Science

Feel the force

Year 5 - Summer 1

Name:________________________
Class:_________________________
 Year 5 Science Knowledge Organiser - Summer 1 - Forces
1 Force A push or pull on an object. A force can cause something to
speed up, slow down, change shape or change direction.
2 Gravity The force that attracts an object towards the centre of the earth.
3 Friction When two surfaces slide together, a force called friction makes
them stick very slightly together.
4 Mass The amount of matter within an object.
5 Newton A newton (N) is the international unit of measure for force. One
newton is equal to 1 kilogram meter per second squared.
6 Surface The outside or any one side of an object.
7 Air Resistance A force that is caused by air with the force acting in the opposite
direction to an object moving through the air.
8 Action & Action force is force acting in one direction. Reaction force is
Reaction Force force acting in the opposite direction.
9 Variables In science, a variable is any item, factor, or condition that can be
controlled or changed.

10 Water A force that is caused by water with the force acting in the
Resistance opposite direction to an object moving through the water.
11 Buoyant Things that float are buoyant.
12 Streamlined Streamline is something that has a shape that provides little
resistance to air or fluid flow.
13 Surface Area In Science, surface area is the measure of how much exposed
area a solid object has, expressed in square units.
14 Upthrust Upthrust is the force that pushes an object up and makes it
seem to lose weight in a fluid.
15 Push To move something in a specific way by exerting force.
16 Pull To draw or houl towards oneself or itself, in a particular direction.
17 Stretch Elastic materials, and objects such as springs, change shape
when a force is exerted on them: stretching happens when the
material or object is pulled.
18 Elasticity Elasticity is a measure of how well a material returns to its
original shape and size after being stretched or compressed

19 Levers A rigid bar resting on a pivot that is used to move a heavy or

firmly fixed load.
20 Pivot point The point on which something balances on allowing
movement to happen
21 Effort The physical work needed to apply a force.
22 Mechanisms The working parts of a machine (e.g. engine).

23 Fulcrum The "​fulcrum​" is the point on which the lever turns or balances, otherwise known as the pivot.

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 KO Quiz: /5 Date: ____________
LESSON ONE: Fabulous Forces
Retrieval Practice

What I already know about forces. Questions I still have about forces.

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Outcomes Key Vocabulary

To explain that unsupported objects fall towards the Earth Force, push, pull, gravity, air
because of the force of gravity acting between the Earth resistance, water
and the falling object by identifying forces acting on resistance, friction.
objects.
To identify the effects of air resistance, water resistance
and friction by identifying forces acting on objects.

Knowledge needed

Children have studied forces in year 3.

Talk Task
What Are Forces?
Forces are often referred to as pushes and pulls.

Look at the pictures below and talk to your partner about whether each picture shows an example
of a pushing or pulling force.

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Forces affect the movement or shape of an object. They can
make an object start to move, stop moving, move faster or move
more slowly. They could also make an object change its shape or
cause a moving object to change direction.

Gravity is a pulling force exerted by the Earth. The gravitational

force from the Earth pulls in a direction towards the centre of the
Earth.

Gravity is pulling the skydivers towards the Earth.

In this image, you can see that a force is slowing the skydivers down.

This force is pushing in the opposite direction to gravity.

Talk to your partner about what is happening in this picture.

Air resistance is the name of the force that is pushing up against the parachute.

Gravity is pulling the skydivers towards the ground. However, they are slowed down because a force
(air resistance) pushes against the inside of the parachute and they descend more slowly.

Gravity and air resistance are opposing forces in this situation.

As well as gravity and air resistance, there are other forces that can act on objects.

In this example, the boat doesn’t sink because there is a

buoyant force (upthrust) created by the volume of water. It is
the balance of the gravity and the buoyancy that keeps the
boat floating.

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Independent Task

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Exit Ticket

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KO Quiz: /5 Date:____________
LESSON TWO: Gravity
Do now:
Watch the first 20 seconds of this video of a ball bouncing
(​https://www.youtube.com/watch?v=aY3TrpiUOqE​ ). What does it do?

