p2 expectations 1.don’t talk when the teacher is talking 2.respect others in the classroom 3.ask...

EXPECTATIONS 1.Dont talk when the teacher is talking 2.Respect others in the classroom 3.Ask questions if you are unsure 4.Complete all homework on time

KEYWORDS: resultant, Newton, Acceleration, mass, stationary KEYWORDS: resultant, Newton, Acceleration, mass, stationary Calculate the forces acting on an object ALL Calculate the resultant force acting on an object MOST Describe the effect of a resultant force on stationary and moving objects SOME Use the equation F=m x a to calculate the forces on an object Starter Find the definition of a resultant force using the textbook

Forces A force can be simply described as either a push or a pull. Forces are measured in Newtons (N) 1 Newton is the force required to accelerate a 1kg mass by 1m/s. LO: calculate the forces acting on an object Watch the following video and think about the forces that are occurring between the car and the wall http://www.youtube.com/w atch?v=6dI5ewOmHPQ

Forces between objects When two objects push or pull on each other, they exert equal and opposite forces on one another e.g. you are all pushing down on the floor, but the floor is also pushing up on you.if it didnt youd fall straight through the floor! LO: calculate the forces acting on an object

Resultant force If you have multiple forces acting on an object, you can replace them with one single force that has the effect of all the other forces combined together. This single force is called the resultant force LO: calculate the forces acting on an object

Calculating the resultant A rocket produces a thrust of 2000N. It has a weight of 1000N. What is the resultant force acting on the rocket? LO: calculate the forces acting on an object

Calculating the resultant A rocket producing a resultant force of 1000N hits a wall, causing it to come to a stop. What force does the wall exert on the rocket and the rocket exert on the wall. Explain the reasoning for your answer. LO: calculate the forces acting on an object

Calculating the resultant A car of weight 5000N produces a driving force of 2000N. It experiences friction force from the ground of 500N and air resistance of 300N. What are the horizontal and vertical resultant forces acting on the car? LO: calculate the forces acting on an object

Rules for calculating the resultant 1.Forces that act in the same direction can be added together 2.Forces that act opposite to each other must be taken away 3.Forces that act vertically and horizontally CAN NOT be added and taken away from each other and MUST be considered separately. LO: calculate the forces acting on an object

Task Complete the (very simple!) worksheet on calculating resultants and stick it into your books! LO: calculate the forces acting on an object

10 8 6 4 2 0 10 Minutes Start Timer State what happens when an object exerts a force on another object Describe what is meant by a resultant force A car weighs 5000N and has a driving force of 2000N. It experiences a resisting force of 2000N. What is the horizontal and vertical resultant force acting on the car?

Effects of forces 1 LO: calculate the forces acting on an object The resultant force on a stationary (not moving) object is zero! If a resultant force is applied to an object, it will accelerate in the direction of the force

Effects of forces 2 LO: calculate the forces acting on an object If an object is moving with constant speed, the resultant force on it is zero If a resultant force is applied to a moving object, it will accelerate in the direction of the force

Task LO: calculate the forces acting on an object Stationary object Moving object Zero resultant force Non-zero resultant force

Calculating forces F = force (N) m = mass (kg) a = acceleration (m/s 2 ) LO: calculate the forces acting on an object F = m x a m x a F

Example 1 A car of mass 400kg is accelerating at 5m/s 2. What is the driving force produced by the engine? LO: calculate the forces acting on an object

Example 2 A novice skier is being pulled along a horizontal section of a nursery slope. Given that her acceleration of 1.3m/s 2 is provided by a force of 70N, calculate her mass. LO: calculate the forces acting on an object

Example 3 A man pushes a car with a force of 200N along a straight horizontal road. He manages to accelerate the car by 0.1m/s. Find the mass of the car. LO: calculate the forces acting on an object

Task Complete the questions on calculating forces on the worksheet, showing your working out for each one. Stick the worksheet into your book when you are done. LO: calculate the forces acting on an object

10 8 6 4 2 0 10 Minutes Start Timer What is the unit of measurement for acceleration? Describe the forces acting on an arrow that has been fired from a bow and is moving at constant speed. A car has a mass of 500kg. Calculate the force required to accelerate the car by 2m/s.

KEYWORDS: distance-time graph, distance Velocity-time graph, acceleration, velocity KEYWORDS: distance-time graph, distance Velocity-time graph, acceleration, velocity Understand how to draw and interpret graphs of motion ALL Draw distance and velocity-time graphs MOST Describe the motion of an object using distance and velocity-time graphs SOME Calculate particular quantities using distance and velocity-time graphs Starter Brain teaser!

Graphs of motion Graphs of motion are a visual representation of the motion of a body They can either show the change in displacement or change in velocity of an object LO: understand how to draw and interpret graphs of motion

Can you draw Mr C cycles into work. The journey takes him 15 minutes (900s) and is a total distance of 3km (3000m). We will try to represent his journey using a graph LO: understand how to draw and interpret graphs of motion

Can you draw 1.Mr C cycles to the first traffic light, a distance of 500m away. It takes him 180 seconds to do this. 2.He waits at the traffic lights for 120 seconds while the light is red 3.When the light turns green, he cycles for 2000m without stopping. This takes him 5 minutes to do. 4.After 2000m, Mr C has to stop at another traffic light. He waits for 180 seconds. 5.Realising that he is about to be late, he sprints the last 500m in 120 seconds. LO: understand how to draw and interpret graphs of motion

Practical Creating graphs of motion Aim: To create your own graphs of motion Equipment: Ruler Stopwatch Maggot Method: 1.Place your maggot on the ruler 2.Allow it to crawl along 3.Measure the distance it travels every 30s 4.Record the data in an appropriate table 5.Draw a displacement-time graph for the motion. Make sure the distance is in metres!!! LO: understand how to draw and interpret graphs of motion

Mini-plenary 1.Usain Bolt ran the 100m race in London 2012 in approximately 9.6 seconds. He ran the first 20m in approximately 2.7 seconds after accelerating and running the final 80m in 6.9 seconds. It took him 20 metres to come to a stop, which he covered in 5 seconds. Draw a distance-time graph to show this journey. 2.Explain what a horizontal line on a distance-time graph represents Extension: What do you think the steepness of a line on a distance-time graph represents? LO: understand how to draw and interpret graphs of motion

Using distance-time graphs How steep the line is (the gradient) on a distance-time graph tells you the speed that an object is moving The steeper the line, the faster something is moving Speed is measured in m/s LO: understand how to draw and interpret graphs of motion

Calculating the gradient Gradient = LO: understand how to draw and interpret graphs of motion Change in y Change in x Gradient = y x Lets have a go at working out the speed that Mr C was travelling at during his journey to school!

One last definition LO: understand how to draw and interpret graphs of motion Two cars are travelling on a road in opposite directions. One is travelling east at 20m/s and the other is travelling west at 20m/s. Their speeds are exactly the same. However, their velocitys are different. What do you think their velocitys are? Velocity is the speed of an object in a given direction. Two objects can have the same speed, but very different velocities

Task 1.Complete the summary sheet on distance-time graphs and stick it into your book 2.Complete the exam questions on distance-time graphs LO: understand how to draw and interpret graphs of motion

Homework Create a graph of motion of your journey into school! It doesnt have to be accurate, an estimate will do! LO: understand how to draw and interpret graphs of motion

What do you know? I understood everything! I understood most of todays work I need more help to understand todays work LO: understand how to draw and interpret graphs of motion

KEYWORDS: distance-time graph, distance Velocity-time graph, acceleration, velocity KEYWORDS: distance-time graph, distance Velocity-time graph, acceleration, velocity Understand how to draw and interpret graphs of motion ALL Draw distance and velocity-time graphs MOST Describe the motion of an object using distance and velocity-time graphs SOME Calculate particular quantities using distance and velocity-time graphs Starter Brain teaser!

