MAY THE FORCE

BE WITH YOU!

Student Name:
..............................................
..............................................
Class: ...............
 May the Force be with You
Success Criteria
Knowledge and Understanding:
 1. Define force as a push or pull
 2. Identify the unit for force as the Newton, N.
 3. Identify effects that forces have on objects such as: change in motion (speed up or
slow down) and change in shape
 4. Identify how forces can cause objects to change their motion through contact or
non-contact
 5. Use a spring balance to measure the force required to perform simple tasks
 6. Describe unbalanced forces as when multiple forces act on an object that are not
equal and/or opposite
 7. Describe examples from everyday life of balanced and unbalanced forces
 8. Define friction as a force that opposes motion
 9. Describe everyday examples of friction such as walking
 10. Describe the effects of friction: heat production, wearing away of surfaces and
slowing down motion
 11. Explain at least three methods of reducing friction such as: lubricants, ball bearings,
air, polish or streamlined bodies
 12. Conduct an experiment that investigates the size and effects of frictional forces.
 13. Define force field as a region of space in which a force acts at a distance
 14. Define a magnetic field as a region around a magnet where a magnetic force is
exerted.
 15. Define magnetic force as the force of attraction or repulsion between magnetic
substance such as iron, nickel and cobalt
 16. Describe the effects of bringing magnetic poles together
 17. Draw magnetic field lines with directions including: attraction between poles on
bar magnets; repulsion between poles on bar magnets and around a single bar magnet
 18. Describe everyday uses of electromagnets
 19. Define gravity as a force of attraction between objects with mass
 20. Describe gravity as a force that pulls objects towards the centre of the Earth
 21. Define gravitational field as a region of space affected by gravity
 22. Describe situations in which gravitational forces are not balanced
 23. Distinguish between mass and weight, including units.
 24. Calculate weight on different planets.

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  25. Define electrostatic force as an attractive and repulsive force between charged
objects
 26. Define the following terms: Perspex rod, Ebonite rod, Silk, Wool or Flannel,
Positive, Negative, Attraction, Repulsion, Repel
 27. Describe how electrostatic forces are produced
 28. Demonstrate the production and effects of electrostatic charges
 29. Describe everyday examples of electrostatic charges
 30. Describe examples of technological developments in sport to reduce impact forces.

Working Scientifically Skills:

• Demonstrate extensive and detailed knowledge and understanding of the concepts
of the course and apply the concepts to unfamiliar situations.
• Extract and analyse information presented in tables, graphs and other texts, including
diagrams, timelines and photographs.
• Identify trends, patterns and relationships in data and information.
• Apply critical thinking skills in developing appropriate solutions to problems.
• Choose, manipulate and apply formulae to answer calculation-based questions.

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Table of Contents
Dot
Worksheet Page
point (s)
1→4 An Introduction to Forces 5
1, 8, 13,
14, 15, May the Force be With You Vocabulary 7
19, 21
5 Forces & Spring Balances 8

5 Measuring forces – EXPERIMENT 10

6, 7 Balanced & Unbalanced Forces 11

6, 7 Simulating Forces 13

6, 7 Exam Verb: Explain 15

8 → 11 Friction – PROCESSING INFORMATION 17

12 Measuring Friction – EXPERIMENT 19

13 → 15,
Magnets 21
18
16, 17 Magnetic Field Lines – EXPERIMENT 23

19 → 22 The Pull of Gravity 24

23 Mass and Weight 26

24 Kitty’s Space Adventures – Numeracy Task 28

26 Electrostatics Vocabulary 29

28 Investigating Electrostatics – EXPERIMENT 30

25, 27 Explanation text type: Electrostatics 32

Technological Developments to Reduce the Impact of Forces in 34 or

30
Everyday Life 35

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An Introduction to Forces
Nothing moves by itself. It must be pushed or pulled. A push or pull that makes something move
is called a force.

Forces are all around us, but we usually don’t notice them. Forces can make objects move faster
(accelerate), or slower (decelerate), or move in a different direction. Forces also change the shape
of objects. For example, a force changes the shape of plasticine (Fig 1). Figure 1: A hand can
apply a force to
Forces have direction. When you hit a hockey ball, it moves in a certain direction. It is usual to change the shape of
plasticine.
show the direction of the force with an arrow. Further, a small arrow shows a small force, and a
large arrow shows a large force (Fig 2). Forces can be added together (Fig 3).

Figure 2: These arrows show that the girls’ pulling Figure 3: The pushing force being applied by the boy
force is larger than the boy’s. What do you think and the girl are added together to produce a larger
will happen next? force and causes the go-cart to accelerate (speed up).

The size of a force can be measured. In the laboratory you would use a spring balance (Fig 4).
At home, pushing forces can be measured with some bathroom scales or kitchen scales.

The unit used to measure forces is called the newton. Its abbreviation is N. The weight force of
100 g is about one newton.

