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1.1 Introduction To Physics

The lesson plan outlines three problem-solving activities for students to complete in groups. The activities involve designing containers to keep ice cream cool on bicycle deliveries, constructing barges from aluminum foil that can support the most weight without sinking, and building shelters from materials like tape and newspaper that can stand on their own. Students will work in groups, design solutions, test their ideas, and evaluate their results. The goal is for students to practice applying physics concepts to solve practical problems through hands-on learning.

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may ann dimaano
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691 views7 pages

1.1 Introduction To Physics

The lesson plan outlines three problem-solving activities for students to complete in groups. The activities involve designing containers to keep ice cream cool on bicycle deliveries, constructing barges from aluminum foil that can support the most weight without sinking, and building shelters from materials like tape and newspaper that can stand on their own. Students will work in groups, design solutions, test their ideas, and evaluate their results. The goal is for students to practice applying physics concepts to solve practical problems through hands-on learning.

Uploaded by

may ann dimaano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Lesson Plan 1.

Unit 1 : Energy in Society


Topic : Introduction to Physics and Technology
Time Frame : 1 day

I - OBJECTIVES

General Objectives:
1. Cite the role of energy in the development of human society from the industrial
age to the knowledge-based society.
2. Trace the development of technology in the country and relate it to international
and worldwide developments.
3. State some worldwide developments in Physics that had implications to society
and had changed humanity’s thinking about nature.

Specific Objectives:
Demonstrate problem solving skills in science.

II – SUBJECT MATTER

A. Lesson : Introducing Physics and Technology through Problem Solving

B. References:
1. PASMEP-EDPITAF. Physics Teacher Resource Material. 1992
2. Any Science and Technology IV (SEDP Series) textbook
3. UPNISMED Training Report. DOST-PNU/RSTC 2002 Summer Enrichment
Program for Physics Majors.

C. Materials:
Set 1: Newspaper, sticky tape, measuring tape, pair of scissors, stopwatch
Set 2: drinking straw, sticky tape, pair of scissors, five-peso coins or weights
Set 3: Newspapers, cardboards, cup of ice

III – LEARNING ACTIVITIES

A. Review
1. Let students describe how useful their science lessons had been and the skills
they have learned.

B. Lesson/Activity Proper
1. Group students and give specific roles to each member of the group. A group
with five members is a good size.
2. Introduce problem solving activity. Be very clear about the task. [You may
vary activities from class to class]

Unit 1– Energy in Society Lesson Plan 1.1 – Problem Solving in Physics 1- 1


3. Before letting them begin. Review or introduce briefly the problem solving
process. [see teacher’s notes]
4. Allow time for students to do activity.
5. Conduct the test after the time allotted for the construction phase of the
activity.
6. Ask one of the successful groups to report on their design. Also ask one less
successful group to describe how they may improve on their design.

C. Generalization
1. How can you apply problem-solving skills in daily life?

D. Value integration
1. working cooperatively in groups
2. positive attitudes towards Physics and technology
3. open-mindedness

IV – ASSESSMENT

1. Let students fill out Problem Solving Work sheet


2. Rate the group performance using suggested Problem-Solving Score sheet

V – ASSIGNMENT
Instruction:

1. Ask students to construct a new device as an improvement of their previous


design. They must conduct carefully controlled tests to compare their previous,
with the new design. They must also submit a written report on what they have
done. Find time within the week to discuss their new outputs as this can be used
to introduce the scientific method.
2. Tell students to take note of the events/ materials that they encounter on their trip
home and back. To facilitate processing of their observations, you may give the
following table as guide:

Table 1.1.1
Material/Event Question(s) I can ask about material / event that Physics topic where
can be answered through Physics. this material / event can
be explained
E.g. Cellphone How does this transmitter work?
transmitter Why is it that not all places have cellphone
signals?

