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7Ka Forces (Exceeding)

Lesson Description

Topic 7Ka introduces the outdoor activity theme for the unit and revisits ideas about forces first met at
KS2: that forces are pushes or pulls and that forces can change the speed or direction of movement of
something or change its shape. This topic also looks at the difference between mass and weight.

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Student Book Differentiation

The Student Book questions allow for learners to achieve up to the equivalent of the following National
Curriculum Levels:

7Ka Forces

Question 1 = Level 4; Question 2 = Level 4; Question 3a = Level 4; Question 3b = Level 5; Question 4 =

Level 4-5.

7Ka Different forces

Question 1 = Level 4; Question 2 = Level 5; Question 3 = Level 4; Question 4 = Level 5; Question 5= Level
4; Question 6 = Level 4; Question 7 = Level 5-6.

Learning Objectives

7Ka Learning objectives

 The learning objectives for 7Ka Different forces

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Starters

3: Ideas about forces

The AT interactive Is it a force? asks students to identify Is it a force?

 Students identify whether som…
which are the forces from a mixed list.

The AT interactive Concept cartoon: Forces on a rocket has Concept cartoon: Forces on…
 Students comment on speech …
different statements about forces, some of which are
incorrect. Ask students to discuss the statements in groups.
They should agree whether each statement is correct or not,
and if not, why not. Keep written notes on the concept
cartoon to revisit at the end of the unit. There should be an
opportunity for students to change their ideas and to reflect
on this.

Activity Type: Baseline Assessment

Level: 3-5

5: Quick Quiz

Use the 7K Quick Quiz as a baseline assessment for this 7K Quick Quiz

unit. Students could record their answers on the 7K Quick
Quiz Answer Sheet. Either use the whole Quick Quiz (which 7K Quick Quiz Answer Sheet
can be revisited at the end of the unit) or use only the Quick 
Quiz questions for this topic (which can be revisited at the
end of this topic or at the end of the unit).

Activity Type: Baseline Assessment

Level: 4-6

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Exploring Tasks

3: Mass and weight

Start by eliciting students' ideas about mass and weight by asking them how much they weigh – answers
are likely to be in kilograms or stones. You could then ask what happens to their weight if they go into
space but point out that their bodies would not have changed. This introduces the need for another
measurement (mass) to quantify the amount of substance in something. Discuss the fact that the scientific
definition of weight is the force caused by gravity acting on a mass and, because it is a force, its units are
in newtons. It is acceptable to talk about weighing 5 kg of potatoes in a supermarket but not in a science
lesson, i.e. the everyday use of the term weight refers to mass in kilograms, not force in newtons. (Note
that the equation covering mass and weight is covered in Unit 8L).

This practical is best carried out after Explaining 1. Ask students to weigh a range of objects using scales
marked in both grams/kilograms and newtons. If such scales are not available, provide a range of labelled
masses (slotted masses will do but other objects could be used if their masses are measured before the
lesson and marked on them). If possible, use bathroom scales to find the masses of the students
themselves. Ask students to compile a table of weight against mass. Students could be asked to plot
graphs to show their results and work out the weight of 1 g in newtons. Students can then use their graphs
to work out the weight of other items of known mass.

Finally (and as a formative assessment) check students’ grasp of different magnitudes of weight relating to
everyday experience by getting them to select from a range of objects that they think weighs closest to 0.1
N, 1 N, 10 N, 100 N etc. The objects can be actual objects or pictures if needed. The class results should
be collated and individuals can compare their answers with the correct solution (revealing how much each
item actually weighs) and how their judgement compares with that of others in the class. Discuss why they
might find mass easier to judge – possibly because they have long experience of associating objects with
their mass but weight in newtons is unfamiliar.

Safety: Be aware that some students may be sensitive about their weight/mass.

Equipment (per group): Access to a range of items with masses marked, force meter, bathroom scales,
graph paper.

Activity Type: Working Scientifically, Formative Assessment, Practical

Level: 4-5

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4: Aristotle’s ideas about forces

Worksheet 7Ka-3 introduces Aristotle’s ideas about why Worksheet 7Ka-3


things fall, float or rise and contrasts them with our current
ideas.

Check students’ understanding of the difference between

modern and ancient explanations using a fisherman’s ring.
Students stand in two concentric circles, facing each other.
You give the instruction for which student should talk and
which should listen, the idea they have to explain, and
whether they are Aristotle or a modern scientist, e.g. get
inner-ring students to explain, as if they were Aristotle, why a
coin thrown into the sea sinks to the bottom of the sea but
then stops. The inner student has 30 seconds to explain then
the outer student is asked to comment briefly on the
explanation given. Then ask students to move (e.g. outer
circle moves two places to the left) and give another
instruction. Alternate the students who speak and listen and
also get students to provide the examples for their partner to
explain.

Activity Type: Working Scientifically

Level: 4

5: Hazards and risks

Worksheet 7Ka-4 explains the difference between a hazard Worksheet 7Ka-4


and a risk in the context of outdoor sports.

