DIPLOMA TEACHER EDUCATION | Sub-Strand 6.

2: Friction | Year 2

DIPLOMA TEACHER EDUCATION — YEAR 2

LESSON NOTES
Sub-Strand 6.2: FRICTION
Strand 6.0: Force and Energy
Kenya Competency-Based Education (CBE) Framework

Strand 6.0 Force and Energy

Sub-Strand 6.2 Friction (5 Hours Total)

Level Year 2 — Diploma Teacher Education

Key Inquiry Question Why should friction force be controlled?

Core Competencies Digital Literacy; Communication & Collaboration

Values Unity, Responsibility, Respect, Integrity

1. INTRODUCTION TO FRICTION

Friction is one of the most common forces experienced in everyday life, yet it is often misunderstood or taken
for granted. As teacher trainees preparing to facilitate learning in Kenyan classrooms, it is essential to develop a
thorough conceptual understanding of friction — its nature, causes, types, and effects — before teaching it to
learners.

Key Inquiry Question

Why should friction force be controlled?

1.1 What is Friction?

Friction is a contact force that opposes or resists the relative motion (or tendency of motion) between two
surfaces that are in contact with each other. It acts along the surface of contact and always acts in the direction
opposite to the direction of motion or intended motion.

Scientific Definition
Friction is the resistive force that acts between two surfaces in contact, opposing relative motion or
the tendency of motion between them.

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 DIPLOMA TEACHER EDUCATION | Sub-Strand 6.2: Friction | Year 2

Friction arises because no surface is perfectly smooth at the microscopic level. Even surfaces that appear
smooth to the naked eye have tiny bumps, ridges, and irregularities called asperities. When two surfaces are
pressed together, these microscopic irregularities interlock, creating resistance to movement.

1.2 Nature and Causes of Friction

• Interlocking of surface irregularities (asperities) at the microscopic level.
• Adhesive forces between molecules of the two surfaces in contact.
• Deformation of softer materials under pressure.
• The normal reaction force — the greater the force pressing surfaces together, the greater the friction.

It is important for teacher trainees to understand that friction is not simply a 'nuisance' force to be eliminated. It
is a vital force that makes much of everyday life possible — from walking to driving, writing to construction.

2. TYPES OF FRICTION

There are four main types of friction that teacher trainees should understand and be able to explain to their
future learners:

Type of Friction Description Everyday Example (Kenyan

Context)

Static Friction Acts between surfaces at rest relative A matatu (minibus) stationary on a
to each other. It prevents motion from hill — static friction prevents it from
starting. It is the greatest type of sliding down.
friction.

Sliding (Kinetic) Acts when one surface slides over A child sliding down a slide at
Friction another. It is less than static friction. school; pushing a desk across a
Also called kinetic friction. classroom floor.

Rolling Friction Acts when one surface rolls over Bicycle wheels rolling on tarmac;
another. It is much less than sliding cart wheels at the market.
friction.

Fluid Friction Acts when an object moves through a A swimmer moving through water
(Viscosity) fluid (liquid or gas). Also called drag or at a public swimming pool; a bird
air resistance. flying through air.

Important Relationship
Static friction > Sliding (Kinetic) friction > Rolling friction > Fluid friction
This is why it is harder to START moving an object than to KEEP it moving.

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 DIPLOMA TEACHER EDUCATION | Sub-Strand 6.2: Friction | Year 2

2.1 Limiting Friction

Limiting friction (also called maximum static friction) is the maximum value of static friction force that acts just
before an object is about to move. Once the applied force exceeds this value, the object begins to move and
sliding friction (which is smaller) takes over.

2.2 The Laws of Friction

Teacher trainees must be familiar with the classical laws of friction for teaching purposes:

Laws of Dry Friction (Classical)

1. The frictional force acts in the direction opposite to the motion or intended motion.
2. The magnitude of friction is directly proportional to the normal reaction force (F ∝ N).
3. Friction is independent of the area of contact between the surfaces (for rigid bodies).
4. Friction depends on the nature of the surfaces in contact (rough surfaces produce more friction
than smooth ones).
5. Kinetic friction is independent of the speed of sliding (approximately true for moderate speeds).

