20040 AC Science Year 4 Physical sciences

Your partner in education 

YEAR 

4 

Physical sciences 

YEAR 1 

SCIENCE 

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Australian Primary Publisher 

of the Year 2015 and 2016

Australian Curriculum Science (Year 4) 

Published by R.I.C. Publications ® 2011 

Copyright© R.I.C. Publications ® 2011 

Revised 2017 

RIC-20040 

Titles in this series: 

Australian Curriculum Science (Foundation) 








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under the Copyright Act 1968 (Cth) and is owned by the Australian 

Curriculum, Assessment and Reporting Authority 2017. 

For all Australian Curriculum material except elaborations: This is 

an extract from the Australian Curriculum. 

Elaborations: This may be a modified extract from the Australian 

Curriculum and may include the work of other authors. 

Disclaimer: ACARA neither endorses nor verifies the accuracy 

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• The author's material aligns with the Australian Curriculum 

content descriptions for the relevant year and subject. 

You can find the unaltered and most up to date version of this 

material at http://www.australiancurriculum.edu.au/ 

This material is reproduced with the permission of ACARA. 

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In some instances, websites or specific URLs may be recommended. While these are checked and rechecked at the time of 

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R.I.C. PUBLICATIONS 

YOUR PARTNER IN EDUCATION 

AUSTRALIAN 

PRIMARY PUBLISHER 

OF THE YEAR 

2015 AND 2016

Foreword 

Australian Curriculum Science Foundation to Year 7 is a series of books written specifically to support the national curriculum. Science 

l i teracy texts introduce concepts and are supported by practical hands-on activities, predominantly experiments. 

All Science Understanding and Science as a Human Endeavour substrands for each level are included. Science Inquiry Skills and overarching ideas 

underpin all topics. 

Titles in this series are: 

Australian Curriculum Science - Foundation 

Australian Curriculum Science - Year 1 







Contents 

Teachers notes ................................................................. iv - vi What are materials scientists? ........................................... 46-48 

Scope and sequence ................................................................ vii Inventions and devices research ............................................. 49 

Report format ........................................................................ viii 

Basic experiment format ......................................................... ix 

Earth and space sciences .............................................. 50-65 

What is weathering? .......................................................... 50--52 

Biological sciences ......................................................... 2-33 Weathering investigations ....................................................... 53 

What is the life cycle of a sunflower? .................................... 2-4 

Where does soil come from? ............................................ 54--56 

Bean seeds experiment ............................................................ 5 Soil testing experiment ........................................................... 57 

What is the life cycle of a frog? ............................................. 6--8 

What is erosion? ............................................................... 58--60 

Amphibian report ..................................................................... 9 Extreme weather research project.. ........................................ 61 

What is the life cycle of an elepha n t? ................................ 10-12 How do farming practices affect erosion? ......................... 62-64 

Mammal life cycle quiz ........................................................... 13 Plants and erosion experiment ............................................... 65 

How does environment affect life cycles? .......................... 14-16 

Ladybug life cycle wheel... ...................................................... 17 

How do living things get energy to live? ............................ 18-20 

What happens when plants are no longer living? .................... 21 

Why do living things in a habitat interact? ......................... 22-24 

Researching symbiosis ........................................................... 25 

What are food chains? ...................................................... 26-28 

Observational report .............................................................. 29 

Why are living things endangered? .................................... 30-32 

Endangered living thing report ............................................... 33 

Physical sciences .......................................................... 66-81 

How are objects moved by forces? .................................... 66-68 



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Pushing and pulling experiments ........................................... 69 

How do forces change movement and speed? ................... 70--72 

Force and distance ................................................................. 73 

What are magnets? How do they work? ............................. 74--76 

What does a magnetic field look like? ..................................... 77 

What is friction? ............................................................... 78-80 

Testing friction ....................................................................... 81 

Chemical sciences ........................................................ 34-49 

What properties do materials have? .................................. 34-36 

Testing! Testing! 1, 2, 3 ,4!...................................................... 37 

Why search for new materials? ......................................... 38-40 

Can you make a material stronger? ......................................... 41 

What is insulation? ........................................................... 42-44 

The best thermal insulators and conductors ........................... 45 

m 

R.I.C. Publications ® www.ricpublications.com.au AUSTRALIAN 

CURRICULUM SCIENCE (Year 4)

Teachers notes 

Each book is divided into four sections corresponding to the four substrands of the Science Understanding strand of the curriculum. Shaded tabs 

down the side of each book provide a quick and easy means to locate biological sciences, chemical sciences, Earth and space sciences or physical 

sciences substrands. 

Science as a Human Endeavour units or questions, as set out in the Australian Curriculum, are included in all substrands. 

Science Inquiry Skills are included in all units. The skills utilised are listed on each teachers page. 

