Lesson Plan: P2.3.04

LESSON PLAN

Teacher	Subject	Period	Date	Year	Ability	LSA/Other Support
	Science

Context and Landmark Assessment	P2.3.04 Landmark Assessment: Progress Observation Opportunity

Remember to have high expectations

Lesson Title: Today we are learning about
What affect stopping distance?

Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding

Success Criteria:	You will show your learning by...
Poor condition of the vehicle is limited to the vehicle's brakes or tyres. 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). The braking distance of a vehicle can be affected by adverse road and weather conditions and poor condition of the vehicle. For a given braking force the greater the speed of the vehicle, the greater the stopping distance. Adverse road conditions include wet or icy conditions. Reaction times vary from person to person. Typical values range from 0.2 s to 0.9 s. A driver's reaction time can be affected by tiredness, drugs and alcohol. (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) Distractions may also affect a driver?s ability to react. 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 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. (Physics only) Students will be required to interpret graphs relating speed to stopping distance for a range of vehicles. (MS) Students should be able to explain methods used to measure human reaction times and recall typical results Students should be able to evaluate the effect of various factors on thinking distance based on given data. 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. Students should be able to interpret and evaluate measurements from simple methods to measure the different reaction times of students The greater the speed of a vehicle the greater the braking force needed to stop the vehicle in a certain distance. The greater the braking force the greater the deceleration of the vehicle. Large decelerations may lead to brakes overheating and/or loss of control. Students should be able to explain the dangers caused by large decelerations Students should be able to (HT only) estimate the forces involved in the deceleration of road vehicles in typical situations on a public road.

Success Criteria:

You will show your learning by...

Poor condition of the vehicle is limited to the vehicle's brakes or tyres.
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).
The braking distance of a vehicle can be affected by adverse road and weather conditions and poor condition of the vehicle.
For a given braking force the greater the speed of the vehicle, the greater the stopping distance.
Adverse road conditions include wet or icy conditions.
Reaction times vary from person to person.
Typical values range from 0.2 s to 0.9 s.
A driver's reaction time can be affected by tiredness, drugs and alcohol.
(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)
Distractions may also affect a driver?s ability to react.
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
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.
(Physics only) Students will be required to interpret graphs relating speed to stopping distance for a range of vehicles. (MS)
Students should be able to explain methods used to measure human reaction times and recall typical results
Students should be able to evaluate the effect of various factors on thinking distance based on given data.
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.
Students should be able to interpret and evaluate measurements from simple methods to measure the different reaction times of students
The greater the speed of a vehicle the greater the braking force needed to stop the vehicle in a certain distance.
The greater the braking force the greater the deceleration of the vehicle. Large decelerations may lead to brakes overheating and/or loss of control.
Students should be able to explain the dangers caused by large decelerations
Students should be able to (HT only) estimate the forces involved in the deceleration of road vehicles in typical situations on a public road.

Think about how you can match the needs of ALL students

Keywords:

Force: something changes shape, direction or speed. (1)
Deceleration: when an object slows down (1)
mass: how many particles there are (measured in KG) (1)
Work done: Work is done when a force is applied to an object and the object is moved through a distance. (1)
Kinetic energy: the energy stored within moving objects (1)
Braking distance: distance travelled by a moving object whilst the brakes are applied before stopping (1)
Thinking distance: distance travelled by a moving object whilst the driver processes they need to stop (1)
Factors: something that could affect something else (1)
Stopping distance: total distance travelled before a moving object comes to a stop (1)

Links: Literacy, Numeracy, SMSC, British values

Memory Anchor:

AFL/Key Questions:

What are poor vehicle conditions limited to?
they are limited to brakes or tyres.
What is the definition of stoppong distance?
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).
What can the braking distance of a vehicle be affected by?
It can be affected by adverse road and weather conditions and poor condition of the vehicle.
What affect would an increased speed for a given breaking force have on stopping distance?
Stopping distance would be greater.
What are adverse road conditions?
wet, icy, potholes and uneven surfaces are considered to be adverse road conditions.
Does every person have the same reaction time? Explain
No, reaction times vary from person to person.
What is the typical value range for the reaction time of a typical person?
The typical values range from 0.2 s to 0.9 s.
How can a driver's reaction time be affected?
A driver's reaction time can be affected by tiredness, drugs and alcohol.
(Physics only) How does the distance for a vehicle to make an emergency stop vary over a range of speeds typical for that vehicle.
(Physics only) The faster the vehicle is going the greater the distance would be to come to a stop.
What else could affect a driver's ability to react?
Distractions such as mobile phones or other people in the car.
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?
30mph - 23m 40mph - 36m 60mph -73m
(Physics only)
(Physics only)
What methods could be used to measure human reaction times?
How quickly a person can click on seeing a specified object, catching a ruler when it is dropped.
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?
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.
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?
Person A and B had similar reaction times but person C was very much slower by 5-6s, they may have had a factor that affected their reaction time and therfore it may be useful to repeat to gain more results.
what is the relationship between the speed of a vehicle and the braking force needed to stop the vehicle?
The greater the speed of a vehicle the greater the braking force needed to stop the vehicle in a certain distance.
How does increasing the braking force affect deceleration and brake heat?
The greater the braking force the greater the deceleration of the vehicle. Large decelerations may lead to brakes overheating and/or loss of control.
What are the dangers caused by large decelerations?
skidding, tyre blow-outs, loss of control of the vehicle, crashes.
(HT only) What is the force if the mass of a vehicle os 2000Kg and the acceleration is 12m/s/s?
(HT only) Force = 2000 x 12 = 24000N

Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes

Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS

Starter Activity	Differentiation and Challenge question/task
Students to copy and complete the keywords. Teacher reveals missing letters; Students correct mistakes; Discuss the scientific meanings of the words. Students to write down the definitions of the most important / new keywords. Discuss the 'Memory Anchor'. What does it show? How does it relate to the what we are learning about today (title)?

Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Remember to give time to apply knowledge, skills and understanding

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Teacher or Student lead?	Differentiation and Challenge question/task

Progress Check	Extension

Plenary	Differentiation and Challenge question/task
Students to answer the 'Key Questions' with learning partners.
Progress Check Teacher to reveal and discuss the answers to the questions.	Extension What have learnt about the 'Big Ideas' today?

Homework	Differentiation and Challenge question/task