GCSE Science B (Modular)

GCSE Science B (Modular)

Science: Double Award B (1536)

Physics B (1549)

Module 11 - Movement and change

Introduction

The specification objectives which are reproduced in this teaching scheme state the material which will be assessed in the examination for:
Science: Double Award B (1536)

Physics B (1549)

This scheme represents one approach to teaching the specification. Teachers can, of course, exercise their professional judgement to devise their own schemes.
The lesson content column suggests activities to be undertaken during lessons which are designed to cover the relevant specification objectives.
Bold type within this scheme indicates material intended for Higher Tier candidates.
The total teaching time is not stated in the specifications. Centres may adjust the lesson content, which is based on units of one hour, to meet the curriculum time available. Teachers will need to decide, in the light of students’ prior knowledge and attainment, how much time to allocate to different sections of the scheme.
Ideas and evidence opportunities developed in the publication Teachers’ guide – Ideas and

Evidence (UG009872) have been sign-posted. Teachers may wish, as indicated in the

specification, to develop ideas and evidence within other areas of the teaching scheme.

ICT policies in a centre cover the ways in which students may use the Internet. Teachers should, where such policies allow, encourage students to follow up and research material with this resource. They should also teach students about the limits and shortcomings of information retrieved from the Internet.
Centres are responsible for the overall risk assessment of experimental work undertaken by students.

UG009867 - GCSE Science B (Modular) Specification 2001 - Module 11 - Teaching Scheme - June 2001

Module 11 - Movement and change

Introduction

The content of this module may be conveniently divided into four areas of study.

Forces and motion

Work and energy

Seismic waves

Half-life

Module 11 - Movement and change
Scheme of lessons / In this module candidates will be required to:

use the following units

second (s), metre (m), metre per second (m/s), metre per second2 (m/s2), kilogram (kg), joule (J), newton (N), newton per kilogram (N/kg), watt (W), becquerel (Bq)
Lesson / Title / Comments
1 / Describing motion
2 / Describing motion (continued)
3 / Braking distance
4 / Stopping cars
5 / Newton and motion
6 / Terminal velocity
7 / Newton’s 2nd Law
8 / Newton’s 2nd Law (continued)
9 / Work and energy
10 / Power
11 / Kinetic energy
12 / Seismic waves
13 / Half-life
14 / Lesson for consolidation or continuation of Sc1
15 / Lesson for consolidation or continuation of Sc1

UG009867 - GCSE Science B (Modular) Specification 2001 - Module 11 - Teaching Scheme - June 2001