The six overarching ideas (Patterns, order and organisation; Form and function; Stability and change; Scale and measurement; Matter and energy; and 

Systems) underpin each science literacy text page and are included as much as possible throughout the comprehension pages. 

Each substrand is divided into a number of four-page units, each covering a particular aspect and following a consistent fonnat. 

The four-page fonnat of each unit consists of: 

• a teachers page 

• student page 1, which is a science literacy text about the concept with relevant diagrams or artwork 

• student page 2, which includes comprehension questions about the literacy text 

• student page 3, which involves a hands-on activity such as an experiment. 

FOUR-PAGE FORMAT 

Teachers page 

The first page in each four-page fonnat is a teachers page which provides the following infon n ation: 

• A shaded tab gives the 

Science Understanding 

sub strand. 

• The title of the four-page 

un i t is given. 

• The content focus (the 

particular aspect of the unit 

covered in that set of four 

pages) is given. 

• The inquiry skills covered 

w i thin the four pages is set out. 

What Is the life cycle of an elephant? 

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sixquest!ons toaoswerb:thelhreellllllll 

• DiscussTIIWllllsuchas'lilecyde',·adol.eslt'111d'matriarcll' 

• 'tlldmts shal'.e their l'.ep(lrts ud rulea oa the depth of knowledge 

th eyhave showA. 

hge12 

I. Posslble answcrs :gi.vcblnkiolhic)(Ul&'blaycgp(r:ueptfor 

moootreme5-us md edlkba),feed tllel.f }tlWl8 milk/mosdy 

hlmthrecmaloSt:agC!lollfcqde'lookahcrll!ldLtaclithdryoUII@ 

2. Answensbowdlndi.caxetltalitlalleSk>fababy elephmtto 

growinsldethemotherbeause it ls so1111Jdibiggel'lhan adogand 

morederelopedalbirlhtu.Da 

3.(a)It must5llludup 

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wild. 

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5. 'Whenitstopsdrinkingmilkmirely:iodea!SOD)'vegdlllin;between 

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Sandtoyeusold. 

6.Posslble answers:youn,gbuilsplay.fighlltullsle:M:thehcrdand 

cows sraylrilhlheherd 

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• The lessons provides 

infonnation relating to 

implementing the lessons on 

the following student pages. 

• Answers and explanations are 

provided where appropriate 

for student pages 2 and 3 (the 

comprehension questions 

relating to the text and the final 

activity in the set of four pages). 



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• Background information, ------1------ 

which includes additional 

information for teacher and 1 -'1 x1' 111 !i 1·11• 1 1i f·' 1i::ft:M1iiliffi-0 +:...' !i3 . , 

student use and useful websites 

relating to the topic of the 

section, expands on the unit. 

• Preparation states any 

material or resources the 

teacher may need to collect to 

implement a lesson, or carry 

out an experiment or activity. 

AUSTRALIAN CURRICULUM SCIENCE (Year 4) 

- 

www.ricpublications.com.au R.I.C. Publications ®

· 

' 


FOUR-PAGE FORMAT (continued) 

Student page 1 

The second page in the four-page format is a science literacy text which introduces the topic. This page provides the following infonnation: 

• A shaded tab down the side gives the Science - 

Understanding substrand. 

- 

,...... 

• The title of the unit is given. This is in the fonn of 

a question to incorporate science inquiry skills and 

overarching ideas. 

• Instructions are given for reading the text. 

• The science literacy text is provided. 

• Relevant diagrams or artwork enhance the text, , 

or are used to assist student understanding of the 

concepts. 


W _h_ _t-is- t h_ _ l_i_ _ c _ 

a e e 

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p _h_ _n t _ ?- . --- 1 --- a 

1 

Read the text. 

An elephant Is the largest Wving land mammal. Mammals give birth to live young, 

Instead of laying eggs as many onlmols, such as birds, reptiles and Insects, 

1 e 

::;::r ! e :':tog: °:;'!1/e':;:e .: 

odolescent--adult. 

Baby 

A baby elephant, called a coif, develops inside its mother for 22 months. Thot 

is the longest time for any land animal to be pregnant! Among other mammals. 

humans are pregnant for 9 months, whle a dog is pregnant for only 9 weeks. 

A female elephant, called a cow, usuolly gives birth to only one calf at a time. A 

newborn calf has ginger coloured hoir over its hood and back. It loses this as i1 

grows oldar.Itsmother usesher lrunk to help the 

newborn stand up. The catr must do this right away 

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litres of milk ooch doy. After it grows too1ti, ot obout 3 ,' ,· : 

years of age, it starts to eat grass and other vegerotion. 

The calfs molher and the other adult females in the herd help look aner ii. The 

coif learns how to use its trunk for feeding, ckinking water and bathing. 

Adolescent 

An elephant is called an adolescenl when it stops drinking milk entirely and eols 

only vegetation. This happens between 5 and IO years of age. 

