Lesson Plan

• Recall the definitions of angular speed (ω), period (T), radius (r) and linear speed (v).
• Explain the relationships ω = 2π/T and v = r ω and how they link angular and linear motion.
• Apply these formulas to calculate ω and v for uniform circular motion problems.
• Identify common misconceptions (confusing ω with frequency, using diameter instead of radius, omitting 2π) and correct them.

• Projector and screen
• Whiteboard and markers
• Printed worksheet with worked example and revision questions
• Scientific calculators
• Rotating disc or turntable for demonstration
• Student handout of the key‑relationship summary table

Begin with the image of a car speeding around a circular track to spark curiosity about how “speed” can be described in two ways. Review students’ prior knowledge of linear speed and period, then state that by the end of the lesson they will be able to move fluently between angular and linear descriptions. Success criteria: correctly write ω = 2π/T and v = rω and use them in calculations.

1. Do‑now (5'): Students answer two quick revision questions on period and angular speed.
2. Mini‑lecture (10'): Derive ω = 2π/T, introduce frequency f = 1/T and link to ω = 2πf.
3. Demonstration (5'): Use a rotating disc to measure period and calculate ω.
4. Guided practice (10'): Work through the car‑track example (r = 50 m, T = 20 s) step‑by‑step.
5. Partner activity (10'): Solve the satellite and turntable problems from the source notes.
6. Misconception check (5'): Discuss the three common errors listed in the notes.
7. Summary & fill‑in (5'): Students complete the key‑relationship table on their handout.

Recap the two core formulas and emphasise when each is most useful. For the exit ticket, ask each student to write a real‑world example (e.g., a spinning CD or a satellite) and state the appropriate ω and v values. Assign homework: a set of additional problems requiring conversion between period, frequency, angular speed, and linear speed.