Lesson Planning - stupidchicken comic
Lesson Plan
Topic: Mass, Weight and Density
Class: Secondary 3 Express (Pure Physics)
Duration: 1 period (40 min)
Lesson Objectives:
At the end of this lesson, students should be able to:
(a) state that mass is a measure of the amount of substance in a body
(b) state that the mass of a body resists a change in the state of rest or motion of the body
(c) state that a gravitational field is a region in which a mass experiences a force due to gravitational attraction
(d) define gravitational field strength g as gravitational force per unit mass
(e) recall the relationship weight = mass x gravitational field strength
(f) apply the relationship between weight, mass and gravitational field strength to new situations or to solve related problems
(g) recall the relationship density = mass / volume
(h) apply the relationship between density, mass and volume to new situations or to solve related problems
Prior knowledge and skills:
1. Students have some background knowledge on the difference between mass and weight.
2. Students have some background knowledge on density.
3. Students have basic algebraic manipulation in Mathematics.
Resource materials:
1. Powerpoint slides
2. 1 video of oranges floating and sinking in water because of different densities
3. 1 gif animation on inertia
Concept Map:
[pic]
Summary of lesson plan
|Time allocation |Activities |Resources |Rationale |
|10 min |Slides 1 and 2 |Powerpoint slides |Introduction so that students|
| | | |are focused on what they are |
| |Introduction about topic and inform students of lesson objectives.| |learning. |
| | | | |
| |Tell students that they have covered this topic before and it is | | |
| |just a refresher topic so that students do not feel intimidated by| | |
| |the topic. | | |
| | | | |
| |Slide 3 | | |
| | | |Knowledge construction on |
| |Define mass. | |what is mass and the |
| | | |properties. |
| |Distinguish between mass and weight in Physics terms, mass is | | |
| |measured in kilograms and weight is measured in newtons. | | |
| | | | |
| |Tell students how large and small masses are measured in. | | |
| | | | |
| |Slide 4 | | |
| | | | |
| |Show examples of different masses. | | |
| |Questions: | | |
| |1. Ask if students know what is the mass of a pea in terms of | | |
| |grams and milligrams. | | |
| |2. What about the mass of a car and relate it to tonnes. | |Questions are asked to |
| | | |encourage students’ |
| |Slide 5 | |participation. |
| | | | |
| |Introduce students to equipment that measures mass – beam balance | | |
| |and electronic balance. | | |
| | | | |
| |Ask students for some precautions of using the electronic balance.| | |
| |1. Need to zero the balance before taking readings. | | |
| |2. Need to put the object gently on the scale. | | |
| | | |Knowledge construction and |
| | | |link to practical on |
| | | |precautions when handling |
| | | |such equipment. |
|5 min |Slides 6, 7, 8 and 9 |Powerpoint slides |Lesson development. |
| | | |Students should be able to |
| |Introduce students to inertia and relate to prior knowledge of | |grasp the knowledge on |
| |Newton’s First Law. | |inertia. |
| | | | |
| |Relate it to students’ daily life of reluctance to get up in the | | |
| |morning to go to school. | | |
| | | |Use of animated gift for |
| | |Website |visual learners. |
| |Use of animated gif of a car and a wall to allow students to | |
| |visualise what is inertia. |mmedia/newtlaw| |
| | |s/cci.html | |
| | | | |
| | | |Reminder to students of the |
| | | |importance of selt belts. |
| | | | |
| |National education: Tie in the importance of tying seat belts when| |Real life application of |
| |inside a car for safety reasons. | |inertia. |
| | | | |
| | | | |
| |Illustrate another example of going for cruise where the ship’s | | |
| |engine will be turned off way before it reach the harbour and the | | |
| |inertia of the ship will allow it to glide forward still. | | |
|10 min |Slide 10 |Powerpoint slides |Knowledge construction on |
