Forces and Gravity: Friction — Year 5 Lesson Plan
National Curriculum: Science — Forces, Year 5: identify the effects of friction, that act between moving surfaces; notes and guidance: how friction slows or stops moving objects, for example a brake on a bicycle wheel
Overview
The fourth of five Forces and Gravity lessons. Pupils learn that friction is a force between surfaces that are moving, or trying to move, across each other. They find out how friction slows and stops moving objects, as in a bicycle brake, when it is useful and when it is not, and measure the friction on different surfaces with a newton meter.
Forces and Gravity: Friction learning objectives
- Explain that friction is a force between two surfaces moving, or trying to move, across each other.
- Describe how friction slows down and stops moving objects.
- Identify examples where friction is useful and where it is unhelpful.
- Measure the force needed to pull an object across different surfaces.
Success criteria
- I can explain what friction is and which way it acts.
- I can explain how a bicycle brake uses friction.
- I can give examples of useful and unhelpful friction.
- I can measure friction with a newton meter.
Key Vocabulary
Suggested Lesson Structure
Pupils rub their hands together quickly, first dry and then with a little hand cream, and describe what they feel. Ask: why do your hands get warm? Why is it easier to slide them with cream? Introduce friction.
Explain that friction is a force between surfaces that slide, or try to slide, across each other, and it always acts against the movement. Even surfaces that look smooth have tiny bumps that catch on each other; rougher surfaces usually give more friction. Show how friction slows moving objects: a ball rolling across carpet stops sooner than on a hall floor. Use a bicycle: squeezing the brake presses rubber pads against the wheel, and friction slows it down. Sort examples: friction is useful for grip (shoe soles, tyres, brakes, holding a pencil) but unhelpful when it wears things out or makes moving parts hot, which is why bike chains are oiled.
Groups attach a newton meter to a shoe and pull it slowly and steadily across different surfaces (carpet, wooden floor, sandpaper, a plastic tray). They read the force in newtons as the shoe starts to slide, repeat three times, and record the results. Keep the same shoe and pull it the same way each time.
Pupils order the surfaces from most to least friction, write a conclusion and explain one way friction is useful and one way it is unhelpful. Challenge: explain why ice is slippery and what gritting a road does.
Quick sort on mini whiteboards: useful or unhelpful friction? Brakes on a bike, a rusty door hinge, trainers on a running track, skis on snow, a sledge on grass.
Support and extension for forces and gravity: friction
Support
- Give picture cards to sort into useful and unhelpful friction.
- Mark the newton meter scale with coloured tape to help read it.
- Use a ramp and toy car first to see friction slowing it on different surfaces.
Extension
- Explain why ice is slippery and how gritting a road helps.
- Investigate whether adding weight to the shoe changes the friction.
- Explain why a bike chain is oiled but a brake pad is not.
Check for understanding
Quick questions for the plenary or an exit ticket. Tap a question to see the answer.
1. What is friction?
Answer: A force between surfaces sliding, or trying to slide, across each other, acting against the movement.
2. How does a bicycle brake work?
Answer: Rubber pads press on the wheel and friction slows it down.
3. Give one example of useful friction.
Answer: For example: shoes gripping the floor, tyres on the road, brakes.
4. Which surface needs more force to pull a shoe across: carpet or a smooth tray?
Answer: Usually carpet: rougher surfaces give more friction.
Resources you will need
- Newton meters and a shoe for each group
- Different surfaces: carpet, wooden floor, sandpaper, a plastic tray
- Hand cream for the starter
- A bicycle, or a photograph of a bicycle brake
- Useful or unhelpful sorting cards
Common Misconceptions
- Friction only happens when things are moving. It also acts when surfaces are trying to slide, which is why a heavy box is hard to start pushing.
- Smooth surfaces have no friction. All surfaces have some friction; smoother surfaces usually have less.
- Friction is always a bad thing. Without friction we could not walk, hold things or stop a bicycle.
- Friction and air resistance are unrelated. Air and water resistance are kinds of friction between an object and the air or water.
Prior Knowledge
Pupils should already be able to:
- Compare how things move on different surfaces (Year 3 Forces and magnets).
- Use a newton meter to measure forces (lesson 1).
- Know that air and water resistance act against movement (lessons 2 and 3).
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