work in pairs or small forcemeter (range suitable for with a total thrust of groups to write down two weighing all the supplied approximately 16 000 statements about mass masses). N. and weight that are true, and one that is false. Ask students to think of as many reasons as they can why the two spacecraft are so different. Digital: Leaving the Earth video P2d P1.13 Recall and use Newton's Demonstrate in front of Students use light gates to Use an airtrack setup, Acceleration second law as force (newton, students that a heavy investigate the effect of mass two gliders and some (Newton’s N) = mass (kilogram, kg) × object falls faster than on the acceleration of a trolley repelling magnets to Second law) acceleration (metre per something light with demonstrate F = m × a second squared, m/s2) F = m greater air resistance, and also to recap on Students should find that the × a such as a feather. Ask for action and reaction acceleration is inversely students to suggest forces. proportional to mass reasons why they fall at Explain that inertial mass is a (encourage students to plot P1.18 different rates. measure of how difficult it is acceleration against 1/mass to Using the simple mass to change the velocity of an check for inverse ratio of 2 :1, the glider object (including from rest) Show a clip of the proportionality). Students with twice the mass and know that it is defined as astronaut Dave Scott investigating the effects of force flies off with half the the ratio of force over showing that a hammer should find that acceleration is speed of the lighter acceleration. and a feather fell at the proportional to force if a fixed one. same rate on the Moon total mass is used. (or . Bring out the idea Investigate the relationship Equipment: airtrack P1.15 between force, mass and that although the and blower; 2 gliders; 2
work in pairs or small groups to write down two statements about mass and weight that are true, and one that is false. forcemeter (range suitable for weighing all the supplied masses). with a total thrust of approximately 16 000 N. Ask students to think of as many reasons as they can why the two spacecraft are so different. Digital: Leaving the Earth video P2d Acceleration (Newton’s Second law) P1.13 P1.18 P1.15 Recall and use Newton's second law as force (newton, N) = mass (kilogram, kg) × acceleration (metre per second squared, m/s2) F = m × a Explain that inertial mass is a measure of how difficult it is to change the velocity of an object (including from rest) and know that it is defined as the ratio of force over acceleration. Investigate the relationship between force, mass and Demonstrate in front of students that a heavy object falls faster than something light with greater air resistance, such as a feather. Ask for students to suggest reasons why they fall at different rates. Show a clip of the astronaut Dave Scott showing that a hammer and a feather fell at the same rate on the Moon (or . Bring out the idea that although the Students use light gates to investigate the effect of mass on the acceleration of a trolley Students should find that the acceleration is inversely proportional to mass (encourage students to plot acceleration against 1/mass to check for inverse proportionality). Students investigating the effects of force should find that acceleration is proportional to force if a fixed total mass is used. Use an airtrack setup, two gliders and some repelling magnets to demonstrate F = m × a and also to recap on action and reaction forces. Using the simple mass ratio of 2 :1, the glider with twice the mass flies off with half the speed of the lighter one. Equipment: airtrack and blower; 2 gliders; 2
GCSE9-1ScienceTerm1detailedplanning-UPDATE1.docx