Activity Type: Working Scientifically

Level: 4-6

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Explaining Tasks

1: 7Ka Forces (Student Book)

This introduces the outdoor sports theme of the unit and Sports and forces
 Illustrates different forces in ac…
reminds students that forces are involved in all activities. The
questions provide a baseline assessment opportunity to find
out how much students remember of their KS2 work on
forces.

The AT video Sports and forces was also used in Starter 4.

The AT interactive Concept cartoon: Forces on a rocket used

in Starter 3 could also be used here.

Activity Type: Baseline Assessment

Level: 4-5

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2: 7Ka Different forces (Student Book) (Exceeding)

These pages introduce various contact and non-contact Four forces acting on a diver
 Students toggle between sho…
forces and explain the difference between mass and weight.
An AT link allows you to turn the labels on and off on photo Forces during a bungee jump
E. The AT animations Forces during a bungee jump and  Animation showing the forces …
Forces on an aeroplane both illustrate the acting force during
two very different situations. Forces on an aeroplane
 Animation illustrating what hap…
Forces during a bungee jump shows the forces acting on a
bungee jumper during different parts of a jump. Forces on an
aeroplane shows what happens when the forces acting on
an aeroplane are changed.

Questions 4 and 6 can be used for formative assessment.

Assessment: Ask students to think about the questions for a

few minutes.

Feedback: Use red/amber/green cards or thumbs up/thumbs

down to let students indicate how confident they are that
they have the correct answers. Check by asking confident
students what the answers are to the questions. Alternatively,
pair up confident and non-confident students. The challenge
for the confident students is to explain to one or more peers
so these students become happy to give a thumbs-up in a
second class indication. This explaining will reinforce the
confident students’ understanding too.

Action: Plenary 1 and Plenary 3 can be used to reinforce

understanding about the use of force arrows and types of
forces. Exploring 3 can be used to help understanding of
mass and weight.

You could keep students in the mentor pairs/small groups

and challenge the confident students to support the less
confident peer/s in carrying out these questions. Tell the
pairs/groups that you will spot-check understanding (to avoid
students simply telling each other the correct answers).

Activity Type: Formative Assessment

Level: 3-6

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3: Cycle helmets

There are differing views on the use of cycle helmets, with Wear a helmet?
 Students examine the advanta…
some unreservedly supporting the wearing of helmets.
However, you may wish to discuss with students the fact that
many people consider that they may do more harm than
good, such as by increasing the likelihood of rotational
injuries to the brain (these injuries are less common but more
serious when they do occur). Opposing views may be found
on the Internet.

The AT presentation Wear a helmet? presents some of the

arguments for and against the wearing of cycle helmets.

Level: 4

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Plenaries

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2: Thinking about forces

The AT presentation 7Ka Thinking skills provides the 7Ka Thinking skills
 A thinking skills presentation o…
questions below.

Assessment:

Odd One Out: friction, gravity, magnetism. (Possible

answers: friction is the only contact force and is the only one
that always tries to slow things down; magnetism is the only
one that can push or pull; gravity is the only one that gives us
weight.)

Consider All Possibilities: A bicycle is slowing down.

(Possible answers: it is going up a hill; the rider has stopped
pedalling; it is going into the wind and air resistance is
slowing it down; it has gone into water and water resistance
on the wheels is slowing it down.)

Plus, Minus, Interesting: Gravity on Earth should be weaker.

(Possible answers: Plus – it would be easier to pick things

up; Minus – things would blow away more easily on windy
days; Interesting – which sports records would change?
Gravity on Mars is only one-third as strong as the gravity on
Earth.)

Feedback: Students answer the thinking skills questions

individually and then discuss their answers in groups,
thereby feeding back their thoughts to one another. Ask
students to write down their best answers and consider why
they think they are the best. Ask them to do the same for
their weakest answers, trying to identify what they find
difficult about these.

Action: Ask a spokesperson from a number of groups to

read out their best answers. Compile a class list of ‘features
of good answers’ and a second list of areas of this topic
which need to be reinforced. Identify any ideas that are
missing and share them with the class.

If understanding is poor then revise the material at the start

of the next lesson.

Revisiting could be in the form of re-presenting information in

a different format starting with the Student Book or Summary
Sheet and producing a concept map, table of categories or
key ideas list; producing an annotated diagram using
information from the Student Book and other sources; writing
out a detailed explanation of an idea for a friend; making a
model that demonstrates an idea.

Activity Type: Formative Assessment

Level: 4-5

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Homework

3: Measuring masses

Worksheet 7Ka-7 provides questions on this topic with an Worksheet 7Ka-7


increased cognitive demand.

Level: 4-6

ActiveLearn

ActiveLearn exercises available for this topic: Different forces 3.

Access ActiveLearn at https://www.pearsonactivelearn.com/ (https://www.pearsonactivelearn.com/)

Answers and Technician Notes

7Ka Answers

Answers for activities in the Student Book and Activity Pack. 7K Answers


7Ka Technician Notes

Technician notes on activities in 7Ka. 7Ka Technician notes



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