Teacher Shwetha Bhat Subject group and MYP Science

discipline
Unit title Forces and safety MYP year MYP 1 Unit duration (hrs) 15

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Balance and Movement Identities and relationship

Statement of inquiry

Understanding the change in motion of an object due to various forces can improve safety in our lives.

Inquiry questions

Factual—

. 1. What type of forces exist?

2. What effect does friction have in our life?

Conceptual—

1. How does knowledge of gravitational force help us understand sports?

2. How is knowledge of forces used when designing safety equipment for sports or our daily lives?
3. How do balanced and unbalanced forces relate to the movement of objects?

Debatable—.

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1. Should safety gear be compulsory when playing contact sports?
2. Why do many people think a force is needed to keep an object moving at constant speed?
.

Objectives Summative assessment

Outline of summative assessment task(s) Relationship between summative

including assessment criteria:
Criteria A (i, ii,iii,iv) Students will be assessed on their
knowledge and understanding of the force
different types of forces and safety features
taken during sports activity.
Students will be assessed on their
knowledge and understanding to solve the
simple problems force and newton’s laws of
forces.
assessment task(s) and statement of
inquiry:
The student will be assessed on their
understanding of forces and relationship
between the force and motion
.

Criteria D Evaluating the use of electromagnetic fields to

collect metals in recycling plants, and the
impact of metal recycling
Students will accessed on their research
skills. Recycling – a win–win for the planet

Approaches to learning (ATL)

Activity1: Visual thinking on How object is forced to move with help of force. Force causes a objects to move.
.

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Activity 2: Simulation experiment on Comparison mass and weight
Thinking skills (Critical Thinking): This comparative simulation experiment will make student think how the weight and weight are different
and also importance of gravity.
Activity 3: Investigating stretch of spring
Self-management (Organization skills) and Thinking skills: (Critical Thinking): The student will learn to organize the experiment to be
conducted and think critically from the data obtained as to how the stretch of the spring is effected by mass

Activity 4: Demonstrating the importance of friction or friction is a friend or foe.

Comminication skills (Language skills): The student will write a short essay which will describe weather friction is friend or foe in our daily
life.

Activity 5: Simulation experiment on balanced and unbalanced forces and coefficient of static friction
Thinking skills (Critical Thinking): This is a simulation experiment which will help student think balanced and unbalanced forces and also
help them understand nature of friction

Activity 6:
Research skill: Media literacy: Information literacy: At the end of the unit students will be accessed on their research skill.

Action: Teaching and learning through inquiry

Content Learning process

Week 1 and 2: (4x 1h sessions) Learning experiences and teaching strategies

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What is force?
Use force in playing
Representation of force
Different type of forces.
 Balanced and unbalanced forces.
 Contact and non-contact force
1. Friction
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Week 1
1. Visual thinking routine: Students were shown a video to provoke them into thinking what is
the unit about and questions were put forward to understand how much the student understand
about Force and its effects.
URL: https://www.youtube.com/watch?v=IJWEtCRWGvI https://www.youtube.com/watch?
v=joVOE3sLeGI
2. Listing the sports inure daily life thet include effect of force.
https://www.youtube.com/watch?v=tjy8dsL7alw
3. Explanation on representation of force.
Task sheet1 on representation of force.
force arrow.docx
Week 2
4. Simulation Experiment 1 on balanced and un balanced forces.:
https://wwwhttps://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-
basics_en.html.bbc.co.uk/bitesize/guides/z3tb8mn/revision/2
In this activity students will be able to understand the balanced and unbalanced forces.
If the forces acting on the body is balanced then body will be under rest. IF the forces
acting on the body is unbalanced then body will be move under the direction of
stronger force,.
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 6. Explanation of contact forces and non-contact forces
URL: https://www.youtube.com/watch?v=W55qMEF1a_E
 Definition of Friction
 Static friction and sliding friction
 Friction is friend or foe
 Task sheet 2

advantages of
friction.docx

Simulation Experiment 2:
URL:
https://amrita.olabs.edu.in/?sub=1&brch=5&sim=191&cnt=2

which deals with coefficient of friction that helps student to determine the which surface is
having higher friction .Higher the coefficient rougher the surface

