Sie sind auf Seite 1von 9

TEACHING AND LEARNING MODULES FOR PHYSICS

Form 4
Semester 1
Duration 40 minutes
Learning Area 3.0 Forces and Pressure
Learning Objectives 3.1 Understanding Pressure
Learning Outcomes A student is able to
De!ine "ressure and state t#at

A
F
P =
Describe a""lications o! "ressure
Solve "roblems involving "ressure
Pre $re%uisite Students noticed t#e usage o! "ressure in dail& li!e' students #ave learnt air "ressure in
Form (.
)aterial *esources +e,t boo- and re!erence boo-s
Pedagog& Strategies
. )et#od
+#in-ing s-ills and t#in-ing strategies' /onstructivism t#roug# 0n%uir& Discover&'
#aving discussions
Language Focus 1ocabular&' science "rocess 2ords
Scienti!ic and 3oble
1alue
*eali4ing t#at science is a means to understand nature' being res"ect!ul and 2ell
mannered' being t#an-!ul to 5od' being coo"erative' s&stematic' being con!ident'
daring to tr&' t#in- rationall&.
Learning
Objectives
O!tc"#es
Teac$er%s Activities St!&ent%s Activities '!esti"ns an& e()ecte& ans*ers
n"tes
Intr"&!cing
)ress!re
Engage#ent
+eac#er starts t#e class6greet t#e students and
as-s about t#eir condition 7#aving a brea-!ast
or not' #ealt# state8
+eac#er 2aits !or t#e students9 res"onse.
+eac#er s#o2s t2o "#otogra"#s.
P#oto 1 P#oto (
Students ans2ered t#e
%uestion.
Students observed t#e
"#otogra"#s and ans2er
t#e %uestions.
T 5ood morning class.
:o2 are &ou !eeling toda&;
S Fine
T <#at can &ou see in t#is
"#otogra"#;
S A girl 2al-ing on sno2.
T /an &ou tell me t#e di!!erences
bet2een t#ese ( "#otogra"#s;
S Feet sin- into sno2 in "#otogra"# 1
but !eet don9t sin- into sno2 in
"#otogra"# (.
T <#at cause t#e di!!erent in t#ese
t2o situations;
S+ Pressure
+ O-. +oda&9s lesson is about
Pressure.
(
E(),"rati"n
+eac#er as-s students to "ress t#eir t#umb to a
s"onge.
+eac#er as-s students 2#at is #a""ening.
+eac#er as-s students to "ress t#eir t#umb to a
s"onge. +eac#er as-s t#e students 2#at is
#a""ening.
+eac#er as-s students 2#at is "ressure;
+eac#er e,"lains t#e de!initions o! "ressure to
t#e students.
Students "ress t#eir t#umb
to t#e s"onge.
Students ans2er t#e
%uestion.
Students "ress t#e t#umb
tac- into a s"onge.
+ 3o2 0 2ant &ou to "ress &our
t#umb to t#e s"onge;
+ /an &our t#umb goes into t#e
s"onge;
S 3o.
+ 3o2 0 2ant &ou to ta-e a t#umb
tac- and "ress it into a s"onge. /an a
t#umb tac- goes into t#e s"onge;
S =es
+ <#& a t#umb tac- can goes into t#e
s"onge but a t#umb can9t;
S +#umb tac- #as a s#ar" edge.
t#umb tac- contact area is smaller
t#an t#umb.t#umb tac- "ressure is
#ig#er t#an t#umb.
+ So' 2#at is "ressure;
S Pressure is de!ined as a normal
!orce "er unit area.
E(),anati"n
+eac#er s#o2s "#otogra"# o! #ig# #eel and !lat
s#oes.
P#oto 7i8 P#oto 7ii8
+eac#er also s#o2s an ele"#ant and gira!!e
Students observed t#e
"#otogra"# and ans2er t#e
%uestions.
Students read t#e
instructions in :andout 1.
Students doing activit& 1.
+ <#ic# "#otogra"# e,erted a great
"ressure; <#&;
S :ig# #eel because contact area is
small.
+ 0! an ele"#ant and a gira!!e #ave t#e
same 2eig#t. <#ic# animal 2ill e,ert
a dee"er !oot"rint on t#e ground;
S 5ira!!e because o! contact area is
small.
3
"#otogra"#.
+eac#er as-s students %uestions.
+eac#er divides t#e students into > grou"s.
+eac#er distributes #andout 1to t#e students.
+eac#er tells t#e students to read t#e
instructions.
+eac#er e,"lain to t#e students t#at
A
F
P =
F is c"nstant-
I. A is increase t$en P is &ecrease
Or
I. A is &ecrease t$en P is increase
+#e "ressure t#at a !orce "roduces de"ends on
t#e area t#at t#e !orce acts on.
+eac#er as-s students 2#at is t#e unit o!
"ressure;
Unit "ascal 7Pa8 .. 3m
6(

