Download science

Cambridge
TECHNICALS
OCR LEVEL 2
CAMBRIDGE TECHNICAL
CERTIFICATE/DIPLOMA IN
SCIENCE
PHYSICS IN SPORT
R/505/3126
LEVEL 2 UNIT 14
GUIDED LEARNING HOURS: 60
UNIT CREDIT VALUE: 10
PHYSICS IN SPORT
R/505/3126
LEVEL 2
AIM AND PURPOSE OF THE UNIT
Participation in sport involves applying knowledge of
the effect of forces. In some sports forces are used to
cause an effect and in others they have to be overcome
or compensated for in some way. The equipment used
to improve performance, in some sports, has often been
developed by using an understanding of the way in which
forces behave.
This unit considers some of the ways in which forces affect
the motion of objects that are involved in different sporting
activities. Learners will discover how understanding the
effects that forces have on moving objects can assist the
trainers of professional athletes and participants in sport such
as archery, swimming, cycling, tennis, cricket and rowing to
maximise their attainment.
www.ocr.org.uk
2
Physics in Sport Level 2 Unit 14
ASSESSMENT AND GRADING CRITERIA
Learning Outcome (LO)
Pass
Merit
Distinction
The assessment criteria are
the pass requirements for
this unit.
To achieve a merit the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
To achieve a distinction the
evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:
The learner will:
The learner can:
1 Understand the
application of levers in
sport.
P1 apply knowledge of
the science of levers to
levers used in sporting
situations
M1 explain how changing
the position of the load
and effort changes the
mechanical advantage
of a lever, and how this
is applied in sport
2 Know that forces affect
the movement of
objects in sport.
P2 describe the different
forces that affect the
movement of objects in
sport
M2 describe how the
resultant force affects
the movement and
speed of objects in
sport
3 Know how to vary the
effect of friction on
moving objects.
P3 describe the effect of
streamlining an object
and the different
methods used in sport
M3 apply knowledge
of streamlining to a
practical application in
sport and justify how
this could improve
performance
4 Know how physics can
be used to predict and
improve techniques in
sport.
P4 describe conditions
that make a moving
object change its speed
or the direction in
which it moves
M4 describe how the path
of an object, moving at
a constant speed on a
frictionless surface, can
be predicted
3
D1 analyse the link
between force and rate
of change of speed
in different sporting
contexts
D2 describe how the
independence of the
vertical and horizontal
motions of an object
moving under the
influence of gravity
results in a parabolic
path
TEACHING CONTENT
The unit content describes what has to be taught to ensure that learners are able to access the highest grade.
Anything which follows an i.e. details what must be taught as part of that area of content.
Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply
relevant examples to their work though these do not need to be the same ones specified in the unit content.
LO1 Understand the application of levers in sport.
LO2 Know that forces affect the movement of objects in
sport.
• Measuring forces
-- Forces are measured in Newtons (N) using, for example
a spring balance.
-- A mass of 1 kg experiences a force of 10 N due to the
Earth’s gravitational field.
• Friction
-- When two surfaces move relative to each other there
will be friction.
-- Friction is a force.
-- Frictional forces oppose the motion of an object.
-- Friction will slow down a moving object.
• Levers and forces
-- Forces can produce a turning effect (for example the
force applied to a bicycle pedal produces a turning
effect).
-- A lever is a machine made from a rigid rod or beam that
can turn about a fixed pivot or fulcrum.
-- A lever allows a force to be applied at one point but has
an effect at a different point (for example when a rower
pulls on one end of an oar, a force is applied to water at
the opposite end of the oar).
-- Terminology (i.e. the meaning of fulcrum, load, effort).
-- The relative positions of the fulcrum and the points of
application of load and effort may vary from one lever
to another (a knowledge of the class of the lever is not
required).
-- Levers have a mechanical advantage that can be
calculated using the formula, mechanical advantage =
load ÷ effort.
-- Changing the distance between the load and the
fulcrum, the distance between the effort and the
fulcrum or the size of the effort changes the size of the
load that is applied by the lever.
-- Changing the position of the load and effort changes
the mechanical advantage of a lever.
-- Use the formula (distance from fulcrum to load) x load
= (distance from fulcrum to effort) x effort.
• Gravity
-- Some athletes use gravity in their sports, for example
ski jumpers, divers and cyclists.
-- Some athletes have to overcome the force of gravity,
for example high jumpers, shot putters and weight
lifters.
• Resultant forces
-- When forces of equal size act in opposite directions the
resultant force is zero.
-- Stationary objects will only move if a resultant force
acts on it.
-- The speed of a moving object, or direction of
movement, will only change if a resultant force acts on
it.
-- An object moving at a steady speed travels equal
distances in equal intervals of time.
-- When a ball is kicked or hit with a raquet, forces change
the speed and/or the direction of the ball because
there is a resultant force.
