Class 9 Chapter Wise Lesson Planes Final PDF

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Lesson Plan. 1
Chapter: Measurement
Date: Class: 9 Subject: Physics
Topic/SLO: 1.1.1. Describe the crucial role of physics inscience, technology, and society.
Objectives: By the end of this lesson, students will be able to:
a. Know physics and its paradigm.
b. Describe the role of physics science and technology.
c. Link physics with daily life experiences to describe its role in society.
Materials: White board, markers, duster, textbook, photocopies of the content.
Stages Activities Time
The teacher will start his/her lesson by asking the following questions.
Initiation
1. What do you know about physics?

2. Why do we study physics? 8 min
A discussion will be generated by getting responses from the students. The teacher will
be able to assess students’ prior knowledge and proceed further
The teacher will divide the class into groups such that each group has nearly five
Developmental
students. The teacher will ask students to read content related to the topic from the
textbook. He will further distribute the photocopies of the same content (Taken from a 20 min
reference book or internet) to each group.
The group members will read the content, discuss it with each other, and share it with
the whole class. Teacher will support the students by adding on the shared content.
The teacher will ask the following questions randomly to assess students’ learning
regarding the role of physics in our lives.
Concluding
10 min
a. What if the rules/ laws of physics were not discovered by the physicists?
b. How the inventions in physics have made our life more comfortable.
The teacher will add on if required, while getting responses form the students.
Homework
The students will collect more applications of physics by taking help from newspaper,
magazine, internet, or books to comprehend the importance of physics in our lives. 2 min
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Content related to SLO 1.1.1
Importance of Physics in the Current Society
The present world has witnessed spectacular progress in terms of technology at a breakneck pace. This
has been made possible only because of Physics. Without this science, there would be no use of
communication equipment, transport systems, television, and many more such facilities.
The advancements in science have led to improvement in living standards and have saved many people's
lives. For example, an application known as sonar is used for navigation underwater. This invention has
resulted in quick rescue from accidents, and ships can now find underwater mines and ammunition.
The development of science has been instrumental in increasing the speed of trains and other vehicles
from 20 to 100 miles per hour. The growth in logistics has led to increasing prosperity as humans, and
food products could be transported to distant places within a short period of time.
Importance of Physics in Meeting Future Energy Requirements
This is a time for change and for transformation. An era of change need not be a dark time of hardship.
Instead, it can be a time of tremendous growth and experience. Change is the only constant in life, but the
development we reap from change makes life worth living.
Physics plays a significant role in meeting the future energy requirements for modern cities. They are
used to develop efficient systems that utilize the available resources and convert them into maximum
utility. In modern times, different sciences have been developed. And this has led to the development of
powerful technologies. In turn, these technologies have changed the way we live today. Some people go
as far as to say that technology is what defines our current era.
Importance of Physics in Medical Technologies
When we talk about the fundamental principles of physics, it is essential to note that they are also vital to
the development of medical technologies. In most cases, the principles or laws of physics can be applied
to this field in one way or another.
The advances in medical technology have brought about remarkable changes and benefits. For instance,
they have contributed significantly to diagnosing diseases, monitoring, and managing them.
The principles of physics are vital in most instances of medical technology or its development. Medical
technologies based on quantum physics include X-ray, which is used for diagnosing, drug discovery, anti-
aging, and many more.
Furthermore, the advancements in medical technology using the laws of physics include computers and
communication devices present in almost every home today. These technologies are now used by
professionals all over the place to diagnose and monitor patients.
Importance of Physics in Modern Engineering

Physics lies at the heart of engineering, science, and technology. From the invention of the light bulb to
the design of a revolutionary new spacecraft, physics plays a vital role in modern technologies.
Importance of Physics in the IT Industry
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Physics is the study of matter and energy. Everything, including the things that make up computers, is
made of atoms. Physics is also the study of how these things interact with each other.
The IT industry is composed of tech companies that create new stuff, and physics is an integral part of
what they do. The IT industry uses physics in many ways to make computers and other devices that we
use in day-to-day life. Physics is used to make semiconductors, which are essential for computers.
Semiconductors are created by reducing silicon (Si) to a fine powder and then subjecting it to extremely
high temperatures, causing it to melt and turn into liquid. Then, by subjecting this liquid substance to
electrical impulses with a vacuum chamber, we can create a crystal that conducts electricity.
People who work in this industry are involved in all this as well as creating new things such as artificial
intelligence and cloud computing. People use physics every day when they do things like sending emails
or making phone calls using a cell phone.
Importance of Physics in the Communication Industry
Physics is a branch of natural science that deals with matter and energy and their relationship with each
other, and the study of their interactions affects the phenomena of nature. Physics is the most fundamental
of all the sciences and has a wide range of applications to modern technologies.
The importance of physics in modern technology can be recognized because it enables mobile devices,
computers, televisions, watches, and many other modern technologies to operate in an automated manner.
The various physical theories have contributed to the invention and advancement of these technologies.
For instance, in communication, physics has been utilized in different ways to develop wireless
communication, optical fiber technology, and satellite broadcasting. In addition to this, physics also
provides a theoretical foundation for telecommunication. The design and performance of modern systems
depend on understanding physical theories.
Therefore, from the above discussion, it can be concluded that physics is an essential subject in the
development of modern technologies. Physics has been used in the development of electronic equipment,
but it has also helped improve signal transmission.
Importance of Physics in Scientific Investment
The most important feature is that the practical skills students acquire in studying Physics can be used to
develop new solutions for scientific issues that are more than just theoretical. The knowledge and skills
acquired in physics allow people to test new ideas in practice to prolong human staying on earth or make
it easier.
The current world depends on scientific discoveries and advances in technology. Many developments
have changed people’s living conditions. For example, people do not need to use candles or lantern lights
because of the appearance of electrical energy.
Summary:
1. Physics is an exciting intellectual adventure that inspires young people and expands the frontiers
of our knowledge about Nature.
2. Physics generates fundamental knowledge needed for the future technological advances that will
continue to drive the economic engines of the world.
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3. Physics contributes to the technological infrastructure and provides trained personnel needed to
take advantage of scientific advances and discoveries.
4. Physics is an important element in the education of chemists, engineers and computer scientists,
as well as practitioners of the other physical and biomedical sciences.
5. Physics extends and enhances our understanding of other disciplines, such as the earth,
agricultural, chemical, biological, and environmental sciences, plus astrophysics and cosmology -
subjects of substantial importance to all peoples of the world.
6. Physics improves our quality of life by providing the basic understanding necessary for
developing new instrumentation and techniques for medical applications, such as computer
tomography, magnetic resonance imaging, positron emission tomography, ultrasonic imaging, and
laser surgery.
For all these reasons, physics is an essential part of the educational system and of an advanced society.
Lesson Plan. 2
SLO: 1.2.1 Explain with examples that science is based on physical quantities.
By the end of this lesson, students will be able to:
a. Recognize physical quantity.
b. Exemplify physical quantities from daily life experiences.
c. Explain that a physical quantity requires its numerical value and a unit.
Materials: White board, markers, duster, textbook,
Initiation
The teacher will make a list of quantities which can be measured and those which cannot
be measured, i.e. (nearly 10 quantities)
Mass of pen, beauty of a mountain, length of a corridor, love of father, etc

10 min
He/she will ask the students to separate the measurable and non-measurable quantities
from the shared list. (One of the students would be called to the white board to share the
correct lists). Now the teacher will call the name of physical quantities for the
measurable quantities.
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Developmental
The teacher will collect examples of many physical quantities to explain that every
physical quantity consists of a numerical value and proper unit. He will further explain
the role of a standard or unit in defining a physical quantity. Similarly, students will 18 min
also share more examples of physical quantities to infer the importance of a physical
quantity in measurements.
regarding physical quantities.
Concluding
10 min
c. What are the basic characteristics of physical quantities?
d. Name any three quantities which are not physical in nature.
e. Why is a unit needed to measure a physical quantity correctly?
Homework
The students will collect more examples of physical quantities by taking help from
newspapers, magazines, internet, or books to comprehend the meaning of a physical 2 min
quantity.
Lesson Plan. 3
Topic/SLO: 1.3.1. differentiate between base and derived physical quantities.
1.3.2. List the seven units of System international (SI) along with them.
Symbols and physical quantities (standard definition of SI units are not
required)

a. differentiate between base and derived physical quantities.
b. identify example of base and derived quantities.
c. List the seven units of System international (SI) along with their symbols.
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Initiation
3. What do you know about base quantities?

4. Name any quantity which is fundamental in nature.
5 min
A discussion will be generated by getting responses from a few students. The teacher
will be able to assess students’ prior knowledge and proceed further.
The teacher will explain the differences between the base and derived quantities by
taking examples from previous classes and new ones. The student will be asked to
Developmental
make two columns to compare base and derived quantities at least in three points.
The teacher will explain the need of making SI unit as an internationally acceptable 23 min
system of units. He will further share the table consisting of the seven base SI units,
symbols with respective quantity. Students will copy the table to use it for the coming
classes.
regarding SI units.
Concluding
10 min
f. Name any three base quantitates with their units.
g. Name any three derived quantitates with their units.
h. What if the SI was introduced in measurements?
i. Why do we prefer SI units?
Homework
The students will collect 10 more examples of derived quantities with their units from a
reference book of physics. 2 min
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Lesson Plan. 4
Topic/SLO: 1.4.1. Convert the prefixes and their symbols to indicate multipleand sub-multiple for base
and derived units.

a. Define a prefix.
b. identify the multiples and submultiples of each prefix.
c. convert one unit into other units by using multiple/submultiples.
Materials: White board, markers, duster, textbook. List of prefixes. Meter rod
5. What do you know about prefixes?

Initiation
6. Name any prefix that you are aware of.

6 min
7. How kilometer (km) is different from meter (m)?
A discussion will be generated by getting responses from a few students. The teacher
The teacher will explain different prefixes of length like kilo, milli, cneti, etc by using a
Developmental
meter rod. He/she will also show the length of 1 m, 1 dm, 1 cm, 1 mm and 1 km with the
help of a meter rod to make a list of conversion factors. Next, s/he will share the chart
consisting of different prefixes with multiples and sub multiples (Values). Students will
go through it for a few seconds. 22 min
The teacher will discuss three different examples of conversion of units using prefixes.
convert
5km into m, 250 cm into m, 4 km into cm, etc
The teacher will divide the class into certain groups. He/ she will write three units of
different prefixes on the white board for conversions like in the developmental stage.
Concluding
The teacher will regulate learning by moving in groups, observe and give feedback, 10 min
where required.
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The students will perform the following conversions.
1. Convert (e.g.) 2 min

Homework
a. 55 kg into g
b. 60000 g into mg
c. 350 kg into mg
d. 4500 mg into kg
2. Problems 1.1, 1.2 and 1.3 from the exercise Punjab Textbook
Lesson Plan. 5
Topic/SLO: 1.5.1. Calculate scientific notation in measurements.

a. Define a scientific notation (Standard notation).
b. Differentiate between ordinary and scientific notations.
c. Express a given figure (number) in scientific notation.
Materials: White board, markers, duster, textbook. Worksheets.
The teacher will start his/her lesson by writing the mass of earth and mass of an
electron in ordinary forms. i.e.
Initiation
Mass of earth = 60000000000000000000000000 kg
Mass of electron = 0.00000000000000000000000000000091 kg

8 min
He/she will then express them in scientific notation without description.
Mass of earth = 6 × 1024 kg
Mass of electron = 9.1 × 10−31 kg
The teacher will compare both the notations to infer the need of introducing the
scientific notations. It should be noted that scientific notation requires less space and
time for its representation.
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The teacher will explain the whole process of expressing an ordinary notation into
Developmental
scientific notation taking help from examples. He/she will include both the types of
examples with positive and negative exponents.
6400000 m, 0.0000548 s, 3000000000 ms-1, 0.0000000016g, 20 min

64500000 𝑐𝑚 × 10000 𝑐𝑚 etc.
The teacher will divide the class into certain groups. He/ she will distribute the work
sheets and ask students to complete the given tasks related to scientific notations.
Concluding
where required.
The students will express the results of the following figures in scientific notation.
(e.g.)
2 min
1. The Sun is one hundred and fifty million kilometers away from the Earth. Write
Homework
this.
a. as an ordinary whole number
b. in scientific notation.
2500
2.  10 6
10000
3. Problem 1.5 from the exercise Punjab Textbook.
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Lesson Plan. 6
Topic/SLO: 1.6.1. identify the measuring instruments (Meter rule, vernier callipers)
1.6.2 determine the least count (LC) of the measuring instruments.
1.6.3 describe the working of measuring instruments.

a. identify the meter rule and vernier callipers.
b. calculate the least count of meter rule and vernier callipers.
c. describe limitations of meter rule and vernier callipers
d. describe the working of meter rule and vernier callipers.
Materials: White board, markers, duster, textbook. Meter rule, vernier callipers, and worksheets.
The teacher will start his/her lesson by showing the meter rod and vernier callipers so
that students would be able to identify each instrument. He/she would then explain the
Initiation
limitation of meter rod and need of using vernier callipers for measuring instruments.
He/she may ask question like 6 min
What if the length/ thickness is less than 1 mm or 0.1 cm?
to talk about the limitation of the instruments.
The teacher will explain the meaning and process of calculating the least count of the
Developmental
meter rod and vernier callipers. It should be explained to the students that least of the
vernier callipers varies with the number of divisions on the vernier scale. The scales
and parts of the vernier callipers will be shared by drawing or using chart or using 22 min
multimedia. Next, he/ she will explain the process of finding the total reading by MSR
and FP.
sheets and ask students to complete the given tasks about total reading of the vernier
Concluding
callipers.
10 min
The teacher will regulate learning by moving in groups, observe and give feedback,
where required.
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The students will read about meter rod and details of vernier callipers form the
Homework
textbook or any other reference book.

2 min
Find the total reading for the given measurements. Suppose the vernier callipers have no zero error.
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Lesson Plan. 7
Topic/SLO: 1.6.1. identify the measuring instruments (screw gauge)

a. identify the screw gauge.
b. calculate the least count of screw gauge.
c. describe limitations of vernier calipers
d. describe the working of screw gauge.
Materials: White board, markers, duster, textbook. Meter rule, vernier callipers, and worksheets.
The teacher will start his/her lesson by showing the screw gauge so that students
would be able to identify the instruments. He/she would then explain the limitation of
Initiation
vernier callipers and need of using screw gauge for measuring instruments. He/she
may ask question like 6 min
What if the length/ thickness is less than 0.1 mm or 0.01 cm?
to talk about the limitation of the instruments.

Developmental
The teacher will explain the meaning and process of calculating the least count of
screw gauge. It should be explained to the students that least of the screw gauge varies
with the number of divisions on the circular scale. The scales and parts of the screw
gauge will be shared by drawing or using chart or using multimedia. Next, he/ she will 22 min
explain the process of finding the total reading by MSR and FP.
sheets and ask student to complete the given tasks related to the total reading of the
Concluding
screw gauge.
10 min
where required.
The students will read the details of screw gauge form the textbook or any other
Homework
reference book.
2 min
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Find the total reading for the given measurements. Suppose the zero error is not present.
Lesson Plan. 8
Topic/SLO: 1.6.1. identify the measuring instruments (Physical balance Stopwatch
and Measuring cylinder)

a. identify the physical balance, stopwatch and measuring cylinder.
b. calculate the least count of each instrument.
c. describe limitations of instrument
d. describe the working of instrument.
Materials: White board, markers, duster, textbook. Screw gauge, physical balance, and stop.
watch and measuring cylinder, worksheets.
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The teacher will start his/her lesson by showing each instrument one by one so that
Initiation
students would be able to identify the instruments. He/she will then ask about the use
and limitation of the instruments. He would proceed further by getting responses 6 min
from the students and adding on wherever required.
Developmental
The teacher will explain the meaning and process of calculating the least count of
each instrument separately. He/she will use a chart or multimedia to show the scales
and parts of each instrument. It should be explained to the students that the least of 22 min
each instrument varies with divisions given on the scale. Then, he will explain the
usage of each instrument for different measurements by taking examples.
sheets and ask students to complete the given tasks related to each instrument.
Concluding
where required.
The students will read the details of each instrument from the textbook or any other
Homework
reference book.
2 min
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Lesson Plan. 9
Topic/SLO: 1.7.1. Describe significant figures.
1.7.2 Discuss the need to use significant figures for recording and stating.
Result.
a. Define significant figures.
b. Discuss the need to use significant figures for recording and stating results.
c. Identify significant figures in observed values.
d. Know the rules of significant figures.
Materials: White board, markers, duster, textbook.
The teacher will start his/her lesson by asking the following question.
Initiation
a. Do you think all the digits in any measurement are reliable? 8 min
b. Can you share any example of reliable and doubtful digits in any measurement?
The teacher will get random response from the students and define the significant
figures related to any measurement.
Developmental
The teacher will further explain the meaning of reliable or un-doubtful digits and
doubtful digits in measurement using several examples. He/she will explain the rule for
deciding the number of significant figures in case of comparison of values/ results or in 20 min
single value/result. He will also share one example of each rule.
The teacher will write one example of each rule on the board one by one and ask
students randomly to identify the rule applicable.
Concluding
The teacher will regulate learning by discussing and give feedback, where required. 10 min
a. The students will read the details of the topic from the textbook or any other
Homework
reference book.
b. Problem 1.8 from Punjab Textbook related to significant figure. 2 min
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Lesson Plan. 10
Topic/SLO: 1.7.3. apply the rules for rounding a number to given number of significant.
figures to solve problems.

d. know and apply the rule of deciding number of significant figures.
e. apply the rules for rounding of the results in measurements.
Materials: White board, markers, duster, textbook. Work sheets
The teacher will start his/her lesson by asking a few questions related to rules of
Initiation
significant figures. He/she will get random response from the students to assess their
prior learning. 5 min
Developmental
The teacher will further explain the process of rounding off a figure (number) by
using different examples.
18 min
sheets and ask students to complete the given tasks related to significant figures and
Concluding
rounding off a given value.

15 min
where required.
Homework
a. Problem 1.9, 1.10 from Punjab Textbook 2 min

b. Divide 12.73 by 8 and round off correct to two decimal places.
c. Find the value of 200/33 up to one place decimal
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Lesson plan: 1
Chapter: Kinematics
Date: Class: 9th Topics: Rest and Motion
SLO(s): Describe using examples how objects can be at rest and in motion simultaneously.
Objectives: At the end of the lesson students will be able to:

a: Define rest and motion in two sentences verbally after teacher presentation.
b: Differentiate rest and motion with the help of at least three daily life examples, give the concept of
frame of reference.
Materials: whiteboard, marker, PTB physics 9, GCE O level physics and video clip.
Questioning
1: What is difference between rest and motion give two daily life examples?
Initiation 2: How we can produce motion in any stationary body? 5min
3: why frame of reference is important in describing rest and motion?
1: Teacher will ask questions during pk test.

