
transport. Show students the photos and ask them
to jot down the energy resources used by each one,
Course resources and to suggest some of the ways in which energy
ASP: 9Ib Quick Check Literacy. is transferred by each vehicle. Students may have
used this presentation in Starter 2 – in this case,
ask them to amend any notes they made at the
3: Thinking about energy time.
Developing
FA Exceeding: The final slides challenge students to
represent energy transfers as Sankey diagrams.
Assessment:
Consider All Possibilities: The temperature inside Feedback: Show the part of the presentation that
a room is rising. (Possible answers: the outside provides answers. When each answer screen is
temperature is warmer/the Sun is shining on it and shown, ask for a thumbs up/horizontal/down to
energy is being transferred by heating; there is a fire show who had all, some or no correct answers.
burning in the room; there is an electric heater on in Discuss any wrong answers as you go through the
the room; there is an inefficient appliance switched presentation.
on in the room, which is wasting energy by heating Action: Ask students to describe what they find
the room.) difficult about this exercise. Make a note of any
Odd One Out: solar energy, coal, tidal power. areas of difficulty. Some aspects of energy transfers
(Possible answers: coal is the only non-renewable can be revisited in Topics 9Id and 9Ie when
resource; coal is the only resource that can easily discussing simple machines. Help students to write
be stored; tidal power is the only one that can be a brief set of revision notes to cover any areas of
used only to generate electricity (solar can provide particular difficulty, for example by agreeing some
heating or electricity, as can coal).) summaries of the key ideas.

What Was The Question: elastic potential energy.

Course resources
(Possible questions: How is energy stored just
AT: Presentation Energy and transport.
before an archer fires an arrow? How is energy
stored in a clockwork toy? How is energy stored
when a bungee jumper is at the bottom of the
jump? Name one way in which energy is temporarily HOMEWORK TASKS
stored for a pendulum/gymnast on a trampoline.)
Feedback: Ask students to volunteer their answers 1: Energy transfers and stores 1
for each of the questions and to explain these. Developing
Use a smiley face on the board to indicate good Worksheet 9Ib-6 provides simple questions about
answers (that show correct understanding of the energy stores and transfers.
science) or a sad face for answers that indicate
misconceptions.
Course resources
Action: Get students to help you identify any AP: Worksheet 9Ib-6.
misconceptions or areas of poor recall during the
discussion. Use this information to plan further
reinforcement of these ideas. Get students to select

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 Forces and motion

9 2: Energy transfers and stores 2

Developing/Securing
homework. On the graph, GPE should vary between
the original value and zero. EPE is zero until part-

I Worksheet 9Ib-7 provides questions about the

energy transfers in a glider on a linear air track and
way through the jump. Maximum EPE is equal to
maximum GPE. KE increases and then decreases

b in a pendulum. to zero when GPE is zero, then increases and

decreases to zero again by the time GPE is at a
maximum again. The total of all three energy stores
Course resources should be constant.
AP: Worksheet 9Ib-7.

3: Bungee jumping
Exceeding
Worksheet 9Ib-8 asks students to explain the
energy transfers and the forces during a bungee
jump. This is a relatively complex example as,
unlike a pendulum, elastic potential energy has
to be taken into account as well as gravitational
potential energy and kinetic energy. Students
may have looked at the forces and their effects
in Unit 7K – you may wish to give them a copy of
Worksheet 7Ke-5 to help them to work out how the
forces change, which could help them to work out
the energy changes. Course resources
AP: Worksheet 9Ib-8.
Showing students the AT animation Forces during Optional: Worksheet 7Ke-5 (Year 7).
a bungee jump (originally seen in Year 7) will also be AT: Animation Forces during a bungee jump.
helpful.
Students could also be challenged to sketch a
line graph to show the energy changes through ActiveLearn
one bounce, ignoring any energy transfers due to Five ActiveLearn exercises are available for
heating or air resistance, and putting GPE, EPE this topic: Energy for movement 1; Energy for
and KE on one set of axes. It will be helpful to movement 2; Energy for movement 3; Purpose and
discuss this with students before they attempt the audience 1; Purpose and audience 2.

278 © Pearson
9Ic
Speed

This grid shows the basic concepts met in this topic, together with a scheme of cognitive progression for
each concept. Opportunities to cover learning and progression are given. Working Scientifically concepts
are integrated throughout the materials.

Conceptual Cognitive progress

statement Remembering (a) Understanding (b) Applying (c) Analysing (d) Evaluating (e) Synthesising &
creating (f)
There are Recall the Explain how the Represent simple Calculate speeds Measure speed in
different measurements distance travelled journeys on a from the gradient various ways.
methods of needed to calculate and the time taken distance–time of a distance–
measuring a speed. affects the speed. graph time graph. Evaluate
speeds. different ways of
Describe changes Calculate the measuring speed.
of speed shown on relative speed
a distance–time between two Work out the
graph. objects moving direction of
along the same relative motion
Explain what line. for two objects
relative speed moving in the
means. same plane, but
not in parallel.
Explain how Gatso
speed cameras
work (refers to the
photographs, not
to the radar part).
Speed is how Recall some units Describe what a Use the formula
far an object for measuring speed is. relating speed,
moves during speed. distance and time.
a set period of Describe the
time. meaning of
‘average speed’.

Objectives Exceeding:
Developing:
10. Work out the direction of relative motion for
1. Describe the meaning of speed and mean objects not moving along the same line.
speed.
2. Explain how the distance travelled and the time Focused Working Scientifically Objectives
taken affects the speed. This topic provides an opportunity to focus on key
3. Use the formula relating speed, distance and Working Scientifically skills.
time.
4. Represent simple journeys on a distance–time 1. Change the subject of a simple mathematical
graph. formula.
5. Describe changes of speed shown on a 2. Calculate the gradient of a line on a graph.
distance–time graph.
6. Explain what relative speed means.
Student materials
Securing:
7. Explain why the maximum speed on a journey Be prepared
is usually greater than the mean speed. Exploring 2 and 3 and Explaining 3 require the
8. Calculate speeds from the gradient of a use of light gates or a digital video camera with
distance–time graph. a stop clock.
9. Calculate the relative speed between two
objects moving along the same line.

© Pearson 279
 Forces and motion

9 STARTER TASKS
Ask students to write a short paragraph explaining
the idea of relative speed – then check one or two

I 1: Brainstorm speed
Developing
paragraphs as a class.

c Ask students to jot down their ideas about speed,

what it means, its units of measurement and some
Course resources
AT: Video Relative speeds.
examples of fast- and slow-moving objects. They
can then be asked to contribute ideas to a class EXPLORING TASKS
brainstorm.
It may help to make notes on the board that can 1: Walking speed
be referred to later in the topic. This is particularly Developing/Securing
useful if any misconceptions are apparent in Prac WS
students’ answers – you may wish to leave them Ask students to measure their speed when walking at
initially and revisit the results of the brainstorm later a normal pace and when walking as fast as possible.
in the topic, when students may be able to correct
their own misconceptions. Developing: Instructions are provided on Worksheet
9Ic-2.
2: Match the speeds Securing: Students should be asked to write their
Developing own method and ask for any apparatus they need.
FA If computers are available, class results could be
Worksheet 9Ic-4 provides a set of cards with entered into a spreadsheet and a mean value for
descriptions of moving objects and their speeds the class calculated. Students could also be sorted
given in three different units. Ask students to cut into order of walking speed, or they could use their
out the cards and match them up. This activity data to answer specific questions, such as ‘Do
is intended to familiarise students with the three taller people walk faster?’, ‘Do boys walk faster
common units for measuring speed and to give than girls?’, etc.
them a feel for how speeds in the three different
units compare. At its simplest, the speed cards
could be kept together and students just match the Ensure the area to be used is free of
speeds with the descriptions. If all the cards are obstacles.
separated, students could match up the speeds in
different units (working in pairs or small groups) by
putting the cards for each unit into rank order. The Course resources
fastest animals quoted are the cheetah, sailfish and AP: Worksheet 9Ic-2.
peregrine falcon (in a dive).
The AT interactive Comparing speeds provides an Equipment
alternative form of this activity. 10 m or 20 m measuring tape, stop clock.

