WEEK 4
DATE: 30th – 4th of September, 2024.
CLASS: SS1
PERIOD: 1&2
DURATION: 80 minutes
TOPIC: Friction
SUB-TOPIC: Types of friction
REFERENCE: M.W Anyakoha, Ph.D. New school physics for senior secondary school, Pg 46
BUILDING BACKGROUND: The students are familiar with motion and causes of motion.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. explain friction
ii. list and explain different types of friction.
RESOURCE MATERIAL(S): A movable pulley.
CONTENT DEVELOPMENT
Definition of friction
Friction can be defined as the force that opposes the relative motion between any two surfaces in
contact. There can be solid friction or fluid friction. Fluid friction is also called viscosity.
It acts whenever there is motion or tendency for something to move. i.e friction (or frictional force)
is absent if there is no motion or if there is no force intending to cause [Link] stops your car when
the brake is applied. It prevents your foot from slipping backward when you walk.
Types of friction
There are two types of frictional force
1. Static friction: This is the frictional force that exists between two surfaces relatively
at rest and preventing the motion of one surface over the other.
2. Dynamic/kinetic friction: This is the frictional force that exists between the two
objects that are in relative motion to each other.
STRATAGIES AND ACTIVITIES
ACT 1: Teacher introduces the lesson by asking the students to rub their hands for a minute and asks
what they feel on their palms.
ACT 2: Teacher explains the concept of friction and motion to the students.
ACT 3: Teacher lists and explains types of friction to the students.
ACT 4: The students are allows to ask questions for better understanding from the teacher.
EVALUATION: Define friction and explain two types of friction
ASSIGNMENT: State the laws of solid friction
PERIOD: 3&4
DURATION: 80 minutes
TOPIC: Friction
SUB-TOPIC: Law of solid friction, advantages and disadvantages of friction
REFERENCE: M.W Anyakoha, Ph.D. New school physics for senior secondary school, Pg 48
BUILDING BACKGROUND: The students are with movement of cars from one place to another.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. state the laws of solid friction
ii. state advantages and disadvantages of friction
iii. list methods of reducing friction
RESOURCE MATERIAL(S): A sand paper
CONTENT DEVELOPMENT
LAWS OF SOLID FRICTION
It always opposes motion
It does not depend on the relative speed between the two surfaces.
It does not depend on the area of the surface in contact.
It depends on the nature of surfaces in contact. Friction between rough surfaces is
greater than the frictional force between smooth surfaces.
ADVANTAGES OF FRICTION
1. Locomotion: when we walk, friction between our shoes and the ground prevents
our shoes from slipping backward.
2. Enhances fastening: friction between the bolt and the nut enhances their
fastening ability. The friction between nails and wood also help the nail to hold
woods together in firm position.
3. Blending: friction between the grinding stones helps in grinding pepper,
tomatoes, this is also true of the friction between the two rough discs of the
grinding machine.
4. Stops motion: friction between the car tyre and the road helps to stop the motion
of a moving car when the brake is applied.
5. Production of electric charge: when certain materials are robbed against
each other, static electric charges is produced. This principle is applied in the
Van de Graff generator.
6. Ladder: when a ladder to be used to climb over a wall rest on the wall, friction
between the foot of the ladder and floor prevent the foot of the ladder from
slipping.
7. Making of fire: matches sticks are ignited when they are robbed against the
side of the matches' box. Fire can also be made by striking two stones
together.
DISADVANTAGES OF FRICTION
1. Wearing: The thread pattern under your footwear soon wear out after a prolong
use due to friction. This is also true of the thread on the tyre of cars and other
automobile.
2. Tearing/cutting: you can easily cut a piece of rope or cloth by robbing it
repeatedly against the edge of the wall.
3. Reduces efficiency of machines: all machines have efficiency less than 100%
due to friction between their moving parts. Friction causes waste of useful
energy, therefore it reduces the output of the machine.
4. Generation of undesirable heat and noise: moving machine parts/machine
itself soon becomes hot due friction and this may necessitate cooling of machine
parts.
METHODS OF REDUCING FRICTION
Due to the disadvantages of friction mentioned above, it is often necessary to
reduce friction in machines. This is possible through any of the following methods.
