Drone ship manufacturing and use

Physics

Lesson plan #1

Topic

Physics and the movement of boats – teaching theory

Duration

1 hour (45 min)

Assumed prior knowledge

• Scalar physical quantities and vector physical quantities.
• Classification of mechanical movements (uniform rectilinear movement and uniformly varied rectilinear movement)
• Recognition of the two types of mechanical movements in various contexts, in daily activities.
• Statement of the principles of Newtonian mechanics.
• Description of the different forms of energy of a mechanical system.

Goal(s) of the lesson

Knowing and understanding specific concepts of mechanics and movement of material points (boats, in particular) by teaching the necessary theory: definitions, measurement units, specific mechanics laws, and principles and formulas.

The big idea behind the topic

Reinforcement and consolidation of the previously studied concepts on the 2nd Principle of Mechanics: acceleration, inertial force, mechanical impulse and energy.

Results of the lesson

Implementation of the main concepts (physical quantities, models, theories used in Physics), in order to explain the laws that govern the movement of boats.

Competencies

• Specific competences:

1. Theoretical, qualitative, and quantitative investigation of bodies behavior, both in uniform rectilinear motion, and in uniformly accelerated rectilinear motion.
2. Recognition and explanation of Mechanics laws practical and technical applications.
3. Classification, comparison and analysis of different physical phenomena, instruments and physical quantities in the field of mechanical physics.
4. Identification of laws, principles, defining characteristics of some phenomena, characteristic sizes, properties of some bodies and devices, conditions imposed on some physical systems.

• Derived competences:

1. The definition of all the physical quantities necessary to be used by students to study the movement of the boats.
2. Writing the units of measure, as well as the mathematical calculation formulas for all physical quantities, necessary to be used to study the movement of boats.
3. Enunciating the principles of Newtonian mechanics, the laws of friction and the classification of mechanical movements.
4. Exemplifying and differentiating scalar physical quantities, as well as vector physical quantities.

Methods

• Teaching methods:

• Heuristic / learning consolidation conversation;
• Explanation;
• Demonstration;
• Problematization;
• Brainstorming;
• Analysis and synthesis;
• Systematization, algorithmization.

• Forms of activity:

• Frontal – for updating knowledge;
• Individually – for solving problems.

Relevance to the curriculum

• Reinforcement and consolidation of the previously studied concepts on the 2nd Principle of Mechanics: acceleration, inertia force, mechanical impulse and energy.
• Implementation of the main concepts (physical quantities models, theories used in Physics), in order to explain the laws that govern the movement of boats.
• Establishment of the units of measurement of the physical quantities they are working with.
• Writing the mathematical sequences of calculating the formulas, specifying the significance of the physical quantities that occur.
• Possible and / or useful connections to Chemistry and Biology and Sensors Sampling Communications Modules.
• Might be related to:

• 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 measurement process and its components, measurement of non-electric quantities with measuring devices).

Stakeholder involvement

• Independent school activity (general situation).
• Possible assistance or/and support and connected activities during Mechanical disciplines classes (in own school or at partner schools) or thematic activities in local Scientific Centres (if available).

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 (13 min)

• Updating the previous knowledge necessary for teaching.
• Students are asked for information about:

• the classification of physical quantities, and the differences between them;
• scalar physical and physical vector measurements;
• the classification of the two types of mechanical movements (uniform rectilinear movement and uniformly varied rectilinear movement), as well as their recognition in the students' daily activities;
• statement of the principles of Newtonian mechanics,
• description of the different forms of energy of a mechanical system.

Step 3 (25 min)

• Transmission of new knowledge:

• Presentation of the lesson title and the pursued competences.
• Definition of each physical quantities, with their measurement units in the International Measurement System, and their definition formulas:

• time and temperature;
• distance and movement / displacement;
• velocity and relative velocity;
• acceleration;
• gravity and frictional force;
• mechanical impulses and kinetic energy;
• mechanical power and mechanical work.

• Discussion of the phenomenon of friction existence and manifestation in daily activities existence, supported by dedicated materials.

• Energizing exercise: students answer in turn, go to the blackboard to write the formulas and the corresponding units of measurement.

Step 4 (4 min)

• Impression and consolidation of the new knowledge.
• Feedback through short questions and answers related to the new knowledge.
• Filling in a K-W-L (Know-Want to know-Learned) table or diagram (if necessary / applicable).

Step 5 (1 min)

Conclusions:

• specifying the homework (if necessary / applicable);
• oral or/and written appreciation (grades) for the students who answered during class.

Assessment

• Oral current check
• Systematic observation of students

Useful links

• English:

• https://phet.colorado.edu/en/simulations/forces-and-motion-basics (Forces and Motion: Basics)
• https://phet.colorado.edu/en/simulations/vector-addition (Vector Addition)

• Romanian:

• https://eduboom.ro/video/3173/miscarea-rectilinie-uniforma
• https://eduboom.ro/video/3167/viteza-punctului-material-

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.