Unit 6 Forces

Review of prior learning

Learning objectives from Stages 1–4 LB pages WB pages TG pages

3Pf.02 Know that gravity on Earth is a force that pulls towards the 83–85 104–108
centre of the Earth.
3Pf.03 Know that friction is a force created between surfaces when 80–82 101–104
they move against each other and it makes this movement harder.
3Pf.04 Describe how smooth and rough surfaces can generate 80–82 101–104
different amounts of friction.

Learning objectives overview

Physics Online resources LB pages WB pages TG pages
Forces and energy Flashcards/Audio
5Pf.01 Identify a range of forces (limited to gravity, Unit 6 Slides 2, 4–7 74–77, 48 96–98,
applied forces, normal forces, upthrust, friction, air 80–82, 101–104,
resistance and water resistance). 83–85, 104–108,
86–88 108–112
5Pf.02 Know that an object may have multiple forces 74–77, 96–98,
acting upon it, even when at rest. 78–79 99–100
5Pf.03 Use force diagrams to show the name and direction Unit 6 Slide 3 78–79, 47 99–100,
of forces acting on an object. 83–85, 104–108,
86–88 108–112

Thinking and Working Scientifically LB pages WB pages TG pages

Models and representations
5TWSm.02 Use models, including diagrams, to represent and describe 74, Activity 1 96–98,
scientific phenomena and ideas. 78, Activity 1 98–100
Purpose and planning
5TWSp.03 Make predictions, referring to relevant scientific 74, Activity 2 96–98,
knowledge and understanding within familiar and unfamiliar 80, Activity 1 101–104
contexts. 81, Activity 1
5TWSp.04 Plan fair test investigations, identifying the independent, 82, Activity 2 101–104,
dependent and control variables. 84, Activity 3 104–108
Carrying out scientific enquiry
5TWSc.01 Sort, group and classify objects, materials and living things 74, Activity 2 96–98,
through testing, observation and using secondary information. 82, Activity 1 100–102
5TWSc.04 Decide when observations and measurements need to be 82, Activity 2 51 101–104, 104–
repeated to give more reliable data. 84, Activity 2 108, 108–112
85, Activity 1
87, Activity 1
5TWSc.05 Take appropriately accurate measurements. 84, Activity 2 104–108
5TWSc.06 Carry out practical work safely. 87, Activity 1 108–112
5TWSc.08 Collect and record observations and/or measurements in 75, Activity 4 52 96–98,
tables and diagrams appropriate to the type of scientific enquiry. 81, Activity 1 101–104, 104–
85, Activity 2 108, 108–112
86, Activity 1
Analysis, evaluation and conclusions
5TWSa.02 Describe patterns in results, including identifying any 85, Activity 1 51, 104–108,
anomalous results. 87, Activity 2 52 108–112

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5TWSa.03 Make a conclusion from results informed by scientific 82, Activity 3 52 101–104, 104–
understanding. 85, Activity 1 108, 108–112
87, Activity 2
5TWSa.04 Suggest how an investigation could be improved and 82, Activity 2 101–104
explain any proposed changes.
5TWSa.05 Present and interpret results using tables, bar charts, dot 82, Activity 3 52 101–104,
plots and line graphs. 86, Activity 2 108–112
87, Activity 2

Science in Context LB pages WB pages TG pages

5SIC.03 Use science to support points when discussing issues, 88 110
situations or actions.
These learning objectives are reproduced from the Cambridge Primary Science curriculum framework (0097) from 2020. This Cambridge International
copyright material is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education.

Cross-curricular links LB pages WB pages TG pages

Mathematics 80, Activity 3 50, 51 102
82, Activity 3 106
85, Activity 1 107
86, Activity 2 109
87, Activity 2 110

Focus on applied and normal forces

Learner’s Book Learning objectives
pages 74–77
• 5Pf.01 Identify a range of forces (limited to gravity, applied
Unit 6 Slides 1–2 forces, normal forces, upthrust, friction, air resistance and
Unit 6 Flashcards water resistance).
Visual 26
• 5Pf.02 Know that an object may have multiple forces acting
Unit 6 Audio upon it, even when at rest.
• 5TWSm.02 Use models, including diagrams, to represent
and describe scientific phenomena and ideas.
• 5TWSc.01 Sort, group and classify objects, materials
and living things through testing, observation and using
secondary information.
• 5TWSc.08 Collect and record observations and/or
measurements in tables and diagrams appropriate to the
type of scientific enquiry.
• 5TWSp.03 Make predictions, referring to relevant scientific
knowledge and understanding within familiar and
unfamiliar contexts.