2: Teacher will explain the concept of rest and motion with the help of daily life
examples during his presentation, teacher will also give the concept of frame of
reference.
3: Teacher will take support from video clip to explain it further, before showing
video teacher will develop some question related to the video, then he or she will
display question for 2 minutes then teacher will play video, while showing video
teacher will pause it and he or she may explain the key concepts used in video clip.
Development 28min
4. After showing the video clip, the teacher will again display the questions related
to the topic displayed at the beginning and he or she will ask questions by selecting
students randomly by calling their roll numbers.
5: Teacher will give group or pair work, to see what students can explore.
6: Teacher will observe given task, he may ask questions and on need basis he will
give feedback.
7: Teacher will ask to summarize discussion after class work.
8: Teacher will give home task.
1: What is the difference between rest and motion, give three daily life examples?
Conclusion/ 2: How motion can be created in stationary object?
Assessment 3: What is frame of reference, why it is important to describe state of object? 5min
Homework ➢ Read this topic from IGCSE O level physics and lectures delivered by 2min
Pradeep.
➢ Give different situations which should represent rest and motion then ask to
different rest and motion by giving the concept of frame of reference.
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Lesson plan: 2
Chapter: Kinematics
Date: Class: 9th Topics: Types of motion

SLO(s): Describe different types of motion i.e. translatory, rotatory, vibratory motion and distinguish
among them.

a: Define types of motion such that translatory, rotatory and vibratory motion verbally in two lines after
teacher presentation.
b: Distinguish types of motion by giving three examples of each from daily life.
Materials: PTB physics for class 9 and GCE 0 level by Charles chew
1: Brain storming. (Teacher will distribute handout)

Initiation 2: In which of the above kinds of motion can an object have a constant speed and 5min
still be accelerating?
3: What are the different types of motion?
. The teacher will provide the paragraphs as handouts to the students in pairs and
ask them to read, brainstorm on and write down answers to the questions given in the
end in their fair notebooks.
2: Teacher will explain the concept of different types of motion during his
Development presentation with the help of examples on white board by making simple diagrams. 28min
3: Teacher will make groups and he/ she will ask to discuss handout again. The
teacher will give time for discussion.
4: Teacher will ask some questions related to the handout. Before asking a question,
the teacher should develop some questions (Predeveloped questions).
5: Students will response to the asked questions, teacher will give feedback on need
basis.
1: (Students Presentation) – The teacher will randomly ask one of the students to
Conclusion/ come forward and summarize their group discussion.
Assessment 5min
• Write 4 four examples for each given type of motion.

Homework 2min
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Paragraph for brainstorming of lesson Plan two.
Introduction to Motion
When we talk about motion or rest it is with reference to some point known as the origin. So, now with
respect to the change in the position we have two quantities which can be used to describe that change in
position. They are distance and displacement. So now the question is, what is the difference between the
two?
Talking about distance, it is defined as the total path length covered during the motion. It can be
represented only by magnitude. On the other hand, displacement is the shortest distance between the
initial and final position. It requires both magnitude and direction for complete representation.
What is Motion?
We can define motion as the change of position of an object with respect to time. A book falling off a
table, water flowing from the tap, rattling windows, etc all exhibit motion. Even the air that we breathe
exhibits motion! Everything in the universe moves. We live in a universe that is in continual motion. The
fundamental particle of a matter that is the atom is in constant motion too. Every physical process in the
universe is composed of motion of some sort. The motion can either be swift or slow, but motion exists. It
is important that we give due attention to the study of motion because of its importance in the physical
world. Motion is mainly described in terms of the following terms:
• Distance
• Displacement
• Speed
• Time
As discussed earlier, distance and displacement are used to describe the change in position. Now, if
someone asks what the distance between A and B is, we can’t give a definite answer because it depends
on the path taken. It may or may not be the same for all three paths. But for displacement, we can always
give a definite answer as it is a straight line joining the two points. In other words, displacement is
nothing but the shortest distance between the two points, which in this case is Path 2. Also, it has a
particular direction from A to B, as we can see.
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So now that we have a basic idea of both, we will try to solve an example: Suppose the distance between
two cities, A and B, is ‘d’. A person goes from A to B and returns. Calculate distance travelled and
displacement.
Distance travelled = Total path length covered

=d+d
= 2d
Displacement is measured as the shortest distance between the initial and final position. In this case, both
are the same, and hence, displacement is also zero.
So for a motion, can displacement be greater than the distance covered? Think about it, and if not, can it
be equal?
You may also want to check out these topics given below!
• Force And Motion

• Change In State of Motion
• Newton’s Laws of Motion
• Motion In Physics
Types of Motion
We might have noticed that different objects move differently. Some objects move in a curved path, some
in a straight path and a few others in a different way. According to the nature of the movement, motion is
classified into three types as follows:
• Linear Motion
• Rotary Motion
• Oscillatory Motion
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Linear Motion
In linear motion, the particles move from one point to another in either a straight line or a curved path.
The linear motion depending on the path of motion, is further divided as follows.
• Rectilinear Motion – The path of the motion is a straight line.

• Curvilinear Motion – The path of the motion is curved.
A few examples of linear motion are the motion of the train, football, the motion of a car on the road, etc.
Rotatory Motion
Rotatory motion is the motion that occurs when a body rotates on its own axis. A few examples of the
rotatory motion are as follows:
• The motion of the earth about its own axis around the sun is an example of rotary motion.
• While driving a car, the motion of wheels and the steering wheel about its own axis is an example
of rotatory motion.
Oscillatory Motion
Oscillatory motion is the motion of a body about its mean position. A few examples of oscillatory
motion are.
• When a child on a swing is pushed, the swing moves to and fro about its mean position.
• The pendulum of a clock exhibits oscillatory motion as it moves to and fro about its mean
position.
• The string of the guitar when strummed moves to and fro by its mean position resulting in an
oscillatory motion.
Examples of Motion
Now let us understand motion clearly with the help of a few examples.
• Our daily activities, like walking, running, closing the door, etc. involve motion. There is a change
of position of the object involved in these activities.
• The flow of air in and out of our lungs is also an example of motion.
• The automobiles that carry passengers from the place of pick up to the destination possess motion.
In this case, the position of passengers is changed from one place to another.
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Lesson plan: 3
Chapter: Kinematics
Date: Class: 9th

Topics: Terms Associated with Motion, (Distance and Displacement, Speed, Velocity and Acceleration)
SLO(s):

a: Define the terms speed, velocity and acceleration and write their formulae.
b: Differentiate between distance and displacement, speed, and velocity.
Materials: Fundamental physics for Cambridge o level by Stephen Pople, PTB class 9 and video.
Activity I (Brainstorming) – The teacher will provide the paragraphs given below
as handouts to the students in pairs and ask them to read, brainstorm on, and write
down answers of the questions given in the end in their fair notebooks.
Handouts
Frame of Reference Assume that a school bus passes by as you stand on the
sidewalk. It’s obvious to you that the bus is moving. It is moving relative to you
and the trees across the street. But what about the children inside the bus? They
aren’t moving relative to each other. If they look only at the other children sitting
near them, they will not appear to be moving. They may be able to tell that the bus
Initiation is moving only by looking out the window and seeing you and the trees passing by. 5min
This example shows that how we perceive motion depends on our frame of
reference. Frame of reference refers to something that is not moving with respect to
an observer that can be used to detect motion. For the children on the bus, if they
use other children riding the bus as their frame of reference, they do not appear to
be moving. But if they use objects outside the bus as their frame of reference, they
can tell they are moving.
Questions 1
• Define frame of reference.
• How does a frame of reference help an observer detect motion?
• If you were standing on a sidewalk and saw a bus, go by, how could you say
that the bus was moving? What might be your frame of reference?
The students will verify their answers at the end of this lesson.
Page 24 of 167
1: Brain storming.
2: Teacher will explain the terms during his presentation by giving the concept of
position and change in position. He/she will also discuss the concept of distance
and displacement by giving the concept of length.
3: After his presentation the teacher will show a video. Before showing the video,
the teacher will develop some questions, he or she will display these questions for
Development two mints then the teacher will play video. 28min
4: After showing the video, the teacher will ask the displayed questions randomly.
5: Teacher will make groups and he/she will give some problems related to
distance and displacement.
1: What are the differences and similarities between distance and displacement?
Conclusion/ 2: Why distance is always a positive quantity?
Assessment 3: What is difference between speed and velocity give two examples of each? 5min
Give this work sheet as home task.

1. Which of the following is a vector quantity?
a. Distance b. Displacement c. Speed d. Time
2. Which of the following describes the length of the actual path taken by an
object?
a. Distance b. Displacement c. Velocity d. Acceleration
3. Which of the following is a scalar quantity?
a. Distance b. Displacement c. Velocity d. Force
4. Which of the following is a measure of the change in position of an
object?
5. Which of the following is always equal to or greater than displacement?
Homework a. Distance b. Speed c. Acceleration d. Time 2min
6. Which of the following is the shortest distance between the initial and final
positions of an object?
7. Which of the following quantities is not dependent on the direction of
motion?
a. Distance b. Displacement c. Speed d. Velocity
8. Which of the following quantities can be negative?
9. Which of the following quantities is a measure of how fast an object is
moving?
a. Distance b. Displacement c. Speed d. Velocity
10. If an object moves in a straight line from point A to point B and then back
to point A, what is its displacement?
a. Zero b. The distance from A to B c. The distance from A to B and back
to A d. None of the above
Page 25 of 167
Lesson Plan: 4
Chapter: Kinematics
Date: Class: 9th Topics: Speed and velocity
SLO(s): Speed and velocity

a: Differentiate speed and velocity by giving at least three examples of each from daily life.
b: Solve problems related to speed and velocity.
Materials: IGCSE 2nd edition by Heather Kennett and PTB class 9
Questioning
1: What is difference between distance and displacement, give one example?
Initiation 2: Why magnitude is needed with velocity, give example of magnitude from your 5min
life’s?
3: How we can change speed and velocity? Tell two ways?
1: Teacher will explain speed and velocity by giving examples during his/her
presentation. Teacher will solve at least two problems related to speed and velocity
by following the essential mathematical steps on the white board.
Development 2: Teacher will give some challenging problems related to topic in pairs or groups 28min
for solution.
3: Teacher will observe group or pair work, she/ he will check some copies
randomly and she/he will give essential feedback.
Conclusion/ 1: What will happen when magnitude or direction of velocity is changed?

Assessment 2: Does creation of acceleration is possible by changing direction of speed? 5min
1: A child kicks a ball, and it moves along a horizontal ground toward a wall 2
m away. The ball moves at 2.25 m/s toward the wall, hits the wall, and bounces
half the distance straight back to the child, moving only at an average speed of 1.75
m/s after hitting the wall.
Homework 1: What was the total distance the ball moved? 2min
2: What was the ball’s net displacement toward the wall?
3: How much time did the ball move for? Give your answer to two decimal places.
4: What was the ball’s average speed during its motion, to the nearest meter per
second?
Page 26 of 167
Lesson plan: 5
Chapter: Kinematics
Date: 21 Jun Class: 9th Topics: Acceleration

SLO(s):
Objectives: At the end of the lesson, students will be able to:

a: Define acceleration verbally without going into detail.
b: Discuss creation of acceleration by giving two examples, and its types.
c: Solve at least two problems related to acceleration.
Materials: PTB book, video clip and IGCSE 2nd edition by Heather Kennett
To assess the previous knowledge of student’s teacher will ask following questions.
1: How we can create acceleration with the help of velocity and speed.
Initiation 2: What is the working formula of velocity? 5min
3: How we can change the direction of speed?
1: Teacher will explain the concept of acceleration, its production, its types and its
unit. During his presentation by giving some examples from daily life.
2: Teacher will solve one problem related to acceleration on white board during his
Development presentation. 28min
3: Teacher will make groups of students; he will give two challenging problems
related to acceleration and he will observe their group task.
4: He/she will check some copies randomly and teacher may ask questions also.
Teacher will give feedback.
1: When magnitude of velocity is increased what should be effect on acceleration?
2: An object is moving on a circular path with uniform speed, does it create
Conclusion/ acceleration? 5min
Assessment 3: What are the working formulas used to determine acceleration?
1: A car that was initially moving at a steady speed travels 15 m while accelerating
in a straight line for 10 seconds at 2.5 m/s2 in the opposite direction to its original
velocity. What was the car’s initial speed?
Homework 2min
2: An object has an initial velocity of 12 m/s. The object accelerates at 2.5 m/s2 in
the same direction of its velocity for a time of 1.5 s. What is the displacement of the
object during this time? Answer to one decimal place.
Page 27 of 167
Lesson plan: 6
Chapter: Kinematics
Date: Class: 9th Topics: Vector and scalar quantities.

SLO(s):

a: Define scalar and vector quantities without giving example verbally.
b: Differentiate between scalar and vector quantities by giving four examples.
Materials: PTB class 9 and AF abbot
To check the previous knowledge of a student’s teacher will ask questions with
the help of brain storming.
Initiation 5min
1: Teacher will give handouts after making groups, he/she will give defined time
for discussion, after group discussion teacher will select some students, he/she ask
to discuss their concepts with whole class.
2: Teacher will explain the topic during his presentation after student’s discussion
Development on white board with the help of examples by making diagram. 28min
3: Teacher will give two problems related to addition of vectors in pairs.
4: He/she will observe pair work and he may ask questions related to the given
task.
5: Teacher will check some copies randomly and he/ she may give necessary
feedback
Page 28 of 167
1: What is the difference between vector and scalar quantities?
Conclusion/ 2: Tell at least four examples of vector and scalar quantities.
Assessment 3: What are the steps of vector addition by head to tail rule describe? 5min
Discuss the given diagrams
Homework 2min
Fig:2
Page 29 of 167
Lesson plan: 7
Chapter: Kinematics
Date: Class: 9th Topics: Resolution of force
SLO(s):

a: Describe the resolution of force into its perpendicular components.
b: Solve three problems related to resolution of force.
Materials: whiteboard and markers.
To activate the student’s teacher will ask the questions below.
1: What is force, how it effects motion?
Initiation 2: What is the meaning of resolution of force? 5min
3: What are the components of force?
1: Teacher will explain the concept of resolution of force into its perpendicular
components during his presentation on white board by making diagram.
2: Teacher will make groups, he/she will distribute predeveloped problems.
Development 3: Students will solve problems in groups and the teacher will observe group work. 28min
4: Teacher will check some copies after group work, teacher will give necessary
feedback.
1: The horizontal component of a force is 30 N and vertical component is 55 N.

What will be the magnitude of force?
Answers:(choose only one correct answer)
Conclusion/ • Zero
Assessment • 25 N25 N 5min
• 85 N85 N
• 63 N
Homework Solve at least five problems given in past AKU-EB papers for class 9 and GCEO 2min
level.
Page 30 of 167
Lesson plan: 8
Chapter: Kinematics
Date: Class: 9th Topics: Resolution of force.
SLO(s):

a: determine the magnitude and direction of a force from its perpendicular components.
b: solve problems related to magnitude and direction of a force.
Materials: white board and markers
To activate the students towards new concepts, the teacher will give group activity.
He /she will give two problems related to the previous topic. Students will solve
Initiation them in rough notebooks, and the teacher will check some of them randomly. 5min
1: To activate students’ teacher will use below problem.
Development 28min
2: Teacher will explain the concept during his presentation on white board by
making diagram.
3: Teacher will make pairs, he/she will give some more problems on topic.
4: Before doing step 3 the teacher will develop some problems for group work.
5: Teacher will check some not books during group work.
Page 31 of 167
1: What is the vertical component of a force of 100 N100 N acting on a body at an
angle of 60o60o with x-axis?
• 100 N
• 87 N
• 50 N
• 78 N
Conclusion/ 2: The horizontal component of force is 54 N54 N and vertical component 5min
Assessment is 62 N62 N. Calculate the angle that the resultant force makes with x-axis.
• 30o
• 49o
• 45o
• 38o
Homework Solve problems related to the topic available in AKU-EB past papers from 2014 to 2min
2022.
Page 32 of 167
Lesson plan: 9
Chapter: Kinematics
Date: Class: 9th
Topics: Graphical Analysis of Motion, (Distance Time Graph and Speed Time Graph)
SLO(s):

a: draw vector quantities by using graph.
b: plot and interpret distance-time graph for different situations.
Materials: graph paper, whiteboard, markers, GCE O level by Charles chew and video clips.
To see the previous knowledge of student’s teacher will ask below questions.
1: What is a graph?
Initiation 2: What is the meaning of numerical data? 5min
3: What is co-ordinate system, what do you mean by plan?
1: After PK test teacher will give the following content for reading.
1: Types of Graphs
Understanding the numerical of Physics with the help of equations and derivations can
be uninteresting, but with the help of graphs, it becomes interesting as well as easy to
understand what the solution is explaining. Graphs in Physics play a vital role as most
of the concepts use them.
What is Graph?
Development Graph is defined as a pictorial representation of information which is a two- 28min
dimensional drawing explaining the relationship between dependent and independent
variables. Independent variables are represented on the horizontal line known as x-axis
while the dependent variables are represented on the vertical line known as y-axis.
We have already seen a mathematical approach towards speed, velocity, distance and
displacement. But graphs give us a better understanding of the motion. From the point
of view of physics, one should be able to interpret motion by looking at graphs. Here
we will be talking mainly about velocity time graph and displacement time graph.
2: Teacher will explain basic components of graph, he/she will give the concept of
axis, planes and co-ordinate system in first part of his/her presentation.
3: In second part of his/her presentation teacher will explain that how to draw a
position time graph. During his/her presentation the teacher will particularly address
the concept of slop and area under graph.
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4: Teacher will give homework at the end of his lecture.
1: What is graph?
Conclusion/ 2: What do you mean by co-ordinate system?
Assessment 3: What is the concept of slope and area under graph in a particular situation? 3min
1: Give the below content as home task. Students will study it and they will solve
problems.
If an object moves along a straight line, the distance travelled can be represented by a
distance-time graph.
In a distance-time graph, the gradient of the line is equal to the speed of the
object. The greater the gradient (and the steeper the line) the faster the object is
moving.
Homework 4min
Example
Calculate the speed of the object represented by the green line in the graph, from 0 to 4
s.
change in distance = (8 - 0) = 8 m
change in time = (4 - 0) = 4 s
speed = distance time
speed = 8÷4
speed=2 m/s
Question
Calculate the speed of the object represented by the purple line in the graph.
Reveal answer.
Page 34 of 167
The speed of an object can be calculated from the gradient of a distance-time graph.
Distance-time graphs for accelerating objects - Higher
I f the speed of an object changes, it will be accelerating or decelerating. This can be

shown as a curved line on a distance-time graph.
The table shows what each section of the graph represents:
Section of graph Gradient Speed
A Increasing Increasing
B Constant Constant
C Decreasing Decreasing
D Zero Stationary (at rest)
Page 35 of 167
Lesson plan: 10
Chapter: Kinematics
Date: Class: 9th Topics: Speed time graph
SLO(s):

a: plot and interpret speed-time graph.
b: determine and interpret the slope of distance-time and speed time graph.
Materials: white board, markers, and graph papers and IGCSE by Heather
To activate students, the teacher will ask the following questions.
1: Which quantity is represented by this slop of distance time graph?
Initiation 2: What we can calculate from the area under the graph of distance time graph? 5min
3: Is there any difference between distance time graph and position time graph.
1: Teacher will explain the speed time graph on white board during his lecture by
making graph.
2: Teacher will determine slope for the graph what he has taken for explanation in
classroom.
Development 3: Teacher will draw a graph on the white board. 28min
4: Teacher will make pairs of students, he/she will ask to calculate for given graph
1: Teacher will choose some students randomly by calling their roll numbers, and
she/he will ask following questions.
Conclusion/ 2: What we can calculate from the area under graph speed time graph? 5min
Assessment 3: Which quantity is represented by the slop of speed time graph?
Solve example number2.6, 2.7, 2.8 and 2.9 given in physics for class 9 PTB.
Homework Example number 2.9 is very important. 2min
Page 36 of 167
Lesson plan: 1 1
Chapter: Kinematics
Date: Class: 9th Topics: Speed time graph.
SLO(s):

a: determine from the shape of the graph, the state of a body.
(i) at rest, (ii) moving with constant speed and (iii) moving with variable speed.
Materials: white board and markers and Fundamental physics O level by Stephen pople.
To activate student’s teacher will draw graph on white board and he/she will ask different
Initiation questions related to graph. 5min
Teacher will explain following graph in the classroom.
1: Speed – Time Graphs

