Subject: Physics

Date: October 16, 2017

Grade: 11

Duration: 3 weeks

WEEK 1

Topic: Gas Laws

Specific Objectives: At the end of the lesson students should be able to:

1. Define the following laws accurately: Charles Law, Boyle Law and Pressure Law.
2. Describes accurately experiments which demonstrates Charles, Boyles and Pressure
Laws.
3. Use the kinetic theory to explain : Charles Law, Boyle Law and Pressure Law.
4. Draw graphs to show : Charles Law, Boyle Law and Pressure Law.

Process Skills: Calculation , discussion, constructing graph, analysis and interpretation,

Methodologies: brainstorming, discussion, discovery learning,

Resources: Concise Physics, CXC physics study guide

Strategies:

1. A student will draw the arrangement of gas particles on the board.

2. Students will discuss how the temperature affects the particles volume and pressure.
Students will recognise that that temperature of gas affects the volume and pressure and vice
versa.
3. Students will be introduced to pressure law. Students will discuss experiment used to test
pressure law. Students will describe how a graph demonstrating the pressure law looks.
4. Complete question ___ on page ____of CSEC Physics Nelson Thornes.
5. Students will be introduced to Boyles law. Students will discuss experiment used to test
pressure law. Students will describe how a graph demonstrating the Boyles law looks.
6. Students will be introduced to Charles s law. Students will discuss experiment used to test
pressure law. Students will describe how a graph demonstrating the Charless law looks.

Culminating Activity: CXC Physics Past Paper book page 27 and 28 question on Pressure
Law

Home Work: CXC Physics Past Paper book page 97 and 98 question on Pressure Law.
Test: students will get a test on Thermal physics in week 2

WEEK 2 and WEEK 3:

Topic: Waves

Duration: Two Weeks

Subject: Physics

Form: 5

Unit Topic: Waves and Optics

Lesson Topic: Wave Motion and Sound

Specific Objectives: students should be able to-

1. Define the terms: wave, wavelength, displacement, frequency, amplitude and period
accurately.
2. Differentiate between longitudinal and traversers wave .
3. Apply speed, frequency, wavelength, period and amplitude in the wave equation
4. Represent transverse and longitudinal waves in displacement-position and displacement-
time graphs.
5. Describe how sound is produced and propagated in a medium
6. Relate the terms pitch and loudness to wave parameters.
7. Apply the speed of sounds to particular situations
8. Cite evidence that sound waves reflect, refract, diffract and interfere.
9. Describe the use of ultrasound

Material/Resources: Handouts, worksheet, text, videos, projector, laptop, slinky,

Process Skills: Critical thinking, observing, listening

Methodology: Discussion, observation, brainstorming, questioning

Content:

What is a Wave?

A wave is a disturbance that travels through a medium from one place to another. It does not
result in the mass movement of the medium. In other words, the energy at some point in the
medium is transferred to some other point without the net movement of the medium. A pulse is
a single disturbance moving through the medium from one place to another. If the disturbance is
continuous and is produced at specific time intervals then a progressive wave is produced.

Types of Waves

Transverse vs. Longitudinal Waves

A wave can be classified based on its direction of travel relative to the source of the disturbance
causing it. If the wave travels in the same plane as the disturbance causing it, then the wave that
is produced is called a longitudinal wave. If the direction of travel of the wave is at right angles
to the disturbance causing it, then a transverse wave is produced.

See handouts for rest of content.

The Content will be the same as before. However the focus will be on doing questions in the
area.

Activities:

1. students will be given a slinky to play with. Students will be told they produced waves.
Students will be asked to wave goodbye and hello. students will come up with a
definition for wave. Teacher will refine the definition.
2. Students and teacher will demonstrate transverse and longitudinal waves using the slinky.
Students will draw the wave in their notebook. Students will construct a table to
distinguish between transverse and longitudinal wave.

3. Teacher will draw displacement-position and displacement-time, pointing out the

different feature of each and the wave parameters that each graph shows
4. The students will be given handouts on waves and sound waves. They will be required to
read several sections of the handout and they will discuss what they understand from their
reading with the teacher.
5. After this the teacher and the student will work questions so as to ensure that the students
completely grasp the concepts taught. They will be asked to read their text and make
additional notes.
6. They will be shown several videos on waves and sound waves so as to appeal to their
visual learning ability.
7. The relationship v=f will be established and used to solved problems on page 90 on the
physics for the Caribbean.

Laboratory Activity: determine the energy supplied by a kettle to heat water from room
temperature to 60oC Celsius.

Culminating Activity: Students will answer the following question:

A vibrating body has both kinetic and potential energy. What evidence can you give to support
this statement?

Students will also be given question 3 of the 2006 CSEC past paper II

Test: THERMAL physics

Evaluation:

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