ORKHON SECONDARY SCHOOL
PHYSICS TEACHER MR E. ATARSAIKHAN
Block1: General physics Regarding this block you should develop two fundamental ideas about Force and Energy. So where does the ideas in physics come from? It comes from either observations or thoughts that derived by the knowing of human inspiration. So observation leads us to the simple effort of measurement that can be also converted into more precisely measurement what is really need to do all kind of experience for discover something which based an incredible idea. Let’s look two different examples into one. 1. Galileo observed the swinging pendulum of lamp and found out that the swinging weight equal a pendulum, a pendulum could be used as timing device. So he designed a clock regulated by swinging pendulum. 2. Regarding recent decades there are more high precisely atomic clocks which can be able to perform accurate measurement of tiny fraction of timing when the spacemen expert around the satellite within very small area surrounded. This is the result from observation and thoughts.
1.1 The teaching idea of measuring the length and volume Particular Lesson plan time durable forty min Syllabus section 1.1 Topic Measuring Length & Volume Forty minutes period 1 Activity 1.1 Measuring Length and Volume Resources in coursebook Question 1.1-1.3 - Simple Rule Instruments or implementation - Displacement Resources in workbook Resources on CD-ROM Assesment objects
Teaching Idea
Learning Resources Supplement (see from the syllabus section number )
Exercise 1.1 the SI system of unit 1.3 paper measurements Coursebook page №4 Descussing - Using technique is the improving measurement result -Displacement - Basic units& derived units in SI system -check various units in SI www.youtube.com/watch?v=aGqMn13e19s
Core content has involved this topic
Start lesson with discussing about any measurements of length and volume which performed by the students using their preschool education when they were earlier ages at their home or at the kinder garden. It will persist within one or two minutes. At the time after discussing about any measurements starts with talk about the making any accurately and precisely measurements of length and volume using a typical instruments. So than give a reason why accuracy measurements are important to our life shape and evaluate its useful and benefit features Discussing about any examples which is able to be an evidence for those requirements of activities or precisely measurements of length and volume. Learning about the SI system involving all various units of length and volume Doing activity on the coursebook 1.1 Measuring Length and Volume using the simple Rule and displacement method Finding the solution of the question 1.1-1.3 on the coursebook Making analyses about the measurement and solving problem Giving homework. Do the exercises in the workbook Exercise 1.1 the SI system of unit 1.3 paper measurements It will need to point out or show up the supplement content involving micrometer screw gauge using the learning resources from the youtube.com on the condition that the
the pupils who has the requirements to be taught by the supplement content Activity 1.1 measuring Length and Volume 1. Measure the length of a toy block? Regarding the model of toy block it is able to ascribe the values of length thread and volume as 6cm:1.5cm:3cm without any measurements provided that just for teachers solving. 2. Place ten toy blocks side by side in a row and measure the length of the row and calculate the average length of one block Speculation:
Calculation: According above values,we can use the 6cm instead of the length of one toy block So the total length of the row could be found as length = 6cm*10=60cm Calculate the average length of one toy block can be found as follows: A length of singular toy block = 60cm/10=6cm as far as the real observation or if ascribing the real measurements could have performed in order to solve the main problems, obviously the final answer will able to be as alternative forms. 3. Write about a comment about these two methods. Which is the best one to find out the real value? Answer: Of course both of them can be useful but measuring one toy block using a simple rule is better than another. Also it might be good idea to comparing the two answers each other. It gives us an opportunity to make precise analyses between them. Than we could distinguish the real value from those. 4. Repeat steps 1 and 2 to find the average diameter of a ball-bearing and the average thickness of the wire. Speculation: If we put whether the ball-bearing or some wires instead of the rectangular toy block in order to find the average diameter of a ball-bearing & the average thickness of the wire, we would find the final answer in the same way as above. 5. Evaluate the methods you have used? Evaluation of using methods: Both of methods are useful in this case but those which involved slightly different situations when it used to measuring. So we evaluate that those two kind of methods can be two relative parts of one measuring methods, each of which can be used in more efficient way by their own properties. 6. Measure the three sides of a rectangular block and calculate its volume. Calculation: V=a*b*c=6cm*1.5cm*3cm=27cm3
7. Measure the volume of the same block by displacement. Is one method better than the other? Give a reason for your answer. Giving a reason Why one of the methods can be the best one to measure accurately. It is possible, the best method to measure accurate is the displacement. Because it uses the properties of the water. When the body submerged under the water completely , the surface of the water can be increase by the body influence. The increasing level of the water is equal to the body volume. 8. Look at the pebble and compare it with the block. Is it bigger or smaller? Estimate it’s volume? It is easy to measure the volume of pebble unless you can measure the whole thread of the pebble using the flexible rule. In other hand you can make an accurate measurement of any volumes provided that using the displacement method. 9. Measure the volume of the pebble by displacement. How good was your estimate? Estimating: Our estimation performed based on the displacement method so it can find the exact value of the volume of a pebble. Hence the displacement is one of the best method to measure the body volume accurately. Question 1.1-1.3 1.1 A rectangular block of wood has dimensions 240mm*20.5cm*0.040m. Calculate it’s volume in cm3. Speculating from tiny fraction scale of units to the biggest one: 240mm/10=24cm; 0.040m*100=4cm; V=24cm*20.5cm*4cm=1968cm3 1.2 Ten identical lengths of wire are laid closely side by side. Their combined width is measured and found to be 14.2 mm. Calculate: A) the radius of a single wire B) The volume in mm3 of a single wire if its length is 10.0 cm (volume of a cylinder =πr2, where r= radius and h=height ) Calculation the radius of a single wire: A) There are ten identical lengths of wire with same width each other laid closely side by side. So we can measure the total width of that wires which placed as parallel as they could placed. So as our result of measurement we are able to find a value of width which could be equal to the amount of ten wire’s width. So as a result of that we would ascribe the value which almost equal to 20mm. Regarding of this we would predict the value of radius of a single wire using following simple calculation and would find as 10mm/10=1mm, that is the value of diameter of one wire. So we should divide the value of diameter by 2 in order to find a value of radius of single wire. so as far as our calculation we would find the final answer as r=1mm/2=0.5mm B) we should realize that the length of wire is going to used instead of height of cylinder.