Some forces make objects move because of a direct push or pull by another object. The objects Figure 4: A spring
balance measures forces
have to touch each other or be in contact. These are called contact forces (Fig 4). Hitting a in newtons.
hockey ball with a stick is a good example.

Some forces cause movement without contact or touching these are called non-contact forces (Fig 5). An example is
a mass hanging from a length of string. There is no contact force. But there is gravity. Gravity can exert a force without
touching anything. In fact, gravity is exerting a force on us all the time. Magnets also exert a force on other magnets
and some metals without touching them. Electrostatic force is also a non-contact force which can cause charged
objects to attract or repel one another (you will learn more about electrostatic forces later in the topic).

Pushing a barbell upwards Pulling a rope

Gravitational force Electrostatic force Magnetic force

Figure 4: Examples of contact forces. In each Figure 5: Examples of non-contact forces. In each
scenario the force being applied requires physical scenario the force being applied does not require
contact or touching. physical contact or touching.

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Activities:

1. Choose from these words to complete the sentence. Words may be used more than once.
direction, pull, move, push, change
a. A force is a …………………………... or a …………………………... .
b. When you open a drawer, you …………………………... .
c. When you lift something, you …………………………... .
d. A force can also …………………………... the shape of an object.
e. A force can make things …………………………... .
f. A force can also make moving things change …………………………... .
2. Some forces can act without touching.
a. What does this statement mean?
……………………………………………………………………………………………………………
b. Name three types of forces that can do this.
……………………………………………………………………………………………………………
3. Identify THREE examples of situations where an object:
a. Speeds up or accelerates
………………………………………………………………………………………………………………..
b. Decelerates (slows down) or stops
………………………………………………………………………………………………………………..
c. Changes direction
………………………………………………………………………………………………………………..
d. Changes shape permanently
………………………………………………………………………………………………………………..
e. Changes shape for a short time but then bounces back to its original shape
………………………………………………………………………………………………………………..
4. Choose from the list below to say what the force is doing in each picture.
There may be more than one.
• Get an object moving ……………..
• slowing down an object that is moving ……………..
• changing the direction of movement ……………..
• balancing another force, and preventing movement ……………..

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May the Force be With You Vocabulary

Word Definition

a) The force of attraction or repulsion between a magnetic substance such

Force
as iron, nickel and cobalt.
b) The amount of matter in an object. It is measured in grams (g) or
Friction
kilograms (kg)

Force field c) A region of space affected by gravity.

Magnetic field d) A region of space around a magnet which affects magnetic objects.

Magnetic force e) A force that resists motion between two surfaces.

Gravity f) A region of space in which a force acts.

Gravitational field g) A force of attraction between any objects with mass.

Mass h) The pulling force on a mass caused by gravity

Weight i) A push or a pull.

Word Search (optional activity): Find the above words in the word search box below.

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Forces & Spring Balances
Activity One:
a) Correctly label A, B, C with hook, pointer, scale.
b) Complete i-iv by reading the value on the scale.

i ………………

ii ………………

iii ………………

iv ………………

Activity Two:
The unit to measure weight force is called the newton. Its abbreviation is N. The weight force of 100 g is
approximately 1 N. Using this information complete the table.

Mass (g) Newton (N)

100

150

5.5

1000

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Activity Three:
Read the following scales. Ensure you include the correct units.

(A) …………………………
..

(C) …………………………
(B) ………………………… ..
..

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Measuring forces – EXPERIMENT
All forces are measured in newtons. A spring balance is an
instrument that is used to measure forces. Make sure you
refer to the correct scale – this is because the spring balance
has a scale for mass (g) AND a scale for force (N).

Aim: To measure the amount of force required to do

everyday tasks.

Equipment: spring balance

Method: Measure and record the force required to perform

the tasks in the results table

Results:

Task Force (N)

a. Pulling a pencil case zip

b. Picking up a pencil case

c. Pulling cupboard door open

d. Pulling a chair out

e. Pulling a draw open

f. Picking up your bag/lunch bag

Discussion & Conclusion:

1. Which task required the most force?

…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
2. Predict the amount of force it will take to pick up your science exercise book.
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
3. How are our bodies able to perform these tasks?
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
4. Write a suitable conclusion to this experiment.
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………

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Balanced & Unbalanced Forces
There are many forces around us, but most of them do not cause movement. This is because the forces are balanced. If the
forces of these two girls balance each other there is no movement (Fig 1). They are pushing with equal and opposite forces.

Figure 1: The pushing force applied against each girl is equal and opposite. The forces are balanced. There is no movement.

Balanced forces are very important. Two tug of war teams will be balanced if they pull with the same force, but in opposite
directions.

A weight-lifter needs to exert a force to hold the barbells above the ground. The upward force from the muscles of the lifter,
and the downward weight force of gravity, balance each other (Fig 2). To move the barbells higher requires a greater effort.
If the weight-lifter stops applying his force, then the force due to gravity takes over. The barbells crash to the floor.