LO3 Know how to vary the effect of friction on moving
objects.
• Friction in fluids and gases
-- Cyclists and swimmers are affected by frictional forces
that can be described as drag, air resistance or fluid
resistance, when they move through a liquid or gas.
-- The size of the frictional force depends on the fluid or
gas in which an object is moving and the shape of the
object.
• Levers in the human body
-- Arms and legs function as levers (e.g. the arm lifting
a load is a lever with the elbow as the pivot, the load
is lifted in the hand and the effort is provided by the
bicep muscle).
-- In sport, competitors such as weightlifters, runners and
swimmers use limbs as levers.
www.ocr.org.uk
• Reducing the effects of friction and terminal velocity
-- The equipment used in cycling is designed to have a
streamlined shape to reduce the drag on the cyclist.
4
Physics in Sport Level 2 Unit 14
-- Clothing worn by athletes in sports such as skiing,
cycling and swimming is designed to have a smooth
surface so that less resistance to movement is
experienced.
-- The conditions for terminal velocity i.e. frictional forces
(e.g. air resistance) equal and opposite to driving forces
(e.g. Force applied by a cyclist), and how streamlining
can increase the top speed of an athlete.
LO4 Know how physics can be used to predict and
improve techniques in sport.
• Monitoring the effect of forces on the speed and direction
of a moving ball
-- The horizontal distance travelled by a tennis or cricket
ball, can be calculated using a formula
i.e. distance travelled = speed x time taken.
-- The vertical distance travelled by an arrow or ball
falling under the influence of gravity from rest can be
calculated using a formula
i.e. distance fallen = 5 x (time taken)2
• The independance of horizontal and vertical motion
-- The vertical motion of an arrow, ski jumper or ball has
no effect on its horizontal motion.
-- Illustrate knowledge of the parabolic path taken by
an object moving at a steady speed horizontally and
accelerating vertically.
• Using systems to predict the path that will be taken by a
moving object
-- The use of ‘Hawk-Eye’ in cricket and tennis to predict
the trajectory of a ball and how this can be used to
inform lbw decisions in cricket and line calls in tennis.
-- The use of ‘Hawk-eye’ in post event analysis for training
purposes.
5
DELIVERY GUIDANCE
LO1 Understand the application of levers in sport
be tightened fully using the fingers but can by using a lever in
the form of a stud spanner, leading to an appreciation that a
lever can be used to apply a load that is greater than the effort
when used as a force multiplier.
As an introduction to the unit, learners could use a spring
balance or newtonmeter to measure the downward force on
objects that have a known mass. The data collected could be
tabulated and analysed using graphical and/or mathematical
techniques to establish that the force, in newtons, with which
gravity pulls an object downwards, can be calculated by
multiplying its mass, in kilogrammes, by 10.
In part 3 of LO1 learners could consider parts of an athletes
body, for example the arm, that function as levers and the
advantages of participants, in a range of sports, having
long limbs and ways in which athletes can use levers in, for
example, pole vaulting, judo and wrestling.
In the second part of LO1, learners could, by working
indiviually, identify scenarios in sport where objects are
made to turn or rotate. They could then continue, using a
combination of prior knowledge and research to identify the
mechanism that causes the rotation. Through the medium of
small group discussion learners could then try to identify what
all the mechanisms identified have in common, leading to an
understanding that forces can produce a turning effect.
Learners could be shown how to apply the formula (distance
from fulcrum to load) x load = (distance from fulcrum to effort)
x effort to estimate the force applied by the bicep muscle in
lifting a known weight.
LO2 Know that forces affect the movement of objects in
sport.
Learners could be asked to predict and explain what
would happen to a cricket ball or football as it rolls across
a flat surface and design a simple experiment to test their
prediction. This could lead to the formal teaching that friction
is a force that opposes motion and slows down a moving
object. Learners could research how friction affects cyclists
and swimmers.
Learners could be introduced to levers through formal
teaching using examples selected from different sports, for
example cycling and rowing and identifying what is meant by
the terms; fulcrum, load and effort for a range of levers.
Through practical experience learners could discover that
when a force is applied to one part of a lever the lever turns
and another part of the lever can be used to apply a force
at a different place. Learners could then identify sporting
situations where a lever is used in this way, for example in
weight-training machines and rowing.
In the second part of LO2 learners could be taught that gravity
is a force that pulls an object downwards
Learners could adopt the role of a participant in a specific
sport and debate, in small groups, whether gravity is a friend
or foe. Learners could produce a balanced written report of
their discussion.
