CHAPTER 10: Force and Pressure

Sections Topic Duration

10.1 What are Forces? 70 mins

10.2 Forces Around Us 210 mins

10.3 What is Pressure? 105 mins

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
 [Lower Secondary Science] – Force and Pressure

Section 10.1: What are Forces? 70 mins

Learning Outcomes
After this lesson, your students should be able to
 give examples of forces
 describe the effects of forces
 use appropriate instruments and units to measure force

Points to note while teaching:

 Application of a force may result in more than one effect.
 The effect of a force may not always be observable, e.g. when pushing a wall, a force is applied but there is no observable change in the wall.
 Students may confuse why compression spring balance measures weight in kilograms instead of newton (see page 146 of the textbook).

Lesson component Content Resources required

Starters/Triggers Questioning/Discussion/Classroom activity/Inquiry worksheet
 Class discussion and
Give a few examples of how a force can be applied to the objects in the classroom. You may then
activity
ask the students to apply forces to objects of their choice. Let them explain the observable effects  Inquiry worksheet
the forces have caused. You may use the inquiry worksheet on the Start-Up on Force as a guide. Start-Up on Force
(Starter)
 Approximately 10 minutes given for this discussion session.
OR
Questioning/Discussion/Video clips
Show clips from a movie or an animation, or simply a short clip of you or your family member doing
 Projector and laptop, or
household chores. Discuss in which activities are forces applied, what forces cause and so on.  TV and video player

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
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 [Lower Secondary Science] – Force and Pressure

Concept Powerpoint presentation, textbook, questions from the workbook and inquiry worksheets.
Development
 Powerpoint slides
1. Students must be able to give examples of forces in daily life and briefly explain their effects.
2. Highlight that a force may produce more than one effect and give examples of such cases.  Textbook (p. 142 – 146)

Note that a force may be applied without producing any observable effect. Give one or two
examples.
3. State the unit of force and the instruments to measure force.
4. Briefly highlight how spring balance work. Observe the extension or compression that takes
place when different forces are applied.

Other initiatives National Education/Related Websites

 Internet
 All kinds of sports use forces. You may ask students to conduct research on a field of sport in
which the Singapore’s athletes have been performing well in the regional and international
arena. Among the sports under this category are table tennis, badminton, bowling, sepak
takraw, silat, sailing, swimming and water polo. Then, ask them to analyse the forces involved
in the sport. Share the research with the class.
http://en.wikipedia.org/wiki/Sport_in_Singapore
http://www.ssc.gov.sg/publish/Corporate/en.html
 Forces may cause harm to mankind. Natural disasters are examples of harmful forces. You  Inquiry worksheet
may ask students to conduct research on a natural disaster such as earthquake, tsunami, Forces of Nature
(Research and
volcanic eruption and so on. You may use the inquiry worksheet on Forces of Nature. presentation)
 Fun game on forces:
http://www.bigideafun.com/penguins/arcade/spaced_penguin/default.htm

Review Questions You may create a worksheet containing photos of various kinds of activities. Distribute the  Your-own created
worksheet
worksheet to each student. Each student will have to identify the forces involved in each activity as
well as the effects.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
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 [Lower Secondary Science] – Force and Pressure

Section 10.2: Forces Around Us 210 mins

Learning Outcomes
After this lesson, your students should be able to
 identify some examples of common forces around us, namely gravity, friction and magnetism
 predict the effects of these forces on an object

Points to note while teaching:

 Students may confuse why when they weigh themselves on a weighing machine, the reading of weight is shown kilograms instead of newtons.
 Students should know that the terms gravity refers to gravitational force; friction refers to frictional force; magnetism refers to magnetic force.
 It is important to create awareness that not only one force may act on an object. An object may be subjected to a few forces.
 Emphasise that some forces may create advantages and disadvantages.

Lesson component Content Resources required

Starters/Triggers Questioning/Discussion/Video
Show a video clip of a sports match such as a baseball match or basketball game. You may ask
 Projector connected to a
students the following questions to start a discussion: What makes the ball fall back to the ground? laptop computer
 Internet access
What makes the players can run without slipping?
 Approximately 10 minutes given for this discussion session.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
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 [Lower Secondary Science] – Force and Pressure

