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LESSON PLAN WEEK -14

Subject : Physics Grade : 9B
Topic : Temperature. Period: 1 & 2
Sub-Topic: Thermal Expansion .

Lesson Objective: By the end of the session students should be able to
- Attain the knowledge and application of expansion of solids & liquids.
Key Questions : Oral questions from the topic.
Resources and Teaching Aids : Explaining physics - Stephen pople

TEACHER ACTIVITY STUDENT ACTIVITY
 Greets the students.  Greets back.
 Throws a general question that what happens when a metal  Responds positively .
rod is heated .Does it expand?
 Most solids expand when heated. The reason for this is that
this gives atoms more room to bounce about with the large  Listens to the topic.
amount of kinetic energy they have at high temperatures.
 Explains that when a solid is heated it expands in length,  Gets the clear picture of
area and volume. So change in length to original length is expansion and with
called expansion. examples.
 Gives the examples as bridges, telephone wires and railway
tracks. Here the metal expand and causes the trouble to  Now attains the
human life and due to this there should be left gaps in knowledge and
between then to allow expansion in summer and contract in application of expansion.
winter .
 Explains about the working of the bimetallic strip and how
and which metal expands more when heated and its shape
and also how it helps in using as alarm etc.
 Bimetallic strips used in thermostats. They are made by
joining 2 metals with different rates of expansion together,
as they get warm they bend one way, as they get cold they
bend the other.
 Gives the explanation of expansion of liquids and few
examples within the discussion.  Responds to the oral
 Asks oral questions from the topic. questions
 Give the notes for the above and make sure all students
take it.  Takes the notes neatly.
Evaluation : Oral questions from the topic.
Reflection :

Sub Teacher HOD
LESSON PLAN WEEK -14
Subject : Physics Grade : 9B
Topic : Temperature. Period: 3
Sub-Topic: Heat and Temperature .

Lesson Objective: By the end of the session students should be able to
- Attain the knowledge of heat and temperature.
Key Questions : Oral questions from the topic.
Resources and Teaching Aids : Explaining physics - Stephen pople

TEACHER ACTIVITY STUDENT ACTIVITY
 Greets the students.  Greets back.
 Gives the introduction by simplifying the definitions of  Listens to the simplified
Heat and Temperature . definition of heat and
 Explains clearly that Heat is a form of energy. Temperature temperature.
is something different. Temperature is a measure of hotness
or coldness of an object or body  Listens to the topic.
 A device that can be used to measure temperature is called
a thermometer.  Make the imagination in
 Temperature is the measure of how fast the molecules are parallel, the difference
moving. between heat and
 The symbol for temperature is T. temperature
 The SI unit of temperature is the Kelvin [K].
 Since heat is internal energy of a body it transit from one  Now attains the
place to another. A region which is "hot" has a higher knowledge of heat and
temperature than one that is "cold". temperature.
 Heat flows from one region to another due to a difference
in temperature. (Heat flows from "hot" to "cold".)
 Heat is a type of energy – the energy of the movement of
particles.  Responds to the oral
 Its SI unit is Joules (J). questions
 It is measured by calorimeter
 Asks oral questions from the topic.
 Give the notes for the above and make sure all students
take it.
 Takes the notes neatly.

Evaluation : Oral questions from the topic.
Reflection :

Sub Teacher HOD
LESSON PLAN WEEK - 14
Subject : Physics Grade : 9B
Topic : Temperature. Period: 4
Sub-Topic: Liquid in glass thermometer .

