# Item P3d Part2

Document Sample

```					                                           Work and power
Module P3
Item P3d
Part 2

In this lesson students should learn:                                There are no links to this Item.
 how to calculate power
 how to interpret fuel consumption data

Application of number        Calculations on power and               Student book pages 188-189
energy                                  Worksheets P3d 4, P3d 5, P3d 6, P3d 7
ICT                          Use of data logger, Internet            Technician’s notes P3d 2

carbon dioxide            greenhouse gas             kilowatt                  power                     watt

Activities                                                                                        Resources
 Show a video clip or photographs of old and new methods of transport.                            Technician’s notes P3d 2
 Cross puzzle – word puzzle using key words from the Item.                                        Worksheet P3d 4
 Carry out a task (for example, lifting a weight onto a shelf or walking across the room)         Technician’s notes P3d 2
first slowly and then quickly. Ask students to comment.

Learning outcomes
 Describe power as a measurement of how quickly work is being done
 State that power is measured in watts (W)
 Recognise that cars: have different power ratings, have different fuel consumptions
Teaching and learning activities                                              Resources

Ask the students to look at the pairs of transport models from the first starter activity and      Technician’s notes P3d 2
recognise that all the examples do work but some more quickly than others. Link this with
the idea of power as a measurement of how quickly work is being done. This means the
more modern methods of transport are the most powerful.
Ask students for other examples of machines that develop power. Encourage them to
choose examples from a wide range of ‘machines’, including themselves.
State that power is measured in watts (W).
Ask the students to look at the data about the green and yellow cars on page 188 of the
student book and to answer question 7. They can then use the Internet to find similar data
 Student book
about various other cars. Ask them to draw up a table similar to the one on page 188 to            Technician’s notes P3d 2
display their findings. Discuss the data obtained and list anything significant.
Learning outcomes
work done
 State and use the equation: power 
time
 Interpret fuel consumption figures from data on cars to include: environmental issues, costs
Teaching and learning activities                                              Resources

work done
Show students how to calculate power using the equation: power 
time
Ask students to answer questions 9 and 10 on page 189 of the student book.                           Student book
Class experiment – Personal power. Measure students’ personal power when they carry out              Worksheet P3d 5
various activities. Don’t let this activity get too competitive. 
   Technician’s notes P3d 2
In groups, ask students to discuss the environmental issues associated with fuel
consumption and carbon dioxide emissions from cars. They should prepare a presentation               Technician’s notes P3d 2
to summarise their discussions, possibly using the Internet to collect factual information.

Learning outcomes
work done
 State and use the equation: power                     (a change in subject may be required)
time

Teaching and learning activities                                              Resources

Show students how to calculate amount of work done or time taken using the equation:
the
work done
power 
time
Ask the students to complete Worksheet P3d 6.                                                      Worksheet P3d 6



Activities                                                                                        Resources
 Definitions – students pair up key words with their definitions.                                 Worksheet P3d 7
 In groups, students discuss ways to reduce pollution from cars in our cities. One person
from each group reports back to the class.
 ‘Just a minute’ – a volunteer student talks for 1 minute about what they have learned in
the lesson. Other students then contribute ideas. Collate key facts on the board.

LOW DEMAND                            STANDARD DEMAND                                    HIGH DEMAND
7 Green                                       9 20 W                                     12 8 s
8 a No                                       10 53.8 W
b B is more powerful                       11 For example, oil-well fire, tanker
ship accident damaging sea life and
coastline, fuel tanker accident on