Figure 2: The upward force produced by the weight-lifter’s muscles is equal and opposite to the downward weight force of
gravity. The forces are balanced. There is no movement.

Thinking Time:
Based on the information above examine the images below. Are forces still balanced? Complete the caption to explain what
is occurring in these images.
Image A:

The pushing force applied against each girl [IS/IS NOT] equal
and opposite. The forces are [BALANCED/UNBALANCED].
There [IS/IS NO] change in direction or speed.

Image B:

The upward force produced by the weight-lifter’s muscles

[IS/IS NOT] equal and opposite to the downward weight
force of gravity. The forces are [BALANCED/UNBALANCED].
Image A
There [IS/IS NO] change in direction or speed. Image B

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Look at the diagrams below. State for each picture, whether forces are balanced or unbalanced. Describe what will
happen in each situation (Hint: will the objects/people remain stationary or will there be a change in speed or
direction).

(a) ……………………………………………………… (b) ………………………………………………………

……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………

(c) ……………………………………………………… (d) ………………………………………………………

……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………

(e) ……………………………………………………… (f) ………………………………………………………

……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………

(g) ……………………………………………………… (h) ………………………………………………………

……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………
……………………………………………………… ………………………………………………………

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Simulating Forces
Activity One:

1. Type the following link into your browser. http://phet.colorado.edu/en/simulation/forces-and-motion-

basics.

2. Select the Tug of War tab and begin.

3. Set up your tug of war competition like the one in Fig 1. Figure 1

4. What do the brown arrows represent?

…………………………………………………………………………………………
5. Is one arrow larger than the other in this scenario?
…………………………………………………………………………………………
6. Are they pointing in the same or different directions?
………………………………………………………………………………………….
7. Go to the menu screen and click the box titled “Values”.
Describe what happened when you clicked the box.

……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………

8. What is the value of: Left Force: …………………. Right Force: ………………….

9. Click the green “Go!” button and write down what you observe in the space below the picture.
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
10. Click the box titled “Sum of Forces”. What are the “sum of forces” acting on the cart?
…………………………………………………………………………………………………………………………………………………………………………

11. Now add another blue figure to the left side of the cart as shown in Fig 2.
a) How did the addition of another blue figure effect the size of the Figure 2
“Left Force” acting on the cart?
…………………………………………………………………………………………………

b) What amount of force is on the “blue side” now?

………………………………………………………………………………………………….

c) What is the sum of forces acting on the cart?

………………………………………………………………………………………………….

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Activity Two:
Use the simulation to complete the table below

Direction of cart
Left Force Right Force Sum of Forces
movement once
(N) (N) (N)
“GO!” is pressed.

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 Exam Verb: Explain
The verb ‘explain’ means to provide reasons for an action, process or event. When explaining something, cause and
effect are related (linked together) by describing their connection in detail.

For example, the statements below were written as responses to the question: Explain how plants produce their own
food (3 marks).

Scientific terminology
Sample Response 1: (“photosynthesis”) is
This answer does not not used.
provide enough detail
about the process of Plants can produce their own food by using sunlight.
photosynthesis.

Sample Response 2: The process is

explained in terms
Proper scientific
Plants are able to produce their own food by a process called of where and how
photosynthesis. During this process, the chloroplasts inside the plant’s it occurs.
terminology) is used.
cells absorb light energy from the sun and uses this to convert water
and carbon dioxide into glucose.

Activity One: Use the key to annotate the statements above.

Cause statements Effect statements Cause and effect linking words

Activity Two: Joint construction of an explanati on

Complete the cloze passage which explains what will happen to the soccer ball after the forces are exerted by both players.

Player 1 Player 2
Player 1 Player 2
Word bank
force
greater
result
player 2
left
left
75 N
move
two
unbalanced
75 N 125 N

There are _____ opposite forces acting on the ball. Player 1 will kick the ball with a force of _____ to the right, while
____________ will kick the ball with a _______ of 125 N to the _____. The force to the left is __________ than the
force to the right, resulting in an __________________ force on the ball to the _____. As a ___________, the ball
will ______ to the left.

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Activity Three: Independent c onstr uction of an explanati on

Using your knowledge of forces, explain what will happen to the log in the diagram below.

Use the table below to organise your ideas and scaffold your answer.

Cause statements Linking words Effect statements

………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………….

………………………………………………………………………………………………………………………………………………………………….

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Friction – PROCESSING INFORMATION
Read the article to complete the questions that follow:

There is no such thing as a completely smooth surface. With a microscope you can see that
even the smoothest surfaces actually have rough edges (Fig 1). The rubbing of these rough
edges causes the force called friction.

Friction is a contact force; two objects have to be touching for friction to work. Friction is a
force that opposes motion as it prevents two surfaces from sliding over or past one another.
Figure 1: Even smooth
Friction can therefore can slow down an object or even make it stop. surfaces have bumps and
hollows – this is an electron
Certain materials produce more friction than others. The force of friction is small for fairly microscope view of the surface
smooth surfaces, like glass or ice. It is much greater for rough surfaces, like sandpaper or of a plastic contact lens.
concrete.

