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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Linear Motion
|
Introduction to Linear Motion and Basic Concepts
|
By the end of the
lesson, the learner
should be able to:
Define distance, displacement, speed, velocity and acceleration -Distinguish between scalar and vector quantities -State the SI units for distance, displacement, speed, velocity and acceleration -Explain the difference between distance and displacement using examples |
Q/A on types of motion students observe daily
-Demonstration of linear motion using trolley on runway -Discussion on difference between distance and displacement using school compound examples -Drawing diagrams to show distance vs displacement -Practical activity: Students walk different paths between two points to measure distance vs displacement |
Trolley
-Runway/metre rule -Chalk for marking -Charts showing motion types -School compound map -Measuring tape |
KLB Secondary Physics Form 3, Pages 1-4
|
|
| 2 | 2 |
Linear Motion
|
Speed and Velocity Calculations
|
By the end of the
lesson, the learner
should be able to:
Calculate average speed and velocity -Convert units between m/s and km/h -Solve problems involving speed, velocity, distance and time -Apply speed and velocity concepts to real-life situations |
Review of previous lesson through Q/A
-Demonstration of speedometer reading -Worked examples on speed calculations -Unit conversion practice (m/s to km/h and vice versa) -Problem-solving session with real-life scenarios -Students calculate their walking speed around school field |
Speedometer (if available)
-Stopwatches -Measuring tape -Calculator -Worked examples charts -School field for practical work |
KLB Secondary Physics Form 3, Pages 2-4
|
|
| 2 | 3 |
Linear Motion
|
Acceleration and Equations of Motion
|
By the end of the
lesson, the learner
should be able to:
Define acceleration and deceleration -Calculate acceleration using change in velocity and time -Apply the three equations of linear motion -Solve problems involving uniformly accelerated motion |
Q/A review on speed and velocity
-Demonstration of accelerated motion using trolley on inclined plane -Derivation of three equations of motion: v=u+at, s=ut+½at², v²=u²+2as -Worked examples using each equation -Problem-solving practice with real scenarios -Safety discussion for practical work |
Trolley
-Inclined plane -Stopwatch -Metre rules -Chart showing equation derivations -Calculator -Worked examples |
KLB Secondary Physics Form 3, Pages 4-5, 19-22
|
|
| 2 | 4 |
Linear Motion
|
Motion-Time Graphs (Distance-Time and Speed-Time)
|
By the end of the
lesson, the learner
should be able to:
Plot distance-time graphs for different types of motion -Interpret distance-time and speed-time graphs -Calculate speed from distance-time graphs -Determine distance travelled from speed-time graphs using area under curve |
Review equations of motion through Q/A
-Demonstration using trolley with different speeds -Plotting distance-time graphs for: stationary body, uniform speed, variable speed -Plotting speed-time graphs for different motions -Students practice graph plotting and interpretation -Calculating areas under graphs |
Graph paper
-Rulers -Trolley -Stopwatch -Metre rules -Charts showing different graph types -Data tables for plotting |
KLB Secondary Physics Form 3, Pages 5-13
|
|
| 2 | 5 |
Linear Motion
|
Velocity-Time Graphs and Acceleration
|
By the end of the
lesson, the learner
should be able to:
Plot and interpret velocity-time graphs -Calculate acceleration from gradient of velocity-time graph -Determine displacement from area under velocity-time graph -Distinguish between uniform and non-uniform acceleration from graphs |
Review of previous graphs through Q/A
-Demonstration of changing velocity using trolley -Plotting velocity-time graphs for: uniform velocity, uniform acceleration, variable acceleration -Calculating gradients to find acceleration -Calculating areas to find displacement -Interpretation of curved velocity-time graphs |
Graph paper
-Rulers -Trolley -Stopwatch -Inclined plane -Charts showing v-t graphs -Calculator -Sample data sets |
KLB Secondary Physics Form 3, Pages 8-13
|
|
| 3 | 1 |
Linear Motion
|
Measuring Speed, Velocity and Acceleration Using Ticker-Timer
Motion Under Gravity - Free Fall |
By the end of the
lesson, the learner
should be able to:
Describe the working principle of a ticker-timer -Determine speed and velocity using ticker-timer -Calculate acceleration from ticker-tape analysis -Create tape charts to show different types of motion |
Review motion graphs through Q/A
-Explanation of ticker-timer operation (50Hz frequency) -Demonstration of ticker-timer setup with trolley -Analysis of ticker-tapes: equal spacing (uniform motion), increasing spacing (acceleration) -Creating tape charts by cutting and pasting strips -Calculations using 10-tick intervals (0.2s) |