We know that the speed at a certain time is the magnitude of the velocity at that time. So,
we can follow equations of motion to draw speed time graphs.
Case 1: Speed-time graphs with constant speed (zero acceleration)

When the speed is constant, the speed time graph, with Y-axis denoting speed and X-axis
denoting time, will be like:
Development 28min
Page 37 of 167
2: Case 2: Speed-time graphs with constant acceleration
When the acceleration is constant, and the initial speed of the particle is zero, the speed of
the particle will increase linearly, as predicted by the equation:
v = u + at
Since u = 0
v = at
3: Case 3: Speed-time graphs with increasing acceleration

When the acceleration is increasing with time, the speed time graph will be a curve, as
predicted from the equation:
v = u + at
Since u = 0
v= at
Since acceleration is a function of time, speed time graph will be a curve.
Note: Since the acceleration is continuously increasing with time, the magnitude of the
slope will also continuously increase with time.
Page 38 of 167
1: To see the learning of student’s teacher may ask below questions.
2: What is difference between acceleration and retardation?
3: For the given graph discuss acceleration.
Conclusion/
Assessment 5min
For the given graph describe acceleration in1st 10sec and in last 10sec, for the object.
Homework 2min
Page 39 of 167
Lesson plan: 12
Chapter: Kinematics
Date: Class: 9th Topics: Speed time graph
SLO(s):

a: calculate the area under speed-time graph of uniformly accelerated objects to determine the distance.
Materials: white board, markers, and graph papers GCE O level by Charles chew
To provoke the student’s teacher will ask the questions below.
1: Can we calculate acceleration from speed time graph?
Initiation 2: When displacement will be positive and when it will be negative? 5min
3: When the slope of speed time graph bent towards y axis, what does it mean.
1: Teacher will calculate area under graph for below graph.
Development 28min
3: Teacher will give a speed time graph on his/her choice for class work.
4: Teacher will observe class work and he or she will check some class tasks.
The teacher will develop some questions before teaching this topic. After teaching this
Conclusion/ topic he /she will the developed questions
Assessment 3min
Page 40 of 167
From the given position time graph draw speed time graph and then calculate area under
graph.
2: from the given distance time graph,draw speed time graph and then calculate area
under graph.
Homework 4min
Page 41 of 167
Lesson plan: 13
Chapter: Kinematics
Date: Class: 9th Topics: Equations of motion.
SLO(s):

a: derive 1st equation of motion for a body moving with a uniform acceleration in a straight line.

Brainstorming
Initiation 5min
Page 42 of 167
1: Teacher will derive 1st equation of motion on white board during his/her class lecture.
The teacher will also draw the graph which is very important.
2: Teacher will solve at least one problem related to first equation of motion
Development 3: Teacher will make groups and give at least two problems as class work. 25min
4: Before step 3 the teacher will develop questions for class work.
5: Teacher will observe during group work or pair work and on a necessary basis he/she
will give necessary feedback.
Conclusion/ 1: For conclusion teacher will select any student, the respective student will summarize
Assessment the discussion. 5min
1: A body is moving with an initial velocity of 2m/s and acceleration of −0.5m/s2.

Find the time when the velocity of the particle becomes zero.
2: A car travelling at 10m/sec accelerates uniformly at 2m/sec2.Calculate its velocity

after 5 sec.
Homework 2min
2
3: A train slows down from80km/h with a uniform retardation of 2m/sec . How long
will it take to attain a speed of 20km/h
4: Teacher will go through AKUEB past papers, he/she will collect questions related to
first equation of motion and teacher will give these questions as home task.
Page 43 of 167
Lesson plan: 14
Chapter: Kinematics
Date: Class: 9th Topics: Equation of motion (2nd)
SLO(s):

a: derive 2nd equations of motion for a body moving with a uniform acceleration in a straight line.
b: solve problems related to the second equation of motion.
Materials: whiteboard and markers.
Initiation Teacher will use jigsaw technique for the activation of students. 8min
1: Teacher will derive 1st equation of motion on white board during his/her class
lecture. The teacher will also draw the graph which is very important.
5: Teacher will observe during group work or pair work and on a necessary basis he/she
will give necessary feedback.
1: For conclusion teacher will select any student, the respective student will summarize
Conclusion/ the discussion.
Assessment 5min
2: Teacher will give any problem related to second equation of motion.
Homework Solve example 2.12 and 2.15 from PTB physics for class 9 2min
Page 44 of 167
Lesson plan: 15
Chapter: Kinematics
Date: Class: 9th Topics: Equation of motion. (3rd)
SLO(s):

a: derive 3rd equation of motion for a body moving with a uniform acceleration in a straight line.
b: solve problems related to 3rd equation of motion.
1: For activation of student’s teacher will do the following activity.
Tea Party.
Initiation Students form two circles facing each other (one inner circle and one outer circle). The 10min
students are given a question and they are to discuss the question with the student they
are facing. The student on the outer circle moves in one direction, so they have a new
partner to discuss with. Another question is asked, and more discussion is created with a
new partner
1: Teacher will derive 3rd equation of motion on white board during his/her class
lecture. The teacher will also draw the graph which is very important.
5: Teacher will observe during group work or pair work and on need basis he/she will
give necessary feedback.
1: For conclusion teacher will select any student, the respective student will summarize
the discussion.
Conclusion/ 3min
Assessment 2: Teacher will give any problem related to second equation of motion.
1: Solve problem no 2.2, 2.3, 2.4, and 2.9 from physics 9 PTB.
Homework 2: Teacher will choose some problems from any reference book. 2min
3: Ask to collect problems available in AKU EB past papers.
Page 45 of 167
Lesson plan: 16
Chapter: Kinematics
Date: Class: 9th Topics: Free fall motion.
SLO(s):
a: Discuss free fall motion.
b: solve problems related to freely falling bodies using 10 m/s2 as acceleration due to gravity.
Materials: PTB class 9 and Co-ordinate physics by pople.

1: For activation of student’s teacher will do the following activity. For this purpose, the
teacher will develop some questions.
Tea Party. (Cooperative learning technique)

Initiation Students form two circles facing each other (one inner circle and one outer circle). The 5min
students are given a question and they are to discuss the question with the student they
are facing. The student on the outer circle moves in one direction, so they have a new
partner to discuss with. Another question is asked, and more discussion is created with a
new partner.
1: Teacher will discuss the concept of free fall motion while giving the concept of
gravity.
2: Teacher will derive relation during his lecture.
3: Teacher will make pairs/groups, he/she will give questions as class work.
Development 28min
4: Teacher will observe group/pair work, he/she will check some copies and give
necessary feedback.
5: Teacher will give homework.
Conclusion/ 1: Teacher will ask at least three questions for the purpose of assessment, before asking
Assessment questions teacher will develop some challenging questions. 5min
1: Solve problem no 2.4, example 2.14 and example 2.15 given in physics 9 PTB.
Homework 2: Teacher will search for some more problems related to the topic and give as home 2min
task.
Page 46 of 167
Lesson plan: 1
Chapter: Dynamics
Date: Class: 9th Topics: Force
SLO(s):

a: describe the concept of force with its S.I unit.
b: differentiate among different forces like gravitational force, drag force (push, pull), force of friction,
electrostatic force and magnetic force.
c: analyse the concept of force by examples of daily life.
Materials: Physics class 12 and physics class 11 PTB
➢ For the activation of student’s teacher will collect content related to above
topic, develop question then he/she will do the following activity.
➢ Think-Pair-Share.
Also called turn & talk. Teacher poses a question to the group, and each
Initiation student has a minute or two to think about the question. Then, they turn and 10min
discuss with someone sitting next to them, and then share with the whole
class.
1: After doing above activity teacher will explain the content in detail by giving
examples during his/her presentation.
2: Teacher will give few minutes for discussion after lecture, then randomly chose
Development students for presentation. 23min
3: During student’s presentation teacher will give necessary feedback.
➢ For the purpose of assessment teacher will do following activity Graffiti.

Conclusion/ (Cooperative learning technique) 5min
Assessment 1. Divide the students into group of 3 or 4. Pose a question.
2. Ask the group to write sentences on the given question.
3. Each group writes its ideas then pass the paper on to the next group. Thus, the
paper goes round the table.
Homework For this topic, read physics class 9, physics class 11 and physics class 12. 2min
Page 47 of 167
Lesson plan: 2
Chapter: Dynamics
Date: Class: 9th Topics: momentum
SLO(s):

a: define momentum.
b: solve problems related to force and momentum.
Materials: PTB physics class 9 and PTB class 11. Video clips are also good.
To activate students, teacher will ask following questions.
1: What is momentum, tell the unit of momentum?
Initiation 2: How mass and velocity effect momentum? 5min
3: What should be the momentum of body when it is at rest?
1: Teacher will explain the concept of momentum with its mathematical form on
white board during his/her presentation.
2: After presentation teacher will make groups/pairs, then provide below questions
for group or pair work.
1. Calculate the momentum of a 1.60 x 103 kg car traveling at 20.0 m/s.

Development 2. Calculate the momentum of a 2.50 x 103 kg truck traveling at 110 km/h. 28min
3. How fast is a 1.50 kg ball moving if it has a momentum of 4.50 kgm/s?
4. A 75.0 g ball is rolling at a speed of 57.0 cm/s. Calculate the ball’s momentum.
3: Teacher will observe during classwork, he /she will check some copies then
provide feedback. Remember while solving problems ask to solve them by following
the mathematical steps used in physics.

Conclusion/ 1: What is momentum, tell the unit of momentum?
Assessment 2: How mass and velocity effect momentum? 5min
3: What should be the momentum of body when it is at rest?
1. Calculate the momentum of a 0.145 kg baseball being thrown at a speed of 40.0
m/s.
Homework 2. If a 6.0 kg bowling ball is rolled with a velocity of 3.5 m/s, what is the 2min
momentum of the ball?
3. Which has more momentum, a 3.0 kg mass moving at 9.0 m/s or a 5.0 kg mass
moving at 5.0 m/s?
Page 48 of 167
Lesson plan: 3
Chapter: Dynamics
Date: Class: 9th Topics: Momentum
SLO(s):

a: state the law of conservation of momentum.
b: differentiate between elastic and inelastic collision.
Materials: IGCSE by heather and physics PTB class 11.
Initiation 5min
Brain storming
1: Teacher will explain the concept during his/her presentation by giving examples.
After his/her presentation teacher will give the following content for reading.in pairs
or groups.
1: Elastic Collisions: Elastic Collisions occur when objects strike each other, and no
deformation occurs. Kinetic energy and momentum are conserved. A good example
of this is seen between billiard ball collisions.
Development 28min
Example: A ball is moving at 5.0 m/s with a mass of 3.0 kg strikes a second ball
with a mass of 4.0 kg that is sitting motionless. What is the velocity of the second
ball if the first ball stops immediately after the collision?
Inelastic Collisions: Inelastic collisions occur when objects strike each other and
stick together. Momentum is conserved, but kinetic energy is not conserved since
deformation occurs between the objects and energy is lost in this process.
Page 49 of 167
Momentum Conservation Principle
• The Law of Action-Reaction (Revisited)
• Momentum Conservation Principle
• Isolated Systems and Collision Analysis
• Collision Analysis and Momentum Problems
• Using Equations as Guides to Be Thinking
• Momentum Conservation in Explosions
One of the most powerful laws in physics is the law of momentum conservation. The
law of momentum conservation can be stated as follows.
For a collision occurring between object 1 and object 2 in an isolated system, the
total momentum of the two objects before the collision is equal to the total
momentum of the two objects after the collision. That is, the momentum lost by
object 1 is equal to the momentum gained by object 2.
The above statement tells us that the total

momentum of a collection of objects (a system)
is conserved - that is, the total amount of
momentum is a constant or unchanging value.
This law of momentum conservation will be the
focus of the remainder of Lesson 2. To
understand the basis of momentum
conservation, let's begin with a short logical
proof.
The Logic behind Momentum Conservation

Consider a collision between two objects - object 1 and object 2. For such a
collision, the forces acting between the two objects are equal in magnitude and
opposite in direction (Newton's third law). This statement can be expressed in
equation form as follows.
Page 50 of 167
The forces act between the two objects for a given amount of time. In some cases,
the time is long; in other cases, the time is short. Regardless of how long the time is,
it can be said that the time that the force acts upon object 1 is equal to the time that
the force acts upon object 2. This is merely logical. Forces result from interactions
(or contact) between two objects. If object 1 contacts object 2 for 0.050 seconds,
then object 2 must be contacting object 1 for the same amount of time (0.050
seconds). As an equation, this can be stated as
Since the forces between the two objects are equal in magnitude and opposite in
direction, and since the times for which these forces act are equal in magnitude, it
follows that the impulses experienced by the two objects are also equal in magnitude
and opposite in direction. As an equation, this can be stated as
But the impulse experienced by an object is equal to the change in momentum of

that object (the impulse-momentum change theorem). Thus, since each object
experiences equal and opposite impulses, it follows logically that they must also
experience equal and opposite momentum changes. As an equation, this can be
stated as
1: During assessment teacher will ask questions from above content given for
Conclusion/ reading after lecture. Before asking questions, teacher will develop some questions
Assessment from given content. 5min
Directions: Answer the following questions and show all work.

1. A billiard ball with a mass of 1.5 kg is moving at 25 m/s and strikes a second ball
Homework with a mass of 2.3 kg that is motionless. Find the velocity of the second ball if the 2min
first ball stops when it strikes the second ball.
2. A bullet (m = .005 kg) moving at 500 m/s strikes and sticks in a block of wood
(m = 5 kg). What is the final velocity of the wood/bullet mass?
Page 51 of 167
Lesson plan: 4
Chapter: Dynamics
SLO(s):

a: apply the principle of conservation of momentum in the elastic collision of two objects.
b: explain safety features by using the idea of momentum.
Materials: PTB class 9 physics and Co-ordinated physics if Newton’s Cradles

1: For the purpose of activation of student’s teacher will chose any three students by
Initiation calling their roll numbers and teacher may ask the students to recap previous discussion 5min
on law of conservation of momentum and types of collisions
1: Teacher will explain the concept during his/her presentation by giving daily life
examples. Then he/she will make groups/pairs and distribute the following content for
group discussion.
Development [Figure 1] 28min

This device is known as Newton’s cradle. As the balls collide with each other, nearly all
the momentum and kinetic energy is conserved. If one ball swings down, exactly one
ball will swing up; if three balls swing down, exactly three will swing back up. The
collisions between the balls are very nearly elastic.
Elastic and Inelastic Collisions
For all collisions in a closed system, momentum is conserved. In some collisions in a

closed system, kinetic energy is conserved. When both momentum and kinetic energy
are conserved, the collision is called an elastic collision. Most collisions are inelastic
because some amount of kinetic energy is converted to potential energy, usually by
raising one of the objects higher (increasing gravitation PE) or by flexing the
object. Any denting or other changing of shape by one of the objects will also be
accompanied by a loss of kinetic energy. The only commonly seen elastic collisions are
those between billiard balls or ball bearings because these balls do not compress. And,
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of course, collisions between molecules are elastic if no damage is done to the
molecules.
Much more common are inelastic collisions. These collisions occur whenever kinetic
energy is not conserved, primarily when an object's height is increased after the collision
or when one of the objects is compressed.
In order to apply conservation of momentum, you have to choose the system in such a
way that the net external force is zero.
Example:
In the example given below, the two cars of masses m1 and m2 are moving with
velocities v1 and v2 respectively before the collision. And their velocities change to
V1` and V2`after collision. To apply the law of conservation of linear momentum, you
cannot choose any one of the cars as the system. If so, then there is an external force on
the car by another car. So, we choose both the cars as our system of interest. This is why
in all collisions, if both the colliding objects are considered as a system, then linear
momentum is always conserved (irrespective of the type of collision)
1: Teacher will develop questions from above content. He/she will some students
Conclusion/ randomly by calling roll numbers and teacher will ask the developed questions for the 5min
Assessment purpose of assessment.
Homework Read this topic from class 11 physics. You can browse khan academy web site. 2min
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Lesson plan: 6
Chapter: Dynamics
SLO(s):

a: determine the velocity after collision of two objects using the law of conservation of momentum.
Materials: PTB class 11 and PTB class 9 physics.
For activation of student’s teacher will ask following question.
1: What is statement of law of conservation of momentum?
Initiation 2: How we make difference elastic and inelastic collision? 5min
3: How energy loss is happening during collision?
1: Teacher will make groups and he/she will provide below questions.
2: When these two freight cars of different mass collide and couple, what will be their
resultant velocity?
Development 28min
3. Assuming that this is a perfect inelastic collision, calculate the velocity after the
collision in the example below.
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4. A 2.0 kg mass is moving on a frictionless air track. It collides into a motionless 1.5
kg mass. What is the combined speed of the two masses if they stick together on
impact?
Conclusion/ 1: For the purpose of assessment teacher will check at least five copies after group
Assessment work, and he will give feedback. 5min
➢ As homework teacher will give home task.
1: Calculate the velocity of the rifles recoil after firing
2: What is the velocity of the "8" ball after the elastic collision below?
Homework 2min
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Lesson plan: 7
Chapter: Dynamics
Date: Class: 9th Topics: Newton’s laws of motion
SLO(s):

a: describe balance and unbalance forces.
b: Materials: Rope, PTB class 9 physics GCE o level
Teacher will ask following question for the purpose of pk test.
1: What is force?
Initiation 2: How you can differentiate balanced and unbalanced force? 5min
3: What is relation between mass and acceleration?
Teacher will explain balanced and unbalanced force at the same time he/she will
state Newton’s law during his/her presentation.
1: What Are Balanced and Unbalanced Forces? In the last section, you experienced
pushing and pulling with equal and unequal forces on an object. In some of the
situations, you noticed that the mass did not move. In other situations, the mass
moved. Your explanation and class discussion helped you understand what makes
objects move. In this reading, you will learn more about the forces on an object
when the motion of an object does not change. This is when forces are balanced.
When the motion of an object changes, the forces are unbalanced. Balanced Forces
Balanced forces are equal in size and opposite in direction. When forces are
balanced, there is no change in motion. In one of your situations in the last section,
you pushed or pulled on an object from opposite directions but with the same force.
You observed that the object did not move. When the forces on an object are equal
and in opposite directions, the forces are balanced, and there is no change in motion.
Remember when the heavy bucket in your classroom was pushed lightly? It was
standing still, or at rest. Although a force was applied to it, the bucket remained at 28mi
Development rest. Its motion did not change. The forces acting on the bucket were balanced. It n
was pushed in one direction, but a different force, called friction, pushed back in the
opposite direction. The two forces were equal in size and opposite in direction, so
they cancelled out each other, and no motion occurred.
In one investigation, you applied balanced forces to a heavy object. You pushed on
the object with the same amount of force from opposite sides. The force probes
measured the amount of force you applied on each side. You saw that the forces
were the same.
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You also pulled on the object with balanced forces: forces that are equal in size and
opposite in direction.
Balanced forces do not result in any change in motion. Unbalanced forces: forces
applied to an object in opposite directions that are not equal in size. Unbalanced
forces result in a change in motion. Friction: the force that opposes the motion or
tendency toward motion of two objects that are in contact.
The same amount of force in opposite directions. The force probes showed that the
forces were equal. In both cases, you observed that the motion of the object did not
change. It stayed at rest and did not move. Another example of balanced forces can
be seen in the game tug-of-war. In this game, the same number of people hold onto
each end of a rope. A flag is tied to the center of the rope. Each team pulls on the
rope and tries to move the flag to its side. Imagine you are playing tug-of-war with
your friends. Your team starts by pulling really hard, with all its strength. But the
other team is also pulling with an equal amount of force and in the opposite
direction. The flag in the middle of the rope does not move. The flag does not move
because the force your team is pulling with is equal to the force applied by the other
team but in the opposite direction. The forces are in opposite directions. The forces
on the rope are balanced. When the forces are balanced, the flag in the center of the
rope will not move. To win the game, one team must apply more force than the
other.
Unbalanced Forces When forces on an object are balanced, there is no change in

speed or direction. So, what do you need to do to move something? If something
starts to move, it must be because unbalanced forces are acting on it. To have
unbalanced forces means that the force applied in one direction is greater than the
force applied in the opposite direction. When unbalanced forces are acting on an
object, there is a change in speed and/or direction. When you pushed lightly on the
bucket in the class demonstration, it did not move. It moved only when you pushed
on it hard enough. To move the bucket, the force you applied had to be greater than
the friction force acting in the opposite direction. One force (pushing) had to be
greater than the other force (friction) before the bucket would move. When one
force is greater than another, the forces are not balanced, they are unbalanced.
By applying an unbalanced force, you can change the motion of an object.

