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Year: 10

Subject: IGCSE Physics (0654)


Teacher: Suta
Unit Title: P1. Motion
How can we track the motion of an object? (What is average speed? How to describe motion into graph?
Essential
What is acceleration?)
Question:

Reccomended Prior Knowledge:


Students will need to be familiar with graphs and graph plotting and, although they are not likely to have talked much in terms of the area
under a graph or its gradient, they might well have met some of the ideas in other ways. Students are likely to have some understanding
of distance, speed and time and will almost certainly be able to conduct simple calculations in miles/hour or kilometres/hour, even if they
find metres/second trickier and do not see immediately how it all relates to the equation:
v = x / t. Encourage students to look carefully at a unit such as metres/second (a distance divided by a time) as this can be a useful way
of helping them to remember the appropriate equation.
Syl.
Learning Objectives
Learning Activities
Students Skills
ref
P1.1
Define speed and calculate
Tuning-In Question: Antonio Valencia (Manchester United) is the fastest
Be able to define what
speed from:
football player alive today with top speed ever recorded of 35.2 km/h. Today average speed is and
total distance
in Rio Olympic, Jimmy Vicaut just won his gold medal on 100 m sprint by
calculate average
total time
9.95 s. Prove who is faster between Valencia and Vicaut! (10mins).
speed of a moving
object.
P1.3
Plot and interpret a speedDiscuss distance-time graph.
time graph and a distancehttp://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/forces/s Be able to describe the
time graph
peedrev3.shtml
distance-time graph.
P1.4

P1.8

P1.2
(S)

P1.5
(S)

Recognise from the shape


of a
speed - time graph when a
body is
at rest
moving with constant
speed
moving with changing
speed
Demonstrate a qualitative
understanding that
acceleration is related to
changing speed

Practise how to calculate speed from distance-time graph.


http://www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_gateway/forces/s
peedrev4.shtml

Watching video (4 mins). This video deals with speed - time graphs and also
includes the effect of force on acceleration:
www.youtube.com/watch?v=f20yH5dHyPo&feature=relmfu
Students explore animation about velocity and acceleration:
www.fearofphysics.com/Xva/xva.html
Students explore linear motion with constant acceleration through experiment.

Be able to calculate
the speed from
distance-time graph.

Be able to distinguish
speed and velocity.
Be able to describe the
speed-time graph.
Be able to calculate
the area under a speed
Page 1

P1.6
(S)

P1.7
(S)

Distinguish between
speed and velocity

Extension trolley work can be extended to analyse the graphs further and
calculate the acceleration.

Recognise linear motion


for which the
acceleration is constant
and calculate the
acceleration

Although not specifically part of the syllabus, work on car stopping distance
(thinking distance plus braking distance) is useful and appropriate here. Being
relevant to real life, this is a good opportunity to raise learners awareness of the
large distances involved.

Recognise motion for


which the acceleration is
not constant
Calculate the area under
a speed - time graph to
work out the distance
travelled for motion with
constant acceleration

- time graph to work


out the distance
travelled for motion
with constant
acceleration.

See: http://www.cyberphysics.co.uk/topics/forces/stopping_distance.htm
and:
http://www.bbc.co.uk/schools/gcsebitesize/science/add_gateway_pre_2011/forces/m
otionrev3.shtml
UK road safety video showing the effect of slightly excessive speed (this is quite
graphic, but effective):
www.youtube.com/watch?v=ipnJbSnmc24
This is from New Zealand and is not so graphic, giving distances in metres:
www.youtube.com/watch?v=Z_n-HIBnfts

Experiment (2 50 mins)
Module: http://www.vernier.com/files/sample_labs/PHYS-AM-01-motion_on_an_incline_complete.pdf
Apparatus: Motion detetor, Dynamics Cart and Track System.

Quiz (20 mins)


Questions are taken from Past Papers http://teachers.cie.org.uk :
Jun 2014 Paper 11 Q28
Jun 2014 Paper 31 Q3
Nov 2014 Paper 31 Q10

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