5 Recap the solutions Ensure clarity around the concept that the gradient of Support may be needed to Worksheet/Exercise to gain from the homework. displacement gives velocity, and gradient of velocity understand that differentiating practice working with different gives acceleration. with t is no different to x variables (simple as using letters other than x & t) Link this to the previous work of finding gradient functions (lesson 2), and identify that velocity is a gradient function of displacement, therefore to find velocity, we can differentiate displacement. Rates of change. Demonstrate example(s) of being given a function for displacement and finding a function for velocity and acceleration. Students then attempt a similar exercise, purely just using their differentiation skills, but under a new context. 6 Recap solutions Students undergo their own to appreciate and Some students may need a Students to list all possible from homework - Up understand the reality of how a function of x relating to t reminder on the general shape assumptions of the experiment. to 3 starter works. of functions. Students to use their knowledge questions to check from previous lessons to find a understanding Students more in depth about modelling, including Some students may be able to function for velocity and assumptions. predict what type of function acceleration for the train. we will end up with. Starter Main teaching Notes Consolidation/Plenary Including key questions, key teaching points, models and Including Support and Including key questions and resources Extension homework 7 Review train Provide two or more displacement-time graphs (they Continue second investigation. experiment, could be with or without context), such that they are
5 Recap the solutions from the homework. Ensure clarity around the concept that the gradient of displacement gives velocity, and gradient of velocity gives acceleration. Link this to the previous work of finding gradient functions (lesson 2), and identify that velocity is a gradient function of displacement, therefore to find velocity, we can differentiate displacement. Rates of change. Demonstrate example(s) of being given a function for displacement and finding a function for velocity and acceleration. Students then attempt a similar exercise, purely just using their differentiation skills, but under a new context. Support may be needed to understand that differentiating with t is no different to x Worksheet/Exercise to gain practice working with different variables (simple as using letters other than x & t) 6 Recap solutions from homework - Up to 3 starter questions to check understanding Students undergo their own to appreciate and understand the reality of how a function of x relating to t works. Students more in depth about modelling, including assumptions. Some students may need a reminder on the general shape of functions. Some students may be able to predict what type of function we will end up with. Students to list all possible assumptions of the experiment. Students to use their knowledge from previous lessons to find a function for velocity and acceleration for the train. Starter Main teaching Including key questions, key teaching points, models and resources Notes Including Support and Extension Consolidation/Plenary Including key questions and homework 7 Review train experiment, Provide two or more displacement-time graphs (they could be with or without context), such that they are Continue second investigation.
10___21_differentiation_and_variable_acceleration_as_bom_sow.docx