Unbalanced forces can make an object at rest start moving, make a moving object
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stop, or change the direction and speed of the object. Think back to the game of tug-
of-war.
At the start of the game, both teams pulled equally hard on opposite ends of the
rope. The two teams pulled with balanced forces. The flag in the middle of the rope
did not move.
1: For the purpose of assessment teacher will develop questions, then he is she will
use following technique.
Conclusion/ Graffiti. (Cooperative learning technique)

Assessment 5min
1. Divide the students into group of 3 or 4. Pose a question.
Homework Write down the concept of balanced and unbalanced force by collecting examples 2min
from your daily life.
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Lesson plan: 8
Chapter: Dynamics
SLO(s):

a: state Newton’s laws of motion and inertia
b: distinguish between mass and weight.
c: solve problems using F = ma and W = mg.
Use this lesson plan for two days.
Materials: video, textbook, markers, and white board.
Teacher will ask students to read the topic which is related to Newton’s laws of
Initiation motion from class 9 physics, and teacher will give defined time as per situation. 5min
1: Teacher will explain this topic with the help of video.
2: In first step teacher will develop questions related to the topic.
Development 3: In second step teacher will display the questions in front of students for 2 minutes. 28min
4: In third step teacher will play video, meanwhile teacher will pause it and explain
key terms.
5: After showing video teacher will again display questions.
While teaching SLO no 2 and 3 use white board also for mathematical steps.
Conclusion/
Assessment 1: Teacher will ask questions which are displayed for the purpose of assessment. 5min
2: while teaching SLO no 2 and 3 give problems for the purpose of assessment.
1: give only problems as homework.

Newton 2nd Law of Motion Problems with Solutions
Homework Example 1: 2min
Let us consider the problem: A 15 kg object moving to the west with an acceleration
of 10m/s2. What is the net force acting on an object?
Solution:
We can calculate Force, Mass and Acceleration using the given formula.
Newton's Second Law of Motion Formulae:
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Net Force: Mass: Acceleration: Where, Fnet =
Net Force m = Mass a = Acceleration.
Substituting the values in the above given formula,
Net Force (Fnet)= 15 x 10 = 150 N Therefore, the value of Net force = 150 N
Example 2:
Refer the newton 2nd law of motion problems with solutions: A softball has a mass
of 1.5 kg and hits the catcher's glove with a force of 30 N? What is the acceleration
of the softball?
Solution:
Substituting the values in the above given formula, Acceleration = 30 / 1.5 = 20
m/s2 Therefore, the value of Acceleration is 20 m/s2
Example 3:
Refer the problem with solution: What is the mass of a truck if it produces a force of
15000 N while accelerating at a rate of 6 m/s2?
Solution:
Substituting the values in the above given formula, Mass = 15000 / 6 = 2500 kg
Therefore, the value of Mass is 2500 kg
Newton’s Second Law Solved Examples
Example 1:
If there is a block of mass 2kg, and a force of 20 N is acting on it in the positive x-direction,
and a force of 30 N in the negative x-direction, then what would be its acceleration?
We first have to calculate the net force acting on it to calculate its acceleration.
= 20 N – 30 N = -10 N
Mass = 2kg
The negative acceleration indicates that the block is slowing, and its acceleration
vector is moving in an opposite direction directed opposite to the direction of motion.
Example 2:
How much horizontal net force is required to accelerate a 1000 kg car at 4 m/s2?
Solution:
Newton’s 2nd Law relates an object’s mass, the net force on it, and its acceleration:
Therefore, we can find the force as follows:
Fnet = ma
Substituting the values, we get
1000 kg × 4 m/s2 = 4000
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Lesson plan: 9
Chapter: Dynamics
Date: Class: 9th Topics: Tension.
SLO(s):

a: derive the expression for the tension and acceleration in a string during motion of bodies connected by
the string and passing over frictionless pulley using the second law of motion.
Use this lesson plan for two days. In first day do first case on second day do case 2, fallow the same
steps for both cases.
Materials: PTB class 9 physics
To activate the student’s teacher will ask following questions.
1: What is tension?
Initiation 2: Where we can create tension? 5min
3: What is the relation between tension and weight?
1: Teacher will explain first case of tension (When one body is moving vertically
and other body is moving horizontally) on white board, he/she will make the
diagram and drive the mathematical steps.
2: While teaching students will just listen to their teacher and they will try to
understand mathematical steps.
Development 3: After completing mathematical steps teacher will ask the students to ink down the 28min
mathematical work on notebooks.

5: solve some problems after doing case 2.
1: During assessment teacher will ask following questions, even teacher can ask
some more questions.
Conclusion/ 2: What is tension?

Assessment 3: Where we can create tension? 5min
3: What is the relation between tension and weight?
1: Ask to practice class lecture especially mathematical steps at least twice on rough
Homework notebooks 2min
2: Next day check some copies randomly to conform weather they have done or not.
3: Give some problems after doing case 2.
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Lesson plan: 10
Chapter: Dynamics
SLO(s):

a: discuss the result while you are sitting inside a bus when the bus.
i. starts moving suddenly,
ii. stops moving suddenly,
iii. turns a corner to the left suddenly.
Materials: PTB class 9 physics and video clip.
For the activation of student’s teacher will ask below questions
1: Is there any relation between motion and inertia?
Initiation 2: Does speed effects inertia? 5min
3: You are moving in a car, what will happen when the driver applies brakes. Suddenly?
1: Teacher will explain the concept of inertia with examples on white board during
his/her presentation.
2: After giving presentation teacher will show video clip for further understanding.
Development 3: After showing video teacher will ask some questions related to the topic. 28min
1: What is inertia at rest?

Conclusion/ 2: What is inertia in motion?
Assessment 3: Does inertia effects when the direction of moving object is in motion. 5min
Give the following task for reading and ask to response the questions.
Types of Inertia
• Inertia at rest: A body remains at rest due to the inertia (opposing force) present
inside the object until and unless an external force more than the inertial force is
applied to it.
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• Inertia in Motion: A body in motion remains in motion until and unless an
external force (maybe brakes, friction, etc) is applied to the body.
• Inertia OD direction: A body moving in one direction remains in the same
direction until and unless some force is applied in order to change the direction of
the body.
Homework Conceptual Questions 2min
Question 1: When sitting in a bus, the brakes are applied, should the people in
the bus move forward, backward, or remain intact?
Answer:
When brakes are applied on a bus in motion. People will move forward with a jerk.
This is because people along with the bus are in motion, and when brakes are applied
on the bus, people are still in motion due to the inertia in motion. Therefore, they still
want to move forward and be in motion, and hence they move forward with a jerk.
Question 2: Why a carpet is beaten to remove dust?
Answer:
The concept of inertia plays a role in the minutest things done in daily life. A carpet is
beaten to remove dust because the carpet and the dust sticking to the carpet are both at
rest, and when.
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Lesson plan: 11
Chapter: Dynamics
Date: Class: 9th Topics: Friction
SLO(s): Advantages and disadvantages of friction

a: explain the importance of friction on the motion of a vehicle in the context of type of surface, road
conditions including skidding and braking force.
Materials: Power point, PTB class 9 and IGCSE 2nd edition
For the activation of student’s teacher will ask following questions.

Initiation 1: What are the advantages of friction? 5min
2: What are the disadvantages of friction?
3: How we reduce friction?
1: To explain this concept teacher will develop a power point presentation,
2: With the help of his/her presentation teacher will explain the concept.
Development 28min
3: While giving presentation teacher will ask to note down key points.
1: What are the advantages of friction?

Conclusion/ 2: What are the disadvantages of friction?
Assessment 3: How we reduce friction? 5min
Give the following content for reading.
List Ten Examples of Friction in Our Daily Life

Friction is the force that resists motion when the surface of one object encounters the
Homework surface of another. It is also defined as the resistance offered by the surfaces that are in 2min
contact with each other when they move over each other.
Examples
We see friction in our day-to-day activities. Following are the ten examples of friction in
daily life:
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1. Walking –We can walk only if we apply frictional force. Friction is what holds
your shoe to the ground. The friction present on the ice is very little, this is the
reason why it is hard to walk on the slippery surface of the ice.
2. Writing – A frictional force is created when the tip of the pen encounters the
surface of the paper. Rolling friction is what comes into play while writing with a
ballpoint pen while sliding friction arises when one writes with a pencil.
3. Skating – A thin film of water under the blade is necessary to make the skate
slide. The heat generated by the skate blade rubbing against the surface of ice
causes some of the ice to melt right below the blade where the skater glides over
the ice. This water acts as a lubricant reducing friction.
4. Lighting a matchstick – When the head of the matchstick is rubbed against a
rough surface, heat is generated, and this heat converts red phosphorous to white
phosphorous. White phosphorous is highly inflammable and the matchstick
ignites. Sometimes, matchsticks fail to ignite due to the presence of water. Water
lowers friction.
5. Driving of the vehicle on a surface- While driving a vehicle, the engine
generates a force on the driving wheels. This force initiates the vehicle to move
forwards. Friction is the force that opposes the tyre rubber from sliding on the
road surface. This friction avoids skidding of vehicles.
6. Applications of breaks in the vehicle to stop it- Friction braking is the most
widely used braking method in vehicles. This process involves the conversion of
kinetic energy to thermal energy by applying friction to the moving parts of a
vehicle. The friction force resists the motion and in turn, generates heat. This
conversion of energy eventually bringing the velocity to zero.
7. Flight of aero planes- Drag is the force that opposes the forward motion of the
aero plane. The friction which resists the motion of an object moving through a
fluid or immobile in a moving fluid, as occurs when we fly a kite. The friction of
the air is created as it meets and passes over an aero plane and its components.
Drag is generated by air impact force, skin friction and displacement of the air.
8. Drilling a nail into the wall- Friction is responsible for fixing of nails in a
wall. As the nail is driven into the wall, the nearby material to the nail of the wall
gets compressed. This exerts a force on the nail. This force is the friction that
converts the normal force exerted by the compressed layers of the wall into the
resisting shear force. In this manner the friction cause nails and screws to hold on
to walls.
9. The dusting of the carpet by beating it with a stick- When the carpet is beaten
with the stick, the dust comes out. The dust is carried off by the wind or falls on
the floor. The carpet exhibits a little static friction that holds the dust to the
carpet. When the carpet is beaten, it will overcome the friction and the carpet
will move away from the dust making the carpet free from dust.
10. Sliding on a garden slide- We know that friction is a force that is present
whenever two objects rub against each other. In case of a slide in the garden such
as a slide and a person’s backside rub each other’s surface. Without friction, a
slide would accelerate the rider too quickly, resulting in possible injury due to the
fall. The friction reduces the velocity of the sliding person and makes him stop.
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Lesson plan: 12
Chapter: Dynamics
Date: Class: 9th Topics: Friction.
SLO(s):

a: demonstrate that rolling friction is much lesser than sliding friction.
b: list various methods to reduce friction.
Materials: Rectangular box, cylindrical body and PTB class 9.
Teacher will demonstrate the concept of rolling friction and sliding friction in
classroom.
Initiation 1: What is difference between rolling and sliding friction? 5min
2: Why rolling friction is much lesser than sliding friction?
1: Teacher will explain the concept, then he/she do the following activity.
2: A. Fill in the Blanks:

1. Friction opposes the ……………… between the surfaces in contact with each
other.
2. Friction depends on the ……………… of surfaces.
3. Friction produces ………………. .
4. Sprinkling of powder on the carom board ……………… friction.
5. Sliding friction is ……………….. Than the static friction.
B. Tick (œ“) the Correct Option:
Development 1. Four children were asked to arrange forces due to rolling, static and sliding 28min
friction in a decreasing order. Their arrangements are given below. Choose the
correct arrangement.
(a) rolling, static, sliding
(b) rolling, sliding, static
(c) static, sliding, rolling
(d) sliding, static, rolling
2. Aliza runs her toy car on dry marble floor, wet marble floor, newspaper and
towel spread on the floor. The force of friction acting on the car on different
surfaces in increasing order will be:
(a) wet marble floor, dry marble floor, newspaper and towel
(b) newspaper, towel, dry marble floor, wet marble floor
(c) towel, newspaper, dry marble floor, wet marble floor
(d) wet marble floor, dry marble floor, towel, newspaper
3. It is difficult to walk on ice because:
(a) pressure is high
(b) pressure is low
(c) friction is high
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(d) friction is low
4. Friction can be increased by:
(a) making the surfaces smooth
(a) lubricating the surfaces
(c) using ball bearings
(d) making the surfaces rough
C. Answer the following questions in short:
1. You spill a bucket of soapy water on a marble floor accidently. Would it make it
easier or more difficult for you to walk on the floor? Why?
2. Explain why sportsmen use shoes with spikes.
3. Iqbal has to push a lighter box and Seema has to push a similar heavier box on
the same floor. Who will have to apply a larger force and why?
4. Explain why sliding friction is less than static friction.
5. Give examples to show that friction is both a friend and a foe.
6. Explain why objects moving in fluids must have special shapes.
7. If there was no friction, what would happen to a moving object?
8. When you rub your hands together, they become warm. What is this due to?
D. State True or False:
1. Brakes on, cars will work best if the friction between the brake shoes and
wheels is reduced. ……………..
2. Friction causes wastage of energy. ………………
3. Friction of air makes the meteors burn. …………………
4. Oil is applied to machines to increase friction. ……………
E. Match the following:
‘A’ ‘B’
1. Sparks are produced when a pair of
a. To make them rough and increase
scissors is sharpened against a grinding
friction.
wheel.
2. A piece of chalk wears out as it is
b. Friction produces heat.
used on a blackboard.
3. Trolleys have wheels. c. Friction causes wear and tear.
4. The leather soles of new shoes are
d. Rolling reduces friction.
rubbed on a rough surface.
F. Imagine that friction suddenly vanishes. How life would be affected. List
ten such situations.
G. Unrumpled the words and find the name of friction. You can take help
from clues given:
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1. The friction encountered by an object when it slides on a surface.
INGDILS
2. The friction encountered by a spherical on cylindrical object rolling on a

surface.
LLGINOR
3. The friction existing between the two surfaces in contact there is no relative
motion between them.
TICATS
1: Teacher will collect the task.

Conclusion/ 2: Teacher will check the task 5min
Assessment 3: Teacher will give feedback in next day class.
Homework 1: Give task for writing methods of reducing friction on neat notebook. 2min
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Lesson plan: 13
Chapter: Dynamics
Date: Class: 9th Topics: Uniform circular motion
SLO(s):

a: define centripetal force.
b: explain that motion in a curved path is due to a perpendicular force on a body that changes direction of
motion but not speed.
Materials: class p physics and class 11 physics.

Teacher will ask following question to see the previous knowledge of students.
Initiation 1: What is uniform circular motion? 5min
2: Does creation of acceleration is possible in uniform circular motion?
3: Who is responsible for creation of acceleration in uniform circular motion?
1: Teacher will explain the concept of uniform circular motion with the help video clip.
2: Before showing video, teacher will develop some questions relate to the topic.
3: Teacher will display question before showing video clip for two minutes.
Development 28min
4: Now teacher will explain the concept while showing video clip, during presentation
teacher will pause it and discuss key points.
Conclusion/ Teacher will display the questions again and he/she will ask the question for the
Assessment purpose of assessment. 5min
Give these questions as home task.

1: Why speed is not creating acceleration in uniform circular motion?
Homework 2: What is the direction of centripetal force, mention the direction of centripetal 2min
acceleration?
3: What should be variation in centripetal force when, mass is increased, and radius of
circle is decreased?
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Lesson plan: 14
Chapter: Dynamics
Date: Class: 9th Topics: Uniform circular motion.
SLO(s):

a: calculate centripetal force on a body moving in a circle using.
mv2/ r.
Materials: White board and markers
Brainstorming on uniform circular motion
Initiation 5min
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1: Teacher will derive relation for centripetal force/ even teacher can write down the
formula for centripetal force with previous topic.
2: Teacher will solve at least two problems during his/her lecture on white board.
Development 3: Now teacher will give some problems as class work. 28min
4: Teacher will observe classwork and give feedback on need basis.
5: At the end teacher will give home task.
Conclusion/ 1: For the purpose of assessment teacher will chose at least two students to summaries
Assessment the discussion. 5min
Teacher will give following questions as home task.

