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Year 10 Autumn term. P2.1 – Forces and their effects
This document contains
Page 1: lesson outline with overview of resources
Page 2 –10: individual lesson plans
P2.1 – Forces and their effects
Additional Science
(Physics – P2)
Resources
1
P2.1.1 Resultant forces
2
Airtrack and gliders
Rope, 2xskateboards
Basins and water (class set)
Stop clock
Methane rocket
Newton 2 demo: Ramp, pulley string, mass hanger with 100g masses, kilo masses,
trolley, light gates – set for acceleration
P2.1.2 Forces and motion
(a)
3
Motion sensor linked to laptop or ideally to main computer to be projected
P2.1.2 Forces and motion
(b),(d),(e),(f)
4
Bung on string
P2.1.2 Forces and motion
(c),(g),(h)
5
P2.1.3 Forces and braking
(a),(b),(c),(d),(e)
6
P2.1.4 Forces and terminal velocity
(a),(b),(c),(d)
Metre rules (with reaction times stuck onto them)
Braking dist prac – light gate, and logger (velocity), metre rule or twanger, masses to
act as vehicle, 2xmetre rules (as braking dist and velocity sheet)
Graph paper
Model parachutist, objects to drop (balls of different mass but same surface area)
– and balls of different mass but different surface area. (I normally just drop pens
and paper)
Length of glass or Perspex tube, Bung for tube, Glycerol (preferable) or wallpaper
paste to fill tube, Steel ball bearings, Magnet (strong enough to allow you to fish
the ball bearings out), Stopwatch(s) (or stop clock(s) for demonstration), Insulating
tape. As instruction sheet
7
P2.1.5 Forces and elasticity
(a),(b),(c),(d)
8
Catch up and Revision
9
2.1.1, 2.1.2, 2.1.3, 2.1.4 Test
Graph paper
Selection of different materials – plastic, elastic, brittle.
Class set: Stands, bosses, clamps, 50 cm rulers, springs, elastic band (snapped with
loops on), polythene strips (with loop?), 100g mass hangers and masses
Graph paper
A3, colours.
HT and FT test
Year 10 Autumn term. P2.1 – Forces and their effects
Activity and Resources.
Lesson 1
P2.1 –
Forces and
their effects
Title:
Resultant forces
Text book
Page
Keywords
Balanced
Unbalanced
Resultant
Stationary
Positive
Negative
Lesson objective; Lesson outcomes
Specification
P2.1 Forces and their effects
Forces can cause changes to the shape or motion of an object. Objects can move in a
straight line at a constant speed. They can also change their speed and/or direction,
(accelerate or decelerate). Graphs can help us to describe the movement of an object.
These may be distance-time graphs or velocity-time graphs.
Candidates should use their skills, knowledge and understanding to:
■ interpret data from tables and graphs relating to speed, velocity and acceleration
■ evaluate the effects of alcohol and drugs on stopping distances
■ evaluate how the shape and power of a vehicle can be altered to increase the vehicle’s
top speed
■ draw and interpret velocity-time graphs for objects that reach terminal velocity,
including a consideration of the forces acting on the object.
P2.1.1 Resultant forces
a) Whenever two objects interact, the forces they exert on each other are equal and
opposite.
b)A number of forces acting at a point may be replaced by a single force that has the
same effect on the motion as the original forces all acting together. This single force is
called the resultant force.
c) A resultant force acting on an object may cause a change in its state of rest or motion
d) If the resultant force acting on a stationary object is:
■ zero, the object will remain stationary
■ not zero, the object will accelerate in the direction of the resultant force.
Objective: Know how to find the resultant force on an object and
what the effect of different forces are on an object.
HSW: AF1 – Thinking scientifically
Outcomes:
All students should be able to:
Add and subtract with positive and negative numbers.
Most students should be able to:
Find the resultant force acting on an object when there are two
forces acting in the same direction or in opposite directions.
