• Resource Overview

    These force, motion and energy posters will help you create a colourful classroom that will enhance student learning. Use these bright and engaging posters to decorate your classroom.  The A3 posters can be printed, laminated and displayed in your classroom for students to use as visual cues when completing activities.

    Each poster provides information on force, motion and energy using text and graphics to assist visual learning styles.

    Pack includes:

    • 3 x A3 Posters (digital)

    Relevant to:

    ACARA Australian Curriculum Design & Technologies YRS 7-10

    ACTDEK031 Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions

    ACARA Australian Curriculum Science Years 7-10

    ACSSU117 Change to an object’s motion is caused by unbalanced forces, including Earth’s gravitational attraction, acting on the object

    ACSSU155 Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems

    NSW NESA Technology Mandatory Years 7-8 Syllabus (2017)

    Engineered Systems

    › explains how force, motion and energy are used in engineered systems TE4-8EN

    • investigate how force, motion and/or energy are utilised when designing engineered systems, for example: (ACTDEK031)
    • electronic circuits
    • mechanisms involving simple machines
    • built environments
    • produce products or systems that apply engineering principles, for example: (ACTDEK031, ACTDEP039) DT
    • a product that applies force, motion and/or energy for a purpose, eg toys, windmill

    NSW NESA Science and Technology K-6 Syllabus (2017)

    Early Stage 1

    STe-5PW-ST observes the way objects move and relates changes in motion to push and pull forces

    Physical World

    • observe the effects of push and pull forces on familiar objects, for example: (ACSSU033) SciT
    • changes in motion, eg starting, stopping, changing speed or direction
    • changes in shape, eg stretching, breaking
    • participate in guided investigations to explore how particular objects move on land, water and/or in the air, and how these objects are affected by forces (ACTDEK002) SciT

    Stage 1

    ST1-8PW-S describes common forms of energy and explores some characteristics of sound energy

    ST1-9PW-ST investigates how forces and energy are used in products

    Physical World

    Forces and energy in products

    Focus question: How are forces used for a purpose?

    Students:

    • explore how technologies use forces to create movement in products (ACTDEK002) SysT
    • design and develop a product that uses one or more forms of energy to create change DesT

    Stage 2

    ST2-8PW-ST describes the characteristics and effects of common forms of energy, such as light and heat

    ST2-9PW-ST describes how contact and non-contact forces affect an object’s motion

    Physical World

    Contact and non-contact forces

    Inquiry question: How can objects affect other objects with or without touching them?

    Students:

    • identify that both pushes and pulls can be classified as contact and non-contact forces

    (ACSSU076)

    • observe how contact and non-contact forces cause changes in the motion of objects, for example: (ACSSU076)
    • changes in speed
    • changes in direction

    Forces and energy in products and systems

    Focus question: How can we use forces and energy in a product or system?

    Students:

    • investigate how forces and materials interact in a product or system to perform a function (ACTDEK011) ComT SciT SysT

    Stage 3

    ST3-8PW-ST explains how energy is transformed from one form to another

    ST3-9PW-ST investigates the effects of increasing or decreasing the strength of a specific contact or non-contact force

    Physical World

    Describing and exploring specific forces

    Inquiry question: How can we make a force stronger or weaker?

    Students:

    • explore and describe some common contact or non-contact forces, for example:
    • applied force (eg pushing, kicking)
    • friction and air resistance
    • tension and elastic force
    • gravity
    • magnetism
    • buoyancy
    • perform a scientific investigation to explore the effects of changing the strength of a single contact or non-contact force, for example: SciT
    • how a stronger or weaker applied force, such as a push or kick, results in objects travelling longer or shorter distances
    • how increasing or decreasing the strength of the force of air resistance by changing the shape of an object results in increases or decreases in speed

    Transfer and transformation of energy

    Inquiry question: What types of energy transformations can be observed?

    Students:

    • identify different types of energy transformations, for example: (ACSSU097)
    • gravitational energy to energy of movement
    • heat energy to light energy
    • investigate how electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources (ACSSU097) SciT SysT

    Forces and energy in products and systems

    Focus question: How can electricity be used in a product or system?

