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COURSE:
Preliminary Physics
MODULE:
8.4
Page 1
Moving About
Page 2
Outcomes
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P4
P6
P7
P11
P12
P13
P14
P15
P16
applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in
physics
describes applications of physics which affect society or the environment
describes the forces acting on an object which cause changes in its motion
describes the effects of energy transfers and energy transformations
justifies the appropriateness of a particular investigation plan
evaluates ways in which accuracy and reliability could be improved in investigations
uses terminology and reporting styles appropriately and successfully to communicate information and understanding
assesses the validity of conclusions from gathered data and information
explains why an investigation is best undertaken individually or by a team
justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for
critical evaluation of the consequences of the applications of science
Glossary
Acceleration
Air bag
Average
Centrifugal
Centripetal
Crumple zone
Displacement
Field
Force
Gravity
Harness seatbelt
Impulse
Inertia
Inertial reel safety belt
Instantaneous
Lap sash seatbelt
Lap seatbelt
Mass
Matter
Momentum
Phenomena
Scalar
Speed
Vector
Weight
Page 3
Concept Map
Speedometer
Velocity
Acceleration
Speed
Scalar
s
Time
Distance
Vectors
Air Resistance
Inerti
a
Force
Mass
Friction
Seat Belts
Kinetic
Energy
Speed Humps
CrumpleZones
Bull Bars
Collisions
Weight
Momentum
Impulse
Page 4
TASK
DESCRIPTION
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P4
P6
P7
P14
Page 5
MODULE REFERENCES
REFERENCES
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T5
T6
T7
T8
T9
Useful Programs
P1
P2
Vidshell http://webphysics.tec.nh.us/vidshell/clips.html is an excellent motion analysis program (although it's a 12Mb download). It's absolutely great if
you've got a camera that can take AVI or Quicktime movies, but there's already a substantial database of various types of motion to choose from.
Physics Collisions (PHYSCOLS) http://esca.atomki.hu/paradise/sac/educult.html simulates particles colliding with each other.
Websites
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http://www.atsb.gov.au/road/indxf/index.cfm The Australian Transport Safety Bureau has a large amount of information and statistics. Very useful.
http://www.exploratorium.edu/iron_science/qt.html The iron science teacher displays movies of various events. Check the schedule but it is demanding
on bandwidth.
http://eruditio.asu.edu/~smckeeve/scilinkphys.html Science Link indexes many other useful sites on motion.
http://www.glenbrook.k12.il.us/gbssci/phys/mmedia/newtlaws/il.html Multimedia Physics Studios has a "Truck and Ladder" animation showing inertia.
http://www.ihpva.org/hpva/hpvarech.html The Human Powered Vehicle Association displays all records achieved by humans in motion.
http://www.landspeed.com/historylsr.html Challenging the World Land Speed Record essay.
http://members.aol.com/CErick5563/physics/crumple.html Crumple Zones in Automobiles. Excellent site with good links to car manufacturers.
http://www1.tpgi.com.au/users/mpaine/roadsafe.html#vehicles Road Safety Web links Australia and Worldwide. Excellent site.
http://www1.tpgi.com.au/users/mpaine/Speed.html#speed - Devices to help drivers control their speed. Good site.
http://www1.tpgi.com.au/users/mpaine/4wd.html#bullbar - Costs of Four Wheel Drive Ownership. Good article on bullbars.
http://www1.tpgi.com.au/users/mpaine/Rollover.html - Physics of Rollover Crashes. Good animations of rollovers and explanations.
http://www.raru.adelaide.edu.au/hazards/index.html - Severe and Fatal Car Crashes Due to Roadside Hazards. The title says it all.
http://www.sasked.gov.sk.ca/docs/physics/u1f3phy.html - Newton's Laws of Motion tutorial. Good coverage of the basic concepts.
http://www.pbs.org./wgbh/nova/escape/timecar.html Nova Online has an excellent summary of the safety features of cars.
Videos
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Journals / Articles
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R54638
R49819
R45347
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Reg.
Resources
T1-T9
P1-P2
W1-W14
V1-V5
Reg.
Page 8
Teaching / Learning Strategies
Suggested Time: 3 hours
Use the formula v = s/t to solve problems (num)
write definitions and give examples for
instantaneous and average speed
Research using the internet and other sources of
information the operation of a speedometer of a
motor vehicle. Write a 1 page report.(Exp. 4;
Speedometers) (lit)
Students work in small groups to plan their own
investigation to determine the average speed of
an object. Students are to then swap
investigations so that their results can be verified
by others
Students complete experiment 2 or 3, drawing
displacement/time, velocity/time graphs for the
motion of the objects.
Students complete Interpreting motion graphs
Mastery Tests.
Students complete velocity/time assignment
sheet.
