11th STD Physics Vol-1 Teacher's Manual PDF

VOLUME - I
Teacher’s Manual
I
11th Std Physics Vol-1 Teacher's Manual.indd 1 16-04-2018 16:03:08

09-07-2018 10:23:14
CONTENTS
UNIT I Nature of Physical World and Measurement
UNIT II Kinematics
UNIT III Laws of motion
UNIT IV Work, Energy and Power
UNIT V Motion of System of Particles and Rigid Bodies
An appeal
Physics, Volume 1 on Mechanics is written with an objective of laying strong

foundation in basic physics – it is more a material to read, understand and apply.
Rote learning is totally discouraged.
The content of the book should be approached with the true spirit of discovering
the laws of nature.
Omitting any portion might break the continuity and lead to ambiguity at higher
levels.
Value addition of the book
Mathematical topics such as vectors, differentiation and integration are essential

tools to understand and express physical phenomena.
Inclusion of these topics and usage of vector notation wherever necessary is the
salient feature of this book.
Becoming familiar with vector notations and basic mathematics for physics will
solve a lot of difficulty currently faced by students, especially while pursuing
higher education in engineering, technology and science disciplines.

Physics learning - Correct method
The correct way to learn is to

• Understand the concept; express the same in the language of mathematics
which are equations.
• Each equation conveys the meaning of a phenomena or relationship between
various parameters in the equation.
• Such relationships can be diagrammatically expressed as graphs. Visualising
the nature of an equation will improve analytical thinking.
• This interlink should be clear in mind while going through the entire text.
Helps to get rid of rote

learning
Concept
Enhances reasoning
Equation ability
Graph Facilitates application

of the concepts
Inference
Refer the Teaching Learning Video (TLV(i)) – ‘An introduction to New

Text’ highlighting the salient features of the book emphasising the
correct methodology of Physics learning

Where are we in the world of Physics?
Level 1
Mechanics
A branch of physical science that deals with forces and their effects on bodies
Classical Physics Quantum Physics
Deals with Deals with

macroscopic systems microscopic systems
Example: Example:
A ball rolling on the surface of a table. An electron moving in a conductor
Newtonian Non Relativistic

Mechanics Quantum Mechanics
Classical Relativistic

PHYSICS
Volume - 1
Newtonian Mechanics
Newtonian Non Relativistic

Classical Relativistic
XI Physics Beyond the

Volume 1 scope of this book

In mechanics learning the following sequence is to be kept in mind
Position
To investigate any system, its initial and final locations

or position at any instant of time is required
Motion
When a system moves from one position to another,

‘motion’ (type of motion) gains importance
Force
Accelerated Motion of a system is possible

when a net force acts on it
Work done
and Energy
When force acts, work is done and the

work done is related to energy (work done involves energy)

Organisation of the book
Unit 1
General introduction to science and scientific methods
Units 2
Basic mathematics needed to express physical concepts especially the
coordinate system, vectors, differentiation and integration.
Units 3, 4
Newtonian Mechanics - Point mass approach (Size and shape of
the body are not considered, only translational motion is involved)
Unit 3
• Position •W
ork done and
• C
artesian • Motion and Force Energy
coordinates
•N
ewton’s laws of
motion
Unit 2 Unit 4
Unit 5
Shift from point mass approach to collection of point masses approach.
Concept of centre of mass introduced.
Deals with rotational motion in addition to translational motion.
NOTE: As per the organisation of the book, units 2 to 5 should be

taught as a single lesson ‘Newtonian Mechanics’ not as four different
lessons.
Refer the Teaching Learning Video (TLV(ii) available both in English

and Tamil ) – ‘An overview of XI Physics Volume 1’ to understand the
sequential development of the concept in the book.

How to begin the class?
• Initiate a dialogue before directly writing the topic on the board
• Examples should trigger curiosity to learn and also trigger the thinking process
• Examples should help students to link class room learning to every day experiences/
observations.
Suggested method of teaching

1.
Demonstrate – Use the activities, illustrations, animations included through QR code in
relevant topics.
2. Discussion among students – Use information provided in ‘Do you know’ and ‘Note’ in
relevant topics.
3. Use the text content as the essential reading material to become familiar with the concepts
– very carefully build the concepts from basic to advanced – the manual will help to organize
the teaching material (class room transaction) so that the essential points are covered with
clarity.
4. Workout example problems without skipping the order. Example problems are very carefully
placed not only for concept building but to build confidence – teacher can work out a few in
class and ask students to work the rest and discuss in class.
5. Solved examples given at the end of the book as Appendix 1 can be worked out by students
in groups (to enable peer learning) or in exclusive tutorial classes.
Caution: Mechanics teaching and learning is incomplete without

problem solving sessions. Text book covers different types of
problems carefully chosen to give strong foundation with ease.

UNIT – I –Nature of Physical World and Measurement
Suggested division of content
Period allotment and ‘Teaching Learning Video (TLV)’ for reference
(for planning, not mandatory)
Content Number of periods *Teaching Learning Videos
• Science - Introduction
• Physics – Introduction
• Physics in relation to technology
and society
(1.1, 1.2, 1.3)

2
Note: This portion is for knowledge

not for testing memory
• Measurement
• Measurement of basic quantities
(1.4, 1.5) 3
• Theory of errors TLV 1.1 - TLV 1.10

• Significant figures
(1.6, 1.7)
4
Note: Recommended to refer videos
for better understanding, especially for
problem solving
• Dimensional analysis TLV 1.11-1.15

(1.8)
4
Note: Recommended to refer videos
for better understanding, especially for
problem solving
Total 13
*The portion given in the book is taught in the video by the authors of the text book.

Learning Objectives
In this chapter, student is exposed to
• excitement generated by the discoveries in Physics
• an understanding of physical quantities of importance
• different systems of units
• the concepts of mass and weight
• an understanding of errors and corrections in physical measurements
• the importance of significant figures
• usage of SI units to check the homogeneity of physical quantities
1.1 Science – Introduction How to introduce the lesson

Ask students to explain the reason behind the common observations around us.
Possible questions….
Bright sky – Give reason ?
Will there be changes in the sky over a period of time ?
Cyclic changes in the seasons – why? and How?
Occurrence of rainbow – reason?
What is the origin of wind?
Why is the sky blue?
Trigger the curiosity in the students ‘to know’ the answer for such questions.
Then introduce the meaning of the word ‘Science’ – ‘to know’ (Refer section 1.1)
Inform students that the Indian Constitution refers to scientific temper

According part IV Article 51A (h) of Indian Constitution “It shall be the duty of every citizen of
Indian to develop scientific temper, humanism and spirit of inquiry and reform’’. This is the aim of
our Science Education.

Salient Points
• The word science has its root from the Latin verb scientia, meaning “to know” In Tamil
language it is ‘Ariviyal’ (அறிவியல்) meaning knowledge based learning.
• Science is the systematic organization of knowledge gained through observation,
experimentation and logical reasoning.
• The knowledge of science dealing with non-living things is physical science (Physics and
Chemistry), and that dealing with living things is biological science (Botany, Zoology etc.).
• Curiosity driven observations of natural happenings was the origin of science.
(Refer to the statement of Bruce Linsay given in the beginning of this unit)
1.1.1 The Scientific method

• The scientific method is a step by step approach in studying natural phenomena and estab-
lishing laws which govern these phenomena.
General features of scientific methods

Explain the example of heat conducting rod (Refer 1.1.1) and then introduce the following
(i) Systematic observation
(ii) Controlled experimentation
(iii) Qualitative and quantitative reasoning
(iv) Mathematical modeling
1.2 Physics - Introduction

• The word physics is derived from the Greek word “Fusis”, meaning nature.
• The study of nature and natural phenomena is dealt in physics.
• Physics is considered as the most basic of all sciences.
10

Approaches in
studying physics
Unification Reductionism
Explain diverse physical An attempt to explain a macroscopic
phenomena in terms of a system in terms of its microscopic
few concepts and laws constituents
Example Example
The motion of freely falling Thermodynamics (dealt

bodies towards the Earth, in unit 8) was developed
Motion of planets around to explain macroscopic
the Sun, properties like tempera-
ture, entropy, etc., of bulk
Motion of Moon around systems
the Earth,
What is microscopic here?

What is unified here?
Newton’s universal law of Molecular constituents

gravitation (dealt in unit 6, of the bulk system dealt
volume 2) by kinetic theory (unit 9,
Meaning: It will be able volume 2) and statistical
to explain all these above mechanics
mentioned motions.
11

1.2.1 Branches of Physics
(This portion is for the students to appreciate the subject physics – not for
testing their memory.)
• Physics as a fundamental science helps to uncover the laws of nature.
• The language of its expression is mathematics.
(Refer Appendix 1.1 for the chronological development of various branches of physics.
Refer Figure 1.1and Table 1.1 for the various branches of physics)
1.2.2 Scope and Excitement of Physics

Objective
• This section must be taught to make students realise that all natural phenomena including
the ones studied in Biology (the human body) are governed by principles/laws of physics.
• Physics is the basic building block for Engineering and Technology.
• Physics is an inevitable subject of study.
• Discoveries
Two types of discoveries in physics
1. Accidental – example magnetism
2. Systematically developed and analysed in labs (Experimental – example transistor),
(Theoretical Prediction - example E=mc2)
(Refer 1.2.2 and explain how experiments and theories work hand in hand complimenting one
another)
12

 Physics has a huge scope
Tremendous range of magnitudes of various
physical quantities
Range of time scales: Range of masses: from heavenly

astronomical scales to micro- bodies to electron: 1055 kg (mass of
scopic scales 1018s to 10-22s. known observable universe) to 10-31
kg (mass of an electron).
Physics - educative and exciting question to begin

What is the science behind natural phenomena like the eclipse, why does one feel the heat when
there is fire? What causes wind? etc.
Teacher’s aid : ICT (video in 1.2.2) - facilitate students to appreciate
Physics is the basic building block for engineering and technology
useful link https://www.youtube.com/watch?v=-ZTwQzMxqmA
1.3 Physics in relation to technology and society