Background information
The aim of page 74 of the Learner’s Book is to find out what learners remember from previous work on
forces through carrying out a set of interactive practical activities.
The focus of pages 75 and 76 is to introduce two new scientific terms relating to forces; an ‘applied force’
and a ‘normal force’. An applied force is applied to an object by a person or another object. For example, if
a child pushes their chair under the table, they are applying a force on the chair, an applied force. A normal
force (also called a support force) supports the weight of an object on a surface, such as a child sitting on a
chair. It acts in the opposite direction of gravity, exerting an upward force.

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These are not easy concepts for learners, and they might need lots of practical experience in the classroom
and outdoors to help them remember these two forces.
Starter activity suggestions
• Show learners Unit 6 Slide 2 (boost-learning.com), use this as a quick quiz where each group writes their
answers on an individual whiteboard and then after a set time, say 2 minutes, the class stops and the
groups swap their answers for another group to mark.
• Start this topic with a Physical Education lesson where learners revise pushes, pulls, twists, stretching,
squashing as well as discussing friction, for example shoes, ropes, mats.

Unit 6 Slide 2 answers

Quick quiz
Accept reasonable answers from learners. Encourage them to use words such as ‘push’, ‘pull’, ‘slide’,
‘stretch’, ‘squash’, ‘friction’, ‘slippery’, ‘force’, ‘direction’.

Activity notes and answers

Pages 74 and 75 Forces
Activity 1
a–b Give learners time to make and play the table football game, remind them to take a photograph for
their book and think about the forces in action as they play.
c Learners should be able to explain that:
• They push air through the straw, which then pushes the ball and makes it move.
• The bigger the force, the farther and faster it will move the object; the smaller the force, the slower the
object will move, and the less distance the object will cover.
• To change the direction of the ball, the straw must be moved so that the force of the moving air can
push it in that direction.
It would be harder to play on the rough surface of the grass because there is more friction.
Activity 2
a–c Check that learners sorted the objects into three groups: floats, sinks and don’t know. They must then
test their predictions and record their results, including whether the don’t know objects (which they were
unsure about) sank or floated. Remind them to take a photograph and write down three things about
floating and sinking.
Activity 3
a–b Learners should be able to describe that the scrunched-up paper falls quickly to the ground; the flat
sheet floats and takes longer. Gravity was acting on both pieces of paper.
Activity 4
a–c Check that learners measure correctly, using the newton meter. They should record their results in
table format and work out the averages. Identify the object that took the biggest force to move, noting
that it was the biggest/heaviest.
Page 76 Learning about applied forces
Let’s talk
A The child is applying an applied force – pulling to make the toy move.
B The person is using an applied force – pushing the car to make it move.
C The child is applying an applied force – pushing to make the ball move.
D The bird is using an applied force – pulling the worm to make it move.
Activity 1
a–c Check learners’ drawings and labels.
Page 77 Learning about normal forces
Let’s talk
Listen to learners’ discussions. They should be able to talk about the table pushing up and supporting the
book, and gravity pulling the book downwards towards the Earth. They should be able to say that the table
supporting the book is a normal force.

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Activity 1
Check learners’ responses; these could include learners sitting on a chair, a table standing on the floor,
objects on a table. The object holding each one up is exerting a normal force on the object. Check that
learners realise that more than one force is acting on the object, for example normal force and gravity.

Further activities
Take learners outdoors into the school grounds or local park to identify and photograph applied and normal
forces. Photographs can be stuck in their books and annotated.

Assessment ideas
Give learners time to ‘mark’ each other’s books, leaving comments on what is good and what could be
improved directly onto their pages on or sticky notes.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
5Pf.01 Identify a range of forces (limited to gravity, Learners can identify where normal forces
applied forces, normal forces, upthrust, friction, air are in action.
resistance and water resistance).
5Pf.02 Know that an object may have multiple forces Learners can identify where more than one
acting upon it, even when at rest. force is acting on an object.
5TWSm.02 Use models, including diagrams, to Learners can use a model to represent
represent and describe scientific phenomena and ideas. forces.
5TWSc.01 Sort, group and classify objects, materials Learners can sort objects into groups that
and living things through testing, observation and float or sink.
using secondary information.
5TWSc.08 Collect and record observations and/or Learners can record their force
measurements in tables and diagrams appropriate to measurements in a table.
the type of scientific enquiry.
5TWSp.03 Make predictions, referring to relevant Learners can make predictions about
scientific knowledge and understanding within familiar objects that float or sink.
and unfamiliar contexts.

Focus on force diagrams

Learner’s Book Learning objectives
pages 78–79
• 5Pf.02 Know that an object may have multiple forces acting
Workbook page 47 upon it, even when at rest.

