Name



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

New 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

|Time |Teaching/Learning Activities |Materials |Rationale |

|(min) | | | |

| |INTRODUCTION | | |

| |Set Induction | | |

| |Trigger activity: Give the coin and matchbox riddle (Appendix 1). Let the students realize|Coin, matchbox |To stimulate the students interest. Arouse their|

| |that all motion or lack of motion around them can be explained by just 3 Laws. | |curiosity to keep their attention on the lesson.|

|5 |History of Sir Isaac Newton | |Overview. Makes it a more personal learning |

| | | |experience. |

| | |Verbal, PowerPoint slide | |

| |DEVELOPMENT | | |

| |Prepare the skateboard Demo (Appendix 2) |Skateboard Demo: skateboard, ball, piece of|Stimulate their higher order think skills; train|

| |Ask the class what would happen to the ball if you suddenly pull away the skateboard? |wooden rod, plank |their ability to infer from life experiences, |

| |Conduct the skateboard demo 1. | |train their reasoning and logical thinking |

| |Ask them for the reason why it happen. | |skills. |

|10 |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. | | |

| |Introduce inertia and how it is related to mass and only mass. Emphasize its implications.| | |

| | | |Putting the concepts learned into written |

| | |PowerPoint |examinable context. |

|5 | | | |

| |Pose to them the ‘Sumo wrestler on bus’ question (Appendix 3). Where would they want to be| |Relate it back to life situations. Test the |

| |standing when the bus is about to move, A or B? What about when the bus is about to stop? |OHP |students on their understanding of inertia. |

| |Why? | |Consolidate the learning by using an interesting|

|10 | | |example |

| | | | |

| |Ask what would happen if the bus is now stationery and another bus is to crash onto the | |Crop-dusting. Challenge the more intelligent |

| |bus in a heads-on collision. | |students. |

|5 |Explain that in the skateboard example, what you did is to exert a force on the skateboard|OHP |Let the students relate scientific terms to |

| |(pulling and pushing). Define force. | |common terms. |

| |Ask what would happen if another boy tries to push the skateboard in the opposite | |Let them discover proper techniques of |

| |direction while you are trying to push the skateboard? Make sure the students realize | |questioning and proving. Using Socratic dialogue|

| |there are 3 possible outcomes. | |approach |

|10 |What if the boy is pushing in another direction (ie not opposite and against me)? | | |

| |Explain the concept of balanced and unbalanced force and how it is different from no | |Scaffolding. Leading students to now the effects|

| |force. | |of force on motion |

| | | | |

| | | |Setting the correct concepts |

| |Introduce Newton’s 1st law | | |

|5 | | |Train students to think critically. Train them |

| |Ask the student if Newton’s law is true. Challenge them that if it is true, why is it that| |to look at thinks objectively and not just |

| |the skateboard will stop after sometime after you push it? | |accept doctrine. Train higher order thinking |

| | | |skills |

| |Introduce the concept of friction and how friction and other forms of resistance forces | |To defray any possible misconceptions right from|

| |are present in real life in all contact surfaces. They should understand that friction | |the start. |

| |plays a part in the ‘sumo wrestler on bus’ example. | | |

|5 |Ensure students understand the difference between friction and other forms of resistance | | |

| |like air/water resistance (no need in-depth explanation) | | |

|5 |Ask the students for everyday examples of objects that keep on moving due to lack of | |Train the students to apply the knowledge |

| |friction ( note: if students mention earth going around in space, make sure they realize | |learned. Bring physics back into their normal |

| |that it is just moving with same speed but not velocity and that the forces are just | |lives so that they will more observant and be |

| |balanced in the direction tangent to its orbit). Relate this to the reason for seatbelts | |more inquisitive. |

| |and what happens in a crash | | |

|10 |CONSOLIDATION & CLOSURE | | |

| |Summarize today’s lesson. Remind important concepts. | |Consolidating today’s learning points. |

| |Ask the students if they have figure out how to solve the coin and matchbox demonstration?| | |

| |Explain to them the reason and let them think through and see if its correct. | | |

| |Tell the students to explore the friction website and the inertia website. Give a brief | | |

| |demo so they know what is on it. Brief intro on next lesson | | |

| | | |Using multimedia to further consolidate their |

| |Give students worksheet Inertia(Appendix 4) as homework |Laptop with internet access and projector |knowledge. Interested students can find out |

| | | |more. |

| | | |To ensure that students understand the topic and|

| | | |is able to synthesize the knowledge for other |

| | |Worksheet Inertia |examples. Practice what they have learnt for |

| | | |consolidation |

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Appendix 2

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Appendix 3

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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.

[pic]

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

[pic]

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.

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Unbalanced forces

Body to remain at rest

Action equal to Reaction

F = m a

A force of one Newton (N) will give a mass of one kilogram an acceleration/deceleration of 1 m/s2.

Balanced Forces

Newton’s 3rd law

Newton’s 2nd law

Newton’s 1st law

Newton’s Laws of Motion

Forces

Friction

example

Whose effects obeys

Which describe

Which cause

Which describe

Body to continue moving at a steady speed in a straight line i.e. constant velocity

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