Unit
Title:
Speeding up
Caretaker: H
Wain
Unit
No
9K
Lesson Title: The need for speed
NC Ref:
Objectives:
MK - Speed
is calculated using measurements of distance and time and the various
possible units for speed, most importantly m/s
SK - The
equation for speed, most particularly in its form speed = distance /
time
CK - Confidently
rearrange equation in order to calculate distance or time and convert
from one unit into another
Lesson outline: Horsforth Commentary
: In this lesson the idea of what speed really means is to be explored. Forget the equation to start with because an understanding of what 30mph means is intuitively understood by most students. Everything in this lesson can be discussed from this starting point. Some of this ideas may have been covered in Y7 but can't be guaranteed.
Starter activities: Fire a few quick questions at them e.g a
car travels at a speed of 30mph for 1 hour, how far does it go?
Start simple, build up to something like a runner runs 600
m in 2 minutes , what is her speed? This really gets the point
of what speed is and starts to set the scene on units. Following
this give formula and for higher groups explain, using a triangle how
this can be rearranged. See page 144 and 145 of text book if
unsure.
Main course: Practical investigation: What will affect the
speed of a car down a ramp? Could make it a full plan and
discuss all possible independent variables or could dictate
independent variable as height of ramp. Limit height to 0.5m
using books to set height. Excellent to discuss reliability of
evidence and therefore repeat readings and then to form basis of an
evaluation. Tabulation is challenging because dependent variable
is speed and not time, but in order to measure speed both distance and
time are needed. When discussing the conclusion or prediction
consider the forces involved ie was ramp gets steeper
gravitational pull down ramp increases. If you need a
worksheet for this then
9Ka/2 is
fine. With higher ability discuss why this is only an average
speed.
This experiment also on
Focus software so could use this approach as an alternative or as cover
work.
Plenary: W/S 9Ka/4 - I like this, it's pretty challenging s a true
and false exercise. Could be made into flash cards and do in
pairs. Could also convert to Quizdom quiz.
Timings:
15 min
30 min
10 min
Homework Suggestion: Complete and aspect of the investigation - graph or evaluation for example.
Resources: Small ramps, toy cars, stop clocks, old textbooks, metre rules
Unit
Title:
Speeding Up
Caretaker: H
Wain
Unit
No
9K
Lesson Title: Balanced and Unbalanced forces and their effect on speed
NC Ref:
Objectives:
MK - If
forces are balanced, the motion of an object does not change, in
other words it remains stationary or travels at a constant speed.
How light gates are used to measure speed.
SK - Applying
ideas about forces to everyday situations and examining their effects
on motion.
CK - The mathematical meaning of the term acceleration
Lesson outline: Horsforth Commentary
: In this lesson the difficult concept that moving objects can have balanced forces on them and that if this is the case, they will travel at a constant speed. Datalogging is a compulsory activity here.
Starter activity: Use picture of
person floating in Dead Sea. Ask students to write down an
explanation of why they are floating. Show partner.
Between them come up with their best explanation to share with rest of
group. Low level - upthrust and weight are
balanced. Revise these key words Higher level
revision of density that if density of person is less that density of
sea water will float. As Dead Sea water contains salt it is more
dense that tap water so you float in dead sea but not in bath.
Key idea is to revise balance forces causing object to be stationary..
Main course: Use a steep ramp and note that a car travelling down
it speeds up. Now place ramp flat and push car. It slows
down and finally stops. Discuss forces on car ie Force caused by
gravity down ramp and friction. If force down ramp is
greater that friction it speeds up and vice versa. If you get the
balance right and tilt the ramp just enough then car will travel at a
steady speed because the force down ramp and friction balance.
Data-logging challenge. I LIKE THIS . DO IT. Set up your ramp so that it is tilted just enough to balance forces. To prove that this is the case use a light gate near the top of the ramp and another at the bottom. Put a card on top of car and use timing package to measure speed of car through each light gate. The group who gets their two speeds the closest on 3 consecutive runs wins.
Plenary: SATs questions Search Test Base unit 9K
Level 5 train
wagon with brakes on, Level 6 Helter Skelter,
Level 7 Bike time
trials.
Timings:
Homework Suggestion:
Levels 3-6, Reviewing and checking progress 9 software on network. Unit 9K, Forces and speed. Complete, print out and hand in.
Resources: Laptop
and dataharvest with 2 light gates per group, ramps, cars, black card,
scissors, blu tak, metre rules
Unit
Title:
Speeding Up
Caretaker: HWain
Unit
No
9K
Lesson Title: Drag act
NC Ref:
Objectives:
MK - Air
resistance and water resistance are forces that slow things
down and they can be reduced by streamlining.
SK - Air
resistance and water resistance increase with increasing speed and are
caused by bombardment of particles with moving object.
CK - About
terminal velocity
Lesson outline: Horsforth Commentary
: Investigate the effects of streamling on how fast an object falls through wall paper paste.
Starter
activity: Use some images of streamlined objects / people as a
starter for a discussion or show video clip below
Main course: Give each group 2 pieces of plasticine of equal
mass. Discuss why equal mass is important. They have to
shape each piece of plasticine in such a way that it will win the
"slowest and the quickest to fall through the cylinder of wallpaper
paste" competition. I suggest that you have a couple of
cylinders at the front to test as a whole class rather than each group
having their own. They could all do timing though and even
calculate the speed of the fastest and slowest.
Get a diagram in books of the forces involved. Don't forget upthrust as well as drag.
With higher ability students discuss what is causing the resistance.
If time, complete questions on page 148 and 149.
Plenary:
SATs question - Forces acting on a car at various speeds.
Timings:
10 mins
20 mins
10 mins
5 mins
Homework Suggestion:
Resources: 3 v.
large measuring cylinders or long plastic pipes with wall paper paste
full to same level. 26 pieces of plasticine all of same mass and
approximately size of a golf ball, stopclocks, metre rules.
Unit
Title:
Speeding Up
Caretaker: H
Wain
Unit
No
9K
Lesson Title: Distance - time graphs
NC Ref:
Objectives:
MK - That
motion can be represented by a distance - time graph. The
steepness of the line represents the speed.
SK - the
forces involved when a parachutist reaches terminal speed and how this
is represented on a distance-time graph.
CK -
Lesson outline: Horsforth Commentary
: A lesson for students with a target grade of level 6 and above. However, with lower ability students you could use worksheet 9Kd/1 and investigate parachutes.
Starter
activity: Use
Boardworks Speeding Up activity using slides 10 -13.
Main course: Students plot a distance - time graph for car and
then move onto text book work from pages 148 and 149
Plenary: End of topic now. Quick quiz can be done as a plenary
Timings:
20 mins
Homework Suggestion: KEY
TASK - Design a racing boat. Explain on your design what forces
are acting and in which directions and how the design enables the car
or person to travel at a faster top speed. The more key words
and ideas used in the correct context, the higher the likely level of
achievement.
Resources: Exploring
Science 9