QCP 521 Lesson Planning Assignment Topic: Kinematics (Sec3 Express Pure Physics)

Done by: Ian Sim Tsi Tang

PGDE (Secondary) July 2005

QCP 512: Lesson Planning Assignment

Done by: Ian Sim Tsi Tang

IC: S7936319G

Matric No: 054517E23

email address:

Group: LG01

SubGroup: 2

Venue: Physics Education Lab II

Lecturer: A/P S Springham

Tutor: A/P Yap Kueh Chin

Duration: 70 mins

Structure of Topic:

This topic is the introduction to the topic of kinematics. In this topic, they will be able to state the definitions of velocity, displacement and acceleration and their corresponding equations. They will also be able to perform simple calculations using these equations. At the beginning of the lesson, students will have to be refreshed about the concepts of vectors and scalars. The first part of the lesson will be on the definitions of vectors and scalars and some examples..

The next part of the lesson will deal with the formulae of velocity, average velocity, and acceleration and the applications of these formulae.

Specific Intended Learning Outcomes / Objectives: At the end of this lesson, students should be able to:

i)State (in words) the definitions of velocity and displacement (including their SI units).

ii)State the differences between distance and displacement, and speed and velocity respectively.

iii)State that

iv)State that average velocity =

v)Apply the formulae they have learnt to calculate answers to simple questions involving calculations.

vi)State that uniformacceleration =

vii)State that acceleration is a vector and must be added vectorially.

Pre-requisite knowledge: Students should:

i)Be able to recall the concepts of vectors are quantities having both magnitude and direction and scalars are quantities having magnitude only.

ii)Be able to use simple trigonometry in their calculations like Pythagoras theorem.

Stage / Time (mins) / Activities
Trigger activity / 5 /
  • Resource: Powerpoint slides (slides 3 – 5)
  • Trigger activity. The treasure map. Tell students the story and ask the trigger questions.
  • Where should they walk?
  • What information is missing in this scenario?
  • There is magnitude in this case but there is no direction.
  • Direction is required in this case.

Recall prior knowledge / 7 /
  • Resource: Powerpoint slides (slide 6-7), tables
  • Recall the definitions of vectors and scalars and to recall the difference between them.
  • Show students the table (powerpoint) on different physical quantities like vectors and scalars and ask students to fill in the table orally.
  • Pause before asking several students to answer the question.

Content Delivery / 10 /
  • Resource (Powerpoint slides 8 – 15)
  • Introduce the quantities distance and displacement, giving definitions.
  • Introduce the difference between distance and displacement.
  • Displacement is the change in position of an object in a specified direction. Displacement is a vector quantity. It has both magnitude and direction.
  • Distance refers to "how much ground an object has covered" during its motion. Distance is a scalar quantity
  • Resource: Powerpoint slide with illustrations to explain the difference between distance and displacement.
  • Point out the differences between, distance, distance travelled and displacement
  • Use the diagram (treasure map) to illustrate these concepts.
  • Use the web link to further illustrate the concept of distance and displacement

Practice / 10 /
  • Practice Questions 1 and 2 of their handout.

Content Delivery / 10 /
  • Resource: slides 18-26
  • Introduce speed and velocity as the examples of scalar and vector quantities.
  • Introduce the formula for velocity.
  • Introduce the calculation of average and instantaneous speed.
  • Illustrate to the class the example on slide 19.

Practice / 10 /
  • Questions 1 to 5 on speed and velocity
  • Circulate around the class to ensure that the students are on task.

Content Delivery / 4 /
  • Acceleration
  • Introduce the definition of acceleration as the rate of change of velocity per unit time. Pay attention it is a vector having both magnitude and direction. Pay attention also to its SI units.
  • Introduce the formula for the calculation of acceleration.
  • Explain an example (example1) in the calculation of acceleration.

Practice / 6 /
  • Practice on acceleration question 1 to 3
  • Circulate around the class to ensure that the students are on task.

Summary and Closure / 8 /
  • Resource slide 33.
  • Recall the concepts learnt in the lesson
  • Complete the half-filled concept map with the aid of students through questioning the students.
  • Get students to write down below the concept map one thing they have learnt during the lesson today.
  • Pauseand then get some students to share their reflections.

References:

i)Understanding Physics, Robin Millar

ii)Physics, Principles and Problems, Murphy, Smoot

iii)

iv)