Physics Spec points covered Starter options Practical activity Teacher-led activity P1a Vectors P1.1 Explain the difference 1) Ask students to work Students to build a 'marble run' Place a small 50 ml and scalars between vector and scalar in groups to list 5 or 10 using Plasticine® on a ramp beaker inside a large quantities things we measure in and to measure the time it beaker (4 l) and fill the physics, e.g. time, length, takes for a marble to run down large beaker with water P1.2 area, weight, speed. You different tracks. They are then to near the top. Then Recall vector and scalar quantities including: could also ask them to asked to consider the drop coins into the identify the units for the differences between distance small beaker. Some (a) displacement / distance different quantities. Then and displacement, and between coins will fall directly (b) velocity / speed ask them to divide their speed and velocity. into it downwards, (c) acceleration lists into quantities that others will tumble or (d) force The marble will take longer to have a direction and follow curved paths (e) weight / mass those that do not. run down a curved track. through the water and (f) momentum miss the small beaker. (g) energy Equipment: ramp; clamp and Elicit statements about 2) Introduce the scenario stand; Plasticine®; stopclock; scalar and vector where Runner A starts at Recall that velocity is speed in P1.3 metre rule; string or tape quantities, and how a stated direction one end of a 100 m track measure; marble they can tell if one coin and Runner B starts at is falling faster than the opposite end. They Recall some typical speeds P1.10 another. run towards each other. encountered in everyday Runner A covers 50 m in experience for wind and 10 seconds. Runner B sound, and for walking, Equipment: 50 ml covers 50 m in 7 running, cycling and other beaker; large beaker seconds. Explain that transportation systems (e.g. 4 litres); water; movement has a direction coins or counters that as well as a speed and will sink that quantities with a direction as well as a size are called vectors. Digital: Vector and scalar video
Physics Spec points covered Starter options Practical activity Teacher-led activity P1a Vectors and scalars P1.1 P1.2 P1.3 P1.10 Explain the difference between vector and scalar quantities Recall vector and scalar quantities including: (a) displacement / distance (b) velocity / speed (c) acceleration (d) force (e) weight / mass (f) momentum (g) energy Recall that velocity is speed in a stated direction Recall some typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems 1) Ask students to work in groups to list 5 or 10 things we measure in physics, e.g. time, length, area, weight, speed. You could also ask them to identify the units for the different quantities. Then ask them to divide their lists into quantities that have a direction and those that do not. 2) Introduce the scenario where Runner A starts at one end of a 100 m track and Runner B starts at the opposite end. They run towards each other. Runner A covers 50 m in 10 seconds. Runner B covers 50 m in 7 seconds. Explain that movement has a direction as well as a speed and that quantities with a direction as well as a size are called vectors. Students to build a 'marble run' using Plasticine® on a ramp and to measure the time it takes for a marble to run down different tracks. They are then asked to consider the differences between distance and displacement, and between speed and velocity. The marble will take longer to run down a curved track. Equipment: ramp; clamp and stand; Plasticine®; stopclock; metre rule; string or tape measure; marble Place a small 50 ml beaker inside a large beaker (4 l) and fill the large beaker with water to near the top. Then drop coins into the small beaker. Some coins will fall directly into it downwards, others will tumble or follow curved paths through the water and miss the small beaker. Elicit statements about scalar and vector quantities, and how they can tell if one coin is falling faster than another. Equipment: 50 ml beaker; large beaker (e.g. 4 litres); water; coins or counters that will sink Digital: Vector and scalar video