Friction can be useful. When we sit on a chair, there is friction between our clothes and the
chair, so we do not slide off! There is also friction between our shoes and the floor, so we
can walk properly without slipping or sliding (Fig 2).

When you write with a pencil, friction rubs millions of carbon atoms off the end of the
pencil. That’s what leaves the black mark on the paper.

It’s often useful to make friction as large as possible. That’s why rock climbers use rubber Figure 2: Friction between our
soled boots. They produce more friction and give a better grip to prevent slipping that shoes and the surface stops us
from slipping.
could lead to serious injury. This is the same reason why rubber is also used in tyres in bikes
and cars.

Friction can sometimes be a nuisance. For example, if there is too much friction
between a bike chain and chain ring it is very difficult to ride. Applying a lubricant, such
as oil or grease allows for these bike parts to turn smoothly (Fig 3). Skiers wax the
bottom of their skis to make them smooth. This reduces friction and allows them to
move faster.

Figure 3: Oil is applied to the bike
chain to reduce friction. This
allows the rider to push the pedal
with ease.
Friction causes things to wear out as well as produce heat and sound. Over time, brake
pads and tyres need to be replaced because of the constant wearing away at its surface
(Fig 4). Car parts in an engine can produce lots of heat when they do not run past each
other smoothly. Eventually, the car may break down if there is no engine oil to lubricate
the different parts.

Lastly, friction can cause painful blisters (Fig 5). Blisters are raised pockets of fluid that
occur in the upper layers of the skin. They are caused by excessive friction, or rubbing,
when the skin of the foot rubs against an ill-fitting shoe.

Figure 4: Over time tyre tread

wears away due to the constant
friction between the ground and
the tyre.

Figure 5: A blister located on the heel

of a foot.

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Literal comprehension:

1. Identify each statement as either True or False.

a. When looking through a powerful microscope, even the smoothest surface would have tiny …………
bumps.
b. Friction can produce heat and sound. …………
c. Friction does not oppose motion. …………
d. Sandpaper and glass would produce the same amount of friction. …………
e. A lubricant is a substance that allows surfaces to pass over each other slowly. …………

Rewrite any incorrect statements below:

……………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..……………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………

Interpretative comprehension:

2. Identify the following scenarios as examples of useful or non-useful friction.

Scenario Useful or Non-useful friction

a) Rubbing your hands together on a cold day

b) Striking a match on the side of a matchbox

c) The building-up of rust between a wheel and axle

d) Filing your nails with an emery board

e) Heels worn on the bottom of shoes

Applied comprehension:

Examine the diagram on the right. Predict which block will have
the greatest amount of friction. Give reasons for your choice.
oil

……………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..……………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………………………..……………………………………………….
……………………………………………………………………………………………………………………………………………………………………………………

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Measuring Friction - EXPERIMENT
Aim: Unjumble the aim

different between To the force of friction surfaces demonstrate.

……………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………

Equipment: friction boards, small wooden block, mobile phone with inclinator app.

Method: Place the correct verb in the passage

repeat lift place measure repeat place record place

1. …………………….. the sandpaper friction board onto the bench.

2. …………………….. the mobile phone (with the inclinometer app) at one end of the friction board.

3. …………………….. the small wooden block next to the mobile phone on the friction board.
Identify ONE
4. Slowly …………………….. the friction board until the wooden block moves. adverb in the
method:
5. …………………….. and …………………….. the angle of inclination.
…………………….
6. …………………….. steps 1 to 5 two more times. .
7. …………………….. steps 1 to 6 instead with different surfaces

Diagram:

Draw a labelled diagram of your experiment set-up. Use a pencil and ruler.

Risk Assessment:
……………………………………………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………………………………..

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Results:

Slope (o)

Surface type Trial 1 Trial 2 Trial 3 Average

Sandpaper

Lacquered wood

Cork

Laminate

Construct a column graph to show your averages for each surface type.

Conclusion:

………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………
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 1 Investigate what you think the word ‘ferromagnetic’
might mean. (Hint: Use the periodic table to find the
chemical symbol for iron.)
2 Most permanent magnets are made from an alloy
called Alnico.
a Use a periodic table to identify the meanings of the
chemical symbols Al, Ni and Co.
b State the three elements that the alloy Alnico contains.
c Propose a reason why each one might be included.
3 Research the uses of electromagnets in simple
electrical devices such as doorbells and telephones.
magnetic north poles.
6 Investigate how magnetism is used to record sound
and images in cassette tapes, computer disks and
videotapes. Draw a series of diagrams to show how
these devices record information.
Sur f
7 Find out more about compasses and Internet connection required
make your own by connecting to the
Science Focus 1 Companion Website at
www.pearsoned.com.au/schools, selecting chapter 7,

Magnets Produce a report to explain how these electromagnetic

devices work.
4 Screwdrivers and screws are often accidentally
and clicking on the destinations button.

magnetised when an electrical device such as a power

drill has been operating nearby. Investigate how an
A magnet is an object made of certain materials which create
electric motora magnetic
works and how it field. It attracts
could affect a objects such as iron, steel, nickel and
cobalt. Magnets can exert a magnetic force which is screwdriver.
the force of attraction or repulsion between magnetic substances.