1. Lubrication: this is the use of certain substances (called lubricants) to reduce the
effects of friction. Examples of lubricants includes, grease, oil, many of which are
petroleum products.
2. Streamlining: This involves shaping an object in such a way that when the object is
moving against direction of the wind or liquid, the surface in contact is minimal.
That is the reason why ships, aircraft and submarines are made or designed after that
of fish.
3. Use of rollers/ball bearings: This involves the use of rollers, ball bearings, wheels
to reduce the surface area in contact between two surfaces.
4. Use of belt/chain drive: This can also be used to prevent two surfaces in contact.
5. Smoothing/polishing: This reduces projections on the surface thus reducing friction
STRATAGIES AND ACTIVITIES
ACT 1: Teacher states and explains the law of solid friction for the students.
ACT 2: Teacher asks the students to differentiate between viscosity and friction
ACT 5: Teacher states the advantages and disadvantages of friction
ACT 6: Teacher asks the students to list the ways of reducing friction in machine.
EVALUATION:
i. State three Laws of solid friction
ii. L i s t f o u r advantages and disadvantages of friction methods of reducing friction
ASSIGNMENT: Explain 3 ways of reducing friction.
WEEK 4
DATE: 30th – 4th of September, 2024.
CLASS: SS2
SUBJECT: Physics
PERIOD: 1&2
DURATION: 80 minutes
TOPIC: Linear Momentum.
SUB-TOPIC: Impulse and Momentum.
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Page 180
BUILDING BACKGROUND: The students are familiar with the concept of equations of uniform
accelerated motion.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. define momentum
ii. explain impulse
RESOURCE MATERIAL: A chart showing the collision of two body.
CONTENT DEVELOPMENT.
LINEAR MOMENTUM
The momentum (P) of a body is defined as the product of its mass, m. and its velocity, v. its
unit is kgms-1. Hence
P = mv
Impulse (I) is usually associated with collision of a body with another one, it consist of large
varying force act on a body for a short time. Impulse can be estimate by taking the product of
average force and time. It has a unit of Ns.
I = Ft
Example 1: A body of mass 3kg with a velocity 10ms-1. Calculate the momentum of the body.
m = 3kg, v = 10ms-1
P = mv
P = 3x10
P = 30kgms-1
Example 2: A stationary ball is hit by average force of 50N for a time of 0.03s. What is the impulse
experienced by the body.
F = 50N, t = 0.03s
I = Ft
I = 50x0.03
I = 1.5Ns
STARATEGIES AND ACTIVITIES
ACT 1: Teacher introduces the lesson by revising the equation of motion with the students.
ACT 2: Teacher explains the concept of linear momentum as vector quantity to the students
ACT 3: Teacher explains the concept of impulse as vector quantity to the students
ACT 4: Teacher guides the student to solve simple problems on momentum and impulse.
EVALUATION: Explain momentum and impulse.
ASSIGNMENT: State the newton’s laws of motion.
PERIOD: 3&4
DURATION: 80 minutes.
TOPIC: Linear Momentum
SUB-TOPIC: Newton’s law of motion.
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Pg 176
BUILDING BACKGROUND: The students are familiar with momentum and impulse
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. state newton’s 1st ,2nd and 3rd law of motion
ii. explain inertia of a body
RESOURCE MATERIAL(S): A movable trolley.
CONTENT DEVELOPMENT.
We have seen that part of physics is a study of motion, including accelerations, which are
changes in velocities. Physics is also a study of what can cause an object to accelerate. That cause is
a force, which is, loosely speaking, a push or pull on the object. The force is said to act on the object
to change its velocity.
Before Newton formulated his mechanics, it was thought that some influence, a “force,” was
needed to keep a body moving at constant velocity. Similarly, a body was thought to be in its
“natural state” when it was at rest. For a body to move with constant velocity, it seemingly had to be
propelled in some way, by a push or a pull. Otherwise, it would “naturally” stop moving. These ideas
were reasonable. If you send a puck sliding across a wooden floor, it does indeed slow and then stop.
If you want to make it move across the floor with constant velocity, you have to continuously pull or
push it.
