physics program document - · pdf filestudents investigate gravity and friction. ... forces...

Adelaide Compass STEM Program

Physics

Year 4

Science Understanding: Physical Sciences

Overview:

The Physics program engages students in investigations that assist them in answering their

inquiry questions relating to forces. They develop knowledge of how forces can be contact

and non-contact. Students investigate gravity and friction.


Year 4 – Physics

1

Contents

How do contact and non-contact forces affect interactions between objects? ....................................... 2

1. Tuning In: Science and Forces ........................................................................................................... 2

Learning Intentions ............................................................................................................................ 2

2. Friction Investigation: Contact Force .................................................................................................. 4


3. Gravity Investigation: Non-contact Force ............................................................................................ 8


4. Forces Conclusion ............................................................................................................................ 10

Learning Intentions .......................................................................................................................... 10

5. Just For Fun – The Physics of a Slinky Drop .................................................................................... 11

Learning Intentions .......................................................................................................................... 11

Additional Resources ............................................................................................................................ 12

Friction Using Rice ........................................................................................................................... 12

Paperclip Parachute ......................................................................................................................... 13

Straw Rocket .................................................................................................................................... 14

Exploring Push and Pull with Magnets ............................................................................................ 15


Year 4 – Physics

2

How do contact and non-contact forces affect interactions

between objects?

1. Tuning In: Science and Forces

Learning Intentions

Define science and understand that anyone can be a scientist.

Develop knowledge of physics as the area of science involving forces.

Define forces and give real life examples.

Name different forces that govern our universe.

Understand how forces can be contact or non-contact forces.

Understand that scientists developed their skills and knowledge at university by asking

questions, wondering, exploring, observing, comparing, measuring, experimenting and

discovering.

Know that science degrees are studied at The University of Adelaide.

What is Science?

Divide students into small groups and have them answer the following:

What words come into your mind when you think about Science?

What is a scientists? And what does a scientist look like?

Students can record answers and draw images of what they believe a scientist looks like. Bring

students together to discuss their ideas about science and scientists.

Watch the video: ‘What is Science?’ https://youtu.be/L8bpIswqJe0

Small Group/Pair or Class Discussion

After watching, compare the video to student responses. What do students notice? Can they give

examples of when they have been a scientist? Share learning/Class discussion.

University Link

University is one place where you can learn all about science and study to become a scientist. There

are hundreds of different types of scientists.

Watch the following University of Adelaide videos (links on the next page). Ask students what

evidence they can see about science and scientists at university.

https://youtu.be/L8bpIswqJe0


Year 4 – Physics

3

https://youtu.be/RJinu1AYwhY - World’s Grandest Challenges 2015, University of Adelaide

https://youtu.be/TadTb5iuSDg - The University of Adelaide - Seek Light

https://youtu.be/q7Z5jYV8WKY - Share Your Story, James Cowley

https://youtu.be/IG-1TFf_bKk - Share Your Story, Erin Fagan-Jeffries

https://youtu.be/utQA5vdaKME - Share Your Story, Dr Bianca Kyriacou

Share ideas/Class discussion

Introduction

This unit of work will look at how scientists use a Scientific Method to learn about forces. Students will

design and conduct a range of investigations that test out different forces. This type of science is

called Physics.

Prior knowledge: Forces

In Year 2 students should have been exposed to the concepts of forces; push and pull. Some revision

of these concepts will be required. The focus of this unit is contact and non-contact forces. Forces can

be exerted by one object on another through direct contact or from a distance.

Forces are pushes and pulls. A force has two characteristics; size and direction. The bigger the force

the greater the motion. An object’s motion changes in response to a force, nothing can move without

a force. A force is needed to start an object moving, speed it up, slow it down or change its direction.

Some forces require contact (e.g. friction) and some are non-contact (e.g. gravity).

The topic could be started with a discussion on forces and establish students’ prior knowledge. A

simple way to revise forces is to play a game of Tug-of-War. Student make predictions about what

they think will happen in each situation in the game of Tug-of-War which can lead to a variety of

discussion points about various aspects relating to forces such as push and pulls, friction, grip,

balance etc. The focus on forces could be investigated further by having one team of students

wearing gloves (disposable, garden or woollen) or one team taking off their shoes and wearing socks

or bare feet. This could include a variety of floor surfaces like carpet, grass, lino or concrete.