7. 6
The poles of a magnet are the ends of a magnet. Magnets always have two poles, a north pole and a south pole. The north pole
is normally shown as an “N” and the south pole as an “S”. [ Pr actical activities ]

UNIT
When the poles of two bar magnets are brought close to At
each
t r other,
a ct in they
g a ncan
d behave in two ways:
r e pe llin g
1. If the poles are the same, they repel. Prac 1 Aim To investigate the two poles of a bar
Unit 7.6
2. If the poles are different, they attract. magnet
Equipm ent
We say that unlike poles attract, and like poles repel.
Watch-glass, 2 bar magnets N

N
S
M et hod
Activity One: 1 Balance a magnet on the back of a watch-glass.
Fill in the missing areas of the table below: 2 Hold another magnet near the poles as shown and
record your results in the table below.
Magnets attract and repel. Fig 7.6.6

Pole 1 PoleNorth
2 pole South pole Attract/Repel
Quest ions
North pole
1 Propose a rule for the attraction and repulsion of
North South pole South magnetic poles.
2 Explain the term ‘poles’.
North Repel

North Attract

South South
211
Drawing Magnetic Fields
The space surrounding a magnet, in which a magnetic force is exerted, is called a magnetic field. We normally cannot see this
with our eyes alone, but when we sprinkle some iron filings onto a magnet, we can see the iron filings outline the magnetic
fields.

Activity Two:
In this activity, you will be drawing magnetic fields lines. Use the simulation: https://javalab.org/en/magnetic_force_en/

Observe and draw the magnetic field lines for the bar magnet when placed in the below arrangement.

Single Magnet Repelling Magnets Attracting Magnets

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Every Uses of Magnets and Electromagnets

A bar magnet is a permanent magnet. This means that its magnetism is there all the time and
cannot be turned on or off. A bar magnet has two magnetic poles: a north pole and a south pole.

Magnets are used for a variety of purposes. The most basic function of a magnet is to attract things
together. For example, a fridge uses a magnetic strip to seal its door shut. Another simple use is in
toys and games such as magnetic fishing games and holding chess pieces onto a magnetic board.

However, magnets can be used in more complex ways. For example, magnets are used in motors
to allow the shaft to spin. They are also used in generators to generate electricity. Magnets are also Figure 1: a simple
used to vibrate speaker cones in speakers to generate sounds. In industry, magnets are used to electromagnet
sort magnetic metals from other non-magnetic material.

Magnets are also used in many electronic devices. In a house, electronics such as televisions, radios and microwaves
use magnets. Computers hard drives use magnets to store electronic data.

When an electric current flows in a wire, it creates a magnetic field around the wire. This effect can be used to make
an electromagnet. A simple electromagnet comprises a length of wire turned into a coil and connected to a battery or
power supply (Fig 1).

Electromagnets have the added benefit of being able to be turned on or off. In car scrap yards, electromagnets are
used in electromagnetic cranes to lift and transport cars. The electromagnet is very strong and is able to lift a car when
switched on. When switched off, the crane lets go of the car.

Electromagnets are also used in car power locks. When a signal is sent from a radio transmitter, the car turns on the
electromagnet which moves the lock in the door. Some cars use an electromagnetic braking system. In this system,
when the driver pushes down on the brakes, the electromagnet turns on which squeezes the braking disk and slows
the car down.

Activity Three:
1. Distinguish between a permanent magnet and an electromagnet.
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………

2. Write a list of all the different uses of magnets and electromagnets. There are at least ten different uses
mentioned in the above text. Also include any other uses of magnets that you can think of that are not in the
above text.
Permanent Magnets Electromagnets
• •
• •
• •
•
•
•
•
•

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Magnetic Field Lines – EXPERIMENT
When drawing magnetic field lines, the following rules MUST be followed:

1. ARROW HEADS indicates the DIRECTION of the magnetic field from the NORTH to SOUTH poles.
2. Magnetic field lines DIVERGE (spread apart) from the NORTH pole and CONVERGE (come
together) at the SOUTH pole.
3. Magnetic field lines NEVER CROSS EACH OTHER.

Method - For each of the following boxes:

1. Arrange the bar magnet according to the image.
2. Place the petri dish containing the iron fillings on top of the magnet.
3. Observe the direction of the iron fillings.
4. Use the image to draw simple clear lines to illustrate the magnetic field lines.

Box 1: The diagram indicates the magnetic field lines of a single bar magnet.

S N

Box 2: This diagram indicates the magnetic field lines of two bar magnets that are attracting each other.

