Forces

1. Forces Y2 Session 1of 3

2. Anticipated Learning Outcomes That students shall: • explore some strategies for eliciting and developing understanding of forces • understand how Discussion as a teaching strategy might aid in the development of scientific understanding • describe a range of vocabulary that is associated with movement and explore which might be used by children at KS1 and 2 • understand that forces are essential in causing changes in the motion of objects. • Begin to understand how science activity can help develop children’s scientific concepts, skills and attitudes

3. Strategies for eliciting and developing understanding of forces Task • As a group discuss how teachers might access learners knowledge about forces ? Jot your answers down and be prepared to share these

4. A possibility for elicitation • Watch the Honda Cog Video . http://www.youtube.com/watch?v=D09N_cDrtxg

5. A possibility for elicitation • You have seen the video once – now you will be shown this video again but this time I’d like you to note down all the movements that you see • This constitutes a vocabulary for Forces • What is the simplest movement in each of these movements e.g. To turn something one has to ....... And ? • Now, what do you think a Force is in scientific terms? And What can Forces do?

6. Discussion as aTeaching Strategy • You’ve just taken part in a discussion. • How was this a useful strategy for you as a learner in developing your understanding? We’ll consider this further at the end of our workshop session. • Can it be used with KS1 and 2 children? Is it more suited to one, if so why, if not why not?

7. Pedagogical Implications • Consider in groups how best use can be made of the video with KS1 and KS2 children- what are the practical implications for class organisation?

8. Developing Conceptual Understanding-What is a force? • A force can be a push or a pull • A twist is made up of two separate forces. To get the lid off a jar, you push your finger and pull with your thumb • Forces have both size and direction • Thus forces can • Make stationary objects move • Make moving objects speed up • Make moving objects slow down • Make moving objects stop • Make moving objects change direction • Change the shape of objects

9. Representing Forces • Forces are usually represented in drawings with arrows. A long arrow can represent a large force and a short arrow a small force • Forces are balanced  • Forces are unbalanced 

10. Workshop Task 15 Minutes • Working in Groups, make your own chain reaction that lasts for 15-30 seconds using a variety of resources from the ones provided. If possible the end of your reaction might resulting in some kind of noise production .

11. Workshop Task • Plan through discussion, your ideas of what you might do and produce rough drawings of your finished chain reaction machine/product. • Identify the forces in action at each point in your chain and make a note of these so that you can share this with the rest of the class in the plenary session at the end.

12. Consider the organisational implications for KS1 and KS2 as you do the workshop task • How might the activity need to be organised for the different Key Stages? • Are there different resource implications? • How much time should be given for this activity for each age group? • How will you ensure that the focus is maintained on developing knowledge of forces rather than randomly producing a chain reaction? • What other factors might be relevant?

13. Show your Chain reactions in terms of Forces • Which were successful and why? • Which didn’t work so well and why?

14. Discussion- a consideration • How valuable is Discussion as an approach for developing science subject knowledge/conceptual understanding? • How, if at all, does the use of Discussion aid in the development of scientific skills and attitudes? Which if any, is it most useful for? • What are its’ potential advantages and disadvantages when used with KS1/2 and how might you lessen any disadvantages?

15. Links to QCA Units of work • Forces can be found in many of the QCA units: 1E (pushes and pulls), 2E (forces and movement), 4E (friction) 6E (forces in action).

16. Identifying Standards • In your science profile identify and keep note of the Standards covered during this session. These were Planning Q22 Teaching Q10 Q14, Q25a,b,c and d Assessing, monitoring and giving feedback Q26b Please ensure you evidence these fully in your profile

17. Schemes of Work for Forces • Please ensure you familiarise yourself with both the new Star Science and the Nuffield Primary Science schemes for Forces at KS1/2- Lots of good ideas in both!

18. Reading Please read any of the Subject knowledge texts on your book list as preparation for the next two sessions on Forces, ensure you develop your ideas about 1.Friction, Gravity, Momentum, Air resistance, Reaction forces and Upthrust 2. Look through the next three slides in this presentation and ensure you have an understanding of how these Laws might be demonstrated to each other and to children that you may be teaching at KS1 and 2.

19. Newton’s Laws of Motion • First Law Every object remains stationary or at constant speed in a straight line, unless acted on by a force or forces.

20. Newton’s Laws of Motion • Second Law • When a force F acts on an object of mass m, it causes it to accelerate with an acceleration a, in the direction of the force such that F = m x a • Thus, if the force is doubled, the acceleration is doubled.

21. Newton’s Laws of Motion • Third Law • Every action has an equal and opposite reaction. Forces always act in pairs.