4th Sep '25

Schemes of Work

P2
- P2.3
  - Lesson 01 - What are Newton's First and Third Laws? Lesson Plan Lesson Title
    - Newton's Third Law:
      Whenever two objects interact, the forces they exert on each other are equal and opposite.
    - Newton's First Law:
      If the resultant force acting on an object is zero and the object is stationary, the object remains stationary.
      If the object is moving, the object continues to move at the same speed and in the same direction. So the object continues to move at the same velocity.
      - Suggested Activity:
        students identify the resultant force of force diagrams and identify direction/stationary
    - Newton's First Law:
      If the resultant force acting on an object is zero and the object is moving, the object continues to move at the same speed and in the same direction. So the object continues to move at the same velocity.
    - Students should be able to apply Newton's Third Law to examples of equilibrium situations.
      - Suggested Activity:
        GF: Discuss the link between Newton's Third Law and the principals of chemical equilibrium
    - As an equation:
      resultant force = mass x acceleration
      F = m a
      force, F, in newtons, N mass, m, in kilograms, kg
      acceleration, a, in metres per second squared, m/s2
      - Suggested Activity:
        Demo: Use the data loggers with the wooden trolley and ramp to show how increasing the force on end of the string increases acceleration. Data could be collected on logger or using laptop with easy sense software.
        Equipment Required:
        DEMO
        Data loggers
        wooden ramp
        Trolley
        Masses
        string
        retort stand x2
        boss and clamp x2
    - When a vehicle travels at a steady speed the resistive forces balance the driving force.
      - Suggested Activity:
        Show video clip of a racing car and ask students to consider how the forces acting on the car change at different points:
        - along the straight
        - around a bend
        - when they reach - max speed
        <https://www.youtube.com/watch?v=MzQ8CzXRO8A>
    - The velocity (speed and/or direction) of an object will only change if a resultant force is acting on the object.
      - Suggested Activity:
        MWB quiz to predict if an object is changing speed, direction or no change from different situations
    - Students should be able to apply Newton's First Law to explain the motion of objects moving with a uniform velocity and objects where the speed and/or direction changes.
      - Suggested Activity:
        EW: How can Newtons first law be applied to the motion of an object moving with uniform velocity and objects where the speed and/or direction changes?
  - Lesson 02 - What is Newton's Second Law? Lesson Plan Lesson Title
    - Newton's Second Law:
      The acceleration of an object is proportional to the resultant force acting on the object, and inversely proportional to the mass of the object.
    - Students should be able to estimate the speed, accelerations and forces involved in large accelerations for everyday road transport.
      - Suggested Activity:
        mix and match activity with sizes
    - Momentum is defined by the equation:
      momentum = mass ? velocity
      p = m v
      momentum, p, in kilograms metre per second, kg m/s
      mass, m, in kilograms, kg
      velocity, v, in metres per second, m/s
      - Suggested Activity:
        Demo:
        Use the air track to show the effects of momentum when:
        - moving object hitting a stationary one
        - moving with same speed towards each other
        - both moving at the same direction with same speed
        - both moving in the same one going faster than the other.
        
        GF: Discuss the changes in momentum that occur when particles collide during a chemical reaction. You should refer to activation energy in your answer.
        Equipment Required:
        air track
        data loggers
        light gates and kit
        2 x clamp stands
    - Students should be able to complete calculations involving an event, such as the collision of two objects.
    - When a force acts on an object that is moving, or able to move, a change in momentum occurs.
      
      The equations F = m × a and a = ( v − u ) / t
      combine to give the equation F = m Δ v / Δ t
      where mΔv = change in momentum
      
      ie force equals the rate of change of momentum.
    - (HT only) Students should be able to explain that inertial mass is defined as the ratio of force over acceleration.
    - In a closed system, the total momentum before an event is equal to the total momentum after the event. This is called conservation of momentum.
      - Suggested Activity:
        EW: Ice skater or skate boarder exam question to explain concept of conservation of momentum
        Q1 - level 2
        Q2 - level 3
        http://EIGUIYC.exampro.net
    - Students should be able to explain safety features such as: air bags, seat belts, gymnasium crash mats, cycle helmets and cushioned surfaces for playgrounds with reference to the concept of rate of change of momentum.
    - Students should be able to apply equations relating force, mass, velocity and acceleration to explain how the changes involved are inter-related. (MS)
    - Students should recognise and be able to use the symbol that indicates an approximate value or approximate answer ~
    - Students should be able to use the concept of momentum as a model to describe and explain examples of momentum in an event, such as a collision
    - (HT only) Students should be able to explain that inertial mass is a measure of how difficult it is to change the
      velocity of an object
    - (HT only) The tendency of objects to continue in their state of rest or of uniform motion is called inertia.
  - Lesson 03 - Required Practical - Acceleration Lesson Plan Lesson Title
    - Required practical 7 - force on the acceleration (AT skills 1, 2, 3)
      - Suggested Activity:
        Required practical booklet, page 121:
        http://filestore.aqa.org.uk/resources/science/AQA-8464-8465-PRACTICALS-HB.PDF
        Equipment Required:
        Linear air track and gliders
        datalogger
        light gates
        cotton & pulley on air track
        10g masses on hanger
    - Required practical 7 - force on the acceleration (AT skills 1, 2, 3)
  - Lesson 04 - What affect stopping distance? Lesson Plan Lesson Title
    - 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).
      - Suggested Activity:
        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
    - 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.
      - Suggested Activity:
        Investigate the effect of different surfaces to represent different road conditions. Compare amount of friction to stopping distance.
        Equipment Required:
        Data loggers
        wooden ramp
        string
        2 clamp stands boss clamps
        different surfaces
        water spray (to create wet roads)
    - 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.
      - Suggested Activity:
        GF: Explain how caffeine effects the body's reaction times. You should include reference to the central nervous system in your answer.
    - (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.
      - Suggested Activity:
        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.
    - (Physics only) Students will be required to interpret graphs relating speed to stopping distance for a range of vehicles. (MS)
      - Suggested Activity:
        Use graphs to show the different stages of stopping distance
    - Students should be able to explain methods used to measure human reaction times and recall typical results
      - Suggested Activity:
        Students compare their reaction times using the data loggers and timers. IV different hands, with/out caffeine.
        Equipment Required:
        data loggers and reaction timers. large piece of car with a hole to show the light on the reaction button.
        decaff coke and normal coke (if wanted)
    - 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.
      - Suggested Activity:
        Model the energy transfer that occurs during braking using large beakers of coloured water.
        Students draw the energy transformation diagram.
    - Students should be able to interpret and evaluate measurements from simple methods to
      measure the different reaction times of students
      - Suggested Activity:
        EW: Plan a practical to compare the reaction time of students when they drink caffeine and when they don't drink caffeine.
    - 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.
      - Suggested Activity:
        EW: Explain how increasing the braking force affect deceleration and brake heat. You should refer to the energy stores in your answer.
    - 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.
      - Suggested Activity:
        Recall the equation, practice rearranging before applying to new questions.