WEEK 2

DATE: 16th – 20th of September, 2024

CLASS: SS1
SUBJECT: Physics
PERIOD: 1&2
DURATION: 80 minutes
TOPIC: Units and Measurements.
SUB-TOPIC: Fundamental quantities and units
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Pg 4.
BUILDING BACKGROUND: The students are familiar with the concept quantities and units.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. list and explain fundamental quantities.
ii. list and explain fundamental units
RESOURCE MATERIAL(S): Ammeter, Meter rule & Chemical balance.
CONTENT DEVELOPMENT.
CONCEPT OF FUNDAMENTAL QUANTITIES
Fundamental quantities are physical quantities whose dimensions and units are not usually derived from
other physical quantities. Basically, there are three fundamental quantities in mechanics. They include:
1. Mass: This is a fundamental quantity with dimension 'M', usually written in capital letter.
2. Length: This is another fundamental quantity with dimension 'L', written in capital letter. The
S.I. unit of length is metre (m). Length can also be measured in kilometre (km), centimetre (cm),
inches (inch), feet (ft), etc
3. Time: Time is a fundamental quantity with dimension 'T', also written in capital letter. The SI
unit of time is second (s). Time can also be measured in minutes and hours.
The below table summarized the dimensions and units of the basic fundamental quantities.

S/N Quantity Dimension S.I. Unit

1. Mass M Kilogramme (kg)
2. Length L Metre (m)
 3. Time T Second (s)

OTHER FUNDAMENTAL QUANTITIES

S/N Quantity S.I. Unit

1. Temperature Kelvin (K)
2. Current Ampere (A)
3. Amount of substance Mole (mol)
4 Luminous intensity Candela (cd)

STARATEGIES AND ACTIVITIES

ACT 1: Teacher explains the importance of measurement in physics to the students.
ACT 2: Teacher explains fundamental quantities to the students.
ACT 3: Teacher asks the students to explain fundamental quantities in their own understanding.
ACT 4: Teacher lists and explains fundamental units to the students.
EVALUATION:
1. List the three basic fundamental quantities.
2. What are their dimensions and SI units?
ASSIGNMENT: Explain dimensional analysis

PERIOD: 3&4
DURATION: 80 minutes.
TOPIC: Units and Measurements.
SUB-TOPIC: Concept of Derived Quantities.
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Pg 4
BUILDING BACKGROUND: The students are familiar fundamental quantities and units
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. list and explain derived quantities.
ii. list and explain derived units
 iii. write down the dimensional analysis of derived quantities.
RESOURCE MATERIAL(S): Ammeter, Meter rule & Chemical balance.
CONTENT DEVELOPMENT.
CONCEPT OF DERIVED QUANTITIES
Derived quantities: are physical quantities whose dimensions and units are usually derived
from the fundamental quantities. E.g, force, speed, etc.
Other physical quantities apart from the fundamental quantities are derived quantities.
This is because their dimensions and units are usually derived from the fundamental ones.
Derived quantities include:
i. Work
ii. Energy
iii. Momentum
iv. Impulse
v. Volume
vi. Area
vii. Pressure
viii. Power
ix. Density
x. Moment
xi. Torque, etc.
DIMENSION OF PHYSICAL QUANTITY
S/N Quantity Formulae Dimension S.I. Unit

1. Area Length x breadth L2 m2

2. Volume Length x breadth L3 m3

height
3. Velocity Distance /time LT-1 ms-1

4. Acceleration Velocity/time LT-2 ms-2

5. Force Mass x acceleration MLT-2 kgms-2

6. Pressure Force/area ML-1T-2 kgm-1s-2

7. Density Mass/volume ML-3 kgm-3

8. Energy(Workdone) Force x distance ML2T-2 kgm2s-2

9. Power Workdone/time ML2T-1 kgm2s-1

 10. Impulse Force x time MLT-3 kgms-3

STARATEGIES AND ACTIVITIES

ACT 1: Teacher lists and explains derived quantities to the students
ACT 2: Teacher explains the dimensional analysis of derived quantities to the students
ACT 3: Teacher explains the derived units of a derived quantities
ACT 4: Teacher gives classwork to the students on derived unit
EVALUATION: Derive the dimensions and the units of the following quantities
i. Volume
ii. Power
iii. Density.
ASSIGNMENT:
1. Differentiate between fundamental and derived quantities.
2. List ten examples of derived quantities and explain why they are called derived quantities.
3. Write down the SI unit of
i. Acceleration
ii. Force
iii. Momentum
iv. Density

