Lesson Plan: P2.1.02


LESSON PLAN
Teacher Subject Period Date Year Ability LSA/Other Support
Science

Context and
Landmark
Assessment		 P2.1.02
Landmark Assessment: Progress Observation Opportunity
Remember to have high expectations
Lesson Title: Today we are learning about
How is a resultant force calculated?
Remember to check for PROGRESS
Focus on Knowledge, Skills and Understanding
Success Criteria: You will show your learning by...
  1. A number of forces acting on an object may be replaced by a single force that has the same effect as all the original forces acting together. This single force is called the resultant force.
  2. Students should be able to calculate the resultant of two forces that act in a straight line.
  3. Students should be able to describe examples of the forces acting on an isolated object or system.
  4. Students should be able to use free body diagrams to describe qualitatively examples where several forces lead to a resultant force on an object, including balanced forces when the resultant force is zero.
  5. A single force can be resolved into two components acting at right angles to each other. The two component forces together have the same effect as the single force.
Think about how you can match the needs of ALL students
Keywords:
  • Resultant force (2)
  • Balanced forces (1)
  • Free body diagram (1)
Links: Literacy, Numeracy, SMSC, British values
Memory Anchor:

AFL/Key Questions:
  1. How is resultant force calculated?
    A resultant force is calculated when a number of forces acting on an object is be replaced by a single force that has the same effect as all the original forces acting together.
  2. What is the resultant force for an aeroplane accelerating with a force of 2300 N when the reaction force of air resistance is 1900 N.
    What is the resultant force for an aeroplane accelerating with a force of 2300 N when the reaction force of air resistance is 1900 N is 400 N.
  3. What forces are acting on a car that is speeding up?
    The forces acting on a car that is speeding up are acceleration (thrust), air resistance (drag and friction), weight and reaction force.
  4. What is the resultant force for an object in each of the two examples below? 1) http://bit.ly/2EF4n0D 2) http://bit.ly/2BEpgGo
    The resultant force for example 1 is the object's weight and reaction forces are balanced. Therefore the resultant force is zero and the object travels at the same height. However, it is accelerating (thrust) as the vector is longer than the air resistance (drag and friction). The resultant force for example 2 is weight as the reaction force and the weight are unbalanced, where the vector for weight is longer.
  5. What happens when two component forces at right angles act together?
    When two component forces at right angles act together they have the same effect as the single force.
Identify questions for high, middle, low and identify questioning techniques- Challenge questions

Learning Phases/Episodes
Think about how you can match the needs of ALL students
Differentiation: AGT, SEND, LLL, Disadvantaged
Remember to check for PROGRESS
Starter Activity Differentiation and Challenge question/task
  • Students to copy and complete the keywords.
  • Teacher reveals missing letters; Students correct mistakes;
  • Discuss the scientific meanings of the words.
  • Students to write down the definitions of the most important / new keywords.
  • Discuss the 'Memory Anchor'.
    • What does it show?
    • How does it relate to the what we are learning about today (title)?
Think about PACE – Develop, consolidate and deepen knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension
Remember to give time to apply knowledge, skills and understanding
Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension

Teacher or Student lead? Differentiation and Challenge question/task
Progress Check Extension


Plenary Differentiation and Challenge question/task
  • Students to answer the 'Key Questions' with learning partners.
Progress Check
  • Teacher to reveal and discuss the answers to the questions.
 Extension
  • What have learnt about the 'Big Ideas' today?

Homework Differentiation and Challenge question/task