Unit 1– Energy in Society Lesson Plan 1.1 – Problem Solving in Physics 1- 2


Teacher’s Handout

PROBLEM SOLVING RECORD SHEET

Group No. __:


Members:      

Activity Title      

Problem:      

Type of Problem: Construction Testing Discovery


What we did to
solve the problem: ________________________________________________
_
________________________________________________
_
________________________________________________
_
________________________________________________
_
Sketch/Diagram of the Device/Model Constructed:

What Our Group      


Found out:

What our group

Unit 1– Energy in Society Lesson Plan 1.1 – Problem Solving in Physics 1- 3


recommends to
improve the design/
model built:

PROBLEM SOLVING SKILLS

CLARIFY what the Problem is about –


discuss it with other students.

THINK – about
BRAINSTORM Ideas – think about
different strategies
scientific ideas and methods which might be
that you can use!
useful in solving the problem.

PLAN OUT what you are going to do –


choose the best ideas and make a step-by-
step plan.

TRY OUT YOUR PLAN

TRY Did your plan Yes


Another plan
SOLVE THE PROBLEM?

No

Unit 1– Energy in Society Lesson Plan 1.1 – Problem Solving in Physics 1- 4


Activity 1.1
Four Problem Solving Activities
I. Keeping Cool

Problem Situation:

Levi and Maricris have just started a summer


business of delivering ice cream and frozen
delights to office workers at break time.

Their delivery persons use bicycles with


large baskets fitted at the back to get through the busy streets. It takes about
30 minutes to complete a delivery and it is important their frozen products do not
melt.

Task:

Design and construct a container that prevents the frozen product (ice cup) from
melting using only the following materials:

1 piece of cardboard
1 whole sheet newspaper
1 meter sticky tape

II. Large Barge Contest

Task:

To construct a barge that can support the greatest load


without sinking.

Rules:

1. Each team shall be given a piece of aluminum foil not more than 30 cm-long. The
team may opt not to use all of the aluminum foil for the task.
2. The barge design and construction time should only take 20 min.
3. The barge should only be made from the aluminum foil. Glue, tape, paper clips or
adhesives are not allowed.
4. The barge shall be loaded while it is floating on a basin of water. The barge is
considered to have sunk if water leaks into the barge while it is being loaded.

Unit 1– Energy in Society Lesson Plan 1.1 – Problem Solving in Physics 1- 5


5. Each team shall be given two loading attempts should the barge sink at first trial.
The team may repair their barge but they will not be given additional material for
the repair.
6. The barge that supports the heaviest dry load will be adjudged the winner.

III. Design and Build your own Shelter

Task:

Design and construct a shelter from materials listed


below. The Shelter must be able to accommodate most, if not, all of the members
of the team. It must also be able to stand by itself for at least 5 minutes after it has
been constructed.

2 meters masking tape


2 meters string
30 newspaper sheets

Rules:

1. Each entry shall be given 30 minutes to design and construct their shelter.
2. The shelter shall be judged according to the following criteria:

A. Design and Construction Effectiveness of Design; Care in 50%


Construction; Originality
B. Scientific Testing and Choice of method; Use of controls; 40%
Discovery Quality of Results; Understanding of
relevant scientific ideas
C. Defense / Report Clarity of report; Communication of 10%
ideas
Total 100%

3. In your design, you are to indicate the forces acting


on the shelter you constructed. Your defense
should also include presenting the important
features of your design that resulted to a stronger
structure.
4. Only teams whose shelter was able to stand by
itself for at least 5 minutes will be asked to present
their defense.

IV. A Bridge Too Far

Task: To design and construct a bridge given materials and specifications.

Unit 1– Energy in Society Lesson Plan 1.1 – Problem Solving in Physics 1- 6


Materials: 4 drinking straws, 1 short bond paper, 10 pieces dressmaker’s pin, 1 metre
sticky tape, 5 P5.00 coins

Procedure:
1. Design and construct a bridge that is about 5 cm high, 5 cm wide and has a span
of about 25 cm. The bridge should be able to support a load equivalent to the
weight of a five-peso coin.

Unit 1– Energy in Society Lesson Plan 1.1 – Problem Solving in Physics 1- 7

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