Learners watch a video clip of roller coasters. Class discussion on the energy changes involved in a roller coaster ride. 2A.M2 1. Show a clip of Formula 1 cars with ‘glowing’ brake discs. Lead a discussion on energy transformations happening to a car when braking and the factors that affect stopping distance. Link back to kinetic energy to understand why braking distance increases with the square of speed. 2Learners calculate kinetic energy and changes in gravitational potential energy in a roller coaster. 3. Learners represent the movement of a roller coaster and a Formula 1 car on energy transformation diagrams. 2A.P3 Learners suggest what the term ‘conservation of energy’ means. Once a definition has been agreed, learners then give some examples of where this happens. 2A.M2 1. Learners calculate the theoretical maximum speed of a trolley down a ramp by measuring the gravitational energy at start and comparing to final kinetic energy. Discuss with learners why there is a difference between the measured and theoretical speed of the trolley. 2. Learners investigate the conservation of energy. They use a model of a roller coaster with cardboard and marbles. Learners should draw energy transformation diagrams as part of Use of visual aids- PP slides, images, practical work Emphasis on key words use and meanings Availability of a dictionary Use of Google translate Regular assessment of student progress Encouragement in class activities Use of Collins differentiated work tasks available underachievement: Encourage full interaction in activities Identify roles in group work Peer supporting activities Discuss and collaborate on examples of friction acting on objects. They should give at least two examples where friction is a nuisance and at least two examples where it is useful Small/large group activities – practical investigations- developing team work Use of within groups Learning from text: Use research and put information into own words Use of text books for research- students to gather appropriate information they required Use of library Use of Applications Of science text books Learning through writing: Presenting work as: reports, leaflets, newspaper articles, posters
Developing research skills to gain data to compare different vehicles and the forces applied on the different scenarios 2A.D3 Use numeracy skills to calculate changes in motion when different forces are applied 1B.4 Provide evidence to identify at least two examples of balanced and two examples of unbalanced forces on objects 2B.M3 Using different scenarios to apply learning when mass of objects change
2D.M8 Mathematically or graphically process the results of the investigation into thermistors or LDRs to draw conclusions. 2D.D7 Evaluate the investigation into thermistors or LDRs, suggesting improvements to a real-life application Using the data obtained in your practical investigations, draw suitable graphs of your results. Explain what happens to the resistance of a thermistor when it is heated. Describe an application of a thermistor for everyday use. Evaluate how easy it is to use the thermistor in this situation, and what the advantages and advantages are 2D.M8 Developing skills in analysis of data to draw conclusions on LDR’s or thermistors 2D.D7 Synthesising key concepts learnt to evaluate the effectiveness of applications in real -life 14 2D.P10 Investigate an application of thermistors or LDRs using primary data. 2D.M8 Mathematically or graphically process the results of the investigation into thermistors or LDRs to draw conclusions. 2D.D7 Evaluate the investigation into thermistors or LDRs, suggesting improvements to a real-life application. Carry out the practical ‘Investigating thermistors’ to investigate the operation of two identical NTC thermistors. Record the results of current measurements, while recording the temperature of the water at regular time intervals. Explain how you could use the graph to measure an unknown temperature for the company’s quality testing purposes, compare the operation of the two thermistors at different temperatures. Make valid suggestions as to how the device could be improved in design, for example to provide an automatic warning if temperature rises above a certain level. 2D.M8 Further skills in data analysis to construct graphs appropriate to the data available 2D.D7 Developing skills in forming own opinions on evidence available backing-up ideas scientifically