Name : Phua Tien Siong LG02 Subgroup 2

Name : Phua Tien Siong LG02 subgroup 2

Lesson Plan for Topic : Dynamics - Newton’s 1st Law of Motion Level : Sec 3 Express Duration : Double period (70 min)

Lesson Objectives

At the end of the lesson, students should be able to

1. Explain what is meant by inertia and relate inertia to mass of an object

2. Describe the effects of inertia on an object

3. Associate force on a body to a push/pull on the body in a particular direction

4. Describe the effects of balanced and unbalanced force on a body

5. Discriminate between balanced force and no force.

6. Describe the 4 ways in which a force may change the motion of a body

7. State Newton’s First Law

8. Identify friction as one of the main reasons why objects don’t move perpetually.

9. Design an experiment to verify Newton’s First Law

10. Correlate the effects of the first Law and friction to explain everyday situations.

Students Prior Knowledge and Skills

1. Students should know the physical quantities of mass and weight and their SI

units

2. Students should know the differences between scalar and vector quantities

N ew Concepts/Terms

1. Inertia

2. Forces

3. Balanced and unbalanced force Method/ Approach.

Basically the entire approach is using Socratic Dialogue style where ther is lots of questions and stimulation of thinking processes. This is to let the students build the information base on their past experiences in everyday things (scaffolding). This is useful and effective in this case as the students have all experienced Newton’s Laws at work, not much IT is needed as this is a topic that’s very relevant to everyday experiences and students will be motivated to learn about it without much IT.

Concept Map

example Forces Friction

Whose effects obeys

Newton’s Laws of Motion

Newton’s 1st law Newton’s 2nd law Newton’s 3rd law

Which Which describe describe

Balanced Forces Unbalanced forces

Which cause A force of one Newton Action equal to Reaction (N) will give a mass of one kilogram an Body to Body to continue acceleration/decelerati remain moving at a steady on of 1 m/s2. at rest speed in a straight line i.e. constant velocity

F = m a

Time Teaching/Learning Activities Materials Rationale (min) INTRODUCTION Set Induction  Trigger activity: Give the coin and matchbox riddle Coin, matchbox To stimulate the students (Appendix 1). Let the students realize that all motion interest. Arouse their curiosity 5 or lack of motion around them can be explained by to keep their attention on the just 3 Laws. lesson.  History of Sir Isaac Newton Verbal, PowerPoint slide Overview. Makes it a more personal learning experience. DEVELOPMENT  Prepare the skateboard Demo (Appendix 2) Skateboard Demo: Stimulate their higher order  Ask the class what would happen to the ball if you skateboard, ball, piece of think skills; train their ability to suddenly pull away the skateboard? wooden rod, plank infer from life experiences,  Conduct the skateboard demo 1. train their reasoning and logical 10  Ask them for the reason why it happen. thinking skills.  Ask the class what would happen to the rod when the skateboard is suddenly stopped?  Conduct the skateboard demo 2.  Ask them for the reason why it happen. Putting the concepts learned  Introduce inertia and how it is related to mass and 5 PowerPoint into written examinable only mass. Emphasize its implications. context.  Pose to them the ‘Sumo wrestler on bus’ question Relate it back to life situations. (Appendix 3). Where would they want to be standing OHP Test the students on their when the bus is about to move, A or B? What about understanding of inertia. 10 when the bus is about to stop? Why? Consolidate the learning by using an interesting example

 Ask what would happen if the bus is now stationery Crop-dusting. Challenge the and another bus is to crash onto the bus in a heads-on more intelligent students. collision. 5  Explain that in the skateboard example, what you did OHP Let the students relate scientific Time Teaching/Learning Activities Materials Rationale (min) INTRODUCTION Set Induction  Trigger activity: Give the coin and matchbox riddle Coin, matchbox To stimulate the students (Appendix 1). Let the students realize that all motion interest. Arouse their curiosity 5 or lack of motion around them can be explained by to keep their attention on the just 3 Laws. lesson.  History of Sir Isaac Newton Verbal, PowerPoint slide Overview. Makes it a more personal learning experience. DEVELOPMENT  Prepare the skateboard Demo (Appendix 2) Skateboard Demo: Stimulate their higher order  Ask the class what would happen to the ball if you skateboard, ball, piece of think skills; train their ability to suddenly pull away the skateboard? wooden rod, plank infer from life experiences,  Conduct the skateboard demo 1. train their reasoning and logical 10  Ask them for the reason why it happen. thinking skills.  Ask the class what would happen to the rod when the skateboard is suddenly stopped?  Conduct the skateboard demo 2.  Ask them for the reason why it happen. Putting the concepts learned  Introduce inertia and how it is related to mass and 5 PowerPoint into written examinable only mass. Emphasize its implications. context.  Pose to them the ‘Sumo wrestler on bus’ question Relate it back to life situations. (Appendix 3). Where would they want to be standing OHP Test the students on their when the bus is about to move, A or B? What about understanding of inertia. 10 when the bus is about to stop? Why? Consolidate the learning by using an interesting example

Appendix 2 Appendix 3 Worksheet Inertia – Do-at-your-free-timework

Name :______

Class :______

Define Inertia.

______

Give 2 everyday examples that shows the effects of Inertia

______

What is a force?

______

List the possible effect of forces on an object other than changing its shape.

______

What is friction? Is air resistance a kind of friction? What about water resistance?

______

What is friction caused by?

______

What is air resistance caused by?

______Circle the correct answers for the following questions.

Use the statement and diagram below to answer the next three questions: The diagram depicts a hockey puck sliding, with constant velocity, from point "a" to point "b" along a frictionless horizontal surface. When the puck reaches point "b", it receives an instantaneous horizontal "kick" in the direction of the heavy print arrow.

Along which of the paths will the hockey puck move after receiving the "kick"?

A B C D E

8) The speed of the puck just after it receives the "kick"?

a) Equal to the speed "Vo" it had before it received the "kick".

b) Equal to the speed "V" it acquires from the "kick", and independent of the speed

"Vo".

c) Smaller than either of speeds "Vo" or "V".

d) Greater than either of the speeds "Vo" or "V", but smaller than the arithmetic sum of

these two speeds. 9) Along the frictionless path you have chosen, how does the speed of the puck vary after receiving the "kick"?

a) No change.

b) Continuously increasing.

c) Continuously decreasing.

d) Increasing for a while, and decreasing thereafter.

Decreasing for a while, and increasing thereafter.