F rce
FACTOR
THE
FORCES
KS2
Sellafield education - the force factor
The concept of forces is one of the most fundamental ideas in science and is reflected in
science education from an early age. Children don’t start learning about forces in school,
of course, but as soon as they start to move. They learn, first-hand, how to use force to
make themselves move and to stop moving. They learn that friction slows things down and
that this is sometimes a good thing and sometimes a nuisance. They learn that everything
falls to the ground unless prevented.
The purpose of studying forces in science is not to introduce the idea that forces exist but rather that there
are useful ways to think about them, identify them and explain their effects. In Key Stage 2 (ages 7-11) it is
useful if children can identify what forces are acting in different situations and the effect of those forces.
One of the most important aspects of a child’s learning is through real experiences. Forces are present
in everything we do and there are lots of fun ways for children to learn about forces at home e.g. by
playing with toys such as vehicles, building blocks or simply using materials of different types and when
out and about.
We’ve developed this guide for Parents and Carers to help you support your child’s learning about forces.
The activities use everyday items and familiar objects.
Floating and sinking
Experimenting with floating and sinking develops a
sense of force and motion. You can set up your own
experiments at home by using everyday items and toys
such as plastic tubs, the sink, water and marbles.
In the playground
A playground is a good place for thinking about forces
and their effects. Take a look at different surfaces such
as the slide’s smooth surface which is designed to
minimise friction whereas others, such as the steps
on the slide and the surrounding ground are usually
designed to maximise friction with their rough surfaces.
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F rce
FACTOR
THE
FORCES
KS2
Riding a bicycle
A bicycle is another good example of the effects of
friction. The axles, frame and brake cables are designed
to minimise friction (they are smooth and sleek) and
the tyres, pedals and handlebar grips are intended to
maximise friction.
When you ride a bicycle you get an instant experience
of air resistance – when you apply greater force to the
pedals it increases the speed but it also increases the
air resistance. You go faster and the air feels stronger!
Bicycles are generally not very aerodynamic so it can be hard to reach high speeds where the effects of
wind resistance are felt, but if you compare a conventional bike with one that’s used in Olympic velodrome
events you can really begin to see how air resistance can be reduced – by the design of the bike as well
as the clothing of the cyclist.
Wings of an aeroplane
An aircraft wing is designed to maximise the smooth
flow of air. However an aircraft coming in to land
needs to shed speed and the pilot opens flaps on the
trailing edge of the wing. Passengers with a good view
may be surprised to see the wing shape visibly alter.
Birds mastered this technique a long time ago and if
you watch a large bird land, such as a swan, you’ll see
them change their wing shape and angle of the wing
to reduce airspeed.
The Force Factor resource includes:
• A Word Glossary – with useful explanations of key words that children will be using to
describe forces
• An interactive activity – this is a fun way to learn about forces and test your knowledge by
putting force arrows and labels in the correct places in each of the situations.
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