4.5.4.3.1

Stopping distance and reaction time Wadebridge spec

Resource

Resource sheet

Ruler Drop Experiment

Exam Questions

Exam questions

Video

Stopping Distances.mp4

Stopping distances explained

Euro NCAP Crash Test of Ford Focus.mp4

Crash test dummies

Practical / DEMO

Practical

DEMO:

  • Skateboard x2
  • Fire Extinguisher (CO2)
  • 2 x Alcohol (Ethanol) Rocket PDF Risk
    • no bottle cap vs special bottle cap
  • Methane rocket PDF Risk


  • Alcohol first explain about the speed of exhaust- speed it up using a special nozzle. Then move onto methane rocket (hotter reaction)


Different Stations :

  • Balloon fire down a string
  • Two magnets repelling each other
  • Newtons cradel
  • A spring toy (jumps into air)
  • A boat in bowl of water - students push down and feel the force back)
  • Picture of fire extingusher (BELOW)
  • Picture of a gun (recoil)
  • Picture of a canoe


Safety

Safety procedures for methane and alcohol.

Warn students of loud noises

Studnets to stand behind the ignotion


Stopping distance and reaction time Wadebridge spec

Content - WADEBRIDGE SpLIT SPEC

The stopping distance of a vehicle is the sum of the distance the vehicle travels during the driver’s reaction time (thinking distance) and the distance it travels under the braking force (braking distance). For a given braking force the greater the speed of the vehicle, the greater the stopping distance.


(Physics only) Students should be able to estimate how the distance for a vehicle to make an emergency stop varies over a range of speeds typical for that vehicle.

(Physics only) Students will be required to interpret graphs relating speed to stopping distance for a range of vehicles.


Reaction times vary from person to person. Typical values range from 0.2 s to 0.9 s.

A driver’s reaction time can be affected by tiredness, drugs and alcohol. Distractions may also affect a driver’s ability to react.

Students should be able to:

• explain methods used to measure human reaction times and recall typical results

• interpret and evaluate measurements from simple methods to measure the different reaction times of students

• evaluate the effect of various factors on thinking distance based on given data.