differentiation … all students most students · web view2.4.1 wave motion learning outcomes be...

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G484 The Newtonian World

Plymstock Physics Department

Scheme of Learning (written July 09 RAB)

This Unit is 30% of the A2 (15% of the final A Level mark) and teaching takes part from Summer of AS to December. For examination in January.

There are 3 Modules in this Unit:Newton's laws and momentum: Lessons G484.1 1-9 (taught after AS examinations before summer break)

Circular Motion and Oscillations: Lessons G484.2 10-30Thermal Physics: Lessons G484.3 31-46 (with lesson 47 as a Mock examination to be carried out before Xmas break)

Practical skills will be taught through theory lessons and therefore if necessary extra lessons may have to be taken to go over these separately. During this term time must be set aside to assess the Quantitative and Evaluative Task 2 and the Qualitative Task 1 after the content has been taught. If there is more than one group, teachers must liase to ensure the these are done at the

same time as near as possible.Each lesson (or series of lessons) has a folder containing the resources necessary to teach the suggested activities that have all

been hyper linked to from the SoL. The lessons have the syllabus Objectives that are broken down into student friendly Outcomes which should be shown to Students either from the booklets or displayed at the beginning of lesson from the PowerPoints. The

lessons also are differentiated for SEN and G&T and Each Module has a note and HW sheet assessment booklet that accompanies it which links to www.science-spark.co.uk. G&T students can also be challenged throughout the course with th extension problems and by further reading. Students should log of their marks for these topics to highlight any weaknesses.

As a separate assessment, students should also use the mind maps from the textbooks as a start and create one of their own as they go through the course. These can be marked periodically using the 2 stars and a wish strategy (AfL) with a final mark given at the end of each module to aid teachers and students in target setting. Students should review their SWOT analysis from y12

early in y13 and they need to do another one in light of their AS grade.

http://www.science-spark.co.uk/

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Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour

1.1.1–4 1.1.6

4.1.1 (a)–(h) GCSE Forces and motion: forces and acceleration

AS 1.1.3 Kinematics1.1.4 Linear motion 1.2.1 Force

1.2.4 Car safety

Learning OutcomesBe able to state Newton’s Laws.Be able to use Newton’s First Law.Be able to define the NewtonBe able to use W=mg

Learning ObjectivesStudents should be able to:

(a) state and use each of Newton's three laws of motion;Key words How science worksLinear momentum Mass Velocity Acceleration NewtonNewton’s third law Net force Resultant Force Newton’s second law ImpulseNewton’s first law Force

Analysis/Evaluation of Data from Air Track

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticMain

InterpersonalMain

Auditory VisualStarter, Plenary

Use www.science-spark.co.uk Absorb Physics on laptopsUse excel spreadsheets to analyse data from air track

Suggested starter activity Equipment Teacher notes

Silent reading (student notes)PowerpointEggtastic demonstration

4 wine glasses Eggtastic demo

Suggested main activities Equipment Teacher notesDemo water rockets Demo a radio controlled car on gravel/paperAir track and lightgates. Define the Newton.Lesson 1 questions

Water rocketsAir track and accessoriesRadio controlled car

Lesson 1 (answers)

Suggested plenary activities Equipment Teacher notesDemo methane rockets – students draw and state how the 3 laws are involved in the demo.

Methane rockets Safety (methane rockets)

Homework suggestions SENExtension mind map. Lesson 1 questions (answers) extension problems and by further reading

Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson

Cross-curriculum links Assessment / AFLMaths: analysing data Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedIOP Teaching resources: http://www.iop.org/activity/education/Teaching_Resources/Teaching%20Advanced%20Physics/Mechanics/Newtons's%20laws/index.html

Potential misconceptions

Notes

G484.1.1 Newton’s First Law

http://www.iop.org/activity/education/Teaching_Resources/Teaching%20Advanced%20Physics/Mechanics/Newtons's%20laws/index.html


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Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour 1.1.1–4 1.1.6

4.1.1 (a)–(h) GCSE Forces and motion: forces and acceleration AS 1.1.3 Kinematics

1.1.4 Linear motion 1.2.1 Force

1.2.4 Car safety

Learning OutcomesBe able to define linear momentum as the product of mass and velocity. Understand that momentum is a vector.Be able to state the equation for momentum, rearrange it and state its units.Explain why momentum is a vector.Be able to apply p=mv to a number of situations correctly. Learning Objectives

Students should be able to:(b) define linear momentum as the product of mass and velocity and appreciate the vector nature of momentum;

Key words How science worksLinear momentum Mass Velocity Acceleration NewtonNewton’s third law Net force Resultant Force Newton’s second law ImpulseNewton’s first law Force

Analysis/Evaluation of Data from Air Track


InterpersonalMain

Auditory VisualStarter

Use www.science-spark.co.uk Absorb Physics on laptopsAnalysing airtrack data using excel. : http://www.antonine-education.co.uk/Physics_AS/Module_2/Topic_7/topic_7__momentum.htm


Silent reading (student notes)Demonstration of Newton’s CradleDiscuss momentum as the stoppability of an object – the more momentum an object has the harder it is to stop.

Newton’s Cradle This is on the PowerPoint

Suggested main activities Equipment Teacher notesTrolleys of different mass with sticky collisions – looking at how mass and velocity are related. Look at velocity before and after hitting elastic band. (discuss and calculate the change in momentum (looking at the vector nature of momentum) (could extend top students by discussing energy changes and the difference between ke and p)

Introduce collisions qualitatively.Single trolley and single trolley collision. Single to double. Point out that kinetic energy is not conserved. How does velocity change? What quantity remains constant? Looking at before and after. (2 different events)

Question 1, 2 and 3 from website: http://www.antonine-education.co.uk/Physics_AS/Module_2/Topic_7/topic_7__momentum.htm (do not do any more at this stage but can be used again in lessons 5 to 9 on impulse and collisions)

Airtrack, cards, Lightgates, 100g masses.Trolleys (class set) Card strips, Lightgates, 1kg masses, RampsElectronic scales

Suggested plenary activities Equipment Teacher notesHotseat q’s linked to learning outcomes.

Homework suggestions SENExtension mind mapLesson 2 questions


G484.1.2 Momentum

http://www.antonine-education.co.uk/Physics_AS/Module_2/Topic_7/topic_7__momentum.htm





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Cross-curriculum links Assessment / AFL Mathematics – momentum calculations Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedMind Map. extension problems and by further reading

Potential misconceptionsMomentum and kinetic energy are often muddled – get students to define each term including the equation and describe how they differ (e.g. double the velocity, double the momentum but four times the kinetic energy (KE)).Students can have difficulty with the Δt expression, especially when it comes to providing a greater force (e.g. tennis racket) or a lower force (e.g. crumple zones). In both cases Δt is greater – ensure Δt is discussed as the time the force is acting, so if the force is constant a longer time will provide a greater change in momentum (tennis racket), whereas in a car crash the change in momentum is constant so the longer time provides a lower average force.

Notes

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1.1.1–4 1.1.6



1.2.4 Car safety

Learning OutcomesBe able to define net force on a body as equal to rate of change of its momentumUnderstand what the symbol Δ meansBe able to apply the equation F Δt =Δp to solve problems correctly in a number of situationsBe able to explain that F = ma is a special case of Newton’s second law when mass m remains constantBe able to derive the equation F=ma from a knowledge of the definitions of momentum and acceleration for the special case of an object having constant mass and changing velocity.

Learning ObjectivesStudents should be able to:(c) define net force on a body as equal to rate of change of its momentum;(d) select and apply the equation F Δt =Δp To solve problems;(e) explain that F = ma is a special case of Newton’s second law when mass m remains constant;

Key words How science worksLinear momentum Mass Velocity Acceleration Newton Newton’s first law Force Newton’s third law Net force Resultant Force Newton’s second law Impulse

Analysis of dataEvaluation of data collection (precision and accuracy)


InterpersonalMain

AuditoryStarter

VisualStarter

Sunflower software Absorb Physics on laptopswww.science-spark.co.uk


PowerPoint Silent reading (student notes)Flick a pen to accelerate it. Flick something heavy to show it doesn’t accelerate as well. What will this show? Flick the pen softly and then hard.

Suggested main activities Equipment Teacher notesUse classic experiment to prove/help derive Newton 2 with trolleys, ramps and masses OR Use Sunflower software (CDROM player in Core programs) to do it with ICT (water rocket and force metre – need to make equipment to do this though – check with DT)

A trolley, a white plastic track, a pulley, thread, twelve washers (mass 10g each, or 10g masses and a holder), metre rule, Ramp, light gates and timer or stopwatches All x no. of students Or ICT suite

Practical worksheet

Simulation worksheet

Suggested plenary activities Equipment Teacher notesNewton II questions Answers Newton II questions AnswersHomework suggestions SENExtension mind map, Lesson 3 questions answers. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson

Cross-curriculum links Assessment / AFLMathematics – momentum calculations Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedMind Map. Derivation of F=ma. extension problems and by further reading

Potential misconceptionsMomentum and kinetic energy are often muddled – get students to define each term including the equation and describe how they differ (e.g. double the velocity, double the momentum but four times the kinetic energy (KE)).Students can have difficulty with the Δt expression, especially when it comes to providing a greater force (e.g. tennis racket) or a lower force (e.g. crumple zones). In both cases Δt is greater – ensure Δt is discussed as the time the force is acting, so if the force is constant a longer time will provide a greater change in momentum (tennis racket), whereas in a car crash the change in momentum is constant so the longer time provides a lower average force.

