Mechanical properties of solid bodies Lesson plan (1)

Long-term plan unit:

Liquid and solid bodies

School:

Date:

Teacher name:                                      

Grade: 10

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Theme of the lesson

Mechanical properties of solid bodies

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

·         To define Young’s modulus under elastic deformation;

Lesson objectives

In this lesson, the students will:

1.      analyze graphs to determine the Young modulus of a material

2.      Use the formula for the Young modulus to solve problems.

3.      Identify regions of elastic and plastic deformation on a stress – strain graph

Success criteria

•      Know the correct definitions for the three terms (stress, strain, and Young's modulus);

•      explain the relationship between the values (stress, strain, and Young's modulus);

•      solve problems using the Young's modulus formula;

•      Analyze the strain of wires of different cross-sections and lengths.

Language objectives

Subject-specific vocabulary & terminology:

Young modulus, stiff, stiffness, strong, weak, tough, brittle, ductile, ultimate tensile stress

Useful sets of phrases for dialogue and writing: Toughness is simply the opposite of brittleness; calculating strength just involves a measure of the force needed to break the material and the area over which the force is acting.

Cross-curricular links

Students will use algebra skills from math to solve problems.

ICT skills

Students will use scientific calculators to solve problems.

Previous learning

Students have learned the theory of Young’s modulus and how to analyse graphs of stress v. strain in the previous lesson.  This will be the first time that they will be asked to solve problems using these concepts.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

5 minutes

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

Slides 1-6

Middle

15 min

13 min

“Spy” game: Multiple choice questions will be shown on the projector.  Signs will be hung on the walls around the room with the answer choices A, B, C, and D.  Students will discuss the problem as a class and stand next to the answer they think is correct.  One or two students (depending on class size) will be secretly designated as a “spy.”  The “spy” should try to answer the question incorrectly.  This will help prevent students from simply following the lead of a strong student, as that student might be the spy.

Pair work: solving problems using the Young modulus and analysing stress-strain graphs.  (optional: as a class go over the example problem together, if not done in the previous lesson)

Slides 7-19

Word document “Problems”

End

2 minutes

Reflection: Students will answer the following questions with a thumbs up/middle/down

1)      I understand how to solve problems using stress – strain graphs

2)      I can explain the relationship between stress, strain, and the Young modulus.

3)      I understand how to solve problems using Young’s modulus

Slide 20

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 be grouped during group work in such a way that strong students will be able to help struggling students understand and answer the questions. 

During the second lesson students will take a written formative assessment.  During the first lesson, the teacher will circulate around the room while students are solving problems to assess student understanding.

Students will be given a short break in the middle of the lesson to stretch and move around.

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?