TEACHER’S NAME: SENYAGWA ALFRED MBESWA

SCHOOL/ INSTITUTE : LIGHT ACADEMY SECONDARY SCHOOL KAREN

GRADE: YEAR 10
SUBJECT : PHYSICS TOPIC: Hooke’s Law
SUB TOPIC : Hooke’s Law
WEEK : 5 LESSON NO : 1
DATE: 25/4/2021 TIME: 08:00 a.m
OBJECTIVES : By the end of the lesson the learner should be able to;
 State and Derive the Hooke’s law
 State the applications of Hooke’s law in real life

LESSON PRESENTATION
TIME CONTENT TEACHING/LEARNING T/L RESOURCES
ACTIVITY
5MINUTES INTRODUCTION  Comprehensive secondary
Review of prior learnt knowledge about Listening and answering physics students book 2 pages
Forces and their effects on object. questions 60-61
 Secondary physics KLB
State that as more mass is added to a spring
students book 2 page 95 -
the extension become larger
97
 Simulation from Phet
Introduce the Hooke’s Law
lab/https://phet.colorado.edu

30MINUTES LESSON DEVELOPMENT Teacher:  Comprehensive secondary physics

Definition of some terms. - Defines and derive students book 2 pages 60-61
- Strength, Stiffness, Ductility, Hooke’s law
 Secondary physics KLB students
Brittleness, Elasticity - Demonstrating the
book 2 page 95 - 97
Verifying Hooke’s Law stretching of the
- Demonstrating the relation btn Force spring when you add
 Simulation from Phet lab/
applied on a spring and extension. masses
https://phet.colorado.edu
- Define the spring constant, K - Demonstrating a
computer simulation
on Hooke’s law by 
varying the masses
and the - Wire springs
corresponding - Masses
change of length - Spring balance
- Asking, listening - Graph paper
and answering - Worksheet
questions
- Distribute graph
- paper and worksheet
Plotting the graph of F Versus - Checking and
Extension Correcting their
Force (N) worksheet

- Learners:
- Listening and taking
notes.
- Observing and
answering questions
Extension(m) - Asking questions
- Making
 Stating the Hooke’s Law: observations and
“Hooke’s law states that the strain of the record the data from
material is proportional to the applied the simulation.
stress within the elastic limit of that Observe how the
material.” length was affected
by the amount of
masses added to the
spring.

- Draw a graph to
show results from
the result table in the
worksheet

- Write a conclusion.

5 MINUTES CONCLUSION - Listening and - Graph paper and worksheet

answering questions provided
Summarizing by asking the learners to state - Collect the - The data recorded from the
Hooke’s law and interpret the graph. worksheet and graph simulation.
papers for marking
USES OF HOOKE’S LAW
- Used in all branches of science
and engineering
- Foundation for seismology,
acoustics and molecular
mechanics.
- Fundamental principle behind
manometer, spring scale, balance,
wheel of the clock.

REMARKS: All pupils, except for Alfred, met the learning outcomes and were able to describe the
relationship between the Force and extension in the spring. Alfred had some difficulty in interpreting the
graph of the Hooke’s law.

THINGS TO CHANGE FOR THE NEXT LESSON:

• Taking the lesson to the laboratory and let the students perform the practical on Hooke’s law.

• Make students work in a group of 3.

• Make sure Alfred has an opportunity to catch up before we continue next week. Perhaps the
classroom assistant should spend 30 minutes with Alfred to go through the graph.
WORKSHEET

Hooke’s Law & Springs – PhET Simulation

Introduction
Hooke’s Law teaches us how springs can store and use potential energy. It is expressed as a ratio of the
force needed to stretch a spring and the distance it is stretched:
F
k = Where “k” is the spring’s constant, a value that is the same for the spring no matter how much
x
force is acting on it; “F” is the force used to displace the spring, and “x” is the distance the spring is
displaced, in meters. The units for spring constant are N/m.

In this simulation lab, you will calculate the spring constants of three different springs, one with a low
spring constant, one with a medium spring constant, and one with a large spring constant. You will then
use those spring constants to find the mass of three unknown weights.

Click the picture at the right

to open the simulation

Steps

1. This whole lab can be done from the “Intro” page, so click that. Spend some time playing with
the springs and seeing how they work. Clicking “Natural Length”, “Equilibrium Position” and
using the ruler can help you find the displacement of the spring.
2. When you are ready to begin the lab, turn on the “Natural Length”, “Equilibrium Position” and
use the ruler. Start with 50 grams (0.05 kg) and the Spring Constant slid all the way down to
small. Use this and your Weight formula to find the force pulling on the spring, and measure
 how many meters the spring is displaced. Click the Stop Sign at the top to get it to stop
oscillating. Remember, divide by 100 to convert cm to m! Add this to your data table below,
and use these values to calculate the spring constant. Repeat with 100 g (0.1 kg) and 250g (0.25
kg), and find the average of all the spring constants that you calculated.

Spring Constant set to Small

Spring
Mass (kg) Gravity (g) Weight/Force (N) Displacement (m) Constant
(N/m)

0.05 kg

0.1 kg

0.25 kg

Average:

Weight/Force
Mass (kg) Gravity (g) Displacement (m) Spring Constant (N/m)
(N)

0.05 kg

0.1 kg

0.25 kg

Average:

3. Repeat the lab with the spring constant set halfway between “Small” and “Large”.
 Spring Constant Set Halfway between Small and Large

4. And repeat once more with the Spring Constant set all the way up to “Large”

Spring Constant Set at Large

Spring Constant
Mass (kg) Gravity (g) Weight/Force (N) Displacement (m)
(N/m)

0.05 kg

0.1 kg

0.25 kg

Average:

5. Now we’ll find the mass of the three “Mystery Weights” That are provided. Since we now know
the spring constant (or at least an average) we can work backwards to find the mass.
Rearranging Hooke’s Law, we have:
F=kx
And using the weight in place of force, we get:

W =kx
kx
mg=kxm=
g
So we’ll multiply the spring constant you found above by the displacement, then divide that by
gravity to get the mass of our “mystery masses”. Fill in the data table below, being careful to use
meters and kilograms.

Mass Color Spring Displacement Force/Weigh Gravity (g) Mass (kg)

Constant (m) t (N)
(N/m)
 6. Select the words that best fill in the conclusion:

“The larger the Spring Constant, the (Stiffer/ Looser) the spring, and the (More/Less) force is required to
get it to be displaced.”