CURRICULAR AXIS: Measuring Units

TOPIC: Introduction to Physics

UNIT: Physical Units

WEEK: 3

BIMESTER ACHIEVEMENTS:

1. Analyze the relationship between the fundamental and derived units in order
to describe physical phenomena of cinematics.

Analiza la relacion de unidades fundamentales y derivadas para poder describir

fenomenos fisicos de cinematica.

2. Evaluate micro – macroscopic magnitudes and applies the correct amount of

significant figures when manipulates measuring instruments.

Evalua las maginitudes fisicas de objetos micro-macroscopicos, y aplica el numero

apropiado de cifras significativas en el manejo de los instrumentos de medicion.

3. Creates a measuring system of units to measure the montessori british

school values from non tangible phenomena.

Crea un sistema de unidades de medicion a partir de fenomenos intangibles para

medir los valores montessori.

GENERAL: First set your goals before writing any lesson plan.

What is it that you want students to remember after 5 years?

That physics is the science of measurement, and everything that is measured must
contain units as a language to explain what is the magnitude of the quantity used.

Students are going to understand and represent physics by its reliance on technology,
comprehend and apply different laws and be able to describe those phenomena in
their daily life’s.

Physics must be studied and remembered such a tool to analyze motion, light, sounds,
waves, acceleration and other changes of matter that helps to support the
technological development of our civilization.
The student will learn that physics is involved in daily aspects such as managing any
type of tool and technological device. They will find it helpful to understand why
machines works the way they do; an example of this is understanding why an airplane
is able to fly. Also to comprehend the design of natural and man made structures; such
as trees flexibility, birds aerodynamics, water transport of energy, and the design of
bridges, buildings, highways, and many more.

THIS UNIT:

After this unit, students will create:

The students will be able to create an instrument where they can they can see the
difference between the density of different objects.

I will evaluate this in the following way:

Throughout class guides, quizzes, lab reports and an oral presentation in groups

THIS LESSON PLAN:

After this lesson, students will know:

The students will be able to distinguish the difference of a positive acceleration,

negative acceleration, and acceleration equal to zero. Also they will be able to analyse
motion graphs and relate them to real life situations.

I will evaluate this in the following way:

By description of situations, by graph analysis and by making graphs.

After this lesson, students will able to do:

Describing situations in which they have an acceleration, a deceleration and a motion

without any acceleration or uniform motion. Also relate this to objects moving and to
notice how they can develop graphs to describe a real life situations.

VOCABULARY:

Acceleration, Motion Graphs, Graph Analysis

MATERIALS:

C4 Guide

Graph Paper
Stopwatch

Racing Car Video (https://www.youtube.com/watch?v=R1bG5nzjjdk)

M4 Plano cartesiano con divisones y en blanco

ENGAGEMENT: (5 min maximum)

Show the students the video of the racing car. Then ask them what they noticed about
the velocity-meter, and the road. Let them answer and write their ideas on the board.
With these ideas lead them to construct a definition of acceleration.

ACTIVITIES: (60 min)

ACTIVITY 1 (20 min)

Once the students have construct their definition. Tell them that acceleration can be
defined as the rate of change of velocity. Also mention that acceleration can have a
positive sign when the velocity is increasing and a negative sign when the velocity is
decreasing. Now ask the students what do they think is an acceleration that is equal to
zero. Let them answer and lead them to say that when the acceleration is zero it
means that the object is moving at constant velocity or is at rest.

Now give some situations in which the students will have to identify what type of
acceleration they have.

Some situations are the following:

1. A man pedaling a bicycle and he is pedaling each time a lot harder.

2. An airplane landing after a flight and stopping at the boarding gate.

3. A conveyor belt always moving at a speed of 5 m/s.

Once they know this examples and how they have a different acceleration.

Show the formula of acceleration:

given the formula show them why the sign changes depending if the final velocity is
greater or less than the initial one.
ACTIVITY 2 (10 min)

Take the students to the secondary playground and let them make groups of 4 people.
Then tell them that they have to choose a person to represent them, This person will
have ten second to make the spindle lever game to spin as fast as he/she can. After
this is done, tell him to stop and to move away form the game. With the stop watch
count the time and spins it takes and turns the game to stop. Do this with all the
groups made and announce the winner.

Activity 3 (20 min)

Take the student back to the room and show them a coordinate plane without any axis
labeled M4. Them ask them what is the use of the Cartesian plane. Tell them that in
physics situations can be described using graphs specially for those situations
involving motion.

Help the students to represent different cases when an object is accelerating or

decelerating or having zero acceleration in the following graphs: distance vs time,
velocity vs time,

Activity 4 (10 min)

Give the students the C5 (revisar con diseño el consecutivo) guide to the students and
let them work on it and tell them that if they do not finish it they make finish it as a
homework.

WRAP UP: (2.5 min maximum)

Tell the student to evaluate the difference between a positive or negative and zero
acceleration. Ask the class about graphs that show distance vs time and velocity vs
time motion and allow them to give real life examples.

TEACHER FEEDBACK: (2.5 min maximum)

Make the students evaluate how they could they can improve their speed in the
competition they had in this class and ask them if they would like to do it again, so that
they are able to use physics tools such as formulas and knowledge to get a better
result.

References

(https://www.youtube.com/watch?v=R1bG5nzjjdk)