Force, Work & Power

Overview

This 15-minute STEM session introduces 6th graders to the concepts of force, work, and power through an engaging, hands-on activity aligned with Common Core standards for Science and Math. The lesson encourages critical thinking and real-world application with minimal materials while fostering teamwork and active participation.

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Learning Objectives

By the end of this lesson, students will be able to:

• Define force, work, and power in their own words.
• Use simple measurements to calculate work done (Work = Force × Distance).
• Understand power as the rate at which work is done (Power = Work ÷ Time).
• Collaborate in groups to conduct an experiment demonstrating these concepts.

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Standards Alignment

Common Core State Standards (CCSS) & Next Generation Science Standards (NGSS) Connections

CCSS Mathematics:

• 6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers (e.g., calculating work as force times distance).
• 6.RP.A.3: Use ratio reasoning to solve real-world problems, such as comparing power outputs.

NGSS: Middle School Physical Sciences - MS-PS2-2:
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

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Materials (for 13 students, grouped in 4 groups of 3-4 students)

• Spring scales (or any basic force measuring tool)
• Small boxes or weighted objects (different masses)
• Meter sticks or tape measures
• Stopwatch or timer (a smartphone timer is fine)
• Worksheets for recording data and calculations
• Whiteboard and markers for group presentations

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Lesson Activities

1. Quick Introduction (3 minutes)

• Define force as a push or pull causing motion.
• Explain work as force applied over a distance. Write the formula:
  Work = Force × Distance
• Discuss power as how fast the work is done, writing the formula:
  Power = Work ÷ Time
• Use a simple analogy: pushing a box across the room—more force or longer distance means more work! Doing it faster means more power.

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2. Hands-On Experiment (8 minutes)

Step 1:

• Each group chooses a box of known weight.
• Using the spring scale, they measure the force needed to pull the box a set distance (e.g., 2 meters).

Step 2:

• One student pulls while another measures the time taken.

Step 3:

• Groups calculate:
  • Work done = Force (Newtons) × Distance (meters)
  • Power = Work ÷ Time (seconds)

Step 4:

• Groups record their data on worksheets.

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3. Group Discussion & Wrap-up (4 minutes)

• Each group shares their results: which group did the most work? Which had the highest power?
• Encourage students to think about why differences arise (e.g., different force, distance, speed).
• Reinforce how these concepts apply in everyday life (e.g., athletes, machines).

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Assessment

• Observe student participation and teamwork during the experiment.
• Review worksheet calculations for accuracy.
• Ask 2–3 quick oral questions:
  1. What is force?
  2. How do you calculate work?
  3. Why does doing work faster mean more power?

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Adaptations & Extensions

• For students needing support: Provide pre-measured distances and guided calculation steps.
• For advanced students: Challenge them to consider different surfaces (carpet vs tile) and hypothesize how friction affects force and work.

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This compact, interactive plan ensures students engage with key physical science principles through direct experience, aligned to Common Core and NGSS standards, sparking curiosity and deeper understanding in just 15 minutes.