Learners could investigate experimentally how the size of the
forces involved and the distances from the pivot to the points
at which the forces act are related. This could be done using
weights hanging from metre rules supported by a suitable
pivot. Learners’ experiments could lead to an appreciation
of how the ratio of load to effort (mechanical advantage)
is affected by the distances between the forces and the
fulcrum. The formula (distance from fulcrum to load) x load
= (distance from fulcrum to effort) x effort could be verified
experimentally by learners.
Learners could be formally taught the meaning of the term
resultant force.
By observation of a puck used in an ice hockey game learners
could discover that objects carry on moving at a steady speed,
without changing direction, unless a resultant force acts on
them.
Learners could discover, experimentally or from past
experience, how to make a ball or other object speed up
(accelerate), slow down (decelerate) or change direction by
applying forces or bouncing from surfaces and relate their
findings to the movement of athletes or objects in a range
of sports such as squash, tennis, ice hockey, cricket, indoor
football and basketball.
Learners could produce a short video, to be used by a fitness
instructor, to demonstrate the use of a weight-training
machine. This could include showing how applying forces to
different points on the equipment’s levers could be used to
vary the amount of effort used to lift a load.
Learners could research situations in sports where levers are
used e.g. when football boots have screw in studs that cannot
www.ocr.org.uk
6
Physics in Sport Level 2 Unit 14
As an introduction to the final part of LO2 learners could
identify examples, from different sports, where objects stop
suddenly when they are involved in impacts and those where
they rebound.
could be explained by learners in the context of a sky diver in
free fall. Learners could research the way in which a sky diver
can increase or decrease their terminal velocity by changing
their body shape and produce a leaflet that an instructor
could use to support the training of novices.
Learners could be taught that when a moving object is
stopped it experiences a force and that the size of this
force depends on the rate at which its velocity changes
(deceleration).
Learners could be taught that the ideas that they have used
to explain the motion of a sky diver can be applied to the
movement of a swimmer or cyclist in which a terminal velocity
is reached when the driving force produced by the athlete
is equal to the frictional force acting on the athlete. Learners
could be guided to appreciate that the athlete’s speed can
only become higher by the athlete providing a bigger driving
force and/or a reduction in the frictional force.
Learners could be taught that to calculate the force involved
use the equation: force = (mass of object x change in velocity)
÷ time taken to stop
Learners could use this equation to explain why, when a
moving object is stopped over a long period of time, the force
involved is smaller than if the same object is stopped, from
the same speed, in a shorter time. Learners could research the
design of landing areas for pole vaulters and produce a report
for an athletics club recommending a suitable system to use.
In different sporting contexts, learners could identify whether
reducing friction, in this way, could increase the performance
of athletes. They could research the ways in which different
sports have attempted to improve performance by reducing
frictional forces and evaluate the effectiveness of these
attempts. e.g. the improvements seen in British cycling
achievement in recent years. Learners could research the way
in which designers work with athletes and their coaches to
develop new clothing to enhance performance.
LO3 Know how to vary the effect of friction on moving
objects.
Learners could be introduced to friction in fluids by, for
example, studying small objects of varying shapes and masses
falling through a viscous liquid in a tall jar and through air.
Learners could be guided to appreciate that an object falls
more slowly through the liquid than through air and recognise
that increased friction in the liquid is responsible for the
difference in behaviour.
LO4 Know how physics can be used to predict and
improve techniques in sport.
Learners could be introduced to the analysis of an object’s
motion by using the formula distance travelled = speed x
time taken to calculate the position of an object moving at a
constant speed in a straight line at some time in the future.
They could then be taught that the position, at some time in
the future, of an object falling under the influence of gravity
on Earth can be calculated using the equation: distance fallen
= 5 x (time taken)2
Learners could compare the time taken, to fall through a
viscous liquid, for objects with the same mass but different
shapes to discover the effect of shape on the size of the
fritional force. By using their observations of objects moving
through a viscous liquid learners could investigate how a
designer could reduce the force of friction by changing the
shape of an object.
Learners could use a spreadsheet to calculate the position
of an object at a large number of times in the future for
both horizontal and vertical motion. They could display the
calculated data graphically and use extrapolation to predict
the behaviour of the object further into the future.
Learners could be taught formally how the size of the
frictional force depends on the speed and shape of the object
and the material that it is moving through.
Learners could observe, using commercially available
apparatus, that the horizontal motion of an object is not
affected by any vertical motion. A ball bearing projected
horizontally must hit the ground at exactly the same time as
one that is dropped vertically from the same height at the
same time because the sound of only one impact with the
ground is heard.
Learners could be encouraged to apply their knowledge of
forces to this situation by considering any changes in the
direction and size of the forces of gravity and friction as the
object falls and how this affects the resultant force.
Learners could be guided to an understanding that when an
object’s speed increases so does the frictional force and that
the object only accelerates until the two forces have the same
size. The conditions under which terminal velocity is reached
A spreadsheet could be used to allow learners to combine the
7
effects of horizontal and vertical motions to predict the path
of a projectile, by drawing a graph showing the projectiles
horizontal and vertical positions as it follows a parabolic path.
