The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 7/ Term 1

The City School

CLASS 7 – TERM 1 (ACADEMIC YEAR 2024 – 2025) {Science}
Unit 3 – Speed, Motion and Forces
Chapter(s): Forces and Motion
Week 6 – 7

Overview:
This unit builds on learners’ understanding of motion and forces. Learners will learn how to quantify
and calculate speed using the formula speed = distance/time. They will also look at interpreting
distance/time graphs.

Learners will consider the effect of balanced and unbalanced forces on motion (including changes in
direction and speed). Then, their understanding of forces will be applied to turning forces and the
calculation of moment.

Throughout this unit, learners will have opportunities to handle, manipulate, and interpret data.

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 The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 7/ Term 1

Week 6
Learning Objectives and
Suggested Activities Success Criteria Resources
Skills
Learning Objective(s): Subtopic: Calculating Speed Calculated speed. Textbook Page(s): 174 – 175
1.6.1 Calculate speed (speed Strater: Workbook Page#: 78 - 79
= distance / time).
Explore learners’ ideas of what speed means in terms of distance and time. Ask
learners to complete the sentence: “At the speed you travel the longest Multimedia:
Skill(s) in the shortest ”. Used formulae to represent Speed Distance Time |
Thinking and working scientific ideas like speed.
Scientifically.
Ask learners to list the different units that can be used for measuring: distance
Use symbols and formulae (i.e., cm, m, km, mile); time (s, min, h, d), and speed (mph, km/h, m/s). Andy Green: Fastest car
to represent scientific
Video: (land-speed record)
ideas.
Learners could watch a slow-motion video of a running race where the distance
travelled, time elapsed and speed are displayed in the style of a car dashboard.
This might help learners to make the connection between the formula and the Calculate speed PPT
Key vocabulary for Word
scenario of a running race. Century Nugget(s):
Wall:
Discussion:
Speed, distance, time, per, PK1.01 Speed
Discuss the language that is commonly used for some mathematical concepts to
meters, kilometers, average PK 1.02 Rearranging Speed
help learners interpret questions expressed in words. Explain that we use the
speed
word ‘per’ to mean ‘for each’ and, mathematically, this translates to ‘divide by’.
For example, 50 km/h is 50 kilometres per hour or 50 kilometres travelled each Worksheet(s):
hour. 1.6.1 Worksheet
Begin calculations with simple whole numbers which can be visualised relatively 1.6.1.a Worksheet
easily. For example: 1.6.1.b Worksheet
• If we travelled 10 km in 2 hours, how far would we travel in one hour?
Elicit the answer 5 km in one hour.
• So what is our speed? Handout:
Elicit the answer 5 km/h. 1.6.1
• If we travel 10 km in 1 hour, what is our speed?
Handout
Elicit the answer 10 km/h.

Allow learners to practice calculating speeds (in mph, km/h, m/s) using different
values for distance and time. They create scenarios, with questions, for their
peers to answer; these involve calculations of speed (from a given distance and
time); distance (from a given speed and time), or time (from a given distance and
speed).

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The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 7/ Term 1

