Subject : Class : Date/time : Number of students : Learning area : Learning obj ective : Learning outcome :

Physics 4LK 13th April 2010 (Tuesday) / 8.05 a.m-9.50 a.m 22 2. Forces And Motion 2.6 Analysing impulse and impulsive force At the end of the lesson, students should be able to: 1. explain an impulsive force correctly. 2. define impulse as a change in momentum, i.e. Ft = mv mu . 3. define impulsive force as the rate of change of momentum in a collision or explosion, i.e.

F!

m (v  u ) t

4. explain the effect of increasing or decreasing time of impact on the magnitude of the impulsive force. Science process skills (SPS): Previous knowledge : Communicating, comparing and contrasting , predicting, analyzing, relating i. Students have learnt the definition of momentum ii. Students have learnt momentum ( p) as the product if mass (m) and velocity ( v). iii. Students have learnt the relationship between force, mass and acceleration i.e. F=ma. Thinking rationally , Having critical and analytical thinking, being cooperative and being flexible and open minded. LCD Projector, white screen, egg, retort stand, plastic bag, bat, pen & A4 paper and soft surface. Content 1. Hitting an egg . Teaching and learning activities 1. Teacher hangs a plastic bag containing an egg using retort stand. 2. Teacher hits the egg slowly then quickly. 3. Teacher introduces todays lesson to students & distributes the concept map to be filled in by students. Remarks SPS: Relating SANV: Being flexible and open minded Thinking rationally TLA: plastic bag Retort stand An egg

Science attitudes and noble values:

Teaching and learning aids (TLA) : Phase Orientation (5 minutes)

Elicitation of idea (10 minutes)

i) ii)

uegg = 0 ms-1
Yes, there is change in velocity. When the egg was hit quickly. Because the time of impact, t,

iii)

1. Students are asked: i. What is the eggs velocity before I hit it? ii. Are there any changes in velocity of the egg after I smashed it? iii. Which situation has the large change of

SPS: Communicating Predicting SANV: Having critical analytical thinking Thinking rationally

bet een t e egg ell nd t e bat i t.

m m

i i 3 mi

. Pict res in sequence describing otion of t e ball:

efinition of i ulse: i on an F object for a p i im to roduce i m. m m . ormula of impulse:

Ft ! m(v  u )
. ime of impact, t : Period of time during a collision. .

eacher displays three pictures in sequence describing motion of the ball. Students are asked to construct the correct sentence for the definition of impulse based on the above pictures. eacher explains the term t time of impact in the formula for impulse and shows a video showing baseball hitting a wall. Students are asked to construct the formula for impulsive force from their previous knowledge about the ewtons second law of motion. Students are asked to give the definition of impulsive force based on the formula of impulsive force. Students are asked to state the relationship between imp l i F & tim imp t t).

are t try. A: Projector ite Screen PowerPoint SPS: Analyzing omparing and contrasting SA V: Being flexible and open minded aving critical and analytical thinking A: Projector hite Screen PowerPoint Soccer ball

Appli ti i mi tes)

. Shoving the A paper with pen. . i. ii. iii. iv. situations involving impulsive force: igh jump Egg container ailing nail using hammer Breaking karate block.

Reflecti mi tes)

. Summing up.

SPS: Analysing elating SA V: aving critical analytical thinking A: projector hite screen PowerPoint A paper Pen An egg blanket SPS: . eacher summing up the lesson ommunicating with concept map. SA V: aving critical analytical thinking A: projector hite screen PowerPoint ork sheet eacher asked students to pick an A paper & a pen. . Students are asked to shove the A paper with pen slowly & then quickly. . eacher shows situations involving impulsive force.