Unit 6 Slide 3
• 5Pf.03 Use force diagrams to show the name and direction
of forces acting on an object.
Visuals 27–28
• 5TWSm.02 Use models, including diagrams, to represent
and describe scientific phenomena and ideas.

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Background information
The aim of the activities on pages 78 and 79 of the Learner’s Book is to develop learners’ understanding
of force diagrams. A force diagram shows the forces acting on an object, using arrows to show both the
direction of the force and how strong the force is. The longer the force arrow, the bigger the force; the
shorter the force arrow, the smaller the force. Forces can be challenging concepts for learners as they
cannot be seen, and force diagrams show invisible forces. Discuss that scientists often use diagrams to show
forces so that other people can understand what is happening.

Starter activity suggestions

• When teaching force diagrams, an important rule is that the arrows must always touch the objects they
act on. Give learners arrow cards of different lengths to use on objects on their table, checking that the
arrow is positioned correctly. Learners could discuss what each other has done and peer assess.
• Show learners Unit 6 Slide 3 (boost-learning.com).

Unit 6 Slide 3 answers

Force diagrams
Ask volunteers to come up to the board and indicate where force arrows should go from and to:
foot to ball   baseball bat to ball   centre of tennis racket to ball

Activity notes and answers

Page 78 Force diagrams (1)

Activity 1
Picture 1: A weight B normal force  Picture 2: C weight D normal force
Picture 3: E normal force F weight Picture 4: G normal force H weight
Page 79 Force diagrams (2)
Activity 1
Picture 1: A applied force B friction Picture 2: C applied force D friction
Picture 3: E applied force F friction Picture 4: G applied force H friction
Activity 2
Check that learners’ diagrams show the applied force arrow from the child’s hand on the string going in the
direction of the toy cart, and friction arrows from the wheels in the opposite direction to their movement.

Further activities
• Return learners to the arrow cards. Challenge them to put the arrows around the classroom where they
can see normal forces and weight, creating 3D force diagrams.
• Challenge learners to video other children in the playground and add commentary about forces.
• Ask learners to complete Workbook page 47.

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Workbook answers
Page 47 Force arrows
1 a b

c d

2 For example: pushing a door open, pulling on socks.

ICT links
• Learners could find pictures on the internet and place force arrows to show direction and strength of
the force.
• Learners use an electronic tablet to video each other playing and creating commentary about forces.

Assessment ideas
Learners find pictures of objects in magazines and draw arrows and write labels to show the forces
at work.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
5Pf.02 Know that an object may have multiple Learners can identify where more than one
forces acting upon it, even when at rest. force is acting on an object.
5Pf.03 Use force diagrams to show the name and Learners can read and draw force diagrams
direction of forces acting on an object. showing the name and direction of forces
acting on an object.
5TWSm.02 Use models, including diagrams, to Learners can use diagrams to represent
represent and describe scientific phenomena and scientific ideas.
ideas.

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Focus on friction
Learner’s Book Learning objectives
pages 80–82
Revision of:
Workbook page 48 • 3Pf.03 Know that friction is a force created between
surfaces when they move against each other and it makes
Unit 6 Slide 4 this movement harder.
• 3Pf.04 Describe how smooth and rough surfaces can
generate different amounts of friction.
• 5Pf.01 Identify a range of forces (limited to gravity, applied
forces, normal forces, upthrust, friction, air resistance and
water resistance).
• 5TWSp.03 Make predictions, referring to relevant scientific
knowledge and understanding within familiar and
unfamiliar contexts.
• 5TWSc.01 Sort, group and classify objects, materials
and living things through testing, observation and using
secondary information.
• 5TWSc.04 Decide when observations and measurements
need to be repeated to give more reliable data.
• 5TWSc.08 Collect and record observations and/or
measurements in tables and diagrams appropriate to the
type of scientific enquiry.
• 5TWSa.03 Make a conclusion from results informed by
scientific understanding.
• 5TWSa.04 Suggest how an investigation could be improved
and explain any proposed changes.
• 5TWSa.05 Present and interpret results using tables, bar
charts, dot plots and line graphs.

Background information
The purpose of the activities on pages 80–82 of the Learner’s Book is for learners to practise a range of
scientific enquiry skills in the context of investigating friction.
Some surfaces produce more friction than others. In general, the smoother and/or harder the surface, the
less friction it produces; the rougher and/or softer the surface, the more friction it produces.
The more friction a surface produces, the more it opposes the motion of an object in contact with it. This
means it will take more force to start a stationary object sliding or rolling along a high friction surface
than along a low friction surface. This also means that an object sliding or rolling freely over a high friction
surface will move more slowly.

