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Topic: 1.1 Length and time School: Sampoerna Academy Bogor Date: Time: 3 45 minutes Room: Physics Lab Class: X1-X8 Ability: Number: Lesson Summary: Aims at the end of the lesson the student will be able to: - Use and describe the use of rules and measuring cylinders to measure a length or a volume. - Use and describe the use of a mechanical method for the measurement of a small distance (including use of a vernier caliper and a micrometer screw gauge). - Use and describe the use of clocks and devices for measuring an interval of time. - Measure and describe how to measure a short interval of time (including the period of a pendulum). Relevance to A level syllabus: Physical quantities and units, measurement techniques 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. - Website: http://phet.colorado.edu/sims/pendulum-lab/pendulum-lab_en.html Students: - T. Duncan & H. Kennett. IGCSE Physics. 2010. Hodder Education (TB*) pg. 44-50. - D. Sang. IGCSE Physics. 2010. Cambridge University Press (TB**). Apparatus in practical activity are: ruler, vernier caliper, micrometer screw gauge, measuring cylinder, water, pendulum, stopwatch, metal block, small rock, computer, digital projector. Lesson Activity Breakdown: Time Teacher Activity Student Activity Notes 5 min Preparation and Motivation - Ask the students to group themselves. - Make some groups. Introduction - Introduce the topic theyre going to study - Listen to teachers material and and tell the learning outcomes they will explanation. learning possess after the study. outcomes may be displayed on the screen. 10 min Triggers and Lesson Starters - Ask questions to three students about - Communicate their Teacher uses their daily experience, if they had ever experience about stopwatch and measured the length of an object, or length and time clock to show measure time interval of an event. Why measurement to how to they had to measure it and how they did others. measure time it. interval. 5 min - Teacher gives example of time - Students think and Teacher uses measurement, such as: measuring the share other examples board to time taken by the students to go from of time measurement visualize the classroom to physics lab. in their daily lives. example.
Sampoerna Academy Bogor
5 min
Concept Development - Introduce a length and a time as physical quantities in science (physics).
- Listen to teachers explanation. They may ask any questions that relevant to the topic. - Work in groups to measure the length of objects given by teacher. - Communicate the steps they used to measure the length of the objects and suggest the way to improve the accuracy of their measurement. - Apply their knowledge to calculate a volume of any regularly shaped objects. - Demonstrate how to use measuring cylinder to measure volume of an irregularly shaped solid object.
10 min
Activity 1 - Ask the students in group to measure length of several objects using a ruler, for examples: the length of a copper wire, the diameter of a coin, and the thickness of a piece HVS paper. - Ask the students to calculate a volume of a regularly shaped object such as cuboid, and cylinder.
Each student should bring his/her own ruler before. Other stuffs such as: copper wires, HVS papers, and coins are provided.
10 min
Activity 2 - Give the students an irregularly shaped object such as: a small rock or a small ceramic cup then ask them students to demonstrate how to use measuring cylinder to measure volume of
10 min
10 min
- Introduce the use of a mechanical method for the measurement of a small distance. - Provide the students by vernier caliper and micrometer screw gauge then demonstrate how to use it to measure a small length. A visual diagram is used to explain how to measure a small length by using vernier caliper and micrometer screw gauge. Activity 3 - Each group is asked to measure different lengths by using vernier caliper and micrometer screw gauge, such as: the length of a copper wire, the diameter of a coin, and the thickness of a piece HVS paper.
Teacher provides a measuring cylinder, water, and a solid object which sinks into the water. Materials needed are vernier calipers and micrometer screw gauges.
- Each group does the measurements of the objects given by the teacher. - Communicate their measurement processes and results. - Compare and discuss the results found.
Materials needed are: -copper wires -some coins -HVS papers -vernier calipers -micrometer screw gauges
10 min
15 min
Activity 4 - Introduce stopwatch to measure time. In - Explore human this occasion, the teacher asks the reaction time under students to investigate human reaction teacher guidance. time. - Guide the students how to measure a - Observe the short time interval (including the period of demonstration a pendulum) by demonstration and performed by teacher. computer simulation from internet. http://phet.colorado.edu/sims/pendulumlab/pendulum-lab_en.html Generalization and Assesment - Summarize Key Ideas and let students - Attempt the questions practice on Questions 1-4 (TB** pg. 5-6). given by the teacher. - Summarize and recap the entire unit using the concept map and ask the students to do Worksheet 1.1
Materials needed are a ruler and a stopwatch. Stuffs needed are a stopwatch and a pendulum.
Extension work: Practical work: Measurement of the period of a pendulum on Activity 1.1 (45 minutes).
Homework: Read about power of ten shorthand and significant figures on TB* pg. 44-45 to attempt Questions 1-12 (TB* pg. 49-50).
Activity Rubric Criteria Components of the report 95-100 All required elements are present and additional elements that add to the report (e.g., thoughtful comments, 86-94 All required elements are present. 81-85 One required element is missing, but additional elements that add to the report (e.g., thoughtful comments, graphics) have been added. Accurate representation of the data in written form, but no graphs or tables are presented. 75-80 Several required elements are missing.
Data
Appearance/ organization
Professional looking and accurate representation of the data in tables and/or graphs. Graphs and tables are labeled Clear, accurate diagrams are included and make the experiment easier to understand. Diagrams are Lab report is typed and uses headings and subheadings to visually organize the material.
Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled. Diagrams are included and are labeled neatly and accurately.
Lab report is neatly handwritten and uses headings and subheadings to visually organize the material.
Lab report is neatly written or typed, but formatting does not help visually organize the material.
Lab report is handwritten and looks sloppy with cross-outs, multiple erasures and/or tears and creases.