Students can record their observations and learning by drawing diagrams to represent the different

tests conducted (forces can be represented with arrows in diagrams.) They can make comparisons

between their predictions and results, and give explanations as to why they were correct or incorrect.

https://youtu.be/RJinu1AYwhY

https://youtu.be/TadTb5iuSDg

https://youtu.be/q7Z5jYV8WKY

https://youtu.be/IG-1TFf_bKk

https://youtu.be/utQA5vdaKME


Year 4 – Physics

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2. Friction Investigation: Contact Force

Learning Intentions

Develop knowledge of the Scientific Inquiry Method used by scientists and learn to

research, hypothesize, test, analyse and communicate data.

Develop student’s ability to define forces that are contact and non-contact conduct through

investigations.

Develop knowledge of friction and explain how friction works using real life examples.

Develop inquiry questions to investigate friction.

Carry out investigations to develop answers to their questions about friction and gather

data to make conclusions about their learning.

Develop knowledge of what makes a ‘fair test’.


Make predictions based on prior knowledge.

Develop skills of critical thinking, problem solving and innovation.

Develop ability to work collaboratively in a team.

Develop ability to critically reflect on learning and self-assess.

Scientific Inquiry Method:

Introduce students to the Scientific Inquiry Method. The Scientific Inquiry Method is the way that

scientists study and learn new things. The Scientific Inquiry Method helps them develop questions

and find answers to their questions through experimenting, investigating and testing, without bias or

personal opinions getting in the way of their answers, results or solutions. Scientists like to record and

measure scientific events to find patterns, gather evidence for their ideas and develop explanations.

Remind students we are all scientists.


Step 1: Develop a question

Step 2: Do some research

Step 3: Make some predictions (hypotheses) about the results of your investigation

Step 4: Test/Carry out your investigation and collect data

Step 5: Analyse your data and draw conclusions about your question

Step 6: Communicate your results/findings


Year 4 – Physics

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Using the Scientific Inquiry Method to Learn About Friction

What is friction? A simple way to demonstrate friction with students is to rub their hands together.

Students can also refer back to the game of Tug-of-War. Friction is a force between objects when

they are in contact with each other. Friction is the force that resists movement. Friction is a force

between two surfaces that are sliding, or trying to slide, across each other. It always slows a moving

object down. The smoother the surface the less friction is created, the rougher the surface the more

friction is created. Friction is a contact force.

The Resources section includes a simple experiment ‘Friction Using Rice’ which demonstrates

pushes and pulls that create friction. A video link is included to view this experiment.

How is friction different on different surfaces?


Using the Scientific Inquiry Method, have students investigate the friction created with a toy car

moving down a ramp across a variety of different surfaces. The question ‘How is friction different on

different surfaces?’ could be used for the whole class as Step 1 of the inquiry method, or students

could develop their own inquiry questions e.g. Which road (ramp) will be easiest for the car to travel

on?

Materials:

Cardboard, wooden or plastic car ramps, between 30cm – 1m in length.

A wooden block or variety of toy cars.

A variety of textured materials that can be placed onto the ramps.

Choose at least 1 option from each of these groups:

- Paper towel, sandpaper, rubber mat, or carpet/rug offcuts

- Greaseproof paper, aluminium foil, cling wrap

- Sand/dirt, clothing or material offcuts, different textured papers, bubble wrap etc.

Please note: A wooden block is a better option for the investigation because a toy car has wheels that

turn and the friction involved here is on the wheel axels and the tyres that are gripping onto the ramp.

The wooden block will only experience friction, when the correct ramp angle is created by the

students. The block will move and change speed and distance travelled (etc.) without the assistance

of the wheel axels and tyres.


Year 4 – Physics

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Procedure:


Step 3: Make some predictions about the results of your investigation


To ‘Do some research’ (Step 2 of Scientific Inquiry Method) students experiment with a basic ramp

(no different surfaces) at different angles and slopes and with wooden block or different toy cars. They

can also experiment with different amount and type of force (push) applied to the block or toy car.

During this phase students begin making predictions and record measurements of angle, distances

and times using appropriate mathematical equipment. During this process students are also designing

and planning their investigation. Encourage them to record their investigation procedures.

Once they have completed their ‘research’ then students begin their inquiry question investigation

using the rest of the steps in the Scientific Inquiry Method. During this phase of the friction

investigation, students will need to ensure that their only variable is the different surfaces on the ramp.

They must ensure all other factors such as starting position, angle, slope and force applied to the

block or car remain the same. If using a toy car, they must also use the same toy car each time. This

will ensure all tests are fair and consistent. Discuss ‘fair tests’ with students.

Tip to help students conduct fair tests: Change one thing, Measure one thing and Keep everything

else the same. (CMK: Change, Measure, Keep)

Links to Mathematics:

Use stopwatches/timers to record time.