Describe how the resultant force will affect the movement of the
object.
Describe examples where an object acted on by two forces is at rest
or in uniform motion.
Some students should be able to:
Describe examples where the motion of an object acted on by two
forces along the same line is changed by the action of the forces.
Suggested teaching activities
Starter
Addition and subtraction – and then show how this can
be displayed with arrows (Force arrows)
PowerPoint display on newton’s first law
Demo air track for acceleration, deceleration, constant
speed and describe forces
Do a tug of war with some students and draw diagrams
of these demos to show resultant forces and
acceleration, deceleration, constant speed and
stationery objects
Do a tug of war on skateboards to show Newton’s 3rd
Law pairs and demo the methane rocket.
students to draw diagrams of demos to show their
understanding of newton 1 and 3
Main Activities
Pass the water relay. (do this outside preferably – and
make into a race) the water will slosh about – when
they go round a corner or speed up and slow down and
their task when completed is to explain when most
water spilled and why.
Plenary –
Word fill activity
2 things you’ve learnt today and 1 way that you learnt
it
Additional Resources and web links –
Airtrack and gliders
Rope, 2xskateboards
Basins and water (class set)
Stop clock
Methane rocket
Teaching and learning / Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and practical
A – discussion
K – Practical
L – discussion
R/W – copy and complete
exercise/diagrams and explanations
Key skills:
observing, recording, analyzing,
evaluating, Calculating, Identifying
variables,
PLTS:
Effective participators - discuss
issues, seeking resolution where
needed
ECM:
be healthy
staying physically active (relay race)
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: lesson questions
Safety: Make sure there is enough room
to do tug of war and that students don’t
pull too hard (it’s to show the physics not
for competition). Students should pull very
gently when on skateboards Students
should stand at the other end of the
classroom from the methane rocket and
this should be behind a screen, and should
be lit by a spill on the end of a metre rule.
(this could be done by a sensible student)
Pass the water relay – water may spill so
take care of any slip hazards and wipe up as
soon as possible. Better to do this outside
where the floor won’t get as slippery.
Year 10 Autumn term. P2.1 – Forces and their effects
Activity and Resources.
Lesson 2
Lesson objective; Lesson outcomes
P2.1 –
Forces and
their effects
Specification
P2.1.2 Forces and motion
a) The acceleration of an object is
determined by the resultant force
acting on the object and the mass
of the object.
F=ma
Objective:
To understand why different objects
accelerate at different rates and be able to
use the equation for Newton’s 2nd Law.
HSW:
AF1 – Thinking scientifically
Outcomes:
All students should be able to:
Describe that resultant forces make
objects accelerate and the more force you
give something the more it will accelerate.
Most students should be able to:
Calculate the force required to produce a
given acceleration of an object of known
mass.
State that objects of larger mass require
greater forces to cause large acceleration.
Determine the direction of the acceleration
on an object.
Some students should be able to:
Rearrange and use the equation:
force = mass x acceleration.
Title:
Newton’s 2nd
Law
Text book
Page
Keywords
Suggested teaching activities
Starter
Flick a pen. It moves. Flick a student – with the same force. Ask – how
does mass affect what is happening? (acceleration is proportional to
1/mass)
Push an object (a student maybe) then push them harder. What is
happening? (F proportional to acceleration) – f=ma
Main Activities
Newton 2 Demo lightgates and trolleys and get graph of force vs a and
mass vs a. (or just draw graphs and explain)
Define Newton 2: a) If two objects of the same mass are pushed with
different forces, the one that is pushed hardest will accelerate the most. b)
If 2 objects of different mass are pushed with the same force, the lighter
one will accelerate more. OR in maths: F=ma
Do some F=ma calcs from sheet or text book
Plenary –
Use penultimate slide to play a game. Split class in 2. Show the 1st question. Students
who know the answer stand up (they can then whisper the answer to the rest of their
team). The first team that is all standing gets asjed fr the answer. Carry on until no
more questions
Last slide is a review youtube clip of newton’s laws (about 4 mins):
http://www.youtube.com/watch?NR=1&v=UVdqxYyFRKY
Additional Resources and web links –
Newton 2 demo: Ramp, pulley string, mass hanger with 100g masses, kilo masses,
trolley, light gates – set for acceleration
Teaching and learning /
Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and
practical
A – discussion
K – Practical
L–
R/W Key skills:
observing, recording, Calculating,
Identifying variables,
PLTS:
Independent enquirers

support conclusions, using
reasoned arguments and
evidence.
