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# LESSON PLANS Lesson Plan 1: Understanding Work, Energy And Power (Inquiry Learning Model

)

Subject: Class: Date: Time: No. of students: Learning Area :

Physics Form 4 Kindi 1 November 2010 8.00 am – 8.40 am (40 minutes) 25 students Forces and Motion

Learning Objective: Understanding work, energy and power

Learning Outcomes: At the end of the lesson, a student is able to: A Master content knowledge a. State that Power is inversely proportional to the time taken. b. State that work is directly proportional to the force and displacement. c. Construct the formula P=W/t from both the relationships (a) and (b) above, where P is the power, W is the work done and t is the time taken. d. Solve one numerical problem involving the equation P=W/t .

B

**Master Scientific Skills/TSTS
**

a. Carry out an activity to find the relationship between power and work given books, stopwatch,

marker pen and white board. C Demonstrate Scientific Attitudes and Noble Values a. Actively participate in carrying out the activity based on agreed upon procedures as a team. b. Appreciate the value of time by carrying out the activity briskly and being on task all the time.

**Scientific Concepts: Power is.
**

a. b.

Decrease with time at the same amount of work. Increase with work at the same amount of time taken.

Materials, equipments and resource materials: Books – 10 units Stopwatch – 2 units Marker pen – 1 unit White board – 1 unit PowerPoint slides

Consideration of Safety Precautions: None

Prior Knowledge: Students have already learned the operational definition of power, P=W/t, and have applied it in solving problems involving power and work.

Phase

Content

Teaching and Learning Activities Teacher Activities Student Activities

Notes

Introduction/ Eliciting Ideas (5 minutes)

Definition of power, P=W/t

Make connection to students’ prior Students respond to knowledge on power by asking teacher’s questions questions elicit students’ ideas based on daily life, teacher asks students which one has more power, superman or power rangers.

Strategy/Technique: Whole class Q&A Visual picture

Structuring/ Restructurin g of Ideas (20 minutes)

Power is a. is directly proportional to work b. is inversely proportional to time taken c. can be written as P=W/t

Ask two central guiding question: 1. What is the relationship between work and power? 2. How to derive the question P=W/t? Strategy/Technique: Interactive demonstration by student

Teacher

selects

two

students: Students make prediction, inference,

student A and student B. Both observation and students required to come in front conclusion of the class with more than 5 identical books for each of them. a. Students make hypotheses, give b. Activity 1: suggestions on the design of an experiment All books are putting on the floor. and state all the The distance from the floor (start variables involved. point) to table (end point) is 2 meter. Student A and B are require to pick up the books on to the desk in 5 seconds. Then students carry out the activity to answer the central guiding c. Activity 2: questions. All books are putting back on the floor. The distance from the floor (start point) to table (end point) is 2 meter. Student A and B are require to pick up all 5 books on to the desk in their own time. Teacher will Students make record the time taken by student A conclusion and construct and student B to pick up all 5 P=W/t books. Guide students to construct the equation P=W/t from the two relationships Application 1. The more books are Show problems on slides Students solve problems

An inquiry activity in groups.

of Ideas (10 minutes)

picked up, the more power of system. 2. The less time is taken to pick up the books, the more power of system 3. One problem involving the use of P=W/t

in groups

Strategy/Techniques

Students present their solutions

Group discussion followed by group presentation Resources: PP slides

Reflection/ Closure (5 minutes)

**Power is a. is directly proportional to work
**

b.

Assess students’ understanding by giving a crossword of power and work. Create enthusiasm by having students compete in groups. Show summary of main ideas on slides Write problem solving using P=W/t in exercise book

Students discuss in groups when answering crossword. Students conclude the lesson by verbally stating the main ideas and relating to their initial ideas

Strategy/Techniques Whole class Q&A Resources: PP slides

is inversely proportional to time taken can be written as P=W/t