Difference between revisions of "3Turn-7"
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| Line 9: | Line 9: | ||
==Starter== | ==Starter== | ||
AFL Talk partners | AFL Talk partners | ||
| − | Why might it be useful to know how stretchy things are? | + | *Why might it be useful to know how stretchy things are? |
| − | + | *Give each pupil spring to promote ideas – CARE NOT TO BREAK! | |
| − | + | *Discuss ideas as a class – feedback from one person in pair | |
==Main Body of Lesson== | ==Main Body of Lesson== | ||
1. Investigate springiness! | 1. Investigate springiness! | ||
| − | Demo experimental set up | + | *Demo experimental set up |
| − | Highlight safety points - safety glasses and the top loop of spring should be wound with string to stop it from unwinding | + | *Highlight safety points - safety glasses and the top loop of spring should be wound with string to stop it from unwinding |
2. The students will carry out a force extension graph for a spring. | 2. The students will carry out a force extension graph for a spring. | ||
| − | Discuss variables | + | *Discuss variables |
| − | From changing the mass and measuring length – how can we calculate force and extension? | + | *From changing the mass and measuring length – how can we calculate force and extension? |
3. Students get on with collecting data | 3. Students get on with collecting data | ||
| − | GOGGLES NEEDED! | + | *GOGGLES NEEDED! |
| − | Take spring beyond elastic limit – approx. 1.1kg | + | *Take spring beyond elastic limit – approx. 1.1kg |
4. Plot graph of force against extension | 4. Plot graph of force against extension | ||
| − | Display example axis | + | *Display example axis |
| − | Make a conclusion. What do you notice? Was this what you expected? | + | *Make a conclusion. What do you notice? Was this what you expected? |
5. Pack all equipment away | 5. Pack all equipment away | ||
| Line 49: | Line 49: | ||
===Skills Addressed=== | ===Skills Addressed=== | ||
===Safety/Hazards=== | ===Safety/Hazards=== | ||
| − | Goggles to be worn during all stretching activities due to the chance of something pinging off | + | *Goggles to be worn during all stretching activities due to the chance of something pinging off |
| − | Ensure pupils do not flick elastic bands at one another or across the room! | + | *Ensure pupils do not flick elastic bands at one another or across the room! |
| − | Mass may fall off and fall on feet - ensure pupils stand during practical | + | *Mass may fall off and fall on feet - ensure pupils stand during practical |
| − | Weigh down the clamp stand to prevent any tipping | + | *Weigh down the clamp stand to prevent any tipping |
===Notes=== | ===Notes=== | ||
The wikipedia page on [http://en.wikipedia.org/wiki/Mental_chronometry mental chronometry] is very good, especially the types of tests available. Average response time for simple visual stimuli is 190ms | The wikipedia page on [http://en.wikipedia.org/wiki/Mental_chronometry mental chronometry] is very good, especially the types of tests available. Average response time for simple visual stimuli is 190ms | ||
Revision as of 10:19, 20 April 2012
Contents
Outcomes
- Pupils can sketch the shape of Force verses Extension graphs for helical springs
Specification References
- 1.27 describe how extension varies with applied force for helical springs, metal wires and rubber bands
- 1.28 recall that the initial linear region of a force-extension graph is associated with Hooke's law
- 1.29 associate elastic behaviour with the ability of a material to recover its original shape after the forces causing deformation have been removed.
Starter
AFL Talk partners
- Why might it be useful to know how stretchy things are?
- Give each pupil spring to promote ideas – CARE NOT TO BREAK!
- Discuss ideas as a class – feedback from one person in pair
Main Body of Lesson
1. Investigate springiness!
- Demo experimental set up
- Highlight safety points - safety glasses and the top loop of spring should be wound with string to stop it from unwinding
2. The students will carry out a force extension graph for a spring.
- Discuss variables
- From changing the mass and measuring length – how can we calculate force and extension?
3. Students get on with collecting data
- GOGGLES NEEDED!
- Take spring beyond elastic limit – approx. 1.1kg
4. Plot graph of force against extension
- Display example axis
- Make a conclusion. What do you notice? Was this what you expected?
5. Pack all equipment away
Plenary
Condensing - What is the most important thing you have learnt today?
Homework
Read P 60-61 and answer questions
Additional Information
Resources Required
Class set - experiment on force vs. extension of spring. Students will need to support a ruler vertically and will need some sort of pointer Springs, rulers, clamp stands, masses
Textbook References
Website References
Skills Addressed
Safety/Hazards
*Goggles to be worn during all stretching activities due to the chance of something pinging off *Ensure pupils do not flick elastic bands at one another or across the room! *Mass may fall off and fall on feet - ensure pupils stand during practical *Weigh down the clamp stand to prevent any tipping
Notes
The wikipedia page on mental chronometry is very good, especially the types of tests available. Average response time for simple visual stimuli is 190ms
