Lesson Plan

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Lesson Plan
Grade: Date: 25/02/2026
Subject: Physics
Lesson Topic: understand that resonance involves a maximum amplitude of oscillations and that this occurs when an oscillating system is forced to oscillate at its natural frequency
Learning Objective/s:
  • Describe the relationship between natural frequency, damping, and resonance in a forced oscillator.
  • Explain how amplitude varies with driving frequency and identify the resonance condition.
  • Calculate the resonance frequency and quality factor for a lightly damped system.
  • Apply the amplitude formula to determine steady‑state motion and assess proximity to resonance.
  • Interpret amplitude–frequency curves to evaluate the effect of damping.
Materials Needed:
  • Projector or interactive whiteboard
  • Slides/PowerPoint covering equations and graphs
  • Printed worksheet with sample problems
  • Graphing calculator or simulation software (e.g., PhET)
  • Spring‑mass‑damper demonstration kit (or video)
  • Handout of amplitude–frequency curve diagram
 Introduction:
Begin with a short video of a playground swing being pumped higher as the child times their pushes, highlighting the dramatic increase in height. Recall students' recent work on simple harmonic motion and the concept of natural frequency. Explain that today they will discover why this dramatic increase occurs at resonance and how to predict it mathematically. Success will be measured by their ability to explain the resonance condition and solve a related amplitude problem.
Lesson Structure:
  1. Do‑Now (5') – Quick quiz on SHM equations and natural frequency.
  2. Recap of damping regimes (10') – Teacher‑led review using the damping table; students classify real‑world examples.
  3. Derivation of forced‑oscillation amplitude (15') – Guided derivation on board; students complete missing steps on a worksheet.
  4. Exploring resonance (10') – Simulation of amplitude vs. driving frequency; students identify the resonance peak and note the effect of different damping values.
  5. Sample problem walk‑through (15') – Solve the mass‑spring example together, calculating ω₀, β, ω_res and the steady‑state amplitude.
  6. Collaborative practice (15') – Pairs solve a new problem on a series RLC circuit, then share answers.
  7. Exit ticket (5') – Write the resonance condition in one sentence and give one real‑world example.
Conclusion:
Summarise that resonance occurs when the driving frequency matches the system’s natural frequency, producing a maximum amplitude that is moderated by damping. Remind students of the exit‑ticket response they just wrote as a quick check of understanding. For homework, assign a set of problems requiring calculation of resonance frequency, quality factor, and sketching amplitude‑frequency curves for different damping values.