Click here to go back to KS5 index
science-spark.co.uk

science-spark.co.uk

G481.1 Motion Scheme of Work

G481 Module 1: Motion (Lessons 1-14)






Ref: G481.1

Title: Physical quantities

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able know:

(a)explain that some physical quantities consist of a numerical magnitude and a unit; (b)use correctly the named units listed in this specification as appropriate; (c)use correctly the following prefixes and their symbols to indicate decimal sub-multiples or multiples of units: pico (p), nano (n), micro(µ), milli (m), centi (c), kilo (k), mega (M), giga (G), tera (T);

(d) Make suitable estimates of physical quantities included within this specification.

Keywords:
pico (p), nano (n), micro(µ), milli (m), centi (c), kilo (k), mega (M), giga (G), tera (T); Mass; Length; Volume; Time; Electric Current; Temperature; Intensity of light; amount of a substance.

Follows from: should have read pages 190 and 191 in heinemann
Links to: everything

Starter Activity

Watch this youtube video from the IB about physical quantities

http://uk.youtube.com/watch?v=8WThnNzPsvo&feature=related

 up to the summary

Development Activity.

Quantity cut and stick


Discuss how to present answers
Questions on pages 4 and 5
Then do questions on page 6 and 7.

 

Plenary Activity
Play your cards right with unit prefixes.

Individuals

Resources:

Homework:

Lesson 1 questions

2

Evaluation:

 

 






Ref: G481.2

Title: Scalars and Vectors

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able to:
(a) define scalar and vector quantities and give examples;

Keywords:
Scalar     Displacement      Vector  Force       Distance           Velocity
Speed

Follows from:
Links to:

Starter Activity
Define vectors as quantities with magnitude and direction and scalars as having magnitude only. Use class snowball discussion to arrive at a list of vectors and scalars.

Development Activity

Student experiment –

adding vectors (out in field)


Draw out examples from

adding vectors (out in field)

 student experiment.

 

Plenary Activity
Circle game – naming scalars or vectors. Last one in the winner.

Individuals

Resources:

large space – a playground or playing field is ideal, long tape measure or trundle wheel, navigational compass. Bollards or markers, clipboards.

Homework:

Lesson 2 questions

3

Evaluation:

 

 






Ref: G481.3

Title: Vector addition

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able know:
(b) draw and use a vector triangle to determine the resultant of two coplanar vectors such as displacement, velocity and force;
(c) calculate the resultant of two perpendicular vectors such as displacement, velocity and force;

Keywords:
Vector
Resultant
Perpendicular
Displacement, velocity, force

Follows from:
Links to:

Starter Activity
Use results from last lesson (or made up results) to firstly calculate the resultant of perpendicular vectors.

Phet vector :

http://phet.colorado.edu/new/simulations/sims.php?sim=Vector_Addition

Development Activity
Develop to use a vector triangle to determine the resultant of two coplanar vectors. Trig.
Student exercises.

 

Plenary Activity

Vector cards.

 Find the resultant vector in small groups.

Individuals

Resources:

Homework:

Lesson 3 questions

4

Evaluation:

 

 






Ref: G481.4

Title: Vector components

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able know:

(d) resolve a vector such as displacement, velocity and force into two perpendicular components.

Keywords:

Follows from:
Links to:

Starter Activity
TAP 201- 3: Using the components of a vector

PowerPoint


Go over notes on how to resolve a vector into two perpendicular components

Development Activity

TAP 201- 1:

  Adding velocities – using 3 dynamics trolleys and ink.
Draw a cleaned up version on the board (scale drawing) and use trigonometry to predict the value of the resultant velocity.

 

Plenary Activity
Go over answers.
components of vectors cards

Individuals

Resources:
three dynamics trolleys, a small plank of wood or trolley runway, perhaps 1.25 m long, A3 drawing paper, pins and a drawing board, ink water, plastic syringe, tubing and Blue-tack, ruler and protractor.

Homework:


Lesson 4 questions

5

Evaluation:

 

 






Ref: G481.5

Title: Speed Cameras

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able know:

Compare and contrast average speed cameras and GATSOs.

