Parent plan · Week 3 · Motion & Kinematics — launch — Physics & Environmental Science
Parent teaching plan · 36 weeksUnits to teach or revisit
Chapter 2 · Motion & Kinematics
Assigned readings
Develop this chapter question: What can a motion graph tell us about where an object will go?
This week’s goals
- Explain models, objects, arrows and axes before substituting values.
- Conserve the relevant charge, momentum, matter and energy account.
- Apply independently, state limits and revise from evidence.
Read One ball, two component stories and a shared clock at chapter launch and revisit it alongside this week’s linked units, figures and investigation.
Five flexible sessions, normally 50–60 minutes. Two core unit sessions are scheduled, with a third for selected demanding topics. Sample week uses a complete 90-minute paper plus about 30 minutes of corrections within two ordinary-hour equivalents.
Session 1 · Describing Motion — build the model
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Read the chapter background and unit language. Draw a first model, study the core explanation and Parts 1–2, trace each figure and attempt the visual questions/checks. Complete a first worked case with its answer covered.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its quantities and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the objects, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
The positions become −6 m and −3 m; their difference remains +3 m. Distance=10 m; displacement=0 m in this frame.
- Use the supplied evidence and correct quantity/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 2 · Describing Motion — apply and explain
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Study Parts 3–4 and selected source-model prompts, then attempt the whole-unit application, illustrated practice and changed independent case. Explain a correction, revise the opening model and complete the exit check.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its quantities and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the objects, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Distance=16 m and elapsed time=10 s, so average speed=1.6 m/s. Displacement=+8 m, so average velocity=+0.8 m/s. Do not average the segment speeds without time weighting.
- Use the supplied evidence and correct quantity/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 3 · Velocity & Acceleration — build the model
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Read the chapter background and unit language. Draw a first model, study the core explanation and Parts 1–2, trace each figure and attempt the visual questions/checks. Complete a first worked case with its answer covered.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its quantities and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the objects, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
No. With east positive, velocity is negative and acceleration positive, so speed initially decreases. Velocity=−2 m/s; acceleration=−2 m/s²; speed is increasing after the reversal.
- Use the supplied evidence and correct quantity/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 4 · Velocity & Acceleration — apply and explain
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Study Parts 3–4 and selected source-model prompts, then attempt the whole-unit application, illustrated practice and changed independent case. Explain a correction, revise the opening model and complete the exit check.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its quantities and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the objects, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
a=(−4−8)/6=−2 m/s². v=0 at 4 s. Displacement=8×6+½(−2)×6²=12 m; positive net displacement does not mean it moved east for the entire interval.
- Use the supplied evidence and correct quantity/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 5 · Extended calculation and transfer — Velocity & Acceleration
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Reconstruct a worked method without looking at its answer. Then solve this changed case, show intermediate steps and units, explain a limit and compare a second method where appropriate: A cart changes from +8 to −4 m/s in 6 s under constant acceleration. Find acceleration, reversal time and displacement.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its quantities and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the objects, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
a=(−4−8)/6=−2 m/s². v=0 at 4 s. Displacement=8×6+½(−2)×6²=12 m; positive net displacement does not mean it moved east for the entire interval.
- Use the supplied evidence and correct quantity/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Submit this week
- Labeled first/revised models and intermediate calculations.
- Assigned practice and assessed attempts with explained corrections.
- Investigation record/report when assigned, identifying supplied versus collected data.
Parent / teacher weekly conference
Use actual written work to adjust support. Do not count a copied solution as independent mastery. Extend or redistribute time where needed; home-study records do not certify supervised or mandated laboratory requirements.
- Can each relevant symbol and unit be explained?
- Does the calculation conserve the appropriate quantities?
- Can the learner solve a changed case and explain an assumption?