Notes

G484.1.3 Newton’s 2nd Law


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1.1.1–4 1.1.6



1.2.4 Car safety

Learning OutcomesBe able to state Newton’s 3rd LawBe able to recognise Newton’s 3rd Law pairs Understand the difference between Newton’s 3rd Law Pairs and Newton’s First Law pairs

Learning ObjectivesStudents should be able to:

(a) state and use each of Newton's three laws of motion;Key words How science worksLinear momentum Mass Velocity Acceleration NewtonNewton’s third law Net force Resultant Force Newton’s second law ImpulseNewton’s first law ForceLearning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticStarter

Interpersonal AuditoryMain

VisualMain

www.science-spark.co.uk Absorb Physics on laptops


Silent reading (student notes ) you tube video of crazy japanese guy (1min)And water jet pack vid (1min)Recap Newton’s third law using skate boards/sand bags and rope.Write down definition of Newton 3.

http://www.youtube.com/watch?v=nNyzwnQ2Qe8and http://www.youtube.com/watch?v=0snTqLQLpBA Action and reaction sheet

Suggested main activities Equipment Teacher notesStand on a table/chair (or have an interesting object on a table or chair) and draw diagrams of forces. Explain the difference between Newton 1 pairs and Newton 3 pairs.Calculate the acceleration the Earth feels from a parachutist.Demo water/methane/hydrogen rockets

Interesting objectwater/methane/hydrogen rockets

Safety – stand well clear of rockets and fingers in ears goggles.

Mass of Earth = 6x1024kg

Suggested plenary activities Equipment Teacher notesGive the students some questions similar to Q1 on page 11 of text book.

Homework suggestions SENLesson 4 hw sheetExtension mind map


Cross-curriculum links Assessment / AFL

Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedMind Map, Nostradamus's Horse problem. Calculate the acceleration the Earth feels from a parachutist. extension problems and by further reading

Potential misconceptionsStudents get confused over difference between Newton 1 pairs of forces and Newton 3 Pairs

Notes

G484.1.4 Newton’s 3rd Law

http://www.youtube.com/watch?v=0snTqLQLpBA

http://www.youtube.com/watch?v=nNyzwnQ2Qe8

http://www.youtube.com/watch?v=0snTqLQLpBA

http://www.youtube.com/watch?v=nNyzwnQ2Qe8


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1.1.1–4 1.1.6



1.2.4 Car safety

Learning OutcomesBe able to define the impulse of a force in words.Know the equation impulse=Ft=(mv-mu)=change in momentumKnow that the area under a force against time graph is equal to impulse;Be able to use the equation impulse=Ft=(mv-mu)=change in momentumBe able to find the impulse of a force graphically from a force against time graph.

Learning ObjectivesStudents should be able to:(f) define impulse of a force;(g) recall that the area under a force against time graph is equal to impulse;(h) recall and use the equation impulse = change in momentum.

Key words How science worksLinear momentum Mass Velocity Acceleration Newton ForceNewton’s third law Net force Resultant Force Newton’s second law Impulse Newton’s first law

Analysing/Evaluating data. Fair testing – qualitative explanations of science.Applications of car safety etc.


InterpersonalMain

AuditoryStarter, Plenary

VisualStarter Plenary



Silent reading (student notes)Golf Ball and Plasticine ball and microscope slide.Why does the golf ball break the glass but the other one doesn’t?Describe in terms of acceleration and force and then derive conservation of momentum from newton’s 3 laws and explain in terms of impulse.

Golf ball, plasticine ball of equal mass, ruler, clamp, boss, stand, 2 matches, some glass microscope slide (they will get broken), camera with video capability.

Video the experiment and watch back in slow motion.

Suggested main activities Equipment Teacher notesGet students to calculate the impulse of a tennis ball or football kicked off a desk. Timing mat, tennis ball Use timing mats or timing circuit with tin foil. This activity provides a good recap

of SUVAT and/or gravitational potential energy (GPE) equations.

Suggested plenary activities Equipment Teacher notesDiscuss examples of F =p/t, catching cricket balls, tennis racket, car safety, etc. Could do the egg splat experiment as in car safety and relate to impulse.Watch you tube video (4.21) and ask students to explain why a long barrel is important. Discuss other interesting examples.

2 eggs, sheet, wooden board, plastic bin bags, mop and bucket, cricket ball, video camera

Why do professional cricketers catch the ball the way they do? DemoThrow an egg at a sheet and then a board, explain in terms of force and time.http://www.youtube.com/watch?v=hDx-mQqzYNw. Could discuss technique for javelin throwers, high jumpers dipping just before push etc. some ideas here

Homework suggestions SENLesson 4 hw sheet, Extension mind map Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson

Cross-curriculum links Assessment / AFLMaths – rearranging equations. Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedMind map. extension problems and by further reading


Notes

G484.1.5 Impulse

http://www.youtube.com/watch?v=hDx-mQqzYNw

http://www.youtube.com/watch?v=hDx-mQqzYNw


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Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 3 Hour 1.1.5 1.1.7

4.1.2 (a)-(d) GCSE Forces and motion: forcesEnergy, electricity and radiations: kinetic

energy AS 1.1.3 Kinematics

1.1.4 Linear motion1.2.1 Force

1.2.4 Car safety

Learning OutcomesBe able to state the principle of conservation of momentum.To understand the difference between elastic and inelastic collisions.Be able to apply the principle of conservation of momentum to solve a number of problems when different types of bodies interact in one dimension.To be able to explain the difference between elastic and inelastic collisions.To be able to give examples of elastic and inelastic collisions.To be able to apply the principle of conservation of momentum to explosions in one dimension.Be able to apply knowledge of types of collisions to calculate changes in kinetic energy for different situations.

Learning ObjectivesStudents should be able to:(a) state the principle of conservation of momentum;(b) apply the principle of conservation of momentum to solve problems when bodies interact in one dimension;(c) define a perfectly elastic collision and an inelastic collision;(d) explain that whilst the momentum of a system is always conserved in the interaction between bodies, some change in kinetic energy usually occurs.Key words How science worksLinear momentum Acceleration Velocity Force Mass ImpulseElastic collision Inelastic collision Kinetic energy Conservation of momentum

Develop how to record, analyse and evaluate primary data (see Activity M2 below).

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticActivity S2Activities M2–3

InterpersonalActivity S3

AuditoryActivities S1&3

VisualActivity S2Activities M2–3Activity P1

Absorb Physics on laptops and Crocodile Physics

www.science–spark.co.uk


Silent reading (student notes)1. Discuss conservation laws studied to date, including examples.2. Give a demonstration of collision between air track gliders3. Discuss the different types of collisions – elastic, inelastic and explosive.

2. Air track 1. Collate a list on the board and extend to include conservation of momentum. Some students will have studied conservation of momentum at GCSE.2. Pay careful attention to velocities. Extend by adding mass to one of the pucks. A slimmed down version of Activity M2 below can also be used.3. Include examples and explanations of how momentum is conserved.

Suggested main activities Equipment Teacher notes1. Practise calculations using principle of conservation of momentum in various examples.2. Practical activity 1: Collisions on a linear air track.3. Practical activity 2: The initial velocity of an air gun pellet and Practical activity 3: The bounce height of a ball4. Test on Newton’s Laws and Momentum

2 See technician worksheet3 2 See technician worksheet 3 See technician worksheet

1. Include simple trolley collisions, rifle recoil, 2. 1 See teacher worksheet Extend to show total initial momentum = total final momentum. Please ICT activities above for website on Crocodile Physics. 3. Online tutorial: momentum. See 2 teacher worksheet3teacher worksheet4. test answers

Suggested plenary activities Equipment Teacher notes1. Students tabulate types of collisions and identify whether momentum, energy and kinetic energy are conserved in each case.2. Demonstrate the dropping of three balls stacked on top of each other.3. Revise Newton’s second and third laws between two colliding objects.

Football, tennis ball, bouncy ballTwo trolleys, two force sensors, datalogging software to graph forces in real time

1 This can be done as a True or false activity2 The top ball should bounce really high – get students to discuss and explain this effect. Bouncy (supernova) kits can be purchased from Hawkins Bazaar as an alternative.3 Show how this leads to conservation of momentum. Include (from N3L): duration; direction; and magnitude of forces acting – leading on to impulse

G484.1.6-9 Conservation of Momentum

http://www.heinemann.co.uk/hotlinks/url.asp?urlid=27693

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of each object. Reinforce using two force sensors on colliding trolleys.

Homework suggestions SENHw sheets 6, 7 8 answersExtension mind map


Cross-curriculum links Assessment / AFLMathematics – momentum calculations Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedResearch into ion engines, explaining how they work in terms of conservation of momentum (can equally research into space shuttle launches).Practise some numerical questions on conservation of momentum.Write a summary guide for other students on conservation of momentum including examples from everyday life. extension problems and by further reading

Potential misconceptions Some students incorrectly calculate the total momentum of objects travelling towards each other (i.e. before a collision) by adding up their respective momentums and not taking into account that momentum is a vector – give students some practice questions with hints, such as the momentum before is not XX kg m s–1.

Notes

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Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour 1.2.1–4 4.2.1 (a)–(f) GCSE Forces and motion: forces, speed,

acceleration AS 1.1.3 Kinematics


Learning OutcomesBe able to define the radian.Be able to convert degrees into radians and vice-versa.Be able to understand the reasons for using radians.Be able to solve problems involving a mixture of degrees and radians.Be able to work out arc length.Learning Objectives

Students should be able to:(a) define the radian;(b) convert angles from degrees into radians and vice versa;Key words How science worksRadian Revolution Centripetal force PiDegree Circular path Centripetal accelerationRadius Circular motion VelocityForce Constant speed AccelerationLearning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Interpersonal

MainAuditoryStarter

VisualStarter



Silent reading (student notes) PowerPointBung on a string/bucket of water on a rope – when you let go it travels in a straight line.Discuss what is happening – talk about acceleration, velocity, speed, angles, methods of measuring speed, angles/second. To move into discussion and notes about the radian. Once is defined look at the number

Bung on a string.Bucket of water on a very strong piece of rope.

This is an introduction into circular motion and why we use radians to measure angles. Spend some time defining key words.

Suggested main activities Equipment Teacher notesAngular measure – the radian worksheet. Hw sheet 10 (answers)

Suggested plenary activities Equipment Teacher notesQuick conversion challenge (slide 11 on PowerPoint) Slide 11 Give students a table of 8 angles: 4 in radians and 4 in degrees. They must

then convert one to the other, with a small prize given for the fastest correct answers. Include common angles – i.e. 90, 180, 360 degrees, etc.

