Chestnut Drive Secondary School

Practicum Lesson Plan for Turning Effect of Forces: Part 1

Chestnut Drive Secondary School CT: Mr. Gary Lee NSC: Mr. Pyun Do Young

Done by: Date: Elke P. Handoyo 02 March 2009 Table of Contents

Page Breakdown of topic……………………………………………………….. 2 Lesson plan……………………………………………………………….. 3-5 Reflection…………………………………………………………………. 5 References………………………………………………………………… 6 Appendix A – Crossword Puzzle…………...…………………………… 7 Appendix B – Answer Key………...……………………………………… 8 Appendix C – Mind Map…………...……………………………………… 9

2 Breakdown of Topic

Topic/Sub- Content Level topics 5 Turning of Include: S3NA Forces a) Moments of Forces b) The Centre of Gravity c) Principle of Moments d) Stability

Part b,c and d will be covered in following lesson.

3 Lesson Plan Subject : Science (Physics) Topic : Turning effects of forces Subtopic : Moments of Forces Class/level : Secondary Three NA (Mixed Abilities) Duration : 2 periods (60 minutes) Learning Environment : Classroom

Pre-requisite Knowledge Students should be able to: 1) Describe and identify forces acting on a body.

Learners’ Outcomes By the end of the lesson, students should be able to: 1) Describe the moment of a force in terms of its turning effect and relate this to everyday examples 2) Use Moment of a force (or torque) = Force x Perpendicular distance from pivot in different situations to solve related problems

Common misconceptions/learning difficulties

1) Students may interpret moment as a force instead of turning effect of the force.

4 Learning Activities Stage Teacher Students Time Materials (mins) 1 Introduction

Learners’ outcome 10 Whiteboard Write down the learners’ outcome and Students know what to Marker objectives of lesson on the left hand corner expect for the lesson. of the board.

Inform the students of learners’ outcome and objectives before the start of lesson.

Evaluation

Classwork (Cross-word Puzzle) Crossword Student allowed to refer to Puzzle textbook Sheet, Textbook

2 Development

Moment 10

Ask what is moment? Expected answer: Turning effect of a force Demo Ask for student volunteer to hold a Meter rule, meter rule horizontally with weight (eg. basket Basket) at centre and at end. Ask When does the student feel a greater Expected answer: When “twist”? weight is at the end of the Explain Same weight = same force. The stick. difference is in the torque/moment. Draw force diagram on the board. Whiteboard marker Examples Weighing balance, door, see Students are expected to saw raise questions when in doubt.

Define moment of a force (M) about a Students are expected to jot point, O, is the product of the force (F) and down the definition and the perpendicular distance (d) from the formula of Moment point to the line of action of the force.

Demo Ask for student volunteer to hold the 10 meter rule horizontally with weight, on his left arm and then on his right arm. Compare difference in the moment of the Expected answer: One is force. clockwise and the other is

5 Draw force diagram on the board. anti-clockwise moment. Whiteboard marker Refer to textbook on examples of moment of forces

Highlight the case of no turning effect Students are expected to when force passes through pivot A. raise questions when in Analogy Compare by pushing hinge of doubt. door.

Highlight the case of no turning effect Students are expected to when force acts parallel to lever. raise questions when in Analogy Compare by pulling hinge of door. doubt.

** Check for understanding. 5

3 Consolidation/Closure

Summary: Reinforce key concepts taught Students should be able to 5 Whiteboard during the lesson. recall what was being taught.

Draw mind map Students are expected to draw the mind map in their jotter book.

4 Assessment/Evaluation 10 Classwork Students are expected to Theory Theory workbook Exercise 5.1 complete the homework and Workbook Page 35 hand in on time. Q1 and 2.

Reflection

After the lesson has been conducted, the teacher should evaluate and reflect on the effectiveness of the lesson by asking himself/herself the following questions:

 Have all the SIOs been met?  Has learning occurred? Have student misconceptions and learning difficulties been addressed?  What are the strengths of the lesson?  What are the areas for improvement?  How can I make changes to improve on the lesson in future?

6 References

1. Loo, K.W., & Loo, W.Y. (2007). Science in focus – Physics ‘N’ Level (2nd Ed.). Singapore: Pearson Longman. 2. Loo, K.W., & Loo, W.Y. (2007). Science in focus – Physics ‘N’ Level Theory workbook, Teacher’s Edition (2nd Ed.). Singapore: Pearson Longman. 3. Hewitt, P.G. (2006). Conceptual physics (10th Ed.). USA: Pearson.

7 Appendix A – Crossword Puzzle CHESTNUT DRIVE SECONDARY SCHOOL Sec 3 ‘N’ Level Physics Name:______( ) Class: ______Date:______

-The End-

8 Appendix B - Crossword Puzzle Answer Key

9 Appendix C – Mind Map

Moment

is the product of is

Force The turning effect of a force

and can be The perpendicular distance from the pivot to the force Clockwise Clockwise moments moments are equal if

body is in equilibrium

A state that is described by The principle of moments