1) A rock of mass 250 g is attached to the end of a 1.5 m long string and whirled in a
horizontal circle at 15 m/s. Calculate the centripetal force and acceleration of the rock.
2) A car of mass 1450 kg is driven around a bend of radius 70.0 m. Determine the
frictional force required between the tires and the road in order to allow the car to travel
at 70.0 km/h.
3) A 400 g rock is tied to the end of a 2 m long string and whirled until it has a speed of
12.5 m/s. Calculate the centripetal force and acceleration experienced by the rock.
Solution
Homework 2min
1. Centripetal force Fc = mv2/r = (0.25×152) /1.5 = 37.5 N
Centripetal acceleration can be found using its formula or, more simply, using
Newton’s Second Law.
ac=Fc / m = 37.5/0.25 = 150 m/s2
2. The frictional force between the tires and the road must provide sufficient centripetal
force for the circular motion involved.
v = 70 kmph = 70×1000/3600 m/s = 19.4 m/s
Page 71 of 167
Lesson Plan. 1
Chapter: Turning effect of force.
Topic/SLO: 4.1.1. describe moment of force or torque as moment = force × perpendicular distance
from pivot to the line of action of force

a. Define moment arm or perpendicular distance from pivot to the line of action of
force.
b. Relate force and moment arm with the turning effect of force.
c. Define a unit of torque.
Materials: White board, markers, duster, textbook, a nut, and wrench.
Initiation
1. Why it difficult for baby to rotate the lid of bottle as compared to an adult?
2. Why it is easier to turn a tight nut by a wrench as compared to hands? 10 min
3. Why we cannot open a door by pulling at the hinges?
A discussion will be generated by getting random responses from the students. The
teacher will be able to assess students’ prior knowledge and to define the torque.
The teacher will now discuss the factors on which the turning effect or torque depend.
Developmental
i.e., force and moment arm or perpendicular distance by linking it with axis of rotation
and using examples from the daily life situations. A door could be one of the examples to 20 min
show the two factors. Similarly, use of wrench for opening a nut is another example to
show the dependence of torque on moment arm. He/she would express the relation
mathematically as
torque = moment arm × force

or 𝜏 =𝑟×𝐹
using the above equation, the teacher will define the unit of torque as Nm.
regarding torque.
Concluding
08 min
j. What if the line of action of force passes through the axis of rotation?
Give reason.
k. How the maximum torque can be produced by keeping force and moment arm
constant.
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Homework
a. The students will read the content related to torque given Punjab Textbook or any
other reference. 2 min
b. Collect five examples form daily life where torque can be seen in action.
Lesson Plan . 2
Topic/SLO: 4.1.2 explain the turning effect of force by relating it to everyday life.
a. Relating turning effect of force with everyday life.
b. Solve numerical problems related to the turning effect of force.
Materials: White board, markers, duster, textbook, worksheets
The teacher will explain the steps involved solving numerical problems related to torque.
Initiation
i.e data, use of formula, and proper unit. He/she will solve a simple problem related to 6 min
torque. E.g.
A force of 50 N acts on axis of rotation of the rotating object. How much torque will be
produced?
The teacher will discuss three more numerical problems related to daily life situations.
a. The classroom door is of width 50 cm. If the Handle of the door is 20 cm from the
Developmental
edge and the Force of 5 N is applied on the handle. Compute the torque.
b. If the force applied is perpendicular to the handle of the spanner as shown in the
diagram, find the (i) torque exerted by the force about the center of the nut, (ii)
direction of torque and (iii) type of rotation caused by the torque about the nut.
20 min
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The teacher will ask students to work in pairs to complete the task given on work sheet
Concluding
consisting of two numerical problems. He would move, observe, and give feedback
wherever required. 12 min
Homework
Four numerical problems related to torque like 4.4 given in the Punjab textbook or any
other reference book. 2 min
Q1: A wrench is used by a mechanic to tighten a nut. The wrench is 20 cm long and to tighten the nut it
must apply a torque of 12 Nm. What force must the mechanic apply to the end of the wrench that is
opposite to the end that tightens the nut? The wrench turns in a horizontal circle to tighten the nut.
Q2: How much torque is produced by a 30 N force acting on an object at 0.15 m from the point about
which the object can rotate.
Lesson Plan. 3
Topic/SLO: 1.3.1. state the principle of moments.
1.3.2. solve numerical problems related to the principle of moments.

a. State the principle of moments.
b. Compare the clockwise and anti-clockwise torques.
c. Apply the principle of moments in solving numerical problems.
Materials: White board, markers, duster, textbook, meter scale, slotted weights, wedge.
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Initiation
8. What is the difference between clockwise and anti-clockwise rotation?

9. Give few examples of each rotation.
8 min
A discussion will be generated by getting responses from the students. He/she will
further state the principle of moments by comparing clockwise and anti-clockwise
torques acting on body.
A body is balanced if the sum of clockwise torques acting on a body is equal to the sum
of anticlockwise (counterclockwise) torques acting on the same body.
The teacher will explain two numerical problems related to principle of moments.
e.g.
A 500 cm meter rule is pivoted at its middle point. If weight of 2 N is hanged from the
Developmental
20 cm point, Calculate the amount of weight required to be applied at the 80 cm mark to

keep it in a balanced position.
15 min
A 200 cm meter rule is pivoted at the middle point (at 50 cm point). If the weight of 10
N is hanged from the 30 cm mark and a weight of 20 N is hanged from its 60 cm mark,
identify whether the meter rule will remain balanced over its pivot or not.
Now the teacher will give two similar types of numerical problem to students. Students
Concluding
will complete the task while working in pairs or groups. The teacher will regulate the
learning by moving through the rows and give feedback wherever required. If required, 15 min
he/she may call two students to the white board for solution at the end.
Homework
Numerical problem 4.9 and 4.10 from exercise in Punjab textbook or similar questions
from any other reference book. 2 min
Worksheet
A 500 cm meter rule is pivoted at its middle point. If weight of 2 N is hanged from the 20 cm point,
Calculate the amount of weight required to be applied at the 80 cm mark to keep it in a balanced position.
A 200 cm meter rule is pivoted at the middle point (at 50 cm point). If the weight of 10 N is hanged from
the 30 cm mark and a weight of 20 N is hanged from its 60 cm mark, identify whether the meter rule will
remain balanced over its pivot or not.
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Lesson Plan. 4
Topic/SLO: 1.4.1. define center of gravity of a body in a uniform gravitationalfield.

a. Define center of gravity (COG).
b. Find COG of some symmetrical and irregular shaped objects.
c. Define center of mass (COM).
Materials: White board, markers, duster, textbook. Meter rod, wedge, and hammer, some symmetrical
and irregular shaped objects
10. Name the mark where I can balance this meter rod.
Initiation
11. Name the mark where I can balance this circle or square.
8 min
12. What is the name of the point where I can balance the object without rotation?
A discussion will be generated by getting responses from few students. The teacher will
be able to assess students’ prior knowledge and define the COG.
The teacher will explain different ways of finding the COG for symmetrical and
Developmental
irregular shaped objects with the help of different shapes. He/she may use card boards
for making different shapes. 20 min
In the remaining time, the teacher will define center of mass with the help of hammer or
another object.
The teacher will randomly ask the following question from the class and bounce the
response to other students to assess students’ learning.
Concluding
a. What is the difference between COG and COM? 10 min

b. Is it necessary to have the COG at the center of the body always?
If yes/not give an example.
The teacher will conclude the lesson by adding on if required.
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The students will read the same content from the Punjab textbook or any other book to
Homework
collect more example of finding the COG for regular and irregular shaped objects.
2 min
Lesson Plan. 5
Topic/SLO: 4.4.1 define couple as a pair of forces tending to produce rotation.
4.4.2 explain that the couple has the same moments of all points.

a. Define couple.
b. Differentiate between torque and couple!
c. Express couple mathematically.
d. explain that the couple has the same moments of all points.
Materials: White board, markers, duster, textbook. Meter scale, double arm spanner.
The teacher will start his/her lesson by asking the following questions form the class.
a. What is parallel force?

Initiation
b. What are like and unlike parallel forces?

c. Can you tell me any example of parallel forces from daily life? 8 min
The teacher will get response from different students and define couple with the help
of a double arm spanner or steering wheel.
Developmental
The teacher will explain physical and mathematical description of couple by drawing
two equal and opposite forces on the board. He/she will explain how combination two
individual torque of forces results in making couple. Similarly, the meaning of moment 20 min
arm in torque and moment arm in couple will be differentiated at this stage.
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The teacher will ask student to share different practical example of couple. At this stage,
student should be able to share few examples like
Concluding
Opening or closing a water tap, turning a key of a lock, turning a screwdriver etc. 10 min
The teacher may ask the force and couple arm in each example.
1. Numerical Problem 4.6 from the exercise Punjab Textbook. Or similar problems
Homework
from a reference book for practice.

2. Write down any two differences between torque and couple. 2 min
3. What is the common effect of torque and couple?
Lesson Plan. 6
Topic/SLO: 4.5.1. Define equilibrium.

4.5.2. Classify its types by quoting examples from everyday life.

a. Explain the effect of force and effect of torque.
b. Define equilibrium.
c. Differentiate between static and dynamic equilibrium.
The teacher will start his/her lesson by asking the following questions from the students.
Initiation
a. Why a book lying on a table is stationary?

b. What is the effect of a net force? 10 min
c. What if the net torque acting on body is zero?
d. What if the net torque acting on a body is not zero?
Developmental
After getting random response from the students, the teacher will define equilibrium.
He/she will explain how the net force and net torque produces acceleration and why the
net acceleration should be zero for a body to be in equilibrium? Next, she/he will 20 min
discuss the static and dynamic equilibrium by taking example from the daily life.
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The teacher will ask the following question from the students to assess their learning.
Concluding
a. What is common between static and dynamic equilibrium?

b. If fan is running at constant angular velocity, is it in equilibrium? 08 min
The teacher will get random responses from students by bouncing and give feedback
wherever required.
The students will read about equilibrium form the textbook or any other reference book
Homework
and write any two differences between static and dynamic equilibrium.
2 min
Lesson Plan. 7
Topic/SLO: 4.5.3. state conditions of equilibrium.
4.5.4 explain different conditions of equilibrium with examples.
4.5.5 solve word problems on simple balanced systems when bodies are supported by
one pivot only.

a. State the two conditions of equilibrium.
b. Link sum of forces and torques in describing equilibrium.
c. Apply the condition of equilibrium in numerical problems.
Materials: White board, markers, duster, textbook. Meter rule.
The teacher will start his/her lesson by linking the topic with the last lesson by posing
Initiation
questions from the class like
What are the necessary conditions for a body to be in complete equilibrium? 6 min
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After getting responses from two to three students, the teacher may name the first and
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second condition. He/she will then explain the conditions mathematically,
i.e.∑ 𝐹 = 0
∑ 𝐹𝑥 = 0 or ∑ 𝐹𝑦 = 0
22 min
Similarly,
.∑ 𝜏 = 0
∑ 𝜏𝑐𝑤 = 0 or ∑ 𝜏𝑎𝑐𝑤 = 0
The teacher will give a numerical problem related to equilibrium. e.g.
Three masses are attached to a uniform meter stick, as shown in Figure.

10 min
Concluding
The mass of the meter stick is 150.0 g and the masses to the left of the fulcrum
are m1=50.0gm and m2=75.0g. Find the mass m3 that balances the system when it is
attached at the right end of the stick.
The teacher will regulate learning by moving in rows, observe and give feedback,
where required.
Students will be given two numerical problems related to 1st and 2nd condition of
Homework
equilibrium from any reference book or internet. The answers should also be given.
2 min
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Worksheet
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Lesson Plan. 8
Topic/SLO: 1.6.1. describe the states of equilibrium and classify them with common examples.

a. describe the states of equilibrium.
b. classify the states of equilibrium with common examples.
Materials: White board, markers, duster, textbook. A pencil, a ball, work sheets
The teacher will start his/her lesson by telling the difference of conditions and states of
equilibrium. He would then ask the following questions.
Initiation
10 min
a. If this book is lifted from one edge and then allowed to fall, will it come back
to its original position?
b. If this pencil standing vertically is slightly disturbed from its position, will it not
come back to its original position?
c. If this ball is pushed slightly to roll, will it come back to its original position?
Developmental
After getting the responses, the teacher will explain the three states of equilibrium with
regards to its definition, description, and reason. He/she will also explain how the
position of center of gravity is affected in each case by taking help from the examples 18 min
shared above. If possible, the teacher may share a video related to the topic.
sheets and ask student to complete the given tasks by choosing relevant example under
Concluding
each category.
10 min
where required.
The students will read the topic from any other reference book and collect two more
Homework
examples of each state.

2 min
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Worksheet
Go through each example below and put it under each category.
A ball lying on a table, A book lying flat on a table, a cone standing on its base, a toy with a heavy
bottom, a funnel resting on its base, a brick resting on its base., an egg balanced on its longer axis, a cone
standing on its apex, a man standing on one leg A funnel lying on its side, an egg resting on its smaller
axis. A stick balanced on a finger, a man dancing on the rope.
Stable equilibrium Unstable equilibrium Neutral equilibrium
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Lesson Plan. 9
Topic/SLO: 1.7.1. explain effects of position of the center of gravity on the stability of simple
objects.
a. Define stability.
b. explain effects of position of the center of gravity on the stability of objects.

Initiation
c. What is stability in physics? 8 min

After getting responses, the teacher will explain the meaning of stability. i.e.
Stability is a measure of how likely it is for an object to topple over when pushed or
moved. Stable objects are very difficult to topple over, while unstable objects topple
over very easily. An object will topple over if its center of gravity is 'outside' the base,
or edge, on which it balances.
The teacher will ask another question,

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d. On which factors the stability depend?
After getting responses, the teacher will explain the factors like center of gravity, base 20 min
and shape of the object. He will take example of different objects to link its dependence
upon center of gravity, base and shape.
The teacher will ask the following questions from the students.
Concluding
e. What factor affect the stability of a load carrying trailer?

f. How the stability of moving vehicle can be increased? 10 min
The teacher will get responses from the students and give feedback wherever
required.
c. The students will read the details of the topic form the textbook or any other
Homework
reference book.
d. Watch the video lecture of Hassan Fared on stability. 2 min
https://www.youtube.com/watch?v=fawsTKX_UgM
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Lesson Plan. 1
Chapter: Gravitation
Topic/SLO: 5.1.1. state Newton’s law of gravitation
5.1.2. explain that the gravitational forces are consistent with Newton’s third law.

a. Define gravity.
b. State Newton’s law of gravitation.
c. explain that the gravitational forces are consistent with Newton’s third law.
Materials: White board, markers, duster, textbook, photocopies of the content.

13. Why does this object (marker, duster etc.) come back to the ground when it is
Initiation
thrown upwards?
8 min
14. How does the earth revolve around the sun?
15. Why an apple does from a tree falls to the ground?
A discussion will be generated by getting responses from the students. The teacher will
be able to assess students’ prior knowledge and proceed further
The teacher will state the Newton’s law of gravitation. He/she will explain the law by
Developmental
linking it with the previous examples. He/she will father explain why and how this force
exist, the factors and its mathematical form. The inverse square law will also be 20 min
discussed here. Similarly, the application of the third law will also be discussed at this
stage.
The teacher will ask the following questions randomly to assess students’ learning.
a. Suppose that two objects attract each other with a gravitational force of 16 N. If the
Concluding
distance between the two objects is decreased, how the new force of attraction
between the two objects will change?
10 min
b. Suppose that two objects attract each other with a gravitational force of 16 N. If the
mass of both objects was increased keeping the distance constant, then what would
be the new force of attraction between the two objects.
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Homework
The students will go through the content from PTBB or any other reference book to
collect more applications of Newton’s law of motion from daily life. 2 min
Lesson Plan. 2
Topic/SLO: 5.1.3 explain gravitational field as an example of field of force.
5.1.4 define weight as the force on an object due to a gravitational field.
5.1.5 solve word problems using Newton’s law of gravitation.
a. Define field force.
b. Exemplify gravitational force as a field force.
c. solve word problems using Newton’s law of gravitation.

The teacher will start his/her class by asking the following questions.
Initiation
1. How do earth and moon interact with each other without medium?
2. How do moon exert force on water to produce tides at such a large distance?
He/she will get responses from the students and explain how field force exert at a 10 min
distance.
The teacher will solve the following numerical problem.

Developmental
Calculate the force of attraction between two metal spheres each of mass 90 kg, if the
distance between their centers is 40 cm. (G = 6.67 × 10-11 N m2/kg2). Will the force of
attraction remain the same if they are taken to the moon, by keeping the distance 15 min
constant?
You can take help from

https://thefactfactor.com/facts/pure_science/physics/gravitational-force-of-
attraction/7022/
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The teacher will divide the class into certain groups. He/she will give two numerical
problems to solve. E.g.
13 min
Concluding
a. The gravitational force between two identical lead spheres kept at 1 m apart is
0.006673 N. Find their masses.
b. Suppose that two objects attract each other with a gravitational force of 16 units. If
the mass of object 1 was doubled, and if the distance between the objects was
tripled, then what would be the new force of attraction between the two objects?
.
Homework
Numerical problem 5.1 and 5.2 from PTBB or similar questions from any reference
book. 2 min
Lesson Plan. 3
Topic/SLO: 5.2.1. calculate the mass of Earth by using the law of gravitation.

a. Apply the law of gravitation in finding the mass of earth.
b. Calculate the mass of earth.
Materials: White board, markers, duster, textbook, a video related to mass of earth.
Initiation
16. Can we find the mass of earth using any type of balance? Give reason.
A discussion will be generated by getting responses from few students. The teacher 6 min
will explain the reason behind using the law of gravitation for calculating mass of
earth.
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The teacher will explain the procedure for calculating the mass of earth using the law of
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gravitation. (They may also use a video related to mass of earth calculation for
explanation instead of explaining her/himself).
21 min
study.com/academy/lesson/calculating-earths-gravity-using-newtons-law-of-
gravitation.html
Concluding
regarding SI units.
10 min
l. How can you find the mass of earth without a balance?
m. How will find the mass of earth if its radius is given.
𝐺𝑀
(Hint. 𝑔 = 𝑅2 )
When comparing mass and size data for the planets Earth and Jupiter, it is observed that
Homework
Jupiter is about 300 times more massive than Earth. One might quickly conclude that an 3 min
object on the surface of Jupiter would weigh 300 times more than on the surface of the
Earth. For instance, one might expect a person who weighs 500 N on Earth would weigh
150000 N on the surface of Jupiter. Yet this is not the case. In fact, a 500-N person on
Earth weighs about 1500 N on the surface of Jupiter. Explain how this can be?
Lesson Plan. 4
Topic/SLO: 5.3.1.explain that value of acceleration due to gravity ‘g’ decreases with altitude from the
surface of the Earth.

a. Define acceleration due to gravity ‘g’.
b. Discuss the factors effecting the value of ‘g’.
c. Explain how the value of g varies with altitude?
Materials: White board, markers, duster, textbook. List of prefixes. Meter rod
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17. What is gravitational acceleration?

Initiation
18. Why the value of ‘g’ is taken as 9.8m/s2.

10 min
19. Is this value of ‘g’ remains constant or varies?
A discussion will be generated by getting responses from few students. The teacher
The teacher will explain the variation of ‘g’ with altitude by linking it with the
Developmental
previous concept of mass of earth. He/she will further explain how the value of ‘g’
changes with the variation in height from the surface of the earth and express a 18 min
mathematical relationship.
The teacher will ask the following questions to assess students’ learning.
a. What will be value of ‘g’ at a height equal to the radius of the earth?
Concluding
b. What will be value of ‘g’ at a height equal to the twice the radius of the earth? 10 min
c. How will the value of ‘g’ change below the surface of the earth?
The teacher will get random responses from the students, discuss and give feedback,
where required.
Numerical problems 5.3 and 5.4 from PTBB or similar problems from reference
Homework
books.
2 min
Lesson Plan. 5
Topic/SLO: 5.4.1. discuss the importance of Newton’s law of gravitation in understanding the motion of
satellites.

a. Define satellite.
b. Differentiate between natural and artificial satellite.
c. Describe the motion of satellite with regards to law of gravitation.
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1. How can we watch live cricket match on TV?

