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GROW · Science

Grip or glide? The surface challenge

Autumn 1 · Week 3 · Explore · 40 minutes

Learning intention

I can explain how friction affects touching surfaces and decide when grip helps.

Success criteria

  • Identify the two touching surfaces.
  • Use one model result to explain slowing.
  • Explain one helpful and one unhelpful effect of friction.

Use Next to begin. Ask for word help or your usual support when needed.

Arrival · 2 min

What do you notice?

A pencil case slides across a desk. What happens after the hand lets go?

Choose a prediction: it keeps the same speed, slows, or speeds up.

Point to the two parts that touch. You do not need a science word yet.

Slider moves right across a surface. Friction on the slider acts left.SliderSliding rightFriction on sliderThe surfaces touch here.
This diagram is for a sliding object. Friction opposes the relative sliding of the surfaces; the arrow is not a rule for every situation.
Starter · 3 min

One shoe. Two surfaces.

Where would the same shoe be less likely to slip?

Compare a dry path and a patch of smooth ice.

Choose, then explain what might change where the shoe touches the ground.

No walking or slipping test is needed.

Dry path

A shoe sole touches the dry path.

Constructed teaching example; not pupil or field results

Smooth ice

The same shoe sole touches smooth ice.

Constructed teaching example; not pupil or field results
I do · 5 min

Follow the contact

Watch the slider after it is released.

The slider moves right across the mat.

Friction from the mat acts left on the slider. It resists their sliding.

The mat and slider are the touching pair.

Friction can also stop surfaces starting to slip.

  1. Find the two surfaces.
  2. Trace the sliding direction.
  3. Add the friction arrow.
Slider moves right across a surface. Friction on the slider acts left.SliderSliding rightFriction on sliderThe surfaces touch here.
This diagram is for a sliding object. Friction opposes the relative sliding of the surfaces; the arrow is not a rule for every situation.
We do · 6 min

Test the model tracks

Which track lets the same slider travel furthest?

Choose a prediction before testing.

Test each track from the same start. Keep the slider and release speed fixed.

Compare the stopping distances. Use a result to explain which track slows the slider most.

These distances belong to a teaching model.

Paper or spoken route

Use printed track diagrams and the same three distance cards. Predict, reveal each stop, mark it on the shared scale, then explain.

I do · 4 min

Helpful depends on the job

Would a designer always want less friction?

A brake pad presses on a moving wheel rim. Friction helps slow the wheel.

A hinge needs parts to move smoothly. Too much friction makes it harder to move and can wear parts.

The useful amount depends on the job.

Slider moves right across a surface. Friction on the slider acts left.SliderSliding rightFriction on sliderThe surfaces touch here.
This diagram is for a sliding object. Friction opposes the relative sliding of the surfaces; the arrow is not a rule for every situation.
We do · 5 min

Repair the design claim

“Friction is always a problem.” Do you agree?

Use one useful-grip example and one unwanted-friction example.

Then repair the claim so it fits both cases.

Which explanation fits both designs?

Independent · 12 min

Your design advice

Advise a designer about two new objects.

Case A: a non-slip mat must stop a lunch tray sliding.

Case B: a drawer must slide open smoothly.

For each: name the touching pair, say what friction does, and decide whether more grip would help.

Use one model result to support a careful comparison.

A · Tray rests on a mat

TrayMat

The job is to stay in place when gently nudged.

B · Drawer opens

RunnerSupport rail

The job is to slide open smoothly.

A · Lunch tray

The tray rests on a mat. Its job is to stay in place when gently nudged.

Constructed teaching example; not pupil or field results

B · Sliding drawer

The drawer runners touch the support rails. Its job is to slide open smoothly.

Constructed teaching example; not pupil or field results

Supported

Choose the contact pair in each supplied picture. Add or direct one arrow and complete “Grip helps here because …” for the tray; explain whether the drawer should grip or slide.

Keep two picture choices and the words touch, grip, slide, slow. An adult reads exactly and fades the choice prompt once the pupil names the surfaces.

No name is needed. Save your written notes before closing or reloading.

Exit · 3 min

Use your evidence

A designer says: “Smooth means no friction.” Repair that sentence.

Show or say your correction.

Choose one part of your work to improve after your adult responds.

Finish one line: “What I said, and what it changed: …”

Lundy Loop

Choose how to share. Your adult will listen and say what happens next.

Complete

Lesson complete

Show one thing you learned.

