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Lesson Plan - IGCSE Physics - 1.2.1 Speed

This lesson plan aims to teach students about speed. It includes activities to define speed, calculate average speed using the formula of total distance divided by total time, and take measurements using appropriate devices. Students will calculate the speeds of athletes and compare to a pigeon. They will also design a method to measure the average speed of a dynamics trolley and perform a group experiment measuring speed using light gates. The lesson concludes with an independent activity for students to demonstrate mastery of speed calculations and an extended task to create a learning resource to assess understanding.

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147 views4 pages

Lesson Plan - IGCSE Physics - 1.2.1 Speed

This lesson plan aims to teach students about speed. It includes activities to define speed, calculate average speed using the formula of total distance divided by total time, and take measurements using appropriate devices. Students will calculate the speeds of athletes and compare to a pigeon. They will also design a method to measure the average speed of a dynamics trolley and perform a group experiment measuring speed using light gates. The lesson concludes with an independent activity for students to demonstrate mastery of speed calculations and an extended task to create a learning resource to assess understanding.

Uploaded by

ning bi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan

Syllabus Ref: CIE IGCSE Physics 1.2.1

Title: Speed

Objectives

● Define speed

● Calculate average speed from total distance ÷ total time

● Take readings from an appropriate measuring device to determine the speed of an object (in
motion)

Hook Activity: On Your Marks.


Display slide 2 of the PowerPoint.

Pedagogical Guidance:

Allow the class sometime to read and think about their responses. This could be a think, pair, share
activity, or you could instruct the class to record their thoughts on a non-threatening medium such
as a mini-whiteboard or piece of scrap paper.

Points to consider:

Section 1.2 of the CIE IGCSE Physics syllabus requires students to be proficient in measuring length
and time. It is respectfully suggested by this author, that this aspect of the syllabus be incorporated
into lessons throughout the course. As such, this initial activity seeks to build on, what will be for
most students, a relatively easy and common-sense task. Invite individual students to contribute
answers and immediately ask them to justify their choice, guide them towards using key terms such
as accurate, precise, reliable, and resolution.

Questions to pose:

1. Why would (a different measuring implement) not be suitable?


2. Is this tool accurate/precise? Will it allow you to generate reliable data?

Extended bridging task:


Ensure students can transfer between units. It is imperative that they are comfortable converting
kilometres into metres, and, hours and minutes into seconds. Depending on the ability of the class
you may wish to provide additional support in order to achieve this

Encourage the use of Section 1.2.1 of the Kognity textbook to support students with this task.
Independent or Paired Activity: Catch the Pigeon.
Display slide 3 of the PowerPoint.

Pedagogical guidance:

Depending on the nature of the class, you may wish to briefly show an episode of the famous
American animation “Stop the Pigeon”. It serves as a very light-hearted introduction to the basic
premise of the task; namely, to work towards mastery of the formula v = s ÷ t.

The “sports stars” selected for this task are all record holders in their discipline, you may wish to
swap those on the slide for more localised examples if required.

Each student should be provided with sufficient time to calculate the average speed of each athlete
and to, ultimately, ascertain that they do not travel at sufficient speed to catch the pigeon. An
alternative way to run this activity is to individually target specific students; ask them to verbally
describe to you, and the class, how to calculate the average speed of each athlete. This method
provides an opportunity to formatively assess students and is especially useful for ensuring weaker
students are comfortable with the requirements of the formula. Question a student’s understanding
of how time or distance is measured in each instance and ensure students can convert between
units.

Questions to pose:

1. How was distance (or time) measured?


2. What are the units?
3. How much faster can the pigeon fly than xxx run/swim/cycle?

Extended bridging task:


Paired task.

Share the practical theme with students: Measuring the speed of a dynamics trolley.

Invite the students to draw up their own practical method which could be used to measure the
average speed of a dynamics trolley as it rolls down a ramp.

The students should consider how and what measurements they must take, and, how they can
ensure that the data they collect is accurate and reliable
Group Activity: Speed Trap.
Group Practical Task - Display slide 4 of the PowerPoint

Pedagogical guidance:

If sufficient equipment is available allow students to work together during this practical in groups of
4 max. If technical support is available, it should be utilized to ensure that light gates are correctly
set up and able to record. If equipment is not readily available, then the teacher should carry out a
demonstration and receive input from students through question and answer.

During this practical, the students are challenged to measure the average speed of a dynamics
trolley as it descends a ramp. Their aim is to be within ± 10% of the value of speed obtained digitally
using the light gates.

Questions to pose:

1. How will you measure distance and time?


2. Why is it important to be within 10% of the value of speed as calculated by the light gate?
3. What are the sources of error generated by this experiment? How did you seek to overcome
them?

Independent Activity:
Display slide 5 of the PowerPoint

The students complete the mastery grid. They must be able to calculate speed, and rearrange the
formula to find distance and time.

Encourage the students to always refer to their kognity book, their learning notes or their peers
before asking you for help. The “B before A” is a useful rule to adopt in this circumstance:

Buddy Books Boss Answer

Plenary and Extended Learning Task.

Display slide 6 of the PowerPoint

Create a template learning grid or a set of comprehension questions that can be used by your
teacher in a future lesson.

Pedagogical guidance:

Encourage the students to create a resource that can be used in a future lesson to check progress
and supply some immediate formative assessment. The learning grids (see example) should
encourage students to summarise key pieces of text from the kognity book. Comprehension
questions should be scientific in nature and can be answered by reference to the text found within
the book.

This task can be continued out of lesson as an independent activity if needed.


To assess this work: attempt to complete any submitted responses or proof-read and quality assure.
If suitable, adopt and use the resource. If further development is needed, return to the student with
feedback and guidance.

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