Pqy, Teacher's Guide Physics Revi. “~The syllabus for Grade 11 Physics includes four content components, five soft skills and teaming objectives. 2/2 Total period for E| | Chanter tine Lesson Title ca pz Chapter 1 [Two-Dimensional Motion 8 3] Motion ina — [Projectite Motion 2 Plane Circular Motion 20 i 2 Chapter2 | Scalar Product and Vector Product 18 3 LS] Rotational [Turning Effect oF Force 2] Dynamics : Relation Between Torque and Moment of Inertia 4 [2 Equilibrium z [Angular Momentum and Law of Conservation of 1 Angular Momentum 5: 1 3 na | | ¢ [2] Ghapier [Atmospheric Pressure B L| Pressure [Barometer ; Pressure in a Liquid 7 (a Manometer - Archimedes’ Principle 2 Pascal's Law q 1 B 1 Chapter | power and Its Units 1] Power and 93 Efficiency | Efficiency : “The Stretching of Coiled Spring 1 10 2 2 |e TT] Chapters” | Units of Feat 18 xxi ————————— llLesson Title Week | Chapeer Title is ‘Heat and be ‘Thermal " it Heat nee sas ge Se cic Latent Heat of a 13 Vaporiation ; 1 1 Fusion and Specific Latent Heat of Fusion | i Dependence of Melting Point and Boiling L “4 : Point on Pressure 1 2 sf] Chapter | Vibration of | Vibrating a 2 Strings, | Resonance Column and Organ Pipes | 7] Resonance and of Waves = 16 F77 Vibration of Air — 1 Columns “lat 7 g rf] 2 | a 1] Refizction of [Velocityofbight «YC {1} — Hight [Refraction of Li |} +4. 18 | 1 Laws of Refractic | t 3 = Index 19 s) fal 2 — 9 4 20 r-— th ; 1 I apter Refracti , 7 4 Le Nat a Curved Surface 4 2 1 ‘ 2 nia ; ; fd 23 | FPhysics Grade 11 Teale acy thy Shy ‘Total period for \ i i Chapter Tithe Lesson Title ade Chapter | Coulombis Law 14 2_| Electric Field [Electric Field and Electric Field Intensity 24 [2 Electric Lines of Force 1 Electric Charge Distribution 3 Electric Potential and Potential Difference [a tential Surfaces 1 Electric Potential of the Earth T Potential Difference between Two Parallel Charged Plates 26 [1 2 Chapter 10 | Current and Effects of Current 21 1 | Electric Current | To] and Magnetic | Ohm's Law and Electrical Resistance —— ee Effects of [Resistors N 2 | Flectric Current [Resistors in Series and Resistors in Parallel 2 “Magnetic Field Due to an Blectric Current 28 | 2 Electromagnets 1 > |Ammeter and Voltmeter 29 [2 1 16 | 39 +4 2] Chepicr TT conduct is 31 |2_] Fundamentals of | Pemiconductors 3 | Electronics [Transistor ye Integrated Circuit Logic Gate 33 [4 re = 14 i 34 |L | Chapter 12 [Cathode Rays 1 2 Modem ays Physics a ; oR 1's Hydrogen Atom and AtomieSpectra xxiiPhysics ea Ait Grade 11 z e ¥ 2 | = | Chapter Title Lesson Title Total n. Ble ete sg e Photoelectric Effect and Photon Concept | 36 | 3CONTENTS MECHANICS PAGE AA 1.1 TWO-DIMENSIONAL MOTION 1.2 PROJECTILE MOTION 1.3 CIRCULAR MOTION SCALAR PRODUCT AND VECTOR PRODUCT 2.2 TURNING EFFECT OF FORCE 7 2.3 RELATION BETWEEN TORQUE AND MOMENT OF INERTIA 8 2.4 EQUILIBRIUM 10 2.8 ANGULAR MOMENTUM AND LAW OF CONSERVATION OF ANGULAR MOMENTUM ATMOSPHERIC PRESSURE 3.2. BAROMETER 15 3.3. PRESSURE INA LIQUID 16 3.4 MANOMETER W 3.5 ARCHIMEDES’ PRINCIPLE 19 3.6 PASCAL’S LAW 20 ENERGY POWER AND ITS UNITS. 4.2, EFFICIENCY 2 4.3 THE STRETCHING OF COILED SPRING 25 4.4 SOURCES OF ENERGY 26eS 5.) UNITS OF HEAT 52 HEATAND INTERNAL ENERGY 30 53. THERMAL CAPACITY a 54. SPECIFIC HEAT CAPACITY a 3.5 LAW OF HEAT EXCHANGE A 56 CHANGE OF STATE AND LATENT HEAT ECIFIC LATENT HEAT OF 5.7. VAPORIZATION AND SPI El 4 VAPORIZATION 5.8 FUSION AND SPECIFIC LATE NNT HEAT OF FUSION 36 59 DEPENDENCE OF MELTING POINT AND BOILING. POINT ON PRESSURE emesmeaare 6.1 STATIONARY WAVES 62 VIBRATING STRINGS 63 RESONANCE COLUMN AND ORGAN PIPES 42 INTENSITY OF WAVES exumeoericoormnsis 7.1 THE NATURE OF LIGHT 7.2 VELOCITY OF LIGHT aT 7.3. REFRACTION OF LIGHT 50, 7.4 LAWS OF REFRACTION 51 | 7.5 REFRACTIVE INDEX iS I 7.6 CRITICAL ANGLE AND TOT; | REEL ESHON, "AL INTERNAL. | REFRACTION AT A CURVED SURFACE 8.2 THE LENS EQUATION 8.3 REFRACTION THROUGH LENSES ij 84 POWER OF ALENS ‘ 639,1 COULOMI 62. ELECTRIC FIELD AND ELECTRIC a 9.3 ELECTRIC LINES OF FORCE 68: 0 94 STRIC CHARGE DISTRIBUTION 95 ELECTRIC POTENTIAL AND POTENTIAL DIFFERENCE 70 9.6 EQUIPOTENTIAL SURFACES 1 97. ELECTRIC POTENTIAL OF THE EARTH B 9.8 POTENTIAL DIFFERENCE BETW) af TWO PARALLEL CHARGED PLATES 10.1 CURRENT AND EFFECTS OF CURRENT 10.2 OHM’S LAW AND ELECTRICAL RESISTANCE 10.3 RESISTORS 10.4 RESISTORS IN SERIES AND RESISTORS IN PARALLEL 80 10.5 MAGNETIC FIELD DUE TO AN ELECTRIC CURRENT 81 10.6 ELECTROMAGNETS B 10.7 AMMETER AND VOLTMETER a4 MODERN PHYSICS 11.1 SEMICONDUCTORS a7 11.2 TRANSISTOR 88 113 INTEGRATED CIRCUIT 90 11,4 LOGIC GATE 93ee 12.1 CATHODE RAYS 96 12.2 X-RAYS 12.3 BOHR'S HYDROGEN ATOM AND ATOMIC SPI 24 PHOTOELECTRIC EFFECT AND PHOTON CONCEPT 98 125 ISOTOPES 100. 12.6 REDSHIFT, HUBBLE'S LAW AND AGE OF ‘THE UNIVERSE 101 Ess * ECTRA 97, Teacher” How to This teas to them and to pt discussi The t In Tea Prac RevPhysics CHAPTER 1 MOTION IN A PLANE ‘Total number of lesson Periods: 7 (1 period 45 minutes) ‘Learning Outcomes [Ibis expected that students wil * exantine two-dimensional motion; projectile and circular motion. ‘© examine angular speed and angular acceleration. «solve two-dimensional motion problems. ‘* understand the proper use of quantities, notations and units for two-dimensional motion. Skill Development | After teaching Motion in a Plane instructed by this teacher's guide, the students will develop skills in © Collaboration - when groupwise solving the problems of projectile motion and circular motion ¢ Communication - when discussing the two-dimensional motions and equations of motion ‘© Critical Thinking and Problem Solving « when thinking to solve challenging problems of projectile motion and circular motion. 1.1 "TWO-DIMENSIONAL MOTION Number of lesson periods: 2 Learning Objectives Afier completing this section, the students will be able to ‘* examine forms of motion involving two-dimensional motioy ‘Teaching Aids Tennis ball launcher, bob and siring, turntable, illustrated pictures Introduction Abriefreview on one dimensional motion in Grade 10 should be cont a plane it moves in both the x direction and the y direction simultaneously. The motion of that object is said to be two-dimensional motion Teaching The motion of an object in two dimensions is described by using vector concept. Vector concept is studied in Grade 10, The object moves along curved path in two dimensions,(see textbook Figure 1.1) ‘The teacher should explain the following facts. Amotion ina plane is a two-dimensional motion. The displacement, velocity and acceleration are vectors. Therefore, it is necessary to apply the rules of vector addition and subtraction. The instantaneous velocity (tangential velocity) vector ¥ is always tangent to the trajectory. ‘The instantaneous acceleration vector @ is the sum of tangential and radial acceleration. The average velocity ¥,, isalways in the direction of AF and the average acceleration @,, in the direction of the change in velocity Av 1‘Teacher's Guide Physics q Fs a ‘talents wil work in groups fo give examples of two-dimensional motion- Review and Assessment fe What isthe difference fi ition? between instantaneous acceleration ‘and average avcelers acceleration stant of time. AVETABe Answer : Thatananeous aecelertin i he rate orchange of veloc SE an ins inthe rate of ehange of velocity over a period of Hime: 2 TPROFCTILE MOTION Number of lesson periods: 3 Learning Objectives ‘After completing this section, the students wil be able 10 ‘¢ examine characteristics of projectile motion. ‘Teaching Aids Illustrated pictures for projectile motion, metre stick: Introduction Projectile motion is a form of surface of earth und moves along a curved path under the action projeotile and its path is ealled its trajectory or particle that is projected near the motion experienced by an object of gravity only. The object is called a Teaching ‘There is only one force (gravitational force) summed tbe neglible. This means that any change in vertical speed is due to grav national (32-f57) near earth’s surface, In the horizontal direction, acceleration acting on an object in projectile motion, as air resistance acceleration, which is 9.8 m s* ig zero, There is no change in velocity. ‘The path of projectile motion isa parabola, Teacher can easily derive to prove the parabola path a follows Horizontal yelocity component Vertical velocity component: In x direction X=v,,f=(1 0080)t ytthar Iny direction = y= =(v sind) Kee (vq sin gy(——) - 4 g( 2 — y0088,) yy 00s, =xtand,- 4g ‘Toacher's This equi Therefor Projectil Time of Maxim, For pe For the Theret Atthe ReyTeacher's Guide Piysles This equation is representing w parabola path y = ax! + bx ¥e. ‘Therefore, the path of a projectile motion is 4 paribola, Projectile