ECM:
enjoy and achieve
developing curiosity about the
world;
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: lesson questions
Safety: take care not to drop
masses on foot
Year 10 Autumn term. P2.1 – Forces and their effects
Activity and Resources.
Lesson 3
P2.1 –
Forces and their
effects
Title:
Speed, velocity and
acceleration
Text book
Page
Lesson objective; Lesson outcomes
Specification
b)The gradient of a distance-time graph represents
speed.
d) The velocity of an object is its speed in a given
direction.
e) The acceleration of an object is given by the
equation:
a=(v-u)/t
f) The gradient of a velocity-time graph represents
acceleration.
Objective:
Know how to find the resultant force on an
object and what the effect of different
forces are on an object.
Keywords
Speed, Distance, Time,
Seconds, Metres,
metres/second,
Distance-time,
Displacement, Velocity,
Gradient (slope),
Uniform/constant/stea
dy, stationery.
HSW: AF1 – Thinking scientifically
Outcomes:
All students should be able to:
Describe that graphs can be used to show how
things move.
Most students should be able to:
Describe what the slope of distance – time
and speed - time graphs means.
Recall the equation for acceleration.
Some students should be able to:
Use the equation for acceleration and be able
to rearrange it.
Suggested teaching activities
Starter
Reading graphs (go over continuous, categoric etc. variables)
Use motion sensor to show walking (at constant speed) slowly, faster and
running and students sketch graphs. Using the graphs, (or not) define
speed.
Define velocity and speed in a given direction
Main Activities
Use the motion sensor to show speeding up and slowing down.
Draw a set of d-t (and v-t) graphs that show an object travelling at
constant speed (fast and slow), accelerating and decelerating
Ask students to define acceleration – tease out the definition.
Acceleration brainpop movie
Do question sheet. Or use text book.
Plenary –
Quiz
Additional Resources and web links –
Motion sensor linked to laptop or ideally to main computer to be
projected
Teaching and learning /
Assessment
Differentiation: Outcome and
assistances in practical and q’s
V – PowerPoint on screen and
practical
A – discussion
K – Practical – for some students
using motion sensors
R/W – lots of questions
Key skills:
analyzing, Calculating, Identifying
variables,
PLTS:
Team workers - collaborate
with others to work towards
common goals
ECM:
make a positive contribution
work effectively with others – paired
work in questions.
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: lesson questions
Safety:
Make sure area where students
are using the motion sensors is
clear so there are no trip
hazards
Year 10 Autumn term. P2.1 – Forces and their effects
Activity and Resources.
Lesson 4
P2.1 –
Forces and their
effects
Title:
Using graphs for HT
questions
Text book
Page
Keywords
Speed, Distance, Time,
Seconds, Metres,
metres/second, Distancetime, Displacement,
Velocity, Gradient (slope),
Uniform/constant/steady,
stationery, area.
Lesson objective; Lesson outcomes
Specification
c) Calculation of the speed of an object from the
gradient of a distance-time graph.
g) Calculation of the acceleration of an object from
the gradient of a velocity-time graph.
h) Calculation of the distance travelled by an object
from a velocity-time graph.
Objective:
Know how to use motion graphs to
describe displacement, velocity and
acceleration.
HSW: AF1 – Thinking scientifically
Outcomes:
All students should be able to:
Describe what the slope of distance –
time and speed - time graphs means.