Keywords:

Follows from:
Links to:

Starter Activity

Introduce task – Make a video about Speed cameras. How 2 types of them work. GATSO and SPECS. How to use moviemaker.

Development Activity
Make video.

Plenary Activity

Individuals

Resources:
Digital cameras.
Computer rooms or laptops (with internet access)

Homework:
Finish videos

6

Evaluation:

 

 

 






Ref: G481.6

Title: motion graphs - distance time graphs

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able know:

(a)define displacement, instantaneous speed, average speed, velocity and acceleration; (b)select and use the relationships average speed = distance /time

acceleration = change in velocity /time to solve problems;

Keywords:

Follows from:
Links to:

Starter Activity
Remind of difference between scalar and vector quantities by rolling a ball in one direction then the other at similar speeds. And so write down Definitions of displacement, speed, velocity and acceleration.

Development Activity
Draw distance time graphs for stationary, constant speed, accelerating objects, etc.
Show how distance and displacement graphs are different.
Use motion sensor to construct graphs that are already drawn on the board.

Go through example questions.

 

Plenary Activity

Whiteboard questions.

speed and velocity questions and graph

Individuals

Resources:
Motion sensor and wooden board. projector – onto whiteboard.
Mini whiteboards and pens.

Homework:

Lesson 6 HW sheet

.

7

Evaluation:

 

 






Ref: G481.7

Title: motion graphs – velocity and acceleration

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able know:

(c) apply graphical methods to represent displacement, speed, velocity and acceleration; (d) determine velocity from the gradient of a displacement against time graph; (e) determine displacement from the area under a velocity against time graph; (f) determine acceleration from the gradient of a velocity against time graph.

Keywords:

Follows from:
Links to:

Starter Activity

Balls down ramps


Draw V-T graphs for stationary, constant speed, accelerating objects, etc.

velocity - time graphDevelopment Activity
Chuck a pen and ask students to draw velocity-time graph. Discuss shapes and misconceptions that arise.
(Whiteboards)

Questions

Plenary Activity
Compare s-t and v-t graphs using motion sensor to help.

Individuals

Resources:
wooden runway, digital stop clock, metre rule to measure lengths along runway, metre rule to act as a ‘stop’., retort stand and clamp, marble
Motion sensor and wooden board. projector – onto whiteboard.
Mini whiteboards and pens.

Homework:

10

Evaluation:

 

 






Ref: G481.8

Title: reviewing motion graphs

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able know:
(a) define displacement, instantaneous speed, average speed, velocity and acceleration;
(b) select and use the relationships average speed = distance /  time
acceleration = change in velocity / time to solve problems;
(c) apply graphical methods to represent displacement, speed, velocity and acceleration;
(d) determine velocity from the gradient of a displacement against time graph;
(e) determine displacement from the area under a velocity against time graph;

(f) determine acceleration from the gradient of a velocity against time graph.

Keywords:

Follows from:
Links to:

Starter Activity

Non uniform acceleration

 demo/student led experiment

Development Activity
Drawing graphs etc. for experiment.

Thrust qs

 

Plenary Activity
Example question(s) – work through together.

Individuals

Resources:

bendy track (about 1 – 1.5 m length), retort stands and clamps, tape measure, suitable ‘vehicle’ e.g. marble, sensing software, data logging software + computer, stopwatch

Homework:

Lesson 8 Homework sheet

11

Evaluation:

 


 






Ref: G481.9

Title: Uniform acceleration equations

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able know:

Candidates should be able to: (a) derive the equations of motion for constant acceleration in a straight line from a velocity against time graph; (b) Select and use the equations of motion for constant acceleration in a straight line: 1   v = u + at , s = 0.5(u + v)t ,2   s = ut + 1/2at2   and    v = u + 2as ;

Keywords:

Follows from:
Links to:

Starter Activity
Derive SUVAT

Development Activity

Questions on

motion under gravity

 – explain how to answer

Plenary Activity
SUVAT equations. – ball game

Individuals

Resources:

Ball

Homework:

Lesson 9 questions

12

Evaluation:

 







Ref: G481.10

Title: Motion under gravity

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able know:

(c) apply the equations for constant acceleration in a straight line, including the motion of bodies falling in the Earth’s uniform gravitational field without air resistance; (d) explain how experiments carried out by Galileo overturned Aristotle’s ideas of motion; (e) describe an experiment to determine the acceleration of free fall g using a falling body;

Keywords:

Follows from:
Links to:

Starter Activity
Go over SUVAT

Development Activity

Measuring g

 
Use multimedia motion to look at dropping a ball. Or

http://uk.geocities.com/petergolton/tvd/video_datalogger_loadbar.htm

 (video that you can take measurements from)                                                         
Discuss how Aristotle thought that heavier objects would fall faster than light ones and that Galileo’s famous experiment of dropping a canon ball off the leaning tower of Pisa  showed that Aristotle was wrong.

Plenary Activity
Draw graphs

Individuals

Resources:

access to a reasonably large 'drop', e.g. a stair well, ball bearing, cardboard box with cloths, or some other arrangement, to ensure a soft, safe landing, tape measure, stopwatch reading to at least 0.1 s, Multimedia motion.

Homework:
 

13

Evaluation:

 

 






Ref: 2821.11

Title: projectiles 1

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able to:
Know what a projectile is
Know that the path of a projectile is a parabola
Know that horizontal and vertical motion can be obtained separately.

Keywords:

Follows from:
Links to:

Starter Activity
Start by juggling and showing knowledge of where the ball will land

Throwing in a parabolic path

 

Development Activity

Diluted gravity

 – Discuss the forces acting on the ball. Describe the motion, as precisely as possible, in words. If this proves difficult try breaking up the motion into horizontal and vertical components. What is happening to the vertical velocity? (It’s decreasing, then changing direction and increasing, i.e. vertical acceleration.) What about the horizontal velocity? (It’s constant.) Further pointers: Ignoring air resistance, is anything resisting the horizontal motion? (No!) Will the acceleration due to gravity be different for a horizontally moving object? (No, again!)
 

Plenary Activity

Monkey and Hunter

 Demonstration.
Canon game

Individuals

Resources:

See attached,

Diluted gravity

,

monkey and hunter

, AND 3 juggling balls.

Homework:

Lesson 11 HW sheet

 (on components of vectors)

14
As monkey and hunter (goggles)

Evaluation:

 








Ref: G481.12

Title: Projectiles 2

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able to:
(f) apply the equations of constant acceleration to describe and explain the motion of an object due to a uniform velocity in one direction and a constant acceleration in a perpendicular direction.

Keywords:

Follows from:
Links to:

Starter Activity
Go over questions and rewrite SUVAT equations.

Pearls in Air Demo

 – concentrate explanation of motion of the separate horizontal and vertical components.

Development Activity

Marble launcher experiment

 

Plenary Activity
Get across idea of acceleration down but none horizontally.

Individuals

Resources:
As

Marble launcher experiment

 and

pearls in air demo

Homework:
Lesson 24 HW sheet (questions on vertical or horizontal motion with constant acceleration)

15
Safety specs, don’t shoot launchers at people/windows/doors

Evaluation:


 







Ref: G481.13

Title: Projectiles 3

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able to:
(f) apply the equations of constant acceleration to describe and explain the motion of an object due to a uniform velocity in one direction and a constant acceleration in a perpendicular direction.

Keywords:

Follows from:
Links to:

Starter Activity
Go over SUVAT and explain the analysis of marble launcher experiment

Development Activity

Marble launcher experiment

Plenary Activity
Get across idea of acceleration down but none horizontally.

Individuals

Resources:

As

Marble launcher experiment

Homework:

Lesson 13 questions

16safety specs. Don’t point launchers at people or windows/doors.

Evaluation:

 







Ref: G481.14

Title: G481 Module 1: 1.1 Motion Test

Group

Date

Period

Room

Objectives – by the end of the session pupils should be able to:
Review and assess their knowledge and understanding

Keywords:

Follows from:
Links to:

Starter Activity
test

Development Activity

Plenary Activity
Mark test

Individuals

Resources:
G481 Module 1: 1.1 Motion Test

Homework:

17

Evaluation:

 

 

 

2009 science-spark.co.uk