S N S N

Box 3: This diagram indicates the magnetic field lines of two bar magnets that are repelling each other.

S N N S

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The Pull of Gravity
Activity One:
Read the text. It has some gaps. Choose the correct word to fill the gaps. Colour in only
one circle for each answer.
When Sir Isaac Newton was sitting under a tree and an apple fell from it he …………………..(1)
‘Why does the apple fall straight down? Why not side-ways or upwards?’ He
then…………………..(2) it was the Earth that pulled the apple downward. Indeed, Earth pulls
on objects towards its…………………..(3) or makes objects accelerate downwards (Fig 1).
Figure 1: Isaac Newton
Newton identified this pull as gravity. He came to the conclusion that gravity is the force identified the force of gravity
of attraction between objects, and that the size of this force …………………..(4) on the mass when he saw an apple fall
from a tree.
of the objects. The mass of an object is the amount of matter in it and is measured in grams
(g) or kilograms (kg).

We may not always realise this but all bits of matter are attracted one another. There is
even a force of attraction between pieces of fruit in a bowl! (Fig 2) However, this force is
very, very small because the mass of each fruit is relatively very, very small.

Figure 2: Even fruit in a bowl
experience a gravitational
attraction towards each other
but it is very, very tiny.
The greater the masses of the objects, the greater the force of attraction between them.
You are attracted by the Earth and the Earth is attracted by you. This is why you don’t fall
off the Earth. But most of the force of attraction is due to the …………………..(5) mass of
the Earth. Note that this gravitational force acts …………………..(6) the centre of the Earth.
Spring balances and scales actually measure the force of
attraction between an object and the Earth. This is what
weight is. Because it is a force it is measured in newtons.

Gravitational force is a non-contact force because it exists between objects even when
they are not …………………..(7). Like magnets, gravitational forces operate within a field
which is where the force of gravity is acting. The gravitational force between the Earth Figure 3: Astronauts on the moon
were able to jump much higher
and the Moon keeps the Moon in …………………..(8). Similarly, a gravitational force keeps compared to earth because the
satellites in orbit around the Earth, and all the planets in orbit around the Sun. gravity is weaker on the moon.

Gravitational forces can act over the huge …………………..(9) of space; for example,
between stars and between galaxies. Gravity is measured in metres per second squared or ms-2.

The Moon has less mass than the Earth. This is why gravity is less on the Moon than it is on Earth. If you
…………………..(10) on the Moon you would not come down or accelerate as quickly as you do on Earth (Fig 3). Similarly,
larger heavier planets like Jupiter have more gravity than smaller lighter planets like Mars.

1 ⃝ wandered ⃝ think ⃝ wondered ⃝ imagined

2 ⃝ realised ⃝ saw ⃝ realized ⃝ imagined
3 ⃝ sentre ⃝ centre ⃝ center ⃝ core
4 ⃝ depends ⃝ dependz ⃝ because ⃝ becauze
5 ⃝ big ⃝ small ⃝ thick ⃝ enormous
6 ⃝ around ⃝ facing ⃝ towardz ⃝ towards
7 ⃝ contacting ⃝ touching ⃝ meddling ⃝ meeting
8 ⃝ orbt ⃝ orbit ⃝ circle ⃝ cicle
9 ⃝ distunces ⃝ distances ⃝ amunts ⃝ amounts
10 ⃝ jumped ⃝ skipped ⃝ slid ⃝ pumped

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Activity Two:
Familiarise yourself with the concept of gravity by watching this YouTube clip: Defining Gravity: Crash Course Kids
#4.1 https://www.youtube.com/watch?v=ljRlB6TuMOU

Activity Three:
Gravity can act like an unbalanced force in everyday situations. Describe how gravity is an unbalanced force in these
everyday situations.

A B

…………………………………………………………………………………… ……………………………………………………………………………………
…………………………………………………………………………………… ……………………………………………………………………………………
…………………………………………………………………………………… ……………………………………………………………………………………
…………………………………………………………………………………… ……………………………………………………………………………………

C D

…………………………………………………………………………………… ……………………………………………………………………………………
…………………………………………………………………………………… ……………………………………………………………………………………
…………………………………………………………………………………… ……………………………………………………………………………………
…………………………………………………………………………………… ……………………………………………………………………………………

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Mass & Weight
Mass
Mass is the amount of matter in an object. Unless we break the object up or add things
to it, the mass of an object never changes. Astronauts, for example, can be ‘weightless’
in space, but their body mass has not changed.

Mass is normally measured in kilograms (kg), but sometimes is measured in grams (g)
for smaller things, or tonnes (t) for very large objects. We often use the terms ‘mass’
and ‘weight’ interchangeably in everyday speech. They are, however, different things. Figure 1: This astronaut is ‘weightless’
but does he still have mass?