Ticker-timer
-Ticker-tape -Trolley -Runway -Power supply -Scissors -Cellotape -Graph paper -Rulers -Calculator Various objects for dropping -Stopwatch -Measuring tape -Safety equipment -Charts showing free fall -Worked examples on board |
KLB Secondary Physics Form 3, Pages 13-18
|
|
| 3 | 2 |
Linear Motion
|
Horizontal Projection and Determining g Using Simple Pendulum
|
By the end of the
lesson, the learner
should be able to:
Analyze motion of horizontally projected objects -Calculate range and time of flight for horizontal projection -Determine acceleration due to gravity using simple pendulum -Apply pendulum formula T = 2π√(l/g) |
Review free fall concepts through Q/A
-Demonstration of horizontal projection using ball rolling off table -Analysis of projectile motion: horizontal and vertical components -Setup and timing of simple pendulum -Multiple readings for different pendulum lengths -Calculating g using T² vs l graph -Discussion on experimental errors and precautions |
Ball
-Table -Measuring tape -Stopwatch -Simple pendulum setup -Strings of different lengths -Masses -Clamp and stand -Graph paper -Calculator |
KLB Secondary Physics Form 3, Pages 25-27
|
|
| 3 | 3 |
Refraction of Light
|
Introduction to Refraction and Basic Phenomena
|
By the end of the
lesson, the learner
should be able to:
Define refraction of light -Explain why light bends when passing from one medium to another -Identify examples of refraction in daily life -Distinguish between optically dense and optically rare media -Describe the behavior of light at interfaces |
Q/A on light behavior students observe daily
-Demonstration: stick in water appearing bent -Demonstration: coin in beaker appearing raised -Discussion on swimming pool appearing shallow -Observation of refraction using glass block and pins -Drawing ray diagrams showing refraction -Safety precautions when handling glass |
Glass blocks
-Beakers -Water -Coins -Sticks/pencils -Pins -White paper -Ray box (if available) -Charts showing refraction examples |
KLB Secondary Physics Form 3, Pages 33-35
|
|
| 3 | 4 |
Refraction of Light
|
Laws of Refraction and Snell's Law
|
By the end of the
lesson, the learner
should be able to:
State the two laws of refraction -Define refractive index and state its symbol -Apply Snell's law: sin i/sin r = constant -Understand that incident ray, refracted ray and normal lie in same plane -Calculate refractive index from experimental data |
Review refraction phenomena through Q/A
-Experiment: investigating refraction through glass block -Measuring angles of incidence and refraction -Plotting graph of sin i against sin r -Derivation and application of Snell's law -Worked examples calculating refractive index -Discussion on significance of constant ratio |
Glass blocks
-Pins -Protractor -Ruler -White paper -Graph paper -Calculator -Ray box -Soft board -Drawing pins |
KLB Secondary Physics Form 3, Pages 35-39
|
|
| 3 | 5 |
Refraction of Light
|
Laws of Refraction and Snell's Law
|
By the end of the
lesson, the learner
should be able to:
State the two laws of refraction -Define refractive index and state its symbol -Apply Snell's law: sin i/sin r = constant -Understand that incident ray, refracted ray and normal lie in same plane -Calculate refractive index from experimental data |
Review refraction phenomena through Q/A
-Experiment: investigating refraction through glass block -Measuring angles of incidence and refraction -Plotting graph of sin i against sin r -Derivation and application of Snell's law -Worked examples calculating refractive index -Discussion on significance of constant ratio |
Glass blocks
-Pins -Protractor -Ruler -White paper -Graph paper -Calculator -Ray box -Soft board -Drawing pins |
KLB Secondary Physics Form 3, Pages 35-39
|
|
| 4 | 1 |
Refraction of Light
|
Absolute and Relative Refractive Index
|
By the end of the
lesson, the learner
should be able to:
Define absolute and relative refractive index -Relate refractive index to speed of light in different media -Apply the relationship n = c/v -Calculate relative refractive index between two media -Solve problems involving refractive indices |
Q/A review on Snell's law and calculations
-Discussion on light speed in different media -Derivation of n = c/v relationship -Explanation of absolute vs relative refractive index -Worked examples with multiple media -Problem-solving session with real materials -Group work on refractive index calculations |
Calculator
-Charts showing refractive indices -Worked examples -Reference tables -Graph paper -Different transparent materials -Speed of light reference chart |
KLB Secondary Physics Form 3, Pages 39-43
