Republic of Zambia

MINISTRY OF EDUCATION

PHYSICS
TEACHING MODULE
FORM 1
TERM 2 AND 3

DEVELOPED BY THE CURRICULUM DEVELOPMENT CENTRE

LUSAKA

2025
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 ………………………………….

PHYSICS
TEACHING MODULE
FORM 1
TERM 2 &3

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© Curriculum Development Centre, 2025.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright owner.

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 Authors
1. Dr Simeon Mbewe, University of Zambia, Lusaka
2. Mbewe Samuel, Chingaipe St. Margaret Girls Secondary School, Chipangali
3. Anderson Mvula, Mufulira College of Education, Mufulira
4. Bridget Changwe, Lusenga Secondary school, Chitambo
5. Chilufya Mulenga, Solwezi Technical Secondary school, Solwezi
6. Matu Nalubotu, Mwata Day Secondary, School, Kalomo

Coordinators
1. Kennedy Mundongo Directorate of Curriculum Development, Lusaka

Supervisors
1. Njapau Samson Directorate of Curriculum Development, Lusaka
2. Kenneth Mudenda Directorate of Curriculum Development, Lusaka

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Vision
Quality, life- long education for all which is accessible, inclusive and relevant to individual, national and global needs which aligns with
the 8 NDP and SDG 4.

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Preface
The Physics Teaching Module for Form 1 is designed to help the teachers on how to deliver competence-based lessons to facilitate the
understanding of Physics concepts, fostering a deep appreciation for the role of Physics in everyday life and its applications in various
fields. This module aims to develop a solid foundation in Physics and cultivate critical thinking, analytical skills, and problem-solving
strategies. Subsequently, apply Physics concepts to real-world problems and emerging technologies through the engagement of learners in
hands-on, hearts-on and minds-on practical activities and simulations to reinforce theoretical understanding.

This module for Form 1 intends to create a stimulating and supportive learning environment where teachers can prepare lessons with a
profound understanding of Physics. The module helps the teachers to support learners grow intellectually and personally by preparing
them for professions in science and technology as well as for higher education by encouraging curiosity, critical thinking, and practical
skills.
It is hoped that this module will inspire teachers to prepare lessons which are competence based with the fascinating world of Physics and
appreciate its significance in shaping the future.

Kelvin Mambwe (PhD)

Permanent Secretary- Educational Services
MINISTRY OF EDUCATION

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Acknowledgement

This Physics Teaching Module is designed to provide the teacher with a scope and sequence of topics considered necessary to be offered
at secondary School level in Form 1 of term 2 and 3. This is with a view to provide guidance to the teaching and learning of this unique,
but yet exiting range of concepts of Physics for teachers and other experts in the field to appropriately offer relevant lessons at secondary
ordinary level.
Many thanks go to individuals, institutions and organisations that participated in the successful development of this module. These
include; teachers and lecturers from colleges of education and public universities in Zambia.
Last but not the least, the commitment and hard work of all the staff at the Curriculum Development Centre in ensuring that this module
comes to reality is recognised.

Charles Ndakala, (Dr.)

Director – Curriculum Development
MINISTRY OF EDUCATION

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 Contents
Preface .............................................................................................................................................................................................................................. 6

Acknowledgement ............................................................................................................................................................................................................ 7

Introduction .................................................................................................................................................................................................................... 10

Term 2 ............................................................................................................................................................................................................................. 15

Topic 3: Elementary Astronomy ..................................................................................................................................................................................... 16

Sub-Topic 1: The Universe .............................................................................................................................................................................................. 16

Topic 4: Geophysics ........................................................................................................................................................................................................ 29

Sub-Topic 1: Structure and Composition of the Earth .................................................................................................................................................... 29

Sub-Topic 2: Structure and Composition of the Earth’s Atmosphere ............................................................................................................................ 37

Topic 5. Mechanics 1 ...................................................................................................................................................................................................... 42

Sub-Topic 5.1: Scalar and Vector quantities .................................................................................................................................................................. 42

Sub-Topic 2 Linear Motion .............................................................................................................................................................................................. 51

Term 3 ............................................................................................................................................................................................................................. 70

Topic 5: Mechanics 1....................................................................................................................................................................................................... 71

Sub-Topic 1: Forces ......................................................................................................................................................................................................... 72

Sub-Topic 4: Circular Motion .......................................................................................................................................................................................... 93

Sub-Topic 5: Moment of a Force................................................................................................................................................................................... 105

SAMPLE LESSON PLAN .................................................................................................................................................................................................. 112

Bibliography .................................................................................................................................................................................................................. 117

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How to use this Module

To effectively use this Chemistry Teaching Module for Form 1:

 Read and familiarise yourself with the module's content, learning activities, and assessment guides.
 Plan your lessons in advance, using the module's suggested teaching and learning activities.
 Use a variety of teaching methods, including demonstrations, discussions, group work, and hands-on experiments.
 Encourage active learning by asking open-ended questions, promoting critical thinking, and fostering problem-solving skills.
 Assess learners learning regularly, using the module's suggested assessment strategies and tools.
 Provide feedback and support to learners, helping them to identify areas for improvement and develop their skills.
 Integrate technology into your teaching, using multimedia resources and interactive simulations to enhance student engagement and
understanding.
 Monitor student progress and adjust your teaching strategies as needed, to ensure that all students meet the learning objectives
By following these steps, you can effectively use this Physics Teaching Module for Form 1 to support your teaching and promote learning.

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Introduction
This Physics Teaching Module provides guidance to the teacher on how to deliver competence-based lessons on the fundamental principles
and concepts of Physics. This module aims to help a teacher develop an understanding of the natural, artificial or technological
environment to prepare lessons which help learners develop critical thinking, problem-solving, and analytical skills. This module is
committed to providing an enriching and supportive educational environment where teachers can prepare and deliver lessons which
stimulate interest in physics for learners. This module seeks to support teachers to prepare lessons for both academic performance and their
future roles as knowledgeable and responsible citizens in a scientifically advanced society by encouraging inquiry, curiosity, and a love of
science.

It is expected that this physics teaching module, once implemented successfully, will inspire and empower learners to achieve their full
potential, equipping them with the knowledge and skills necessary to navigate and contribute to the world around them. This module is
designed to ensure learners develop a deep understanding of Physics principles while also acquiring the practical skills and competencies
needed for further education and careers in science.
Suggested Teaching and Learning Materials

The study of Physics content requires hands-on experiences, visual aids, and interactive resources to strengthen deep understanding and
appreciation. To support the teaching and learning of Physics in Form 1, the suggested teaching and learning materials are meant to:
 Enhance learner engagement and motivation in Physics
 Develop practical skills and laboratory techniques
 Promote critical thinking, problem-solving, and analytical skills
 Support differentiated instruction and inclusive learning
The suggested teaching and learning materials are either artificial or natural. By utilising these suggested teaching and learning materials,
teachers can create a dynamic and supportive learning environment that promotes academic excellence, creativity, and scientific literacy
in Physics for Form 1 learners.

Learning Environment Set Up

To create an effective learning environment for teaching and learning chemistry in important in deepening understanding of the concepts
and application in real life context. The learning environment set-up aims to create a safe, inclusive, and engaging space.

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  Natural Environment: A natural learning environment is a setting where learners explore and learn naturally, often without
explicit instruction or formal teaching, such as in school surroundings
 Man-Made Environment: Man-made learning environments are intentionally designed safe spaces, such as classrooms,
laboratories, and libraries, designed for formal instruction, hands-on activities, and games and songs
 Technological Learning Environment: Access educational apps, and software for learning, including game-based platforms,
virtual platforms, and simulations, to engage learners and promote learning

Safety in the Learning Environment

Safety in the learning environment is a requirement in learning Physics, as learners are exposed to potential hazards during hands-on
experiments. Collaboration between teachers, and learners, is important to create a responsible learning environment that promotes
scientific inquiry. Guidelines for maintaining a safe learning environment include laboratory safety rules (protocols), risk identification,
personal protective equipment, emergency response plans, storage, and disposal, and learner responsibilities. Prioritising safety minimises
risks, prevents accidents, and ensures a positive learning experience.

Suggested Teaching Methodology

The effective teaching methodologies in STEM Physics include:

 Conducting experiments: Demonstrate key principles and encourage curiosity among learners.
 Collaborative learning: Pair learners to work together, promoting peer-to-peer teaching, discussion, and problem-solving.
 Conceptual learning: Connect Physics concepts to everyday life, industry, or current events, making learning relevant and
meaningful.
 Differentiated instructions: Tailor teaching to meet diverse learning styles, abilities, and interests of different learners.
 Feedback and Reflection: Encourage learners to reflect on their learning, providing constructive feedback to guide improvement.
 Inquiry-based learning: Encourage learners to explore, investigate, and discover Physics concepts through hands-on experiments
and activities.
 Integration of Technology: Use digital tools, simulations, and visualisations to enhance engagement, understanding, and analysis.
 Problem-based learning: Present real-world problems or case studies, requiring students to apply Physics principles to develop
solutions.
 Project-based learning: Assign open-ended projects, allowing learners to design, conduct, and present research or applications of
Physics concepts.

By implementing these methodologies, a teacher can create an engaging, inclusive and effective STEM Physics learning environment.
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Time Allocation

The standard minimum learner-teacher contact time for Physics at Secondary School Level is 4 hours per week, translating into Six (6)
periods. The duration for a single period is 40 minutes. The contact time at Secondary School Level is planned in such a way as to give
ample time for practical activities.
Learning Activities

Learning activities are intentional educational experiences aimed at promoting learning, engagement, and achievement among learners.
Facilitated by teachers, they help acquire new knowledge, skills, attitudes, and behaviour change. To create an inclusive environment,
teachers should use a "hook" or “problem posing” or “scenario” or “key question” or “case studies to introduce new learning activities in
an interactive and interesting way.
Icons used in this Module

This module utilises icons as visual symbols or graphics to represent instructions, enhancing the learning experience for learners. Icons
categorize and organise instructions, making navigation easier for teachers.

Key Terms Assessment Discussion

Activity Tips Skills Developed

Explaination(contexualisation)/Key Learning Points

Time Allocation

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The standard minimum learner-teacher contact time for physics at secondary school level is 4 hours per week, translating into Six (6)
periods with at least two double periods per week. The duration for a single period is 40 minutes. The contact time at Secondary school
level is planned in such a way as to give ample time for practical activities.
Assessment

 Formative Assessments: To monitor learner progress, identify areas of improvement, and adjust instruction to meet learner needs.
 Quizzes: Regular quizzes to assess learners' understanding of concepts.
 Tests: Periodic tests to evaluate learners' knowledge and application of Physics concepts.
 Class Discussions: Observing learners'' participation and engagement in class discussions.
 Laboratory Reports: Evaluating learners' laboratory reports for accuracy, completeness, and understanding.
 Group Work: Assessing learners' ability to work collaboratively and contribute to group tasks.
 Projects: Evaluating learners' ability to design, conduct, and present a Physics project.
 Presentations: Assessing learners' ability to communicate chemistry concepts and ideas effectively

Summative Assessments: To evaluate learner learning at the end of a lesson, sub-topic, topic or term, and to provide a comprehensive
picture of learner achievement.

 Unit Tests: Comprehensive tests to evaluate learners' understanding of Physics concepts at the end of each unit.
 Mock Exams: Comprehensive exams to evaluate learners' overall understanding of Physics concepts at the end of the semester.
 Practical Tasks: Assessing learners' laboratory skills and techniques through practical exams.
 Project-Based Assessments: Evaluating learners' ability to design, conduct, and present a Physics project.
Key Competences

KEY COMPETENCE DESCRIPTOR

Analytical Thinking To analyse and interpret data, making evidence-based conclusions.
Collaboration To work together, promoting peer-to-peer teaching, discussion, and problem-solving.
Communication To communicate scientific information effectively, both orally and in writing.
Creativity and innovation To create new ideas and products by applying processes and introducing new techniques that can add
value.

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 KEY COMPETENCE DESCRIPTOR
Critical Thinking To enhance learners’ ability to think critically and solve problems through logical reasoning based on
conclusions.
Digital literacy Using a broad range of Information and Communication Technologies such as a cell phone, computer,
calculator in specific contexts.
Environmental Sustainability To apply physical principles to understand and mitigate the environmental impact of human activities.
Problem Solving To use scientific knowledge, critical thinking, and analytical skills to develop a robust problem-solving
mindset, enabling learners to tackle complex challenges and drive innovation in various fields.

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Term 2

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Topic 3: Elementary Astronomy
Introduction

This topic Astronomy will help learners to explore the wonders of the universe. In Elementary Astronomy, learners will discover the solar
system, stars, planets, galaxies, and celestial phenomena, gaining a deeper understanding of the vastness and mysteries of space.
Astronomy is the study of the physical nature of celestial objects and phenomena in our universe. The universe is the totality of all
existence, encompassing all matter, energy, space, and time. It is estimated to be around 13.8 billion years old and contains billions of
galaxies, each comprising billions of stars. This topic has one sub-topic which is the universe.

Key Competences:
 Analytical Thinking
 Collaboration
 Digital literacy
 Communication
 Critical Thinking
 Problem Solving
 Environmental sustainability

Sub-Topic 1: The Universe

Introduction

The subtopic “The Universe” is vast and mysterious, comprising billions of galaxies, stars, planets, asteroids and comets. Learners should
explore its origins, structure, and evolution, and gain a deeper understanding of our place within it. This subtopic introduces learners to
the universe's complexity and wonder. It is so big that it is difficult to imagine. To put it into perspective:

 The Earth is like a tiny dot in the universe.

 The Sun is like a small ball compared to the vastness of space.
 The Milky Way galaxy, which contains our solar system, is just one of billions of galaxies in the universe.
The universe is made up of:

1. The Solar System: Our cosmic neighborhood, containing the Sun, planets, and other smaller bodies.
2. The Milky Way Galaxy: A barred spiral galaxy that contains hundreds of billions of stars.
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 3. Galaxy Clusters: Groups of galaxies held together by gravity.
4. Super Clusters: Large regions of space that contain many galaxy clusters.

Specific Competence
 Construct astronomical models to demonstrate conceptual understanding of elementary astronomy.

Key Terms:

 Celestial bodies-Are objects in our universe that exist outside of the earth’s atmosphere.
 Comets-Icy bodies that release gas and dust as they approach the Sun.
 Galaxies-Massive systems of stars, gas, planets, asteroids and dust.
 Stars-Massive balls of hot, glowing gas...
 Planets-Rocky or gaseous worlds that orbit around stars.
 Asteroids-Small, rocky objects that orbit around the Sun.
 Solar system-A gravitationally bound system consisting of a star (such as the sun) and various objects that orbit it due to its
gravitational pull, including planets, moons, asteroids, comets, and other smaller bodies.
 Solar filter-A device that allows a safe viewing of the solar system.

Learning Activities
There are three learning activities designed to help learners construct astronomical models to demonstrate conceptual understanding of
elementary astronomy. The learning activities has been rearranged starting with learning activity number three and ending with activity
number one so as to help learners appreciate the process involved in constructing astronomical models.

