Difference between revisions of "5-FAC-01"
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* Pupils are to write a conclusion for each experiment. They must include a discussion of the graphs where they look at the classic shape. (Proportional and inversely proportional) They must also quote values from their graphs to show trends. They must also try and say why it has happened. | * Pupils are to write a conclusion for each experiment. They must include a discussion of the graphs where they look at the classic shape. (Proportional and inversely proportional) They must also quote values from their graphs to show trends. They must also try and say why it has happened. | ||
* There is also a question sheet on using the equations. | * There is also a question sheet on using the equations. | ||
| + | * Question sheet on stopping distance - use of speed = distance/time | ||
=Additional Information= | =Additional Information= | ||
Revision as of 19:06, 26 August 2010
Contents
Outcomes
- Pupils should be able to
Specification References
- 1.3 recall and use the relationship between average speed, distance moved and time:
<math>avg speed = distance moved/time taken</math>
- 1.4 recall and use the relationship between acceleration, velocity and time:
<math>a = (v - u)/ t</math>
- 1.14 recall and use the relationship between unbalanced force, mass and acceleration:
<math>F = ma</math>
- 1.17 describe thge factors affecting vehicle stopping distance including speed, mass, raod condition and reaction time.
Starter
- Begin a discussion about what speed is, acceleration is.
- How are they measured?
- car on road?
- trolley? stop watch?
- light gate? single card? double interrupter?
- introduce them to picket fence.
Main Body of Lesson
- In groups of 2 or 3 pupils will carry out two experiments using a light gate, laptop, trolley, ramp, 100g masses, pulley and picket fence. * They will investigate how changing the mass of the trolley and the force acting on the trolley will affect its acceleration. It is possible to save time by having half the class change mass and other half changing force.
- Before beginning there is an opportunity to discuss all the other factors affecting the acceleration of the trolley. Dynamic friction can be eliminated by lifting the ramp until the trolley travels down the ramp with a constant speed after it is given a little nudge. This can be done by adding books under one side of the ramp. Pupils can use the light gate to ensure that the trolley is indeed not accelerating down the ramp.
- Once friction compensation is complete the rest of the set up can be completed. There is no need for the trolley to travel too far before passing through the light gate, so trolleys should be released and then caught directly after a reading.This will allow three readings to be taken rapidly.
- Pupils should record the results in two separate tables. Ensure that they are also recording the control varibles.
- Graphing
Plenary
Homework
- Pupils are to write a conclusion for each experiment. They must include a discussion of the graphs where they look at the classic shape. (Proportional and inversely proportional) They must also quote values from their graphs to show trends. They must also try and say why it has happened.
- There is also a question sheet on using the equations.
- Question sheet on stopping distance - use of speed = distance/time
Additional Information
Resources Required
Textbook References
- None
Website References
- None
Skills Addressed
Safety/Hazards
- A tank with water in it will be heavy and so is only to be moved by the technician; please refer to the Manual handling section of the Laboratory Lessons Health and Safety Risk Assessment
- When using springs, goggles must be worn
- The main risk is from the vacuum pump and apparatus. The specific risk assessment must be read before using the apparatus.
- General Laboratory Health and Safety Risk Assessment
Notes
- None
