Matter · SHS2 Physics

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.1 - Distinguish elastic deformation from plastic deformation.

By the end of the lesson, learners can:

Define deformation, elastic deformation, and plastic deformation in their own words with reference to the behaviour of materials under force.
Identify and describe the three types of stress (compressional, tensional, and shear) that produce deformation in materials.
Classify given materials or scenarios as undergoing elastic or plastic deformation, justifying their classification with reasons.
Predict the behaviour of a material under increasing force, explaining when elastic deformation gives way to plastic deformation.
Use a spring experiment to demonstrate and distinguish between elastic and plastic behaviour, recording and interpreting observations honestly.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Mechanics and Matter (Strand 1)
Sub-strand: Matter (1.2)
Content standard: 2.1.2.CS.1 - Demonstrate knowledge and understanding the behaviour of materials. 2.1.2.LO.1 Use the concept of elasticity to predict the behaviour of materials under the influence of stress and strain.
Indicator: 2.1.2.LI.1 - Distinguish elastic deformation from plastic deformation.
Suggested placement: Semester 1, Week 5 (Week 5 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 94

Exemplars (from the NaCCA curriculum)

Collaborative learning:
- Let learners watch videos to see the various effect of forces on shape and size of substances.
- Let learners brainstorm the effects of forces on the shape and size of substances observed from the video.
- Let learners discuss and distinguish between elastic and plastic deformation as well as the types of stress that produce deformation. (Compressional, tensional and shear).
Task given to learners must take into account mathematical abilities of individual learners.
Assessment (2.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Audio-visuals
- Internet
- Projectors
- YouTube
- Interactive virtual laboratory
- Retort stand
- Spring
- Loading pan
- Metre rule
- Pointer
- Masses