chapter name: Matter and material

chapter name: Matter and material Chapter duration week 10-11 week 1

learning objectives :define and use density

define and use pressure and calculate the pressure
derive and use the equation Ap
use a difference in hydrostatic pressure to and calculate upthrust
explain how tensile and compressive forces cause deformation
describe the behaviour of springs and use Hooke's law
distinguish between elastic and plastic deformation, limit of
proportionality and the elastic limit define and use stress, strain and lesson 1
the Young modulus density
describe an experiment to measure the Young modulus pressure
calculate the energy stored in a deformed material Archimedes' principle
6.1.3 Recall and use Hooke’s law.
6.1.4 Recall and use the formula for the spring constant
k = F / x.
6.2.1 Understand and use the terms elastic deformation, plastic
deformation and elastic limit.
6.2.2 Understand that the area under the force–extension graph
represents the work done.
6.2.3 Determine the elastic potential energy of a material deformed
within its limit of proportionality from the area under the force–
extension graph.
6.2.4 Recall and use EP = 1/2Fx = 1/2 kx2 for a material deformed lesson 2
within its Hooke's Law

6.1.5 Define and use the terms stress, strain and the Young modulus. lesson 3-4
6.1.6 Describe an experiment to determine the Young modulus of a streching material
metal in the form of a wire
lesson 5
elastic potential
energy

lesson 6
practical experiment
Terminology

physical property
approximatly
pressure
perpendicular force
fluid
upthrust
displacement of water
pressure difference
compressive
tensile
extension
spring constant
proportional
elastic and plastic
deformation
limit of
proportionality
parallel and series
stiffness

stress
strain
young modulus
work done

measuring young
modulus
Teaching activites
larger number than they might expect.
Learners can write their own simple methods for finding the density of a regular solid, a liquid and an irregular solid.
Discuss how the methods change in each case.
Learners can practise their practical skills by finding the density of aluminium foil. They will have to consider the bes
method that minimises errors in measurements. Is it better to have more foil? Do the Vernier callipers give measurem
that can be considered precise? Should the learners fold the foil? Learners will likely find the biggest source of error i
the volume which depends on three separate measurements, with thickness (even when folded) being the biggest
contributor of error.
Learners can investigate how density relates to an object floating with the Buoyancy simulation. (I) Ask learners to de
pressure. They may remember this from Cambridge IGCSE.
Introduce the equation for hydrostatic pressure and derive this from pressure = force / area for a column of fluid with
certain height, density and cross-sectional area. This will prove that hydrostatic pressure does not depend on the area
the fluid.
Demonstrate how pressure in a fluid is the same in all directions by using a plastic bag filled with water and poking sm
holes in it with a pin.
Demonstrate how pressure in a fluid increases with depth by using a spouting can filled with water.
Demonstrate examples of atmospheric pressure: a ruler largely covered by a piece of newspaper is hard to displace,
suction cups can support significant force, a boiled egg can be sucked into a conical flask with a lighted splint, a heate
can implodes when cooled suddenly, Magdeburg hemispheres support significant force, etc. These all help learners to
understand the presence and strength of the air pressure around us.
Learners can feel how a mass on a string will feel lighter when placed into water. The mass does not float, but learner
may be able to explain why it feels lighter. They are feeling the upthrust of the water which supports some of the mas
weight, but not enough to allow it to float.
Derive upthrust by comparing the hydrostatic pressure on the top and bottom of a cuboid in a fluid. Introduce
Archimedes’ principle.
Learners can predict whether an object will float and what fraction will be below the water using the relationship betw
upthrust and weight. Learners can then test their predictions and discuss any differences.
Learners can calculate the fraction of an iceberg that sits hidden beneath the water. They should realise that the ratio o
the mass below and above the water is the same as the ratio of the densities of ice and water.
Set learners questions for practice. (F)
Learners can investigate pressure by working with the Under Pressure simulation. (I)
Learners can carry out an investigation into Hooke’s law using a helical spring and masses.
Clarify the difference between length and extension.
Introduce the difference between a tensile force and compressive force (forces and deformations will be assumed to b
one dimension only). Learners may be able to give examples of each. Clarify that tensile forces produce extension an
compressive forces produce compression. xtension activity: As an extension task, they can consider what happens to
spring constant if springs are placed in series or in parallel.
Use a graph of force against extension to discuss the properties and differences between elastic and plastic deformatio
Identify the elastic limit and link it to the limit of proportionality.
Learners can investigate Hooke’s law with the Hooke’s law simulation. They can use the simulation to collect, plot an
analyse results. (I)
What happens if you drop a slinky (or large spring) extended due to its own weight? Learners should be able to prese
some different predictions. Learners can think about the forces acting on the spring. You could carry out the
demonstration and make a video recording. and play back in slow motion (see youtube.com link). Discuss what happe
again so that learners understand what they have just seen and why it happens.
Discuss how a rubber band can store energy. Learners can make simple rubber band launchers (see instructables.com
link).
Ask learners how the elastic potential energy can be calculated. They may suggest calculating the work done in exten
the rubber band. Consider that the force increases with extension so a constant force cannot be assumed. Suggest that
learners consider Hooke’s law and the graph of force and extension for a helical spring. They may link the area under
graph and the work done. Use this to derive the equation for elastic potential energy. Express elastic potential energy
terms of the spring constant also.
Learners should plot a graph of their results, identify the limit of proportionality and find the spring constant, k.
They can use the spring constant to make predictions for values of force that they did not measure.

