SAMPLE PAGES FROM UNIT K
Heinemann Science Scheme
Teacher Resource Pack 3
ISBN: 0 435 58249 6
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This sample contains most of Unit K from Heinemann Science Scheme
Teacher Resource Pack 3 in a PDF format. Because this advance
material has not yet been through all checking stages, it may still
contain minor errors.
The following pages are not included in this sample material but will
be in the Pack: test-yourself answers; keywords lists and glossary lists.
© S. Mitchell, 2002, The Heinemann Science Scheme
This material may be freely copied for institutional use prior to the publication of the book from which it is taken.
However, this material is copyright and under no circumstances may copies be offered for sale.
Learning objectives
(from QCA Scheme of Work)
Pupils should learn:
Teaching
activities
Learning outcomes
(from QCA Scheme of Work)
Pupils:
Homework
resources
Specials
Extension
resources
(learning support)
C
that speed can be determined by
measuring distance travelled
and time taken
the units in which speed is
measured
to manipulate and apply the
quantitative relationship linking
distance, time and speed
K1a Core:
How fast is it
moving? (1)
K1b Core:
How fast is it
moving? (2)
recognise that in some contexts,
eg a race of given length,
comparisons of speed can be
made from measurements of
time alone
compare speeds from data of
distance and time
make measurements of distance
and time and use these to
calculate speeds
use the quantitative relationship
between distance, time and
speed in a variety of contexts
K1
How fast is it
moving?
K1
How fast is it
moving?
K1a
Speed records
K1b
Light years
K2
Getting faster
to plan and organise a group
activity to solve a problem
to make sufficient
measurements using ICT
to use ICT-generated graphs
to describe trends or
relationships in graphs
to compare and evaluate
different ways of making
measurements
that measurements for different
purposes may not be equally
precise
K2 Core:
Getting faster
K2 Help:
Getting faster
contribute to a group plan
identify the difference between
average speed and speed at a
point
collect readings of speed at a
point using datalogging
equipment
describe the pattern in results,
eg the higher the ramp, the faster
the car at the bottom; the car
accelerates down the slope
suggest reasons, eg reaction time,
why hand-held timers may be
less accurate than electronically
triggered timers
give reasons why some specific
measurements need to be more
precise than others
K2
Getting faster
K2
Getting faster
K2
Measuring the
speed of a
tennis ball
1
Scheme of Work
S Mitchell, 2002, The Heinemann Science Scheme
K1
How fast is it
moving?
Unit K Speeding up
Book
spread
2
S Mitchell, 2002, The Heinemann Science Scheme
Learning objectives
(from QCA Scheme of Work)
Pupils should learn:
Teaching
activities
Learning outcomes
(from QCA Scheme of Work)
Pupils:
Homework
resources
Specials
(learning support)
that a force produces a change
in speed (an acceleration)
that in the absence of force,
objects move at a steady speed,
or remain stationary
to make generalisations about
forces and speed
K3a Core:
Friction-free
movement
K3b Core:
How do forces
affect speed?
K3b Help:
How do forces
affect speed?
K3c Core:
How does mass
affect speed?
K3c Help:
How does mass
affect speed?
give examples of movement
without force, eg skating
give examples of situations, eg
athletics, cars, classroom objects,
in which forces increase or
decrease speed
make simple generalisations, eg
the larger the force, the greater
the increase of speed
make comparisons using
information from secondary
sources
K3
How do forces
affect speed?
K3
How do forces
affect speed?
K4
How can we
increase speed?
that air resistance and water
resistance are forces that oppose
motion
how the effects of air resistance
and water resistance can be
reduced by streamlining
that air and water resistance
increase with increasing speed
that the energy required to keep
a moving object moving
depends on air resistance
to apply knowledge of the
particle model in explaining air
resistance
K4 Core:
How can we
increase speed?
give examples of air and water
resistance opposing motion
explain that in order to increase
speed without increasing thrust,
resistance (or drag) has to be
reduced
describe ways in which
streamlining is achieved and
why streamlining is important
describe differences in the effect
of air resistance when walking
or running
identify that fuel consumption
for a particular vehicle is greater
at greater speed and relate this
to air resistance
explain that increased air
resistance leads to a greater
heating effect
explain how, at higher speeds,
the movement of an object is
resisted by more particles
K4
How can we
increase speed?
K4
How can we
increase speed?
K4
Streamlining
cars
Scheme of Work
K3
How do forces
affect speed?
Extension
resources
Unit K Speeding up
C
Book
spread
K5
How do
parachutes
work?
Learning objectives
(from QCA Scheme of Work)
Pupils should learn:
that when the upward force of
air resistance balances the
downward force of weight, the
speed remains constant
to interpret distance±time
graphs and relate them to the
situation from which data was
obtained
to translate data presented in
one form into another
Teaching
activities
K5 Core:
Making a parachute
Learning outcomes
(from QCA Scheme of Work)
Pupils:
identify the forces of air
resistance and weight
state that as the parachute
begins to descend, it speeds up
and air resistance increases
explain that when air resistance
balances weight, the parachute
no longer speeds up
identify on a speed±time graph
the point at which the upward
and downward forces balance
`tell the story' of a speed±time
graph and translate a
description of motion into a
sketched speed±time graph
Homework
resources
Specials
(learning support)
Extension
resources
K5
How do
parachutes
work?
K5
How do
parachutes
work?
K5
Interpreting
speed±time
graphs
Unit K Speeding up
Book
spread
C
3
Scheme of Work
S Mitchell, 2002, The Heinemann Science Scheme
Teacher and technician notes
How fast is it moving? (1)
Resources available
K1a
Materials required
Core sheet
How fast is it moving? (1)
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
K1
9K page 1
2fgjkm
Safety
Make sure the surface is safe to walk or run
on, with no obstacles in the way, and that
students have suitable footwear.
Be aware of students with health problems
(eg asthma) that prevent exercise.
Activity procedure
1 Students use a stopwatch to time each other
walking a measured distance.
2 They calculate their average speed using the
equation average speed 5 distance/time.
3 This is repeated, jogging and then running
fast over the measured distance. They can use
the same distance as for walking, or they may
change it.
Running the activity
Per group
stopwatch
trundle wheel, long measuring tape or metre
ruler
Sample results
A typical walking speed could be about 1 m/s.
A good sprinter may average 7 or 8 m/s for
100 m. (Top sprinters complete 100 m in under
10 s; this is an average speed of just over 10 m/s.)
Answers
1 Average speed increases from walking to
jogging to running fast.
2 Walking ± could maintain average speed for
quite a long time; jogging ± could maintain
for a longer period of time, but not as long as
walking; running fast ± could not maintain
for much longer.
3 The longer the distance and time measured,
the smaller the percentage error in those
measurements. The reaction time would
render short time periods measured with a
stopwatch of no value. (The average reaction
time is about 0.7 s.)
4 Average speed 5 total distance/total time
Weather permitting, this activity can be done
outside so that longer distances can be used. If
this is not possible, a large room such as a
school hall or gymnasium should be used.
1
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S Mitchell, 2002, The Heinemann Science Scheme
Teacher and technician notes
How fast is it moving? (2)
Resources available
Core sheet
How fast is it moving? (2)
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
K1
9K page 1
2dfgiko
Safety
Care must be taken in carrying the ramps,
particularly if they are long.
Ensure the car cannot fall off the end of the
ramp onto the floor. A stop can be placed
across the end of the ramp or a student can
be instructed to catch the car.
Activity procedure
Students use a light gate and data logger to
measure the speed of a toy car at a particular
point as it runs down a ramp.
Running the activity
This is a simple activity to give students practice
in the use of datalogging equipment to measure
speed, before using it for more complicated
activities later in the unit. It is designed to
reinforce the difference between average speed
(as found in Activity K1a) and speed at a point.
2
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S Mitchell, 2002, The Heinemann Science Scheme
K1b
If necessary, provide students with additional
instructions about the use of the particular light
gate and datalogging system used.
Materials required
Per group
ramp
means of raising one end of the ramp
eg a pile of books or blocks
toy car
piece of card
Plasticine to attach the card to the car
light gate connected to data logger
ruler
box of scrunched up newspaper (or similar)
to catch the trolley
Answers
1 Activity K1a measures the average speed over
a certain distance. Activity K1b measures the
speed of a car at one point on its path.
2 Add more light gates along the ramp to give
several values for the speed of the car as it
runs down the ramp. The average of these
values would be the average speed.
3 The timing starts as soon as the light beam is
obstructed; it is not dependent on a person's
reaction time.
Teacher and technician notes
Getting faster
K2
Resources available
Core sheet
Getting faster
Help sheet
Getting faster
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
K2
9K page 1
2c, f±l, n
Safety
Care must be taken in carrying the ramps,
particularly if they are long.