Male elephants are coiled bulls. Young 

buls play-fight by charging each other and 

maki'lg a lot of trumpeting noises wilh lheir 

: Y h 

o::i : ;!; 

Olher young bulls. 

Female elephants, the cows, stoy wilh the herd all their ves. The herd is ruled by 

tt,e oldest female, coiled the matria1ch . 

Adult 

AA elephant is an adult at about 18 yeors of oge. Male and female elephants 

begin to mate at about 20 years d age. A cow will hove six or seven calves during 

her lif e time. She stops having calves at about 50 years of age. An elephant con 

live untl it is abaut70. 

The second student page consists of a series of questions or activities relating to the literacy text. They aim to gauge student understanding of the 

concepts presented in the text. Many of these questions relate to overarching ideas relevant to that age level as stated in the Australian Curriculum 

Science. 

IWhat Is the life cycle of on elephant? - 2 

Use the text on page I I to complata the following. 

I. What ore two chorocleristics mammals hove in common? 

dog for only 9 weeks? 

2. Why do you think o female elephant is pregnant for 22 months and o 

3. (a) What must o newborn coif do os soon as it is born? 

• The title, which is the same as the text page, is given. 

• A shaded tab gives the Science Understanding substrand. 



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. .,.,,, 

' 

(b) Why must it be able lo do this? 

If. What skills do the mother and other herd members teach a coif? 

• Questions or activities follow. These relate to the text on 

the previous page. 

P1 

------------ 

5. When does on elephonl beoome on adolescent? 

6. Describe one difference between the life 

of a bull and a cow. 

Cc 

 

Visit this website lo dislXJver facts zoologists have discovet about the 

uses of on elephanfs trunk. 


FOUR-PAGE FORMAT (continued) 


The third student page provides a hands-on activ i ty. It may be an experiment, art or craft activity, research activity or similar. 

• A shaded tab gives the Science Understanding 

subst r and. 

• The title is given. This will be different from the 

previous two pages, but will be a related to the 

concept focus of the unit. 

• An adapted procedure for an experiment, craft 

activity or a research activity is given. 

Science as a Human Endeavour units and questions 

--·---,··- 

Each fX the animals below is a mommol. Write six questions to research and 

---+-- Mammal life cycle quiz 

·'H'l: 1 11 

Those four-page units which are related specifically to Science as a Human Endeavour subst r ands are indicated by the icon shown. 

Where Science as a Human Endeavour questions occur within Science Understanding units, they are also indicated by the use of the 

icon. Explanations and answers relating to these questions are given on the appropriate teachers page. 



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Science involves making predictions and 

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the effect of their actions (ACSHE062) 

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Living things have life cycles (ACSSU072 

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the environment to survive (ACSSU073) 

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physical properties that con influence their use 

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Earth's surtoce changes over time as a result of 

natural processes and human activity 

(ACSSU075) 

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Forces can be exerted by one object on another 

through direct contact or from a distance 

(ACSHE061) 

With guidance, identity questions in familiar 

contexts that can be investigated scientifically 

and make predictions bosed on their prior 

knowledge (ACSIS064) 

With guidance, pion and conduct scientific 

investigations to find answers to questions, 

considering the safe use of appropriate 

moteriols and equipment (ACSIS065) o 

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Consider the elements of fair tests and use 

formal measurements and digital technologies 

as appropriate, to make and record observations 

accurately (ACSIS066) 

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Use a range of methods including tables and 

simple column graphs to represent data and to 

identity patterns and trends (ACSIS068) 

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Compare results with predictions, suggesting 

possible reasons for findings (ACS!S216) 

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Reflect on investigations. including whether a 

test was fair or not (ACSIS069) 

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Represent and communicate observations, 

ideas and findings using formal and informal 

representations ( ACS!S071) 

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Reort format 

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Title 

Classification 

What is it? 

Description 



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Conclusion 

What I think about it. 


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______ E_xeriment format 

Title 

Goal 

Materials 

Steps 

Results 



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Conclusion 

R.I.C. Publications ® www.ricpublications.com.au 

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AUSTRALIAN 


How are objects moved by forces? 

Content focus: Definition of forces and how forces 

make things move 

Inquiry skills: Questioning and predicting 

Planning and conducting 

Processing and analysing data and 

information 

Evaluating 

Communicating 

Background information 

• The measurement of force-the Newton-is named after Sir Isaac 

Newton. 

• Sir Isaac Newton developed a series of laws of motion. His first law 

states t h at an object in motion tends to keep going at the same speed 

and in the same direction unless something exerts a force on it. 

However, objects do not keep moving forever. This is due to a force 

called friction that stops moving objects. 

• 1\vo forces are involved when a ball bounces. That is the force of 

the ball pushing on the floor and the force of the floor pushing on 

the ball. This is Newton's third law that states that every action has a 

reaction. Substances like the material a ball is made from can stretch 

because long flexible molecules bend and stretch. 