Learning Aactivity1: Simulating space exploration using virtual reality

Virtual Reality (VR) is a computer-generated simulation that allows learners to explore space, visit distant planets, and witness celestial
events. This activity aims to help learners simulate space exploration, including virtual tours of the Solar System, mass expeditions, space
station tours, asteroid belt exploration, black hole encounters, space missions, and virtual space walks.

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 Hook: Imagine strapping yourself into a virtual spaceship and embarking on

a journey through the cosmos.

Suggested Teaching and Learning Materials

 Natural Materials: Eyes,

 Artificial Materials: Online Resources (NASA's Virtual Reality Experiences for example the Mars 2020 Rover or the
International Space Station, Google Expeditions, Educational Software (Google Earth VR, Space Engine, Celestia), Apps (NASA
App, Space VR, Astronomy VR), YouTube Channels (NASA's YouTube Channel, Crash Course Astronomy), Books ( "The
Universe in a Nutshell" by Neil deGrasse Tyson, "Space Exploration for Dummies", "Astronomy for Beginners"),Games (Kerbal
Space Program, Space Engineers, Astroneer,)

Learning Environment set up:

 Artificial Environment: laboratory or any room or place where learners can be (mobile laboratory)
 Technology Environment: video, virtual laboratory, virtual games...

Teachers’ Roles:
 Introduce learners to the activity using a hook, on simulating space exploration using virtual reality
 Put learners into small groups
 Provide clear instructions on searching for the right materials and using them effectively
 Have learners operate the computer keyboard and play station control panel for the simulation activity
 Ask learners to explore the;

(i) Unique features of each planet and moon

(ii) Challenges and opportunities of space travel
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 (iii)Everyday life of astronauts in space.
(iv) Potential risks and benefits of asteroid mining.
(v) Latest research and discoveries about black holes.
(vi) Challenges and successes of the mission.
(vii) Importance of spacewalks for space exploration.
(viii) Latest developments and discoveries in space exploration.

 Consolidate the concepts of the universe.

Learners’ Activities:

 Searching for the right materials

 Operating the computer keyboard and play station control panel
 Explaining the interactions on the:

(i) Unique features of each planet and moon

(ii) Challenges and opportunities of space travel
(iii)Everyday life of astronauts in space.
(iv) Potential risks and benefits of asteroid mining.
(v) Latest research and discoveries about black holes.
(vi) Challenges and successes of the mission.
(vii) Importance of spacewalks for space exploration.
(viii) Latest developments and discoveries in space exploration.

 Reasoning and asking questions.

Assessment Guide

 Observe learners during simulation activities

 Ask learners open-ended questions to prompt further discussion
 Ask questions such as:

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 1. What is Virtual Reality (VR)?
a) A type of computer game
b) A way to explore space
c) A technology that creates a simulated environment
d) A type of spacecraft
Answer: c) A technology that creates a simulated environment

2. What is the benefit of using VR for space exploration?

a) It allows students to explore space in a safe and controlled environment

b) It provides a realistic experience of space travel
c) It is a cost-effective way to learn about space
d) All of the above
Answer: d) All of the above

3. What can students learn about using VR for space exploration?

a) The solar system and its planets

b) The life cycle of stars
c) The structure of the universe
d) All of the above
Answer: d) All of the above

4. Describe the benefits of using VR for space exploration.

5. Explain how VR can be used to learn about the solar system.
6. What are some potential applications of VR in space exploration?
7. What are the potential risks and benefits of asteroid mining?
8. Use VR to explore a virtual space environment (e.g., a planet, moon, or asteroid).
9. Create a short presentation or video about what you learned from the VR experience
10. Discuss the implications of VR for space exploration and education.

Skills Developed

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  Analytical Thinking-Learners develop analytical thinking skills by exploring the potential risks and benefits of asteroid mining.
 Communicating-Learners develop communication skills by presenting their findings to the class.
 Collaborating-Learners develop collaboration skills by working in pairs or small groups as they simulate space exploration using
virtual reality.
 Creativity-Learners develop creativity skills by creating videos and searching for more sites.
 Observing-Learners develop observation skills by interacting and watching the phenomenon.
 Manipulating-Learners develop manipulating skills by operating the computer keyboard and play station control panel for the
simulation activity
 Problem solving-Learners develop problem-solving skills by exploring challenges and opportunities of space travel.

Learning Activity 2: Using common astronomical tools to view the solar system, planets or celestial bodies.

This activity is designed to help learners use different astronomical tools. In this activity, learners will use common astronomical tools
such as binoculars, telescopes, drones, spectroscopes, and satellites to view the solar system, planets or celestial bodies. If the
astronomical tools are not available, use a system of lenses to make a telescope or a binocular to view the solar system, planets or celestial
bodies.

Hook: Have you ever explored the amazing world of astronomical tools such as binoculars,
telescopes, drones, spectroscopes, and satellites, and discover how they can help us get up
close and personal with the wonders of our universe?

Suggested Teaching and Learning Materials

 Natural Materials: Sun, moon, stars, planets, ...

 Artificial Materials: Binoculars, telescopes, drones, spectroscopes, satellites, lenses, ...

Learning Environment set up:

 Natural Environment: School surroundings.
 Technology Environment: Astronomical observatory rooms...

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Teacher’s Roles:
 Introduce the activity using the hook
 Put learners into small groups.
 Provide the materials
 Provide the instructions
 Ask learners to give reasons for every activity done.
 Ask learners to explain the importance of using astronomical tools.
 Ensure that learners can justify the effectiveness and limitations of each astronomical tools.
 Consolidate the activity of using astronomical tools to view the solar system.

Learners’ Activities:

 Handling the astronomical tools to view the solar system.

 Answering the questions asked during each activity on astronomical tools.

Discussion:

 Discussing the importance of using astronomical tools including their effectiveness and limitations.

Assessment Guide

 Observe learners as they view the solar system using astronomical tools.
 Ask learners open-ended questions to prompt further discussion
 Ask questions such as:

1. What is the primary purpose of using astronomical tools in astronomy?

a) To take pictures of celestial objects

b) To observe distant objects in detail
c) To measure the distance between objects
d) To study the Earth's atmosphere
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Answer: b) To observe distant objects in detail

2. What is the correct way to hold binoculars?

a) With one hand on the lenses and one hand on the body
b) With both hands on the lenses
c) With both hands on the body
d) With one hand on the body and one hand on the tripod
Answer: c) With both hands on the body

3. What should you do before using binoculars to observe the Sun?

a) Use a solar filter

b) Use a moon filter
c) Use a star filter
d) Do not use any filter
Answer: a) Use a solar filter

4. What is the primary purpose of a spectroscope?

a) To measure the temperature of celestial objects

b) To analyze the light from celestial objects
c) To observe the surface features of celestial objects
d) To study the motion of celestial objects
Answer: b) To analyse the light from celestial objects

5. What type of spectrum is produced when light passes through a prism?

a) Emission spectrum
b) Absorption spectrum
c) Continuous spectrum
d) Discrete spectrum
Answer: c) Continuous spectrum

6. Which of the following is an example of an application of spectroscopy?

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 a) Studying the weather patterns on Earth
b) Analysing the composition of a distant star
c) Measuring the speed of a galaxy
d) Observing the surface features of a planet
Answer: b) Analysing the composition of a distant star

7. Identify different parts of any astronomical tool available.

8. What are some safety precautions to take when using astronomical tools?

9. Demonstrate how to properly use astronomical tools to observe celestial objects.

Skills Developed:

 Analytical Thinking-Learners develop analytical thinking skills by exploring the limitations and potential biases of each of the
astronomical tools.
 Communicating-Learners develop communication skills by presenting their findings to the class.
 Collaborating-Learners develop collaboration skills by working in pairs or small groups as they view the solar system using
astronomical tools.
 Observing-Learners develop observation skills by viewing the solar system using astronomical tools.
 Problem solving-Learners develop problem-solving skills by justifying the effectiveness and limitations of each astronomical
tools.
 Psychomotor-Learners develop psychomotor skills through manipulations of astronomical tools.

Learning Activity 3: Simulating astronomical events like eclipse or planetary motion using computer software

Astronomical events are occurrences that happen in the universe, such as eclipses, planetary motion, and comets. These events can be
fascinating to observe and study. In this activity, learners will simulate astronomical events like eclipse or planetary motion using
computer software.

Hook: Have you ever imagined that you could simulate a solar eclipse and witness the
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moon's shadow on Earth?
Suggested Teaching and Learning Materials

 Natural Materials: Human being as an observer.

 Artificial Materials: Software (Stellarium, Celestia, NASA's Eyes, SkySafari, …), Tutorials and Guides (Software tutorials,
YouTube tutorials, Online forums), Data and Resources (NASA's Jet Propulsion Laboratory's Horizons Ephemeris System, The
International Astronomical Union's Minor Planet Center, The United States Naval Observatory's Data Services, …), Educational
Resources (NASA's Jet Propulsion Laboratory's Educational Resources, The Astronomical Society of the Pacific's Educational,
Resources, The National Science Foundation's Educational Resources, …)

Learning Environment set up:

 Natural Environment: School surroundings
 Artificial Environment: Computer laboratory or any room or place where learners can be (mobile laboratory)
 Technological Environment: Videos, apps, software for simulation

Teachers’ Roles:
 Introduce learners to the activity hook on simulating astronomical events like eclipse or planetary motion using computer software
 Put learners into small groups
 Provide clear instructions
 Ask learners in groups to conduct the simulations using software and applications.
 Encourage them to be critical as they conduct the activity
 Ask learners to explain the events
 Consolidate the concepts of astronomical events.

Learners’ Activities:

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 Conducting the simulations
 Explaining the events

Assessment Guide.

 Observe learners as they simulate astronomical events like eclipse or planetary motion using computer software.
 Ask learners open-ended questions to prompt further discussion
 Ask questions such as:

1. What is the primary purpose of simulating astronomical events using software?

a) To predict the future

b) To understand celestial mechanics
c) To create artwork
d) To play games
Answer: b) To understand celestial mechanics

2. Describe the benefits of simulating astronomical events using software.

3. Explain how software can be used to predict celestial events such as eclipses.

4. Use software to simulate a solar eclipse and describe the process.

5. Use software to model the orbit of a planet and explain its motion.

6. Choose one astronomical event (e.g., solar eclipse, planetary alignment) and describe how software can be used to simulate and
understand it.

Skills Developed

 Communicating: Learners develop communication skills by presenting their findings to the class.
 Collaborating: Learners develop collaboration skills by working in pairs or small groups as they simulate astronomical events like
eclipse or planetary motion using computer software.
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  Observing: Learners develop observation skills by conducting the simulations using software and apps.
 Problem solving: Learners develop problem-solving skills by developing celestial event calendar (seasons, days and nights,
years...) which may be helpful in agriculture.
 Analytical thinking: Learners develop analytical thinking skills by exploring astronomical events like eclipse or planetary motion
using computer software.
 Psychomotor: Learners develop psychomotor skills through manipulations of computer software.

Learning Activity 4: Creating a scale model or diagram of planets and their relative sizes and positions

This activity is designed to help learners to create scale models or diagrams of planets and their relative sizes and positions. This activity
will engage learners in as they create scale models or diagrams of planets and their relative sizes and positions.

Hook: Do you know the distances between planets? Can you create a scale

model or diagram that shows the relative sizes and positions of the planets?

Suggested Teaching and Learning Materials

 Natural Materials: Wood, water, plant fibre, clay, ...
 Artificial Materials: Paper, glue, Styrofoam balls, cardboards, foam boards, scissors, poster display materials, wires, strings,
coloured paints, …

Learning Environment set up:

 Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)

Teachers’ Roles:
 Introduce the activity using a hook
 Put learners into small groups
 Provide clear instructions
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 Guide learners into all safety precautions
 Encourage creativity
 Facilitate group work
 Provide feedback and guidance
 Ask learners to present the models or diagrams
 Assess the scale models or diagrams
 Provide feedback and suggestions
 Promote critical thinking by asking thought provoking questions in connection with the models or diagrams. e.g. How close is the
model to reality?

Learners’ Activities:
 Researching on creating models or diagrams.
 Selecting appropriate materials.
 Creating the scale models or diagrams.
 Engaging in critical thinking and problem-solving.
 Engaging in self-assessment and reflection using the following questions
(i) How effective is the model?
(ii) What learning has taken place during the activity?
(iii)What areas would require improvement?

Assessment Guide

 Check the strengths and weaknesses of the scale models or diagrams

 Check the accuracy of the scale models or diagrams in terms of the relative sizes and positions of the planets.
 Check if the planets and other features are labeled and annotated correctly
 Check for creativity and presentation of a scale model or diagram.

Skills Developed

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  Analytical Thinking-Learners develop analytical thinking skills by creating a correct scaled model or diagram.
 Communicating-Learners develop communication skills by presenting their findings to the class.
 Collaborating-Learners develop collaboration skills by working in pairs or small groups as they create a scale model or diagram
of planets and their relative sizes and positions.
 Problem solving-Learners develop problem-solving skills by creating a model or diagram of the planet to scale.
 Psychomotor-Learners develop psychomotor skills by creating a scale model or diagram through the manipulation of the
materials.

Topic 4: Geophysics
Introduction

Geophysics is the study of the Earth’s internal structure, composition, and physical processes, including earthquakes, gravity, magnetic
fields, and the Earth’s thermal properties. This topic covers the following sub-topics: Structure and composition of the earth, and structure
and composition of the earth’s atmosphere.

Key Competences:
 Analytical Thinking
 Communication
 Critical Thinking
 Creativity and innovation
 Collaboration
 Environmental sustainability
 Problem Solving

Sub-Topic 1: Structure and Composition of the Earth

The Earth’s structure is composed of distinct layers each serving its own purpose. These include: the crust, mantle, outer core and inner
core. The crust is the outermost layer which consists of solid rocks and is divided into continental and oceanic crust. The mantle lies
below the crust and is the much thicker layer made of semi-solid, hot rock that flows slowly over time. The outer core lies beneath the
mantle and is the liquid layer composed primarily of molten iron and nickel. It plays a vital role in generating the earth’s magnetic field.
The inner core lies at the centre. It is composed of a dense, solid sphere of iron and nickel.

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Specific Competence:

 Demonstrate an understanding of the Earth.

Key Terms

 Seismic waves-Waves of energy that travel through the earth and have properties of other waves such as sound waves, water
waves and light waves.
 Thermal gradient-The rate of temperature change with respect to distance in a particular direction. For example, depth in the
earth’s interior or crust, altitude and horizontal distance.
 Density-Mass per unit volume of a substance.
 Gravity-Force that attracts a body towards the earth.
 Magnetic field-A region where magnetic materials experience magnetic force.
 Temperature-Is the average kinetic energy of the particles in a substance. It indicates the degree of hotness or coldness of a
substance.
 Temperature gradient-Is the rate of change of temperature over a specific distance or area.
 Radiative transfer-Is the process by which energy, in the form of electromagnetic radiation moves through a medium.

Learning Activities

The Earth is composed of several different layers, including the crust, mantle, outer core, and inner core, each with unique characteristics
and compositions. These learning activities introduces the basic structure of the Earth, setting the stage for further exploration of its layers
and their properties.