2.3 Coefficient of Friction (μ)

The coefficient of friction (μ — pronounced 'mu') is a dimensionless number that describes the ratio of the
friction force to the normal reaction force between two surfaces.

Formula
F = μ×N
Where: F = Friction force (Newtons, N) | μ = Coefficient of friction | N = Normal reaction force (N)

There are two coefficients of friction:

• μs (coefficient of static friction) — applies before motion begins. Generally higher.
• μk (coefficient of kinetic/sliding friction) — applies during motion. Generally lower than μs.

Surface Pair Approximate μk (Sliding)

Rubber on dry tarmac (car tyres) 0.7 – 0.8

Rubber on wet tarmac 0.3 – 0.4

Wood on wood 0.2 – 0.5

Steel on steel (dry) 0.4 – 0.6

Steel on steel (lubricated) 0.05 – 0.15

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Surface Pair Approximate μk (Sliding)

Ice on ice 0.03 – 0.05

Teflon on Teflon 0.04

3. MEASURING FRICTION — PRACTICAL APPROACH

Teacher trainees will facilitate a practical lesson in which learners measure friction. Below is the scientific basis
for this activity, including what to observe and how to explain results.

3.1 Equipment Needed

• A wooden block (or brick)
• A spring balance (Newton meter)
• Different surface types: smooth tile, cardboard, sandpaper, oiled surface
• A flat table or bench
• A ruler and data recording sheet

3.2 Procedure
6. Place the wooden block on the smooth surface (tile or table top).
7. Attach the spring balance to the block using a string or hook.
8. Pull the spring balance horizontally at a slow, steady speed.
9. Read the force shown on the spring balance when the block is just beginning to move (limiting friction)
and during steady movement (kinetic friction).
10. Record the force values in a table.
11. Repeat on sandpaper, oiled surface, and other surfaces.
12. Compare readings and draw conclusions.

Why pull at constant speed?

When an object moves at constant speed, the net force is zero. This means the applied force (shown on
the spring balance) equals the friction force exactly. This makes measuring friction straightforward and
accurate.

3.3 Expected Results

Approximate Friction Force (N) — for a 1 kg

Surface Type
block

Smooth tile (dry) Low (approx. 1.5 – 2.0 N)

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Approximate Friction Force (N) — for a 1 kg

Surface Type
block

Cardboard Medium (approx. 2.5 – 3.5 N)

Sandpaper (rough) High (approx. 4.0 – 6.0 N)

Oiled surface Very Low (approx. 0.5 – 1.0 N)

4. ADVANTAGES AND DISADVANTAGES OF FRICTION

One of the specific learning outcomes requires teacher trainees to identify advantages and disadvantages of
friction as a type of force. These must be contextualised using Kenyan examples for relevance.

✅ ADVANTAGES OF FRICTION ❌ DISADVANTAGES OF FRICTION

Walking and running — friction between shoe Wear and tear of machine parts — friction causes
soles and the ground allows us to move moving parts in engines and machinery to wear
without slipping. out, increasing maintenance costs.

Vehicle braking — friction between tyres and Energy loss as heat — friction in engines
road surface allows cars and matatus to stop converts useful kinetic energy to wasteful heat
safely. energy, reducing fuel efficiency.

Writing — friction between pen/pencil and Noise and vibration — friction between surfaces
paper allows us to write; without it, the pen creates noise (e.g., squeaking brakes, grinding
would slip. gears).

Holding objects — friction between our Reduced speed of moving objects — air
fingers and objects allows us to grip, hold, resistance and friction slow down vehicles,
and carry things. athletes, and machinery.

Road safety — tyre tread patterns increase Fire hazards — excessive friction can generate
friction with wet roads, reducing skidding and enough heat to cause fires (e.g., overheating of
accidents in Kenya's rainy season. machine bearings).

Matches — friction between the match head Difficulty in movement — in manual labour,
and the striking surface generates heat to friction makes pushing/pulling heavy loads harder
light the match. and more tiring.

Rock climbing and sports — friction between Structural damage — friction between moving
hands/shoes and rock surfaces enables safe parts of buildings during earthquakes can cause
climbing and sporting activities. structural damage.