motion equations are Timie of light ore # _ vsin20, Horizontal range of projectile (sin 0,)* ag For projectile motion, the initial launch angle will be from 0 10 90° Maximum height HN For the maximum horizontal range, — ain 20, = 1, Le. O = 45" vy sin (245°) v2 ‘Therefore, the maximum horizontal range R, & g (vsin90')) vs At the launch angle @, is 90°, the maximum height of an object s/f, rs 2g Practice 1. Students will work in groups to demonstrate the sports which 2, Students will be asked to work in groups performing an experiment with teac! could give guide to help the students their experiment, Push a ball by a horizontal force from the edge of a horizontal table, Mark the point which the pall hit the floor and measure the distance from the base of the table to that paint, Measure the height of the table. They can calculate the time taken the ball hit the floor and the initial velocity. nvolve projectile motion ng aids. Teacher (Hint y=%gF,x=% 4 3, Fora projectile, horizontal range depends on inital Iauncl angle 0, Students wil work in groups that the maximum horizontal range is at J, = 45° by drawing 4 graph of horizontal range to prove 5°, 60°, 75° versus initial launch angle for 15°, 30°, 4 Review and Assessment 1, Anairplane releases a parcel Calculate (i) the time betweet horizontal distance travelled by 2, One record suggests that the maximum horizon 1c 889 ro, Assuming that the arrow was shot at an angle of 45°, at what speed was it launched? 1 while moving ata horizontal speed of 90 ms! atan altitude of 250m the parcel leaving the airplane and it striking the ground, (ii) the y the parcel in this time 1 distance an artow has been shot on level ground Answers 0,4, =-g=—9.8ms7.y= 250m Byr=T14s, (ii) x=y,, (= 642.6m vjsin20, 1. y,,=90ms", ¥,, (using y=, ¢ 93.39 ms 2. R= $889 m,g=9.8ms?, 045% using R= ~~ ar an cs tng ei me ee a 8Teacher's Guide Number of lesson periods: 2 Learning Objectives ‘After completing this section, the students will be able to ‘© comprehend the rotation along circular path cular path, © understand an object moving in «plane, particularly ina circular pal Teaching Aids cine lise, stopwatch Ilustrated pictures, compass box, bob and string, turntable, circular dise, ston Introduction In this lesson students will leam-about cireular motion. ze wn; angular displacement “The teacher should introduce the physical quantities of circular motion: angular disp 6, angulur velocity © and angular acceleration a ‘Teaching Teacher should explain the circu such that turntable, car wheels, bic ofa waich and a satelite orbiting ete motion. Teacher should give examples of this motion in daily life Je wheels, merry-go-round, fan-blades, helicopter blades, hands For one comple jroular path, s=2nr, 0. ; Figure 1.1 Angle of one radian Relation between angular and linear quantities Quantity Linear Angular Relation Displucement s(n) @ (rad) ro Velocity vans) | (ads) : Asean | a we oa am s=T1 1 2. Ge 3. Figur Revi 1 20 a‘Teacher's Guide Phytioe Grade 11 Practice Students will work in groups to calculate the angular displacement and average angular speed using circular dise which can rotate on a flat table, |. Aradial line is drawn on the circular dise and make a red mark Aon the table, Gently tam another position B on the table. Measure the are length between starting point A and end point B by using measuring tape. Measure the radius of the disc. ay ‘ill calculate the angular displacements using s=r@ and convert the angle unit radian to degree, Gently rotate the dise 10 revolutions and record the time taken by using stop watch. Calculate the average angular speed. Turntable Rotating table Figure 1.2 Tumtable and rotating table Figure 1.2 shows the tumtable and rotating table Review and Assessment 1. What is meant by circular motion’ ive three examples for it. 2. What is the relationship between Linear velocity and angular velocity? 3. Convert 100° to radians and revolutions. Answers 1. Some examples of circular motion (See textbook) 2 v=ro oF 3 rad,0,28 rev som eon 122mst, 0=27° 1, x=499.9 m,y 77.4m,v=! 2. 50ft 3. 4.045 4. @t=35s (i R=3535 m,H=1531m $s. @ 6 a=-2mds* @ = 306.2 rads? (= 0.0158 | a,‘Teacher's Guide EO CHAPTER 2 ROTATIONAL DYNAMICS mn Periods:13 (1 period 45 minutes) ‘Total number of fessor Learning Outcomes Its expected that studems will ‘© distinguish between the scalar product and vector product of two vectors ‘© examine the tuning effect of force. leit ‘= examine the relationship between torque and the moment of inertia. | ‘understand the moment of inertia for objects of different shape with different rotational axes ‘© explain the concept of equilibrium, ‘examine angular momentum and the law of conservation of angular momentum. ‘* solve problems of daily life events associated with rotational motion. Skill Development. ‘After teaching Rotational Dynamics instructed by this teacher's guide, the students will develop skills in * Collaboration = when solving the problems together «Communication - when performing the learning activities ‘© Critical Thinking and Problem Solving - when deducing the application of rotational dynamies in real life RIESCAUAREROBUCHANDNECTORPRODUCT> §—— Vuniveratte Learning Objectives After completing this section, the students will be a mn periods: 2 ble to © distinguish between the scalar product and vector product. ‘Teac! ing Aids Iustrative charts ofthe scalar and vector procucts, toy car, metre stick Introduction Teacher should recall the knowledge already leamt the vector addition a their understanding on those. ‘The can be multiplied. about scalar and vector by d the vector subtraction in Purpose of this section is to un asking questions. Students have the Grade 10 Physics. Assess nderstand how the two ‘vectors Teaching Teacher should start the le of the Vector is multiplied unless the scalar factor i son with the fact that when a vecto Oy absolite value of ec i8 Multiplied by scala, the magnitude Nain slat: The direction of the vector does note hange Grade 11 Asitsnan or zero bu The veete Practice Students an angle! Students by a span Reviews = Indic two Answer The mag the angle Learnin; After cor en ° it Teaching Metre sti Introduc Teacher tends to» the momTeacher's Guide i = 2A -2B Figure 2.1 Vector is multiplied by scalar ‘Asits name implies the sealar product of wo vedtors isa scalar quantity, i san be a positive, Ne#=tiV® Feapileras sietion. p wo vectors isa scalar quantity, it can be'a positive, nega “The vector product of two vectors is a veetor quantity it has adi rection perpendicular to both vectors Practice Stents will work in groups to demonstrate the scalar product (dot product) with a toy ar mulled st ‘an angle by a rope to have work done. W=P.3=Fscosb Students will work in groups to demonstrate the veetor product (cross product) (empliasi2e direction) by spanner to tighten the nut 7x PF=rF sind i fi =unit vector which is perpendicular to and F Review and Assessment ‘= Indicate the direction and. magnitude of the resultant vector from cross product (vector product) of two vectors. Answer ‘The magnitude of the cross product of two vectors is mulliplieaton of their magnitudes into sine of the angle between them. The direction is perpendicularto the plane constituted by two vectors Learning Objectives ‘After completing this section, th «explain the turing effect ofthe force ‘e relate the turning effect and the moment of force. © indicate the direction ‘of torque of the force. e students will be able to ‘Teaching Aids Metre stick, weights, balance Introduction Teacher should introduce that tends to make that body rotates. The turing effec the moment af that force (or) toraue. on a pivoted body at a distance from the fulerum sofa force about particular fulerum is measured by a force which actSeat Grade 11 follows. ‘Teaching a sag effects of the force aS casein ete ct of the force F and gy — Boband jot) 8 the Pre fthe force. = The moment of a force about # Ea Tine of action oF HE oes eee CS inertia. I rie tater ornear of ice ie non PC ee = Moment of fore is. vector reachin “ding balance with figures. Accordi ‘Practice 7 rew, sliding balance will The teacher should demonstrat the tuming effect of dont = era doropen depends onhey sore The students will make group cscussion about the force nee oe eS : eachet it is applied. 