These children are discussing why the bouncy ball falls down rather than falling up, sideways or
staying still. Which child or children do you agree with?

Outcomes Key Vocabulary

To explain that unsupported objects fall towards the Earth Gravity, force, Isaac Newton,
because of the force of gravity acting between the Earth newton, newton
and the falling object by measuring the force of gravity meter, weight, mass.
pulling on objects.

Knowledge needed

The children will have learnt about gravity as a pulling

force in Lesson 1.

Everybody Watches
Did you agree with this girl?
Gravity is the force that means that objects are pulled towards the
centre of the Earth.

All objects exert a gravitational pull. However, the strength of an

object's gravitational pull depends on its mass. The Earth is a huge
object with an extremely high mass, so its gravitational pull is very
strong.

The force of gravity keeps us on the ground. Gravity also causes

objects to fall down if they are dropped.

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Everybody Reads

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Independent Task

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Everybody Reads
People often use the words weight and mass to mean the same thing.

Mass​ is a measure of the amount of ‘stuff’ inside an object, and is measured in ​kilograms​ (kg).
Weight​ is actually a measure of the strength of gravity acting on an object. It is measured in ​newtons
(N).
The ​weight​ of an object is caused by ​gravity​ pulling it down. Objects with more ​mass​ have a greater
weight, as the force of gravity pulls them down more strongly.

An object's mass will stay the same even if it is in a place with weaker gravity, like the Moon.

However, an object’s ​weight​ can ​change​! If the object were on the Moon,
although it would have the same mass, it would weigh much less as the gravity
would not be pulling it down as strongly. The Moon’s gravity is much weaker
than the Earth’s.

Jupiter is a much bigger planet than Earth so it has a stronger gravitational pull.
Although an object would have the same ​mass​ on Jupiter as anywhere else, it
would ​weigh​ much more due to the gravity pulling it more strongly.

REMEMBER

MASS WEIGHT

Mass​ is how much ​matter​ (or ‘stuff’) is inside an Weight​ is how strongly ​gravity​ is pulling an object
object. It is measured in ​kilograms​ (kg). down. It is measured in ​newtons​ (N).

Group Task
● You are going to measure the weight and mass of different objects.
● The weight of an object is measured using a newton meter. Remember, weight is a measure
of how strongly gravity is pulling on the object.
● The mass of an object is measured using a set of scales. Remember, mass is a measure of how
much matter (or ‘stuff’) is in the object.
● You can find an object’s weight by placing the object in a bag and hanging the bag from
the newton meter to measure how strongly gravity is acting on the object.

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Measuring Gravity - Prediction and results sheet

Exit Ticket - Talk Task

Did you notice a link between each object’s ​weight​ and its ​mass​?
Talk to a partner about the link you spotted.
Did they see a similar link?
Can you explain any results that don’t follow this link?

Let’s look at the final slide and see if your results match the findings.

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KO Quiz: /5 Date:____________
LESSON THREE: Air Resistance
Do Now: Vocabulary Practice

Outcomes Key Vocabulary

To identify the effects of air resistance by investigating the Gravity, air resistance, Galileo Galilei,
best parachute to slow a person down. mass,
parachute, force, prediction,
Knowledge needed investigation,
measure, observe, variables, results.
The children will have learnt about the opposing forces of
gravity and air resistance in Lesson 1.

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Everybody Reads
You have learnt that ​gravity​ pulls objects towards the centre of the Earth.
But do you think all objects are pulled as fast as each other?
These two balls are the ​same size​, but one has a much ​greater mass​.
Do you think they will hit the ground at the ​same time​ when dropped from a height?

Galileo Galilei ​(1564-1642) was an Italian scientist and mathematician who

wondered about this.

In 1590, he decided to carry out an investigation to find the answer.

