acceleration downwards force is If sufficient light gates are not pieces of card 5.0 cm greater on a more available, students should mark wide; pair of disc massive object, that a measured length on the ramp magnets; 2 light gates; object also needs a and use a stop clock to time thread and sticky tape; greater force to give it a how long the trolley takes to 10 g masses and certain acceleration. travel this distance. The (add masses and acceleration can then be Blu-tack® to one glider calculated using a = (v – u) / t to make its mass twice that of the other); means of recording Equipment: ramp and blocks; times through light pulley and string; stacking gates, e.g. a masses and hangar; sticky millisecond timer or tape; card; Blu-tack® or datalogger plus Plasticine®; 2 light gates; 2 software (e.g. the clamps and stands; access to PASCO smart photogate balance; data logger (set up to timer system); matches measure velocities from the light gate readings and the time between the two readings - students will need to enter the length of the card mounted on their trolley); box of crumpled newspaper. P2e Newton’s P1.19 Recall and apply Newton's Set up a spring in a Students use forcemeters Find images of Third law third law to equilibrium clamp and stand with adjusted for horizontal use, equilibrium situations situations. mass hanging on the end. some lengths of string and a from the internet, and Discuss the forces on the mass hanger suspended over a ask students to identify mass (weight and the pulley to investigate forces on the forces. Elicit [Apply Newton's third law] P1.19
acceleration downwards force is greater on a more massive object, that object also needs a greater force to give it a certain acceleration. If sufficient light gates are not available, students should mark a measured length on the ramp and use a stop clock to time how long the trolley takes to travel this distance. The acceleration can then be calculated using a = (v – u) / t Equipment: ramp and blocks; pulley and string; stacking masses and hangar; sticky tape; card; Blu-tack® or Plasticine®; 2 light gates; 2 clamps and stands; access to balance; data logger (set up to measure velocities from the light gate readings and the time between the two readings - students will need to enter the length of the card mounted on their trolley); box of crumpled newspaper. pieces of card 5.0 cm wide; pair of disc magnets; 2 light gates; thread and sticky tape; 10 g masses and (add masses and Blu-tack® to one glider to make its mass twice that of the other); means of recording times through light gates, e.g. a millisecond timer or datalogger plus software (e.g. the PASCO smart photogate timer system); matches P2e Newton’s Third law P1.19 P1.19 Recall and apply Newton's third law to equilibrium situations. [Apply Newton's third law] Set up a spring in a clamp and stand with mass hanging on the end. Discuss the forces on the mass (weight and the Students use forcemeters adjusted for horizontal use, some lengths of string and a mass hanger suspended over a pulley to investigate forces on Find images of equilibrium situations from the internet, and ask students to identify the forces. Elicit
GCSE9-1ScienceTerm1detailedplanning-UPDATE1.docx