Task 1
With an adult, release the same small block from the same low ramp point onto two level surfaces. Measure three stopping distances on each in centimetres. Make a results table and explain the pattern.
AC9S4U03 • Homework
Frictional, Gravitational and Magnetic Forces worksheet
Investigate, draw and explain forces using eight independent homework tasks. An adult checks the actual work using the guidance below.
Open practiceEight written and practical tasks
Use separate paper for diagrams and tables. Work with an adult for practical investigations; use large classroom magnets and shallow water, wipe spills and keep the rolling lane clear.
Task 2
Draw a book resting on a table and a ball just after release. Label gravity in both drawings and the table’s support where it acts.
Task 3
Use two large classroom bar magnets with an adult. Record what happens for N facing N, S facing S and N facing S across a small gap. Draw force arrows for each.
Task 4
Float a cork in a shallow tray with an adult. Sketch it at a steady height and label the two vertical forces. Explain why “floating means no gravity” is wrong.
Task 5
Inspect two clean shoe soles. Sketch their patterns and write a prediction about grip on one named surface. Explain two things an adult should keep the same when testing the prediction.
Task 6
Read the ACARA classroom account provided in the topic guide about the Pitjantjatjara rolling-disc context. With an adult, roll a foam disc along a clear lane. Explain the starting force and a later force that slows it.
Task 7
Watch the linked NASA Apollo 15 demonstration with an adult, or read its account. Record what happened to the released hammer and feather. Explain what it shows about gravity on the Moon.
Task 8
Draw two force arrows pointing left on the same scale, one twice as long as the other. Explain the direction and relative strength, then state one thing arrow length does not tell you.
Answers and adult review checks
Task 1
Answer: Results vary. A consistently shorter stopping distance suggests greater resistance under the tested conditions.
Inspect six real measurements with units, same block/release, named surfaces and a conclusion limited to the evidence. Do not require an average.
Task 2
Answer: Gravity points down in both. The table pushes up on the book; it does not support the released ball.
Require two labelled drawings. Correct the idea that gravity begins only at release; do not mark an unlabelled motion arrow as a force.
Task 3
Answer: Like poles repel; unlike poles attract. The forces can act before contact.
Inspect three recorded observations and matching directions. Both magnets should have force arrows; labels must identify the facing poles.
Task 4
Answer: Water pushes upward while gravity pulls downward; the forces balance at a steady floating height.
Inspect observation, two equal opposing arrows and the explanation. Wipe spills. Do not accept gravity disappearing or changing to an upward force.
Task 5
Answer: Predictions vary; material and pattern may affect grip. Keep the surface condition and load the same, using a consistent pull method.
Inspect two actual sketches, a named surface, a reasoned prediction and two controls. Appearance alone does not establish safety. Do not ask children to walk on slippery surfaces.
Task 6
Answer: The hand applies a contact push to start it; contact resistance from the ground can slow it after release.
Require an observed classroom trial and separate starting/later explanations. Attribute the documented context specifically. This foam-disc test is a forces model, not an authentic game recreation; no throwing implements.
Task 7
Answer: Both reached the lunar surface together in the demonstration. The Moon has gravity; air resistance there is negligible.
Inspect an observation tied to the source and a valid gravity explanation. Do not require watching if unavailable: the written NASA account supplies evidence. Do not generalise to a feather falling in Earth’s air.
Task 8
Answer: Both forces point left; the longer arrow represents twice the force strength on that scale. It does not show travel distance or how long the force acts.
Inspect actual arrows of a clear 2:1 length ratio, common scale, labels and a correct non-example. No numerical force calculation is needed.