is ideal, the longer the better); bottom is the average small metal block (or other speed. suitable object to make a sound in the solid); 2 Equipment: Ramp; 'stethoscope' sound sensors books or other objects (such as those available from to prop up end of Data Harvest)/microphones, ramp; 2 light gates capable of detecting sound in and data logger; solids; datalogger. Optional: trolley with card fixed pedometer; smartphone with vertically on top; block speed measuring app; GPS. of wood and G-clamp. Digital: Motion graphs animation P1c P1.6 Recall and use the equation: Ask students to work in Students use light gates to Show students step by Acceleration acceleration (metre per groups to think about measure the acceleration of a step how to use the second squared, m/s2) = how you work out card in free fall. Students formulas, including the change in velocity (metre per different quantities that should obtain a result of meaning of negative second, m/s) / time taken describe motion and the approximately 10 m/s2. values for acceleration. (second, s) units they are measured a = (v-u)/t in. Draw up a table with Digital: Acceleration Equipment: two light gates headings ‘Quantity’, calculations (e.g PASCO Smart Timer ‘Unit’, ‘How to work it Use the equation: presentation P1.7 Photogate System ME-8932); out’, and ‘Is it a vector?’. (final velocity )2 data logger; 10 cm long piece Give one of the quantities ((metre/second)2, (m/s)2 – of card weighted with (initial ‘speed’, ‘velocity’, metre rule; clamps and ‘acceleration’, velocity)2((metre/second)2, stand. ‘displacement’ and (m/s)2) = 2 × acceleration ‘distance’ to each group. (metre per second squared,
is ideal, the longer the better); small metal block (or other suitable object to make a sound in the solid); 2 'stethoscope' sound sensors (such as those available from Data Harvest)/microphones, capable of detecting sound in solids; datalogger. Optional: pedometer; smartphone with speed measuring app; GPS. bottom is the average speed. Equipment: Ramp; books or other objects to prop up end of ramp; 2 light gates and data logger; trolley with card fixed vertically on top; block of wood and G-clamp. Digital: Motion graphs animation P1c Acceleration P1.6 P1.7 Recall and use the equation: acceleration (metre per second squared, m/s2) = change in velocity (metre per second, m/s) / time taken (second, s) a = (v-u)/t Use the equation: (final velocity )2 ((metre/second)2, (m/s)2 – (initial velocity)2((metre/second)2, (m/s)2) = 2 × acceleration (metre per second squared, Ask students to work in groups to think about how you work out different quantities that describe motion and the units they are measured in. Draw up a table with headings ‘Quantity’, ‘Unit’, ‘How to work it out’, and ‘Is it a vector?’. Give one of the quantities ‘speed’, ‘velocity’, ‘acceleration’, ‘displacement’ and ‘distance’ to each group. Students use light gates to measure the acceleration of a card in free fall. Students should obtain a result of approximately 10 m/s2. Equipment: two light gates (e.g PASCO Smart Timer Photogate System ME-8932); data logger; 10 cm long piece of card weighted with metre rule; clamps and stand. Show students step by step how to use the formulas, including the meaning of negative values for acceleration. Digital: Acceleration calculations presentation
GCSE9-1ScienceTerm1detailedplanning-UPDATE1.docx