Topicm34741b6e3d24fafa_1528449000663_0Topic

Force as a measure of interaction

Levelm34741b6e3d24fafa_1528449084556_0Level

Second

Core curriculumm34741b6e3d24fafa_1528449076687_0Core curriculum

I. Using the physical terms and quantities to describe phenomena and to identify their examples in everyday life.

II. Motion and forces. The student:

10) uses the concept of force as a directed action (vector); indicates magnitude, direction and orientation of the force vector; uses a force unit.

Timingm34741b6e3d24fafa_1528449068082_0Timing

45 minutes

General learning objectivesm34741b6e3d24fafa_1528449523725_0General learning objectives

Description of physical quantities.

Key competencesm34741b6e3d24fafa_1528449552113_0Key competences

1. Identification of the presence of forces in various practical situations.

2. Determining the vectorvectorvector quantity: its directiondirectiondirection, orientation, initial point and magnitude.

3. Describing four properties of forces.

Operational (detailed) goalsm34741b6e3d24fafa_1528450430307_0Operational (detailed) goals

The student:

- recognizes the properties of vector quantity,

- performs graphical interpretation of forces.

Methodsm34741b6e3d24fafa_1528449534267_0Methods

1. Learning through observation.

2. Discussion about new information.

Forms of workm34741b6e3d24fafa_1528449514617_0Forms of work

1. Individual and group work.

2. Formulating problems and ideas for solving them.

Lesson stages

Introductionm34741b6e3d24fafa_1528450127855_0Introduction

Is the action of one body on another one always the same? Sometimes we say that we operate „more strongly” and sometimes - that we operate „weaker”. Most often we assess it after the effects. To stop the ball, we must act with a forceforceforce that is opposite to the force used during the speeding up of the ball. It means that the effect of our action depends on the acting force and on its directiondirectiondirection. Of course, to accelerate (or stop) the ball, we must act on it. But does our action always have any effect? If two boys pull the bike in opposite directions, sometimes it does not move. If there are more such simultaneous interactions, their effect will be different than in the case of one interaction. So what is the measure of interactions? In physics lessons, we say that we are acting on the body with a certain force. This force can be greater or smaller.

Procedurem34741b6e3d24fafa_1528446435040_0Procedure

[Slideshow]

Definition of force:
Force is a vector measure of interactions between bodies.
The stronger the impact, the greater the force.
The force unit is 1 N (newton).m34741b6e3d24fafa_1527752263647_0Force is a vector measure of interactions between bodies.
The stronger the impact, the greater the force.
The force unit is 1 N (newton).

Task 1

Provide a few examples of the forces from everyday life.

Task 2

Draw the vector of any force.

Give four properties of the vector you have drawn.

Task 3

Draw 2 forces acting on the same body but differ in their orientation and magnitude.

Lesson summarym34741b6e3d24fafa_1528450119332_0Lesson summary

ForceforceForce is a physical quantity. Force is a measure of interaction between bodies.

Force is a vectorvectorvector quantity. It has 4 properties: directiondirectiondirection, orientation, magnitude and initial point. The unitunitunit of force is 1 newtonnewtonnewton (1 N).

Selected words and expressions used in the lesson plan

forceforceforce

directiondirectiondirection

orientationorientationorientation

initial pointinitial pointinitial point

force valueforce valueforce value

newtonnewtonnewton

vectorvectorvector

unitunitunit