• Technology is the application of the principles of physics for practical purposes.
• Physics being a fundamental science has played a vital role in the development of all other
sciences. A few examples (Refer 1.3 for explanation)
1. Physics in relation to chemistry
2. Physics in relation to biology
3. Physics in relation to mathematics
4. Physics in relation to astronomy
5. Physics in relation to geology
6. Physics in relation to oceanography
7. Physics in relation to psychology
13

WARNING!
Nature teaches true science with physics as an efficient tool. Science and
technology should be used in a balanced manner (Refer 1.3 and explain –
also allow students to reflect their minds)
1.4 Measurement
Introduction of concepts: Ask practical questions involving measurements of mass, length
and time
Explain the concepts in the following sequence (Refer 1.4)
• Definition of physical quantity
• Types of physical quantities
Types of physical quantities
Fundamental or base Quantities that can

quantities are quantities be expressed in
which cannot be expressed terms of fundamental
in terms of any other quantities are called
physical quantities - length, derived quantities
mass, time, electric current, -area, volume, velocity,
temperature, luminous acceleration, force.
intensity and amount of
substance.
14

1.4.3 Definition of unit and its types
The process of measurement is basically a process of comparison.
To measure a quantity, we always compare it with some reference standard (use the example
given in 1.4.1)
An arbitrarily chosen standard of measurement of a quantity, which is accepted

internationally is called unit of the quantity.
Fundamental or base units: Fundamental or base quantities are quantities which cannot be
expressed in terms of any other physical quantities.
Derived units: Units that can be obtained by a suitable multiplication or division of powers
of fundamental units are called derived units.
Teacher Activity
Make a poster/chart of Table 1.4 (Derived quantities and their units) and put it up in
the class room.
1.4.4 Different types of Measurement systems

A complete set of units used to measure all kinds of fundamental and derived quantities is called
a system of units.
The following common system of units used in mechanics should be explained systematically
(a) f.p.s, (b) c.g.s, (c) m.k.s systems
1.4.5 SI unit system

Explain Radian and Steradian. Conversion between radians and degrees (students must be famil-
iar with the conversions)
(Refer 1.4.4, 1.4.5, Tables 1.2,1.3 and the ‘Do you know’ in 1.4.4)
1.5 Measurement of Basic quantities

1.5.1 Measurement of Length
Macrocosm Microcosm
Direct methods
Indirect methods have to be devised and used. (Refer 1.4.2, Table 1.4)
Teacher Activity:
Make a poster/chart of Table 1.4 (prefixes for powers of ten) and put it up in the class
room.
15

i) Measurement of small distances
Screw gauge and Vernier calliper.
Recapitulate these instruments already studied in IX standard
Students Activity
ICT Corner – ‘Screw gauge and Vernier calliper’ at the end of unit 1
ii) Measurement of Large Distances

• Triangulation method for the height of an accessible object
• Explain and work out Example 1.1 applying this concept
• Parallax method
• Need for this method
• Meaning of ‘parallax’
• Explain with the example given (use Figure 1.4) – clarify ‘parallax angle or parallactic
angle’.
• Correlate it to the measurement of distance between the Moon from Earth (Use Figure 1.5)
• Apply the concept in the problem, Example 1.2
• RADAR method
• Need for this method
• Meaning of ‘RADAR’
• Explain with the principle (Figure 1.6)
• Arrive at the distance formula
• Apply the concept in the problem, Example 1.3
Teacher Activity:
Make posters/ charts of Table 1.5 (Range and order of lengths) and Some Common Prac-
tical Units given in section 1.5.1 and put them up in the class room.
1.5.2 Measurement of mass

(Brief out line only)
• Mass is a property of matter – explain and then define.
• Introduce the term weight
• The concept of mass is different from the concept of weight – distinguish them (Refer
Table 1.6) and then give their relation
• Mention Chandra Shekhar limit (CSL) – as unit of mass (Refer ‘Do you know’)
16

Inform students that the Indian Nobel Laureate Subramanyan Chandrasekhar won
Nobel prize for Physics in 1983 for his theoretical studies of the physical processes of
importance in the structure and evolution of the stars.
Measurement of mass
• Discuss wide range of masses (Refer Table1.6)
• Conventional methods - common balance, spring balance and electronic balance (just
remind students that weighing balances were covered in IX).
• Gravitational methods - for measuring larger masses like that of planets, stars etc
• Mass spectrograph - for measurement of small masses of atomic/subatomic particles
etc.
Teacher Activity:
Make a poster/chart of Table 1.6 (Range of masses) and put it up in the class room.
1.5.3 Measurement of Time intervals

(Brief out line only)
Inform students
• Atomic standard of time - based on the periodic vibration produced in a Cesium atom.
• Other types of clocks - electric oscillators, electronic oscillators, solar clock, quartz
crystal clock, atomic clock, decay of elementary particles, radioactive
• Order of time intervals (Refer Table 1.7)
Teacher Activity:
Make a poster/chart of Table 1.7 (Order of time intervals) and put it up in the class room.
Inform students that in India, the National Physical Laboratory (New Delhi) has the
responsibility for maintenance of physical standards of length, mass, time etc.,
17

1.6 Theory of errors
• Error – Definition
• Importance of error analysis
1.6.1 Accuracy and precision

• If a measurement is precise, that does not necessarily mean that it is accurate. However,
if the measurement is consistently accurate, it is also precise. (Refer 1.6.1, practical
examples, visual (Figure 1.9) and numerical examples given to explain)
1.6.2 Errors in measurement

Three types of errors: (1) Random error, (2) Systematic error and (3) Gross error
i) Systematic errors
Systematic errors are reproducible inaccuracies that are consistently in the same direction.
Classification
1) Instrumental errors
2) Imperfections in experimental technique or procedure
3) Personal errors
4) Errors due to external causes
5) Least count error
ii) Random errors

•
Random errors may arise due to random and unpredictable variations in experimental
conditions like pressure, temperature, voltage supply etc.
• Random errors are sometimes called “chance error”.
• Procedures to be followed to minimize experimental errors (Refer Table 1.9).
iii) Gross Error

The error caused due to the shear carelessness of an observer is called gross error.
1.6.3 Error Analysis ( Refer TLV 1.1 - 1.2 )

(Refer the content to explain the following with examples)
(1) Absolute Error
(2) Mean Absolute error
(3) Relative error
(4) Percentage error
Apply the above concepts in Example 1.4
18

1.6.4 Propagation of errors ( Refer TLV 1.3 - 1.10 )
The error in the final result depends on
(i) The errors in the individual measurements
(ii) The nature of mathematical operations performed to get the final result.
• Various possibilities of the propagation or combination of errors in

different mathematical operations
(i) Error in the sum of two quantities
Define, explain, obtain the relation and apply the concept in Example 1.5
(ii) Error in the difference of two quantities

(iii) Error in the product of two quantities

(iv) Error in the division or quotient of two quantities

(v) Error in the power of a quantity

1.7 Significant figures

1.7.1 Definition and rules of significant figures
• Define – explain (Refer 1.7.1)
• The rules for counting significant figures (Refer Table1.10)
Teacher Activity:
Make a poster/chart of Table 1.10 (counting significant figures) and put it up in the class
room.
Apply the concept in Example 1.10
1.7.2 Rounding off

• Need for rounding off figures
• The rules for rounding off ( Refer Table 1.11)
Apply the concept in Example 1.11
19

1.7.3 Arithmetical operations with significant figures
(i) Addition and subtraction
(ii) Multiplication and division explain with the given example
1.8 Dimensional analysis (Refer TLV 1.11 - 1.15 )

1.8.1 Dimension of physical quantities
• All the derived physical quantities can be expressed in terms of some combination of the
seven fundamental or base quantities.
• Denoted with square bracket [ ].
• The dimensions of a physical quantity are the powers to which the units of base quantities
are raised to represent a derived unit of that quantity.
(Explain the above with examples given)
Dimensional formula and equation

• Define, explain with examples
• The dimensional formulae of various physical quantities (Refer Table1.11)
Teacher Activity:
Make a poster/chart of Table 1.11 (various physical quantities) and put it up in the class
room.
1.8.2 Dimensional quantities, dimensionless quantities, principle of

homogeneity
Classification
(1) Dimensional variables
(2) Dimensionless variables
(3) Dimensional Constant
(4) Dimensionless Constant
Dimensionless constants: Quantities which have constant values and also have no dimensions.
Examples are π, e and angle, numbers etc
Principle of homogeneity of dimensions
The dimensions of all the terms in a physical expression or equation should be the same. (Explain
with the example given)
20

1.8.3 Application and limitations of the method of dimensional analysis
Methods used to
(i) Convert a physical quantity from one system of units to another.
(ii) Check the dimensional correctness of a given physical equation.
(iii) Establish relations among various physical quantities.
• Explain with examples and apply in problems 1.12 -1.16
• Limitations of Dimensional analysis
Explain the points given
Summary/Recap
• Summarise the important learning of this lesson. Summary given can be referred for this
purpose.
• Ask students to develop a concept map based on their sequential understanding of the
concepts covered. Concept map given can be used as a model.
21

UNIT – II – Kinematics
- Period allotment and ‘Teaching Learning Video(TLV)’ for reference
Number
Content *Teaching Learning Videos(TLV)
of periods
• Introduction −
1
• Concept of rest motion (2.1, 2.2)
•
Elementary concepts of vector TLV 2.1 - TLV 2.5
algebra 3
•
Components of a vector (2.3, 2.4)
• Multiplication of vector by a scalar. TLV 2.6 and TLV 2.7
3
• Vector products (2.5)
• Position vector
• Distance and displacement 1
(2.6, 2.7)
• Differential calculus
3
• Integral calculus (2.8, 2.9)
• Motion along one dimension
4
(2.10)
• Projectile motion
4 TLV 2.8 - TLV 2.17
• Circular motion (2.11)
Total
19
22