This activity could be extended by using calculations involving decimal places

where the use of a calculator would be required.
Teachers can use handout 3.6.1. and worksheets 3.6.1, 3.6.1.a
Research:
Learners can use the internet to see if the 1997 speed record has been broken, if
it has, work out how much faster the vehicle went than the one driven by Andy
Green.
Use the link given in the resource section for research.
Investigation # 1(collect peed data and draw a conclusion):
Learners need to conduct the investigation given on pg. no. 147 of the textbook.
They need to collect speed data and draw a conclusion from it. Ask learners to
answer the following questions after they have completed the investigation.
• Scientists often calculate an average (mean) from their data when there
is a range of results. This provides some reliability to the results. If your
data shows a range of results, calculate the average (mean).
• What would an anomalous look like in the data?
• If there is an anomalous result in the data, identify it and suggest how it
might have happened.
Investigation # 2 (Does the angle of slope affect the speed of the toy car?):
Learners can conduct an investigation using a toy car, a wooden plank, and a
protractor.
Learners can give hypotheses and predict the likely outcome. They need to
measure the angle of the slope using a protractor, record the results at various
angles, and measure the time taken by the car to reach the bottom using a
stopwatch.
Ask learners to examine the results and look for any anomalous results. They need
to compare their evaluation with hypothesis and prediction and draw a
conclusion.
The data should support the hypothesis and prediction. Ask learners, or groups
of learners, to read out their results and see if anyone has a different outcome.
Explore why this might have happened and discuss any anomalous results and
how they would affect the average (mean).
You could present a set of results that includes an anomalous piece of data to
demonstrate this, and to facilitate the discussion around this data set.
Ask learners to share any limitations of the conclusion and also if they can make

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further improvements in the investigation.

Science in Context:
Learners will get to know the more accurate ways of measurements like a light
gate, the speed trap gun, and satellites.
Possible Misconceptions:
Learners might not appreciate that the average speed over a whole journey can
be calculated and this will account for periods of rest (meaning bursts of high
speeds with long rests may result in a much lower average speed). This can be
discussed with the learners and average speed can be calculated.
Suggested Written Task:
Q1-4 Page#: 175 (RED BOX)
Worksheet(s):
1.6.1
1.6.1.a
1.6.1.b

Week 6
Learning Objective(s): Subtopic: Interpreting distance/time graphs Interpreted and drew simple Textbook Page(s): 178 - 179
1.6.2 Interpret and draw Strater: distance/time graphs. Workbook Page#: 80 - 81
simple distance/time graphs. Describe a short journey. For example, I walked 5 m in 10 seconds, stopped for
Skill(s) 10 seconds then walked 5 m in 5 seconds.
Thinking and working Ask learners to sketch a distance/time graph to represent the journey; it may be
Scientifically. necessary to show learners how this is done. Then, they create their journeys, Made conclusions by
Make conclusions by writing descriptive sentences and sketching a distance/time graph. interpreting results of simple Multimedia:
interpreting results and Discussion: distance/time graphs.
Learners create a distance/time graph and ask detailed questions about each Distance Time Graph
explain the limitations of
the conclusions. part of the graph, e.g.
NOTE: The limitations of the • How far do they walk altogether? Distance Time Graph 2
conclusions are not covered • How long does it take them to walk 10 m?
• What is their speed over this distance? Quiz:
• What conclusions can we make from this data? Distance time graphs | 380

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Key vocabulary for Word plays | Quizizz

Wall: Learners annotate the graph with the calculations.
Speed, distance, time, The teacher can use the following picture to show learners how speed changes. Distance time graphs quiz
gradient, slope, average
Worksheet(s):
speed, stationary
1.6.1 Handout
1.6.2.a Worksheet
1.6.2.b Worksheet

Prepare a distance/time graph that shows:

steady slow speed, steady faster speed, stationary, getting faster, getting

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The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 7/ Term 1

slower.
• How do you know which part of the graph represents the fastest speed?
• Elicit the idea that the speed is reflected by the steepness of the slope
(i.e. the gradient).
• What is the connection between the slope and the speed?
• What conclusions can we make about the speed indicated in the graph?
Learners prepare a distance/time graph that describes their journey to school
and write some questions about their graph. Then, learners swap their work,
interpret a different graph, and answer the questions. Use worksheet 2.5.2.b
Practice:
Carefully and methodically work through this section to make sure learners
understand and can interpret different distance/time graphs. After reading the
information and looking at the example graphs with learners, tell them to answer
Question 10.
Velocity:
Introduce the term velocity to learners by reading this information, which uses
an aeroplane to illustrate the concept of velocity.
Homework Activities:
To provide differentiated support for more confident learners, give them the
following instructions and ask them to use the information gained to draw a
distance/time graph.
● In a safe, open space, kick a football.
● Use a timer to measure how long it takes for the ball to come to a stop after
leaving your foot.
● Count the number of steps in the distance it has covered.
● When you reach the football to retrieve it, kick it again in another direction
(with either more or less force) and time and count the number of steps again.
● Measure the length of your footstep in centimetres.
● Then, calculate the distance covered by the ball in each of the 2 journeys.
● Use your data to draw a distance/time graph and interpret it.
(Answers will vary, but they should all mirror the typical distance/time graphs as
looked at in this chapter.)
Possible Misconceptions:
Learners sometimes confuse a speed/time graph with a distance/time graph. It is
important to be clear about what is being studied.