Starter activity suggestions

Bring in a range of materials and objects and ask learners to sort them into high friction and low friction,
that is those with not much friction (smooth) and those with a lot of friction (rough). Give them time to
explore moving one surface over the other with combinations of smooth over smooth, rough over rough,
smooth over rough and listen to their discussions.

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Activity notes and answers

Page 80 How friction affects motion

Activity 1
The paper in the books needs to be uncoated for this activity to work. Learners should be unable to pull
the books apart. This is due to the force of friction between the pages of the books.
Activity 2
a The roll on the wooden ramp will reach the end of the ramp first.
b Wood, a smooth surface, produces less friction than carpet. Less friction means the roll will slow down
less, and so reach the end of the ramp first.
c–e Check that learners do the activity shown in the illustration correctly. The ramps should be of the same
length and positioned at the same angle. The only difference between them should be the material
covering them (one should be hard and smooth, and the other covered in carpet or another soft, rough
material).
Activity 3
This activity creates opportunities for cross-curricular links with Mathematics, where learners are required
to use a Carroll diagram.
Lots of friction: useful D; not useful A
Not much friction: useful C; not useful B
Page 81 Investigating friction (1)
Let’s talk
Learners should be able to use previous experience to suggest that some surfaces do produce more friction
than others. They should be able to explain their thinking, using specific examples.
Activity 1
c Force meter readings are likely to be more accurate if a different person takes them to the person who is
pulling the shoe. Remind learners that the reading should be taken when the shoe starts to move (when it
overcomes friction), not when the shoe is constantly moving.
d Force meter readings in this test can fluctuate quite a bit, which is why it is a good idea to take multiple
readings for each surface and calculate average values.
i Learners should be able to conclude that the smoothest, hardest surfaces create the least friction and the
roughest, softest surfaces create the most friction.
Challenge yourself!
a The other forces acting on the shoe were the force of gravity and the reaction force.
b We can ignore the effects of these forces because they were balanced, so they did not affect the motion
of the shoe.
Page 82 Investigating friction (2)
Activity 1
Learners should be able to apply what they have already learnt about how a material’s properties
(roughness/smoothness and hardness/softness) affect the amount of friction it produces and explain their
thinking to their partner.
Activity 2
a Learners could ask questions such as: Does the type of sole affect the amount of force needed to move
the shoe? How does the weight in a shoe affect the amount of force needed to move the shoe? Does a
slope affect the amount of force needed to move the shoe on each surface?
b Ask learners to say which force meter they will use and why. Explain why repeat readings are used or not
used.
c Tell learners to say what they think is good about their partner’s test and why and offer one suggestion
for improvement and explain why.
Activity 3
This activity creates opportunities for cross-curricular links with Mathematics, where learners are required
to present results in a line graph or bar chart.

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a Check that learners have carried out their fair test in an appropriate way.
b Ask learners to look at their table of data and think about the general rule for deciding which type of
graph to use: word and number = bar chart; number and number = line graph.
Make sure that learners use their knowledge about friction, data from their test and key scientific
vocabulary in their conclusion.

Further activities
• Show learners Unit 6 Slide 4 (boost-learning.com). Collect learners’ ideas, for example high friction:
brakes, tyres, handle; low friction: chain, saddle. If possible, get learners to bring their bicycle to school so
that they can identify friction on their bike. They could take photographs and annotate them.
• Ask learners to complete Workbook page 48.

Unit 6 Slide 4 answers

Friction and bikes
For example, high friction is needed on the tread of the wheels to grip the road and the brakes so that
the bike can be stopped. Low friction is needed on the cogs so they go round smoothly, and on the wheel
axle, so the wheel turns smoothly.

Workbook answers
Page 48 Friction in everyday life
1 Friction is the force between two surfaces that are moving across one another.
Friction always works in the opposite direction to the direction in which the object is moving.
2 a more friction – so tyres grip on uneven or muddy land
b more friction – so trainers grip the road
c less friction – so skateboard wheels can move along the surface easily
d less friction – so that the fidget spinner can go fast
e more friction – so the rock climber can grip more easily

Assessment ideas
Ask learners to apply their understanding of friction in a different context, for example a bicycle.
This provides a good opportunity for formative assessment.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
3Pf.03 Know that friction is a force created Learners can identify friction between two
between surfaces when they move against each surfaces and that this can make movement
other and it makes this movement harder. harder.
3Pf.04 Describe how smooth and rough surfaces Learners can identify where rough and smooth
can generate different amounts of friction. surfaces create different amounts of friction.
5Pf.01 Identify a range of forces (limited to Learners can describe friction in a range of
gravity, applied forces, normal forces, upthrust, contexts.
friction, air resistance and water resistance).

