Unit 13 Forces

Lesson 1 Force, movement and energy Duration of lesson: 4 periods

Learning objective
• Investigate the relationship between force, movement and energy.

Engage (1st E) Use of an interesting picture (5 min)

Option 1
Purpose: To engage pupils and evaluate their prior knowledge about forces
Resource: Textbook

1. Have pupils turn to Textbook p. 9 and look at the picture. Give pupils some time to read the sentence at the
bottom of the page.
2. Ask pupils the questions that follow. Discuss the answers.
3. Go through the 'Let's find out1 questions.

Option 2
Purpose: To engage pupils and evaluate their prior knowledge about forces
Resources: Textbook, a picture of a person skiing down a snow-covered slope

1. Show pupils the picture of a person skiing down a snow-covered slope. Search for suitable pictures on the
Internet using the keywords 'person skiing down a snow-covered slope'. Ask:
• What do you see? (A person skiing down a snow-covered slope.}
• What does the skier experience as he moves downwards? (He is going in the direction of gravity.
Gravitational force or gravity is helping him as he moves down the slope. Accept other possible answers.*)
2. Have pupils turn to Textbook p. 9.
3. Go through the 'Let's find out' questions.

Explore (2nd E) Guided inquiry (5 min)

Purpose: To introduce the relationship between force, movement and energy

Resource: Textbook

1. Ask pupils the key inquiry questions for Section 13.1 on Textbook p. 10, Section 13.2 on Textbook p. 11 and
Section 13.3 on Textbook p. 13. Discuss possible answers.

Explain (3rd E) Teacher-directed discussion (80 min)

Purpose: To explain the relationship between force, movement and energy

Resource: Textbook

1. Recall that gravity is the force of attraction between objects and the Earth. Gravitational force pulls all
objects downwards towards the centre of the Earth and its strength is not the same everywhere.
2. Have pupils turn to Textbook p. 10. Use the picture of the mountain climber to explain that the mass of
the Earth is very large compared to that of the mountain climber. Thus, the strength of the pull of gravity
between the Earth and the mountain climber is great.
3. Have pupils look at the picture of the boy releasing two bottles from the same height. Explain to pupils that
both bottles will fall to the ground at the same rate. This is because the strength of the pull of gravity is the
same on both bottles and all objects fall at the same rate, regardless of their mass.
4. Have pupils look at the picture of the two men walking up and down the staircase. Ask:
• Which man is going against the direction of gravity? (The man moving up the staircase.)
• Will he require more or less energy? (more energy)
5. Explain to pupils that energy is required to overcome gravity. Point out to pupils that more energy is required
when we go against the direction of gravity and vice versa.
6. Recall that frictional force acts in the opposite direction of motion.
7. Have pupils turn to Textbook p. 11. Have pupils look at the picture of the man and girl on bicycles. Ask:
• Which bicycle has more friction between its wheels and the road? (bigger bicycle)
8. Explain to pupils that the larger the mass of an object, the harder the object presses onto a surface. The
bigger bicycle has a larger mass than the smaller bicycle. Thus, there is more friction between the bigger
bicycle and the road.

' 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces

9. Have pupils look at the pictures of the moving car on a dry and rough road and the same car on a wet and
smooth road. Explain that there is more friction between an object and a rough surface than between the
same object and a smooth surface.
10. Have pupils carry out the 'Explore' activity on Textbook p. 11. Discuss possible answers. (When objects
made of different materials are rubbed against each other, the force exerted is different as it depends on
the surface of the material. Objects with rough surfaces, such as wood and sandpaper would produce the
greatest friction. Objects with smooth surfaces, such as glass and paper would produce the least friction.}
11. Have pupils turn to Textbook p. 12. Have pupils look at the picture of the two boys moving two similar boxes
on the carpet and marble flooring. Ask:
• Which surface produces more friction when the box is moved across it? (carpet)
12. Explain that energy is required to overcome friction. More energy is required to exert a greater force when
there is more friction between an object and a surface.
13. Have pupils look at the 'That's Cool' feature on Textbook p. 12. Elaborate that the cyclist will be able to move
his bicycle and stop safely as compared to the skater. This is because there is more friction between the
bicycle wheels and the surface of the road.
14. Recall that a force of attraction pulls the unlike poles of two magnets towards each other and a force of
repulsion pushes the like poles of two magnets apart.
15. Have pupils turn to Textbook p. 13. Have pupils look at the picture showing how a key moves towards
Magnet A and Magnet B. Ask:
• The key moves faster towards which magnet? (magnet B)
16. Explain to pupils that when a stronger magnet is used, the magnetic force of attraction is stronger, thus,
Magnet B is a stronger magnet with a stronger magnetic force of attraction.
17. Have pupils look at the picture of the hands holding two magnets with unlike poles facing each other. Explain
to pupils that the magnets exert a force of attraction on each other and the stronger the magnets, the
greater the energy would be required to pull them apart.
18. Have pupils carry out the 'Explore' activity on Textbook p. 13. Discuss possible answers. (Obtain several bolts
and nuts, some string, a strong magnet, a plastic plate, a few paper dips and erasers. Tape a picture of a fish
on each of the bolts and nuts. Tie one end of a string to a wooden rod and the other end to a magnet. This is
the fishing rod. Make a pond out of a plastic plate and fill it with paper dips, erasers and the magnetic fishing
toys. Use the fishing rod to fish out the magnetic fishing toys. Accept other possible answers.)

