Exploring Non-Contact Forces

Overview

In this third lesson of the unit “Fast Forces: Play and Learn”, students investigate how non-contact forces can act without touching. They will observe and record evidence for magnetism and gravity, compare their findings with class results, and discuss what made each test fair.

Learning intentions

Students will:

• understand that some forces act without direct contact
• observe magnetism and gravity acting on objects
• record findings using simple representations (e.g., tables)
• compare results with others and decide if the tests were fair
• draw conclusions and identify a question for further investigation

Success criteria

Students can:

• explain how magnetism and gravity can move or affect objects without touching
• use evidence from their observations to support their conclusion
• describe what they changed, what they kept the same, and what they measured
• suggest what they would investigate next based on differences in results

Key vocabulary

• force
• non-contact force
• gravity
• magnet
• attract
• repel
• magnetic field (as “the area around a magnet”)
• attract/repel test
• fair test
• variable
• measure
• evidence
• conclusion

Curriculum links

• Science inquiry: use provided scaffolds to plan and conduct investigations, identifying elements of fair tests and safe use of materials.
• Science representations: construct and use simple tables/graphs to organise data and show patterns.
• Science findings: compare findings with others, consider if investigations were fair, identify further questions, and draw conclusions.

Lesson structure (60 minutes)

1. 0–5 min · Hook (Quick demo). Teacher holds up a magnet and a small stack of paper clips; moves the magnet near the clips without touching them while students watch. Students predict what will happen and share one reason with a partner.

2. 5–12 min · Set purpose + safety + success criteria. Teacher states today’s focus: non-contact forces (magnetism and gravity) and reminds students of investigation safety (care with magnets, keeping fingers clear of pinching hazards, walkways clear). Students repeat the success criteria and locate the investigation record sheet (name, prediction box, table headings).

3. 12–30 min · Investigation 1: Magnetism “Attract or Repel?” Teacher provides a scaffolded plan: change one thing (magnet type/placement), keep other things the same (distance, number of paper clips or washers, surface). Students run two short trials:

• Trial A: magnet near paper clips (attraction)
• Trial B: magnet near another magnet (attraction/repulsion depending on pole orientation) Students record: number of items moved/attracted in a set time (e.g., “count after 10 seconds”) using a table.

4. 30–38 min · Representation check (mini-lesson). Teacher models how to complete the table clearly (date/class/group, trial conditions, counts). Emphasise “evidence” words: “we observed…”. Students update their tables and underline their best evidence.

5. 38–50 min · Investigation 2: Gravity “Drop and Compare.” Teacher explains the fair-test elements: keep the drop height the same, change only one factor (e.g., object type/shape such as paper ball vs flat paper; or time trial method). Students choose one set of provided objects (two materials). They drop each from the same marked height and measure the time using a stop-watch or teacher-timed count (simple method acceptable). Students record results in a second table and add a short note: “It took longer/shorter because…”

6. 50–56 min · Compare findings + fairness discussion. Teacher leads a structured whole-class comparison:

• “Which results were similar?”
• “Which results were different?”
• “Was the test fair? What might have changed?” Students use sentence stems to discuss: “Our results were similar/different because…”, “A fair test would keep… the same.”

7. 56–60 min · Conclusions + exit ticket. Teacher prompts: “Write one conclusion using evidence.” Students complete a quick exit ticket:

• One sentence: “Non-contact forces can… (magnetism/gravity).”
• One example from their experiments.
• One further question they could investigate next.

Resources

• Magnets (bar magnets) and small items (paper clips, washers) per group
• Second set of magnets for pole orientation demonstration
• Dropping objects (e.g., flat paper and crumpled paper; or two simple classroom items designed for visible falling differences)
• Stop-watches or timer cards
• Meter tape or a fixed marked drop point
• Investigation record sheets (two simple tables with spaces for predictions, trials, counts/times, and conclusion)
• Class chart paper for magnet results and gravity results
• Safety checklist cards (magnet care, clear bench, safe handling)
• Sentence starters for fairness and conclusions

Assessment

• Teacher observation checklist during investigations: students identify variables (what changed/kept same) and follow fair-test steps safely.
• Review of record sheets: correct use of tables to record counts/times as evidence.
• Exit ticket: includes an explanation of how non-contact forces work with an example, plus one fair-test reflection or further question.

Differentiation

• Provide sentence starters and a partially completed table template for students needing support.
• Offer a “choices” scaffold: students select one clear variable for gravity (object type) rather than multiple changes.
• Extension for faster groups: ask them to suggest an additional factor to test (e.g., start position for magnet distance, or different object sizes) and state how to keep the rest the same.
• EAL support: use visual cards for attract/repel, gravity (falling), and fair test (change/keep/measure) while speaking slowly and checking understanding with thumbs up/down.