Activity Overview
Creating force diagrams is an important skill for students to acquire so that they are able to understand and describe the forces acting on an object. In this activity, students will create quick, clear, and easy force diagrams. The instructions in this activity are specific to the example storyboard above. You can alter this storyboard and add it as a template, or create your own scenarios for students to diagram by editing the instructions.
Forces are a vector quantity, meaning they have both size and direction. We can represent these forces using an arrow. The direction of the arrow represents the direction of the force and the length of the arrow represents the size of the force. If the forces are balanced, they are said to be equal and opposite. Balanced forces have a resultant (net) force of zero. When there is no resultant force, the object will either travel at a constant speed if it was already moving, or remain stationary if it wasn’t moving. If the forces are unbalanced, then there is a resultant force. If the object was stationary, the resultant force will cause the object to move.
Light Modifications
You can stretch more advanced students by getting them to draw the resultant forces in each of the examples. You can simplify these diagrams even more by using shapes instead of images of the objects.
In terms of differentiation you can make this task more easily accessible by giving students a list of the forces they need to include in each cell. To stretch your gifted and talented learners, give them more complex situations to draw diagrams for, where the forces don’t lie on the x, y, z axis. An example of this is given in the storyboard with the rappeler.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create force diagrams in a range of different contexts. Remember forces have both a size and direction. This means you need to be careful about the direction of the arrow and its length.
- Click "Start Assignment".
- The situations on the left are a rocket accelerating upwards, a boat floating in the water, and at the bottom of the bungee cord when the person is stationary.
- Use arrows from the shapes menu to add force diagrams to the cells on the right. Change the arrow to make them the correct length and make sure they are pointing in the correct direction.
- Label your arrows using Textables.
- Underneath your force diagram, write a description of the forces. Say whether they are balanced or unbalanced, and what effect this has on the object's motion.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 16 Points | Beginning 0 Points | |
|---|---|---|---|
| Force Arrows and Labels | | | |
| Description | | | |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
Activity Overview
Creating force diagrams is an important skill for students to acquire so that they are able to understand and describe the forces acting on an object. In this activity, students will create quick, clear, and easy force diagrams. The instructions in this activity are specific to the example storyboard above. You can alter this storyboard and add it as a template, or create your own scenarios for students to diagram by editing the instructions.
Forces are a vector quantity, meaning they have both size and direction. We can represent these forces using an arrow. The direction of the arrow represents the direction of the force and the length of the arrow represents the size of the force. If the forces are balanced, they are said to be equal and opposite. Balanced forces have a resultant (net) force of zero. When there is no resultant force, the object will either travel at a constant speed if it was already moving, or remain stationary if it wasn’t moving. If the forces are unbalanced, then there is a resultant force. If the object was stationary, the resultant force will cause the object to move.
Light Modifications
You can stretch more advanced students by getting them to draw the resultant forces in each of the examples. You can simplify these diagrams even more by using shapes instead of images of the objects.
In terms of differentiation you can make this task more easily accessible by giving students a list of the forces they need to include in each cell. To stretch your gifted and talented learners, give them more complex situations to draw diagrams for, where the forces don’t lie on the x, y, z axis. An example of this is given in the storyboard with the rappeler.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create force diagrams in a range of different contexts. Remember forces have both a size and direction. This means you need to be careful about the direction of the arrow and its length.
- Click "Start Assignment".
- The situations on the left are a rocket accelerating upwards, a boat floating in the water, and at the bottom of the bungee cord when the person is stationary.
- Use arrows from the shapes menu to add force diagrams to the cells on the right. Change the arrow to make them the correct length and make sure they are pointing in the correct direction.
- Label your arrows using Textables.
- Underneath your force diagram, write a description of the forces. Say whether they are balanced or unbalanced, and what effect this has on the object's motion.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 16 Points | Beginning 0 Points | |
|---|---|---|---|
| Force Arrows and Labels | | | |
| Description | | | |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
How Tos about Force Diagrams Activity
Use real-life classroom objects to practice force diagrams
Engage students by selecting familiar items—like books, pencils, or backpacks—for force diagram practice. This makes abstract concepts more relatable and helps students apply science to everyday situations.
Demonstrate drawing arrows for force direction and size
Show students how to draw arrows pointing in the correct direction and with lengths matching the force size. Visual cues reinforce the vector nature of forces and build diagramming accuracy.
Guide students to label all forces acting on the object
Encourage clear labeling of forces such as gravity, friction, or applied force. Accurate labels clarify understanding and make diagrams easier to interpret.
Discuss with students if the forces are balanced or unbalanced
Facilitate a group discussion on whether the forces cancel out or produce movement. This deepens understanding of how force interactions affect motion.
Ask students to predict what happens to the object next
Challenge students to use their diagram to explain or predict the object's motion. This step connects theory to real-world outcomes and checks comprehension.
Frequently Asked Questions about Force Diagrams Activity
What is a force diagram and why is it important for students to learn?
Force diagrams are simple drawings that show all the forces acting on an object using arrows. They help students visually understand and describe how forces affect motion, making complex physics concepts easier to grasp.
How do you create a quick and clear force diagram for elementary students?
To create a quick and clear force diagram, draw the object simply, use arrows to show each force's direction and size, label each arrow, and write a brief description below. Focus on clarity and keep the diagram uncluttered for easy understanding.
What is the difference between balanced and unbalanced forces in a force diagram?
Balanced forces are equal and opposite, resulting in no change in motion; the object stays still or moves at a constant speed. Unbalanced forces cause a change in motion because the net force is not zero.
What are some easy scenarios for students to practice drawing force diagrams?
Good practice scenarios include a rocket launching, a boat floating on water, or a person at the bottom of a bungee cord. These situations help students identify and represent different forces acting in real life.
How can teachers differentiate force diagram activities for different student levels?
Teachers can simplify by providing a list of forces or using basic shapes, or challenge advanced students with complex scenarios and by asking them to draw resultant forces or forces in non-standard directions.
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