Lesson Plan

Topic: Speed, velocity and acceleration Date: Time: 2 45 minutes Class: X1-X8 Ability: Lesson Summary: Aims at the end of the lesson the student will be able to: Define speed and calculate speed from Room: Physics Lab Number:

Distinguish between speed and velocity. Plot and interpret a speed/time graph or a distance/time graph. Recognize linear motion for which the acceleration is constant and calculate the acceleration. - Recognize from the shape of a speed/time graph when a body is o at rest, o moving with constant speed, o moving with changing speed. - Recognize motion for which the acceleration is not constant. - Calculate the area under a speed/time graph to work out the distance travelled for motion with constant acceleration. - Demonstrate some understanding that acceleration is related to changing speed. - State that the acceleration of free fall for a body near to the Earth is constant. - Describe qualitatively the motion of bodies falling in a uniform gravitational field with and without air resistance (including reference to terminal velocity). Relevance to A level syllabus: Kinematics Resources required: Teacher: - T. Duncan & H. Kennett. IGCSE Physics.2010. Hodder Education. - J. Breithaupt. IGCSE Physics. 2009. Nelson Thornes - S. Pople. IGCSE Physics. 2010. Oxford University Press - D. Sang. IGCSE Physics. 2010. Cambridge University Press. - D. Sang. IGCSE Physics Workbook. 2010. Cambridge University Press. Students: - T. Duncan & H. Kennett. IGCSE Physics. Hodder Education (TB*) page 92-99. - D. Sang. IGCSE Physics. 2010. Cambridge University Press (TB**). Lesson Activity Breakdown: Time Teacher Activity Student Activity Notes 0-5 min - Greeting the students. - Greet the teacher Introduction - I r u h p h yr g g - L h r material and study and tell the learning outcomes explanation. learning they will possess after the study. outcomes may be displayed on the screen. 15 min Triggers and Lesson Starters: - T g ry A h Listen to the story then A ur A r . Then discus the question given by

u p b u h moral value in the story.

the teacher.

A dishonest Asian tourist in America An Asian tourist went to America and rented a car. Being a reckless driver, he drove the car at 100 miles per hour (mph) along a highway and was stopped by an American traffic police for exceeding the speed limit of 70 miles per hour. When asked by the police, the tourist apologized and said that he did not know that he was speeding as back home in Asia, the speed limit on the highway was 100 (He did not mention that it is 100 kilometres per hour (kph) and not 100 miles per hour). The police, upon hearing this (and considering that he was a tourist and had shown remorse for the offence), let him off with a warning without realizing that he has been misled because of the different units used. The moral of the story is that the awareness of different units is important in daily life: for example, police must be aware of the difference between mph and kph and the conversion factor so that they can nab drivers who try to avoid penalties. Note: 1 mph = 1.61 kph, therefore 100 mph = 161 kph 30 min Concept Development - Begin with the meaning of movement. Teacher asks the student S u , h y that the earth is moving so fast. H w h I f ? The answer lies in the fact that we are in the same moving frame or reference. We experience something similar when we travel inside an aeroplane flying at about 1000 km h-1 or 280 m s-1. We do not feel we are moving very fast, although we are moving at about 10 times faster than a normal car on the road. The experience is a bit different inside a fast moving car or bus where we can see fast moving objects/scenery going past us. r - Define that speed = and give the student a relevant example question: Can you find who the fastest sprinter is?
Location Atlanta, 1996 Atlanta, 1996 Atlanta, 1996 Atlanta, 1996 Athlete Bailey,Canada Johnson, USA Johnson, USA Rodal, Norway Event 100 m 200 m 400 m 800 m Time 9.84 s 19.32 s 43.49 s 1:42:59 min

- Join the class discussion. Students may have various pre-conceptions about movement. - Students share their ideas about speed. They probably have different experiences each other regarding with speed.

Teacher may use powerpoint presentation and computer simulation to deliver the concepts.

- Memorizing the formula of speed by identifying distance travelled by of an object and the time taken for travelling. - By using calculator, the students find the answer.

Calculators are provided by teacher.

- Giving idea that help the students distinguish between speed and velocity.

- Think and response critically the idea given by the teacher.

The idea to distinguish between speed and velocity: Velocity has direction, speed does not. The speedometer in a car measures how fast we are going but gives no hint on direction. If we deal with straight line motion, we often label the directions positive and negative, though North, East, South, West, up and down are other possible names for the directions. If we have positive velocity, we are heading in the positive direction. Mere velocity doesn't say where you are however - as in positive position or negative position. There is every possibility we are now back in the same place. That means our displacement between posting and reading is zero, though we may have travelled a great distance during that time. - By using computer software such as: Ms. Excel to providing example data and steps how to plot a speed/time graph or a distance/time graph. - Give another example of a speed/time graph or a distance/time graph to students then ask them to interpret the graph. - Observe the explanation and note taking any important information. - Give interpretation of the speed/time graph and a distance/time graph given by teacher. Teacher needs computer connected to digital projector. A flash animation helps to reinforce student understanding.