He climbed to the top of the Leaning Tower of Pisa with two balls of similar
shape and size, but with different masses.

He dropped both of the balls from the top of the tower at the same time.
Both balls hit the ground at the same time.
Galileo's experiment proved that ​all objects fall at the same rate​, no
matter what their mass is.
But this can seem hard to believe!
Think about a feather and a hammer. If you dropped both objects at the same time, would they hit
the ground at the same time?

Talk Task - Gravity and falling

What do you think happened when astronauts stood on the Moon and dropped these two items at
the same time?

Everybody Reads
The feather and the hammer hit the surface of the Moon at the ​same time​!
This proves that Galileo’s findings are correct.
Can you think why the two objects might fall at the same speed on the Moon but the feather falls so
much more slowly on Earth?
What is different about the Moon and the Earth that could cause this to happen?

Air Resistance
There is ​no air ​on the Moon.
Air​ pushes against any object moving through it. This is known as ​air resistance​.

On Earth, air resistance acts on both objects. The feather has a large surface area in comparison to
its mass. The hammer has a small surface area in comparison to its mass. Air resistance therefore has
a greater upwards force on the feather.

Since there is no air on the Moon, there is no ​air resistance ​to push against the feather, so the two
objects fall at the ​same speed​.

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Air resistance ​pushes up on the parachute, ​opposing​ the force of ​gravity​ and making the parachute
and the person fall more slowly. This is a ​useful​ effect.
But ​air resistance​ pushes the cyclist back, ​opposing​ the ​cyclist’s force​ from them pedalling the
bicycle and making the bicycle travel more slowly. This is an ​unhelpful​ effect.

Group Task - The perfect parachute

The Super Skydiving Company are redesigning the parachute they use to allow people to perform
skydives from aeroplanes. They want to make sure that the parachute they use allows their customers
to fall from the aeroplane as ​slowly​ and ​safely​ as possible.

You are going to investigate a helpful effect of ​air resistance​ by finding the best design for their new
parachute.

The perfect parachute will be the one that makes a person fall the ​slowest​. It will cause ​air resistance
to push it up with the ​biggest force​.

Method
You will make three parachutes and drop them from a height. Each of the three parachutes should
be slightly different.

You will observe which of your parachutes falls the ​most slowly​. This parachute will have the most ​air
resistance​ pushing it up.

Construct your parachutes using a sheet of plastic or card. Tie or tape string to the corners, and tie or
tape the four pieces of string to an object such as a toy figure, paper clip or piece of modelling clay.

How many variables can you think of?

Did you come up with any of these?

● Object attached to the parachute,
● Shape of parachute
● Length of string to attach the object
● Size of parachute
● Height of drop

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You now need to explain your findings to the Super Skydiving Company.

Let them know the best design for their new parachute and explain why it works well.
In your answer, make sure to explain how air resistance affects moving objects.

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Exit Ticket - Talk Task
Talk to your partner about air
resistance, use the word bank
and question prompts to help
you.

Word Bank
gravity, air resistance,
Galileo Galilei, mass,
parachute, force
prediction, investigation
measure, observe
variables, results.

• What it air resistance;

• Famous experiments
associated with it;
• How it is helpful and
unhelpful;
• Where you see air
resistance every day;
• What your investigation
showed.

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KO Quiz: /5 Date:____________
LESSON FOUR: Water Resistance
Do now: FEEDBACK
Look through what you have completed in your booklet so far and complete any blank pages. If you
were absent, read the ​Everybody reads​ sections and write ​ABSENT BUT READ​ in ​purple pen ​and sign
your name.

If you ​complete all ​of your feedback, on your whiteboard write 5 questions about ​forces​ for another
person in the class to answer.

Outcomes Key Vocabulary

To identify the effects of water resistance by creating and Water resistance, streamline, force.
racing streamlined boats.

Knowledge needed

The children will have learnt about water resistance as an

opposing force in Lesson 1, and will have learnt about air
resistance in Lesson 3.

