National Strategy Key Stage 3 -...

Guidance

Curriculum, Examination & Assessment

Key Stage 3National Strategy

Sample science unit to support pupilswith special educational needs

Resistance to movement

Teachers of scienceworking with pupils with special educational needs

Status: Recommended

Date of issue: 09/02

Ref: DfES 0622/2002

department for

education and skillscreating opportunity, releasing potential, achieving excellence

Department for Education and SkillsSanctuary BuildingsGreat Smith StreetWestminsterLondonSW1P 3BT

© Crown copyright 2002

Produced by the Department for Education and Skills

Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged

www.standards.dfes.gov.uk/keystage3

www.dfes.gov.uk

department for


Cam

bridge University P

ress 09/02


Science



109946 CUP Res to Mov Mod 23/9/02 15:37 Page 1


Contents

Introduction 5

Activity 1 Building the log flume 6

Activity 2 Building the boats 22

Activity 3 Trouble with the go-karts 34

© Crown copyright 20023 | Sample science unit to support pupils with special educational needsResistance to movement



Introduction

This unit contains a series of activities which can be used in Key Stage 3 classesfor pupils with learning difficulties. Teachers will need to adapt the materials to suitthe particular needs of their pupils.

There are three activities set in the context of a theme park. Teachers may wishto take pupils to visit a theme park to help them make the connections betweenthe scientific concepts and the real-life context.

ActivitiesEach activity is structured in the same way within the unit.

The first section includes:• possible objectives for the activity;• resources;• information on the recording sheets;• health and safety information where relevant.

The next section provides guidance to deliver the activity in the classroom. Itincludes:• introduction to the activity;• key vocabulary;• main activity (including key questions);• guidance on recording findings;• plenary.

Each activity contains a scene-setting scenario to provide a context for thescientific investigation. This activity consists of a short telephone conversationbetween characters which can be acted out in class, perhaps involving the use ofreal telephones as props. The vocabulary and the situation can be amended tosuit the needs of the pupils.

At the end of each activity there is a selection of differentiated recording sheetsto use as appropriate.



Building the log flume

Possible objectives

In terms of scientific enquiry pupils may:

P levels 1 to 3•• begin to communicate consistent preferences for certain materials and objects

•• observe, with interest, what happens to the boat when the slope is raised

P levels 4 to 8•• group objects and materials in terms of simple features or properties

•• engage in experimentation with a range of equipment in familiar and relevantsituations

•• begin to make generalisations, connections and predictions from regularexperience, for example predicting that a boat will move faster if pulled harder

•• use some simple scientific vocabulary and communicate related ideas andobservations using simple phrases

•• begin to make their own contributions to planning and evaluation and torecording their findings in different ways

Levels 1 to 3• describe how to carry out a fair test, changing one thing and keeping the rest

the same

• make a prediction about what they think will happen

• make measurements using simple apparatus accurately

• decide which observations or measurements need to be checked by repeatingthem

• record observations or measurements in a simple way

• present their results from an experiment using charts and graphs

• draw simple conclusions from their results and begin to explain theirconclusions using scientific knowledge

6 | Sample science unit to support pupils with special educational needsResistance to movement


1Activity


In terms of materials and their properties and physical processes pupils may:

P levels 1 to 3•• encounter different surface textures

•• begin to cooperate with shared exploration of a range of objects that can bepushed and pulled

•• show simple reflex responses to an item being pulled away from or pushedtowards them

•• anticipate known events, for example expecting that the boat will slide downthe slope when released

P levels 4 to 8•• know that certain actions produce predictable results, for example that raising

the slope more at one end will make the boat travel faster

•• communicate their awareness of changes in movement through eye contact,facial expression or vocalisation and gesture

Levels 1 to 3• use the term ‘force’ to describe a push or pull

• use the term ‘friction’ to describe the force between two surfaces

• explain that rougher surfaces need a bigger force to cause movement as thereis more grip

• relate frictional forces to a real-world context

• know that objects are pulled downwards by the force of the Earth’s gravity



ResourcesTelephones (optional)Cassette player (optional)Laminated-card direction arrows

