Forces and Magnets
KS2SC-KS2-D006
Physics domain covering contact and non-contact forces, magnetic attraction and repulsion, magnetic poles, and movement on surfaces. Year 3 only at KS2, with forces revisited more deeply in Year 5.
National Curriculum context
Forces and Magnets at KS2 introduces pupils to the concept of force as an interaction between objects, progressing from the intuitive, qualitative understanding of push and pull in KS1 to a more systematic, measurable account. Pupils investigate how objects move on different surfaces, understanding friction as a force that opposes motion, and explore the properties of magnets — attraction, repulsion and the existence of magnetic fields. The statutory curriculum requires pupils to distinguish between contact forces (friction, air resistance, water resistance) and non-contact forces (gravity, magnetic and electrostatic forces), comparing how objects move on different surfaces. This foundational understanding of forces prepares pupils for the more mathematical treatment of Newton's laws at KS3.
3
Concepts
2
Clusters
1
Prerequisites
3
With difficulty levels
Lesson Clusters
Identify and compare contact and non-contact forces
introduction CuratedContact versus non-contact forces is the organising framework for this domain; friction as a contact force (C027) is the most investigable example at KS1/early KS2. Co_teach_hints link C027 to C025.
Investigate the properties and uses of magnets
practice CuratedMagnetic properties (attraction, repulsion, poles, magnetic materials) constitute a distinct investigable topic with clear KS2 practical activities; magnetism as a non-contact force connects to C025.
Teaching Suggestions (1)
Study units and activities that deliver concepts in this domain.
Friction Investigation
Science Enquiry Fair TestPedagogical rationale
This is the most accessible fair test in the KS2 curriculum because pupils can see and feel friction, the variables are tangible, and the measurement (distance) is straightforward. The investigation builds all the core fair testing skills: identifying variables, measuring accurately, recording in a table, presenting as a bar chart, and writing a causal conclusion.
Prerequisites
Concepts from other domains that pupils should know before this domain.
Concepts (3)
Contact and Non-Contact Forces
knowledge AI DirectSC-KS2-C025
Understanding that most forces require direct contact between objects (e.g., pushing, pulling, friction) but some forces, notably magnetic forces and gravity, can act at a distance without direct contact.
Teaching guidance
Explore contact forces through practical activities: pushing and pulling objects, observing friction between surfaces, and feeling the resistance of water when moving objects through it. Introduce non-contact forces using magnets (attraction and repulsion without touching) and dropping objects (gravity pulls without touching). Create a two-column sorting activity: 'forces that need touching' versus 'forces that act at a distance'. Use force arrows to represent the direction of forces on simple diagrams. Discuss everyday examples of both types.
Common misconceptions
Children commonly think a force is needed to keep an object moving, rather than understanding that forces are needed to start, stop or change movement (a precursor to Newton's first law). Some pupils believe gravity only acts on heavy objects or only works at large distances. Children may think that magnetic force requires contact because they usually see magnets touching metal objects — they need to explore magnetic attraction through materials and at a distance.
Difficulty levels
Knowing that pushes and pulls are forces, and that forces can make things move, stop or change direction.
Example task
Give an example of a push force and a pull force.
Model response: Pushing a door open is a push force. Pulling a drawer out is a pull force.
Distinguishing between contact forces (push, pull, friction — require touching) and non-contact forces (gravity, magnetism — act at a distance).
Example task
Sort these forces into contact and non-contact: friction, gravity, pushing a trolley, a magnet attracting a paper clip.
Model response: Contact forces (need touching): friction (surfaces rubbing), pushing a trolley (hand touches trolley). Non-contact forces (act at a distance): gravity (pulls objects down without touching), magnet (attracts paper clip without touching it).
Explaining the difference between contact and non-contact forces with multiple examples, and understanding that forces can be measured using a force meter (Newtons).
Example task
Explain what a non-contact force is. Give two examples and describe how each one works.