Elaborate (4th E) Application to the real world (60 min)

Purpose: To observe the relationship between force, movement and energy

Resources: Activity Book, a small rug, two similar plastic bottles (one filled with water, the other is empty) and
a low chair per pair, two wooden blocks with a hook at one end, a ball of string, a pair of scissors,
some adhesive tape, several small fixed masses of 50 g, a metre ruler, a stopwatch, a piece of
sandpaper, a piece of aluminium foil, a sheet of plastic, a paper towel, a spring balance, some
cooking oil, some baby powder and a cup of water per group

1. Have pupils turn to Activity 13.1 on Activity Book p. 5.

2. Go through the procedures with pupils.
3. Have pupils complete Activity 13.1 on Activity Book p. 5.
4. Discuss the answers to Activity 13.1.
5. Have pupils turn to Activity 13.2 on Activity Book p. 6. Explain that when an object moves over a surface,
frictional force or friction is produced.
6. Have pupils complete Activity 13.2 on Activity Book pp. 6—7.
7. Discuss the answers to Activity 13.2.
8. Have pupils complete Activity 13.3 on Activity Book pp. 8—9.
9. Discuss the answers to Activity 13.3.
10. Have pupils complete Activity 13.4 on Activity Book p. 10.
11. Discuss the answers to Activity 13.4.

Evaluate (5th E) Assessment (10 min)

Purpose: To assess pupils' understanding of the lesson

Resource: Textbook

1. Ask pupils the key inquiry questions for Section 13.1, Section 13.2 and Section 13.3 again. (Gravity pulls all
objects downwards. All objects fall at the same rate, regardless of their mass. Energy is required to overcome
gravity. Frictional force or friction causes a moving object to slow down and stop. Energy is required to
overcome friction. A stronger magnet has a stronger magnetic force of attraction and causes a magnetic
object to move faster towards it. Energy is required to pull apart two magnets with unlike poles facing
each other.)
2. Go through the 'Quick Check' question on Textbook p. 13. (The magnetic force of a stronger magnet will be
much stronger than the magnetic force of a weaker magnet.)

Unit 13 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

Lesson 2 Motion of a pendulum and Duration of lesson: 2 periods
a parachute
Learning objectives
• Investigate factors that affect the motion of a pendulum and a parachute.

Engage (1st E) Use of an interesting picture (5 min)

Option 1
Purpose: To engage pupils and introduce a parachute
Resource: Textbook

1. Have pupils turn to Textbook p. 15 and look at the picture. Ask:

• What is attached to the box on the right? (a parachute)
2. Tell pupils that a parachute is shaped like an umbrella and makes the falling motion of the box a slow and
gradual process.

Option 2
Purpose: To engage pupils and evaluate their prior knowledge about the parts of a pendulum
Resource: A picture of a pendulum

1. Show pupils a picture of a pendulum. Search for suitable pictures on the Internet using the
keyword 'pendulum'. Ask:
• What does the pendulum consist of? (a metal bob suspended by a string from a fixed support)

Explore (2nd E) Guided inquiry (5 min)

Purposes: To introduce the factors that affect the motion of a pendulum and parachute
Resource: Textbook

1. Ask pupils the key inquiry question for Section 13.4 on Textbook p. 14. Discuss possible answers.

Explain (3rd E) Teacher-directed discussion (30 min)

Purposes: To explain the factors that affect the motion of a pendulum and parachute
Resource: Textbook

1.Recall that air resistance is a special type of frictional force.

2.Have pupils turn to Textbook p. 14 and look at the diagram. Give pupils time to read the steps on how a
pendulum swings. Explain to pupils how air resistance, the gravitational force of the Earth and the length of
the pendulum's string affect its motion.
3. Recall that all objects fall at the same rate. Air resistance also pushes against a moving object and slows it
down.
4. Have pupils turn to Textbook p. 15 and look at the picture of the two falling boxes. Explain to pupils that a
parachute is shaped like an umbrella. It makes the falling motion of an object a slow and gradual process.
This is because the air pushing against the parachute produces a lot of air resistance. Ask:
• Which box falls slowly and why? (The box with a parachute falls slowly because of greater air resistance.")
5. Explain to pupils that the same box without a parachute will fall to the ground faster because of less
air resistance.
6. Have pupils turn to Textbook p. 16 and look at the picture. Give pupils time to read the steps on how a
parachute helps a falling parachutist to slow down his falling motion. Explain to pupils that the Earth exerts
a gravitational force that pulls a person or object to the ground.