All groups require:One 0.5 m length of 114 mm square-style rainwater guttering (the chute)Six linings (the surfaces) made from rectangles of metal foil, carpet, wood,

rubber sheet, rubber mesh and PVC, 6.5 cm × 0.5 mWood block (the boat), 4 cm × 6 cm × 13 cmSlope meter (see pages 20–21), copied onto cardClamp stand

Recording sheetsSheet 1.1a How can we find the best surface to slide down?Sheet 1.1b Planning the testSheet 1.1c Testing the different surfacesSheet 1.1d Measuring the slopeSheet 1.2a How can we find the best surface for going up?Sheet 1.2b Graph to show the surface with the best gripSheet 1.3 Letter to Dare Devil Rides

IntroductionUse the advertisement on Sheet 1a and the script on Sheet 1b to set thecontext for the first activity. Rupinder needs to have a log flume ride built and shetelephones Paul at Dare Devil Rides for help.

Assign speech or acting parts to pupils and let them read through or act out thescript. Use real telephones for this activity if they are available. Alternatively, recordthe script before the lesson and let pupils concentrate on listening to the dialogue.

Show pupils the photograph of the boat sliding down the chute, on Sheet 1.1a.Discuss what is happening in the photograph.

Explain that as the boat begins to slide down the chute it is pulled by a force(gravity). Ask in which direction this force pulls. Encourage pupils to uselaminated-card arrows to show the direction of movement of the boat and thedirection in which the force pulls. Introduce more examples of pulls andpushes as required and emphasise the force being used in each case.

Vocabularyforce pull directionfriction push upgravity slope down

If pupils are sliding down raised gym benches theyshould be supported appropriately and precautionstaken to minimise the risk of falling. Gym mats underthe benches would be a wise additional precaution.



Main activityRemind pupils about the problem that Rupinder has. Explain what the problem isand indicate to pupils that you need to test which materials to use on the surfaceof the log flume ride. Explain that the ride needs to be exciting and so the surfacehas to allow the boat to travel fairly fast, but that it also needs to be safe.

Planning: set up the equipmentChoose one of these approaches:• Use the photograph on Sheet 1.1c to prompt pupils to select their own equipment.• Tell pupils what equipment they need and encourage them to set it up while

you are speaking.• Set up the equipment yourself, encouraging pupils to touch, see and talk about

the different objects and materials used.• Set up the equipment yourself, with one element incorrect, and encourage

pupils to put it right.

Make a predictionTell pupils to look at the equipment they will be using. Show the boat slidingdown the chute.

Ask: How can we make the boat move faster?

Take feedback and summarise on the board that you can:• push or pull the boat;• change the material on the surface of the chute (make more slippery/shiny);• change the slope of the chute (make it steeper).

Explain to pupils that they are going to see what materials would be best for thesurface of the chute. Show pupils the variety of materials that will be consideredfor the surface. Encourage them to experience each type of material on theirhands and faces.

Choose one of these approaches:• Put the materials on the floor and encourage pupils who are able to slide their

shoes along the materials to see which is the most slippery.• Attach each material in turn to a sloping gym bench and support pupils in

sliding down the bench on the different surfaces.• Ask pupils to attach a piece of material to one hand and a boat to the other

hand using elastic. Encourage pupils to make predictions for the maininvestigation by rubbing their hands together (and thus the boat on thesurface).

Carry out the investigationEncourage pupils to test each of the different surfaces by placing each of themin turn in the guttering and seeing how well the boat slides down the chute.

During the investigation, ask: What makes the boat slide?

Explain that it is the downward pull of a force called ‘gravity’.

Ask: What stops the boat sliding?



Tell pupils that some materials are rough and some are smooth. The surfacesrubbing against each other produce friction and this will stop the boat sliding. Askpupils to look for the types of surfaces that create the most and the least friction.

Ask: How do we get the boat to slide on the rougher surface?

Model how the tilt of the chute can be altered and how the slope meter can beused to measure the steepness of the chute. Ask pupils to try each surface inturn, noting the slope number at which each lets the boat slide.

Alternatively, set up two pieces of guttering with the same angle of tilt andcompare how fast the boats slide down on different surfaces. The fastest surfaceproduces the smallest amount of friction. Remind pupils about fair testing and tellthem to keep the guttering at the same angle for each of the materials.

