Science · Year 2 · Forces in Motion · Term 2

Changing Direction and Speed

Students will investigate how pushes and pulls can change an object's direction or speed.

• ACARA Content Descriptions
• AC9S2U03

About This Topic

Pushes and pulls act as forces that change an object's speed or direction. Year 2 students examine how a light push on a toy car increases its speed gradually, while a firm kick on a ball sends it rolling faster and veers it off course. Pulling a wagon with varying strength demonstrates slowing or redirecting motion. These ideas link to familiar activities like playground games and ball sports students enjoy.

This content matches AC9S2U03, focusing on force effects through investigation. Students analyze scenarios such as stopping a slow versus fast ball, compare forces required, and design games incorporating pushes and pulls. Such tasks build observation, prediction, and fair testing skills essential for scientific inquiry.

Active learning suits this topic perfectly since forces produce immediate, visible results. When students experiment with ramps, balls, and strings in pairs or groups, they feel the differences firsthand, test predictions safely, and refine ideas through trial and error. Playful setups keep engagement high and turn abstract forces into memorable experiences.

Key Questions

1. Analyze how kicking a ball changes its direction and speed.
2. Compare the force needed to stop a rolling ball versus a fast-moving ball.
3. Design a game that requires both pushing and pulling to change object movement.

Learning Objectives

• Identify how a push or pull changes an object's speed.
• Identify how a push or pull changes an object's direction.
• Compare the force needed to stop objects moving at different speeds.
• Design a simple game that uses pushing and pulling to move an object.

Before You Start

Observing and Describing Objects

Why: Students need to be able to observe and describe the properties of objects, such as size and shape, before investigating how forces affect them.

Identifying Actions

Why: Students need to be able to identify basic actions like pushing and pulling in their environment before understanding them as forces.

Key Vocabulary

Force	A push or a pull that can make an object move, stop, or change direction.
Push	A force that moves something away from you.
Pull	A force that moves something towards you.
Speed	How fast or slow an object is moving.
Direction	The path an object takes as it moves.

Watch Out for These Misconceptions

Common Misconception

Pushes and pulls only make objects go faster or slower, not change direction.

What to Teach Instead

Students often overlook angled forces. Demonstrations with balls kicked sideways reveal direction shifts. Pair discussions after hands-on trials help them revise ideas and connect force angle to path changes.

Common Misconception

Objects stop moving on their own without any force.

What to Teach Instead

Friction provides the stopping force, which experiments clarify. When students push objects on smooth versus rough surfaces and observe slowing rates, active comparisons build accurate mental models of ongoing forces.

Common Misconception

The same push works equally on all objects.

What to Teach Instead

Mass affects results, as heavier items need more force. Group ramp races with light balls and heavy blocks highlight this. Peer testing encourages predictions and explanations tied to observations.

Active Learning Ideas

Stations Rotation: Push and Pull Stations

Prepare four stations: one with ramps for varying pushes, one with string pulls on toys, one for direction changes using barriers, and one for speed comparisons with timers. Small groups spend 8 minutes at each, drawing or noting how forces alter motion before rotating. Conclude with a class share-out.

45 min·Small Groups

Pairs: Ball Motion Challenges

Partners roll balls across the floor, then apply pushes or pulls to change speed or direction. They compare gentle versus strong forces and discuss observations. Extend by timing how far balls travel after each force.

25 min·Pairs

Small Groups: Force Game Design

Groups brainstorm and build a simple game using balls, hoops, strings, and ramps that requires pushes and pulls to navigate obstacles. Test prototypes, adjust based on motion failures, and present to the class.

35 min·Small Groups

Whole Class: Ramp Force Demo

Use a shared ramp setup with toy cars. Class predicts outcomes for different pushes, then tests and measures speed or distance changes. Record results on a chart for group analysis.

30 min·Whole Class

Real-World Connections

• A sports coach observes how a soccer player kicks the ball, analyzing the force and angle to change its speed and direction for a pass or shot.
• Construction workers use pushes and pulls to move heavy materials like bricks or lumber on a building site, using tools like wheelbarrows or levers.
• Children on a playground use pushes and pulls to play games, such as pushing a swing higher or pulling a wagon filled with toys.

Assessment Ideas

Quick Check

Show students a video clip of a ball rolling. Ask: 'What force is making the ball move?' Then, ask: 'If I want to make the ball go faster, what should I do?' and 'If I want to make the ball change direction, what should I do?'

Discussion Prompt

Present two scenarios: a light toy car rolling slowly and a heavier ball rolling fast. Ask students: 'Which object do you think needs a bigger push to stop it? Why?' Facilitate a discussion comparing the forces needed.

Exit Ticket

Give each student a piece of paper. Ask them to draw one way they can use a push to change an object's movement and one way they can use a pull. They should label their drawings with 'push' or 'pull'.

Frequently Asked Questions

How do pushes and pulls change an object's direction or speed in Year 2 science?

Pushes and pulls apply forces that accelerate, decelerate, or redirect motion. A straight push increases speed linearly, while an angled one alters direction, as seen in kicking a ball. Students investigate by varying force strength and angle on toys or balls, observing and measuring changes to meet AC9S2U03 requirements.

What hands-on activities teach forces for AC9S2U03?

Station rotations with ramps and pulls, pair ball challenges, and group game designs offer practical ways to explore forces. These let students predict, test, and record how pushes alter speed or direction, fostering inquiry skills. Simple materials like toy cars and strings keep setup easy and costs low.

Common misconceptions Year 2 students have about changing motion?

Students may think pushes only affect speed, not direction, or that motion stops without force. Friction and mass effects are often missed. Targeted demos and group experiments correct these by providing direct evidence and discussion opportunities.

How can active learning benefit teaching changing direction and speed?

Active learning engages students through direct manipulation of objects, making forces tangible. Pushing ramps or pulling strings yields instant feedback on speed and direction changes, encouraging predictions and revisions. Collaborative setups build communication skills, while play-based games sustain motivation and deepen understanding of AC9S2U03 concepts over passive explanations.