© 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces

Elaborate (4th E) Application to the real world (30 min)

Purpose: To observe the factors that affect the motion of a pendulum and a parachute
Resources: Textbook, Activity Book, a metal ball, three piece of string (10cm, 15cm, 20cm), a retort
stand, some masking tape, a protractor, a stopwatch, a plastic bag, some strings and a stapler
per pupil

1. Have pupils turn to Activity 13.5 on Activity Book p. 11.

2. Go through the procedures with pupils.
3. Have pupils complete Activity 13.5 on Activity Book pp. 11—12.
4. Discuss the answers to Activity 13.5.
5. Have pupils carry out the 'Explore' activity on Textbook p. 16. Discuss possible answers. (When the
parachute is deployed, the plastic bag opens up and this increases the surface area of the parachute. When
the parachute is dropped from a higher altitude, there is more air resistance exerted in the opposite direction
of the falling parachute. Thus, the parachute and the stapler attached to it take a longer time to fall to the
ground. Accept other possible answers.)

Evaluate (5th E) Assessment (10 min)

Purpose: To assess pupils' understanding of the lesson
Resource: Textbook

1. Ask pupils the key inquiry question for Section 13.4 again. (Air resistance and the gravitational force of
the Earth.)
2. Go through the 'Quick Check' question on Textbook p. 15. (Air resistance and the gravitational force of
the Earth.)
3. Summarise the unit by going through the concept map in 'At a glance' on Textbook p. 17. Ensure that pupils
have understood the unit by going through the 'Self-check' activity on Textbook pp. 17—18.

Unit 13 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Background information for teachers
A force is a push or a pull. Although a force does not have weight or mass and does not occupy space, we
are still able to see and feel the effects of a force. We can see the effects of a force, for example, when an
object is torn, bent, twisted or stretched. A force can also change the position, speed, direction, shape and
size of an object. A force is measured in newtons (N). We can use a spring scale to measure the magnitude
of a force. For example, one newton of force is a good estimate of the amount of force we need to lift an
empty cup that weighs 100 g.

There are three types of forces, namely gravitational force or gravity, frictional force or friction and
magnetic force. We can also classify these forces into two main groups, namely contact forces and non-
contact forces. Gravitational force and magnetic force are classified as non-contact forces. This is because
they are forces that can act at a distance and between two objects which are not in direct contact with
each other. Frictional force is classified as a contact force because it is a force between two objects in direct
contact with each other.

Forces
*; What is the relationship between force, movement and energy?
•"• What affects the motion of a pendulum and a parachute?

The man is going against the

direction of gravity. So, he will
require more energy as he
climbs up the mountain.

Gravity pulls all objects

downwards. Friction causes a
' -• moving object to slow down
: and stop. Energy is required to
£;.'••••"This man is climbing up a:JJi
mountain. overcome gravity and friction.
• WhatismakingitdHficultforhlmtoclimbupthemountain?
When the unlike poles of two
magnets face each other, the
• What is the relationship between force, movement and energy!
magnets exert a magnetic force
of attraction on each other.
Energy is required to pull the two
magnets apart.
© 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces
 Background information for teachers
All objects with mass exert a gravitational force on other objects. Our bodies also exert a force of attraction
on all the objects around us. However, the gravitational force exerted by our bodies on other objects is too
small, so we cannot feel this force. Gravitational force is only strong enough to be felt when an object has a
large mass. The larger the mass of the object, the stronger the gravitational force. For example, in the Solar
System, the Sun is the largest object and has very strong gravitational force. The gravitational force of the
Sun pulls the smaller objects like the Earth and other planets towards it. The planets orbit around the Sun
because of the strength of the Sun's pull of gravity.

Objects fall to the ground at the same rate, regardless of their mass in the absence of air. So, if we drop a
feather and a bowling ball in an airless tube or vacuum, they will both fall to the ground at the same rate.

Enrichment for advanced learners

• Have pupils find out how the mass of the planets in the Solar System affects the gravitational force they
exert on other objects and share their findings with the class. (The gravitational force that a planet
exerts on an object on the planet's surface is directly proportional to its mass and the object's mass as
well as inversely proportional to the square of the planet's radius.)

Gravity can act at a distance from -

an object. The pull of gravity
between the Earth and us helps
us to stand on the ground without
floating away.
The strength of gravitational force
is not the same everywhere. It
depends on the distance between
the object and the Earth.
—»-Flcishbci\k
Gravity is the force of
attraction between objects
and the Earth.
Gravitational force pulls all
objects downwards
towards the centre of the
Earth. The strength of
gravitational force is not
the same everywhere.
13.1 Gravitational force
What is the relationship between gravitational
force, the movement of objects and energy?
When we climb up a mountain slope, we often find it more
difficult than going down the mountain. This is because
gravitational force or gravity is helping us as we move down
the mountain.