|
|
| 4 | 2 |
Refraction of Light
|
Absolute and Relative Refractive Index
|
By the end of the
lesson, the learner
should be able to:
Define absolute and relative refractive index -Relate refractive index to speed of light in different media -Apply the relationship n = c/v -Calculate relative refractive index between two media -Solve problems involving refractive indices |
Q/A review on Snell's law and calculations
-Discussion on light speed in different media -Derivation of n = c/v relationship -Explanation of absolute vs relative refractive index -Worked examples with multiple media -Problem-solving session with real materials -Group work on refractive index calculations |
Calculator
-Charts showing refractive indices -Worked examples -Reference tables -Graph paper -Different transparent materials -Speed of light reference chart |
KLB Secondary Physics Form 3, Pages 39-43
|
|
| 4 | 3 |
Refraction of Light
|
Real and Apparent Depth
|
By the end of the
lesson, the learner
should be able to:
Explain why objects under water appear nearer than actual position -Define real depth, apparent depth and vertical displacement -Derive the relationship n = real depth/apparent depth -Calculate apparent depth and vertical displacement -Apply concepts to practical situations |
Review refractive index through Q/A
-Demonstration: coin at bottom of beaker appears raised -Experiment: measuring real and apparent depth -Derivation of n = real depth/apparent depth -Worked examples on swimming pools, tanks -Practical: determining apparent depth using travelling microscope method -Discussion on viewing angle effects |
Beakers
-Water -Coins -Rulers -Pins -Travelling microscope (if available) -Glass blocks -Colored chalk dust -Calculator -Measuring cylinders |
KLB Secondary Physics Form 3, Pages 44-48
|
|
| 4 | 4 |
Refraction of Light
|
Real and Apparent Depth
|
By the end of the
lesson, the learner
should be able to:
Explain why objects under water appear nearer than actual position -Define real depth, apparent depth and vertical displacement -Derive the relationship n = real depth/apparent depth -Calculate apparent depth and vertical displacement -Apply concepts to practical situations |
Review refractive index through Q/A
-Demonstration: coin at bottom of beaker appears raised -Experiment: measuring real and apparent depth -Derivation of n = real depth/apparent depth -Worked examples on swimming pools, tanks -Practical: determining apparent depth using travelling microscope method -Discussion on viewing angle effects |
Beakers
-Water -Coins -Rulers -Pins -Travelling microscope (if available) -Glass blocks -Colored chalk dust -Calculator -Measuring cylinders |
KLB Secondary Physics Form 3, Pages 44-48
|
|
| 4 | 5 |
Refraction of Light
|
Experimental Determination of Refractive Index
|
By the end of the
lesson, the learner
should be able to:
Describe methods to determine refractive index experimentally -Use real and apparent depth method -Apply pin method for refractive index determination -Use no-parallax method -Calculate refractive index from experimental data -Discuss sources of error and precautions |
Q/A on real and apparent depth concepts
-Experiment 1: Real and apparent depth using pins -Experiment 2: Glass block method using pins -Experiment 3: No-parallax method with water -Data collection and analysis -Plotting graphs where applicable -Discussion on experimental errors and improvements |
Glass blocks
-Pins -Cork holders -Beakers -Water -Rulers -White paper -Clamp and stand -Graph paper -Calculator -Measuring tape |
KLB Secondary Physics Form 3, Pages 48-51
|
|
| 5 | 1 |
Refraction of Light
|
Critical Angle and Total Internal Reflection
|
By the end of the
lesson, the learner
should be able to:
Define critical angle -State conditions for total internal reflection -Derive relationship between critical angle and refractive index -Calculate critical angle for different materials -Explain total internal reflection using ray diagrams |
Review experimental methods through Q/A
-Demonstration: increasing angle of incidence in glass-air interface -Observation of critical angle and total internal reflection -Derivation of sin c = 1/n relationship -Worked examples calculating critical angles -Investigation using semi-circular glass block -Discussion on applications of total internal reflection |
Semi-circular glass block
-Ray box -White paper -Protractor -Pins -Calculator -Charts showing TIR -Water -Different transparent blocks |
KLB Secondary Physics Form 3, Pages 51-55
|
|
| 5 | 2 |
Refraction of Light
|
Critical Angle and Total Internal Reflection
|
By the end of the
lesson, the learner
should be able to:
Define critical angle -State conditions for total internal reflection -Derive relationship between critical angle and refractive index -Calculate critical angle for different materials -Explain total internal reflection using ray diagrams |