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Talk Task
How does it feel to walk through deep water?
Think of some words and phrases to describe the feeling.

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__________________________________________________________________________________________________

__________________________________________________________________________________________________

Share your ideas with the class.

Everybody Reads
If you have ever walked through water, you will have felt the effects of ​water resistance​ pushing
against you.

Whenever an object moves through water, it experiences the force of water resistance. Water
resistance ​pushes​ against objects, making it hard for them to move through water.

However, this also helps you to swim, as when you push against the water with your hands, the water
resistance pushes back and helps you to move forward, like using oars to push against the water to
row a boat.

It is possible to reduce the effects of water and air resistance.

Objects that do not experience much water or air resistance are
described as ​streamlined​.

Streamlined shapes
Aeroplane
It does not create much ​air resistance​ so it can
move through the air easily.

Shark
It has a ​pointed​ nose to cut through the water,
and a ​smooth, low, curved back ​to allow the
water to flow over and around it.

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Demonstration
We are going to mould some playdough into the three different shapes. We are then going to drop
them in a measuring cylinder of water.

sphere cube cone

Which shape do you think will fall the ​fastest​? Which will fall the ​slowest​?​ T​ ry it out!

Results
The ​cube​ should have fallen the ​slowest ​through the water. It is the ​least streamlined ​shape because
it has a ​flat​ surface which creates a lot of ​water resistance​. The water pushes against the flat surface,
slowing it down.

The ​cone​ should have fallen the ​fastest ​through the water. It is the ​most streamlined​ shape as it has a
pointed​ end to cut through the water.

What do you think would be the best shape for your boat?
The ​most streamlined ​boat will create ​the least water resistance​, and will move through the water the
fastest​.

Independent Task
Use plasticine to create a boat that will float well - think about the work in today’s lesson to help you
design it.

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Exit Ticket - Talk Task
A swimming teacher wants to buy some animal toys for younger children to use in her lessons. She will
throw the toys to the bottom of the pool for the children to swim down to collect.
Thinking about the shape of each animal toy, which toy would sink to the bottom of the pool the
quickest?​ ​Talk to your partner about your ideas.

Let’s look at the final slide and find out if your ideas were correct.

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KO Quiz: /5 Date:____________
LESSON FIVE: Friction
Do Now: Exam Style Question

(a) ​Sarah makes five different shapes using modelling clay.

She uses the same amount of clay for each shape.

Sarah fills a container with syrup.

She drops each shape into the
syrup.

She times how long it takes each

shape to reach the bottom of the
container.

Tick ​ONE​ box to show why clay is a good material to use to make different shapes.

Clay is soft and

Clay can float.
flexible.

Clay dissolves in Clay is a heat

water. insulator.

(b) Here are Sarah’s results: Time to reach

the bottom of
Shape
Which shape fell the fastest? the container
(seconds)
thin cylinder 1.0
dish 8.0
..................................................
flat circle 4.0
ball 0.5
flat triangle 4.0

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(c) Sarah found it difficult to time some of the shapes accurately.

Tick ​ONE​ box to show why Sarah found it difficult to time some of the falling shapes.

They are made out of the They fell at different

same amount of clay. speeds.

They fell quickly through

They are different shapes.
the syrup.

(d) There is a force from the syrup acting on the shapes as they fall.

Draw ​ONE​ arrow on the

diagram
to show the direction of the
force ​from the syrup​ on the
ball.

Outcomes Key Vocabulary

To identify the effects of friction by investigating brakes. Friction, force, brake, prediction,
investigation,
Knowledge needed measure, observe, variables, results.

The children will have learnt about friction in Year 3 and in

Lesson 1 of this unit.

Talk Task
Look at the statements about friction. Can you decide which are true or false? Discuss your ideas
with your partner before sharing your thoughts with the class. Tick the ones you think are true.

Friction is a force. Friction slows moving objects Friction is always a useful

down. force.

