P1.21 as: force (newton, N) = Repeat the process conserved in these to show that F × t = change in momentum using changes in collisions. (mv – mu), and as F (kilogram meter per velocity. Students × t is the same for second, kg m/s) / time should conclude that both objects, then Equipment: (second, s) F = (mv – the behaviour of the change in runway; mu)/t objects after a collision momentum must be balance; trolley masses; 2 is linked to both mass the same for both. light gates with timers; 2 and velocity. trolleys that join on Digital: Momentum collision (magnets, and Collisions Equipment: Air track; Velcro®). animation air supply/pump; 2 gliders. P2g Stopping P1.22 Explain methods of measuring 1) Display the Highway Students test reaction times. Look at the Highway distances human reaction times and Code’s chart of increasing Code stopping distance recall typical results stopping distances with chart in more detail. Visual reaction times should be speed. Ask students to Students should recall of the order of about 0.2 write down what they that the stopping Recall that the stopping seconds. P1.23 think braking distance distance does not distance of a vehicle is made and thinking distance increase linearly with up of the sum of the thinking Equipment: Dropped ruler might be and how each speed. distance and the braking method: metre ruler; Circuit changes with the speed. distance. method: Single pole double You may also wish to throw (SPDT) switch (or push Explain that the stopping 2) Pose a set of questions discuss the fact that P1.24 button switch with long leads); on speed limits for speed limits are not set distance of a vehicle is push button switch; digital students to discuss in only on the basis of affected by a range of factors timer (with external circuit groups. stopping distances, but including: connections); light bulb and also because a) the mass of the vehicle holder; battery or power pack; b) the speed of the vehicle pedestrians are far connecting wires. more likely to survive c) the driver's reaction time d) the state of the vehicle's
P1.21 as: force (newton, N) = change in momentum (kilogram meter per second, kg m/s) / time (second, s) F = (mv – mu)/t Repeat the process using changes in velocity. Students should conclude that the behaviour of objects after a collision is linked to both mass and velocity. Equipment: Air track; air supply/pump; 2 gliders. conserved in these collisions. Equipment: runway; balance; trolley masses; 2 light gates with timers; 2 trolleys that join on collision (magnets, Velcro®). to show that F × t = (mv – mu), and as F × t is the same for both objects, then the change in momentum must be the same for both. Digital: Momentum and Collisions animation P2g Stopping distances P1.22 P1.23 P1.24 Explain methods of measuring human reaction times and recall typical results Recall that the stopping distance of a vehicle is made up of the sum of the thinking distance and the braking distance. Explain that the stopping distance of a vehicle is affected by a range of factors including: a) the mass of the vehicle b) the speed of the vehicle c) the driver's reaction time d) the state of the vehicle's 1) Display the Highway Code’s chart of increasing stopping distances with speed. Ask students to write down what they think braking distance and thinking distance might be and how each changes with the speed. 2) Pose a set of questions on speed limits for students to discuss in groups. Students test reaction times. Visual reaction times should be of the order of about 0.2 seconds. Equipment: Dropped ruler method: metre ruler; Circuit method: Single pole double throw (SPDT) switch (or push button switch with long leads); push button switch; digital timer (with external circuit connections); light bulb and holder; battery or power pack; connecting wires. Look at the Highway Code stopping distance chart in more detail. Students should recall that the stopping distance does not increase linearly with speed. You may also wish to discuss the fact that speed limits are not set only on the basis of stopping distances, but also because pedestrians are far more likely to survive
GCSE9-1ScienceTerm1detailedplanning-UPDATE1.docx