Daily Lesson Plan using the 4-phase Teaching Model/Learning Cycle

Subject: Physics

Class: Form 4 Al-Khawarizmi

Date: 5 April 2008

Time: 7.40am – 9.00am (80 minutes)

No. of students: 20 students

Learning Area : Forces and Pressure

Learning Objective: Understanding Pressure in Liquids

Learning Outcomes: At the end of the lesson, a student is able to:

A Master content knowledge

a. State that depth is directly proportional to pressure in a liquid
b. Sate that density is directly proportional to pressure in a liquid
c. Construct the formula P=hρg from both the relationships (a) and (b) above, where P is pressure in liquid, h is
depth, ρ is density of liquid and g is the acceleration due to gravity and the equation P=F/A where F is force
and A is contact area.
d. Solve two problems involving the equation P=hρg

B Master Scientific Skills/TSTS

a. design and carry out an experiment in groups to find the relationship between pressure in liquid, depth and
density of liquid given a mineral bottle, tray and oil,
 C Demonstrate Scientific Attitudes and Noble Values
a. actively participate in carrying out the experiment based on agreed upon procedures as a team.
b. appreciate the value of time by carrying out the experiment briskly and being on task all the time.

Scientific Concepts:
Pressure in liquids
a. acts in all direction
b. increases with depth
c. increases with density

Materials, equipments and resource materials:

Mineral water bottles – 6 units
Oil – 1 bottle
Tray – 5 units
Notes on PowerPoint slides

Consideration of Safety Precautions:

None

Prior Knowledge:
Students have already learned the operational definition of pressure, P=F/A, and have applied it in solving problems involving pressure
exerted by solids on a surface.
 Phase Content Teaching and Learning Activities Notes
Teacher Activities Student Activities
Introductio Definition of pressure, 1. Make connection to students’ prior 1. Students make prediction.
n/Eliciting P=F/A knowledge on pressure by asking Strategy/Technique:
Ideas students to predict the shape of the wall Whole class Q&A
(5 minutes) Relationship between of dam.
the depth and liquid 2. Students respond to
pressure. 2. Show the picture of dam. teacher’s questions Resource: PP slide

The bottom of the dam 3. Ask students question below in order to

is thick in order to get the students’ idea the reason for the
make it strong because shape of dam:
of higher pressure of
water at the bottom.  Why the dam is built in that shape?

Liquid pressure is  Do you agree if I said that depth of

directly proportional to the water influence the shape of
the depth. dam?

 What relationship between liquid

pressure and depth of liquid?

4. Outlines the objective and learning

outcomes for today’s lesson

Structuring/ Pressure in liquids 1. Show a plastic bottle that full of water 8. Students make prediction, Strategy/Technique:
Restructuri a. acts in all direction and ask students to predict which way inference, observation and Interactive demonstration
ng of Ideas b. is directly the water will squirt out when holes are conclusion by teacher
(50 proportional to depth poked.
minutes) c. is directly
 proportional to 2. Ask two central guiding questions:
density  How does pressure in liquid relate
d. can be written as to depth?
P=hρg 9. Students make hypotheses,
3. Ask students for their hypotheses, the give suggestions on the
design of an experiment to investigate design of an experiment
the relationship, and the variables and state all the variables An inquiry activity in
involved. involved. groups.

4. Show a demonstration by filling the 10. Then students carry out the
two plastic bottles with oil and water activity to answer the
respectively that have hole at same central guiding questions.
height to predict which liquid squirt out
in long distance. 11. Students make conclusion
and construct P=hρg
5. Ask two central guiding questions:
 How does pressure in liquid relate
to density?

6. Show power point slide that show the

relationship between liquid pressure
with depth and density of liquid.

7. Guide students to construct the

equation P=hρg from the two
relationships

Application 1. The high position of 1. Show the application of liquid pressure 1. Students give their idea. Strategy/Techniques:
of Ideas water tank causes on the slide includes the picture Q&A
(20 higher water related. 2. Students solve problems in
minutes) pressure for groups Resources: PP slides
 distribution. 2. Ask student another application that
related to their daily life. 3. Students solve the
2. Two problems questions given.
involving the use of 3. Show problems on slide (refer
P=hρg appendix X)

Reflection/ Pressure in liquids 1. Assess students’ understanding by 1. Students discuss in groups Strategy/Techniques:
Closure a. acts in all direction giving a puzzle. when solving the puzzle. Question &answer
(15 Group discussion
minutes) b. is directly 2. Create enthusiasm by having students 2. Students present their
proportional to compete in groups. solution of puzzle Resources: PP slides
depth
3. Ask students to present their solution. 3. Students conclude the
c. is directly lesson by verbally stating
proportional to 4. Give rewards to group that manage to the main ideas and relating
density solve the puzzle correctly. to their initial ideas

d. can be written as 5. Show summary of main ideas on slides

P=hρg and revisits the idea the thickness of
the dam’s wall.

6. Give homework to students and ask

students to finish the report of
experiment at home.