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Learning objectives Success criteria

5TWSp.03 Make predictions, referring to relevant Learners can make predictions using scientific
scientific knowledge and understanding within knowledge about friction.
familiar and unfamiliar contexts.
5TWSc.01 Sort, group and classify objects, Learners can order materials from least friction
materials and living things through testing, to greatest friction.
observation and using secondary information.
5TWSc.04 Decide when observations and Learners know when to repeat readings and
measurements need to be repeated to give more why.
reliable data.
5TWSc.08 Collect and record observations and/or Learners can collect measurements and record
measurements in tables and diagrams appropriate them in a table.
to the type of scientific enquiry.
5TWSa.03 Make a conclusion from results Learners can use results to inform their
informed by scientific understanding. conclusions.
5TWSa.04 Suggest how an investigation could be Learners can make suggestions on how to
improved and explain any proposed changes. improve an investigation.
5TWSa.05 Present and interpret results using Learners can present results in a bar chart or
tables, bar charts, dot plots and line graphs. line graph.

Focus on air resistance

Learner’s Book Learning objectives
pages 83–85
Revision of:
Workbook pages 49–51 • 3Pf.02 Know that gravity on Earth is a force that pulls
towards the centre of the Earth.
Worksheet 11 • 5Pf.01 Identify a range of forces (limited to gravity, applied
forces, normal forces, upthrust, friction, air resistance and
Unit 6 Slide 5 water resistance).
Visuals 29–30 • 5Pf.03 Use force diagrams to show the name and direction
of forces acting on an object.
• 5TWSp.04 Plan fair test investigations, identifying the
independent, dependent and control variables.
• 5TWSc.04 Decide when observations and measurements
need to be repeated to give more reliable data.
• 5TWSc.05 Take appropriately accurate measurements.
• 5TWSc.08 Collect and record observations and/or
measurements in tables and diagrams appropriate to the
type of scientific enquiry.
• 5TWSa.02 Describe patterns in results, including identifying
any anomalous results.
• 5TWSa.03 Make a conclusion from results informed by
scientific understanding.

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Background information
The purpose of the activities on pages 83–85 of the Learner’s Book is for learners to develop their
understanding of air resistance. Learners will practise a range of scientific enquiry skills in the context of
investigating air resistance.
Air resistance is a kind of friction that occurs between the surface of a falling object and the air around
it; it slows down the object. The greater the surface area, the greater the air resistance. Think back to
earlier in the unit when learners were asked to compare dropping a scrunched-up sheet of paper and a flat
sheet. The scrunched-up one fell faster because there is less air resistance. Parachutes are designed to take
advantage of air resistance whereas cars and planes are designed to reduce air resistance.

Starter activity suggestions

• Get learners to repeat earlier activities in this unit where they dropped a scrunched-up paper ball and a
flat sheet of paper. Learners share ideas.
• Take learners into the school grounds. Working in pairs with a large piece of card, one learner runs with
the card parallel to the side of their body, and then with the card in front of them, comparing what they
feel. Both learners compare their results.

Activity notes and answers

Page 83 Air resistance

Let’s talk
Gravity and air resistance
Let’s talk
The crumpled sheet of paper shows that the force of gravity is greater than air resistance. The flat sheet
of paper shows that the force of air resistance is greater than the force of gravity.
Listen to learners’ discussions to find out if they understand what the force diagrams are showing.
If learners are unsure, discuss the diagrams either with individuals or as a whole class.
Page 84 Parachutes
Activity 1
a–e Learners follow instructions.
f The parachute canopy opens and it falls slowly to the ground.
g Air resistance is acting on the parachute slowing it down.
h

air
resistance

gravity

Activity 2
a–d Learners should find that each reading is different because the reaction time of humans is not fast
enough to note start and finish times. This means that the readings are not reliable. So, to get a reading
that is roughly around the correct time, repeat readings are used to verify the results, which makes the
final reading used more reliable than just using one result.
Activity 3
a–c Questions could include: How does the material the canopy is made from affect how long it takes the
parachute to fall? How does the weight of the person affect how long it takes the parachute to fall? How
does the area of the canopy affect how long it takes the parachute to fall?

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Learners choose a question to answer by carrying out a fair test, check that learners use repeat readings
and calculate the average. They should then convert their table of results into a bar chart or line graph.
Page 85 Using data
Activity 1
This activity creates cross-curricular links to surface area in Mathematics.
a Area of the parachute.
b Type of material, length of string, size of model person, height of drop.
c Time in seconds.
d To check (verify) numbers range, so that the data is more believable (reliable).
e The bigger the area of the canopy, the longer it takes the parachute to drop/descend.
f Because the bigger the area of the canopy, the more air is underneath and the greater the air resistance.
g Because the smaller the area of the canopy, the less air is underneath. Therefore, the air resistance is less
and gravity pulls the parachute down towards the ground.
Activity 2

air
resistance air
resistance

gravity gravity

Activity 3
a To slow the jet plane down when it lands. c
b The parachute uses air resistance to slow the
plane down (this is horizontal rather than vertical
as in the parachutes learners have been testing).