• Gravity is an invisible force that is applied at a distance. Because the 

Earth is the greatest mass its force is stronger but forces are in pairs 

- an action and a reaction. 

• The oceans move in response to the moon's force of gravity. The 

ocean's tides are caused by the moon's grav i ty trying to 'pull' 

anything on Earth towards it, but only the water is affected as it is 

always moving. Each day, as the oceans rise and fall, there are two 

high tides and two low tides. 

• The website has a very simple game for 

students to play to use different pushes and pulls, sizes of objects, 

and gradients to see how far objects move. 

Preparation 

• As a class, find and discuss different objects in the classroom, in the 

playground or at home which require a 'push' or a 'pull' to make 

them work. Examples may include pushing or pulling a door to open 

it, pencils which require both a push and a pull to work etc. 

The lessons 

• Pages 67 and 68 should be used together. 

• Allow the students to read the text on page 67 independently. Assist 

them w i th any unfamiliar vocabulary if necessary, then discuss the 

information and concepts. 

• Students may need to work in pairs to set up the experiments on 

page 69. As with all experiments, discuss after completion to reflect 

on what worked well ( or not very well), and any improvements 

which could be made to obtain a better, or different, result if it was 

repeated. 

Answers 

Page68 

1. pushing, pulling, lifting, stretching, twisting, spinning 

2. (a) True (b) False 

(c) False (d) False 

3. (a) directly (b) less 

4. (a) Answers should indicate: It is the energy stored in a squashed 

ball that is released and causes the ball to bounce back. 

5. Answers will vary but will be similar to: A balanced force is one in 

which forces of the same size act in opposite directions. 

6. (a) 

(b) 

(c) 



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Page69 

PUSH experiment: Teacher check answers. The air in the balloon 

provides a forces which pushes it and makes it move. 

PUU experiment: Teacher check answers. The weight of the marbles 

in the bucket creates a pulling force on the rubber band making it 

stretch and become longer. 


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How are objects moved by forces? - I 


Objects cannot move by themselves. They need some kind of force to make them 

move. Forces cause objects to speed up, slow down or change direction. The 

greater the mass of an object, the more force is needed to start or stop it moving. 

An object can be made to move by pushing, pulling, lifting, stretching, twisting or 

spinning forces acting on it. 

Forces move in a particular direction and are usually shown on a diagram with 

arrows. The arrows show the direction in which the force is acting. 

Forces such as pushes, pulls and collisions are applied directly and transfer 

energy to an object. When a ball is kicked, energy from the foot is transferred to 

the ball, sending it in the direction and at the speed the player wants. When you 

throw a ball, a similar transfer of energy from your arm to the ball occurs. 

Some substances can be stretched or squeezed when a force is used to pull or 

push them. But these substances spring back into their original shape when the 

force is removed. Many balls are made from materials that stretch like this. So 

when a ball hits a wall, it is squashed a bit then it springs back into shape. As it 

springs back, the energy stored in the squashed ball is released. This is the force 

that causes the ball to bounce back again. 

Friction is another directly applied force. A rolling ball would continue to roll along 

without stopping if it wasn't for the force of friction acting on it. A ball rolling along 

a rough surface slows down and stops quicker than one rolling along a smooth 

surface. This is because the force of friction between the two surfaces is greater. 

Gravity is a natural force, exerted from a distance, which causes a mass to attract 

and be attracted by any other mass. Because the Earth has the greatest mass, all 

other objects with a smaller mass are pulled downwards towards it. The famous 

scientist Sir Isaac Newton used the example of an apple dropping from a tree and 

falling to the ground, to explain this theory. Objects have weight on Earth because 

gravity pulls them down. 

Forces are said to be balanced (or equal) if they are the same size but acting 

in opposite directions. If balanced forces are acting on an object, the object will 

not change its motion. If it is still, it will remain still. If it is moving, it will continue 

moving in the same direction and at the same speed. Unbalanced forces change 

the way an object is moving by making objects start to move, speed up, slow 

down, or change direction. 


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AUSTRALIAN 


How are objects moved by forces? -2 

Use the text on page 67 to complete the following. 

I. What are six common ways forces can move an object? 

2. Which statements are True or False? 

(a) An object with a greater mass needs more force to move it. 

(b) Objects move in the opposite direction to the force being exerted on them. 

(c) An apple falling from a tree is an example of friction. 

(d) The greater the pull of gravity, the less an object weighs. 

3. (a) Is friction a force that is applied directly or at a distance? ______ _ 

(b) Is friction greater or less between smooth surfaces? _______ _ 

4. Explain the force that causes a ball to bounce. 

5. Explain what a balanced force is. 

6. Draw an arrow to show the direction of the force being applied by people in 

each picture. 

(a) 



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(b) 

(c) 


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Pushing and pulling experiments 

Complete the following experiments to find out about forces. 