Homework suggestions SENHw sheet 10 (answers) Extension mind map Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson

Cross-curriculum links Assessment / AFLMathematics – circular motion calculations Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedBe able to work out arc length and sector length. extension problems and by further reading


Notes

G484.2.10 Angular Measurement

G484.2.11 Circular Motion


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Learning OutcomesWill know that circular motion occurs because of an unbalanced force which makes an object accelerate towards the centre of the circular path.Be able to explain that if an object has an unbalanced force on it, there must be acceleration and that it is called the centripetal acceleration.Be able to apply the equations for circular speed and centripetal acceleration to solve problems correctly.Be able to rearrange the equations for circular speed and centripetal acceleration.Be able to explain what the idea of centrifugal force is and why it is imaginary.Be able to derive the equations for circular speed and centripetal acceleration.

Learning ObjectivesStudents should be able to:Explain that a force perpendicular to the velocity of an object will make the object describe a circular path. Explain what is meant by centripetal acceleration. Select and apply the equations for speed and centripetal acceleration: v = 2r/T and a = v2/r.

Key words How science worksRadian Revolution Centripetal force PiDegree Circular path Centripetal accelerationRadius Circular motion VelocityForce Constant speed Acceleration

Uses of circular motion.

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticPlenary

Interpersonal AuditoryStarter

Visual Absorb Physics on laptops www.science-spark.co.ukDesign a simple roller coaster with loops, including calculations for the acting forces. (Interactive: Build your own rollercoaster or Rollercoaster Physics (however, these are quite simple and lack calculations)).


Silent reading (student notes) PowerPointExamples of circular motionLink to Newton 1

Invite suggestions of objects which move in a circular path: The hammer swung by a hammer thrower Clothes being dried in a spin drier Chemicals being separated in a centrifuge Cornering in a car or on a bike A stone being whirled round on a string A plane looping the loop A DVD, CD or record spinning on its turntable Satellites moving in orbits around the Earth A planet orbiting the Sun (almost circular orbit for many) Many fairground rides An electron in orbit about a nucleus. Remind of Newton’s first law.

Suggested main activities Equipment Teacher notesBucket of water on a very strong piece of rope.Tray with rope attached at each corner with (plastic) cup of water to swing round head.Draw diagrams to help derive equations for circular speed and centripetal acceleration.

Tray with rope attached at each corner with (plastic) cup of water to swing round head.

Do outside

Suggested plenary activities Equipment Teacher notesWhirling Coin As Prac sheet Prac sheet: SAFETY GOGGLES (need a lot of space for each student)

Homework suggestions SENHw sheet 11. Extension mind map Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson


Extension ideas / Gifted & TalentedDerivation of a = v2/r . extension problems and by further readingExplain what happens to you as you go round a corner in a car and then also What would happen to a helium balloon.Potential misconceptions




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Weaker students will still assume the speed has to change for the object to be accelerating – reinforce the idea that acceleration is a change in velocity; this may include a change in direction at constant speed.When asked to draw free body diagrams of an object in circular motion, students often include an outward force to balance out the centripetal force – stress the need for a net force or the object would not accelerate.Notes

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Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 2 Hours 1.2.1–4 4.2.1 (a)–(f) GCSE Forces and motion: forces, speed,



Learning OutcomesBe able to define Centripetal force as the force that acts towards the centre of a circular path.Be able to apply Newton’s 2nd Law to equations for centripetal acceleration to get equation for centripetal force.Be able to apply the equations for centripetal force to solve problems correctly for different situations.Be able to rearrange the equation for centripetal force.

Learning ObjectivesStudents should be able to:Explain what is meant by centripetal force. Select and apply the equation for centripetal force: F = ma = mv2/r.

Key words How science worksRadian Revolution Centripetal force Acceleration PiDegree Circular path Centripetal acceleration Constant speedRadius Circular motion Velocity Force

HSW 3, 5b Develop how to record, analyse and evaluate primary data and recognise causal relationships (see Activity Main 1 below).


InterpersonalMain


www.science-spark.co.uk Absorb Physics on laptopslesson 12 - centripetal force\Investigating Circular Motion.doc


Silent reading (student notes) PowerPoint 1. Centripetal ping pong thing Watch video 2. Remind students of equations for circular motion – equation cards

Centripetal ping pong thing this is the explanation to the extension thought experiment that can be set from last lesson.http://www.teachersdomain.org/resources/phy03/sci/phys/mfw/roller/assets/phy03_vid_roller/phy03_vid_roller_56_mov.html/phy03_vid_roller_56.mov

Suggested main activities Equipment Teacher notes1. Practical 42. lesson 12 13 - centripetal force\Investigating Circular Motion.doc Read through pages 28-29 and do q’s from text book.

1. lesson 12 13 - centripetal force\activity 4 - motion in a circle tech sheet.doc2. ICT room (laptops with wifi)

1. lesson 12 - centripetal force\activity 4 - motion in a circle teacher sheet.doc

Suggested plenary activities Equipment Teacher notes1. Discuss apparent weightlessness.2. Get students to calculate the velocity of the planets around the sun and the size of the force required to keep them in orbit.

2. Data on the Earth and other planets – look online for planetary data.

1. Start by asking the students to describe the forces on an astronaut in the space shuttle – include lifts in free fall and real weightlessness in deep space2. This is developed in more detail later in course

Homework suggestions SENHw sheets 12, 13, Extension mind map. Write up practical work. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson


Extension ideas / Gifted & TalentedDiscuss motion in a vertical circle and the tension in the string at each point. Do some simple calculations to determine where the string is most likely to break. extension problems and by further readingPotential misconceptionsWeaker students will still assume the speed has to change for the object to be accelerating – reinforce idea that acceleration is a change in velocity; this may include a change in direction at constant speed.

When asked to draw free body diagrams of an object in circular motion, often included is an outward force to balance out the centripetal force – stress the need for a net force or the object would not accelerate.Notes

G484.2.12-13 Centripetal Force



http://www.teachersdomain.org/resources/phy03/%0Bsci/phys/mfw/roller/assets/phy03_vid_roller/%0Bphy03_vid_roller_56_mov.html/phy03_vid_roller_56.mov



http://www.teachersdomain.org/resources/phy03/sci/phys/mfw/roller/assets/phy03_vid_roller/phy03_vid_roller_56_mov.html/phy03_vid_roller_56.mov


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Learning OutcomesBe able to apply the equations for circular motion to a number of different real life situations in 2D.Be able to apply the equations for circular motion to a number of different real life situations in 3D.

Learning ObjectivesStudents should be able to:Be able to use equations for centripetal acceleration and force in different situations

Key words How science worksRadian Revolution Centripetal force Acceleration PiDegree Circular path Centripetal acceleration Constant speedRadius Circular motion Velocity Force

Links to the real worls

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Interpersonal Auditory Visual

Starter Absorb Physics on laptops www.science-spark.co.uk youtube vid: http://www.youtube.com/watch?v=dN14xrnZwXw&feature=related


Silent reading (student notes)http://www.youtube.com/watch?v=dN14xrnZwXw&feature=related

Wall of death vid

Suggested main activities Equipment Teacher notesGo through examples of cars travelling around corners, planes banking to turn, race tracks being banked fr faster cornering, fair ground rides etc. Students can d q’s fro p31 in text book.

Suggested plenary activities Equipment Teacher notesStudents do calcs for speeds of different objects to keep them on the wall of death,.

Homework suggestions SENHw sheet 14, answers Extension mind map Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson


Extension ideas / Gifted & TalentedDesign a rollercoaster ride. extension problems and by further reading

Potential misconceptionsWeaker students will still assume the speed has to change for the object to be accelerating – reinforce the idea that acceleration is a change in velocity; this may include a change in direction at constant speed.When asked to draw free body diagrams of an object in circular motion, students often include an outward force to balance out the centripetal force – stress the need for a net force or the object would not accelerate.Notes

G484.2.14 Examples of Circular Motion

http://www.youtube.com/watch?v=dN14xrnZwXw&feature=related

http://www.youtube.com/watch?v=dN14xrnZwXw&feature=related


15

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour 1.2.5–7 4.2.2 (a)–(h) GCSE Forces and motion: forces

Environment, Earth and universe: gravity AS 1.2.1 Force

1.2.2 Nonlinear motion

Learning OutcomesBe able to define gravitational field strength and explain that a gravitational field is a region of space around a mass that a force operates.Be able to draw field lines that describe fields about spherical objects at a distance and close to the surface of the object. (drawings in 2D)Learning Objectives

Students should be able to:(a) describe how a mass creates a gravitational field in the space around it;(b) define gravitational field strength as force per unit mass;(c) use gravitational field lines to represent a gravitational field;

Key words How science worksGravitational field Force MassGravitational field strength Free fall Gravitational constantNewton’s law of gravitation Weight

Analysing data from light gates, evaluating method.

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Interpersonal Auditory

MainVisualStarterMain

www.science-spark.co.uk Absorb Physics on laptopsIoP Schools Lecture: ‘Gravity, gas and stardust’; Use of datalogger and light gates to measure g


Silent reading (student notes) PowerPointDemo: measuring g. Ask the questions – does the mass affect how quickly it falls? Get students to explain why it doesn’t (relating their explanation to Newton’s Laws).

QED logger, 2x lightgates, blue tac/plastcine, piece of card

Measure velocity directly with QED logger – change the mass and show that g remains constant.

Suggested main activities Equipment Teacher notesAsk: what is weight? Define as the Force exerted by the Earth on an object with mass. And so rearrange for g. Ask: what is g? define g (gravitational field strength) as the force per unit mass.Demo prac 29. Notes on gravitational field lines.

As prac 29 As prac 29

Suggested plenary activities Equipment Teacher notesGet students to sketch the gravitational field lines around different objects. Include the Moon, Sun, close to the Earth. This revises the size of the

forces and the shape of the uniform field near the Earth.

