Forces Game Testing

Overview

Students build and run their designed “Fast Forces” games from the unit. They test how changes in pushes/pulls and contact forces affect outcomes, then represent the forces in their game using simple diagrams. This lesson prepares students to communicate scientific explanations clearly, as they evaluate their game’s performance.

Learning intentions

• Students will construct and test a forces-based game using clear rules and safety procedures.
• Students will represent forces in their game using force diagrams (arrows with labels).
• Students will compare expected and observed outcomes and explain why results happened.

Success criteria

• I can demonstrate my game to a partner and explain how players’ actions cause movement or changes.
• I can draw a force diagram showing at least two forces acting on an object in my game.
• I can describe how the game outcome changes when one factor is altered (for example, push strength/angle, surface type, or distance).

Curriculum links

• AC9S3I04 — construct and use representations (force diagrams) to organise information, show simple relationships, and identify patterns in test results.
• AC9S3I05 — compare findings with those of others, consider if investigations were fair, identify questions for further investigation, and draw conclusions about game outcomes.
• AC9S3I02 — plan and conduct a fair test using a provided scaffold, identifying what to change, keep the same, and measure, and following safe use of materials.
• AC9S3I06 — write and create a short explanation or report for an identified audience using scientific vocabulary (e.g., push, pull, contact force, non-contact force if relevant).
• AC9S3H02 — consider how scientific explanations help solve a problem, such as improving a game design so it works as intended.

Lesson structure (60 minutes)

1. 0–5 min · Warm-up prompt. Teacher shows 2–3 quick photos or sketches of force diagrams and asks: “What do arrows in a force diagram tell us?” Students respond with partner talk, naming at least one force type.

2. 5–15 min · Plan for testing (fairness). Teacher revisits the unit’s “fair test” checklist and gives a testing scaffold: What will we change? What will we keep the same? What will we measure? Students review their game plan and choose one controllable factor to test (e.g., push strength or starting distance) and one outcome measure (e.g., distance travelled, time to reach a point, points scored).

3. 15–28 min · Build/tweak (final checks). Teacher circulates to check safety and readiness, ensuring materials are stable and pathways are clear. Students make quick adjustments to their game setup (e.g., tape edges, strengthen ramps, label start/finish).

4. 28–42 min · Game trials (collect data). Teacher organises stations with timers and measurement tools (metre rules, measuring tapes, stopwatches or phone timers if available). Students test their game in pairs: Player A runs the game using the agreed factor; Player B records results in a simple table (trial 1, trial 2, outcome). They swap roles once.

5. 42–52 min · Force diagrams. Teacher models a simple force diagram on the board using one common object from the game (e.g., a ball on a ramp): draw arrows, label forces, and show direction of movement. Students draw a force diagram for their own game scenario, identifying at least two forces acting on the moving object (contact forces such as push/pull/friction if appropriate). They write one sentence explaining how the forces link to the outcome.

6. 52–57 min · Compare and conclude. Teacher facilitates a short whole-class share: “Whose result matched expectations? Whose did not, and why might that be?” Students compare findings with another group’s results, check fairness (were they testing the same factor?), and write a brief conclusion: “Our game worked best when…”

7. 57–60 min · Exit ticket. Students complete an exit ticket: (1) One force in my game is… (2) When we changed… the outcome changed by… (3) One improvement I would make next time is…

Resources

• Student science journals or printed “testing scaffold” sheets (change/keep same/measure)
• Simple data table template (trial, factor, outcome)
• Force diagram template (optional) with arrow space and label lines
• Measuring tools: metre rulers/measuring tapes
• Stopwatches/timers (teacher device or approved classroom device)
• Game materials from previous lessons (ramps, balls, wheels, strings, tape, cardboard, markers)
• Safety checklist poster and first-aid/supervision plan
• Whiteboard markers and board/visualiser
• Assessment copies for teacher notes (observation checklist)
• Clipboards or recording sheets for each station

Assessment

• Teacher observation checklist during trials: fair test steps followed, accurate measurement recording, safe behaviours.
• Force diagram check: at least two correctly identified forces with arrows and labels in correct directions.
• Exit ticket review: clear link between changed factor and observed outcome, with one valid conclusion statement.

Differentiation

• Support: provide sentence starters for force explanations (“The object moves because…”, “The arrows show…”), and a partially completed force diagram for students who need it.
• Support for testing fairness: use a “choices” card (change/keep same/measure) with checkboxes.
• Extension: students add a second diagram showing an “after” moment (e.g., when it slows/stops) and propose a further investigation question (“What if we change the surface?”).
• EAL/SEN: allow verbal responses before writing; accept labelled diagrams plus short word bank sentences; keep vocab displayed at point-of-use.
• Grouping: pair students heterogeneously so one can act as recorder while the other runs the trial, then swap.

Key vocabulary

• force
• push
• pull
• contact force
• non-contact force (if referenced by students; otherwise keep examples concrete)
• direction
• arrows (in force diagrams)
• friction (if relevant to slowing/stopping)
• fair test
• change / keep the same / measure
• trial
• outcome
• conclude
• improve