Materials: 

Balloon rocket push 

• balloon • drinking straw • scissors 

• fishing line/cotton about 4-5 m long 

• 2 chairs • masking tape 

I. Steps: 

O Thread 

fishing line 

through straw. 

f) Place chairs about 4 m 

apart and tightly tie fishing line 

between chairs. 

E) Move straw to one end of line. 

O Blow up balloon and twist open 

end to seal. 

C, Tape inflated balloon to straw. 

8 Release neck of balloon. 

2. Predict what will happen to the 

balloon. 

3. Write the results and an explanation 

(or analysis) for what happened. 

Materials: 

Rubber band weight pull 

• long ruler or length 

of wood • pencil 

• 2 tables 

• strong rubber band 

• paper strips • small plastic bucket 

• strong wire • marbles 

• scissors 

I. Steps: 

O Attach wire to bucket handle to 

form hook. 

f) Slip rubber band over wood to 

middle. 

E) Place wood between tables. 

O Attach hook to rubber band to 

suspend bucket. 

C, Cut strip of paper the same 

length as rubber band (with 

bucket on it) and write O on it. 

2. Predict what will happen to the 

rubber band when one marble is 

added to the bucket. 



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3. Cut new strip of paper the 

same length as rubber band 

and write I on it. 

4. On the back of the worksheet, write 

comments about the activity. Tell 

what you liked about the experiment, 

what worked and what didn't and 

any improvements you would make 

if you repeated the experiment. 


m 

AUSTRALIAN 

4. Add marbles, ten at a time, cutting 

and labelling strips of paper after 

each addition until 51 marbles are in 

bucket. 

5. Write an explanation for what 

happened on the back of the 

worksheet. 


How do forces change movement and speed? 

Content focus: The relationship between speed, mass 

and force 




information 

Evaluating 

Communicating 


• Gravity is a force that a c ts between any two objects and pulls them 

together causing them to accelerate at 9.8m/sec 2 • This explains why 

the mass of an object doesn't affect the rate at which it accelerates 

towards the Earth. However its speed can be affected by its surface 

area because of increased or decreased air resistance. A parachute 

is a typical example of this. 

• The force of attraction between two objects depends on the size of 

the objects and the distance between them. As the Earth is by far the 

biggest object, gravity is observable when objects are being pulled 

down towards its centre, and are seen to be falling. 

• The moon's gravity is less than the Earth's as it is smaller. So objects 

have less weight on the moon. However, gravity is stronger on Saturn 

and Jupiter because they are bigger. So the same object would weigh 

more on these planets. 

• Forces acting in opposite directions are subtracted, or added when 

acting in the same direction. The net force is the overall force when 

combined. Unbalanced forces determine whether an object will slow 

down, speed up or change direction. 

• Force is measures in newtons. The force of gravity on a 100 g apple 

is about 1 N and a car moving forward is about 4 000 N. 

• Speed and the force needed to stop an object are related to its mass. 

Moving or stopping an object with a greater mass requires more 

force. 

• Inertia is also a force. It resists change so it needs to be overcome 

in order for an object to move or to change the speed at which it 

is moving. For example, the forces working on an object moving 

at 60 kph are balanced to maintain this speed and inertia needs 

to be overcome in order for it to slow down, accelerate or change 

direction. 

• Newton's first, second and third laws of motion are relevant to 

the work in this section. These concepts have been simplified but 

students may benefit from investigating them in books or on the 

internet as a follow up activity. 

• Visit the website to find free 

animated videos about forces and movement which simplify and 

clarify many of the concepts introduced in the text. 

Preparation 

• The concepts introduced in the text may be quite challenging for 

some students. It is suggested that it be read and discussed with the 

class. 

The lessons 


• The force with which the marble in the investigation on page 73 

hits the modelling clay increases w i th distance. Some students may 

realise that the marble is accelerating as it falls and this too increases 

the force needed to stop it. 

• Pairs share the results of their investigations with the class. 

Answers 

Page 72 

1. People can't see or feel the forces because if they are balanced, 

nothing changes. 

2. There is an equal force pushing up which balances the force of 

gravity. 

3. (a) Yes 

(b) Gravity causes objects to fall to Earth at the same speed. 

4. (a) to the right (b) to the right 

(c) down (d) stay 

5. Net force is the force that different forces together exert on an object. 

6. (a) the empty cart (b) an egg 

7. (a) a car (b) amouse 

Page 73 

Teacher check 



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Force and distance 

Work with a partner to complete the following investigation to find out if 

increasing distance increases force. 

Materials: 

• metal or plastic tray 

• large sheet of paper 

• glue 

• marble • soft modelling clay 

• scissors • marker pen 

• chair or small stepladder 

• ruler 

• Blu-tack 

I. Steps: 

O Make a paper ruler 200 cm long and 15 cm wide. Mark and label 0 cm, 

30 cm, 60 cm, 90 cm, 120 cm, 150 cm and 180 cm on it. 