Use rules, tape measures, trundle wheels to measure distances.

Make comparisons between predictions and actual results.

Graph class results, distances, time.

Making and recording measurements using familiar formal units: cm, m, s, minutes etc.

Calculate averages when conducting multiple tests.

Recording the Learning/Collect Data: Students keep a log of observations across the

investigation, including recording their predictions and the results of their investigations. Students

record comparisons and explanations between their predictions and results and justify findings.

Students create annotated diagrams of their investigation using arrows to show the forces acting upon

the wooden block or toy car. Students could keep digital records like photos or videos using a digital

camera, iPad/tablet or similar device.


Year 4 – Physics

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Drawing Conclusions


Students write a summary that concludes their learning and uses the data they have collected that

answers their inquiry question. This summary should also include an answer to the original question

of this investigation: ‘How is friction different on different surfaces?’ or their own inquiry questions.

Students can apply what they have learnt through this investigation by writing responses to the

following:

Name everyday situations where friction is an advantage and where it is a disadvantage.

Explain why friction is a contact force.

Sharing the learning


Each group shares their inquiry question, findings (data), diagrams and summaries.


Year 4 – Physics

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3. Gravity Investigation: Non-contact Force

Learning Intentions

Develop knowledge of the Scientific Inquiry Method used by scientists and learn to

research, hypothesize, test, analyse and communicate data.

Develop student’s ability to define forces that are contact and non-contact conduct through

investigations.

Develop knowledge of gravity and explain how gravity works using real life examples.

Develop inquiry questions to investigate gravity.

Carry out investigations to develop answers to their questions about gravity and gather

data to make conclusions about their learning.


Explore the forces of attraction and repulsion between magnets.

Make predictions based on prior knowledge.

Develop skills of critical thinking, problem solving and innovation.

Develop ability to work collaboratively in a team.

Develop ability to critically reflect on learning and self-assess.

What is gravity?

Pose this question to the class. What is student’s prior knowledge of gravity? Can they think of real-

life examples that demonstrate gravity?

Building on the students’ knowledge of forces and the Scientific Inquiry Method, each group designs

an investigation that will demonstrate the force of gravity. Students pose questions about gravity and

find a way to test their inquiry question by doing some research. Investigations can be as simple or

complex as time or resources allow.




Step 3: Make some predictions (hypotheses) about the results of your investigation





Year 4 – Physics

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The Resources section at the end of this unit includes 2 simple experiments ‘Paperclip Parachute’

and ‘Straw Rocket’ which demonstrate gravity and could be used as a class investigation. There is

also an investigation ‘Exploring Push and Pull with Magnets’ as another example of a non-contact

force. A video link is included to view each experiment.

Recording the Learning/Collect Data: Students keep a log of observations across the

investigation, including recording their predictions and the results of their investigations. Students

record comparisons and explanations between their predictions and results and justify findings.

Students create annotated diagrams of their investigation using arrows to show the forces including

gravity. Students could keep digital records like photos or videos using a digital camera, iPad/tablet or

similar device.

Drawing Conclusions

Students write a summary of their learning about gravity and use the data they have collected to

answer their inquiry question. This summary should also include relevant information demonstrating

their understanding of gravity and why it is a non-contact force.

Sharing the learning

Each group shares their inquiry question, findings (data), diagrams and summaries.

Discussing how well predictions matched results from the investigations and proposing

reasons for the results.

Discussing which aspects of the investigation helped improve fairness, and any aspects that

weren’t fair.

Reflecting on investigations, identifying what went well, what was difficult or didn’t work so

well, and how well the investigation helped answer the question.


Year 4 – Physics

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4. Forces Conclusion

Learning Intentions

Demonstrate understanding and knowledge of forces, give examples and apply this to

everyday situations.

Students record response to the following questions and share their learning. (Students may need

access to digital technologies to research their responses.)

What is a force?

What are the types of forces you know about? Can you name some forces?

What can forces make objects do?

What forces make objects move? Give some examples of these forces in motion.

What forces make objects stop? Give some examples.

What forces make an object change direction? Give some examples.

Can you explain how some forces need CONTACT and some forces do NOT require

CONTACT? (contact and non-contact forces)

How do contact and non-contact forces affect interactions between objects?

What are some examples of forces in your everyday life?

o Share learning/Class discussion


Year 4 – Physics

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5. Just For Fun – The Physics of a Slinky Drop

Learning Intentions

Deepen knowledge of physics by making predictions and applying learning to a new

situation involving a slinky.