Review experimental methods through Q/A
-Demonstration: increasing angle of incidence in glass-air interface -Observation of critical angle and total internal reflection -Derivation of sin c = 1/n relationship -Worked examples calculating critical angles -Investigation using semi-circular glass block -Discussion on applications of total internal reflection |
Semi-circular glass block
-Ray box -White paper -Protractor -Pins -Calculator -Charts showing TIR -Water -Different transparent blocks |
KLB Secondary Physics Form 3, Pages 51-55
|
|
| 5 | 3 |
Refraction of Light
|
Applications of Total Internal Reflection - Optical Devices
|
By the end of the
lesson, the learner
should be able to:
Explain working of periscope using total internal reflection -Describe use of prisms in optical instruments -Understand principle of optical fibers -Explain advantages of prisms over mirrors -Analyze light paths in prism binoculars and pentaprism |
Q/A review on critical angle and TIR
-Demonstration: 45° prisms turning light through 90° and 180° -Construction of simple periscope model -Explanation of optical fiber principle -Discussion on prism binoculars and pentaprism -Comparison of prisms vs mirrors advantages -Practical: observing TIR in water-filled apparatus |
45° prisms
-Periscope model -Optical fiber samples -Mirrors for comparison -Ray box -Water -Transparent containers -Charts showing optical instruments -Binoculars (if available) |
KLB Secondary Physics Form 3, Pages 55-58
|
|
| 5 | 4 |
Refraction of Light
|
Applications of Total Internal Reflection - Optical Devices
|
By the end of the
lesson, the learner
should be able to:
Explain working of periscope using total internal reflection -Describe use of prisms in optical instruments -Understand principle of optical fibers -Explain advantages of prisms over mirrors -Analyze light paths in prism binoculars and pentaprism |
Q/A review on critical angle and TIR
-Demonstration: 45° prisms turning light through 90° and 180° -Construction of simple periscope model -Explanation of optical fiber principle -Discussion on prism binoculars and pentaprism -Comparison of prisms vs mirrors advantages -Practical: observing TIR in water-filled apparatus |
45° prisms
-Periscope model -Optical fiber samples -Mirrors for comparison -Ray box -Water -Transparent containers -Charts showing optical instruments -Binoculars (if available) |
KLB Secondary Physics Form 3, Pages 55-58
|
|
| 5 | 5 |
Refraction of Light
|
Mirage and Atmospheric Refraction
|
By the end of the
lesson, the learner
should be able to:
Explain formation of mirage using refraction principles -Describe atmospheric refraction effects -Understand continuous refraction in varying density media -Explain why sun appears above horizon after sunset -Discuss polar mirages and their formation |
Review TIR applications through Q/A
-Demonstration of refraction in liquids of different densities -Explanation of hot air effects on light path -Discussion on desert mirages and road mirages -Atmospheric refraction effects on sun position -Analysis of continuous refraction in varying media -Drawing ray diagrams for mirage formation |
Liquids of different densities
-Transparent containers -Heat source (safe) -Charts showing mirage formation -Diagrams of atmospheric refraction -Pictures of mirages -Ray diagrams |
KLB Secondary Physics Form 3, Pages 55-56
|
|
| 6 | 1 |
Refraction of Light
|
Dispersion of White Light
|
By the end of the
lesson, the learner
should be able to:
Define dispersion of white light -Explain why white light splits into colors -Identify colors of visible spectrum in order -Understand that different colors have different refractive indices -Describe formation of rainbow |
Q/A on atmospheric effects and TIR
-Experiment: dispersion using triangular prism -Observation of spectrum formation -Discussion on why different colors bend differently -Explanation of rainbow formation -Identification of ROYGBIV sequence -Investigation of spectrum using CD/DVD |
Triangular glass prism
-White light source -Screen -Ray box -CD/DVD -White paper -Ruler -Charts showing spectrum -Pictures of rainbows |
KLB Secondary Physics Form 3, Pages 58-60
|
|
| 6 | 2 |
Refraction of Light
|
Dispersion of White Light
|
By the end of the
lesson, the learner
should be able to:
Define dispersion of white light -Explain why white light splits into colors -Identify colors of visible spectrum in order -Understand that different colors have different refractive indices -Describe formation of rainbow |
Q/A on atmospheric effects and TIR
