Lesson Plan

Long-term plan unit: Unit 1B

Kinematics (liquid)

School:

Date:

Teacher name:

Grade:  11

Number present:

absent:

Theme of the lesson

Continuity equation. Bernoulli's equation. Buoyant force.

Learning objectives

·         to apply continuity equation and Bernoulli's relation when solving experiment, calculation and qualitative problems;

Lesson

objectives

Students will know

 that:

Students will be able to:

·         use Archimedes' principle to determine buoyancy forces.

·         solve problems using the Bernoulli equation and the continuity equation.

·         explain situations involving the Bernoulli Effect.

Language

objectives

Terminology:

-          The flow rate of a liquid is a measure of the volume of liquid that moves in a certain amount of time.

-          Buoyant force- the upward force exerted by any fluid upon a body placed in it — compares Archimedes’ principle.

-          Bernoulli's principle is - a principle in hydrodynamics: the pressure in a stream of fluid is reduced as the speed of the flow is increased.

-          Bernoulli’s equation – states that the sum of the pressure, the potential energy per volume, and kinetic energy per volume has the same value at all points in a tube or pipe.

Useful set(s) of phrases for dialogue/writing

-          As the velocity increases, the pressure falls.

-          The volume flow rate is constant at all points in the tube.

-          As the tube gets narrower, the velocity increases.

-          As the cross-sectional area of the tube reduces, the flow velocity increases.

-          The liquid is accelerated by a pressure difference

Cross-

curricular

links

Discuss possible cross-curricular link with a colleague or refer to primary sources of other subjects

Indicate how the cross-curricular integration is implemented in the classroom (through activities and/or content)

ICT

skills

Describe what kind of ICT skills the students will be able to develop at the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

Middle

Creating a collaborative environment  in the classroom

Topic: Continuity equation. Bernoulli's relation. Buoyant force.

Learning objectives:  to apply continuity equation and Bernoulli's relation when solving experiment, calculation and qualitative problems

Students will be able to:

•          use Archimedes' principle to determine buoyancy forces.

•          solve problems using the Bernoulli equation and the continuity equation.

•          explain situations involving the Bernoulli Effect.

Schedule of lesson:

-          Watching movie about Archimedes principle and complete worksheet (Part A)

-          Experimental work «Determining the Density of Styrofoam» (Part B)

-          Derivation of equation of continuity (with ppt)

-          Demonstration for Bernoulli’s effect

-          Derivation of Bernoulli’s equation

-          Solving problems for continuity and Bernoulli’s equation (Part C)

-          Feedback

W and I

Watching movie about Archimedes principle and complete worksheet

(Part A)

Introduction:

-           Using the video about the Archimedes principle fill the handout (part A)

-           Discuss and check your answers with each other

Link: Archimedes principle  (https://www.youtube.com/watch?v=2RefIvqaYg8)

1.         Why balloon bounces back to the surface?

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2.         Why an iron nail sinks, while a huge iron ship floats on water?

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3.         Graphically show direction of acting forces to the  huge iron ship float and iron nail

4.         Buoyant force (upthrust) depends on….

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5.         Equation of  buoyant force

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6.         Define Archimedes principle

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7.         Why weight of fish was different in 2 cases?

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8.         Application of Archimedes principle 

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W Discussion

Worksheet Part A

(https://www.youtube.com/watch?v=2RefIvqaYg8)

G Experimental work «Determining the Density of Styrofoam» (Part B)

Materials:

• Styrofoam piece
• Spring balance
• Large beaker with water
• Balance
• String or fish line
• Iron bar

Procedures:

1. Measure the mass of the Styrofoam piece.
2. Measure the mass of the iron bar.
3. Fully submerge the entire iron bar in the water while still hanging on the spring balance. Make sure it doesn’t touch the bottom of the beaker. Measure the total apparent weight.
4. Tie the Styrofoam piece with the iron bar and hang these on the spring balance. Measure the total weight.
5. Fully submerge the entire Styrofoam piece tied to the iron bar in the water while still hanging on the spring balance. Make sure it doesn’t touch the bottom of the beaker. Measure the total apparent weight.
6. Record your data in your worksheet and answer the questions.

A.  What was the reason for tying the Styrofoam piece to the iron bar?

B.  Using the data above, how much is the volume of displaced fluid when the Styrofoam and iron bars were submerged?

C.  Using the data above how much is the volume of the Styrofoam piece?

D.  How much is the density of the Styrofoam piece?

E.  What could be some of the errors that you made in your experiment? What type of errors are these? Classify each and explain how you can avoid or minimize these errors.

W Derivation of equation of continuity (with ppt)

Worksheet Part B

PPT

End

W Demonstration for Bernoulli’s effect

W Derivation of Bernoulli’s equation

I G W Solving problems for continuity and Bernoulli’s equation (Part C)

Feedback

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

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind.

Use this section to record the methods you will use to assess what students have learned during the lesson.

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

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?