1e equally active, no, one should be, Teac If the students work in groups, each and every partners must Be eal aa passive partner. Practic Review and Assessment : apie 660° ‘= Find the magnitude of torque produced by the 300N force applied at an ang door shown in figure below. to the swinging ses revolvi revolve Answer a large r=2m,F=300N, 0= 60° Studen Torque of the force F =F d a body where d= perpendicular distance between line of action and the fulerum =r sin 0 anoea + =Frsind F =300 «2x sin 60° 300N F=520Nm 60" 2m me Revier 1. De 2A to * AO MOTONERT Answ 1. Thi Petter oneenes umber of lesson periods:3 mo After completing this seetion, the students willbe able 7 study the moment of inertia of an object, A ‘© relate the torque and the ‘moment of inertia, I PeGrade 1 Teacher's Guide ‘Teaching Aids Bob and string, small balf, metre stick Introduction In this section, teacher should remind the concept of inertia. Inertia of a body resists its motion, The moment of inertia in rotationa to meee linear motion, The moment of inertia isa property of any object which ean be rotted inertia (Grade 10 course), Mass is a measure of motion is analogous Teaching According to the relation r= /r , the moment of inertia of an object is torque needed fora desired angular acceleration about a rotational axis. The moment of inertia of a body depends on its mass and the axis of rotation, Teacher should notice that the rotational object must be rigid body which do impact by force. a quantity that determines the not change its shape on Practice students will work in groups to damonsimic how to relue the torque and moment of inertia by revolving a small ball tied with a string (bob and string). ‘They will realize why itis more difficult to revolve by tying it to a longer string than by tying ito a shorter string, Repeat the demonstration Using a larger ball Sudents will work another demonstration to determine the torque depends on the axis of rotation of body. They will rotate a metre stick with a few holes drilled into it by changing the pivot polis shown Figure 2.2. Figure 2.2 Metre stick with a few hotes Review and Assessment Does the moment of inertia depend on the homogeneity (that is uniform distribution of mass)? A motor eapable of producing « constant torque of 100 N m is connected to & flywheel with rotational inertia 10 kg m?. What angular acceleration will the flywheel experience as the motor is switched on? Answers 1. The moment moment of inertia although the axis is the same, inertia depend on the homogeneity, An inhomogeneous body will have different of 2, 10rads?‘Teacher's Guide Grade) Physics “a Number of ¥esson petiodg:) ——_- = srning Objectives Easing this sectian, the students will be able to “e discuss the concept of equilibrium. F ealize the required conditions of equilibrium for rol! g object Teaching Aids Metre stick, slotted weights eee ofthe Newton's first law of motion. This law state Teacher should-recall the background informatio that ifan object is ut rest, the net force acting on it is zero. An object w in static equilibrium, The resultant force on it is zero and t! principle of moments of force is the on hich is at rest is suid to be fhe resultant torque on it is also Zero. The condition of rotational equilibrium. Teaching Teacher should explain the following facts. When a system is not moving it is considered to be in static equilibrium. DLF=0 and Yr=0 @ By using conditions of equilibrium, we can find the unknown mass of a body. Teacher should notice that. geometrical centre of an object may not be its centre of gravity Practice Students will work in groups to verify the principle of moments by changing the position of weight They can carry out the following steps, 2 Support a metre rule horizontally by using a stand as shown in Figure 2.3. Hang two known weights on the metre stick on either side of the stand, Balance the metre rile by changing the positions of weight; thereby verify the principle of ‘moments, Deiermine en unknown weight by using @ known weight and applying the principle of moments metre stick stan Figure 2.3 Metre stick and weights Grade 11 Review and 1. Under wh 2. Inordert of 8 kg it placed 0, find the + Answers See text 60 ke 25 /ANGU Learning ¢ After comp 1 2. oer © ree Teaching Weight, sn Introduct Teacher st role of lav ‘Teaching The: analc The an of angula can be fa angular v turning aGrade 11 ‘Teacher's Guide Review and Assessment 1. Under what conditions ean a rotating body be in equilibrium? 2. tnorder to weigh a boy in the laboratory, a uniform plank of wood AB 3 mong and having e mass of 8 kg is pivoted about « point 0,5 m from A.The boy stands 0.3 m from A and a mass of 2 kg is placed 0.5 m from B in order to balance the plank horizontally. Calculate the mass of the boy. Also find the reaction force exerted by the pivot on the plank Answers 1, See textbook 2. 60 kg ‘Number of lesson periods: 3 Learning Objectives After completing this section, the students will be able to ‘« explain angular momenturn and its direction. +S fecognize the effectiveness of the law of conservation of angular’ momentum in daly life Teaching Aids Weight, small ball, string, bob and string Introduction Teacher should introduce the angular m ar momentum in daily life. omentum is analogous to linear momentum and the important role of law of conservation of an Teaching ‘The analogy between ph; motion is shown in following table. ysical quantities in rotational motion and physical quantities near Rotational motion T= moment of inertia (kam) Linear moti m= mass, @ = angular velocity (ads) (kgm The angular momentum isa vector quantity: Its direction ® the sameas angular velocity. The direction of angular velocity and angular momentum #f° perpendicular to-the plane of rotation. The direction int hand rufe, In the following figure the directions of angular momentum and angular velocity are along theaxis ofrotation and their direction perpendicular to dise (or) hand. By rection of o can be easily found. can be found by turning a screwdriver, the diGrade 1 —_ Physics Tlo oF it bard S direction of rotation oS © F atl Figure 2.4 Direction of angular velocity and angular moment {aw of conservation of momentum, ‘ analogous to the The law of conservation of angular momenttim is analogous céen ico fi entul ss of aS Teacher should point out the following facts, for linear momentum p, ee eee! However, forangular momentum Z ,moment of inertia J changes according to the pos he angular momentum are; A few examples of the application of law of conservation of angular moment | (i) Spinning ice skater decreases her moment of inertia by pulling in her arms. sine ie ae extemal force (or) torque, she spins faster (angular velocity increases) because Joa is Gi) A dancer starts spinning with a leg extended, then she can spin faster by pulling her leg in. Practice ‘Students will work in groups to verify the law of conservation of angular momentum. They will perform the following demonstrations. |. They ean increase (or) decrease the angular velocity [speeding up (or) slowing down] of rotating chair (swivel chair) by sitting on the chair with suitable weight in their hand and pulling arms in (61) putting hands straight out. 2. A Suitable weight is placed on a rotating table and can manipulate angular velocity by changing the position of the weight radially outward Review and Assessment 1, How can a springboard diver increase his angular velocity after taking off the board? 2. A2 kg cylinder pulley with radius of angular momentum of the pulley? 1 m rotates ata constant angular speed of 2 rad s-!. Whats Answers 1. By bending his body to decrease the moment of inertia, the » the diver increases the His fogs and arms pull in, the mor on ment of inertia decreases £=20107 kgm angular velocity id the angular velocity increases Grade 11 Suggestion © Re Experime ‘The mass unknown}!Teacher's Guide cece amber ot practical periods: 4 suggestion for Practical Refer to Grade 11 Practical Physics Book Experiment | Principle of Moments ‘The mass of a given body can determine by applying principle of moments. In experiment 1, the ‘unknown mass of a stone is found by using moment bar and known mass. tomer om eto 4. 