Homework suggestions SENHW 15 Answers. Mind map extension Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson

Cross-curriculum links Assessment / AFLMathematics - mechanics Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedWhy do we get terminal velocity? Discuss inertial mass and compare to gravitational mass. extension problems and by further reading

Potential misconceptionsThat mass affects the rate of free fall.

Notes

G484.2.15 Gravitational Fields


16

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 2 Hours 1.2.5–7 4.2.2 (a)–(h) GCSE Forces and motion: forces

Environment, Earth and universe: gravity AS 1.2.1 Force

1.2.2 Nonlinear motion

Learning OutcomesBe able to state Newton’s Law of Gravitation.Be able to explain that gravitational field strength varies with distance.Be able to explain that gravitational field strength is inversely proportional to the square of the distance.Be able to select and use the equation g = − GM r2 correctly in a number of different situations.Be able to select and use the equation g = − GMm r2 correctly in a number of different situations.Be able to explain how the gravitational field varies with distance.

Learning ObjectivesStudents should be able to:(d) state Newton’s law of gravitation;(e) select and use the equation F = − GMm r2 for the force between two point or spherical objects;(f) select and apply the equation g = − GM r2 for the gravitational field strength of a point mass;(g) select and use the equation g = − GM r2 to determine the mass of the Earth or another similar object;(h) explain that close to the Earth’s surface the gravitational field strength is uniform and approximately equal to the acceleration of free fall;Key words How science worksGravitational field Force Mass Weight Gravitational field strength Free fall Gravitational constant Newton’s law of gravitation

Analysis of Apollo mission data.

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Interpersonal

1 Starter 2 Starter 2 MainAuditory Visual www.science-spark.co.uk Absorb Physics on laptops

plot how field strength varies in excel (Apollo Mission activity)


Silent reading (student notes)1 Revise Newton’s third law in respect of gravitational attraction.2 Discussion of F=GmM/r2 G is known as the “universal gravitational constant” G = 6.67 x 10-11 N m2 kg-2 Show how the units can be worked out by rearranging the original equation.

1 Ask students to discuss the relative sizes of the forces between themselves and the Earth. Ensure they understand the pull of the Earth on them is equal to their pull on the Earth.

Suggested main activities Equipment Teacher notes1 Use g = -GM/r2 to plot a graph (in excel) showing how g varies with height above the Earth. Use the Apollo mission spreadsheet to give real life data to analyse.2 Go through Launching Mr Baker Prac demo sheet. Use text book pages 34-37

1 Computer room / laptops

2 As launching Mr Baker sheet

1 Include a discussion of the results in terms of inverse square law and the size of g in the ISS (350 km above the Earth). Apollo instructions2 Video camera to film to make safer. Notes to help. Note the misconceptions: http://en.wikipedia.org/wiki/Escape_velocity

Suggested plenary activities Equipment Teacher notes1 Get students to use the data about g and radius to determine the mass of planets.2 Get students to do a thought experiment: ‘What if the value for G was larger or smaller, how would the universe be different?’

1 computer room/ laptops

Homework suggestions SENLesson 16 HW sheet. Answers Extension mind map Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson

Cross-curriculum links Assessment / AFLFrom the idea of g, derivations of escape velocity and the idea of gravitational potential. Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedApollo questions; The idea in the plenary is developed in ‘The Constants of Nature’ by John Barrow. Work out the escape velocity of the Earth. extension problems and by further reading

Potential misconceptionsThe difference between the gravitational field and gravitational force (ie the difference between Weight and gravitational field strength)

G484.2.16 17 Newton’s Law of Gravitation

http://en.wikipedia.org/wiki/Escape_velocity


17

Some students will consider gravity to be a very strong force when compared with other forces – discuss the idea of a ball falling from a tall building, it takes gravity a long time to accelerate it yet when in hits the ground the electromagnetic force slows it down in a fraction of a second.

Notes

18

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 3 Hours 1.2.8–9 4.2.2 (i)–(n) GCSE Forces and motion: forces

Environment, Earth and universe: orbits, gravity AS 1.2.1 Force 1.2.2 Nonlinear motion

Learning OutcomesBe able to define the period of an object describing a circle.Be able to look at data like period, radius, gravitational field strength, to relate gravitational force to acceleration.Be able to define a geostationary orbit of a satellite and state the uses of such satellites.Be able to select and apply Kepler’s third law T 2 = k r 3 to solve problems in different situations.

Be able to select and apply the equation T2 = 4 π 2 x r3

GM correctly for planets and satellites (natural and artificial);

Be able to derive the equation T2 = 4 π 2 x r3

GM from first principles;

Learning ObjectivesStudents should be able to:(i) analyse circular orbits in an inverse square law field by relating the gravitational force to the centripetal acceleration it causes;(j) define and use the period of an object describing a circle;

(k) derive the equation T2 = 4 π 2 x r3

GM from first principles;

(l) select and apply the equation T2 = 4 π 2 x r3

GM for planets and satellites (natural and artificial);(m) select and apply Kepler’s third law T 2 = k r 3 to solve problems;(n) define geostationary orbit of a satellite and state the uses of such satellites.

Key words How science worksGravitational field, Force, Mass, Period, Gravitational constant, Weight, Radian, Degree, Revolution, Orbit, Circular path, Centripetal force, Velocity, Constant speed, Acceleration, Centripetal acceleration, Radius, Kepler’s third law, Geostationary, Satellite, Planet, Newton’s law of gravitation

HSW 1 & 2 See Activity Starter 3 below.HSW 1 & 6a Students research the history of artificial satellites.

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Interpersonal

Starter 2Auditory Visual

Starter 1, 3www.science-spark.co.uk Absorb Physics on laptopsanalyse data on excel spreadsheet about orbital times.Phet simulation: http://phet.colorado.edu/new/simulations/


Silent reading (student notes) PowerPoint1. Demo Bung on a string at different lengths. Make measurements to calculate the Period. How does the period relate to the length?2. Get students to discuss and then sketch their ideas on the relation between planetary distance and time period.3. Geostationary satellites You tube Video.

1. Bung on a string. Class set of stop clocks.

1. This task is about making measurements for T. A qualitative description of how T relates to length can then be made.2. Most will go for a directly proportional relationship. Giving them data for the Earth and Saturn will show that TE/rE ≠ Ts/rs. This leads on to Kepler’s observations.3. http://www.youtube.com/watch?v=J4gGalZV8TM (5.36)

Suggested main activities Equipment Teacher notes1. Remind students of the equations for circular motion and then introduce idea of centripetal acceleration being caused by gravity. Use powerpoint and worksheet with laptops or ICT suite.2. Demo an Orrery. Draw a graph of T verses r using the data from excel spreadsheet. Then extend the table to include T2 and r3 and draw a graph of this – this is a straight line. Derive Kepler 3 from first principles, use computers to make into a presentation/document. (in book p. 39) 3. Q’s. (Use text book p.40, 41 to help) a) What is a Geostationary Orbit? Draw a diagram. b) If M = 5.98kg, what is the radius of a Geostationary Orbit? c) What are Geostationary Satellites used for? d) What other uses of non-geostationary satellites are there. e) Do Practice Q2 and 3 on page 55.

1. Wireless Laptops / ICT suite2. Could use Wireless Laptops / ICT suite3. text books

1. Use PHET simulations and student worksheet to get idea of centripetal acceleration being caused by gravity 2. Discuss to the extent which this graph supports Kepler’s third law. The data is generally quite good but not perfect –instead of plotting the graphs students should check that their constant matches their calculated constant from k = T2/r3.3. Those aiming for higher grades should have a go at doing (b) without looking at the text book.

Suggested plenary activities Equipment Teacher notes1. You tube video on orbits and gravity (demo with magnets) 1. http://www.youtube.com/watch?v=fCNBs2TeAIA (3.09)

G484.2.18 19 20 Orbits

http://www.youtube.com/watch?v=fCNBs2TeAIA

http://www.youtube.com/watch?v=J4gGalZV8TM

http://phet.colorado.edu/new/simulations/


19

2. Given the start point and the end point can the students derive Kepler 3 and explain how they got there to everybody?3.Could go outside with a super soaker and show how parabola changes with velocity (if haven’t done this when studying projectiles).

3. Newton’s thought experiment with giant cannon

Homework suggestions SENHW Sheets 18, 19, 20. Answers Mind map extension. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson



Extension ideas / Gifted & TalentedA mathematical treatment and further discussion on Kepler’s other laws; Calculations on inverse square laws; Research the history of artificial satellites and find real data for a satellite – e.g. Hubble Space Telescope, International Space Station, etc; Research Kepler’s other laws and how they helped Newton. (Can produce an A4 summary on each law as if it were a page from an A level textbook.) extension problems and by further reading

Potential misconceptionsIt is common to state: ”geostationary satellites don’t move” – this is clearly not the case, it is just that their orbital period is the same as the Earth’s so they stay above the same place as the Earth rotates. Get students to critique this statement and discuss what would happen if the satellite were not moving.

Notes

20

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 2 Hours 1.2.10–12 4.2.3 (a)–(i) GCSE Forces and motion: forces, speed,


1.2.1 Force1.2.2 Nonlinear motion2.4.1 Wave motion

Learning OutcomesBe able describe simple examples of free oscillations.Be able to define and use the terms displacement, amplitude, period, frequency, angular frequency and phase differenceBe able to select and use the equation period = 1/frequencyBe able to describe that the period of an object with simple harmonic motion is independent of its amplitude;Learning Objectives

Students should be able to:(a) describe simple examples of free oscillations;(b) define and use the terms displacement, amplitude, period, frequency, angular frequency and phase difference;(c) select and use the equation period = 1/frequency;(h) explain that the period of an object with simple harmonic motion is independent of its amplitude;Key words How science worksFree oscillation Displacement Amplitude Period Frequency Angular frequencyPhase difference Velocity Simple harmonic motion (SHM) Acceleration Simple harmonic oscillator

HSW 5 Develop how to record, analyse and evaluate primary data (see Activity Main 1 and 2 below).

