AL-IRSYAD SATYA ISLAMIC WEEKLY DEPARTMENT Science TEACHER Ms Fera Ridwan

SCHOOL LESSON
2.4 Km Parahyangan Street
HOD Mr Rudi SUBJECT Physics
PLAN
Kota Baru Parahyangan TERM/WEEK Term 1, Week 3 CLASS S4
2016-2017

WEDNESDAY THURSDAY FRIDAY

DESCRIPTION 24 February 2016
10.40 -13.40
Syllabus Outcomes
 Recall and use the equation ρ = m/V
 Use and describe the use of rules and
measuring cylinders to find a length or a
volume
 Describe an experiment to determine the
density of a liquid and of a regularly shaped
solid and make the necessary calculation
SYLLABUS
&
Experimental Skills Outcomes
SKILLS
OUTCOMES
 Take reading from an appropriate measuring
device or from an image of the device (for eg.
ruler, measuring cylinder)
 Process data, mathematically or otherwise,
using a calculator when necessary.
 Plan an experiment or investigation
suggesting suitable apparatus and techniques
 Comment critically on a procedure or point of
practical detail and suggest an improvement
 Begin lesson with showing a playdough ball
and metal ball of equal size. ASK: Which ball is
heavier?
 Scaffold students to answer by asking them to
draw what they think particles will look like if
we zoom in (in terms of closeness, but leave it
open). See WS1.4
START
(Approx. 10min)
 Define density in terms of how “closely
packed” particles are.
25 February 2016
07.40 – 09.00
Syllabus Outcomes
 Predict whether an object will float based on
density data
 Use and describe the use of rules and
measuring cylinders to find a length or a
volume
 Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
Experimental Skills Outcomes
 Take reading from an appropriate measuring
device or from an image of the device (for eg.
ruler, measuring cylinder)
 Process data, mathematically or otherwise,
using a calculator when necessary.
 Identify possible causes of uncertainty, in data
or in a conclusion.
 Recap main concepts from last lesson
including definition of density and method of
how to determine density of a regular shaped
solid mathematically and experimentally.
26 Friday 2016
09.00-10.40
Syllabus Outcomes
 State that the acceleration of free fall for a
body near to the Earth is constant
 [S] Describe qualitatively the motion of bodies
falling in a uniform gravitational field with and
without air resistance (including reference to
terminal velocity)
 Show familiarity with the idea of the mass of
a body
 State that weight is a gravitational force
 Distinguish between mass and weight
 Recall and use the equation W = mg
 Demonstrate understanding that weights (and
hence masses) may be compared using a
balance
 [S] Describe, and use the concept of, weight
as the effect of a gravitational field on a mass
A) Free Fall [15 min]
 See WS1.5
 Ask students if we were to drop a heavy
bowling ball and feather at the exact same
time, which do they think will hit first?
 Ask students to explain their answer and
scaffold to the role of air resistance
 Ask students what should happen then if we
drop both in a vacuum (with no air)?
 Show students the VID1.2 (see link below)
from time 1.23min – 3.58min.
 Explain to them how both objects are
accelerating at the exact same rate, which we
call gravity or gravitational acceleration and
this value is approx.. 10m/s2.
 A) Calculating Density [15min]
 See WS1.4
 Review with students the area and volume
equations from mathematics.
 Introduce density formula and simple
problems involving substitution.
 Show examples of determining density from a
diagram of a regular shape/solid.
B) Activity 1: Density of Regularly-Shaped Object
[20 min]
 Students plan an investigation to determine
the density of a metal and playdough ball
using a ruler, scale and calculations.
 Students identify sources of error and suggest
ways to improve investigation (eg. using a
micrometer). See PS1.1.2
MIDDLE C) Activity 2: Density of a Liquid [DEMO – 15min]
(Approx. 50min)
 Teacher emphasises the technique of reading
from glassware – meniscus, parallax etc.
 Teacher demonstrates how to determine
density of water using scale, beaker and
measuring cylinder.
 Students identify sources of error.
 See 1.1.2
A) Float or Sink ?[20 min]
 See WS1.5
 Students are asked to compare density of
metal and density of water. Place metal ball in
water and show how it sinks. Ask students to
explain why the metal ball sinks in terms of
density.
 In the same way, compare density of foam
and water and show how it floats. Ask
students to explain why the foam ball floats in
terms of density.
 Ask students to draw a conclusion regarding
the relationship between density and floating
and sinking
 Teacher provides a series of problems
involving the prediction of objects floating or
sinking based on density data.
B) Activity 1: Density of Irregularly-Shaped
Objects [30 min]
 Students determine the density of irregularly
shaped object (rocks) by measuring the
displacement of liquid in a measuring cylinder.
 Emphasis should be placed on measurement
technique and identifying sources of error.
 See PS1.1.3.
B) The Effect of Gravity and the Gravitational
Field [20 min]
 Show students 3 papers clips tied to a stick
with strings. Hold up stacks, allowing
paperclips to dangle and ask students to
DRAW and DESCRIBE what they see.
 Teacher tilts the stick at an angle. Ask
students to DRAW and DESCRIBE what they
see.
 Ask students to draw TWO conclusions about
the effect of gravity on objects (1. It provides
a force on the object 2. The direction of the
force is always vertically down)
 Explain how all objects within Earth’s
gravitational field will behave the same way.
C) Mass and Weight [15 min]
 Introduce the difference between mass and
weight and that weight is an actual FORCE
due to gravity.
 Introduce W=mg and calculation examples.
 Explain how weight of an object can be
different on different planets because the
gravitational field or value of gravitational
acceleration is different.
 Ask students whether a scale actually
measures weight or mass and why it can still
be used to measure mass even though it is
really measuring weight.
 Ask students what will happen to the value
shown on a scale when you weigh yourself on
the moon.
D) Independent Work [10 min]
 Students work on problems involving weight,
mass and gravitational acceleration in WS1.6.
 Teacher walks around room to support
struggling or less engages students.
  Post-lab clean-up.  Post-lab clean-up.  Recap of bilingual vocabulary and main
END  Recap of bilingual vocabulary and main  Recap of bilingual vocabulary and main concepts of the day.
(Approx. 10min) concepts of the day. concepts of the day.  Recap of homework
 Recap of homework  Recap of homework
 Summary notes and bilingual vocab list  Summary notes and bilingual vocab list  Summary notes and bilingual vocab list
HOMEWORK  Complete PS1.1.2 post-lab questions  Complete WS1.5  Complete WS1.6
 Complete Week 3 exam-style questions  Complete PS1.1.3 post-lab questions
 WS1.4: Density  WS1.5: Density 2  VID1.2: Brian Cox in World’s Biggest Vacuum
RESOURCES  PS1.1.2  PS1.1.3 Chamber [LINK]
 Week 3  WS1.6: Gravitational Acceleration
 Week 3

REMARKS/
REVIEW