Key inquiry question: The strength of the pull of gravity between two objects
Gravity pulls all objects depends on how far apart they are and the difference in
their mass.
downwards. All objects fall at
the same rate, regardless of As gravity pulls all objects downwards, let us see how two
their mass. Energy is required to objects fall towards the ground.
overcome gravity.
f*
LpU
-4- Releasing two bottles
from the same height.

Two bottles of the same size and shape are released from the
same height. One is empty and the other is full of orange juice.
Moving up and down
the stairs. Both bottles will fall to the ground at the same rate. Also, the
strength of the pull of gravity on both bottles is the same.

All objects fall at the same rate, regardless of their mass.

rlS.l

Gravitational force and energy

Energy is required to overcome gravity. As gravity acts
downwards, the man is going against the direction of gravity,
thus, he requries more energy while moving up the stairs.
On the other hand, the other man is going in the direction
of gravity, thus he requires less energy while moving down
the stairs.

10 Unit 13

Unit 13 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Background information for teachers
Frictional force or friction is a force that opposes motion. It is produced when two surfaces are in contact and
rub against each other.

There are three types of friction, which include sliding friction, rolling friction and fluid friction. Sliding
friction is produced when two solid objects are in contact and a force is applied to slide one object over the
other. Snowboarding is an example of how sliding friction is produced when the bottom of the snowboard
slides over the snow. Rolling friction is produced when a circular object rolls over a surface. Cycling is an
example of how rolling friction is produced when the wheels of the bicycle roll over the ground. Fluid
friction involves a wet or fluid surface. A fluid can either be a liquid or gas. When a force is applied to move
a solid object through a fluid, fluid friction is produced. Parachuting is an example of how fluid friction is
experienced by the parachutist as he or she and his or her parachute move through air.

When two surfaces come in

contact and rub against each
other, frictional force or friction
13.2 Frictional force is produced. Friction opposes
Frictional force acts opposite motion by acting in an opposite
What is the relationship between frictional to the direction of motion.
direction to the direction of the
force, the movement of objects and energy?
applied force.
When an object moves over a surface, there is frictional
force or friction between the surface and the object. Friction
causes a moving object to slow down and stop. •Key inquiry question:
The larger the mass of an object, the harder the object
Frictional force or friction causes
presses on a surface. Thus, there is more friction. a moving object to slow down
The bigger bicycle has a larger
and stop. Energy is required to
The type of surface also affects friction and movement. There mass than the smaller bicycle. overcome friction.
is more friction between an object and a rough surface than Thus, there is more friction
between the bigger bicycle and
between the same object and a smooth surface. the road.

There is more friction between a moving car There is less friction between a moving car
and the normal and rough road. This allows and the slippery and smooth road. This
the driver to move and stop the car safely. makes it difficult to stop the car safely.

• When objects made of different

materials are rubbed against
each other, the force exerted is
different as it depends on the
Observe, Infer surface of the material. Objects
Look for some objects around the house such as a piece of wood
or paper, cloth, a glass, sandpaper, kitchen towel and Styrofoam with rough surfaces, such as wood
What happens when you try to rub the flat surfaces of these
objects together? Which pair of surfaces produces the greatest
and sandpaper would produce
friction and which pair produces the least friction? the greatest friction. Objects with
smooth surfaces, such as glass
and paper would produce the
least friction.

© 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces

 Enrichment for advanced learners
Friction may become a problem for us because it can cause the wear and tear of machinery parts. Ask:
• How can we reduce the wear and tear of machinery parts? (We can use ball bearings and lubricants.
Accept other possible answers.)

Frictional force and energy

Energy is required to overcome friction. When there is more
friction between an object and a surface, a greater force is
needed to move the object. To exert a greater force, more
energy is recpred.

+ There is more friction between the

box and the carpet than between the
box and the marble flooring. A greater
force and more energy is needed to
move the box across the carpet.

The cyclist will be able to move -

his bicycle and stop safely as
compared to the skater. This is
because there is more friction
between the bicycle wheels and
the surface of the road.
A skater only needs to push himself or
herself forward every now and then to
continue moving, while a cyclist has to
pedal more often to keep his bicycle
moving. This is because there is more
friction between the bicycle wheels and
the surface and a greater force needs to
be exerted. Thus, more energy is rea,uired.

Unit 13 • 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Background information for teachers
When the North pole of one magnet is brought near the South pole of another magnet or magnetic
material, a force pulls the two objects together. This force is called the magnetic force of attraction.
Magnetic materials include iron, steel, cobalt and nickel.