Course resources 2: Speed targets

AP: Worksheet 9Ic-4. Securing
AT: Interactive Comparing speeds.
Prac WS
Equipment Show students how to use light gates and
Scissors. datalogging equipment to measure the speed of
moving objects, then challenge students to move
their hands (holding a piece of card of the size the
3: Relative speeds light gates have been calibrated for) through the
Securing gate at particular speeds. If a distance ranger is
FA available, students can also be challenged to walk
towards or away from the ranger at various speeds.
The AT video Relative speeds provides some
You could also sketch a distance–time graph
clips of people or objects moving at different
(reminding students that steeper slopes represent
speeds and poses some questions for discussion.
faster movement) and ask students to move to build
It is suggested that only the first couple of clips,
up a similar graph using the distance ranger.
showing escalators and motorway traffic, are used
here as a starter, to get students thinking about the Exceeding: Ticker timers can also be used for this
concept of relative speed. The rest of the clips can activity (see Background information). Students can
be used as part of Explaining 5 or Plenary 5. be introduced to the idea that cutting the tape into

280 © Pearson
 Forces and motion

strips representing equal times and pasting these

next to each other effectively builds up a distance–
Course resources
AP: Worksheet 9Ic-3.
9
time graph.
Equipment
I
Equipment
Light gates or distance ranger, datalogger.
Metre ruler/tape measure, toy car or trolley,
ramp, blocks, masses, stop clock, cushions or
c
Optional: ticker timer, power supply, ticker tape, something similar to ‘catch’ toys or trolleys.
scissors, glue, graph paper. Optional: light gates and datalogger.

3: Investigating speed
Developing/Securing/Exceeding 4: Distance–time graphs 1
Prac WS Developing/Securing
Students investigate the variables that affect the Worksheet 9Ic-5 provides a distance–time graph
speed of toy cars running down a ramp. Trolleys and asks students to match statements to different
can be used in place of cars if they are more readily points on the graph.
available. Factors that could be investigated include Developing: Students answer the questions on the
the steepness of the slope, the mass of the cars/ worksheet, omitting questions 3 and 4. Question 3
trolleys, the type of car, and different surfaces for could be worked through as a class.
the ramp.
Securing: Students answer the questions on the
The mean speed of the car could be measured worksheet.
using stop clocks, but a better method is to use
Exceeding: Remove the graph from the worksheet
light gates and datalogging equipment, or to record
before giving it to students. Ignore the questions
the movement of the car using a digital video
and ask students to work in pairs to arrange the
camera with a stop clock in the frame. If these
cards in any order they choose and note the order.
methods are to be used, it will be helpful if students
Then ask them to draw a distance–time graph to
have seen them demonstrated (in Explaining 3)
represent the journey. They will need to calculate
before planning their own investigation. Students
the distance travelled on card F and can also be
should be encouraged to discuss the relative
asked to calculate the speeds for all sections of
accuracies of the different methods before planning
the journey. Students can then give their graph to
their investigations. These methods may have to
another group and challenge them to work out the
be used as a teacher demonstration if there is not
order of the cards.
enough equipment available for individual group
work. Worksheet 9Ic-3 provides questions to help
students to plan their investigation. Course resources
AP: Worksheet 9Ic-5.
Developing: Ask students to predict how changing
the slope of the ramp will affect the speed of Equipment
the car. Discuss the questions on the worksheet A4 paper, graph paper (for students working at
with students and help them to write their own Exceeding).
plans. Check that students recall how to calculate
means.
Securing: Ask students to work in groups to discuss 5: Relative speed calculations
the different variables that could affect the speed of Securing
the car and to plan their own investigations with the
Worksheet 9Ic-7 provides questions on relative
help of Worksheet 9Ic-3.
speed calculations.
Exceeding: Students work in pairs to plan and Developing: Students work in pairs as far as
carry out their own investigation, including any questions 1 and 2.
preliminary work they think necessary and a risk
assessment. Securing: Students work as far as question 4, singly
or in pairs.
Exceeding: Students use the whole sheet.
Especially with heavier toys or trolleys,
there should be a ‘catching’ device to Course resources
stop heavy masses hurtling off the end of AP: Worksheet 9Ic-7.
the ramp – cushions are good for this.

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 Forces and motion

9 6: How is speed measured?

Developing/Securing
Equipment
Internet access or reference books.
I Students research how speed is measured for
road vehicles, ships and aircraft, and present their
c findings. Students could find out about one or more
of the following methods: EXPLAINING TASKS

• cycle speedometers (magnet attached to spoke, 1: 9Ic Speed (Student Book)

speed calculated from number of revolutions of Developing/Securing/Exceeding
the wheel and the wheel circumference) FA
• car speedometers (a magnetic sensor detects the
These pages give the formula for calculating speed,
speed of a toothed wheel attached to a wheel
show how distance–time graphs can be used
axle)
to represent a journey and introduce the idea of
• satnav/GPS systems (location and time data are
relative motion. An AT link allows you to turn the
used to calculate speed)
labels on and off on figure C if you wish students
• speed cameras (radar detects the speed of a car,
to interpret the graph before they have read the
or a camera takes two photos a set time apart
explanation in the book. The AT interactive
and distance is measured from the photos via a
Concept cartoon: What does it show? will prompt
grid painted on the road)
discussion of what a distance–time graph shows.
• aircraft (speed through the air (airspeed) is
measured by detecting the pressure drop as air Questions 2 and 5 can be used for formative
flows through a narrow pitot tube sticking into assessment. Worksheet 9Ic-1 is the Access Sheet.
the airflow; speed over the ground (groundspeed)
can only be measured by GPS or other radio/
Course resources
satellite system)
AP: Worksheet 9Ic-1.
• ships (speed through the water is measured by
AT: interactive Concept cartoon: What does it
measuring the speed of a small propeller sticking
show? Labels on/off Distance–time graph.
into the water, or by using ultrasonics to detect
how fast particles in the water are moving past;
in the past, a ‘log’ was thrown overboard and the
2: 9Ic Equations and graphs (Student Book)
amount of rope it pulled out in a set time gave
Developing/Securing/Exceeding
a measure of speed – the rope was knotted at
regular intervals, hence the unit for speed ‘knots’ FA WS
used for ships). These pages remind students how to use a
formula triangle to rearrange simple formulae
Developing: Students could limit their research to (first introduced in Topic 8Ia) and shows how the
cycle speedometers (as these may be familiar to gradient of a line on a graph can be calculated.
them) and satnav/GPS systems (which will help to You may wish to omit the work on gradients with
reinforce the idea that a distance and a time need students working at Developing.
to be measured). They can write a few sentences to
explain how they work. 3: Measuring speed demonstration
Securing: Students should only be asked to Developing
produce a brief outline of how the different Prac
methods work. They can present their findings via Demonstrate how a light gate can be used to
annotated diagrams, bullet points or paragraphs of measure the speed of a toy car or trolley down a
text. ramp. If more than one light gate is available, gates
Exceeding: Students could provide some detail could be set up at different places down the ramp
about how some of the methods work, possibly and the speed of the car compared at different
including worked examples for things like the places. This is a good opportunity to revisit the
cycle speedometer or photographic speed traps, idea of unbalanced forces producing a change in
or could discuss factors that could reduce the movement by discussing with students how the
accuracy of the methods (such as underinflated speed of the car changes as it goes down the ramp,
tyres changing the effective circumference of a and asking them to describe the different forces
wheel). acting on the car and what the overall resultant
force is. Alternatively, a digital video camera could
Students could provide two versions of their be used to record the movement of the car, with a
presentations for different named audiences, to stop clock in the frame.
build on the Literacy material in Topic 9Ib.
Securing/Exceeding: This is a good opportunity to
reinforce the meaning of accuracy and reliability.