Learning Activity 1: Exploring the structure and composition of the earth to layered structure: Density and gravity, seismic waves,
thermal gradient, magnetic fields, temperature and radiative transfer. This activity is designed to help learners explore the structure and
composition of the earth to layered structure: Density and gravity, seismic waves, thermal gradient, magnetic fields, temperature and
radiative transfer. There are two sub-activities which learners will engage in as they explore.

Activity 1.1: Exploring the structure and composition of the Earth’s layers

In this activity, learners will explore the structure and composition of the earth’s layers by simulation and pictorial representation.

Hook: How is the interior of the earth structured? 30

Suggested Teaching and Learning Materials

 Natural Materials: Clay, stones, seeds, ...

 Artificial Materials: Chart, scissors, cardboard, markers, glue, paint/crayons of different colours, ruler, paper, video, computer
simulation, ...

Learning Environment set up

 Natural Environment: School surroundings

 Artificial Environment: Classroom, science laboratory
 Technological Environment: Computer laboratory, virtual laboratory, ...

Teacher’s Roles:
 Introduce the activity to the learners using the hook.
 Put learners into small groups.
 Provide the learners with the materials.
 Have learners simulate the structure and composition of the earth’s layers / Discuss the structure and composition of the earth’s
layers on a well labeled diagram or displayed chart.
 Have learners analyse the structure and composition to determine the patterns and trends of the earth’s layers.
 Have learners draw a diagram of the earth’s layers and label each part.
 Ask learners to construct a scale model of the earth’s layers including the crust, mantle, outer and inner core.
 Ask learners probing questions.
 Provide constructive feedback and clear misconceptions.

Learner’s Activities:

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  Simulating the structure and composition of the earth’s layers / Discussing the structure and composition of the earth’s layers on a
well labeled diagram or displayed chart.
 Drawing a well labeled diagram of the earth’s layers.
 Constructing a scale model of the earth’s layers including the crust, mantle, outer and inner core
 Analysing the structure and composition to determine the patterns and trends of the earth’s layers.
 Answering the teachers probing questions.

Assessment Guide

 Check if the learners are correctly conducting the activities.

 Ask questions such as:
(i) How many layers of the earth are there?
(ii) What are the layers of the earth?
(iii)How do the layers of the earth differ and why?

Skills Developed
 Collaborating: Learners develop collaboration skills by working in pairs or small groups as they simulate or discuss the pictorial
representation of the structure and composition of the earth’s layer.
 Creativity and innovation: Learners develop the creative and innovative skills by drawing a well labeled diagram of the earth’s
layers.
 Critical thinking: Learners develop critical thinking skills as they analyse the structure and composition to determine the patterns
and trends of the earth’s layers.
 Communicating: Learners develop communication skills by presenting their findings to the class.

Activity 1.2: Exploring density and gravity, seismic waves, thermal gradient, magnetic fields, temperature and radiative transfer
in the Earth’s layer

In this activity, learners will explore the density and gravity, seismic waves, thermal gradient, magnetic fields, temperature gradient and
radiative transfer in the earth’s layers using research, simulation and pictorial representation.

Hook: What are the dynamics in the earth’s interior?

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 Tips

The Earth's interior dynamics refer to: The movement and interactions of the Earth's internal layers, including:

(i) Convection currents: in the mantle, driving plate tectonics

(ii) Core-mantle interactions: influencing the magnetic field and Earth's rotation

(iii) Heat transfer: through conduction, convection, and radiation

Suggested Teaching and Learning Materials

 Artificial Materials: Chart, cardboard, constructed model, books, video, computer simulation, smart phone /computer, ...

Learning Environment set up:

 Natural Environment: School surroundings
 Artificial Environment: Classroom, science laboratory
 Technological Environment: Computer laboratory, virtual laboratory, ...
Teacher’s Roles:
 Introduce the activity to the learners using the hook.
 Put the learners into small groups.
 Provide the learners with the suggested or improvised materials.
 Ask learners to research on the meaning of density and gravity, seismic waves, thermal gradient, magnetic fields, temperature
gradient and radiative transfer in the earth’s layers.
 Ask learners to simulate or discuss the pictorial representation of density and gravity, seismic waves, thermal gradient, magnetic
fields, temperature gradient and radiative transfer in the earth’s layers.
 Ask learners to analyse the information obtained on density and gravity, seismic waves, thermal gradient, magnetic fields,
temperature gradient and radiative transfer in the earth’s layers.
 Encourage learners to draw conclusions on density and gravity, seismic waves, thermal gradient, magnetic fields, temperature
gradient and radiative transfer in the earth’s layers based on the findings.
33
 Ask learners probing questions.
 Provide constructive feedback.

Learner’s Activities:
 Researching on the meaning of density and gravity, seismic waves, thermal gradient, magnetic fields, temperature gradient and
radiative transfer in the earth’s layers.
 Simulating or discussing the pictorial representation of density and gravity, seismic waves, thermal gradient, magnetic fields,
temperature gradient and radiative transfer in the earth’s layers.
 Analysing the information obtained on density and gravity, seismic waves, thermal gradient, magnetic fields, temperature gradient
and radiative transfer in the earth’s layers.
 Drawing conclusions on density and gravity, seismic waves, thermal gradient, magnetic fields, temperature gradient and radiative
transfer in the earth’s layers based on the findings.
 Answering probing questions.

Assessment Guide

 Check if the learners are correctly conducting the activities

 Ask questions such as
(i) What can you conclude about the earth’s internal structure from researching and simulation?
(ii) How do different parameters affect the propagation of seismic waves?
(iii)How do seismic waves propagate through the earth’s interior?
(iv) What are the implications of the thermal gradient on the earth’s climate, geology, and natural processes?
(v) Explain the concept of magnetic fields and the earth’s magnetic fields.
(vi) Describe the temperature changes across the layers of the earth from the inner core to the crust.
(vii) What is radiative transfer?
(viii) How does radiative transfer occur?

Skills Developed

 Analytical Thinking-Learners develop analytical thinking as they research and simulate the dynamics in the earth’s interior.
 Communicating-Learners develop communication skills by presenting their findings to the class.

34
  Collaborating-Learners develop collaboration skills by working in pairs or small groups as they research and simulate the
dynamics in the earth’s interior.

Learning Activity 2: Collecting and analysing rock samples to understand the Earth’s composition

This activity is designed to help learners with hands-on experience, allowing them to connect theoretical concepts with practical
applications. In this activity, learners will collect and examine the rock samples to understand the earth’s composition.

Hook: How do rock samples give geologists clues about the earth’s structure and composition?

Suggested Teaching and Learning Materials

 Natural Materials: Rock samples (igneous, sedimentary, metamorphic), minerals (quartz, feldspar, mica, ...)
 Artificial Materials: Hand lenses, rock hammer, gloves, safety goggles, reference guides (rock identification charts), ...

Learning Environment set up:

 Natural Environment: School surroundings or nearby location.
 Artificial Environment: Classroom, science laboratory.

Teacher’s Roles:
 Introduce the activity using the hook
 Provide instructions and safety guidelines
 Assist with sample collection and analysis
 Supply equipment, reference materials
 Encourage critical thinking and inquiry

35
 Learner’s Activities:

 Responding to the hook

 Gathering rock samples
 Classifying rock types into igneous, sedimentary, metamorphic, ...
 Examining rock composition using reference chart of density and colour.
 Interpreting findings in relation to the earth's composition

Assessment Guide

 Check for the accuracy in rock identification

 Check for the quality of observations and recordings
 Probe the depth of understanding of Earth's composition
 Check for ability to relate findings to geological processes

Skills Developed
 Observation-Learners develop observation skills by examining the different physical properties of the rocks.
 Scientific inquiry-Learners develop scientific inquiry skills by examining rock samples using reference chart of density and
colour.
 Classifying-Learners develop classification skills by sorting rock types into igneous, sedimentary, metamorphic, ...
 Communicating-Learners develop communication skills by presenting their findings to the class.
 Collaborating-Learners develop collaboration skills by working in pairs or small groups as they collecting and analysing rock
samples.
 Critical thinking-Learners develop critical thinking skills by analysing rock samples to understand the earth’s composition.

36
Sub-Topic 2: Structure and Composition of the Earth’s Atmosphere

Introduction

The Earth's atmosphere is composed of several layers, including the troposphere, stratosphere, mesosphere, thermosphere, and exosphere,
with varying temperatures, pressures, and gas compositions. This sub-topic provides a brief overview of the atmospheric structure,
highlighting its layered composition and varying characteristics. Learners will design and create a 3D model or diagram illustrating the
layers of the Earth's atmosphere, including the troposphere, stratosphere, mesosphere, thermosphere, and exosphere, labeling key features
and characteristics.

Specific Competence:

 Create a model of the structure and composition of the earth’s atmosphere.

Key Terms

 Atmosphere-Is the layer of gases surrounding the Earth

 Exosphere-This is the outermost layer of the earth’s atmosphere starting around 600 km above the surface of the earth and
gradually fading into outer space.
 Humidity-The amount of water vapour in the atmosphere.
 Mesosphere-This is located above the stratosphere and ranges from about 50 km to 85 km above the earth’s surface.
 Phase transition-Is the process through which a substance changes its physical state.
 Radiative transfer-The process by which energy is transferred through the atmosphere in the form of electromagnetic radiation.
 Stratosphere-This is located above the troposphere and extends from about 15 km to 50 km above the earth’s surface.
 Thermal gradient-The rate of change of temperature with respect to altitude.
37
  Troposphere-This is the lowest layer of the atmosphere extending from the earth’s surface up to about 8 km to 15 km (depending
on the location)
 Thermosphere-This is located above the Mesosphere and ranges from about 85 km to 600 km above the earth’s surface.
 Temperature gradient-Is the rate of change in temperature over a specific distance or area.

Learning Activities

The learning activities are designed to help learners explore its structure, composition, and importance in regulating climate, weather, and
life on our planet. There are two learning activities which introduces learners to the atmosphere's vital role and intricate composition.
These activities have been rearranged to help learners understand the atmospheric layers.

Learning Activity 1: Making a scale model of the atmospheric layers including the troposphere, stratosphere, mesosphere,
thermosphere and exosphere

This activity aims to help learners create a model of the Earth's atmospheric layers, including the troposphere, stratosphere, mesosphere,
thermosphere, and exosphere, through research or simulation. It encourages learners to understand and appreciate the Earth's atmosphere.

Hook: What makes up the earth’s atmosphere?

?
Suggested Teaching and Learning Materials
 Natural Materials: Sky, ...
 Artificial Materials: Manila paper, books, bolstik, cardboard, paint or crayons, glue, scissors, ruler, sellotape, different coloured
markers, pencil, ...

Learning Environment set up:

 Natural Environment: School surrounding
 Artificial Environment: Classroom, Physics laboratory, ...
 Technological Environment: Virtual laboratory, ...

Teacher’s Roles:
 Introduce the activity using the hook
38
 Put learners into small groups
 Provide learners with materials for researching or simulation.
 Ask learners to describe the layers of the earth’s atmosphere in terms of height and characteristics.
 Have learners create a scale model.
 Have learners present their scale models.
 Ask probing questions.
 Provide feedback to address misconceptions.

Learners’ Activities:

 Researching or simulating the different layers of the atmosphere.

 Describing the layers of the earth’s atmosphere in terms of height and characteristics.
 Creating the scale model of the layers of the earth’s atmosphere.
 Presenting the scale model to the class.
 Answering probing questions from the teacher/peers

Assessment Guide

 Check if the learners are correctly conducting the activity.

 Check the quality of the model.
 Ask questions such as:
1. How do the atmospheric layers interact with each other?
2. What is the relationship between the atmospheric layers and the earth’s climate?

Skills Developed

 Creativity and innovation: Learners develop creative and innovative skills by creating the scale model of the layers of the
Earth’s atmosphere.
39
  Collaborating: Learners develop collaboration skills by working in pairs or small groups as they research or simulate on the
layers of the earth’s atmosphere.
 Communicating: Learners develop communication skills by presenting their findings to the class.
 Analytical thinking: Learners develop analytical thinking skills by analysing the layers of the earth’s atmosphere.

Learning Activity 2: Analysing the structure and composition of the Earth’s atmosphere in relation to humidity and phase
transition, thermal gradient, temperature and altitude gradient, and radiative transfer

In this activity, learners will analyse the structure and composition of the Earth’s atmosphere in relation to humidity and phase transition,
thermal gradient, temperature and altitude gradient, and radiative transfer by researching or simulation.

Hook: What are atmospheric thermodynamics?

Tips

Atmospheric thermodynamics, this term encompasses:

(i) Humidity and phase: Water vapor, condensation, evaporation, ...

(ii) Thermal gradient: Temperature changes with altitude or distance

(iii)Temperature and altitude gradient: Lapse rate (the rate at which temperature decreases with an increase in altitude in the
atmosphere)

(iv) Radiative transfer: Energy exchange through radiation

Suggested Teaching and Learning Materials

40
  Artificial Materials: books, smart phones, computers, tablets, smart TV, smart boards, ...

Learning Environment set up:

 Natural Environment: School surroundings

 Artificial Environment: Classroom, physics laboratory, ...
 Technological Environment: Computer laboratory, e-library, virtual laboratory, ...

Teacher’s Roles:
 Introduce the activity using the hook
 Put learners into small groups
 Provide learners materials needed for the activity
 Provide the scope of the activity
 Facilitate peer discussions and encourage learners to ask questions and share their thoughts
 Ask learners to analyse the atmospheric thermodynamics
 Ask learners probing questions
 Provide feedback

Learners’ Activities:
 Researching or simulating on atmospheric thermodynamics.
 Discussing the atmospheric thermodynamics.
 Analysing the atmospheric thermodynamics.
 Responding to probing questions.

Assessment Guide

 Check if the learners are correctly conducting the activity.

 Ask questions such as
(i) How does thermal gradient relate to the earth’s atmosphere?

41
 (ii) How does the temperature change with altitude in the different layers of the atmosphere?
(iii)What are the factors that influence the thermal gradient, and how do they impact our climate and weather patterns?
(iv) How does radiative transfer occur in the earth’s atmosphere?
(v) How do the different layers of the atmosphere affect radiative transfer?

Skills Developed
 Collaborating-Learners develop collaboration skills by working in pairs or small groups as they research or simulate on the
atmospheric thermodynamics.
 Communicating-Learners develop communication skills by presenting their findings to the class.
 Analytical Thinking-Learners develop analytical thinking skills by analysing the atmospheric thermodynamics.

Topic 5. Mechanics 1
Introduction: Mechanics is the branch of physics that deals with the study of motion, forces and energy. This topic will explore the
fundamental principles of mechanics including, Scalar and vector quantities, linear motion, forces, circular motion and moment of a force.

Key Competences
 Analytical Thinking
 Collaborative
 Communication
 Critical Thinking
 Problem Solving
 Environmental sustainability
 Creativity and innovation

Sub-Topic 5.1: Scalar and Vector quantities

Introduction

42
In physics and engineering, physical quantities can be classified into two main categories: scalar and vector quantities. Understanding the
difference between the two types of quantities is essential for describing and analysing physical quantities

Specific Competence:
 Apply the concept of scalar and vector quantities in everyday life

Key Terms:
 Physical quantities: Properties of physical objects that can be measured, quantified and expressed using numerical values and
units.
 Scalar quantities: Is a physical quantity that has only magnitude (amount of size), but no direction.
 Vector quantities: Is the physical quantity that has both magnitude (amount of size) and direction.