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticMain 1, 2

InterpersonalMain 1, 2

Auditory VisualStarter 1



Silent reading (student notes) PowerPoint1. Demonstrate the free oscillation of a mass spring system and a pendulum.2. pendulum with bob of plasticine to see if mass or angle affect period

1. Mass spring system, pendulum2. class set, pendulum with bob of plasticine, stop clocks

1. Include definitions of free oscillations. See Absorb Physics 2. see misconceptions below

Suggested main activities Equipment Teacher notes1 and 2. Practical activity 5: The period of oscillation of a mass–spring system and Practical activity 6: The motion of some free oscillators.If finished look at Absorb Physics on Laptops

1 and 2 See technician worksheets. 5 6 See teacher worksheets. 5 6

Suggested plenary activities Equipment Teacher notes1. frequency hotseat2. definitions quiz

1. frequency/period qs2. Definitions cards

Homework suggestions SENHW Sheets 21, 22. Answers Mind map extension. Write up practical work.




Extension ideas / Gifted & TalentedGet them to think of some other simple oscillator systems (Other examples of SHM (cork in water, water in U-tube, etc.).) extension problems and by further reading

Potential misconceptionsStudents may assume the angle or mass affects the time period of a pendulum – get them to do a simple experiment using a pendulum as a piece of Plasticine® to determine the factors affecting the time period.

Notes

G484.2.21 22 SHM Intro


21

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour (if possible do as a double with lesson 24) 1.2.10–12 4.2.3 (a)–(i) GCSE Forces and motion: forces, speed,



Learning OutcomesBe able to define simple harmonic motion.Be able to select and apply the equation a = – (2πf)2 x as the defining equation of simple harmonic motion;Be able to select and use x = Acos(2πft) or x = Asin(2πft) as solutions to the equation a = – (2πf)2 x.Be able to explain why the period of an object with simple harmonic motion is independent of its amplitude;

Learning ObjectivesStudents should be able to:(d) define simple harmonic motion; (e) select and apply the equation a = – (2πf)2 x as the defining equation of simple harmonic motion;(f) select and use x = Acos(2πft) or x = Asin(2πft) as solutions to the equation a = – (2πf)2 x ;Key words How science worksFree oscillation Displacement Amplitude Period Frequency Angular frequencyPhase difference Velocity Simple harmonic motion (SHM) Acceleration Simple harmonic oscillator

HSW 5 Develop how to record, analyse and evaluate primary data

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticMain , Plenary , Main

InterpersonalMain

AuditoryStarter

VisualStarter

Animation: simple harmonic motion. www.science-spark.co.uk Absorb Physics on Laptops


Silent reading (student notes)Discuss animation and idea of auxiliary circle and present PowerPoint. Use this to show that x = Acos(2πft) or x = Asin(2πft) can both be used as solutions to to the equation a = – (2πf)2 x.

Animation: simple harmonic motion.Draw graphs of x = Acos(2πft) or x = Asin(2πft) on board to enable all to see the idea.

Suggested main activities Equipment Teacher notesPractical activity 8: Oscillatory motion compared to circular motion See technician worksheet. See teacher worksheet.

Suggested plenary activities Equipment Teacher notesVideo Students bouncing in and out of phase. Video camera Get students to bob up and down in and out of phase by xπ amounts.

Homework suggestions SENHW Sheet 23. Answers Mind map extension. Write up practical work. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson

Cross-curriculum links Assessment / AFLMathematics – SHM calculations Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedDevelop the equations by differentiation. More complex use of the SHM equations. extension problems and by further reading

Potential misconceptionsStudents often try to derive SHM in terms of oscillations and amplitude – stress the simplicity of the definition and the two key features (is directly proportional to and acts in the opposite direction to the displacement).

Notes

G484.2.23 Defining SHM




22

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour 1.2.10–12 4.2.3 (a)–(i) GCSE Forces and motion: forces, speed,



Learning OutcomesBe able to use the equation vmax = (2πf)A for the maximum speed of a simple harmonic oscillator correctly for different situations.Be able to rearrange and then use the equation vmax = (2πf)A for the maximum speed of a simple harmonic oscillator correctly for different situations.Be able to interpret graphical illustrations of the changes in displacement, velocity and acceleration during simple harmonic motion;Be able to derive the equation vmax = (2πf)A for the maximum speed of a simple harmonic oscillatorBe able to draw graphical illustrations of the changes in displacement, velocity and acceleration during simple harmonic motion;

Learning ObjectivesStudents should be able to:(g) select and apply the equation vmax = (2πf)A for the maximum speed of a simple harmonic oscillator;(i) describe, with graphical illustrations, the changes in displacement, velocity and acceleration during simple harmonic motion;

Key words How science worksFree oscillation Displacement Amplitude Period Frequency Angular frequencyPhase difference Velocity Simple harmonic motion (SHM) Acceleration Simple harmonic oscillator

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Interpersonal Auditory Visual www.science-spark.co.uk Absorb Physics on laptops


Silent reading (student notes) PowerPointDerive the equation, (graphically): vmax = (2πf)A for the maximum speed of a simple harmonic oscillator.

Teacher notes

Suggested main activities Equipment Teacher notesUse motion sensors to plot displacement time and velocity time graphs (Mass spring or pendulum)

Motion sensor, pendulum sensor, mass spring system, pieces of card in varying sizes

Can include damping with different sized bits of card.

Suggested plenary activities Equipment Teacher notesSample questions using vmax = (2f)A to find vmax for different amplitudes of different length pendulums – limit to small displacements. (page 47 in text book)

Students can be given T = 2π√l/g to find the time period for different pendulums and/or T = 2π√m/k to find the time period for mass spring systems.

Homework suggestions SEN




Extension ideas / Gifted & TalentedDerivation of maximum velocity and acceleration formulae. extension problems and by further reading


Notes

G484.2.24 Graphical Analysis of SHM


23

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour 1.2.13–15 4.2.3 (j)–(n) GCSE Forces and motion: forces

Energy, electricity and radiations: kinetic energy, potential energy AS 1.1.3 Kinematics

1.2.1 Force1.3.1 Work and conservation of energy

1.3.2 Kinetic and potential energies2.4.1 Wave motion

Learning OutcomesBe able to describe and explain the interchange between kinetic and potential energy during simple harmonic motion

Learning ObjectivesStudents should be able to:(j) describe and explain the interchange between kinetic and potential energy during simple harmonic motion;Key words How science worksFree oscillation Displacement Amplitude Damping Period FrequencyAngular frequency Light damping Phase difference Velocity Resonance Heavy damping Acceleration Kinetic energy Potential energy Critical damping Natural frequency Forced oscillation Simple harmonic motion (SHM)Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticStarter

InterpersonalStarter

Auditory Visual www.science-spark.co.uk Absorb Physics on laptops


Silent reading (student notes) PowerPointGraph drawing challenge – mini whiteboards – 2 teams.Person at front draws graphs passes over head then through legs etc to back of line – come to front and show me the graph. for v-x, x-t, a-t, v-t, a-x

mini whiteboards

Suggested main activities Equipment Teacher notesDiscuss the energy changes in a mass spring system and/or pendulum. Can use pages 48-49 to help. Do qs on p49. or sheet here

Ask students to describe the energy changes (make sketches of these) – include energy against time and energy against displacement.Answers on the bottom of the sheet here

Suggested plenary activities Equipment Teacher notesYou tube vid on shm. Absorb Physics on laptops. (10 minutes) http://www.youtube.com/watch?v=Nk2q-_jkJVs&feature=fvw

Homework suggestions SENHW sheet 25 answers extension mind map Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson



Extension ideas / Gifted & TalentedCalculations converting gravitational potential energy (GPE) to kinetic energy (KE) as part of SHM. extension problems and by further reading


Notes

G484.2.25 Energy in SHM

http://www.youtube.com/watch?v=Nk2q-_jkJVs&feature=fvw


24

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 2 Hours (double lesson recommended) 1.2.13–15 4.2.3 (j)–(n) GCSE Forces and motion: forces




Learning OutcomesBe able to define damping.Be able to understand where damping may occur.Be able to understand what an exponential relationship is.Be able to describe an investigation where damping is caused (i) by the drag of the air and (ii) by eddy currents (electromagnetic damping)To show that for light damping, the amplitude of oscillations decays exponentially with time.

Learning ObjectivesStudents should be able to:(k) describe the effects of damping on an oscillatory system;Key words How science worksFree oscillation Displacement Amplitude Damping Period FrequencyAngular frequency Light damping Phase difference Velocity Resonance Heavy damping Acceleration Kinetic energy Potential energy Critical damping Natural frequency Forced oscillation Simple harmonic motion (SHM)

Knowing uses of damping. Analysis of exponential graphs.

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticMain 1 2

InterpersonalMain 1 2

Auditory VisualStarter, Plenary



Silent reading (student notes). Damping in bikes power point

Suggested main activities Equipment Teacher notes1. 2. Do Practical activity 9: Simple damping over 2 lessons to enable discussion and analysis of both pracs.

See technician worksheet. See teacher worksheet.

Suggested plenary activities Equipment Teacher notes1 Excel spreadsheet to display and explain2 Overview of damping PowerPoint

1 Can change frequency, amplitude and discuss how they change alter the oscillation.2 Go through objective with powerpoint.

Homework suggestions SENHW sheet 26 27 answers mind map. Write up practical work. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson



Extension ideas / Gifted & TalentedExtended by Practical activity 10: The damping of a light-beam galvanometer movement teacher sheet; tech sheet. extension problems and by further reading


Notes

G484.2.26 27 Damping


25

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 3 Hours (could be cut down to 2 if time is short) 1.2.13–15 4.2.3 (j)–(n) GCSE Forces and motion: forces




Learning OutcomesBe able to describe practical examples of forced oscillations and resonance;Be able to describe graphically how the amplitude of a forced oscillation changes with frequency near to the natural frequency of the system;Be able to describe examples where resonance is useful and other examples where resonance should be avoided.