Further activities
• Learners will have answered different questions. Get them to share their data and results and then
challenge learners to use the information to make and test a super parachute using the best material,
mass of person, area of canopy. Learners share data to see if they have improved on the parachutes they
had previously made. Get them to create a force diagram to show forces in action on the parachute.
• Give learners Worksheet 11 (boost-learning.com) to support drawing a bar chart.
• Show learners Unit 6 Slide 5 (boost-learning.com) and challenge them to apply what they know about
friction and air resistance to the activity in each photograph.
• Ask learners to complete Workbook pages 49–51.

Unit 6 Slide 5 answers

For example:
1 Cyclist – narrow cycle to reduce air resistance, helmet aerodynamic, smooth fabric, tight-fitting
clothing so streamlined body, rider makes shape that is streamlined to reduce friction.
2 Skier – smooth fabric, tight fitting clothing so streamlined body. Skis smooth to reduce friction.
3 Parachutist – large canopy to increase air resistance.
4 Skater – smooth fabric, tight fitting clothing so streamlined body, skater makes shape that is
streamlined to reduce friction.

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ICT links
Learners could video a parachute descent and use the slow-motion facility to observe how it moves.

Assessment ideas
Use graph work to carry out a formative assessment of learners’ ability to produce a graph. This will
identify areas where individuals or groups require support and further experience.

Workbook answers
Page 49 Air resistance
1 a Lorry A has a flat front and Lorry B is shaped in a curve on the top.
b Lorry B
c Lorry B because it is designed to reduce air resistance so the lorry does not have to use more fuel
working against air resistance.
d Less fuel means that the lorry gives out fewer gases (emissions).
2 a Train B is the Japanese bullet train because the front is shaped like a bullet, it reduces friction (it is
aerodynamic).
b The front is shaped like a bullet, it reduces friction (it is aerodynamic).
c Train B the Japanese bullet train, it is aerodynamic in shape, which means it can travel faster.
d Train B the Japanese bullet train because it will use less fuel as it is shaped to reduce air resistance.
Page 50 Parachutes (1)
1 Air resistance is a force that acts on an object as it moves through the air.
Air resistance acts in the opposite direction to the direction an object is moving.
This means that as a parachute falls to the ground, the air resistance pushes up on the parachute
slowing it down.
2 This activity creates a cross-curricular link with Mathematics.
a Cotton 3.57  Denim 2.38  Nylon 3.88  Plastic bag 5.10
b Check that learners’ bar charts correctly display the data, the x and y axis are correct and the title
is ‘This is a bar chart to show which material makes the best parachute.’ (Learners should draw a
draft of their bar chart in the Workbook and redraw a neat version on a sheet of graph paper.)
c The best material is the plastic bag because it took 5.10 seconds, which was the slowest descent.
Page 51 Parachutes (2)
1 This activity creates a cross-curricular link with Mathematics.
a 25 cm² – 1.50 seconds 100 cm² – 2.25 seconds 225 cm² – 2.47 seconds
400 cm² – 4.22 seconds 625 cm² – 5.32 seconds
b Check learners’ line graphs. Make sure they label the x-axis and the y-axis (check scale used on
both axes). Line graph title should be ‘This is a graph to show how the area of the canopy affects
how long it takes for the parachute to descend.’ (Learners should draw a draft of their line graph in
the Workbook and redraw a neat version on a sheet of graph paper.)
2 a To make their data more reliable.
b The area of the canopy was increased and the time the parachute took to descend increased,
so the parachute with the largest area was the slowest to descend.
c The greater the area of the parachute, the more air resistance.
d Check learners’ diagrams.