Weight
Weight is the name given to the pulling force on a mass caused by gravity. Weight is a force and depends on two
things:
• the mass of an object
• the gravity on the object.
Weight = mass x gravity
To find the weight of an object you multiply its mass by gravity:
W =m x g

On Earth, gravity is about 10 m/s2, and therefore you would need a force greater than 10 newtons to lift a 1-kilogram
mass. Like all other forces, weight is measured in newtons (N).

Activities:
1. Match these weights with the correct object.
a) 1 N a 5L can of petrol

b) 50 N a laptop

c) 450 N an apple

d) 25 N a small child

2. Identify these statements as True or False.

A Mass and weight are the same True / False

B Weight depends on gravity True / False

C Mass depends on gravity True / False

D Weight is the pushing force on a mass by gravity True / False

E An astronaut has the same mass on the moon as on Earth True / False

F An astronaut weighs the same on the moon as on Earth True / False

G The moon’s gravity is stronger than the Earth’s gravity True / False

H Gravity only affects heavy things True / False

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3. Choose the correct word to complete these sentences:
(a) The force of gravity is a ………………………. (push/pull).
(b) A force pulls the spring ………………………. (up/down).
(c) The heavier the object, the ………………………. (less/greater) the weight force.
(d) The stronger the force, the ………………………. (more/ less) the spring stretches.
(e) A 10 N weight is a ………………………. (stronger/weaker) force than a 20 N weight.
(f) A 20 N force stretches the spring ………………………. (twice as much/ half as much) as a 10 N force.

4. Complete the following table:

Weight (N) Stretch (cm)

100 10
200
300 30
400
500 50

5. Using the above data, predict how much a 50 N weight would stretch the spring. ………………………………………..

6. Complete these sentences:

(a) Mass is the amount of ………………………. in an object. It is measured in ………………………. .
(b) Weight is a downward ………………………. due to gravity. It is measured in ………………………. .
(c) The stronger the gravity, the ………………………. the weight.

7. A cricketer hits a ball into the air. Is there a force on the ball while it is in the air? Explain.
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………

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Kitty’s Space Adventures – Numeracy Task
Kitty the astronaut cat has a mass of 5 kg. He has been sent on a mission across the
solar system to educate young scientists on the difference between the terms mass
and weight.
Kitty was instructed to record the gravity of the planet (or moon) and his weight in
his notebook. Unfortunately, some of the data is missing. Use the following formula
to calculate the missing information in the table:

weight (N) = mass (kg) x gravity (ms-2)

Write your answers in the table & then answer the questions below.

Kitty’s Science Notebook

Celestial
Gravity (ms-2) Weight (N)
Body

Mercury 3.7 18.5

Venus 8.9 44.5

Earth 9.8 49

Moon 1.6 8

Mars 3.7 18.5

Jupiter 24.9 124.5

Saturn 10.4 52

Uranus 8.9 44.5

Neptune 11.2 26

Pluto 0.6 3

1. On which planet did Kitty weigh the most? …………………….

2. On which planet did Kitty weigh the least? …………………….

3. Identify two planets that have similar gravitational pulls.

………………….…………………….…………………….………………………….

4. Why do you think Pluto’s gravity is so much smaller

compared to the other planets?
………………….…………………….…………………….………………………….

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Electrostatics Vocabulary
Use the words below to complete the table:
Perspex rod, Ebonite rod, Silk, Wool or Flannel, Positive, Negative, Attraction, Repulsion, Repel

Word Definition Image

Type of charge on a rubbed ebonite rod

Opposite of the word attract

Type of charge on a rubbed Perspex rod

Occurs when two oppositely charged rods

are brought together

Material used to rub an ebonite rod

A clear, plastic electrostatic rod

Occurs when two similarly charged rods are

brought together

Material used to rub a Perspex rod

A black electrostatic rod

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Investigating Electrostatics – EXPERIMENT
Aim: to investigate the behaviour of charged objects when they are brought close to each other.

Equipment:

• 2 x Perspex rods • Slow-running water

• 2 x Ebonite rods • Watch glass
• Silk cloth • Blu-Tack
• Flannel cloth • Pieces of paper
Ebonite rod Perspex rod

Pre-lab Review:

• A Perspex Rod should be charged by rubbing it with a silk cloth. Electrons move from the Perspex rod to the
silk cloth.
• An Ebonite Rod should be charged by rubbing it with a flannel cloth. Electrons move from flannel cloth to
ebonite rod.
Using the information above complete the summary table:

Material Before Rubbing After Rubbing

Perspex Neutral

Ebonite

Activity One: Charged objects on Neutral Objects

Bring a charged Perspex or Ebonite rod to some paper Bring a charged Perspex or Ebonite rod to slow-running
pieces. Describe what happens. water from a tap. Describe what happens.

