# 3Move-2

## Outcomes

• Pupils can confidently use the speed equation
• Pupils can convert between various speed units

## Specification References

1.3 recall and use the relationship between average speed, distance moved and time: average speed = distance moved / time taken

## Starter

• What is speed? Try to get across the concept of rate of distance travelled

## Main Body of Lesson

• What is the unit – lots will say 1 mph. Ask the pupil to walk around the class at 1 mph (0.45m/s) or 1kmh (0.28m/s)
• Think about how long it would take an Olympic sprinter to cross the room (pace out room for a rough distance)
• How do we measure speed? Give out some stop clocks and get pupils to measure the speed of a “RC car?” around the room. Have 5 people measure and take a mean. Discuss why we take a mean.
• You can also spread people out through the room and then do different calculations of speeds
• Drive a car through a light gate? How does this compare with the value the class got? Why are they different?
• Do some speed calcs (featuring multiples and sub multiples)
• I have a spreadsheet with land speed, air speed and motorbike speed records in. I don't know what it could be useful for though (AGR).

## Homework

• Sheet featuring a series of speed calculations. Sheet in shared folder.

### Resources Required

• tray of stop clocks
• remote controlled car
• ball (to be passed around the room)
• long tape measure
• light gate and a method of mounting a picket fence onto the RC car