Learning Activities

This module combines five learning activities from the syllabus into three, focusing on competence-based learning through hands-on
activities and problem-solving exercises. It explores scalar and vector quantities, applying concepts to real-world scenarios, and deepens
understanding of magnitude and direction.

Learning Activity 1: Analysing Motion: Distinguishing Scalar and Vector Quantities

This activity is designed to engage learners, in developing a deeper understanding of scalar and vector quantities. Learners will distinguish
analyse scalar and vector quantities. In this activity learners will do one outdoor activity in a safe open place to explore the difference
between scalar and vector quantities such as:

 A walk along the guided pathways outside the classroom to cover certain distance and back as they measure using a meter rule or
measuring tape.

43
 Tip
This activity will include analysing scalar from vector quantities as it appears in the syllabus.

Scenario: Can you describe the direction of motion as you move to the classroom
from where you stay?

Suggested Teaching and Learning Materials ?

 Natural Materials: Calibrated arrowed sticks, ...
 Artificial Materials: Meter rule or tape measure, compass, a paper, worksheets, pencil, ...

Learning Environment set up:

 Natural Environment: School surrounding or any other place in the environment

 Artificial Environment: Laboratory or any other room that is conducive for learning physics

Teacher’s Roles:
 Introduce the activity using the scenario
 Put leaners into small groups
 Provide the learners with the materials
 Link the activity to the scenario
 Ask learners to conduct the activity provided in the worksheet
44
  Ask learners to present the findings from the activity
 Clear the learners’ misconceptions through probing question until they bring out the concept of:
(i) Scalar quantities have magnitude (size) only e.g. distance of 2.5m, no direction shown.
(ii) Vector quantities have both magnitude (size) and direction e.g. displacement of 2.5m to the east

Tip

Allow learners to use calibrated arrowed sticks to show the distance and direction to deepen their understanding.

Learner’ Activities:
 Linking the activity to the scenario
 Conducting the activity provided in the worksheet
 Presenting the findings from the activity
 Answering probing questions
 Using calibrated arrowed sticks to show the distance and direction
 Deepening the understanding of concept on scalar and vector quantities

Assessment Guide
 Observe learners’ activeness during the activity
 Check the responses from worksheets
 Review learners' discussions as they analyse scalar and vector quantities
 Assess the learners’ ability to answer open-ended questions
 Provide feedback to clear any misconceptions.

45
 Skills Developed
 Communication-Learners develop communication skills by presenting their findings to the class.
 Collaboration-Learners develop collaboration skills by working in pairs or small groups as they analyse scalar and vector
quantities
 Observation-Learners develop observation skills as they use calibrated arrowed sticks to show the distance and direction
 Psychomotor-Learners develop psychomotor skills as they manipulate calibrated arrowed sticks to show the distance and
direction

Key Learning Points

These are some of the key learning points for this activity
 Distinguishing between scalar and vector quantities
 Other examples of scalar quantities: Temperature, mass, time, area, volume, density, speed, ...
 Other examples of vector quantities: Velocity, force, acceleration, ...

Learning Activity 2: Constructing Vector Diagrams: Representing Quantities and Relationships Constructing

This activity is designed to help the learners develop skills in constructing vector diagrams representing physical quantities and
relationships. The activity will also help learners to determine resultant vectors using mathematical operations.

Scenarios

1. In a tug-of-war, Team A pulls with a force F1 east, while Team B pulls with a force of F2 west. What is
the net force (resultant vector) acting on the rope?
2. A boat travels X km east and Y km north. What is the resultant
46 displacement (magnitude and direction)?
Suggested Teaching and Learning Materials

 Artificial Materials: Meter rule or measuring tape, worksheet, compass, protractor, paper, pencil, rope, ball, ...
Learning Environmental set up:

 Natural Environment: School surrounding, football ground or any other place in the environment which is big and safe.
 Artificial Environment: Physics laboratory or any other room that is conducive for the activity

Teacher’s Roles:
 Introduce the activity with reference to the scenarios
 Put learners into small groups
 Provide the materials
 Ask learners to work in groups to perform activities on the worksheet
 Ask learners to report the findings
 Assist learners to construct vector diagrams based on the activities to consolidate their understanding

47
 Ask learners to determine the resultant vector using mathematical operations (addition and subtraction) and geometric methods
(Pythagoras and Parallelogram rules)
 Ask probing questions
 Provide feedback and clear any misconceptions

Learners’ Activities:
 Working in groups to perform activities on the worksheet
 Reporting their findings
 Constructing vector diagrams based on the activities to consolidate their understanding
 Determining the resultant vector using mathematical operations (addition and subtraction) and geometric methods (Pythagoras and
Parallelogram rules)
 Answering probing questions

Assessment Guide

 Observe and assess the involvement of the learners during the activity
 Check the worksheets as they construct the vector diagrams and measuring the resultant vector
 Assess the learners’ ability to answer open-ended questions during and after the activities

Skills Developed

 Communication-Learners develop communication skills by presenting their findings to the class.

 Collaboration-Learners develop collaboration skills by working in pairs or small groups as they construct vector diagrams
 Observation-Learners develop observation skills as they use scenarios

48
  Psychomotor-Learners develop psychomotor skills as they construct vector diagrams
 Problem solving-Learners develop problem solving skills as they determine the resultant vector using mathematical
operations (addition and subtraction) and geometric methods (Pythagoras and Parallelogram rules)

Key Learning Points

 A vector diagram is drawn beginning with the tail and ending with an arrow head. A vector is represented as an arrow, with the
length proportional to its magnitude and direction indicated by the arrow head.
 Use mathematical operations (addition and subtraction) and geometric methods (Pythagoras and Parallelogram rules) correctly

Learning Activity 3: Applying graphical methods to determine resultant vectors in everyday life

This activity will allow learners to apply graphical methods to determine resultant vector to real – world problems. There is one activity
which learners will engage in as they apply graphical methods to determine the resultant vectors in everyday life.

Activity 3.1: Applying graphical methods to determine resultant vectors in everyday life situations

In this activity, learners will apply graphical methods to determine resultant vectors. Learners will use different world scenarios to
determine the resultant vectors using graph papers.

Key Question: How can vectors be added graphically to determine the resultant vector using
world scenario?

Suggested Teaching and Learning Materials

49
  Artificial Materials: 30cm ruler, mathematical compass, worksheet, plain or graph paper, pencil, ...
Learning Environment set up:

 Natural Environment: School environment, ...

 Artificial Environment: Physics laboratory or any other room that is conducive for learning physics

Teacher’s Roles:
 Introduce the activity by posing a key question
 Put learners into small group
 Provide the materials
 Ask learners to solve real world vector problems graphically provided in the worksheet
 Ask learners to present the findings
 Ask probing questions
 Provide feedback

Learners Activities:
 Solving real world vector problems graphically provided in the worksheet
 Presenting the findings
 Responding to probing questions

Assessment Guide

 Observe and assess the involvement of the learners during the activity
 Check the worksheets as they solve real world vector problems graphically
 Assess the learners’ ability to answer open-ended questions during and after the activities
50
 Skills Developed

 Communication-Learners develop communication skills by presenting their findings to the class.

 Collaboration-Learners develop collaboration skills by working in pairs or small groups as they solve real world vector
problems graphically
 Psychomotor-Learners develop psychomotor skills as they construct graphs
 Problem solving-Learners develop problem solving skills as they solve real world vector problems graphically

Key Learning Points:

 Apply graphical methods to determine resultant vectors in everyday life situations
 Use a reasonable scale and resolve the vectors into x- and y- components
 A more accurate graph should occupy atleast 75% (¾) of the graph paper

Sub-Topic 2 Linear Motion

Introduction

Linear motion describes the motion of an object in a straight line. This subtopic enables learners to understand and apply concepts of
linear motion and falling bodies in real-life situations.

Specific Competence:
 Apply concepts of linear motion in real life situations
 Apply concepts of falling bodies in real life situation

Key Terms

 Motion-Change in position of an object over time.

 Distance-Total length of path travelled by an object
51
  Displacement-Change in position of an object from its initial to its final position in a specific direction
 Speed-Change of distance with respect to time
 Velocity-Change of displacement with respect to time
 Acceleration-Change of velocity with respect to time

Learning Activities

There are nine learning activities in the syllabus. In this teaching module, there are eight learning activities. Learning activity three and
learning activity four are merged into one activity that is activity three.

Learning Activity 1: Distinguishing the terms used in mechanics such as distance, displacement, speed, velocity, and acceleration

This activity is designed to help learners acquire skills knowledge on how to distinguish between distance and displacement, speed and
velocity, and velocity and acceleration. In this activity, learners will be provided with scenarios that involve motion (e.g., a car driving
from Town A to Town B). Ask them to identify which terms (distance, displacement, speed, velocity, acceleration) are relevant to each
scenario.

Scenario: The Road Trip Challenge

Imagine you are planning a road trip from City A to City B. You have your map and your car. But as you
hit the road, you start to wonder:
 How far will I travel (distance) versus how far will I be from my starting point (displacement)?
 How fast will I be going (speed) versus how fast will I be moving in a specified direction(velocity)?
 Will I be speeding up or slowing down (acceleration) during my trip?

52
Suggested Teaching and Learning Materials
 Natural Materials: School ground, school environment, …
 Artificial Materials: Vehicle, bicycle, toy car, trolley, worksheets, …

Learning Environment set up:

 Natural Environment: School surroundings
 Artificial Environment: Classroom and laboratory

Teacher’s Roles:
 Introduce the activity using the scenario by guiding learners on what they will be doing
 Put learners into small groups
 Orders a learner to go to point A as stated in the scenario.
 Cycles from rest at point A to high speed before stopping at point B following a non-linear path. He thereafter cycles from rest at
point B to an increasingly high speed towards point A along a straight line.
 Asks learners to describe the path length between A and B and between B to A
 Asks learners in small groups to discuss and identify which path is distance and which path is displacement. Also ask learners to
identify along which path the teacher was experiencing speed or velocity and acceleration
 Ask learners to report their findings
 Consolidate the learners’ findings

Learners’ Activities:
 Getting into small groups and go to point A
 Observing the teacher cycle along a path A to B to A
 Describing the teacher’s motion
 Reporting their findings from group discussion

Assessment Guide

53
  Check if learners are correctly analyzing the scenario by asking leading questions.
 Check if learners correctly distinguish between the terms as depicted in the scenario.
 Check for correct understanding of the terms distance, displacement, speed, velocity, and acceleration as the learners report their
findings.

Skills Developed

 Analytical Thinking-Learners develop analytical skills as they distinguish between terms

 Critical Thinking0Learners develop thinking skills as they describe the motion of the cyclist
 Communication-Learners develop communication skills by presenting their findings to the class.
 Collaboration-Learners develop collaboration skills by working in small groups as they discuss the motion
 Problem solving-Learners develop problem solving skills as they discuss nature of distance and displacement

Key Learning Points:

 Distinguishing the terms distance, displacement, speed, velocity and acceleration as either scalar or vector quantities.
 Emphasising on the units of measure
Activity 2: Determining distance, displacement, time, speed, velocity and acceleration of moving objects using tools like rulers,
sensors, ticker tape and stopwatches

This activity will help learners use the hands-on activity in measuring and calculating various aspects of motion using different tools and
techniques.In this activity, learners will determine their average walk speeds and velocities. This activity will help learners to have skills
of measuring distance, displacement and time. It will also help them to make calculations of speed, velocity and acceleration

Hook: How can speed, velocity and acceleration of an object be determined?

54
Suggested Teaching and Learning Materials
 Artificial Materials: Metre rule or measuring tape, stop watch worksheet, …

Learning Environment set up:

 Natural Environment: School surroundings
 Artificial Environment: Classroom and laboratory

Teacher’s Roles:
 Introduce the activity using a hook
 Put learners into small groups
 Provide the materials
 Ask learners to determine their average fast walking speed, velocity and acceleration using information (formulae) provided in the
worksheet (instructions to measure distance, displacement and time).
 Ask learners to report their findings.
 Consolidate the discussion by clearing any misconceptions.

Learners’ Activities:
 Learners getting into groups and receiving materials
 Learners working in groups to determine speed, velocity and acceleration using appropriate formulae.
 Reporting the findings.

Assessment Guide:
 Check if learners are correctly taking measurements of distance, displacement and time
 Check if learners are correctly calculating speed, velocity and acceleration

Skills Developed
 Analytical Thinking: learners develop analytical thinking skills through calculations of speed, velocity and acceleration using
distance, displacement and time measured.
 Communicating: learners develop communication skills through reporting their findings
 Collaborating: learners develop collaborative skills by working with peers in groups
55
 Key Learning Points
 Measuring length and time
 Using appropriate formula for speed, velocity and acceleration

Learning Activity 3: Deriving the basic equations of uniformly accelerated motion.

In this activity, learners will help learners to derive equations of uniformly accelerated linear motion using the mathematical approach.
Learners will solve problems that require the derivation of equation of motion. In this activity, learners will be guided through the
1
mathematical derivation of the equations of uniformly accelerated motion (e.g., v  u  at , s  ut  t 2 and v 2  u 2  2as ).
2

Hook: Imagine an object moving along a straight line on a flat ground with uniform
acceleration (a) in time t and that its initial and final velocities are u and v respectively.
How can the displacement be determined?

Suggested Teaching and Learning Materials

 Artificial Materials: white board, chalk board, worksheets, …

Learning Environment set up:

 Natural Environment: School surroundings
 Artificial Environment: Classroom and laboratory

Teacher’s Roles:
 Introduce the activity using the hook
 Derive the equations of motion with the learners as below:

56
 Derivation of Equations:
Equation 1: v  u  at
vu
1. Start with the definition of acceleration: a 
t
2. Rearrange the equation to solve for v: v  u  at

1
Equation 2: s  ut  at 2
2
vu
1. Start with the definition of displacement: displacement  average velocity  time or s   t
 2 
 u  at  u 
2. Substitute Equation 1 into the above equation to get s   t
 2 
1
3. Simplify the expression for s to get s  ut  at 2
2

Equation 3: v 2  u 2  2as
vu
1. Start with Equation 1: v = u + at and rearrange the equation to solve for “t”: t 
a
 v  u  v  u 
2. Substitute the expression into the definition of displacement: s    
 2  a 
3. Simplify the right-hand side to: s 
v  u v  u 
2a
4. Cross multiply to get: 2as  v  u v  u 
5. Simplify the right-hand side: 2as  v 2  u 2

6. Simplify to get the expression for v 2 : v 2  u 2  2as

 Provide learners with worksheets to solve numerical problems using the derived equations of uniformly accelerated motion
 Ask learners to report their findings
 Consolidate the findings to clear any misconceptions

57
 Learners’ Activities:

 Deriving equations of motion with the guidance of the teacher

 Working in groups to solve numerical problems using equations of motion
 Reporting the findings.