Graphs of motion II Last lesson, we learnt how to draw distance-time graphs This lesson, we will learn how to draw velocity-time graphs LO: understand how to draw and interpret graphs of motion

Can you draw Mr C has brought himself a slick new ride! He has also moved house and is now living in the leafy suburbs. His journey takes him 1200 seconds, his top speed is 50m/s and his lowest is -30m/s. Lets plot his journey into school on a velocity-time graph LO: understand how to draw and interpret graphs of motion

Can you draw 1.Mr C leaves his house. He is happily driving along on country roads at a steady speed of 30m/s for two minutes 2.Doh! Hes forgotten his lunch. He turns round and drives back at 30m/s for two minutes. He is at home for 60s. 3.Back on the road, Mr C drives at 30m/s for 300s 4.Now on the motorway, Mr C is able to drive at 50m/s, which he does for 5mins 5.Coming off the motorway, he stops at a traffic light for 120s 6.Realising he is going to be late, he steadily increases his speed for the next 180 seconds from 0 to 50m/s. He arrives JUST on time! LO: understand how to draw and interpret graphs of motion

Task Answer the following questions in your books: 1.What does a horizontal line on a velocity-time graph represent? 2.How do you know if an object has stopped by looking at the velocity-time graph? 3.How can you tell if an object is accelerating using a velocity time graph? 4.Draw the velocity-time graph for the following journey: 0-10s = 50m/s 10-25s = 0m/s 25-50s = 60m/s 50-80s = acceleration to 80m/s LO: understand how to draw and interpret graphs of motion

Acceleration Acceleration is the change in speed of a body over a given amount of time LO: understand how to draw and interpret graphs of motion

Acceleration Acceleration can be calculated using the following equation: LO: understand how to draw and interpret graphs of motion Acceleration = Change in velocity Time taken Final velocity initial velocity Time taken Acceleration = v - u t a = a = acceleration (m/s 2 ) v = final velocity (m/s) u = initial velocity (m/s) t = time (s)

Example 1 A car accelerates from a velocity of 10m/s to a velocity of 25m/s in 15 seconds. What is the acceleration of the car? LO: understand how to draw and interpret graphs of motion

Example 2 A runner starts at rest and accelerates to a top speed of 10m/s. If he does this in 2 seconds, what is his acceleration? LO: understand how to draw and interpret graphs of motion

Example 3 A train accelerates at 2m/s for 30 seconds. If its initial velocity was 10m/s, calculate what the final velocity will be after 30 seconds. LO: understand how to draw and interpret graphs of motion

Task 1.What is the acceleration of a car that starts at rest and reaches a top speed of 50m/s in 25 seconds? 2.A plane starts at rest. It takes 8 seconds to take off and accelerates at a constant rate of 10m/s. What is the final take- off velocity of the aircraft? 3.A runner starting at rest reaches a speed of 11m/s in 2.2 seconds during the drive phase of his 100m sprint. What is his acceleration during this phase? Assuming that his speed remains constant for the rest of the race, sketch the velocity- time graph for his journey 4.A car accelerates at 5m/s for 12 seconds, reaching a final velocity of 80m/s. What was the cars initial velocity before it started accelerating? LO: understand how to draw and interpret graphs of motion

How are they linked? The gradient of a velocity time graph represent the acceleration of an object! Go back and calculate the acceleration of Mr C in the final part of his journey LO: understand how to draw and interpret graphs of motion Gradient = Change in y Change in x Gradient = y x

How are they linked? The area under a velocity-time graph is the total distance that the object has travelled Go back and calculate the total distance Mr C travels to get to work LO: understand how to draw and interpret graphs of motion

Task Answer the exam questions on velocity-time graphs. Stick the questions into your books when you are done. LO: understand how to draw and interpret graphs of motion

10 8 6 4 2 0 10 Minutes Start Timer What is the difference between speed and velocity? Describe how you would calculate speed from a velocity-time graph Describe how you would calculate total distance travelled from a velocity-time graph

KEYWORDS: force, braking, profile, stopping distance, thinking distance, braking distance KEYWORDS: force, braking, profile, stopping distance, thinking distance, braking distance Understand the factors that affect the stopping distance of a car ALL state the definitions of stopping, braking and thinking distance MOST Describe factors that will affect the stopping distance of a car SOME explain why driving whilst on the phone is very dangerous Starter Make a spider diagram of the factors that would affect the maximum speed of a car

LO: understand the factors that affect the stopping distance of a car FACTORS THAT AFFECT TOP SPEED

Streamlining LO: understand the factors that affect the stopping distance of a car Most of the resistance forces that act on a car are due to air resistance. Streamlining a car will increase the top speed, even if the engine is giving the same power output

Stopping distance The stopping distance of a car is the minimum distance that a car can safely stop in Stopping distance = thinking distance + braking distance LO: understand the factors that affect the stopping distance of a car

Thinking distance The thinking distance is the distance travelled by the vehicle in the time it takes for the driver to react LO: understand the factors that affect the stopping distance of a car alcohol other drugs and some medicines tiredness distractions, such as mobile phones speed

Stopping distance The stopping distance is the distance travelled by the vehicle during the time the braking force acts LO: understand the factors that affect the stopping distance of a car weather condition of tyres/brakes condition of road speed

Typical stopping distances What effect would factors such as drugs, alcohol, tiredness, higher speed, adverse weather, poor road conditions or worn out breaks have on these stopping distances? LO: understand the factors that affect the stopping distance of a car

Braking force LO: understand the factors that affect the stopping distance of a car Which of these would need the bigger force to stop if the stopping distance remained the same? Why?

10 8 6 4 2 0 10 Minutes Start Timer What is the definition of stopping distance? Explain why poor weather and worn out brakes would both lead to an increase in braking distance Explain, using the equation F=mxa, why you would need a higher breaking force to stop a lorry compared to a mini

Practical Reaction times LO: understand the factors that affect the stopping distance of a car Aim: To investigate the effect of distractions on reaction time Method: 1.Work in groups of three 2.Use a stopwatch to measure your reaction times with no distractions 3.Repeat the experiment with one person acting as the distractor 4.Repeat the experiment a number of time to get an average reaction time with and without distractions

Practical Reaction times LO: understand the factors that affect the stopping distance of a car Write a conclusion for your experiment based on your results A/A* - Write an evaluation for the experiment and how it could be improved

QWC Practice A local authority is worried about the number of road deaths occurring in the area. They have imposed a ban on mobile phones while driving, imposed a speed limit of 30mph and installed speed cameras. Explain how the changes may lead to fewer people being hit by cars. 5-6 marks criteria: Knowledge of accurate information appropriately contextualised Detailed understanding, supported by relevant evidence and examples Answer is coherent and in an organised, logical sequence, containing a wide range of appropriate or relevant specialist terms used accurately The answer shows almost faultless spelling, punctuation and grammar. LO: understand the factors that affect the stopping distance of a car

KEYWORDS: terminal velocity, force, Resistance, streamline, weight KEYWORDS: terminal velocity, force, Resistance, streamline, weight Understand what is meant by terminal velocity ALL state the definition of terminal velocity MOST Describe the motion of an object moving through a fluid SOME explain the forces that are acting on an object when it is travelling at terminal velocity Starter Answer the exam question on stopping distances

What is happening? LO: understand what is meant by terminal velocity The graph below shows the velocity-time profile for a skydiver falling through the air. Discuss with the people on your pod what you think is happening and why. Think about the forces that are involved at each stage

Moving in a fluid LO: understand what is meant by terminal velocity Lets think about what happens when an object moves through a fluid by considering a skydiver When the skydiver FIRST jumps out of the aircraft, gravity causes him to accelerate. The acceleration is a constant so the line on v-t graph will have an unchanging steepness at the beginning

Moving in a fluid LO: understand what is meant by terminal velocity As the speed of the skydiver increases, the air resistance on him increases. The increased air resistance causes his acceleration to decrease. However, his velocity is still increasing i.e. hes speeding up slower than before, but hes NOT slowing down.

Moving in a fluid LO: understand what is meant by terminal velocity After a certain amount of time, the weight of the skydiver and the air resistance on the skydiver will be balanced. At this point, the skydiver will be moving at a constant velocity. This is the MAXIMUM velocity it is possible for him to move with and is known as the TERMINAL VELOCITY.