8Nm 1368Nm. 125Nm 2850N, 2450 N 0.875 N 101m 1 aTeacher's Guidy ai Physics ‘Teacher's! CHAPTERS pee -| RESSURE students ae rods: 12 (Iperiod 45 minutey) now that otal number of lesson Pet The instru | Fill the ‘Learning Outcomes 1. Fila Iris expected that students will isa | 2, Placet investigate atmospheric pressure and the use of the barometer: a investigate pressure in a liquid. a + apply-and explain the use of manometers. ; Beene ‘understand buoyaney and verify Archimedes’ principle, + explain and apply Pascal's law. as = Answer apply basic knowledge of pressure in fluid to daily life phenomer posed p ‘Skill Development bi ‘After teaching Pressure instructed by this teacher's guide, Ee Collaboration - when groupwise solving the problems of liquid pressure = = © Communication - when discussing the verification and application of Archimedes: principle aa Creativity and Innovation - when thinking to demonstrate the working principle of) the students will develop skills in \ manometer and hydraulic press. Learning —— After con aa ATMOSPHERIC PRESSURE Neaberoflesonperedn]) © od Learning Objectives ‘Teaching After completing this section, the students will be able to Reta investigate atmospheric pressure. ss @ ‘recognize the effect and tse of atmospheric pressure. Introduce First, teae Teaching Aids Atnigeely Empty can with tight lid, stove, syringe, straw pipe baanad Introduction increasin Before teaching atmospheric pressure, teacher should revise the concept of pressure and its units Teaehing Weight of gases in atmosphere causes atmospheric pressure, The first Teaching ‘Atmosph Teacher should explain the following facts of atmospheric pressure, be ¢ value of atmospheric pre: ° . ® approxin 8 a i ue of atmosphere pressure is high due tothe higher density of the air molecules at se ae @ As the altitude increases, the condition atmospheric pressure decreases, Timbers use bottled oxygen when they ascend yi amas ‘ ry high mountain. As we go.up in an airplane, the atmospheric pre aa our eardrums. The the plane descends, @ Therefore, mountain e sure becomes lo : ‘wer than the pressure of the ai baromete in our ears pops out to equalize Pressure of the air inside baromete the pressure, The reverse eff thappens whet 1. Cuta 2. Pullqeacher’s Guide Physics Grade 1 Practice snudents will work in gro Pe taer se Fe prenim ti nn ete epoinen elo poring: they should + i " Outside of an empty can are the same. pe instructions on doing the can crusher experiment are as fol 1 Filth empty cn with some water, ae Place the can on a eis tie oo heat it until the water boils and steaming out from the can. ter, close the lid tightly and pour the cold water on the «an, Review and Assessment Convert pressure unit millimetres of mercury (mm Hg) into pascal (Pa). Answer pressure unit millimetres of mereury ,h= 1mm =1 «102m p= pgh=136 «10°98 x 1x 107= 33.Nm S2UBAROMETER) Number of esson period: 1 Learning Objectives After completing this section, the students will be able to e realize the construction of barometer. discuss the dependence of height of mercury column in barometer on atmospheric pressure Teaching Aids Alas jar, rubber balloon, rubber band, glu, drinking straw pipe, sesso, seule stan Introduction. First, teacher should introduce the measurement of atmospheric pressure, ‘measured with a barometer. The height of mere ‘of the atmosphere changes. The mercury ‘column rises with ‘Atmospheric pressure is commonly barometer rises or falls as the pressure increasing atmospheric pressure. ‘Teaching. The first measurement of atmospheric pressure was performed by Evangelista Torricelli in 1643. Atmospheric pressure held up the mercury column in the tube to 2 evel higher than the merery in the container. Torricelli determined from his experiment that ‘the pressure ofthe atmosphere is approximately 30 inches or 76 centime! “Torricellian vacuum, He also noticed that heigl conditions. tres, Aspace above the mercury column is a valeuum known as Int ofthe mercury. varied with changes in outside weather stration apparatus. They will build a simple Practic sonstruct 2 demon: ure. The procedure is as follows. Students will work in groups (© © erie pe barometer to observe the changes IN atmosphere ie eae at of baltoon and seeteh it tightly over the mouth of the jer. 2 Git loos on ground so thatthe balloon 1 etched flat over the mouth, with no wrinkles, 2. Pull itdown al 15 ee epTeacher's Guigg Physics Grade 11 eneail ‘This straw will serve as the poten ig jown in Figure 3.1. jown when pressure Changes 3. Ghie the straw onthe ub eile pointer will move sp, - are falls, the pointer wi trick charges in onesntice a the pointer will move UP. When pt 'As pressure on rubber surface move down. Figure 3.1 Simple barometer i the above move up when atmospheric pressure increases? Re ; demonstration, why does the straw ip PI . 2. Explain any two activities in everyday life related to atmospheric pressure. Answers - Fs 1. When atmospheric pressure increases, pressure on rubber surface increases and the end of stra ‘on the rubber surface moves down. Therefore, the other end of straw moves up. 2. See textbook. fuel (Gaerne eden ranting em sone the problems, SSUPRESSUREINAMIOUDD ee eret reaper sae Learning Objectives After completing this section, the students will be able to. © investigate pressure in liquid + realize how pressure ina liquid depends on depth of liquid and density of liquid Teaching Aids Bottle, metre stick Introduction Teacher should introduce that both liquids and gases are flui id. Since a fluid hi i ‘exerts pressure in all directions on the surface of the enclose, ame Sefinite shaped cd container. atmospheric pressure exerts on it. indi ‘The application of liquid pressure in some ¢ fc = Tie buanonewichpues testcase in Ee rac iiyanicie 'P (Or) boat to float on water, a in lifling the Vehicles. 16‘geacher's Guide Physies Grade I ‘qeacher should point out the effect of | fect of liquid aie {) the wall of the d ‘ parce es a . es ee thicker downward in order to withstand the increasing pressure, Sure of water is high, so the body of submarine is built strong. ji) the water in a overh i Nead tank can flow out with a sufficient pressure at the bottom. practice students will work in groups to show aa meraics. show the pressure in liquids increases with depth by the following 1, Geta large plastic bottle with a serie. oe Ge ee etree IS Gi 2. Cover the holes with a piece of st So Mea imiove the _ apiece of sticky tpe and then fil he container with water: See ee ran manes on fines omits biles a the bottom where the water is deeper and so the pressure ofthe water is greater, | jove the other, drilled at one side of Review and Assessment 1 Ase ming poo! is Filled wil water up tsa height of 2m and has a bottom surface area of | 250 m*. The density of the water is p =10' kgm’, Determine the water pressure and the force on the bottom surface of the pool. 2, A liquid ina container exerts a pressure of 0,1 Paatthe bottom. What pressure would itexertif the area of cross section of the container is doubled? (Assume that mass of liquid does not change.) Answers |. Water pressure on the bottom surface of the pool = pg = 1.96 « 10'Pa Force on the bottom surface of the pool =p =4:9 « 10°N 2. Since mass of liquid does not change, foree exerted by ws 0,05 Pa er on the botton does not change. Number of lesson perio Learning Objectives After completing this ‘discuss how a manometer is U ection, the students will be able to sed to measure a gas pressure. «realize the difference between manomelet and barometer Teaching Aids , Clear plastic tube, colored liquid (or) water, tube fasteners, solo tape (double tape) Introduction Manometers measure 23s Pres* indicates the difference in pressures ve relative to atmospheric pressure, The difeence in column heights Teaching ceric pressure, the fiquid column in the tube Ina manometer, if the 8 as pressure 8 greater than atmosphPhysics Teacher's Guigy Grade 11 tower than the aimospheric PreSstte, the lqug to air is pushed up. If the gas pressure 1s column in the tube connected to the gas supply is pushed up. moter according to the following steps board ina U-shape as shown in diagram tow the fluid level to be easily observa, Practice Students will work in groups to build the homemade ms tach the plastic tubing to the 1. Use the tube fasteners to att 2, Partially fila clear plastic tube with a cofored liquid 10 8 as shown in Figure 3.2 3. Gently blow in or suck out air in one co! “Teacher should ask them with the following eonceprual i) Why does the levels of the fluid in the two vertical col (ii) What will happen to two liquid columns when a student blows in Jiamn af the U-tube. es umns equal initially? (or) suck out ai Figure 3.2 Homemade manometer Students will work in groups to di followii in INS to discuss the following data obtained f ao ie following data obtained from pressure measurement ust Ina U-tube manometer, one end is of . pen to the atmosphere, the ea the other end atts essurized s ok ereeue ines a kPa. The height of the fluid column in the atm au cadceaal a gas side is 30 cm. Find the density of liquid filled in the manometer. eae oa led in the manometer. Name the Review and Assessment = Explain why the fluid sh shows th evel pane ; ¢ equall levels on both sides o' Answer Because the pressure of liquid in manometer is indep. diam b liquid in manometer is independent of dia iameters of tubes. RES nigh inte famanometer even if the tubes arto Tet Le At Te Se In Te If ow o8 EE ‘Teacher's Guide Physics Grade 11 SEMEL ‘Number of lesson periods: 