Assessment Guide:

 Check learners’ ability to derive equations of uniformly accelerated motion

 Check learners’ ability to apply the derived equations to problems
 Check learners’ ability to analyse the assumptions and limitations of the derived equations

Key Learning Points

 Equations for uniform acceleration

i. v  u  at
vu
ii. s t
 2 
1
iii. s  ut  at 2
2
iv. v  u  2as
2 2

Skills Developed

 Analytical Thinking-Learners develop through data collection when choosing the equation of motion use.
 Communicating-Learners develop through reporting their findings
 Critical Thinking-Learners develop critical thinking during derivation of equations of motion
 Problem Solving-Learners develop through solving numerical problems provided in the worksheet

58
  Collaborating-Learners develop collaborative skills by working in pairs or small groups when applying equations of motion to
solve numerical problems

Learning Activity 5: Plotting linear motion graphs

In this activity, learners will be provided with data related to linear motion (e.g., distance-time; velocity-time; and acceleration-time). It
must be noted that this data could possibly come from a practical/ experimental task done by learners themselves.

Hook: By calculating the slope of the distance-time or velocity-time graph, what quantities
of motion can obtain?

Suggested Teaching and Learning Materials

 Natural Materials: Wood. Spherical fruits…
 Artificial Materials: White board, chalk board, note book, pencil, graph paper, computer…

Learning Environment set up:

 Natural Environment: School surroundings
 Artificial Environment: Classroom and laboratory

Teacher’s Roles:

 Introduce the activity using a hook

 Put learners into pairs or small groups
 Provide each group with a set of numerical data involving uniformly accelerated motion.
 Ask each group to plot an appropriate graph from the data given or generated from an experiment.
 Ask each group to use graphical method to determine the slope of the graph from the data.
 Ask learners to interpret each graph in terms of nature and slope.

59
 Ask each group to present their graphs.
 Consolidate by clearing any misconceptions.

Learners’ Activities:
 Working in groups to plot graphs from data provided or from an experiment
 Working in groups interpret the nature of the graph, its slope and interpret the results
 Working in groups to solve some numerical problems graphically
 Reporting the findings.

Assessment Guide:

 Check learner’s ability to draw graphs accurately.

 Check learners’ ability to use graphical method to solve real life problems
 Check learners’ ability to solve problems involving linear motion graphically
 Check that learners are able to show that gradient of distance- time graph, and velocity-time graph represent speed and
acceleration respectively
 Check that learners are able to show that the area under the velocity-time graph represents distance.

Skills Developed
 Analytical Thinking: learners develop analytical thinking when they interpret the graphs
 Communicating: learners develop communication skills by interacting with peers as they interpret the graphs and presenting their
findings.
 Problem Solving: learners develop problem solving skills by plotting graphs and calculating quantities from slopes

Key Learning Points

 Displacement versus time: slope = velocity
 Negative slope for displacement-time graph entails an object moving in reverse compared to a reference direction
 Velocity versus time: slope=acceleration
60
  Negative slope for velocity-time graph entails the object was slowing down (deceleration).
 Area under velocity-time graph is the displacement of the object during the time it is in motion.
 The gradient of displacement-time graph represents velocity.
 Gradient of velocity-time graph represents acceleration.

Learning Activity 6: Calculating Thinking Distance, Breaking Distance, and Reaction Time

This activity will help learners calculate and analyse the relationship between thinking distance, braking distance, and reaction time,
exploring how these factors impact stopping distances under various conditions. In this activity, learners will be provided with real-life
scenarios such as a driver approaching or a pedestrian crossing. This activity highlights the key concepts and skills involved in
understanding vehicle stopping distances.

Scenario: The Emergency Stop

Imagine you're driving on the highway when suddenly, a person crosses in front. You need to
apply the brakes to avoid hitting the person. How far will your car travel before you can stop
it?

Suggested Teaching and Learning Materials

 Artificial Materials: Worksheets…
Learning Environment set up:
 Artificial Environment: Classroom and laboratory
Teacher’s Roles:

61
 Introduce the activity using a scenario
 Put learners into pairs or small groups
 Provide each group with a worksheet containing different scenarios.
 Ask each group to analyse a scenario and perform calculations on thinking distance, breaking distance, and reaction time
 Ask them to calculate the thinking distance, breaking distance, and reaction time.
 Ask each group to present their findings
 Consolidate the findings

Learners’ Activities:

 Analysing scenarios and performing calculations on thinking distance, breaking distance, and reaction time
 Reporting the findings.

Assessment Guide:

 Check learners’ ability to solve real life problems on motion.

 Check learners’ ability to translate different scenarios in real life situations graphically
 Check that learners correctly calculate the:

(i) reaction time

(ii) reaction distance
(iii)breaking distance
(iv) stopping distance

Skills Developed
 Analytical thinking: learners develop analytical thinking through analysing scenarios involving thinking distance, breaking
distance, and reaction time
 Communicating: learners develop communication skills through reporting the findings and interactions with peers
 Problem Solving: learners develop problem solving skill through calculations of thinking distance, breaking distance, and reaction
time

62
 Key Learning Points
 Reaction time: time lap between perceiving the hazard and applying the brakes
 Reaction distance: distance traveled during reaction time
 Reaction distance: distance traveled when brakes are applied, with wheels locked

Learning Activity 7: Experimenting on the motion of falling bodies in a uniform gravitational field with and without air resistance
(qualitatively including terminal velocity)

In this activity, learners will explore the concept of linear motion by studying the motion of falling bodies. Learners will investigate how
objects fall under the influence of gravity, with and without air resistance, and determine the numerical value of acceleration due to
gravity (g) experimentally. There are three activities designed to help learners experiment on the motion of the falling bodies in a uniform
gravitational field with and without air resistance.

Activity 7.1: Experimenting with Falling Bodies

Through hands-on experimentation, learners will investigate the motion of falling bodies, exploring factors such as gravity, air resistance,
and mass, to understand the principles of free fall and acceleration. In this activity, learners will be provided with a stopwatch, objects of
different shapes, sizes, and weights. This activity emphasizes the experimental approach to learning about falling bodies and the
underlying physics principles.

Scenario: The Falling Object Mystery

Imagine you're standing on the edge of a cliff, and you drop a rock into the water below. How
long does it take for the rock to hit the water? What factors affect its fall? Is it possible to
predict exactly where and when the rock will land? In this activity, you will explore the
fascinating world of falling bodies and uncover the secrets of linear motion.

63
Suggested Teaching and Learning Materials

 Natural Materials: feathers, spherical fruits, stones…

 Artificial Materials: stopwatch, bowling ball, metre rule/measuring tape, objects of different shapes, sizes, and weights, …

Learning Environment set up:

 Natural Environment: School surroundings

 Artificial Environment: Classroom and laboratory

Teacher’s Roles:
 Introduce the activity using the scenario
 Put learners into pairs or small groups
 Provide the suggested or improvised materials
 Ask learners to drop objects of different shapes, sizes, and weights from the same height to observe the effect of air resistance on
falling bodies.
 Let learners use a stopwatch to measure the time taken for each object to fall and record.
 Ask learners to repeat the experiment in a vacuum chamber or using a feather and a bowling ball to demonstrate the effect of air
resistance.
 Ask learners to discuss the concept of terminal velocity and how it affects the motion of falling bodies.
 Ask each group to present their findings
 Provide feedback to clear any misconceptions

Learners’ Activities:

 Conducting and discussing the experiment

 Analysing the data from the experiment
64
 Discussion:
 Discussing the concept of terminal velocity
 Reporting the findings.

Assessment Guide:
 Check learners’ participation during the experiment
 Review learners’ calculations on average time taken for different objects to fall

Skills Developed

 Analytical Thinking: learners develop analytical thinking skills through discussing the concept of terminal velocity
 Communicating: learners develop communication skills through interactions with peers and reporting the findings
 Problem Solving: learners develop problem solving skills by calculating average time

Key Learning Points:

 All objects regardless of shape and size fall at the same rate in the gravitational field in absence of air resistance.
 In the presence of air resistance bigger objects fall slower than smaller ones.
 Terminal velocity is a constant speed reached by a an object falling in gravitational field in the presence of air resistance

Activity 7.2: Determining the Numerical Value of ‘g’ experimentally

In this activity, learners will conduct an experiment to determine the value of gravity (g). Learners will design and conduct an experiment
to determine the numerical value of the acceleration due to analysing data and comparing results to the accepted value. This activity
highlights the experimental approach to measuring 'g' and developing scientific skills.

Hook: Various physics and engineering text book give 9.8m / s 2 as the value for
65
acceleration due to gravity experienced by a free-falling object. Is the 9.8m / s 2 value
justifiable?
Suggested Teaching and Learning Materials
 Natural Materials: Fruits…
 Artificial Materials: Stopwatch, bowling ball, metre rule or measuring tape, objects of different shapes, sizes, and weights,…

Learning Environment set up:

 Natural Environment: School surroundings

 Artificial Environment: Classroom and laboratory

Teacher’s Roles:
 Introduce the activity using the hook
 Put learners into pairs or small groups
 Provide the materials
 Ask learners to conduct the experiment using the instructions below:

(i) Use a stopwatch and a meter stick to measure the time taken for an object to fall from a known height.
(ii) Repeat the experiment several times to ensure accurate results.
2h
(iii) Use the equation: g  to calculate the numerical value of g.
t2
(iv) Compare the experimental value with the theoretical value, g = 9.8m / s 2 .

 Ask each group to present their findings

Learners’ Activities:

 Working in groups to determine the value of g experimentally

66
  Reporting the findings.

Assessment Guide:
 Check learners’ learner’s participation during the experiment
 Review learners’ calculations and solutions to the problems
 Use a quiz or test to assess students' understanding of the concepts

Key Learning Points

 All objects regardless of shape and size fall at the same rate in the gravitational field in absence of air resistance.
 In the presence of air resistance bigger objects fall slower than smaller ones.
 The gravitational acceleration is constant and has a value of approximately 9.8m / s 2

Note: alternative experiments can be used to determine the value of g.

Skills Developed

 Communicating: learners develop communication skills through interacting with peers as they perform the experiment
 Problem Solving: learners develop problem solving skills by performing calculations of time and acceleration due to gravity
 Critical Thinking: learners develop critical thinking skills by comparing the theoretical value, g=9.8m/s2 with the experimental
value

Activity 7.3: Solving Problems on Free Fall using Equations of Motion

In this activity, learners will apply equations of motion to solve problems involving free fall, calculating variables such as velocity,
displacement, and time, and interpreting results in real-world contexts. Learners will be provided with problems involving free fall. They
will use the equations of motion below to solve the problems.

1. v  u  gt

67
 1
2. s  ut  gt 2
2
3. v  u  2gs
2 2

Hook: How possible is it to find the following: time of flight; height; initial and final
velocity of free-falling objects?

Suggested Teaching and Learning Material

 Artificial Materials: Worksheets
Learning Environment set up:
 Artificial Environment: Classroom and laboratory
Teacher’s Roles:
 Introduce the activity using the hook
 Put learners into pairs or small groups and provide them with worksheets
 Ask learners to solve numerical questions in the worksheet
 Ask learners to report their findings

Learners’ Activities:

 Working in groups do calculations on free fall

 Reporting the findings.

Assessment Guide:
 Check learners’ participation during the activity
 Review learners’ calculations and solutions to the problems
 Use a quiz or test to assess students' understanding of the concepts

68
 Skills Developed
 Communicating: learners develop communication skills through interacting with peers as they perform calculations in groups
 Problem Solving: learners develop problem solving skills by performing calculations of time height, final and initial velocity

Key Learning Points

When solving problems on free fall using equations of motion, consider:

 Acceleration due to gravity (g = 9.8 m/s²)

 Initial velocity (often 0, if dropped from rest)
 Equations of motion:

o v = u + gt
o s = ut + (1/2)gt²
o v² = u² + 2gs

 Direction of motion (downward or upward)

 Sign convention (positive or negative direction)
 Problem-Solving Steps:

o Identify given values (initial velocity, time, displacement)

o Choose relevant equation(s) of motion
o Substitute values and solve for unknowns

Applications:

o Calculating time of fall

o Determining final velocity
o Finding displacement or height

Mastering these concepts helps learners in solving various free fall problems. v 2  u 2  2gs

69
Term 3

70
Topic 5: Mechanics 1
Introduction
Mechanics is a branch of physics that deals with the study of motion, forces, and energy. It involves understanding how objects move,
respond to forces, and interact with their environment.
Some key areas in mechanics include:
 Kinematics (study of motion)
 Dynamics (study of forces and motion)
 Statics (study of objects at rest)
 Energy and work
Mechanics has numerous applications in various fields, such as engineering, transportation, and it covers six sub-topics; scalar and vector
quantities, linear motion, force, circular motion and moment of a force. Scalar and vector quantities, and linear motion are covered in term
2.

Key Competences
 Analytical Thinking
 Collaborative
 Communication
 Critical Thinking
 Problem Solving
 Environmental sustainability
 Creativity and innovation

71
Sub-Topic 1: Forces
Introduction

A force is a push or pull that causes an object to change its state of motion. Forces cause an object to change its speed, direction, or both.
It is a vector quantity.

Specific Competence

 Apply force-body interaction concepts

Key Terms
 Applied force-Is force that a person or an object applies to another body
 Air Resistance-A force that opposes the motion of an object through the air
 Balanced forces-Are forces acting on an object from opposite directions that are equal. These objects that are acted upon by
balanced forces, will most likely be STILL – Not Moving Direction-The direction in which the force is applied
 Frictional Force-A force that opposes motion between two surfaces in contact
 Gravitational Force-A force that attracts objects towards each other due to their mass
 Magnitude-The size or amount of force applied
 Normal Force-A force that acts perpendicular to the surface of contact between two objects
 Unbalanced forces-Are forces acting on an object from opposite directions that are not equal. These objects with unbalanced
forces acting upon them, are in MOTION – MOVING
 Point of Application-The point at which the force is applied
 Tension Force-A force that acts along a string or wire, pulling objects towards each other

Learning Activities
72
There are seven learning activities in the syllabus. In this module, we will look at nine activities which learners will engage in. The
learning activity on the effect of a force on a body (shape and size, motion, and direction) has been split into three activities.

Learning Activity 1: Investigating the effect of a force on a body

This activity is designed to help learners investigate the effect of a force on a body. There are three sub activities which learners will
engage in as they investigate the effect of a force on a body.

Activity 1.1. Investigating how different forces

In this activity, learners design and conduct an experiment to investigate how different compressive and tension forces affect the shape
and size of various materials, such as clay, playdough, spring, foam, ... (e.g., compression, tension) affect the shape and size of various
objects (e.g., springs, clay, playdough, ...)

Key Question: How do forces affect an object's dimensions and structure?

Suggested Teaching and Learning Materials

 Natural Materials: Clay, wood, sand, soil, ...
 Artificial Materials: Foam, playdough, rubber bands, ropes, springs, metal wires, ruler, spring scales, ...
Learning Environment set up
 Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory).
 Technological Environment: Computer laboratory, virtual laboratory, ...