Recording findings

Encourage pupils to work with a suitable level of support to record their findings.For some pupils, it may be helpful to complete the recording by using an OHTwith the whole class.• Sheet 1.1a: Pupils write the names or stick a sample of each surface in the

boxes to record their predictions before carrying out the investigation.• Sheet 1.1b: Pupils draw or write about how they will test the different surfaces.Alternatively:• Sheet 1.1c: Pupils can cut the labels from the bottom of the sheet and match

them to the photograph of the equipment at the top.• Sheet 1.1d: Pupils can record the results during the experiment.

PlenaryRemind pupils about the problem that they were investigating with the log flume.Discuss the vocabulary that has been introduced and encourage pupils to relatethe term ‘friction’ to how easy or difficult it is to push or pull an object.

Ask:• On which surface did the boat slide easily?• What did you observe or measure to help you decide?

Use Sheet 1.3 to suggest that pupils write to Dare Devil Rides to tell Paul Dareknow what they have found. This may be done as a piece of shared writing, oryou could scaffold the writing using sentence starters and providing keyvocabulary to support pupils as necessary.

Extension activityShow pupils the photograph of the boat going up the slope, on Sheet 1.2a.

Ask:• What is happening in the photograph?• What type of surface would be best for this part of the ride?• What would happen if the surface only produced a small amount of friction?

Ask pupils to look at the results from the investigation to choose the surface thatwould be best here. Use Sheets 1.2a and 1.2b to support this.



Sheet 1a


Dare Devil Rides

We design Roller Coasters,We design Roller Coasters,Big DippersBig Dippers

and Log Flumes.and Log Flumes.Ever heard of . . .

THE SEWER RAT

AND THE FALLS OF TERROR?

These are just two of our unique rides.

All our work is carried out to thehighest safety standards.

For more information, contact:Paul Dare, telephone 0847 224466


Sheet 1b


Building the log flume

Paul Thanks for calling Dare Devil Rides. Paul speaking.How may I help you?

Rupinder Oh hello. I’ve got your name and advert from theinternet. I need a log flume ride built in time for ouropening at Easter.

Paul That’s only 4 weeks from today!

Rupinder Yes I know. Can you help me in time for our opening?

Paul I’ll need to find out the type of surface that’s best forthe log boats to slide on. I’ll send my team straightaway to investigate the materials we should use. If they work hard we should be able to complete theride by Easter.

Rupinder Oh I’m really pleased. Thank you. Goodbye.

Paul Goodbye.

There is a long silence on the telephone. Paul looks worried.

It’s March. A new theme park is due to open at Easter in timefor the school holidays. All the rides are ready, except the logflume. Rupinder, the park manager, has some information fromthe internet about this type of ride. She telephones Dare DevilRides.



Sheet 1.1a

How can we find the best surface toslide down?

We need a surface that is easy to slide down.

Choose the materials you will try.

Why did you choose these?

Tick the surface that you think will work best.



Planning the test

Draw or write a list of what you will do.

What are you going to change?

What are you going to keep the same?

What will you measure?

Sheet 1.1b



Sheet 1.1c

Testing the different surfaces

1. Choose a surface to test and fix it in the chute.2. Lift the chute to position 1 on the slope meter.3. Put the boat at the top of the chute. Does the boat slide?

4. Record your results in the table.5. Lift the chute to position 2.6. Repeat steps 3 and 4.7. Try the other positions until the boat slides.

Label the picture.

boatsurface materialchuteslopestand



Sheet 1.1d

Measuring the slope

Record your results: ✓ = slides ✗ = does not slide

Draw a graph of your results.

987654321surface material

9 87

6

5

3

2

1

0

4



Sheet 1.2a

How can we find the best surfacefor going up?

We need a surface that has more friction (more grip).Think about the surfaces that helped the boat to slide.Now choose 4 materials you think will provide friction.Which surface material do you think will work best?

987654321surface material



Graph to show the surface with the best grip

The surface that gives the most friction or most grip is

If Dare Devil Rides use rubber, what is the highest slope theycould use for going up?

Would this be safe?

