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UNIT 1 SOW-Energy, Work and Power

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18 views3 pages

UNIT 1 SOW-Energy, Work and Power

Uploaded by

Marwa Mansour
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Scheme of Work Template

Topic Unit: UNIT 1 MOTION,FORCES AND ENERGY Lesson Number: 7

Topic Title: Energy,work and power Grade (Year Group): GRADE 9 IGCSE
Lesson Objectives Learning outcomes (Low medium, high ability ranges) Cross-Curricular links (Links with other
subjects or learning beyond the
State that energy may be stored as kinetic, gravitational A*-A:
potential, chemical, elastic (strain), nuclear, electrostatic State that energy may be stored as kinetic, classroom)
and internal (thermal) gravitational potential, chemical, elastic (strain),
nuclear, electrostatic and internal (thermal) Trigonometric graphs of Sine and
Describe how energy is transferred between stores during B-C: Cosine
events and processes, including examples of transfer by Describe how energy is transferred between stores
forces (mechanical working), electrical currents (electrical during events and processes, including examples of
work done), heating, and by electromagnetic, sound and transfer by forces (mechanical working), electrical
other waves
Learning Skills / Competencies
currents (electrical work done), heating, and by
electromagnetic, sound and other waves
Know the principle of the conservation of energy and Derivation of Trigonometric ratios
apply this principle to simple examples including the
interpretation of simple flow diagrams
D-Below:

Know the principle of the conservation of energy


and apply this principle to simple examples
including the interpretation of simple flow
diagrams
Starter Activity Key Words
 Direct Current
 Alternating current
Ask learners to suggest energy stores. Show pictures as prompts to help learners identify them all e.g. fire for  Peak value
thermal, magnets for magnetic, a runner for kinetic, etc.  Cathode ray oscilloscope
 Root-mean square (r.m.s)
Ask learners if energy is ever lost. They may identify that energy can be wasted, or transferred to forms that are not  Rectification
useful, but it is never lost or destroyed.
 Half-wave rectification
Introduce the principle of the conservation of energy. Provide some examples to show how energy can be  Full-wave rectification
transferred between stores during events and processes.  Bridge rectifier
 Smoothing
Homework
Main lesson activities Assessment (Formative / Summative explanation) Resources (include list and links – name
of PP etc.)

Set up various demonstrations around the classroom with Practice examples are given for students to practice
which learners can interact. Learners identify the energy and discuss later.  Powerpoint
stores and the events or processes that allow the energy to be  Keywords Table printout
transferred. These demonstrations can include: a dynamo, a
spring-loaded toy, a pendulum, a cell-powered lamp, a
microphone and oscilloscope, a mass on a spring, a tennis
ball to be dropped, etc.

Set learners qualitative questions for practice.

Learners can investigate the conservation of energy further


using the Energy Skate Park simulations:
https://phet.colorado.edu/en/simulation/energy-skate-park-
basics
https://phet.colorado.edu/en/simulation/legacy/energy-skate-
park

Ask learners if ‘work’ is done when a bag is carried upstairs.


What if the bag is carried along a corridor? What if the bag is
dragged along the floor?

Introduce work done and clarify the relationship between force


and distance. Work is only done when some component of
force is applied in the same direction as the distance moved.
Work done is the same as energy transferred.

Consider examples of doing work, e.g. when a bag is carried


upstairs, chemical energy (of the person carrying the bag) is
converted into gravitational potential energy through the
process of mechanical working.

Introduce the equation and demonstrate simple calculations.

Learners investigate the work done by using a force meter to


move objects a measured distance: opening a door, lifting an
object onto a table, pulling an object along the floor, etc. They
then calculate the work done using their measurements of
force and distance.

Set learners questions for practice.

Recap the definition of gravitational potential energy. Ask


learners what they think the equation depends on. They may
identify mass, height and gravitational field strength as
important variables.

Derive gravitational potential energy using the definition of


work done and weight.

Set learners simple questions for practice.

Learners investigate the gravitational potential energy of


various objects by taking measurements of mass and height.

Recap the definition of kinetic energy. Ask learners what they


think the equation depends on. They may identify mass and
velocity as important variables.

Introduce the equation and demonstrate a calculation to


highlight the mistakes that learners often make with the ½ and
the square of the velocity.

Highlight how doubling the velocity quadruples the kinetic


energy. Relate to learners’ understanding of car safety and
speed limits.

Plenary Activity Additional Information e.g Health and


Safety
Show learners how the conservation of energy can be used to find the final velocity for a falling object by equating
gravitational potential energy and kinetic energy.

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