Learning Objectives
• students will be exposed to different types of motions (linear, rotation and oscillation)
• the necessity for reference frames to explain the motion of objects
• the meaning of vectors, scalars and their properties
• the role of scalar and vector products in physics
• the basics of differentiation and integration
• the concepts of displacement and distance and their variation with time
• the concept of speed, velocity, acceleration and their graphs
• relative velocity
• kinematic equations of motion for constant acceleration
• analysis of various types of motion of objects under gravity
• radians and degrees
• uniform circular motion, centripetal acceleration and centripetal force
2.1 Introduction
• Begin the class with Galileo’s quote
All the laws of nature are written in the language of mathematics
- Galileo
and explain the role of mathematics to describe the physical phenomena.
2.2 Concept of rest and motion

• Initiate the discussion to identify various kinds of motion in nature.
• Explain the various kinds of motion and the need to quantify these motions.
•
Describe the role of coordinate systems in physics and explain right handed coordinate
system and left handed coordinate system.
• Make the students realise the importance and advantage of ‘point mass’ in mechanics.
•
Classify motions as one dimensional, two dimensional and three dimensional. Students
should be able to decide the number of coordinates required for the given motion.
2.3 Elementary concepts of vector algebra (Refer video TLV 2.1-2.3)

• Explain the scalars and vectors with proper physical examples
•
Give the physical meaning of magnitude of a vector and geometrically show the various
kinds of vectors (Section 2.3.2)
• Differentiate between conventional addition and vector addition
• Describe the triangular law of vector addition with example 2.1.
23

Salient - outcome
• S tudents should be able to calculate the magnitude of resultant vector and the angle
between resultant vector with any one of the given vectors.
• Students should be able to correlate this vector addition with some physical examples.
• Teach the subtraction of two vectors with the example 2.2.
Salient outcome
•
Students should be able to explain the difference between vector addition and
subtraction
•
Students should be able to calculate the resultant of subtraction of two vectors and angle
between the resultant vector with any one of the given vectors.
2.4 components of vectors (Refer video: TLV 2.4 and TLV 2.5)
•
Explain clearly the practical use of components of vectors and vector addition (use examples
of 2.3 and 2.4)
Salient - outcome
• Students should be able to identify the directions of unit vectors
i, j, k
2.5 Multiplication of vectors by a scalar refer (Video: TLV 2.3 – TLV 2.7)
• Explain Multiplication of vectors by scalars with the examples 2.5 and 2.6
2.5.1 Scalar Product of two vectors
Teach
• The meaning of scalar product, its physical importance and properties (use examples 2.7
and 2.8)
2.5.2 The Vector Product of two Vectors (Refer: TLV 2.6)
Teach
· The meaning of vector product, its physical importance and properties
· The right hand thumb rule or right hand cork screw rule must be taught with physical
examples.
Salient outcome
· Students should be able to identify the direction of resultant vector
· Ensure that students understand and do not memorize the vector products blindly
·
Show the component wise manipulation of vector products using the example
2.9 and the students must be informed that the determinant way of multiplying two vectors
(cross product) is only pneumonic not definition.
24

2.5.3 Properties of components of vectors (Refer: TLV 2.7)
Salient points
· If two vectors are equal then their individual components must be separately equal.
· Explain the importance of this property with examples 2.10, 2.11 and 2.12.
2.6 Position vector

·
Explain the significance of position vector in mechanics. The position vector is the basis for
describing the motion of any object.
· Demonstrate examples 2.13 and 2.14.
2.7 Distance and Displacement

· Differentiate the notion of distance and displacement with examples 2.15 and 2.16.
· Encourage students to generate a few examples on their own.
· Make students write in components form in Cartesian coordinate system.
· Discuss various special cases given as note in example 2.17.
2.8 Differential calculus

·
Initiate the discussion on ‘Why differential calculus is necessary in physics’? In the universe
everything is changing. To quantify the changes occurring in the physical quantity, we need
a mathematical technique called ‘Differential Calculus’.
·
Introduce the concept of a function with simple example of temperature and time.
·
Demonstrate graphically the meaning of a tangent of the given function at a given point.
· Demonstrate the meaning of ‘limit’ with Example 2.18.
· Student should not confuse the term ‘∆𝑡 goes to zero’ with ‘∆𝑡 is zero’.- clarify.
2.9 Integral Calculus

· Demonstrate the example of area under the curve and how it leads to the concept of inte-
gration.
· Student should be able to explain that integration is actually a summation process.
· Explain the various physical quantities defined through integration.
Average velocity and instantaneous velocity

· Define the average velocity with the help of a displacement vector and how it leads to in-
stantaneous velocity.
· Discuss Examples 2.21,2.22 and 2.23
25

Momentum
· Introduce the concept of momentum with Example 2.24
2.10 Motion along one dimension

· Introduce the average velocity and average speed with the Example 2.25
· Explain figure 2.35
2.10.2 Relative velocity in one and two dimensional motion

·
Describe the various cases of relative velocity expressions with the help of Examples 2.26,
2.27,2.28,2.29 and 2.30
Acceleration
· Explain the meaning of acceleration and how it is related to average velocity.
· Discuss the example 2.31 in detail.
· Students should be able to find the acceleration from position vector.
2.10.3 Equations of uniformly accelerated motion

· Illustrate the application of calculus by deriving Newton’s kinematic equations.
·
Discuss the motion of an object when it is thrown vertically downwards and vertically
upwards.
· Mention about the choice of coordinate system to describe this motion.
·
Discuss Example 2.35 and ask students to apply Newton’s kinematic equations to various day
to day situations.
·
Students should be informed that these equations should not be applied for motion which
involves variable acceleration (motion of mass attached with a spring)
2.11 Projectile motion

·
Initiate the discussion about projectile motions and give various real life examples given in
the book
2.11.2 Projectile in horizontal projection (Refer: TLV 2.8 and TLV 2.9)
· Discuss the horizontal projection and explain the meaning of trajectory of the particle
· Discuss Figure 2.40
· Explain the meaning of each equation.
2.11.3 Projectile motion under angular projection (Refer: TLV 2.10 and TLV 2.11)
· Systematically develop the theory of projectile motion.
·
Mention that this motion is a combination of vertical and horizontal motions and illustrate
that both are independent motions.
26

· Discuss each term in the expression for maximum height, time of flight and the range.
·
Mention the ‘kitti pull’ example and ask the students to list other real life examples where the
projectile motion equations can be applied.
· Discuss the Examples 2.37 and 2.38.
2.11.4 Introduction to Degrees and Radians

· Define the radian and differentiate between radian and degree with the Example 2.39.
· Mention that 𝜋 is irrational number and both 3.14 and 22/7 are approximations.
2.11.5 Angular displacement

· Define angular displacement, angular velocity and angular acceleration.
· The direction of angular velocity is not in the direction of angular displacement rather it is in
the direction of axis of rotation.
· Explain the meaning of every equation.
2.11.6 Circular motion

· Show vectorially how centripetal acceleration points towards the center of circular motion.
· Explain Figure 2.52.
· Derive the expression for centripetal acceleration.
·
Explain the difference between the uniform and non-uniform circular motion with the
centripetal and tangential acceleration.
·
Workout the Example 2.40 and give some physical examples of non uniform circular motion
(Vertical circular motion is given in unit 4 ).
·
Illustrate the information given in the ‘Do you know box’ in this section.
Kinematic equations for circular motion
·
Show the correspondence between kinematic equations for constant linear acceleration and
constant angular acceleration.
·
Mention that these equations should be applied to motion that involves constant angular
acceleration.
· Discuss Example 2.41.
Summary/Recap
·
Summarise the important learning of this lesson. Summary given can be referred for this
purpose.
·
Ask students to develop a concept map based on their sequential understanding of the
27

UNIT – III LAWS OF MOTION
Number
Content *Teaching Learning Videos(TLV)
of periods
• Introduction
Newton’s Laws TLV 3.1 - TLV 3.10
6
• Application of Newton’s laws
(3.1, 3.2, 3.3)
• Lami’s theorem −
• Laws of conservation of total linear
momentum
2
(3.4, 3.5)
• Friction TLV 3.11 - TLV 3.24

3
(3.6)
• Dynamics of circular motion

4
(3.7)
Total 19
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Learning objective
In this chapter, student is exposed to
• Newton’s laws
• logical connection between laws of Newton
• free body diagram and related problems
• law of conservation of momentum
• role of frictional forces
• centripetal and centrifugal forces
• origin of centrifugal force
3.1 Introduction
Starter:
Whose picture is in the back wrapper?
It is Sir Isaac Newton, who is the brain behind unit 3
Back Wrapper:
Sir Isaac Newton shinning the light for experimental
investigation. This picture reminds us that Newton was
not only a noted theoretical physicist, mathematician,
and philosopher but an experimentalist. This holistic
perception made Newton reach the pinnacle of
achievement.
Debate/discussion
Use the following (extract from 3.1) to facilitate debate/discuss among students – students should be
allowed to express their views before introducing the views of Aristotle, Galileo and Newton.
The most curiosity driven scientific question asked was about the motion of objects –
‘How things move?’ and ‘Why things move?’

Aristotle, said that ‘Force causes motion’. This statement is based on common sense. But any
scientific answer cannot be based on common sense, but must be endorsed with quantitative
experimental proof.
In the 15th century, Galileo challenged Aristotle’s idea by doing a series of experiments. He said
force is not required to maintain motion.
Teacher’s aide
Galileo’s experiment Figure 3.1 (Read the explanation in section 3.1 for clarity), ICT in section 3.1
shows the demonstration.
Conclusion Aristotle coupled the motion with force while Galileo decoupled the motion and force.
29

3.2 Newton’s Laws (Refer TLV 3.1 - TLV 3.4)
 Inertia of rest
• Ask questions to arouse curiosity

1. • WHY OBJECTS DO NOT MOVE ON THEIR OWN ?
• Demonstrate
2. • M
AKE A STUDENT STAND AND ASK SOME OTHER STUDENT TO
GENTLY PUSH
• ASK THEM TO INTERPRET THE OBSERVATION
• Relate to everyday life

3. • WHEN A VEHICLE SUDDENLY STARTS MOVING, THE PASSENGERS
EXPERIENCE A BACKWARD PUSH (Refer 3.2.1, Figure 3.2)
 Inertia of motion

1. • WHY/WHEN/HOW OBJECTS MOVE WITH CONSTANT (SAME) SPEED?
• Demonstrate
• E XAMPLE : A FAN AT A FIXED SPEED
2. • A
DJUST REGULATOR TO CHANGE THE SPEED
• Why should we use the regulator?