Ensure trolleys cannot fall off the end of the
ramp onto the floor. A stop can be placed
across the end of the ramp or a student can
be instructed to catch the trolley.
Activity procedure
Core
1 Students predict how they think the speed of
the trolley down the ramp will change with:
a slope b mass of vehicle.
2 They use three light gates and a data logger to
measure the speed of a dynamics trolley at
various points as it runs down a ramp.
3 They repeat this, altering the steepness of the
slope each time, and generate graphs to relate
the speed at each light gate to the height of
the ramp.
4 They repeat the procedure at a fixed ramp
height for a range of trolley masses, and
generate graphs to relate the speed at each
light gate to the mass of the trolley.
Help
The optional help sheet provides fill-in results
tables and structured questions. This can be used
in addition to the core sheet to help less able
students record their results.
Running the activity
The mass of the trolley can be varied by adding
100 g masses to the trolley. If the masses tend to
slip off when the trolley is in motion, they can
be attached with sticky tape.
The activity can be fitted into a shorter time by
having half the class vary the height of the ramp
and the other half change the mass of the trolley.
The results can be analysed and evaluated by the
whole class to round off the lesson. Alternatively,
varying the mass can be omitted or used as an
extension activity for the quicker students.
If insufficient light gates are available, the
activity can be carried out using two rather than
three light gates, and the help sheet amended.
Materials required
Per group
ramp
means of raising one end of the ramp, eg a
pile of books or blocks
dynamics trolley
length of card to attach to the trolley
three light gates connected to data logger
two metre rulers
set square
100 g masses, or similar
balance
box of scrunched up newspaper (or similar)
to catch the trolley
Answers
Core
1 The speed of the trolley increases as it moves
down the ramp. As the height of the ramp
increases the speed of the trolley increases. As
the mass of the trolley increases its speed
stays the same.
2 Refer to students' predictions
3 Answer should include consideration of the
scatter on the graphs. If the results are
accurate, most points will lie on or close to
the best fit line. Any anomalous points
should be mentioned.
Help
1 a higher (or faster or greater) than, higher
(or faster or greater) than
b increases
c increases
2 a higher (or faster or greater) than, higher
(or faster or greater) than
b increases
c stays the same
3
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S Mitchell, 2002, The Heinemann Science Scheme
Teacher and technician notes
Friction-free movement
Resources available
Core sheet
Friction-free movement
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
K3
9K page 2
2fghikm
Activity procedure
1 Students use an air track to ensure frictionfree motion. They use three light gates
connected to a data logger to show that the
speed of the vehicle is constant when no
forces act on it along its line of motion
(Newton's First Law).
2 They repeat this for different initial pushing
forces, giving different initial velocities.
Running the activity
It is important to level the air track correctly
before beginning the activity if good results are
to be obtained.
The repetition for different initial pushing forces
can be omitted if time is short and/or the group
is of low ability.
The initial force can be provided by a short push
with the hand.
This experiment is not intended to be
quantitative; the idea of a greater initial force
resulting in a greater constant speed is all that is
required.
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S Mitchell, 2002, The Heinemann Science Scheme
K3a
If insufficient light gates are available, the
activity can be carried out using two rather than
three light gates.
Materials required
Per group
linear air track with elastic band at one end
blower
vehicle with card attached
ruler
three light gates connected to data logger
Answers
1 To eliminate the effect of friction
2 Its speed remains constant (approximately)
because no forces act on the vehicle in its
direction of motion.
3 The bigger the initial pushing force, the
greater the (constant) speed of the vehicle. A
bigger force gives the vehicle a greater initial
speed.
4 The length of the card on the vehicle is
constant. Speed 5 distance/time so the speed
of the vehicle is inversely proportional to the
time for which the light beam is interrupted.
For constant speed, the time for the vehicle
to pass through each light gate should be the
same.
Teacher and technician notes
How do forces affect speed?
Resources available
Core sheet
How do forces affect
speed?
Help sheet
How do forces affect
speed?
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
K3
9K page 2
2cfghikmop
Safety
If forcemeters (newton meters) are used,
choose suitable ones so that their springs will
not be damaged.
If a clamped pulley and hanging weights are
used, take care to ensure that the weights
cannot fall onto students' feet.
Activity procedure
Core
1 Students predict how they think the motion
of a vehicle will change as the force pulling
the vehicle is changed.
2 On an air track to ensure friction-free
motion, they use three light gates connected
to a data logger to measure the speed of the
vehicle.
3 They repeat this for different pulling forces
on the vehicle.
Help
The optional help sheet provides a fill-in results
table and structured questions. This can be used
in addition to the core sheet to help less able
students record their results.
Running the activity
It is important to level the air track correctly
before beginning the activity if good results are
to be obtained.
K3b
reading and so this setup will give less accurate
results than a pulley with hanging weights. For a
rigorous quantitative approach the latter method
is preferable. More able students could be
directed to consider the need to keep the total
moving mass constant, and to attach masses to
the vehicle as they are removed from the mass
hanger.
If insufficient light gates are available, the
activity can be carried out using two rather than
three light gates, and the help sheet amended
accordingly.
Materials required
Per group
linear air track
blower
vehicle with card attached
ruler
three light gates connected to a data logger
forcemeter (or clamped pulley and hanging
weights)
Answers
Core
1 The speed increases as the vehicle moves
along the air track.
2 The vehicle speeds up because there is an
unbalanced force on it in the same direction
as the direction of motion of the vehicle.
3 The acceleration increases as the pulling force
is increased (reference to prediction).
4 Improvements suggested will depend on the
method used to apply the force (see under
`Running the activity' above).
Help
1 a higher (or faster or greater) than
b higher (or faster or greater) than
c increases
d increases
It is relatively simple to set up a forcemeter to
provide the constant known pulling force.
However, it is difficult to maintain a constant
5
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S Mitchell, 2002, The Heinemann Science Scheme
Teacher and technician notes
How does mass affect speed?
Resources available
Core sheet
How does mass affect
speed?
Help sheet
How does mass affect
speed?
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
K3
9K page 2
2cfghikmop
Safety
If forcemeters (newton meters) are used,
choose suitable ones so that their springs will
not be damaged.
If a clamped pulley and hanging weights are
used, take care to ensure that the weights
cannot fall onto students' feet.
Activity procedure
Core
1 Students predict how they think the motion
of a vehicle being pulled with a steady force
will change as the mass of the vehicle is
changed.
2 On an air track to ensure friction-free
motion, they use three light gates connected
to a data logger to measure the speed of the
vehicle.
3 They repeat this for different vehicle masses.
Help
The optional help sheet provides a fill-in results
table and structured questions. This can be used
in addition to the core sheet to help less able
students record their results.
It is relatively simple to set up a forcemeter to
provide the constant known pulling force.
However, it is difficult to maintain a constant
reading and so this setup will give less accurate
results than a pulley with hanging weights.
This activity may be used together with, or as an
alternative to, Activity K3b. The teacher may
choose to have half the students working on
each activity, reporting back to the whole class.
If insufficient light gates are available, the
activity can be carried out using two rather than
three light gates, and the help sheet amended
accordingly.
Materials required
linear air track
blower
vehicle with card attached
ruler
three light gates connected to data logger
forcemeter (or clamped pulley and hanging
weights)
Plasticine (to change mass of vehicle)
balance
Answers
Core
1 The speed increases as the vehicle moves
along the air track.
2 The vehicle speeds up because there is an
unbalanced force on it in the same direction
as the direction of motion of the vehicle.
3 As the mass of the vehicle increases, the rate
of increase of speed (acceleration) decreases
(reference to prediction).
Help
1 a higher (or faster or greater) than
Running the activity
b higher (or faster or greater) than
It is important to level the air track correctly
before beginning the activity if good results are
to be obtained.
c increases
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S Mitchell, 2002, The Heinemann Science Scheme
d decreases
K3c
Teacher and technician notes
How can we increase speed?
K4
2 Students drop a small ball and a sheet of
Resources available
Core sheet
How can we increase
speed?
CD-ROM
All resources customisable
paper (with its large face horizontal) from the
same height simultaneously and observe their
motion.
3 Students observe similar ball bearings falling
through tall tubes of liquids such as water, oil
or wallpaper paste.
Links with
Book 3
SoW
Sc1
K4
9K page 3
2gkm
4 They use light gates placed at regular intervals
to measure the speed of a ball bearing as it
falls through each tall tube of liquid.
5 Students observe various Plasticine shapes
Safety
Instructions for the use of a vacuum pump
should be followed carefully and a safety
screen used to shield the class.
Activity procedure
falling through a tall tube of liquid. They use
light gates to measure the speeds of the
falling objects.
6 Students drag various shapes through a tank
of water with talcum powder on the surface
to show turbulence.