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Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
3Pf.02 Know that gravity on Earth is a force that Learners can identify when gravity is in action
pulls towards the centre of the Earth. on an object.
5Pf.01 Identify a range of forces (limited to Learners can explain air resistance in different
gravity, applied forces, normal forces, upthrust, contexts.
friction, air resistance and water resistance).
5Pf.03 Use force diagrams to show the name and Learners draw force diagrams to show direction
direction of forces acting on an object. of forces acting on an object.
5TWSp.04 Plan fair test investigations, identifying Learners can plan and carry out a fair test to
the independent, dependent and control variables. answer a question.
5TWSc.04 Decide when observations and Learners can make repeated readings when
measurements need to be repeated to give more timing a parachute descent.
reliable data.
5TWSc.05 Take appropriately accurate Learners can use a stopwatch or timing facility
measurements. on, for example an electronic tablet.
5TWSc.08 Collect and record observations and/or Learners can record observations using tables
measurements in tables and diagrams appropriate and diagrams.
to the type of scientific enquiry.
5TWSa.02 Describe patterns in results, including Learners can describe the pattern in results.
identifying any anomalous results.
5TWSa.03 Make a conclusion from results Learners can use their results from parachute
informed by scientific understanding. fair tests and scientific understanding of forces
(air resistance and gravity) to draw conclusions.

Focus on upthrust
Learner’s Book
Learning objectives
pages 86–89
• 5Pf.01 Identify a range of forces (limited to gravity, applied
Workbook pages 52–53 forces, normal forces, upthrust, friction, air resistance and
water resistance).
Worksheet 12 • 5Pf.03 Use force diagrams to show the name and direction
of forces acting on an object.
Unit 6 Slides 6–8 • 5TWSc.04 Decide when observations and measurements
Unit 6 Flashcards need to be repeated to give more reliable data.
Visuals 31–32
• 5TWSc.05 Take appropriately accurate measurements.
Unit 6 Audio • 5TWSc.06 Carry out practical work safely.
• 5TWSc.08 Collect and record observations and/or
measurements in tables and diagrams appropriate to the
type of scientific enquiry.
• 5TWSa.03 Make a conclusion from results informed by
scientific understanding.

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• 5TWSa.05 Present and interpret results using tables, bar

charts, dot plots and line graphs.
• 5SIC.03 Use science to support points when discussing
issues, situations or actions.

Background information
Learners will have come across the ‘feel of upthrust’ when they were learning about floating and sinking.
The aim of page 86 of the Learner’s Book is to introduce learners to how we can show that upthrust occurs
by using measurements. It is useful to focus on key words, breaking down the word up and thrust, to help
learners understand and remember the word. Upthrust is a force that pushes things up. Objects float
in water because of upthrust. Learners can see how the weight of a stone appears to get less when it is
immersed in water, this is due to the water pushing up on the stone.
Page 87 focuses on water resistance through engaging learners in a fair test investigation. Here is an
opportunity to slow down learning and discuss each aspect of the test with learners to check their
understanding. Focus on their thinking to set up the fair test, the link between their prediction and results
and their reasoning for trusting (or not) their data; for example, the numbers show an expected pattern,
there are no ‘unusual’ (anomalous) results. By slowing down teaching and learning, you will be able to
formatively assess how well they have mastered elements of thinking and working scientifically.
Page 88 challenges learners to apply their knowledge of streamlining in different contexts, once again
providing an opportunity for formative assessment to check that learners can apply understanding.

Starter activity suggestions

• Take learners out into the school grounds. Give each group a bowl of water and an inflated balloon. Ask
learners to push the balloon into the water and feel the water pushing back on the balloon (upthrust). If
they push the balloon down into the water and then let go, they can observe how the balloon ‘bounces’
back up, this is the force of the water pushing back on the balloon.
• For those learners who need support with creating a bar chart, give them Worksheet 12
(boost-learning.com).

Activity notes and answers

Page 86 Upthrust
Think like a scientist! Note that the force arrows in the diagram go from the centre of the object –
discuss this with learners.
Activity 1
a–c Learners should note that their data shows that objects appear to weigh more in the air than in water
because of upthrust.
Activity 2
This activity creates opportunities for cross-curricular links with Mathematics, where learners are required
to present results in a bar chart.
Check that learners’ bar charts have two bars for each object – learners might need support in understanding
how to create this chart.
a They should note that out of the water the objects weigh more than in the water.
b The water is pushing up on the object and the scale shows that it weighs less in water.
c Because of upthrust on the object.
d Check that their force arrows are in the correct position (see Think like a scientist! diagram).

