m/s2) × distance (metre, m) They write down how Optional: strobe light; video v2 – u2 = 2 × a × x each is measured or camera/digital camera; golf calculated and its units ball; metre rule. and decide if it is a vector Recall that the acceleration, g, P1.11 and why. in free fall is 10 m/s2 and be able to estimate the magnitudes of everyday accelerations P1d P1.8 Analyse velocity/time graphs On the board sketch two Students use ticker timers and Explain why the Velocity/time to: distance/time graphs, tape to produce velocity/time gradient and area graphs a compare acceleration from one with a horizontal line graphs for a trolley accelerating under a velocity/time gradients qualitatively and one with the line down a ramp for two different graph give the b calculate the acceleration sloping upwards. Label slopes. acceleration and from the gradient (for uniform the axes of each, and ask distance respectively acceleration only) the class what these Digital: Calculations Equipment: runway and c determine the distance show (staying still, from graphs support, e.g. wood blocks (the travelled using the area moving at a steady presentation wooden board should be about between the graph line and speed). Now change the 1.0–1.5 m long); dynamics the time axis (for uniform label on the vertical axis trolley (check that wheels are acceleration only) to read ‘Velocity’. Ask free running); ticker-timer and what the horizontal line power supply (check tape is now shows. Elicit that this under carbon disc if this means moving in a method is used); ticker-tape particular direction at a (lengths of about 2 m or other steady speed. Ask what length consistent with length the sloping line now of runway. Students can share shows. Elicit that this
P1.11 m/s2) × distance (metre, m) v2 – u2 = 2 × a × x Recall that the acceleration, g, in free fall is 10 m/s2 and be able to estimate the magnitudes of everyday accelerations They write down how each is measured or calculated and its units and decide if it is a vector and why. Optional: strobe light; video camera/digital camera; golf ball; metre rule. P1d Velocity/time graphs P1.8 Analyse velocity/time graphs to: a compare acceleration from gradients qualitatively b calculate the acceleration from the gradient (for uniform acceleration only) c determine the distance travelled using the area between the graph line and the time axis (for uniform acceleration only) On the board sketch two distance/time graphs, one with a horizontal line and one with the line sloping upwards. Label the axes of each, and ask the class what these show (staying still, moving at a steady speed). Now change the label on the vertical axis to read ‘Velocity’. Ask what the horizontal line now shows. Elicit that this means moving in a particular direction at a steady speed. Ask what the sloping line now shows. Elicit that this Students use ticker timers and tape to produce velocity/time graphs for a trolley accelerating down a ramp for two different slopes. Equipment: runway and support, e.g. wood blocks (the wooden board should be about 1.0–1.5 m long); dynamics trolley (check that wheels are free running); ticker-timer and power supply (check tape is under carbon disc if this method is used); ticker-tape (lengths of about 2 m or other length consistent with length of runway. Students can share Explain why the gradient and area under a velocity/time graph give the acceleration and distance respectively Digital: Calculations from graphs presentation
GCSE9-1ScienceTerm1detailedplanning-UPDATE1.docx