Recall the equation for acceleration.
Define displacement.
Most students should be able to:
Use displacement-time graphs to find
velocity.
Use velocity-time graphs to find
acceleration.
Some students should be able to:
Find the displacement travelled from a
velocity-time graph.
Suggested teaching activities
HT ONLY – This whole lesson is only for HT students. IF mixed ability class
(HT/FT) FT students can use this lesson to review what they have learnt
already. Plenty of acceleration q’s from last lesson or use text books. Martin
Pages 108-113 is very good and self explanatory for independent work.
Starter
Review questions on powerpoint
Define displacement, velocity and acceleration
Demo bung on string – to show constant speed but acceleration
Main Activities
Explain how to work out gradient of a graph and area under a graph and then do
question sheet (in pairs) Time limit 25 minutes
Plenary –
Beat the teacher – students and teacher try to answer last 2 slides the fastest. If
anybody beats the teacher they get a prize. All those that get the correct answer
(time limit) get a merit.
Teaching and learning /
Assessment
Differentiation: Outcome
and assistances in questions
V – PowerPoint on screen
A – discussion
K – Practical
R/W – question sheet
Key skills:
analyzing, Calculating,
Identifying variables,
PLTS:
Team workers collaborate with others
to work towards
common goals
ECM:
make a positive contribution
work effectively with others –
paired work in questions.
Assessment –
Teacher assessment in
plenary
Q & A assessment throughout
HW: lesson questions
Additional Resources and web links –
Bung on string
Safety: -
Year 10 Autumn term. P2.1 – Forces and their effects
Activity and Resources.
Lesson 5
P2.1 –
Forces and
their effects
Title:
Forces and
braking
Text book
Page
Keywords
Stopping,
Thinking,
Braking,
speed,
velocity,
kinetic
energy, heat
energy
Lesson objective; Lesson outcomes
Specification
P2.1.3 Forces and braking
a) When a vehicle travels at a steady speed the resistive
forces balance the driving force.
b) The greater the speed of a vehicle the greater the
braking force needed to stop it in a certain distance.
c) The stopping distance of a vehicle is the sum of the
distance the vehicle travels during the driver’s reaction
time (thinking distance) and the distance it travels under
the braking force (braking distance).
d) driver’s reaction time can be affected by tiredness, drugs
and alcohol
e) When the brakes of a vehicle are applied, work done by
the friction force between the brakes and the wheel
reduces the kinetic energy of the vehicle and the
temperature of the brakes increases. A vehicle’s braking
distance can be affected by adverse road and weather
conditions and poor condition of the vehicle.
Objective:
Be able to define stopping distance and describe the
factors that affect it
HSW: AF2 – Understanding the applications and
implications of science
Outcomes:
All students should be able to:
describe what stopping distance is and describe the
factors that affect stopping distance.
Most students should be able to:
use speed-time graphs to represent stopping distance.
Some students should be able to:
use a speed time graph of stopping distance to explain
what happens when a vehicle stops
describe the shape of a speed – distance graph in
terms of the kinetic energy lost as heat energy.
Suggested teaching activities
Starter
Show a few safety adverts and define stopping distance and ask students to
help you to brainstorm factors that might affect it. How can we group
these (thinking and braking)
Show a speed-time graph as a review (HT)
Students make notes on this
Main Activities
Braking distance demonstration and graph
Teaching and learning /
Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and
practical
A – discussion in plenary
K – Practical
Key skills:
observing, recording, analyzing,
Calculating,
PLTS:
Independent enquirers
Thinking distance (reaction time practical)
Plenary –
Show graph of speed v stopping distance and discuss implications of the
science to everyday life
Additional Resources and web links –
Metre rules (with reaction times stuck onto them)
Braking dist prac – light gate, and logger (velocity), metre rule or twanger,
masses to act as vehicle, 2xmetre rules (as braking dist and velocity
sheet)
Graph paper
support conclusions, using
reasoned arguments and evidence.