-Experiment: dispersion using triangular prism -Observation of spectrum formation -Discussion on why different colors bend differently -Explanation of rainbow formation -Identification of ROYGBIV sequence -Investigation of spectrum using CD/DVD |
Triangular glass prism
-White light source -Screen -Ray box -CD/DVD -White paper -Ruler -Charts showing spectrum -Pictures of rainbows |
KLB Secondary Physics Form 3, Pages 58-60
|
|
| 6 | 3 |
Refraction of Light
|
Dispersion of White Light
|
By the end of the
lesson, the learner
should be able to:
Define dispersion of white light -Explain why white light splits into colors -Identify colors of visible spectrum in order -Understand that different colors have different refractive indices -Describe formation of rainbow |
Q/A on atmospheric effects and TIR
-Experiment: dispersion using triangular prism -Observation of spectrum formation -Discussion on why different colors bend differently -Explanation of rainbow formation -Identification of ROYGBIV sequence -Investigation of spectrum using CD/DVD |
Triangular glass prism
-White light source -Screen -Ray box -CD/DVD -White paper -Ruler -Charts showing spectrum -Pictures of rainbows |
KLB Secondary Physics Form 3, Pages 58-60
|
|
| 6 | 4 |
Refraction of Light
|
Recombination of Spectrum and Problem Solving
|
By the end of the
lesson, the learner
should be able to:
Demonstrate recombination of dispersed light -Explain Newton's disc experiment -Use concave mirror to recombine spectrum -Solve complex problems involving refraction -Apply all refraction concepts to examination-type questions |
Review dispersion concepts through Q/A
-Experiment: recombining spectrum using second prism -Demonstration of Newton's disc -Using concave mirror to focus spectrum -Comprehensive problem-solving session covering all topics -Practice with past examination questions -Review and consolidation of entire unit |
Second triangular prism
-Concave mirror -Newton's disc -Motor (for spinning disc) -Calculator -Past exam papers -Comprehensive problem sets -Review charts -All previous apparatus for revision |
KLB Secondary Physics Form 3, Pages 58-60
|
|
| 6 | 4-5 |
Refraction of Light
|
Recombination of Spectrum and Problem Solving
|
By the end of the
lesson, the learner
should be able to:
Demonstrate recombination of dispersed light -Explain Newton's disc experiment -Use concave mirror to recombine spectrum -Solve complex problems involving refraction -Apply all refraction concepts to examination-type questions |
Review dispersion concepts through Q/A
-Experiment: recombining spectrum using second prism -Demonstration of Newton's disc -Using concave mirror to focus spectrum -Comprehensive problem-solving session covering all topics -Practice with past examination questions -Review and consolidation of entire unit |
Second triangular prism
-Concave mirror -Newton's disc -Motor (for spinning disc) -Calculator -Past exam papers -Comprehensive problem sets -Review charts -All previous apparatus for revision |
KLB Secondary Physics Form 3, Pages 58-60
|
|
| 7 |
Midterm |
|||||||
| 8 | 1 |
Newton's Laws of Motion
|
Newton's First Law and Inertia
|
By the end of the
lesson, the learner
should be able to:
State Newton's first law of motion -Define inertia and relate it to mass -Explain the concept of balanced and unbalanced forces -Give examples of Newton's first law in daily life -Understand the need for seat belts and safety devices |
Q/A review on forces from previous studies
-Demonstration: cardboard and coin experiment -Demonstration: hitting bottom coin from stack -Discussion on inertia and its relationship to mass -Explanation of seat belts and safety devices in vehicles -Analysis of forces acting on aircraft in flight |
Cardboard
-Glass tumbler -Coins -Charts showing aircraft forces -Pictures of safety devices -Demonstration materials -Balance |
KLB Secondary Physics Form 3, Pages 65-67
|
|
| 8 | 2 |
Newton's Laws of Motion
|
Newton's First Law and Inertia
|
By the end of the
lesson, the learner
should be able to:
State Newton's first law of motion -Define inertia and relate it to mass -Explain the concept of balanced and unbalanced forces -Give examples of Newton's first law in daily life -Understand the need for seat belts and safety devices |
Q/A review on forces from previous studies
-Demonstration: cardboard and coin experiment -Demonstration: hitting bottom coin from stack -Discussion on inertia and its relationship to mass -Explanation of seat belts and safety devices in vehicles -Analysis of forces acting on aircraft in flight |
Cardboard
-Glass tumbler -Coins -Charts showing aircraft forces -Pictures of safety devices -Demonstration materials -Balance |
KLB Secondary Physics Form 3, Pages 65-67
|
|
| 8 | 3 |
Newton's Laws of Motion
|
Momentum and its Applications
|
By the end of the
lesson, the learner
should be able to:
Define momentum and state its SI unit -Calculate momentum using p = mv -Identify momentum as a vector quantity -Solve problems involving momentum calculations -Compare momentum of different objects |
Review Newton's first law through Q/A
-Introduction to momentum concept with examples -Demonstration: comparing stopping distances of vehicles -Worked examples on momentum calculations -Problem-solving session with various scenarios -Discussion on factors affecting momentum |
Calculator
-Toy cars of different masses -Stopwatch -Measuring tape -Worked examples charts -Problem worksheets |
KLB Secondary Physics Form 3, Pages 67-68
|
|
| 8 | 4 |
Newton's Laws of Motion
|
Newton's Second Law of Motion
|
By the end of the
lesson, the learner
should be able to:
State Newton's second law of motion -Derive the relationship F = ma -Define the Newton as unit of force -Understand rate of change of momentum -Apply F = ma to solve problems |
Q/A on momentum concepts
-Derivation of F = ma from Newton's second law -Definition of the Newton using F = ma -Demonstration using ticker-timer and trolley -Worked examples applying F = ma -Problem-solving session with force calculations |
Ticker-timer
-Trolley -Runway -Elastic cords -Masses -Calculator -Force diagrams -Worked examples |
KLB Secondary Physics Form 3, Pages 68-74
|
|
| 8 | 5 |
Newton's Laws of Motion
|
Newton's Second Law of Motion
|
By the end of the
lesson, the learner
should be able to:
State Newton's second law of motion -Derive the relationship F = ma -Define the Newton as unit of force -Understand rate of change of momentum -Apply F = ma to solve problems |
Q/A on momentum concepts
-Derivation of F = ma from Newton's second law -Definition of the Newton using F = ma -Demonstration using ticker-timer and trolley -Worked examples applying F = ma -Problem-solving session with force calculations |
Ticker-timer
-Trolley -Runway -Elastic cords -Masses -Calculator -Force diagrams -Worked examples |
KLB Secondary Physics Form 3, Pages 68-74
|
|
| 9 | 1 |
Newton's Laws of Motion
|
Experimental Verification of Newton's Second Law
|
By the end of the
lesson, the learner
should be able to:
Investigate relationship between force and acceleration -Investigate relationship between mass and acceleration -Verify F = ma experimentally -Analyze ticker-tape results -Draw conclusions from experimental data |
Review F = ma through Q/A
-Experiment: Force vs acceleration (constant mass) -Experiment: Mass vs acceleration (constant force) -Analysis of ticker-tape patterns -Data collection and graph plotting -Discussion on experimental errors and improvements |
Ticker-timer
-Trolley -Ticker tape -Elastic cords -Various masses -Scissors -Graph paper -Rulers -Calculator |
KLB Secondary Physics Form 3, Pages 69-71
|
|
| 9 | 2 |
Newton's Laws of Motion
|
Experimental Verification of Newton's Second Law
|
By the end of the
lesson, the learner
should be able to:
Investigate relationship between force and acceleration -Investigate relationship between mass and acceleration -Verify F = ma experimentally -Analyze ticker-tape results -Draw conclusions from experimental data |
Review F = ma through Q/A
-Experiment: Force vs acceleration (constant mass) -Experiment: Mass vs acceleration (constant force) -Analysis of ticker-tape patterns -Data collection and graph plotting -Discussion on experimental errors and improvements |
Ticker-timer
-Trolley -Ticker tape -Elastic cords -Various masses -Scissors -Graph paper -Rulers -Calculator |
KLB Secondary Physics Form 3, Pages 69-71
|
|
| 9 | 3 |
Newton's Laws of Motion
|
Impulse and Change in Momentum
|
By the end of the
lesson, the learner
should be able to:
Define impulse and state its units -Understand impulse-momentum theorem -Calculate impulse using Ft = Δp -Analyze force-time graphs -Apply impulse concept to real situations |
Q/A review on Newton's second law
-Introduction to impulse concept -Derivation of impulse-momentum theorem -Analysis of force-time graphs and area calculation -Worked examples on impulse calculations -Discussion on applications: car safety, sports |
Graph paper
-Force-time graph examples -Calculator -Charts showing car safety features -Sports equipment examples -Worked examples |
KLB Secondary Physics Form 3, Pages 71-74
|
|
| 9 | 4 |
Newton's Laws of Motion
|
Impulse and Change in Momentum
|
By the end of the
lesson, the learner
should be able to:
Define impulse and state its units -Understand impulse-momentum theorem -Calculate impulse using Ft = Δp -Analyze force-time graphs -Apply impulse concept to real situations |
Q/A review on Newton's second law
-Introduction to impulse concept -Derivation of impulse-momentum theorem -Analysis of force-time graphs and area calculation -Worked examples on impulse calculations -Discussion on applications: car safety, sports |