Initiation
2. How do we communicate from one country to another?

3. How do we get the weather updates? 8 min
After getting responses from the students, the teacher assesses their prior knowledge
and give feedback wherever required.
Developmental
The teacher will explain the motion of satellite by linking it with the centripetal force.
He/she will discuss the derivation for the speed of the satellite, and the factors on
which the speed depends. He/she will also calculate the speed of satellite which is 20 min
very close to the surface of the earth. The teacher should also talk about the global
positioning system (GPS). The teacher may also touch the different types of satellites?
The teacher will ask the following questions to assess students learning.
a. How Newton’s law of gravitation helps in describing the motion of satellite?

Concluding
b. What are the factors on which the orbital speed of a satellite depends? 10 min
c. What are geostationary satellites?
The teacher will get random response from students and give feedback, where
required.
The students will read more about satellites and their types from a reference book or a
website.
2 min
Homework
e.g. https://www.ucsusa.org/resources
http://satellites.spacesim.org/english/engineer/copy
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Lesson Plan. 6
Topic/SLO: 5.5.1. explain planets have moons and they orbit around them.
5.5.2. explain how the gravitational force causes.
a. the planets to orbit the sun,
b. the moon and artificial satellites to orbit the Earth,
c. comets to orbit the sun.

a. define moon, artificial satellite, and comet.
b. Know all planets have moons orbiting around them.
c. explain that the gravitational force causes moon, planets, satellites, and
comets to orbit around other heavenly bodies.
Materials: White board, markers, duster, content related to the SLOs.
The teacher will start his/her lesson by giving a brief introduction to the earth and the
Initiation
space. He may talk about the big bang to introduce the formation of solar system
6 min
Developmental
The teacher will divide the class into certain groups. He/she will distribute the content
related to SLOs 5.5.1.and 5.5.2. The students in each group will read and note down
the important points from it. The teacher will observe each group and move around 22 min
give input wherever required. (The jigsaw method is more appropriate here).
Concluding
a. What are moons and their types?

b. How do planets and other objects revolve in space? 10 min
c. What is comet and why does it emit light?
d. The fact that satellites can maintain their motion and their distance above the
Earth is fascinating to many. How can it be? What keeps a satellite up?
The students will read more about the topic form a reference book or from a website.
Homework
e.g. https://www.britannica.com/science/solar-system/Modern-ideas 2 min

https://www.space.com/16080-solar-system-planets.html
https://spaceplace.nasa.gov/comets/en/
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Content related to SLO 5.5.1 and 5.5.2
What is a Moon?
Moons – also known as natural satellites – orbit planets and asteroids in our solar system. Earth has one
moon, and there are more than 200 moons in our solar system. Most of the major planets – all except
Mercury and Venus – have moons. Pluto and some other dwarf planets, as well as many asteroids, also
have small moons. Saturn and Jupiter have the most moons, with dozens orbiting each of the two giant
planets.
Moons come in many shapes, sizes, and types. A few have atmospheres and even hidden oceans beneath
their surfaces. Most planetary moons probably formed from the discs of gas and dust circulating around
planets in the early solar system, though some are "captured" objects that formed elsewhere and fell into
orbit around larger worlds.
Planets and their moons
The eight planets can be divided into two distinct categories on the basis of their densities (mass per unit
volume). The four inner, or terrestrial, planets—Mercury, Venus, Earth, and Mars—have
rocky compositions and densities greater than 3 grams per cubic cm. (Water has a density of 1 gram per
cubic cm.) In contrast, the four outer planets, also called the Jovian, or giant, planets—
Jupiter, Saturn, Uranus, and Neptune—are large objects with densities less than 2 grams per cubic cm;
they are composed primarily of hydrogen and helium (Jupiter and Saturn) or of ice, rock, hydrogen, and
helium (Uranus and Neptune). The dwarf planet Pluto is unique—an icy, low-density body smaller than
Earth’s Moon, more similar to comets or to the large icy moons of the outer planets than to any of the
planets themselves. Its acceptance as a member of the Kuiper belt explains these anomalies.
The relatively small inner planets have solid surfaces, lack ring systems, and have few or no moons. The
atmospheres of Venus, Earth, and Mars are composed of a significant percentage of
oxidized compounds such as carbon dioxide. Among the inner planets, only Earth has a strong magnetic
field, which shields it from the interplanetary medium. The magnetic field traps some of the electrically
charged particles of the interplanetary medium inside a region around Earth known as the magnetosphere.
Heavy concentrations of these high-energy particles occur in the Van Allen belts in the inner part of the
magnetosphere.
The four giant outer planets are much more massive than the terrestrial planets and have immense
atmospheres composed mainly of hydrogen and helium. They have no solid surfaces, however, and their
densities are so low that one of them, Saturn, would actually float in water. Each of the outer planets has a
magnetic field, a ring system, and many known moons, with more likely to be discovered. Pluto has no
known rings and only five known moons. Several other Kuiper belt objects and some asteroids also have
moons of their own.
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Gravitational force causes.
a. the planets to orbit the sun,
b. the moon and artificial satellites to orbit the Earth,
c. comets to orbit the sun.
According to Newton, there is an attractive gravitational force between any two objects– pulling them
together. E.g. the planets and comets experience an attractive force towards the Sun.
Moons and artificial satellites are attracted to their planets, and so are pulled towards them.
This gravitational force keeps them moving in curved paths called orbits. The Moon does not crash into
the Earth, and the planets do not crash into the Sun because they are moving.
• Planets further away from the sun travel slower because they have lower gravitational pull due to its
distance away from the sun.
• There is gravitational pull between all masses.
• Larger masses have bigger gravitational pull.
• Every object is surrounded by gravitational pull, which exerts an attractive force on all other planets.
Side note :
The explanation below uses Earth for as an example, any planet can be in place of that.
For example, explaining how gravitational force causes moon to orbit planets,
The moon is lighter than Jupiter, Neptune, Uranus, so the same concept would still apply.
• Explaining how that gravitational force : causes moon to orbit planets.

• As the Earth is heavier than the moon,
∴ The Earth has more gravitational pull.
∴ Earth exerts larger attractive force
∴ Earth attracts the moon.
∴ The moon orbits Earth.
Explaining how that gravitational force: causes the planets to orbit the sun.
• As the Sun is heavier than Earth.
∴ The Sun has more gravitational pull.
∴ The Sun exerts larger attractive force.
∴ The Sun attracts Earth.
∴ Earth orbits the Sun.
• Explaining how that gravitational force: causes artificial satellites to orbit the Earth.
•
• As the Earth is heavier than artificial satellites.

∴ The Earth has more gravitational pull.
∴ The Earth exerts larger attractive force.
∴ The Earth attracts artificial satellites.
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∴ Artificial satellites orbit the Earth.
Explaining how that gravitational force: causes comets to orbit the Sun.
• As the Sun is heavier than the comets.
∴ The Sun has more gravitational pull.
∴ The Sun exerts more attractive force.
∴ The Sun attracts the comets.
∴ Comets orbit the Sun.
• Comets
Comets are cosmic snowballs of frozen gases, rock, and dust that orbit the Sun. When frozen, they
are the size of a small town. When a comet's orbit brings it close to the Sun, it heats up and spews dust
and gases into a giant glowing head larger than most planet.
Lesson Plan. 7
Topic/SLO: 5.5.3. explain that a universe is a large collection of billions of galaxies and is
expanding continuously
5.5.4. explain that the orbit of a comet differs from that of a planet.

a. Define galaxies.
b. Identify the galaxy we live.
c. Describe the formation of galaxies and their expansion.
d. Explain the comet and its orbit.
Materials: White board, markers, duster, Content related to the SLOs.
The teacher will start his/her lesson by giving a brief introduction to galaxies and
Initiation
linking them with solar system and then stars.

6 min
Developmental
The teacher will divide the class into certain groups. He/she will distribute the content
related to SLOs 5.5.3.and 5.5.4. The students in each group will read and note down
the important points from it. The teacher will observe each group and move around 22 min
and give input wherever required. (The inside-outside circle is more appropriate here).
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The teacher will ask the following question to assess students’ learning.
Concluding
a. What are galaxies? Name the galaxy we are live in?

b. If the Universe is infinite, how can it be expanding? 10 min
c. How does the orbit of comet differ from that of a planet?
The students will read more about the topic form a reference book or from a website.
Homework
e.g. https://www.skyatnightmagazine.com/space-science/expansion-universe/ 2 min
Content related to SLOs 5.5.3.and 5.5.4

Galaxies:
Galaxies are groups of stars and other space objects held together by gravity. There are more than 100
billion galaxies in the universe, each presenting beautiful structures that can be seen in telescope images
taken of the distant universe.
"At the most basic level, you can think of a galaxy as a collection of stars, gas and dark matter that is all
gravitationally bound to each other," said Jenna Samuel, a doctoral candidate in astrophysics at the
University of California, Davis. "What we picture as a typical galaxy is mostly the bright part — the stars
— that's embedded in a much larger dark matter halo, which extends much further out."
The different parts of a galaxy are constantly interacting with each other to give a galaxy its form, Samuel
told Live Science. The dark matter provides most of the mass, holding everything together using gravity.
But stars also shape a galaxy — their heat blows around gas and dust, and when stars die in spectacular
supernovas, they scatter material near and far.
Earth and our solar system are in the Milky Way, a large spiral galaxy containing between 100 billion and
400 billion stars. These appear as a bright band across the night sky that looks like spilled milk, so the
ancient Romans called it the Via Lactea, which is Latin for Milky Way.
Almost every known galaxy has a supermassive black hole in its center, which also plays a part in
determining the galaxy's characteristics. When the black hole is feeding on surrounding gas and dust, the
gravitational beast consumes so much material that it can choke off star formation, Samuel said. The gas
and dust that would typically go into making stars instead falls into the supermassive black hole's maw.
Enormous jets of energy often shoot out from actively feeding supermassive black holes, Samuel added.
These jets can heat up surrounding material, which also prevents the material from collapsing down to
form new stars.
Page 95 of 167
The expanding universe
At the beginning of the 20th century, most professional astronomers still believed that the Milky
Way was essentially the same thing as the visible universe. A minority believed in a theory of island
universes—that the spiral nebulae are enormous star systems, comparable to the Milky Way, and are
scattered through space with vast empty distances between them. One objection to the island-universe
theory was that very few spirals are seen near the plane of the Milky Way, the so-called Zone of
Avoidance. Thus, the spirals must somehow be a part of the Milky Way system. But American
astronomer Heber Curtis pointed out that some spirals that can be viewed edge-on obviously contain huge
amounts of dust in their “equatorial” planes. One might also expect the Milky Way to have large amounts
of dust throughout its plane, which would explain why many dim spirals cannot be seen there; visibility is
simply obscured at low galactic latitudes. In 1917 Curtis also found three novae on his photographs of
spirals; the faintness of these novae implied that the spirals were at great distances from the Milky Way.
The static character of the universe was soon challenged. In 1912, at the Lowell Observatory in Arizona,
American astronomer Vesto M. Slipher had begun to measure the radial velocities of spiral nebulae. The
first spiral that Slipher examined was the Andromeda Nebula, which turned out to be blueshifted—that is,
moving toward the Milky Way—with a velocity of approach of 300 km (200 miles) per second, the
greatest velocity ever measured for any celestial object up to that time. By 1917 Slipher had radial
velocities for 25 spirals, some as high as 1,000 km (600 miles) per second. Objects moving at such speeds
could hardly belong to the Milky Way. Although a few were blueshifted, the overwhelming majority
were redshifted, corresponding to motion away from the Milky Way. Astronomers did not, however,
immediately conclude that the universe is expanding. Rather, because Slipher’s spirals were not
uniformly distributed around the sky, astronomers used the data to try to deduce the velocity of
the Sun with respect to the system of spirals. The majority of Slipher’s spirals were on one side of the
Milky Way and receding, whereas a few were on the other side and approaching. For Slipher, the Milky
Way was itself a spiral, moving with respect to a greater field of spirals.
Orbit of comets
Planetary orbits are all nearly circular, comet orbits are highly excentric .
All orbits around the sun are elliptic, but the planetary orbits look more like a circle, while the comet
orbits look more like a cigar (with the sun near one of the tips).
The earth's distance from the sun varies about 5% from closest to farthest, for a comet we see a factor of
30 times or more.
This means that planets stay more or less at the same distance from the sun, while comets travel as far out
as beyond Neptune, and can travel as far in as Mercury. For us they are only visible when they come
'near' the sun, as only then a tail can develop through the sun's radiation.
Also the planes of planetary orbits are more or less the same within a few degrees of the Earth's orbit
(called the ecliptic ), while comets (and dwarf planets) can move in quite different planes.
Page 96 of 167
Lesson Plan: 1
Chapter: Work and Energy
Topic/SLO: 6.1.1. define work and state its SI unit.

6.1.2. Solve numerical problems related to work done.
a. Define work in physics.
b. Express work done mathematically.
c. Solve numerical problems related to work done.

20. A person is standing while holding a heavy box in his hand. Does he do any
Initiation
work?
8 min
21. Generally thinking is considered as work. Is it work according to physics?
A discussion will be generated by getting responses from the students. The teacher
will be able to assess students’ prior knowledge and proceed further
Developmental
The teacher will explain the meaning of work form the physics point of view. He/she
will define work with regards to applied force and displacement of the body in the
direction of force. Next, he/she will express work mathematically. Similarly, the unit of 20 min
work will be discussed. The teacher may talk about KJ and MJ and other multiples.
The teacher will solve one numerical problem related to work done. He/she will further
ask student to solve one more problem while making pairs. He may ask other question
related to work like, 10 min
Concluding
a. What is the angle between the forces and displace is zero or 180 degrees.
b. What is the angle between the force and displace is 90 degrees.
c. A mother carrying her baby in her arms in a stationary position does no work.
Why?
The teacher will get responses and provide feedback as required
Page 97 of 167
Numerical problems related to work done.
2 min
Homework
a. Problem 6.1 from PTBB

b. An electric motor is used to lift a 5kg mass through 3m. What is the work done
by the motor?
Lesson Plan. 2
Topic/SLO: 6.2.1 define energy, kinetic energy (KE) and state its SI unit of energy.
6.2.1 derive the formulae of kinetic energy.
6.2.3 solve numerical problems on kinetic energy.
a. Define energy and kinetic energy.
b. Express kinetic energy mathematically.
c. Solve numerical problems related to kinetic energy.
Initiation
Why do we need food?
Why do we get tired after doing some physical activity?

10 min
Why cannot we run a generator without its fuel?
A discussion will be generated after getting responses from the students. The teacher
will add on if required and proceed.
The teacher will explain the energy and then kinetic energy with regards to definition,
Developmental
derivation, unit, and examples. He/she will solve two numerical problems related to
K.E. If possible, the teacher may share a video related to kinetic energy. 18 min
e.g., https://www.youtube.com/watch?v=J0WPu3FeEZQ
Page 98 of 167
regarding kinetic energy.
10 min
Concluding
n. What are the factors on which K.E depend?

o. A ball has a mass of 2Kg is travelling at 10m/s. How much kinetic energy is
possessed by it?
p. If mass of the ball is doubled and its speed is halved, how the kinetic energy
will vary.
The teacher will provide feedback and summarize the topic.
a. Numerical problem 6.3 from PTBB.

Homework
b. A spaceship has a mass of 20000Kg, suppose it travels at 10m/s. find the 2 min
kinetic energy possessed by it.
c. What is the velocity of mass of 100g having K.E of 20J?
Lesson Plan. 3
Topic/SLO: 6.2.1 define energy, Potential energy (PE) and state its SI unit of energy.
6.2.1 derive the formulae of potential energy.
6.2.3 solve numerical problems on potential energy.
a. Define potential energy by linking it with work.
b. Express potential energy mathematically.
c. Solve numerical problems related to potential energy.
a. Why it is easier for a person to move downwards on slop road as compared to

Initiation
move upwards?
b. Why do we get tired while climbing up a hill?
10 min
c. How does a turbine get energy for its rotation in hydro power station?
A discussion will be generated after getting responses from the students. The teacher
will link the discussion with P.E and add on if required.
Page 99 of 167
Developmental
The teacher will explain the Potential energy with regards to definition, derivation, unit
and examples. He will talk about the types of potential energy. Further, he/she will solve
two numerical problems related to P.E. If possible, the teacher may share a video 18 min
related to potential energy.
e.g. https://byjus.com/physics/potential-energy/
https://www.youtube.com/watch?v=paPGNsx-Uak
regarding kinetic energy.
10 min
q. What are the factors on which P.E depend?
Concluding
r. A ball is thrown up with a velocity of 10 m/s. What will be its P.E. at the highest
point? What will be its K.E. before hitting the ground?
s. What is the difference between gravitational P.E and elastic P.E.?
The teacher will provide feedback and summarize the topic.
d. Numerical problems 6.2 and 6.5 from PTBB.

Homework
e. A 5 kg package is lifted vertically through 10 m at constant speed. 2 min

What is the potential energy of the package if acceleration due to gravity
is 10ms−2?
f. Relevant questions from the past board papers.
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Lesson Plan. 4
Topic/SLO: 6.3.1. describe forms of energy stored in various objects at different positions and states.

a. Define different forms of energies.
b. Identify each type of energy from daily life.
c. Link one form of energy with the other forms.
Materials: White board, markers, duster, textbook. Torch, cell phone, Content related to forms of energy.
Initiation
22. What do you know about different forms of energies?

23. What type of energy does this torch/ cell mobile possess?
8 min
The teacher will get responses from students and give a brief introduction to the forms
of energy.
The teacher will divide the class into certain groups for applying the jigsaw strategy.
Developmental
The student from each group will read the delegated content in the home group. They
will change group and join the home group to share the learning. 20 min
Content will be used from the PTBB and the attached sheets.
Concluding
a. What is common in all types of energies?

b. Can we get two or more energies from the same source? Give an example. 10 min
At the end the teacher will give feedback wherever required.
a. The students will read more about the topic from a reference book or from a
website.
Homework
2 min
e.g. olarschools.net/knowledge-bank/energy/types
b. Relevant questions form the AKUEB past papers
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What are the different types of energy?
Types of energy can be categorized into two broad categories – kinetic energy (the energy of moving
objects) and potential energy (energy that is stored). These are the two basic forms of energy. The
different types of energy include thermal energy, radiant energy, chemical energy, nuclear
energy, electrical energy,, sound energy, elastic energy etc
Thermal (Heat) Energy

Thermal energy is created from the vibration of atoms and molecules within substances. The faster they
move, the more energy they possess and the hotter they become. Thermal energy is also
called heat energy.
Chemical Energy
Chemical energy is stored in the bonds of atoms and molecules – it is the energy that holds these particles
together. Stored chemical energy is found in food, biomass, petroleum, and natural gas.
Nuclear Energy
Nuclear energy is stored in the nucleus of atoms. This energy is released when the nuclei are combined
(fusion) or split apart (fission). Nuclear power plants split the nuclei of uranium atoms to produce
electricity.
Electrical Energy
Electrical energy is the movement of electrons (the tiny particles that makeup atoms, along with protons
and neutrons). Electrons that move through a wire are called electricity. Lightning is another example of
electrical.
Radiant Energy
Also known as light energy or electromagnetic energy, radiant energy is a type of kinetic energy that
travels in waves. Examples include the energy from the sun, x-rays, and radio waves.
Light Energy
Light energy is a form of electromagnetic radiation. Light consists of photons, which are produced when
an object's atoms heat up. Light travels in waves and is the only form of energy visible to the human eye
Sound Energy
Sound energy is the movement of energy through substances. It moves in waves and is produced when a
force makes an object or substance vibrate. There is usually much less energy in sound than in other
forms of energy.
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Elastic Energy
Elastic energy is a form of potential energy that is stored in an elastic object - such as a coiled spring or a
stretched elastic band. Elastic objects store elastic energy when a force causes them to be stretched or
squashed.
Lesson Plan. 5
Topic/SLO: 6.4.1. state law of conservation of energy
6.4.2 describe the processes by which energy is converted from oneform to another with
reference to
a. fossil fuel energy,
b. hydroelectric generation,
c. solar energy,
d. nuclear energy,
e. geothermal energy,
f. wind energy,
g. biomass energy.
Materials: White board, markers, duster, textbook. Chart sheets.
a. How do a steam engine works?