The graph can be projected onto a screen and, with practice,
learners can show that an object thrown horizontally at the
correct speed will follow the curve predicted theoretically.
Learners could be taught formally how an archer allows for
the fall of an arrow, as it follows a parabolic path from bow to
target, when taking aim. Using systems to predict the path
that will be taken by a moving object could be introduced
by learners viewing a video of an object moving at a steady
speed against a suitable scale. They could look at the video,
frame by frame, and predict the position of the object in
the next frame. They could discuss why the relatively small
number of frames recorded per second, when using a
domestic video camera, does not allow fast moving objets
to be monitored easily and be guided in research to discover
how this short-coming could be overcome.
Learners could research and produce a report on the
development of the ‘Hawk-eye’ system that has been
designed to predict the behaviour of the ball in, for example,
cricket and tennis. They could be asked to describe its
component parts, the need for the precise positioning of the
cameras used, the methods used to process data and identify
any developments, in this field, that can be expected in other
sports, for example football, in the future. Any limitations of
the system could be considered.
Learners could complete their report by describing how a
professional coach may use the analysis of the behaviour of
moving objects to improve the technique of an athlete.
www.ocr.org.uk
8
SUGGESTED ASSESSMENT SCENARIOS AND GUIDANCE ON ASSESSMENT
Criteria
Assignment
Scenario
Assessment
LO1
Are long oars
the best?
Learners could plan and carry
out an experiment to find out
how changing the position of the
fulcrum of an oar used in rowing
affects the size of the force acting
at the blade end of the oar when
the force at the rower’s end is
kept constant. A plan should be
produced by the learner prior to
starting any experimental work.
The assessment could be in the form of a plan, record
of the data gathered and evidence of processing.
Learners could be presented with
suitable moving pictures of; balls
being hit by a bat, stick, foot,
raquet, club or similar, objects
slowing down due to friction and
athletes being stopped suddenly,
in different sporting situations.
They could be asked to identify
situations where objects slow
down, speed up or stop and
explain the role played by forces
in each event, including how
the effect of the forces can be
minimised or maximised.
The assessment could be in the form of a table that
identifies the scenario, the behaviour of the object and
details relating to the forces involved.
LO2
Forces and
motion
P1 A learner will do the experiment, with help if
necessary, record the results obtained, and attempt to
identify a pattern in the data, leading to a conclusion
which answers the question posed ‘Are long oars the
best?’.
M1 The learner will use their results to identify a
quantitative relationship between load and effort and
will appreciate the conditions in which the position of
the fulcrum will result in the load being less than the
effort.
P2 A learner will be able to name forces such as gravity
and friction and give an explanation of the role played
by forces in some of the scenarios.
M2 A learner will be able to use their knowledge of
friction to explain, for example, why a cricket ball may
stop before reaching the boundary and why sweepers
using brooms are part of a curling team. It is expected
that learners will describe how the resultant force
affects the movement and speed of objects in the
examples they give.
D1 In addition to the above the table produced by
learners should include an analysis of the link between
force and rate of change of speed in the examples
given.
LO3
Friction and
performance
www.ocr.org.uk
Learners could be given the task
of proposing changes to style
and equipment that a down hill
skiing team could adopt in a drive
to increase average speeds in
competition and give reasons for
their poposals.
9
Learners could produce a report identifying what
should be changed and why
P3 Learners should identify at least two realistic
ways of increasing perfomance including one that
involves reducing friction by making the athlete more
streamlined in some way.
M3 The learner should produce a report, in which the
science is correct, about how frictional forces could be
reduced by adopting a range of adaptations.
Physics in Sport Level 2 Unit 14
LO4
Improving
techniques
Learners could be asked to
produce briefing material to
encourage sport coaches to
consider the physics in sport in
order to improve the techniques
of those they coach e.g. cricket bat
positioning when hitting a ball,
tennis racquet positioning when
hitting a ball, technique involved
in throwing a shot in a shot-put.
10
P4 In applying their knowledge of predicting the
movement of objects in sport a learner should
describe the conditions that make a moving object
change its speed or the direction in which it moves.
M4 In the briefing material a learner must include
a description of how the path of an object, moving
at a constant speed on a frictionless surface, can be
predicted and highlight the benefits to the coaches of
being able to do this.
D4 The learner will illustrate knowledge of the
parabolic path taken by an object moving at a steady
speed horizontally and accelerating vertically, using
the correct terminology.
CONTACT US
Staff at the OCR Customer Contact Centre are available to take your call
between 8am and 5.30pm, Monday to Friday.
We’re always delighted to answer questions and give advice.
Telephone 02476 851509
Email [email protected]
www.ocr.org.uk