WEEK 2
DATE: 16th – 20th of September, 2024
CLASS: SS2
SUBJECT: Physics
PERIOD: 1&2
DURATION: 80 minutes
TOPIC: Equations of uniform accelerated motion.
SUB-TOPIC: Equations of motion
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Pg 3
BUILDING BACKGROUND: The students are familiar with the concept of velocity-time graph.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. explain uniform acceleration
 ii. derive the equation of uniform accelerated motion
iii. solve problems on uniform accelerated motion
RESOURCE MATERIAL(S): A chart showing velocity-time graph
CONTENT DEVELOPMENT.
EQUATIONS OF UNIFORM ACCELERATED MOTION
Mathematical formula that describes the position, velocity, or acceleration of a body relative to a
given frame of reference. Newton’s second law, which states that the force F acting on a body is equal to
the mass m of the body multiplied by the acceleration a, of its centre of mass, F = ma, is the
basic equation of motion in classical mechanics. As we have already discussed earlier.
Motion is the state of change in the position of an object over time. It is described in terms
of displacement, distance, velocity, acceleration, time and speed. Jogging, driving a car, and even simply
taking a walk are all everyday examples of motion. The relations between these quantities are known as
the equations of motion. In the case of uniform acceleration, there are three equations of motion which
are also known as the laws of constant acceleration.
Hence, these equations are used to derive the components like displacement(s), velocity (initial
and final), time (t) and acceleration (a). Therefore they can only be applied when acceleration is constant
and motion is a straight line. The three equations are,
v = u + at
v² = u² + 2as
s = ut + ½at²
Where, s = displacement; u = initial velocity; v = final velocity; a = acceleration; t = time of motion.
DERIVATION OF THE EQUATIONS OF MOTION
From the formula of acceleration,
Acceleration = change in velocity / time
a = (v-u) / t
Cross multiply and make v the subject of the formula.
at = v-u
v = u + at ……………………..(1)

To obtain equation 2, we will use the formula for average velocity and substitute for v = u + at in the
formula of average velocity as follows:
Average velocity = (v + u)/2
At this point, you substitute for v. Therefore,
A.V = (v + u)/2
A.V = (u + at + u)/2
A.V = (2u+at)/2 ………………. (2)
Average speed = distance/time
 A.V = s/t
u + ½at = s/t
You make ‘s’ the subject by cross multiplying t.
(u + ½at)t = s
ut + ½at² = s
s = ut + ½at² …………………... (3)
squaring both sides of equation 1.
Therefore,
v² = (u + at)²
v² = (u + at)(u + at)
v² = u² + 2uat + a²t²
v² = u² + 2uat + (at)²

At this point, you factorize 2a from 2uat + (at)².

Therefore, you will get,
v² = u² + 2a (ut + ½ at )² ……….. (4)
At this point, you have to recall that,
s = ut + ½at²
v² = u² + 2as………………………(5)
EXAMPLE: An object thrown vertically upward with an initial velocity of 30m/s has a deceleration of
10m/s2. Calculate its velocity after 2s and time to reach maximum height. (g = 10m/s2.)
V = u + at.
Substitution:
V = 30 + (-10)2
V = 30 – 20
V = 10m/s
STARATEGIES AND ACTIVITIES
ACT 1: Teacher introduces the lesson by revising concept velocity-time graph with the students.
ACT 2: Teacher explains uniform accelerated motion and its physical interpretations with chart to the
students
ACT 3: Teacher shows the mathematical derivation of equations of motion clearly on the board or the
students.
ACT 4: Teach explains the parameters of the equations and meaning to the students
ACT 5: Teacher solves a simple problem using the equation of uniform accelerated motion for better
understanding for the students
EVALUATION: A car accelerates uniformly at 1m/s2 for 12s from a velocity of 5m/s. Calculate the
distance travelled. (g = 10m/s2)
ASSIGNMENT: Explain the motion of body under gravity.
PERIOD: 3&4
DURATION: 80 minutes.
TOPIC: Equations of uniform accelerated motion.
SUB-TOPIC: Motion under gravity
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Pg 4
BUILDING BACKGROUND: The students are familiar with physics and its importance in our
environment
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. solve problem on motion under gravity
ii. explain motion under gravity
RESOURCE MATERIAL(S): A chart velocity-time graph.
CONTENT DEVELOPMENT.
MOTION UNDER GRAVITY
Neglecting air resistance, motion of bodies moving under gravity( upward or downward) is an
example of accelerating body. When a body is thrown vertically upward form the surface of the earth, it
retards uniformly( with acceleration a = -g) until it attain it maximum height where its final velocity is
zero(V = 0) if u is the initial velocity with which the body was projected vertically upward as distance h
V2 = u2 +2as
0 = u2 + 2(-g)h
2gh = u2
h = u2/2g
Again, using V = u + at
0 = u + (-g)t
gt = u
t = u/g
Example: A body falls from height of 80m, what is it velocity just before hitting the ground.
Solution: s = 80m, u = o a = +10m/s2
V2 = u2 +2as
V2 = 02 + 2×10×80
 V2 = 1600
V = 40m/s.
STARATEGIES AND ACTIVITIES
ACT 1: Teacher explains the motion of body under gravity to the students
ACT 2: Teacher explains the mathematical interpretations of motion under gravity to the students
ACT 3: Teacher solved problems on motion under gravity for better understanding by the students
EVALUATION: Deduce the formula for the maximum height attained by a body under gravity and its
interpretation.
ASSIGNMENT: Explain projectile motion and projectile.

