• Quick retrieval from earlier learning (Distance from the area under a velocity–time graph). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. A velocity–time graph rises in a straight line from (0 s, 0 m/s) to (5 s, 5 m/s). How far does the object travel in this time, in m? → 12.5 mPrompt: Distance travelled = area under a velocity–time graph.
2. A train travels at a constant 20 m/s for 40 s. On a velocity–time graph, what is the area under the line, and so the distance travelled, in m? → 800 mPrompt: A constant velocity gives a horizontal line, so the area is a rectangle.
3. A velocity–time graph rises in a straight line from (0 s, 0 m/s) to (4 s, 4 m/s). How far does the object travel in this time, in m? → 8 mPrompt: Distance travelled = area under a velocity–time graph.

• Drop a sheet of paper and a scrunched-up sheet together and ask why one falls faster.
• Share the objective: Uniform acceleration: v² − u² = 2 a s. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: An object starts at 0 m/s and accelerates uniformly at 2.5 m/s² over 25 m. What is its final velocity, in m/s? (Give 1 decimal place.)
• Step 1: v² = 0² + 2 × 2.5 × 25 = 125
• Step 2: v = 11.18
• Step 3: So the answer is: 11.2 m/s
• Answer: 11.2 m/s
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. An object starts at 2 m/s and accelerates uniformly at 2 m/s² over 20 m. What is its final velocity, in m/s? (Give 1 decimal place.) → 9.2 m/sPrompt: Use v² − u² = 2 a s.
2. A car travelling at 20 m/s brakes with a deceleration of 5 m/s². What is its braking distance, in m? (Give 1 decimal place.) → 40 mPrompt: Final velocity v = 0.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. A car travelling at 15 m/s brakes with a deceleration of 6 m/s². What is its braking distance, in m? (Give 1 decimal place.) → 18.8 mPrompt: Final velocity v = 0.
2. A train speeds up from 10 m/s to 20 m/s over 100 m. What is its acceleration, in m/s²? (Give 2 decimal places.) → 1.5 m/s²Prompt: a = (v² − u²) ÷ (2 s)

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-11.