Physics_grade10_classical law of addition of speeds and displacements_LP

Long-term plan unit: Mechanics

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Theme of the lesson

Classical law of addition of speeds and displacements

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

Provide examples of the classical law of addition of speeds and movements from everyday life

Lessonobjectives

By studying this lesson, the students will:

1.      Be able to define kinematics, mechanics and dynamics;

2.      Differentiate absolute speed from relative speed;

3.       Give examples of the classical law of addition of speeds and movements from everyday life

Successcriteria

The students achieve if they are able to solve the mechanics problems given to them.

Languageobjectives

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 powerpoint slides

*Utilization of IT in teaching and learning process.

ICT skills

These links provide useful information about Kinematics in one dimension:

https://www.youtube.com/results?search_query=Provide+examples+of+the+classical+law+of+addition+of+speeds+and+movements+from+everyday+life

Previouslearning

Experimental relationships between two variables

Courseofthelesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

The teacher demonstrates the movement of two bodies (you can use the resources of robotics).

Middle

Discuss with the learners how the speeds 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

Velocity from acceleration

Group work

Two group will work with two picture below

Classical Velocity Addition

For simplicity, we restrict our consideration of velocity addition to one-dimensional motion. Classically, velocities add like regular numbers in one-dimensional motion. Suppose, for example, a girl is riding in a sled at a speed 1.0 m/s relative to an observer. She throws a snowball first forward, then backward at a speed of 1.5 m/s relative to the sled. We denote direction with plus and minus signs in one dimension; in this example, forward is positive. Let be the velocity of the sled relative to the Earth, the velocity of the snowball relative to the Earth-bound observer, and the velocity of the snowball relative to the sled.

Classically, velocities add like ordinary numbers in one-dimensional motion. Here the girl throws a snowball forward and then backward from a sled. The velocity of the sled relative to the Earth is 1m/s. The velocity of the snowball relative to the truck is υ_r, while its velocity relative to the Earth is u. Classically, u= υ₊υ_r

Classical Velocity Addition

Thus, when the girl throws the snowball forward, 2.5m/s. It makes good intuitive sense that the snowball will head towards the Earth-bound observer faster, because it is thrown forward from a moving vehicle. When the girl throws the snowball backward, -0.5m/s. The minus sign means the snowball moves away from the Earth-bound observer.

Formative assessment

End

Reflection

-       Whathasbeenlearned?

-       Whatremainedunclear?

-       What is necessary to work on?

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?

Healthandsafetyregulations

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?