Revision as of 03:14, 30 August 2010

Outcomes

• Pupils should be able to sketch, draw and interpret a range of distance time graphs.
• Pupils should understand the significance of average speed versus instantaneous speed.
• Pupils should be able to use and recall the relationship <math>avg speed=distance moved/time taken</math>
• Pupils should be able to link the equation above to the orbital speed of planets.
• Pupils need to recall the circumference of a circle equation and the meaning of the term Time Period.
• Pupils should be able to use the relationship

<math>v= (2xpixr)/T</math>

Specification References

• 1.2 understand and use distance-time graphs
• 1.3 recall and use the relationship between average speed, distance moved and time: <math>avg speed = distance moved/time taken</math>
• 1.33 use the relationship between orbital speed, distance moved and time: orbital speed = (2 x pi x orbital radius)/time period or <math>v= (2xpixr)/T</math>

Starter

• Using a motion sensor and Making Distance-time Graphs
• The pupils are presented with a range of distance time graphs and are asked to act them out infront of the class. The middle column is for the pupils to describe in words how they produced the distance time graph.

Main Body of Lesson

Sketching Distance-time Graphs

• Go through the Distance-time Graph Powerpoint which prompts them to create a distance-time graph. It goes in steps as they sketch a scenario on a distance-time graph. Portions of the graph can be labelled to better describe what is happening in each section. This begins to show that significance of the gradient of the graph and how this is linked to speed.
• Hand out the Distance-time questions sheet. This can be done in class and be corrected together. This allows calculations of gradients to find the speed of the vehicles at different parts of the journey.

Orbital Speed

Plenary

Homework

• File:Forces homework sheet.doc

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