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Teacher Mr M Heron Year Group 12 Subject Physics... Secondary Medium Term Planning Date: ..7th September 2014...................to …23rd November 2014 Key words in bold…… Page references relate to Edexcel AS Physics Miles Hudson/Patrick Fullick unless stated otherwise… Session Week Commencing 7th September 2014 Learning Objective or Assessment To be able to Identify and use Base units and Si notation including prefixes for very large and very small quantities To understand that these base units can be used to make other units, which Content of Lesson Class Activities & Assessment for learning Success Criteria Assessment for learning Starter to include why are standard units needed? Students are to revise the basic units of: Length, time, mass, temperature, electric current, amount of substance and angle. They are to be able to use suitable prefixes for very large and small quantities. Students are to name the units for the quantities: Length, time, mass, temperature, current, the amount of substance and angle; this will be a question and answer session with students taking notes and later the student will complete a worksheet on units and multipliers. Students will peer mark their worksheets and their scores will be recorded. To introduce the units of area and volume as simple examples of Derived units. Starter: how many cm2 in 1m2? Student to explain their answer on the board. Students are to calculate how many cm3 are in 1m3 and similar 1 Teaching Style Resources Cross curricular links/ real life examples An informal discussion and question and answer session with student contributions Worksheet based on units and their multipliers SI units and their associative multipliers and prefixes are used in lots of everyday situations such as: Distances, computer storage etc. Question and answer session with students working in small groups to answer Worksheet based on derived units and examination Derived units such as speed are in common use in many other areas of This material is assessed in all subsequent pieces of work during AS physics Teacher Mr M Heron are called derived units. To be able to use a suitable number of sig. fig. 14th September 2014 To be able to Determine speed and to interpret information from distance time and Speed time graphs Year Group 12 Students are to use standard notation for expressing units of speed as ms-1 and acceleration as ms-2 and are to obtain other derived units. calculations. To explain how to express speed and acceleration making use of index notation. To explain how to express pressure and Energy in terms of base units To learn how to calculate the average speed, and the students are to learn the differences between average speed and instantaneous speed Students are to time how long it takes to walk from one end of the lab to the other and then calculate their average speed. Students are to make motion graphs similar to those on page 10 to give to the student nest to them. Students are to estimate the volume of air in the class room. This material is also assessed throughout the course. Students are to explain why this is only an average speed Students are to complete questions 1-3 on page 11, with peer marking and explanation on the board the questions on the worksheet questions based on units; typically MCQs the curriculum. Practical based activity determining average speed, and to make a friction compensated runway, if equipment permits Core practical on page 11 in the course book. Edexcel AS Physics Fullick. ISBN 978-1-40589638-2 Recording speed is used in applications such as viewing formula 1 races and athletic events. Also it is used to display flight information on an aircraft and by the police to catch speeding motorists. Metre rules stopwatches Dynamics trolleys, bench pulleys and slotted masses, string. Practical activity to try to make a friction compensated runway, if apparatus is available Session Learning Objective or Content of Lesson Class Activities & Assessment for 2 Success Criteria Teaching Style Resources Cross curricular Teacher Mr M Heron Year Group 12 Assessment To be able to distinguish between distance and displacement; and speed and velocity and identify vector quantities. learning Students are to learn the difference between: Distance and Displacement, and Speed and velocity. Students are to learn the definition of acceleration and that it is a vector quantity To be able to define the term acceleration Students are to study the diagram on page 12 showing the map of Southampton and Hythe or the flight path of Doha to Bahrain to illustrate the difference between displacement and distance. If available use to use segments of OS maps for determining distances and displacements 21st September 2014 To be able to determine more information from graphs of motion Students are to learn the significance of the gradient and the area under a velocity-time graph To use the graphs of motion and definitions of acceleration to derive the equations of Students are to derive the equations of motion for linear motion with uniform acceleration and are to be introduced to the notation used and are Students are to be introduced to the definition of Acceleration as a vector To discuss the gradient of a velocity-time graph is the acceleration and the area under the graph is the distance or the displacement Students are to work through the two worked examples on page 17 and are to complete questions 3 Assessment for learning Students are to complete questions 1 and 2 on page 13 and are to complete a worksheet involving calculations of displacement and velocities some of the questions will involve the use pf Pythagoras and Trigonometry Students are to complete question 1 on page 15 Students are to complete question 1 and question 2 parts a-d on page 17 Group work, individual support as required. Student participation explain answers on the board Pages 14-15 Fullick. OS map segments, rulers, pencils, protractors; Spare calculators?? Worksheet on displacement and acceleration calculations Teacher led, with student contributions links/ real life examples Vectors are used to express forces and are used to record flight paths Walking on a bearing when hiking is another example of a vector motion. Pages 14-15 Graph paper Graph plotting is an important skill in many subjects Pages 16-17 Worksheet on equations of motion Students who have studied differentiation and integration in their C1 unit might wish to Teacher Mr M Heron motion Year Group 12 to solve problems using them. on the worksheet investigate the equation s=ut+½at2 *This is quite a mathematical session involving the use of intensive algebra Session 28th September 2014 Learning Objective or Assessment To be able to apply the Parallelogram rule to combine vectors and understand the term Resultant Content of Lesson Class Activities & Assessment for learning To make use of Pythagoras to determine the resultant of two displacements or velocities, that are at right angles to each other. Students are to draw scale diagrams of displacements at right angles and are to measure the length of the resultant. Students are to then use Pythagoras to determine the resultant displacement and the angle. 