- Remind pupils of the importance of friction in driving cars forward and ask them to describe what happens when cars/bicycles try to stop suddenly on greasy/wet/smooth roads and which factors affect stopping distances.
- Show pupils the speed/stopping distance data in the
Highway code and ask for interpretations. Some pupils could plot stopping distances against speed and be asked to describe the trend shown.
- Draw out pupils' understanding of what speeds actually tell them. Explore pupils' qualitative understanding of speed by posing questions,
eg How would you find out who in the class runs fastest?
- Extend this by giving pupils distance/time graphs,
eg of a journey to school partly on foot and partly on a bus, a journey home on a tricycle, a trip in a lift up a high building, and asking them to 'tell the story' of the journey. Discuss with pupils and tell them a story of a journey and ask them to turn it into a graph.
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- identify that, for a given car, the stopping distance relates to its speed
- explain in words the units of speed,
eg mph, km/h
- describe the journey shown in a speed/time graph,
eg for the first ten minutes he didn't go very far, about a quarter of a mile, but in the next ten minutes he went four miles, so he probably got a bus or a lift
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