//   SAVE YOURSELF HOURS...
//   IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM

//   No.1 in GOOGLE - "BEST TEACHER REPORTS APP":

//   - TRUSTED by 1000s of teachers, since 2012
//   - QUICKLY create personalised reports
//   - PASTE into your school system, Word etc
//   - GENDER NEUTRAL option
//   - DEMO video at SchoolReportWriter.COM

//   FOR HELP see end of this document.


//   IMPORTANT NOTE / DISCLAIMER:
//
//   This file is from the old 'freeducation' website. They recently stopped
//   their download service and all 350 of their primary school report comment
//   files are now at SchoolReportWriter.COM - the files (including this)
//   are in the old Teacher Report Assistant format but will be automatically
//   converted when imported at SchoolReportWriter.COM - you can then
//   take advantage of our FREE online report writer's advanced features.

//   500 MORE COMMENTS FILES (often much larger) at SchoolReportWriter.COM


Introduction
The work in the unit 'Forces and movement' extended #'s understanding of how pushes and pulls affected the movement and shape of objects. ~ experimental and investigative work focused on * thinking about what ^ had expected to happen, making ^ own measurements, recording and presenting ~ results and deciding whether the results supported ~ original prediction.^ then had to deciding whether ~ comparisons were fair. # was also given several opportunities to relate what ^ had learnt in science to the ways in which familiar objects moved.
"
Changes
Section 2: Changing movement by force

^ was able to describe what ^ had done using the appropriate words such as twist, squeeze, stretch, pull out. In addition, ^ was able to classify ~ actions as pushes or pulls e.g stretching is a pull, squeezing is a push.
"
Speed
Section 3: Speeding up and slowing down

^ was able to describe how to make things speed up or change direction e.g. by saying when I push the car hard it goes faster and faster, when I hit the ball it went off to the side. 


"
Comparisions
Section 4: Comparing how objects move

^ has described how ^ can make *self slow down, e.g. I held onto the side of the slide and this slowed me down.
"
Experiments
Section 5: Experimenting with toy cars

^ was able to measure ~ distances carefully in appropriate units.
^ could suggest a way in which ~ comparison was unfair e.g. I pushed the truck harder than the lorry.


"
Presentation
Section 6: Presenting results

^ was able to decide how to alter ~ ramp e.g. by using a different numbers of bricks to support the top.
^ was capable of measuring the distances travelled in units such as straws, bricks, metres or centimetres. ^ has recognised that marking the starting and finishing points was important.
^ was able to relate ~ results to ~ predictions e.g. I was right, it went further with the highest ramp, there was more force on it.
^ has described one way in which the comparison might not have been fair e.g. it wasn't fair because the red car started nearer the top than the blue car.
"
Bar charts
Section 7: Pushes and pulls as force

^ is able to, with help, draw a block graph from ~ experimental results.
"
Review
Section 8: Review

# was able to describe examples where ~ pushes and pulls altered the movement of an object.
^ is able to state that both pushes and pulls are forces. 


"