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Subject: Physics Topic: Relative speed Duration: 40 mins (Single Lesson)

National Curriculum Link relative motion: trains and cars passing one another
Learning Objective Calculate the relative speed between two
objects moving along the same line.
Big Idea How do we compare speed between two moving objects?
Vocabulary Speed, relative speed,
Resources Worksheets, meter scale or tape and calculator
Scientific Enquiry Type Analysis
Working Scientifically Links Recording data using a table and reporting and presenting findings from enquires,
including causal conclusions, relationships and explanations of and degree of trust in
results, in oral and written forms such as displays and other presentations
Context / Prior Learning Students are expected to have prior knowledge of speed.
Learning Outcomes / Success Criteria
All Most Some
 I can  I can represent simple journeys on a I can work out the direction of
Calculate the relative speed betwee distance- time graph. relative motion for objects not
n two Objects moving along the same moving along the same line.
line.

Health and Safety: .


Teaching and Learning Activities
Starter (5 mins)
Activity (Individual Work): (3 min)
The AT video Relative speeds provides some clips of people or objects moving at different speeds and poses some questions
for discussion. It is suggested that only the first couple of clips, showing escalators and motorway traffic, are used here as a
starter, to get students thinking about the concept of relative speed.

Ask students to write a short paragraph explaining the idea of relative speed – then check one or two paragraphs as a class

 Teacher to share learning objective, vocabulary, scientific enquiry type, learning outcomes with the students.

Development (25 mins)


Working Scientifically: (Group task)
Relative speed calculations

Worksheet 9Ic-7 provides questions on relative speed calculations.

Developing: Students work in pairs as far as questions 1 and 2.

Securing: Students work as far as question 4, singly or in pairs.

Exceeding: Students use the whole sheet

Mid-plenary (AfL): Worksheet 9Ic-5 provides a distance–time graph and asks students to match statements to different
points on the graph.

Developing: Students answer the questions on the worksheet, omitting questions 3 and 4. Question 3 could be worked
through as a class.

Securing: Students answer the questions on the worksheet.


Exceeding: Remove the graph from the worksheet before giving it to students. Ignore the questions and ask students to work
in pairs to arrange the cards in any order they choose and note the order. Then ask them to draw a distance–time graph to
represent the journey. They will need to calculate the distance travelled on card F and can also be asked to calculate the
speeds for all sections of the journey. Students can then give their graph to another group and challenge them to work out the
order of the cards

Plenary (AfL) (10 mins)


Students will be writing 2 correct and one wrong statement about relative speed. The wrong statement from each group
will be corrected by other group. Teacher will monitor each group, and will conclude finally which are correct and
wrong statements.

Lower Order Questioning Higher Order Questioning


(Remembering, Understanding, Applying) (Analysing, Evaluating, Creating)
When do we say that a body is in motion? Can an object be moving when its speed is zero? Give reason
A train is travelling from a station A to another station B at a
If you are lying perfectly still on the ground, are you in speed of 60 km/hr. Another train is travelling at a speed of 30
motion or are you at rest? km/hr from station B to A. The relative speed of train A with
How do you find relative speed between two objects? respect to B is?

Home Learning: Airspeed and groundspeed


Work on relative speeds by describing airspeed and groundspeed and why both are important for the operation of aircraft.

CLASS CONTEXT
Key Stage: 3 Year: 9
Section A B C
Date / Day / Period / Time
No. of Students
Emirati Students
SoD
Modifications
Gifted & Talented

LESSON PLAN

LESSON EVALUATION BY TEACHER


What went well: Even better if: