Worksheet this could be carried out as a class or homework with the group – activity: given a series of differentiated examples for impact testing, falling items, hoists and collisions (such as shunting trains), learners The suggested could calculate the PE and KE. engineering context for the introduction is Practical activity: working in learners could create an impact testing. For the experiment to measure the transfer of energy. This could, for research/practical example, be based on the collision of two vehicles (based in activity the suggested changes in velocity/distance moved, explaining any observed loss of context is automotive energy. They could proceed to research and test ideas to reduce the engineering amount of energy transferred, e.g. through the use of materials or structures that sacrificially adsorb impact. They should their findings with the group. 27 Transfer of Fluid flows (5f) Teacher overview: the importance of aerodynamics and flow, Plenary Speaking and energy using car development as an example. There are several videos of review of the listening skills used (AO5) this on YouTube, including manufacture in the paired work . This should identify key features such as the type of flow, d prototypes stagnation points, (WWW, The suggested separation points, turbulence and vortices. EBI…) and engineering context is review of the aerodynamics of Practical activity: Learners could work in pairs to make a simplified captured automotive or marine wind tunnel to assess the fluid flow around a 2D object. This could images of the vehicles fluid flow use blown smoke trails (e.g. two acrylic sheets sandwiching the shape, with a fan and a straw dispersal system for the smoke) or liquid including particulate markers (e.g. deep plastic tray with supply from a 2 L bottle constrained through a smaller orifice and a bucket drain). They should take pictures of the characteristic fluid flows of a variety of standard shapes, annotating he important characteristics and sharing these with the group. They could go on to make their own shapes representing cars or boats, to identify the most aerodynamic forms. Some possible reference sources for homemade wind tunnels include http://www.boxford-software.com/resources/windtunnel.html and . There are also several YouTube videos of
Worksheet – this could be carried out as a class or homework activity: given a series of differentiated examples for impact testing, falling items, hoists and collisions (such as shunting trains), learners could calculate the PE and KE. Practical activity: working in learners could create an experiment to measure the transfer of energy. This could, for example, be based on the collision of two vehicles (based in changes in velocity/distance moved, explaining any observed loss of energy. They could proceed to research and test ideas to reduce the amount of energy transferred, e.g. through the use of materials or structures that sacrificially adsorb impact. They should their findings with the group. with the group The suggested engineering context for the introduction is impact testing. For the research/practical activity the suggested context is automotive engineering 27 Transfer of energy (AO5) Fluid flows (5f) Teacher overview: the importance of aerodynamics and flow, using car development as an example. There are several videos of this on YouTube, including . This should identify key features such as the type of flow, stagnation points, separation points, turbulence and vortices. Practical activity: Learners could work in pairs to make a simplified wind tunnel to assess the fluid flow around a 2D object. This could use blown smoke trails (e.g. two acrylic sheets sandwiching the shape, with a fan and a straw dispersal system for the smoke) or liquid including particulate markers (e.g. deep plastic tray with supply from a 2 L bottle constrained through a smaller orifice and a bucket drain). They should take pictures of the characteristic fluid flows of a variety of standard shapes, annotating he important characteristics and sharing these with the group. They could go on to make their own shapes representing cars or boats, to identify the most aerodynamic forms. Some possible reference sources for homemade wind tunnels include http://www.boxford-software.com/resources/windtunnel.html and . There are also several YouTube videos of Plenary review of the manufacture d prototypes (WWW, EBI…) and review of the captured images of the fluid flow Speaking and listening skills used in the paired work The suggested engineering context is aerodynamics of automotive or marine vehicles
AQA-TVQ01016-TVQ01017-TVQ01018-TVQ01019-SOW-MTS.DOCX