+ 3o2 0 2ant all o! &ou to ta-e one
"encil and "ress &our "alm.
:o2 do &ou !eel;
S Pain!ul
+ 3o2 ta-e ? "encils and "ress to
&our "alm. :o2 do &ou !ell;
S Less "ain!ul
+ <#en &ou "ress one "encil it9s
muc# "ain!ul rat#er t#an ? "encils.
<#& it9s #a""en;
S @ecause one "encil #as a small
contact area so it 2ill cause a #ig#
"ressure. So 2e !eel more "ain!ul.
T )& dear students' can some one
read t#e instructions o! activit& 1
loudl&;
T An& %uestion about t#is activit&; 0!
not t#e re"resentative o! eac# grou"
can ta-e t#e a""aratus and materials
!rom t#e bac-. All members in t#eir
grou"s 2ill discuss t#eir observations
or results. 09ll give &ou 10 minutes to
do t#is activit&.
A!ter 10 minutes teac#er as-s t#e
observations and results !rom t#e
students.
T <#at can &ou observed !rom t#is
activit&;
S Activit& 1
S#ar" edge o! blade is easier to cut t#e
4
+eac#er 2rites do2n one %uestion.
+eac#er gives students' ( minutes to ans2er t#e
%uestion.
+eac#er as-s a volunteer to 2rite do2n t#e
solution or ans2er. Students ans2er t#e
%uestion.
Student 2rites t#e solution
on t#e 2#ite board.
cucumber t#an blunt edge. @ecause
t#e contact area o! s#ar" blade is small
so it 2ill increase t#e "ressure. <#en
"ressure is great so it is easier to cut
t#e cucumber.
Activit& (
Small side o! 2ooden bloc- goes
dee"er into t#e "lasticine t#an a large
side.
Activit& 3
+#e 100 g 2eig#t ma-e t#e 2ood goes
dee"er t#an ?0 g 2eig#t.
+ <#at can &ou conclude !rom t#ese
activities;
S Pressure de"ends on t#e magnitude
o! t#e !orce and t#e si4e o! t#e area.
A
F
P =
F is c"nstant-
I. A is increase t$en P is &ecrease
Or
I. A is &ecrease t$en P is increase
+#e "ressure t#at a !orce "roduces
de"ends on t#e area t#at t#e !orce acts
on.
Unit "ascal 7Pa8 .. 3m
6(
?
Auestion
1. /alculate t#e "ressure on a 2all
2#en t#e "alm o! a #and 2it# area 1?0
cm
(
is "us#ed against t#e 2all 2it# a
!orce o! (10 3.
Ans

A
F
P =

(
1?0
(10
cm
N
P =

P / 012 N c#
3
E(tensi"n
+eac#er as-s students to !orm a small grou".
Bac# grou" #as to discuss and describe t#e
a""lications o! #ig# "ressure and lo2 "ressure
in dail& li!e.
Students discuss in grou"
and "resent t#eir ans2er.
Suggested e,am"les
i8 Cni!e' sa2 and c#isel
#ave edges to cut t#roug#
#ard materials easil&.
ii8 A tan- can move easil&
on roug# terrain due to its
broad base.
iii8 A "ointed arro2 can
"enetrate a target easil&.
+eac#er as-s students to !orm a small
grou". Students #ave to discuss and
describe t#e a""lication o! #ig#
"ressure and lo2 "ressure in dail& li!e.
Students 2ill give t#eir e,am"les.
Eva,!ati"n
+eac#er distributes #andout ( to t#e students.
Students 2ill discuss t#e
ans2er in grou"s.
Solve "roblems involving
"ressure.
+ 3o2 0 2ant all o! &ou to ans2er t#e
%uestions in #and out (. =ou can
discuss in grou".
>
HANDOUT 0
1. +a-e a blade and an a""le.
7i8 Use a s#ar" edge o! blade to cut t#e a""le. Observe 2#at is #a""en.
7ii8 Use a blunt edge o! blade to cut t#e a""le. Observe 2#at is #a""en.
7iii8 <#ic# met#od is easier to cut t#e a""le; <#&;
(. +a-e one cuboids 2ooden bloc- and a "lasticine.
7i8 Press a small side o! 2ooden bloc- to t#e "lasticine. Observe 2#at #a""en to t#e "lasticine.
7ii8 Press a large side o! 2ooden bloc- to t#e "lasticine. Observe 2#at #a""en to t#e "lasticine.
7iii8 /om"are t#e observation o! t#ese t2o activities.
3. Place a "iece o! 2ood into a "lasticine. +#en "ut a ?0 g 2eig#t on to" o! t#e 2ood. Observe 2#at is
#a""en. *e"eat t#e same ste" but re"laces ?0 g 2eig#t 2it# 100 g 2eig#t. Observe and com"are t#e
e!!ect o! t#ese t2o activities.
D
:A3DOU+ (
1. A !orce o! (00 3 acts on an area o! 4 m
(
.
a8
<#at "ressure is "roduced;
b8
<#at 2ould t#e "ressure be i! t#e same !orce acted on #al! t#e area;
(. <#at !orce is "roduced i!
a8
a "ressure o! 1000 Pa acts on an area o! 0.( m
(
;
b8
a "ressure o! ( -Pa acts on an area o! 0.( m
(
3. B,"lain 2#& a tractor9s big tires sto" it sin-ing too !ar into so!t soil.;
4. A rectangular bloc- o! mass 30 -g measures 0.1 m b& 0.4 m b& 1.? m.
a8
/alculate t#e 2eig#t o! t#e bloc-
E
b8
Dra2 a diagram to s#o2 #o2 t#e bloc- must rest to e,ert t#e ma,imum "ressure on t#e ground.
/alculate t#is "ressure.
?. +#e 2ind "ressure on t#e 2all is 100 Pa. 0! t#e 2all #as an area o! > m
(
' 2#ic# is t#e !orce on it;
F