Circus of activities:
1 Students drop two similar balls from the
same height simultaneously and observe their
motion.
7 Students compare the oscillations of a
vibrating metal ruler when heavily damped
by a piece of card attached at right angles to
its direction of motion, and when lightly
damped by attaching the card along its
direction of movement (see diagram below).
heavily damped
bench
metal ruler
cork
card
top of cork
two grooves at
right angles
bottom of cork
clamp (holds end
of ruler firmly)
lightly damped
one groove to
attach to ruler
Continued
7
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S Mitchell, 2002, The Heinemann Science Scheme
Teacher and technician notes
How can we increase speed?
continued
tall glass
tube
K4
air
no
air
feather
small ball
or coin
to vacuum
pump
8 Students watch a demonstration of the
`guinea and feather' experiment (see diagram
above). The tall glass tube is inverted several
times to show that the ball falls more quickly
than the feather.
9 Air is then pumped out of the glass tube and
it is inverted as before, showing that both
now fall at the same rate.
Running the activity
Teachers could make a selection from these
activities, or they could all be done as
demonstrations if time is short.
The glass tubes for activities 3, 4 and 5 need to
be at least 1 m long if terminal velocity is to be
observed clearly. The same tubes can be used for
activities 3 and 4 to save setting up an extra
apparatus.
For activities 3, 4 and 5, the sizes of the ball
bearings and Plasticine shapes will need to be
entered into the data logger. Refer to Activity
K1b if necessary.
For activity 5, the shapes should include those
that are streamlined, eg a sphere, a fish-like
shape, and those that are not streamlined, eg a
flat cuboid. The Plasticine will need to be
8
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S Mitchell, 2002, The Heinemann Science Scheme
to vacuum
pump
weighed in advance to make sure each shape has
the same mass.
In activities 3 and 4, the ball bearings can stay in
the bottom of the tube until all the groups have
finished. In activity 5, it would be better to use
two tubes of wallpaper paste so that the
technician can empty out the tubes and remove
the shapes between groups.
Materials required
For circus (per class or group)
1 two similar balls, eg tennis or ping-pong
balls, metre ruler
2
one ball (as in 1), sheet of A4 paper, metre
ruler
3, 4 two or three ball bearings, two or three tall
glass tubes containing liquids of different
viscosities such as water, oil and wallpaper
paste, labelled to show what the tubes
contain, three light gates connected to data
logger, metre ruler to place the light gates at
regular intervals
5
tall glass tube containing wallpaper paste (as
above), three light gates connected to data
logger, metre ruler to place the light gates at
regular intervals, several equal masses of
Continued
Plasticine
Teacher and technician notes
How can we increase speed?
continued
6
7
K4
long vessel of water eg length of large
diameter plastic piping halved lengthwise,
talcum powder sprinkled on the water,
various shaped objects such as Plasticine
shapes, children's toys, small tools, etc to
include streamlined, irregular, cubic and
spiky shapes, with a thread attached to drag
them through the water
3 Ball bearings fall faster through water than
through oil and wallpaper paste.
two metal rulers (or similar), two table
clamps, two pieces of card (about 5 cm by
4 cm), two corks with grooves to attach them
to the ruler (see diagram on page 000) ±
alternatively one set of apparatus can be set
up and the students instructed to repeat the
experiment with the card turned through 908
5 Results will depend on the shapes chosen.
The greater the cross-sectional area, the
greater the resistive force so the smaller the
acceleration.
8, 9 vacuum pump, glass tube about 1 m long
with a rubber bung in one end and a bung
fitted with a narrow glass tube to attach to
the vacuum pump at the other end, small
ball or coin to represent a guinea, small
feather, safety screen (see diagram on
page 000)
Answers
1 a Both balls get faster as they fall and both
land together.
b One sound (rather than two distinct
sounds) as both balls land
simultaneously.
2 The ball gains speed more rapidly than the
paper and hits the ground first. There is a
large upward force due to air resistance on
the paper and a small downward force due
to its weight. There is a smaller upward
force due to air resistance on the ball and a
larger downward force due to its weight.
Therefore the ball has a bigger net
(unbalanced) force down, so gains speed at
a faster rate.
4 The speeds will depend on the lengths of the
tubes, the liquids chosen and the size of the
ball bearings. If the tubes are long enough
the ball bearings should reach terminal
(constant) velocity when the upward
resistive force is equal to the weight.
6 Results will depend on the shapes chosen.
Streamlined shapes such as a submarine,
dolphin or whale will show the least
turbulence.
7 a The size of each successive swing
decreases.
b The one with the card at right angles to
its plane of oscillation
c This card displaces more air molecules
on each swing than the other so the force
of air resistance on it is greater. This
means the ruler loses energy more
rapidly so the size of each swing
decreases more rapidly and it stops
sooner.
8 The coin falls faster.
9 When the air is removed, both fall together.
(There may still be a small difference as not
all the air can be removed.)
10 The force of air resistance is greater, and the
weight less, for the feather than for the coin
so the coin falls faster. When there is no air
resistance force, both fall at the same rate
(due to gravity).
9
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S Mitchell, 2002, The Heinemann Science Scheme
Teacher and technician notes
Making a parachute
Resources available
Core sheet
Making a parachute
CD-ROM
All resources customisable
Links with
Book 3
SoW
Sc1
K5
9K page 3
2afgikmp
Safety
They should test their design within the allotted
time so that final adjustments can be made prior
to the launch.
Materials required
Per group
selection of suitable materials for the
parachute, such as thin sheets of polythene,
tissue paper, silky or fine nylon fabric
thin string or thread
scissors
Students should take care when using
scissors, which should be blunt ended.
hole punch
The finished parachute should be launched
from a safe point, such as a balcony, so that
students do not need to climb on benches.
paper and pencil
Activity procedure
1 Students draw up a plan to construct a model
parachute.
2 They are given a fixed time (say 30 minutes)
to make their parachutes.
3 There is then a contest to see which
parachute takes longest to land safely, within
a designated target area.
Running the activity
A variety of suitable materials should be
provided so that the students can make their
own selection.
Students should be encouraged to modify their
plans as construction proceeds, documenting
any changes made.
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K5
S Mitchell, 2002, The Heinemann Science Scheme
Plasticine or small weights
Answers
1 Answer must refer to the student's design but
possible comments could include:
large surface area to trap air, giving a large
upward force
hemispherical shape to enclose the
maximum volume with the minimum
surface area
2 Low density or small mass to reduce the
downward force, airtight so air is trapped
3 The parachute provides a large upward force;
this reduces the net force on the parachutist,
slowing him or her down.
4 Sensible improvements; answer depends on
the original design.
Activity
How fast is it moving? (1)
K1a
Core
Aim
To measure average speed using a stopwatch.
Equipment
stopwatch
trundle wheel, long measuring tape or metre ruler
What to do
1 Draw a table like the one below ready to record your results.
Do not exercise in
unsuitable shoes.
You must tell your teacher
if you should not do
exercise for health reasons.
2
Measure out a distance along the ground. This distance should be long (say 50
or 100 m if you are outside, or several circuits of a large hall if you are inside).
3
Get your partner to use a stopwatch to time how long you take to walk the
measured distance. Record the time.
4
Calculate your average speed using the equation:
distance
time
Swop over so that you time how long your partner takes to walk the measured
distance.
speed 5
5
6
Repeat steps 2 to 5 , jogging instead of walking. You can use the same distance,
or change it if you prefer.
7
Repeat steps
2
to
5
again, running fast.
Results
Activity
Distance (metres)
Time (seconds)
Average speed (m/s)
Questions
1 Compare your average speed when walking, jogging and running fast.
2 Do you think you could have maintained your average speed in each case
for a longer period of time? Explain your answer.
3 Why do you think it was important to use a long distance in this activity?
4 Explain what `average speed' means.
1
C
S Mitchell, 2002, The Heinemann Science Scheme
Activity
How fast is it moving? (2)
K1b
Core
Aim
To measure the speed of a car down a ramp using a light gate and data logger.
Equipment
ramp
piece of card
ruler
toy car
What to do
means of raising one end of the ramp
Plasticine to attach the card to the car
light gate connected to data logger
stop to catch the car
light gate
card
toy car
ramp
stop
bench
to data logger
1
Set up the ramp and light gate as shown in the diagram.
2
Attach a piece of card to one of the cars so that it will obstruct the light beam in
the light gate.
3
Measure the length of the card from front to back (in cm). Enter this value into
the computer when your system tells you to do so.
4
Arrange for the datalogging system to calculate the speed of the car as it passes
through the light gate.
5
Place the car at the top of the track.
6
Set the datalogging system to record.
Release the car so that it passes through the light gate.