Learning ObjectivesStudents should be able to:(l) describe practical examples of forced oscillations and resonance;(m) describe graphically how the amplitude of a forced oscillation changes with frequency near to the natural frequency of the system;(n) describe examples where resonance is useful and other examples where resonance should be avoided.

Key words How science worksFree oscillation Displacement Amplitude Damping Period FrequencyAngular frequency Light damping Phase difference Velocity Resonance Heavy damping Acceleration Kinetic energy Potential energy Critical damping Natural frequency Forced oscillation Simple harmonic motion (SHM)

HSW 6a Research the uses and unwanted examples of resonance.


Plenary 1VisualStarter 1Plenary 1

Interactive activity: Masses and springs www.science-spark.co.uk Absorb Physics on laptops

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


Silent reading (student notes) PowerPoint overview (review of damping too)1. Practical activity 11 : Barton’s pendulums demo2. http://www.youtube.com/watch?v=9La6AXq8yXY&feature=related (pirates of the Caribbean) 3. test

1. See technician worksheet. 1. See teacher worksheet. Extend by including the idea of the coupled pendulum and the application to walking.2. Challenge students to explain how this might occur.

Suggested main activities Equipment Teacher notes1. Practical activity 12: The forced oscillations of a mass on a spring. practical activity resonance of a saw blade; resonance prac; resonance of a book on a string; milk bottle resonance2. Millennium Bridge video (within powerpoint) 3. Test Mark scheme

1. See technician worksheet. resonance of a saw blade; resonance prac; resonance of a book on a string; milk bottle resonance

1. Do as a circus of practicals/challenges or demos. See teacher worksheet. Interactive activity: Masses and springs resonance of a saw blade; resonance prac; resonance of a book on a string; milk bottle resonance.2. Students could note down what the problems of resonance were, how the problems were caused and then what the solutions were. To explain as a summary to the video. (as though reviewing the video) http://news.bbc.co.uk/hi/english/static/in_depth/uk/2000/millennium_bridge/default.stm

Suggested plenary activities Equipment Teacher notes1. Draw Amplitude against frequency graphs and discuss practical uses of resonance (pages 52 53)2. Show ‘Salford’s Amazing World of Sound’ video on how wind instruments work. (5.34 Youtube video) (also on powerpoint)

2 PC, projector 2 Students summarise how the glass is made to shatter –explanation should include the terms: resonance; amplitude; forced vibration; and natural frequency. . Video: glass shattering due to resonance.

Homework suggestions SEN

G484.2.28 29 30 Resonance and test





http://news.bbc.co.uk/hi/english/static/in_depth/uk/2000/millennium_bridge/default.stm

http://news.bbc.co.uk/hi/english/static/in_depth/uk/2000/millennium_bridge/default.stm


http://www.youtube.com/watch?v=9La6AXq8yXY&feature=related

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



26

Research the uses and unwanted examples of resonance. Lesson 28 29 HW sheet. Answers Mind map. Write up practical work.




Extension ideas / Gifted & TalentedCoupled pendulum prac. Extended by Practical activity 13: The forced oscillations of a lightly-damped light-beam galvanometer movement. extension problems and by further reading

Potential misconceptionsStudents often assume resonance is a bad thing, akin to friction! – give examples of where it is useful, e.g. acoustic resonances, tuning circuits, MRI, etc.

Notes

27

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour 1.3.1–4 4.3.1 (a)–(h) GCSE Energy, electricity and radiations: kinetic

energy, potential energy, heating AS 1.3.1 Work and conservation of energy

1.3.2 Kinetic and potential energies

Learning OutcomesBe able to describe solids, liquids and gases in terms of the spacing, ordering and motion of atoms or molecules.Be able to describe a simple kinetic model for solids, liquids and gases;

Learning ObjectivesStudents should be able to:(a) describe solids, liquids and gases in terms of the spacing, ordering and motion of atoms or molecules;(b) describe a simple kinetic model for solids, liquids and gases;Key words How science worksSolid Liquid Gas Molecular ordering Molecular spacing Atom Kinetic model Brownian motion Temperature Kelvin Kinetic energy (KE) Potential energy Internal energy Pressure State of matter Density Melting Boiling EvaporationLearning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticStarter

Interpersonal Auditory Visual www.science-spark.co.uk absorb physics on laptops


Silent reading (student notes) PowerPointSimple pupil modelling to revise solids, liquids and gases.Depending on level of group might want to do this simple revision activity to start conversation about states of matter

Traffic light cards

As a class, ask students to form a solid, liquid and then a gas. Discuss spacing and relative molecular speeds.Simple traffic light game

Suggested main activities Equipment Teacher notesStearic Acid Practical.Define STP.Card sort activityAtomic or molecular spacing notes and questions. Pages 60-61.

Warm stearic acid in boiling tube (water bath), thermometers, beaker full of crushed ice to place boiling tube, extra crushed iceText books

Suggested plenary activities Equipment Teacher notesGet students to sketch some simple diagrams of solids, liquids and gases in terms of the spacing, ordering and motion of atoms or molecules.

Ask individuals to draw their diagrams on the whiteboard and the class then discusses them. Ideally, these diagrams should have a sense of scale.

Homework suggestions SENHW sheet. Answers. Mind map. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson

Cross-curriculum links Assessment / AFLChemistry – states of matter, molecules Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedExtension/homework suggestion: get any keen programmers to make a simple flash animation of the particles in a solid, liquid or gas. Research into other states of matter and their characteristics – e.g. super solid, plasma, Bose-Einstein condensate. extension problems and by further reading

Potential misconceptionsStudents sometimes assume the particles in a hotter gas are all moving faster than those in a colder one – discuss the graphs showing the number of particles at each speed for different temperatures.

Notes

G484.3.31 Solids, Liquids, Gases


28




Learning OutcomesBe able to describe an experiment that demonstrates Brownian motion Be able to discuss and explain the evidence for the movement of molecules provided by such an experiment.

Learning ObjectivesStudents should be able to:(c) describe an experiment that demonstrates Brownian motion and discuss the evidence for the movement of molecules provided by such an experiment;

Key words How science worksSolid Liquid Gas Molecular ordering Molecular spacing Atom Kinetic model Brownian motion Temperature Kelvin Kinetic energy (KE) Potential energy Internal energy Pressure State of matter Density Melting Boiling EvaporationLearning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticPlenary

InterpersonalPlenary

AuditoryStarter

VisualMain

www.science-spark.co.uk absorb physics on laptopsgo online for animations on Brownian motion.


Silent reading (student notes) PowerPointIntroduce the idea of diffusion using perfume.

Deodorant/perfume spray Important to discuss that the speed of the particles is much faster than the speed at which they drift through the air. A fun alternative could include other bodily smells and the validity of ‘Whoever smelt it dealt it…’

Suggested main activities Equipment Teacher notesDemonstrate Brownian motion, discussing the key implications. Students should draw the equipment and their observations and explain what is going on.

Smoke cells, microscope(s) Flexicams can be used to show the whole class, or go online for animations on Brownian motion.

Suggested plenary activities Equipment Teacher notesKey word definition matching. Need to make this…

Homework suggestions SENHW Sheet. Mind Map Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson


Extension ideas / Gifted & TalentedResearch into Brown’s original work and Einstein’s explanation – i.e. proof of the existence of atoms. Present as a factsheet or historical leaflet. extension problems and by further reading

Potential misconceptionsStudents sometimes assume the particles in a hotter gas are all moving faster than those in a colder one – discuss the graphs showing the number of particles at each speed for different temperatures.

Notes

G484.3.32 Brownian Motion





29




Learning OutcomesBe able to define pressure.Be able to use the kinetic model to describe pressure.state the basic assumptions of the kinetic theory of gases.Be able to use the kinetic model to explain the pressure exerted by gases.Be able to select and use the equation p=1/3ρv2

Be able to derive the equation p=1/3ρv2

Learning ObjectivesStudents should be able to:(d) define the term pressure and use the kinetic model to explain the pressure exerted by gases;4.3.3 (c) state the basic assumptions of the kinetic theory of gases;Key words How science worksSolid Liquid Gas Molecular ordering Molecular spacing Atom Kinetic model Brownian motion Temperature Kelvin Kinetic energy (KE) Potential energy Internal energy Pressure State of matter Density Melting Boiling EvaporationLearning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticStarter

Interpersonal Auditory VisualMain

www.science-spark.co.uk absorb physics on laptops


Silent reading (student notes) PowerPointAsk the students to remind you about their understanding of pressure.Kinetic theory: two-dimensional model http://www.practicalphysics.org/go/Experiment_364.html

Suggested main activities Equipment Teacher notesOne collision many collision demoGo through derivation of p=1/3ρv2 from notes. (and on powerpoint)Go through the worked example on page 65 and do questions.

Teacher/tech sheet Teacher/tech sheet

Suggested plenary activities Equipment Teacher notesChallenge students to define pressure using the kinetic model. Those aiming for the top grades should the try to do this mathematically.

Homework suggestions SENHW sheet. Answers Mind map. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson


Extension ideas / Gifted & TalentedHow does the pressure of a gas change if the variables or constants change? extension problems and by further reading


Notes

G484.3.33 Kinetic Theory and Pressure

http://www.practicalphysics.org/go/Experiment_364.html


30




Learning OutcomesBe able to define internal energy as the sum of the random distribution of kinetic and potential energies associated with the molecules of a system.Be able to explain that the rise in temperature of a body leads to an increase in its internal energy.Be able to describe energy changes in particles in materials as they are expanded/contracted, heated or cooled.

Learning ObjectivesStudents should be able to:(e) define internal energy as the sum of the random distribution of kinetic and potential energies associated with the molecules of a system;(f) explain that the rise in temperature of a body leads to an increase in its internal energy;Key words How science worksSolid Liquid Gas Molecular ordering Molecular spacing Atom Kinetic model Brownian motion Temperature Kelvin Kinetic energy (KE) Potential energy Internal energy Pressure State of matter Density Melting Boiling EvaporationLearning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Interpersonal Auditory Visual www.science-spark.co.uk absorb physics on laptops


Silent reading (student notes) PowerPointAsk the students to suggest how a molecule can have energy – include translation KE, rotational KE, twisting, etc.