2. 

f) Vertically attach your ruler to the wall, with 0 cm mark at floor level. 

E) Put a thick, flat layer of clay inside the tray, and place it on floor. 

Prediction: What will happen as the marble drops from different heights? 

3. Experiment: Drop the marble into the tray from the 

different heights given in the table, measure the size 

of the dent and record your results. 

Distance Dent size Distance Dent size 

30cm 

60cm 

90cm 

120cm 

150cm 

180cm 



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4. What happened when you increased the distance of the drop? 

5. Conclusion: What did the size of the dent tell you about the force on the 

marble? 

6. Reflection: Use the back of the worksheet to record any difficulties you 

had with the experiment. List any improvements you would make if you 

repeated the activity. Was this a fair test? Explain your answer. 


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AUSTRALIAN 


What are magnets? How do they work? 

Content focus: 

Magnets produce forces which attract 

or repel materials and each other 




information 

Evaluating 

Communicating 


• A magnet exerts an invisible force which can either make an object 

move away from or towards it. U contact between two magnets is 

established, it is maintained by the magnetic field. 

• Knowledge about magnetism dates back to the ancient Greeks and 

the early Chinese. The use of the magnetic compass gradually spread 

to Europe. Columbus used a magnetic compass when he crossed the 

Atlantic Ocean. 

• The English scientist William Gilbert's research, printed in 1600, 

provided the basis for the science of electricity and magnetism. 

• More was discovered about magnetism by Danish scientist Hans 

Christian Oersted and Andre-Marie Ampere. Ampere deduced that 

magnetism was basically a force between electric currents. Michael 

Faraday, after whom the farad electric unit is named, proposed the 

idea of magnetic field lines of force. 

• Other common uses of magnets include audio cassettes; electric 

motors and generators; Magnetic Resonance Imaging (MRI); 

metalworking chucks; vinyl magnetic strips to hang artworks 

from metallic surfaces; transformers; jewellery clasps; magnetic 

levitation transport(maglev), and scrap and salvage machines. 

(Refer to for further information 

about maglev.) 

• An object such as an iron nail may be magnetised by running or 

stroking a magnet over it a few times. However, this effect is 

temporary. 

• Useful background information may be found at . 

• Visit to play simple interactive games 

relating to magnetism. 

Preparation 

• It would be ideal if students had the opportunity to freely explore 

magnetism using a variety of magnets and materials before 

completing this group of pages. 

• Collect the resources needed for the experiment on page 77. 

The lessons 



them with any unfamiliar vocabulary if necessary, then discuss the 


• Students share the outcome of the investigation on page 77 and offer 

explanations for it. 

Answers 

Page 76 

1. Answers will vary but will be similar to 'A magnet is an object or 

material which creates a force called a magnetic field'. 

2. The poles of a magnet are named North and South, the same as two 

cardinal points of a compass. 

3.-4. Teacher check- Refer to diagrams on page 75. 

5. Llke poles repel each other; Unlike poles attract each other. 

6. (a) ... iron, nickel, cobalt and steel 

(b) ... that a permanent magnet has magnetism all the time, but 

an electromagnet only acts as a magnet while the current is 

flowing. 

( c) Teacher check. Answers may include fridge magnets, doorbells, 

games, cupboard door mechanisms, credit card strips, 

microphones and toys. Other answers from the students may 

need to be discussed. 

Science as a Human Endeavour question 

Nature and development of science 

Refer to teachers notes for information about 

William Gilbert, Hans Christian Oersted and 

Andre Marie Ampere, and websites such as 

. 

Page 77 

By completing the experiment on page 77, the students should be 

able to see the magnetic field lines because the iron filings will form 

this pattern. 



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What are magnets? How do they work? - I 


A magnet is any object or material, usually metallic, which produces an invisible 

force called a magnetic field. This force allows it to attract some metals and to 

attract or repel other magnets from a distance. 

Two magnets, held close 

together, will create pushing or 

pulling forces on one another. 

These forces are strongest at the 

poles of the magnets. When the 

same poles on two magnets are 

held close together, the magnets 

will push away from, or repel, 

each other. Same (or like) poles 

repel. When different poles of two 

magnets are held close together, 

the magnets will pull towards, or 

A magnetic compass needle moves freely around a 

pivoting point. One end of the needle always points 

to the north, and the other end points to the south. 

The ends are called the poles. 

The poles of a magnet attract each other. The lines 

of force of the magnetic field start at, and exit from, 

the north pole. They end, or enter, at the south 

pole. The lines of force are closer together and 

stronger (concentrated) near the poles and further 

apart at other places. The lines of force do not 

cross each other and are shown on diagrams with 

arrows which indicate the direction of the force. 

 

 

@IOO 

 

F • • F 

oo l loo 

FF' 

• • 

loo 

@l I@ 

\ 

attract, each other. Opposite (or FF' 

• • 

unlike) poles attract. 