Friction is stronger than All surfaces create friction on Friction produces heat.
gravity. an object moving over
them.

Look at the presentation, the statements which turn green are true. How many did you get right?

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Everybody Reads
What is friction?

Friction is a ​force​ that acts between two surfaces or objects that are moving, or trying to move,
across each other. For example, when you try to push a book across the floor, friction makes this
difficult.

Friction always acts in the ​opposite direction ​to the direction that the object is moving. It always ​slows
a moving object down.

All surfaces create friction on an object moving across them. Rougher surfaces produce more
friction, but even very smooth surfaces like ice produce some friction.

Can you explain to your partner how friction affects a moving object?

Air resistance ​and ​water resistance​ are both forms of ​friction​. Gases and liquids create friction as well
as solids.

Friction can be ​useful​ – for example, the soles of your shoes create friction with the ground,
preventing you from slipping over.

However, friction can be ​unhelpful​ too – friction on a bike chain can make the bike harder to pedal.

The brakes on a bicycle or car work by creating friction between the

brake pad and the wheels.
The friction opposes the movement of the wheels, slowing them down
and eventually stopping them.

Group Task
A company that makes tricycles and scooters wants to create a new set of brakes for their latest
model. They need to make sure their tricycles and scooters slow down and stop safely for the young
children using them.

They have asked you to help them find the ​best material ​for their brake pads. The best material will
be the one that creates the ​most friction ​between the brake pad and the wheel.
You will need to test different materials and demonstrate the best choice.

Method
To test the different materials for the brake pad, you will need a small tricycle or scooter, a piece of
thick card (about the size of a playing card), different materials to wrap around the card and
a stopwatch.
Work in groups. Spin the wheel of the tricycle or scooter, then carefully hold the piece of card with
one material wrapped around it against the spinning wheel. Be careful not to put your fingers on the
wheel. Use the stopwatch to time how long it takes for the wheel to stop completely.
Then wrap the card in a different material, and time how long that material takes to stop the wheel.

Complete this with each different material.

Variables
When scientists carry out investigations, it is important that they ​control​ all the ​variables​ to get ​reliable
results.
In this investigation, the variable that is being tested is the ​type of material ​the brake pad is made

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from. This will be changed each time.
The variable to be measured is the ​time​ it takes for the wheel to stop spinning.
All the other variables in the investigation will need to be kept exactly the ​same​ each time.

Can you think of any variables in this investigation that may be tricky to keep the same every time?

There are two variables that could be tricky to keep the same: the ​speed​ at which the wheel spins
each time, and the ​pressure​ with which the brake pad is applied to the wheel.

If you press the brake pad onto the wheel very hard with one material, but gently with another, your
results will not be reliable.

If the wheel spins very quickly when you try one material, but slowly when you try another, you will not
get reliable results.

You will need to be very careful to control these two variables.

In your group, discuss how you could try to keep these variables the same.

Planning and results sheet

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Exit Ticket
Your younger friends love sledging, but they wish the sledge would not go quite so quickly down
snowy hills. Discuss with your partner:

• How would you change the design of the sledge to solve this problem?
• What would you say to the children to explain how you managed to slow down their sledge? As
they are younger children, you must talk about friction in a simple way so that they will
understand.

Write down some of your suggestions below.

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________________________________________________________________________________________________

________________________________________________________________________________________________

Look at the final slide, do you agree with the suggestion? Discuss this with your partner.

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KO Quiz: /5 Date:____________
LESSON SIX: Marvellous Mechanisms
Do Now: Exam Style Question
(a) Jamie has a parachute. The two arrows on the diagram below show two forces (A and B)
acting on the falling parachute.

Label forces A and B on the diagram below.

(i) Force A is ..................................................
(ii) Force B is ..................................................

(b) Tick ONE box to show the effect force A has on the parachute.

It makes the It makes the

parachute fall faster. parachute heavier.

It makes the It makes the

parachute fall slower. parachute lighter.