Give your reasons.

slope

surfacematerial

Sheet 1.2b



Letter to Dare Devil Rides

Write a letter to Dare Devil Rides giving them your advice.

Don’t forget to give them your reasons!

Sheet 1.3



9 87

6

5

3

2

1

0

4

Slope meter

Fold this section back for slope meter tostand vertically.



987

6

5

3

2

1

0

4

Slope meter


Building the boats

Possible objectives


P levels 1 to 3•• accept and engage in coactive exploration of the boats with the help of

an adult

•• begin to communicate consistent preferences for certain materials and objects

•• observe, with interest, what happens to the boat when the bead is released

P levels 4 to 8•• explore and observe similarities and differences in objects, for example the

shape and weight of the boats used in the investigation

•• engage in experimentation with a range of equipment in familiar and relevantsituations

•• answer simple scientific questions, for example ‘Which boat was fastest?’

•• begin to make generalisations, connections and predictions from regularexperiences, for example predicting that a boat will move faster if pulled withmore force



Levels 1 to 3• carry out a fair test, changing one thing and keeping the rest the same, make

systematic observations


• make measurements using simple apparatus accurately




• compare their results from an experiment and begin to explain why one shapewas the fastest (more pointed or less flat at the front)



2Activity



P levels 1 to 3•• encounter different shaped objects

•• remember learned responses over increasing periods of time and anticipateknown events, for example that the bead will drop to the floor and the boat willmove along the guttering

P levels 4 to 8•• know that certain actions produce predictable results, for example that letting

go of the boat makes the boat go forwards

•• communicate their awareness of changes in movement, through eye contact,facial expression or vocalisation and gesture

•• recognise features of objects, for example the front ends of the boats that willbe used in the investigation

Levels 1 to 3• use the term ‘force’ to describe a push or pull

• identify that the pull of gravity on the bead is the force that makes the boat goforwards

• identify that pushing the water out of the way causes a force that tries to stopthe boat going forwards





ResourcesTelephones (optional)Cassette player (optional)

All groups require:Two 1 m lengths of 114 mm square-style rainwater guttering (the chute)Four external stop-ends to fit gutteringFour wood blocks (the boats), 4 cm × 6 cm × 13 cm, with rounded ends, pointed

ends, scoop ends, blunt endsTwo 1 m lengths of 0.5 cm wide ribbonTwo paper clipsTwo small wooden beadsWater supply

Recording sheetsSheet 2.1a Making the boats moveSheet 2.1b Which boat shape is the fastest?Sheet 2.1c The racesSheet 2.1d Choosing the best boat shapeSheet 2.2 E-mail to Dare Devil Rides

IntroductionUse the script on Sheet 2 to set the context for the second activity. Paul at DareDevil Rides telephones Rupinder for information about the boats to be used onthe log flume.

Assign speech or acting parts to pupils and let them read through or act out thescript. Use real telephones for this activity if they are available. Alternatively,record the script before the lesson and let pupils concentrate on listening to thedialogue.

Ask pupils to think about any boat they might have been in. Have pictures ofboats available to support pupils as necessary. Ask for volunteers to come to theboard to sketch the shape of the boats. Ask pupils to point out any similarities.

Ask:• Why are boats a certain shape?• Which part of the boat affects how quickly it travels through the water?• What else helps a boat to move smoothly through the water?

Ensure that pupils are aware that the shape and size of a boat will make adifference to its speed in the water before you begin the investigation.

Take sensible precautions with containers of water.Supervise pupils at all times. Clear any spillage onthe floor immediately to minimise slip hazard.

Small objects such as the beads may pose achoking hazard.


Vocabularyfloat force fastestsink streamlined fair test

Main activityRemind pupils about the kind of boats that Rupinder has asked for. Gather thisinformation by writing on the board:• float;• be fast;• move easily through curves.

Planning: set up the equipmentChoose one of these approaches:• Use the photograph on Sheet 2.1a to prompt pupils to select their own

equipment.• Tell pupils what equipment they need and encourage them to set it up while

you are speaking.• Set up the equipment yourself, encouraging pupils to touch, see and talk about

the different objects and materials used.• Set up the equipment yourself, with one element incorrect, and encourage

pupils to put it right.