Moving in a fluid LO: understand what is meant by terminal velocity The process that we have just considered is relevant for ANY object that is moving in a fluid e.g. a car driving along a road, a plane flying at 2000ft, a submarine underwater etc.

Moving in a fluid LO: understand what is meant by terminal velocity The factors that will increase/decrease the terminal velocity of an object are: The driving force that the object can generate How streamlined the object is The fluid that the object is travelling through

Task LO: understand what is meant by terminal velocity Draw a comic strip to explain how the velocity of a skydiver will change as they fall through the sky. Use the following keywords in your comic strip: Gravity, weight, air resistance, accelerate, resultant force, zero A/A* task: Extend your comic strip to the point where the skydiver opens their parachute. What effect will this have on the force on the skydiver and their terminal velocity?

Calculating weight LO: understand what is meant by terminal velocity The weight of an object is the force that acts on an object due to gravity. It can be calculated using the following equation: W = m x g W = weight (Newtons) M = mass (kg) g = gravitational field strength (N/kg) g has a value of 9.81 on earth

Task LO: understand what is meant by terminal velocity Use the equation to find the weight of the following objects on earth: 1.A car of mass 2000kg 2.A person of mass 70kg 3.A football of mass 500g 4.A tennis ball of mass 0.1kg 5.A building of mass 1000,000kg g is 9.81N/kg on earth The gravitational field strength on the moon is 1.6N/kg. Recalculate the weight of the above objects on the moon

Practical - Parachutes LO: understand what is meant by terminal velocity Aim: To make the best possible parachute using a very limited set of resources Equipment: Two plastic bags Sellotape 40cm of string Polystyrene cup Your parachutes will be holding a 200g mass in the cup. Whichever parachute takes the longest to fall down the steps will be the winner!

Plenary LO: understand what is meant by terminal velocity Answer the exam questions on terminal velocity. Stick them into your books when you are done.

Plenary LO: understand the link between force and extension of an object Write down that the questions should be that go with these answers: 1.It tells you the speed that a molecule is travelling with 2.You can calculate it by working out the total area underneath the line 3.It is the maximum velocity that an object is able to achieve 4.It is the one force that gives the same effect as all the other forces acting on an object 5.It is the distance that an object moves when the brake force is applied 6.It is sum of the thinking distance and the braking distance of an object

KEYWORDS: force, Hookes law, extension, elastic limit, plastic KEYWORDS: force, Hookes law, extension, elastic limit, plastic Understand the link between force and extension of an object ALL state the effect of forces on an object MOST Describe how the shape of an object is changing when a force is applied to it SOME Calculate the extension of an object when a particular force is applied Starter What is the question?

Changing shape LO: understand the link between force and extension of an object When a force is applied to an object, it may accelerate. However, a second effect that the force may cause is a change in shape of the object

Stretching objects LO: understand the link between force and extension of an object When an object is stretched, it stores elastic potential energy. Some objects are better at storing this energy than others. Which of the materials on your pod is better at storing elastic potential energy?

Practical - Springs Aim: To determine a relationship between force applied and extension of a spring Method: Measure the initial length of your spring when unstretched Attach the spring to a clamp stand Put a 10g weight onto the spring Measure the extension of the spring Repeat the experiment adding 10g each time Measure your results on a results table Plot your results when you are finished and draw a line of best fit LO: understand the link between force and extension of an object

Conclusion Using your graph, what can you conclude about the relationship between force and extension? Using your graph, calculate the extension when the force applied is: 23g 42g 70g LO: understand the link between force and extension of an object

Material properties The same process that you have just done is done on all materials to find out their characteristics Most materials have a range where the force and extension are proportional LO: understand the link between force and extension of an object The constant gradient here shows us that the force and extension are proportional

Material properties Beyond a point, the material will start to show plastic behaviour. A small increase in force will give a large increase in extension. The deformation will be irreversible (the material will not go back to the original shape when the force is taken away) LO: understand the link between force and extension of an object Beyond the proportional limit, the material shows plastic behaviour. The extension is now much harder to predict

Real world application Knowing how materials change shape under force is essential to most aspects of university. The flexing of aircraft wings can dramatically change the lift generated. It also needs to be within limits to make sure the wings dont break off! LO: understand the link between force and extension of an object

Hookes Law Hookes law states that: The extension of an object is directly proportional to the force that is applied to it provided that the limit of proportionality is not exceeded LO: understand the link between force and extension of an object

Hookes Law Hookes law can be written as: F = k x e LO: understand the link between force and extension of an object F = Force (N) k = spring constant (N/m) e = extension (m)

Task Answer the following questions in your exercise books: 1.Calculate the spring constant for the spring that you did the experiment with 2.A spring is loaded with a force of 50N four times. The spring shows extensions of 0.23m, 0.25m, 0.25m and 0.24m. Calculate the spring constant for this spring 3.For the spring in the question above, calculate the force when the extension of the spring is 100cm. 4.A second spring is loaded with 100N. It shows an extension of 60cm. What is the difference between the spring constants of the two springs? 5.What would be the force required to extend the second spring by 0.45m? LO: understand the link between force and extension of an object

10 8 6 4 2 0 10 Minutes Start Timer What does Hookes law state? Calculate the force required to extend a spring with spring constant 32N/m by 2 metres. Explain what is meant by the term proportional limit

Homework You will have a test on next lesson on everything that you have learnt so far for this topic. Your homework is to revise in preparation for this test. LO: understand the link between force and extension of an object

KEYWORDS: work done, force, energy, Energy transferred KEYWORDS: work done, force, energy, Energy transferred Understand how energy can be transferred ALL state the definitions of work MOST Describe the link between work done and energy transferred SOME Calculate the work done by an object Starter Make a spider diagram of all the different forms of energy that you know

FORMS OF ENERGY

What is work? LO: understand how energy can be transferred An object is said to have done WORK when it transfers (uses) energy

Calculating work LO: understand how energy can be transferred The work done by an object is equal to the amount of energy that it transfers Work done = force x distance W = f x d W = work done(J) f = force (N) d = distance(m)

Example 1 An object of weight 40N is raised by a height of 0.4m. Calculate the work done in raising the object. LO: understand how energy can be transferred

Example 2 2000J of energy is transferred by a sprinter as he runs a distance of 100m. Calculate the force that is exerted by the sprinter as he is running. LO: understand how energy can be transferred

Example Questions 1.What is the definition of work done? 2.What is the unit for energy? 3.The engine of a car exerts a force of 750N. How much energy would be transferred by the engine if the car moved a distance of 100m? 4.An object of weight 50N is raised by a height of 200cm. What is the work done in raising the object? 5.700J of energy is used by a person to move a distance of 10m. What is the force exerted by the person as they walk the distance? 6.Object A has a weight of 200N. Object B has a weight of 350N. If 1000J of energy is used to raise each object, which object will gain the most height? LO: understand how energy can be transferred

Calculating power LO: understand how energy can be transferred Power is the amount of work done/energy transferred in a given time Power = work done / time P = W / t P = power (W) W = work done (J) t = time (s)

Example 1 An object of weight 700N is raised by a height of 2m in a time of four seconds. Calculate the work done in raising the object and the power. LO: understand how energy can be transferred

Practical - Power Aim: To calculate the power required for you to run up the stairs Method: 1.Work out your weight (your mass x 9.81) 2.Run up the stairs as fast as you can 3.Work out the energy transferred as you run up the stairs (your weight x height of stairs) 4.Work out your power (work done / time) The boy and girl who have the highest power will win 40vivos each! LO: understand the structure of an atom

Example Questions 1.A car engine transfers 3000J in 20 seconds. What is the power generated by the engine? 2.400J of energy is transferred in raising an object in 1 minute. What is the power? 3.A kettle has a power rating of 2000W. How much work is done by the kettle in boiling water in 40 seconds? 4.A student of weight 500N transfers 2000J whilst running up some stairs. She reaches the top of the stairs in 3 seconds. How high are the stairs and what is her power? 5.A sprinter can generate 150W whilst running. If he transfers 450J of energy, how long has he been running for? LO: understand how energy can be transferred

10 8 6 4 2 0 10 Minutes Start Timer What are the definitions of work done and Power Calculate the power of a car that transfers 1000J in 10 seconds A Kettle has a power rating of 500W and a toaster of 300W. What is the difference in the amount of energy they transfer in 10 seconds?

