Lesson Plan
Date
:
29-10-2001
Time
:
9:35 - 10:55
Class
:
F.3T
Location
:
Physics Laboratory
Subject
:
HKCEE Physics
Topics
:
Mechanics - Kinematics
Aim
:
Introduction of basic terms in kinematics
Objectives :
1.
2.
3.
4.
5.
6.
7.
Time
0 - 10 minute
Students are able to identify the differences between scalar and vector quantities..
Students are able to recognize the meanings of basic terms in describing the separation between two points : distance and
displacement.
Students are able to identify the differences between displacement and distance.
Students are able to recognize the meanings of basic terms in describing how fast an object moves : average speed and average
velocity.
Students are able to identify the differences between average speed and average velocity.
Students are able to identify the differences between average speed and instantaneous speed.
Students are able to identify the differences between average velocity and instantaneous velocity.
Section
Introduction
of 1.
concepts of scalar and
vector
2.
Teaching Activities
Physical quantities (scalar) without direction are 1.
introduced by presenting several examples.
Remarks
Time, length and mass are examples of the
scalars.
The students are asked several examples about 2.
quantities with direction
Position and force are expected to be the
common answers of the question.
3.
Physical quantities (vector) with direction are
introduced by presenting several examples.
4.
Basic form of representation of vector is introduced.
Time
10 - 35 minute
Section
Distance
displacement
35 - 55 minutes Average speed
average velocity
and 1.
Teaching Activities
A map and a small piece of string is given to a group 1.
of students. The students are asked by two different
questions :
" How far should we travel if we want to go to Tai
Po Market from the Chinese University of Hong
Kong by KCR?"
&
"What is the position of Tai Po Market relative to
the Chinese University of Hong Kong?"
Remarks
We expect the students would be confused
by the two questions and the corresponding
answers. Teacher would be going around to
answer questions of the students.
2.
Distance is defined at first and should be mentioned
as the appropriate answer of question 1.
3.
Displacement is defined and should be mentioned as
the appropriate answer of question 2.
4.
The difference between distance and displacement is 2.
further illustrated by a flash animation as well as a
numerical example.
The uniqueness of displacement and the
nature of variation of distance are
explained in details.
5.
The MTR system in Hong Kong is briefly described 3.
to demonstrate the concepts of distance and
displacement.
Students are expected to point out that the
table mentioned in the notes about MTR
are actually distance.
and 1.
Average speed is defined and its relation with total 1.
distance traveled is mentioned.
SI units of average speed and average
velocity are emphasized. The conversion of
daily unit to SI unit is demonstrated in a
simple example.
2.
Average velocity is defined and its relation with the
displacement traveled is mentioned.
3.
A flash as well as a numerical example (KCR from 2.
the University to Tai Po Market) is used to
demonstrate the difference between average speed
and average velocity.
Students are expected to have confusion
between average speed and average
velocity.
Time
Section
4.
55 - 75 minute
75 - 80 minute
5.
Daily typical speeds are mentioned briefly to give 3.
the students a simple picture. Ask the students a
question : "How can a person be walking with a
much larger speed than a motor car?"
6.
The typical average speed and velocity of an MTR is
demonstrated.
Instantaneous speed 1.
and
instantaneous
velocity
2.
Conclusions
Teaching Activities
The students are asked to finish a numerical
example.
Remarks
Traffic congestion and a special method of
counting time are expected to be the
answers.
The non-uniformity of speed and velocity are 1.
demonstrated by a video.
This concept should be demonstrated by
some daily examples. (MTR)
The concept of instantaneous speed and velocity is 2.
introduced.
Brief description, including the explanation
of unit, of speedometer is introduced at
first.
3.
Two numerical examples are presented to
demonstrate the difference between instantaneous
velocity and average speed.
4.
The students are asked to solve a problem.
5.
The students are required to complete the table in a
work sheet according to the video.
1.
The students are asked to finish the worksheet 1.
according to video shown.
Students are required to figure out the
motion of the toy train themselves.