Make a predictionHand out to pupils the different boat shapes to be tested. Encourage them toexplore the shape of each of the boats, focusing specifically on the front end.Using the guttering full of water, indicate to pupils that it is the front of the boatthat may affect the speed with which it travels through the water.

Ask:• Which shape will go fastest?

Get pupils to look and feel the different-shaped boats.• Why do you think this shape will be faster?

‘It’s pointed’ or ‘It cuts through the water best’ allow you to introduce the word‘streamlined’.• What other things are streamlined apart from boats? (cars, aeroplanes)• What do these things need to push out of the way? (air)• What things must be the same for each boat to make it a fair test?

Encourage pupils to hold a boat in either hand, if they can, to see how similarthey are in weight and size. Explain how important this is if the investigation is tobe a fair test. The weight of the beads used must also be the same.



Carry out the investigationWhen the equipment has been set up, attach the stop-ends to the guttering andfill the guttering with water.Indicate that there are two forces working on the boat:• the pulling force which is provided by the bead on the end of the ribbon (this

provides a forward force to make the boat move forwards);• the pushing force which is provided by the water as it pushes against the front

of the boat.

Demonstrate these forces if necessary, for example by moving pupils’ handsthrough water in a bowl or bucket – they will feel the water pushing against theirhands.

Begin the investigation by inviting two pupils to demonstrate how to set up thetest. Race two identical boats down the guttering to show how all the conditionsare the same. Next, ask the pupils to race two different boats. Tell pupils to dothis against each other 3 times.

Recording findingsRemind pupils to observe the outcome of each race and to record their findingscarefully. The winner of 2 out of 3 races in each semi-final will go through to thefinal.

Sheet 2.1c provides tables to record the results. These can be adapted to suitthe needs of pupils as required.

PlenaryUse an OHT to collate results from pupils if this has not already been done as awhole-class record. Go through each stage and then ask someone to choose thefastest boat according to the investigation. If possible, ask pupils to describe thekey features of the boat.

Use an OHT to show the aerial view of the log flume ride on Sheet 2.1d.

Ask:• How does the real ride differ from the ride that we have been using to test the

boats?

Explain that the real ride has curves which the boats have to get through.• What problems will the fastest boat have on the real log flume ride?

Explain that streamlined shapes move well in straight lines but it can be difficultto make them go around corners. Point out that most log flume boats havecurved fronts to enable them to move smoothly around the ride.

Extension activityUse Sheet 2.2 to write an e-mail to Dare Devil Rides, recording the pupils’recommendations.





Building the boats

Rupinder Hello. Rupinder speaking.

Paul Hello Rupinder. This is Paul from Dare Devil Rides. I’mpleased to say we’ve built the structure and chutes forthe log flume ride. We now need to make the boats.What do you want the boats to do?

Rupinder Well, the boats have to float, be fast and move easilythrough the curves in the ride.

Paul We will build them out of wood. I’ll ask my team toinvestigate the shapes we could use. If they work hardwe should be able to complete the ride by Easter!

Rupinder I hope so! Goodbye.

Paul Goodbye.

It is only 2 weeks until Easter and the opening of the themepark.

Dare Devil Rides have built the structure and the chutes. Nowthey need more information before they can build the boats.

Paul telephones Rupinder.

Sheet 2




Making the boats move

1. Attach the ribbon and bead to the boat.2. Put the boat in the water at one end of the guttering.3. Hang the bead over the other end of the guttering to make the

boat move.

Sheet 2.1a



Which boat shape is the fastest?

You are going to race the boats.

Which do you think will be the fastest boat?

Why?


How will you make your race fair?

1

2

3

blunt endsscoop endspointed endsrounded ends

Sheet 2.1b



The races

✓ = win ✗ = lose

Which shape is the fastest in the water?

Which shape came second?

winner321final

winner321semi-final

winner321semi-final

Sheet 2.1c



Sheet 2.1d

Choosing the best boat shape

This is how the log flume ride looks from above.

The boats have to move easily through the curves in the ride.

What are the problems in using the fastest boat?

Which boat would be better?

Why?