KEYWORDS: work done, gravitational potential energy KEYWORDS: work done, gravitational potential energy Understand the nature of gravitational potential energy ALL state the definitions of GPE MOST Calculate the GPE of objects SOME Explain how GPE can be transferred into other forms of energy

Gravitational Potential Energy Any object that is raised above the ground will have gravitational potential energy LO: understand the nature of gravitational potential energy

Gravitational Potential Energy GPE = mass x LO: understand the nature of gravitational potential energy Gravitational Field strength x height GPE = m x g x h GPE = gravitational potential energy (J) m = mass (kg) g = gravitational field strength (N/kg) h = height (m)

Example 1 An object of mass 10kg is raised by a height of 20m. What is the gravitational potential energy of the object? LO: understand the nature of gravitational potential energy

Example 2 An object gains gravitational potential energy of 300J. If the mass of the object is 3kg, what is the height that the object has been raised? LO: understand the nature of gravitational potential energy

Practical - GPE Aim: To calculate the gravitational potential energy of a bouncy ball Method: 1.Measure the initial height of the ball 2.Calculate the initial gravitational potential energy 3.Drop the ball and measure the height it reaches at each successive bounce for 5 bounces 4.Calculate the gravitational potential energy of the ball for each bounce 5.Repeat the process on a different surface LO: understand the nature of gravitational potential energy

Practical - GPE Plot a line graph of your results (GPE on the y axis and bounce on x axis). Why does the gravitational potential energy reduce each time the ball bounces? Where is the energy transferred? What is the best surface to bounce the ball on? How do you know? LO: understand the nature of gravitational potential energy

10 8 6 4 2 0 10 Minutes Start Timer What is the equation to calculate GPE? What is the GPE of an object that has a mass of 300g that is raised by 1m? An astronaut jumps up 0.5m on the moon. Explain why the amount on GPE he gains is less than if he jumped the same distance on earth

KEYWORDS: work done, kinetic energy Understand the nature of kinetic energy ALL state the definitions of kinetic energy MOST Calculate the kinetic energy of objects SOME Explain the factors that will affect the kinetic energy of an object

Kinetic energy All objects that are moving have kinetic energy! LO: understand the nature of kinetic energy

Kinetic energy KE = x m x v LO: understand the nature of kinetic energy KE = kinetic energy (J) m = mass (kg) v = velocity (m/s)

Example 1 An object has a mass of 2kg and is moving with a velocity of 5m/s. What is the kinetic energy of the object? LO: understand the nature of kinetic energy

Example 2 An object of mass 300g has 600J of kinetic energy. How fast is the object moving? LO: understand the nature of kinetic energy

Example questions 1.What is the equation that is used to calculate the kinetic energy of an object? 2.Calculate the kinetic energy of an object of mass 500g that is moving with a velocity of 20m/s 3.A car of mass 500kg is a moving with a velocity of 10m/s. It accelerates to a velocity of 15m/s. What is the KE of the object before and after it accelerates? 4.A sprinter has kinetic energy of 1000J and a mass of 68kg. How fast is the sprinter running? 5.A ball of mass of 0.5kg is dropped from a height of 2m. Assuming that all of the GPE is transferred to KE, what will be the velocity of the ball when it hits the ground? LO: understand the nature of kinetic energy

Practical Kinetic energy Aim: To calculate the kinetic energy of objects Method: 1.Time how long it takes for the car to move down the slope 2.Calculate the velocity of the car using speed = distance/time 3.Calculate the KE of the car 4.Repeat the experiment to find an average 5.Repeat the experiment on a different surface LO: understand the nature of kinetic energy

Practical Kinetic energy Make a conclusion for the experiment explaining on which surface the car had the most kinetic energy. Use your results from the experiment to back up your conclusion. LO: understand the nature of kinetic energy

Plenary Add to the spider diagram that you made at the beginning of the lesson. Add everything that you have learnt about energy, work, power, GPE and KE. LO: understand the nature of kinetic energy

KEYWORDS: momentum, mass, Velocity, conservation of momentum KEYWORDS: momentum, mass, Velocity, conservation of momentum Understand what is meant by momentum ALL state the definition of momentum MOST perform calculations for momentum SOME Explain what is meant by the conservation of momentum Starter Bingo

Momentum ALL MOVING OBJECTS HAVE MOMENTUM! LO: understand what is meant by momentum

Momentum P = m x v LO: understand what is meant by momentum P = momentum (kgm/s) m = mass (kg) v = velocity (m/s)

Example question 1 An object of mass 300g is moving with velocity of 5m/s. What is its momentum? LO: understand what is meant by momentum

Example question 2 An object has momentum of 50kgm/s. If the object has a mass of 25kg, what is its velocity? LO: understand what is meant by momentum

Example questions 1.What is the momentum of a bullet of mass 50g travelling at 300 m/s? 2.What is the momentum of a dog (mass 12 kg) fired out of a canon at 120 m/s? 3.Calculate the momentum of a 65 kg sprinter when travelling at 9.5 ms -1. 4.Calculate the velocity of a car of mass 700 kg that has the same momentum as the sprinter in Q3 5.A body has a mass of 2.5 kg. Calculate: Its momentum when it has a velocity of 3.0 m/s Its velocity when it has a momentum of 10.0 kgm/s LO: understand what is meant by momentum

Conservation of momentum In a closed system, the total momentum before an event and the total momentum after an event are the same. This is called conservation of momentum. Events you may be asked about in your exams are: Collisions Explosions LO: understand what is meant by momentum

Example 1 A railway engine of mass 800kg travelling at 5m/s collides with and becomes attached to a truck of mass 200kg travelling at 2m/s. Calculate the speed of the truck and engine after the collision LO: understand what is meant by momentum

Example 2 A 0.5kg trolley is pushed at a velocity of 1.2m/s into a stationary trolley of mass 1.5kg. The two trolleys stick to each other after the impact. Calculate: The momentum of the 0.5kg trolley before the collision The velocity of the two trolleys straight after the impact LO: understand what is meant by momentum

Task Answer the exam questions on momentum and energy. Stick the questions into your book when you are done! LO: understand what is meant by momentum

Explain how safety features on a car work ALL State some car safety features MOST Describe the energy transfers during braking SOME Explain how safety features on a car work Starter Make a spider diagram of all the safety features that you can think of on a car

Starter LO: explain how safety features on a car work Car safety features

Brakes and crumple zones Brakes and crumple zones are two of the main safety features on a car LO: explain how safety features on a car work

Brakes and crumple zones Both features work by transferring kinetic energy into other forms. What energy transfers take place in each of these features? LO: explain how safety features on a car work

Brakes and crumple zones Task: Write a brief description of how brakes and crumple zones work to reduce the risk of serious harm to car passengers LO: explain how safety features on a car work

To understand static electricity ALL State some methods of creating static electricity MOST Describe the structure of an atom SOME Explain what happens when static electricity is created

Structure of an atom LO: understand static electricity All matter is made up of atoms However, an atoms is NOT the smallest unit of matter like you might have been previously taught Atoms of themselves made of smaller particles

What is an atom made up of? LO: understand static electricity Protons Positively charged particles found inside the nucleus Neutrons Neutral particles found inside the nucleus Electrons Negatively charged particles that orbit the nucleus

Structure of an atom LO: understand static electricity

Practical Static Electricity LO: understand static electricity Aim: To create static electricity! Method: Use the equipment on your pod to create static electricity! Is the static electricity that you create the same with each piece of equipment or are there some differences?