Teacher’s Roles:
 Introduce the concept of forces and their effects on bodies, highlighting the importance of understanding how forces impact shape
and size by asking learners to play around with the provided materials, such as clay, playdough, spring, foam, ...
 Ask learners probing questions to explain what is happening when they stretch, compress, ...the materials provided
 Ask learners to conduct experiments or simulations that illustrate the effects of forces on different bodies
 Guide learners on how to design and conduct the experiments or simulations
73
  Facilitate learner-led investigations, supervising and ensuring safety protocols are followed
 Ask open-ended questions to encourage critical thinking.
 Provide feedback to the learner’s activity

Learners’ Activities:

 Playing around with the provided materials, such as clay, playdough, spring, foam, ... for them to understand how forces impact
shape and size
 Answering probing questions explaining what is happening when they stretch, compress, ...the materials provided.
 Conducting experiments or simulations that illustrate the effects of forces on different bodies.
 Answering open ended questions to encourage critical thinking

Assessment Guide
 Observe learners during experiments or simulation activities, noting their ability to design and conduct
 Assess learner's understanding through observations, discussions, and written reflections, evaluating their ability to apply scientific
concepts to real-world scenarios
 Administer quizzes and tests to assess learners' understanding of concepts and their ability to apply them.

Skills Developed
 Scientific Inquiry: Learners will develop scientific inquiry skills by designing and conducting experiments or simulation
 Critical Thinking: Learners will develop critical thinking skills through making connections between concepts
 Problem-Solving: Learners will develop problem-solving skills through designing and conducting experiments or simulation
 Communicating: Learners will develop communication skills through presenting their findings from experiments or simulations
 Collaborating: Learners will develop collaboration skills through working in groups, sharing ideas, and building on each other's
strengths

Key Learning Points

Force can change an object's shape (deformation) or size (compression/extension). Examples include; compressing and stretching a
spring, kneading a dough, and kicking a soccer ball.

74
Activity 1.2. "Measuring Force and Motion: Investigating the Relationship Between Mass, Shape, and Force

In this activity, learners measure the force required to move objects of different masses using spring scales. Learners will have an
experience and a reflection on the hands-on activity of measuring forces required to move objects with varying masses and shapes

Key Question: How do forces influence an object's movement, including its speed, and
acceleration?

Suggested Teaching and Learning Materials

 Natural Materials: Stones, wood, ...
 Artificial Materials: Blocks, balls, spring scales, ...
Learning Environment set up
 Natural Environment: School surroundings.
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory).
Teacher’s Roles:
 Introduce the concept of force and how it relates to the motion of objects by asking the learners to measure the force required to
move objects of different masses and shapes
 Ask learners to demonstrate how to use the spring scale to measure the force required to move an object
 Supervise and assist learners as they conduct the experiment, providing guidance and support as needed.
 Ask open-ended questions to encourage learners to think critically about the data they are collecting and the relationships between
the variables.
 Provide feedback to learners on their experimental design, data collection, and analysis.

Learners’ Activities:

 Designing an experiment to measure the force required to move objects of different masses using spring scales.

75
 Conducting the experiment, collecting data on the force required to move each object.
 Answering open-ended questions
 Recording and analysing the data, identifying patterns and relationships between the force required to move each object and its
mass
 Drawing conclusions about the relationships between the variables and the underlying principles of physics

Assessment Guide
 Assess learners' ability to design an experiment to measure the force required to move objects of different masses using spring
scales
 Assess learners' ability to analyse the data and identify patterns and relationships between the variables
 Assess learners' ability to communicate their findings to the class
 Assess learners' ability to reflect on their learning and identify areas for improvement
 Ask open-ended questions such as;
(i) Did the learner design a clear and concise experiment to measure the force required to move objects of different
masses?
(ii) Did the learner identify the variables to be measured and controlled?
(iii)Did the learner collect accurate and reliable data using the spring scale?
(iv) Did the learner analyse the data correctly and identify patterns and relationships between the force required to move
each object?

Skills Developed
 Problem-Solving: Learners develop problem-solving skills by designing and conducting an experiment to measure the force
required to move objects
 Critical Thinking: Learners develop critical thinking skills by analysing the data and the relationships between the variables
 Communicating: Learners develop communication skills by presenting their findings to the class
 Collaborating: Learners develop collaboration skills by working in pairs or small groups to design and conduct the experiment

Key Learning Points:

76
Force can:

1. Set a stationary object in motion.

2. Accelerate or decelerate a moving object.

Example: Pushing a ball (motion)

Activity 1.3. Investigating how magnetic forces affect the direction of magnets and other objects.

In this activity, learners will design and conduct an investigation on how magnetic forces affect the direction of magnets and other objects.

Key Question: How do forces change an object's direction or orientation?

Suggested Teaching and Learning Materials

 Natural Materials: Magnetic rocks, iron fillings, magnets, water, ...
 Artificial Materials: Copper wire, ceramic magnets, Alnico magnets, magnetic tape, electromagnets, ...
Learning Environment set up
 Natural Environment: School surroundings.
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory).
Teacher’s Roles:
 Facilitate learners' investigation and exploration of magnetic forces
 Provide guidance and support to learners as they design and conduct their investigation
 Encourage learners to think critically about the data they collect and the relationships between magnetic forces and the direction of
magnets and other objects
 Ask learners to present the findings
 Provide feedback

Learners’ Activities:
77
 Investigating and exploring of magnetic forces
 Designing and conducting their investigation
 Collecting data and thinking critically on the relationships between magnetic forces and the direction of magnets and other objects
 Presenting findings
 Drawing conclusions about the effects of magnetic forces on the direction of magnets and other objects.

Assessment Guide

 Assess learners' ability to design an investigation to explore magnetic forces

 Assess learners' ability to analyse data and identify relationships between magnetic forces and the direction of magnets and other
objects
 Assess learners' ability to communicate their findings to the class
 Assess learners' ability to reflect on their learning and identify areas for improvement
 Ask open-ended questions such as;
(i) Did the learner design a clear and concise investigation to explore how magnetic forces affect the direction of magnets and
other objects?
(ii) Did the learner identify the variables to be measured and controlled?
(iii)Did the learner collect accurate and reliable data on the effects of magnetic forces on the direction of magnets and other
objects?
(iv) Did the learner analyse the data correctly and identify relationships between the magnetic forces and the direction of the
magnets and other objects?
(v) Did the learner demonstrate an understanding of the concept of magnetic forces and their effects on the direction of
magnets and other objects?
(vi) Did the learner present their findings clearly and concisely?

Skills Developed
 Critical Thinking-Learners develop critical thinking skills by analysing data and identify relationships between magnetic forces
and the direction of magnets and other objects
 Communicating-Learners develop communication skills by presenting their findings to the class
78
  Collaborating-Learners develop collaboration skills by working in pairs or small groups to design and conduct the investigation
 Problem-Solving-Learners develop problem-solving skills by designing and conducting an investigation to explore magnetic
forces and the direction

Key Learning Points

Force can alter an object's direction of motion. Example, deflecting a moving object (direction)

Learning Activity 2: Newton's First Law in Action: Exploring Inertia

This activity captures the essence of describing and demonstrating the Law of Inertia, which states that an object at rest stays at rest, and
an object in motion stays in motion, unless acted upon by an external force. In this activity, learners will conduct a simple experiment
using a marble, a piece of cardboard, and a ruler to describe the inertia law.

Scenario: What happens when you are riding in a car and it suddenly stops? Ask learners to share
their experiences and thoughts on what happens to their bodies when the car stops?

Suggested Teaching and Learning Materials

 Natural Materials: Wood, paper, ...
 Artificial Materials: Marbles, cardboard, rulers, bowling ball or heavy book, smooth surface, whiteboard, markers, ...
Learning Environment set up
 Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)

Teacher’s Roles:
 Introduce the activity using a hook
79
 Put learners into small groups
 Allow learners to conduct a simple experiment using materials provided to demonstrate inertia law
 Ask learners to observe what happens when the object is suddenly stopped
 Ask probing questions that lead learners to connect the experiment to the concept of inertia
 Provide feedback

Learners’ Activities:

 Working in pairs to conduct a simple experiment using a marble, a piece of cardboard, and a ruler
 Placing the marble on the cardboard and give it a gentle push
 Observing what happens when the cardboard is suddenly stopped
 Repeating the experiment several times, varying the speed and force of the push
 Recording observations and measurements
 Analysing data and drawing conclusions about the relationship between the marble's motion and the force applied to it
 Answering probing questions

Assessment Guide
 Observe learners during the experiment and demonstration, noting their participation and engagement
 Review learners' data and analysis, looking for understanding of the inertia law
 Administer a short- written test to assess learners' understanding of the inertia law

Skills Developed
 Critical Thinking-Learners will develop critical thinking skills by analysing data and drawing conclusions
 Communication-Learners will develop communication skills by sharing their findings and explaining the inertia law
 Scientific Inquiry- Learners will develop scientific inquiry skills by designing and conducting an experiment
 Problem-Solving-Learners will develop problem-solving skills by applying the inertia law to real-world scenarios

80
 Key Learning Points:

 An object at rest remains at rest, and an object in motion remains in motion, unless acted upon by an external force.
 Inertia: Tendency of an object to resist changes in its motion. External force is required to change an object's state of motion. Mass
and inertia: More massive objects have greater inertia.
 Inertia law can be applied in many situations such as;
(i) Seatbelt importance in vehicles
(ii) Objects maintaining motion or rest without external forces

Learning Activity 3: Exploring the relationship between force and acceleration.

This activity is designed to help learners describe the relationship between force and acceleration. In this activity, learners design and
build a marble run to investigate how different forces affect the acceleration of the marbles.

Key Question: What are some real-life examples of how different forces affecting the motion of
objects? How can you model these examples using a marble run?

Suggested Teaching and Learning Materials

 Natural Materials: Wood, cardboard, clay, rocks, ...
 Artificial Materials: Plastic tracks, marble run kits, magnetic tiles, tape, glue, ruler, marbles, ...
Learning Environment set up
 Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)
Teacher’s Roles:
 Facilitate learners' design and construction of the marble run, providing guidance and support as needed
 Provide learners with materials and resources needed to design and build the marble run

81
 Encourage learners to think critically about the design and construction of the marble run, and how different forces affect the
acceleration of the marbles
 Ask probing questions to deepen the learners' understanding of the concepts of force and acceleration
 Provide feedback to learners on their design and construction of the marble run, and their understanding of the concepts of force
and acceleration

Learners’ Activities:
 Designing and building a marble run to investigate how different forces affect the acceleration of the marbles
 Conducting an experiment using the marble run to investigate how different forces affect the acceleration of the marbles
 Thinking critically about the design and construction of the marble run, and how different forces affect the acceleration of the
marbles
 Answering probing questions

Assessment Guide
 Assess learners' ability to design and build a marble run to investigate how different forces affect the acceleration of the marbles
 Assess learners' ability to collect and analyse data on the acceleration of the marbles
 Assess learners' ability to communicate their findings to the class
 Assess learners' ability to reflect on their learning and identify areas for improvement

Skills Developed
 Critical Thinking- Learners develop critical thinking skills by analysing data and drawing conclusions about how different forces
affect the acceleration of the marbles
 Communicating-Learners develop communication skills by presenting their findings to the class
 Collaborating-Learners develop collaboration skills by working in pairs or small groups to design and build the marble run
 Problem-Solving-Learners develop problem-solving skills by designing and building a marble run to investigate how different
forces affect the acceleration of the marbles

Key Learning Points:

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  Force causes acceleration: Applying a force can change an object's motion
 Mass affects acceleration: More massive objects require more force for same acceleration
Examples
1. Pushing a car: More force accelerates it faster
2. Rockets: Generating thrust to overcome gravity

Learning Activity 4: Demonstrating the effect of friction on the motion of a body

This activity is designed to help learners demonstrate the effect of friction on the motion of a body. In this activity, learners will design
and conduct an experiment to investigate the effect of friction on the motion of a body.

Problem posing: Design a system to reduce the friction between a moving object and a surface. How
would you test the effectiveness of your design?

Suggested Teaching and Learning Materials

 Natural Materials: Wood, sand, rock, ...
 Artificial Materials: Blocks, surfaces, ramps, marbles or balls, friction strips, spring scales, stopwatch, pencils, graph, ...
Learning Environment set up
 Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)
Teacher’s Roles:
 Introduce the activity by posing a problem
 Put learners into small groups
 Provide the materials for the experiment
 Allow learners to design and conduct an experiment to investigate the effect of friction on the motion of a body
 Guide learners through a structured inquiry process to investigate the effect of friction on the motion of a body
 Provide feedback on learners' experiments, data analysis, and design challenges

83
 Learners to make connections to real-world scenarios where friction plays a crucial role, such as in engineering, transportation, or
sports
 Ask learners probing questions
 Provide feedback

Learners’ Activities:
 Designing and conducting an experiment to investigate the effect of friction on the motion of a body
 Investigating the effect of friction on the motion of a body
 Making connections to real-world scenarios where friction plays a crucial role, such as in engineering, transportation, or sports
 Answering probing questions

Assessment Guide
 Assess learners' ability to design and conduct an experiment to investigate the effect of friction on the motion of a body
 Assess learners' ability to collect and analyse data on the effect of friction on the motion of a body
 Assess learners' ability to design a system to reduce friction between two surfaces
 Assess learners' ability to research and analyse a real-world scenario where friction plays a crucial role
 Assess learners' ability to present their findings and explain complex concepts

Skills Developed
 Creativity and innovation-Learners develop creativity and innovative skills by designing a system to reduce friction between two
surfaces
 Communication-Learners develop communicative skills by presenting findings, and collaborating with others
 Critical Thinking- Learners develop critical thinking skills by analysing complex situations, evaluating evidence, and making
informed decisions
 Scientific Inquiry-Learners develop scientific inquiry by designing experiments, investigating phenomena, and analyzing data
 Problem-Solving-Learners develop problem solving skills by identifying problems, generating solutions, and testing hypotheses

84
 Key Learning Points:

Friction's Role

 Opposes motion: Friction acts against an object's motion.

 Slows or stops: Friction can decelerate or bring an object to rest.

Types of Frictional Forces

There are two types of frictional forces and these are;

 Static frictional force: The word ‘static’ means stationary (not moving). Therefore, static frictional force is a force which exists
between surfaces of bodies at rest.
 Sliding /Kinetic/dynamic frictional force: The word ‘kinetic or dynamic’ means motion. Therefore, kinetic or dynamic frictional
force is a force which exists between surfaces that are in relative motion.
Examples

3. Braking a car: Friction between tires and road slows the vehicle.

4. Walking: Friction between feet and ground enables movement.

Learning Activity 5: Demonstrating the relationship between mass and acceleration

This activity is designed to help learners demonstrate the relationship between mass and acceleration. In this activity, learners will design
and conduct an experiment to investigate the relationship between mass and acceleration. This activity reflects the investigation into how
mass and acceleration are related, according to Newton's Second Law of Motion (F = ma).

Key Question: How does the mass of an object affect its acceleration when a constant force is
applied?

?
85
Suggested Teaching and Learning Materials
 Natural Materials: Wood, sand, rock, ...
 Artificial Materials: Pulley and strings, marbles, trolleys, force sensors, motion sensors, spring scales, ...