Resources
T1-T9
P1-P2
W1-W14
V1-V5
r
v av
t
solve problems and analyse information using the formula
where r = displacement, by
identify trends, patterns and relationships as well as contradictions in
data and information (14.1a)
o identify and explain how data supports or refutes an hypothesis, a
prediction or a proposed solution to a problem (14.1c)
o use models, including mathematical ones, to explain phenomena
and/or make predictions (14.1f)
o design and produce creative solutions to problems (14.3a)
o propose ideas that demonstrate coherence and logical progression and
include correct use of scientific principles and ideas (14.3b)
o apply critical thinking in the consideration of predictions, hypotheses
and the results of investigations (14.3c)
o Formulate cause and effect relationships (14.3d)
o present information graphically of:
displacement vs time
velocity vs time
for objects with uniform and non-uniform linear velocity by
o using symbols and formulae to express relationships and using
appropriate units for physical quantities (13.1d)
o using a variety of pictorial representations to show relationships and
present information clearly and succinctly (13.1e)
o selecting and drawing appropriate graphs to convey information and
relationships clearly and accurately (13.1f)
o
Reg.
Page 9
Teaching / Learning Strategies
Resources
Reg.
Page 10
Teaching / Learning Strategies
Suggested Time: 2 hours
Write definitions for scalar and vector quantities
and list examples for each.
Read and summarise information contained in
worksheets. Solve problems using scalar and
vector analysis. (lit, ESL)
State that velocity is the vector equivalent of
speed.
Answer problems involving speed and velocity.
(num)
Complete the worksheets on relative motion.
Resources
T1-T9
P1-P2
W1-W14
V1-V5
Reg.
Page 11
Teaching / Learning Strategies
Resources
Reg.
Page 12
Teaching / Learning Strategies
Suggested Time: 3 hours
Solve problems involving the determination of
acceleration.
Solve problems using the formula F = ma.
Complete the experiment Understanding
Forces.
Write a definition stating that an object
accelerates when it changes its speed or
direction.
Write Newtons second Law in both words and
symbols, then use Newtons second law to derive
the formula F=ma. (lit)
Students use a variety of objects, e.g. trolleys,
toy boats in basin of water to simulate situations
in which acceleration may be positive or
negative. Draw vector diagrams for each
situation to show acceleration. (num)
Students observe trolleys travelling in straight
line motion across a bench, then attempt to
change their velocity by applying a net external
force. Student write a brief explanation showing
why the force was required. (lit, ESL)
Students design their own investigation by (G &
T, lit, tech, num)
setting up equipment
Resources
T1-T9
P1-P2
W1-W14
V1-V5
air resistance
define
r average acceleration
r asr
r
vu
r
V
a
a
t
t therefore
define the terms mass and weight with reference to the effects of
gravity
outline the forces involved in causing a change in the velocity of a
vehicle when:
av
equation F ma
identify the net force in a wide variety of situations involving modes
of transport to explain the consequences of the application of that
net force in terms of Newtons Second Law of Motion
present and process information to analyse the origins and effects of
external forces operating on a vehicle by
o identify and apply appropriate mathematical formulae and concepts
(12.4b)
o evaluate the validity of first-hand and secondary information and
data in relation to the area of investigation (12.4d)
o assess the reliability of first-hand and secondary information and
data by considering information from various sources (12.4e)
o assess the accuracy of scientific information presented in mass
media by comparison with similar information presented in scientific
journals (12.4f)
o selecting and using appropriate methods to acknowledge sources
of information (13.1c)
Reg.
Page 13
Teaching / Learning Strategies
Suggested Time: 2 hours
Write a short passage describing how students
accelerate, decelerate and steer a car. (lit, ESL)
Observe the surface of a bicycle or car tyre, write
a passage to explain why the surface has been
made this way.
Students work in small groups to research
information about the forces acting on a vehicle
for one of the situations listed in the previous
column. The students are to draw a diagram
showing the relevant forces and write a brief
explanation (SOS, lit)
Write definitions for both mass and weight.
Use diagrams to help illustrate the difference
between mass and weight.
Resources
T1-T9
P1-P2
W1-W14
V1-V5
r
r
solve problems and analyse information using F ma for a range of
situations AND
solve problems and analyse information involving F = mv2/r for vehicles
travelling around curves by
o identify trends, patterns and relationships as well as contradictions
in data and information (14.1a)
o identify and explain how data supports or refutes an hypothesis, a
prediction or a proposed solution to a problem (14.1c)
o use models, including mathematical ones, to explain phenomena
and/or make predictions (14.1f)
o design and produce creative solutions to problems (14.3a)
o propose ideas that demonstrate coherence and logical progression
and include correct use of scientific principles and ideas (14.3b)
o apply critical thinking in the consideration of predictions,
hypotheses and the results of investigations (14.3c)
o Formulate cause and effect relationships (14.3d)
3. Moving vehicles have kinetic energy and energy transformations
are an important aspect in understanding motion
Reg.
