- Present pupils with a context,
eg a bicycle or a picture in which there is a variety of examples of friction. Ask them to identify these and explain which are useful and which are not.
- Draw together pupils' knowledge of the key ideas in the unit by asking them to draw a concept map using appropriate terms,
eg balanced, friction, upthrust, gravity, weight, mass, movement, speed. Discuss pupils' maps with them. It may be helpful to agree a class summary map.
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- identify, and draw representations to show, useful frictional forces,
eg at brakes, and unhelpful frictional forces,
eg at wheel axles
- make appropriate links and explain their reason for them
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