2Basic definitions and equations of the kinematics of the uniform acceleration of a body

Long-term plan unit:

Kinematics

School:

Date:

Teacher name:

Grade: 10

Number present:

Absent:

Theme of the lesson

Basic definitions and equations of the kinematics of the uniform acceleration of a body

Learning objectives that are achieved at this lesson(Subject Programme reference)

To derive the formula of displacement under the uniform acceleration of a body using the speed-time characteristic curve;

To apply kinematic equations when solving calculations and graphics problems

Lesson objectives

By studying this lesson, the students will:

1.      Be able to plot and interpret distance-time, displacement-time, velocity-time and acceleration-time graphs.

2.      Describe the slope, the unit of slope and the physical significance of the slope of a distance-time, displacement-time, velocity-time and acceleration-time graphs.

3.      Differentiate distance-time graph from displacement or position-time graph.

4.      Calculate and interpret the area under the curve of a velocity-time graph and acceleration-time graph.

Success criteria

The students achieve if they are able tosolve the graph analysis problems given to them.

Language objectives

The students should be able to answer orally and respond immediately whenever asked with questions during the discussion.

Values instilled at the

lesson

*Appreciation for the unique abilities of each learner.

* Respect for other’s opinion.

* Lifelong learning that theories learned from our discussion could be applied also to practical life and as well as the problems solved in this lesson might be helpful in taking the Physics SAT, SET and Cambridge Exams.

Cross-curricular links

* Visual Literacy Instruction – the students must understand, appreciate and comprehend what they have seen in the PPT slides

*Utilization of IT in teaching and learning process.

ICT skills

These links provide useful information about graphing motion:

http://hyperphysics.phy-astr.gsu.edu/hbase/mechanics/motgraph.html

http://byjus.com/physics/distance-time-velocity-time-graph/

http://www.texasgateway.org/node/4117

Previous learning

Kinematics in One Dimension (One Dimensional Motion)

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

1-3 min

Introduction

LessonOpening

·          Go through the terms from last lesson

·          Show scope of the today’s lesson

Show lesson objective

Give the four kinematics equation for constantly accelerated rectilinear motion.

PPT slides 1-2

Middle

2-3 min

3-5 min

2 min

The teacher demonstrates the movement of two bodies (you can use the resources of robotics). The first body moves with a constant speed, the second - with acceleration.

Discuss with the learners how the movements of these bodies differ.

Groups recall the definitions of key kinematic quantities and the basic formulas expressing the relationship of the given quantity to others. 

Define the following:

1. Distance
2. Displacement
3. Speed
4. Velocity
5. Instantaneous velocity
6. Acceleration

Differentiate the following:

1. Distance from displacement
2. Speed from velocity
3. Velocity from acceleration

PPT slide 3

PPT slides 4-5

25 min

Solving problems from the presentation and didactic material cards (didactic material #2 – optional as differentiated)

PPT slides 6-20

Didactic material #2

2 min

Reflection

Smiles: the pupils are drawing a simple smile to interpret the way they felt about the problems and the solutions they made

The problems which they need to answer and solve, will serve as the formative assessment for today.

None for today.

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?