So in this case we also know that we should probably speculating about the switch of tiny scales of units. Hence the first thing to do so that we find the final answer from this solution is that we need to estimate that how many millimeters are able to equal to the amount of 10.0 cm. So lets speculating as follows in order to find the answer of it. 10cm*10= 100mm=h=l Now here we have two values and both of them can be used to find the volume of one wire. So now we are going to use next particular formula in order to find the volume of a wire as a cylinder V = sh = πr2*h h=l=100mm now we use the millimeter scale so that we can find the volume in millimeter scale. Now we should substitute the values which closely appropriate to the one quantity of above formula. π = 3.14 Substitution: V = s*h = πr2*h = 3.14*(0.5mm)2*102mm = 78.5 mm3 1.3 The volume of a piece of wood which floats in water can be measured as shown. Write a brief paragraph to describe the procedure. State the volume of of the wood. Describing the procedure: As far as the method of displacement concerned we could make a better precisely measurement than the using simple rule by measuring all the length of the threads of any pebbles or some substances in order to find the appropriate volumes. Hence lets describe the procedure regarding a measurement of a volume of a piece of wood which floats in the water. 1. First of all we should realize the piece of wood has less dense than the water. So the piece of wood can able to float over the surface of water. In this case we can not define the exact volume of it. So what should we do? What kind of thing should we permanently need so that we can find the absolute volume of piece of wood? We desperately need to find another body which is denser than the water as a pebble, a rectangular steel or something like that. We are going to use that body in order to submerge the 100% of piece of wood under the water. Therefore we could find the answer on the condition that the body will completely submerged under the water even if the boundary of measuring jar has not got enough scale for it. 2. Next we should note the scale of beaker which is being able to give the value regarding the exact point of water surface that has filled whether in half or less than half of measuring jar. Then we put the pebble, steel or something like that into water and then we should note the level of water which should be achieved at higher point of beaker scale than before that could be able to give the exact value of the volume of steel or pebble. 3. Next we need to switch both of pebble and piece of wood in order to measure the exact top point of water level which represents the total volume of piece wood. In this case the rectangular steel can be placed over the piece of wood so that we are being able to completely submerged the piece of wood under the water.