Module 11 - Lesson 1 - Describing motion
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.03 / recall that velocity is speed in a stated direction / Start lesson by discussing the importance of being able to describe the motion of vehicles. Basic definitions of speed, velocity, distance.
Highlight the fact that distance / time is AVERAGE speed and that a deeper analysis is needed.
11.02 / interpret distance-time graphs including determination of speed from the gradient of a graph / Plot the movement of a radio controlled car (or similar toy) across the lab. Students can then draw a distance-time graph related to the demonstration. / Stop clocks; metre sticks; radio controlled car (or other suitable toy). / Clear a suitable area in the laboratory.
Module 11 - Lesson 2 - Describing motion (continued)
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.04 / recall and use the equation
acceleration (m/s²) = change in velocity (m/s) ÷ time taken (s)
a = / Use distance-time graphs from lesson 1 to show characteristic shapes. Highlight situation when speed is changing. Define acceleration.
/ Discuss the idea that we need to monitor speed at particular times rather than distance. Students should be given the opportunity to explore different ways of measuring speed:
ticker tape timers;
light gates. / Ticker tape timers; ticker tape;
dynamics trolleys (or light gates).
11.05 / interpret speed/time graphs
determine the acceleration from the gradient of the graph
determine the distance travelled from the area between the curve and the time axis / Use experience from experiment to discuss shapes of speed/time graphs.
Students can then complete suitable calculations by working out the gradient of graphs obtained by the above experiments. / Suitable texts: Science at Work 14 - 16 Forces in Action.
Module 11 - Lesson 3 - Braking distance
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.06 / understand that the stopping distance of a vehicle is made up of
thinking distance
braking distance / Small group discussion / class brainstorming to lead to a list of factors that might affect stopping distance.
Experiment using dynamics runways (or similar track). Allow trolley to run a certain distance until it starts dragging weights (braking force). Record how far trolley moves until this drag brings it to a stop. Students can test effect of altering:
trolley mass;
angle of runway (speed).
The driver’s reaction time is part of the next lesson.
11.07 / understand the factors affecting the stopping distance of a vehicle, including
the mass of the vehicle
the speed of the vehicle
the driver’s reaction time / Dynamics trolleys; Runways; 100 g masses; string; pulleys; metre rules.
This experiment may be developed as an Sc1 exercise. Please see Managing The Assessment of Sc1 - January 2000 (UG006903) pages 61-63 for details of a suggested marking scheme.
Module 11 - Lesson 4 - Stopping cars
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.06 / understand that the stopping distance of a vehicle is made up of
thinking distance
braking distance / This can be a continuation of the previous lesson.
11.07 / understand the factors affecting the stopping distance of a vehicle, including
the driver’s reaction time / Students can measure reaction time and use this to calculate thinking distance at various speeds. Typical method may be dropping metre rules and catching it with hand / foot against cupboard door etc.
Discuss factors which affect reaction time e.g.:
alcohol;
drugs;
tiredness;
distractions. / Metre rules; stop clocks (or metre rules fitted with time scales).
Module 11 - Lesson 5 - Newton and motion
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.08 / recall a brief history of our understanding of forces and how they affect motion in a straight line including
the Greek view – a simple force needed to sustain motion
Galileo and Newton – balanced forces allow an object to continue in uniform motion in a straight line or to remain at rest
Newton – gravitational attraction acts between all masses / This lesson can be used to draw conclusions from the experiments from the last two lessons.
Class discussion to decide what is actually happening in the experiment.
Where are the forces acting?
What stops the trolley moving down the runway?
What causes the trolley to accelerate? / Runway.
Dynamics trolley.
11.09 / understand that when object A pulls or pushes object B then object B pulls or pushes object A with a force that is equal in size and opposite in direction / Ask a student to jump from a small box and watch the box move backwards. This discussion will lead to Newton’s 3rd Law. / Low box. / Choose a suitably co-ordinated student and check ‘landing’ area is clear.
11.13 / describe the forces acting on a car moving in a straight line on a horizontal surface
the driving force
the resistive force / Draw force diagrams of the recent activities to summarise what happens in each case.
11.14 / in the above example, understand how the balance of forces differs when the car is
accelerating
braking
moving at a constant speed
Module 11 - Lesson 6 - Terminal velocity
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.10 / understand that falling objects are acted on by a downward force (weight) and an upward force (air resistance) and that at the start of the fall the forces are unbalanced and the object accelerates / Discuss forces that acted on trolleys as they moved. Students should understand the concept of compensating for friction. / A possible Sc1 activity, particularly suited to average and weaker than average students, is The Investigation of Model Helicopters. Please see Managing The Assessment of Sc1 - January 2000 (UG006903) pages 73 –75.
11.11 / understand that, when an object falls through the atmosphere, air resistance increases with increasing speed until it is equal in size to the weight of the falling object, when terminal speed (velocity) is reached / Demonstrate, or experiment, with objects falling through tubes of glycerol (or equally viscous material). Highlight the uniform motion towards the bottom of the drop (providing the tubes are of reasonable length). / Large bore tubes; glycerol; ball bearings; metre sticks; stop watches. / These tubes should be prepared before lesson.
11.12 / understand that in the absence of air, all falling bodies accelerate at the same rate / Demonstrate ‘guinea and feather’ experiment. i.e. objects falling through a vacuum tube, or drop objects of similar shape in air so that air resistance may be ignored. / ‘Guinea and feather’ experiment.
Vacuum pump. / Any experiment involving vacuum should be carried out behind safety screens.
Watch video of Apollo astronauts dropping feather and hammer on Moon’s surface. / Suitable video: Encyclopedia Galactica - To the Moon and Man on the Moon.
The NASA website has lots of images:

Module 11 - Lesson 7 - Newton’s 2nd Law
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.15 / understand that when an unbalanced force acts on an object, the acceleration depends on
the size of the unbalanced force
the mass of the object / Discuss that, at the start of the fall in the previous lesson, the objects accelerate. Discuss how to analyse acceleration.
Standard experiment involving dynamics trolleys and runways (with ticker tapes or light gates). / Dynamics trolleys; Runways; ticker tapes and timers; light gates. / This experiment needs a lot of space.
Draw conclusions from class results and complete suitable calculations. / Suitable texts: Science at Work 14 - 16 Forces in Action.
11.16 / recall and use the equation
force (N) = mass (kg) × acceleration (m/s² )
F = m × a / Complete suitable calculations.
Module 11 - Lesson 8 - Newton’s 2nd Law (continued)
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.15 / understand that when an unbalanced force acts on an object, the acceleration depends on
the size of the unbalanced force
the mass of the object / To complete this experiment for both force and mass normally takes, at least, two hours.
Standard experiment involving dynamics trolleys and runways (with ticker tapes or light gates). / Dynamics trolleys; runways; ticker tapes and timers; light gates. / This experiment needs a lot of space.
Draw conclusions from class results and complete suitable calculations. / Suitable texts: Science at Work 14 – 16 Forces in Action.
11.16 / recall and use the equation
force (N) = mass (kg) × acceleration (m/s² )
F = m × a / Complete suitable calculations.
Module 11 - Lesson 9 - Work and energy
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.17 / recall and use the equation
work done (J) = force (N) × distance moved in the direction of the force (m)
W = F × d / Discuss the concept that, in order to make the trolleys move, we had to pull them. i.e. do work on them. Discuss the concept of work.
11.18 / understand that gravitational potential energy is stored positional energy, eg a swimmer on a diving board, a person lifting weights / List the types of energy that may be involved in (ultimately) causing things to move:
Gravitational;
Heat;
Elastic.
Draw energy diagrams. / Suitable hand held examples:
Ball bearing rolling down a slope;
Hot air balloon;
Catapult.
Suitable texts: Science at Work 14 – 16 Energy in Action. / Don’t fire catapult.
11.19 / recall and use the equation
gravitational potential energy (J) = mass (kg) × gravitational field strength (N/kg) ×
vertical height (m)
GPE = m × g × h / Complete suitable calculations.
11.20 / recognise the equivalence of work done and energy transfer and recall that energy transferred (J) = work done (J) / This concept should be drawn out from a plenary session.
Module 11 - Lesson 10 - Power
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.21 / understand that power is the rate of doing work and is measured in watts (joules per second) / Discuss the idea that we gain gravitational potential energy every time we climb a step.
Explain how to calculate the amount of gravitational potential energy we gain.
Discuss that a useful measure is how fast we gain (change) this energy - power.
Students may experiment by doing step-ups and timing themselves for twenty steps. Measurements of students’ mass, and the height of the step, may lead to a measurement of power. / Steps; metre sticks; bathroom scales;
stop watch. / Ensure steps are secure and won’t slide.
Don’t force students to do exercise.
Module 11 - Lesson 11 - Kinetic energy
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.22 / recall that kinetic energy is movement energy / Discuss energy diagram of a student climbing steps. Chemical → Kinetic → Gravitational.
Discuss the conversion of kinetic energy into other forms of energy in terms of the conservation of energy.
Use the Highway Code to analyse how braking distance changes with speed. / Highway code; calculators.
11.23 / recall and use the equation
kinetic energy (J) = ½ × mass (kg) × velocity 2 (m/s)2
KE = ½ × m × v 2 / Students should use formula to calculate kinetic energy at various speeds. Higher students should be able to plot braking distance against speed. This should emphasise the square relationship.
Module 11 - Lesson 12 - Seismic waves
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.27 / understand that at plate boundaries, plates may