3 Learning Objectives ‘After completing this section, th. h the students will be a verify Archimedes’ Principle, neta realize the application of Are ‘Teaching Aids Spring balance, beakers, overflow jar | imedes' Principle Introduction i oe ating object in iui tesher shold remind the comet fs . ity of an object is smaller than that of liquid, it will float in the liquid. ‘Teaching In this section, the following concepts are important. ‘An object that is partly or completely immersed in a liquid experiences a net upward force due to the changes in pressure of liquid with depth. This force is called upward thrust, and is also known as buoyant force. upward thrust = buoyant force = ? Vg 1p is density of liquid (or) gas and Vis volume of immersed potion of the object. Ifa floating object is in equilibrium, the upward thrust is equal to its weight. — Aship in water displaces an amount of water which is equal to its weight = The immersed volume of a floating object in a liquid depends on density of liquid. Practice Students will work in groups to verify Archimedes’ principle and find the density ofa stone. They can | cary out the following procedures. (See textbook Figure 3.11 & 3112) 1. Hang a stone to the spring balance using a thread Record its weight in air. This weight in air is the real weight. Lower the stone into water in overflow jar until completely immersed and collect the water overflowed. Record the weight of stone in water (the apparent weight), Measure the weight of overflowed water, 5. Use these data to verify Archimedes’ principle and calculate the density of stone. > Review and Assessment ' 1. Whatis the density of a woman ho floats in freshwater with 4% of her volume above the surface? volume is 9, Density of seawater = 1025 kg nr 43. N when completely immersed in kerosene, what ‘above the surface when she floats in seawater? Density of What percent of her freshwater= 1000 kg ™ A body weighs 5.5 N wh is upward thrust(upthrust) ven measured in air an ) on the body?Teacher's Guig : aa Teacher's © ; 104, V/V =0.96 Review an 1. In freshwater with 4 % of her volume. above the surface = VV =0. é mse Wig = 01 Pas VP mmo PT wnt CD s ae ° ions, perce sbove the surface = 6- fi ations, percent of her volume = 2 nash iniaton thobody= wim > N ae “ 2, w=5.5N,w,=3N. upward Number of lesson periods: 2 Learning Objectives ‘Afier completing this section, the students will be able to ‘realize the application of liquid pressure. fe recognize the-devices based on Pascal's Law. ‘Teaching Aids ‘Fwo syringes (10 ml and 50 ml), weights, plastic tubing Introduction Before teaching Pascal 1's fav; teacher should tell the background information of pressure in a liquid Teaching 5, 151 Pascal's [aw, an experimentally verified fac, is important in fluids because a change in pressures . transmitted and undiminished in an enclosed fluid. ae Examples of Pascal’s lay applications are hydraulic jack, hydraulic press and hydraulie brake which 7. Sen are force multipliers. ial Practice Students will work in groups to demonstrate Pascal's law. Two syringes-type piston 10 mL and 50 mL are joined with plastic tube completely filled with water as shown in Figure 3.3 (a) and = Figure 3.3 (b). 1. Slightly press small piston in Figure 3.3 (a) and observe the transmission of pressure 1s 2, Place a small weight on small piston and balance the ; - pistons by placing large ‘ Se ae oo y placing larger weight on large 16. (is (a) Figure 3.3 Illustrations of Pascal's lay (b)Teacher's Guide Physies Grade 11 Review and Assessment 4s The areas of the pistoy . applied on the eee hydraulic press are 22 er’, and 60 em’. How much effort should be Piston to produce an upward thrust of S00N on the larger piston”? Answer FYA,=F JAF, 83.33 N 1031m 3. 10.34m 4, 80.95 em 1.351 10° Pa 6. 200N Sem 11, (84.55%, (ii) 3.65 N 12, 25.92% 13. 910N 100 1b (i) 0N, (ii) 0.004 m 300N, (iv) 250N 16. (@) 600 Pa, (ii) 600 Pa,Physics Grade 11 CHAPTER 4 POWER AND EFFICIENCY 9 (1 period 45 minutes, : F lesson Pe Total number 0 riods: es ill tis expected that students wi "ils power and use of the correct units investigate efficiency. ' explain clastic potential energy and ue Ss Pret ae. apply basic knowledge of power and efficiency know the sources of eneruy. Skill Development ‘After teaching Power and Efficiency instructed by 1! ‘skills in ‘© Collaboration _- when sharing ideas and find solutions together | Comiunicaiion - when gathering and sharing data ‘© Critical Thinking and Problem Solving - when finding solutions to problems. 4) POWERANDITS UNITS Number of lesson periods: 2 Learning Objectives After completing this section, the students will be able to of measurement. his teacher’s guido, the students will develop define power and its units, explain how power is very important in practice, ‘Teaching Aids Stop watch, tre stick, weighing scale Introduction The importance of the concept of work (how it is related to energy) has levels. There are many cases where itis necessary to know th rate of daing work; i.e. power. Power is another import concept of phy en described in previous magnitude of the work done, as well a fant concept. Although power isnot a fundamental he es, it is very useful in practice. ‘Teaching Before explaining power, teacher should ° det : ee recall the definition and formulae of work. (see Grade 10, Inphysics, power means the rate at which we do- work (i.e at which it transfers energy. When we lift amount of work done how fast We work). In other words, the rate are giving it energy. Power ‘ ergy. Power depends on the Work is done in the : : an object up, we and time interval, The more Beant w ore Power: Ifa heavier object is lifted in a shorter time shorter time, the greater is the fc . the greater is th interval, the power ¢¢ the power consumption will be higher Tese The Pri Stud Stue Le Af Te; Ayte ” Teacher's Guide Physics Grade 11 ‘The relation Between different units of po of power, Tftlb s'= 13563 64 hp = $50 ftps? = $50 x 1356 Js? =745.8.W = 746 W Practice Students will work in groups to di lise Saudents cit estimate their output power bos for calculation. 1, Weight of cach student, 2, Height of each step. 3. Number of steps running up, 4, Time to running up the flight of steps. Using equations W'=m gh and P= WV, students can easily estimate their output pow' lifferent units of power Put power by running up stairs. Teacher will give the following facts Review and Assessment 1. Amachine of high power should be used if alot of work has to be done quickly, True or false? 2. An electric motor of a crane can lift-a weight of 2000 N through a height of 10min 20's. What is the power of the motor ? 3. Arotary machine with power of 300 W and $ min/rev rotates 5 rounds. Find the energy it used. Answers 1. The statement is true, Because power is the amount of work done per unit time. Thus high power machine can operate a lot of work in the shorter time. w= 2000 N, #=10m,1=208 Using P= W/= 1000 W 3. period = time taken for ane revolu {otal time taken = 5 min * 5 roun Using P= Wit, energy = 4.5 * 10°F ion (one round) = $ min. 5 min = 1500s @ueencency~ Number of lesson periods: 3 Learning Objectives After completing this section, understand the simple machin the efficiency of a machine. : expan the fehl dvtge ad Yelm relate efficiency to mechanical advantage and velocity ratio. the students will be able to Teaching Aids A plank, metre stick. hea vy blockGrade 11 Physics ine makes work easier to perform by Introduction to another, changing the ‘Armachine is an appliance that enables work to be don ‘accomplishing the following functions: transferring @ direction of a force, increasing the magnitude of a force. oslaciven is Ath’sis jine are mechanical Physical quantities associated with simple machine work, output work and efficiency. Teaching Teacher should start the lesson with simple machin her ‘The six simple machines are lever, wheel and axle, pulley, inclined pla a ‘Alever isa device consisting ofa bar turing about a fixed point, the fulerumys | il cli fiers, scissors, stapler and tweeze! For examples, balance seale, bottle opener, nail clippers. pliers, Awheel and axle is a Jarge wheel or pulley that is fixed to a shaft. For examples, analog clock, bicycle gears, door hinge, electric fan, on & spinning holder, A pulley is a small fixed wheel ora group of such wheels with a rope used to lift something up. For examples, curtains (with string to open and close), flag pole and garage door. An inclined plane is a flat supporting surface tilted at an angle with one end higher than the other. For examples, ladder, ramp, slanted roof, & ‘A serew is a machine that converts rotational motion to linear motion, and a torque (rotational force) to a linear force. In this case, rotational force is effort while linear force is load. For examples, bolt, car jack and drill, ‘A wedge is a too] used to split something into pieces or the shape of anything that has two edges that meet at point, For examples, axe, chisel, knife, nails and zipper. Teacher also should explain how effcieney relates to mechanical advantage and velocity ratio, Practice Students will work in groups to use inclined plane as a sim the angle of inclination and effort. The procedures are as 1. Set the inclined plane to @ certain hei shown in Figure, je. A macl force from one plact tage, velocity ratio, inpyy i in daily life. her with examples in aes ne, screw and wedge. serewdriver and toilet paper roll or chain in a grooved rim thatis iple machine and realize the relation between follows, ight by using-a plank with different angles of inclination as {t will be found that the steeper the ramp, the more effort is required, heavy loud | <0, F< Eg 24 Teac! Les Aft Tes Ret Int For exti app Tea An; beii can ma‘eacher’s Guide Physi sic 2, Push aheavy block along the is 2 : Veli 3, Also lift the heavy block vecteatie oS Teacher should discuss with them don for different inclination Se MA and VR depend on angle of inclination. Compare their Review and Assessment L i it porsinls o fas machine having 100% efficiency? Explain, wi is : 2, Acertain large wind turbine is able to transform 1 500 000 J of mechanical energy into 1 000000 3 of electrical energy every second, (i) How much energy does this turbine * ‘ oes this turbine “waste” . (i) Calculate the efficiency ofthis turbine. second? Answers Itis not possible, In practice, the input work always exceeds the output work due to fretion present input power P,,=1 500.000 1-s = 1 500.000 W ‘output power P_, = 1 000.000 J's = 1.000 000 W (i energy waste every second = 1 500 000 — 1 000 000 = 5000003 efficiency = 2 x 100% = 66.66% [SRESERENCHINGONCOUURUSRUNGS enter ofp? Learning Objectives ‘After completing this section, the students will be able to ‘e describe the stretching of spring. ® state Hooke’s law. + explain the elastic potential eneray: Teaching Aids . Retort stand, half-metre rule, spring, weights Introduction et i it ize. Fi ample, if we stretch a rubber band, F ¢ can change its shape and size. For exampis; x Eee eno objet cn po abjens wil tu oie oa shapes and ze once the applied forces are removed. We say that chey have elastic properties. Teaching , : mrvia snalshape and size when the applied force on iti removed afer ne esl i ortobe nap ic material For the student's understanding, teacher ing stretched oF compress en teacher should explain Hooke’ law, Hook's lay in wi e textbook can explain with Figure 44 from the tex! th may also be expressed in terms: ‘of stress and strain. In symbols: pax (on Fokx 257 aa will Grade 1 Physies eaener s¢ m ore, The Ys f= applied force (ot stress Tend x elongation (oF) strain i k= constant oe mesching exons oe Fora spring, is also called spring constant. The unit ofkisNm ee ‘constant. lained graphically yd are be : . ‘can be also expl ly and a Re acct propriomaiy of aplicd free and elongation — ‘Suggestion for Practical Refer to Grade 11 Practical Physics Book. Experiment 2 Hooke’s Law the relation between applied force ang jooke’s lav, t y ean be ealoulated from ctongation versus applicd fog, ‘The aim of experiment 2 is to verify the Hi clongation of spring (F = 4). Spring constant graph. zoe om etn 1, 213.3 W 2. 02ms" 3. (@) 20005 (ii) 333.33. W 413.758 5. 16875 W 6. L2810S 7. 40W 8, 2 worker is better worker. 9. (1) 20 (ii) 80% 10. 3.6 1. 3Neacher’s Guide Physics Grade 11 _ CHAPTERS AT AND THERMAL PHENOME! Tat e es i = otal numberof esson Perio: 13(1 period 4S maw) {iris expected that students will . examine the relationship between heat and intemal energy, explain the concepts of th of thermal capac : sie sud Sxplati eats totes me ete heat capacity and the measurement of heat ae we relationship between, change of state and latent heat examine the process of ee : ie oe f Veena and its relationship to latent heat of vaporization. > ‘ip of fusion to latent heat of fusion. investigate and describe the de : Es pendence of melt ili a c ie of melting point and boiling point on atmospheric | skill Development | | After teaching Heat and Thermal Phenomena instructed by this teacher's guide, the students will | develop skills in | «Collaboration = when performing group wise activites Communication ~ when discussing the concept of heat and thermal exchange Creativity and Innovation ~ When sharing ideas nd thei own thinking. } SIQUNITS OF HEAT Number of lesson period: 1 Learning Objectives After completing this section, t «express heat units. © differentiate between heat, temper he students will be able to ature and temperature scales. Teaching Aids Chants (diagrams with relations be units), thermometer yetween heal Introduction Heat and temperature ars Heats the amount of energy (thermal er « but they are closely related red from a hotter substance to 8 coofer substance two different quantitie: nergy) transfe that are in contact. i y hot the substance is. Temperature tity that determines jhow cold (or) how Sasa ae units; the SI unit of heat is the joule (J) and the ST unit ‘of temperature is the kelvin (K) Teaching heat can be measured in energy units. Teacher should explain that, 0 : Dther units of heat are calorie (cal) am cat is a form of enerey Heat 168g British thermal unit (BM 29SS i physics % reachet ob sae ’ ature of 1g f water yy 1 tempet iy ofieat required 10 Hise Tse the temperature OFT They we ‘Ong calorie (1 cal) is the ee sha geuny feat rea rs ; a i One British thermal unit ne ‘ 1 of foo water by 1°F. WN ecsiccw ence, calorie is commonly used as 8 “a ee iis aa refer is actually kilocalorie. ten fod enna reatrequiedorthesubstncss. Tonive,,) Hy stn se 1 kg of we ice , a How mut et wat ered 6a 1 Ef wy ‘Students will work in groups to sm oe much Heat Was 7 cae ired is not the same in two cases. tT Pe aea tye amount of heat required is mn Teacher should ask them why the Review and Assessment . 1, How many kd are there in 120 keal? 2. How many keal are equal to 120 ki? Answers Number of lesson period: 1 Learning Objectives ‘Afer completing this section, the students will be able to «explain the law of heat exchange, * apply the law of heat exchange in solving problems. Teaching Aids Hot water, cold water, thermometer, container, stirrer Introduction Todiscuss law of heat exchange, teacher should remind the heat transfer between the two neighboring objects. Teaching Teacher should introduce when two objects of different temperatures are in contact, the heat is transferred from the object at higher temperature to the one at lower temperature. Heat transfer will stop when two objects have reached thermal equilibrium and are at the same temperature. Teacher should explain heat lost and heat gained. Heat Jost by one object is equal to the heat gained by the other object. This is known as law of heat exchange, which is one type of law of conservation of energy. Notice that, there is no heat loss to the surroundings Practice Students will work in groups to determine ‘heat transfer of hot water and cold water. Teacher should instruct the following steps. 1. Take a cup of hot water and a 2. Record the initial temperature of 3. Mix them together completely int 4 Py cup of cold water ofthe same mass of water ‘each water. toa larger cup and tir for awhile to havea steady temperature, Review and Assessment © Toget a final temperature 36 (mass of | litre of water = 1 ks) Answer Use, 80, = Apa m= AK led to | litre of water at 100 °C? °C, how much water at 20 °C be addTeacher ¢ ies ms ‘Teacher's Guid . umber of 18600 pe — il Mh answer ‘A eransition & Learning Objectives 3 . rents will be able © ire ‘After completing this section, the stud ane ‘identify the relation between change of S42 ‘© understand three different states of matter. Teaching Aids . Charts illustrating phase change of water, thermometer, 168) eontainers ard Introduction Dried aichest ‘After compl ‘Artansition from one ofthe thre states (slid, liquid and BS) ao oe oe phase change © lear chan; it Jhange is called latent heat. 2 of state. The heat absorbed or emitted in a phase ¢ Be raciogh ‘Teaching Containers, Adding or removing energy from substance causes the change of stat to liquid causes it to become steam or vapour (# gas). Removing ene! Entroducti to become ice (solid). ‘Waporizatic It is found that the temperature does not change during phase change. Teaching = The specif vapour (at EGE» wees é 5 awe Practice ‘The stude Put acer a red arrow — heat abso! of water E Solid blue arrow — heat libera# —temperaty Review: Freedingiai> LAS a qaicteeg (The Figure 5.1 Change of three states 2. Api Practice OSs ‘Students will work in groups to demonstrate phase change of ice by putti i Y Putting some block of ice in Answer ‘and temperature is measured. It is found that all of the ice will absorbed from the surroundings without changing temperature, el aradually into water by te 1, Use Aer all the ice has melted into water, : , temperature will ris ® Students will observe the chan wien on funher heat On ne : er heating Teacher should instruct to expl es msde) to iui (water an a explain the change of these vance nt (ate and then to gas (vapou! a from solid to 1i a Olid to Liquid and liquid to 20> # How do you understand the phase change? ieacher’s Guide Physics Grade I Answer Atransition from one of the th ree ; “tates (solid, liquid and gas) into another is called a phase change IIVAPORIZATION AND Seecunc Larue HEAT OF VAPORIZATION Learning Objectives Number of lesson periods: 2 ‘After completing this section, the students will be able t * earn the specific latent heat of vaporization ie Teaching Aids Containers, thermometers, water Introduction ‘Vaporization is the process of changing liquid into vapour. Teaching ‘The specific latent heat of vaporization of water is 2.25 « 10° J kg. So, to tum 2 kg of water into vapour (at the same temperature) would require 4.50 = 10°J of heat. ‘There is no change in temperature during the phase change although heat is provided. Practice The students will make group discussion about the specific latent heat of vaporization of water, Put a certain amount of water in a beaker and place it on an electric stove. Notice the temperature of water with a'thermometer. The temperature will found to be rising up to boiling point, Then the temperature will remain constant while water is vaporizing into steam, Review and Assessment 1. A 5kgofsteam at 100°C is condensed ina steam engine How much heat is liberated? at of vaporization of water, L, =2.255* 10° KI ke ee ar com ot Whath bomecinseaiat etic 10TC 0.5 gof: is condensed on it. Determine the specific ‘heat capacity of metal. (The specific latent 5 gof'steam , beat of vaporization of water, 2.255 ~ 10 3158) Answers 1. Use AQ=mL,, 2 m= 60.2, Maran = 0-58 Using, Qpsnea= Man AT» = 234,89 Ske? K" = 11,28* 10° kJ =7.255 » 1k) Kg", AT= (100-20) = 80°C Dea Mann Is + Po QyraesPhysics Grade 11 CUA TENT MERTORFUSION Number of lesson periods: 7 Learning Objectives stem afer competing tis section, the students will be sat of fusion. fe {earn the specific latent he Teaching Aids Ice ctibes, containers, thermometers, Water volved in a solid-liquid phase Introduction 5 er ‘The specific latent heat of fusion is the heat enerey per unit change. Teaching ; ys ke! = specific latent he ‘The specific latent heat of fusion of water is 3:3 * 10 Jkge! about = of its sper at of vaporization. The specifi latent heat of vaporization is greater than the specific Jatent heat of fusion for a substance Practice Students will work in groups, to determine latent heat of fusion of ice. Weigh a mass of certain ice cubes and place in a container. Some water ‘of known mass at room temperature is poured into the container, Remove the unmelted ice from the container and measure the mass of ce, Obtain the mass ofthe melted ice. Assume the final temperature is 720, Calculate heat heat of fusion of ice using law of heat exchange. lost by water and heat gained by ice. Determine latent “Teacher should ask them which of the boiling and melting process need more heat energy. Review and Assessment = Calculate the amount of heat added to 1 g of gold to change from solid phase to liquid. (The specific latent heat of fusion of water, £,= 6.44 * 10'J kg") Answers Using, AQ=mL,, AQ =6445 36 pos et aeparsing Objectives completing this section, the studen =, vaderstand how melting point an study the effect of pressure'on m Number of lesson periods 1 IS Will be able i boiling point ch chting and aad with atmospheric pressure aching Aids Point gover pots thermometers, Water, stopwatch juction jis lesson, the effect of at pits 'mospherie pressure on melting and boiling points are explained. ‘reaching jting point of a substance i Testing Fo nce is the temperature at which it changes state from solid to liquid. The esting point of a substance depends on atmosph op apport 2 spheric pressure and is usually specified at a standard The boiling point ofa eee is the temperature at which the liquid changes into vapour. pe boiling point of a liquid depends on the surrounding environmental pressure. 4 figuid at high pressure has a higher boiling point than when that liquid at atmospheric pressure. Practice Sadents will work in groups to determine the boiling point depending on pressure Fillequal mass of water in two water pots, one with a lid fitted and the other without a lid. Then they src heated one after another with the same stove. Which one takes less time to boil (boiling first)? Measure the temperature of boiling water. ‘Make sure that thermometer bulb is immersed in water in both cases. Teche oan assess the students’ understanding by ask why the frst one is boiling fast. Review and Assessment |. Name the process of (i) soli 2. How much heat energy is Fed : (The specific latent heat of fusion of i the specific heat capacity of water 43 Anwwers ; |. G)metting, (ii) evaporation (oF) vapor 1K, 07” «na Liquid. (i) liquid turns into a gas. <4 tums into # Hquid. (i) a lgusd . sired to change 2 Kear ie tO -C into water at 20 °C? =334* 10°S kgs 2 £.=3340007ks", = 4200 3 ke Use Q,= mL,, O,= mehT Total energy Q = 836.0003Teacher's Guige Physics Grade 11 Number of practical perlods; ¢ Suggestion for Practical © Refer to Grade 11 Practical Physics Book. of Copper termined. The specific heat capacity of Experiment 3 Specific Heat Capacity In experiment 3, the specific heat capacity of copper is copper is calculated from the equation, eer rom eto 1. 11.0004 2 3.88 * 10") 3, 3.2% 10 Ske? K" 4, 36°C 5. 60°C 6, 2092s 7. 3546 10°F 8. 0°C 9. O74 kg 10. 127Koter’s Guide c Physics Grade 11 iprATION OF STRINGS, RES CHAPTER 6 pc AND VIBRATION OF AIR COLUMNS: : teal AIR COLUMNS janine alcomes number of lesson Periods: 6 (1 period 45 minutes) iisexpected that the students will ‘analyse the characteristic of stat © investigate vibrating fae a waves, examine sound produced by ‘explain intensity of ne Fesonance columns and organ pipes. . acquire basic knowledge of: . ‘generation and i eee Propagation of waves. ‘ter teaching Vibration of Strings, Reso pact rings, Resonance and Vibrat is instructed by thi teacher’s guide, the students will develop skills in fone con a iaboratica. as Collaboration - when discussing about the production of stationary wave when Wo __ Waves travelling in opposite directions. «Communication - when sharing the ideas and their own thinking. {_ Critical Thinking -whon distinguishing scientifically between musical sounds snd noise, GINSTATIONARY WAVES Learning Objectives he students will be able to After completing this section, t differentiate between progressive and stationary wavs Number of lesson period: 1 Teaching Aids Hlectric vibrator, a string, charts showing progressive wave and stationary wave und and other waves travel through a 4 that stationary wave is obtained when site directions are superposed Introduction Teachers should recall the previous knowledge about the s0 be Learne ‘ e students wil medium, wi ferring matter. The stl : pin a ee clocities travelling in Oppo 'wo waves having equal amplitudes and «ach other, Teaching Teacher should explain the followin facts. onary waves we a8 stationary, the points known nodes i static des and vibrating with largest amplitudes. ~ The points known as asantinodes arc.at mid poin’s © 5 inexpecteathatthestdents™ after learning about the principle successive n0 et wy ehe constructiveand destructive interference hr 5, e cp of Superposition yy eas of wa 39 le principle can be illTeacher's Physics Stig Grade 11 saves pass through the string: Jy, the two waves pas cach end simultaneous! (b) (b) Destructive interference Figure 6.1 (a) Constructive interference Figure 6.1 (a) and (b) show two identical waves pass each other. (They are some distance apart. (ii) They are about to meet. (iil) They are partly overlapping. (iv) They are exacily overlapping. (W) They are receding from each other. Practice Teacher should ereate classroom level activities to demonstrate the produetion of wave on the rope by xing one end of ito a wall and moving the other end up and down continuously (or) attach one ent of 8 rope to an clectric vibrator and hold the other end tightly. A standing wave is formed along the rope by