282 © Pearson
 Forces and motion

Explain to students that the datalogger calculates

speed by timing how long it takes a card to go
PLENARIES 9
through the light gate and needs to know the length
of the card. The datalogger produces precise and
Most plenaries can be used for formative
assessment. Suggested assessment, feedback and I
reliable (i.e. repeatable) results, as long as the
correct length is input. You could demonstrate this
action strands of formative assessment can all be
modified. See the ASP for further information and c
by making measurements on repeat runs for the ideas on formative assessment.
same starting point of the car. Then change the
1: Quick Check
length of the card, or change the value that is input
to the datalogger, and repeat. The new set of results Developing/Securing/Exceeding
will still be precise and repeatable, but will no FA
longer be accurate (there will be a systematic error). Assessment: The 9Ic Quick Check sheet provides a
set of true-false statements for students to classify
Equipment (for demonstration) and correct, and a distance–time graph for students
Toy car or trolley, ramp, blocks, light gates and to label and interpret. Students should work
datalogging equipment. through the sheet alone or in pairs.
Optional: digital video camera. Feedback: Ask for volunteers to suggest answers
for each question. Each time, ask for a show of
4: Distance–time graphs 2 hands to say whether or not the idea is correct and
Securing ask for volunteers to improve answers that have
been suggested.
The AT animation Distance–time graphs illustrates
a journey and builds up a distance–time graph Action: Note any misconceptions and explain
during the journey. A second journey is illustrated, them or plan future activities to consolidate these.
which can be paused to ask students to describe Students should make sure they have corrected any
what the corresponding distance–time graph should incorrect answers on the Quick Check sheet.
look like before continuing the animation.
Course resources
Course resources ASP: 9Ic Quick Check.
AT: Animation Distance–time graphs.
2: Quick Check WS
5: Relative motion Developing/Securing/Exceeding
Securing FA WS
The AT presentation Time and tides explains Assessment: The 9Ic Quick Check WS sheet
the fact that water in the Thames sometimes provides questions asking students to calculate
flows inland and gives some tidal stream speeds speeds, distances and times, and to work out
at different states of the tide. This is followed by gradients from a speed–time graph. Students work
questions for class discussion aimed at reinforcing through the sheet alone or in pairs.
ideas about relative speed and giving a few
examples for students to calculate speeds relative Feedback: Ask students to volunteer answers to the
to the water and to the ground. questions. Ask the class to comment on the validity
of the answers given and suggest corrections to
The clips of boats in moving water on the AT any incorrect answers.
video Relative speeds could also be shown here.
Action: Ask students to make a summary of their
Exceeding: The final section of the presentation
strengths and weaknesses when answering this
looks at relative speed in two dimensions, by
type of question. Identify any misconceptions or
looking at the direction a boat would have to
areas of weakness and go over these immediately
steer to cross a tidal stream directly. You could
or in future lessons.
supplement this using the video clips on the AT
video Relative speeds showing an aeroplane doing
Course resources
a cross-wind landing and a kayaker crossing a fast-
ASP: 9Ic Quick Check WS.
flowing river, or look for video clips online showing
kayakers doing a ‘ferry glide’ to cross a river.
3: Thinking about speed
Course resources Developing
AT: Presentation Time and tides. Video Relative FA
speeds. Assessment:
Plus, Minus, Interesting: All cars should have a
maximum speed of 30 mph. (Possible answers:

© Pearson 283
 Forces and motion

9 Plus – there might be fewer road deaths/injuries

if cars travelled more slowly; Minus – it would
wrong with each answer. They should jot down a
corrected version of the answer.

I take longer for people to get to their destinations;

Interesting – would more people use trains or
Feedback: Take each question in turn and ask for a
volunteer to explain what is wrong. Ask the rest of
c buses if car journeys took longer? In 1865, the
speed limit for ‘locomotives on the highway’ was
the class to give a thumbs up/thumbs down to say
whether or not they think the explanation is correct.
2 mph in towns, and they had to have a person
You could use a similar technique to get students to
walking in front of them with a red flag.)
indicate how confident they are in their judgement.
Consider All Possibilities: One car completes its Ensure that at the end of the discussion all students
journey in a shorter time than another. (Possible can see what is wrong with each worked answer.
answers: it travels faster; it does not stop and the Students should note down the ideas that they have
other does; it does not have as far to go.) become more confident about during this activity.

Odd One Out: aeroplane, car, train. (Possible Action: Identify any areas of particular difficulty and
answers: an aeroplane can have a speed vertically revise them.
as well as horizontally; an aeroplane cannot
measure its speed by counting how many times its Course resources
wheels go round in a given time; an aeroplane is the AT: Presentation Spot the mistakes.
only one that can have more than one speed at the
same time, i.e. groundspeed and airspeed; a train is
the only one whose direction of travel is fixed by the 5: Going up?
rails it runs on.) Securing
FA
Feedback: Students answer the thinking skills
questions individually and then discuss their Assessment: A clip in the AT video Relative
answers in groups, thereby feeding back their speeds shows skydivers opening their parachutes.
thoughts to one another. Ask students to write When watching such clips, students often comment
down their best answers and consider why they that the skydiver opening their parachute has ‘gone
think they are the best. Ask them to do the same for upwards’. The clip is provided twice – the first
their weakest answers, trying to identify what they shows the whole sequence, which is then repeated
find difficult about these. with pauses to pose questions. Show just the first
one at this stage and ask students to jot down a
Action: Ask a spokesperson from a number of short description describing the motion they have
groups to read out their best answers. Compile seen.
a class list of ‘features of good answers’ and a
second list of areas of this topic that need to be Feedback: Ask for volunteers to read out their
reinforced. Identify any ideas that are missing and descriptions and give others a chance to query or
share them with the class. Students could revise correct them. Note any misconceptions evident in
one of their less good answers in the light of this their discussion.
discussion. If understanding is poor then revise the Action: If there are any comments that one of the
material at the start of the next lesson. The AT skydivers is moving upwards, show the second
presentation 9Ic Thinking skills can be used for this version of the clip, pausing the playback when each
activity. question is posed. If necessary, discuss each point
until students are happy with the explanations. Ask
Course resources students to sketch a diagram of a skydiver’s fall,
AT: Presentation 9Ic Thinking skills. with a note describing what happens at each stage.

Course resources
4: Spot the mistakes AT: Video Relative speeds.
Developing
FA
The AT presentation Spot the mistakes shows HOMEWORK TASKS
a set of questions with answers on the content of
this topic, but each answer has one or more things 1: Cycling speeds 1
wrong with it. Developing/Securing
Assessment: Show students the presentation and Worksheet 9Ic-6 describes how cycle computers
ask them to work in pairs to note down what is work and provides some simple questions to help
consolidate the work in this topic.

284 © Pearson
 Forces and motion

Course resources
AP: Worksheet 9Ic-6.
3: Airspeed and groundspeed
Securing/Exceeding 9
Worksheet 9Ic-9 develops the work on relative
speeds by describing airspeed and groundspeed
I
2: Cycling speeds 2
Developing/Securing
and why both are important for the operation of
aircraft. The final question is an optional challenge.
c
Worksheet 9Ic-8 describes how cycle computers
work and provides questions to help consolidate Course resources
the work in this topic. AP: Worksheet 9Ic-9.