Initiation
b. How do we get heat from a heat engine?

c. How do we get light from the sun?
The teacher will get random responses from the class and discuss the inter- 8 min
conversion of one form of energy into another. He/she will also discuss the law of
conservation of energy.
The teacher will divide the class into certain groups for mini presentations. The student
Developmental
from each group will read the delegated content in the home group. They will nominate
two members from their group to share their leaning with the class.
Content will be used from the PTBB or any other reference book. 20 min
Page 103 of 167

The teacher will give his/her input whenever required after each presentation. At the end
he/she will summarize the topic by sharing some main points from each delegated task.
Concluding
10 min
The students will read more about the topic from a reference book or from a website.
Homework
e.g. https://www.youtube.com/watch?v=A9Umu_0vyUo 2 min
https://www.youtube.com/watch?v=iZp2GMJ4828
Lesson Plan. 6
Topic/SLO: 6.4.3. state three basic concepts of mass energy equation E = mc2
6.4.4. describe the process of electricity generation by drawing a block.
diagram of the process from fossil fuel input to electricity output
6.4.5 list the environmental issues associated with power generation.

a. Explain the mass energy relationship through E = mc2 .
b. Explain the electricity generation in terms of inter-conversion of energy.
c. list the environmental issues associated with power generation.
Materials: White board, markers, duster, textbook, Block diagram on chart or ppts.
The teacher will start his/her lesson by giving a brief history of modern physics and
Initiation
major contribution of Einstein, i.e., the special theory of relativity. Before this theory,
mass and energy were two different entities in physics, but after this theory, they are 10 min
two different forms of single entity. He/she will further explain meaning of E, m and c
and their inter-conversion by taking a example.
Page 104 of 167

Developmental
The teacher will ask a general question about electricity generation, like
a. What do you know about generation of electricity in your area?

b. Do you know about other ways of production of electricity?
20 min
After getting responses form the students, the teacher will explain the generation of
electricity in general and fossil fuel as input. He/she will use the block diagram for its
description.
The teacher will assess students’ learning by asking the following questions.
Concluding
a. What are fossil fuels?

b. Where does the electricity come from? 08 min
c. How are fossil fuels converted into electrical energy?
The teacher will get responses and give feedback wherever required.
Students will go through past paper of AKUEB to collect at least two questions related
to the power generation.
2 min
Students will list five of environmental issues associated with power generation from a
reference book or internet.
https://www.toppr.com/
Homework
https://www.epa.gov/energy/about-us-electricity-system-and-its-impact-environment
https://www.eea.europa.eu/help/glossary/eea-glossary/environmental-impact-of-energy
Page 105 of 167

Lesson Plan. 7
Topic/SLO: 6.4.6. differentiate between non-renewable and renewable energy sources with examples of each.
6.4.7. explain conversion of energy in
a. a filament lamp,
b. a power station,
c. a vehicle travelling at a constant speed on a level road.

a. Define renewable and non-renewable energy source.
b. Collect examples of each category
c. Explain energy conversion in filament lamp, power station and vehicle travelling at a
constant speed.
Materials: White board, markers, duster, textbook, chart or ppt
1. Where do we get energy from in our daily life?

Initiation
2. Name any energy resource which cannot be depleted even after continuous use. 10 min
3. Name any energy resource which cannot be replaced immediately once it is
used.
The teacher will get random responses of students to define the renewable and non-
renewable energy resources.
Developmental
He/she will further share and discuss the attached differences with a chart or ppts.
14 min
The teacher will ask the student to go through the content given on page 135 of PTBB
Concluding
related to energy conversion. He/she will randomly select any three students who will
explain the flow diagram in each case. The teacher should explain the different types of 14 min
power stations
Page 106 of 167

The students will read about the major resources of energy from the PTBB or any
Homework
reference book.
2 min
The students will collect at least two questions from past AKUEB papers related to the
SLOs.
For SLO 6.4.6
Page 107 of 167

Lesson Plan. 8
Topic/SLO: 6.5.1 define efficiency of a working system.
6.5.2. calculate the efficiency of an energy conversion using the formula:
Efficiency (%) = energy converted into the required form / total energy input.
6.5.3 explain why a system cannot have an efficiency of 100%.

a. Define efficiency.
b. calculate the efficiency of an energy conversion.
c. explain why a system cannot have an efficiency of 100.
Initiation
How will you come to know that how good a machine is? Or how a machine is 10 min
performing?
The teacher will get random responses from students and define the efficiency.
The teacher will explain the method to calculate the efficiency mathematically.
Developmental
He/she will further solve the following numerical problems.

20 min
If a cyclist puts 600 J of work on his bicycle and the bicycle gives out 140 J of useful
work. Calculate the efficiency of a cyclist.
A heat engine gives out 500 J of heat energy as useful work. Determine the energy
supplied to it as input if its efficiency is 40%
Concluding
d. Why the efficiency of a machine cannot be 100%

e. How can we increase the efficiency of a machine? 08 min
Page 108 of 167

Students will go through past paper of AKUEB to collect at least two questions related
to efficiency of a machine.
2 min
Homework
Numerical problem 6.10 from PTBB
Lesson Plan. 9
Topic/SLO: 6.6.1 define power and write its formula.
6.6.2. solve word problems on the concept of power.
6.6.3 define unit of power in SI system.
6.6.4 convert unit of power “watt” into “horsepower.

a. Define power.
b. calculate the power.
c. Discuss different units of power.
The teacher will start his/her lesson by sharing the following example.
Initiation
Sometimes, the work is done very quickly and other times the work is done rather
slowly. For example, a rock climber takes an abnormally long time to elevate her body
up a few meters along the side of a cliff. On the other hand, a trail hiker (who selects
the easier path up the mountain) might elevate her body a few meters in a short amount 10 min
of time. The two people might do the same amount of work, yet the hiker does the
work in considerably less time than the rock climber. The quantity that has to do with
the rate at which a certain amount of work is done is known as the power. The hiker
has a greater power rating than the rock climber.
Power is the rate at which work is done.
Page 109 of 167

The teacher will explain the method to calculate the power mathematically.
He/she will also discuss the unit of power as watt.

Developmental
20 min
He/she will further discuss the following problems.
a. Two physics students, Aslam and Saleem, are in the weightlifting room. Aslam
lifts the 100-pound barbell over his head 10 times in one minute; Saleem lifts
the 100-pound barbell over his head 10 times in 10 seconds.
Which student does the most work?
Which student delivers the most power?
b. A tired squirrel (mass of approximately 1 kg) does push-ups by applying a force

to elevate its center-of-mass by 5 cm in order to do a mere 0.50 Joule of work.
If the tired squirrel does all this work in 2 seconds, then determine its power.
f. During a physics lab, Jack and Jill ran up a hill. Jack is twice as massive as Jill;
yet Jill ascends the same distance in half the time.
Concluding
08 min
Who did the most work?
Who delivered the most power?
g. When doing a chin-up, a physics student lifts her 42.0-kg body 0.25 meters in 2
seconds. What is the power delivered by the student's biceps?
Numerical problems 6.6 to 6.9 from PTBB.
Your household's monthly electric bill is often expressed in kilowatt-hours. 2 min

One kilowatt-hour is the amount of energy delivered by the flow of l kilowatt of
Homework
electricity for one hour. Use conversion factors to show how many joules of energy
you get when you buy 1 kilowatt-hour of electricity.
Page 110 of 167

Lesson plan: 1
Chapter: Properties of matter

Date: Class: 9th Topics: Kinetic Molecular Model of Matter
SLO(s):

a: explain kinetic molecular model of matter (solid, liquid and gas forms);
b: describe the fourth state of matter i.e. ‘plasma’;
Materials: IGCSE 2nd edition and class 11 physics
Teacher will give below content for group study.
The Kinetic Molecular Theory allows us to explain the existence of the three phases
of matter: solid, liquid, and gas. In addition, it helps explain the physical characteristics
of each phase and how phases change from one to another. The Kinetic Molecular
Theory is essential for the explanations of gas pressure, compressibility, diffusion, and
mixing. Our explanations for reaction rates and equilibrium also rest on the concepts
of the Kinetic Molecular Theory.
Approximately 20% of the atmosphere is oxygen. This gas is essential for life. In
environments where oxygen is in low supply, it can be provided from a tank. Since
gases are very compressible, a large amount of oxygen can be stored in a relatively
small container. When it is released, the volume expands, and the pressure decreases.
The gas is then available for breathing under normal pressure.
Kinetic-Molecular Theory
The kinetic-molecular theory is a theory that explains the states of matter and is based
Initiation on the idea that matter is composed of tiny particles that are always in motion. The 15min
theory helps explain observable properties and behaviors of solids, liquids, and gases.
However, the theory is most easily understood as it applies to gases, and it is with gases
that we will begin our detailed study. The theory applies specifically to a model of gas
called an ideal gas. An ideal gas is an imaginary gas whose behavior perfectly fits all
the assumptions of the kinetic-molecular theory. Gases are not ideal but are very close
to being so under most everyday conditions.
The kinetic-molecular theory as it applies to gases has five basic assumptions.
1. Gases consist of very large numbers of tiny spherical particles that are far
apart from one another compared to their size. The particles of a gas may
be either atoms or molecules. The distance between the particles of a gas is
much, much greater than the distances between the particles of a liquid or a
solid. Most of the volume of a gas, therefore, is composed of the empty space.
between the particles. In fact, the volume of the particles themselves is

considered to be insignificant compared to the volume of the empty space.
Page 111 of 167

2. Gas particles are in constant rapid motion in random directions. The fast
motion of gas particles gives them a relatively large amount of kinetic energy.
Recall that kinetic energy is the energy that an object possesses because of its
motion. The particles of a gas move in straight-line motion until they collide
with another particle or with one of the walls of its container.
3. Collisions between gas particles and between particles and the container
walls are elastic collisions. An elastic collision is one in which there is no
overall loss of kinetic energy. Kinetic energy may be transferred from one
particle to another during an elastic collision, but there is no change in the total
energy of the colliding particles.
4. There are no forces of attraction or repulsion between gas

particles. Attractive forces are responsible for particles of a real gas condensing
together to form a liquid. It is assumed that the particles of an ideal gas have no
such attractive forces. The motion of each particle is completely independent of
the motion of all other particles.
5. The average kinetic energy of gas particles is dependent upon the

temperature of the gas. As the temperature of a sample of gas is increased, the
speeds of the particles are increased. This results in an increase in the kinetic
energy of the particles. Not all particles of gas in a sample have the same speed
and so they do not have the same kinetic energy. The temperature of a gas is
proportional to the average kinetic energy of the gas particles.
Summary
• Assumptions of the kinetic-molecular theory:
o Gases consist of very large numbers of tiny spherical particles that are far apart
from one another compared to their size.
o Gas particles are in constant rapid motion in random directions.
o Collisions between gas particles and between particles and the container walls
are elastic collisions.
o There are no forces of attraction or repulsion between gas particles.
o The average kinetic energy of gas particles is dependent upon the temperature
of the gas.
Page 112 of 167

1: After group study teacher will use below technique.
Graffiti.
1. Divide the students into group of 3 or 4. Pose a question.
Development 3. Each group writes its ideas then pass the paper on to the next group. Thus, the 20min
3: At the end teacher will summarize the discussion.
1: For the purpose of assessment teacher will chose two students by calling their roll
Conclusion/ numbers.
Assessment Students will summaries discussion. 4min
Homework Read the same topic from class 11 physics PTB or KPK 1min
Page 113 of 167

Lesson plan: 2

Date: Class: 9th Topics: Density
SLO(s):
Objectives: At the end of the lesson, students will be able to:

a: define the term ‘density’.
b: compare the densities of three states of matter (solids, liquids and gases).
Materials: Materials are given in development portion.
Initiation 5min
Teacher will do following activates.
Experiment #1: Sink or Swim
WHAT YOU NEED
• 150 ml beakers (or use glass jars or clear plastic cups)

• water
• corn syrup
• vegetable oil (you can also experiment with various types of oil, i.e. olive oil,
lamp oil, baby oil)
• Several small objects - raisins, paperclips, pennies, small corks, etc.
INSTRUCTIONS
Page 114 of 167

Question & Hypothesis
Will a raisin, paperclip, penny, small cork, ball of paper, and other small objects
sinks or float if they are placed in water, corn syrup (or light corn syrup), and
vegetable oil?
Write down what you think will happen when you place each object into the three
different liquids based on your guess of the density of liquids. Because these liquids
will have different densities, there will be a density tower, or different layers, that are
visible, sort of like being able to see ice cubes (frozen water) in room temperature
water.
Pour 150 ml of water into beaker #1, 150 ml of corn syrup into beaker #2, and 150
ml of vegetable oil into beaker #3. (If you are using glass jars, use 2/3 cup of liquid,
which is approximately 150 ml.)
Development 28min
Gently set a raisin in each beaker. Does it sink or float? Write down what happens to
the raisin in each beaker.
Take the raisins out of the beakers and try a different object, such as a paperclip or
cork. Record what happens in each beaker.
CONCLUSIONS
Were your predictions, right? Did the raisins and other objects sink and float when
you expected them to? Did they float in one liquid and sink in another? Why do you
think they acted the way they did?
The denser a liquid is, the easier it is for an object to float on it. If one of your
objects floated in the corn syrup but sank in the water, what does that tell you about
the densities of water and corn syrup? Take the experiment a step further to find out
more.
Experiment #3: Hot and Cold
WHAT YOU NEED
• 2 150 ml beakers (or use glass jars or clear plastic cups)

• food coloring (red and blue)
• water
• ice
INSTRUCTIONS
Question & hypothesis:
Page 115 of 167

Does temperature change the density of water? Write down what you think will
happen when you mix cold water and hot water.
Fill two beakers with 150 ml (2/3 cup) of water. Put several drops of blue food
coloring in one beaker, and several drops of red in the second.
Add a handful of ice to the blue water and put it in the refrigerator for a few minutes.
Put the red beaker in the microwave for a minute.
Take the blue beaker out of the fridge and the red beaker out of the microwave. Pour
some of the blue water into the 10 ml graduated cylinder or narrow glass. Using a
pipe, slowly add red water a drop at a time and watch what happens. (This part may
take a little practice—if you add the red water too fast you will force the colors to
mix. Hold the pipet near the surface of the water and keep trying until you get it!)
CONCLUSIONS
Was your prediction, right? What happened to the colored water? Did it stay in
layers? Which layer was on the bottom? On the top?
What does this tell you about the density of hot water compared to cold water? What
would happen if you left the cylinder out until the cold water warmed up and the hot
water cooled off? Do more experimentation to find out!
Teacher will ask following questions for the purpose of assessment.
1: Was your prediction, right? What happened to the colored water? Did it stay in
Conclusion/ layers? Which layer was on the bottom? On the top? 5min
Assessment
2: Were your predictions, right? Did the raisins and other objects sink and float when
you expected them to? Did they float in one liquid and sink in another? Why do you
think they acted the way they did?
Give below problem as home task.
Problem: How do liquids of various densities interact with each other?
Materials:
• Measuring cup
• Clear glass jar (labels removed)
Homework • ½ cup water 2min
• Food coloring
• ½ cup corn syrup
• ½ cup vegetable oil
• Marble
• Small rubber ball of approximately the same size as marble
Page 116 of 167

• Circle of carrot, mini marshmallow, other small objects
Procedure:
1. Pour the water into the jar.

2. Color it with food coloring.
3. Pour the corn syrup into the jar. What happens?
4. Carefully pour the oil into the jar. What happens?
5. Drop the marble into the jar. Does it float? Sink?
6. Drop the ball into the jar. Does it float? Sink?
7. Continue dropping objects into the jar and observing what happens.
8. What can you tell about the densities of the liquids and the objects?
Lesson plan: 3

Date: Class: 9th Topics: pressure
SLO(s):

a: define the term pressure (as a force acting normally on unit area);
b: explain that pressure varies with force and area in the context of everyday examples.
Materials: materials are given in the part of initiation
Teacher will do this activity to motivate students.
5. Magic Egg Experiment

This experiment involves using the force of pressure to push an egg through the
neck of a bottle. Gather the following materials to perform this experiment:
• A hard-boiled egg
• A bottle with a neck wide enough that the hard-boiled egg can squeeze
through.
Initiation • A match 10min
This experiment involves the following steps:
1. Take the shell off your hard-boiled egg.

2. Light the match and toss it into the bottle.
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3. Set the peeled egg on the bottle’s mouth, with the small end of the egg down.
The egg will then pop into the bottle.
When the air in the bottle is consumed by the flame of the lit match, it causes the air
pressure in the bottle to become lower than that outside of the bottle. The higher air
pressure outside exerts a force on the egg, pushing it inside the bottle.
1: Teacher will explain the concept of pressure by relating force and area during
his/her presentation on white board.
2: Teacher will make groups/pairs of students.
Development 3: He/she will do below activity. 25min
4: Round Robin.
Students are sitting with groups (3-4 students), and the teacher asks them a question
or gives them a problem to solve. The questions or problems are deliberating
chosen, in that there are multiple ways to solve the problem and multiple points for
discussion. Students in their groups take turns answer and sharing their ideas with
each other, working together to come up with an answer that they all agree on.
Conclusion/
Assessment Teacher will assess the students with the help of above activity. 3min
Example 1: Calculating Pressure

A force of 150N is being applied over an area measuring 0.5 m^2. Calculate the
pressure on the object ensuring you give the correct units.
Homework Example 2: Calculating Force 2min

A woman is applying 300 N/m^2 of pressure onto a door with her hand. Her hand
has area 0.02 m^2. Work out the force being applied.
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Lesson plan: 4

Date: Class: 9th Topics: Atmospheric Pressure
SLO(s):

a: explain atmospheric pressure.
b: describe the use of the height of a liquid column to measure the atmospheric pressure.
Materials: Materials are given in the portion of development
To activate the student’s teacher will ask below questions.
1: How air particles are contributing to atmospheric pressure?
Initiation 2: What do you mean by air column? 5min
3: Does density of air effects atmospheric pressure?
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1: Teacher will demonstrate following activities to explain the concept of
atmospheric pressure. You can give some activities as group work also.
2: Water Glass Trick. Fill a cup one-third with water. Cover the entire mouth with
an index card. Holding the card in place, take the cup to the sink and turn it upside
down. Remove your hand from underneath. Voilà! Because the water inside the cup
is lighter than the air outside, the card is held in place by about 15 pounds of force
from the air pushing up, while the force of the water pushing down is only about one
pound of force.
Development 28min
Fountain Bottle. Fill a 2-liter soda bottle half full of water. Take a long straw and
insert it in the mouth. Wrap a lump of clay around the straw to form a seal. Blow
hard into the straw—then stand back. You’re blowing increases the air pressure
inside the sealed bottle. This higher pressure pushes on the water and forces it up and
out the straw.
Ping-Pong Funnel. Put a Ping-Pong ball inside the wide part of a funnel and blow
hard into the narrow end. Why doesn’t the ball pop out? As you blow into the funnel,
the air moves faster and lowers the air pressure underneath the ball. Because the air
pressure is higher above the ball than below it, the ball is pushed down into the
funnel—no matter how hard you blow or which direction you point the funnel.
The Million Dollar Bet. Take an empty water or soda bottle and lay it down
horizontally on a table. Roll a piece of paper towel into a small ball about half the
size of the opening. Tell a friend you’ll pay $1 million if he or she can blow the ball
into the bottle. Don’t worry about losing money because this is impossible. No
matter how hard someone blows to try to force more air into the bottle, there's no
room for it, so it will flow right out, pushing away the paper ball.
Kissing Balloons. Blow up two balloons and attach a piece of string to each. Hold
one balloon by the string in each hand and position the two balloons so that they are
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at your nose level and 6 inches apart. Blow hard into the space between the balloons.
This lowers the air pressure. The pressure of the surrounding air is now higher, and it
will push the balloons together.
2: while performing these activities teacher will explain the key terms
1: How air particles are contributing in atmospheric pressure?

