For use with Comprehensive Secondary Physics

LESSON OBJECTIVESLEARNING/TEACHING

ACTIVITIESLEARNING/TEACHING

RESOURCES REMARKSTOPIC REFERENCESSUB-TOPIC

For use with Comprehensive Secondary Physics

139 NOT FOR SALE

140





NOT FOR SALE

Magnetic and non- magnetic materials

Properties of magnets and the law of magnetism

The compass

Magnetic field patterns

Making magnets by induction and stroking

By the end of the lesson, the learner should be able to identify magnetic and non-magnetic materials.

By the end of the lesson, the learner should be able to: • describe the properties of

magnets.• state the basic law of

magnetism.

By the end of the lesson, the learner should be able to construct a simple compass.

By the end of the lesson, the learner should be able to describe magnetic field patterns.

By the end of the lesson, the learner should be able to make magnets by:• induction.• stroking.

• Observing attraction and repulsion of magnets

• Identifying the test for magnetic materials

• Describing natural and artificial materials

• Carrying out experiments to identify magnetic and non-magnetic materials

• Investigating properties of magnets

• Stating the law of magnetism

• Constructing a simple compass

• Plotting the field of a bar magnet using a compass and iron filings

• Demonstrating induction

• Magnetizing a steel bar by stroking single and double strokes

• Defining hard and soft magnets

Comprehensive Secondary Physics• Student’s Book 2 page 1• Teacher’s Book 2

page 1–5

Comprehensive Secondary Physics• Student’s Book 2 pages 1–2• Teacher’s Book 2 pages 1–5

Comprehensive Secondary Physics• Student’s Book 2 pages 2–3• Teacher’s Book 2

pages 1–5


pages 1–5


pages 1–5

1–2

3–4

1–2

3–4

1–2

• Magnets• Nails• Pins• Wood• Plastics• Tins• Spoons• Strings• Razor blades• Stand

• Magnets• Chart on properties

of magnets• Iron filings.• Strings• Stand

• Pin/screw• Magnet• Cork• Glass top• Water trough• Piece of stiff paper• Razor blade• Glue

• A compass• Iron filings• Bar magnets• Can wth lid• Cardboard• Sheet of paper

• Bar magnets• Steel bars• Nails• Iron bars

Magnetism

Magnetism

Magnetism

Magnetism

Magnetism

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K 3

Physics Form Two Schemes of Work: Term OneW

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Physics Form 2Schemes of Work

Term 1





141 NOT FOR SALE

Making magnets by an electric current

Demagnetization and caring for magnets

Uses of magnets

The Domain theory of magnetism

Revision

By the end of the lesson, the learner should be able to magnetize a material by an electric current.

By the end of the lesson, the learner should be able to: • describe the methods of

demagnetization.• describe how to care for

magnets.

By the end of the lesson, the learner should be able to describe the uses of magnets.

By the end of the lesson, the learner should be able to explain magnetization using the domain theory.

By the end of the lesson, the learner should be able to answer questions on magnetism.

• Magnetizing a steel bar by an electric current.

• Describing ways of demagnetizing a magnet

• Explaining how to care for magnets

• Carrying out experiments to demagnetize and care for magnets

• Describing the uses of magnets

• Discussions• Using magnets

• Describing the domain theory of magnetism

• Explaining the application of the domain theory of magnetism

• Questions and answers• Reading more on

magnetism


pages 1–5

Comprehensive Secondary Physics• Student’s Book 2

pages 8–9• Teacher’s Book 2

pages 1–5


pages 1–5


pages 1–5



pages 5–6

3–4

1–2

3–4

1–2

3–4

• Insulated wire• Battery/cell• Steel bar

• Chart on demagnetization and care for magnets

• Bar magnets• Keepers• Battery/cell

• Magnets• Metallic bars• Non-metallic bars

• Charts on domain theory

• Bar magnets• Iron fillings• Test tube• Cork

• Questions and project in the Student’s Book 2

Magnetism

Magnetism

Magnetism

Magnetism

Magnetism

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W

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Term 1

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By the end of the lesson, the learner should be able to measure length using vernier calipers.

By the end of the lesson, the learner should be able to measure length using the micrometer screw gauge.

By the end of the lesson, the learner should be able to state numbers in standard form, decimal places and significant figures.

By the end of the lesson, the learner should be able to estimate the diameter of a drop of oil.