Course resources
AP: Worksheet 9Ic-8. ActiveLearn
Four ActiveLearn exercises are available for this
topic: Speed 1; Speed 2; Speed 3; Changing the
subject.

© Pearson 285
9Id
Turning forces

This grid shows the basic concepts met in this topic, together with a scheme of cognitive progression for
each concept. Opportunities to cover learning and progression are given. Working Scientifically concepts
are integrated throughout the materials.

Conceptual Cognitive progress

statement Remembering (a) Understanding (b) Applying (c) Analysing (d) Evaluating (e) Synthesising &
creating (f)
Simple State what is meant Describe how Describe how Explain how Evaluate the Explain why
machines (in by: pulley, ramp, a simple pulley gears affect the gears work use of simple force multipliers
addition to gear, force multiplier. system can magnify force needed using ideas machines conserve energy,
levers) can [force, distance]. and the speed of about moments. in common i.e. in terms of
make it easier movement. devices. the smaller force
to lift or move Describe how using needed has to
objects. a ramp can reduce Explain why move through a
the force needed to simple machines greater distance.
lift an object. are used in a
variety of everyday
applications.
Levers can State what is meant Describe how a Identify the [pivot, Explain how Evaluate the
magnify forces by: lever, load, effort, simple lever can load, effort] in levers are used use of levers
or magnify pivot, fulcrum, force magnify [force, [Class 1, Class 2, in common in common
distance multiplier, distance distance]. Class 3] levers. devices. devices.
moved. multiplier.
The turning State what is meant Describe how forces Use the formula Determine the
effect of a force by: a moment of a can move an object relating moment, weight of a ruler
is called the force. around a pivot, i.e. force and using moments.
moment. if moments are perpendicular
Recall the units of unbalanced. distance.
moments.
Describe the factors
Recall that that affect the size
something will of a moment.
balance if the
moments are equal
and opposite.

Objectives 8. Use the formula relating moment, force and

Developing: perpendicular distance.
1. Describe how a simple lever can magnify force Exceeding:
or distance.
9. Describe how gears affect the force needed to
2. Identify the pivot, load and effort in Class 1
move an object and the speed of movement.
levers.
10. Explain how gears work using ideas about
3. Explain how levers are used in common
moments.
devices.
4. State what is meant by a moment of a force
and recall its units. Student materials
5. Recall that an object will balance if the
moments are equal and opposite.
6. Describe the factors that affect the size of a Be prepared
moment. Explaining 4 requires a bicycle, preferably one
with multiple gears.
Securing:
7. Identify the pivot, load and effort in Class 2 and
Class 3 levers.

286 © Pearson
 Forces and motion

STARTERS
3: Balancing demonstrations
Securing 9
1: Levers brainstorm
Developing
Prac FA
Get students thinking about balancing with one or
I
BA
Start by asking if any students know what the
both of the following activities. d
A: Ask students to stand with their heels touching a
word ‘lever’ means. If necessary, explain that a wall and place an object on the floor about 50 cm in
lever is something, often with a long handle, that front of them. Ask them to pick it up without moving
is used to increase a force. Ask students to work their feet or touching the floor with a hand and then
in pairs to write a list of five different levers that discuss why they cannot do it. Motivation can be
they use. Then form groups to swap ideas before provided in the form of a £5 note to be picked up.
combining all their ideas on to a master list on the You could follow this up by asking a student to
board. If necessary, tell students to think about stand with his or her heels on a line drawn on the
opening bottles, tins or doors, which should help floor and ask them to pick up an object (although it
to get them started on their lists. You could also is suggested that £5 is not used this time!). Ask the
demonstrate these things. rest of the class to observe carefully and explain
why the formerly impossible task is now relatively
Equipment easy (they can move one leg backwards to act as a
Optional: Bottle opener and bottle, custard tin counterweight and so can bend over without losing
and spoon. their balance).

2: Examples of levers B: Ask students to stand about three foot-lengths

Developing/Securing from a wall and then touch the wall with their
noses without overbalancing or moving their feet.
Prac
Some students may be able to do it. Then tell
Show students a couple of different examples of the them that they can raise one foot off the ground
same type of machine, such as a pair of embroidery – all students should then be able to manage the
scissors and a pair of kitchen scissors, or a small and feat by using one leg as a counterbalance. Ask
large spanner. Ask students why the things are made them to explain why this task is easier if they are
in different sizes and ask them to suggest situations allowed to raise one foot. Agree an explanation of
in which they would use the large or the small how humans use counterbalance when they bend
example. Elicit the idea that these things are levers over and then ask students to write this in their
and that the ones with the longer handles allow more own words.
force to be applied to the object being cut/moved,
using only the same amount of effort. You could also
show a tin with a tightly fitting lid, such as a paint tin,
and ask students whether they would use a coin or a Ensure that students cannot fall on
long screwdriver to get the lid off. anything that will hurt them if they
overbalance and have someone standing
Exceeding: Give students a scenario where they by to support them.
have a tin of paint and five different screwdrivers of
different lengths (5 cm, 10 cm, 15 cm, 20 cm and
25 cm). Ask them to write down which screwdriver EXPLORING TASKS
they would choose and why, using as much physics
as they can in their answers, including the words 1: Using levers
‘pivot’, ‘load’ and ‘effort’.
Developing/Securing
Prac
Take care if students are allowed to use Set up a circus and allow students to try different
machines. levers. Suitable examples are using a variety of
levers to open an empty custard tin (e.g. 50p piece,
teaspoon, long-handled screwdriver), using the tips
Equipment of scissors to cut paper, using scissors to cut thick
One or more pairs of machines (such as cardboard, using secateurs and branch-cutters,
embroidery scissors and kitchen scissors, wire- using cutters to cut a piece of metal. Other items,
cutters and bolt-cutters, garden hand-secateurs such as torque wrenches and wheel braces, may
and long-handled loppers, small and large have to be items for discussion, unless you have
spanners). something suitable to use them on. You could also
Optional: tin of paint, coin, screwdrivers of demonstrate cutting things with wire-cutters and
different lengths. bolt-cutters.

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 Forces and motion

9 In all cases, ask students to identify the pivot and

the position of the effort. Ask them to note the
Course resources
AP: Worksheets 9Id-2; 9Id-3.
I different way they use scissors when cutting paper
or thick card and why bolts cannot be cut with
Equipment (per group)
d small wire-cutters.
Also include examples of levers, such as a hammer
Metre rule, sandbag, triangular block of wood
(pivot), 100 g slotted masses.
used to remove a nail, where the lever is not a
straight bar. Point out that the lever also changes
the direction in which the force acts. 3: Balance challenge
Developing/Securing/Exceeding
Prac WS
If cutting metal, ensure that students This is best carried out before students use the
take care not to cut themselves on sharp Student Book, as it is leading them to discover that
edges. You may not wish to allow some moments are equal when objects are balanced.
classes to use items such as secateurs
etc. Bolt-cutters should not be used by Students use a metre rule, masses and a pivot to
students. Do not cut towards hands or investigate the idea that ‘weight × perpendicular
body. Care should be taken to prevent distance from the pivot’ on both sides is equal
tools slipping in use. Count all sharps in when the ruler balances. This can be carried out
and out. using coins as a unit of force or actually using
masses and working out the weights of the masses
used.
Securing: Worksheet 9Id-4 provides questions
Equipment (for class circus) to help students to plan and evaluate their
As many of the following as possible: custard investigation.
tin and spoon, 50p piece, long-handled
screwdriver, scissors, paper and thick card, Exceeding: Students are not given the worksheet.
wire-cutters and wire, secateurs, branch-cutter, Show students the apparatus and ask them to find
thin and thick branches, metal-cutters, metal out how many different ways they can arrange the
sheet (old food cans will do). coins/masses to make the ruler balance; and if they
Optional (for demonstration): torque wrench, can work out a rule for predicting whether or not a
wheel brace, bolt-cutters, hammer and nail in particular arrangement will work.
block of wood.
Course resources
AP: Worksheet 9Id-4.