…………………………………………………………………………………… ………………………………………………………………………………………
…………………………………………………………………………………… ………………………………………………………………………………………
…………………………………………………………………………………… ………………………………………………………………………………………

Summary: Summary:
Charge on Rod Attraction or Charge on Rod Attraction or
Charge on Paper Charge on Water
after rubbing Repulsion after rubbing Repulsion

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Activity Two: Interactions between two oppositely charged rods

1. Stick some Blu-Tack onto the opposite edges of a watch glass.

2. Charge the tip of the Perspex rod with a silk cloth. Then secure the charged rod onto the Blu-Tack. The rod
should balance on the watch glass and be able freely rotate.
3. Charge the tip of the Ebonite rod with a flannel cloth and bring it close to the charged tip of the ebonite
rod that is stuck onto the watch glass.
Describe what happens.
…………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………..

Charge on Perspex Rod Charge on Ebonite Rod after Attraction or

after rubbing rubbing Repulsion

Activity Three: Interactions between two like-charged rods

Rub the tip of another Perspex with a silk cloth and bring it to the Perspex rod already placed onto the watch
glass. Describe what happens.
…………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………..

Charge on Perspex Rod Charge on Perspex Rod after Attraction or

after rubbing rubbing Repulsion

Conclusion:
……………………………………………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………………………………………………

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Explanation text type: Electrostatics
The text in the box is called a consequential explanation because it is showing how rubbing of materials causes
multiple effects by producing different charged objects. Explanations contain:

• sentences that show cause and effect relationships and;

• linking words (e.g. because, due to, leading to, therefore, resulting in, so, thus, then, since, causes, in turn)
• the identification of key terms
Before rubbing, the amount of positive and
negative charges on the silk and Perspex rod are
Before rubbing After rubbing
equal. Therefore, the Perspex rod and silk are
electrically neutral.

When a Perspex rod is rubbed with silk, some of

the negative charges, called electrons, move from
the rod onto the silk. This results in the rod having
more positive charges (called protons) than
negative charges, so it becomes positively charged.
Another consequence is the gaining of these
electrons on the silk cloth so it becomes negatively
+ protons (positive charges) charged.
- electrons (negative charges) The movement of charges from one place to
another causes an object to become charged. A
charged object produces an electrostatic force
which is the attraction or repulsion between
Activity One: objects.
1. Underline the linking words in the text
2. In each sentence highlight the phrases to show causes in yellow and effects in blue. Note: one cause can
have multiple effects.
3. Highlight the key terms which are identified in pink
4. Deconstruct the text to demonstrate the cause-and-effect relationships along with appropriate linking
words.

Cause Linking Word Effect

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Activity Two:
The diagrams below show what happens when balloons are rubbed against a piece of wool.

Diagram 1

Diagram 2
Diagram 3

Question: Using the diagrams, explain why the balloons repel each other but stick to the wall after being rubbed
with a wool cloth.
Place these phrases in table to show cause and effect relationships that are occurring in each of the diagrams. Note:
there are spelling and grammatical errors! Be sure you write them correctly in the table.
the transfor of elecktrons Diaram 3: Whan the negativly charged ballon is brought cloze to the neutrol wall
this cauzes electrans to be transfered from the woole clothe to the balon.
resolting in the negitively charged ballooon to be attractked to the positve serface of the wall
it rezultz in

Cause Linking word Effect

Diagram 1: An electrically neutral balloon is
rubbed with an electrically neutral wool
cloth
the balloon to become negatively charged while
causes
the wool cloth becomes positively charged.
Diagram 2: When two negatively charged
the balloons repelling one another.
balloons are brought closer together
the electrons in the wall to be repelled by the
it causes
negatively charged balloon
The electrons in the wall move away from the surface of the wall being more positively
the protons charged

The positively charged surface of the wall causes

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Technological Developments to Reduce the
Impact of Forces in Everyday Life
Your teacher will choose ONE of the following activities to address the above success criteria.

Activity 1.
In groups, students choose ONE of the following sporting applications of reducing impact forces:
• Streamlined swimwear
• Athletic shoes
• Gymnastic floors
• Cycling wear and helmets
Students must summarise their chosen application and explain how it reduces forces in the respective sport.
Information may be presented as a powerpoint or poster.

OR

Activity 2.
Complete the information for ‘The Best Shoes Ever!’ pages 35 - 36 to summarise information from a website to
describe the features of different types of athletic shoes to reduce impact and improve performance.

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The Best Shoes Ever!
Running shoes are designed to lessen the impact of force and the strain on the foot and body. In this activity you will
investigate the science behind different types of athletic shoes.

Go to: http://www.design-technology.org/sportsshoes1.htm and complete the questions below.

Question 1: What are shoes made of? Complete the table below.

Material Why used

10 times the strength of leather

Leather/canvas which is a composite material This material is thin, stable and low density

Foam-blown polyurethane

This makes a shoe both strong and pliable

Gives a footballer that extra spring in his or her

step. It offers good elasticity

Question 2: What was unique about the Nike shoe made in 1979? How did it help athletes?

……………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………………

Adi-Dassler who founded the company Adidas, his brother Rudolph founded Puma.

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Question 3: Summarise the features of these specialty shoes.
Sport Image of shoe Features of the shoe

- 36 -
NOTES:

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