Model response: A non-contact force acts between objects without them touching. Gravity pulls all objects toward the Earth — when you drop a ball, gravity pulls it down even though nothing visible is pushing it. Magnetic force can attract or repel — a magnet attracts an iron paper clip across a gap, pulling it through the air without touching. Both forces get weaker with distance. Contact forces like friction and air resistance require surfaces or objects to be in direct contact.
Applying understanding of forces to explain phenomena where multiple forces act simultaneously, and recognising balanced and unbalanced forces.
Example task
A book sits on a table without moving. Are there forces acting on it? Explain.
Model response: Yes, two forces are acting on the book even though it is not moving. Gravity pulls the book downward toward the Earth. The table pushes the book upward with an equal force (called the normal reaction force). These forces are balanced — they are equal in size but opposite in direction, so the book stays still. If the forces were unbalanced (for example, if you pushed down on the book), the book would move. Objects can have forces acting on them and still be stationary — this happens when the forces are balanced. This is an important idea that leads to Newton's First Law.
Delivery rationale
Science knowledge concept — factual content deliverable with visual representations and adaptive quizzing.
Magnetic Properties
knowledge AI DirectSC-KS2-C026
Understanding that magnets attract some materials (magnetic materials, principally metals containing iron, nickel or cobalt) and not others. Magnets have two poles (north and south); like poles repel and unlike poles attract. Magnetic force acts at a distance.
Teaching guidance
Provide a collection of magnets (bar, horseshoe, ring) and a variety of materials for systematic testing. Challenge pupils to predict and then test which materials are attracted to magnets, recording results in a table. Investigate magnetic poles: demonstrate that like poles repel and unlike poles attract using bar magnets on a smooth surface or suspended from string. Explore the magnetic field using iron filings on paper above a bar magnet. Test whether magnetic force acts through materials (paper, wood, plastic, water) by trying to move a paper clip through a table. Investigate which metals are magnetic — only iron, nickel and cobalt, not all metals.
Common misconceptions
The most widespread misconception is that all metals are magnetic. Only iron, nickel, cobalt and their alloys (e.g., steel) are magnetic — copper, aluminium, gold and silver are not. Children often think magnets are strongest in the middle rather than at the poles. Some pupils believe bigger magnets are always stronger than smaller ones, which is not necessarily true as strength depends on the material and magnetisation.
Difficulty levels
Knowing that magnets can attract some objects and that this pull can be felt.
Example task
Hold a magnet near these objects. Which ones does the magnet pull toward it?
Model response: The magnet pulls the paper clip and the nail. It does not pull the wooden block or the plastic pen.
Identifying magnetic materials, knowing that magnets have two poles (north and south), and that like poles repel while unlike poles attract.
Example task
What happens when you put two north poles together? What about a north and a south pole?
Model response: Two north poles repel — they push each other away. A north pole and a south pole attract — they pull toward each other. Opposite poles attract, same poles repel.
Systematically testing materials for magnetic properties, recording results, and explaining that only materials containing iron, nickel or cobalt are magnetic.
Example task
We tested 12 materials and found that iron nails, steel scissors and nickel coins were magnetic, but copper coins, aluminium foil, gold ring, brass key, glass, wood, plastic, paper and rubber were not. What pattern do you notice?
Model response: Only the objects containing iron, nickel or steel (which contains iron) were magnetic. Copper, aluminium, brass and gold are metals but they are not magnetic. This disproves the common idea that 'all metals are magnetic'. The magnetic materials all contain iron, nickel or cobalt. Most everyday magnetic objects are made of steel, which is an alloy (mixture) of iron and carbon. Magnetic force is a non-contact force — the magnets attracted these materials without touching them.
Designing experiments to test magnetic properties (strength through different materials, distance effects) and applying understanding to real-world uses of magnets.
Example task
Design an experiment to test whether a magnet works through different materials. Predict and explain what you think will happen.