Static electricity by friction LO: understand static electricity When you rub one of the rods with the cloths, you create static electricity. This happens in one of two ways. For the polythene rod, the dry cloth transfers electrons TO the surface of the rod and gives it a negative charge

Static electricity by friction LO: understand static electricity When you rub one of the rods with the cloths, you create static electricity. This happens in one of two ways. For the perspex rod, the dry cloth transfers electrons away from the surface of the rod. This gives it a positive charge

Static electricity rules LO: understand static electricity 1.Like (The same) charges attract 2.Unlike (The opposite) charges repel

Knowledge check LO: understand static electricity Copy the true sentences and change the false sentences to make them true: 1.Crumple zones help to absorb the gravitational potential energy of a car 2.Like charges attract 3.Opposite charges attract 4.A polythene rod becomes negatively charged if rubbed by a dry cloth 5.Atoms are made of protons, neutron and smurfs

To understand how to create electrical circuits ALL State the difference between series and parallel circuits MOST Identify key circuit components SOME Perform calculations to find the current in a circuit

Key definitions When considering electricity, we will usually use three key terms: 1)Current: This is the flow of electric charges around a circuit. The size of the current is dependent on the rate of flow of electric charges 2)Potential Difference (Voltage): The potential difference between two points is the work done per unit charge between two points 3)Resistance: This is the resistance to the flow of electrons around a circuit LO: Understand how to create electrical circuits

Calculating current I = Q/t LO: Understand how to create electrical circuits I = Current (Amps, A) Q = Charge (Coulombs, c) t = Time (s)

Example question 1 Calculate the current when 4C passes a point in 8 seconds LO: Understand how to create electrical circuits

Example question 2 An ammeter is records a current of 8A. Calculate how much charge is passing through the ammeter in 10 seconds. LO: Understand how to create electrical circuits

Task 1.What is the current when 20C of charge pass through an ammeter in 2minutes? 2.A battery can produce 20A of current. How much charge does it discharge in 30s? 3.Another battery can produce a charge of 30A. How long will this battery be running before it has discharge the same amount of charge as the battery in Q2? 4.A car engine requires a battery that can produce a current of 40A to start. A mechanic places a battery that can discharge 100C in 30s into a car. Will this battery be good enough to start the car? Why? 5.For the question above, how much charge would the battery have to discharge in 30s to start the engine? LO: Understand how to create electrical circuits

Calculating voltage V = W/Q LO: Understand how to create electrical circuits V = Voltage (Volts, V) W = Work done (Joules, J) Q = Charge (Coulombs, c)

Example question 1 A battery transfers 30J for every coulomb of charge that passes through the battery. What is the potential difference of the battery? LO: Understand how to create electrical circuits

Example question 2 A battery has a voltage rating of 40V. How much energy is transferred by the battery if 20C of charge pass through the battery? LO: Understand how to create electrical circuits

Task 1.What is the voltage of a battery if it transfers 40J of energy for every 10C that pass through it? 2.A builder requires a 400V battery to power his pneumatic drill. He is told that a battery transfers 1000J for every 3C of charge that pass through it. Will this battery be good enough? Why? 3.How much energy would the battery in the question above need to transfer for every 3C to have a voltage of 400V? 4.Battery A has a rating of 300V. Battery B has a rating of 500V. What is the difference in the amount of work done by the two batteries if 20C of charge pass through both batteries? LO: Understand how to create electrical circuits

Circuit symbols LO: Understand how to create electrical circuits

Series circuits IN A SERIES CIRCUIT, EVERYTHING IS CONNECTED END TO END. THERE IS NO PLACE FOR THE CURRENT TO SPLIT IN THE CIRCUIT. Tips for constructing circuits: 1.Make sure your circuit is complete 2.Make sure that ammeters are connected in series 3.Make sure that voltmeters are connected in parallel LO: Understand how to create electrical circuits

Practical Series circuits Aim: To investigate current and voltage in a series circuit Method: 1.Create a series circuit with one bulb 2.Measure the current in the circuit and voltage across the bulb 3.Add another the bulb in series and repeat the process 4.Add a third bulb in series and repeat the process 5.Make sure you measure the current in between the bulbs as well! LO: Understand how to create electrical circuits

Practical Series circuits Conclusions: 1)The current through each component in a series circuit is the same 2)The potential difference of the source is shared out between the components in a series circuit LO: Understand how to create electrical circuits

Parallel circuits IN A PARALLEL CIRCUIT, THERE ARE BRANCHES THAT SEPERATE THE CIRCUIT INTO SMALLER CIRCUITS. THERE IS MORE THAN ONE PATH FOR THE CURRENT TO TAKE. Tips for constructing circuits: 1.Make sure your circuit is complete 2.Make sure that ammeters are connected in series 3.Make sure that voltmeters are connected in parallel LO: Understand how to create electrical circuits

Practical Parallel circuits Aim: To investigate current and voltage in a parallel circuit Method: 1.Create a parallel circuit with one bulb 2.Measure the current in the circuit and voltage across the bulb 3.Add another the bulb in parallel and repeat the process 4.Add a third bulb in parallel and repeat the process 5.Make sure you measure the current in each branch and the current in just after the battery LO: Understand how to create electrical circuits

Practical Parallel circuits Conclusions: 1)The potential difference across each component is the same in a parallel circuit 2)The total current in the circuit is the sum of the currents through the individual components in the circuit LO: Understand how to create electrical circuits

Practical Current-Voltage relationship1 Aim: To investigate the current/voltage characteristic of a resistor Method: 1.Create a series circuit with one resistor, a battery pack, an ammeter and a voltmeter 2.Slowly increase the voltage of the power pack from 2V to 10V and repeat the process 3.Measure the current in the circuit and the voltage across the resistor LO: Understand how to create electrical circuits

Practical Current-Voltage relationship1 Draw a line of best fit graph for your results with potential difference on the x-axis and the current on the y-axis. A line of best fit is NOT dot-to-dot! Make a conclusion for the current and voltage through a resistor. Use your results to back up your conclusion LO: Understand how to create electrical circuits

Knowledge Check LO: explain how safety features on a car work What I enjoyed/learnt in todays lesson

To understand the relationship between current and voltage ALL State the relationship between current and voltage in a circuit MOST Perform calculations to find resistance SOME Explain why certain components will not follow Ohms law

Recap In the last lesson, we made a graph for the current and voltage through a resistor. The graph that we produced looked like the one to the right. What does that tell us? LO: Understand the relationship-between current and voltage in a circuit

Ohms Law Ohms Law states that the current through a resistor is proportional to the potential difference provided the temperature is constant LO: Understand the relationship-between current and voltage in a circuit

Ohms Law V = IR LO: Understand the relationship-between current and voltage in a circuit V = Voltage (V) I = Current (A) R = Resistance (Ohms, )

Ohms Law 1 Calculate the potential difference across a 4 resistor when the current through it is 10A. LO: Understand the relationship-between current and voltage in a circuit

Ohms Law 2 The potential difference across a 30 is 20V. What is the current through the resistor? LO: Understand the relationship-between current and voltage in a circuit

Task Calculate: 1.The resistance of a bulb if the current is 0.5 A and the potential difference across the bulb is 2 V. 2.The potential difference across a bulb if the resistance of the bulb is 3 and the current flowing is 2 A 3.The potential difference across a resistor of 5 with a current of 1.5 A. 4.The total resistance of a circuit if the potential difference across the cell is 12V and the current is 3 A. 5.The current flowing in a circuit with a total resistance of 5 and a potential difference across the cell of 6V. LO: Understand the relationship-between current and voltage in a circuit

Practical Current-Voltage relationship2 Aim: To investigate the current/voltage characteristic of a filament light bulb Method: 1.Create a series circuit with one bulb, a battery pack, an ammeter and a voltmeter 2.Slowly increase the voltage of the power pack from 2V to 10V and repeat the process 3.Measure the current in the circuit and the voltage across the bulb LO: Understand the relationship-between current and voltage in a circuit

Practical Current-Voltage relationship2 Draw a line of best fit graph for your results with potential difference on the x-axis and the current on the y-axis. A line of best fit is NOT dot-to-dot! Make a conclusion for the current and voltage through a bulb. Use your results to back up your conclusion. Extension: Explain why this graph is not the same as for the resistor. Why is it not following Ohms law? LO: Understand the relationship-between current and voltage in a circuit

