Edexcel Additional Science P2a Topic 09 Lesson 08 - Collins

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Edexcel Additional Science P2a Topic 09 Lesson 08 - Collins Powered By Docstoc
					                                                Take a brake
      Unit P2a
       Topic 9
      Lesson 8




Specification reference                                             Other lessons in this book
P2.9.15    Present an argument to explain how the stopping          P2: 9.1 How fast?
           distance of a vehicle depends on the speed of            P2: 9.4 Forcing the pace
           travel.
P2.9.16    Discuss the impact of factors such as driver’s
           reaction time and the condition of the vehicle and
           road, on stopping distance.




                                                                                  Student Book pages 210 to 211
                                                                                  Worksheet P2: 9.8(1)
                                                                                  Worksheet P2: 9.8(2)
                                                                                  Worksheet P2: 9.8(3)
                                                                                  Worksheet P2: 9.8(4)
                                                                                  Technician’s notes P2: 9.8




braking distance                reaction time                    stopping distance                   thinking distance




 Review distance  speed  time (low/standard demand)
 Ask pupils to write down how the distance travelled at a certain speed is changed by:
   a doubling the time of travel, b halving the time of travel, c travelling for 10 times as long.
 Ask pupils to write down how the distance travelled in a certain time is changed by:
   a doubling the speed, b halving the speed, c travelling at ten times the speed.
 Ask pupils to write down how the distance travelled is changed by:
   doubling the speed and doubling the time of travel.
 Review acceleration  force/mass (standard/high demand)
 Ask pupils to write down how the acceleration of an object with a certain mass is changed by:
   a doubling the force acting, b halving the force acting.
 Ask pupils to write down how the acceleration caused by a certain force is changed by:
   a doubling the mass of the object being acted on, b halving the mass of the object being acted on.




Learning outcomes
 explain what is meant by ‘thinking distance’ and ‘braking distance’
 state that stopping distance  thinking distance  braking distance
                            Teaching and learning activities                                                 Resources

Pupils make a reaction timer using the worksheet to guide them.                                  Technician’s notes P2: 9.8
Ask the pupils to answer questions 1 to 4 from the Student Book.
Go through the answers.
                                                                                                 Worksheet P2: 9.8(1)
                                                                                                 Student Book page 210
Learning outcomes
   explain what is meant by ‘thinking distance’ and ‘braking distance’
   state that stopping distance  thinking distance  braking distance
   describe factors that will affect thinking distance
   describe factors that will affect braking distance
                              Teaching and learning activities                                           Resources

Pupils investigate the effect of speed on braking distance. The worksheet will guide them.      Technician’s notes P2: 9.8
This can be a demonstration or done by groups of pupils if sufficient equipment and space
is available.
                                                                                                Worksheet P2: 9.8(2)
Ask the pupils to answer questions 5 to 8 from the Student Book.
Go through the answers.
                                                                                                Student Book page 211




Learning outcomes
   explain what is meant by ‘thinking distance’ and ‘braking distance’
   state that stopping distance  thinking distance  braking distance
   describe factors that will affect thinking distance
   describe factors that will affect braking distance
   calculate thinking, braking and stopping distances
                              Teaching and learning activities                                           Resources

Pupils investigate other factors affecting braking distance. The worksheets will guide them.      Technician’s notes P2: 9.8
These can be done as demonstrations or by groups of pupils if sufficient equipment is
                                                                                                  Worksheet P2: 9.8(3)
available.
                                                                                                  Worksheet P2: 9.8(4)
Ask pupils to answer questions 9 to 12 from the Student Book.
Go through the answers.                                                                           Student Book page 211




 Pupils choose one or more of ‘thinking distance’, ‘braking distance’ or ‘stopping distance’ as answers to these statements:
    –   always greater than the braking distance
    –   proportional to speed
    –   increased by drinking alcohol
    –   increased by luggage in the car
    –   increased by ice on the road.
 Ask pupils to write down three things they could do to minimise each of:
    – thinking distance
    – braking distance.




            LOW DEMAND                             STANDARD DEMAND                                 HIGH DEMAND
1 Thinking distance increases as            6 30 m/s  0.5 s  15 m                    12 Stopping distance  8 m  30 m
  speed increases                           7 10 000 N/1000 kg  10 m/s
                                                                          2                                  38 m
2 Braking distance increases as speed                            2
                                            8 a 15 m/s/10 m/s  1.5 s
  increases.                                                     2
                                               b 30 m/s/10 m/s  3 s
3 Thinking distance increases steadily,
  but braking distance increases more
  at higher speeds.
4 Stopping distance increases as
  speed increases and it increases
  more at higher speeds.

				
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