• Measuring the length and diameter of various objects using vernier calipers

• Measuring small diameters and thicknesses using the screw gauge

• Working out problems in decimals

• Identifying the significant figures of a number

• Writing numbers in standard form

• Measuring the diameter of an oil molecule

Comprehensive Secondary Physics• Student’s Book 2 pages 13–15 • Teacher’s Book 2

pages 6–11


pages 6–11



pages 6–11


pages 19–21 • Teacher’s Book 2

pages 6–11

The vernier calipers

The micrometer screw gauge

Decimal places, significant figures and standard form

Determining the size of a molecule

1–2

3–4

1–2

3–4

• Vernier calipers• Circular containers• Nails• Needles

• Micrometer screw gauge

• Chart on how to read the scale of a screw gauge

• Wires• Paper

• Writing numbers in standard form

• Rounding off numbers to a given number of decimals and significant figures

• Working out problems involving decimals, significant figures and numbers in standard form

• Oil• Burette• Wire• Trough• Water• Flour or pollen grain• Strings

Measurement II

Measurement II

Measurement II

Measurement II

WEE

K 6

WEE

K 7


Term 1





143 NOT FOR SALE

By the end of the lesson, the learner should be able to answer questions involving measurements.

By the end of the lesson, the learner should be able to define the moment of a force about a point and state its SI unit.

By the end of the lesson, the learner should be able to state and verify the principle of moments.

By the end of the lesson, the learner should be able to solve problem involving moments.

By the end of the lesson, the learner should be able to answer questions on the covered topics.

Measurement II

The turning effects of a force




1–2

3–4

1–2

3–4

1–2

Revision

The moments of a force

Principle of moments

Revision

Revision

• Problem solving• Identifying values on

appropriate scale• Carrying out a project

work

• Defining moment of a force

• Calculating moments

• Stating the principle of moments

• Verifying the principle of moments

• Problem solving• Discussion of correct

procedure• Questions and answers

• Answer questions in quiz or test form

• Discussing answers

• Questions and project in the student’s book 2

• Question work sheet

• Meter rule• Knife edge• Strings• Spring balance• Masses

• Meter rule• Knife edge• Strings• Spring balance• Masses

• The exercise in the student’s book 2

• Moderate a review question

• Marking schemes

Comprehensive Secondary Physics• Student’s Book 2 pages 21–23• Teacher’s Book 2 page 11


page 24 • Teacher’s Book 2

pages 12–14

Comprehensive Secondary Physics• Student’s Book 2 pages 24–26 • Teacher’s Book 2 pages 12–14

Comprehensive Secondary Physics• Student’s Book 2 pages 27–28 • Teacher’s Book 2 pages 13–14



pages 1–14

WEE

K 8

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K 9

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K 1

0


Term 1

144





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By the end of the lesson, the learner should be able to: • define center of gravity.• determine center of gravity of

lamina objects.

By the end of the lesson, the learner should be able to identify and explain the states of equilibrium.

By the end of the lesson, the learner should be able to state and explain the factors affecting stability of an object.

By the end of the lesson, the learner should be able to explain where stability is applicable.

By the end of the lesson, the learner should be able to solve problems involving centre of gravity and moment of a force.

• Defining center of gravity

• Determining centre of gravity of lamina objects

• Identifying the states of equilibrium

• explaining the conditions of equilibrium

• Identifying the factors affecting stability

• Explaining how equilibrium is maintained

• Explaining the application of stability

• Discussions

• Problem solving• Discussion of solution• Questions and answers• Doing end of term

examinations

• Lamina objects• Plumb line• Pins• Pencils

• Objects with stable, unstable and neutral equilibrium

• Chart showing factors of stability

• Pictures and charts showing applications of stability

• Moderated review questions

• Marking schemes• Exercise in the

student’s book 2

3–4

1–2

3–4

1–2

3–4

Centre of gravity

Equilibrium

Stability

Stability

Revision


page 30• Teacher’s Book 2 pages 15–17


page 33• Teacher’s Book 2

pages 15–17


pages 15–17

Comprehensive Secondary Physics• Student’s Book 2 page 33• Teacher’s Book 2 pages 15–17

Comprehensive Secondary Physics• Student’s Book 2 page 34• Teacher’s Book 2 page 17

Equilibrium and center of gravity





WEE

K 1

0W

EEK

11

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K 1

2





145 NOT FOR SALE

Physics Form Two Schemes of Work: Term Two

1–2

3–4

1–2

3–4

1–2

Reflection at curved surfaces





Spherical mirrors

Parts of spherical mirrors and parabolic surfaces

Locating images in curved mirrors and parabolic surfaces

Characteristics of images formed by a concave mirror

Applications of curved reflecting surfaces and magnification

By the end of the lesson, the learner should be able to describe concave, convex and parabolic reflectors.

By the end of the lesson, the learner should be able to describe, using ray diagrams, the principle axis, principle focus, centre of curvature, radius of curvature and related terms.

By the end of the lesson, the learner should be able to use ray diagrams to locate images formed by curved mirrors.

By the end of the lesson, the learner should be able to determine experimentally the characteristics of images formed by a concave mirror.