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Teaching Tip for Trainees

When teaching advantages and disadvantages of friction, always begin with learners' own experiences.
Ask: 'What would happen if the ground had NO friction?' Guide learners to discover that walking, driving,
and even writing would be impossible. This makes the concept meaningful and memorable.

5. INCREASING AND REDUCING FRICTION

Teacher trainees must be able to demonstrate and explain the ways of increasing and reducing friction between
surfaces, as this is a key practical learning outcome.

5.1 Ways of Increasing Friction

Friction is increased when we want more grip, stability, or safety:

Method Example / Explanation

Making surfaces rougher Sandpapering floors in workshops; adding gravel to paths

for better grip.

Increasing the normal force Pressing a brake pad harder against a disc increases
(pressing harder) braking friction.

Using treaded tyres Deep tyre treads on lorries and tractors increase friction on
muddy Kenyan roads.

Using roughened soles on shoes Sports shoes (e.g., football boots with studs) increase grip
on grass.

Adding sand or grit Spreading sand on icy or wet roads; Kenyan matatus
spreading sand near steep hills.

Using sticky materials Applying chalk dust (magnesium carbonate) to hands in

gymnastics for grip.

Grooves and patterns on surfaces Ridged handles on tools, textured grips on sports
equipment.

5.2 Ways of Reducing Friction

Friction is reduced when we want smooth movement, energy efficiency, or reduced wear:

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Method Example / Explanation

Lubrication Using oil, grease, or water between surfaces to separate

them and reduce contact friction. Engine oil in car engines;
grease on bicycle chains.

Smoothing / polishing surfaces Sanding and polishing metal surfaces; using smooth floors
in factories to allow easy movement of goods.

Using ball bearings or rollers Ball bearings replace sliding friction with rolling friction in
bicycle wheels, motors, and axles.

Streamlining (aerodynamic design) Designing vehicles and aircraft with smooth, tapered
shapes to reduce air resistance (fluid friction). Racing cars,
aeroplanes.

Using rollers or wheels Moving heavy furniture on rollers; using wheelbarrows

instead of dragging loads on the ground.

Applying a powder or Teflon coating Non-stick cooking pans coated with Teflon; talcum powder
between moving parts.

Magnetic levitation (MagLev) MagLev trains float above rails using magnetic force,
eliminating surface contact and friction entirely.

6. ECONOMIC IMPORTANCE OF FRICTION IN KENYA

This section addresses the learning outcome that requires teacher trainees to evaluate the economic
importance of friction in life, with specific reference to the Kenyan community context.

6.1 Positive Economic Impact of Friction

• Transport Industry: Tyre friction on roads is essential for road transport, which accounts for over 90% of
Kenya's passenger and freight movement. Tyre manufacturers and road construction companies depend
on understanding friction to build safer, more durable systems.
• Agriculture: Farmers use friction in farm tools (jembes, pangas) and in traction on soil. Tractor tyres are
designed for high friction on farm terrain, improving productivity.
• Construction Industry: Friction keeps building materials in place. Cement and mortar use friction between
particles for structural integrity. Scaffolding relies on friction to remain safe.
• Manufacturing: Friction-based machines (drills, grinders, lathes) are central to Kenyan manufacturing
industries in Nairobi's industrial area and EPZ zones.
• Sports and Tourism: Friction enables rock climbing, athletics, football, and other sports. Kenya's world-
class athletes benefit from understanding friction in footwear design and track surfaces.

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6.2 Negative Economic Impact of Friction

• Machine Maintenance Costs: Friction causes wear in engines, conveyor belts, and industrial machinery.
Kenyan businesses spend billions annually on maintenance, spare parts, and lubricants to manage
friction-related wear.
• Fuel Consumption: Internal combustion engines lose approximately 10–15% of their fuel energy
overcoming internal friction. Higher fuel consumption increases costs for transport companies and
individual drivers.
• Road and Tyre Degradation: The friction between vehicles and road surfaces causes road wear, requiring
frequent and expensive road repairs. Kenya's road maintenance budget is significantly affected by this.
• Infrastructure Lifespan: Friction between environmental elements (wind-driven particles) and buildings
causes erosion and structural degradation over time, increasing repair and reconstruction costs.