(Note: Your teacher may give you additional instructions on the use of your
particular datalogging equipment.)
7
Questions
1 What is the difference between the two types of speed measured in Activity K1a
and in this activity?
2 How could you modify the procedure used in this activity to give the type of speed
found in Activity K1a?
3 Why can we use much smaller distances for this activity compared with the
distances used in Activity K1a?
2
C
S Mitchell, 2002, The Heinemann Science Scheme
Activity
Getting faster
K2
Core
Aim
To investigate how the movement of a vehicle down a ramp varies with:
a slope
b mass of vehicle.
Equipment
ramp
dynamics trolley
two metre rulers
set square
100 g masses
means of raising one end of the ramp
length of card to attach to the trolley
three light gates connected to data logger
balance
stop to catch the trolley
What to do
1 Predict how you think the speed of the vehicle will change when you:
a vary the steepness of the ramp
b vary the mass of vehicle.
2
Set up the ramp as shown in the diagram.
light gate 1
light gate 2
light gate 3
card
ramp
trolley
bench
to data logger
3
Attach the card to the trolley.
4
Place the light gates so that they will show you how the speed of the
trolley changes as it travels down the ramp.
5
Position one of the metre rulers along the edge of the ramp so that
it measures 1 m up from the bottom of the runway.
Continued
3
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S Mitchell, 2002, The Heinemann Science Scheme
Activity
Getting faster continued
6
Use the set square and the other metre ruler to
measure the vertical height of the ramp above the
bench at the 1 m mark. Note this height.
7
Release the trolley from the top of the ramp so that it
passes between the light gates.
8
Repeat steps 5 to
slope each time.
9
Use ICT to generate graphs, on the same axes, of the
speed at each light gate against the height measured in
step 6 .
10
Find the mass of the trolley using a balance.
11
Repeat steps 5 to 7 , this time using a fixed ramp
height but varying the mass of the trolley each time by
adding different numbers of 100 g masses to it.
7
, varying the steepness of the
Use ICT to generate graphs, on the same axes, of the
speed at each light gate against the total mass measured
in step 10 .
(Note: Your teacher may give you additional instructions
on the use of your particular datalogging equipment.)
12
Analyse
1 What patterns have you found in your results?
2 Were your predictions correct? If not, why do you
think your results were different?
Evaluate
3 How accurate are your results? How do you know?
4 If the equipment is still set up, check any results that
do not fit the pattern.
4
C
S Mitchell, 2002, The Heinemann Science Scheme
K2
Core
Activity
Getting faster
K2
Help
Aim
To investigate how the movement of a vehicle down a ramp varies with:
a slope
b mass of vehicle.
a Changing the steepness of the slope
1 Record your results in the table below.
Height of
ramp (cm)
Speed at
light gate 1 (cm/s)
Speed at
light gate 2 (cm/s)
Speed at
light gate 3 (cm/s)
1 Use your results to help you complete the following sentences.
a The speed at light gate 2 is
the speed at light gate 1.
The speed at light gate 3 is
the speed at light gate 2.
b This tells us that the speed of the vehicle
as it moves
down the ramp.
c As the height of the ramp increases, the speed of the vehicle
.
b Changing the mass
2 Record your results in the table below.
Mass of
vehicle (g)
Speed at
light gate 1 (cm/s)
Speed at
light gate 2 (cm/s)
Speed at
light gate 3 (cm/s)
2 Use your results to help you complete the following sentences.
a The speed at light gate 2 is
the speed at light gate 1.
The speed at light gate 3 is
the speed at light gate 2.
b This tells us that the speed of the vehicle
as it moves
down the ramp.
c As the mass of the vehicle increases, the speed of the vehicle
.
5
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S Mitchell, 2002, The Heinemann Science Scheme
Activity
Friction-free movement
K3a
Core
Aim
To use an air track to study friction-free movement.
Equipment
linear air track with elastic band at one end
vehicle with card attached
three light gates connected to data logger
blower
ruler
What to do
1 Level the air track so that it is horizontal.
2
Arrange the light gates, connected to a data logger, as shown in the diagram.
light gate 1
light gate 2
light gate 3
card
vehicle
air track
to data logger
3
Measure the length of the card attached to the vehicle (in cm). Enter this value
into the computer when your system tells you to do so.
4
Switch on the blower. If the track is levelled correctly, the vehicle will hover
without moving sideways. Adjust the track again if necessary.
5
Arrange for the datalogging system to calculate the speed of the vehicle as it passes
through each light gate.
6
Place the vehicle at one end of the air track.
7
Set the datalogging system to record.
8
Push the vehicle and then release it so that it passes through the light gates.
9
Repeat steps
5
to
7
for smaller and larger pushing forces.
Print out your results.
(Note: Your teacher may give you additional instructions on the use of your
particular datalogging equipment.)
10
Continued
6
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S Mitchell, 2002, The Heinemann Science Scheme
Activity
Friction-free movement continued
K3a
Core
Questions
1 Why is an air track used for this activity?
2 What do you notice about the speed of the vehicle along the air track?
Explain why this happens.
3 What do you notice about the speed of the vehicle along the air track
when the initial pushing force is changed? Explain why this happens.
4 If the data logger had measured the time taken by the vehicle to pass
through each light gate, instead of its speed, similar conclusions
could have been made. Explain why.
7
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S Mitchell, 2002, The Heinemann Science Scheme
Activity
How do forces affect speed?
K3b
Core
Aim
To investigate how the pulling force applied to a vehicle affects its speed.
Equipment
linear air track
vehicle with card attached
three light gates connected to data logger
forcemeter (or clamped pulley and hanging weights)
blower
ruler
What to do
1 Predict how you think the motion of the vehicle will change when you alter the
pulling force applied to the vehicle.
2
Set up the apparatus as shown in one of the diagrams so that a steady force can be
applied to the vehicle. You will be using either a forcemeter or a clamped pulley
light gate 3
light gate 2
light gate 1
forcemeter
pull with
steady force
card
vehicle
air track
to data logger
light gate 3
light gate 2
light gate 1
string
clamped
pulley
card
vehicle
air track
hanging
weights
to data logger
8
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S Mitchell, 2002, The Heinemann Science Scheme
Continued
Activity
How do forces affect speed?
continued
K3b
Core
3
Measure the length of the card attached to the vehicle (in cm). Enter this value
into the computer when your system tells you to do so.
4
Switch on the blower. If the track is levelled correctly, the vehicle will hover
without moving sideways. Adjust the track again if necessary.
5
Arrange for the datalogging system to calculate the speed of the vehicle as it passes
through each light gate.
6
Set the datalogging system to record.
7
Pull the vehicle along the air track with a constant force, either by keeping the
reading on the forcemeter at a constant value of (say) 2 N, or by releasing the
weights on the pulley, while the data logger records the speed of the vehicle at each
light gate.
8
Repeat this procedure for four more constant pulling forces.
9
Print out your results.
Questions
1 What do you notice about the speeds recorded at each light gate?
2 Explain why the vehicle moves in this way.
3 How does the motion of the vehicle change as the pulling force is increased?
Does this agree with your prediction?
4 How could you improve this procedure?
9
C
S Mitchell, 2002, The Heinemann Science Scheme
Activity
How do forces affect speed?
K3b
Help
Aim
To investigate how the pulling force applied to a vehicle affects its speed.
Results
1 Record your results in the table below.
Pulling force
(N)
Speed at
light gate 1 (cm/s)
Speed at
light gate 2 (cm/s)
Speed at
light gate 3 (cm/s)
Question
1 Use your results to help you complete the following sentences.
a The speed at light gate 2 is
the speed at light gate 1.
b The speed at light gate 3 is
the speed at light gate 2.
c This tells us that the speed of the vehicle
as it moves
along the air track.
d As the pulling force increases, the speed of the vehicle
10
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S Mitchell, 2002, The Heinemann Science Scheme
.
Activity
How does mass affect speed?
K3c
Core
Aim
To investigate how the mass of a vehicle affects its speed when a constant force acts
on it.
Equipment
linear air track
vehicle with card attached
three light gates connected to data logger
forcemeter (or clamped pulley and hanging weights)
Plasticine (to change mass of vehicle)
blower
ruler
balance
What to do
1 Predict how you think the motion of the vehicle being pulled by a steady force will
change when you alter the mass of the vehicle.
2
Set up the apparatus as shown in one of the diagrams so that a steady force can be
applied to the vehicle. You will be using either a forcemeter or a clamped pulley
light gate 3
light gate 2
light gate 1
forcemeter
pull with
steady force
card
vehicle
air track
to data logger
light gate 3
light gate 2
light gate 1
clamped
pulley
string
card
vehicle
hanging
weights
air track
to data logger
Continued
11
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S Mitchell, 2002, The Heinemann Science Scheme
Activity
How does mass affect speed?
continued
3
Find the mass of the vehicle and card using a mass balance.