3. • P
ASSENGERS EXPERIENCE FORWARD PUSH IF BRAKE IS SUDDENLY
APPLIED (Refer 3.2.1, Figure 3.3)
30

 Inertia of direction
1. • ROTATE A STONE TIED TO A STRING

• Observe the motion of string and the stone
• Demonstrate
2. • A SK A STUDENT TO CAREFULLY CUT THE ROPE
• What happens to the stone and the string?

3. • WHEN THE VEHICLE TAKES A STEEP TURN
(Refer 3.2.1, Figure 3.4 and ICT in 3.2.1)
What is the conclusion?

Inability of objects to move on their own or change their state of motion is called inertia.
Inertia means resistance to change its state.
NOW INTRODUCE
3.2.1 NEWTON’S FIRST LAW
Every object continues to be in the state of rest or of uniform motion (constant

velocity) unless there is an external force which acts on it.
Inertial frames
Objective: To make students understand the meaning of frames, inertial frames, their impor-
tance in mechanics especially while solving problems.
Points to note
·
In physics, a frame of reference (or reference frame) consists of an abstract coordinate system
and the set of physical reference points that uniquely fix (locate and orient) the coordinate
system and standardize measurements.
·
There exists special set of frames in which if an object experiences no force, it moves with
constant velocity or remains at rest.
·
The Earth is treated as an inertial frame because an object on the table in the laboratory
appears to be always at rest.
·
This object never picks up acceleration in the horizontal direction since no force acts on it in
the horizontal direction.
31

·
For making these conclusions, we analyze only the horizontal motion of the object as
though there is no horizontal force that acts on it.
·
In fact, there are two forces (gravity downward and normal force in upward directions) that
act on it but the net force is zero in the vertical direction.
· All inertial frames are moving with constant velocity relative to each other.
·
If an object appears to be at rest in one inertial frame, it may appear to move with constant
velocity with respect to another inertial frame.
·
The accelerated frames are called non-inertial frames. A rotating frame is also a non inertial
frame since rotation requires acceleration.
Refer Figures 3.5 and 3.6 with explanation.
Newton’s first law deals with the motion of objects in the absence of any force
and not the motion under zero net force.
3.2.2 Newton’s Second Law

This law states that
The force acting on an object is equal to the rate of change of its momentum
 d p  
F= Here the momentum, p = mv
dt
Inference:
• Whenever the momentum of the body changes, there must be force acting on it.
When the mass of the object remains constant during the motion,
 d (mv ) 
dv 
=F = m = ma. If there is a change in velocity,
dt dt
then there must be force acting
  on the body.
F = ma

If there is acceleration a on the
body, then there must be force The force and acceleration are
acting on it. always in the same direction.
Newton’s second law and Aristotle’s idea of motion - comparison

• According to Newton, the force need not cause the motion but only a change in motion.
• Newton’s second law is valid only in inertial frames.
32

• In non-inertial frames Newton’s second law cannot be used in this form. It requires some
modification.
One Newton is defined as the force which acts on 1 kg of mass to give an

acceleration 1 ms-2 in the direction of the force.
Aristotle vs. Newton’s approach on sliding object – concept of friction

Aristotle Galileo Newton
Did not consider the frictional There is zero net force on the object when it moves
force acting on the object. with constant velocity.
External force needs to be

applied to move an object with
constant velocity
3.2.3Newton’s third law

Activity/Demo
 Do the activity of the spring balance given in 3.2.3
Ask the students to discuss their observation
Why the readings on both the balances are the same?
or
Hammer and nail demonstration (Figure 3.8 a)

Refer figure 3.8(a), when an object 1 exerts a force on the object 2 ( F 21),

then object 2 must also exert equal and opposite force on the object 1 ( F 12).
These forces must lie along the line joining the two objects.
 
F 12= F 21
(Alternately the example of the balloon and walking on the floor can be used)
Inference
• The forces occur as equal and opposite pairs.
• An isolated force or a single force cannot exist in nature.
Newton’s third law states that for every action there is an equal and opposite
reaction.
33

• Newton’s third law is valid in both inertial and non-inertial frames.
• These action-reaction forces are not cause and effect forces.
It means that when the object 1 exerts force on the object 2, the object 2 exerts equal and oppo-
site force on the body 1 at the same instant.
Teachers’ Aid
For more information and demonstration use QR Code in 3.2.3
3.2.4 Discussion on Newton’s Laws

Objective: Students should be given good foundation on the following (back bone of Newto-
nian mechanics)
1) Vector Equation
• Newton’s laws are vector laws.
 
• The equation F = ma is a vector equation and essentially it is equal to three scalar
equations.
2) Acceleration due to the force
• The acceleration experienced by the body at time t depends on the force which acts on
the body at that instant of time.
 
F (t ) = ma (t )
Example: When a spin bowler or a fast bowler throws the ball to the batsman
3) Direction of the force and direction of motion
• The direction of a force may be different from the direction of motion.
• However, in some cases, the object may move in the same direction as the direction of
the force, it is not always true.
Examples:
Case 1: Force and motion in the same direction
When an apple falls towards the Earth, the direction of motion (direction of velocity) of the apple
and that of force are in the same downward direction (Refer Figure 3.9 (a))
Case 2: Force and motion not in the same direction

The Moon experiences a force towards the Earth but it actually moves in an elliptical orbit (Refer
Figure 3.9 (b))
Case 3: Force and motion in opposite direction

If an object is thrown vertically upward, the direction of motion is upward, but gravitational force
is downward (Refer Figure 3.9 (c))
34

Case 4: Zero net force, but there is motion
When a raindrop gets detached from the cloud it experiences both downward gravitational force
and upward air drag force (Refer Figure 3.9 (d))
4) Vectorial sum of forces
    
• If multiple forces F 1, F 2, F 3…. F nact on the same body, then the total force ( F net )is
equivalent to the vectorial sum of the individual forces (Refer Figure 3.10)
    
F net= F 1+ F 2+ F 3+...+ F n
• The net force provides the acceleration.
• Newton’s second law for this case is

 
F net= ma
In this case the direction of acceleration is in the direction of net force.
Example: (Bow and arrow Figure 3.11)
5) Newton’s second law - a second order ordinary differential equation

 d r 2
• Acceleration is the second derivative of position vector of the body a = , the

 dt  2
force on the body is
 
dr 2
F=m
dt 2
• From this expression, we can infer Newton’s second law

 
F = ma
• Whenever the second derivative of position vector is not zero, there must be a net force
acting on the body.
6) Newton’s first and second laws (an insight)


dv
• If no force acts on the body then Newton’s second law, m =0
dt

• It implies that v =constant. It is essentially Newton’s first law.
• It implies that the second law is consistent with the first law.
• It is not the reduction of second law to the first.
• Newton’s first and second laws can internally be consistent with each other but cannot
be derived from each other.
35

7) Newton’s second law - cause and effect relation.
• Force is the cause and acceleration is the effect.
3.3 Applications of Newton’s laws (Refer TLV 3.5 - TLV 3.10)

3.3.1 Free body diagram
• Free body diagram is a simple tool to apply and analyze Newton’s laws on a moving
object.
• Student must develop the skill to draw free body diagram by using various examples
STEPS TO DRAW FREE BODY DIAGRAM

 Identify the forces acting on the object
 Represent the object as a point
 Choose the suitable inertial coordinate system
 Draw the vectors representing the forces which act on the object
 Forces exerted by the object should not be included in the free body diagram
Solved examples to apply Newton’s law

• Book is at rest on the table due to the normal force and Gravitational force
(Refer Example 3.1)
• Even though force acting on two different objects is the same, the acceleration
experienced by each object is not the same. (Refer Example 3.2)
• Vector representation of force (Refer Example 3.3)
• Apply Newton’s law in real world situation (Refer Example 3.4)
• Validity of Newton’s laws (Refer Example 3.5)
• Inference of net force acting on the object from position vector (Refer Example 3.6)
• Analyzing the motion of a bob (Refer Example 3.7)
• Obtaining net force from velocity vector (Refer Example 3.8)
• Direction of net force acting on the object (Refer Example 3.10)
• Force on the multiple objects (Refer Example 3.11)
• Correct application of Newton’s second law and third law (Refer Example 3.12)
• Applying Newton’s laws for kinematic equations (Refer Example 13)
Students must understand various aspects of application of Newton laws from the
above examples.
36

3.3.2 Particle moving on an inclined plane
• Analyzing the forces acting on the object - component wise (Refer Figure 3.13)
• Obtaining the acceleration of the object sliding on the inclined plane
• Importance of choosing suitable coordinate system for the given problem.
The same problem can be solved by choosing vertical direction as positive y direction
and horizontal direction as positive x direction. Teacher can demonstrate this in the class.
3.3.3 Two bodies in contact on a horizontal surface

• Applying Newton’s second law and third law for motion of bodies in contact with each
other
• Analyzing the force component wise (Refer picture 3.14 b and c)
• Contact forces on two bodies confirm the third law
3.3.4 Motion of connected bodies

• Obtain the acceleration of the connected bodies by applying the Newton’s second law
• Obtain tension acting on the rope which connect the two bodies ( Refer case 1 and
case 2)
Inference:
The tension acting in the string for horizontal motion is half of the tension in
vertical motion for the same set of masses and strings
3.3.5 Concurrent forces

• Definition and illustration of concurrent forces (Refer Figure 3.19)
A collection of forces is said to be concurrent, if the lines of forces act at a common point.
3.4 Lami’s theorem