Week 3 ad Week4 (4x 1h sessions) Week 3:

Force of gravity  Explanation on force of gravity using following URL
 .Difference between the Mass and Weight
Electrostatic Forces  Simulation experiment 3 on : Force of gravity

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Magnetic forces URL: http://www.thephysicsaviary.com/Physics/Programs/Labs/find.php
Buoyant Forces. This experiment develops idea that the how force of gravity changes from planets to
Planet.Force of gravity is dependent on the mass of the object.
Electrostatic and Magnetic Force::Thinking Routine.
Students recalled and shared the experience of small but memorable electric shocks as a result
of ‘static electricity’ when getting out of a car on a warm, dry day or deliberately scuffing their
shoes across synthetic carpet and touching a metal door handle or each other. Some students will
also have played with using ‘static electricity’ to attract or repel very light objects, e.g. picking
up small pieces of paper or attracting their hair with a rubbed plastic comb or ruler.
Idea that like Charge repel each other and unlike charge attract each other
Simulation lab 4: https://phet.colorado.edu/en/simulation/balloons-and-static-electricity
which develops the idea that electrostatic force is a non-contact force.

Unit wise questions from resource book 1

Week 4

Magnetic force: Visible thinking routine. Students observed the video on magnetic force and
came to conclusion that the like poles repel each other and unlike pole repel each other.
https://www.youtube.com/watch?v=Mp0Bu75MSj8
Buoyant force: Buoyant Force was explained with help of ppt. Students were also made to
analyze Buyont force is nothing but up thrust force. Examples of submarine, hot air balloon was
discussed,
Unit wise questions from resource book 1

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 Week 5
Week 5 (2x 1h sessions)
Air resistance and water resistance was explained with help of ppt.(slide number 1, 2)
Air and water resistance, (Drag
Difference between the Friction and Drag was explained using the following URL:
Force)Stream lining
https://www.youtube.com/watch?v=5AJVlt6o6Yc
Task Sheet 3:

MYP1 FORCE
WORKSHEET.pdf

Unit wise questions from resource book 1

Critical thinking: Students were made to think on the streamlined body of some organsims.
Students came with Advantages and disadvantages of streamlined body and they took this
analogy to explain the structure of aero plane.

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Week 6: (2x1hsessions)
Tension, Safety measures that has to be
taken while playing the some dangerous
safety.
Week 7 (2x1h sessions)
Round in a circle.(Centripetal force and
centrifugal force)
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Week 6
Tension was explained using the PowerPoint slides(3,4).
Simulation lab 5 on tension or stretch: https://amrita.olabs.edu.in/?
sub=1&brch=5&sim=191&cnt=2
Simulation lab gave the idea that stretch is directly proportional to strain.
Safety measures that can be taken while playing the sports was explained using the power point
slides.
Unit questions from resource book1
Quiz on the topics so far taught.
Week 7
The term centripetal force and centrifugal force was explained using the URL
https://www.youtube.com/watch?v=KvCezk9DJfk
Simulation lab 6: https://interactives.ck12.org/simulations/physics/centripetal-
force/app/index.html. Which gave practical approach of centripetal force and centrifugal force.
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 Notes from resources 2

Unit questions from resource book1 .Revision

Home Assignment:: Resource book 1 (Review questions Unit 1 )
Worksheet from the work book for unit 1

Week 8 (1x1h sessions)

Formative assessment.

Resources
1. Cambridge checkpoint, Oxford Complete Physics- Helen Reynolds

2. Workbook, Cambridge checkpoint, Oxford Complete Chemistry - Helen Reynolds

3 .Notes

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 Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
Visual provoking and discussion

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