Scheme of Work Template

Topic Unit: UNIT 1 MOTION,FORCES AND ENERGY Lesson Number: 2

Topic Title: Motion 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
Sketch, plot and interpret distance–time and speed–time A*-A:
graphs State that the acceleration of free fall g for an object classroom)
near to the surface of the Earth is approximately
Determine, qualitatively, from given data or the shape of a constant and is approximately Trigonometric graphs of Sine and
9.8 m/s2 Cosine
distance–time graph or speed-time graph when an object
is:
(a) at rest Learning Skills / Competencies
(b) moving with constant speed B-C:
(c) accelerating Calculate speed from the gradient of a straight-line Derivation of Trigonometric ratios
section of a distance–time graph
(d) decelerating
Calculate the area under a speed-time graph to
Calculate speed from the gradient of a straight-line section determine the distance travelled for motion with
of a distance–time graph constant speed of constant acceleration

Calculate the area under a speed-time graph to determine

the distance travelled for motion with constant speed of
constant acceleration D-Below:
Determine from given data or the shape of a speed-time
Sketch, plot and interpret distance–time and speed–
graph when an object is moving with:
time graphs
(a) constant acceleration
(b) changing acceleration Determine, qualitatively, from given data or the shape
of a
Calculate acceleration from the gradient of a speed-time distance–time graph or speed-time graph when an
graph object is:

State that the acceleration of free fall g for an object near (e) at rest
to the surface of the Earth is approximately constant and (f) moving with constant speed
is approximately (g) accelerating
9.8 m/s2 (h) decelerating
Determine from given data or the shape of a speed-
 time graph when an object is moving with:
(c) constant acceleration
(d) changing acceleration

Calculate acceleration from the gradient of a speed-

time graph

Starter Activity Key Words

 Direct Current
 Alternating current
Ask learners for a definition of speed. They may be able to explain that it depends on how far is travelled in a certain  Peak value
amount of time.  Cathode ray oscilloscope
 Root-mean square (r.m.s)
Introduce the equation for speed and demonstrate a calculation. This is useful for calculating the speed at a specific  Rectification
point in time or over a small time interval e.g. how fast a car is travelling when caught by a speed camera. Explain
 Half-wave rectification
that speed and velocity may have the same value, but velocity can have a negative symbol to show direction.
 Full-wave rectification
 Bridge rectifier
 Smoothing
Homework

Main lesson activities Assessment (Formative / Summative explanation) Resources (include list and links – name
of PP etc.)

Consider average speed for journeys where the speed Practice examples are given for students to practice
changes: a train making stops at stations, a car slowing down and discuss later.  Power point
due to traffic, an athlete accelerating to reach their maximum  Keywords Table printout
speed in a sprint, etc. Explain that average speed can be
calculated from knowing the total distance travelled and the
time taken.

Introduce the equation for average speed and demonstrate a

calculation.

Learners take measurements of distance and time and use

these to calculate speed. They can set up a course of a set
distance (measured out with a trundle wheel or metre rules)
and measure the time it takes for them to walk/run/travel the
distance. Alternatively they can use a long corridor and
measure the time it takes for other learners/teachers/visitors to
travel the measured distance.

Set learners questions to practise calculation of speed,

distance and time.

Speed and velocity:

www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-
and-Velocity

Recap the difference between distance and displacement, and

link to speed and velocity. Remind learners of the ball
demonstration where learners estimate the distance and
displacement of the ball as it is passed around the class.
Remind learners that distance and displacement may have
different values.

Ask learners to give an example of acceleration. They may

suggest a racing car accelerating very quickly off a start line.
Clarify that all objects have to accelerate or decelerate to
change velocity. Ask learners to define deceleration. Clarify
that deceleration is negative acceleration and causes the
velocity to decrease.

Learners use ticker tape timers to investigate constant

velocity, acceleration and deceleration. They measure the
distance between dots, or the distance between a set number
of dots and, using the frequency of the ticker tape timer,
calculate values of velocity and acceleration.

Learners use light gates and datalogger set-ups to measure

the initial and final velocities of an interrupt card attached to a
moving trolley or toy car and the time between those
measurements. Learners then calculate the acceleration.
Constant acceleration can be achieved by using a ramp or a
mass on a pulley.

Set learners questions to practise calculation of acceleration,

change in velocity and time

Learners, in pairs, each sketch a distance–time graph, act the

motion shown to their partner, interpret the motion of their
partner and draw the distance–time graph for the observed
motion of their partner.

Ask learners what the gradient of a distance–time graph

represents. Learners may be able to link their understanding
of how to calculate the gradient to the definition of speed.
Show learners how to find the gradient, and thus the speed or
velocity, of a distance–time graph.

Give learners distance–time graphs to match up with the

appropriate description. Examples can include an object
moving at constant velocity, an object that is accelerating, a
stationary object, etc.

Give learners descriptions to draw as distance-time graphs.

This works particularly well on miniature whiteboards as a
group interactive task so that learners can compare and
discuss what they’ve drawn. Examples can include someone
walking to the bus stop, someone walking backwards,
someone sprinting from standstill, etc.

Learners use motion sensor and datalogger set-ups to

investigate the relationship between motion and distance–time
graphs. Set learners the challenge of recreating distance–time
graphs you give to them – they have to interpret a distance–
time graph and act out the motion. Learners investigate how
constant speed, acceleration and deceleration appear on the
distance–time graph created by a datalogger connected to a
motion sensor.

Learners use ticker tape timers to investigate motion. They

measure the distance between dots and, using the time
between each dot, plot distance–time graphs.

Learners plot simple distance– or speed–time graphs for their

journey to school. They can add more detail by labelling the
events that take place on the journey e.g. the school bus stops
at traffic lights.

Set learners questions that involve interpreting and plotting

distance–time graphs.

Plenary Activity Additional Information e.g Health and

Learners can investigate motion and motion graphs further using The Moving Man simulation that plots motion: Safety
https://phet.colorado.edu/en/simulation/legacy/moving-man