F1 F2 F3
• (Refer Figure 3.20)
sin sin sin
• Lami’s theorem is useful to analyze the forces acting on objects which are in static
equilibrium.
• Application of Lami’s theorem (Example 3.14)
3.5 Law of conservation of total linear momentum

• In nature conservation laws play very important role.
• By combining Newton’s second and third laws, we can derive the law of conservation of
total linear momentum (Refer 3.5)
37

• If there are no external forces acting on the system then the total linear momentum of
the system ( p tot) is always a constant vector. In otherwords, the total linear momentum
of the system is conserved in time

• Here
the
word ‘conserve’ means that p 1
and p 2
can vary, in such a way that p tot =
p 1 + p 2 is a constant vector. ( p tot )
• The Law of conservation of linear momentum is a vector law. It implies that both the
magnitude and direction of total linear momentum are constant. In some cases, this total
momentum can also be zero
• Internal forces will not change the total momentum of the system
• Difference between internal force and external force (Refer Example 3.15)
• I n collision problems, laws of conservation of total linear momentum plays very
important role than Newton’s laws.
• Later it is required to specify what are the forces acting on the objects during collisions
which is difficult.
3.5.1 Impulse
• If a very large force acts on an object for a very short duration, then the force is called
impulsive force or impulse
tf
• The integral
ti
Fdt J is called the impulse and it is equal to change in momentum of
the object.
• Dimension of impulse is dimension of linear momentum.
• Impulse due to constant force and varying force (Refer Figure 3.21)
∆p
• Connection between the average force and impulse: Favg =
∆t
• Illustrations
• Cricket ball being caught
• Air bag in a car
• Use ICT given in 3.5.1
• The impulse can be same but the average force need be the same (Refer Example 3.16)
3.6. Friction (Refer TLV 3.11)

Activity/Demo
• Show the demo of the book on a table and given Figure 3.22
• Ask the students to discuss their observation.
Teach :
• Introduce the definition of friction as given in section 3.6.1.
• Types of friction – static friction and kinetic friction.
38

3.6.2 Static friction (Refer video: TLV 3.12 - TLV 3.16)
Activity/Demo
• Repeat the same demo (Figure 3.22) with a heavier book on the table.
• Apply very small force on the book such that the book is at rest. Note that the direction of
force is parallel to the table.
• Ask students to discuss their observation.
Teach
• Static friction – applied force is balanced with frictional force.
• Explain the empirical formula 0 ≤ fs ≤ µs as given in equation (3.27).
Inference
• Understand the meaning of inequality here (0 ≤ fs ≤ µs N).
• When an object is at rest and no external force is applied on the object, then the static
friction acting on the object is zero (fs = 0).
• When an external force Fext is applied, still the object is at rest which means that the force
of friction balances the external applied force. (i.e) fs = Fext
• When an object begins to slide, the friction acting on the object is lesser than applied
force.
• The dimensions of frictional force and normal force are the same. Therefore, the
coefficient of friction is a dimensionless number and has no unit.
• Its value is always greater than zero and practically, for a material, it is always lesser or
equal to one.
3.6.3 Kinetic friction (Refer video: TLV 3.11)

Activity/Demo
• Repeat the same demo (Figure 3.22) with a heavier book on the table.
• Apply force on the book such that the book begins to slide.
• Note that the direction of force is parallel to the table.
Teach
• Kinetic friction – applied force is not balanced with frictional force.
• Explain the empirical formula fk = µK N given in equation (3.28).
Inference
• It opposes the relative motion of the object with respect to the surface.
• To move an object at constant velocity we must apply a force which is equal in
magnitude and opposite to the direction of kinetic friction.
39

• It is independent of magnitude of the force.
• The coefficient of kinetic friction is less than the coefficient of static friction.
µK < µs
Refer Video: TLV 3.17 - TLV 3.19 for problems.
NOTE: Once the abject begins to move with external force (Fext), static friction will not be
there but kinetic friction begins (i.e) fs → fk
3.6.4 To move an object push or pull an object? Which is easier?

(Refer video: TLV 3.20)
Steps to follow

• Body is pushed at an arbitrary angle θ 0 to
2
• Resolve the force into two components (parallel and perpendicular components)
• Equation (3.30) shows that a greater force needs to be applied to make the object into
motion.
• Now pull the body with the same force.
• Resolve the force into two components (parallel and perpendicular components)
• Equation (3.31) shows that a normal force is less than Npush.
Inference
• It is easier to pull an object than to push to make it move.
3.6.5 Angle of friction (Refer video: TLV 3.21)

• Draw Figure 3.28. Write down the force and draw the resultant force R .
• The angle of friction is defined as the angle between the normal force and the resultant
force of normal force and maximum friction force.
• Use Pythagoras theorem and derive R f s

max 2
N2 .
• Calculate tan θ and use equation (3.32) and (3.33) to get (3.34).
Inference
• The coefficient of static friction is equal to tangent of the angle of friction.
3.6.6 Angle of repose (Refer video: TLV 3.23)

Activity/Demo
• Measuring the coefficients of friction using a note book and a coin
(Activity given in page 144).
40

Teach
• Draw the Figure 3.29 and write down the forces acting on the body.
• Write down the components of force.
• Write down the force equation.
• Calculate the angle of repose.
Inference
• The angle of repose is the same as the angle of friction. The only difference is that the
angle of repose refers to inclined surfaces whereas the angle of friction is applicable to
any type of surface.
3.6.7 Application of Angle of repose

Explain
• Antlions making sand traps as shown in Figure 3.30.
• Children playing on sliding board as shown in Figure 3.31.
3.6.8 Rolling friction (Refer video: TLV 3.24)

Activity/Demo
• Show the demo referred in Figure 3.32.
Inference
• For pure rolling, motion of the point of contact with the surface should be at rest.
• No relative motion between the wheel and the surface. So, frictional force is very less.
• Without wheel, there is a relative motion between the object and the surface. So,
frictional force is larger.
• Practically, due to elastic nature of the surface at the point of contact there will be some
deformation on the object at this point on the wheel or surface. So, there will be minimal
friction between wheel and surface. It is known as “rolling friction” (Refer Figure 3.33).
3.6.9
Methods to reduce friction (Refer video: TLV 3.24)
Advantage of friction (explain)

• Walking is possible because of frictional force.
• Vehicles (bicycle, car) can move because of the frictional force between the tyre and the
road.
• Braking system in a vehicle is due to friction.
41

Disadvantage of friction
Explain
• Due to friction, in big machines used in industries, unwanted heat is produced and
reduces its efficiency.
Method to reduce kinetic friction

• Lubricants like oil, greese etc.
• Ball bearing in machines. Note that if ball bearing is used in machine, there is no kinetic
friction. It has only rolling friction which is less than kinetic friction.
Points to note
• There are only four fundamental forces that exist in nature. The frictional force comes
under forces which are electromagnetic in nature.
3.7 Dynamics of circular motion

Explain
• Linear motion and circular motion.
• Without a force, circular motion cannot occur in nature.
• Change of velocity of a particle in three different ways
¾¾ Change of magnitude of the velocity without changing the direction of the velocity.
¾¾ Direction of motion alone can be changed without changing the magnitude (speed) –
uniform circular motion.
¾¾ Both the direction and magnitude of the velocity can be changed.
• Uniform circular motion and non-uniform circular motion
3.7.1 Centripetal force

Explain
• If a particle is in uniform circular motion, there must be centripetal acceleration towards
the center of the circle. If there is acceleration then there must be some force acting on it
with respect to an inertial frame.
• Centripetal force (teach the students with vector notation) and explain Figure 3.38.
• Explain the centripetal force for uniform circular motion.
• Note that negative sign in centripetal force means that it will always point towards the
center of the circle.
• The centripetal force is a force towards its center.
• The origin of centripetal force can be gravitational force, tension force in the string,
frictional force, Coulomb force etc. Explain Figures 3.39, 3.40, 3.41 and 3.42.
42

3.7.2 Vehicle on a levelled circular road
Explain
• When a vehicle travels in a curved path, there must be a centripetal force acting on it.
This provides the static frictional force between the tyre and surface of the road (which
acts towards the center of the circular track).
• If the static friction provides necessary centripetal force for the car to bend on the circular
road and have a safe turn. Maximum speed the car can have safe turn is v ≤ µ s rg .
• If the static friction is not able to provide enough centripetal force to turn, the vehicle will
v2
start to skid. Therefore for skidding, s .
rg
3.7.3 Banking of tracks Concept
• Why circular track in a car race track is slightly raised on one side?
• Sketch the force acting on the car when it takes a turn (Refer Figure 3.44).
• Banking angle θ and radius of the track determines the safer speed which is v = rg tan θ .
• If the speed exceeds this safe speed then it starts to skid outward but frictional force
provides an additional centripetal force to prevent the outward skidding.
• If the speed is little lesser than this safe speed then it starts to skid inward but frictional
force provides an additional centripetal force to prevent the inward skidding.
• If the speed of the vehicle is sufficiently greater then skidding takes place.
3.7.4 Centrifugal force

Explain
• Frame of reference – inertial frame of reference (moves with uniform velocity or at rest)
and non-inertial frame (any accelerating frame or simply any rotating frame).
• Newton’s laws are valid in inertial frame only and in non-inertial frame like rotational
frame, a pseudo force like centrifugal force has to be included.
• Example given in second paragraph of section 3.7.4 – whirling motion of a stone tied on a
string has to be explained in detail.
• In order to understand “motion of the stone is observed from a frame which is also
rotating along with the stone with same angular velocity then, the stone appears to
be at rest”: Compare this situation with a person sitting in a giant wheel and another
person standing on the ground. For a person on the ground (rest frame – inertial frame of
reference), the person in a giant wheel is non-inertial frame (rotating frame) whereas for
the person inside the giant wheel (he is at rest with respect to the giant wheel – for him
this is inertial frame) sees that the person standing outside the giant wheel is in
non-inertial frame of reference.
• The stone appears to be at rest (sitting in a stone frame). Total force acting on the stone
is zero in a rotating frame which means that centripetal force is balanced by centrifugal
force.
43

