Big Ideas & Core Questions

06. Changing the movement of an object requires a force (push or pull) to be acting on it.

10. The movement of Earth affects the times of day; the Sun is at the centre of our solar system.

Examples of Core Component Questions:

How does friction affect the amount of force required to move an object?

What is gravity?

How does air resistance affect the speed at which an object falls?

What changes the effects of water resistance?

What impact do gears, levers and pulleys have?

National Curriculum Objectives

Pupils should be taught to:

•  explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling objects, 

• identify the effects of air resistance, water resistance and friction, that act between moving surfaces, 

• recognise that some mechanisms including levers, pulleys and gears allow a smaller force to have a greater effect.

Enquiry 1: How does friction affect the amount of force required to move an object?

Children will learn that:

• the greater the amount of friction, the greater the force required to move an object, 

• friction is a force between two surfaces that are in contact and sliding, or trying to slide, across each other, 

• friction always works in the direction opposite to the direction in which the object is moving or trying to move. 

• friction always slows a moving object down.

Through an investigation on materials and friction, children will:

• Learn the difference between comparative tests and fair tests,

• Independently plan a comparative scientific enquiry to answer a question about friction,

• Take accurate measurements using a meter that measures force,

• Use scientific diagrams to show the direction of forces,

• Report and present findings, drawing conclusions, 

• Present findings in a bar graph.

Enquiry 2: What Is Gravity?

Pupils will learn about the discoveries of Galileo Galilei and Sir Isaac Newton to challenge possible misconceptions to prove that two objects of different weights fall at the same speed. Pupils will learn why mass does not affect how fast an object falls.

Children will learn that gravity is a force that acts at a distance, attracting objects towards each other, and that everything is pulled to the Earth by gravity, which causes objects to fall to Earth. 

Children will identify the scientific evidence that has been used to support or refute ideas about gravity (Galileo Galilei and Isaac Newton), drawing diagrams to demonstrate gravitational pull.

Enquiry 3: How does air resistance affect the speed at which an object falls?

Children will investigate the effects of air resistance by testing different designs of a parachute.

Children will learn that air resistance is a type of friction between air
and another material. It is a force that opposes the movement of an object as it moves through the air.  They will learn that objects with a large surface area create more air resistance so they move more slowly though air.

The children will plan a fair test scientific enquiry independently, making choices about the variables to be changed to test the impact of air resistance. They will take accurate measurements using a stopwatch and repeat readings. At the end of their test, they will consider further questions that could be investigated.

Enquiry 4: What changes the effects of water resistance?

Pupils will learn about water resistance by testing boats to understand that water resistance is friction between water and an object that is moving through the water. They will learn that this force acts upwards against gravity when an object is falling through water. If the upthrust is less than the weight of the object, the object will sink. If the upthrust is equal to the weight of the object, the object will float.

Children will use knowledge of water resistance to make predictions, then plan a scientific enquiry to test the effects of shape and surface area on water resistance.  They will devise fair test questions.

The children will then measure speed and identify relationships between water resistance and shape. They will use diagrams to explain results. They will consider whether there were any variables that were difficult to control.

Enquiry 5 & 6: What impact do gears, levers and pulleys have on forces?

Children will learn about mechanisms including levers, pulleys and gears, which allow a smaller force to have a greater effect.

The children will use diagrams and labels to show the direction of a range of forces. They will explain causal relationships in the components of levers, gears and pulleys.