By the end of the lesson, the learner should be able to: • define magnification.• state and explain the

applications of curved mirrors.

• Reflecting light at curved mirrors

• Describing parts of curved mirrors

• Observing reflection at spherical mirrors

• Drawing ray diagrams• Describing image

characteristics

• Experimenting with concave mirrors

• Describing the nature of images formed in a concave mirror

• Explaining magnification and formula in curved mirrors

• Describing the uses of curved mirrors

• Answering questions

• Concave mirrors• Convex mirrors• Parabolic mirrors• Plane papers• Soft board, pins

• Variety of spherical mirrors

• Graph papers• rulers

• Graph papers• Soft board• Plane papers• pins

• Concave mirrors

• Curved mirrors• Exercise in the

student’s book 2


pages 18–22


pages 18–22


pages 18–22


pages 39–40• Teacher’s Book 2 pages 19–22


pages 40–43• Teacher’s Book 2 pages 19–24

WEE

K 1

WEE

K 3

WEE

K 2

146





NOT FOR SALE


Term 2

Magnetic field due to a current

Magnetic field pattern

Electromagnets

Strength of an electromagnet

Applications of electromagnets

By the end of the lesson, the learner should be able to perform and describe an experiment to determine the direction of a magnetic field round a current carrying conductor.

By the end of the lesson, the learner should be able to determine the magnetic field patterns on straight conductors and solenoid.

By the end of the lesson, the learner should be able to construct a simple electromagnet.

By the end of the lesson, the learner should be able to experimentally determine the factors affecting the strength of an electromagnet.

By the end of the lesson, the learner should be able to explain the working of a simple electric motor and an electric bell.

• Observing and describing the direction of a magnetic field round a current carrying conductor

• Carry out experiments

• Experiment on magnetic field patterns on straight conductor, coil and solenoid

• Constructing a simple electromagnet

• Investigating the factors that affect the strength of an electromagnet

• Discussing the use of an electric bell

• Discussing the use of electric motor

• Compass• Wires• Battery• Ammeter• Compass needle• Cardboard• Iron fillings• Screws

• Compass• Iron fillings• Card board• Solenoid

• Solenoid• Soft iron• Nails• compass

• C-core• Battery• Ammeter• Different magnetic

materials

• An electric bell• An electric motor


pages 25–28



pages 25–28



3–4

1–2

3–4

1–2

3–4

The magnetic effect of electric current





WEE

K 4

WEE

K 5

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K 3





147 NOT FOR SALE


Term 2

By the end of the lesson, the learner should be able to construct a simple electric bell.

By the end of the lesson, the learner should be able to experimentally determine the direction of a force on a conductor carrying current in a magnetic field.

By the end of the lesson, the learner should be able to state and explain factors affecting force on a current carrying conductor in a magnetic field.

By the end of the lesson, the learner should be able to construct a simple electric motor.

By the end of the lesson, the learner should be able to answer questions on magnetic effect of an electric current.

• Constructing an electric bell

• Experiments on motor effect.

• Flemings rules illustrated

• Relation between current, magnetism and force

• Constructing an electronic motor

• Questions and answers • Doing research/projects

• Materials for constructing an electric bell

• Chart on electric bell

• Magnets• Wires• Pins• Battery

• Battery• Magnets• Wires• Ferromagnetic

materials

• Magnets• Wire• Source of current

• Information and exercise in the student’s book 2



pages 25–28


pages 25–28

Comprehensive Secondary Physics• Student’s Book 2 pages 49–51 • Teacher’s Book 2 page 27


pages 25–28


Construction of an electric bell

Motor effect

Factors affecting force on a current carrying conductor

Construction of a simple electric motor

Revision

1–2

3–4

1–2

3–4

1–4






WEE

K 8

WEE

K 6

WEE

K 7

148





NOT FOR SALE

By the end of the lesson, the learner should be able to state and derive the Hooke’s law.

By the end of the lesson, the learner should be able to determine the spring constant of a given spring.

By the end of the lesson, the learner should be able to construct and calibrate a spring balance.

By the end of the lesson, the learner should be able to solve problems on Hooke’s law.

By the end of the lesson, the learner should be able to describe the formation of pulses and waves.