slide past each other, sometimes causing earthquakes
move towards each other, taking rock into the mantle
move away from each other, resulting in volcanoes and forming new rocks / Discuss the idea that the surface of the Earth is in constant motion. Show students slides of how the plates have moved over the history of the Earth.
On the most recent slide, highlight the ‘circle of fire’ showing where earthquakes and volcanoes occur. / Suitably prepared transparencies.
11.24 / recall that seismic waves are caused by earthquakes or ‘underground explosions’ / Describe seismic waves.
11.25 / understand that longitudinal and transverse waves are transmitted through the Earth and that their paths and times of travel give information about the layered structure of the Earth: crust, mantle, outer (liquid) core and inner core / On a cross-section of the earth show the paths of the different types of seismic waves:
primary waves as longitudinal waves through solid and liquid parts of the planet.
secondary waves as transverse through solid only.
have waves as transverse over surface only. / Prepared transparency – showing paths of waves through the structure of the earth.
11.26 / recall that the Earth’s outermost layer, the lithosphere, is composed of plates in relative motion and that plate tectonic processes result in the formation, deformation and recycling of rocks / Discuss the rock cycle.
Module 11 - Lesson 13 - Half-life
Ref. / Specification Objectives / Lesson Content / Notes / Resources / Safety Precautions
11.28 / understand that the activity of a radioactive isotope decreases over a period of time and is measured in becquerels / Recap work completed during Module 6 and set up a ‘protactinium generator’. This can be left being monitored whilst other activities take place during the lesson. / ‘Recipe’ from CLEAPSS.
11.29 / recall that the half-life of a radioactive isotope is the time taken for half the undecayed nuclei to decay, and the consequent problems arising in the disposal of radioactive waste / Unstable isotopes will lose particles from their nuclei. It is impossible to predict which nuclei in a ‘block’ will lose particles and when – a purely random process. This may be modelled by throwing two hundred dice and removing the sixes after each throw. / Large beaker; two hundred dice.
Suitable video – Science in Focus: Radioactivity.
The demonstration of this task could provide the evidence for an Sc1 skill A assessment task. / Needs a large table to stop dice falling on the floor.
11.30 / use the concept of half-life to carry out simple calculations on the decay of a radioactive isotope
11.31 / describe the uses of radioactivity in the radioactive dating of archaeological specimens and rocks / Students may complete calculations in remaining lesson time and for homework.
Complete a worked example of a calculation showing carbon-14 dating.

Suggested Homework

Module 11 - Movement and change
Lesson / Homework
1 / Draw distance - time graphs for given journeys.
2 / Complete calculations from velocity-time graphs.
3 / Write up experiment - write the planning component of an investigation based on the trial experiment conducted in class or perform the analysis evaluation part of an investigation using data obtained during class time.
4 / Project on road safety.
5 / Based on the ideas of forces and the idea that resistive forces increase with increasing speed, the students can do a planning exercise to develop ideas ready for obtaining evidence in lesson 6. Differentiation can be in terms of the amount of guidance provided to lead students through the written work.
6 / Write up experiment – Perform the analysis and/or evaluation part of an investigation using data obtained during class time. Differentiation can be in terms of the amount of guidance provided for the written work.
7 / Write up experiment.
8 / Calculations using F = ma.
9 / Calculations on work or potential energy.
10 / Power calculations.
11 / Calculations on kinetic energy.
12 / Use given data to estimate the size of the core and the speed of different seismic waves or Prepare a poster (or short presentation to give to their group of 4/5) showing how surface data can provide evidence about Earth’s internal structure. Differentiation can be in terms of the data provided to individuals.
13 / Calculations on half-life.