Case Study: Standard Gauge Railway (SGR) — Nairobi–Mombasa

The SGR was engineered with friction management as a key design factor. Steel wheels on steel rails
produce very low rolling friction (compared to rubber tyres on tarmac), making rail transport significantly
more energy-efficient. However, at curves and gradients, friction must be carefully managed using special
lubricants applied to the rail-wheel interface to prevent derailment and reduce wear. SGR locomotives also
use regenerative braking, which harnesses friction energy to generate electricity. This is a powerful
Kenyan example of how engineers control friction for economic benefit.

7. APPLICATIONS OF FRICTION IN THE COMMUNITY

Teacher trainees are expected to appreciate and explain applications of friction in the community. The following
examples are drawn from everyday Kenyan life to make teaching contextually relevant.

Community Area Application Friction Type Involved

Road Safety Vehicle brakes use friction between brake Sliding (Kinetic) Friction
pads and discs/drums to slow down
matatus, lorries, and private cars.

Agriculture Jembes and pangas use friction with soil Static & Sliding Friction
to till land; tractor tyres grip soil for
traction.

Sports & Recreation Football boot studs increase grip on Static Friction
grass; athletic spikes on running tracks
improve performance.

Home & Daily Life Writing with pencils and pens; walking on Static & Sliding Friction
floors; gripping handles of utensils.

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Community Area Application Friction Type Involved

Industry & Grinding machines shape metal using Sliding Friction

Manufacturing friction; conveyor belts transport goods
via friction drive.

Traditional Practices Fire-starting by rubbing dry sticks Sliding Friction → Heat

together (bow-drill method) used in some
Kenyan communities.

Construction Sand and cement particles interlock via Static Friction

friction to create strong mortar and
concrete structures.

Healthcare Surgical gloves increase friction for a Static Friction

secure grip during operations; non-slip
hospital floors prevent accidents.

8. DIGITAL LITERACY AND FRICTION — ONLINE RESOURCES

As a core competency in the CBE framework, Digital Literacy is integrated into this lesson. Teacher trainees
should be able to access, evaluate, and use digital resources to enhance their teaching and their learners'
understanding of friction.

8.1 Recommended Digital Resources

Resource How to Use It

PhET Interactive Simulations Trainees and learners can adjust friction, apply forces,
([Link]) — 'Forces and and observe motion in real-time. Free, browser-based,
Motion' simulation works on phones.

Khan Academy — 'Friction' video Structured video explanations of friction concepts, with
lessons ([Link]) practice questions. Useful for trainees to preview
content delivery.

YouTube — Science demonstration Search 'friction demonstration experiment' for visual

videos examples. Trainees can curate age-appropriate videos
for learners.

KICD e-learning portal ([Link]) Access Kenya-specific curriculum resources, sample

lesson plans, and teaching guides aligned to the CBE
framework.

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Resource How to Use It

Google Scholar / ResearchGate For trainees to access peer-reviewed research on

friction, tribology, and science education pedagogy.

8.2 How to Evaluate Online Sources

Teacher trainees must model good digital citizenship when using online resources. Use the CRAAP test:
• Currency — Is the information recent and up to date?
• Relevance — Does the information relate to the topic and the learner's level?
• Authority — Who wrote or published this? Are they credible (university, government, research institute)?
• Accuracy — Is the information supported by evidence? Can it be verified elsewhere?
• Purpose — Why was this published? Is it educational, commercial, or biased?

9. COMMON MISCONCEPTIONS ABOUT FRICTION

Teacher trainees must be equipped to identify and correct common misconceptions that learners hold about
friction. This is essential for effective CBE teaching.

Common Misconception Scientific Correction

'Friction always acts against Friction opposes relative motion between surfaces. In some
motion.' cases (e.g., walking), friction acts in the forward direction
on the foot, enabling motion. Without it, we could not move.

'Heavier objects always have more Heavier objects have greater normal force, which increases
friction.' friction. However, friction is independent of contact area —
a large flat object and a small one of equal weight
experience the same friction on the same surface.

'Smooth surfaces have no friction.' Smooth surfaces have less friction, but never zero friction.
At the microscopic level, even polished surfaces have
irregularities that produce friction.

'Friction only slows things down.' Friction can also enable motion (walking, driving) and can
be used to generate heat and energy (matches, fire-
starting). It is not exclusively a resistive force.

