QCP 521- MicroTeaching & Lesson Plan
Lesson Planning
Topic :Kinematics
Class :Secondary 3 Express (Pure Physics).
Student Ability:Average
Lesson Objectives:At the end of the lesson, students should be able to:
a)State what is meant by distance and displacement
b)Deduce from the shape of a distance-time graph when a body is:
- at rest
- moving with uniform speed in positive direction
- moving with uniform speed in negative direction
c)Plot and interpret a distance-time graph
d)State what is meant by speed and velocity
e)Calculate average velocity using
f)Deduce from the shape of a speed-time graph when a body is:
- at rest
- moving with uniform speed in positive direction
- moving with uniform speed in negative direction
g)Plot and interpret a distance-time graph
Prior Knowledge:Before the start of this lesson, students should be able to
- Define what is scalar and vector quantities
- Calculate gradient
New Concepts/Terms: Displacement; velocity; Distance-Time and Velocity-Time graphs
Learning Aids/Resources :
IT :Powerpoint slides; Physics applets; online Quiz
Hands-on:Clue-cards for group work
Whiteboard
Set Induction:
Show a map with the trail of a cyclist. The motion of the cyclist is depicted by the red arrows. (See Appendix A)
The motion path of the cyclist can be shown in the map.
Question students if it is possible to plot the motion of the cyclist on a graph.
It is possible… which leads to start of the lesson.
Lesson Development:
1)Kinematics = motion on graph
This chapter requires students to be familiar with linking graphs to motion of an object. The purpose is to understand the usefulness of graphs and explore how motion can be plotted and analyzed.
2)Basic Definitions
* Recap: what is a scalar and vector.
Distance is scalar while displacement is vector, where direction is important.
The sign conventions: rightwards as positive; upwards or downwards can be positive, depending on situations. This concept is new to students, thus it is essential to get the basics right.
Use Examples 1 & 2 to check for understanding.(See Appendix B)
3)Basic Displacement-Time (d-t) Graphs
Introduce the basic d-t graphs:
- Stationary object/ object at rest at origin
- Object at rest at a distance from origin
- Object moving at constant rate/constant velocity in positive direction
- Object moving at constant rate/constant velocity in negative direction
(See Appendix B)
4)Storyline
Inject the story of Tortoise and Hare.
This aims to relate something familiar to the students, so that they can follow and will have associations with.
Version 1: Tortoise was slow and steady throughout the race.
Hare sprinted for 2min, rested for 20min, then sprinted for final 2min.
Both arrived at the 10m finishing line together.
Show (using ppt) the sketch the graph of 1st, explaining along.
Prompt the students before showing the graph of ; staggering the entrance of the graphs so that students will not be overwhelmed with 2 plots on one graph at one go. (See Graph 1 in Appendix B)
Version 2: On the second challenge, hare made up his mind not to rest.
Hare sprinted for the first 2min and starts to have stomachache.
So he sprinted back to the toilet 2m behind the Starting Point for the next 2min.
Stayed in toilet for 5min.
Then,dashed to the Finishing Point 12m away in 4 min.
To his dismay, it was a draw match again, as the tortoise was slow and steady throughout the 13min.
Check if the students can plot the graph for . Practice plotting the graph for with the students. Phase by phase, for them to break down the complicated graph. Teaching points are the negative displacement, negative slope as the hare U-turned back to Start Point; and that d-t graph should be “broken down” for interpretation. (See Graph 2 in Appendix B)
* Recap:Displacement is a vector. Rightwards is positive.
Basic d-t graphs and associated kind of motion.
5)Definitions of Speed and Velocity
Velocity is a vector and defined as rate of change of displacement.
Relate to gradient of d-t graph, and introduce SI units of velocity.
Question the students the difference between speed and velocity.
(Eg of uniform speed but not uniform velocity under circular motion)
6)Storyline
Back to the story of and . Using Graph 1,
- Ask who has a higher velocity from 0-2min (steeper slope = higher velocity)
- What is the velocity of hare during 2-22min
- Calculate the velocity of hare for 0-2min and 22-24min
- Calculate the velocity of tortoise for the whole race
Plot the Velocity-Time (v-t) graph for the followed by the , explaining along.
Graph 1 allows students to calculate the velocity (gradient) easily and plot the v-t graph (See Graph 3 in Appendix B).
7)Group Work
Once the idea of attaining velocity data from d-t graph is established, challenge the students to plot the v-t graph for Story Version 2 in groups of 4. Teacher will go round to clear any misconceptions. The correct graph should look like Graph 4 (See Appendix B).
Next is Team Challenge:
- 2 sets of Clue Cards are prepared, each with 3 kinds of motion (See Appendix C)
- Each group will be given a set
- Task: to sequence the motion and plot the d-t graph and v-t graph accordingly
- Exchange only the d-t graphwith another group with different set of Clue Cards
- Each group now plots the v-t graph for the exchanged d-t graph and guess the motion on the Clue Cards that group received
- Compare findings with the original group
In this activity, students will notice how motion can be pieced together; and try to plot d-t and v-t graphs. After the exchange, they need to interpret the d-t graph to plot the v-t graph, and deduce its motion.
* Recap using velocity quiz:
(On screen capture in Appendix D)
Lesson Closure
Groups to end the activity and teacher to summarize the concepts taught:
- Definition of displacement and velocity
- Plotting d-t and v-t graphs
- Interpreting d-t and v-t graphs
Homework from workbook and worksheet will be given.
Show the police car and speeder applet to relate to next lesson on concept of acceleration
(
References
1)GCE ‘O’ Levels Physics Syllabus (5052)
2)GCE ‘O’ Levels Physics Key Points
3)Animated distance and displacement figure:
4)Quiz on Velocity:
5)Applet on police car and speeder:
6)Worksheet material:
Summary of lesson plan
Time Frame / Activities / Resources / Rationale5 min /
- Set Induction (See cartoon map in Appendix A)
- Kinematics as a study of motion on graph
- Definitions of distance and displacement
Concept of displacement must be properly developed.
5 min /
- Introduce basic d-t graphs. (See Appendix B)
20 min /
- Story of Tortoise and Hare.
- Version 1: tell story and plot corresponding d-t graphs, one at a time (relate back to basic d-t graphs)
- Version 2: tell story and guide students to plot d-t graphs. (teach how to break up d-t graph; highlight negative slope)
- Recap displacement as vector; sign conventions basic d-t graphs and kind of motion
White-board / Story aims to let students relate to something familiar; students will be less lost.
Reveal the plots one at a time as students have not seen 2 plots on 1 graph before.
Basic d-t graphs form the motion in both Versions 1& 2.
Guiding students through the process of plotting helps them to understand, and build confidence in approaching problems
5 min /
- Define Speed and Velocity
- Difference between Speed and Velocity
- Velocity is gradient from d-t graph
10 min /
- Back to the story of and
- Use d-t graph of Story Version 1 as example to guide plotting of v-t graph
White- board / Continuation from story, making it easier to follow for students.
Guide students in plotting a v-t graph entirely from a d-t graph..
20 min /
- Group work to plot v-t graph for Story Version 2
- Teacher to go round to assess and clear misconceptions
Group work time allows teacher to provide small group guidance
- Team Challenge
- Each group will have to plot d-t & v-t graphs
- Groups exchange d-t graphs
- Deduce the v-t graph and motion of object
- Recap using Velocity Quiz
Short quiz to test understanding and clear misconceptions.
5 min /
- Lesson Closure
- Police car and Speeder applet to relate to next topic on acceleration
Applet / Summarize the concepts taught.
Create interest and link to next lesson.
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Submitted By Chng Rui Qing Rachel