Graph paper
-Force-time graph examples -Calculator -Charts showing car safety features -Sports equipment examples -Worked examples |
KLB Secondary Physics Form 3, Pages 71-74
|
|
| 9 | 5 |
Newton's Laws of Motion
|
Newton's Third Law of Motion
|
By the end of the
lesson, the learner
should be able to:
State Newton's third law of motion -Understand action and reaction pairs -Explain that forces occur in pairs -Apply third law to various situations -Analyze motion in different scenarios |
Review impulse concepts through Q/A
-Demonstration: walking and floor interaction -Demonstration: jumping from boat scenario -Discussion on action-reaction pairs -Examples from daily life: walking, swimming, rocket propulsion -Problem-solving involving third law |
Books for pressure demonstration
-Spring balances -Trolleys -String -Charts showing action-reaction examples -Pictures of rockets and jets |
KLB Secondary Physics Form 3, Pages 75-80
|
|
| 10 | 1 |
Newton's Laws of Motion
|
Applications of Newton's Laws - Lifts and Apparent Weight
|
By the end of the
lesson, the learner
should be able to:
Analyze forces in accelerating lifts -Calculate apparent weight in different situations -Understand weightlessness concept -Apply Newton's laws to lift problems -Solve problems involving vertical motion |
Q/A on Newton's third law
-Analysis of forces in lift moving upward with acceleration -Analysis of forces in lift moving downward with acceleration -Calculation of apparent weight in different scenarios -Discussion on weightlessness in spacecraft -Problem-solving session on lift problems |
Spring balance
-Mass -Lift diagrams -Calculator -Free-body diagram charts -Worked examples -Problem worksheets |
KLB Secondary Physics Form 3, Pages 76-78
|
|
| 10 | 2 |
Newton's Laws of Motion
|
Applications of Newton's Laws - Lifts and Apparent Weight
|
By the end of the
lesson, the learner
should be able to:
Analyze forces in accelerating lifts -Calculate apparent weight in different situations -Understand weightlessness concept -Apply Newton's laws to lift problems -Solve problems involving vertical motion |
Q/A on Newton's third law
-Analysis of forces in lift moving upward with acceleration -Analysis of forces in lift moving downward with acceleration -Calculation of apparent weight in different scenarios -Discussion on weightlessness in spacecraft -Problem-solving session on lift problems |
Spring balance
-Mass -Lift diagrams -Calculator -Free-body diagram charts -Worked examples -Problem worksheets |
KLB Secondary Physics Form 3, Pages 76-78
|
|
| 10 | 3 |
Newton's Laws of Motion
|
Applications of Newton's Laws - Lifts and Apparent Weight
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By the end of the
lesson, the learner
should be able to:
Analyze forces in accelerating lifts -Calculate apparent weight in different situations -Understand weightlessness concept -Apply Newton's laws to lift problems -Solve problems involving vertical motion |
Q/A on Newton's third law
-Analysis of forces in lift moving upward with acceleration -Analysis of forces in lift moving downward with acceleration -Calculation of apparent weight in different scenarios -Discussion on weightlessness in spacecraft -Problem-solving session on lift problems |
Spring balance
-Mass -Lift diagrams -Calculator -Free-body diagram charts -Worked examples -Problem worksheets |
KLB Secondary Physics Form 3, Pages 76-78
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| 10 | 4 |
Newton's Laws of Motion
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Conservation of Linear Momentum
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By the end of the
lesson, the learner
should be able to:
State the law of conservation of momentum -Apply conservation of momentum to collisions -Distinguish between elastic and inelastic collisions -Solve collision problems -Understand momentum in explosions |
Review lift problems through Q/A
-Statement and explanation of conservation of momentum -Demonstration: colliding trolleys or balls -Analysis of elastic and inelastic collisions -Worked examples on collision problems -Discussion on explosions and momentum conservation |
Trolleys
-Plasticine -Marbles -Spring balance -Measuring tape -Stopwatch -Calculator -Collision demonstration apparatus |
KLB Secondary Physics Form 3, Pages 80-86
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| 10 | 5 |
Newton's Laws of Motion
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Applications of Momentum Conservation - Rockets and Jets
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By the end of the
lesson, the learner
should be able to:
Explain rocket and jet propulsion -Apply momentum conservation to propulsion systems -Understand recoil velocity calculations -Analyze garden sprinkler operation -Solve recoil problems |
