Physics and the movement of boats – experimental activities (down by the water)

Physics

Lesson plan #3

Topic

Physics and the movement of boats – experimental activities (down by the water)

Duration

2 x 1 hour (2 x 45 min)

Assumed prior knowledge

• Concepts studied with respect to the 2nd Principle of Mechanics: velocity, relative velocity, acceleration, inertial force, mechanical impulse (Lesson no. 1).
• Development analysis and problem-solving skills, related to theoretical problems associated with the movement of boats (Lesson no. 2).

Goal(s) of the lesson

Learning through experimental investigation, carried out to determine various physical quantities, associated with the movement of the boats built by students, at the edge of the water selected for experiments (river, lake, sea, or swimming pool).

The big idea behind the topic

• Developing skills to correlate theoretical knowledge with phenomena observed during experiments.

• Examples (see links):

• river flow speed;
• the relative speed of a boat compared to the water;
• speed ​​of a boat relative to the shore;
• the time in which a boat (with the engine on/off) covers a given distance in the direction of the flow of a river or in the opposite direction;
• the time in which a motor boat crosses a river;
• the maximum speed of a motor boat;
• hull speed.

Results of the lesson

Developing critical and abstract thinking ability, with respect to Physics design elements and real-world applications. 

Competencies

• Specific competences:

1. Development of skills and abilities to work independently as well as in a team.
2. Correct use of vocabulary in describing phenomena;
3. Learning the skills to correlate theoretical knowledge with the phenomena observed in practice.

• Derived competences:

1. Defining and fixing the concepts: distance, speed, time, relative speed, temperature (DC1).
2. Description of the experimental activities to be carried out and the way of working (DC2).
3. Explanation of how to calculate the speed of the river, the relative speed of the boat compared to the ground (DC3).
4. Specifying the main sources of errors and the causes of their occurrence (DC4).

Methods

• Teaching methods:

• Heuristic conversation;
• Explanation;
• Problematization;
• Algorithmization
• Experiment;
• Learning through discovery

• Forms of activity:

• Frontal – for updating knowledge;
• In teams – 5 groups with 4-5 students each

Relevance to the curriculum

• Developing independent and teamwork skills.
• Correctly using the vocabulary in describing physics and natural phenomena.
• Developing the skills to correlate theoretical knowledge with phenomena observed during experiments.
• Description of the tools used and the working steps.
• Specifying the main sources of errors in the experimental investigation and the causes of their occurrence.
• Developing critical and abstract thinking ability, with respect to Physics design elements and real-world applications.
• Might be related to:

• Chemistry and Biology, Sensors Sampling Communications, Filtering, and Building Motors Modules
• two Content Units, in 9th grade Physics Curriculum (Principles and laws in classic Mechanics, Variation theorems and Conservation laws in Mechanics);
• technological disciplines, if available at curriculum level (for instance, referring to the calculation of various mechanical measurements).

Stakeholder involvement

• Independent school activities (correlated with the Biology and Chemistry ones).
• Possible assistance or/and support offered by local authorities and/or local waters administration institutions.

EQUIPMENT AND MATERIALS NEEDED

For 1 team of 5 students

This is a recommended list:

Observations

• In each class / lab, 1-2 blackboards or whiteboards (magnetic and/or interactive), with chalk or markers to write on, will be available.
• Teachers will offer students necessary informative and practical support (worksheets, electronic presentations, online thematic images, videos, and tutorials).

Step 1 (2 min)

Organizational moment (checking presence, capturing attention, preparing didactic materials, etc.)

Step 2 (10 min)

• Updating the previous knowledge necessary for teaching.
• Students are asked questions related to theoretical notions, such as:

• uniform rectilinear movement and uniformly varied rectilinear movement;
• velocity and relative velocity, distance, time
• friction force.

• Presentation of the the pursued derived competences, during the experimental activities (DC1, DC2, DC3, DC4).

Step 3 (70 min)

• Working method

• The class is divided into 5 groups, including 4-5 students, and each group receives the report of the work, the measuring instruments, and the table with experimental data.
• Teacher explains the work technique and provides the necessary work protection.
• Teacher presents the work stages, and then supervises and guides the experimental activity, following the work method, included in the report of the work.
• Students work in groups and complete the worksheet data table with the calculated values​​.
• Teacher processes groups data, with the help of the students, and then compares the obtained values ​​ between the groups.

• Teacher explains the appearance of the main sources of errors.

Step 4 (6 min)

• Fixation and consolidation of the acquired knowledge, through the drawn final conclusions.
• Feedback through short questions and answers related to the experimental activity:

• "What are the main causes of gross errors?"
• "What did you like the most during the lesson?"
• "Which group worked best?"

• Filling in a K-W-L (Know-Want to know-Learned) table or diagram (if necessary / applicable).

Step 5 (2 min)

Conclusions:

• specifying the homework (if necessary / applicable);
• oral or/and written appreciation (grades) for the students who were very active during the experimental activity.

Assessment

• Oral current check
• Systematic observation of students

Useful links

• English:

• https://www.epa.ie/our-services/monitoring--assessment/freshwater--marine/rivers/water-level-and-flow/how-we-measure-water-level-and-flow-of-rivers/
• Definition of terms:

• Hull speed: the speed at which the wavelength of a vessel's bow wave is equal to the boat length. In the sail ship era, the hull speed was regarded as an approximate limit for the speed a ship could reach. Synonym: displacement speed (https://en.wiktionary.org/wiki/hull_speed)
• Wavelength: the length of a single cycle of a wave, as measured by the distance between one peak or trough of a wave and the next; it is often designated in physics as λ, and corresponds to the velocity of the wave divided by its frequency (https://en.wiktionary.org/wiki/wavelength)
• Bow wave: the wave that forms at the bow of a ship as it moves through the water, and defines the outer limits of the ship's wake (https://en.wiktionary.org/wiki/bow_wave)
• Wake: the path left behind a ship on the surface of the water (https://en.wiktionary.org/wiki/wake)

• Romanian:

• https://youtu.be/mHyETKWaA3o

Group number

d

[m]

t

[s]

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Vm

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Group I

Group II

Group III

Group IV

Group V

Group

number

d [m]

Va

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Vb

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V1

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V2

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t1 (1)

[s]

t2 (1)

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t1 (2)

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t2 (2)

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Group I

Group II

Group III

Group IV

Group V

Erasmus+ Cooperation partnerships project

Sailing Into Opportunities

No. 2023-1-LT01-KA220-SCH-000161306

Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency. Neither the European Union nor National Agency can be held responsible for them.