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Learners may think that the sloping line on a distance/time graph represents a hill.
It is helpful for learners to create some data and draw their graphs before they
start interpreting other graphs.
Suggested Written Task:
Q1 -3 Page#: 179 (RED BOX)
End of chapter Question No. 4, 5 & 7 Page#: 185
Worksheet(s):
1.6.2
1.6.2.a
1.6.2.b

Week 7
Learning Objectives and
Suggested Activities Success Criteria Resources
Skills
Learning Objective(s): Subtopic: Effects of forces on motion (Action & Reaction Forces balance out or not) Described the effects of Textbook Page(s): 166 – 167
1.7.3 Describe the effects of Strater: balanced and (Action & reaction forces
balanced and unbalanced unbalanced forces on balance out or not)
Learners will consider the four scenarios where forces are applied to a ball. Provide
forces on motion. motion.
Skill(s) learners with cardboard cut-out force arrows (of varying lengths) that they can use to
Workbook Page(s): 73 -
Thinking and working represent the magnitude and direction of the force; be clear that the arrows do not
74
Scientifically. represent an actual motion. For each scenario, ask learners to show what forces (if
any) are acting on a specific object at the start, and then, choosing a point in time Made predictions of
Make predictions of likely
when the ball is moving, they add force arrows to the diagram. They describe, in likely outcomes for a
outcomes for a scientific
words, what will happen to the speed of the ball and draw a distance/time graph. scientific enquiry based
enquiry based on scientific Multimedia:
on scientific knowledge
knowledge and
(1) Hold a ball (e.g. tennis ball, baseball ball) at head height, with the hands at the and understanding. Balanced and unbalanced
understanding.
Decide what equipment is bottoms of the ball so it is on the palms of the hands. forces (video)
required to carry out an • What forces are acting upon the ball? Plimsoll Lines
investigation or Elicit the answer that the force of gravity is pulling the ball downwards whilst the Decided what
experiment and use it normal reaction force from the hand is pushing upwards with an equal and opposite equipment is required to Quiz:
appropriately. force; this is why the ball doesn’t move. Explain that the term ‘normal reaction force’ carry out an Upthrust Quiz
is a force that acts at right angles to the surface that the object is resting on investigation or
(2) Let go of a ball held at head height. experiment and use it
Take appropriately
appropriately.
Accurate and precise • What forces are now acting on the ball?
• Is the downward force due to gravity still there? [yes]