• In an inertial frame there is only centripetal force which is given by the tension in the
string where as the centrifugal arises due to non-inertial nature of the frame considered.
Whenever we work with rotating frame, in a free body diagram, we must include
centrifugal term (do not forget it).
• Centrifugal force is a “pseudo force” but its effects are real.
3.7.5 Effects of centrifugal force

• Car takes a turn in a curved road, person inside the car feels an outward force which
pushes the person way. This outward force is also called centrifugal force. So, the effect of
centrifugal force is real.
• Explain the caution given in (3.7.5). “While travelling in a bus, do not stand near the open
door”.
3.7.6 Centrifugal force due to rotation of the Earth

Concept
• Earth is treated as an inertial frame but it is not, why?
• Ask students to think about this.
• Explain that any object on the surface of the Earth (rotational frame) experiences a
centrifugal force. The centrifugal force appears to act exactly in the opposite direction
from the axis of rotation.
• Explain Figure 3.48 – Centrifugal force acting on a man on the surface of the Earth.
Summary/Recap
purpose.
44

UNIT – IV Work, Energy and Power
Suggested division of content - Period allotment and
‘Teaching Learning Video(TLV)’ for reference
• Introduction
• Work, work done by constant 3
and variable force (4.1)
• Energy
• Kinetic energy
• Potential energy
• Conservative and Non conser- 4
vative forces
• Law of conservation of energy
(4.2 : 4.2.1 to 4.2.8)
• Motion in a vertical circle

(4.2.9)
1
• Power 1
• Collisions (4.4: 4.4.1 to 4.4.5) 3
Total 12
45

In this unit, student is exposed to
• definition of work
• work done by a variable force
• various types of energies
• law of conservation of energy
• vertical circular motion
• definition of power
• various types of collisions
Introduction
• Ask students to express their perception of ‘work’ and ‘work done’
• Distinguish between – physical work, mental work and what is work and work done in
physics point of view.
In Physics : Work is a physical quantity.
Explain the following terms

• Work is said to be done by the force when the force applied on a body displaces it.
• To do work, energy is required.
• Energy is defined as the ability to do work.
• Hence, work and energy are equivalents.
Different forms of energy
Energy: Mechanical, Electrical,

Thermal, Nuclear etc
Mechanical
Kinetic energy (K.E) Potential energy (P.E)
Power: Work done per unit time is power.
46

4.1.1 Work
• The expression for work (W) done by the force on the body.
• Explain the physical meaning of work done.
• Explain the mathematical expression (Refer unit 2 and clarify that work done is a scalar)
W = F⃗ ∙ s⃗
Clarify:
• The work done by a force is defined as the product of magnitude of the force and the
component of displacement in the direction of the force.
• The work done by the force can also be defined as the product of magnitude of
displacement and the component of force in the direction of displacement.
When will the work done be zero? (Use Figure 4.3 and Table 4.1)
(i)
When the force is zero (F = 0).
(ii)
When the displacement is zero, (s = 0).
(iii)
When the force and displacement are mutually perpendicular (θ = 90o).
(iv) In circular motion the centripetal force does no work on the object moving on a circle
Negative work done by a force
Explain with the illustration of goal keeper catching the ball coming towards him.
4.1.2. Work done by a constant force

Explain
• The constant force
• Total work done in producing a displacement.
• Graphical representation of the work done by a constant force
4.1.3. Work done by a variable force

Explain
• The variable force

• Work done by the variable force F
(make students understand the application of integration introduced in unit 2) Graphical
representation of the work done by a variable force.
• The area under the graph shows the work done by the variable force.
(Explain the meaning of the term ‘infinitesimally small’ displacement (ds).
47

4.2. Energy
Define Energy.
- The capacity to do work.
- The manifestation of energy.
- Therefore work and energy are equivalents.
Work ⇔ Energy
• Make the students understand that there are different forms of energy.
-
Mechanical energy, heat energy, light energy, sound energy, electrical energy, chemical
energy, atomic energy, nuclear energy and so on.
- Conservation of energy.
- Focus of this chapter is only on mechanical energy
• In a broader sense, mechanical energy is of two types;
(1) Kinetic energy (2)Potential energy.
Kinetic energy: Energy possessed by a body due to its motion.
Potential energy: Energy possessed by the body by virtue of its position / configuration.
Unit and Dimension of energy.
Use table 4.1 to familiarise different units (conversion which is essential in solving problems).
4.2.1 Kinetic energy

Introduction: Begin with the hammer-nail demonstration shown in Figure 4.17 to introduce mo-
tion and kinetic energy; ability to do work
Important learning
• The amount of work done by a moving body depends both on the mass of the body and
the magnitude of its velocity.
• A body which is not in motion does not have kinetic energy.
4.2.2 Work–kinetic energy theorem

Work and energy are equivalents.
The change in kinetic energy (∆KE) of the body,
1 2 1
KE mv mu 2
2 2
W KE
Work-kinetic energy theorem It implies that the work done by the force on the body is
equal to the change in the kinetic energy of the body.
48

Important Learning
1. If the work done by the force is positive on the body then its kinetic energy increases.
2. If the work done by the force is negative on the body then its kinetic energy decreases.
3. If there is no work done by the force on the body then there is no change in kinetic energy,
which means that the body has moved at constant speed provided its mass remains constant.
4.2.3. Relation between Momentum and Kinetic Energy

p2
KE =
2m
p = 2m( KE )
4.2.4 Potential energy

• The term potential energy means stored energy.
• Impact of conservative and non conservative forces
• Potential energy of a body is associated with its position and configuration with respect
to the surroundings.
• Potential energy of an object at a point is defined as the amount of work done by an
external force in moving the object at constant velocity from the point O (initial location)
to the point P (final location). At initial point O potential energy can be taken as zero.
Types of potential energy

• Each type is associated with a particular force. (example)
• The energy possessed by the body due to gravitational force gives rise to gravitational
potential energy.
• The energy due to spring force and other similar forces give rise to elastic potential
energy.
• The energy due to electrostatic force on charges gives rise to electrostatic potential
energy.
Important learning
• When a conservative force acts on a body, potential energy is stored in the body by a
virtue of its position.
• When a non-conservative force acts on the body, energy is spent by the body and cannot
be stored by the virtue of its position.
4.2.5 Potential energy near the surface of the Earth

• The potential energy associated with the position and mass of the body when it
experiences gravitational force.
• The velocity of the body remains unchanged and thus its kinetic energy remains constant.
(Students should be familiar with the direction of forces and their impacts on the body)
49

Relation :- connect the concept to equation
External force acts
Work is done by this force
Potential energy is stored in the object
This work done is positive
4.2.6. Elastic Potential Energy

• When a spring is deformed, the spring develops a restoring force. The potential energy
possessed by the spring due to a deforming force which stretches or compresses the
spring is termed as elastic potential energy.
• Explain with spring mass

• According Hooke’s law, the restoring force developed in the spring is, F s k x
• The negative sign in the above expression implies that the spring force is always opposite
to that of displacement (x).
• The potential energy of the stretched spring depends on the force constant k and
elongation or compression x.
• Note: the potential energy stored in the spring does not depend on the mass that is
attached to the spring.
• Explain Force-displacement graph for a spring
• Explain Potential energy-displacement graph for a spring
Important learning
In a friction-less environment, the energy gets transferred from kinetic to potential and vice ver-
sa periodically keeping the total energy constant. In the mean position
∆KE = ∆PE
4.2.7. Conservative and non-conservative forces

• Explain conservative force using Figure 4.12
Important learning
• A force is said to be conservative if the work done by or against the force in moving the
body depends only on the initial and final positions of the body and not on the nature of
the path followed between the initial and final positions.
50

dU
F
dx
• Examples for conservative forces are elastic spring force, electrostatic force, magnetic
force, gravitational force.
• Explain non-conservative forces
Important learning
• A force is said to be non-conservative if work done by or against the force in moving a
body depends upon the path between the initial and final positions.
Give examples of Non-conservative forces.
Explain Table 4.3
4.2.8. Law of conservation of energy

Explain law of conservation of energy (use Figure 4.13)
Important learning
Energy can neither be created nor destroyed. It may be transformed from one form to another
but the total energy of an isolated system remains constant.
4.2.9 Motion in a vertical circle

• Explain using Figure 4.13 systematically and arrive at the consolidation given in Table 4.4
4.3.1 Definition of Power

Teach
• Definition
• Average power and instantaneous power
4.3.2 Unit of power

Teach
• kilowatt, megawatt, gigawatt, horse power
• power rating
4.3.3 Relation between power and velocity

Teach
• Derivation in detail
51

4.4. Collision
Demo
• Take two marbles or balls and make them collide with each other.
• Ask students to observe it carefully.
Teach
• Linear momentum before and after.
• Kinetic energy before and after
• Total energy before and after.
4.4.1 Types of collision

Teach
• Elastic collision
• Inelastic collision
Inference
• In both the cases, linear momentum is conserved.
• Elastic collision: total kinetic energy before is equal to total kinetic energy after.
• Inelastic collision: total kinetic energy before is not equal to total kinetic energy after.
4.4.2 Elastic collisions in one dimension

Teach
• Two body collision
• Total linear momentum before and after the collision is conserved.
• Total kinetic energy before and after the collision is conserved.
• Velocities of the bodies after the collision.
4.4.3 Perfect inelastic collision

Teach
• In a perfectly inelastic or completely inelastic collision, the objects stick together
permanently after collision such that they move with common velocity, v.
• Calculation of common velocity.
52

4.4.4. Loss in kinetic energy in perfect inelastic collision
Teach
• In perfectly inelastic collision, the loss in kinetic energy during collision is transformed to
another form of energy like sound, thermal, heat, light etc.
1 m1 m2
• Loss of KE, ∆Q (u1 u2 )
2
2 m1 m2
4.4.5. Coefficient of restitution (e)

Teach
• Plastic ball and rubber ball experiment - explain
• Definition and formula
• Elastic (e = 1), perfect elastic (e = 0)
• In general, 0 < e <1.
Summary/Recap
purpose.
53