WEEK 2
DATE: 16th – 20th of September, 2024
CLASS: SS3
SUBJECT: Physics
PERIOD: 1&2
DURATION: 80 minutes
TOPIC: Gravitational Field.
SUB-TOPIC: Newton’s universal law of gravitation and Gravitational potential
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Pg 3
BUILDING BACKGROUND: The students are familiar with planetary motion.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. explain and states newton’s universal law of gravitation.
ii. explain gravitational potential.
RESOURCE MATERIAL(S): A chart showing the planetary motion
CONTENT DEVELOPMENT.
INTRODUCTION TO GRAVITATIONAL FIELD
Gravitational field: is a region or space around a mass in which the gravitational force of the mass can
be felt.
Gravitation: is the force of attraction exerted by a body on all other bodies in the universe.
Gravitational force act between all masses and hold together planets, stars and galaxies. Each mass has a
gravitational field around it.
NEWTON’S LAW OF UNIVERSAL GRAVITATION
Newton’s law of universal of gravitation states: that every particle in the universe attracts every other
particle with a force that is proportional to the product of their masses and inversely proportional to the
square of the distance between them
The law can be expressed mathematically as:

F α m1 m2 ……………………………………………1.0

1
Fα 2 ……………………………………………….....1.1
r

Combining equation 1.0 & 1.1

m1 m2
Fα 2
r
Gm1 m 2
F= 2 ……………………………………………1.2
r
2
Fr
G= …………………………………………….1.3
m1 m2
Where M1 and M2 are the masses of the two particles r is the distance between them and G is the
universal gravitational constant. The numerical value of G = 6.67x10-11 Nm2 kg-2.

Example 1: Two objects, A and B, have masses of 5kg and 8kg, respectively. They are positioned 2m
apart from each other. Calculate the gravitational force between them
Given that;
M1 = 5kg, M2 = 2kg, r = 2m & F =?
Gm1 m 2
F= 2
r
−11
6.67 x 10 x 5 x 8
F= 2
2
F = 6.67x10-10 N
Relation between “g” and “G”
If the force of attraction (F) between two particles of matter separated by a distance r is given by:
Gm1 m 2
F= 2
r
Recall
F = mg …………………………………………………1.5
F
g= …………………………………………………...1.6
m
The mathematical relationship between acceleration due to gravity “g” and the universal gravitational
constant “G” can be establish by substituting equation 1.5 into equation 1.3 (Assuming m1 = m2 = m)
2
Fr
G=
m1 m2
2
mg r
G=
m1 m2
2
gr
G= ………………………………………………… 1.7
m
STARATEGIES AND ACTIVITIES
ACT 1: Teacher introduces the lesson by revising concept of circular motion of body with the students.
ACT 2: Teacher explains field and force field using the prepared chart prepared to the students
ACT 3: Teacher states the newton’s universal law of gravitation for the students
ACT: Teacher asks the students to deduce the mathematical interpretations of the law.
ACT 4: Teacher solves a problem on gravitational force using the equation derived for the students
EVALUATION: Explain gravitational force and state newton’s universal gravitational law.
ASSIGNMENT: Explain gravitational potential
PERIOD: 3&4
DURATION: 80 minutes.
TOPIC: Gravitational field
SUB-TOPIC: Gravitational potential and Escape velocity
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Pg 126
BUILDING BACKGROUND: The students are familiar with newton’s universal gravitational law.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. explain gravitational potential
ii. explain escape velocity of a body
RESOURCE MATERIAL(S): A chart showing the equation for electric potential
CONTENT DEVELOPMENT.
Gravitational potential energy is the energy possessed or acquired by an object due to a change in its
position when it is present in a gravitational field. In simple terms, it can be said that gravitational
potential energy is an energy that is related to gravitational force or to gravity.
When a body of mass (m) is moved from infinity to a point inside the gravitational influence of a source
mass (M) without accelerating it, the amount of work done in displacing it into the source field is stored
in the form of potential energy. This is known as gravitational potential energy. It is represented with the
symbol V
Gm
V=
r
V is measured in jkg-1
ESCAPE VELOCITY
Escape Velocity : is referred to as the minimum velocity needed by anybody or object to be projected to
overcome the gravitational pull of the planet earth. In other words, the minimum velocity that one
requires to escape the gravitational field is escape velocity.
Basically, it means escaping the land without any chance of falling back. Therefore, any object or body
having escape velocity on the surface of the earth can totally escape the gravitational field of the earth in
addition to avoiding the losses due to the atmosphere.
V = √ 2 gR
STARATEGIES AND ACTIVITIES
ACT 1: Teacher explains gravitational potential and how it affect masses of bodies to the students
ACT 2: Teacher express the mathematical expression for gravitational potential and escape velocity to
the students
ACT 3: Teacher allows the students to figure out the units of gravitational potential and escape velocity
mathematically
ACT 4: Teacher solves a calculations involving gravitational potential and escape velocity
EVALUATION: Explain gravitational potential and Escape velocity
ASSIGNMENT: State the coulomb’s law of electrostatics.