Revisin Motion

Forces and motion – revision carousel
Teaching notes
This resource consists of seven revision stations which can be set up around the
classroom. Each revision station consists of a set of cards. Each set includes a task card
(including a learning objective), four or five picture cards, an extension activity and
hints cards. The cards could be laminated so they can be used again.
Split the class up into groups of four. The groups will move around the different
stations. Give each student a role card. The groups should make notes of their answers.
Follow up the activity by asking groups to report back their answers for a certain station
to the rest of the class.
A timer could be used to ensure that students get round all of the stations, try our
Teachit Timer.
Differentiate the work by asking different groups to visit a certain set of stations.
Additional equipment:
 envelopes for the hints and extension cards

 graph paper
 playdough
 scrap paper
 calculators.
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Group role cards
Facilitator Time keeper
 Keep things moving  Make sure that the group finish on

time
 Be sure you know what the group
should do next.
Quality checker Resource manager
 Ensure that work produced is relevant  Make sure that your group leaves the
revision station as you found it!
 Check everyone is using time
effectively (E.g. put the resources back in the
envelopes etc.)

Task – revision station 1
Draw the forces acting on the objects in the four pictures.
Learning objective
I can recall the names of some forces and I can draw the forces acting on an object.
Revision station 1
Picture 1
Revision station 1
Picture 2

Revision station 1
Picture 3
Revision station 1
Picture 4

Revision station 1 – hints
You can use any of the following keywords.
weight gravity upthrust air resistance
reaction water resistance friction thrust
Revision station 1 – extension
Read the statements. Explain what is happening in terms of forces.
 ‘The car is moving with constant speed’
 ‘The boat is slowing down’
Revision station 1 – extension hints
You can use these words to explain the statements:
balanced unbalanced smaller larger

 Look at the three pictures and describe what the forces on the objects are making
them do.
 Use and identify different forces to change the shape of an object (a ball of
playdough).
Learning objective
I can describe the effects forces can have on objects.
Revision station 2
Picture 1
A footballer kicks a ball.
Revision station 2
Picture 2
The girl hits the falling ball.

Revision station 2
Picture 3
What type of force is needed to stop the tap dripping?
Revision station 2
Start with a ball of playdough, show how you can apply forces in different ways to
change its shape.
Draw a picture of each shape, describe how you made it and add arrows to show the
forces you used.
Roll the dough back into a ball for the next group.

Look at the picture of the two racing cars that are about to hit each other.
Describe the forces acting on each car as they hit each other.
Describe the effects that those forces will have on the cars.
Revision station 2– hints
You can use the words:
slow direction shape turn speed

friction stop decelerate change

Use the different sized arrows to label the forces on the objects in the five pictures.
Learning objective
I can describe the effects of balanced and unbalanced forces on different objects using
the appropriate terminology.
Cut out the arrows to use with the pictures.

Revision station 3
Picture card 1
The car is slowing down.
Revision station 3
Picture 2
The boat is sinking.

Revision station 3
Picture 3
The boat is accelerating.
Revision station 3
Picture 4
The bicycle is travelling at a constant speed.

Revision station 3
Picture 5
The apples are floating.
You can use any of the following keywords:
weight gravity upthrust air resistance
reaction water resistance friction thrust
equilibrium balanced unbalanced
Write down two other everyday life examples of balanced and unbalanced forces and
explain how they work.
Don’t forget to use the appropriate keywords.

Look at the four force diagrams and work out the overall force acting on each object.
Decide whether the object will move and in what direction.
Learning objective
I can calculate the size and direction of the resultant force on an object.
Revision station 4
Picture 1
Revision station 4
Picture 2

Revision station 4
Picture 3
Revision station 4
Picture 4
Find out the overall force by:
 adding the forces that are acting in the same direction

 subtracting the forces that are acting in the opposite direction.

Work out the direction that this flying saucer will go in.

Read the statements and put them under the following three headings.
True False Partly true
……………………………………………………………………………………………………………………………………………….
Revision station 5 - extension
Choose three of the statements that were not in the true pile.
Rewrite the statements correctly.

