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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.
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.
6. What is relationship the relationship between the pressure and surface area?
(The smaller the surface area, the bigger the pressure)
7. What will feel if you press both ends with a bigger force?
Development 1. Students are asked to press both ends of a pen with equal
(70 minutes) force. Pen
2. Teacher poses the following questions orally to the class
STEP 1 Conceptualize to built understanding of pressure through constructivism.
(20 minutes) and define (a) What is pressure? ( Accept any answer )
pressure as (b) Which end causes more pain to your finger?
F (sharp end)
P=
A
(c) Why do you think so?
(d) Which end has smaller surface area?
(e) What happen to the pain you experienced when the
surface area in contact is smaller?
(f) Which end do you think exert bigger pressure on your
finger? To build concept of
(g) What happen to the pressure exerted on your finger pressure increases when
when the surface area in contact is smaller? the surface area in contact
(h) Can you state the relationship between the surface decreases.
area and the pressure?
3. Students are asked to press both ends of the pen with
bigger force. Then pose the following questions orally to
the class or to individual students.
(a) What do you feel when press with bigger force?
(b) What can you say of the pressure exerted on your
finger when force increases?
(c) What relationship do you think exist between Students construct idea
pressure and force? that pressure increases
with force.
4. Teacher leads students to conceptualize pressure which is
directly proportional to the force (F) and inversely proportional
to the surface area (A) based on the experience and
discussion through questioning sequence above.
5. Conclude this part of the lesson by stating that pressure is
F
defined as force per unit area, i.e P = and its SI unit is
A Deducing the
Nm-2 or Pascal (Pa). mathematical relationship
between Pressure ( P ),
Force ( F ), and Surface
Area in contact ( A ).
STEP 2 Problem solving 1. Teacher discusses a few examples of quantitative
(30 minutes) problems involving pressure. (Refer to Appendix 1 )
( 10 minutes )
2. Students try Mastery Practice 3.1 Q1 & Q2.(Text Book) in
the class to reinforce understanding of the concept. ( 15
minutes )
3. Students are encouraged to look for extra exercises
involving pressure from the reference book or past year
paper.
Appendix 1
Q1. Diagram below shows the dimensions and the weight of a wooden block resting on the floor. Calculate
(i) the maximum pressure exerted.
(ii) the minimum pressure exerted.
Weight = 24 N
4m
2m
3m
Q2. 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 part (i) and (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?