Non-Ohmic Components1 An LED does not follow Ohms law and is designed to only allow current to flow through in one direction LO: Understand the relationship-between current and voltage in a circuit

Non-Ohmic Components2 An LED does not follow Ohms law and will only light up when current to flows through in the right direction. If current tries to flow in the other direction it encounters a MAHOOSIVE resistance! LO: Understand the relationship-between current and voltage in a circuit

Non-Ohmic Components2 An LDR is a component whose resistance decreases as the light intensity that falls on it increases Where would this be useful? LO: Understand the relationship-between current and voltage in a circuit

Non-Ohmic Components3 A thermistor is a component whose resistance decreases when the temperature increases. Where would this be useful? LO: Understand the relationship-between current and voltage in a circuit

Plenary Write a rap/rhyme about all you have learnt in this lesson. Try to include as many of the following words in your rap as possible! Ohms Law Thermistor LED LDR Filament lightbulb LO: define ionic bonding

KEYWORDS: AC, DC, Current, Voltage, Live, neutral, earth, fuse, circuit breaker KEYWORDS: AC, DC, Current, Voltage, Live, neutral, earth, fuse, circuit breaker Describe features of mains electricity ALL State what features of mains electricity MOST Describe how to wire a plug SOME Explain how fuses and circuit breakers work Starter Make a brainstorm about everything you know about electricity in the home

Starter LO: describe features of mains electricity MAINS ELECTRICITY

AC vs DC If you turn on any battery powered device the electricity will only ever flow in one direction. This is called DIRECT CURRRENT (d.c.) as the electricity goes around in just one direction. LO: describe features of mains electricity

AC vs DC However, the same isnt true for mains electricity. Mains electricity uses ALTERNATING CURRENT (a.c.) which repeatedly flows in one direction and then reverses its flow. The frequency is how many times it changes direction in one second LO: describe features of mains electricity

Key points 1.Mains electricity uses a.c. 2.Mains electricity is at 230V 3.Mains electricity has a frequency of 50Hz. This means it changes direction 50 times in one second LO: describe features of mains electricity

Cables and Plugs Cables and wires are designed to allow people to use them without risk of hurting themselves. Most appliances are supplied with three-core cable. This means the cable is made up of three separate wires. LO: describe features of mains electricity

Components of a plug and cable 1)Live wire (brown) This carries the current to the appliance. Touching this can be deadly! 2)Neutral wire (blue) This completes the circuit and is usually at 0V 3)Earth wire (green/yellow) This earths the appliance in case one of the wires touches the casing 4)Fuse This stops the flow of current if it gets too high LO: describe features of mains electricity

Practical Wiring a plug Aim: To wire a plug Method: 1.Take apart everything in the plug 2.Put everything back together using your knowledge of plugs and wiring 3.Make sure the wires are connected to the correct pins! LO: describe features of mains electricity

Earthing Components are earthed to make sure you dont get an electric shock if the live wire accidentally touches the casing. The electricity will flow harmlessly through the earth wire instead of through you when you touch the casing. However, appliances with plastic cases (hairdryers etc.) dont have earth wires. Why is this? LO: describe features of mains electricity

Earthing Plastic is an insulator, so there is no danger if the live wire touches the casing. Therefore, these appliances are supplied with two- core cables instead of three-core cables i.e. they dont have earth wires because they dont need them LO: describe features of mains electricity

10 8 6 4 2 0 10 Minutes Start Timer Describe what is meant by a.c. and d.c. Describe how a plug should be wired, explaining what the different coloured wires represent Explain why appliances with plastic cases are not supplied with three- core cable

Fuses A fuse is a component that has a wire running through it made of a different material/thickness than the rest of the circuit. It is designed to stop current that is too high flowing through it. LO: describe features of mains electricity

Fuses Fuses have a rating based on the amount of current they will allow through. For example, a 13A fuse will allow a maximum of 13 amps of current to flow through. If MORE than this tries to flow through, the wire heats up and melts, breaking the circuit and protecting the appliance LO: describe features of mains electricity

Circuit Breakers Circuit breakers are fitted in newer homes. They measure the difference in current in the live and neutral wires. If the difference is too great, an electromagnetic switch opens (trips) which stops the flow of current. They work a lot faster than fuses and can be reset easily LO: describe features of mains electricity

Circuit Breakers Use the textbook spread to create a poster on fuses and circuit breakers. Your poster to include details of how they work and advantages and disadvantages of both LO: describe features of mains electricity

Knowledge check Copy the true sentences and change the false sentences to make them true: 1.The earth wire in a three-core cable is usually brown 2.Appliances with metal casings are supplied with three- core cables 3.Fuses stop current flowing through a circuit by melting when the current flowing through them is above a certain value 4.A circuit breaker works by monitoring the difference in current between the live and earth wire 5.Mains electricity uses direct current at 100Hz. LO: describe features of mains electricity

QWC Practice Using as much detail as possible, explain how fuses and circuit breakers work to protect people and appliances. Which, in your opinion, is the better choice for installation into a home and why? 5-6 marks criteria: Knowledge of accurate information appropriately contextualised Detailed understanding, supported by relevant evidence and examples Answer is coherent and in an organised, logical sequence, containing a wide range of appropriate or relevant specialist terms used accurately The answer shows almost faultless spelling, punctuation and grammar. LO: describe features of mains electricity

Calculating power LO: describe features of mains electricity P = V x I P = Power (w) V = Voltage (V) I = Current (A)

Example 1 Calculate the power of a bulb if it is supplied with a potential difference of 230V and the current flowing through it is 0.4A LO: describe features of mains electricity

Example 2 A kettle has a power rating of 1000W. If it is supplied with a potential difference of 230V, what is the current flowing through it? LO: describe features of mains electricity

Example questions 1.A light bulb is connected to a 2V supply and experiences a current of 6.4A. What is the power rating of the bulb? 2.A kettle has a power rating of 1500w. What is the potential difference that it must be supplied with to have a current flowing through it of 30A? 3.A student attaches a 10V supply to a bulb with a power rating of 100w. What is the current running through the bulb? 4.The student now connect a 25w bulb to the same supply. What is the difference between the current going through this bulb compared to the 100w bulb? 5.Bulb A transfers 1000J in 10seconds. Bulb B transfers 1500J in 3 seconds. Which bulb will have a higher current running through it when connected to a 12V supply? LO: describe features of mains electricity

Calculating energy E = V x Q LO: Understand how to create electrical circuits E = Energy transferred (Joules, J) V = Voltage (Volts, V) Q = Charge (Coulombs, c)

Example question 1 A battery transfers 30J for every coulomb of charge that passes through the battery. What is the potential difference of the battery? LO: Understand how to create electrical circuits

Example question 2 A battery has a voltage rating of 40V. How much energy is transferred by the battery if 20C of charge pass through the battery? LO: Understand how to create electrical circuits

Task 1.What is the voltage of a battery if it transfers 40J of energy for every 10C that pass through it? 2.A builder requires a 400V battery to power his pneumatic drill. He is told that a battery transfers 1000J for every 3C of charge that pass through it. Will this battery be good enough? Why? 3.How much energy would the battery in the question above need to transfer for every 3C to have a voltage of 400V? 4.Battery A has a rating of 300V. Battery B has a rating of 500V. What is the difference in the amount of work done by the two batteries if 20C of charge pass through both batteries? LO: Understand how to create electrical circuits

KEYWORDS: protons, neutrons, electrons, Rutherford, ion, alpha, beta gamma KEYWORDS: protons, neutrons, electrons, Rutherford, ion, alpha, beta gamma Understand the nature of radioactive decay ALL State the structure of an atom MOST Describe how the structure of an atom was found SOME Describe the nature and penetration of different kinds of radioactive decay Starter Draw a diagram to show what the atom looks like, highlighting where you would find protons, neutrons and electrons

What is an atom made up of? Protons Positively charged particles found inside the nucleus Neutrons Neutral particles found inside the nucleus Electrons Negatively charged particles that orbit the nucleus LO: understand the nature of radioactive decay

Protons, neutrons and electrons ParticleRelative chargeRelative mass Proton+11 Neutron01 Electron1/2000 LO: understand the nature of radioactive decay