Define stress. Relate to pressure and identify that the units are the same.
Define strain. Identify that as it is a ratio, strain has no units and may be quoted as a percentage or a decimal.
Introduce stress–strain graphs. Learners can analyse the stress–strain graph of common materials like steel, glass and
copper to identify the limits of proportionality, the region of elastic deformation, the region of plastic deformation and
properties that these materials have, such as being malleable or brittle.
Discuss everyday items and the materials from which they are made. Consider an aeroplane: its tyres are made from
rubber which deform elastically on landing and its wings are metal which deform very little.
Introduce the Young modulus as the ratio of stress and strain. Identify that the Young modulus has the same units as
stress, as strain is dimensionless. Derive the equation in terms of force and extension. Clarify that the Young modulus
much more useful than the spring constant because it describes a material, rather than one specific item like a steel he
spring of a certain length and diameter.
Analyse stress–strain graphs. The gradient is equal to the Young modulus. The area is related to the work done, but is
equal to the work done due to the factors of original length and cross-sectional area.
Set learners draw out the Force-extension graph, use the proporties of graph, gradient represent the spring constant an
area under graph represent work done by force(why is that)

Use another graph stress-strain graph to discuss gradient represent young modulus and area under graph represent wo
done per volume
further more, to discuss the relationship between young modulus and spring constant, how the young modulus affect
spring constant and what are the other factors affect spring constant.
The work done by force and elastic potential energy are different in the graph, why they are different, is there any
condition for them to be equal, and other than that they wont be equal to each other.

accoding to the formula of young modulus, there are four quantities to be measured to determine young modulus
How to measure the: 1.original length of the wire. 2. extention of the wire 3.force applied on the spring 4.corss-sectio
area of the wire, how to use micrometer rule to measure the diameter of the wire
transfer all quantities into SI unit and then do the calculation and then come out with the Pascal Unit.
How to deal with static and determine the young modulus
Use stress-strain graph, use at least 6 sets to plot a graph and find the best fit line.
relative resources

Buoyancy simulation and Under Pressure

simulation:
https://phet.colorado.edu/en/simulation/legacy/buo
yancy
https://phet.colorado.edu/en/simulation/under-
pressure
The power of words (and other demonstrations):
www.iop.org/resources/videos/physics-tricks/file_4
2432.pdf
Teacher notes from the IoP on imploding can
demonstration: https://spark.iop.org/gas-pressure-
rises-temperature
Teacher notes and learner worksheets from the IoP
on Hooke’s law: https://spark.iop.org/episode-227-
hookes-law
Hooke’s law simulation:
https://phet.colorado.edu/en/simulation/hookes-law

Veritasium YouTube channel: Does a Falling

Slinky Defy Gravity?: www.youtube.com/watch?
v=uiyMuHuCFo4&list=PL16649CCE7EFA8B2F
&index=21&t=0s
Rubber band launcher:
www.instructables.com/id/Rubber-Band-Launcher-
1/

