5-FAC-01

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>

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

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.

Additional Information

Resources Required

• Electrical Force - balloons for electrostatics, rice in a plastic bottle charging polythene rods and using watch glass show repulsion
• Frictional- slope with different objects (car, glass block and wooden block) where they change and measure the angle + hovercraft
• Magnetic - 2x bar magnets, iron filing in a boiling tube, horse shoe magnets attached to two vehicles with ability to reverse them.
• Upthrust - pieces of wood in water, different sized paper boat with paper clips to add, transparent water bath
• Strain/Spring force- spring and masses, rubber bands, squashy ball
• Gravitational – different masses on a Newton Scale, planetry model
• Applied Force – Push or Pull and Thrust – pulling brick with Newton meter, stones on a tray and water jug, stream of peas to drop onto a balance, balloon with a small tube and placed over a large retort stand + balloon pump
• Air resistance force/drag– ball bearing dropping through oil, model of dolphin, dropping ball and feather
• Tension Force- ball and string, tyrolean traverse with barbie attached
• Normal Force- block and strong card

Textbook References

• None

Website References

• None

Skills Addressed

• Obtaining

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

Forces & Matter Outline

Forces & Matter