Science · Grade 10

Active learning ideas

Friction and Air Resistance

Active learning lets students feel forces directly, making abstract concepts like friction and air resistance tangible. By manipulating variables in hands-on tasks, students connect observations to real-world outcomes faster than with lectures alone.

• Ontario Curriculum Expectations
• HS-PS2-1

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 45 min · Small Groups

Ramp Investigation: Surface Friction

Provide ramps and toy cars. Students test smooth wood, sandpaper, and fabric surfaces, measuring distance traveled after release from a fixed height. They calculate average distances over five trials and graph results to compare friction effects.

Differentiate between static and kinetic friction.

Facilitation Tip

During the Ramp Investigation, circulate with a damp cloth and sandpaper to explicitly show how surface treatments change friction in real time.

What to look for

On a small card, ask students to: 1. Write one sentence differentiating static and kinetic friction. 2. Name one factor that affects air resistance and how it affects it.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 30 min · Pairs

Parachute Drop: Air Resistance

Students cut parachutes from plastic bags in four sizes and drop with identical masses from a height. They time descents and note patterns in fall rates. Groups discuss how area affects drag force.

Explain how friction and air resistance affect the motion of objects.

Facilitation Tip

For the Parachute Drop, ask groups to predict which parachute will land first and time their drops to connect shape to drag.

What to look for

Present students with images of different scenarios (e.g., a hockey puck sliding, a car braking, a bird in flight, a person walking). Ask them to identify which type of friction (static, kinetic, air resistance) is most dominant in each scenario and briefly explain why.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 35 min · Small Groups

Streamlining Challenge: Falling Shapes

Cut paper into squares, circles, and triangles; crumple some. Drop from shoulder height and time descents. Students redesign shapes to minimize air resistance and race modified versions.

Analyze strategies to reduce or increase friction in various applications.

Facilitation Tip

In the Static vs Kinetic Pull activity, have students record exact force values at the moment motion starts to highlight the difference between the two friction types.

What to look for

Pose the question: 'Imagine you are designing a new type of shoe for a runner. What strategies would you use to adjust friction and air resistance to improve performance?' Facilitate a class discussion where students share their ideas and justify their design choices.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 40 min · Pairs

Static vs Kinetic Pull: Force Measurement

Use spring scales to measure force needed to start and keep blocks moving on surfaces. Students record static and kinetic values, then apply lubricants and retest.

Differentiate between static and kinetic friction.

What to look for

On a small card, ask students to: 1. Write one sentence differentiating static and kinetic friction. 2. Name one factor that affects air resistance and how it affects it.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teach this topic by starting with students' own experiences, like walking on ice versus concrete, to anchor the concepts. Emphasize that friction and air resistance are not just opposing forces, but tools for control and design. Avoid presenting them as purely negative forces; instead, frame them as adjustable variables in engineering challenges.

Students will confidently explain how surface texture changes friction, how shape alters air resistance, and the difference between static and kinetic friction. Evidence from their measurements and observations should support these explanations clearly.

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Watch Out for These Misconceptions

• During the Ramp Investigation, watch for students assuming all rough surfaces create more friction without testing the material directly.

  Guide students to compare identical objects sliding on untreated wood, sandpaper, and a damp cloth, asking them to quantify differences in stopping distance or pull force needed.

• During the Parachute Drop, listen for claims that larger parachutes always fall slower because they are heavier.

  Have students measure the mass of each parachute and time drops, then ask them to calculate fall rate per gram to isolate the effect of surface area.

• During the Static vs Kinetic Pull activity, expect students to record the same force for starting and maintaining motion.

  Demonstrate the spike in force on the scale at the instant motion begins, then have students practice until they consistently capture the higher static value before the drop during kinetic measurement.

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Methods used in this brief

• Experiential Learning