4
Measure the length of the card attached to the vehicle (in cm). Enter this value
into the computer when your system tells you to do so.
5
Switch on the blower. If the track is levelled correctly, the vehicle will hover
without moving sideways. Adjust the track again if necessary.
6
Arrange for the datalogging system to calculate the speed of the vehicle as it passes
through each light gate.
7
Set the datalogging system to record.
8
Pull the vehicle along the air track with a constant force, either by keeping the
reading on the forcemeter at a constant value of (say) 2 N, or by releasing the
weights on the pulley, while the data logger records the speed of the vehicle at each
light gate.
9
Increase the mass of the vehicle by adding Plasticine to it. Find the new mass.
10
Repeat steps 8 and 9 , keeping the pulling force at the same constant value.
Obtain results for five different vehicle masses.
11
Print out your results.
Questions
1 What do you notice about the speed of the vehicle as it passes through each light
gate?
2 Explain why it moves in this way.
3 How does the motion of the vehicle change as the mass of the vehicle is increased?
Does this agree with your prediction?
12
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S Mitchell, 2002, The Heinemann Science Scheme
K3c
Core
Activity
How does mass affect speed?
K3c
Help
Aim
To investigate how the mass of a vehicle affects its speed when a constant force acts
on it.
Results
1 Record your results in the table below.
Total mass of
vehicle (kg)
Speed at
light gate 1 (cm/s)
Speed at
light gate 2 (cm/s)
Speed at
light gate 3 (cm/s)
Question
1 Use your results to help you complete the following sentences.
a The speed at light gate 2 is
the speed at light gate 1.
b The speed at light gate 3 is
the speed at light gate 2.
c This tells us that the speed of the vehicle
as it moves
along the air track.
d As the mass of the vehicle increases, the speed of the vehicle
.
13
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S Mitchell, 2002, The Heinemann Science Scheme
Activity
How can we increase speed?
K4
Core
Aim
To investigate some of the factors that affect the speed of an object.
Equipment
1
two similar balls, metre ruler
2
ball, sheet of paper, metre ruler
3, 4 two or three ball bearings, two or three tall glass tubes containing different
liquids, three light gates connected to data logger
What to do
Answer the questions as you carry out each activity.
1
Drop the two balls provided from the same height (say 1 m) simultaneously.
Observe their motion. Listen as they hit the floor.
1 a What do you see?
b What do you hear?
2
Drop the small ball and the sheet of paper, with its large face horizontal, from the
same height (say 1 m) simultaneously. Observe their motion.
2 What happens? Explain your observation.
3
Drop ball bearings through the tall tubes containing different liquids. Release them
simultaneously into the different tubes.
3 What do you see?
4
Now use light gates 1, 2 and 3 to measure the speed of a ball bearing as it falls
through each liquid in turn. Make a table like the one below to record your results.
Put in the units of speed that you are measuring in.
to data
logger
light gate 1
light gate 2
light gate 3
Liquid
Speed at
light gate 1
Speed at
light gate 2
Speed at
light gate 3
4 What happens to the speed of the ball bearing as it falls in each liquid?
14
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S Mitchell, 2002, The Heinemann Science Scheme
Continued
Activity
How can we increase speed?
continued
K4
Core
Equipment
5
tall glass tube containing wallpaper paste, three light gates connected to data
logger, Plasticine
6
long vessel of water, talcum powder sprinkled on the water, various shaped
objects on threads
7
two metal rulers, two table clamps, two pieces of card, two corks with grooves
8, 9 vacuum pump, long glass tube, rubber bung, bung fitted with a narrow glass
tube, small ball or coin, small feather, safety screen
What to do
5 Use the Plasticine to make several different shapes. Drop each shape in turn
through the tall tube of wallpaper paste. Use light gates 1, 2 and 3 to measure the
speed of each shape as it falls through the wallpaper paste. Make a table like the
one below to record your results. Put in the units of speed that you are using.
Shape
Speed at
light gate 1
Speed at
light gate 2
Speed at
light gate 3
5
Compare your results for each shape.
6
Drag each of the shapes provided through the water. (The talcum powder will
allow you to see any turbulence more easily.)
6
Compare the amount of turbulence with each of the different shaped objects.
7
Set the two clamped rulers vibrating simultaneously. Try to pull each up by the
same amount so that you can make a fair comparison.
7
a What happens to the size of each successive vibration?
b Which ruler stops vibrating first?
c Explain why this happens.
8
Your teacher will demonstrate a coin and a feather falling.
8
Which falls faster, the coin or the feather?
9
Your teacher will remove most of the air from the tube.
9
Which falls at a faster rate now, the coin or the feather?
10 Explain the difference in your answers to questions 9 and 10.
15
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S Mitchell, 2002, The Heinemann Science Scheme
Activity
Making a parachute
K5
Core
Aim
To make a parachute.
Equipment
scissors
hole punch
Plasticine or small weights
thin string or thread
selection of suitable
materials for the
parachute
paper and pencil
What to do
1 Design a parachute. It must fall gently to the ground
when released so that your parachutist is unharmed.
You should consider:
its shape and size
the best material to use
how to construct it
how to represent the parachutist.
Draw up a detailed plan of your proposed parachute.
2
Make your parachute using the materials provided.
You may modify your design as you work, but amend
your written plan accordingly. Your teacher will tell
you how long you have to complete your model. Try
to test it and make any necessary adjustments before
the time is up.
3
When your teacher tells you to, launch your parachute
for testing. The winning parachute could be the one
that takes longest to fall and lands within a designated
target area.
Questions
1 Use your knowledge of physics to explain why you
chose that particular shape and size for your parachute.
2 What properties did you look for when selecting a
suitable material for the parachute?
3 Explain how a parachute allows a person to fall to the
ground safely.
4 What improvements would you make to your design if
you were going to construct another parachute?
16
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S Mitchell, 2002, The Heinemann Science Scheme
Homework
How fast is it moving?
K1
1 Read the following passages a to e. Some are true and some are false. Write `true'
or `false' for each.
a Jonathon runs 5 km in 30 minutes. Darren runs 9 km in 60 minutes. They have
the same average speed.
b Reena is driving in an area where the speed limit is 50 km/h. She travels 10 km
in 10 minutes. She has broken the speed limit.
c Jenny runs one lap of the athletics track in 4 minutes. Pete runs one lap in 3
minutes. Jenny is going faster than Pete.
d A car that travels 60 km in 45 minutes is going faster than a car that travels
400 m in 12 s.
e A train travels at an average speed of 150 km/h. It travelled faster than 150 km/h
for part of the time.
2 Sound travels at a speed of 340 m/s. How long does it take to travel 850 m?
3 Ben walks to school in 15 minutes at an average speed of 4 km/h. How far away
from school is his house?
........................................................................................
Homework
How fast is it moving?
K1
1 Read the following passages a to e. Some are true and some are false. Write `true'
or `false' for each.
a Jonathon runs 5 km in 30 minutes. Darren runs 9 km in 60 minutes. They have
the same average speed.
b Reena is driving in an area where the speed limit is 50 km/h. She travels 10 km
in 10 minutes. She has broken the speed limit.
c Jenny runs one lap of the athletics track in 4 minutes. Pete runs one lap in 3
minutes. Jenny is going faster than Pete.
d A car that travels 60 km in 45 minutes is going faster than a car that travels
400 m in 12 s.
e A train travels at an average speed of 150 km/h. It travelled faster than 150 km/h
for part of the time.
2 Sound travels at a speed of 340 m/s. How long does it take to travel 850 m?
3 Ben walks to school in 15 minutes at an average speed of 4 km/h. How far away
from school is his house?
1
C
S Mitchell, 2002, The Heinemann Science Scheme
Homework
Getting faster
K2
1 As a train passed through a station, its speed was measured as 100 km/h.
The train took 5 hours to travel a distance of 600 km.
Both these statements are correct, but Tom thinks one of them must be wrong.
Write down what you would say to convince Tom that both statements can be
true.
2 The distance a car had travelled from its starting point was measured every 10 s for
60 s. The results are shown in the table.
Time (s)
Distance (m)
0
0
10
100
20
400
30
900
40
1400
50
1700
60
2000
Describe the motion of the car as fully as you can.
3 A class is planning an experiment to measure the time a ball takes to fall through a
height of 1 m. They know the time will be very short. One group suggests using a
stopwatch that reads to 1/100 s.
a Why isn't this a good idea?
b Suggest a better method.
2
C
S Mitchell, 2002, The Heinemann Science Scheme
Homework
How do forces affect speed?
K3
1 a Name the forces shown by the letters A to G in the diagrams of moving objects
below.