(c) Jamie wants to find out if changing the material of the parachute affects the time it takes to
fall to the ground.

The table shows some of the variables in Jamie’s investigation.

Complete the table to show how Jamie should do his investigation. Tick ONE box in each row.

Variable to Variable to
Variable to
Variable be be kept the
be changed
measured same
height of drop
mass of modelling
clay
size of parachute
material of
parachute
time taken to fall to
the ground

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(d) Jamie decides to test each of his parachutes three times. He records his results in the table
below. One of the times in his results table looks wrong.
Circle ONE time in the results table that Jamie should check.

Parachute
Time taken to reach the ground (seconds)
material
test 1 test 2 test 3
plastic 2.4 2.4 2.5
bubble wrap 2.1 2.0 2.0
netting 2.9 1.0 1.0

(e) Jamie makes a smaller parachute made of plastic.

Predict the time it will take the smaller plastic parachute to fall to the ground.

................................................... seconds

Outcomes Key Vocabulary

To recognise that some mechanisms, including levers, Mechanism, lever, gear, cog, pulley,
pulleys and gears, allow a smaller force to have a greater machine, force.
effect by exploring and designing a simple mechanism.

Knowledge needed

The children will have learnt about forces in Lesson 1.

Talk Task
How do you think these images are related to the topic of forces? What do these images show?

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A ​mechanism​ is a device that changes an ​input force or​ ​motion​ into a different ​output force​ ​or
motion​.
Some mechanisms make work ​easier​ to do by allowing a ​smaller force​ to have a ​greater effect​.

There are different types of mechanisms.

Read the facts on the sheet and find out about a particular type of mechanism. Make notes about
the mechanisms below.

Levers Pulleys

Gears or cogs

Can you identify whether these objects use ​levers​, ​pulleys​ or ​gears​? Write the word next to each
picture.

Look at the next slide, did you

identify the mechanisms correctly?

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Everybody Reads
These types of mechanisms are used to make lots of machines work
and help us to get jobs done in everyday life.
Look at the mechanisms inside a watch.

Which mechanisms can you see?

The gears turn to move the hands around the clock face.

Cracking contraptions

Some designers and cartoonists have fun drawing and

creating crazy machines that use lots of mechanisms to
achieve a simple task.
This is an invention drawn by Rube Goldberg, a famous
cartoonist.
He has designed a ‘Self Operating Napkin’, so that when
the man in the picture lifts his spoon, it sets off a series of
mechanisms that eventually work together to lift the napkin
to wipe his mouth!

There are lots of popular games where players set off a series of different mechanisms that work
together to achieve an objective.

Everybody Watches
Wallace (from Wallace and Gromit) is always inventing crazy contractions to help around the home,
they don’t always go to plan! Let’s watch one of these contractions in action!
https://www.youtube.com/watch?v=vGxRUglFFME

Independent Task
Now it’s your turn to become an inventor!
Your task is to design a ​machine​ that will achieve a given aim, e.g. a machine that throws a ball or
tidies your room.
Choose one of the aims below and design a machine to achieve that aim – or think of your own aim!

Water a plant. Find a missing pen lid. Run a bath. Tidy a table.

Make a drink. Collect mail from the Hang a coat up. Tie a tie.
letterbox.

Pack a bag. Make a bed. Tie a pair of shoelaces. Peel an apple.

Put toothpaste on a Set a table. Turn a light off. Write a card.

toothbrush.

Make sure your machine uses lots of ​mechanisms​ including ​levers​, ​pulleys​ and ​gears​ to achieve its
aim.

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Exit Ticket
Share​ your Marvellous Machine with your partner.
Explain​ the aim of your machine, and how it works. Point out the different mechanisms your machine
uses.
Then ​listen​ to your partner as they explain their machine.
Evaluate​ your partner’s work on the bottom of their Marvellous Machines sheet. What do you like
about their machine? Is there anything you would change or improve? Why?

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