2: Investigating levers Equipment

Developing Metre rule, triangular block of wood (pivot),
Prac WS 100 g slotted masses or 2p coins.
The aim of this practical is to show that a longer
lever makes lifting a load easier. Ensure that the 4: Make a mobile
sandbags (if used) have a suitable mass and can be Securing
lifted using the masses available.
Prac WS
Developing: Instructions are given on Worksheet Show students a hanging mobile and discuss its
9Id-2. Students working with this sheet will construction, bringing in the words pivot, balance
investigate the number of masses needed for and moment. Students can then make their own
different lengths of lever. mobiles. Encourage them to work from the bottom
Securing: Worksheet 9Id-3 encourages a more sections upwards.
open-ended approach to investigating levers, and Developing: Students may find the balance points
students using this sheet may need to be reminded by trial and error, but encourage them to use the
that a 100 g mass has a weight of 1 N. idea that a larger weight will be closer to the pivot
than a smaller one, to make things balance.
Securing: Encourage students to use the equation
Sandbags should not be any heavier than for calculating moments to work out the balance
2 kg. position for each suspension point based on the
weights of the shapes to be suspended from the arm.

288 © Pearson
 Forces and motion

Equipment
Hanging mobile, card, florist’s wire, scissors,
(the correct version), ignoring the mass of the ruler
itself. They should see that the reduction in twisting 9
string, coloured pencils.
force corresponds to the change in moment when
calculated using the perpendicular distance to the I
5: Different kinds of lever
force.
d
Securing
Follow up Explaining 3 by asking students to find
images of different classes of lever and to produce
a poster or computer presentation describing
examples of the three classes, and identifying the
load, effort and pivot on each one.
Exceeding: Ask students to find a picture of
someone rowing a boat, and challenge them to
identify the load, effort and pivot. (The pivot is not
the rowlock when the oars are being used to move
the boat forwards – see the Background information
for this topic.)

Equipment
EXPLAINING TASKS Broom or metre rules, stacking masses, sticky
tape.
1: 9Id Turning forces (Student Book)
Developing/Securing/Exceeding
FA 3: Classes of lever
Securing
These pages introduce the idea of levers, show
students how to calculate the moment of a force The AT presentation Different classes of lever
and explain that objects balance if clockwise and introduces the idea of different classes of lever
anticlockwise moments are equal. and gives examples. Students are expected to be
able to work out from the relative positions of load,
Questions 4 and 7 can be used for formative effort and pivot whether the lever is being used as
assessment. Worksheet 9Id-1 is the Access Sheet. a force multiplier or a distance multiplier, but will
not be expected to recall the definitions of the three
Course resources classes of lever. Follow up with Exploring 5.
AP: Worksheet 9Id-1. Securing: Omit the final example of a rowing boat.
Exceeding: Challenge students to work out the
2: Perpendicular distances class of lever represented by an oar.
Securing
Prac Course resources
This demonstration is intended to reinforce the idea AT: Presentation Different classes of lever.
that, when working out a moment, the distance
used must be perpendicular to the force. You will
need a long object with a weighted end. A broom 4: Bicycles – levers and gears
would do, but it may be more practical to fasten Securing
some masses to the ends of metre rules, so that Bring a bicycle into the lab and ask students to
several students can try the demonstration at once. identify all the levers involved and what they do.
Ask students to grasp the rule at the unweighted
The AT presentation Bicycles provides images of
end and hold it horizontally, then turn their wrist so
different parts of a bicycle and can be used if it is
that the rule becomes almost vertical. They should
impractical to use a real bicycle.
notice that the twisting force needed from their
arm is considerably less with the ruler near vertical, Gear ratios are normally given in terms of the
showing that the moment from the weight they are number of teeth on the gear wheels (or sprockets
balancing is also less. – this is the name for any toothed wheels that
are connected with a chain, as on a bicycle). The
On the board, calculate what the moment of the
explanation in Bicycles is given in terms of the radii
weight is using the length of the ruler and also using
of the different sprockets, but this is effectively
the horizontal distance from their hand to the ruler

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 Forces and motion

9 the same thing. The spacing of the teeth is set

by the spacing of the links in the chain, so the
modified. See the ASP for further information and
ideas on formative assessment.

I number of teeth will be proportional to the radius.

As it is the ratio between the numbers of teeth on 1: Quick Check

d two sprockets that defines the force or distance

multiplication, using the ratio of radii will give the
Developing/Securing/Exceeding
FA
same result.
Assessment: The 9Id Quick Check sheet provides
Exceeding: The final section of the presentation questions on the content of this topic.
explains how gears on a bicycle work in terms of
Feedback: Ask for volunteers to answer each item,
moments.
then ask others in the class to comment on their
answers.
Course resources
AT: Presentation Bicycles. Action: List any misconceptions on the board
and ask students to discuss why these areas are
Equipment problematic. Recap any areas from the lesson that
Bicycle. are causing particular difficulty.
Students could note any questions on areas of
uncertainty, to be answered in the following lesson.
5: Balance it! Make it their responsibility to make sure they are
Securing answered by the end of the topic.
The AT animation Balance it! provides a
simulation of a ruler balancing on a pivot. Weights Course resources
can be dragged to different points along the ruler ASP: 9Id Quick Check.
and the user can then test if their combination
will balance. There is also an option to show the
calculation of the moments in each direction.
2: Thinking about levers
Developing: Drag a weight to one side of the Developing/Securing
ruler and ask for suggestions where a weight FA
should be placed to balance it. Test this, then ask
Assessment:
more complex questions, such as where a single
weight should be placed on one side to balance Plus, Minus, Interesting: All levers in our bodies
two weights in the same place on the other side. should be longer. (Possible answers: Plus –
Demonstrate and test all suggested answers muscles would not have to contract as much for
and help students to explain why any incorrect the same movement; Minus – muscles would have
suggestions did not work. to be stronger; Interesting – we would be much
taller because our legs would be longer. The woman
Securing: Demonstrate a couple of examples with the longest legs is Svetlana Pankratova, who is
to students, then ask them to work in pairs to 1.95 m tall with legs 1.32 m long.)
write down suggestions for several different
combinations that should balance. You could Plus, Minus, Interesting: All levers should be force
include constraints, such as having to use an odd multipliers. (Possible answers: Plus – we would
number of weights altogether, or not being allowed need less force to do many things; Minus – our
to put more than one weight in each location. arms might not work very well; Interesting – what
Ask for volunteers to describe their suggestions, would our arms look like – would the muscles have
set up the situation described and then ask for to be in different places? You could balance an
other groups to comment on whether or not it will elephant on a seesaw if you could sit 100 m from
balance before testing it. the pivot!)
Consider All Possibilities: You cannot lift a heavy
Course resources mass using a lever. (Possible answers: the mass is
AT: Animation Balance it! too far away from the fulcrum; the lever is not long
enough; you cannot provide enough force.)
Feedback: Give students five minutes to think up
their responses, then pick students to give their
PLENARIES
answers. Get as many different answers as possible
Most plenaries can be used for formative and then ask students to comment on whether or
assessment. Suggested assessment, feedback and not any of them are scientifically incorrect.
action strands of formative assessment can all be