Make predictions based on prior knowledge of forces.

Develop knowledge of equal and opposite forces.

View the following ABC Splash video which tests the physics of dropping a slinky from a height.

The video can be paused at the times listed below so students can make their own predictions and

give explanations about what they think will happen when the slinky is dropped. The video contains

many opportunities for discussion about what forces are in action during the slinky drop.

http://splash.abc.net.au/home#!/media/2055065/

Pause at the points below:

0:53 min – Students make predictions about what they think the slinky will do.

1:43 min – Students discuss the predictions made by adults and children on the video and

make revisions to their predictions.

2:18 min – How does that work? Using their knowledge of forces, students explain why the

slinky dropped in that way. Discuss equal and opposite forces.

3:13 min – Students make predictions about what they think will happen with the tennis ball

attached to the bottom of the slinky.

http://splash.abc.net.au/home#!/media/2055065/


Year 4 – Physics

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Additional Resources

Friction Using Rice

https://youtu.be/vn9fKJc1jkE

Materials (per group)

200mL plastic container

200g long grain rice

1 x lead pencil

Procedure

Carefully pour the rice into the container.

Continually push and pull the pencil in and out of the rice, at different heights. The more times

you stab (push & pull) the pencil in and out of the rice, the more friction you create. You are

shoving the air out of the way and the rice granules will ‘grab’ onto the pencil, eventually

grabbing on tight enough for you to lift the container with the pencil.

https://youtu.be/vn9fKJc1jkE


Year 4 – Physics

13

Paperclip Parachute

https://www.youtube.com/watch?v=p2cmOJEFaZM

Materials (per group):

1 x large paperclip

4 x 50cm long pieces of string

1 x roll of sticky tape

1 x unfolded napkin (1 ply only)

Procedure

Lay the napkin out onto the table. Attach a piece of string diagonally to each of the corners with

sticky tape

Carefully bring all four pieces of string together and tie them together in a knot (like you would tie

a balloon) at the end. Cut off any excess string.

Attach the paper clip to the end of the strings. Loop it though. Your parachute is now ready.

Drop your parachute from a safe height and observe the forces in action.

https://www.youtube.com/watch?v=p2cmOJEFaZM


Year 4 – Physics

14

Straw Rocket

https://www.youtube.com/watch?v=kPncAiZlFcY

Materials (per person)

1 piece of A4 computer paper

1 pair of scissors

1 bendable straw

1 small roll of sticky tape

Procedure

Using a ruler, draw out a 12.5cm square on one corner of the paper.

Draw/Trace a small circle (about 12cm in diameter) in another position on the paper.

In another position on the paper draw 2 right angled triangles with a height of 5cm and width

of 2.5cm.

Carefully cut out the square, circle and 2 triangles.

Now, to make the body of the rocket, starting at one end of the square, roll the square of

paper tightly around a pencil. Remove the pencil and secure the cylinder of paper along the

edge with sticky tape.

To make the nose of the rocket, cut a fraction of the circle out to make the net of a cone. Twirl

the cone around the tip of your finger tightly. It needs to be small enough to fit tightly on one

end of the body of the rocket. Sticky tape the nose onto the rocket ensuring to go all the way

around the nose, so that no air can escape.

Next, stick on the wings (triangles) at the bottom end of the rocket, one on each side.

Your rocket is now complete and ready for take-off.

Slide your rocket onto the fixed end of the straw. Blow into the straw to project your rocket into

orbit and watch the forces in action.

https://www.youtube.com/watch?v=kPncAiZlFcY


Year 4 – Physics

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Exploring Push and Pull with Magnets

Exploring with Magnets

Materials

A variety of magnets

A variety of classroom or household items e.g. scissors, pencil, paperclip, paper, staples,

bulldog clip, pencil, eraser, ruler, pop stick, pipe cleaner, spoon, tongs, peeler etc.

Procedure

Draw up a table as follows. Draw in extra rows for the number of items you will investigate.

Key words can include: Pull force = attract, attraction. Push force = repel, repulsion.

Name of item Prediction Result

Pen

Scissors

Magnet Powered Car

Pushing or pulling a toy car using the force of magnetism.

Materials:

A variety of toy cars

A variety of magnets, including a bar magnet

Procedure:

Tape a bar magnet to the roof of a toy car.

Use a second magnet to push/repel or pull/attract the toy car along. Test different magnets to

see which will work best and move the toy car.

Set up a racing track to drive your car around.

physics program document - · pdf filestudents investigate gravity and friction. ... forces...

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