Page 14
Teaching / Learning Strategies
Resources
1
2
Ek mv
2
of a vehicle and the work done using the formulae:
and
w=Fs by
o identify trends, patterns and relationships as well as contradictions
in data and information (14.1a)
o identify and explain how data supports or refutes an hypothesis, a
prediction or a proposed solution to a problem (14.1c)
o use models, including mathematical ones, to explain phenomena
and/or make predictions (14.1f)
o design and produce creative solutions to problems (14.3a)
o propose ideas that demonstrate coherence and logical progression
and include correct use of scientific principles and ideas (14.3b)
o apply critical thinking in the consideration of predictions,
hypotheses and the results of investigations (14.3c)\
o Formulate cause and effect relationships (14.3d)
analyse information to trace the energy transfers and transformation in
collisions leading to irreversible distortions by
o identify trends, patterns and relationships as well as contradictions
in data and information (14.1a)
o identify and explain how data supports or refutes an hypothesis, a
prediction or a proposed solution to a problem (14.1c)
o use models, including mathematical ones, to explain phenomena
and/or make predictions (14.1f)
4. Change of momentum relates to the forces acting on the vehicle or
the driver
Reg.
Page 15
Teaching / Learning Strategies
Suggested Time: 2 hours
List the different forms of energy and draw
simple flow charts showing energy conversions
Brainstorm a list of moving objects and state that
they posses kinetic energy.
Draw flowcharts to illustrate the energy
conversions that take place during a vehicle
collision. (lit, num)
Write a brief description for each energy
conversion.
Plot a line graph of speed against kinetic energy
of moving vehicle.
Identify the basic relationship between speed and
kinetic energy of moving objects.
Identify the relationship that the faster an object
is moving the the more serious an accident is
likely to be.
Research information on the physics of car
crashes. (lit)
Identify methods used by manufacturers to
absorb the energy of the moving vehicles during
collisions.
Resources
T1-T9
P1-P2
W1-W14
V1-V5
r
r
define momentum as p mv
define impulse as the product of force and time
explain why momentum is conserved in collisions in terms of
Newtons Third Law of Motion.
rsolverproblems and analyse
secondary data using
r
p mv and Impulse F t by
perform first-hand investigations to gather data and analyse the change
in momentum during collisions by
o carrying out the planned procedure, recognising where and when
modifications are needed and analysing the effect of these
adjustments (12.1a)
o identifying and using safe work practices during investigations
(12.1d)
o using symbols and formulae to express relationships and using
appropriate units for physical quantities (13.1d)
o using a variety of pictorial representations to show relationships
and present information clearly and succinctly (13.1e)
o selecting and drawing appropriate graphs to convey information
and relationships clearly and accurately (13.1f)
o justify inferences and conclusions (14.1b)
o identify and explain how data supports or refutes an hypothesis, a
prediction or a proposed solution to a problem (14.1c)
o predict outcomes and generate plausible explanations related to
the observations (14.1d)
o make and justify generalisations (14.1e)
Reg.
Page 16
Teaching / Learning Strategies
Suggested Time: 2 hours
Write out Newtons Third Law of Motion.
Draw a series of diagrams illustrating Newtons
Third Law. (lit, num)
Write a definition for momentum in both words
and formula.
State the correct units for momentum.
Write a definition for impulse in both words and
formula.
Complete worksheets on both momentum and
impulse.
Write an explanation showing why momentum is
conserved during a collision. (lit)
Resources
T1-T9
P1-P2
W1-W14
V1-V5
a stationary vehicle
an immovable object.
Reg.
Page 17
Teaching / Learning Strategies
Resources
Reg.
Page 18
Teaching / Learning Strategies
Suggested Time: 1 hour
Write a definition for inertia.
Write Newtons First Law.
Students work in small groups to list examples of
Newtons First Law
Explain the relationship between Newtons First
Law and inertia.
Students brainstorm reasons why Newtons First
Law is not apparent in normal everyday
situations.
Students suggest instances in which Newtons
First Law could be seen or closely approximated
to.
Students research and write a definition for
friction.
Students work in small groups to prepare a table
listing, a) possible examples of friction between
surfaces in the operation of a car and b) examples
of air resistance which affect the operation of a
car. For each example list the positive and
negative effects. (lit, ESL)
Resources
T1-T9
P1-P2
W1-W14
V1-V5
Reg.
Page 19
Teaching / Learning Strategies
Suggested Time: 4 hours
Brainstorm some of the safety features present in
modern cars and road design which have made
travel safer. (SOS, G & T, lit)
Students should work in small groups to research
the reasons for the introduction and use of low
speed zones, crumple zones and bull bars. From
their findings students should assess whether the
reasons for using these safety features were valid
in all conditions. (SOS, lit)
Students design their own investigation by (G &
T, lit, num)
setting up equipment
Resources
T1-T9
P1-P2
W1-W14
V1-V5
Reg.
Page 20
Teaching / Learning Strategies
Resources
Stage/Course: Physics
Please comment where appropriate on the strengths and weaknesses of this Program. Factors that
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Please use the other side of this sheet for any further comment