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 Forces and motion

Action: Ask students why they found certain

questions more difficult. Get students to use 9Id
it. Then ask students to ask each other in pairs
whether or not they agree on the things they 9
Turning forces in the Student Book to improve their
response to the question they found most difficult
should have learnt. Ask them to agree a final list of
the three most important points. Ask students to I
– writing their improved answer down for you (or
peers in a group) to check.
identify any areas of uncertainty too – this could be
in the form of three questions to be addressed in d
the following lessons.
The AT presentation 9Id Thinking skills can be
used for this activity.
HOMEWORK TASKS
Course resources
AT: Presentation 9Id Thinking skills. 1: Levers and moments 1
Developing/Securing
Worksheet 9Id-5 provides simple questions on
3: Spot the lever levers and moments.
Securing
FA Course resources
Assessment: The AT interactive Spot the lever AP: Worksheet 9Id-5.
shows an image that includes several levers. Ask
students to identify different levers and what they
do, and to describe the locations of load, effort and 2: Levers and moments 2
fulcrum. Securing
Feedback: Give students five minutes to work in Worksheet 9Id-6 provides questions on levers,
small groups, then ask for a volunteer to describe moment calculations and balancing.
one of the levers shown and explain what it does.
Then roll over the relevant part of the image and see Course resources
the answer provided. Ask for a thumbs-up/thumbs- AP: Worksheet 9Id-6.
down show of hands to see how many groups got
the answer correct and, if necessary, give them
some time to amend their answers for the other 3: Gears
levers before asking for a volunteer to describe the Developing/Securing/Exceeding
next lever. Worksheet 9Id-7 develops the work in this topic
Action: Note any points of difficulty. These can be by explaining how the gears on a bicycle work in
addressed in the next topic, where the subject of terms of moments, including calculations. It will be
simple machines is continued. helpful if students have seen the AT presentation
Bicycles (Explaining 4).
Course resources
AT: Interactive Spot the lever. Course resources
AP: Worksheet 9Id-7.
AT: Presentation Bicycles.
4: Beg of my neighbour
Developing/Securing
FA ActiveLearn
Three ActiveLearn exercises are available for this
Ask each student to write down three things that
topic: Turning forces 1; Turning forces 2; Turning
they think the person sitting next to them should
forces 3.
have learnt and when they would have learnt

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9Ie
More machines

This grid shows the basic concepts met in this topic, together with a scheme of cognitive progression for
each concept. Opportunities to cover learning and progression are given. Working Scientifically concepts
are integrated throughout the materials.

Conceptual Cognitive progress

statement Remembering (a) Understanding (b) Applying (c) Analysing (d) Evaluating (e) Synthesising &
creating (f)
How an object Identify the Interpret and draw Calculate the Use scale
behaves will forces acting a free-body force resultant of forces drawings to find
depend on the on a [moving, diagram. acting in one the resultant of
interaction of stationary] object dimension. forces in two
the different and the directions dimensions.
forces acting in which they act.
on it. Use the idea that
State what a force can be
is meant by: represented by
resultant force. two orthogonal
forces.
Simple State what Describe how Describe how Explain how Evaluate the Explain why
machines (in is meant by a simple pulley gears affect the gears work use of simple force multipliers
addition to [machine, pulley, system can magnify force needed using ideas machines in conserve energy,
levers) can ramp, gear, force [force, distance]. and the speed of about moments. common devices. i.e. in terms of
make it easier multiplier]. movement. the smaller force
to lift or move Describe how using needed has to
objects. a ramp can reduce Explain why move through a
the force needed to simple machines greater distance.
lift an object. are used in
a variety of Explain the effects
everyday of friction on the
applications. total amount of
energy needed
to use a simple
machine.
Levers can State what is Describe how a Identify the [pivot, Explain how Evaluate the
magnify forces meant by [lever, simple lever can load, effort] in levers are used use of levers in
or magnify load, effort, pivot, magnify force or [Class 1, Class 2, in common common devices.
distance fulcrum, force distance. Class 3] levers. devices.
moved. multiplier, distance
multiplier].
Work is a Recall how you Describe the Use the formula Describe Justify the
way in which can tell when a relationship relating energy/ the need for braking distances
energy can be force does work. between work work, force and distance to be given in the
transferred. done and energy displacement. measured in the Highway Code
transferred. same direction numerically in
as the force. terms of kinetic
Describe the factors energy being
that affect the total taken away by
work done. work done by the
braking force.

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 Forces and motion

Conceptual
statement Remembering (a) Understanding (b)
Cognitive progress
Applying (c) Analysing (d) Evaluating (e) Synthesising &
9
Explain why Use data
creating (f)
I
e
Energy cannot State the meaning Identify useful and Calculate energy
be created or of: efficiency. wasted energies. efficiencies. the efficiency to evaluate
destroyed, but can never be [processes,
in most energy Recall the law of Describe whether Use data to greater than 1 objects, energy-
transfers some conservation of a machine is more consider cost or greater than saving devices].
energy is lost energy. efficient than efficiency by 100%.
in a form that is another. calculating
not useful. Recall some payback times.
advantages of low-
energy appliances.

Objectives
STARTERS
Developing:
1. Describe how a ramp or a simple pulley system 1: Using forces
can reduce the force needed to lift an object. Developing/Securing
2. Recall that if the force needed is decreased the The AT video Using forces provides images of
distance it moves is increased. various simple machines in use. Initially, show the
3. Describe the relationship between work done video to students with the sound turned off. Ask
and energy transferred. students to identify various forces in action and
4. Describe the factors that affect the total work any machines that they can see that are helping
done. to magnify forces or distances. This starter can be
Securing: followed up with Exploring 4, where students are
asked to write a voiceover script for the video, or
5. Use the formula relating work, force and with Plenary 3.
distance moved.
6. Use ideas about conservation of energy when
explaining how simple machines work. Course resources
AT: Video Using forces.
Exceeding:
7. Work out the mechanical advantage of simple
2: Revising words
machines.
Developing/Securing
8. Explain why the actual mechanical advantage
may not be the same as the theoretical value. FA
9. Use the idea that a force can be represented by Revise the content of the previous lesson by asking
two orthogonal forces. students to match words to meanings.
Developing: The AT interactive Match the
meanings asks students to match words relating
Student materials
to forces with their meanings. Use this as a front
Topic notes of class activity, or give students the words and
• Both moments and work are calculated by definitions cut from the 9I Word Sheets to match up.
multiplying a force and a distance. Ensure that Securing: Give students a list of the key words from
students understand the difference between the the previous topic and ask them to write their own
two and do not mix up the units (N m and J). definitions.
Ensure students have matched up the cards
Be prepared correctly or written suitable definitions. Revise the
Exploring 3 requires a variety of construction meanings of any words that are causing difficulty.
materials to build mousetrap cars.
Course resources
ASP: 9I Word Sheets.
AT: Interactive Match the meanings.