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measurements, explaining • Is the upward force (i.e. the normal reaction force) still there? [no] Century Nuggets:
why accuracy and Elicit the idea that the forces are now unbalanced which explains why the ball starts Described the accuracy
precision are important. to move. of predictions, based on
PK2.04 Balanced and
(3) Roll the ball on a piece of carpet. results, and suggested
Evaluate experiments and Roll the ball, to start it moving, and leave it to continue moving without applying any why they were or were Unbalanced Forces
investigations, and suggest further force. The piece of carpet should be long enough for the ball to travel several not accurate.
improvements, explaining metres. PK 2.05 Calculating Balanced
any proposed changes. (4) Roll the ball on a polished surface. and Unbalanced Forces
(5) Show videos of situations where friction is negligible.
Describe the accuracy of The videos should show an object (e.g. ice skater, hovercraft) being pushed by a PK2.06 Newton's First Law:
predictions, based on contact force to start it moving. The learners watch how the speed changes with time.
What do Unbalanced Forces
results, and suggest why Ask learners to compare scenarios (3), (4) and (5). Having identified the forces from
they were or were not the force diagram, they explain the differences in speed. do?
accurate. Reinforce these ‘thought experiments’ by getting learners to carry out practical
work in pairs. They will: PK4.02 Floating or Sinking
Key vocabulary for Word • drop a ball from head height
Wall: • roll a ball along a carpet and a polished surface. Worksheet(s):
Balanced, unbalanced, Ask learners to predict how the speed will change by sketching graphs for these 1.7.3 Worksheet
motion, force, normal scenarios. 1.7.3 Worksheet
reaction force, opposite, Experiment: 1.7.3.b Worksheet
equilibrium, right angle, Learners plan an experiment to test the predictions. They choose the appropriate 1.7.3.c Worksheet
negligible, Archimedes’ equipment: the simplest method is a measuring tape and stopwatch. Alternatively,
principle light-activated sensors could be used to start and stop a timer as a ball passes by.
Show learners a video (or photograph) to show how an experiment using sensors
would be performed.
Learners complete the practical work, recording measurements in an appropriate
table, and presenting them in a graph.
Ask learners to consider whether the measurements were sufficiently precise and
accurate; they suggest improvements that might be made to the method (or
equipment) that would improve the quality of the data.
Learners compare their results with their predictions; they explain whether the
prediction was accurate or not. If the prediction was not accurate, they suggest why.
They share their findings with other learners and discuss the benefits of
collaboration in analysing scientific enquiry.

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Models:
Learners can produce force diagrams based on their understanding of balanced
and unbalanced forces. The magnitude and the direction of the force are indicated
by the length and direction of the arrow, respectively. It may be helpful to always
use the same colour (or formatting) of the force arrows to clearly distinguish them
from arrows indicating movement.
If the forces are acting in the same direction, you simply add their magnitudes to
find the resultant force:
Resultant Force=F1+F2
If the forces are acting in opposite directions, you subtract the smaller force
from the larger one to find the resultant force:
Resultant Force= F1-F2
Activity:
The following activities are linked to the idea of relative density. Objects that do
not normally float can be made to float in water made dense with sugar or salt.
A liquid will float on top of another liquid that has greater density. Place filled
cans of ‘diet’ Coke and ‘classic’ Coke in water. Prediction? Observation?
Explanation?

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Place a fresh egg in fresh water, then in salt water. Notice what happens. Put a
fresh egg in a bowl of water, then add salt to the water. The egg will float. Now,
with care, start over again and arrange for fresh water to sit on top of the salt
water. The egg will float—but where?
Science in Context:
➢ Put learners into small groups to read the information about Plimsoll lines
together. Then ask learners to answer:
• What effect does the temperature of the water have on the
upthrust of the water on a ship?
• How does the presence of salt in water affect the upthrust of
the water on a ship?
• What might happen to a ship that was loaded to the line in
cold salt water (W) and then sailed into warm fresh water?
Explain your answer.
➢ Put learners into small groups to read the information about exploring space
together. Then ask them to work on Questions together.
1. A light year is the distance that light can travel in a year: 9500
000 000 000 kilometres. How far is star AC+ 793888 away in
kilometres?
2. If a spacecraft comes close to a planet or star, will it continue to
move steadily in a straight line? Explain your answer.
➢ Bring the class back together and ask learners to share their ideas about
Question No. 2 given above.
➢ Learners can read about bathyscaphe and how it works by losing the
upthrust and sinks in deep water and letting scientists explore the deep
ocean.
Possible Misconceptions:
Learners often only associate forces with movement and that a force is required
to keep things moving. They may think that the arrow that represents the force is
describing the direction of motion. It is important to demonstrate that forces may
be applied to an object but it will not start to move if the forces are balanced.

