CIE Secondary 1 Science / KS3 Y7 Motion Scheme of Work Lesson Objectives and Activities Resources Other guidance LESSON 1-2 – Speed Cameras KS3 Y7 Science - Motion target sheet AVG.doc (one copy per student) Literacy: Speed Distance Time Motion Movement Fast Slow Vehicle All: know what speed means, and know what information is needed to calculate it; be able to measure distances and times using a trundle wheel and stopwatch; Most: be able to calculate a speed from a distance and time, giving the correct units for the speed; Some: be able to convert between different units of speed (m/s and km/h). Starter: Hand out KS3 Y7 Science - Motion target sheet AVG.doc. Students tick any targets they can already do. Then show Trying to Beat Speed Camera - Top Gear clip. Main: Discuss how this speed camera works. Could give out mini whiteboards for students to share their ideas. Students need to understand that the speed camera measures the time the car takes to travel between two points on the road. How can it get a speed from this? As part of the discussion, try to make sure all students get the idea of how to work out speeds. You could show any of: Motion tutorial, red section, in particular speeds of objects sort (1), what is speed (2), constant speed (3) with microtest. Mini whiteboards, pens and erasers Trying to Beat Speed Camera Top Gear clip 2min Motion tutorial Stopwatches – one per student or pair of students Trundle wheel(s) – at least one Clipboards, if available, for students to lean on when writing Speed Cameras - how they work KS3 KS4 AVG edit.pptx Trying to Beat Speed Camera 2 - Top Gear clip 1min Trying to Beat Speed Camera 3 - Top Gear clip 1min Discuss how students could measure vehicle speeds on the road using simple equipment. Show them the stopwatches and trundle wheel(s). Make a simple plan involving: measuring and marking a distance from point A to point B; students standing with stopwatches where they can see and time the whole stretch; student(s) watching and recording the speed displayed on the sign; and the giving of signals so that everyone measures for the same small number of cars. Students prepare tables to record data. Go outside to a road near the school, where you will measure the speeds of cars. At our school we are lucky enough to have a speed camera on the road which displays the speeds of passing cars, so we can compare our measurements with that. Carry out timing measurements, and recording of corresponding speeds from the sign, for several cars. Go back to the class, and create a large table on the board showing all results. Together, calculate one of the speeds CIE Secondary 1 Y7 Science – Motion SoW 1 Dr. A. George You may need to point out that this lesson is really about how to measure speed: students are not expected to memorise details about speed cameras. in m/s, and have students do the rest. Then discuss how to convert into km/h or mi/h. You could use mini whiteboards to share ideas. If one or more students can see how to do it, have them prepare an instruction for the others to use (e.g. multiply by 3.6). Students do the conversions, and then discuss how their results compare with the speed limit. Plenary: Discuss if it would be possible to drive fast enough to escape this speed camera (no, because it doesn’t work by two camera flashes at a fixed interval: it works by driving over two sensors in the road – you would have to fly!) Could show Speed Cameras - how they work KS3 KS4 and discuss the types of speed camera. Which type is the one on the video clip? (‘average speed’ camera) There is an opportunity here to discuss the difference between average speed and instantaneous speed, if you feel the students can cope with this. See Motion tutorial, red section (5) for a suitable animation. You could show Trying to Beat Speed Camera 2 - Top Gear clip 1min, and/or Trying to Beat Speed Camera 3 - Top Gear clip 1min. Motion tutorial Speed Distance Time basic All: calculate a speed given a distance and a time; give the level challenges KS3 AVG.ppt correct units for the speed; Speed Calculations.doc (note Most: calculate distance or time by rearranging the speed missing number of hours in q. formula; 2 – write in ‘4’ before ‘hours’) Some: convert between any two units of speed within the Answers to worksheet: metric system. 1. speed = distance/time = 30/2 = 15 mi/h Starter: 2. speed = distance/time = If needed, work through Motion tutorial red section, 2000/4 = 500 mi/h speed worked calculation (6). 3. speed = distance/time = On board, show students how to work out distance or 45/0.25 = 180 mi/h time, by rearranging the speed equation (or by using 4. speed = distance/time = 4/0.5 intuition with small numbers, e.g. if the speed is 2 m/s = 8 mi/h and the travel time is 5 s, can you see that you need to 5. distance = speed x time = 64 multiply the two numbers to get a distance of 10 m? × 0.75 = 48 km 6. distance = speed × time = 3 × Main: 1.5 = 4.5 km Speed Distance Time basic level challenges KS3 AVG.ppt. 7. distance = speed × time = 5 × Students work through these, using their intuition to try 1/12 = 5/12 mi (or 0.42… mi) to answer the questions. 8. distance = speed × time = and/or 5000 × 1.75 = 8750 mi Students try some or all of Speed Calculations.doc. 9. time = distance/speed = 5/60 Students may need help dealing with unit conversion, = 1/12 h or 5 min from minutes to hours, for example. 