Revision as of 08:23, 16 April 2009

Outcomes

Pupils can arrange all the GCSE quantities into two groups: scalars and vectors.
Pupils appreciate that force is a vector quantity and understand the nature of this.
Pupils can name and label forces on stationary objects using arrows (1-D and 2-D) and show that they are balanced.
Pupils can create a triangle of force vectors (2-D) from a trio of string pulling on a stationary loop to appreciate balanced forces.
Pupils can add force vectors that act along a line.

Students are split into groups and are given packs of cards with all the GCSE quantities written on them. They are asked to put them into two groups: 1) those that have a direction and can be represented with an arrow and 2) those that do not.
Introduce the words scalar and vector and discuss the quantities and which group they belong to.
Students can correct their groups and copy the groups into their notes.

Use the Balanced forces powerpoint. Discuss the images and have the class help label the forces using arrows. Guide them towards the correct direction of arrow and type of force as revision from the 3rd year. Begin looking for pairs of forces which are balanced and result in zero force on the object.

Use this Adding Forces sheet. Student should add forces along a line and may go onto an extension activity where they both label and add up forces for a number of situations.

Students could research the difference between distance and displacement, speed and velocity and how the change in velocity can occur by the velocity only changing direction and not magnitude. This could lead to acceleration and circular motion.

Class set of quantity cards in envelopes + whiteboards
Set of 'ring with three ropes' systems, 3 Newton meters x 3, A3 sheet x 1, acetate sheet x 1 , rulers x 1 and OHP pen x 1.
Large rope for tug o war with a loop at each end, large newtonmeters x 3, 1 kg weight with hook x 1

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 * Students are split into groups and are given packs of cards with all the GCSE quantities written on them.  They are asked to put them into two groups: 1) those that have a direction and can be represented with an arrow and 2) those that do not.
 * Introduce the words scalar and vector and discuss the quantities and which group they belong to.
+* Students can correct their groups and copy the groups into their notes.
 ==Main Body of Lesson==