Lesson Plan

• Define work, state its scalar nature and SI unit (joule).
• Apply the formula W = F d (or W = F d cosθ) to calculate work in a range of situations.
• Distinguish positive, negative and zero work based on the direction of force relative to displacement.
• Use the work‑energy theorem (W = ΔKE) to relate work to changes in kinetic energy.

• Projector and screen
• Whiteboard and markers
• Worksheets with practice questions
• Calculators
• Spring‑scale and sled for a short demo
• Printed diagram of a block being pulled at an angle

Begin with the everyday question “What happens when you push a shopping cart but it doesn’t move?” to spark curiosity. Review students’ prior knowledge of force (N) and displacement (m). Explain that today they will be able to calculate the amount of energy transferred – the work – and decide whether it is positive, negative or zero.

1. Do‑now (5 min): Quick written task – state the work done when a 30 N weight is held stationary for 10 s. Collect answers.
2. Mini‑lecture (10 min): Define work, present W = F d cosθ, discuss sign conventions, show the block‑pull diagram.
3. Guided example (10 min): Solve the 5 kg crate problem together, students complete steps on their worksheet.
4. Interactive demo (10 min): Pull a sled with a spring‑scale, measure force and distance, calculate work; discuss why the work is positive.
5. Group practice (15 min): Teams work on three practice questions (inclined force, lifting a block, zero‑displacement case). Teacher circulates.
6. Exit ticket (5 min): Each student writes the work done by a 15 N force at 45° over 4 m.

Summarise that work quantifies energy transfer and depends on the component of force along the displacement. Collect exit tickets as a quick check of understanding. For homework, students finish the remaining practice questions and write a short paragraph linking work to the work‑energy theorem.