ECM:
enjoy and achieve
carrying out practical investigations
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: lesson questions
Safety:
Take care that rulers are being
used sensibly, care taken when
dropping them that they don’t
land on feet. Wear eye protection
if elastic twanger being used.
Year 10 Autumn term. P2.1 – Forces and their effects
Activity and Resources.
Lesson 6
P2.1 –
Forces and
their effects
Title:
Forces and
terminal velocity
Text book
Page
Keywords
Terminal
velocity, Drag,
Surface area,
Air resistance,
Gravity,
Acceleration,
Weight,
Newton’s 2nd
Law.
Lesson objective; Lesson outcomes
Specification
P2.1.4 Forces and terminal velocity
a) The faster an object moves through a fluid the
greater the frictional force that acts on it.
b) An object falling through a fluid will initially
accelerate due to the force of gravity. Eventually
the resultant force will be zero and the object will
move at its terminal velocity (steady speed)
c) Draw and interpret velocity-time graphs for
objects that reach terminal velocity, including a
consideration of the forces acting on the object.
d) Calculate the weight of an object using the
force exerted on it by a gravitational force: w=mg
Objective: Be able to describe why things
fall at different rates, define terminal
velocity and calculate weight.
HSW: AF2 – Understanding the
applications and implications of science
Outcomes:
All Must know that:
The faster a body moves through a fluid
the greater the frictional force which acts
on it.
Most Will explain what terminal velocity is
and be able to use the equation:
weight = mass × gravitational field strength.
Some will remember the equation:
weight = mass × gravitational field strength
and see how it links to Newton’s 2nd Law.
Suggested teaching activities
Starter
Show free running video – ask: why do things fall? How can we change the rate at
which things fall (tease out misconception that heavier objects fall faster than lighter
things and explain when this is and is not true)
describe how to calculate the weight of an object.
Discuss how things fall and terminal velocity (talk about Galileo and parachutists – and
examine a velocity – time graph for a parachutist)
Main Activities
Balls through viscous fluid practical
Copy and complete and differentiated Questions on powerpoint.
Teaching and learning /
Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and
practical – video clips
A – discussion
K – Practical
R/W – copy and complete and
questions on powerpoint
Key skills:
observing, recording, analyzing,
Calculating.
PLTS:
Reflective learners – assess your own
learning and progress in plenary
Plenary –
Outcome quiz on powerpoint
Additional Resources and web links –
Model parachutist, objects to drop (balls of different mass but same surface area)
– and balls of different mass but different surface area. (I normally just drop pens
and paper)
Length of glass or Perspex tube, Bung for tube, Glycerol (preferable) or
wallpaper paste to fill tube, Steel ball bearings, Magnet (strong enough to allow
you to fish the ball bearings out), Stopwatch(s) (or stop clock(s) for
demonstration), Insulating tape. As instruction sheet
ECM:
enjoy and achieve
developing curiosity about the
world; carrying out practical
investigations;
exploring the effect of science on
lives on a personal, local, national
and global scale
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: lesson questions
Safety: take care not to splash
any glycerol or paste in eyes, or
on floor. Wear eye protection and
wipe up any spill immediately
Year 10 Autumn term. P2.1 – Forces and their effects
Activity and Resources.
Lesson 7
P2.1 –
Forces and
their effects
Title:
Forces and
elasticity
Text book
Page
Keywords
Elastic, Plastic,
Brittle,
Hooke’s Law,
Extension,
anomaly,
proportional,
elastic limit
Lesson objective; Lesson outcomes
Specification
P2.1.5 Forces and elasticity
a) A force acting on an object may cause a change
in shape of the object.
b) A force applied to an elastic object such as a
spring will result in the object stretching and storing
elastic potential energy.
c) For an object that is able to recover its original
shape, elastic potential energy is stored in the
object when work is done on the object to change
its shape.
d) The extension of an elastic object is directly
proportional to the force applied, provided that the
limit of proportionality is not exceeded: F=ke
Objective: Be able to describe what an elastic
object is, be able to work out extension and use
Hooke’s Law.
