Lesson Plan
Lesson Plan
Date : 29-10-2001 Time : 9:35 - 10:55 Class : F.3T
Location : Physics Laboratory Subject : HKCEE Physics Topics : Mechanics - Kinematics
Aim : Introduction of basic terms in kinematics
Objectives : 1. Students are able to identify the differences between scalar and vector quantities..
2. Students are able to recognize the meanings of basic terms in describing the separation between two points : distance and displacement.
3. Students are able to identify the differences between displacement and distance.
4. Students are able to recognize the meanings of basic terms in describing how fast an object moves : average speed and average velocity.
5. Students are able to identify the differences between average speed and average velocity.
6. Students are able to identify the differences between average speed and instantaneous speed.
7. Students are able to identify the differences between average velocity and instantaneous velocity.
|Time |Section |Teaching Activities |Remarks |
|0 - 10 minute |Introduction of concepts of |1. Physical quantities (scalar) without direction are introduced by presenting |1. Time, length and mass are examples of the scalars. |
| |scalar and vector |several examples. | |
| | | |2. Position and force are expected to be the common answers of the |
| | |2. The students are asked several examples about quantities with direction |question. |
| | | | |
| | | | |
| | |3. Physical quantities (vector) with direction are introduced by presenting several | |
| | |examples. | |
| | | | |
| | |4. Basic form of representation of vector is introduced. | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
|Time |Section |Teaching Activities |Remarks |
|10 - 35 minute |Distance and displacement |1. A map and a small piece of string is given to a group of students. The students |1. We expect the students would be confused by the two questions and |
| | |are asked by two different questions : |the corresponding answers. Teacher would be going around to answer |
| | |" How far should we travel if we want to go to Tai Po Market from the Chinese |questions of the students. |
| | |University of Hong Kong by KCR?" | |
| | |& | |
| | |"What is the position of Tai Po Market relative to the Chinese University of Hong | |
| | |Kong?" | |
| | | | |
| | |2. Distance is defined at first and should be mentioned as the appropriate answer of| |
| | |question 1. | |
| | | | |
| | |3. Displacement is defined and should be mentioned as the appropriate answer of | |
| | |question 2. | |
| | | | |
| | |4. The difference between distance and displacement is further illustrated by a | |
| | |flash animation as well as a numerical example. |2. The uniqueness of displacement and the nature of variation of |
| | | |distance are explained in details. |
| | |5. The MTR system in Hong Kong is briefly described to demonstrate the concepts of | |
| | |distance and displacement. |3. Students are expected to point out that the table mentioned in the |
| | | |notes about MTR are actually distance. |
|35 - 55 minutes |Average speed and average |1. Average speed is defined and its relation with total distance traveled is |1. SI units of average speed and average velocity are emphasized. The |
| |velocity |mentioned. |conversion of daily unit to SI unit is demonstrated in a simple |
| | | |example. |
| | |2. Average velocity is defined and its relation with the displacement traveled is | |
| | |mentioned. | |
| | | |2. Students are expected to have confusion between average speed and |
| | |3. A flash as well as a numerical example (KCR from the University to Tai Po Market)|average velocity. |
| | |is used to demonstrate the difference between average speed and average velocity. | |
| | | | |
|Time |Section |Teaching Activities |Remarks |
| | |4. The students are asked to finish a numerical example. | |
| | | | |
| | |5. Daily typical speeds are mentioned briefly to give the students a simple picture.| |
| | |Ask the students a question : "How can a person be walking with a much larger speed |3. Traffic congestion and a special method of counting time are |
| | |than a motor car?" |expected to be the answers. |
| | | | |
| | |6. The typical average speed and velocity of an MTR is demonstrated. | |
|55 - 75 minute |Instantaneous speed and |1. The non-uniformity of speed and velocity are demonstrated by a video. |1. This concept should be demonstrated by some daily examples. (MTR) |
| |instantaneous velocity | | |
| | |2. The concept of instantaneous speed and velocity is introduced. |2. Brief description, including the explanation of unit, of speedometer|
| | | |is introduced at first. |
| | |3. Two numerical examples are presented to demonstrate the difference between | |
| | |instantaneous velocity and average speed. | |
| | | | |
| | |4. The students are asked to solve a problem. | |
| | | | |
| | |5. The students are required to complete the table in a work sheet according to the | |
| | |video. | |
|75 - 80 minute |Conclusions |1. The students are asked to finish the worksheet according to video shown. |1. Students are required to figure out the motion of the toy train |
| | | |themselves. |
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