9Motion of a body dropped at an angle to the horizon

Long-term plan unit:

Kinematics

School:

Date:

Teacher name:                                      

Grade: 10

Number present:

Absent:

Theme of the lesson

Motion of a body dropped at an angle to the horizon

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

To study the trajectory of a body dropped at an angle to the horizon

Lesson objectives

In this lesson, the students will:

1.      Learn the theory of objects in free fall and projectile motion.

2.      Calculate the range of a projectile launched at an angle to the horizontal and check their calculations experimentally.

3.      Solve problems about free fall and projectile motion (if time allows).

Success criteria

·         Can graphically represent the motion of a projectile moving vertically and at an angle to the horizontal.

·         Can determine the maximum height of a projectile launched vertically.

·         Can determine the range and maximum height of a projectile launched at an angle to the horizontal.

Language objectives

Subject-specific vocabulary & terminology:

Projectile, trajectory, launch angle, maximum height, acceleration vector, velocity vector, range

Useful sets of phrases for dialogue and writing:find the range of the projectile.  Determine the maximum height of the projectile.  Describe the motion of a falling body.

Values instilled at the

lesson

Mission/Vision: As lifelong learners, students will be asked to discuss ways in which understanding free fall and projectile motion could be useful in everyday life and their future careers.

Global Citizenship: Students will be told briefly about how the smart use of projectiles (arrows) led to a victory for the English at the battle of Agincourt.  Students will also be asked to talk about how projectiles are still important and increasingly complicated in light of the current crisis in North Korea.

Cross-curricular links

Study of graphs and their gradients directly links with mathematics.  Projectiles have a long history and students will be familiar with cases from history class in which projectiles are used in battle.

ICT skills

Students will use calculators to model projectile motion.

Previous learning

Students have learned the kinematic equations and how to read graphs of motion in the previous lesson.  Additionally, students have encountered projectile motion in previous years.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

3 minutes

Organizational moment to acquaint students with the

·         Theme of the lesson

·         The objectives of the lesson

·         The plan of events for the lesson

PPT slides 1-3

Middle

10 minutes

10 minutes

6 min

4 min

5 min

Review activity Hot seat

•      One student sits facing theclass, and other students take turns asking him questions, until he has answered seven questions about mechanics.

•      The teacher or one of the students records the number of correct answers.

•      At the end, the teacher will summarize which students answered the most questions.

Watch video to answer questions

https://www.youtube.com/watch?v=aY8z2qO44WA or

https://www.youtube.com/watch?v=w3BhzYI6zXU

Introduction of a new topic (Work in your copybook)

•      Projectile motion

•      Initial velocity

•      Motion on the x-direction

•      Motion on the y-direction

•      Relative velocity

Experimental work

1.      Place any object (such as a pen or eraser) on the edge of the table.

2.      Throw this item horizontally off the edge of the table.

3.      make anynecessary measurements and determine:

•      The horizontal component of the velocity

•      The vertical component of the velocity

•      The final velocity

Solving problems (Didactic material #3)

PPT slide 4

PPT slide 5

Didactic material #1

PPT slides 6-10

PPT slide 11

Didactic material #2

PPT slides 12-13

End

2 minutes

Reflection

PPT slide 14

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

Strong students can be given the task of calculating the range of projectiles launched across an uneven surface or to calculate the angle of launch based on the range.  Struggling students can be given problems with scaffolding starting with horizontally launched projectiles.

Students will be assessed by how they perform in the experimental work.  At the end of the lesson they will have a written formative assessment on free fall and projectile motion.

Students will be reminded of laboratory safety procedures that are necessary for the experimental work.  Students will be instructed and carefully monitored to make sure that all procedures are being followed.

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?