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1. Problem: Students are not able to distinguish between force and pressure.
2. Misconception: Bigger force always associates with bigger pressure.
Approach: Constructivism
Strategy: Perform a simple activity followed by effective questioning technique to build the concept of
pressure.
Suggested Activity: Students are asked to press both ends of a pencil with equal force.
4. What is the relationship between the surface area and the pain experienced by your finger?
(Smaller surface area, more pain)
Note: Student associates pain with pressure. More pain means more pressure exerted on the finger.
5. Which end exerts bigger pressure? (Sharp end)
7. What will you feel if you press both ends with a bigger force?
Development
(70 minutes)
STEP 1 Conceptualise 1. Students are asked to press both ends of a pen with equal Pen
(20 minutes) and define force.
pressure as 2. Teacher poses the following questions verbally to the class To build concept of
F to build understanding of pressure through constructivism. pressure increases when
P=
A
(a) What is pressure? (Accept any answer) the surface area in contact
(b) Which end causes more pain to your finger? decreases.
(Sharp end)
(c) Why do you think so?
(d) Which end has smaller surface area?
(e) What happens to the pain you experienced when the
surface area in contact is smaller?
(f) Which end exerts a greater pressure on your finger?
(g) What happens to the pressure exerted on your finger
when the surface area in contact is smaller?
(h) Can you state the relationship between the surface
area and the pressure?
3. Students are asked to press both ends of the pen with Students construct idea
a greater force. The following questions are then posed that pressure increases
verbally to the class or to individual students. with force.
(a) What do you feel when a greater force is exerted?
(b) What can you say of the pressure exerted on your
finger when the force increases?
(c) What relationship do you think exists between
pressure and force?
F
defined as force per unit area, i.e P = and its SI unit is
A
Nm-2 or Pascal (Pa).
STEP 2 Problem solving 1. Teacher and students discuss a few examples of
(30 minutes) quantitative problems involving pressure.
(Refer to Appendix 1 )
( 10 minutes )
2. Students try Mastery Practice 3.1 - Q1 & Q2 (Text Book)
to reinforce understanding of the concept.
( 15 minutes )
3. Students are encouraged to look for extra exercises
involving pressure from reference books or past years
examination papers.
Closure 1. Evaluation of understanding of pressure using teaching Computer & LCD projector
(10 minutes) courseware.
2. Show the conclusion of what the students have learnt from
this topic from the teaching courseware.
.
Appendix 1
1. The diagram below shows the dimension and the weight of a wooden block resting on the floor. Calculate
(i) the maximum pressure exerted, and
(ii) the minimum pressure exerted.
Weight = 24 N
4m
2m
3m
2. A student is pressing a thumbtack into a notice board with a force of 15 N. The area of the head and the tip of the thumbtack is
0.0001 m2 and 1×10-6 m2 respectively.
(i) Calculate the pressure exerted on the student’s thumb.
(ii) Calculate the pressure exerted by the thumbtack onto the notice board.
(iii) What causes the difference in pressures calculated in 2(i) and 2(ii)?
Summative Test
F
1. Pressure is defined mathematically as P = , where F is the force and A is the surface area in contact. What is the SI unit for
A
pressure?
2. Explain how the webbed feet of a duck helps it to move around more easily on the muddy ground.
3. A four legged table of 200 N has a total cross sectional area of 40 cm2. What is the average pressure exerted by each leg of the
table to the floor?
4. What is the minimum pressure exerted by the block onto the floor in the diagram below.
1.2 m
0.4 m
0.6 m
5. List down four examples of the applications of pressure in our daily life.