Newton’s first law of motion states that, a body will remain at rest or in a state of uniform
accelerated motion along a straight line unless an external force act on it. If no force acts on a body,
the body’s velocity cannot change; that is, the body cannot accelerate. It’s also known as law of
inertia
INERTIA
Is the unwillingness of a body at rest to continue in a state of uniform motion or the body in uniform
motion to stop.
Newton’s second law of motion states that, the change in momentum of a body is directly
proportional to impulse experienced by the body.
F = ma
a = (v-u)/t
F = m (v-u)/t
Ft = m (v-u)
Newton’s third law of motion states that, action and reaction are equal to opposite
STARATEGIES AND ACTIVITIES
ACT 1: Teacher states and explains the newton’s law of motion students
ACT 2: Teacher explains the relationship between momentum and impulse of a body to the students
ACT 3: Teacher asks the students to states the newton’s law of motion
ACT 4: teacher allows the students to ask questions
EVALUATION: Explain inertia
ASSIGNMENT: teacher gives assignment from the student’ textbook
WEEK 4
DATE: 30th – 4th of September, 2024.
CLASS: SS3
SUBJECT: Physics
PERIOD: 1&2
DURATION: 80 minutes
TOPIC: Electric Field.
SUB-TOPIC: Capacitor and capacitance
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. PP 338-339
BUILDING BACKGROUND: The students are familiar the concept of electric field.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
iii. identify capacitor
iv. explain capacitance of capacitor.
RESOURCE MATERIAL(S): A capacitor
CONTENT DEVELOPMENT.
CAPACITOR.
Capacitor: is a device for storing electric charges or for storing electricity. It consists of two
conductors (metal plates) carrying opposite charges separated at a distance with an insulator, the
insulator placed between the plates is called dielectric substance.
Capacitance of capacitor.
Capacitance of a capacitor: is the ability of a capacitor it store electric charges
The capacitance C of a capacitor is defined as the ratio of the magnitude of the charge on
either conductor to the magnitude of the potential difference between the conductors. It is measured
in farad F
Q = CV
C = Q/V
1 Farad = c/v (coulomb per volt)
The farad is a very large unit of capacitance. In practice, typical devices have capacitances
ranging from microfarads (1016 F) to pico farads (1012 F). We shall use the symbol mF to represent
microfarads. Physical capacitors are often labelled “mF” for microfarads and “mF” for microfarads
or, equivalently, “pF” for pico farads.
STARATEGIES AND ACTIVITIES
ACT 1: Teacher introduces the lesson by revising electric field intensity with the students.
ACT 2: Teacher defines capacitor and its function for the students
ACT 3: Teacher shows the students what capacitor look like in a circuit component the students
ACT: Teacher explains the capacitance of capacitor and its unit for the students
ACT 4: Teacher asks the students to lists different types of capacitor
EVALUATION: Give a simple construction of capacitor in the physics lab
ASSIGNMENT: Draw and labelled a parallel-plate capacitor
PERIOD: 3
DURATION: 40 minutes.
TOPIC: Electric field
SUB-TOPIC: Parallel plate capacitor
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. 339
BUILDING BACKGROUND: The students are familiar with types of capacitor.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
iii. solve problem on parallel plate capacitor
RESOURCE MATERIAL(S): A chart showing a parallel plate capacitor.
CONTENT DEVELOPMENT.
Example 1: A capacitor of charge, 5x10-8C has a potential difference of 100V. Calculate the
capacitance of the capacitor.
Given that; Q = 5x10-8C, V = 100V
C = Q/V
C = 5x10-8/100
C = 5x10-4microfard
Example 2: Find the capacitance of the parallel-plate capacitor cross-sectional area 1.3m 2 at a
separating distance 10cm.
C = eA/d2
C = 8.85x10-12x1.3/0.01
C = 8.34x10-6f
STARATEGIES AND ACTIVITIES
ACT 1: Teacher explains the equation of parallel plate capacitor using the chart to the students.
ACT 2: Teacher expresses the mathematical expression for capacitance of a capacitor in a parallel to
the students
ACT 3: Teacher solves simple problem on capacitance of a parallel plate capacitor
EVALUATION: Teacher gives students class work from the student’s textbook
ASSIGNMENT: Discuss the parallel and series arrangement of capacitors in a circuit.
