# PHYSICS-STATE THAT MASS IS A MEASURE OF THE AMOUNT OF SUBSTANCE IN A BODY

```ET-5303 Language and Teaching
CLASS DETAILS
TEACHER
SUBJECT
CLASS/ DATE/ TIME/ ROOM/ NO. OF STUDENTS
PHYSICS O LEVEL
As per time-table
SPECIAL NEED STUDENTS
LESSON DETAILS
TOPIC
NIL
Mass
Top pan balance
Aim/s:
One skateboard or plank with rollers
RESOURCES
Mass and inertia
[What would you
A strong rope
like to teach?]
3 thick textbooks
Objective/s:
[What would the
At the end of the lesson/s, the students should be able to
[Monday]
students be able
1. State that mass is a measure of the amount of substance in a body and can also be deduced as the measure of amount of inertia.
to do?]
Methodology
1. State that mass is a measure of the amount of substance in a body
- Mass is an unchanging quantity, measured in kilograms and tells the amount
of how much matter it is composed of
Demonstration:
- Teacher prepares object of different sizes but of equal mass.
2. State that the mass of a body resists change from its sense of rest or motion
Group activity: (4 students per group)
Materials :
1) a skateboard or a plank with rollers,
ET-5303 Language and Teaching
- Teacher demonstrate the concept of mass using a top pan balance.
2) a strong rope,
- Before demonstrating the mass of each object, students are required to make
prediction of the mass of each object and place them in an increasing order.
3) and 3 thick textbooks.
- Teacher then measures the mass of each object and reveals that they all have
the same mass.
- Teacher then concludes with the fact that mass is the measure of the amount
of substance in a body and is measured in kilograms.
- Students are given ample time to investigate the mass of other objects
available in the classroom to familiarise themselves using the top pan balance
to measure mass.
Instructions:
 Ask the students “What would you predict if you were to pull the
skateboard only without any loads? How do you feel?” and discuss in their
group.
 Pick one representative student from each group to pull the skateboard
without any load. Students will take turns to pull the skateboard.
 Ask the students to repeat the process but with one textbook on top of the
skateboard and ask the same student to stop the moving skateboard.
 Instruct the students to add textbooks one at a time and pull and stop the
skateboard. Ask the representative students to share their experience in
their groups and instruct all of them to note down the representative’s
experience.
 Ask students “Compared to before the textbook and after adding each
textbooks, how do you feel now? How do you feel when you tried to stop
the moving skateboard with different amount of textbooks? Let us recall
back the topic of forces. Which one of the forces will be involved in this
case?”
 Ask students to conclude their findings within their group.
 Probe students whether they could relate this findings to any of the
Newton’s law. if they can, which laws would it be? (second law, where
mass increase, resultant force(RF) {greater magnitude in forward force}
increase. Third law, every reaction has opposite but equal reaction, more
force needed to stop the more RF moving forward)
-
Explain to students that the more inertia that an object has, the more mass
ET-5303 Language and Teaching
it has and how inertia is a property of mass.
PEDAGOGICAL APPROACHES
Use of ICT for Learning
Knowledge Construction
Real World Problem Solving
/
Deduce that the greater the mass, the greater the inertia
Collaboration
Skilled Communication
Self-Regulation
Global Citizenship
EVALUATION
Signature (HoD/
Principal)
Date
Produced by:
Norlela Haji Puasa (17M9446) - provided the template and wrote aims and objective and no.1 under methodology
Magdalene Lai (18M9108) - wrote on no.2 under methodology.
Ziana Zaini (18M9097) - wrote on no.2 under methodology.
```
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