· Theme: Investigating force and energy.
· Learning Area: Force
· Learning Objective: Analysing friction
By the end of the lesson, pupils should be able to:
· design a fair test to find out how different types of surfaces affect the distance a trolley moves by deciding what to change, what to keep the same and what to measure.
· different condition of surface will gives different amount of friction.
· Observing, classifying, making inferences, interpreting data, making conclusions, comparing and contrasting.
Vocabulary/ New Words:
· Measure, applications, nuisance, hinder motion, compromise.
· Having an interest and curiosity towards the environment.
· Being diligent and persevering.
· Realising that science is a means to understand nature.
· Thinking rationally
- trolley, toy car, plank, glass, sandpaper, wood.
Point(s) to Note:
- frictions can be increased or reduced by using different type of material.
Teacher plays the Introduction component. Teacher gives the situation of cycling a bicycle and drives a car in differences surfaces - rough surface and smooth surface. Which is easier? Which surface has more friction?
Ask pupils their common sense on these two videos. Accept their answers. Allow pupils to give some other examples of rough surfaces and smooth surfaces. Which types of surfaces has more/less friction? Guide pupils to understand that different surfaces have different effects on movement.
Teacher plays the video clips concerning different surfaces have different effects on movement. Teacher guide pupils to design a fair test to find out how different types of surfaces affect the distance a trolley moves.
Component: Content 1
Teacher gives the guideline on what to change: type of surface; what to keep the same: trolley and wooden block; what to measure on this test: distance travelled by the trolley.
Teacher needs to prepare three types of surfaces: table top, glass sheet and sandpaper, a trolley, a wooden block and plane.
Teacher gives the procedures to set up the apparatus. Ask pupils to set up the plane, the trolley will slide down the table top when the trolley is released. The distance travelled by the trolley is measured. Repeat with the table top with a glass sheet and sandpaper respectively.
Teacher gives the hypotheses of the experiment: the rougher the surface, the shorter the distance travelled by the trolley. Guide the pupils to fill in the worksheet. Guide pupils to discuss that when friction is small, the trolley can move a longer distance before it stops. Help pupils to understand that, when friction is great, the trolley can only move a short distance. Guide pupils to conclude that different surfaces have different effects on movement.
Component: Content 2
There are seven questions in this activity.
Pupil has fifteen seconds to answer each question. This activity is game based. It covers all learning outcomes.
There are five questions in this component cover the learning outcomes. For Questions 1 to 3, allow pupils choose the correct answers for the objective questions. Q4 contains of drag and drop, pupils need to drag and drop the correct answers for the questions appeared. Q5 consists of true or false questions. Pupils need to identify whether the statements are true or false.
Teacher can use the evaluation that will assess the pupils’ understanding of the lesson.
Teacher plays the Extension component concerning tar road. Give some reasons why tar road are more commonly found in Malaysia compared to cement road.
Teacher concludes the lesson by playing this component to further reinforce understanding of the lesson. Teacher asks pupils to understand different condition of surface will gives different amount of friction. Prompt pupils to list the rougher a surface, the trolley moves slower than compare to smoother surface.