Learning Environment set up

 Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)
Teacher’s Roles:

 Introduce the activity using a hook

 Put learners into small groups
 Provide the learners with the materials for the experiments
 Allow learners to conduct an experiment to investigate the relationship between mass and acceleration
 Ask probing questions to facilitate a class discussion to help learners understand the relationship between mass and acceleration
 Provide feedback on learners' experiments, data analysis, and conclusions.

Learners’ Activities:

 Designing and conducting an experiment to investigate the relationship between mass and acceleration. They use a spring scale or
force sensor to apply a constant force to different masses (e.g., 100g, 200g, 300g) attached to a cart or trolley
 Measuring and recording the time and distance of each mass
 Calculating the acceleration of each mass
 Analysing their data and create a graph to illustrate the relationship between mass and acceleration
 Drawing conclusions about the relationship between mass and acceleration based on their experiment and data analysis
 Answering probing questions

Assessment Guide

 Assess learners' ability to design and conduct an experiment to investigate the relationship between mass and acceleration
 Assess learners' ability to analyse data and create a graph to illustrate the relationship between mass and acceleration
86
  Assess learners' ability to draw conclusions about the relationship between mass and acceleration based on their experiment and
data analysis
 Assess learners' ability to communicate their findings and conclusions clearly and accurately.

Skills Developed
 Communication-Learners develop communication skills by presenting the findings and collaborating with others
 Creativity and innovating-Learners develop creative and innovative skills by designing innovative solutions, thinking outside the
box, and exploring new ideas
 Critical Thinking-Learners develop critical thinking skills analysing complex situations, evaluating evidence, and making
informed decisions
 Scientific Inquiry- Learners develop scientific inquiry skills by designing experiments, investigating phenomena, and analyzing
data
 Problem-Solving-Learners develop problem solving skills by identifying problems, generating solutions, and testing hypotheses

Key Learning Points:

 Inverse relationship: Mass and acceleration are inversely proportional (for constant force)
 More mass, less acceleration.
 Some examples on the relationship between mass and acceleration are: Pushing a massive object vs. less massive object.

Learning Activity 6: Calculating the acceleration of an object given the force applied and mass

This activity is designed to help learners solve problems involving force (F = ma). In this activity, learners solve problems that require
calculating the acceleration of an object given the force applied and its mass. After calculating, they will be asked to verify any one of the
solved problems using an experiment.

Suggested Teaching and Learning Materials

 Natural Materials: Rocks, wooden blocks, marbles...
87
  Artificial Materials: Calculators, ruler, whiteboard...

Scenario: What would happen if you pushed a heavy box and a light box with the same force? Which
one would accelerate faster?

Suggested Teaching and Learning Materials

 Natural Materials: Wood, sand, rock, ...
 Artificial Materials: Worksheets, pulley and strings, marbles, trolleys, force sensors, motion sensors, spring scales, ...

Learning Environment set up

 Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)

Teacher’s Roles:
 Introduce the activity using a hook
 Put learners into small groups
 Provide the materials
 Encourage learners to think critically about the problems and to apply mathematical concepts to solve them
 Facilitate learners' understanding of the concept to verify acceleration and its relationship to force and mass
 Ask probing question to deepen learners' understanding of the concept of acceleration and their ability to apply mathematical
concepts to solve problems
 Provide feedback to learners

Learners’ Activities:
 Solving problems that require them to calculate the acceleration of an object given the force applied and its mass
 Applying mathematical concepts, such as Newton's second law of motion, to solve problems

88
 Verifying acceleration and its relationship to force and mass
 Analysing and interpreting data to determine the acceleration of an object
 Answering probing questions to deepen the understanding

Assessment Guide
 Assess learners' ability to solve problems that require them to calculate the acceleration of an object given the force applied and its
mass
 Assess learners' understanding of mathematical concepts, such as Newton's second law of motion
 Assess learners' ability to communicate their solutions to the class
 Assess learners' ability to reflect on their learning and identify areas for improvement.

Skills Developed

 Communication: Learners develop communication skills by presenting their solutions to the class
 Collaboration: Learners develop collaboration skills by working in pairs or small groups to solve problems.
 Critical Thinking: Learners develop critical thinking skills by analyzing and interpreting data to determine the acceleration of an
object
 Problem-Solving: Learners develop problem-solving skills by applying mathematical concepts to solve problems

Key Learning Points:

 Identify given values: Force (F), mass (m), acceleration (a)
 Determine unknown value: Solve for F, m, or a
 Apply F = ma formula: Plug in values and solve
 Newton’s three laws of Motion

Tips

 Unit consistency: Ensure units match (e.g., Newtons for force, kg for mass, m/s² for acceleration)
89
  Direction: Consider direction of force and acceleration
Examples

(i) Finding force: Calculate force applied to an object.

(ii) Finding acceleration: Determine acceleration from given force and mass
(iii)Finding mass: Calculate mass from given force and acceleration

Sample Questions

1. A 5 kg object accelerates at 2 m/s². Find the net force.

2. A 10 N force acts on a 2 kg object. Find acceleration.

3. A car accelerates at 3 m/s² with a 1500 N force. Find its mass.

4. A 10 kg block slides down a frictionless incline with 30o angle. Find acceleration.

Solutions

1. F = ma

= (5 kg) x (2 m/s²)

= 10 N

2. a = F/m

= 10 N / 2 kg

= 5 m/s²

3. m = F/a

= 1500 N / 3 m/s²

= 500 kg

90
4. F= mg sinϴ

F=10kg x 9.8m/s2 sin 30o

F= 49N

a=

a=

a = 4.9m/s2

Learning Activity 7: Verifying Hooke’s law using an experiment (F ∝ e)

This activity is designed to help learners verify Hooke’s law using an experiment (F ∝ e). There is one activity which learners will engage
in as they verify Hooke’s law using an experiment.

Activity 7.1: Experimenting to verify Hooke's law.

In this activity, learners will design and conduct an experiment to verify Hooke's law.

Key Question: How does the spring stretches as the force increases?

Suggested Teaching and Learning Materials

 Natural Materials: Rocks, wooden blocks, ...

 Artificial Materials: Spring, set of known weights, ruler or meter stick, graph paper, worksheet, ...

Learning Environment set up

91
  Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)

Teacher’s Roles:
 Introduce the activity using a hook
 Put learners into small groups
 Provide the materials for the experiments
 Ask learners to design and conduct an experiment to verify Hooke's law
 Ask learners too present the findings
 Provide feedback on learners' experiment design, data collection, and analysis
 Facilitate a class discussion to help learners understand the application and implications of Hooke's law through probing questions

Learners’ Activities:
 Designing an experiment to verify Hooke's law
 Conducting the experiment and collect data
 Analysing the data and drawing conclusions about the relationship between force and displacement (extension) using the graph
 Presenting findings
 Answering probing questions and explaining the application and implications of Hooke's law

Assessment Guide
 Assess learners' ability to design an experiment to verify Hooke's law
 Assess learners' ability to present their findings and explain the implications of Hooke's law
 Assess learners' ability to collect and analyse data to verify Hooke's law using a graph
 Assess learners' ability to apply Hooke's law to solve problems involving springs and elastic materials

Skills Developed
92
  Scientific Inquiry: Learners develop scientific inquiry skills as they plot a graph of force (F) against extension (e)
 Critical Thinking: Learners develop critical thinking skills by analysing data and drawing conclusions about the relationship
between force and displacement (extension)
 Psychomotor: Learners develop psychomotor skills as they design and conduct an experiment to verify Hooke's law
 Problem-Solving: Learners develop problem solving skills by applying Hooke's law to solve problems involving springs and
elastic materials
 Communicating: Learners develop communication skills by presenting their findings and explaining the application and
implications of Hooke's law

Key Learning Points:

Hooke's Law
 F = ke: Force (F) equals spring constant (k) times extension (e)
 Measure spring extension (e): Record extension (e) for various forces (F)
 Plot F vs. e: Verify linear relationship: F and e are directly proportional within elastic limit
Importance
 Understanding elasticity: Hooke's Law applies to materials within elastic limits
 Real-world applications: Designing springs, understanding material properties

Sub-Topic 4: Circular Motion

Introduction: Circular motion is the motion of an object in a circular path, where the direction of the velocity is constantly changing. As
the object moves around a circular path, its direction changes continuously and hence its velocity and subsequently acceleration also
change despite moving at a constant speed.
93
Specific Competence:

Apply circular motion concepts to solve problems and make predictions

Key Terms

 Acceleration-The rate of change of velocity

 Constant Speed-The speed of the object remains constant, but the direction of the velocity changes

 Changing Direction-The direction of the velocity is constantly changing, resulting in a centripetal acceleration

 Centripetal Force-A force that acts towards the center of the circle, keeping the object moving in a circular path

 Centrifugal Force-An outward force that acts on an object moving in a circular path, causing it to move away from the center.
This force also produces its own acceleration called centrifugal acceleration acting away from the centre

 Banked Road-A Road that is curved and angled to allow vehicles to navigate the curve safely

 Direction-The centrifugal force acts away from the center of the circle

 Radius-The distance from the center of the circle to the edge

 Satellite Orbit-A circular path that a satellite follows as it orbits around a celestial body

 Velocity-The speed of an object in a specific direction

Learning Activities

There are four learning activities in the syllabus. In this module, there are also four activities which learners will engage in.

Learning Activity 1: Centripetal force in action: Understanding Circular Motion

This activity is designed to help learners describe motion in a circular path due to centripetal force. In this activity, learners design and conduct an
experiment to investigate the motion of an object in a circular path, using a marble, a string, and a stopwatch.
94
 Key Question: What happens to the speed of an object as it moves in a circular path?

?
Suggested Teaching and Learning Materials

 Natural Materials: Stones, ...

 Artificial Materials: Marble, a string, a stopwatch, ...

Learning Environment set up

 Natural Environment: School surroundings

 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)

Teacher’s Roles:

 Introduce the concept of circular motion using a key question

 Ask learners to describe motion in a circular path due to centripetal force

 Ask learners to design and conduct the experiment

 Guide learners in designing and conducting the experiment

 Ask probing questions

 Provide feedback on learner experimental design and data analysis

 Evaluate learner understanding and skills during and after the experiment

Learners’ Activities:
95
 Describing motion in a circular path due to centripetal force

 Designing and conducting the experiment

 Analysing data and drawing conclusions based on the experiment

 Presenting findings to the class

 Answering probing questions

Assessment Guide
 Evaluate learner understanding of circular motion and experimental design
 Assess learner ability to collect and analyse data
 Evaluate learner ability to draw conclusions and communicate findings
 Assess learner laboratory skills, including measurement, observation, and safety

Skills Developed
 Collaborating-Learners develop collaborative skills by working in teams to design and conduct the experiment
 Communicating-Learners develop communication skills in communicating scientific findings
 Critical Thinking-Learners develop critical thinking skills as they analyse data, draw conclusions, and communicate findings
 Scientific Inquiry-Learners develop skills in designing and conducting experiments
 Problem-Solving- Learners develop problem solving skills as they apply mathematical concepts to real-world problems

Key Learning Points:

 Centripetal Force is the force directing an object toward the center of a circular path.
 Direction: Centripetal force acts toward the center.
 Velocity: Object's velocity is tangential to the circle.
 Acceleration: Centripetal acceleration (a = v²/r) directed toward the center.

96
Examples

(i) Planets orbiting: gravity provides centripetal force.

(ii) Car turning: friction provides centripetal force.

Learning Activity 2: Showing that is derived from F=mac where ac =centripetal acceleration

This activity is designed to help learners show that is derived from F=mac where ac = centripetal acceleration In this

activity, learners derive the equation from F=mac by substituting ac = .

Key Question: How can we use the equation F=mac to derive the equation for centripetal force,

F ?

?
Suggested Teaching and Learning Materials
 Artificial Materials: Whiteboard and Markers, diagram of circular motion, derivation handout, PowerPoint presentation, ...

Learning Environment set up

 Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)
 Technological Environment: Virtual lab, simulations, …)

Teacher’s Roles:
 Put learners into small groups
 Guide learners through the derivation of from F=mac, highlighting key steps and providing feedback

97
 Ask learners to demonstrate the concept of circular motion and centripetal force, using the equation to calculate the
force
 Facilitate the use of computer simulations to model circular motion, providing guidance on how to use the simulation and
encouraging learners to explore
 Ask probing questions
 Provide feedback on learners' problem-solving and derivation work, highlighting areas of strength and weakness
 Encourage learners to think critically about the derivation of and its implications for circular motion.

Learners’ Activities:
 Deriving the equation from F=ma by substituting ac = and simplifying

 Solving problems involving circular motion, using the equation to calculate the centripetal force

 Using a computer simulation to model circular motion, exploring how the equation relates to the motion

 Participating in a group discussion to explore the derivation of from F=mac and its implications for circular motion

 Proving and verifying the equation by substituting values and checking the units
 Answering probing questions

Assessment Guide
 Assess learners' ability to derive the equation from F=mac

 Assess learners' ability to apply the equation to solve problems involving circular motion
 Assess learners' ability to analyze the relationship between force, mass, velocity, and radius
 Assess learners' ability to explain the derivation of

98
 Skills Developed
 Mathematical Derivation: Learners develop the skill of deriving the equation from F=mac
 Critical Thinking: Learners develop critical thinking skills by analyzing the relationship between force, mass, velocity, and
radius
 Problem-Solving: Learners develop problem-solving skills by applying the equation to solve problems involving
circular motion
 Communicating: Learners develop communication skills by explaining the derivation of

Key Learning Points;

 Centripetal force: Depends on mass, velocity, and radius.

 Velocity's role: Velocity squared affects centripetal force magnitude.
 Centripetal acceleration: ac = (from circular motion kinematics)
 Newton's Second Law: F = ma
 Substitute: ac = into the formula; F = mac

 F=m (centripetal force formula)

Learning Activity 3: Solving Circular Motion Problems: Applying Centripetal Force Concepts

This activity is designed to help learners solve problems involving circular motion In this activity, learners will solve problems involving
circular motion (centripetal and centrifugal forces). This activity helps learners to reflect the application of concepts and formulas to solve
problems related to circular motion

99
 Scenario: A roller coaster car is moving around a circular loop with a radius of 20 meters. If the
car's mass is 500 kg and its velocity is 15 m/s, what is the centripetal force acting on the car?

Suggested Teaching and Learning Materials

 Artificial Materials: Protractor, textbooks, calculator, worksheet, whiteboard and markers, PowerPoint presentation, ...

Learning Environment set up

 Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)
 Technological Environment: Virtual lab, simulations, …

Teacher’s Roles:
 Introduce the activity using a hook
 Put the learners into small groups
 Provide the learners with the materials
 Guide learners through the process of solving problems involving circular motion using worksheets
 Facilitate the use of computer simulations to model circular motion, providing guidance on how to use the simulation and
encouraging learners to explore
 Encourage learners to think critically about the forces involved in circular motion and how they affect the motion of objects
 Ask probing questions
 Provide feedback and support as needed

100
 Learners’ Activities:
 Completing a worksheet with problems involving circular motion (centripetal and centrifugal forces)
 Exploring the differences between centripetal and centrifugal forces through group discussion
 Using computer simulations to model circular motion, providing guidance on how to use the simulation and encouraging learners
to explore
 Answering probing questions

Assessment Guide
 Assess learners' ability to solve problems involving circular motion (centripetal and centrifugal forces)
 Assess learners' understanding of the concepts of centripetal force, centrifugal force, and circular motion
 Assess learners' ability to think critically about the forces involved in circular motion and how they affect the motion of objects.