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 Forces and motion

9 3: Sure or unsure?
Developing/Securing FA
evaluations. Students are more likely to detect
friction effects if they pull a block of wood up the

I Help students to secure the knowledge gained in

9Id before building on it in this topic.
ramp rather than a trolley, so you may wish to
suggest this.

e Assessment: Ask students to individually write down

one thing about levers and moments that they are
Ensure ramps are securely supported. It
sure about, and one thing they are unsure about.
may be best to work on the floor if pulling
Statements could be in a two-column table. Then
the trolley or block to avoid them falling
ask them to work in groups of five or six to come up
onto feet.
with group lists of statements in each column.
Feedback: Ask a spokesperson from each group
to say what that group has decided, and reach a Course resources
consensus as a class about what things students AP: Worksheets 9Ie-2; 9Ie-3.
are generally confident about and what things they ASP: 9I WS Investigations.
are less confident about. AT: Spreadsheets Angle calculator; Ramps and
Action: Revise the things that students are having energy.
difficulty with, or plan to cover these areas in any
revision activities at the end of the unit. Pair groups to Equipment
explain to each other if any of the tables of statements Trolley or block, string, force meter, pulley
are complementary (i.e. one group confident; the and clamp, stacking masses (range of sizes,
other not confident about a particular idea). including 5 g masses if available), long ramp
(2 metres), blocks or lab jacks for supporting
ramp, metre rule.
EXPLORING TASKS

1: Investigating ramps 2: Investigating pulleys

Developing/Securing/Exceeding Developing/Securing
Prac WS Prac WS
Students investigate the force needed to pull Students investigate the force needed to lift a
an object up ramps of different slopes. This given mass with different numbers of pulleys in the
investigation can be used to carry out a Working system and also how far the mass and the pulling
Scientifically Investigation. A set of assessment force move. It may help if students have seen the
descriptions/descriptors is provided in the ASP. pulleys part of Explaining 3 before starting their own
Worksheets are provided at two bands, but if this investigation. Remind students how to convert a
practical is being used for a complete Working mass to a force (multiply by 9.81 N/kg rather than
Scientifically assessment, students should do their 10 N/kg as a more precise value will help them to
own planning. see the relationships). Students should find that the
force needed to raise a mass is equal to the mass
Developing: Students follow the instructions on
divided by the number of pulleys involved and that
Worksheet 9Ie-2. Note that using this worksheet
the distance moved by the force is the distance
will limit the marks students can get in the planning
moved by the mass multiplied by the number of
strand.
pulleys.
Securing: Students plan their own investigation
Developing: If necessary, help students to spot the
with the help of Worksheet 9Ie-3. If they wish to
relationship between the number of pulleys used
plot results against the angle of the ramp (instead
and the size of the force needed to lift the load.
of using the height at the end of the ramp), the
AT spreadsheet Angle calculator will help them Securing: Students should calculate the work done
to do this. Show this to students before they in each case. Small discrepancies in the work
start planning. It may also be worth ensuring that done are likely to be due to errors in readings or to
they realise that the pulley shown in one of the friction in the pulleys.
suggested methods is only being used to change
Exceeding: Once students have worked out what
the direction of the force – it is not affecting the size
the force needed to lift a weight with each pulley
of the force.
system should be, ask them to calculate the work
Exceeding: As above, but follow up by allowing that should be done theoretically to lift a given
students to work through the AT spreadsheet weight. They should then compare it to the actual
Ramps and energy (Explaining 5) and see if they work done and explain any differences.
can use ideas from this in their conclusions and

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 Forces and motion

Equipment (per group)

Stacking masses, string, pulleys, force meter,
Course resources
AP: Worksheet 9Ie-4.
9
metre rule.
Equipment (per group)
I
3: Mousetrap cars
Possible apparatus includes: mousetraps,
string, stiff tubes (such as biro cases) or rods
e
Developing/Securing (bamboo barbeque skewers or florist’s wire)
Prac WS for axles, CDs or stiff card from which discs
can be cut to use as wheels, balloons (rings of
‘Mousetrap cars’ are vehicles propelled by the
rubber can be cut and used as tyres), screw-in
force of a standard mousetrap being sprung. There
hooks or eyes, sticky tape, glue (hot glue guns
are numerous videos available on the Internet
if possible: the technology department may be
showing contests with mousetrap cars and also
able to help), scissors.
how to make them. This is a very open-ended task,
to allow students to use some of their knowledge
about forces and simple machines to make a car 4: Using forces – voiceover
that will travel as far as possible on one snap of Securing
the mousetrap. In particular, there is a WikiHow
The AT video Using forces provides images of
page that gives specific hints about improving
various simple machines in use. Show the video to
performance.
students with the sound turned off and ask them to
Show students a video of a mousetrap car write a script that could be used as a voiceover to the
challenge and then introduce the competition. video. Note that they may already have seen some or
There are some planning hints on Worksheet 9Ie- all of the video in Topic 9Ia and in Starter 1 above.
4. You may wish to limit the materials available,
The Literacy work from Topic 9Ib could be
or allow students to plan their design and then
developed by asking students to write two different
have the necessary materials made available in
versions – one to introduce the idea of simple
the following lesson. Designing the car could be a
machines to Year 6 students and one to be shown
homework task, particularly if students have access
to another Year 9 class.
to the Internet at home.
Students should be encouraged to work as a team Course resources
on this. If teams of four or more are used, students AT: Video Using forces.
could work in pairs to design the wheels, or the
mousetrap mechanism, etc.
5: Debate
Credit in marking (or in judging the competition) Developing/Securing
should be given to cars that go the furthest, but
Lit
also for good plans and explanations of the features
of the cars. There is an opportunity for a debate on Student
Book 9Ie Supplying the energy. Refer to Skills Sheet
A suggested list of apparatus that might be needed RC 5 from the Year 7 Activity Pack for ideas on how
is given below. to run a debate.
Securing: When the cars are built, ask students
to suggest how they might work out the efficiency Course resources
of their cars. Elicit the idea that they will need to AP: Skills Sheet RC 5 (Year 7).
measure the work done in winding up the spring,
and also the work done to propel the car forwards.
EXPLAINING TASKS
Ask them to suggest some ways of doing this.
Note that both are complex measurements to
1: 9Ie More machines (Student Book)
make, as the force needed/produced varies,
and students are not expected to actually make Developing/Securing/Exceeding
the measurements. Explaining 6 looks at why FA
measuring the work done in winding the spring is These pages introduce ramps and pulleys as other
not a straightforward task. examples of simple machines. Questions 5 and 6
can be used for formative assessment. Worksheet
9Ie-1 is the Access Sheet.
Warn students to handle the mousetraps
carefully to avoid getting fingers trapped. Course resources
AP: Worksheet 9Ie-1.

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 Forces and motion

9 2: 9Ie Supplying the energy (Student Book)

Developing/Securing/Exceeding
help students to think about the effects of friction
on the force needed to pull an object up a ramp.

I FA
This page looks at the idea of an ‘atmospheric
This is intended to be used to help students to
process their results from the ramp investigation in

e railway’ and compares this with modern electrified

tracks. Students are asked to consider the benefits
Exploring 1.

Course resources
and drawbacks of electric and diesel trains. This is
AT: Spreadsheet Ramps and energy.
a good opportunity to carry out some extra revision
on energy resources and climate change if you
wish. There are also questions that help to revise 6: Energy changes on deformation
some of the earlier content in the unit. The AT Securing
interactive Concept cartoon: What does it show? Prac
will help with question 3.
The AT presentation Energy changes on
deformation reinforces the idea that energy is
Course resources transferred when a force moves through a distance,
AT: Interactive Concept cartoon: What does it and reminds students that energy is stored in
show?. deformed objects.
Developing: Show students the presentation as far
3: Pulley and ramp demonstrations as the screen about snooker balls, encouraging
Developing them to attempt to answer the questions posed on-
Prac screen before showing the answers.
Demonstrate how pulleys and ramps reduce the Securing: Show the rest of the presentation,
force needed to move an object upwards. Set which looks at the difference between elastic
up pulleys with two, three and four pulleys and and inelastic collisions. The final screen is a
measure the force needed to lift a mass each time. question about how much energy is stored in
If students are to follow this up with Exploring 2 you a stretched spring. Students working at this
may wish to only demonstrate one pulley system. band are not expected to be able to answer this
Similarly, show that the force needed to pull a themselves, but should understand the following
trolley or wooden block up a ramp is smaller with demonstration.
shallower ramps. Elicit the idea that you are not
Build up a force–extension graph by stretching a
getting ‘something for nothing’ as when a smaller
spring horizontally (this avoids the need to consider
force is used the force has to move further. Link this
gravity in the discussion). Fasten one end of a
to the idea of work.
spring and then stretch it horizontally using a force
meter. Ask a student to note on the board the
Equipment force and extension at intervals. Help the class
Pulleys, string, clamp and stand, force meter, to calculate the work done for the first increment
ramp, lab clamp or books or blocks to support of extension using the measured force and the
end of ramp, mass to lift with pulley, trolley or extension, then for the next increment, and so on
block of wood to pull up the ramp. to five or six increments of extension. Total these,
and compare them with the value that would be
4: Why pulleys work calculated if you took only the final value of force
Securing and the total extension.
The AT presentation Why pulleys work explains Exceeding: Ask students to try to explain which
why adding pulleys to a system decreases the force of the statements on the final screen is correct,
needed, but increases the distance moved by the before demonstrating. If necessary, get them to
effort force. sketch a graph of force against extension for a
spring, or to look at figure C in the Student Book
Course resources 9Ld Links between variables. Follow this up with the
AT: Presentation Why pulleys work. demonstration suggested above, then ask students
to evaluate the estimate of work done made using
the incremental values. Elicit the idea that a more
5: Ramps and energy accurate value would be obtained with smaller steps.
Securing
The AT spreadsheet Ramps and energy explains Homework 3 in Topic 9Ld follows this up by
how a force can be resolved into two forces at showing how the area under a force–extension
right angles to each other and how this idea can graph can be used to find the work done.