Learners may think that the movement must be in the same direction as the force.
Provide examples where this is not the case (e.g. throwing a ball across the room;
identifying the force due to gravity acting downwards).
Learners may think that an object slows down because it runs out of force. Help
learners understand that unbalanced forces cause an object to slow down; show
them examples where friction (or air resistance) has been largely eliminated.

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Suggested Written Task:

➢ Worksheets 3.7.3, 3.7.3.a, 3.7.3.b, 3.7.3.c
End of chapter Questions 1, 2 & 6 given on Textbook Page#: 185

(Important Note: Should the activities scheduled for week 7 seem compact or overwhelming, they can be extended into week 8. Teachers have the flexibility
to make this decision based on their judgment and class progress.)

Week 7

Learning Objectives and

Suggested Activities Success Criteria Resources
Skills
Learning Objective(s): Subtopic: Calculating moments Identified and calculated Multimedia:
1.7.4 Identify and calculate Strater: Turning forces (moment = Moment
turning forces (moment = Prepare a series of activities that involve turning forces (e.g. a door opening, a force x distance).
force x distance). door handle turning, a spanner) and some pictures of turning force scenarios (e.g. Moment at See saw and
a wheelbarrow, a tap) showing a scale bar. This could be arranged as a carousel Spanner
activity with learners working in pairs. For each example, they add a force arrow Used symbols and formulae Simulation:
Skill(s) Thinking and working to show where the force is being applied. to represent the turning Balancing Act - Balance |
Scientifically. Discussion: force moment. Proportional Reasoning |
Ask learners to identify the pivot in each example. Using a ruler (and a scale, if Torque - PhET Interactive
appropriate) they measure the distance from the pivot to the force arrow. They Simulations
Use symbols and formulae to
calculate the moment using the formula: moment = force x distance. Century Nugget(s):
represent scientific ideas
The teacher can show a video and ask learners:
PK3.02 Weight and Mass
• Where will the strongest force be exerted by scissors blades to cut
Key vocabulary for Word PK5.01 Moments
through a piece of material?
Wall: PK5.02 Classes of Lever
• Why can a lever be described as a force multiplier?
Moment, turning force, • How does the distribution of mass along an object impact its turning PK5.03 Calculating Moments
pivot effect when acted upon by a force? PK 5.04 Rearranging the
• Can you provide examples where a small force, due to leverage, creates Moment Equation
a substantial turning effect? PK5.05 Moment Advanced
• Explain how the concept of moments or turning forces is applicable in PK5.07 Moments: Forces in
everyday devices or situations
both directions

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Worksheet(s):
1.7.3.c Worksheet
1.7.4.a Worksheet
Concept Map

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The City School Network /Head Office/Academics/{Science} – 2024 to 2025/Unit Plans – Class 7/ Term 1

Calculation of Moment:
Ensure that learners use the correct units (i.e. distance in metres, forces in
Newtons (N), and the moment are Nm) and present them with the numerical
answer.
➢ What is the moment in each example?
➢ What does the moment represent?
Show learners this formula to help them calculate:

The teacher can use worksheet 2.6.4 to reinforce the calculations of moment.
Mass and Weight:
The teacher needs to reinforce the concept of mass and weight which will help in
the calculation later in the lesson.
Investigating Moment:
Learners can make hypotheses and conduct investigations to see how changes in
the size of force and distance from the fulcrum keep the meter ruler horizontal.
Learners can record the results and plot a graph to see any trends. Learners need
to compare their results with hypotheses and predictions to write a conclusion.
Learners need to follow the investigation details given on pg. 167- 168 of the
textbook.
Possible Misconceptions:
Learners can find the term ‘moment’ confusing. Clarify the scientific definition of
the term and provide opportunities for learners to use the term correctly.

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Suggested Written Task:

Worksheet(s):
1.7.4
1.7.4.a
Concept Map

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