| Place |
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□Regular
classroom □Computer room ■Special classroom □Gymnasium
□Athletic Field □Outdoors ■Others〔Science lab〕 |
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| Type
of Lesson |
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□Class ■Group □Pair/Individual □Follow-up □Others〔 〕 |
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| Phase |
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□Introduction □Development ■Conclusion □Others〔 〕 |
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| Main
user of IT |
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■Teacher ■Student □Others〔 〕 |
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| Objectives |
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□To
introduce the topic □To motivate students ■As illustrative material
used by the teacher □As illustrative material used by the student □To
master through repetition □To present a model □To recollect past experiences □To
compare □To examine what has been done/studied □To provide second-hand
experience □Others〔 〕 |
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| Equipment |
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■Computer ■Projector ■Screen □Electronic
Whiteboard □Visual Presenter □Digital Camera □Video Player □Internet □Digital
Contents □CD-ROM □Speakers □Others〔 〕 |
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| Conducting an experiment to prove
the laws of motion can be time consuming, since it requires the collection
and analysis of massive data with three parameters, mass, acceleration
and force. This example divides the students into groups, in order to
share the work load, and then to assemble the data onto the spreadsheet
to analyze the results real time, thereby minimizing the time factor and
achieving a speedy cooperative experiment.. |
Laws of Motion
Contents: based on MEXT's curriculum
guidelines
Content (3) Motion and Energy A Motion of a Body (c) Laws of Motion
Discover that when the force is
held constant, the mass is inversely proportional to the acceleration speed.
| Prior
to today's lesson, the students have already studied through an experiment
that when the mass is held constant, the acceleration speed is directly
proportional to the force, |
| (1) |
Pull a
mechanical dolly with constant force, to draw a v-t graph.
| a. |
Pull the mechanical dolly
so that the spring scale stays at 200g. |
| b. |
Each group will conduct
the experiment with a different mass weight:1.0kg, 1.5kg, 2.0kg, 2.5kg,
and 3.0kg. |
| c. |
Draw v-t graphs using the
data gathered by the recording timer. (This can be hand-written on
a graph paper or typed into the spreadsheet software.) |
|
| (2) |
Calculate
the acceleration speed and present the results.
| a. |
Calculate
the acceleration speed from the slope of the v-t graphs. |
| b. |
Present
the calculated acceleration speed. (Input the results onto the computer
spreadsheets using the network system and/or present the results orally
for the teacher to input the data onto the spreadsheet.) |
|
| (3) |
Examine
if there is a pattern found in the collected data of the acceleration
speed.
|
|
| a. |
Input
the data so that the relationship between m(mass) and a(acceleration
speed) is easily recognizable. |
| b. |
Transfer
the data onto a graph that shows the relationship between m(mass)
and a(acceleration speed) and draw an exponential approximation
curve. |
| c. |
Eliminate
obviously inadequate data. |
| d. |
Look
for a pattern from the mathematical formula obtained from the exponential
approximation curve. |
|
|
 Conducting
an experiment to prove the laws of motion is a time consuming task of collecting
data through tedious tests, which deprives the students of the time necessary
to thoroughly analyze the data during the same class hour. The collection
of experimental data from the whole class avoids simple input of data and
creates the time necessary for the students to analyze the experiment.
However, if all lessons were conducted in this manner, it would be difficult
for the students to personalize the entire experiment of proving the relationship
among the acceleration speed, force and mass. Therefore, it is recommended
that the students study the force-acceleration speed relationship beforehand
as a class and not in groups. At this stage, it is also important to calculate
the acceleration speed by hand-drawn v-t graph and rulers and not by approximation
curves created by spreadsheet software. |