'More surface area in contact = more According to the laws of friction, friction force is
friction.' independent of the apparent contact area for rigid bodies.
Doubling the contact area does not double friction.

'Friction is always bad and should Many essential everyday functions depend on friction.

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Common Misconception Scientific Correction

be eliminated.' Eliminating all friction would make walking, writing, driving,

and most human activities impossible.

10. CBE PEDAGOGY NOTES FOR TEACHER TRAINEES

As teacher trainees, you are not only learning the science of friction — you are learning HOW to teach it. The
following pedagogical notes connect the content to effective CBE classroom practice.

10.1 The Role of the Teacher in CBE

• Facilitator, not lecturer: Your role is to create conditions for learners to discover and construct knowledge.
• Ask, don't tell: Use probing questions to guide learners rather than providing direct answers.
• Observe and assess: Continuously observe learners during activities; use informal assessment to guide
your next steps.
• Contextualise: Always anchor abstract concepts to learners' lived experiences in their communities.

10.2 Bloom's Taxonomy Applied to Friction

Bloom's Level Example Activity / Question for Learners

Remember Name three types of friction. List two ways of reducing friction.

Understand Explain in your own words why a car skids on a wet road.

Apply Using a spring balance, measure the friction force on different

surfaces.

Analyse Compare the friction on a smooth tile and sandpaper. What factors
explain the difference?

Evaluate Is friction on Kenyan roads an economic benefit or problem? Justify

your answer with evidence.

Create Design a CBE lesson plan on friction for Grade 5 learners in your
community school.

10.3 Vygotsky's Zone of Proximal Development (ZPD) in Friction Teaching

Vygotsky's ZPD refers to the space between what a learner can do independently and what they can achieve
with guidance. In teaching friction:
• Start with what learners already know (prior experiences with slipping, walking, braking).

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• Scaffold new concepts — guide them from concrete experiences (the practical) to abstract understanding
(the formula F = μN).
• Use peer learning — more capable learners support less able peers during group activities.
• Gradually withdraw support as learners become more confident and independent.

10.4 Assessment in CBE — Friction Lesson

Assessment in CBE is continuous and competency-focused, not just end-of-topic tests:
• Assessment FOR learning: Observation during practical, questioning during activities, peer feedback
during gallery walk.
• Assessment AS learning: 3-2-1 reflection cards, self-assessment during micro-teaching, peer rubrics.
• Assessment OF learning: Take-home lesson plan assignment, end-of-unit test, portfolio of practical data.

11. SUMMARY OF KEY CONCEPTS

What You Should Know by the End of This Topic

13. Friction is a contact force that opposes relative motion between surfaces.
14. There are four types: static, sliding (kinetic), rolling, and fluid friction.
15. F = μN — friction depends on the nature of surfaces and the normal force.
16. Friction has important advantages (walking, braking, writing) and disadvantages (wear, energy
loss, noise).
17. Friction can be increased (rougher surfaces, more pressure) and decreased (lubrication,
smoother surfaces, rolling).
18. Friction has significant positive and negative economic impacts in Kenya (SGR, roads,
agriculture, industry).
19. As a CBE teacher, you must facilitate learners to discover friction through experience,
collaboration, and reflection.
20. Digital literacy tools (PhET, videos, KICD portal) enhance the teaching and learning of friction.

12. FURTHER READING AND REFERENCES

• Kenya Institute of Curriculum Development (KICD). (2019). Upper Primary Science & Technology
Curriculum Design Framework. Nairobi: KICD.
• Ministry of Education, Kenya. (2018). Competency Based Curriculum Teacher Guide. Nairobi: MoE.
• Giancoli, D. C. (2014). Physics: Principles with Applications (7th ed.). Pearson Education.
• Serway, R. A., & Jewett, J. W. (2018). Physics for Scientists and Engineers (10th ed.). Cengage
Learning.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard
University Press.
• Bloom, B. S. et al. (1956). Taxonomy of Educational Objectives: Cognitive Domain. McKay.
• PhET Interactive Simulations — University of Colorado: [Link]

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• Khan Academy Physics: [Link]

END OF LESSON NOTES — Sub-Strand 6.2: Friction

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