1.2 teaching idea of improving precision in measurement Particular Lesson plan time durable forty min Syllabus section 1.1 (part) Topic Improving precision in measurements Forty minutes period 1 Resources in coursebook Instruments or implementation
Question 1.4 - Callipers - Micrometers - Digital instruments
Resources in workbook
Exercise 1.2 Accurate measurements
Resources on CD-ROM Assesment object
Worksheet 1.1 Precise measurements Coursebook Page № 4
Teaching Idea
- Discussing the importance of being able to measure small thickness or measuring to high degrees of precision. - giving an instruction how to make measurements of precision using calliper, micrometer and digital instruments
Learning Resources Supplement (see from the syllabus section number )
- IGCSE Physics Coursebook CD-ROM Activity Sheet 1.1 -www.youtube.com/watch? v=O8vMFFYNIfo Understand that a Micrometer screw gauge is used to measure very small distance
Start lesson with discussing an importance being able to measuring to high degrees of precision involving a justifiable equipment or products that made to high precision. For example: Lego bricks, metal wires inside electricity cable, piston or cylinder of a car engine. Giving an instruction to measuring high degrees of precision using the resources as above. Just go to the link above and use the CD-ROM activity sheet of coursebook. To verify in order to making measurements being able to held correctly and accurately by the students when they will performing the question 1.4 of the coursebook. Giving the homework as Exercise 1.2 Accurate measurements Question 1.4 State the measurements shown in the diagrams on the scale of: A) The vernier calipers: 15mm + 0.l mm = 15.1mm = 1.51cm B) The micrometer screw gauge: 3mm + 0.22mm = 3.22mm 1.3 Teaching idea of Density
Particular Lesson plan Syllabus section Topic Forty minutes period Resources in coursebook Instruments or implementation Resources in workbook Resources on CD-ROM Assesment object
Teaching Idea
Learning Resources
Supplement (see from the syllabus section number )
time durable forty min 1.3 (part) 1.4 Improving precision in measurements 2 to 3 Activity 1.2 Measuring density Questions 1.5 to 1.7 - blocks made by similar property - blocks are similar in sizes but with some different between their densities Exercise 1.4 Density data Coursebook Page № 8 - Discussing - Giving advise - Doing Activity - evaluate the alternate method - challenging students by assuming an object - time of stimulating by the state of human being in a water Density:Youtube.com/watch?v=Q5Sh_pW6ho, Calculate Dof an Unknown Solid: www.youtube.com/watch? v=nGJ_uWTmQZI , Determining density of liquids an experiment: youtube.com/watch?v=RnSJSSCfgPc IGCSE Physics Coursebook CD-ROM Activity Sheet 1.2 unit4 PPQ core1 Point out to both of classes such as supplement and Core
This is about density of any substances which surrounding us beginning with the discuss of meaning about lighter and heavier as applied to materials each of which has different dense each other but similarly in size. Giving a wonderful advise when they start performing an activity 1.2 even if the students have known a lot of SI units. Because i am sure most of them not being able to remember the notion of density without the SI units. So consequently they will probably acquire an opportunity to estimate any density of substances using those wonderful advise about SI units and being able to make any prediction regarding the essential formula of density by the SI units. After completing the activity 1.2 , we should go to use a displacement method to find volume in order to calculate the density of cylinder or block. It encourages to stimulate their brain so that it makes them keener on understanding and learning about the density much more.
Challenging the students by held an object whose dense is less than that of water will float. Ask them whether the object will float or not in this situation? Make a conclusion involving the interesting state of human being in the water as floating over the water surface and give a reason why human being able to do that. Make prediction the dense of human body and justify that it’s dense will be less than the water dense. Giving a homework as above. Exercise 1.4 Density data Activity 1.2 measuring density 1. Start by comparing the blocks which made in same sizes and i am going to push the idea of judgment about the dense of blocks between my students and than the dense of blocks will be judged by the physical touches of the student’s hands. It doesn’t matte whether the blocks will be judged right or wrong. So the most important thing is to realize the heavier and lighter blocks are able to be in same size. 2. Let them put the blocks in order as they will judged. 3. Give an opportunity to make a measurement by using balance in order to find the masses of the blocks. so that i should prepare a balance for the kids. After the measurements, we will be provided masses of blocks so that we can calculate the dense of those blocks using the result of three dimensions. 4. The result of three dimensions should be calculated by the rule, if it is in a cube, you are suppose to check the three sides that can be regularly matched each other. After getting the final answer, record it in a table like the one of the course book page 8 so that it opens many chances to be able to compare the block’s right order by their masses which from least dense to most dense. Hence it should be allowed to check the earlier order by comparing the latest result of the measurement. Questions: 1.5 Calculate the density of mercury if 500cm3 has a mass of 6.60 kg. Give your answer in g/cm3 Speculation: 6.60 kg = 6.60*1000 = 6 600g Calculation: ρ = m/V = 6600 g / 500 cm3= 13.2 g/cm3 1.6 a steel block has mass 40g. It is in the form of a cube. Each edge of the cube is 1.74cm long. Calculate the density of the steel Speculation: V=a*b*c =1.74 cm*1.74 cm*1.74 cm= 5.22cm3 Calculation: ρ = m/V = 40g / 5.22 cm3= 7.66 g/cm3 1.7 A student measures the density of a piece of steel which shown in the diagram. Measure the volume of a piece of steel using a displacement method and calculate its density.
Speculation: As far as the diagram shows, the volume of a steel is being able to found as 80cm3 by the differentiation between maximum and minimum point of beaker’s scale. Also as we can see the value of electronic balance as 620g, we can use this value as a mass of steel and instantly we should subscribe it to the symbol m which is in regular dense formula. So now we have two values each of which is being able to subscribed in order to get the final answer of steel’s density with the derived units. Calculation: ρ = m/V = 620g / 80 cm3 = 7.75 g/cm3
1. 4 Teaching idea of measuring time Particular Lesson plan Syllabus section Topic Forty minutes period Resources in coursebook
time durable forty min 1.1 (part) 1.4 Measuring time 1 Activity 1.3 The period of a Pendulum Questions 1.8 to 1.9
Instruments or implementation Resources in workbook
Exercise 1.5 Testing your body clock
Resources on CD-ROM Assesment object
Coursebook Page â„– 10
Teaching Idea
Learning Resources Supplement (see from the syllabus section number )