Magnets can attract magnetic materials as well as other magnets. Magnetic 

materials include iron, nickel, cobalt and steel. 

Some magnets have stronger magnetic fields than others. Stronger magnets will 

create bigger pushing or pulling forces. Magnets may also vary in shape and size. 

A permanent magnet, such as a bar magnet, is magnetic all the time; its force 

cannot be turned off. An electromagnet can be made by passing an electric 

current through a coil of wire. The electromagnet stops acting as a magnet as 

soon as the current is turned off. 

Magnets have many uses including fridge magnets, doorbells, games, cupboard 

door mechanisms, credit card strips, microphones and toys. 


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AUSTRALIAN 

 

@l 

CURRICULUM SCIENCE (Year 4) 

@l 

oo j

What are magnets? How do they work? - 2 

Use the text on page 75 to complete the following. 

I. Write a definition of a magnet, in your own words. 

2. How do the poles of a magnet relate to the points of a compass? 

3. Complete the 4. Complete the diagrams by using 

diagram by 

arrows to show which poles are 

adding the 

attracted to each other and which 

poles, magnetic 

ones repel each other. 

field lines and 

magnet 

arrows for the 

direction of the 

forces on the 

magnetic field. 

IN si IN si 

is NI IN si 

5. Write the two statements which tell about the attraction and repulsion between 

similar and different poles of a magnet . 

• 

• 

6. Complete the sentences. 



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(a) Materials which are attracted to magnets include ________ _ 

(b) The main difference between a permanent magnet and an electromagnet 

is __________________________ _ 

(c) Two uses of magnets are _______ and ______ _ 

Find out what scientists such as William Gilbert, Hans Christian Oersted 

and Andre Marie Ampere discovered about magnets and magnetism. 

Use internet or library resources. 


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What does a magnetic field look like? 

Complete the following experiment to see what a magnetic field looks like. 

Materials: 

• bar magnet 

• shaker 

• plastic wrap 

• iron filings 

• sheet of paper 

I. Steps: 

O Wrap magnet in plastic wrap to allow easy removal of iron filings. 

8 Place iron filings in shaker. 

Q Place paper on top of magnet. 

2. Prediction: What pattern will the iron filings make when sprinkled onto the 

sheet of paper? 

3. Sprinkle the iron filings on top of the paper and draw the pattern that 

appears. Was this the same as your prediction? 



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4. Record any difficulties which may have occurred during the experiment and 

what you liked or disliked. Say what seemed to work and what did not work. 

List any improvements you would make if you repeated the experiment. 

Use the back of the worksheet for recording. 

5. With a partner, discuss and predict what might happen if the experiment 

was repeated with the following variables: 

(a) two magnets placed in different positions near each other. 

(b) a magnet of different size or shape was used. 

6. With a partner, list any other experiments you could do with magnets. 


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AUSTRALIAN 


Content focus: Friction and how it relates to movement 




information 

Evaluating 

Communicating 

Back gr ound information 

• Friction is a direct contact force that opposes motion, making it 

more difficult for objects to move across a surface. Speed is inversely 

proportional to friction. 

• The types of surfaces, together with the force pressing them together, 

determine the amount of friction. Examples include: 

- rough carpet or smooth marble tiles 

- an empty trailer or one filled with sand. 

• Friction is very important and beneficial in everyday life. There are 

many things that would be impossible without friction. For example, 

friction holds a shoe to the ground to make walking possible. 

• Friction can also be a nuisance by limiting movement and in some 

cases requiring lubrica n ts such as oil to reduce friction and facilitate 

motion. Friction also wastes energy because extra energy is needed 

to produce the power to overcome it. 

• Air and fluid resistance are forms of friction. Aircraft and boats need 

to counter these forms of friction in order to move. 

• Any device with moving parts wears out as a result of friction. This is 

mainly because of the heat energy produced by friction, 

• The website provides lesson plans 

and activities on friction related to the human body and its joints. 

• The website has activities relating to 

friction. 

Preparation 

• Discuss possible reasons to explain why a wet ball is so much more 

difficult to hold and control than a dry one. Introduce the concept 

of friction to explain this and encourage students to describe any 

difficulties they have experienced when attempting to walk or run on 

sl i ppery surfaces. 

• Collect all the materials required for the activity on page 81. 

What is friction? 

The lessons 



them with any unfamiliar vocabulary if necessary, then discuss the 


• Introducing testing friction on page 81. 

- Allow the students to practise rolling their cars to check that the 

two they have selected generally move at a similar speed. 

- The four t r acks do not need to be completely covered with the test 

material but the same amount needs to be attached to each track. 

- After the students have determined which surfaces have the 

greatest and least friction, discuss whether the activity involved 

a fair test or not. (Fair tests are those that have only one variable 

at a time changed.) 

