their connection with space and time properties._10_CHD_ lesson plan

Long-term plan unit: Laws of conservation

School:  

Date:

Teacher name:

Grade: 10

Number present:

absent:

Theme of the lesson

Law of conservation of momentum and mechanical energy, their connection with space and time properties. Solving problems.

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

Be able to: apply the principle of conservation of momentum to solve simple problems on impulse and momentum.

Lesson objectives

·         to apply conservation laws when solving calculation and experimental problems;

Success criteria

Be able to do 80% of the questions in the worksheet

Language objectives

Subject-specific vocabulary & terminology:

·         linear momentum, rate of change of momentum, impulse, resultant force, conservation of momentum

·         kinetic energy

·         collision, interaction

Values instilled at the

lesson

Working in groups and discussion

Cross-curricular links

Mathematics (use of: F = ma = m (v-u)/t = (mv-mu)/t)

ICT skills

internet

Previous learning

G7 ideas about energy and its conservation

G9 linear momentum; conservation of momentum; collisions and interactions; elastic and inelastic collisions.

Course of the lesson

Planned stages of the lesson

Planned activities at the lesson

Resources

Beginning

5 min

(T)Teacher  introduces the lesson and states the objectives.

The teacher may also check the homework from the previous lesson

8 min

Middle

15 min

(Starter)

(G)The  teacher to lead in the discussion using a power point presentation on the following:

(P)Students work in pair: to attempt questions from the worksheets. Teacher  assist learners with difficulty.

Worksheet 1( momentum and impulse)

1.      Maloney threw a fastball. Before the ball reached the plate, Alex took off his glove; he then caught the pitch barehanded.

a)      Determine the impulse required to stop a 0.145-kg baseball moving at 35.7 m/s.

b)       If this impulse is delivered to the ball in 0.020 seconds, then what is magnitude of the force acting between the bare hand and the ball?

2.      Kara Less was applying her makeup when she drove into South's busy parking lot last Friday morning. Unaware that Lisa Ford was stopped in her lane 30 feet ahead, Kara rear-ended Lisa's rented Taurus. Kara's 1300-kg car was moving at 11 m/s and stopped in 0.14 seconds.

a.       Determine the momentum change of Kara's car.

b. Determine the impulse experienced by Kara's car.

c. Determine the magnitude of the force experienced by Kara'

3.      An impulsive force is applied on a body of mass 3 kg.

a.       If the time of force application is 5s find the impulse of the box given below.

b.       Find applied force which makes 10m/s change in the velocity of the box in 5s if the mass of the box is 4kg. 

4.      An object travels with a velocity 4m/s to the east. Then, its direction of motion and magnitude of velocity are changed. Picture given below shows the directions and magnitudes of velocities. Find the impulse given to this object. 

5.      Find the impulse and force which make 12m/s change in the velocity of object having 16kg mass in 4 s.

6.       Applied force vs. time graph of object is given below. Find the impulse of the object between 0-10s.

7.      A ball having mass 500g hits wall with a10m/s velocity. Wall applies 4000 N force to the ball and it turns back with 8m/s velocity. Find the time of ball-wall contact.

PowerPoint presentation

Worksheet 1

End

2 min

At the end of the lesson, learners reflect on their learning:

-       What has been learned

-       What remained unclear

-       What is necessary to work on

Home work : End Worksheet 1 task  7

Reflection

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

Most learners should be able to recall the main aspects of the specified areas

Some learners will not be able to attempt all the questions.

Learners group according to their ability. Learners who are able will be given extra work.

Use of AfL, Q/A and FA

Students to place their bags in designated areas to avoid minor accidents.

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:

What two things would have improved the lesson (consider both teaching and learning)?

1:

what have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?