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Page 87 Water resistance

Prior to working on water resistance, show learners Unit 6 Slide 6 (boost-learning.com) to discuss how they
can carry out their fair test.
Activity 1
a Example: cube, cone, sphere, rectangular prism.
b Accept their suggestions. Their thinking should be that shapes that are pointed will be more streamlined.
c The 3D shapes
d The amount of material in the shape, amount of water, how it is put into the water.
e Time to reach the bottom of the cylinder.
f Learners will be measuring by sight, which is not reliable, so repeat readings are needed.
g Example: Table
Reading 1 Reading 2 Reading 3
Shape Average
Time (sec) Time (sec) Time (sec)

h If they are carrying this out in the classroom the floor might become slippery with water, so care is
needed not to spill water, and to mop up any spills.
Activity 2 This activity creates opportunities for cross-curricular links with bar charts in Mathematics.
a Check that all learners have a role in their group.
b Accept appropriate answers – the usual pattern is that the cone when placed point down into the water
is the fastest.
c That shapes that are pointed move through water quicker.
d Listen to learners’ discussions.
e Check learners’ bar charts to make sure that learners have information on the correct axis and that the
y-axis has an appropriate scale.
Page 88 Science in context: Uses of streamlining
Let’s talk
The shark has an elongated shape that is long and tapered at each end. This makes it streamlined, which
makes it faster in the water to catch prey. The turtle has a body that is thin and flat with a curved shell.
That makes it streamlined to move through the water more easily to avoid predators.
Let’s talk
The shape of the car is streamlined to look better and more sporty but challenge learners to think about
how the streamlined shape affects speed (reduces air resistance so helps to increase speed) and how it uses
less fuel.
The cyclist wants to win races, so needs to reduce air resistance that could slow the cyclist down, therefore
shape and material of helmet, clothing, how narrow the bike is, all help to reduce friction with the air.
Activity 1
Check learners’ research and that they realise that similar shapes are used to reduce friction in both water
and the air.
Activity 2
Share and display learners’ collages, getting learners to discuss how they show streamlining in air and
water. Check that they can explain why.
Page 89 What have you learnt about forces?
Activity 1
gravity – the force that pulls objects towards themselves, for example ball and ground.
normal force – the force that supports the weight of an object on a surface.
applied force – a push or a pull.
air resistance – friction between a moving object and the surrounding air.
water resistance – friction between a moving object and the surrounding water.
upthrust – push of water upwards on an object.

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Activity 2
A B

Activity 3 Activity 4
The penguin is streamlined so that it can overcome
water resistance and move through water easily to
avoid predators and catch prey.

Further activities
• Show learners Unit 6 Slides 7 and 8 (boost-learning.com).
• Ask learners to complete Workbook page 52.

Unit 6 Slide 7 answers

Using forces
A The swimmer makes a shape that is streamlined to move through water more easily and quickly.
B The boat is a thin shape with a pointed front to move through water more easily and quickly.
C The bird changes its shape to pointed and thin and streamlined to enter the water more easily and
move through the water more quickly to catch fish.

Unit 6 Slide 8 answers

Apollo 16 Splashdown
• Parachutes use air resistance to slow the capsule down.
• Upthrust pushes the capsule up in the water – helping it to float.

Workbook answers
Page 52 Weight in water
1 a Object A B C D E F
Weight in air (N) 25 N 19 N 9N 10 N 28 N 34 N
Weight in water (N) 5N 4N 2N 3N 7N 9N
b Check learners’ bar charts. (Learners should draw a draft of their bar chart in the Workbook and
redraw a neat version on a sheet of graph paper.)
2 In the air the objects weigh more than when they are placed in the water.
3 This is because of the upthrust of the water.

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ICT links
Learners use the internet to research pictures and use a computer software program to create a collage.

Assessment ideas
• Use the Flashcards and Audio recordings (boost-learning.com) to assess that learners know and
understand the new words and concepts covered in this unit.
• Ask learners to complete the checklist on page 88 of the Learner’s Book, and the self-check activity
on page 53 of the Workbook.

Success criteria
While completing the activities, assess and record learners.
Learning objectives Success criteria
5Pf.01 Identify a range of forces (limited to Learners can identify friction, air and water
gravity, applied forces, normal forces, upthrust, resistance in a range of contexts.
friction, air resistance and water resistance).
5Pf.03 Use force diagrams to show the name and Learners can draw force diagrams in different
direction of forces acting on an object. contexts.
5TWSc.04 Decide when observations and Learners can use repeat readings and explain
measurements need to be repeated to give more why they are using them.
reliable data.
5TWSc.05 Take appropriately accurate Learners can take accurate measurements.
measurements.
5TWSc.06 Carry out practical work safely. Learners can identify safety issues and manage
them to work safely.
5TWSc.08 Collect and record observations and/or Learners record measurements using a table.
measurements in tables and diagrams appropriate
to the type of scientific enquiry.
5TWSa.03 Make a conclusion from results Learners use data and scientific understanding
informed by scientific understanding. about forces to draw conclusions.
5TWSa.05 Present and interpret results using Learners draw bar charts and line graphs and
tables, bar charts, dot plots and line graphs. interpret data in each.
5SIC.03 Use science to support points when Learners can use science to discuss streamlining.
discussing issues, situations or actions.

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