Enrichment for advanced learners

A seismometer consists of a magnet attached to a spring. Scientists use it to study volcanic activity and
measure earthquakes. Have pupils find out what a seismometer is used for and present their findings to
the class. (A seismometer is used to measure the magnitude of an earthquake.)

13.3 Magnetic force Flashba^ •Magnets exert a pulling force

I A force of attraction pulls when there is a force of attraction
What is the relationship between magnetic force, the unlike poles of two
magnets towards each and a pushing force when there is
the movement of magnetic objects and energy?
other. This force also pulls a force of repulsion.
magnetic materials to
A magnet attracts magnetic materials. When a stronger magnets.
magnet is used, the magnetic force of attraction is stronger. A force of repulsion pushes
Let us see how two magnets attract the same key. the like poles of two
magnets apart. •Key inquiry question:
A stronger magnet has a stronger
magnetic force of attraction and
causes a magnetic object to move
faster towards it. Energy is required
to pull apart two magnets with
unlike poles facing each other.
Magnet B
t Magnet B is a stronger magnet because the same key
moves faster towards Magnet B than Magnet A. Quick Check The magnetic force of a stronger
Compare the magnetic force
magnet will be much stronger
When Magnet A is placed opposite an iron key, the key moves of a strong magnet against than the magnetic force of a
towards the magnet. When Magnet B is placed opposite a weak magnet. weaker magnet.
the same key, the key also moves towards the magnet. The
key is attracted to both magnets but the key moves faster
towards Magnet B than Magnet A. This shows that Magnet
B is a stronger magnet and has a stronger magnetic force
of attraction. Expire Obtain several bolts and nuts,
Generate
some string, a strong magnet, a
Magnetic force and energy possibilities, plastic plate, a few paper clips
When the unlike poles of two magnets face each other, Communicate and erasers.
the magnets exert a force of attraction on each other. It Can you think of games
is difficult to pull the two magnets apart. Thus, energy is or toys that make use Tape a picture of a fish on each of
of magnetic forces? Try the bolts and nuts. Tie one end of
rea,uired to pull the unlike poles of two magnets apart. creating your own game
The stronger the magnets are, the greater the energy is using magnets. Present a string to a wooden rod and the
required to pull them apart. your game to the class.
other end to a magnet. This is the
fishing rod.
Make a pond out of a plastic plate
and fill it with paper clips, erasers
When the unlike poles of the
two magnets attract each and the magnetic fishing toys.
other, energy is required to
pull the magnets apart.
Use the fishing rod to fish out the
magnetic fishing toys. Accept other
possible answers.

© 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces

Background information for teachers
A pendulum is made up of a metal bob or weight suspended by a string from a fixed support. When we pull
the bob of the pendulum to one side and release it, the pendulum will start to swing. The time taken for it
to make one complete swing or oscillation is called a period. The swinging pendulum will slow down and
eventually come to a stop. Air resistance and the gravitational force of the Earth as well as the length of the
pendulum's string affect the motion of a pendulum. The longer the string, the longer the time taken for the
pendulum to make one complete swing.

Reinforcement for struggling learners

Guide pupils to understand that when the pendulum swings, air resistance opposes its motion. The
swinging pendulum will slow down and eventually come to a stop because of air resistance. The
gravitational force of the Earth also affects the pendulum's motion and pulls the pendulum towards
the ground.

Air resistance is the frictional force - Flashbc^Jc 13.4 Motion of a pendulum and a
acting on objects as they move Air resistance is a special parachute
through air or as air flows around type of frictional force.

them. Air resistance also pushes What factors affect the motion of a pendulum
against a moving object and slows and a parachute?
it down. The motion of a pendulum and a parachute are affected by:
• air resistance.
• gravitational force of the Earth.
Key inquiry question:
Let us look at how these factors influence the motion of the
Air resistance and the gravitational pendulum and the parachute.
force of the Earth.
Motion of a pendulum
A pendulum consists of a metal bob suspended by a string
from a fixed support. It is normally used in clocks and to
measure time.

When we pull the bob of the pendulum to one side and

release it, the pendulum swings. The swinging action of the
pendulum will slow down and will eventually stop.

1When the pendulum swings,

it experiences air resistance
When the bob of the
pendulum is elevated,
during its motion. This air it will always try to
resistance slows down and return to its lowest
stops the pendulum. possible position, which
is the resting position.

air air
resistance ^^ resistance

The Earth exerts a

gravitational force
on the pendulum,
pulling the pendulum
towards the ground. gravitational resting position gravitational
force force
+ A swinging pendulum

The length of the string in a pendulum also affects its swing.

The longer the string, the longer the time the pendulum takes
to make one swing.