Molecular models Use molecular models (could borrow some from chemistry). This leads to a definition of internal energy.

Suggested main activities Equipment Teacher notesCrushing can demoCo2 demo see tap sheetHeat a balloon with a hair dryer and explain what is happening. Cool it with liquid nitrogen and explain again.

As tap sheetPlus balloon and hair dryer. Bowl of liquid nitrogen and correct protection.

Organise Roy Lowry or somebody from Plymouth University to come in and do joint lecture for physics and chemistry (and G&T students) on gas laws/internal energy/temperature etc.

Suggested plenary activities Equipment Teacher notesDiscuss questions on page 67.

Homework suggestions SENHomework sheet. Answers. Mind Map Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson


Extension ideas / Gifted & TalentedExplain adiabatic expansion using this simulation: http://buphy.bu.edu/~duffy/semester1/c27_process_adiabatic_sim.html . extension problems and by further reading


Notes

G484.3.34 Internal Energy

http://buphy.bu.edu/~duffy/semester1/c27_process_adiabatic_sim.html


31

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour 1.3.5–7 4.3.2 (a)–(e)

4.3.3 (a)–(d) GCSE Energy, electricity and radiations: heating AS 1.3.1 Work and conservation of energy

Learning OutcomesBe able to describe what heat and temperature are and the difference between them.Be able to describe that thermal energy is transferred from a region of higher temperature to a region of lower temperature.Be able to describe that regions of equal temperature are in thermal equilibrium.Be able to explain that thermal energy is transferred from a region of higher temperature to a region of lower temperature.Be able to explain that regions of equal temperature are in thermal equilibrium.

Learning ObjectivesStudents should be able to:(a) explain that thermal energy is transferred from a region of higher temperature to a region of lower temperature;(b) explain that regions of equal temperature are in thermal equilibrium;

Key words How science worksSolid Liquid Gas Thermodynamic scale Molecular ordering Molecular spacing Atom Kinetic model Temperature Kelvin Celsius Thermal equilibrium Absolute zero Kinetic energy Potential energy Internal energy Pressure State of matter Specific heat capacity Latent heat of fusionLatent heat of vaporisation Thermal energyLearning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticStarterMain

InterpersonalMain

AuditoryMainPlenary

VisualStarter

www.science-spark.co.uk absorb physics on laptopsMain activity.


Silent reading (student notes) PowerPointAsk students to define the terms heat and temperature.

Post-it® notes They have one minute to write their definitions on some Post-its® which are then stuck on the whiteboard and discussed. If necessary move the Post-its® from heat to temperature and vice versa. Perhaps a Top Gear-style ‘Cool wall’ could be used with the three sections: heat; temperature; and other.

Suggested main activities Equipment Teacher notesWatch You tube vid as introStudents use laptops / ICT to explain the zeroth law of thermodynamics in the form of an article or Video. Use the outcomes as marking criteria, these can then be peer assessed

Laptops / ICT suite – video cameras http://www.youtube.com/watch?v=rU-sPzshVnM BBC article: The zeroth law of thermodynamicsWikipedia: The zeroth law of thermodynamics and other related links.

Suggested plenary activities Equipment Teacher notesJust a minute – talk for 1 minute about heat and temperature without hesitation, repetition or deviation.

Homework suggestions SENFinish article / video best ones to be put on www.science-spark.co.uk


Cross-curriculum links Assessment / AFLChemistry – thermodynamics Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedResearch the other laws of thermodynamics. extension problems and by further reading

Potential misconceptionsStudents often confuse heat and temperature – Starter Activity above should help reduce this along with clear definitions.

Notes

G484.3.35 Heat & Temperature





http://www.youtube.com/watch?v=rU-sPzshVnM

http://www.youtube.com/watch?v=rU-sPzshVnM


32

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 2 Hours 1.3.5–7 4.3.2 (a)–(e)


Learning OutcomesBe able to describe how there is an absolute scale of temperature that does not depend on the property of any particular substance.Be able to convert temperatures measured in kelvin to degrees Celsius (or vice versa): T (K)= θ (°C) + 273.15;Be able to state that absolute zero is the temperature at which a substance has minimum internal energy.

Learning ObjectivesStudents should be able to:(c) describe how there is an absolute scale of temperature that does not depend on the property of any particular substance (ie the thermodynamic scale and the concept of absolute zero);(d) convert temperatures measured in kelvin to degrees Celsius (or vice versa): T (K)= θ (°C) + 273.15;(e) state that absolute zero is the temperature at which a substance has minimum internal energy.

Key words How science worksSolid Liquid Gas Thermodynamic scale Molecular ordering Molecular spacing Atom Kinetic model Temperature Kelvin Celsius Thermal equilibrium Absolute zero Kinetic energy Potential energy Internal energy Pressure State of matter Specific heat capacity Latent heat of fusionLatent heat of vaporisation Thermal energy

History of science. How ideas have changed over time.


MainVisualMain

www.science-spark.co.uk


Silent reading (student notes) PowerPointDiscuss temperature scales, Celsius, centigrade, Fahrenheit, Kelvin

Suggested main activities Equipment Teacher notesStudents use www.science-spark.co.uk to watch Absolute zero you tube video and do activities on the website

ICT suite / Laptops http://www.youtube.com/watch?v=y2jSv8PDDwA this is a long (but v good video) so could be done in a double lesson if time or as hw and starter and plenary done to assess learning.

Suggested plenary activities Equipment Teacher notesHotseat questions linked to outcomes.

Homework suggestions SENWrite a review as if a film critic of the you tube video. Students should cover the learning outcomes in as much detail as they can and explain whether they thought the video covered these points fully or not. Mind Map.


Cross-curriculum links Assessment / AFLChemistry – thermodynamics Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedFurther research into the uses of very cold temperatures (superconductors etc). extension problems and by further reading


Notes

G484.3.36 37 Absolute Zero

http://www.youtube.com/watch?v=y2jSv8PDDwA



33

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 2 Hours (do as a double if possible) 1.3.5–7 4.3.2 (a)–(e)


Learning OutcomesBe able to define specific heat capacity.Be able to select and apply the equation E = mcΔθ to a number of different situations correctly.Be able to describe an electrical experiment to determine the specific heat capacity of a solid or a liquid.

Learning ObjectivesStudents should be able to:(a) define and apply the concept of specific heat capacity;(b) select and apply the equation E = mcΔθ;(c) describe an electrical experiment to determine the specific heat capacity of a solid or a liquid;

Key words How science worksSolid Liquid Gas Thermodynamic scale Molecular ordering Molecular spacing Atom Kinetic model Temperature Kelvin Celsius Thermal equilibrium Absolute zero Kinetic energy Potential energy Internal energy Pressure State of matter Specific heat capacity Latent heat of fusionLatent heat of vaporisation Thermal energy

See Plenary 1.

Learning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Interpersonal Auditory Visual www.science-spark.co.uk Absorb Physics on laptops.


Silent reading (student notes) PowerPointDiscuss how objects are heated – along with the amount of energy required to increase the temperature of objects.

For example, the air in an oven is at the same temperature as the metal yet it is the metal that burns you if you touch it! This leads on to specific heat capacity.

Suggested main activities Equipment Teacher notes1. Practical activity 15: An electrical method to measure specific heat capacity2. Practical activity 16: Determining specific heat capacity by other methods.Class questions answers

1 See technician worksheet.2 See technician worksheet.

1. See teacher worksheet.2. See teacher worksheet

Suggested plenary activities Equipment Teacher notes1. Show a video on firewalking . (6min 49sec)2. Discuss the differences in the specific heat capacity of aluminium (Al) and iron (Fe).OR weakest link game

1. PC and projector 1. Discuss the key points from the video – the idea of heat, temperature, specific heat capacity and conduction. Homework: students write a short article to explain the physics of firewalking.2. Ask students to suggest reasons for the differences and relate to the number of particles in 1 kg of Fe and in 1 kg of Al.

Homework suggestions SENWrite up practical work. HW Sheet. Answers Mind Map extension Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson



Extension ideas / Gifted & Talentedextension problems and by further reading

Potential misconceptionsStudents may assume dense materials such as Fe have a higher specific heat capacity than less dense materials – discuss the different values for specific heat capacity as in Activity P2 above.

Notes

G484.3.38 39 Specific Heat Capacity

G484.3.40 Latent Heat



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Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour 1.3.5–7 4.3.2 (a)–(e)


Learning OutcomesBe able to recognise on a temp-time heating curve where latent heat of fusion and latent heat of vaporisation occurs.Be able to describe what is meant by the terms latent heat of fusion and latent heat of vaporisation.Be able to explain that a rise in temperature of a body leads to an increase in internal energy.Be able to use a simple kinetic model to describe melting, boiling and evaporation.Be able to describe an experiment that can be used to find the latent heat of fusion.

Learning ObjectivesStudents should be able to:(d) describe what is meant by the terms latent heat of fusion and latent heat of vaporisation.

Key words How science worksSolid Liquid Gas Thermodynamic scale Molecular ordering Molecular spacing Atom Kinetic model Temperature Kelvin Celsius Thermal equilibrium Absolute zero Kinetic energy Potential energy Internal energy Pressure State of matter Specific heat capacity Latent heat of fusionLatent heat of vaporisation Thermal energyLearning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticMain

InterpersonalMain


www.science-spark.co.uk absorb physics on laptops


Silent reading (student notes) PowerPointBoil some water and ask students to describe their observations. Draw a heating curve (plot with data logger) and label.

See sheet

Suggested main activities Equipment Teacher notesMeasuring specific latent heat of water experimentIn addition as a demo or as a class prac, the efficiency of a kettle can be calculated using the specific heat capacity and specific latent heat of the water.

See Teacher/tech sheet

Suggested plenary activities Equipment Teacher notesKeyword - definition matching game. Needs to be made.