C
B
A
E
G
F
D
b The length of the line represents the size of the force. The longer the line, the
bigger the force. The arrow on each force shows its direction.
i List the pairs of forces that are balanced.
ii List the pairs of forces that are unbalanced.
c Describe the motion of each object.
d How would the motion of the car change if:
i force A increased (with B unchanged)?
ii force B increased (with A unchanged)?
e How would your answers to c and d have changed if the car were not moving
before the forces were applied?
3
C
S Mitchell, 2002, The Heinemann Science Scheme
Homework
How can we increase speed?
K4
1 The table below shows the fuel consumption of a car in kilometres per litre (km/l)
when travelling at different steady speeds on a motorway.
Speed (km/h)
Fuel consumption
(km/l)
90
12.5
110
10.2
130
7.4
Explain why the car consumes more fuel at higher speeds.
2 The nose cone of Concorde expands in flight because it gets very hot.
Explain why it gets hot.
3 Look at the picture of an athlete wearing a streamlined outfit.
Write a radio advertisement for this outfit, emphasising the advantages its
streamlined shape will bring.
4
C
S Mitchell, 2002, The Heinemann Science Scheme
Homework
How do parachutes work?
K5
1 Copy and complete the following sentences about a freefall parachutist. Use some
of the phrases in the box to fill the gaps.
decreases
downward
faster
increases
slower
slows down
speeds up
travels at a constant speed
upward
As the parachutist begins to descend, his speed
.
The force of air resistance
so his speed
at a
rate.
When the force of air resistance is equal to the weight of the parachutist,
he
.
The parachutist falls in a horizontal position with arms and legs spread out.
This
the force of air resistance, so the speed of the
parachutist
.
When the parachute opens, it provides a large
force.
This force is greater than the weight of the parachutist, so
he
. He hits the ground at a
speed so is not hurt.
2 Look at the graphs below.
C
Time
Distance
B
Distance
Distance
A
Time
Time
Which graph, A, B or C, represents:
a constant speed?
b speeding up?
c slowing down?
5
C
S Mitchell, 2002, The Heinemann Science Scheme
Specials
How fast is it moving?
K1
Fill in the gaps in the following questions.
1 a Car A travelled 300 km in 5 hours.
In one hour it travelled
km.
Its average speed was
km/h.
Its maximum speed was more than
km/h.
b Car B travelled 100 km in 2 hours.
Its average speed was
km/h.
c Which car, A or B, had the greater average speed?
2 Tim runs 200 m in 20 s. Jo runs 200 m in 30 s.
a Who runs faster, Tim or Jo?
b How did you decide?
3 A horse runs 1 km in 50 s.
1 km =
m
Use the equation:
distance
time
to find the speed of the horse in m/s.
speed 5
Show your working clearly in the space below.
1
C
S Mitchell, 2002, The Heinemann Science Scheme
Specials
Getting faster
K2
1 The table below shows the speed of a bus as it moves away from a bus stop.
Time (s)
Speed (m/s)
0
0
10
5
20
10
30
15
40
20
50
20
a Put a square box around the times when the bus was travelling at a constant
speed.
b Put a circle around the times when the speed of the bus was increasing.
c Complete this equation:
average speed 5
distance
time
distance 5
3
d The average speed of the bus during the 50 second period was 12 m/s. Use this
to find the distance the bus travelled in 50 s.
2 Some typical speeds for several moving objects are given below, but they are
muddled up. Draw in lines to match each object with the correct speed.
Objects
tiger
0.0005 m/s
aeroplane
2 m/s
boy
20 m/s
snail
600 m/s
2
C
Speeds
S Mitchell, 2002, The Heinemann Science Scheme
Specials
How do forces affect speed?
K3
1 Pat rolls a marble down a ramp.
ramp
marble
bench
Complete these sentences by crossing out the incorrect words.
a The speed of the marble increases/decreases/stays the same as it rolls down the
ramp.
b When Pat makes the ramp higher, the speed of the marble as it runs down it is
greater/smaller/the same as before.
c Pat lowers the ramp until the forces on the marble are balanced. The marble
now speeds up/slows down/travels at a constant speed.
d Draw an arrow on the diagram to show the weight of the marble. Label it W.
e Draw an arrow on the diagram to show the friction force acting on the marble.
Label it F.
f Friction makes the marble speed up/slow down.
3
C
S Mitchell, 2002, The Heinemann Science Scheme
Specials
How can we increase speed?
K4
The word search contains 18 words used when describing how the shape of an object
affects its motion. Look for the words listed below.
t
r
n
g
l
i
p
a
r
t
i
c
l
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s
m
a
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p
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x
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a
g
b
n
i
h
e
a
t
x
f
a
e
s
h
a
p
e
r
r
v
s
j
b
a
f
r
i
c
t
i
o
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a
r
d
y
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u
n
a
w
i
n
d
o
x
q
c
e
s
u
b
m
a
r
i
n
e
u
a
i
k
i
s
r
q
f
c
f
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s
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a
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t
c
k
d
i
v
b
j
w
w
m
m
l
p
a
a
d
f
u
n
b
a
l
a
n
c
e
d
p
r
n
v
i
r
z
w
e
i
g
h
t
z
q
c
o
c
k
s
g
m
h
y
f
b
w
z
h
n
k
i
e
g
h
g
t
w
s
m
o
o
t
h
i
l
n
s
t
r
e
a
m
l
i
n
e
d
y
j
k
Here are the words:
acceleration
air resistance
drag
fish
forces
friction
heat
particles
racing car
shape
slows down
smooth
speed
streamlined
submarine
unbalanced
weight
wind
4
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S Mitchell, 2002, The Heinemann Science Scheme
Specials
How do parachutes work?
K5
The sentences below describe the forces acting on a freefall parachutist and how her
speed changes, from the moment she falls out of the aeroplane until she reaches the
ground. However, the sentences are in the wrong order. Write the letters in the
correct order.
A When the force of air resistance is equal to the weight of the parachutist, she
travels at a constant speed.
B The parachutist is travelling slowly when she lands, so she is not hurt.
C The force of air resistance increases as the parachutist speeds up.
D When the parachute opens, the upward force suddenly increases so the parachutist
slows down.
E When the upward force on the parachute is equal to the weight, the speed is
constant again but is less than before.
F As the parachutist begins to descend, she speeds up.
The correct order is
........................................................................................
Specials
How do parachutes work?
K5
The sentences below describe the forces acting on a freefall parachutist and how her
speed changes, from the moment she falls out of the aeroplane until she reaches the
ground. However, the sentences are in the wrong order. Write the letters in the
correct order.
A When the force of air resistance is equal to the weight of the parachutist, she
travels at a constant speed.
B The parachutist is travelling slowly when she lands, so she is not hurt.
C The force of air resistance increases as the parachutist speeds up.
D When the parachute opens, the upward force suddenly increases so the parachutist
slows down.
E When the upward force on the parachute is equal to the weight, the speed is
constant again but is less than before.
F As the parachutist begins to descend, she speeds up.
The correct order is
5
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S Mitchell, 2002, The Heinemann Science Scheme
Extension
Speed records
K1a
Throughout history, people have always tried to travel faster and faster, improving
the design of existing means of transport and developing new methods on land, sea
and in the air.
Land speed records
The earliest official land speed record is credited to a Frenchman, Gaston Chasseloup-Laubat,
who averaged 39 mph over a measured mile in 1898 using an electrically powered vehicle. This
speed was almost doubled in 1902 with the arrival
of the internal combustion engine. William K Vanderbilt
achieved a new record of 76 mph in the USA.
This was gradually improved upon throughout the
first half of the twentieth century. John Cobb of
Great Britain reached the incredible speed of
394 mph in 1947 on the Bonneville Salt Flats
in Utah, USA. The development of jet-propelled
cars in the 1960s led to a rapid increase in the record
to 600 mph by the end of 1965. In 1997, Andy Green
from Great Britain achieved a new record of 767 mph
in ThrustSSC.
ThrustSSC
1 How long did the following take to cover a measured mile when breaking the
land speed record?
a Gaston Chasseloup-Laubat
b John Cobb
c Andy Green
2 The recorded speed is the average of two measured miles in opposite directions.
Why is this?
3 The Bonneville Salt Flats have been used for many land speed record attempts.
Why do you think this is a good site?
Water speed records
The world water speed record for propeller-driven
boats rose from 71 mph in 1919 to 178 mph in 1952.
Between 1955 and 1964, Donald Campbell gradually
increased the water speed record in his jet-speed boat
Bluebird from 202 mph to 276 mph. He was killed
while attempting yet another world record on
Lake Coniston in Cumbria. In the last 20 years
Ken Warby, an Australian, has increased the
record to over 300 mph and is now building a new
boat, 50% more powerful than his previous one.