Unit 13 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Background information for teachers
The earliest sketches of parachute designs date back to the 1470s. The great Italian inventor and painter,
Leonardo Da Vinci, drew a sketch of a more complicated parachute in the 1480s. Louis-Sebastien Lenormand
from France invented the modern parachute in the late 18th century. The development of other designs
for the parachute made it more compact. Currently, there are several types of parachutes that are used for
military purposes as well as for sporting and leisure activities. These include round, square, annular,
pull-down apex, rogallo wing, ribbon and ring and ram air parachutes.

Motion of a parachute All objects fall at the same rate,

When a person or an object falls from a great height, regardless of their mass. However,
a parachute helps to slow down the fall of the person All objects fall at the
or object.
same rate. air resistance acting on an object
Air resistance pushes
against a moving object
with a parachute can slow it down.
A parachute, which is shaped like an umbrella, makes and slows it down.
the falling motion a slow and gradual process. This is
because the air pushing against the parachute produces
a lot of air resistance. However, if a person or an object
falls from a great height without a parachute, the person
or object falls faster because less air pushes against him
or it.

more air resistance

f The box falling from a great

height has a parachute to
prevent it from crashing to the
ground. The box falls slowly due
to more air resistance.

Air resistance and the gravitational

force of the Earth.
What are the factors that
offect the motion of a
pendulum and a parachute?

© 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces

 Enrichment for advanced learners
Have pupils find out the fabric(s) most parachutes are made of and present their findings to the class. Ask:
What are most modern parachutes made of? (A special type of nylon that does not rip apart easily.)

Common misconception
Misconception: Parachuting is the same as skydiving.
Actual fact: In parachuting, the parachute is deployed almost immediately after the parachutist jumps
off the aeroplane. In skydiving, the parachutist jumps off the aeroplane, slowly drifts down
in the sky and only deploys the parachute after a while.

When a parachutist jumps

out of a aeroplane, he is
pulled towards the ground by
the Earth's gravitational pull.

When the parachute is

deployed, the surface area
of the parachutist and the
parachute increases by
a large amount. There is
more air resistance exerted
on the larger surface area
of the parachutist and the
parachute. Air resistance also
acts in the opposite direction.
Thus, the parachute is able to
slow down the parachutist as
he falls to the ground.

Finally, the parachutist lands

safely on the ground with the
help of the parachute.

When the parachute is deployed,

the plastic bag opens up and this
increases the surface area of the
parachute. When the parachute is Investigate
dropped from a higher altitude, Use a plastic bag and some strings
to make a parachute. Attach
there is more air resistance the strings to a stapler. What
exerted in the opposite direction happens when you drop the stapler
attached to the parachute you
of the falling parachute. Thus, the made from a higher level?
parachute and the stapler attached
to it take a longer time to fall to
the ground. Accept other
possible answers.
Unit 13 © 2010 Marshall Cavendish International (Singapore) Pte Ltd
 <7At a
and their is required to
relationship with overcome

include the

Motion Motion Gravitational

l
Frictional
I
Magnetic
of a parachute of a pendulum force force force

I I
influence the

Earth's Air is a special type of

gravitational resistance

o pull

Self-check 1. pull
2. rate
1. The strength of the _ . of gravity between two objects depends on how 3. overcome, more
far apart they are and the difference in their mass.
4. friction
2. Gravity pulls all objects downwards. All objects fall at the same _
regardless of their mass.

3. Energy is required to . .gravity, and- . energy

is required when we move against the direction of gravity.

4. The larger the mass of an object, the harder the object presses on a surface. So, there is more

) 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces

5. more
6. overcome, more, more
7. stronger, stronger
8. stronger
9. resistance
More Science words
Forcemeter: Instrument used
to measure a force
Oscillation: One complete
swing
Unit 13
-H 5. The type of surface also affects friction and movement. There is
friction between an object and a rough surface than between an object and a smooth surface.
6. Energy is required to. .friction. When there is -
friction between an object and a surface, a greater force is needed to move it. To exert a greater force,
energy is required.
When a magnet is used to attract a magnetic material, the
magnetic force of attraction is -
Energy is required to pull the unlike poles of two magnets apart. The .the
magnets, the greater the energy is required.
9 The factors affecting the motion of a pendulum and parachute are air-
and the Earth's gravitational pull.
cience Glossary
Air resistance : A special type of f rictional Parachute : Device made from a large
force umbrella-like circle of cloth
that allows people or objects
Deployed : Came into position to put
to fall slowly to the ground
objects or resources ready
for use Pendulum : Consists of a metal bob
Elevated : Lifted up to a higher level suspended by a string from a
fixed support
Rate : How fast an action occurs
© 2010 Marshall Cavendish International (Singapore) Pte Ltd
 Enrichment for advanced learners
Gravity affects every part of an object and the resultant weights of all the parts of an object can be balanced
at one particular point. Ask:
• What is the point at which an object's entire weight seems to be concentrated? (centre of gravity)

Before you carry out

the activity
Activity 13.1 Gravitational force Pupils should have been taught
• Gravity pulls all objects
Process skills
downwards.
• All objects fall at the same
Observe : what happens when two objects of the same shape but different mass
rate, regardless of their mass.
are released from the same height
Infer : that all objects fall at the same rate, regardless of their mass
Where to obtain or buy
the materials
Aim: To observe the effect of gravity on objects • The small rug and plastic
bottles can be bought from
Materials: A small rug, two similar plastic bottles (one filled with water, the other
is empty), a low chair
a supermarket.
• The low chair can be obtained
from the Science laboratory
in school.