12th October 2014 To be able to recognise that a force is required for motion Students are to learn how the study of motion has changed over time More able students can make use of the Sine and Cosine rules to calculate more complicated displacements. Students are to make use of the internet and pages 20-21 in the book to research how the 4 Success Criteria Assessment for learning Students are to work through the examples on page 19, within the text and are to complete questions 1 -3 on page 19 Teaching Style Resources Teacher led, use of smartboard if it is available Pages 18-19 White paper Graph paper Pencils Protractors Spare calculators Worksheet for students that have completed the questions in the book, past examination questions Students are to read pages 20-21 Test on motion Students are to complete question 1, which the students can Student focused, Use of ICT and independent research and group work Pages 20-21 Use of the Computer room and internet Cross curricular links/ real life examples Trigonometry is widely used in physics and mathematics Teacher Mr M Heron Year Group 12 works of: Aristotle, Galileo, Newton led to our understanding of forces and motion type their answers if they desire. They should be able to write about a paragraph for this question. access Word processing software Question 2 involves them writing a short article explaining to a non-scientific audience of the importance of Galileo To introduce Newton’s first law of motion Students are to recap their work they have done on the development of the ideas of motion and are to be introduced to Newton’s first law of motion. Students are to draw free body diagrams to model the forces acting on a body To introduce the concept of drag forces and air resistance To introduce Newton’s first law of motion in words and mathematically. Both on page 21 Students are to complete questions 1 and 2 on page 23 Teacher led Rulers, clamp stands YouTube video of the high wire act To introduce the idea of free body diagrams. To find the centre of mass of different objects by trying to balance them To discuss why a moving object such as ball will eventually stop and why meteors burn up in the atmosphere 5 Students are to be able to explain what friction is and are to identify problems with friction and Pages 22-23, Initial teacher led, students to plan to investigate friction Core Practical page 24, Different types of blocks String Force meters Video Force diagrams are essential for the design of bridges and buildings Overcoming air resistance and drag forces is important in sport and in the design of cars and Teacher Mr M Heron Year Group 12 advantages of friction 19th October 2014 Newton’s second law of motion Students are to use experimental data to investigate the relationship between: F, m and a This activity is a graph plotting exercise using tables 1.2.1 and 1.2.2 on page 26 To solve problems using F=ma To use these results to lead to F=ma, which is a form of Newton’s second law of motion Students are to learn that weight is the force due to the gravitational field strength Session Learning Objective or Assessment To be able to describe a method of determining the acceleration of gravity Content of Lesson Class Activities & Assessment for learning Students are to use their equations of motion to model an object falling vertically in the Earth’s gravitational field and understand how to measure g Students are to learn how to measure g close to the Earth’s surface using a timing circuit, if available, or will perform a data analysis task 6 Students are to carry out Core practical measuring frictional forces and are to write it up Students are to be able to manipulate and use ∑f=ma when completing questions 1-3 on page 27 investigating frictional forces footage of the largest aircraft Initial teacher led, with individual support as required Pages 26-27 Graph paper Pencils rulers Weight is often incorrectly referred to as being measured in Kilograms in shops and in advertising. The correct term is the Mass Teaching Style Resources Teacher led, individual support Graph paper Rulers pencils Cross curricular links/ real life examples Real examples include skydivers who make use of air resistance to perform tricks such as speeding up Students are to read though pages 28-29 to understand the difference between mass and weight Success Criteria Assessment for learning To be able to plot data of s against t2 by using the timing circuit on page 30, if circuit is Teacher Mr M Heron 26th October 2014 Newton’s 3rd law of motion To be able to resolve forces into their components Year Group 12 To learn that forces come in pairs (action reaction) To explain forces, can be added in the same way as velocities and displacements because they are vectors. Students are to identify pairs of forces Students are to work through the example on page 32 *this is a mathematical lesson involving trigonometry unavailable sample data will be used, students will use the gradient to calculate the value of g. Students are to complete question 1 on page 31. Students are to explain: why several firefighters have to hold the hose, how a jet engine works, why a gun recoils identifying the Newton’s 3rd law force pairs and to come up with their own examples of 3rd law pairs Students are to complete question 1 on page 33 and complete the questions on the worksheet and slowing down. Teacher led, Page 31 Possible demonstration of Newton’s 3rd law Chair with wheels Medicine ball Students are to work in small groups Teacher led, individual support as and when required. Students can work in small groups Self-assessment and students can, if they desire, explain to the class how to 7 Past exam questions Pages 32-33 Worksheet Teacher Mr M Heron 2nd November 2014 To be able recognise and use the independence of vertical and horizontal