10. time = distance/speed = 16/156 = 0.10… h or 6.1… min Hand out answers for students to check their work at the 11. time = distance/speed = end. 0.005/1 (or 5/1000) = 0.005 h LESSON 3 – Speed Calculations CIE Secondary 1 Y7 Science – Motion SoW 2 Dr. A. George Most students have an instinctive understanding of the relationship between speed, distance and time. I don’t show them the ‘equation triangle’ at this point, as I find that if I do, they abandon this intuition altogether, and perhaps don’t even realise they have it. But ask a question like “If I’m running at 10 m/s for 8 s, how far do I get?” then many students can quickly give the correct answer (80 m). From this they can extract the relationship: distance = speed x time. Try to help them make sense of it: if I travel 10 m each second, and I keep going for 8 s, then I travel 10 m eight times. Literacy: Formula or 0.3 min or 18 s LESSON 4 – Distance-Time Graphs Car Race animated 3min Distance Time Graph rich task KS3 KS4.pdf (for teacher preparation; you need a login to STEM, but it’s free to set one up) Distance Time Graph rich task prompt.ppt (create this from the above resource by copying and pasting the graph onto a Starter: ppt slide and printing at A3 You could show some or all of Car Race animated 3min, or size), one per group of 2-4 any video of a race or journey, just to provide a context, students perhaps while students are coming in and getting ready. Post-it notes in two colours (optional) Main 1: Football Distance–Time Graphs Give students, in groups of 2-4, an A3 copy of Distance interactive Time Graph rich task prompt.ppt. Could also display it on the board. Students discuss the image and try to Mini whiteboards, pens and annotate it with notes and questions. Could give one wipers (one per student) colour of post-it note for a note/information and one Distance Time Graphs quizzes colour for a question. Alternatively students could write on the graph, using different coloured pens. Distance Time Graphs WS.docx All: understand the idea of a distance-time graph to show a journey; recognise sections on a distance-time graph showing motion or no movement; Most: recognise and sketch a distance-time graph showing an object which is: stationary; moving at constant speed; moving faster or slower; Some: sketch and explain a distance-time graph showing an object which is accelerating or decelerating. If students are working in separate groups, share findings with the class. Could ask a student to act out the graph, choosing suitable distance and time scales. Main 2: Football Distance–Time Graphs interactive. Work through this, asking students to choose answers to the multiple choice questions. Plenary: Quiz using mini whiteboards. Ask students to draw a graph for: constant speed; not moving; getting faster; getting slower and stopping; going back to the start (distance=0) at constant speed. or Distance Time Graphs quizzes (blue section, 2 – qualitative, and perhaps also 3 – quantitative), using mini whiteboards to show answers. HW: Distance Time Graphs WS LESSON 5 – Speed-Time Graphs Moving Man Simulation.jar All: understand the idea of a speed-time graph to show a journey; recognise sections on a speed-time graph showing motion, no movement or acceleration; Most: recognise and sketch a speed-time graph showing Motorbike Speed-Time Graph interactive Motion Graphs type values to change graph.xls CIE Secondary 1 Y7 Science – Motion SoW 3 Dr. A. George Working (as in ‘show your working’) Literacy: Graph Axis / axes an object which is: stationary; moving at constant speed; moving faster or slower; Some: sketch and explain a speed-time graph showing an object which is accelerating or decelerating. Starter: Show Moving Man simulation. To recap last lesson, discuss the distance-time graph. Then ask students about what the speed-time graph shows. This is a record of the man’s speed. Mini whiteboards, pens and wipers DT & VT Graphs stopwatch graphing activity.ppt Stopwatches (preferably one per student) Main: Show Motorbike Speed-Time Graph interactive. (To accelerate, pull down on the right-hand handlebar.) Discuss the graph(s) you create. Could also experiment with Motion Graphs type values to change graph. Then either: Give students mini whiteboards and ask them to sketch speed-time graphs for: stationary; constant speed; a faster constant speed; speeding up; slowing down. or (higher) draw a distance-time graph on the board and challenge students to create the corresponding speedtime graph. Plenary: If time, could do DT & VT Graphs stopwatch graphing activity (slide 8 of the ppt). Students need stopwatches, and can then record their results and plot the graphs (give out graph paper) for homework. (When checking answers, could show correct answers using Motion Graphs type values to change graph.) Stunt Distance-Time Graphs UPD8 activity – unfortunately All: see the relevance of motion physics in a ‘real-life’ this is no longer available since situation; use distance-time graphs in context UPD8 was replaced by Engage. Most: be able to assimilate information and use it to Some UPD8 activities are on answer questions about motion in a situation; be able to stem.org.uk, but not this one. use distance-time graphs to interpolate and extrapolate If you happen to have a copy you could do the activity. Stunt Distance-Time graphs activity. See teacher guide for As an alternative, you could do how to run the activity. Hare and Tortoise Distance– or Time Graphs activity. Hare and Tortoise Distance–Time Graphs activity LESSON 6 – Using Motion Ideas in Context LESSON 7/Homework Motion test Motion test or challenge students to write 10 of their own questions on motion, and answer them. The can choose their own difficulty level to show off what they can do. CIE Secondary 1 Y7 Science – Motion SoW 4 Dr. A. George