1. Work in pairs. Place the rug on the ground. Tips and time-savers
2. Hold both plastic bottles, one in each hand. With your arms stretched out in front of
you, drop both bottles at the same time. Observe how they fall. Ensure that pupils hold the
same part of the bottles in
3. Now stand on a low chair. Drop both bottles again with your arms outstretched. each hand so that the bottles
Observe how they fall.
are at the same height above
the ground.

1. What happened when you dropped the two bottles the first time?
Safety precautions
Both bottles reached the ground at the same time. • Ensure that the pupils stand
firmly on the low chair and
2. What happened when you dropped the two bottles again while standing on the chair? not at the edge of the chair to
Both bottles also reached the ground at the same time. avoid falling off the chair.

Notes on observations
Conclusion^)
and results
Gravitational force is exerted equally on all objects on the Earth. All objects fall at • If the bottles are not held at
the.
sarne
rate, regardless of their mass.
the same height above the
ground or if one bottle is
released slightly earlier, pupils
may not be able to observe
Forces 5
the two bottles falling to the
ground at the same time.
© 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces
Before you carry out
the activity
Pupils should have been taught
Activity 13.2 Design an experiment
• When two objects rub against
each other in the opposite
Process skill
direction, frictional force or
friction is produced. Investigate : whether forces are present when two surfaces are in contact with
each other
Where to obtain or buy
the materials
Aim: To design an experiment
• The ball of string, pair of
scissors, adhesive tape, Materials: Two wooden blocks with a hook at one end, a ball of string, a pair of
sandpaper, aluminium foil, scissors, some adhesive tape, several small fixed masses of 50 g, a metre
sheet of plastic, paper towel, ruler, a stopwatch, a piece of sandpaper, a piece of aluminium foil, a sheet
of plastic, a paper towel, a spring balance, some cooking oil, some baby
cooking oil, baby powder and
powder, a cup of water
cup can be bought from
the supermarket.
1. Work in groups. Design an experiment to investigate whether forces are present when
• The wooden blocks, fixed
two surfaces are in contact with each other.
masses of 50 g, metre ruler,
stopwatch, spring balance and 2. Make use of the objects given. You may use several objects together. You do not have
water can be obtained from to use all of the objects. Select only the objects you require to do the experiment.
the Science laboratory
3. Write the details in the space provided.
in school.

Safety precautions To investigate how the type of surface affects friction and the amount of energy required to

• Ensure that pupils handle move a block across a distance

the cup with care to avoid
/ (Accept other possible answers.!
dropping it or breaking it and
hurting themselves.

6 Unit 13

Unit 13 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Tips and time-savers
Prepare the required number
Materials^) of sets of materials for
each group before the activity.
A boll of string, a wooden block with a hook at one end, some adhesive tape, a piece of

sandpaper, a metre ruler, a stopwatch, a piece of aluminium foil

/ (Accept other possible answers.! Notes on answers

• Guide pupils as they design
their experiment so that their
design is not inappropriate or
dangerous to be carried out.

1. Tie some string to the hook of the wooden block.

2. Use some adhesive tape to attach the back of a piece of sandpaper to one of the

surfaces of the wooden block.

3. Mark one end of the floor of your classroom with some adhesive tape. Then use

the metre ruler to measure a distance of 1 m from that point onwards and mark the

second point on the floor.

4. Move the block across the fixed distance you have marked out. Use a stopwatch to

record the time taken.

5. Remove the sandpaper from the wooden block. Then use the adhesive tape to attach

the aluminium foil to one of its surfaces

6. Repeat Step 4.

/ (Accept other possible answers.)

Forces 7

© 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces

Enrichment for advanced learners
Have pupils find out if magnets can lose their magnetism. Ask:
• Can magnets lose their magnetism? (Yes.)
• What is this process called? (demagnetism)
• What are some ways that a magnet can lose its magnetism? (Heating it over a strong flame. Hitting or
dropping it many times. Accept other possible answers.)

Before you carry out

the activity
Pupils should have been taught
Activity 13.3 Unravel the puzzle
• The force of attraction and the
force of repulsion between
magnets pulls them together Process skill

and pushes them apart Communicate : the knowledge of magnetic force and its relationship with movement
respectively. and energy in a puzzle

J A i m : To understand magnetic force and its relationship with movement and energy

Use the clues on the next page to complete the puzzle below.

