Mechanical properties of the solid bodies Lesson plan

Long-term plan unit:

School:

Date:

Teacher name:

Grade: 10

Number present:

Absent:

Theme of the lesson

Mechanical properties of the solid bodies

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

to define Young's modulus under elastic deformation;

Lesson objectives

- identify and explain useful applications of material properties (brittleness, polymeric, elastic)

- derive and calculate the spring constant in a system of springs using an interactive simulation

- differentiate stress and strain

- state the factors affecting stress, strain and the Young Modulus

- solve problems involving stress, strain and Young Modulus

Success/

Assessment        criteria

Learners can:

-  give examples of some real-world applications of material properties and explain its purpose

- derive and calculate the spring constant in a system of springs using an interactive simulation

- explain the difference between stress and strain

- use the formula of stress, strain and the Young Modulus to solve exam-style problems

Language objectives

- orally state the differences stress and strain

- define the terms:

Type of differentiation

Different questions are asked to students differentiating according to their cognitive ability. Gifted students will be expected to answer the advanced questions and challenged students may answer standard level questions.

Values instilled at the lesson

Long Learning, Academic Integrity and Transparency, Respect for Self and Others

Values are implemented through the ethical use of electromagnetic waves by humans.

Cross-curricular links

Mathematics: Linear Graphs – gradient of stress against strain graph and area under the graph of stress and strain, derivation of formulas

Chemistry/Materials Science: Properties of Matter – (malleability, brittleness, ductility, etc)

English: Definitions of malleability, brittleness, ductility, etc.

ICT skills  

Phet simulation (Hooke’s Law)

https://phet.colorado.edu/sims/html/hookes-law/latest/hookes-law_en.html

Promethean Board

Previous learning

G9 Dynamics – Hooke’s law; elastic and plastic deformation; spring constant; elastic limit

G9 Dynamics – Newton’s laws; resultant force and use of F = ma

G9 Dynamics – Newton’s law of gravitation; orbits, spacecraft motion

G10 Dynamics – circular motion, centripetal force, angular velocity

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

(2 min)

Preliminaries  (2 min)

Greet students.

Project pictures on the screen.

Problem:

The teacher will present the problem and say:

“Why are specific materials used for specific purposes?”

Go back to the pictures shown. The teacher may ask the following questions:

1. Why do bicycles need metal body parts? Why do we need steel and not copper or gold or silver or any other metal?

2 Why do tires need to be rubber and not metal or wood?

3 Why do bicycle seats need to be covered with foam and leather?

4 Tell me about the materials used in bridges. Why do they have to use steel and concrete?

5 Give me any object inside our classroom and explain why they used that kind of material.

(example: metal cabinets – metals are used so that the cabinets will be stronger and sturdier)

Slides 1-2

Topic Presentation

1 minutes

Present topic, lesson objectives and assessment criteria

·         identify and explain useful applications of material properties (brittleness, polymeric, elastic)

·         derive and calculate the spring constant in a system of springs using an interactive simulation

·         differentiate stress and strain

·         state the factors affecting stress, strain and the Young Modulus

·         solve problems involving stress, strain and Young Modulus

Slides 3-4

Part 1

(15 min)

Part I.  Simulation (Hooke’s Law) (10 min + 5 min marking)

Students will work in pair and access the website https://phet.colorado.edu/sims/html/hookes-law/latest/hookes-law_en.html

The teacher may say:

“If we recall, Hooke’s law states that the extension is directly proportional to the force applied to springs. But what if the springs are connected in series? In parallel? What will happen to the spring constant? Let us do this simulation and find out.”

Each pair will be given a worksheet for the simulation.

The worksheet includes drawing force-extension graph, making conclusion on the relationship between the gradient of the F-x graph and spring constant, k. The worksheet will also include derivation of spring constant in spring systems (springs in parallel and series).

https://phet.colorado.edu/sims/html/hookes-law/latest/hookes-law_en.html

slide 5

worksheet

Part 2

(2 min)

Part II. Checklist (5 min)

Give students a checklist of statements/questions that they have learned from the previous lessons. The teacher may say:

“Please tick (√) appropriately if you know or don’t know the answers of the questions on the second column. “

“Write your answers in your copy notebook”

Now, we will make sure that you have all the correct answers to the questions in the checklist.

checklist

slide 6

slide 7-13

Part 4

(5 min)

Part III. Concept Map (10 min)

You will make a concept map from the following concepts provided.

“A sample concept map is shown on the board.”

Some information will be provided to help students recall the topic (give notes)

Concept map

Slides 7-8

Part 5

(14 min)

Part IV. Jigsaw (15 min+5 min marking+8 min regrouping)

The class will be divided into 3 groups. Each group will get a different worksheet than the rest. Each worksheet comes with easy, average and difficult questions.

The group is given 15 minutes to answer the questions.

After 15 minutes, they will mark their answers and be regrouped so each new group will have different students from the earlier groups.

Differentiated worksheet

Slide 9

End

(1 min)

At the end of the lesson students reflect each student writes on a sticky note:

-       What they have learnt

-       What remained unclear

-       What should they work on

All problems that are not completed will be homework.

Sticky notes

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

Different questions are asked to students differentiating according to their cognitive ability. Gifted students will be expected to answer the advanced questions and challenged students may answer standard level questions.

Oral questioning and feedback.

The teacher will check the quality of answers on the students’ worksheets.

There should be good ventilation in the classroom

The temperature in the classroom should be appropriate for effective learning to take place, around 25°C.

There should be a break between the 2 40 minute lessons in which students are encouraged to engage in physical activity.

Students should be reminded to adhere to all safety rules in the laboratory.

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?