Relative sizes LO: understand the nature of radioactive decay

Atomic and Mass number Atomic number: This is the number of protons inside the nucleus of an atom WARNING: Even though the number of protons and electrons in a neutral atom are the same, make sure you say the correct definitions if you are asked in an exam! Mass number: This is the number of protons + neutrons in the nucleus of an atom LO: understand the nature of radioactive decay

Atomic and Mass number Atomic number: This is the number of protons inside the nucleus of an atom Mass number: This is the number of protons + neutrons in the nucleus of an atom LO: understand the nature of radioactive decay

Example 1 Calculate the following quantities for the element below (i)Atomic number (ii)Mass number (iii)Number of protons (iv)Number of electrons (v)Number of neutrons LO: understand the nature of radioactive decay

Example 2 Calculate the following quantities for the element below (i)Atomic number (ii)Mass number (iii)Number of protons LO: understand the nature of radioactive decay

Task Use your periodic table to find the following quantities for: nitrogen, oxygen, iron, platinum, gold, lead, mercury, potassium, calcium, phosphorus, argon, xenon (i)Atomic number (ii)Mass number (iii)Number of protons (iv)Number of electrons (v)Number of neutrons If the numbers are decimals, round them to the nearest whole number LO: understand the nature of radioactive decay

The Plum Pudding Model - 1897 LO: understand the nature of radioactive decay

Enter Rutherford LO: understand the nature of radioactive decay Read through the worksheet on the work of Ernest Rutherford. Highlight the key pieces of information and think about what the conclusions could be for each of the observations that he made.

Enter Rutherford LO: understand the nature of radioactive decay Ernest Rutherford fired alpha particles at gold foil. Alpha particles have a positive charge and he expected them to go through the particle, with a small amount of deviation from their path

Gold Foil Experiment - 1911 LO: understand the nature of radioactive decay The results are very different! Most alpha particles go straight through with no deviation! Some, however, are diverted through very large angles! The physics community is flummoxed by this finding!

Conclusions LO: understand the nature of radioactive decay Most of the fast, highly charged alpha particles went whizzing straight through undeflected. SUGGESTS THAT MOST OF THE ATOM IS EMPTY SPACE!!

Conclusions LO: understand the nature of radioactive decay Some of the alpha particles were deflected back through large angles. A very small number of alpha particles were deflected backwards! SUGGESTS THAT THERE IS A CONCENTRATED POSITIVE MASS SOMEWHERE IN THE ATOM.

Conclusions LO: understand the nature of radioactive decay A very small number of alpha particles were deflected backwards! SUGGESTS THAT THE CONCENTRATED MASS IS MINISCULE COMPARED TO THE SIZE OF THE REST OF THE ATOM, BUT CONTAINS MOST OF THE MASS

Types of Radiation LO: understand the nature of radioactive decay There are three different kinds of radiation. Each one has a unique nature and penetration NameCompositionChargePenetrationExtra Info Alpha Beta Gamma

Types of Radiation LO: understand the nature of radioactive decay There are three different kinds of radiation. Each one has a unique nature and penetration Alpha radiation: This particle is made up of two protons and two neutrons (i.e. a Helium nucleus). It has a charge of +2 and moves slowly because of its large mass. It can be stopped by a few cm of air or by a piece of paper

Types of Radiation LO: understand the nature of radioactive decay There are three different kinds of radiation. Each one has a unique nature and penetration Beta radiation: During beta radiation, a neutron turns into a proton inside the nucleus and gives off an electron, which is fired from the nucleus. The electron is small and light and so moves very fast! Beta particles can be stopped by a thin sheet of aluminium

Types of Radiation LO: understand the nature of radioactive decay There are three different kinds of radiation. Each one has a unique nature and penetration Gamma radiation: Gamma radiation usually follows alpha or beta decay. It is NOT a particle like the other two. It is a high energy EM wave that travels at the speed of light (the fastest that anything can travel Joel). It can only be stopped by a very thick piece of lead or concrete.

Homework LO: understand the nature of radioactive decay Use the book spread to create a leaflet about the uses and dangers of radioactive substances. Focus on the specific uses of alpha, beta and gamma radiation and also their specific dangers.

5, 5, 1 Summarise todays topic in 5 sentences. Reduce to 5 words. Now to 1 word. LO: understand the nature of radioactive decay

KEYWORDS: fusion, fission, isotope, Half life, decay, chain reaction KEYWORDS: fusion, fission, isotope, Half life, decay, chain reaction Understand the nature of nuclear fusion and fission ALL State the definition of an isotope MOST Describe the processes of fusion and fission SOME Explain the design of fusion reactors Starter Draw a spider diagram showing what you know about alpha, beta and gamma radiation

Isotopes LO: understand the nature of fusion and fission The diagram below shows three isotopes of hydrogen. What is the same and different for each isotope of hydrogen?

Isotopes LO: understand the nature of fusion and fission An isotope of an element has the same number of protons and neutrons as the original, but a different number of neutrons.

Radioactivity of a substance LO: understand the nature of fusion and fission

Radioactivity of a substance LO: understand the nature of fusion and fission As a radioactive substance decays, the number of particles left in it will start to reduce. Therefore the radioactivity of the substance will begin to decrease. It will continue to decrease, until the radioactivity has reached zero!

Half-life LO: understand the nature of fusion and fission The half-life of a substance is the time it takes for HALF of the particles in a sample to decay or for the radioactivity of a substance to decrease by HALF.

Half-life LO: understand the nature of fusion and fission What is the half life of this substance?

Practical Modelling decay LO: understand the nature of fusion and fission Aim: To model the radioactive decay of a substance Method: 1.Count the number of original dice in the sample 2.Roll all the dice simultaneously 3.All the dice that come up odd are said to have decayed 4.Repeat until you get a nice set of results

Practical Modelling decay LO: understand the nature of fusion and fission Use the results of the graph to draw a line of best fit graph. Assume that each time we threw the dice, one day had passed. Use your graph to calculate the half life of the substance.

Task LO: understand the nature of fusion and fission Answer the questions on the worksheet on calculating half-life

KEYWORDS: fusion, fission, chain reaction, Generator, turbine, hydrogen KEYWORDS: fusion, fission, chain reaction, Generator, turbine, hydrogen Understand the nature of nuclear fusion and fission ALL Describe the process of fission and fusion MOST Explain how fission/fusion can be used to generate electricity SOME Evaluate the advantages and disadvantages of fission/fusion Starter Label the atom

Starter LO: understand the nature of fusion and fission Draw the diagram of the atom below and add the following labels: electron, neutron, proton, nucleus

Recap LO: understand the nature of fusion and fission Protons and neutrons are in the centre of the atom called the nucleus. The electrons orbit around the nucleus.

Recap LO: understand the nature of fusion and fission In each atom, the number of protons will ALWAYS be the same as the number of electrons. This makes sure that the overall charge is zero. ParticleCharge Proton+1 Neutron0 Electron

Recap LO: understand the nature of fusion and fission http://www.youtube.com/watch?v=hhbqIJZ8wCM

Recap LO: understand the nature of fusion and fission

Nuclear Fission LO: understand the nature of fusion and fission Nuclear fission is a process that uses atoms to generate VAST amounts of energy.

Uranium nucleus Neutron Nuclear Fission LO: understand the nature of fusion and fission To begin with, we have a simple Uranium nucleus. Uranium is used because it is already unstable. A slow moving neutron is fired at the Uranium.

Uranium nucleus Neutron Nuclear Fission LO: understand the nature of fusion and fission The neutron attaches itself to the uranium and makes it even more unstable! Unstable nucleus

Uranium nucleus Neutron Nuclear Fission LO: understand the nature of fusion and fission The unstable Uranium splits into two smaller nuclei, releasing energy in the process Unstable nucleus 2 smaller nuclei (e.g. barium and krypton)

Uranium nucleus Neutron Nuclear Fission LO: understand the nature of fusion and fission Along with the energy, some more neutrons are also released! Unstable nucleus 2 smaller nuclei (e.g. barium and krypton) More neutrons

Chain reactions LO: understand the nature of fusion and fission More neutrons These fission reactions produce a lot of energy and are used in nuclear generators. However, each fission reaction produces more and more neutrons.