- Groups share the outcome of their investigations. 

Answers 

Page SO 

1. Answers will vary but should indicate that friction is an invisible force 

that tries to stop objects from moving. 

2. Friction tries to stop the car from moving so it needs move power to 

drive against it. 

3. Heat can cause wear and tear. 

4. They would help to stop the car from slipping on the roads and 

causing accidents. 

5. (a) No 

(b) When objects move in air and water, they create friction which 

tries to stop motion. 

6. (a) false (b) true 

( c) false ( d) false 

(e) true (f) false 

(g) true 



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Page81 

1.-3. Teacher check 

4. The fastest track should be the one covered with aluminium foil. The 

slowest will be the one covered with towelling material. 

5. The faster the car moves, the less friction of the material there is 

restricting the movement. 

6. Teacher check 


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What is friction? - I 


Friction is an invisible force that exists between an object and the surface it moves 

along. It makes it difficult for an object to move across the surface because it 

works against the forces producing movement. Friction is a direct contact force 

that resists and reduces the speed of motion. 

The amount of friction depends 

on the force pressing the two 

I 

surfaces together and the type of 

surface. Some surfaces produce _ 

little or no friction and an object 

will move quite easily for some 

distance across it. A bowling 

ball will, for example, travel very 

smoothly along the polished 

floor of a bowling lone. But other 

surfaces may produce so much 

friction that an object needs a 

very big force to move it and it 

may only travel a short distance 

before friction stops it again. 

The bowling boll, for example, 

wouldn't travel as quickly or as 

for across a floor with thick carpet on it. 

========= 

Friction affects many things we do in our everyday lives. It con help us and make 

things easier or it can make things we do more difficult. Simple activities like 

walking and writing would be impossible without friction holding our shoes to the 

ground and keeping a pencil in our hand. 

Think about a car rolling along a rood without its engine running. The friction 

between the car's tyres and the road will eventually cause it to stop. If the car 

had smooth tyres and the road was smooth too, it would travel further than it 

would if the tyres and the road were rough. Drivers choose the type of tyres 

they put on their cars to suit the roods they travel on. If their tyres didn't provide 

enough friction, they would slide all over the road when trying to stop. However a 

disadvantage that affects motorists is their cars waste energy by using extra fuel 

to drive against the force of friction. Aircraft also waste energy because of friction 

caused by air resistance, as do ships because of friction with water. 

When choosing footwear, people who play particular sports have to consider the 

amount of friction they'll need to ploy their sport. For example, footballers need 

studs on their boots for added friction to stop them sliding around, especially on 

wet grass. But a disadvantage for them is that the friction they need causes heat 

and wear and tear on their boots and they need to replace them regularly. 


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AUSTRALIAN 


What is friction? - 2 

Use the text on page 79 to answer the following. 

I. In your own words explain what friction is and how it works. 

2. Explain why friction costs motorists more money for fuel. 

3. Explain why the heat friction produces can be a disadvantage. 

4. Why would tyres with greater friction be 

helpful to people driving on icy roads? 

5. (a) Is the force of friction only experienced on land? YesD No D 

(b) Explain your answer. 

6. Write true or false after each statement. 

(a) You can see friction. 

(b) Friction helps people to walk. 

(c) Friction is always helpful. 

(d) Smooth tyres produce more friction. 

( e) Objects move faster if there isn't a lot of friction. 

(f) 



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Friction is a force that is exerted at a distance. 

(g) Friction affects many things we do in our everyday lives. 


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Testing friction 

Work in a group to test the friction of different materials. 

Materials: 

• large sheet thick, strong cardboard • 2 small toy cars 

• 2 tissue boxes • stapler • sheets of sandpaper 

• polyester fabric • towelling material • aluminium foil • scissors 

I. Steps: 

0 Divide the cardboard into four sections to make four tracks on a 

ramp. Cover one section of track with sheets of sandpaper, one with 

aluminium foil, one with polyester fabric and the other with towelling 

material. 

e Use stapler to attach materials to tracks. 

E) Place tissue boxes together under one end of ramp. 

2. Prediction: What will happen when the cars go down the different tracks? 

Which material is on the fastest track and which is the slowest track? 

3. Experiment: Race cars down tracks three times each and record winners. 

Tracks Test one Test two Test three 

Foil vs sand paper 

Foil vs towelling 

Foil vs polyester 

Towelling vs sand paper 

Towelling vs polyester 

Polyester vs sand paper 



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4. Results: The fastest track was -------------· The 

slowest track was _____________ _ 

5. Conclusion: What does the speed of the cars tell you about the friction of 

the materials used in this experiment? 

6. Reflection: Use the back of the worksheet to record any difficulties which 

may have occurred. Say what you liked or disliked and what seemed to 

work and what did not work. List any improvements you would make if you 

repeated the activity. 


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AUSTRALIAN

20040 AC Science Year 4 Physical sciences

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