Lesson Lesson Excogitation Of Friction Full General Scientific Discipline Course Of Education V

                                                             Lesson Plan of Friction

                                                            General Science Grade V

   

                                                                                                                                                                                                                                                                                       Students’ Learning Outcomes:

·                                     Describe friction together with its causes

·                                                            Explain the advantages together with disadvantages of friction.

·                                                          Suggest methods to cut down friction.

·                                                       Identify what cyclist, swimmers together with parachutists practise to cut down friction.

Information for Teachers:

The forcefulness which opposes the displace of i object over to a greater extent than or less other is called friction.

·         It is caused past times the roughness of the 2 surfaces.

 

·         

·         Friction tin endure a aid or a hindrance for motion. It prevents objects from starting to move.

·         It tin endure reduced past times making surfaces smoothen e.g. past times making surface moisture or past times oily.

·         The friction of rolling objects is less than the sliding objects.

·         To minimize air or H2O friction, the aeroplanes, cars, ships, boats etc. are shaped pointed or wedge similar from the front.

·         The cyclists, swimmers together with parachutists apparel tight to dresses together with comprehend their heads alongside tight caps to cut down the friction.

Material / Resources:

A book, a ball , wooden block, drinking glass sheet, oil, textbook.

Worm up:

·         Ask a educatee to force a majority lying on the table.

·         Then inquire the students what happened to book? (Student’s response: The majority moved on the table. Eventually it slowed downwards together with stopped. )

·         Why practise bodies stop? (Students’ response: There must endure a forcefulness acting contrary to the displace of objects)

·         What is that forcefulness which stops the motion of objects? (Students’ response: When an object moves,  it rubs against the surface on which it moves . Rubbing provides an opposing force. This forcefulness is called friction.)

·         Ask the students what does cyclist practise to halt a bicycle? ( Students’s  response: He applies brakes.)

·         Why does brake halt a moving bicycle? (Students’ response: The brakes rubs against the rim of the wheel together with thence opposes the displace of bicycle.)

·         Draw out the determination that the forcefulness which opposes the displace of the objects is called friction.

                        Development:

Activity1 :

·         Place a wooden block on the tabular array together with tell a educatee to force it to slide over the surface of the table.

·         Ask a educatee what opposes the displace of the wooden block on the table? (students’ response: The roughness of surfaces.)

·         Then house drinking glass canvas on the tabular array together with inquire the same educatee to force the wooden block over the surface of the drinking glass sheet.

·         Ask the students what departure practise they abide by when the block moves over 2 dissimilar surfaces (students; response: The block comes to residual later roofing greater distance on the drinking glass sheet)?

·         Inform them that the surface of tabular array opposes the displace to a greater extent than than the drinking glass sheet.

·         Ask the students why is sliding of the wooden block over the drinking glass canvas easier than over the table? (students’ response: The surface of the drinking glass canvas is smoothen whereas the surface of the tabular array is rough).

·         Inform them that the roughness of surfaces causes friction.

Activity 2:

·         Take a drinking glass sheet.

·         Ask the educatee to rub the palm of her/his hand  on it.

·         Now pour a trivial crude on the sheet.

·         Ask the educatee to rub the paw in i lawsuit again on oily sheet.

·         Then inquire what departure practise y'all experience on rubbing the dry out drinking glass canvas together with the oily sheet? (students’ response: The oily   surface has less friction.)

·         Ask them how tin nosotros decrease the friction? (students’ response: By applying crude or grease betwixt the surfaces which slide over each other.)

Activity 3:

·         Take a trolley schoolhouse handbag alongside wheels attached to its bottom.

·         Ask a educatee to drag the handbag on a smoothen flooring over the side without wheels.

·         Then inquire him/her to drag it over the wheels.

·         Ask the students, is it easier to displace the handbag or wheels? (students’ response: yep , the wheels cut down friction.)

·         Inform the students that friction tin likewise endure reduced past times using wheels attached to the heavy objects to brand the motion easier.

                                  Sum Up / Conclusion:

The instructor should inquire the students: What convey y'all learnt today together with the write the conclusions on the board:

·         The forces which opposes the displace of the objects over to a greater extent than or less other is called friction.

·         Friction is sometime desirable together with to a greater extent than or less other times a hindrance.

·         The roughness of surface causes friction.

·         Friction tin endure reduced past times making surfaces smooth, past times oiling the surface or past times using wheels.

                                 Assessment:

·         Make a tabular array on the board together with inquire the students to re-create on their Federal Reserve annotation books.

·         Ask them to brand a listing of objects from their surroundings, offering to a greater extent than friction together with less friction.

·         Involve the students inward solving the questions given at the terminate of chapter/ unit of measurement inward textbook.

                               Follow Up:

·         Ask the students to analyze how friction tin endure desirable together with undesirable inward our everyday lives . Use examples to back upwardly your statements.

·         Ask them to hypothesize what your life would endure similar if at that topographic point were no friction. Which actions would endure to a greater extent than difficult?  Which would endure easier?

·         Ask them, is the friction betwixt a tike together with surface of a ‘slide’ to a greater extent than or less? How does this brand the slide work? How could y'all cut down the friction betwixt yourself together with the slide to brand y'all acquire faster?

·         Ask them to depict together with give description of the soles of dissimilar shoes inward your trouble solid which convey to a greater extent than receive got together with which are to a greater extent than probable to slip?

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