    Students:

    • describe examples where light, sound, heat and electrical energy transform from one type of energy to another, for example: ComT SysT
    • a toaster transforms electrical energy into heat energy
    • a microphone transforms sound energy into electrical energy
    • a solar panel transforms light energy into electrical energy
    • investigate how electrical energy can control movement, sound, or light in a product or system (ACTDEK020) ComT SciT
    • design, test and evaluate a product or system that involves an energy transformation to meet an identified need using electrical energy ComT DesT

    NSW NESA Science Years 7-10 Syllabus (2018)

    Stage 4

    SC4-10PW describes the action of unbalanced forces in everyday situations

    Stage 5

    SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion

    Industrial Technology 7-10 Syllabus (2019)

    Engineering 

    NSW NESA Engineering Studies Stage 6 Syllabus (2011)

    NSW NESA Physics Stage 6 Syllabus (2017)

    QLD QCAA Physics General Senior Syllabus (2019)

    TAS TASC Physics

    SA SACE Stage 1 Physics Subject Outline (2021)

    SA SACE Stage 2 Physics Subject Outline (2021)

    WA SCSA Physics Year 11

    WA SCSA Physics Year 12

  • Curriculum

    • Australian
    • New South Wales
    • Design and Technologies > Year 7, Year 8 > Design and Technologies Knowledge and Understanding

      ACTDEK031
      Analyse how motion, force and energy are used to manipulate and control electromechanical systems when designing simple, engineered solutions

      Elaboration
      • calculating an engineered system's outputs, for example speed, brightness of light, volume of sound
      • experimenting to select the most appropriate principles and systems on which to base design ideas, for example structural components to be tested for strength
      • investigating components, tools and equipment, for example testing the durability of batteries, determining the effective range of wireless devices
      • investigating influences impacting on manufactured products and processes such as historical developments, society, new materials, control systems and biomimicry, for example the development of velcro
      • producing prototypes and jigs to test functionality, including the use of rapid prototyping tools such as 3D printers
      • using code to control systems, for example code to program a microcontroller or a simple, object-based coding application to program a system such as a remote-controlled car or simple robotic arm


      Science > Year 7 > Science Understanding > Physical sciences

      ACSSU117
      Change to an object's motion is caused by unbalanced forces, including Earth's gravitational attraction, acting on the object

      Elaboration
      • investigating the effect of forces through the application of simple machines, such as the bow and arrows used by Torres Strait Islander Peoples or the spear throwers used by Aboriginal Peoples (OI.5, OI.7)
      • considering how gravity keeps planets in orbit around the sun
      • exploring how gravity affects objects on the surface of Earth
      • investigating a simple machine such as lever or pulley system
      • investigating common situations where forces are balanced, such as stationary objects, and unbalanced, such as falling objects
      • investigating the effects of applying different forces to familiar objects


      Science > Year 8 > Science Understanding > Physical sciences

      ACSSU155
      Energy appears in different forms, including movement (kinetic energy), heat and potential energy, and energy transformations and transfers cause change within systems

      Elaboration
      • investigating different forms of energy in terms of the effects they cause, such as gravitational potential causing objects to fall and heat energy transferred between materials that have a different temperature
      • investigating traditional fire-starting methods used by Aboriginal and Torres Strait Islander Peoples and their understanding of the transformation of energy (OI.5, OI.7)
      • recognising that heat energy is often produced as a by-product of energy transfer, such as brakes on a car and light globes
      • recognising that kinetic energy is the energy possessed by moving bodies
      • recognising that potential energy is stored energy, such as gravitational, chemical and elastic energy
      • using flow diagrams to illustrate changes between different forms of energy


      Design and Technologies > Year 7, Year 8 > Design and Technologies Processes and Production Skills

      ACTDEP039
      Use project management processes when working individually and collaboratively to coordinate production of designed solutions

      Elaboration
      • explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes
      • identifying risks and how to avoid them when planning production
      • investigating the time needed for each step of production
      • organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment


      Science > Year 2 > Science Understanding > Physical sciences

      ACSSU033
      A push or a pull affects how an object moves or changes shape

      Elaboration
      • considering the effects of objects being pulled towards the Earth
      • exploring how different strengths of pushes and pulls affect the movement of objects
      • exploring ways that objects move on land, through water and in the air
      • identifying toys from different cultures that use the forces of push or pull
      • investigating the push and pull movements of traditional Aboriginal and Torres Strait Islander children's instructive toys (OI.5)


