| Method |
Precise Learning Objective |
Linked |
Question / Activity
(Designed for maximum working out) |
Stepping Stones |
Pitstop Check
(Thinking Map) |
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Poor condition of the vehicle is limited to the vehicle's brakes or tyres. |
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What are poor vehicle conditions limited to? |
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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). |
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What is the definition of stoppong distance? Model the changing stopping distance with increasing velocity. Mark lines on the floor outside the science block. Get one student to walk, jog and run. marking the distance when shouted to stop (at random) to when they actually stop |
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The braking distance of a vehicle can be affected by adverse road and weather conditions and poor condition of the vehicle. |
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What can the braking distance of a vehicle be affected by? |
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For a given braking force the greater the speed of the vehicle, the greater the stopping distance. |
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What affect would an increased speed for a given breaking force have on stopping distance? |
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Adverse road conditions include wet or icy conditions. |
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What are adverse road conditions? Investigate the effect of different surfaces to represent different road conditions. Compare amount of friction to stopping distance. |
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Reaction times vary from person to person. |
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Does every person have the same reaction time? Explain |
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Typical values range from 0.2 s to 0.9 s. |
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What is the typical value range for the reaction time of a typical person? |
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A driver's reaction time can be affected by tiredness, drugs and
alcohol. |
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How can a driver's reaction time be affected? GF: Explain how caffeine effects the body's reaction times. You should include reference to the central nervous system in your answer. |
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(Physics only) Students should be able to estimate how the distance for a vehicle to make an emergency stop varies over a range of speeds typical for that vehicle. (MS) |
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(Physics only) How does the distance for a vehicle to make an emergency stop vary over a range of speeds typical for that vehicle. |
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Distractions may also affect a driver?s ability to react. |
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What else could affect a driver's ability to react? |
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Students should be able to explain the factors which affect the distance required for road transport vehicles to come to rest in emergencies, and the implications for safety |
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Students should be able to estimate how the distance required for road vehicles to stop in an emergency varies over a range of typical speeds. |
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Whatwould the estimate of the distance required for road vehicles to stop in an emergency varies over a range of speeds be; 30mph, 40mph and 60mph? Use the image from DVLA to discuss the stopping distances at different speeds.
https://www.rac.co.uk/drive/advice/learning-to-drive/stopping-distances/
GF: Explain why fuel for areoplanes and large lorries is made up of longer chained hydrocarbons to allow them to reach their top speeds. Compare the fuel needed for a car, lorry and plane. |
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(Physics only) Students will be required to interpret graphs relating speed to stopping distance for a range of vehicles. (MS) |
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(Physics only) Use graphs to show the different stages of stopping distance |
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Students should be able to explain methods used to measure human reaction times and recall typical results
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What methods could be used to measure human reaction times? Students compare their reaction times using the data loggers and timers. IV different hands, with/out caffeine. |
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Students should be able to evaluate the effect of various factors on thinking distance based on
given data. |
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When a force is applied to the brakes of a vehicle, 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. |
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When a force is applied to the brakes of a vehicle, how does the work done by the forces between the brakes affect the kinetic energy and temperature of the brakes? Model the energy transfer that occurs during braking using large beakers of coloured water.
Students draw the energy transformation diagram. |
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Students should be able to interpret and evaluate measurements from simple methods to
measure the different reaction times of students |
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How could you interpret and evaluate the following results; person A had a reaction time of 3s, Person B had a reaction time of 4s and person C has a reaction time of 9s? EW: Plan a practical to compare the reaction time of students when they drink caffeine and when they don't drink caffeine. |
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The greater the speed of a vehicle the greater the braking force needed to stop the vehicle in a certain distance. |
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what is the relationship between the speed of a vehicle and the braking force needed to stop the vehicle? |
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The greater the braking force the greater the deceleration of the vehicle. Large decelerations may lead to brakes overheating and/or loss of control. |
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How does increasing the braking force affect deceleration and brake heat? EW: Explain how increasing the braking force affect deceleration and brake heat. You should refer to the energy stores in your answer. |
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Students should be able to explain the dangers caused by large decelerations |
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What are the dangers caused by large decelerations? |
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Students should be able to (HT only) estimate the forces involved in the deceleration of road vehicles in typical situations on a public road. |
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(HT only) What is the force if the mass of a vehicle os 2000Kg and the acceleration is 12m/s/s? Recall the equation, practice rearranging before applying to new questions. |
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