• Defining Hooke’s law• Deriving Hooke’s law

• Determining the spring constant of a given spring

• Suspending masses on springs

• Making and calibrating a spring balance

• Questions and answers• Problem solving

• Describing the formation of pulse and waves

• Wire springs• Masses• Spring balance• Graph paper

• Springs• Meter rule• Graph papers• Masses• Clamp

• Wires• Wood• Meter rule• Masses

• Questions in the student’s book 2

• Strings / ropes• Ripple tank• Basins• Water• Stones


pages 60–61 • Teacher’s Book 2 pages 30–32


pages 30–31


pages 30–32


pages 32–33


Hooke’s law

Spring constant

The spring balance

Revision

Pulses and waves

1–2

3–4

1–2

3–4

1–2


Term 2

Hooke’s law

Hooke’s law

Hooke’s law

Hooke’s law

Waves 1

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K 1

1W

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10

WEE

K 9





149 NOT FOR SALE

3–4

1–2

3–4

Waves 1

Waves 1

Waves 1

Transverse and longitudinal pulses and waves

Characteristics of waves

Revision

By the end of the lesson, the learner should be able to describe transverse and longitudinal pulses and waves.

By the end of the lesson, the learner should be able to define the amplitude (a), the wave length (λ), the frequency (f), and the period (T) of a wave.

By the end of the lesson, the learner should be able to derive and solve problems using the formula V=f λ.

• Distinguishing between transverse and longitudinal pulses and waves

• Forming pulses and waves

• Describing and defining the characteristics of waves

• Deriving the equation V=f λ

• Solving problems using the formula V=f λ

• Sources of transverse and longitudinal waves

• Ripple tank• Ropes• Springs• Chart showing the

characteristics of waves

• Set questions


pages 34–35



page 35

WEE

K 1

1W

EEK

12


Term 2

150





NOT FOR SALE

WEE

K 1

Physics Form Two Schemes of Work: Term Three

1–2

3–4

1–2

3–4

1–2

3–4

Revision

Production of sound

Propagation of sound

Nature of sound waves

Speed of sound

Factors affecting the speed of sound

By the end of the lesson, the learner should be able to get the correct responses to the holiday assignments.

By the end of the lesson, the learner should be able to demonstrate that sound is produced by vibrating objects.

By the end of the lesson, the learner should be able to show that sound does not travel in a vacuum.

By the end of the lesson, the learner should be able to describe the nature of sound waves.

By the end of the lesson, the learner should be able to determine the speed of sound in air by the echo methods.

By the end of the lesson, the learner should be able to state the factors that affect the speed of sound.

• Discussion of correct answers to holiday assignments

• Product sound by vibrating strings, tins and bottles

• Demonstrating that sound requires a material medium for propagation

• Describing and observing the characteristics of sound waves using the echo method to find the speed of sound in air

• Discussions

• Investigating the factors that determining the speed of sound

• Discussing how different aspects of nature affect the speed of sound

• Marking scheme for holiday assignments.

• Strings• Tins• Bottles• Stick• Tuning forks• Nails• Shakers

• Bell jar• Vacuum pump• Electric bell

• Open tube• Closed tube• Strings• bottles

• Stop clock/watch• Chart on procedure

for finding the speed of sound.

• Source of sound• Solids• Water• air

Comprehensive Secondary Physics• Student’s Book 2 page 73 • Teacher’s Book 2 pages 37–39


pages 37–39


pages 37–39


pages 37–39


pages 38–39

Evaluation

Sound

Sound

Sound

Sound

Sound

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K 3

WEE

K 2





151 NOT FOR SALE


Term 3

Revision

Streamline and turbulent flow

Equation of continuity

Bernoulli’s effect

Applications of Bernoulli’s effect

Revision

By the end of the lesson, the learner should be able toSolve problems involving sound.

By the end of the lesson, the learner should be able to describe streamline and turbulent flow.

By the end of the lesson, the learner should be able to derive the equation of continuity.

By the end of the lesson, the learner should be able to describe experiments to illustrate Bernoulli’s effect.

By the end of the lesson, the learner should be able to describe where Bernoulli’s effect is applied such as in the Bunsen burner, spray gun, carburetor, aerofoil and spinning ball.

By the end of the lesson, the learner should be able to solve problems involving the equation of continuity.

• Questions and answers• Carrying out projects

Observing and defining streamline and turbulent flow

• Deriving the equation of continuity

• Discussions

• Illustrating Bernoulli’s effect by experiments

• Describing the applications of Bernoulli’s principle

• Answering the questions• Discussing answers to

assignments

• Exercise in the student’s book 2

• Water • Pipes• Sheets of paper• Bunsen burner

• Pipes of varying diameter

• Chart on equation of continuity.

• Paper tunnel• Plane paper

• Bunsen burner• Spray gun• Carburetor• Aerofoil

• Exercise in the student’s book 2

• Assignment


page 39



page 82• Teacher’s Book 2 pages 40–42




pages 40–42



page 42

Sound

Fluid flow

Fluid flow

Fluid flow

Fluid flow

Fluid flow

1–4

1–2

3–4

1–2

3–4

1–4

WEE

K 5

WEE

K 4

WEE

K 6

WEE

K 7

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