Q/A review on momentum conservation
-Explanation of rocket propulsion principle -Analysis of jet engine operation -Calculation of recoil velocities -Demonstration: balloon rocket or garden sprinkler -Problem-solving on recoil scenarios |
Balloons
-String -Straws -Garden sprinkler (if available) -Charts showing rocket/jet engines -Calculator -Worked examples |
KLB Secondary Physics Form 3, Pages 86-87
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| 11 | 1 |
Newton's Laws of Motion
|
Friction - Types and Laws
|
By the end of the
lesson, the learner
should be able to:
Define friction and explain its molecular basis -Distinguish between static and kinetic friction -State and apply laws of friction -Understand advantages and disadvantages of friction -Identify methods of reducing friction |
Review momentum applications through Q/A
-Demonstration: block on table with increasing force -Explanation of molecular basis of friction -Discussion on types of friction: static, kinetic, rolling -Investigation of factors affecting friction -Examples of friction in daily life and technology |
Wooden blocks
-Different surfaces -Spring balance -Weights -Lubricants -Sandpaper -Charts showing friction applications -Ball bearings |
KLB Secondary Physics Form 3, Pages 87-90
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|
| 11 | 2 |
Newton's Laws of Motion
|
Friction - Types and Laws
|
By the end of the
lesson, the learner
should be able to:
Define friction and explain its molecular basis -Distinguish between static and kinetic friction -State and apply laws of friction -Understand advantages and disadvantages of friction -Identify methods of reducing friction |
Review momentum applications through Q/A
-Demonstration: block on table with increasing force -Explanation of molecular basis of friction -Discussion on types of friction: static, kinetic, rolling -Investigation of factors affecting friction -Examples of friction in daily life and technology |
Wooden blocks
-Different surfaces -Spring balance -Weights -Lubricants -Sandpaper -Charts showing friction applications -Ball bearings |
KLB Secondary Physics Form 3, Pages 87-90
|
|
| 11 | 3 |
Newton's Laws of Motion
|
Friction - Types and Laws
|
By the end of the
lesson, the learner
should be able to:
Define friction and explain its molecular basis -Distinguish between static and kinetic friction -State and apply laws of friction -Understand advantages and disadvantages of friction -Identify methods of reducing friction |
Review momentum applications through Q/A
-Demonstration: block on table with increasing force -Explanation of molecular basis of friction -Discussion on types of friction: static, kinetic, rolling -Investigation of factors affecting friction -Examples of friction in daily life and technology |
Wooden blocks
-Different surfaces -Spring balance -Weights -Lubricants -Sandpaper -Charts showing friction applications -Ball bearings |
KLB Secondary Physics Form 3, Pages 87-90
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|
| 11 | 4 |
Newton's Laws of Motion
|
Viscosity and Terminal Velocity
|
By the end of the
lesson, the learner
should be able to:
Define viscosity and explain its effects -Understand motion of objects through fluids -Explain terminal velocity concept -Analyze forces on falling objects in fluids -Investigate factors affecting terminal velocity |
Q/A on friction concepts
-Demonstration: steel ball falling through different liquids -Explanation of viscous drag and terminal velocity -Analysis of forces: weight, upthrust, and viscous drag -Investigation of terminal velocity using glycerine -Discussion on applications: parachutes, rain drops |
Tall measuring cylinder
-Glycerine -Steel ball bearings -Water -Stopwatch -Rubber bands -Ruler -Different viscous liquids |
KLB Secondary Physics Form 3, Pages 90-93
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|
| 11 | 5 |
Newton's Laws of Motion
|
Viscosity and Terminal Velocity
|
By the end of the
lesson, the learner
should be able to:
Define viscosity and explain its effects -Understand motion of objects through fluids -Explain terminal velocity concept -Analyze forces on falling objects in fluids -Investigate factors affecting terminal velocity |
Q/A on friction concepts
-Demonstration: steel ball falling through different liquids -Explanation of viscous drag and terminal velocity -Analysis of forces: weight, upthrust, and viscous drag -Investigation of terminal velocity using glycerine -Discussion on applications: parachutes, rain drops |
Tall measuring cylinder
-Glycerine -Steel ball bearings -Water -Stopwatch -Rubber bands -Ruler -Different viscous liquids |
KLB Secondary Physics Form 3, Pages 90-93
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