UNIT – V Motion of system of particles rigid bodies
• Introduction TLV 5.1-TLV 5.7

• Center of mass 3
(5.1 : 5.1.1 to 5.1.6)
• Torque and angular TLV 5.8-TLV 5.13

momentum 4
(5.2 : 5.2.1 to 5.2.6)
• Equilibrium of rigid bodies TLV 5.14 - TLV 5.22

(5.3 : 5.3.1 to 5.3.5)
4
• Moment of inertia
(5.4 : 5.4.1 to 5.4.6)
3
• Rotational Dynamics
(5.5 : 5.5.1 to 5.5.6)
3
Total 17
54

Learning Objectives
• relevance of the center of mass in various system of particles
• torque and angular momentum in rotational motion
• types of equilibria with appropriate examples
• moment of inertia of different rigid bodies
• dynamics of rotation of rigid bodies
• distinguishing translational motion from rotational motion
• rolling motion, slipping and sliding motions
5.1. Introduction (Refer TLV 5.1)
To start with
• Ask the following questions “what is meant by
• an object or a body?
• a point mass?”
• Demonstrate the following
• Take a duster and a balloon (do not blow too much of air)
• Mark two points on the duster and also on the balloon.
• Press the balloon and the duster and ask the students to observe it.
Inference
• Students must be able to distinguish an object (or a body) from a point mass. Object or
a body will have mass, size and shape whereas the point mass has mass but no size and
shape (Explain this definition).
• The distance between two points in a balloon will change when we apply force whereas
the distance between the points in a duster will not change with the force we apply.
• The concept of rigid body must be defined as a body or an object which does not deform
under the influence of an external force such that the distance between any two points
on the body is always fixed.
• Duster is not a rigid body. It is an approximation.
5.1.1 Center of mass (Refer TLV 5.1 and 5.2)

Demonstrate
• Demonstrate a rotating wheel and mark points on different
locations on the wheel, say mark a point at center of the wheel,
another point at middle and finally one more at the end of the
wheel.
• Ask the students to observe it carefully.
55

Teach
• Explain the concept: when a rigid body moves and all the particles that constitute the
body need not take the same path.
5.1.2. Center of mass of a rigid body

Teach
• Explain Figure 5.1 in detail.
Inference
• Students must be able to understand that the center position traces a parabolic path
whereas other points do not.
5.1.3. Center of mass for distributed point masses (Refer TLV 5.3-5.5)
Teach
• The rigid body is made of many discrete mass points.
• Fix the origin and calculate the position of center of mass for discrete set of masses in a
m r
rigid body which is R
i i i
.
i mi
Note that it is a vector quantity.
• Note that the position vector of center of mass is a vector quantity. Equations 5.1, 5.2 and
5.3 are its components.
5.1.4. Center of mass of two point masses

Teach
• Choice of centre of mass coordinate is for our convenience. Students must know how to
compute the center of mass coordinate for any conveniently chosen origin.
5.1.5. Center of mass for uniform distribution of masses

Teach
• Difference between the equation 5.6 and equations 5.1,5.2 and 5.3
5.1.6. Motion of center of mass (Refer TLV 5.6 and 5.7)

Teach
• Without an external force, the velocity of center of mass is constant and the acceleration
is zero.
1
• With an external force, the a CM = F ext
M
56

5.2. Torque and Angular Momentum
• Introduce torque in real life situation
• Door opening
• Spanner and torque on nut
• Use animation in the QR code.
5.2.1. Definition of Torque (Refer TLV 5.8)

Teach
• Torque or moment of force is used to measure the amount of twist.

• Torque is mathematically written as r F . Its unit is N m.
• Torque is a pseudo vector.
• Torque about a point and an axis must be explained clearly (section 5.2.2).
• Torque about an origin is independent of origin if and only if the total external applied
force is zero.
Inference
• Students should be able to compute torque and discuss the Examples 5.7, 5.8 and 5.9.
• Students should understand that the cross product of two vectors results in another
vector which is perpendicular to the plane. Further, students should know how to use
right hand thumb rule to explain the direction of torque.
For Problems Refer TLV 5.9 -5.13
5.2.2. Torque about an axis

Demo
• Motion of spinning top
Teach
• Rotation about an axis as shown in Figure 5.8.
• Explain processional motion.
• Discuss the example for processional motion as shown in Figure 5.9.
Inference
• Students should be able to compute torque about an axis and discuss Example 5.10
57

5.2.3. Torque and angular acceleration
Teach
• Discuss equation 5.17.
• Torque causes angular acceleration.
• Concept of moment of inertia.
Inference
• The torque is a cause and angular acceleration is the effect.
• Compare with Newton’s equation. Force is a cause and effect is acceleration
• Like mass (inertia) for translatory motion, we have moment of inertia for rotational
motion.
5.2.4. Angular momentum

Teach
• Angular momentum or moment of linear momentum.

• Angular momentum is mathematically written as L r p .
It’s unit is kg m2s−1.
• Angular momentum is a pseudo vector.
• Draw the direction and explain in detail.
5.2.5. Angular momentum and angular velocity

Teach
• Equation 5.25 must be clearly explained.
5.2.6. Torque and angular momentum

Teach

dL
• Derivation of the formula
dt
• Explain that both torque and angular momentum are vectors.
• The key point in explaining the conservation of angular momentum is that angular
momentum must be conserved in both magnitude and direction.
Inference

• The rate of change of angular momentum is torque. Also, L dt
•
Compare it with the rate of change of linear momentum which is force,
d p
F = .
dt
58

5.3. Equilibrium of rigid body (Refer TLV 5.14 - TLV 5.17)
Teach
• Concept of equilibrium.
• The net force acting on the rigid body is zero.
• The net torque acting on the rigid body is zero.
Inference
• Equilibrium of rigid body means both net force and net torque acting on the rigid body
must be zero. If any one condition is not satisfied then it is not in equilibrium.
5.3.1. Types of equilibrium

Teach
• Explain the types of equilibrium with suitable examples
[Refer TLV 5.18 -TLV 5.21 ]
Inference
• Students should be able to connect and apply to real life situations as discussed in video
tutorials
5.3.2. Couple
Teach
• Force with equal magnitude but opposite in direction.
• Explain Figures 5.13 and 5.14.
Inference
• Students should know that couple is a special case of torque where the force is equal in
magnitude and opposite in direction.
• Students must know how to calculate couple for given problems.
• Couple is independent of the origin.
5.3.3. Principle of moments

Teach
• From Figure 5.15, derive equation 5.33.
• Discuss equation 5.34.
Inference
• Students should be able to understand that this principle is used in beam balance for
weighing goods with the condition d1 = d2 and F1 = F2.
• Students should understand the concept of mechanical advantage used in machines.
59

5.3.4. Center of gravity
Teach
• Definition of center of gravity.
• Discuss Figures 5.17 and 5.18 and explain how to calculate center of gravity for a given
system.
[Refer ICT 5.3.4 Centre of gravity]
Inference
• Students should be able to understand the importance of the concept of center of
gravity.
• Students should be able to apply this concept to real life situations.
5.3.5. Bending of cyclist in curves (Refer TLV 5.22)

Teach
• Ask questions like ‘why while driving bicycle on a curved road (turn) we usually bend?’.
• Explain the forces acting on the system.
• Choice of reference frame is important. If reference frame is chosen at the origin of
circular motion, then centripetal force acts whereas, if the reference frame is chosen on
the system then centrifugal force acts.
• Explain how to draw the free body diagram
• Use equilibrium condition and derive equation 5.36.
Inference
• Students should be given awareness to apply physics problems in everyday life.
5.4. Moment of Inertia

Demo
• Take a scale and rotate it about the center and rotate it about its one end. Find out in
which case rotation is easier and why?
[Refer ICT in 5.4]
Teach
• The concept of moment of inertia.
• Equation 5.38 for discrete mass distribution and equation 5.40 for continuous mass
distribution.
60

Inference
• Students should be able to differentiate between the concept of mass and the
distribution of masses about a point or an axis.
5.4.1. Moment of inertia of a uniform rod

Teach
• Explain Figure 5.21.
• Take a small line element.
• Uniform distribution means that the density (here mass per unit length) is same
throughout the rod which means density is constant.
• While evaluating the integration, take out the density outside the integration.
5.4.2. Moment of inertia for a uniform ring

Teach
• Explain how the integration is performed in detail.
5.4.3. Moment of inertia of a uniform disc

Teach
• Explain how the integration is performed in detail.
5.4.4. Radius of gyration

Teach
• Begin with the question ‘what is the need to define the term radius of gyration?’
• Explain equations 5.44 and 5.45.
• The expression for radius of gyration indicates that it is the root mean square (rms)
distance of the particles of the body from the axis of rotation.
5.4.5. Theorems of moment of inertia

Teach
• Begin with the question ‘about which axis we have computed the moment of inertia of
uniform thin rod, uniform thin ring and uniform disc?’
• Explain the importance of parallel axis theorem and perpendicular axis theorem.
[Refer ICT 5.4.5]
61

5.4.6. Moment of inertia of different rigid bodies
• Explain the table 5.3.
5.5. Rotational dynamics

Teach
• Relation between kinetic energy, work done with torque, moment of inertia, angular
momentum, angular velocity and angular acceleration.
5.5.1. Effect of torque on rigid bodies

• Explain equation 5.48 and note that both torque and angular acceleration are vector
quantities.
5.5.2. Conservation of angular momentum

• If the external applied torque is zero, then the angular momentum (vector quantity) is
conserved.
• Explain Figures 5.27 and 5.28.
• [Refer ICT 5.5.2 Conservation of angular momentum]
5.5.3. Work done by a torque

• The equation 5.51 is a dot product of the torque and angular displacement.
5.5.4. Kinetic energy in rotation

Teach
• Rotational kinetic energy for a rigid body is equal to
1
KEi mi vi2
2 i
where summation is taken for all the particles constituting the system.
• Using the relations vi = ri ω and I = ∑i mir2i , express the kinetic energy in
1
terms of moment of inertia, KE I 2
2
1 2
• Use angular
momentum relation L I and prove that KE = L , where
21
L = Li L is a scalar as kinetic energy is a scalar.
5.5.5. Power delivered by torque
Teach

d
• Power is P i i
dt
• Power is a scalar but torque, angular displacement and angular velocity are vectors.
• Power in equation 5.54 is written in the scalar form.
• Compare it with the power defined in unit 4
62

5.5.6. Comparison of translational and rotational quantities
• Explain the Table 5.4.
5.6. Rolling motion

Demo
• Demonstrate the rolling of ball, disc, ring and toy’s wheel.
5.6.1. Combination of translation and rotation
Teach
• Rolling of an object is a combination of translation and rotation.
• Center of mass takes straight line path and other points have two velocities.