Revision station 5
Statement cards
Friction always slows Gravity sometimes acts

speed = time ÷ distance upwards and sometimes
things down. downwards.
Water resistance is the To reduce friction we

You could not pick up a cup
force of the engine of the
of tea without friction. use a hard surface.
boat.
A force meter is used to Forces always change the

Friction is always useful.
measure weight. shape of an object.
This tandem bike is

These forces are balanced. This car will slow down. decelerating.
The forces acting on a A car is moving with

boat travelling at constant speed if the
constant speed are thrust and friction are
balanced. balanced. The forces acting on the
parachutist are upthrust
and friction.

Activity 1
Use the graph to write a story.
Activity 2
Use the story to draw a graph that describes it.
Learning objective
I can describe the motion of an object using distance-time graphs.
Revision Station 6
Activity 1
Use the graph to write a short story.
Revision station 6
Activity 2
Read the story and then plot a graph of their movements.
Adam and Jonathan start from home to go to school. They have walked for 15
minutes when they spotted an ice cream van. They stop there for 5 minutes
before they continue their journey to school. They arrive in school 10 minutes
after they left ice cream van. They stayed there for 40 minutes and then they
returned home.

Revision station 6 - extension task
Look at the graph. Which object moved faster? Explain your answer using the
appropriate keywords.

Use the information given to work out the relative motion of the objects in the three
pictures.
Learning objective
I can calculate the relative speed of two moving objects.
Revision station 7
Picture 1
A B
24 km/h 30 km/h
Imagine you are knight A, how fast does knight B seem to be charging at you?
Revision station 7
Picture 2
2 m/h ?
Imagine you are the big snail. Your relative motion to the small snail is 3 m/h.
How fast is the small snail moving relative to the flower?

Revision station 7
Picture 3
What is the speed of the front cyclist relative to the other cyclist?
What is the speed of the slower cyclist relative to a walker following the bikes at 4
km/h?
Revision station 7 – extension task
Imagine you are sitting in a moving train (travelling at 40 km/h) and it goes past another
train (travelling at 20 km/h) in the same direction. How fast is the fast train relative to
the slow train?
From your seat in the fast train what would you notice about the direction and speed of
the slower train relative to your train?

Image Credits
Car slowing down

© Skid Risk Drift Day, Mathew Bedworth, 2013
https://www.flickr.com/photos/bedworth/10691315775/
A boat sinking
© Sinking feeling? Ben Salter, 2009
https://www.flickr.com/photos/ben_salter/3349620222/
A boat accelerating
© SpeedBoat 0510 0642, Ross Elliott, 2010
https://www.flickr.com/photos/ross_elliott/4844702266/
A bicycle travelling at a constant speed.

© Central Park Cyclist, Tinou Bao, 2006
https://www.flickr.com/photos/tinou/118594222/
Apples that are floating

© Floating apples in Georgetown, Jennifer Boyer, 2007
https://www.flickr.com/photos/jenniferboyer/1432682173/

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Forces and motion – revision carousel

 envelopes for the hints and extension cards

© www.teachitscience.co.uk 2014 22149 Page 1 of 22

Group role cards

Facilitator Time keeper

 Keep things moving  Make sure that the group finish on

Quality checker Resource manager

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Task – revision station 1

Draw the forces acting on the objects in the four pictures.

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Revision station 1 – hints

You can use any of the following keywords.

weight gravity upthrust air resistance

reaction water resistance friction thrust

Revision station 1 – extension

Read the statements. Explain what is happening in terms of forces.

 ‘The car is moving with constant speed’

 ‘The boat is slowing down’

Revision station 1 – extension hints

You can use these words to explain the statements:

balanced unbalanced smaller larger

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Task – revision station 2

A footballer kicks a ball.

The girl hits the falling ball.

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What type of force is needed to stop the tap dripping?

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Revision station 2 – extension

Revision station 2– hints

You can use the words:

slow direction shape turn speed

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Task – revision station 3

Cut out the arrows to use with the pictures.

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The car is slowing down.

The boat is sinking.

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The boat is accelerating.

The bicycle is travelling at a constant speed.

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The apples are floating.

Revision station 3 – hints

You can use any of the following keywords:

weight gravity upthrust air resistance

reaction water resistance friction thrust

equilibrium balanced unbalanced

Revision station 3 – extension

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Task – revision station 4

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Revision station 4 – hints

Find out the overall force by:

 adding the forces that are acting in the same direction

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Revision station 4 – extension

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Task – revision station 5

True False Partly true

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