motion for projectile motion Year Group 12 Students are to learn that if an object is thrown (projected) at an angle, the motion can be broken into 2 components; the vertical and horizontal components *This is a mathematical based lesson involving the use of trigonometry and may take more than 1 session To be able to understand and apply the conservation of energy A brief recap on the types of energy that were covered in IGCSE section D, energy resources and energy transfer To demonstrate the path of an object being thrown by throwing a ball of paper and the students are to describe it’s path and compare to what they see in cartoons, for example: roadrunner To be able to complete questions 1-4 on page 37 solve the problems Teacher led with step by step explanation of the independence of vertical and horizontal motion, and explanation of the worked example. Pages 34-37 Past exam questions on projectile motion Parabolas are an example of a quadratic function, if keen students wish to investigate. Questions 1-4 may require steps to help the students complete them Students are to be reminded of energy conservation considering the diagram on page 38 and are to come up with their own examples of energy transfers. Students are to use the internet to research how Dinorig PowerStation in 8 Students are to complete questions 1 and 2 on page 39 Students are to verbally explain to the class the energy transfers If there is time, students are to consider if the footage of the bus jumping in speed is bad physics. Student led, with each student explaining one of the types of energy listed in the recap. Computer based research on pumped storage hydroelectric PowerStation Projectile motion is used to model golf shots as they follow the path of a parabola. Projectile motion is also included in Mechanics unit 2 Pages 37-41 Internet access to find out about Dinorig power station in Snowdonia to help with question 2 on page 39 Energy conservations are used in everyday life in many different ways from Photosynthesis to charging up a mobile phone. Teacher Mr M Heron Year Group 12 Wales works and how it fits in with the conservation of energy 9th November 2014 To be able to explain that energy transfer can be done by heating and working To be able to calculate Gravitational potential energy (GPE) and kinetic energy To be able to calculate power Students are to understand the term efficiency To recap that work done is equal to the force x distance moved in the direction of the force Calculating work done Students are to complete questions 1 and 2 on page 41 Student discussion and explanations Pages 40-41 Students are to be reminded of the formulae for calculating GPE and Kinetic energy Possible practical calculating the work done by an electric motor lifting a load and to then calculate it’s efficiency. Students are to complete questions 1 and 2 on page 43 and questions 1-3 on page 45 Teacher led practical session Pages 42-43 Students are to be reminded of the definition of Power and that 1W= 1Js-1 Students will then be taking efficiency into account in the calculations To apply energy conservation and motion to a case study of the mechanics of hockey Kettle Thermometer Top pan balance Stopwatch Set of weighing scales Measuring how long it takes to boil a kettle and knowing it’s power, they can calculate its efficiency. Students can calculate their own power by measuring the height of the bleachers and timing how long it takes to get to the top. To study a case study on how physics can be applied to sport as help for revising for assessment 9 To be able to complete questions 1-3 on page 47 and to complete the Students are to complete the exam zone questions on pages 48-49 Pages 44-49 Past exam questions Original gravity based Roller coasters used this principle in their design Energy efficiency is of concern in the news at the moment, why is that? Teacher Mr M Heron 16th November 2014 To be able to calculate the density of a material and to calculate an objects Upthrust Year Group 12 Students are to calculate the density of a material Students are to learn the definition of Upthrust and how to calculate it using Archimedes Principle Students are to measure the masses of different object and liquids and are to plan on how to measure their volumes so as to calculate their densities, they can use the internet to compare their results. examzone questions on pages 48-49 End of chapter test Students are to make use of their measurements to calculate the density of their material Practical activity, with students working in groups to work out how to calculate volumes Some might need help reading a micrometer or a vernier scale Samples of different materials, Glassware such as measuring cylinders Water Sea water if possible Salt Cooking oil Other suitable liquids Pages 52-55 Screw gauge micrometers and vernier callipers To be able to describe laminar and turbulent flow of fluids 23rd November 2004 To be able to define the term To define the terms: laminar flow, turbulent flow and streamlines Students are to learn that different fluids flow at Students are to read pages 56-57 and are to explain, in their own words the terms: laminar flow, turbulent flow and streamlines To show YouTube videos showing these fluid flows Students are to use secondary data to 10 Students are to complete questions 1-3 on page 57 Teacher led showing videos of fluid flow Pages 56-57 Videos of fluid flow Students are to be able to Student focused data analysis Pages 58-59 Graph paper Teacher Mr M Heron Viscosity and Coefficient of viscosity To be able to use Stokes’ law to determine the viscous force Year Group 12 different rates due to their viscosity and that the viscosity can change with temperature Students are to apply Stokes’ law to determine the viscosity of a fluid. *This is a mathematically demanding session involving a lot of algebra and may take more than one lesson depending on the mathematical ability of the students determine the viscosity of water on page 58 To explain step by step the forces involved on a fluid falling at Terminal Velocity following the steps on page 61. To then work through the examples on page 61 11 use the data on page 58 to calculate the gradient of their line and are to use the information to calculate the viscosity of the liquid. Students should be able to verify that the SI unit for Viscosity is Pa.s Students are to complete questions 1-3 on page 61 task, with individual support if needed Pencils Rulers Teacher led Pages 60-61 Smartboard if available