• The velocity of center of mass v cm is only translational velocity
  
• v TRANS ( v cm = v TRANS).
• All the other points have two velocities. One is the translational velocity v TRANS , (which
is also the velocity of center of mass) and the other is the rotational velocity v ROT
(magnitude of | v ROT| = rω ), where r is the distance of the point from the center of mass
and ω is the angular velocity.
• In pure rolling, for all the points on the edge, the magnitudes of v TRANS and v ROT, are
 
equal ( v TRANS = v ROT). Since, v TRANS = v cm [which means | v TRANS | = | v cm|] and | v ROT| = rω,
in pure rolling we have, | v cm| = r ω .
[Refer ICT 5.6.1 Combination of translation and rotation]
5.6.2. Slipping and Sliding

Teach
Sliding

• The condition for sliding is | v cm|> r ω Translation is more dominant than rotation.
• This kind of motion happens when we apply sudden brake in vehicles or when the
vehicle goes on a slippery road. In this case the point of contact has more of v TRANS than
 
v ROT. Hence, it has a resultant velocity v in the forward direction.

• The frictional force ( f ) opposes the relative motion. Hence it acts in the opposite
direction of the relative velocity. This frictional force reduces the translational velocity
and increases the rotational velocity till the object sets on pure rolling.
Slipping
• Sliding is also referred as forward slipping.

• The condition for slipping is | v cm|<r ω. The rotation is more than the translation.
• This kind of motion happens when we suddenly start the vehicle from rest or when the
vehicle is cought in mud.
• In this case the point of contact has more of v ROT than v TRANS .
63

• It has a resultant velocity v in the backward direction.

• The frictional force ( f ) opposes the relative motion. Hence it acts in the opposite
direction of the relative velocity.
• This frictional force reduces the rotational velocity and increases the translational velocity
till the object sets pure rolling.
• This kind of sliding is also referred as backward slipping.
• [Refer ICT 5.6.2 Slipping and sliding]
5.6.3. Kinetic energy in pure rolling

Teach
• KE = KETRANS + KEROT
1 1
• KE = MVcm2 I cm 2
2 2
• Arrive at the same expression for kinetic energy by taking center of mass as a reference or
a point of contact.
1 K2
KE MVcm2 1 2
2 R

5.6.4. Rolling on an inclined plane

Teach
• Assume that a ball is rolling down without slipping.
• Discuss Figure 5.37 and draw the free body diagram.
• Calculation of acceleration, velocity and time taken for rolling down the inclined plane
has to be derived with clarity.
• Discuss the concept given in Example 5.23
Summary/Recap
purpose.
64

Topics covered in Teaching Learning Videos (TLV)
S. No Unit Topic Video No.
1 An introduction to New Text TLV (i)
2. An overview of XI Physics Volume 1 (Tamil) TLV (ii)
3. An overview of XI Physics Volume 1 (English) TLV (ii)
4. 1.6 Error analysis and problems TLV 1.1 - 1.2
5. 1.6.4 Propagation of error TLV 1.3 - 1.10
6. 1.8 Dimension analysis and problems TLV 1.11 - 1.15
7. 2.3 Introduction of vectors TLV 2.1
8. 2.4 Resultant of vectors TLV 2.2
9. 2.5 Operation of vectors TLV 2.3
10. 2.7.1 Representation of vectors in Cartesian coordi- TLV 2.4

nate system
11. 2.7.1 Operation of vectors in Cartesian coordinate TLV 2.5

system
12. 2.5.2 Cross product between vectors in a given coor- TLV 2.6
dinate system
13. 2.5 Problems on Vectors TLV 2.7
14. 2.11.2 Projectile motion (Horizontal projection) TLV 2.8 and 2.9
15. 2.11.3 Projectile motion (Angular projection) TLV 2.10, 2.11
16. 3.1,3.2 Newton’s laws TLV 3.1-3.4
17. 3.3 Free body diagrams TLV 3.5-3.10
18. 3.6 Friction TLV 3.11
65

19. 3.6.2, 3.6.3 Friction - Static and Kinetic friction TLV 3.12 -3.16
20. 3.6 Problems TLV 3.17 - 3.19
21 3.6.4 Push/ Pull TLV 3.20
22 3.6.5 Angle of friction TLV 3.21
23. Example 3.20 Problem on Coefficient of kinetic friction TLV 3.22
24. 3.6.6 Angle of repose TLV 3.23
25. 3.6.8 Rolling friction TLV 3.24
26. 5.1 Introduction- Rigid body and center of mass TLV 5.1, 5.2
27. 5.1 Problems on center of mass TLV 5.3 to 5.5
28. 5.1.6 Motion Of center of mass TLV 5.6
29. 5.1.6 Motion of center of mass example TLV 5.7
30. 5.2 Introduction- Torque TLV 5.8
31. 5.2 Problems on Torque TLV 5.9 - 5.11
32. 5.2 Torque and sillukodu TLV 5.12
33. 5.2 Torque and walking TLV 5.13
34. 5.3 Equilibrium of Rigid bodies TLV 5.14- 5.17
35. 5.3 Problems- Equilibrium of Rigid bodies TLV 5.18, 5.21
36. 5.3.5 Bending of cyclist TLV 5.22
66

Topics covered with QR code (ICT)
Sl.No Unit Topic
1 1.2.2 Scope and excitement of physics
2 1.3 Physics in relation to technology and society
3 1.4.5 SI unit system
4 2.5.2 Vector product
5 Example 2.34 Galileo feather experiment
6 2.11.3 Projectile motion
7 3.1 Galileo’s experiment with second plane
8 3.2.1 Newton’s first law
9 3.2.3 Newton’s third law
10 3.5 Law of conservation of total linear momentum
11 3.5.1 Impulse
12 3.6.5 Angle of friction
13 4.1.1 Work
14 Example 4.17 Motion in vertical circle application
15 5.2 Torque and angular momentum
16 5.3.4 Centre of gravity
17 5.4.5 Theorems of moment of inertia
18 5.5.2 Conservation of angular momentum
19 5.6.1 Combination of Translation and rotation
20 5.6.2 Slipping and Sliding
21 Example 5.23 Rolling on inclined plane
67

XI Physics, Vol-1 Teacher’s Manual
Content Writers Translated by
Prof. Rita John Mr. E. Elangovan
Domain Expert & Mentor PGT, J. G. GHSS,
Professor and Head, Manali New Town – 600 103
Department of Theoretical Physics Thiruvallur Dt.
University of Madras, Chennai.
Dr. K. Vasudevan
Dr. S. S.Naina Mohammed
PGT, Govt.ADW.Hr.Sec.School,
Assistant Professor Kalangani – 637 014
PG & Research Department of Physics, Namakkal Dt
Government Arts College,
Udumalpet, Tiruppur Dt - 642 126, Mr. A. Ganesh
PGT, Sundaram GHSS,
Mr. C. Joseph Prabagar
Thirumazhisai – 600 124
Assistant Professor Thiruvallur Dt
PG & Research Department of Physics,
Loyola College, Chennai-34. Mr. T. Thamaraiselvan
PGT, GBHSS, Aranthangi – 614 616
Pudukottai Dt
SCERT Subject Coordinators

Mrs. D. Shanmugasundari
Graduate Assistant
P.U.M.School, Melathulukkankulam
Kariyapatti Union, Virudhunagar Dt.
Mr. G. Arulraja
Art and Design Team Graduate Assistant
MKV Govt.Boys.Hr.Sec.School
Chief Co-ordinator
Arani,Thiruvallur Dt
and Creative Head
SrinivasanNatarajan
Layout
M.Asker Ali, Chennai
Co-ordinators
Ramesh Munisamy
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VOLUME - I

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11th Std Physics Vol-1 Teacher's Manual.indd 4 09-07-2018 10:23:14

To investigate any system, its initial and final locations

When a system moves from one position to another,

Accelerated Motion of a system is possible

When force acts, work is done and the

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NOTE: As per the organisation of the book, units 2 to 5 should be

Refer the Teaching Learning Video (TLV(ii) available both in English

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Suggested method of teaching

Caution: Mechanics teaching and learning is incomplete without

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Content Number of periods *Teaching Learning Videos

(1.1, 1.2, 1.3)

Note: This portion is for knowledge

• Theory of errors TLV 1.1 - TLV 1.10

• Dimensional analysis TLV 1.11-1.15

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1.1 Science – Introduction How to introduce the lesson

Inform students that the Indian Constitution refers to scientific temper

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1.1.1 The Scientific method

General features of scientific methods

1.2 Physics - Introduction

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The motion of freely falling Thermodynamics (dealt

What is microscopic here?

Newton’s universal law of Molecular constituents

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1.2.2 Scope and Excitement of Physics

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Tremendous range of magnitudes of various

Range of time scales: Range of masses: from heavenly

Physics - educative and exciting question to begin

Physics is the basic building block for engineering and technology

useful link https://www.youtube.com/watch?v=-ZTwQzMxqmA

1.3 Physics in relation to technology and society

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Types of physical quantities

Fundamental or base Quantities that can

• Dimensional analysis TLV 1.11-1.15

• Various possibilities of the propagation or combination of errors in

1.8.2 Dimensional quantities, dimensionless quantities, principle of