E-mail to Dare Devil Rides

Write an e-mail to Dare Devil Rides.

In your message tell them:

• which shape you recommend for building the boats

• your reasons for this choice

To: [email protected]

From:

Message:

Sheet 2.2


Trouble with the go-karts

Possible objectives


P levels 1 to 3•• begin to cooperate with shared exploration and supported participation by

experiencing the force needed to wind up the go-kart

•• begin to communicate consistent preferences for certain materials and objects

•• observe the results of their own actions with interest, for example watchingwhere the go-kart goes when they have released it

P levels 4 to 8•• group objects and materials in terms of simple features or properties

•• engage in experimentation in relevant situations

•• answer simple scientific questions, for example ‘Which go-kart was fastest?’

•• begin to make generalisations, connections and predictions from regularexperiences, for example predicting that the go-kart will move faster/further ifthe rubber band is wound up more



Levels 1 to 3• describe how to carry out a fair test, changing one thing and keeping the rest

the same


• make measurements using simple apparatus accurately, for examplemeasuring how far the go-karts move




• draw simple conclusions from their results and begin to explain theirconclusions using scientific knowledge



Activity

3



P levels 1 to 3•• encounter different surface textures

•• show simple reflex responses to a go-kart moving towards them

P levels 4 to 8•• know that certain actions produce predictable results, for example that winding

up the elastic band will make the go-karts move

•• observe some of the simple properties of movement, for example the speed ofthe go-karts

•• communicate their awareness of changes in movement, through eye contact,facial expression or vocalisation and gesture

Levels 1 to 3• identify the forces acting on a go-kart

• say that friction is needed between the tyres and the ground so the go-kartcan push itself forward



ResourcesTelephones (optional)

All groups require:Elastic-powered buggySix pairs of tyres (2 cm × 26 cm) made from metal foil, PVC, rubber mesh,

smooth rubber, rubber with different surface relief including studs and ridges1 m ruler

Recording sheetsSheet 3.1a How can we find the best tyres?Sheet 3.1b The elastic-powered buggySheet 3.1c Testing the different tyres

IntroductionUse the script on Sheet 3 to set the context for the third activity. Rupindertelephones Paul at Dare Devil Rides for help with the go-karts.

Assign speech or acting parts to pupils and let them read through or act out thescript. Use real telephones for this activity if they are available. Alternatively,record the script before the lesson and let pupils concentrate on listening to thedialogue.

Show pupils the photograph of the go-kart on Sheet 3.1a. Ask pupils to describewhat is happening or to name different things they can see in the photograph.

Ask:• How do go-karts move forwards? (What provides the force to make real

go-karts go forwards?)• Why do they need to have tyres?• What are tyres usually made from?• Why do you think this is?

Give out wheels with different types of tyre on them and encourage pupils tonotice the differences between tyres in the way they feel and the way they rollalong.

Use care with elastic loops to avoid hazard to eyes.

If pupils are constructing go-karts for themselvestake care to avoid pinging of elastic loops.

Small parts may pose a choking hazard.

If investigating the effect of wetting the surface takecare to contain any water to avoid a slip hazard.



Vocabularyfriction fair testforce energy

Main activityRemind pupils about the problem that Rupinder has. Explain that the tyres on thego-karts keep skidding and that you need to investigate which materials willprovide the right amount of friction for the go-karts to be fast but safe.

Planning: set up the equipmentChoose one of these approaches:• Tell pupils what equipment they need and encourage them to collect it and lay

it out on the table while you are speaking.• Set up the equipment yourself, encouraging pupils to touch, see and talk about

the different objects and materials used.• Set up the equipment yourself, missing out some of the types of material, and

encourage pupils to spot what is missing.

Make a predictionTell pupils to look at the equipment. Show the differences in the different tyrematerials that will be tested.

Ask: Which tyre material do you think will grip best?

Remind pupils about the extension part of activity 1, where they investigated thebest material to enable the boat to travel safely up the chute. Remind pupils thatit was the material that would produce the most friction, as this would give thebest grip. Explain that the go-kart track is another place where we need friction.

Ask pupils to look at and feel the tyres. Tell them to choose 4 types of tyre to testand to write the names or stick a sample of each tyre material in the boxes onSheet 3.1a.