Lesson Objective: By the end of the session students should be able to
- Know the fixed points of thermometers.
Key Questions : Oral questions from the topic.
Resources and Teaching Aids : Explaining physics - Stephen pople

TEACHER ACTIVITY STUDENT ACTIVITY
 Greets the students.  Greets back.
 Throws a general question that what instrument is used to  Responds positively .
measure the body temperature?
 Gives the introduction of thermometer as a device that
measures temperature or temperature gradient using of  Listens to the topic.
different principles.
 Explains clearly ( by showing) that Thermometers can be  Gets the clear picture of
calibrated either by comparing them with other certified thermometers by looking
thermometers or by checking them against known fixed at.
points on the temperature scale. The best known of these
fixed points are the melting( ice point / lower fixed point)  Now attains the
and boiling points ( upper point/ steam point) of pure knowledge of scales of
water. thermometers.
 The traditional method of putting a scale on a liquid-in
glass or liquid-in-metal thermometer was in three stages:

1. Immerse the sensing portion in a stirred mixture of pure
ice and water and mark the point indicated when it had
come to thermal equilibrium.
2. Immerse the sensing portion in a steam bath at 1 standard
atmosphere and again mark the point indicated.
3. Divide the distance between these marks into equal
portions according to the temperature scale being used.

 Asks oral questions from the topic.  Responds to the oral
 Give the notes for the above and make sure all students questions
take it.
 Takes the notes neatly.
Evaluation : Oral questions from the topic .
Reflection :

Sub Teacher HOD
LESSON PLAN WEEK - 14
Subject : Physics Grade : 9B
Topic : Temperature. Period: 5
Sub-Topic: Clinical Thermometer. .

Lesson Objective: By the end of the session students should be able to
- Know the fixed points of thermometers.
Key Questions : Oral questions from the topic.
Resources and Teaching Aids : Explaining physics - Stephen pople
TEACHER ACTIVITY STUDENT ACTIVITY
 Greets the students.  Greets back.
 Throws a general question that what instrument is used to  Responds positively .
measure the body temperature?
 Gives the introduction of thermometer as a device that
measures temperature or temperature gradient using of  Listens to the topic.
different principles.
 Explains clearly ( by showing) that Thermometers can be  Gets the clear picture of
calibrated either by comparing them with other certified thermometers by looking
thermometers or by checking them against known fixed at.
points on the temperature scale. The best known of these
fixed points are the melting( ice point / lower fixed point)  Now attains the
and boiling points ( upper point/ steam point) of pure knowledge of scales of
water. thermometers.
 The traditional method of putting a scale on a liquid-in
glass or liquid-in-metal thermometer was in three stages:

4. Immerse the sensing portion in a stirred mixture of pure
ice and water and mark the point indicated when it had
come to thermal equilibrium.
5. Immerse the sensing portion in a steam bath at 1 standard
atmosphere and again mark the point indicated.
6. Divide the distance between these marks into equal
portions according to the temperature scale being used.

 Asks oral questions from the topic.  Responds to the oral
 Give the notes for the above and make sure all students questions
take it.
 Takes the notes neatly.
Evaluation : Oral questions from the topic .
Reflection :

Sub Teacher HOD
LESSON PLAN WEEK - 14
Subject : Physics Grade : 9B
Topic : Temperature. Period: 6
Sub-Topic: Clinical Thermometer. .

Lesson Objective: By the end of the session students should be able to
- Describe the laboratory thermometers.
Key Questions : Oral questions from the topic.
Resources and Teaching Aids : Explaining physics - Stephen pople
TEACHER ACTIVITY STUDENT ACTIVITY
 Greets the students.  Greets back.
 Throws a general question that what instrument is used to  Responds positively .
measure the body temperature?
 Explains the laboratory thermometers ranges from 0oc to
100o c with vacuum above mercury with capillary tube.  Listens to the topic.
 Explains clearly Laboratory thermometers are used to
measure temperatures or temperature changes with a high  Gets the clear picture of
degree of precision. They are made of metal or glass and thermometers by the
strengthened through processes such as thermal tempering change of temperature.
or annealing.
 Thermometers are made of sealed glass and contain a  Now attains the
fluid, usually mercury or red alcohol, whose volume knowledge laboratory of
changes relative to its temperature. thermometers.

 Responds to the oral
 Asks oral questions from the topic. questions
 Give the notes for the above and make sure all students
take it.  Takes the notes neatly.
Evaluation : Oral questions from the topic .
Reflection :

Sub Teacher HOD