Skills Developed
 Problem-Solving: Learners develop problem solving skills as they apply mathematical concepts to solve problems involving
circular motion
 Critical Thinking: Learners develop critical thinking skills as they analyse complex situations and evaluate evidence to
understand the forces involved in circular motion
 Communicating: Learners develop communication skills by understanding circular motion and the forces involved through
written and verbal presentations

Key Learning Points:

Identify given values: Velocity (v), radius (r), mass (m), centripetal force (F)
101
  Determine unknown value: Solve for F, v, r, or m
 Apply formulas: F = m , ac =
 Unit consistency: Ensure units’ match
 Direction: Centripetal force acts toward the center
 Calculating centripetal force: For a car turning or planet orbiting
 Finding velocity or radius: Given centripetal force and other values
 Draw diagrams: Visualize circular motion

Sample Questions
1. A 500 kg car travels at 20 m/s around a curve with radius 50 m. Find centripetal force.
2. A 2 kg object rotates in a circle with radius 1.5 m at 4 m/s. Find centrifugal force.
Solutions

1. F =
= (500 kg) (20 m/s)² / 50 m
= 4000 N
2. F = m
= (2 kg)(4 m/s)² / 1.5 m
= 21.33 N

Learning Activity 4: Real-World Circular Motion: Everyday Applications

This activity is designed to help learners demonstrate how circular motion is applied in real life situations. In this activity, learners will
apply scientific knowledge of circular motion, centripetal force, and velocity to design a satellite orbit simulation.

102
 Key Question: How do satellites stay in orbit around the Earth, and what forces are acting on them
to keep them moving in a circular path?

Suggested Teaching and Learning Materials

 Natural Materials: Stones, ...
 Artificial Materials: A marble or a small ball to represent a satellite, A circular track or a bowl to represent the Earth's orbit, A
calculator, A stopwatch (optional), ...
Learning Environment set up
 Natural Environment: School surroundings
 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)
Teacher’s Roles:
 Introduce the activity using a key question
 Put learners into small groups
 Provide a marble or a small ball to represent a satellite, and a circular track or a bowl to represent the Earth's orbit
 Ask learners to design a satellite orbit simulation
 Ask probing questions such as;
(i) How does the satellite maintain its orbit?
(ii) What forces are acting on the satellite?
(iii)How does the velocity of the satellite affect its orbit?
 Provide feedback

Learners’ Activities:
 Designing a satellite orbit simulation
 Placing the marble on the circular track or in the bowl and observe how it moves in a circular motion
 Discussing the results of the simulation and how the design of the satellite orbit applies the concept of circular motion

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  Answering to probing question

Assessment Guide
 Assess the learners design of the satellite orbit simulation
 Assess the learners’ observation of the satellite orbit
 Assess the learners’ participation in the discussion and their ability to explain how the design of the satellite orbit applies the
concept of circular motion

Skills Developed
 Collaborating-Learners develop collaborative skills as they work effectively with others to achieve a common goal, sharing ideas,
and feedback

 Communicating-Learners develop communication skills as they express scientific ideas, processes, and results through various
media
 Critical Thinking-Learners develop critical thinking skills as they analyse and evaluate information, and make connections
between concepts
 Problem-Solving-Learners develop problem solving skills as they apply scientific knowledge to solve problems
 Scientific Inquiry- Learners develop scientific inquiry skills as they understand circular motion and its application in real-life
situations

Key Learning Points:

Circular motion concepts are essential in many real-world applications.

Examples
1. Cars turning: Centripetal force keeps vehicles on curved paths.
2. Satellites orbiting: Gravity provides centripetal force.
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3. Amusement park rides: Circular motion creates thrilling experiences.
4. Washing machines: Spin cycle uses circular motion.
5. Centrifuges: Separate particles using centrifugal force.
Applications
1. Road design: Banking curves for safe turns.
2. Space exploration: Orbiting satellites and planets.
3. Industrial processes: Mixing, separating, and processing materials.

Sub-Topic 5: Moment of a Force

Introduction

Moment of a force is the turning effect of force and it is equal to the product of force and perpendicular distance from the line of action of
force to the pivot. Moment of force has a range of applications in physics, engineering, mathematics and environmental sciences.

Specific Competence
 Create a tool that applies moment of a force in solving problems in everyday life.

Key Terms

 Moment of a force: This is the product of a force and perpendicular distance from line of action of a force to the pivot.
 Pivot: A central point on which a mechanism turns or oscillates.
 Principle of moments: A law which states that; for a body in equilibrium the sum of clockwise moments about a point is equal to
the sum of anticlockwise moments about the same point.
 Equilibrium: A state of balance
Learning Activities

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There are four learning activities in the syllabus but in this module, learning activity 1 and 2 have been merged into one activity.
Therefore, the total learning activities are three. There is also a learning activity (principle of moments) from the sub-topic equilibrium
from the syllabus in term 3. So, the sub-topic equilibrium is not covered in this module because it was covered in module 1.

Learning Activity 1: "Exploring Moments of Force with Levers: How Force and Distance Interact
This activity is designed to help learners relate the concept of moment of force to force and perpendicular distance from the pivot to the
line of action of force.
Activity 1.1: Demonstrating the concept of moment of a force using a lever and exploring how force and distance affect moment of
force.
In this activity, learners will relate the concept of moment of force to force and perpendicular distance from the pivot to the line of action
of force.

Hook: Why is it easier to unlock a nut using a longer spanner than a short spanner? Why is
the classroom door handle placed far away from the hinges than closer to them?

Suggested Teaching and Learning Materials

 Natural Materials: Wooden sticks, ...
 Artificial Materials: Chalk board, door, nuts, bottle opener, planks, worksheets, steel spanner, knife, metal bars, meter rule, …
Learning Environment set up
 Natural Environment: school surroundings

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  Artificial Environment: Classroom or laboratory
Teacher’s Roles:
 Introduce the activity by engaging learners in opening and closing of windows, doors; unlocking nuts with different spanners of
different lengths; opening bottle tops with different bottle openers...
 Put learners into small groups and provide materials and worksheets
 Ask learners to set up a lever system with different weights and distances from the fulcrum, allowing them to explore the
relationship between force, distance, and moment of a force.
 Ask learners to report their findings
 Clarify on the reports given by learners to clear any misconceptions.

Learners’ Activities:
 Getting into groups and receiving materials
 Setting up lever systems to explore the relationship between force distance and moment of force.
 Solving numerical problems involving moment of force.
 Reporting the findings

Assessment Guide
 Check that learners are correctly making connections between the use of levers and moment of force
 Give numerical questions on moment of force

Key Learning Points:

 Moments are widely applied in everyday life, e.g., when using a cooking stick, knife, spoon, opening a fridge, opening a door or
window, using of a hoe, ...

Activity 1.2: Applying principle of moments as a condition for equilibrium

This activity is designed to help learners appreciate that, for a system to be in equilibrium the sum of the clockwise moments about a
point is equal to the sum of the anticlockwise moment about the same point.
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 Hook: why don’t bridges collapse when vehicles, people, or trains pass over them?

Suggested Teaching and Learning Materials

 Natural Materials: Wooden sticks/logs, pivots, …
 Artificial Materials: Chalk board, planks worksheets, metal bars, meter rule, pivots, see-saw, …
Learning Environment set up
 Natural Environment: School surroundings
 Artificial Environment: Classroom and laboratory

Teacher’s Roles:
 Introduce the activity using the hook
 provide worksheets and other materials
 Ask learners to set up a lever system with different weights and distances from the fulcrum to explore the principle of moments
 Allow learners to apply the principle of moments to determine the mass of a beam such as a meter rule
 Ask learners to report their findings
 Clarify on the reports given by learners and clear any misconceptions

Learners’ Activities:
 Learners getting into groups and receiving materials
 Setting up lever systems to explore the principle of moments moment

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  Determining the mass of beams using principle of moments
 Reporting the findings

Assessment Guide

 Check that learners correctly balance the beams

 Check that the equation for principle of moments is applied correctly
 Give numerical questions on principle of moments

Key Learning Points

 Application of the equation of principle of moments to solve numerical problems
 Calculating masses of objects using principle of moments

Activity 1.3: Moments of Force in Tool Design: Leveraging Force and Distance for Efficiency"

This activity is about designing tools that apply moment of a force such as a lever. Learners should be given an opportunity to design the
tools. This activity highlights the practical application of moments of force in designing tools, emphasizing the importance of force and
distance in creating effective tools.

Hook: can you design any tool that apply moments of force?

Suggested Teaching and Learning Materials

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  Natural Materials: wooden sticks/logs, …
 Artificial Materials: Planks, books, metal bars, meter rule, …

Learning Environment set up

• Natural Environment: School surroundings
• Artificial Environment: Classroom and laboratory

Teacher’s Roles:
 Introduce the activity using a hook
 provide learners with a research project guide to design any tool that apply moment of force
 Ask learners to present their designed tools
 Clarify on the reports given by learners and clear any misconceptions

Learners’ Activities:
 Designing tools that apply moment of force
 Presenting the designed tools

Assessment Guide

• Check for the functionality of the designed tool

• Check if the tool is able to apply the moments of force

Key Learning Points:

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 Moment of force is the turning effect of force and is equal to the product of force and perpendicular distance from the line of
action of force to the pivot.

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SAMPLE LESSON PLAN

School: Highridge Date: 22/04/2025

Teachers Name: Matu Nalubotu Duration: 80 minutes

Level: 1 Total Enrolment: 50

Girls: 28

Subject: Physics Boys: 22

Topic: Elementary Astronomy

Sub Sub-Topic: Universe

General Competences (to be aligned with the learning activity…)

Analytical Thinking, Collaboration, Digital literacy, Communication, Critical Thinking, Problem-Solving, Real-world application, Environmental
sustainability, Creativity and innovation

Specific Competences: Construct astronomical models to demonstrate conceptual understanding of elementary astronomy

Lesson goal: To help learners simulate space exploration using virtual reality.

Rationale:

In this lesson learners will simulate space exploration using virtual reality. Learners will conduct a Virtual Tour of the Solar System, mass
expedition, space station tour, asteroid belt exploration, black hole encounter, space mission, virtual space walk and space exploration
research. They will develop communication, collaboration, Creative and innovative, observation, manipulative, problem-solving and
analytical thinking skills. Simulation, Discussion and discovery will be the methods used. This is lesson 1 of 4 lessons in the topic.

Prior Knowledge: Learners have seen and interacted with the some celestial bodies such as the Sun, stars, moon and comets.
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References: 2024 SECONDARY EDUCATION ORDIINARY LEVEL FORM 1-4 Syllabi page 4

Physics teaching module, page 13

Learning Environment set up

 Artificial Environment: Laboratory or any room or place where learners can be (mobile laboratory)
 Technology Environment: Video, virtual laboratory, virtual games...

Learning and Teaching Materials/ Resource:

 Natural Materials: Eyes,

Part Teacher`s Roles Learner`s Activities Methods Assessment

Criteria

 Artificial Materials:
i. Online Resources (NASA's Virtual Reality Experiences for example the Mars 2020 Rover or the International Space
Station, Google Expeditions,
ii. Educational Software (Google Earth VR, Space Engine, Celestia),
iii. Apps (NASA App, Space VR, Astronomy VR),
iv. YouTube Channels (NASA's YouTube Channel, Crash Course Astronomy),
v. Books ( "The Universe in a Nutshell" by Neil deGrasse Tyson, "Space Exploration for Dummies", "Astronomy for
Beginners")
vi. Games (Kerbal Space Program, Space Engineers, Astroneer,)

Expected Standard: Astronomical models to demonstrate conceptual understanding of elementary astronomy constructed accordingly

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Introduction  Help learners open  Opening various virtual  Question and Observe their
virtual reality stations reality stations. answer. interaction with
10 minutes for exploration  Searching for the right  Discussion the materials
materials
 Operating the
computer keyboard
and play station
control panel

Development  Guiding the learners on  Exploring the materials.  Guided discovery Observe the
the activity in groups.  Explaining the method learners during
15 minutes  Put learners in groups interactions on the:  Question and the activities.
 Provide clear answer
instructions on (ix) Unique  Discussion
searching for the right features of
materials and using each planet
them effectively and moon
 Have learners operate (x) Challenges
the computer and
keyboard and play opportunities
station control panel of space travel
for the simulation (xi) Everyday life
activity of astronauts
 Ask learners to in space.
explore the; (xii) Potenti
al risks and
(ix) Unique benefits of
features of asteroid
each planet mining.
and moon (xiii) Latest
(x) Challenges research and
and discoveries
opportunities about black
of space travel holes.
(xi) Everyday life (xiv) Challe
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 of astronauts nges and
in space. successes of
(xii) Potenti the mission.
al risks and (xv) Import
benefits of ance of
asteroid spacewalks for
mining. space
(xiii) Latest exploration.
research and (xvi) Latest
discoveries developments
about black and
holes. discoveries in
(xiv) Challe space
nges and exploration..
successes of (xvii) Giving
the mission. feedback to the
(xv) Import other learners
ance of and also to the
spacewalks for teacher
space
exploration.
(xvi) Latest
developments
and
discoveries in
space
exploration.
Application/Exercise  Ask learners to present  In groups learners  Discussion Observe
their findings. present their findings method learners`
20 minutes  Ask probing questions.  In groups learners participation and
answering the probing engagement in
questions
the activity
 Discussing the colors
and sizes of shapes

Conclusion  Ask learners to say their  Saying the findings  Question and Question and
findings in order to find  Demonstrating the answer
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10 minutes out their understanding process of simulating. answer to gauge
 Giving individual  Giving feedback to learners’
instructions to learners asked questions from  Demonstration understanding
the teacher about shapes.

Homework  Ask learners to go and  Individual learners at  Question and Record on the
answer open-ended home, to answer the answer feedback.
5 minutes questions at home. open-ended questions.
 Sharing their findings at  Ask learners to share
school. their findings at
school.

Evaluation:

Note:

- Talk about the planning stage (was it taught according to the plan)
- How was it taught? (how the lesson was delivered, appropriateness of materials used, competencies achieved or not)
- Way forward (areas o improvement)

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Bibliography
Beet, E. A. (2015). A text book of elementary astronomy. Cambridge University Press.

Gouguenheim, L., McNally, D., & Percy, J. R. (Eds.). (1998). New trends in astronomy Teaching. Cambridge University Press.

Kleczek, J. (Ed.). (2012). Exercises in Astronomy: Revised and Extended Edition of “Practical Work in Elementary Astronomy” by MGJ
Minnaert. Springer Science & Business Media.

Leverington, D. (2012). A History of Astronomy: from 1890 to the Present. Springer Science & Business Media.

Ridpath, I. (Ed.). (2012). A dictionary of astronomy. Oxford University Press.

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