Carry out the investigationExplain to pupils that they are going to use plastic buggies to act as the go-kartsin this investigation. Show them how the winder transfers energy into the elasticinside the buggy. The elastic loop acts like the engine on a real go-kart and thisis what will make the buggy move forwards.

Allow pupils to explore how to make the buggy move. Pupils can cut the labelsfrom the bottom of Sheet 3.1b and match them to the photograph of the buggyat the top of the sheet to remind themselves what each part of the buggy is.

Some pupils may be able to follow the instructions on Sheet 3.1c in order tocarry out the investigation. For others, it may be necessary for the teacher tomodel the first trial and then allow pupils to work more independently.



Recording findingsEncourage pupils to work with a suitable level of support to record their findings.For some pupils, it may be helpful to complete the recording by using the tableon Sheet 3.1c on an OHT. This enables you to introduce tactile clues using theactual materials that pupils attached to Sheet 3.1a. Pupils can then link therecording to the activity they have just completed.

PlenaryRemind pupils about the problems that Rupinder had with skidding go-karts.Discuss the vocabulary that has been introduced and encourage pupils to relateterms such as ‘friction’ to the materials that they have been using.

Ask:• Which material allowed the buggy to travel the furthest?• Which material made the buggy travel the shortest distance?• Which material had the most friction (gave the best grip)?

Draw a possible go-kart track on the board; include a number of corners andstraight runs.

Ask:• Which part of the track will cause the go-karts to skid the most?• Where is the most friction needed on tyres?• Which type of material produces the most friction?• Which type of material is least suitable for use as go-kart tyres?

Extension activityIndicate to pupils that weather conditions and the surface of the track will alsoinfluence the way that go-karts may skid.

Ask pupils to consider the effects of:• rain on the track;• sand or grit on the track;• oil on the track;• a flat tyre.

These effects could be demonstrated using a buggy.




Trouble with the go-karts

Paul This is Paul speaking from Dare Devil Rides. How mayI help you?

Rupinder Hello Paul. This is Rupinder. Please will you help meagain?

Paul What’s the matter? Is there a problem with the logflume? Isn’t the splash big enough?

Rupinder Oh it’s big enough all right! It’s great. I now have aproblem with the go-kart track. Some of the karts areskidding out of control. I think there may be a problemwith the tyres.

Paul I think you might be right. It sounds like there isn’tenough friction. Don’t worry. I’ll send the team toinvestigate straight away. Goodbye.

Rupinder Thanks Paul. Goodbye.

The theme park has been open for 2 days.

Dare Devil Rides receives another telephone call from Rupinder.

Sheet 3



Sheet 3.1a

How can we find the best tyres?

Choose the tyres you will try.

Why did you choose these?

Tick the tyre that you think will grip best.



The elastic-powered buggy

The buggy has a winder which is attached to an elastic loop insidethe cylinder. Every time you turn the winder the loop stretches andyou transfer energy into the elastic. This stored (potential) energy istransferred to the buggy as it moves along.

What are you going to change?

What are you going to keep the same?


Label the picture.

tyresurfacewindercylinder

Sheet 3.1b



Testing the different tyres

1. Put a pair of tyres on the buggy.2. Turn the winder 5 times.3. Find out how far the buggy will travel.4. Record your results in the table.

Repeat steps 1 to 4 for the other pairs of tyres.

Results

Draw a graph of your results.

Which tyre gives the most friction for gripping?

Which tyre might skid?

What else apart from the tyre might cause a go-kart to skid?

distance travelled in.

_______ with 5 turnstype of tyre

Sheet 3.1c



Graph to show the best tyre

distance in _______

tyre0







Guidance

Curriculum, Examination & Assessment




Teachers of scienceworking with pupils with special educational needs

Status: Recommended

Date of issue: 09/02

Ref: DfES 0622/2002

department for


Department for Education and SkillsSanctuary BuildingsGreat Smith StreetWestminsterLondonSW1P 3BT


Produced by the Department for Education and Skills

Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged

www.standards.dfes.gov.uk/keystage3

www.dfes.gov.uk

department for


Cam

bridge University P

ress 09/02

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