Concept Powerpoint presentation, textbook, activities from the internet, and questions from the workbook.
Development
 Powerpoint slides
1. Students should be able to explain how gravity affects objects on Earth. Give examples of the
 Textbook (p. 147 – 149)
various effects of gravity.  Workbook
2. Differentiate the terms mass and weight. Clear the misconception about weight of an object (Worksheet 10.1, p. 95 –
100)
being quantified in grams or kilograms when measured using weighing machine or  Practical book
compression spring balance. You may show an animation explaining the difference between (Activities 10.1 – 10.3, p.
109 – 116)
mass and weight given on the following website:
http://lgfl.skoool.co.uk/viewdetails_ks3.aspx?id=491  Internet
3. Emphasise that gravity that acts on an object is different on different places. For example, the
gravity of the Earth is different from that of the Moon. You may have a fun game to see how the
weight of an object is different on different planets:
http://www.exploratorium.edu/ronh/weight/index.html
4. Give examples how this difference gives advantages.
5. Students should be able to measure the force of gravity on an object.
6. Students should be able to explain how friction affects the movement of an object. Give daily
life examples of applications of friction.
Useful friction:
7. It is important to know the advantages and disadvantages of friction, hence understand why http://lgfl.skoool.co.uk/viewdet
there is a need to increase or reduce friction in certain cases. ails_ks3.aspx?id=504
http://lgfl.skoool.co.uk/
8. Students should be able to suggest how to increase or reduce friction to overcome problems. viewdetails_ks3.aspx?id=503
Give scenarios involving friction such as pushing a heavy box, noisy engine and so on.
9. State what is magnetism (or magnetic force) and understand that only objects made of
magnetic materials can experience magnetism.
10. Explain that there are two types of magnetic force: force of attraction and force of repulsion.
Investigate these forces using magnets. Highlight what like and unlike poles are in the
investigation.

Science Matters: Lesson Notes

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 [Lower Secondary Science] – Force and Pressure

11. Suggest a possible way to measure magnetic force. Conduct Activity 10.2 in the practical book.
12. Give examples of everyday objects that work using magnetic force.
Other initiatives Related Websites
 Internet
 You may ask students to do research on application of friction in aerodynamic of a bicycle:
http://www.exploratorium.edu/cycling/aerodynamics1.html
 It may be good for students to know about balanced forces. This will help them understanding
why there is no observable change in some objects, even when forces are applied on them.
http://lgfl.skoool.co.uk/viewdetails_ks3.aspx?id=500
 Research on the Earth’s magnetic field, air and water resistance, as well as the gravity of
different planets may further engage students’ interest on the topic.

Review Questions  You may conduct a Q&A session to quickly revise the topic.  Class revision
 Internet
 A short game, revision and quick check on magnetism:
http://www.bbc.co.uk/schools/ks2bitesize/science/activities/magnets_springs.shtml

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
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 [Lower Secondary Science] – Force and Pressure

Section 10.3: What is Pressure? 105 mins

Learning Outcomes
After this lesson, your students should be able to
 relate pressure to force and area
 state the applications of pressure in everyday life

Points to note while teaching:

 In the calculation of pressure, it is important to ensure that the value of the area involved is the area over which the force is applied.
 Students often confuse of the difference between pressure and force. Often force and pressure are thought to be the same. An object is pierced because
the pressure acting on it is large enough. A large force does not always result in high pressure; therefore, a large force may not necessarily pierce an
object easily.

Lesson component Content Resources required

Starters/Triggers Questioning/Discussion
Illustrate the difference between force and pressure using daily life examples such as why cutting
 Class discussion
the meat using a sharp knife is better than using a blunt knife, or why wearing flat-sole boots on the  Photos/slides (optional)
snow is better than wearing high-heel shoes. You may use slides or photos to allow students to
imagine better.
 Approximately 10 minutes given for this discussion session.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
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 [Lower Secondary Science] – Force and Pressure

Concept Powerpoint presentation, textbook, activities from the practical book and inquiry worksheets, and
Development
questions from the workbook.  Powerpoint slides
 Textbook (p. 150 – 152)
13. Investigate the relationship between pressure, force and area using the activities in the the  Workbook
practical book as well as in the inquiry worksheets. (Worksheet 10.2, p. 101 –
104)
14. Students should be able to explain the relationship between pressure, force and area using  Practical book
calculation and daily life examples. You may use the inquiry worksheet on Application of Force (Activities 10.4, p. 117 –
118)
and Pressure to check on students’ understanding.
15. Highlight daily life problems involving the application of forces and ask students to suggest the  Inquiry worksheets
– Nails and Holes
solutions based on their knowledge on the relationship above. (Investigation)
16. Give everyday examples of applications of force and discuss with students. The inquiry – Application of Force
and Pressure
worksheet on Force and Pressure in Daily Life may help guide the discussion. (Questioning)
– Force and Pressure
in Daily Life
(Discussion)

Other initiatives Related Websites

 Internet
 You may ask students to do research on other types of pressure such as atmospheric
 Library
pressure, hydrostatic pressure, stagnation pressure and surface pressure. Find some
examples of effects of these pressures. A useful website is
http://en.wikipedia.org/wiki/Main_Page

Review Questions  Allow students to attempt the questions on their own.  Textbook p. 154
 Explain the challenging questions in this section.

Science Matters: Lesson Notes

 2008 Marshall Cavendish International (Singapore) Pte Ltd
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