| | | |what is gravitational field |
| |Introduce students to gravitational field strengths. | |strength. |
| | | | |
| |Talk about Newton and the apple from the tree that dropped on him.| | |
| | | | |
| |Briefly mentioned that it is measured by the product of radius of | | |
| |the objects and the mass of the object and students will learn it | | |
| |during A-levels. | | |
| | | | |
| |Slide 11 | | |
| | | |Knowledge construction on |
| |Link gravitational field strength to weight. | |weight. |
| | | | |
| |Remind again that weight in Physics terms is different. | | |
| | | | |
| |Slide 12 | | |
| | | | |
| |Introduce students to equipment that measures weight – spring | | |
| |balance and compression balance. | | |
| | | | |
| |Slide 13 | | |
| | | | |
| |Distinguish the differences between weight and mass. | |Knowledge construction on |
| | | |differences between weight |
| | | |and mass. |
| |Slide 14 | | |
| | | | |
| |Show students the different gravitational field strengths of | | |
| |different planets especially that of earth where it is rounded off| |Expose students that |
| |to 10 ms-2 or usually approximated as 9.81 ms-2. | |gravitational field strengths|
| | | |exist in other planets. |
| | | | |
| |Get students to calculate the weight of an apple on earth, on moon| |Hands on practice on how to |
| |and on jupiter. | |calculate weight using the |
| | | |formula W = mg |
|10 min |Slide 15 |Powerpoint slides |Induction activity to arouse |
| | | |students’ interest. |
| |Tell students story of Archimedes and grab their attention by | | |
| |saying that it is a story about a naked man. | | |
| | | | |
| |Ask students how they can solve the problem. Allow 1 minute for | |Thinking question posed and |
| |discussion. | |group based learning and |
| | | |sharing. |
| | | | |
| |Slide 16 | | |
| | | | |
| |Reveal answer to student and allow student to appreciate how | | |
| |density came about. | | |
| |Eureka or the displacement can method name came about in this way.| | |
| | | | |
| |Slide 17 | |Knowledge construction on |
| | | |density and acronym used to |
| |Introduce students to density. Acronym of My Dear Valentine used | |help students remember the |
| |to help student to remember the formula. | |formula. |
| | | | |
| | | |Induction activity to arouse |
| | | |students’ interest. |
| |Show video clip of two oranges floating and sinking in water. | | |
| | | | |
| | |Video clip | |
| | | | |
| |Slide 18 | |Knowledge construction on how|
| | | |to apply the density formula |
| |Go through example on how to find density. | |to solve problems. |
| |Remind students that they have to remember the formulas for | | |
| |finding volume that they have learnt in maths. | | |
| | | | |
| |Remind students that for two different objects, students cannot | | |
| |just sum up the densities. Need to find out individual volume and | | |
| |mass. | | |
| | | | |
| |Tell students that they are expected to be able to work out the | | |
| |mass and volume from the same formula as well. | | |
| | | |Consolidation of knowledge. |
| |Slides 19 | | |
| | | | |
| |Allow students to practise further and share their answers. | | |
| | | | |
| |Students should be able to distinguish whether the object will | | |
| |float or sink in water. | | |
|5 min |Slide 20 |Powepoint |Summarise the lesson. |
| | | | |
| |Lesson closure. Concept map to recap what students have learnt. | | |
| | | | |
| |Assignment of homework from textbook page 64. | |Assignment of homework to |
| |MCQ – Qn 1, 2, and 3 | |consolidate knowledge. |
| |Structured Questions – Qn 3, 5 and 6 | | |
References
1.
2.
-----------------------
defined as
defined as
related to mass by
where
related to mass by
is a measure of
related to weight by
defined as
related to density by
Density
Weight
Gravitational force acting on an object
Mass per unit volume
Amount of substance in a body
inertia
g is the gravitational force per unit mass acting on an object
D = M/V
W = m x g
kg/m3
N
kg
Mass, m
Concept Map
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