Y12 AS Mathematics 19 Kinematics 6 lessons Teaching Objectives To review knowledge of speed/distance/time/acceleration from To understand and use velocity-time graphs for motion in a straight GCSE. line, including interpreting gradients and area under graph. To ensure students appreciate the distinction between and To derive the formulae for for motion in a scalar constant acceleration vector quantities. straight line. To ensure students are able to convert between relevant units eg. To use the formulae for constant acceleration for motion in a metres↔kilometres, seconds↔hours straight line, including rearranging. To understand and use the language of kinematics: position; To ensure students can distinguish where the constant displacement; distance travelled; velocity; speed; acceleration. acceleration formulae are applicable and where they are not. To understand and use displacement-time graphs for motion in a straight line, including interpreting gradients. Resources for advance preparation : Print and cut out Desmos Activities: Book laptops/computer room & : Requires: meter rules, balls of different masses, stopwatches : Cut up card sorts (or get students to do it) : Print page 1 on A3, page 2 on A4. Students can cut up the cards. Starter Main Teaching Notes Consolidation/Plenary Including key questions, key teaching Including support and Including key questions and homework points, models and resources extension Calculating average speeds unit Notes Plenary Activity 1 Quick GCSE conversion is necessary: The key thing here is to ensure recap Calculating average speeds in two part students are aware that units
Y12 AS Mathematics 19 Kinematics 6 lessons Teaching Objectives To review knowledge of speed/distance/time/acceleration from GCSE. To ensure students appreciate the distinction between scalar and vector quantities. To ensure students are able to convert between relevant units eg. metres↔kilometres, seconds↔hours To understand and use the language of kinematics: position; displacement; distance travelled; velocity; speed; acceleration. To understand and use displacement-time graphs for motion in a straight line, including interpreting gradients. To understand and use velocity-time graphs for motion in a straight line, including interpreting gradients and area under graph. To derive the formulae for constant acceleration for motion in a straight line. To use the formulae for constant acceleration for motion in a straight line, including rearranging. To ensure students can distinguish where the constant acceleration formulae are applicable and where they are not. Resources for advance preparation Desmos Activities: Book laptops/computer room : Cut up card sorts (or get students to do it) : Print page 1 on A3, page 2 on A4. Students can cut up the cards. : Print and cut out & : Requires: meter rules, balls of different masses, stopwatches Starter Main Teaching Including key questions, key teaching points, models and resources Notes Including support and extension Consolidation/Plenary Including key questions and homework 1 Quick GCSE recap Calculating average speeds unit conversion is necessary: Calculating average speeds in two part Notes The key thing here is to ensure students are aware that units Plenary Activity
19_kinematics_as_bom_sow.docx