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 Forces and motion

Course resources
AT: Presentation Energy changes on
the size; lever is the only one that can be used to
increase the size of the force needed/increase the 9
deformation.
distance moved.)
What Was The Question: friction. (Possible
I
Equipment
Spring, force meter, means of clamping one
questions: Why does it take more energy overall to
lift something with a lever/pulley/ramp than to lift
e
end of the spring horizontally. it directly? Why is it harder to drag something over
rough ground than smooth ground? Why do moving
parts in machines get hot?)
PLENARIES Feedback: Use the pose–pause–pounce–bounce
method to obtain feedback for each of the questions
Most plenaries can be used for formative
above. Give students a few minutes to think of their
assessment. Suggested assessment, feedback and
answers, then pounce randomly on a student for
action strands of formative assessment can all be
an answer, before bouncing that answer to another
modified. See the ASP for further information and
student, asking ‘What did you think of the answer?’.
ideas on formative assessment.
Action: Identify any misconceptions or areas for
1: Quick Check which students have poor recall and list these on
Developing/Securing/Exceeding the board. Depending on the areas of difficulty, the
FA other plenary activities may help to consolidate
Assessment: The 9Ie Quick Check sheet provides knowledge from this lesson. Re-check the list after
a mark scheme for an exam-style question about these activities.
simple machines as well as a student’s answer. The AT presentation 9Ie Thinking skills can be
Students are asked to mark the answer given and used for this activity.
then to rewrite it so that it would gain a higher mark.
Feedback: Ask for a show of hands to suggest the Course resources
mark the student should be given for question 1 AT: Presentation 9Ie Thinking skills.
on the sheet. Briefly discuss any disagreements.
Then ask for volunteers to read out their answers 3: Open-ended Assessment Task
to question 2 while the rest of the class use the Developing/Securing/Exceeding
marking scheme on the Quick Check sheet to
FA SA
decide on how many marks to give. Discuss the
verdicts and then ask for more volunteers to read Assessment: Worksheet 9Ie-5 provides some
out any answers they think might gain better marks. information about ways in which archaeologists
Repeat the process for question 3. think that the stones used to build Stonehenge
may have been transported and erected. Students
Action: Note any areas that caused difficulty use the information as source material to produce
and revise these. Get students to note their own a display that could be used at an archaeology
areas of strength and weakness relating to exam exhibition. The AT video Moving the stones at
technique. Stonehenge will help, and the Engineering Timelines
website ([Link]
Course resources has a good explanation and series of diagrams for
ASP: 9Ie Quick Check. students wishing to research further and expand
their explanations.
2: Thinking about machines Developing: Ask students to suggest their ideas
Developing/Securing about likely speeds and timings for moving the
FA stones by land (very, very slow), upriver (perhaps
1 km/h) and downriver (a little faster). Students
Assessment:
could cut out the diagrams on the worksheet and
Consider All Possibilities: One woman can lift a use them as part of their presentation.
heavier load than another. (Possible answers: she is
using a ramp; she is using a pulley; she is using a Securing: Students follow the task as set.
lever; she has stronger muscles.) Exceeding: Students could be given only the details
Odd One Out: ramp, lever, pulley. (Possible of the journey from the worksheet and the list of
answers: ramp is the only one that does not move things to include in their presentation. They could
itself when the load is moved; pulley can be used to carry out their own Internet research on possible
change the direction of a force as well as changing methods of raising the stones.

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 Forces and motion

9 Students present their ideas in the form of a series

of small posters or story boards describing the
worked well and which less well for each pair.
Summary Sheets are provided to help students with

I transport (including a distance–time graph) and

how various simple machines may have been used
revision.

e to help erect the stones, including explanations for

why they are useful.
Course resources
ASP: 9I End of Unit Test Standard (S); 9I End
Feedback: Other students rate the presentations of Unit Test Higher (H); 9I Mark Scheme; 9I
– this could be done as a class (by posting sticky Summary Sheets.
notes on each other’s work) or by clusters of two
or three small groups peer-reviewing each other’s
6: Progression Check
presentations. This is most effective if criteria
for judging the presentations have been agreed Developing/Securing/Exceeding
beforehand. SA
Students should circle the stars next to each
Action: If there are some areas of persistent difficulty,
statement on the Progression Check to record what
revisit them using a different approach from our list
they feel they know, and how certain they are of it.
of Approaches for learning (see the ASP).
Encourage students to plan how to do further work
This activity can be done as an assessed task for on the things about which they remain unsure.
summative assessment. You can assess this activity
by using the Open-ended Assessment Task sheet Course resources
or students can assess their own performance by ASP: 9I Progression Check.
using the Assess Yourself! sheet (see the ASP).

Course resources HOMEWORK TASKS

AP: Worksheet 9Ie-5
AT: Video Moving the stones at Stonehenge 1: Lifting loads 1
ASP: 9I Assess Yourself!; 9I Open-ended Developing
Assessment Task. Worksheet 9Ie-6 provides simple questions on
ramps and pulleys.
Equipment
Internet access. Course resources
AP: Worksheet 9Ie-6.
4: Quick Quiz revisited
Developing/Securing/Exceeding 2: Lifting loads 2
FA SA Developing/Securing
Revisit the 9I Quick Quiz to test students’ Worksheet 9Ie-7 provides questions on ramps,
knowledge of the content of this unit. Students pulleys and work.
could fill in their answers on the 9I Quick Quiz
Answer Sheet. Encourage students to identify areas Course resources
for themselves that are still weak and write down AP: Worksheet 9Ie-7.
how they are going to remedy this. Make it clear
how you intend to check whether or not they have
carried out their plans. 3: Mechanical advantage
Developing/Securing
Course resources Worksheet 9Ie-8 looks at the idea of mechanical
ASP: 9I Quick Quiz; 9I Quick Quiz Answer Sheet. advantage and helps students to apply this to the
simple machines they have studied.
5: End of Unit Test
Developing/Securing/Exceeding Course resources
AP: Worksheet 9Ie-8.
SA
Use either or both of the End of Unit Tests. A Mark
Scheme is given in the ASP. Encourage students ActiveLearn
to identify areas that are still weak and to formulate Three ActiveLearn exercises are available for this
plans to strengthen those areas. Encourage revision topic: More machines 1; More machines 2; More
in pairs – followed by reflection on which methods machines 3.

298 © Pearson