      Design and Technologies > Foundation, Year 1, Year 2 > Design and Technologies Knowledge and Understanding

      ACTDEK002
      Explore how technologies use forces to create movement in products

      Elaboration
      • combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances
      • exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that by combining materials with forces movement can be created
      • exploring how the principles of push and pull are used in the design of toys, for example in a spinning toy such as an Aboriginal mammandur
      • exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves
      • identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement
      • selecting materials to demonstrate how material properties are appropriate for particular designed solutions, for example materials that enable sliding or floating


      Science > Year 4 > Science Understanding > Physical sciences

      ACSSU076
      Forces can be exerted by one object on another through direct contact or from a distance

      Elaboration
      • comparing and contrasting the effect of friction on different surfaces, such as tyres and shoes on a range of surfaces
      • exploring how non-contact forces are similar to contact forces in terms of objects pushing and pulling another object
      • exploring the forces of attraction and repulsion between magnets
      • investigating the effect of contact and non-contact forces on the movement of objects in traditional Aboriginal and Torres Strait Islander children's instructive toys and games (OI.5)
      • investigating the effect of forces on the behaviour of an object through actions such as throwing, dropping, bouncing and rolling
      • observing qualitatively how speed is affected by the size of a force


      Design and Technologies > Year 3, Year 4 > Design and Technologies Knowledge and Understanding

      ACTDEK011
      Investigate how forces and the properties of materials affect the behaviour of a product or system

      Elaboration
      • conducting investigations to understand the characteristics and properties of materials and forces that may affect the behaviour and performance of a product or system, for example woomera design
      • deconstructing a product or system to identify how motion and forces affect behaviour, for example in a puppet such as a Japanese bunraku puppet or a model windmill with moving sails
      • examining models to identify how forces and materials are used in the design of a toy
      • experimenting with available local materials, tools and equipment to solve problems requiring forces including identifying inputs (what goes in to the system), processes (what happens within the system) and outputs (what comes out of the system), for example designing and testing a container or parachute that will keep an egg intact when dropped from a height
      • exploring through play how movement can be initiated by combining materials and using forces, for example releasing a wound rubber band to propel a model boat
      • identifying and exploring properties and construction relationships of an engineered product or system, for example a structure that floats; a bridge to carry a load


      Science > Year 6 > Science Understanding > Physical sciences

      ACSSU097
      Electrical energy can be transferred and transformed in electrical circuits and can be generated from a range of sources

      Elaboration
      • considering whether an energy source is sustainable
      • exploring the features of electrical devices such as switches and light globes
      • investigating different electrical conductors and insulators
      • investigating how moving air and water can turn turbines to generate electricity
      • investigating the use of solar panels
      • recognising the need for a complete circuit to allow the flow of electricity


      Design and Technologies > Year 5, Year 6 > Design and Technologies Knowledge and Understanding

      ACTDEK020
      Investigate how electrical energy can control movement, sound or light in a designed product or system

      Elaboration
      • deconstructing a product or system to discover how movement, sound or light can be controlled, for example deconstructing a torch or buzzer and exploring circuit design
      • investigating the features of electrical devices such as switches, light globes and sensors
      • investigating the properties of materials to solve problems requiring the control of movement, sound or light, for example the amount of light reflected from different surfaces to control a sensor
      • investigating the technologies in a control system for an identified need or opportunity and user, for example a system that allows safe passage at pedestrian crossings
      • producing models using materials, tools and equipment to show how to control movement, sound or light
      • recognising the need to carefully plan and select components for a system to perform a specific task


    • Technology Mandatory Years 7–8 > Year 7, Year 8 > Engineered Systems

      TE4-8EN
      explains how force, motion and energy are used in engineered systems

      Elaboration



Force, Motion & Energy Posters

$11.99 GST inclusive

Units Sold: 1

Units Sold: 1
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These force, motion and energy posters will help you create a colourful classroom that will enhance student learning. Use these bright and engaging posters to decorate your classroom.  The A3 posters can be printed, laminated and displayed in your classroom for students to use as visual cues when completing activities.

SKU:

01RDTMFMEP
Digital or Physical

Formats Included

Product Type

Resource Type

Year Level

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