At the end of this unit
in terms of scientific enquiry
most pupils will: measure the speed of moving objects in the laboratory using a datalogger; describe patterns in data and use these to make predictions and check them; recognise that different degrees of precision are required for measuring speed in different contexts; interpret distance-time graphs of falling objects and relate these to the forces acting on objects; present a report, based on secondary sources, on an aspect of the development of faster vehicles
some pupils will not have made so much progress and will: measure the speed of some moving objects and relate these to speed data from secondary sources; identify factors affecting the fall of parachutes; describe an invention which has helped people to travel faster
some pupils will have progressed further and will: describe non-linear relationships between speed and distance travelled; justify appropriate levels of precision in measuring speed; interpret speed-time graphs of falling objects; explain how a technological development contributed to faster travel
in terms of physical processes
most pupils will: manipulate and apply the relationship between speed, distance and time; relate forces acting on an object to its movement; describe how streamlining reduces resistance to air and water and how this resistance increases with the speed of the object, and relate this to the particle model; apply ideas of unbalanced and balanced forces to falling objects
some pupils will not have made so much progress and will: compare speeds; describe how forces change movement; give examples of streamlined objects; identify the forces acting on an object
some pupils will have progressed further and will: use the definition of speed in calculations and conversions from different units; relate change in movement of an object to its mass and the forces acting upon it; explain increased air resistance with the speed of an object, using the particle theory
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