4.6 Interactions over small and large distances 4.6.1 Forces and energy changes Spec ref. Summary of the specification Learning outcomes Opportunities to develop Opportunities to Self/peer assessment content timing Scientific Communication skills practical and enquiry Opportunities and What most candidates (hours) skills resources should be able to do Reference to past questions that indicate success 4.6.1.1 Scalar quantities have Describe the difference 1 Questions for students to Research why country More able class: magnitude only. Vector between scalar and consider have more quantities have magnitude vector quantities and casualties and fatalities Why are crashes on and an associated direction. give examples. than motorways even motorways usually less though the speed is is a vector quantity. Draw vector diagrams serious than crashes on lower. for vectors where the country roads? A vector quantity may be size and direction of the Why is direction important Students could model represented by an arrow. arrow represents the when looking at forces? displacement vectors by The length of the arrow Key word size and direction of the What do forces do to sketching a scale – represents the magnitude, students make a grid vector. objects? drawing for and the direction of the arrow 3 × 3 and in each of How do objects move other displacement vectors, the direction of the vector Give examples of the 9 squares they objects that are not in eg 3 m East followed by quantity. contact and non-contact write a key word from contact? 5 m North in the forces. this topic (More able A is a push or pull that playground. Then back classes can come up acts on an object due to the Describe the effects of in the classroom get with their own words). interaction with another forces in terms of them to draw a scale The teacher or other object. All forces between changing the shape diagram (eg 1 m = 1 cm) student asks a objects are either: and/or motion of objects. of this using the arrow question where the notation. contact forces the Describe examples of – answer is one of the objects are physically contact forces, Investigate contact and keywords. If it is one touching explaining how the force non-contact forces. This of their words they is produced. can include magnets, can cross it off you – friction a surface, eg
4.6 Interactions over small and large distances 4.6.1 Forces and energy changes Spec ref. Summary of the specification content Learning outcomes What most candidates should be able to do timing (hours) Opportunities to develop Scientific Communication skills Opportunities to practical and enquiry skills Self/peer assessment Opportunities and resources Reference to past questions that indicate success 4.6.1.1 Scalar quantities have magnitude only. Vector quantities have magnitude and an associated direction. is a vector quantity. A vector quantity may be represented by an arrow. The length of the arrow represents the magnitude, and the direction of the arrow the direction of the vector quantity. A is a push or pull that acts on an object due to the interaction with another object. All forces between objects are either: contact forces – the objects are physically touching Describe the difference between scalar and vector quantities and give examples. Draw vector diagrams for vectors where the size and direction of the arrow represents the size and direction of the vector. Give examples of contact and non-contact forces. Describe the effects of forces in terms of changing the shape and/or motion of objects. Describe examples of contact forces, explaining how the force is produced. 1 Questions for students to consider Why are crashes on motorways usually less serious than crashes on country roads? Why is direction important when looking at forces? What do forces do to objects? How do objects move other objects that are not in contact? Research why country have more casualties and fatalities than motorways even though the speed is lower. Students could model displacement vectors by sketching a scale drawing for displacement vectors, eg 3 m East followed by 5 m North in the playground. Then back in the classroom get them to draw a scale diagram (eg 1 m = 1 cm) of this using the arrow notation. Investigate contact and non-contact forces. This can include magnets, friction a surface, eg More able class: Key word – students make a grid 3 × 3 and in each of the 9 squares they write a key word from this topic (More able classes can come up with their own words). The teacher or other student asks a question where the answer is one of the keywords. If it is one of their words they can cross it off – you
AQA-8465-SOW-ISLD.DOCX