Homework suggestions SENHW sheet. Answers. Mind Map. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson





Notes


35

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 2 Hours 1.3.8–11 4.3.4 (a)–(g) GCSE Forces and motion: pressure

Energy, electricity and radiations: kinetic energy AS 1.3.2 Kinetic and potential energies

Learning OutcomesBe able to state Boyle’s law;Be able to describe an experiment that demonstrates Boyle’s Law.

Learning ObjectivesStudents should be able to:(a) state Boyle’s law;

Key words How science worksSolid Liquid Gas Kinetic model Temperature KelvinKinetic energy Pressure State of matter Boyle’s law Volume Avogadro constantBoltzmann constant Molar gas constant Mole Ideal gas

HSW 5 Develop how to record, analyse and evaluate primary data (see Main Activity below)


InterpersonalStarter, Main, Plenary

Auditory VisualMain

Interactive activity: Gas propertiesTutorial: Gas law experiments Boyle’s Law: http://chem.salve.edu/chemistry/boyle.asp

http://www.chm.davidson.edu/ChemistryApplets/KineticMolecularTheory/PV.html Effect of temperature and volume: http://lectureonline.cl.msu.edu/~mmp/kap10/cd283.htm


Silent reading (student notes) PowerPointReview ideas of kinetic model for pressure.

Kinetic theory models Include the relationship between pressure, volume and temperature.

Suggested main activities Equipment Teacher notes1 2 Practical activity 14: Gas law experiments as a circus over a double See technician worksheet. See teacher worksheet.

Suggested plenary activities Equipment Teacher notesDiscussion of the 3 Laws we have demonstrated in the experiments.Review PowerPoint and outcomes

Homework suggestions SENMind Map. Practical write up. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson

Cross-curriculum links Assessment / AFLChemistry – the mole, ideal gases Self and peer assessment in starters and plenaries. Listening and responding to ideas during discussions

Extension ideas / Gifted & TalentedDescribe the other two gas laws. Write some worksheets and/or questions based on the experiments. extension problems and by further reading

Potential misconceptionsWhich one of the 3 is Boyle’s Law. Make very clear that this is the one they must learn and that others are only consequences of the way in which we define temperature on the ideal gas scale.

Notes

G484.3.41 42 Boyle’s Law

http://lectureonline.cl.msu.edu/~mmp/kap10/cd283.htm

http://www.chm.davidson.edu/ChemistryApplets/KineticMolecularTheory/PV.html

http://chem.salve.edu/chemistry/boyle.asp



36

Differentiation … all students Most students Some studentsStudent book links Specification links Link to GCSE specification Time allowed: 1 Hour 1.3.8–11 4.3.4 (a)–(g) GCSE Forces and motion: pressure


Learning OutcomesBe able to select and apply pV = constant T correctly to a number of situations.Be able to state the basic assumptions of the kinetic theory of gases.

Learning ObjectivesStudents should be able to:(b) select and apply pV = constant T (c) state the basic assumptions of the kinetic theory of gases;Key words How science worksSolid Liquid Gas Kinetic model Temperature KelvinKinetic energy Pressure State of matter Boyle’s law Volume Avogadro constantBoltzmann constant Molar gas constant Mole Ideal gas

HSW 1 Using ideas to develop scientific explanations (see Activity Main and Plenary)


MainVisual www.science-spark.co.uk Absorb Physics on the Laptops.

Molecular Model of an ideal gas:http://www.phy.ntnu.edu.tw/ntnujava/viewtopic.php?t=42


Silent reading (student notes)Use PowerPoint to ask key questions. Students have set time limit to discuss and give an answer.

The questions are a review of last lesson.

Suggested main activities Equipment Teacher notesDiscuss the kinetic theory of matter, including the assumptions made.

Then try the questions on page 77 or use Absorb Physics on the laptops

PC and projector

Laptops

Quick brainstorm on how gases cause pressures – include forces, momentum, etc. Discuss the need for assumptions to be made in order to simplify the mathematics involved – this leads to Plenary below. Simulation: Simple gas pressure model

Suggested plenary activities Equipment Teacher notesGet students to list the assumptions applied to kinetic theory. They can rate each assumption from five star (good/fair assumption) to one

star (poor assumption) – they must justify their reasons.

Homework suggestions SENMind map. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson




Notes

Differentiation … all students Most students Some students

G484.3.43 Ideal Gases

G484.3.44 Moles and the Ideal Gas Equation



http://www.phy.ntnu.edu.tw/ntnujava/viewtopic.php?t=42


37

Student book links Specification links Link to GCSE specification Time allowed: 1 Hour 1.3.8–11 4.3.4 (a)–(g) GCSE Forces and motion: pressure


Learning OutcomesBe able to state that one mole of any substance contains 6.02 × 1023 particles and that 6.02 × 1023 mol-1 is the Avogadro constant NA.Be able to state that R is the molar gas constant and be able to select and use it correctly from a data book.Be able to show that R has the Units J mol-1 K-1.Be able to select and solve problems using the ideal gas equation expressed as pV = nRT, where N is the number of atoms and n is the number of moles.

Learning ObjectivesStudents should be able to:(d) state that one mole of any substance contains 6.02 × 1023 particles and that 6.02 × 1023 mol-1 is the Avogadro constant NA.(e) select and solve problems using the ideal gas equation expressed as pV = NkT and pV = nRT, where N is the number of atoms and n is the number of moles;Key words How science worksSolid Liquid Gas Kinetic model Temperature KelvinKinetic energy Pressure State of matter Boyle’s law Volume Avogadro constantBoltzmann constant Molar gas constant Mole Ideal gasLearning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities Kinaesthetic Interpersonal Auditory

MainVisualStarter



Silent reading (student notes) PowerPointDiscuss the difference between mass and amount.

Large collection of Ping Pong balls Use Ping Pong balls to highlight the difference. Show six balls, discuss that you have six – this is the amount. Ask students to describe how the mass is different from the amount. Using the balls, highlight a mass of 0.3 kg of Ping Pong balls but an amount of twenty Ping Pong balls. Explain how the amount refers to the number of discrete entitles (particles, molecules, etc). This leads to the definition of the mole and the Avogadro constant.

Suggested main activities Equipment Teacher notesExplain how to use pV = NkT and pV = nRT. Questions on p 79.

Include how to use in graphs and how to obtain values from graphs. Real data can be obtained from experiments carried out as part of Activity M1 above.

Suggested plenary activities Equipment Teacher notesPerform quick calculations on the number of moles. Possibly as a Hotseat Type game.

Table with number and number of moles Include masses of substances and other values – e.g. stars in galaxy, number of people on Earth, etc.

Homework suggestions SENHW sheet. Answers Mind map. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson


Extension ideas / Gifted & TalentedExpansion of pV = nRT to take into account inter-particle forces and/or particle volumesMolar calculations for atoms and compounds. extension problems and by further reading


Notes

Differentiation … all students Most students Some students G484.3.45 46 47 The Boltzmann Constant


38

Student book links Specification links Link to GCSE specification Time allowed: 3 Hours 1.3.8–11 4.3.4 (a)–(g) GCSE Forces and motion: pressure


Learning OutcomesUnderstand the difference between R and k and when to apply them.Be able to state that the Boltzmann constant is the gas constant for a single molecule whilst the molar gas constant is the constant used when dealing with quantities in moles.Be able to explain that the mean translational kinetic energy of an atom of an ideal gas is directly proportional to the temperature of the gas in Kelvin.Be able to select and apply the equation E = 3/2kT for the mean translational kinetic energy of atoms correctly in different situations.Be able to derive the equation(s) p = 1/3 ρ<c>2 and pV = 1/3 mn<c>2 including revision of assumptions of ideal gases.

Learning ObjectivesStudents should be able to:(e) select and solve problems using the ideal gas equation expressed as pV = NkT and pV = nRT, where N is the number of atoms and n is the number of moles; (f) explain that the mean translational kinetic energy of an atom of an ideal gas is directly proportional to the temperature of the gas in kelvin;(g) select and apply the equation E = 3/2kT for the mean translational kinetic energy of atoms.Key words How science worksSolid Liquid Gas Kinetic model Temperature KelvinKinetic energy Pressure State of matter Boyle’s law Volume Avogadro constantBoltzmann constant Molar gas constant Mole Ideal gasLearning styles (S = Starter activities, M = Main activities, P = Plenary activities) ICT activities KinaestheticStarter 1

Interpersonal AuditoryMain 1 Plenary 1

Visual www.science-spark.co.uk Absorb Physics on laptopshttp://comp.uark.edu/~jgeabana/mol_dyn/KinThI.html


Silent reading (student notes) PowerPoint Wordsplat. Wordsplat on PowerPoint

Suggested main activities Equipment Teacher notes1. Discussion of microscopic and macroscopic behaviour of gases and when to use R and k. Derivation of p = 1/3 ρ<c>2 and/or pV = 1/3 mn<c>2

including revision of assumptions of ideal gases and E = 3/2kT2. G484.3 Thermal Physics Test. 3. G484 Mock Exam

Suggested plenary activities Equipment Teacher notes1 Explain the use of E = 3/2 kT to calculate the average velocities of gas molecules at room 20 °C.

Data on the masses of gas molecules –specifically H2, He, N2, CO2 and O2

This leads to a good discussion on why there is little He in the atmosphere but a lot of N2 and O2.

Homework suggestions SENHW sheet. Answers Mind Map. Revision. Lesson is differentiated with All, Most, Some learning outcomes. There are a variety of learning styles met within the lesson



Potential misconceptionsStudents may have difficulty with the mole. Ensure they clearly understand the difference between amount and mass. Activity P3 starts to develop this but this should be extended to include simple mole calculations (e.g. the population of the Earth expressed in mol, the number of atoms in 238 g of uranium 238, etc.).Students sometimes assume the particles in a hotter gas are all moving faster than those in a colder one – discuss the graphs showing the number of particles at each speed for different temperatures.

Notes

http://comp.uark.edu/~jgeabana/mol_dyn/KinThI.html


differentiation … all students most students · web view2.4.1 wave motion learning outcomes be...

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