Teacher notes and learner worksheets from the IoP on stress–

strain graphs and the Young modulus:
https://spark.iop.org/episode-229-stress-strain-graphs
https://spark.iop.org/episode-228-young-modulus
differentiation

easy: learner need to how how to difine a physical quantity and what is a
specific quantity for, what kind of problem it can solve. Know how to use
the equations and do the calculation
G&T learner: What if the force is not perpendicular with the surface
The basic reason why there is a unthrust
how pressure difference affect upthrust
how to calculate the density of a mixture or a compound
easy learner: memorise the equation and know how to use it
what is stiffness mean to an object
Is there any way to make it measurable
physics thinking, how to solve a problem with a scientific thinking
how to design experiments to investigate relationship between two physical
quantities
know how to use the proporties of graph: gradient and area under the graph
how energy transformation in spring
Q&T learners: the reasons why objection acting in elastic and plastic
what kind of objects will not obey hooke's law and how to judge whether an
object obey Hooke's law or not
Energy perspective for the judgement

EAL: Know how to define and what is young modulus for

will know how to calculate use the equations
pay attention to special point: limit of propoertionality and elastic limit
be aware of the cross-sectional area calculation related to diameter
Q&T: connect Young modulus with spring constant
can deduce the equation between them
EAL: know how to define work done and how the work done apply in the
spring
Energy transformation, why energy dissipated
relation between work done and energy transformation
Use graph to deduce the relation of those two
Q&T: Use equation to deduce the relation bwtween work done and energy
transformation
lost gpe is two time of the gain in elastic potential energy, and why is that

EAL: basic measurement and use the static to calculate relative Young
modulus
deal with the statics: include use coodinated axis to plot graph, use at least 6
sets of the statics and give a gradient or what is the area represent for
Interpreter graphs
number of topic student names name of the topic

1 Christy Nikki How a handgun works? 1911.45

2 Fred Disc and drum brake

3 Frank Hanson Cheetah: nature's speed machine

How airbags work?

Or
4 George Harry Jerry how do machanic watches work

5 William Brian Max Solar cell and module

Purpose of the presentation: illustrate or explain basics to a normal
Most tof the topic are related with what we have learnt during the last two months, tryi
There is a topic that is totally new to students, it is a cha
There will be a lot explaination on the webside, but stud
 things have to be included

1. What is 1911.45. what is the basic structure

2. characteristics that making sure bullet flying out
3. How to apply Newton's laws of motion in the designing of a handgun(first
second third)
4. if the speed of bullet 300m/s, aiming at an target 500meter awasy at same
hight, what is the angle should be to the horizontal.

1. How do the brakes work( force each type) (hydrolic system essential)
2. Use Newton's second law of motion to decribe function of brakes
3. Frictional force calculation(formula and factors) Is there reason to lower the
temperature
4. comparisions and why is that

1. How fast cheetah can be, compare with the things we are most familiar with
2.What body stuctures make them to have this ability
3. How do they accelerate during the srist few seconds.
4. use equations to calculate the distance needed to the terminal velocity
5.Explain why are is always a limited speed(how to reach the terminal
velocity)

1. What is airbag and what is it used for

2. Use impluse and momentum to explain why airbag would minimize the
damage
3. How does the car senseing collision
4. Resultant force and acceleration, frontal crash and side crush, what are the
different in the direction of acceleration
5. Where is the gas from
6. other things that you would like to talk about

1. basic characteristics that maximize the energy obsorbed

2. photoelectric effect, anti-reflective material (total internal reflection)
3. The p-n junction( what is this and how does it work?)
4. solar module( how to creat 220voltage ,how to creat 10Ampere current)
5. Energy transformation during different stages.
resentation: illustrate or explain basics to a normal high school student, making sure the audiences understand the topic.
 hat we have learnt during the last two months, trying to apply the basic knowledge into applications, or solve problems we met i
e is a topic that is totally new to students, it is a challenge to Q&T learners. Give them a task of self-learning
e will be a lot explaination on the webside, but students still need to use the content from textbook to explain.
 1. Hooke'slaw and how it apply in machanic watches
2. How can a machanic watch tell 1 second
3. How do the gears work
4. from energy transformation, what kinds of energy
engaged in the motion of hands.
5. what are the most important part in the machanic
watch

sure the audiences understand the topic.

dge into applications, or solve problems we met in daily life.
e them a task of self-learning
tent from textbook to explain.