Suggested teaching activities
Starter
Elastic/plastic/brittle – define and look at different different objects – can the
students guess if they are elastic plastic or brittle
Main Activities
Hooke’s Law practical – test elastic bands, springs and strips of polythene
Draw graphs and analyse
Discuss Explanation and note down Hooke’s Law
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and
practical
A – discussion
K – Practical
Key skills:
observing, recording, analyzing,
evaluating, Calculating,
Identifying variables,
PLTS:
Independent enquirers
Plenary –
Plenary Pyramid – last slide of powerpoint
HSW: AF4 – Using investigative approaches
Outcomes:
All students should be able to:
Define the term “Elastic” and carry out a
practical to test an objects elasticity.
Most students should be able to:
Analyse the results of the stretch test and
describe the difference between different
materials.
Some students should be able to:
Recall Hooke’s law and be able to use it and
rearrange it in calculations.
Teaching and learning /
Assessment
Additional Resources and web links –
Selection of different materials – plastic, elastic, brittle.
Class set: Stands, bosses, clamps, 50 cm rulers, springs, elastic band (snapped
with loops on), polythene strips (with loop?), 100g mass hangers and masses

support conclusions, using
reasoned arguments and
evidence.
ECM:
enjoy and achieve
carrying out practical investigations
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: lesson questions
Safety: take care not to drop
any weights on foot. Clear floor
of trip hazards. Wear eye
protection as elastic or springs
could snap.
Year 10 Autumn term. P2.1 – Forces and their effects
Activity and Resources.
Lesson 8
P2.1 –
Forces and
their effects
Lesson objective; Lesson outcomes
Specification
Objective: Be able to choose a revision
technique that will help revise for the
Forces and their effects test.
Suggested teaching activities
Starter
Produce a revision aid
Differentiation: Outcome and
assistances in lesson
V – powerpoint
R/W – creating a revision aid
Key skills:
observing, recording, analyzing,
evaluating, Calculating,
Identifying variables,
PLTS:
ECM:
Plenary –
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
Plenary squares – on powerpoint
HW: revise for test
Introduce the task – to produce a revision aid
Title:
Catch up and
revision
Text book
Page
Keywords
All so far
HSW:
Main Activities
Outcomes:
All students should be able to:

Use a revision technique that
suits them to revise for the
Forces and their effects test.
Most students should be able to:

Assess their learning of the topic
and evaluate which areas they
need to revise most.
Some students should be able to:

Create a revision resource that
can be used to help other
students.
Teaching and learning /
Assessment
Safety:
Additional Resources and web links –
A3 paper
colours
Year 10 Autumn term. P2.1 – Forces and their effects
Activity and Resources.
Lesson 9
P2.1 –
Forces and
their effects
Title:
Test
Text book
Page
Lesson objective; Lesson outcomes
Specification: P2, 2.1.1, 2.1.2, 2.1.3, 2.1.4
Objective:
Suggested teaching activities
Starter
HSW:
test
Outcomes:
All students should be able to:
Main Activities
Most students should be able to:
Some students should be able to:
Teaching and learning /
Assessment
Differentiation: Outcome and
assistances in practical
V – PowerPoint on screen and
practical
A – discussion
K – Practical
L–
R/W Key skills:
observing, recording, analyzing,
evaluating, Calculating,
Identifying variables,
PLTS:
Plenary –
Independent enquirers
Keywords

Additional Resources and web links –
test
support conclusions, using
reasoned arguments and
evidence.
ECM:
enjoy and achieve
carrying out practical investigations
Assessment –
Teacher assessment in plenary
Q & A assessment throughout
HW: lesson questions
Safety: