20 their connection with space and time properties

Long-term plan unit: Laws of conservation

School:

Date:

Teacher name:

Grade:  10

Number present:

absent:

Theme of the lesson

Laws of conservation of momentum and mechanical energy, their connection with space and time properties

Learning objectives

To apply conservation laws when solving calculations and experimental problems

Lesson

objectives

1.         Recall the concepts covered in grade 9 about linear momentum.

2.         Distinguish between kinetic energy and linear momentum

3.         Describe the vector nature of linear momentum.

4.         Calculate the linear momentum of different objects and of systems containing two or more objects

5.         Explain the link between momentum change and resultant force using F = d(mv)/dt

6.         Explain impulse

7.         State Newton’s second law of motion in terms of F = d(mv)/dt.

8.         Show that Ns and kgms-1 are equivalent units for linear momentum

Success

criteria

Learners achieve these learning objectives if:

-          Correctly define momentum and impulse

-          Correctly solve 5/6 problems on momentum

Language

objectives

Language learning objective:  Learners can: Use vocabulary related to momentum concepts competently

Subject-specific vocabulary & terminology: Momentum, mass, velocity, kinetic energy, newton, impulse, rate of change 

Useful set(s) of phrases for dialogue/writing: Momentum is the …….. mass and ……; Impulse and force are related by….; If velocity is fixed but mass is changing them….; Newton’s second law states that….

Values

instilled at

the lesson

Responsibility, life-long learning, honesty

Cross-

curricula

links

Engineering, English,

Mathematics: graphical representation of the inverse function

ICT

skills

Interactive whiteboard application

Using a Smart board, calculators and laptops

Previous

learning

G7 ideas about energy and its conservation

G9 linear momentum; conservation of momentum; collisions and interactions; elastic and inelastic collisions.

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

3 min

Creating a collaborative environment in the classroom

Teachers greet and register students. Students greet teachers and indicate

Introduce the learning and lesson objectives.

Introduce Schedule of the lesson

Optional:

Slide 2: the students might be asked about the item shown on the slide (do they know it? Its name? its working principle? Who invented it and what for?). a short discussion might be organized

Slide 3: the lesson agenda is being introduced for the students to stay on line of time and keep the track

PPT slides 1-3

Middle

15 min

10 min

10 min

Slides 4-5: before introducing new topic short review of topics from grade 9 are being organized by answering the questions on the slides

New topic (information about conservation laws)

The whole class is shortly working on the task provided on slide 6, then the students compare their answers to the one on slide 7

The explanation of the new topic is based on slide 8-11 and theoretical material from the teacher guide

Practical work (group work)

Work with worksheet

Students follow the instructions on the worksheets to conduct the practical work on conservation laws. At the end of  the 10 min period the quick discussion of the results obtained by different group might be held in order to compare the results

Solving problems (past papers materials)

Students solve problems either in pairs or individual according to their academic abilities and the timing, then the checking is organized as peer-assessment while students check each others work before teacher goes in with correct answers

PPT slide 4-11

PPT slides 12-13

Didactic material #1

PPT slide 14

Didactic material #2

End

2 min

Reflection of the lesson

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check students’ learning?

Health and safety regulations

High ability students will have two challenging tasks in addition to the work covered.

It is envisaged that two or three students may find difficulties with recalling and applying the concepts. They will get individual attention during the time that others are working on extra problems. Other students will explain to their colleagues how they go about a particular task. Opportunities for application will be given off-the-cuff.

a.       State Newton’s three laws of motion in sentences

b.      Explain a closed system and the interactions of objects within it

c.       Explain how forces arise in pairs as opposite ends of an interaction. (Explain the implications of Newton’s third law).

d.      State the principle of conservation of momentum in sentence form

e.       Use vectors (drawn as arrows) to represent the linear momentum of each part of a two colliding snooker balls

Normal classroom conditions

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?