Bluebird
4 Why is it possible to reach a higher speed in a car than in a boat?
5 Ken Warby's new boat is said to be `50% more powerful than his previous one'.
Explain why it will not be able to increase the world water speed record by 50%.
1
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S Mitchell, 2002, The Heinemann Science Scheme
Extension
Light years
Light travels at a speed of 300 000 km/s. This is very fast, so we usually think of it as
travelling instantaneously.
1 How long does light take to travel a distance of 12 000 km?
(Your answer should be very small.)
The planets and stars are a long way from us. When we look out into space, the light
from them takes a considerable time to reach us.
2 Earth is about 150 000 000 km from the Sun. How long does light from the Sun
take to reach us?
The Sun is a star, just like the millions of other stars we see in the sky at night. But
the Sun is much closer to us than any other star.
It takes four years for light to travel to us from the next nearest star. This means that
we see the star as it was four years ago.
We say that the star is four light years away. A light year is the distance light travels
in one year. Light years are used to measure very large distances ± distances on an
astronomical scale.
3 How far, in kilometres, does light travel in one year? Your answer is the number
of kilometres in one light year.
4 Betelgeuse is another star in our galaxy (the Milky Way). Betelgeuse is 190 light
years away from us.
a When we see light from Betelgeuse today, how long ago did that light leave
the star?
b How far away is Betelgeuse in kilometres?
There are many other galaxies in the Universe. The nearest galaxy to the Milky Way is
Andromeda. The light from Andromeda takes about 2 million years to reach us.
When that light began its journey, Earth was very different from the Earth we know
today. Humans have only existed for about 50 000 years.
It is hard to imagine the vastness of the Universe. When you look at the stars, you are
literally looking back in time!
5 What are the advantages of using light years as the unit of distance when
considering objects that are a long way away?
2
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S Mitchell, 2002, The Heinemann Science Scheme
K1b
Extension
Measuring the speed of a tennis
ball
K2
Read about how a radar gun is used to measure speed, and answer the questions
that follow.
If you watch Wimbledon or other Grand Slam tennis matches, you may have noticed that the
speed of each service is displayed. This speed is measured using a radar gun.
Radar stands for radio detection and ranging. A radio beam is transmitted towards the ball. It is
reflected off the ball back to a receiver, in the same way that light is reflected by a mirror. If the
ball were stationary, the incident and reflected radio beams would have the same frequency. If the
ball is moving, the signal reflected back has a slightly different frequency. The faster the ball is
moving, the greater the difference in frequency. This is called the Doppler effect. The radar gun
automatically computes the speed of the ball and displays it on a screen.
At Wimbledon two specially designed radar sensors are used, similar to those used by the police
to detect speeding motorists. These sensors are positioned behind the base line at either end of
Centre Court and Number 1 Court. They measure the speed of service throughout the
tournament, providing an invaluable statistic for keen fans.
In 2001 Wimbledon's fastest servers were:
Men
Mark Philippoussis (USA)
219 km/h
Greg Rusedski (GB)
214 km/h
Women
Venus Williams (USA)
190 km/h
Serena Williams (USA)
186 km/h
1 At what point in its motion is the ball travelling fastest? (This is the point at which
the speed of the ball is measured.)
2 At Wimbledon, the service speeds are recorded in mph (miles per hour). 1 km is
equal to 5/8 mile. Calculate the top service speeds for men and women in mph.
3 Suggest why men have a higher top serving speed than women. (Think of as many
reasons as possible.)
4 Suggest how a similar radar gun can be used by the police to detect speeding
motorists.
3
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S Mitchell, 2002, The Heinemann Science Scheme
Extension
Streamlining cars
K4
The large cars of the 1950s were much loved by drivers after the difficult years immediately after
the Second World War, but they were not economical ± they had a high fuel consumption. The
fuel crisis of the 1970s led to a revolution in car production towards smaller and more
streamlined designs.
A Cadillac from the 1950s.
A 1980s Audi 500s ± this was considered
very streamlined in its day.
The wind tunnel is the main tool used by engineers to test car designs for speed and fuel
economy. The wind resistance of a car is a function of many factors, combined in a number
called the drag coefficient. The lower the drag coefficient, the less resistance a car offers to the
wind. In the past 60 years engineers have cut the drag coefficient for cars in mass production
nearly in half, from about 0.70 to about 0.40. Fuel consumption, measured in miles per gallon
(mpg), is improved by 5% for every 10% improvement in drag coefficient.
Car shapes are tested for streamlining in a wind tunnel, using smoke to show the air flow.
1 Give three factors that should be considered when designing a car to minimise air
resistance.
2 Air resistance increases as the speed of the car increases. Explain why.
3 A low drag coefficient improves the top speed of a car without the need for a more
powerful engine. Explain why.
4 Explain how a high drag coefficient increases the fuel consumption of a car.
5 Why is a wind tunnel an important tool when designing a car?
6 A car has a drag coefficient of 0.60 and a fuel consumption of 30 mpg at a steady
speed of 56 mph. The design is modified so that the drag coefficient is reduced
by 10%.
a Calculate the new drag coefficient.
b What is the new fuel consumption at a steady speed of 56 mph?
c How would the fuel consumption be affected if the car were travelling at a
steady speed of 70 mph? Give a reason for your answer.
4
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S Mitchell, 2002, The Heinemann Science Scheme
Extension
Interpreting speed±time graphs
K5
A speed±time graph shows how the speed of an object varies with time. On the graph,
an upward sloping line shows the car getting faster, and a horizontal line shows a
constant speed.
1 The graphs below show the motion of a car on three different occasions.
a Describe the motion as fully as you can in each case.
B
C
40
30
30
30
20
10
0
10
20
30
Time (s)
40
Speed (m/s)
40
Speed (m/s)
Speed (m/s)
A
40
20
10
0
10
20
30
Time (s)
20
10
0
40
10
20
30
Time (s)
40
b The distance travelled is equal to the area under a speed±time graph. Use the
graphs to find the distance travelled by the car in each case.
2 Sketch a speed±time graph for a train travelling between two stations.
3 a Use the values in the table to
plot a graph showing how the
speed of a car varies over a
60 s period.
Time (s)
Speed (m/s)
0
0
5
5
10
10
15
15
20
15
25
15
30
15
35
15
40
15
45
11
50
7.5
55
3.5
60
0
b Describe the motion of the car as fully as you can.
c Use your graph to find the total distance travelled by the car during the 60 s
period.
d What can you say about the forces acting on the car between 15 s and 40 s?
5
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S Mitchell, 2002, The Heinemann Science Scheme
Test yourself
Speeding up
Unit K
1 The table shows the time taken by five athletes to run a 100 m race.
Athlete
Time (s)
Jo
11.8
Pat
10.0
Chris
10.5
Nita
11.4
George
12.0
Position
a Complete the last column to show the order in which the athletes finished the race.
b What was Pat's average speed?
c Was Pat's top speed more than, less than or equal to your answer to b?
d Why would a hand-held stopwatch not give accurate enough times for this race?
2 Draw in lines to match up each force with its correct meaning.
Forces
Meanings
weight
the force due to a moving object displacing air molecules
thrust
a force that opposes motion
friction
the force on an object due to gravity
air resistance
a forward pushing force
3 Complete the following sentences. Choose from the words below to fill the gaps.
balanced
constant
downwards
gravity
stationary
upwards
air resistance
weight
If all forces acting on an object are balanced, the object is
either
or moving at a
The force of
force acts
speed.
acting on an object gives it weight. This
.
If an object is falling through the air, another force called
acts in an
direction.
Continued
1
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S Mitchell, 2002, The Heinemann Science Scheme
Test yourself
Speeding up continued
Unit K
4 Look at the diagrams of a submarine. The forces acting on it are represented by
arrows, and the length of each arrow is proportional to the size of the force. The
submarine starts from rest.
Under each diagram circle the word or words that describe its direction of motion
when the forces shown are acting on it.
a up down forwards backwards
b up down forwards backwards
c up down forwards backwards
d up down forwards backwards
5 Modern cars are designed to have a streamlined shape so that they can go faster.
a What force does streamlining reduce?
b How does this allow the car to go faster?
c What can you say about the forces on a car when it has reached its top speed?
d Why does streamlining increase the top speed of a car?
Continued
2
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S Mitchell, 2002, The Heinemann Science Scheme
Test yourself
Speeding up continued
Unit K
6 The diagrams show a skydiver in
free fall and after her parachute
has opened.
after parachute has opened
in free fall
a Show the weight of the skydiver in each diagram with an arrow labelled W.
b Show the force of air resistance in each diagram with an arrow labelled R.
c Complete the following sentences by crossing out the incorrect words.
i The size of force W increases/decreases/stays the same when the parachute
opens.
ii The size of force R increases/decreases/stays the same when the parachute
opens.
iii The speed increases/decreases/stays the same when the parachute opens.
iv When W 5 R, the speed increases/decreases/stays the same.
