Use of visual aids- PP slides, images, Learners watch a video Discuss clip and of roller collaborate coasters. on Class examples discussion of friction practical work on the energy changes acting involved on objects. in a They roller should coaster give ride. at least two Emphasis on key words use and examples where friction is a nuisance 2A.M2 meanings 1. Show a clip and of Formula at least 1 two cars examples with where brake it is useful discs. ‘glowing’ Availability of a dictionary Lead a discussion Small/large on energy transformations group activities happening practical – Use of Google translate to a car when braking investigations- and the factors developing that affect team stopping work distance. Link back Use to kinetic of energy within groups to understand why braking distance increases Learning with the from square text: of speed. Regular assessment of student 2Learners calculate Use kinetic research energy and and put changes information in gravitational into own words progress potential energy in Use a roller of text coaster. books for research- students to gather Encouragement in class activities 3. Learners represent appropriate the movement information of a roller they required coaster and a Formula 1 car on energy Use of library transformation diagrams. 2A.P3 Use of Applications Of science text books Learners suggest what the term of energy’ Learning through writing: ‘conservation means. Once a definition has been agreed, learners then give Use of Collins differentiated work some examples of where this happens. Presenting work as: reports, leaflets, newspaper tasks available 2A.M2 articles, posters 1. Learners calculate the theoretical maximum speed of a trolley down a ramp by measuring the gravitational energy at start and underachievement: comparing to final kinetic energy. Discuss with learners why there is a difference between the measured and theoretical Encourage full interaction in activities speed of the trolley. Identify roles in group work 2. Learners investigate the conservation of energy. They use a Peer supporting activities model of a roller coaster with cardboard and marbles. Learners should draw energy transformation diagrams as part of
Learners watch a video clip of roller coasters. Class discussion on the energy changes involved in a roller coaster ride. 2A.M2 1. Show a clip of Formula 1 cars with ‘glowing’ brake discs. Lead a discussion on energy transformations happening to a car when braking and the factors that affect stopping distance. Link back to kinetic energy to understand why braking distance increases with the square of speed. 2Learners calculate kinetic energy and changes in gravitational potential energy in a roller coaster. 3. Learners represent the movement of a roller coaster and a Formula 1 car on energy transformation diagrams. 2A.P3 Learners suggest what the term ‘conservation of energy’ means. Once a definition has been agreed, learners then give some examples of where this happens. 2A.M2 1. Learners calculate the theoretical maximum speed of a trolley down a ramp by measuring the gravitational energy at start and comparing to final kinetic energy. Discuss with learners why there is a difference between the measured and theoretical speed of the trolley. 2. Learners investigate the conservation of energy. They use a model of a roller coaster with cardboard and marbles. Learners should draw energy transformation diagrams as part of Use of visual aids- PP slides, images, practical work Emphasis on key words use and meanings Availability of a dictionary Use of Google translate Regular assessment of student progress Encouragement in class activities Use of Collins differentiated work tasks available underachievement: Encourage full interaction in activities Identify roles in group work Peer supporting activities Discuss and collaborate on examples of friction acting on objects. They should give at least two examples where friction is a nuisance and at least two examples where it is useful Small/large group activities – practical investigations- developing team work Use of within groups Learning from text: Use research and put information into own words Use of text books for research- students to gather appropriate information they required Use of library Use of Applications Of science text books Learning through writing: Presenting work as: reports, leaflets, newspaper articles, posters