TITLE  Practical Report  Resources and 

Lesson/Week/Date Lesson 1 Week 3 (Monday 13th May)  Preparation 

Outcomes  Learning Intentions: PowerPoint:
https://docs.google.co
❏ Newton’s Laws of Motion can be investigated in practical situations.
m/presentation/d/12Cl4
❏ Practical reports are a way of communicating and sharing ideas.
BJsGWxInYOZCzpw46
yKSTYtXdJijtY8LLWHq
Success Criteria:
Xvo/edit#slide=id.g59f9
❏ I can create a graph of my data on google.sheets. e58cce_0_1280
❏ I can calculate the slope of a line and interpret what this means within the context of the investigation. (Upload to Google
❏ I can analyse data from a practical experiment. Classroom)
Phase  Timing
105 mins Good/not so good
Introduction  Smart Start:​ ​Which line would you most prefer to represent your bank account? ​Getting students to compare four Smart activity:
lines to a real-life scenario - this is practice of using mathematical terminology and explaining their thinking. Starter: 5 https://docs.google.co
minutes m/document/d/1whQLd
What do you know about Newton’s Laws of Motion Activity: ​Students come up to the whiteboard and write what nDsg6_WYTJDVkbczH
5 minutes HMDstFP5sOmBf0uRg
they know about Newton’s Laws of Motion (key terms, the laws, examples they remember, equations etc.)
5 minutes ptL4/edit​ (print and cut)
Recap last week's learning
Introduce the lessons learning Intentions Example Data Set:
Body   Recap the Force and Acceleration Practical​ (discuss the practical) 5 minutes https://docs.google.co
  m/spreadsheets/d/1Nw
Why are practical reports important 5 minutes U73487ahKue6KOQK9
● Watch video and discuss why practical reports are important dLi6sfUQkf9_i-QQY-El
o7IQ/edit#gid=0
What do you think Activity​ (Justin Bieber drawing) 5 minutes (upload to Google
● Lead a discussion with the students (what do Classroom)
● Designed to promote conversation with students about technique or structure, missing details (no band you think
under watch), not looking at the criteria in detail (i.e. the original photo), what improvements can be made activity) Teachers GRAPH:
(feedback). https://docs.google.co
● LINK: A good practical report clearly represents what you did, how you did and what you found out-not like m/spreadsheets/d/1OP
this drawing o8tB4ZlzpnJyrjmau6X2
9iBGXSzmfXCTSDfdx
What makes a Good Practical Activity 15 minutes oUpg/edit#gid=0
● Place one sign on each table (good practical statement side and not so good)
● Have students work in pairs to decide what side to put the statements Teacher graph cheat
● Discuss with the students why they put them there sheet:
● Discuss what a good practical includes compared to a not so good practical https://docs.google.co
● Have students move what statements they think are in the wrong place and go through the correct answers m/document/d/1uWsjP
TO8LElH_e7T9dDkl5i7
Starting Practical Reports for the Force and Acceleration Practical: rm7BtrFUIvHIcGiE40I/
Results: edit​ (print)
● Have students access an example results table on Google Classroom (if they didn't get the results) 10 minutes
 ● Students calculate the average speed (results)
● Students calculate the acceleration
Graph:
● What makes a good graph (bad and good example) 10 minutes
● Open Excel and go through step by step how to create a scatter plot graph with a line of best fit (graph)
● Go through the Graph Checklist 5 minutes

Brain Break: ​In the water, on the beach activity (students stand in a line-when you say in the water they step forward
and when you say on the beach they step back-students go out when they make a mistake) 5-10
minutes
Analysis of results: (brain
Give tip for writing practicals: you should be able to give it to someone in a different grade than you and they should break)
be able to understand ​exactly​ what is going on.

Check again that the ​graph​ has ticked all of the checklist boxes 30 minutes
(analysis
Analysis​: Slides have probing questions to help students to think about what is happening without giving them all of section)
the ‘answers’ (it’s important that they are able to demonstrate their knowledge and understanding of the practical).

Students calculate the slope of the line using the equation displayed on the board (slope= Δy/Δx .
● Make up an example on the board and step them through how to do it slowly (I-do)
● Ask students if they would like another example before they do it themselves (we-do)
● They will have to choose two points ​from their line ​to calculate the slope (you-do)

Explicit teaching on the equation y=mx+c and where the slope fits into all of this.

Slope and trolley mass comparison...

Conclusion   Exit Card: 5 minutes
Use the following exit cards:
https://docs.google.com/document/d/1pFI4x5shwOIGPfEgdqf110DUJlQOtj-gjmr9h9WxSfk/edit?usp=sharing
5 minutes
Conclude lesson:
● Any questions (check for student understanding - if there are issues as to why they can’t complete at home
then these should be addressed here).
● Return to the success criteria and get students to note on the back of their exit cards whether they think that
they have met the criteria for the lesson or not, if not, why they haven’t.
● Outline the homework for the lesson (complete results and analysis section of the report)
Homework   Complete your results and analysis sections of the practical write-up.