varying the length of rope or tension of rope. Review and Assessment = How canit be differentiated betw i f og nt Senthe amplitudes ofeach point in progressive wave and stationay Answer Tea Le afl Te: si Int Te as wi Te ha Te ca fo Si pr (FEsoot s Guide Grade 1 1g Objectives Number oftesson periods: 2 ter completing this section, the students wil be ab le to parameters Parameters of vibrating strings earn ‘a discuss the wave reaching Aids Tne, wbraor (hammer of elec be arroduetion Teachers should inttoduee the stationary ws FeafecoT sound When the stetched ry Waves which cun be found in the string musical instrunieN ven nodes at fixed ends. Teache 7 ee plucked, only certain frequencies of sound can occur ae int On e cs Jad explain how different Rrequenctex aah = aN seo ‘and number of loops (harmonics) fe produc Teaching ~ teacher should demo . The Lae oe ue strate the formation of harmonies in vibrating string. The production of harmonics ng string can be explained in detail by referring to the Figure 6. Aof textbook. nv L=y 2,3, +2), teacher should cléarly explain that vibration of the string in one single segment is called the fandamental or fist harmonic, and musical tones (harmonics) ‘whieh are above a fundamental tone are called overtones. orgover, the teacher might recall the velosity of a wave ina vil follows, Hu where T = tension in the string Jength of the string Jorating string and frequencies as ye mass per unit of n® harmonic length of string vyave forms in the vibrating sting. To Students will work in groups 1° inyestio® a brator and hold the other end in hand. wil nos sone end of string to the vibral vroduce a stationary wa¥® fagen on Ove cant spsered. the esion of he sting ried, & vibrator is activated. tHe Sc, which indicates ferent harmonic frequencies are formed. the number of loops of the st8B (For more obvious illustration Practice gate the station 4r- Teacher's Physics eae! Grade 11 in vibrating string fOr One gg rte jonary wave FOr ind mass per unit length org = «The Review and Assessment i of a static nant 1 = ates dt a a 1 oe segment, Ask the students ho Baril: fam string, Verify the unit of the frequency ve The Answer ; . ? Rev pot feo “UWE 25 ‘ ee (first harmonic) ; Aaa i = it length (kam) i T =tension (N), /=mass per unit length ee ie Using the above equation, the unit of frequency can be calculate Ant Ne a) ame? 1 ae = kgm” m SSEESOMANCHOOUUNNADORGANTIEESDS | Number of lesson print: Learning Objectives After completing this section, the students will be able to * realize sound produced by resonance column and organ pipes. ‘The unit of frequency: Gi) ‘Teaching Aids Tuning fork with high frequency (512 Hz), PVC Pipe (diameter about 1.5 inches and 2 ft Jong) Introduction Teachers should enhance students’ interest of resonance phenom i i ena bs " resonance column, B y producing sound ins il Lea Afte example of a general Principle of resonant oy Suen, give it small Pushes in time with the natn Cha Soldiers should not march in uni i ae inison while crossing a long bridge to Prevent collapse of bridge®) ints ‘One of the examples of ance whe Tesi Washington famously ae a ie is the Tacoma Bridge Collapse (in the state © ie usly co) mber 7, 194 Af he bldge ‘ait > 1940), where the frequency of the air matched vi °F age eacher’s Gi Physics, ictice ‘students will Work in grou 1G PUPS to di the PVC iscuss about the fre ioe in the FV pips. Dip one nd te eau and wile of te Semen fering tuning fork above the open pe vertical sr container. Pisce pen end ofthe in a water container. Place th ance sound std ofthe pipe an ajut the ago column oar hood reso I di student will draw and fc apply for resonance column and organ pipe. peview and Assessment (9 Ifthe shortest length of the tube for re what isthe frequency of the vibration? Take the a {ii) Why would the result be in error if only one m and the next resonant length is 0.37 m, sd of sound in air is 340 ms ‘one resonance position had been observed? Answer ‘According to resonance column observation, «not coincide exaetly with the top of the tube but formed slightly {i The antinode at the top doe: ction) which can be eliminated by subtracting two resonance above the top by an amount (end corre positions. GAINTENSITY/ OR WAVES aa iad Learning Objectives After completing this s¢ © understand the inte! n, the student will be able 10 sity of waves Teaching Aids sltoscope, microphone. Charts (showing inverse $448 intensi wre law of WAY Introducti ARE uired from their source. roduction vie eneray carieaby thewave® cq a, The teacher should introduce "FT Fyne wave is related to he Fequeney a amplitude The intensity (power transported PF init area) O! of the wave.ie Physics Teas Grade 1 ound level ¢: osure to lower SoUuni a ee ts have leamt that foud sound and longer exposure a | ad v3 d ovels are tearing. samples of sound Ievel = aE ral , Some examp| vas oo Fem caeing _[ 5008 gy sapien Too dB _ |) Whisper = 10 dB : Loud se 70 dB __[ (vi) Leaves falling _ Busy street , ‘Minimum hearable sound (/,) = 10° Wm a any ners I= inci of sound ‘al Sound level in decibel (4B) is defined as dB = 10 log (1%)+ i. vel nae cy fitude of the wave and alg Students will work in groups to understand that frequency and amp] 1. intensity of wave varies with distance, 6 Connect a microphone to an oscilloscope. one = Make sounds of different loudness and different frequencies (high pitch and low ae ‘and obs the wave forms on the oseilloscope, (Wave forms can also be studied by using hand phone with say recorder software) ; wa | ‘Study the wave forms by changing the distance between source and microphone keeping the sey frequency and loudness, Review and Assessment : 1. A loud speaker is producing 1 W of acoustical power. Ifthe speaker produce sound uniforms all directions, at which distance from the speaker is the sound intensity 0.1 W m-?? 2. The intensity of a sound wave from the jet plane taking off is 1.0 « 10° W m7 ata distance of Se ‘What is the intensity ofthe sound wave that reaches the ears of a person standing at a distancee 120/m fom the jet plane? Assume thatthe sound waves are radiated from the jet plane equily: all directions 4 Answers P 1 jets? 099m A 4a? 2 Atr,=05m, /,= At r= 120m, 1, = 01736 Wm? 010 Wm?xs Guide ent Ph hysics Grade 11 Number of practical peri copgestion for Pe + Refer to Grade 11 Practical Physics took Velo ‘locity of Sound in Air Usin a Resonance Tube spesperiment4 the velocity ofsoundn aira ee AL room temperature is determine garesonance tube ro tuning Torks of known Frequency ate use Hea jeans ited in ain ales Sea ‘to find the lengths of the resonant ait column. Then the m equation y=2f( I, 1). led nodes (b) Distance between two successive node = (A= wavelength) 4=08 m,v=84ms" 200 Hz s79N 18.8 Hz 4H 442 Hz, 438 Hz Fundamental frequency for certain wavelength will increase, 257.25 m (i) The distance of the cliff= 1.5* 10 Wm (i) Intensity of the ratio=Teacher's Guigy Physics Gnsde I es [ i ‘cant! 7 CHAPTER7 ¥ SFRACTION OF LIGHT ot pene i toc period 45 minute ——_ghe D*™ fesso aaa (Learning Outcomes Itis expected that students will summarize the nature of light Ven’ ‘© investigate the velocity of light se and the tas of refrmetion. * ne and explain the refraction of light, refractive index and th earn . ine total intemal reflection. Aner Skill Development ents will devel sner’s guide, the students will develo ° ‘After teaching Refraction of Light instructed by this teacher's guide, tht ” | skitls in each ‘© Collaboration = when working successfully in grOUp itluste | © Critica Thinking when solving. problems and doing activities | |b Gtizenship when doing experimental work Inte ———— —_—_—_—_—— inthe STHENATUREOTIGHT —— Numiler 6tvesou periods) ent! wunive Learning Objectives Teac After completing this section, the students will be able to a ‘© ckamine the characteristics and behaviour of light Gal Teaching Aids yi Candle, light bulb, chart of electromagnetic spectrum, a the Introduction Gal The debate about the nature of light has begun from the carliest of times. At the middle of the Sit seventeenth century, two theories of nature of light were introduced; namely, Newton's corpuscular Une and Huygens’ wave theory. a Teaching int Teacher should explain that Newton's corpuse: ; acher should explain that Newton's corpuscular theory assumed that Tight has particle nature and Wt d that light has. wave nature. thi However, at the beginning of nineteenth cei ou ginning Of nineteenth century, it was found that light has particle and wave dual R Practic m Students will work in gr in groups to study the character of the 9 Senet denoted weuran, he light by using candle, laser pointer and discuss their observations. . ‘ ;