Chain reactions LO: understand the nature of fusion and fission More neutrons Each of the neutrons can cause more fission reactions, releasing more energy and more neutrons. The reaction can soon become an uncontrollable chain reaction, and when that happens

Task LO: understand the nature of fusion and fission Create a poster that has the following: A simple diagram of an atom An explanation of nuclear fission A diagram to show the process of nuclear fission A description of what a chain reaction is and why they are bad. Leave space on your poster to add more information later.

Using fission LO: understand the nature of fusion and fission

Advantages/disadvantages of fission LO: understand the nature of fusion and fission

Advantages/disadvantages of fission LO: understand the nature of fusion and fission AdvantagesDisadvantages

Task LO: understand the nature of fusion and fission Add the following to your poster: The diagram of the nuclear reactor A step-by-step explanation of how the reactor works A table explaining what the advantages and disadvantages of fission are A brief explanation on whether or not you think fission should be used to generate electricity

True or False? LO: understand the nature of fusion and fission Copy the true sentences and change the false sentences to make them true 1)Nuclear fission uses fast-moving electrons 2)The most common fuel used in a nuclear reactor is uranium 3)Nuclear fission involves one nucleus splitting into smaller nuclei and releasing energy in the process 4)An advantage of nuclear fission is that it doesnt produce any harmful radioactive waste 5)A chain reaction occurs when too many neutrons cause fission reactions and the process can no longer be controlled

Debate LO: understand the nature of fusion and fission RECENT DISASTERS SUCH AS THE ONE THAT HAPPENED AT THE FUKISHIMA PLANT HAS SHOWN THAT NUCLEAR FISSION IS WAY TOO DANGEROUS TO PRODUCE ENERGY. ALL NUCLEAR POWER PLANTS IN THE UK SHOULD IMMEDIATELY BE DISMANTLED!

http://www.bbc.co.uk/learningzone/cli ps/nuclear-fission/6020.html http://www.youtube.com/watch?v=H9 AMtUeyDP0

Nuclear fusion LO: understand the nature of fusion and fission Although the names sound very similar, fission and fusion are VERY DIFFERENT PROCESSES.

Uranium nucleus Neutron Nuclear Fission LO: understand the nature of fusion and fission In fission, one nuclei is split into smaller nuclei to release energy! Unstable nucleus 2 smaller nuclei (e.g. barium and krypton) More neutrons

Nuclear fusion LO: understand the nature of fusion and fission In nuclear fusion, two nuclei are fused together to release energy. It is the opposite of nuclear fission.

Where does this happen? LO: understand the nature of fusion and fission Contrary to popular belief, our sun is not a massive fireball. It is actually a massive fusion reactor!

Where does this happen? LO: understand the nature of fusion and fission The sun is made up of mainly hydrogen. The high temperature on the sun allows the hydrogen to fuse together and make helium, releasing massive amounts of energy in the process

Why dont we use fusion? LO: understand the nature of fusion and fission Fusion seems like a great process! We only need hydrogen to do it (which we can get from water) and make helium, which is not a greenhouse gasso why are we not using it?

Task LO: understand the nature of fusion and fission Watch the video on nuclear fusion and answer the following questions: 1)What is the temperature at the centre of the sun? 2)How much hotter is the JET reactor? 3)What process does the sun use to generate energy? 4)What kind of conditions are required to recreate fusion on earth? 5)Why must robotic arms be used to move things inside the core? 6)Why is fusion safer than fission? http://www.bbc.co.uk/learningzone/clips/nuclear-fusion/6019.html http://www.youtube.com/watch?v=5JaMBc2OrtI

Fusion future LO: understand the nature of fusion and fission Although fusion isnt economically viable right now, it will (probably!) be one of the main ways we generate energy in the future. Lots and lots of research is currently being done into it currently.

KEYWORDS: protostar, red giant, white dwarf, black dwarf, supernova, neutron star, Black hole KEYWORDS: protostar, red giant, white dwarf, black dwarf, supernova, neutron star, Black hole Understand the lifecycle of a star ALL State the main stages of a stars development MOST Describe each stage and explain the factors that influence the development of a star SOME Explain how solar systems such as ours came into existence Starter Write one question about stars that you want to know the answer to by the end of the lesson

Stars LO: understand the lifecycle of a star To start with, we will be watching a few short videos about stars. The videos will give you important information about the lifecycle of stars, which we will cover in greater detail later in the lesson. http://www.bbc.co.uk/learningzone/clips/how-do-stars- form/9789.html http://www.bbc.co.uk/learningzone/clips/the-death-of- stars/12239.html http://www.bbc.co.uk/learningzone/clips/why-are-black-holes- invisible/12240.html

Task LO: understand the lifecycle of a star Around the room is information about stars and their lifecycle. Go around the room and write the sentences in the correct order in your books to create the star lifecycle. Add a diagram to go with each stage.

Nebula LO: understand the lifecycle of a star All stars start their lives as part of a nebula. Nebulae are large clouds of dust and gas (mainly hydrogen).

Protostar LO: understand the lifecycle of a star Over millions of years, gravity will cause the dust and gas in the nebula to come together. As it does this, the temperature increases until hydrogen can fuse. When this happens, a protostar is born. This is kind of like a baby star.

Main sequence star LO: understand the lifecycle of a star The main sequence star is the next stage after a protostar. Hydrogen fusion is now in full flow and the star is much hotter and brighter than the protostar.

Red Giant star LO: understand the lifecycle of a star When a star runs out of hydrogen, it begins to fuse other, heavier elements. This releases more energy, causing the star to expand. It also gives off red light, giving it the name Red Giant.

White dwarf LO: understand the lifecycle of a star When the red giant has run out of all fuel and can fuse nothing more, it will lose its outer layers. This leaves just the core, which is still extremely hot. It is so hot it glows white hot, giving the name to this stage the white dwarf.

Black dwarf LO: understand the lifecycle of a star After a long enough time, the white dwarf will cool down enough so that it stops glowing white hot. It is now called a black dwarf.

Task LO: understand the lifecycle of a star The lifecycle that you have just covered is for stars about the same mass as our sunHeavier stars, however, lead a slightly different life

Red Super Giant star LO: understand the lifecycle of a star Following the main sequence, the star begins to fuse together heavier elements. However, as it has far more fuel, it expands to a much larger size and gives off much more energy.

Supernova LO: understand the lifecycle of a star For very heavy stars, once they have run out of fuel, the star begins to collapse in on itself. It continues to collapse until it reaches a critical point when it cant collapse any more. This causes a MASSIVE shockwave!

Supernova LO: understand the lifecycle of a star The shockwave is so large that the outer layers EXPLODE outwards! The explosion only lasts seconds, but can release as much energy in those seconds as the star has released up to that point! It can be as bright as the light from 10billion stars.

Neutron star LO: understand the lifecycle of a star After a supernova, only the stars core is left behind. During the collapsing process, this core is turned into just neutrons. The resulting neutron star is very very dense. One spoonful of a neutron star would weigh more than the Earth!

Black hole LO: understand the lifecycle of a star In some very very rare cases, the core of a star left over after a supernova will continue to collapse. It will keep getting smaller and smaller until the whole star has collapsed into an infinitely small point.

Black hole LO: understand the lifecycle of a star This singularity has an immense gravitational force. Its attraction is so strong that not even light can escape from it. Hence the name black hole.

Task LO: understand the lifecycle of a star Using the help sheet, create a comic strip to show how stars much larger than our sun evolve after turning into a red super giant.

10 8 6 4 2 0 10 Minutes Start Timer State the stages of a stars lifecycle that is about the same size as our sun. Describe a protostar and explain how it is different from a main sequence star Describe a supernova and explain why some stars will go supernova and others will not.

Pupil as Teacher Summarise the lesson and what we have learnt about for 20vivos and a positive! LO: understand the lifecycle of a star

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p2 expectations 1.don’t talk when the teacher is talking 2.respect others in the classroom 3.ask...

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