2 3
A M
1
A P A R T A

T G
4 5
R E P U L s 1 0 N

A T E

C R T
6
N 0 R T H O 1

1 N C

O G
7
N E N E R G Y

8 Unit 13

Unit 13 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Notes on answers
Guide pupils to complete the
CLUES puzzle. Go through the spelling
1. It is difficult to pull. apart . two magnets with their unlike poles facing
for some of the more difficult
each other. words such as 'repulsion'
and 'attraction'.
2. When the unlike poles of two magnets are brought close to each other, there is a force

of action between them.

3. A magnet attracts magnetic materials.

4. When the like poles of two magnets are brought close to each other, there is a force of
re
Pylsion between them.
stron
5. The magnetic force of a strong magnet is. ger than the magnetic
force of a weaker magnet.

6. A magnet has. North . and South poles.

7. The stronger the unlike poles of two magnets facing each other are, the more
eneray
is required to pull them apart.

Forces 9

© 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces 13.19

Reinforcement for struggling learners
Have pupils visit the website http://www.howmagnets.com and learn how magnets work.

Before you carry out

the activity
Pupils should have been taught
Activity 13.4 Magnetic force
• Magnets with unlike poles
facing each other are attracted
Process skills
to each other and energy is
required to pull them apart. Communicate : the knowledge of magnetic forces
Infer : the relationship between magnetic force, movement and energy
Analyse : how magnets exert a force of attraction on each other

Notes on answers
f Aim: To understand how magnetic forces work
• Guide pupils to conclude that
when the unlike poles of two
magnets are brought near each Look at the picture below. Then answer the questions.
other, they exert a force of
attraction on each other.
• Have pupils refer to Textbook
p. 13 if they have difficulty
completing this activity.
What will happen when the magnets with two unlike poles are brought near to each other?
Draw the result in the space below.

N 5 N S

After magnets are brought near to each other

Complete the sentences below to explain the results.

When the two magnets with two unlike poles are brought near to each other, the magnets
attractlon
exert a force of on each other. It is difficult to pull the two magnets
a
PQrt Ener
9y is required to pull the unlike poles of the

two magnets. apart

10 Unit 13

Unit 13 © 2010 Marshall Cavendish International (Singapore) Pte Ltd

 Before you carry out
the activity
Pupils should have been taught
Activity 13.5 Motion of a pendulum
• Air resistance, the gravitational
force of the Earth and the
Process skills
length of the string of a
Observe : how the length of the string affects the motion of the pendulum pendulum affect its motion.
Use apparatus : to measure the time taken for the pendulum to make 10 swings
Infer : that the length of the string affects the time taken for the pendulum to Where to obtain or buy
make one swing
the materials
• The masking tape and
Aim: To find out how the length of the string affects the motion of a pendulum
string can be bought from a
supermarket.
Materials: A metal ball, three pieces of string (10 cm, 15 cm, 20 cm), a retort stand, • The metal ball, retort stand,
some masking tape, a protractor, a stopwatch
protractor and stopwatch
can be obtained from the
Science laboratory in school.

1. Attach the metal ball to one end of the 10 cm string.

Tips and time-savers
2. Secure the other end of the string to the retort stand.

3. Use the masking tape to attach a protractor to the retort stand. Prepare the required number
of sets of materials for
each pupil before the activity.
protractor -

Safety precautions
• retort stand
Ensure that the pupils do not
stand too close to the retort
\J— metal ball
stand when the metal ball is
being swung, so as to avoid
getting hit by the metal ball.

4. Use the stopwatch to record the time it takes for the pendulum to make 10 swings.

5. Record your observation in the table on the next page.

6. Repeat steps 1 to 5 using the 15 cm string and the 20 cm string.

Forces 11

> 2010 Marshall Cavendish International (Singapore) Pte Ltd Forces 13.21
Enrichment for advanced learners
• Have pupils find out how pendulums are used and present their findings to the class. (Pendulums are used
to regulate pendulum clocks and measure movements of the Earth in seismographk instruments. Accept
other possible answers.)

Notes on observations
and results
Guide pupils to infer that the ^Observations^)
length of the pendulum's string (Answers vary.)
affects its motion. The longer Length of string Time taken to make 10 swings (s)
the string, the longer the time
taken for the pendulum to 10cm
make one complete swing.
15cm

20cm

1. Which string took the longest time for the pendulum to make 10 swings?

The 20 cm string

2. Which string took the shortest time for the pendulum to make 10 swings?

The 10 cm string

The motion of a Pendulum is affected by gravitational force of the

length
Earth and air resistance The . of the string also affects

Swin
the time taken for the pendulum to 9

12 Unit 13

Unit 13 © 2010 Marshall Cavendish International (Singapore) Pte Ltd