Tell your adult what helped or what needs another look.

Save any written notes you want to keep. Your teacher will agree the next step.

Use Print for pupil sheets or Back to revisit a stage.

Slide 1

TA Brief

Current stage

GROW · Grip or glide? The surface challenge

Autumn 1 · Week 3 · Explore

SoW

GROW Weekly - Autumn!B34, C34

  • Explore friction and how it can be helpful or unhelpful.

Matches Aut1·W3. This is the Explore lesson; measured fair-testing practice develops later. Weeks 1–2 are baseline, so no taught friction is assumed.

Prior: Use everyday experience of sliding and gripping. Ask what happens when a pencil case is gently slid on a desk. No formal force definition is required at arrival.

Next: Use the explanation in Week 3 Do: choose contact surfaces for a purpose and test with a consistent method. Later fair-test lessons develop controls and repeats.

Preparation

Care and safety

Teacher response guidance

Evidence of learning

Look for two contact surfaces plus an effect linked to purpose. A numerical comparison supports model reasoning; fluent reading alone is not evidence. Separate spontaneous explanation from an adult-led prompt.

Access and independence

Allow pointing to contact areas, directed arrows, spoken explanations, text or exact scribe. Reveal one case at a time. Wait before prompting and remove the word bank when it is no longer needed.

Lundy Loop

Provide a calm participation choice. Receive the chosen explanation privately if requested, name the science heard, and offer one actionable revision. The pupil completes or dictates one “What I said, and what it changed” line only after that exchange.

Arrival · What do you notice?

Receive everyday explanations. Do not score a first prediction. If pupils say “the push runs out”, keep that idea for revision after the model. Optional adult gently slides a soft case inside a tray.

Starter · One shoe. Two surfaces.

Accept dry path with grip reasoning. Avoid saying all rough surfaces always grip better. Real friction depends on both materials and conditions. The picture opens a question rather than proving a universal texture rule.

I do · Follow the contact

Model: “The rubber underside touches the mat. The slider is moving right relative to the mat. Friction acts left on this slider, so it slows after release.” State that this is a sliding example; do not generalise the arrow to every moving object.

We do · Test the model tracks

Run the controlled model with three tracks. Sample explanation: “The textured mat stopped the slider at 24 cm, earlier than the laminate at 82 cm. In this model it slowed the slider more.” Distances are authored outputs, not a classroom experiment or a measurement of friction force.

I do · Helpful depends on the job

Point precisely to pad/rim contact and hinge pin/barrel contact. Brake example intentionally concerns sliding at pad/rim, not tyre-road force direction. Lubrication can reduce unwanted friction at a hinge; pupils do not apply oil.

We do · Repair the design claim

Expected repair: “Friction can help or hinder. A brake needs friction to slow the wheel; too much friction in a hinge resists opening.” Check the pupil uses an effect, not only good/bad labels.

Independent · Your design advice

Provide both case drawings and the complete model results. Do not give the words helpful/unhelpful in advance. A new explanation, directed arrows or exact scribe counts; copying the brake example alone does not demonstrate transfer.

Exit · Use your evidence

Expected: “Smooth surfaces can still have friction; our smooth model track slowed and stopped the slider.” Adult names the actual science heard and asks for one precise addition, such as naming both surfaces. GROW uses one closure line, not a second signature or reflection form.

Misconceptions

Friction always acts backwards on a moving object. Specify sliding between the surfaces. The slider example has leftward friction; friction can also provide forward grip when walking.

Rough always means more friction; smooth means none. Keep conclusions with the tested pair and conditions. All three model tracks slow the slider.

Friction is always bad. Compare the different jobs of the brake, hinge, tray and drawer.

Sources

OpenStax · College Physics 2e, Friction
Friction resists relative motion or attempted motion between surfaces in contact; it can enable movement as well as slow sliding.

Oak National Academy · Different kinds of force
Contact forces require touching; examples distinguish friction from drag.

Review trace

Science_Teesside/Grow/v3_40min/SCI_G_W3A_Friction_Explore.html

Separate review copy. No live lesson or award record has been changed.

Word help

friction: a force that resists surfaces sliding, or trying to slide, past each other

surface: the outside part that touches something else

grip: contact that helps stop slipping

evidence: what we observe or measure to support an idea

Cold Call

Give thinking time. Invite a response by voice, pointing or showing work. A pupil can pass; check in privately when useful.

Pause

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