Model response: I would place a paper clip on a table and put different materials between the magnet and the clip: paper, cardboard, thin wood, plastic, aluminium foil, glass. I would slowly move the magnet closer until the clip moves. I predict the magnet will work through all non-magnetic materials (paper, cardboard, plastic, glass, wood) because magnetic force is a non-contact force that passes through non-magnetic substances. It should also work through aluminium foil because aluminium is not magnetic. The thickness of the material might affect the distance at which the clip responds because the magnetic force weakens with distance. This principle is used in fridge magnets (work through the fridge door) and magnetic locks.
Delivery rationale
Science knowledge concept — factual content deliverable with visual representations and adaptive quizzing.
Friction and Movement on Surfaces
knowledge AI FacilitatedSC-KS2-C027
Understanding that the surface of an object affects how it moves — rough surfaces produce more friction and slow objects down more than smooth surfaces. Friction is a contact force.
Teaching guidance
Investigate friction by rolling a toy car down a ramp onto different surfaces (carpet, sandpaper, smooth wood, lino) and measuring the distance it travels. Use force meters to pull objects across different surfaces and compare the readings. Discuss why shoes have treads, why tyres have grip patterns, and why ice is slippery. Explore the idea that friction can be both useful (brakes, grip) and a nuisance (wear, heat, slowing down). Connect to the concept that rougher surfaces produce more friction than smoother ones.
Common misconceptions
Children often think that smooth objects have no friction at all, rather than understanding that all surfaces produce some friction when in contact. Some pupils believe friction only slows things down and do not recognise its essential role in enabling movement — without friction, we could not walk, drive or hold objects. Children may think friction is only related to the roughness of surfaces, not understanding that weight and surface area also play a role.
Difficulty levels
Knowing that some surfaces are easier to slide on than others, from everyday experience.
Example task
Is it easier to slide on a wooden floor or on carpet? Why?
Model response: It is easier to slide on the wooden floor because it is smoother. The carpet is rough and harder to slide on.
Using the word 'friction' to describe the force between surfaces that slows movement, and knowing that rough surfaces create more friction.
Example task
What is friction? How does the surface affect how far a toy car rolls?
Model response: Friction is a force between two surfaces that slows down or stops movement. A toy car rolls further on a smooth surface because there is less friction. On a rough surface like carpet, there is more friction, which slows the car down more quickly.
Investigating how friction varies on different surfaces, measuring results systematically, and explaining that friction is a contact force that can be both useful and a nuisance.
Example task
Use a force meter to pull a shoe across four surfaces. Record the force needed. Explain why friction can be both helpful and a problem.
Model response: Sandpaper: 4.5N, carpet: 3.2N, wood: 1.8N, plastic: 1.5N. More force is needed on rougher surfaces because friction is greater. Friction is helpful: shoe treads grip the ground so we do not slip, brakes use friction to stop cars, and we need friction to hold a pencil. Friction is a problem: it slows down bicycles and cars (wasting energy), causes wear on moving parts, and generates unwanted heat in machines. Engineers reduce unwanted friction with lubricants (oil) and increase useful friction with textured surfaces.
Designing friction investigations with controlled variables and applying understanding to explain real-world engineering solutions.
Example task
Car tyres have deep grooves (tread) but racing cars on dry tracks use smooth tyres. Explain this apparent contradiction using your understanding of friction.
Model response: Normal car tyres have deep tread grooves to channel water away from under the tyre in wet conditions. Without tread, a layer of water can form between the tyre and road (aquaplaning), which dramatically reduces friction and makes the car impossible to control. The grooves give water somewhere to go, so the rubber maintains contact with the road. Racing cars on dry tracks use smooth tyres because on a dry surface, a smooth tyre has more rubber in contact with the road, which means more friction and more grip. They do not need to channel water because the track is dry. This shows that the best solution for friction depends on conditions — it is not always 'more friction is better' or 'less is better'.
Delivery rationale
Science fair test concept — requires physical apparatus and variable control, but AI can structure the enquiry sequence.