Conceptual understanding: a kinematic model of a particle can predict changes in motion, momentum, and energy.

Global context: scientific and technical innovation - an exploration of physics can be used to improve daily life.

Strand 1: storytelling with graphs

• Speed, velocity and acceleration can be represented mathematically by the gradient of a line.

• The gradient of a line at a particular point indicates the instantaneous rate of change.

• Displacement and distance can also be represented mathematically by the area under a graph.

Inquiry questions:

How do we measure position? (F)

How do we measure motion? (F)

How can we identify distance, displacement, speed, velocity, and acceleration from motion graphs? (F)

What is terminal velocity? (F)

How do we describe motion? (C)

When/Where was the importance of relativity first discussed? (D)

Strand 2: modelling forces

• The interaction of forces affects the movement of an object.

• Any particle in motion will experience a resistance to the motion.

Inquiry questions:

How do non-contact forces act? (F)

What is common to all types of friction? (F)

How do static and dynamic friction differ? (F)

What do we mean by resistance? (C)

How far can forces reach? (C)

Field theory suggests that gravitational fields can be felt at the edges of the Universe, is this true? (D)

Stand 3: momentum

• Momentum can be changed and transformed but is conserved in an isolated system.

• Applying the laws of motion leads to safety improvements in our various modes of transport.

Inquiry questions:

How can we use conservation of momentum to predict motion? (F)

How can we use impulse to design safer machines/better equipment? (F)

How would an ion drive work? (C)

How does a thruster on a rocket work? (C)

Have improvements in safety made people better or worse drivers? (D)

Stand 4: energy

• Energy can be transformed but is conserved in an isolated system.

Inquiry questions:

How can we show energy transfers diagrammatically? (F)

Is any energy transfer 100% efficient? (C)

What are the similarities between Sankey diagrams and how we write chemical reactions? (C)

What is the relationship between force and energy? (C)

How does this energy discussion link to the ideas of global warming? (C)

Approaches to Learning:

Thinking - Critical - Use models and simulations to explore complex systems and issues (with a focus on modelling forces)

Thinking - Creative - Apply existing knowledge to generate new ideas or processes(with a focus on motion graphs)