7 The distance±time graph below describes the motion of a car.
60
Distance (m)
50
40
30
20
10
0
1
2
3
4
Time (s)
5
6
a How far does the car travel in 4 s? _______________
b Find the speed of the car during the first 4 s.
Continued
3
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S Mitchell, 2002, The Heinemann Science Scheme
Test yourself
Speeding up continued
c What happens between 4 s and 6 s?
d Draw a line on the graph to show the motion of a different car that, during the
first 4 s, travels at half the speed of the original car.
8 Solve the anagrams.
refoc
it changes motion
deeps
how fast something is going
tygirav it gives you weight
emit
it is measured in seconds
ira
it produces resistance to the motion of a bungee jumper
4
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S Mitchell, 2002, The Heinemann Science Scheme
Unit K
End of unit test
Speeding up
Unit K
Tier 3±6
1 Look at the diagram of two fish, P and Q.
P
Q
a Which fish, P or Q, has the more streamlined shape?
b Explain why the more streamlined fish is able to swim faster.
(1 mark)
(1 mark)
2 The diagram shows a dish on a table.
B
A
a
b
c
d
What is force A?
What is force B?
What can you say about the size of forces A and B?
Some fruit is put into the bowl.
(1 mark)
(1 mark)
(1 mark)
What can you say about the size of forces A and B now?
(2 marks)
3 The table below shows the times taken by four students to run 200 m.
Student
Time (s)
Andy
25.4
Beth
28.9
Carl
22.6
Dhara
26.1
a Who had the highest speed?
b Who had the lowest speed?
(1 mark)
(1 mark)
Continued
1
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S Mitchell, 2002, The Heinemann Science Scheme
End of unit test
Speeding up continued
Unit K
Tier 3±6
4 The diagram shows the forces acting on a car. It was not moving before
the forces started to act.
1000 N
200 N
a How big is the unbalanced force acting on the car?
b Is the unbalanced force acting forwards or backwards?
c Will the car move forwards, move backwards or remain stationary?
(1 mark)
(1 mark)
(1 mark)
5 Kim lives 5 miles from school. It takes her 15 minutes to get to school.
Priya lives 15 miles from school. It takes her 40 minutes to get to school.
a Who travels at the higher average speed?
b Kim stops at a shop for 5 minutes on her way home. What is her
average speed in miles per hour for the journey home? Show your
working.
6 The diagram shows a parachutist.
(1 mark)
(2 marks)
R
a What do we call force R?
b What happens to the size of force R
as the speed of the parachutist
increases?
(1 mark)
(1 mark)
weight, W
c Look at the three diagrams of the parachutist below. The longer the line, the
greater the force.
X
Y
Z
R
R
R
W
W
W
For each diagram, X, Y and Z, state whether the parachute is speeding
up, slowing down or falling at a steady speed.
(3 marks)
2
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S Mitchell, 2002, The Heinemann Science Scheme
End of unit test
Speeding up
Unit K
Tier 5±8
1 The diagram shows the forces acting on a car. It was not moving before the forces
started to act.
1000 N
200 N
a How big is the unbalanced force acting on the car?
b Will the car move forwards, move backwards or remain stationary?
(1 mark)
(1 mark)
2 a Kim lives 5 miles from school. It takes her 15 minutes to get to school.
Priya lives 15 miles from school. It takes her 40 minutes to get to school.
Who travels at the higher average speed?
(1 mark)
b Danny cycles to school at an average speed of 8 km/h. How fast does
he cycle in m/s? Show your working.
(2 marks)
3 The graph shows how far a cyclist travels in 10 s.
Distance (m)
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10
Time (s)
Use the graph to answer these questions.
a What was her average speed during the 10 s period?
(1 mark)
b Between which times was she travelling fastest?
(1 mark)
c When cyclists want to go fast, they often crouch down. How does this
help them to go faster?
(1 mark)
Continued
3
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S Mitchell, 2002, The Heinemann Science Scheme
End of unit test
Speeding up continued
Unit K
Tier 5±8
4 A model rocket takes off vertically. It has a weight of 1 N.
a The rocket motor gives it an upward thrust of 3 N.
What is the unbalanced upward force on the rocket?
b How does the speed of the rocket change, if at all, just after the launch?
c The thrust of the rocket motor remains constant. As the fuel is used
up, the mass of the rocket decreases.
i How does this affect its motion?
ii Explain your answer.
(1 mark)
(1 mark)
(1 mark)
(2 marks)
5 The diagram below shows a parachutist before he opens his parachute.
R
weight, W
a i What happens to force R as the speed of the parachutist increases? (1 mark)
ii Use ideas about particles to explain why this happens.
(1 mark)
iii What can you say about the speed of the parachutist when the
forces W and R are equal?
(1 mark)
6 The diagram below shows a parachutist after opening his parachute.
R
W
i What happens to force R when the parachute opens?
ii When the parachute opens, the parachutist slows down.
Explain why this happens by referring to forces R and W.
iii Explain how R changes as the parachutist falls towards the ground.
iv What can you say about the speed of the parachutist when R
becomes equal to W, compared with your answer in a iii?
4
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S Mitchell, 2002, The Heinemann Science Scheme
(1 mark)
(1 mark)
(1 mark)
(1 mark)
Mark scheme
Speeding up
Unit K
Tier 3±6
Question
Part
Answer
Mark
Level
1
a
P
1
3
b
There is less resistance to its motion or water resistance
is less or it displaces fewer water molecules each second
1
5
a
Weight (of the dish)
1
3
b
Reaction force or force of table on dish
1
4
c
A and B are equal
1
4
d
A and B both increase
but remain equal
1
1
5
5
a
Carl
1
4
b
Beth
1
4
a
800 N
1
5
b
Forwards
1
5
c
Move forwards
1
4
a
Priya
1
6
b
Time for journey home 5 20 minutes
Average speed 5 5 miles/0.33 hours 5 15 mph
(Accept for one mark: 15 or 15 mph without showing
working)
1
1
6
6
a
Air resistance (force of)
1
4
b
R increases
1
5
c
X speeding up
Y going at a steady speed
Z slowing down
1
1
1
6
6
6
2
3
4
5
6
Scores in the range of:
Level
x±x
x±x
x±x
x±x
1
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S Mitchell, 2002, The Heinemann Science Scheme
Mark scheme
Speeding up
Unit K
Tier 5±8
Question
Part
Answer
Mark
Level
1
a
800 N
1
5
b
Move forwards
1
5
a
Priya
1
6
b
8000 m/3600 s 5 2.22 m/s
(one mark for working, one mark for correct answer
including units)
2
6
a
4 m/s
1
6
b
0 to 4 s
1
6
c
It reduces the air resistance force or it gives them less
surface area
1
7
a
2N
1
6
b
The speed increases
1
6
ci
ii
It speeds up more quickly
The downward force (weight) is less
so there is a greater resultant force upwards
1
1
1
7
7
7
ai
ii
R increases
As the speed increases, the the parachutist displaces
more air molecules per second (so force R increases)
The speed is constant
1
1
5
6
1
5
R increases (a lot)
R is bigger than W or R is a bigger force up than W
force is down
As the speed decreases, R gets smaller
Slower constant speed
1
1
5
7
1
1
8
8
2
3
4
5
iii
bi
ii
iii
iv
Scores in the range of:
Level
x±x
x±x
x±x
x±x
2
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S Mitchell, 2002, The Heinemann Science Scheme
Student record sheet
Speeding up
Unit K
I can
do this
very
well
I can
do this
quite well
I need to
do more
work on
this
I can compare speeds from data of distance and time, or just
time if the distance is the same
I can manipulate and use the equation speed 5 distance/time
I can make measurements of distance and time and use them to
calculate speeds, using the correct units
I know the difference between average speed and speed at a
point
I can use datalogging equipment to measure speed and to
produce graphs
I know why some measurements need to be more precise than
others
I know how forces and mass affect speed
I know that if the forces on an object are balanced, the object
moves at a steady speed or remains stationary
I know that if the forces on an object are unbalanced, the object
speeds up or slows down
I can explain how air and water resistance oppose motion
I know how air and water resistance can be reduced by
streamlining
I understand the factors that affect air resistance
I know that the energy required to keep an object moving
depends on air resistance
I can use the particle model to explain air resistance
I can describe and explain the motion of a parachute
I can interpret distance±time graphs
I can `tell the story' of a speed±time graph
What I enjoyed most in this unit was
The most useful thing I have learned in this unit was
I need to do more work on
1
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S Mitchell, 2002, The Heinemann Science Scheme