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Force/Lesson on Force: Difference between revisions
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g) the quantitative relationship between force, area and pressure and its application (for example, the use of skis and snowboards, the effect of sharp blades, hydraulic brakes). | g) the quantitative relationship between force, area and pressure and its application (for example, the use of skis and snowboards, the effect of sharp blades, hydraulic brakes). | ||
'''Plenary Activities''' | |||
This cartoon is an ideal ‘starter’ to elicit initial ideas, to promote discussion and to act as a stimulus for practical investigation of the range of ideas suggested… Consider possible intervention strategies/practical activity. | |||
This cartoon is a useful plenary activity – obviously it’s difficult to replicate in the classroom, but as a discussion based around a ‘thought experiment’ will help children re-assess their understanding and provide useful formative assessment evidence. | |||
'''The distinction between ‘power’ and ‘energy’''' | |||
The distinction between ‘power’ and ‘energy’ | |||
'''Representing Forces''' | |||
'''Falling Object''' | |||
'''Self-Assessment: Aeroplane''' | |||
'''Measuring Forces''' | |||
