24, 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 that are achieved at this lesson(Subject Programme reference)

To apply conservation laws when solving calculations and experimental problems

Lesson objectives

In this lesson, the students will:

1.      Learn the theory of conservation of momentum

2.      Learn the differences between and characteristics of different types of collisions

3.      Analyze and solve problems involving conservation of momentum

Success criteria

Verbally and algebraically express the principle of conservation of momentum

Explain the main differences between elastic and inelastic collisions

Solve problems involving both elastic and inelastic collisions

Language objectives

Subject-specific vocabulary & terminology:

Conservation; inelastic collision, perfectly inelastic collision, elastic collision

Useful sets of phrases for dialogue and writing:find the speed of recoil of the rifle for the conditions below; what is the magnitude of the impulse force that is applied throughout the motion of the object

Cross-curricular links

Many examples connected with sports and physical education will be used to create a connection with students’ lives.  Additionally, a connection with automobile safety is made which can connect to Global Perspectives and Global Citizenship.  A connection with biology can be made in which students study biological adaptations of organisms that have to withstand large impacts.

ICT skills

Students will use scientific calculators to calculate experimental results.

Previous learning

Students have studied momentum and impulse in the previous lesson, and they have studied the conservation laws in previous years.  This year the topic will be expanded to talk about different types of collisions and the quantities conserved in each one.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

5 minutes

Starter: Students will answer the question from the starter in their copybooks.

Organizational moment to acquaint students with the

·         Theme of the lesson

·         The objectives of the lesson

·         The criteria of success for the lesson

·         The plan of events for the lesson

PPT slides 1-5

Middle

30 min

2 min

Experimental work using collision carts to investigate elastic and inelastic collisions.

Class discussion comparing results of each group and drawing conclusions.

PPT slides 6-7

Instructions for experiments

End

3 min

Emoji reflection:

Write on a post it note what you:

Liked about the lesson?

Are confused about?

Want to learn more about?

PPT slide 8

(Optional: homework from additional problems)

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

Students will work in groups with varying ability levels on the experimental work.  Strong students will be able to help weak students understand the material.  Strong students will be challenged to think of where the energy has gone that would cause a change in kinetic energy for their elastic collisions (sources of error).

Students will be assessed by checkpoint questions throughout the presentation and by teachers, who will circulate around the room during the experimental work to check students’ calculations.  A formal formative assessment will be given during the next lesson on this topic.

Students will be briefed on the safety procedures for using experimental equipment.

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 or achievements/difficulties of individuals that will inform my next lesson?