Conclusion/ 2: What do you mean by air column?
Assessment 3: Does density of air effects atmospheric pressure? 5min
Homework Give objective (b) as home task for reading. 2min
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Lesson plan: 5
Date: Class: 9th Topics: Atmospheric Pressure
SLO(s):

a: describe that atmospheric pressure decreases with the increase in height above the earth’s surface.
b: explain that changes in atmospheric pressure in a region may indicate a change in the weather.
Materials: PTB class 9 physics and IGCSE by heather.
Teacher will ask following questions as pk test.
1: Why atmospheric pressure decreases with the increase in height?
Initiation 2: What is practical use of change in atmospheric pressure? 5min
1: Teacher will explain the concept of atmospheric pressure, he/she will also discuss its
relationship with height as well as its effect on weather pattern.
2: After teaching he will make groups, provide below task.
3: Round Robin.
Development Students are sitting with groups (3-4 students), and the teacher asks them a question or 28min
gives them a problem to solve. The questions or problems are deliberating chosen, in
that there are multiple ways to solve the problem and multiple points for discussion.
Students in their groups take turns answer and sharing their ideas with each other,
working together to come up with an answer that they all agree on
Conclusion/ 1: After doing above activity teacher will ask questions related to the topic for the
Assessment purpose of assessment. 5min
Homework How we predict about whether pattern with the help of variation in atmospheric 2min
pressure.
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Lesson plan: 6

Date: Class: 9th Topics: Pressure in Liquids
SLO(s):

a: state Pascal’s law.
b: apply and demonstrate the use of Pascal’s law.
Materials: PTB class 9 physics and video clip.
Initiation Teacher will play video clip to activate students, from Tutorvista.com 5min
1: Teacher will explain the concept during his presentation, for support he/she can
use below content.
Pascal’s principle, also called Pascal’s law, in fluid (gas or liquid) mechanics,
statement that, in a fluid at rest in a closed container, a pressure change in one part
is transmitted without loss to every portion of the fluid and to the walls of the
container. The principle was first enunciated by the French scientist Blaise Pascal.
Pressure is equal to the force divided by the area on which it acts. According to
Pascal’s principle, in a hydraulic system a pressure exerted on a piston produces an
Development equal increase in pressure on another piston in the system. If the second piston has 28min
an area 10 times that of the first, the force on the second piston is 10 times greater,
though the pressure is the same as that on the first piston. This effect is
exemplified by the hydraulic press, based on Pascal’s principle, which is used in
such applications as hydraulic brakes.
Pascal also discovered that the pressure at a point in a fluid at rest is the same in all
directions; the pressure would be the same on all planes passing through a specific
point. This fact is also known as Pascal’s principle, or Pascal’s law.
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3: Teacher will solve at least two problems related to Pascal’s law in classroom.
1: Define Pascal’s law.

Conclusion/ 2: Why the pressure remains constant in Pascal’s law? 5min
Assessment 3: What is the relation between force and area?
1: List some applications of Pascal’s law, write about hydraulic press.

Homework 2min
2: Give at least two problems as home task.
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Lesson plan: 7
Date: Class: 9th Topics: Pressure in Liquids
SLO(s):
a: state relation for pressure beneath a liquid surface to depth and to density i.e., (P=ρgh).
b: solve problems using the equation (P=ρgh).
Materials: PTB physics class 9 and AF Abbot.

Activity: The pressure of liquid increases with depth. (Do it in classroom)
A tall vessel has short and thin tubes fitted at different depth from the top of vessel.
The three tubes are of equal diameters and corks are fitted into them. The vessel is
filled with water and then all the corks are removed quickly. On removing the corks,
the water from uppermost tube is found to travel the shortest distance from the base
of the vessel, the water from middle tube goes a little farther away whereas water
from the lowermost shoots out farthest all. The depth of water near uppermost tube
is small so the water comes out from uppermost tube with smaller pressure and falls
near the bottom of the vessel. The depth of water near middle tube is greater so the
water comes out with greater pressure from middle tube and falls farther away from
the base of vessel. The depth of water near lowermost tube is the greatest so the
water comes out of lowermost tube with the greatest pressure and goes farthest from
the vessel. As the depth of water increases the pressure of water gradually increases.
The greater the depth of a point in a liquid, the greater is the pressure.
Liquids also exert pressure on the walls of the vessel in which they are stored. The
sideways pressure exerted by liquids also increases with the depth of the liquid. The
sideways pressure of a liquid on walls of a vessel is almost zero at its surface. As the
Initiation depth of liquid increases the sideways pressure on the walls of the vessel gradually 5min
increases and it becomes maximum near the bottom of the vessel.
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1: Teacher will explain the relation between depth and pressure with the help of
above activity during his demonstration.
2: students will observe the activity carefully, they may ask questions during
activity. 28mi
Development n
3: Students will summaries the activity in the form of written note on their
notebooks.
4: Teacher will check some written notes he/she will give feedback if needed.
5: Teacher may ask questions during activity or at the end of activities.
Conclusion/ 1: What is relation between depth and pressure?

Assessment 2: Why pressure increases with depth? 5min
Give this activity as home task.

Activity: Liquid exert pressure on the bottom of its container which depends on
the height of its column
Take a transparent plastic pipe. Also take a thin sheet of a rubber. Stretch the thin
rubber sheet and tie it tightly over one end of the plastic pipe. The plastic pipe is the
container which has stretchable bottom made of a thin rubber sheet. Keeping the
pipe vertical, let us pour some water in the pipe from the top. We will find that on
pouring water in the pipe, the rubber sheets tied to its bottom stretches and bulges
Homework out. The bulging out of rubber sheet demonstrates that the water poured in pipe 2min
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exerts a pressure on the bottom of its container. This is because the bottom of
container is made of a flexible, thin rubber sheet which can get stretched by the
pressure exerted by water to form a bulge. Now pour some water in the plastic pipe
so that height of water column in the pipe increases. As the height of water column
increases the bulge in the rubber sheet also increases showing that the pressure of
water on the bottom of its container has increased. Greater the height of water
column in the pipe greater will be the bulge in its rubber sheet bottom. We conclude
that:
(1) A liquid exerts pressure on the bottom of its container.
(2) The pressure exerted by a liquid depends on the height of the liquid col
Lesson plan: 8

Date: Class: 9th Topics: pressure in liquid
SLO(s):

a: state Archimedes principle.
b: determine the density of an object using Archimedes principle.
Materials: video clip, tube, spring balance, potato, spring balance and digital balance.
To activate student’s teacher will ask following questions.
1: What is relation between density and volume?
Initiation 2: What is up thrust force? 5min
3: Is there any relation between weight and up thrust force?
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1: Teacher will explain this concept with the help of an activity in the classroom.
2: After doing activity even teacher may show video clip for further explanation.
3: After showing video clip, ask to summarize the discussion on their notebooks.
Development 28min
4: Teacher will ask some questions to understanding of students.
Conclusion/ 1: What is relation between density and volume?

Assessment 2: What is up thrust force? 5min
3: Is there any relation between weight and up thrust force?
Homework 2min
Give task to brows Edu point and class 9 Tutorial.
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Lesson plan: 9

Date: Class: 9th Topics: Up thrust and principle of flotation
SLO(s):

a: explain the significance of up thrust exerted by a liquid on a body.
b: state the principle of floatation.
Materials: video clip and PTB physics class 9.
Initiation Teacher will summarize previous discussion with in five minutes. 5min
1: 1: Teacher will explain this concept with the help of an activity in the classroom.
2: After doing activity even teacher may show video clip for further explanation.
3: After showing video clip, ask to summarize the discussion on their notebooks.
Development 28min
4: Teacher will ask some questions to understanding of students.
1: For the purpose of assessment teacher will display questions which were displayed
Conclusion/ before playing video, he/she will choose some students randomly and ask displayed 5min
Assessment questions.
1: A floating object displaces a fluid having a weight equal to the weight of the object as
per the
A. A: principle of floatation B; Pascal’s Principle C: Newton’s Principle D
Einstein
2: A boat of 8 meters and 40-meter-long floats on water. If 125000 N of cargo is added,
Homework it will sink. 2min
A.10 cm B.4cm C.15cm D.20cm
3: The object will sink if its weight is
A. A. greater than up thrust on it B. less than up thrust acting on it
B. C. equal to up thrust acting on it D. all of above
C. Archimedes’ principle states that an object fully or partly immersed in a liquid is buoyed
upward by a force equal to the weight of the liquid displaced by that object. From this
principle, he concluded that a floating object displaces an amount of liquid equal to its
own weight. (read it)
D.
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Lesson plan: 10

Date: Class: 9th Topics: Elasticity
SLO(s):

a: define elasticity.
b: explain that a force may produce change in size and shape of a body.
Materials: material are given in development portion
Students will read below paragraph for the purpose of activation.
Elasticity is the ability of an object or material to resume its normal shape after being
Initiation stretched or compressed. Or in other words, it's the stretchiness of a material or object. 5min
Today, we're going to investigate how the force applied to an elastic object relates to the
amount it stretches
1: Teacher will do the given activity in the classroom to explain the concept of elasticity.
2: Physics Lab Steps
For this physics lab, you will need:
• A rubber band or rubber band chain

• A ruler
• Several hanging masses of different sizes
• And a hook or something to hang them on (in a science lab, you can use a ring
stand, clamp, and bar)
Step 1: Set up your hook or stand so that there's plenty of space underneath it.
Step 2: Measure the length of your rubber band.
Development Step 3: Attach a rubber band to the hook and let it hang. 28min
Step 4: Hook the lightest mass on the other end of the rubber band and measure the new
length of the band. Repeat for five trials by removing the mass and reapplying it.
Step 5: Replace the mass with the next lightest, and so on until you have measured
lengths for 3-5 different masses. Be sure to also note down the mass of each, in
kilograms.
Step 6: Average your trials so that you have one length in meters for each mass.
3: Teacher will do the activity and will explain key notions.
4: Students will observe the activity.
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Conclusion/ 1: Teacher will ask at least 3 questions from above activity for the purpose of
Assessment assessment. 5min
2: Teacher will develop questions for assessment.
Homework Why different material has different elasticity, compare elasticity of rubber and steel. 2min
Search it and write in your notebooks.
Lesson plan: 11
Date: Class: 9th Topics: Stress, Strain and Young’s Modulus
SLO(s):
a: define the terms stress, strain, and young’s modulus.
b: state Hooke’s law and explain elastic limit.
You can use this lesson plan even for two days if you could not complete it in one day.
Materials: PTB class 9 physics and Fundamental physics
Teacher will summarize last discussion. He/she will ask some questions relate to new
topic.
Initiation 1: What is stress? 5min
2: What is strain?
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3: what may be relation between stress and strain?
4: Do you know hooks law?
1: Teacher will explain the given concept during his presentation with mathematical
steps. After teacher will give below content for reading and group discussion.
2: Elasticity Definition Physics:

Elasticity is a measure of a variable’s sensitivity to a change in another variable, most
commonly this sensitivity is the change in price relative to changes in other factors.
We are giving a detailed and clear sheet on all Physics Notes that are very useful to
Development understand the Basic Physics Concepts. 28min
Elasticity in Physics | Definition, Types – Elasticity
Elasticity is that property of the object by virtue of which it regains its original
configuration after the removal of the deforming force.
The modulus of elasticity is simply the ratio between stress and strain. There are
three types of moduli of elasticity, Young’s modulus, Shear modulus, and Bulk
modulus.
Elastic Limit Definition:

Elastic limit is the upper limit of deforming force up to which, if deforming force is
removed, the body regains its original form completely and beyond which if deforming
force is increased the body loses its property of elasticity and get permanently deformed.
Perfectly Elastic Bodies:

Those bodies which regain its original configuration immediately and completely after
the removal of deforming force are called perfectly elastic bodies, e.g. quartz, phosphor
bronze etc.
Perfectly Plastic Bodies:
Those bodies which does not regain its original configuration at all on the removal of
deforming force are called perfectly plastic bodies, e.g. putty, paraffin, wax etc.
Elasticity:
Elasticity defines a property of an object that could regain its original shape after being
stretched or compressed. Learn about the deforming force applied on an elastic object
and how the stress and strain work on an object. What is a Hooke’s law and how it is
applicable for the concept of elasticity.
1: For the purpose of assessment students will do following activity. For this activity
he/she will use above content
Conclusion/ Jigsaw.
Assessment Students are placed into "home groups" and "expert groups" and are each assigned a 5min
Page 132 of 167

different topic within the same general topic. Students work on researching their topics
with others who have the same topic (their expert group) and then return to their home
group to teach them about their topic. Together, all the pieces come together to form a
complete product.
Browse the below link.

https://www.youtube.com/watch?v=xASsYJo3zrM 2min
Homework
Lesson plan: 1
Chapter: Thermal Properties of Matter
Date: Class: 9th Topics: Temperature and Heat
SLO(s):

a: define temperature.
b: define heat.
c: Tell the units also.
Materials: PTB physics class 9 and IGCSE by heather.
Initiation For the purpose of activation teacher will ask following questions.
1: What is temperature, what is the unit of temperature?
2: What is heat, what is the unit of heat? 5min
3: What is the relation between temperature and heat?
1: Teacher will discuss the topic during his presentation.
2: After his presentation teacher will make groups and will do following activity.
Development 3: Think-Pair-Share. 28min

Also called turn & talk. Teacher poses a question to the group, and each student has 5
minutes to think about the question. Then, they turn and discuss with someone sitting
next to them, and then share with the whole class.
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1: What is temperature, what is the unit of temperature?
Conclusion/ 2: What is heat, what is the unit of heat?
Assessment 3: What is the relation between temperature and heat? 5min
Homework Teacher will develop home task. 2min
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Lesson plan: 2
Date: Class: 9th Topics: Thermometer
SLO(s):

a: list basic thermometric properties for a material to construct a thermometer.
b: convert the temperature from one scale to another scale.
(Fahrenheit, Celsius and Kelvin scales);
Materials: marker and white board.
Initiation Brainstorming of heat and temperature with its scales 5min
1: Teacher will explain the concept during his presentation on white board by giving
examples
2: Teacher will specially discuss formulas used for the conversion of temperature from
one scale to another.
Development 28min
3: Teacher will make groups and he/she will give at least 4 problems as class work.
4: Teacher will observe group task and check some group works.
5: Teacher will give home task
Conclusion/ 1: Teacher will ask the formulas verbally for the purpose of assessment, while choosing
Assessment some students randomly by calling their roll numbers. 5min
Homework 2min
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Lesson plan: 3

Date: Class: 9th Topics: Thermometer
SLO(s):

a: describe rise in temperature of a body in terms of an increase in its internal energy.
Materials: GCE O level and PTB class 9 physics
To activate student’s teacher will ask below questions.

Initiation 1: How change in temperature effects flow of heat? 5min
2: Why heat flows from higher to lower concentrated region?
3: What is internal energy?
1: Teacher will explain the concept of internal energy during his/her presentation on
white board, teacher may take support from diagram. During presentation teacher will
give the concept of first law of thermodynamics specially.
2: During teaching, teacher will dictate key notions used in lecture.
3: After teaching, teacher will give time to read the content from book even he/she
will use below content.
4: What is Internal Energy?
An energy form inherent in every system is the internal energy, which arises from
the molecular state of motion of matter. The symbol U is used for the internal energy
and the unit of measurement is the joules (J).
Internal energy increases with rising temperature and with changes of state or phase
Development from solid to liquid and liquid to gas. Planetary bodies can be thought of as 28min
combinations of heat reservoirs and heat engines. The heat reservoirs store internal
energy E, and the heat engines convert some of this thermal energy into various types
of mechanical, electrical, and chemical energies.
Table of Content
• Internal Energy Explanation

• Internal Energy of a Closed System
• Internal Energy Change
• Solved Example
Page 136 of 167

Internal Energy Explanation
Internal energy U of a system or a body with well-defined boundaries is the total of
the kinetic energy due to the motion of molecules and the potential energy associated
with the vibrational motion and electric energy of atoms within molecules. Internal
energy also includes the energy in all the chemical bonds. From a microscopic point
of view, the internal energy may be found in many different forms. For any material
or repulsion between the individual molecules.
Internal energy is a state function of a system and is an extensive quantity. One
can have a corresponding intensive thermodynamic property called specific internal
energy, commonly symbolized by the lowercase letter u, which is internal energy per
mass of the substance in question. As such the SI unit of specific internal energy
would be the J/g. If the internal energy is expressed on an amount of substance basis
then it could be referred to as molar internal energy and the unit would be the J/mol.
Internal Energy of a Closed System

For a closed system the internal energy is essentially defined by
ΔU = q + W
Where?
• U is the change in internal energy of a system during a process

• q is the heat
• W is the mechanical work.
If an energy exchange occurs because of temperature difference between a system and
its surroundings, this energy appears as heat otherwise it appears as work. When a
force acts on a system through a distance the energy is transferred as work. The above
equation shows that energy is conserved.
The different components of internal energy of a system is given below.
Thermal Sensible Energy change of a system associated with:

energy heat
• Molecular translation, rotation, vibration.
• Electron translation and spin.
• Nuclear spin of molecules.
Latent Energy required or released for phase change, change

heat from liquid to vapors phase requires heat of
vaporization.
Chemical Energy associated with the chemical bonds in a molecule.

energy
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Nuclear The large amount of energy associated with the bonds within the
energy nucleus of the atom.
The physical and chemical processes that can change the internal energy of a system is
given below.
Transferring energy Heat Energy transfer from a high temperature to

across the system transfer low temperature state.
boundary by
Work Energy transfer driven by changes in

transfer macroscopic physical properties of a system
such as compression or expansion work.
Mass Energy transfer by mass flowing across a

transfer system boundary.
Change through Mixing Heat releases upon components mixing that

internal processes may lead to lower internal energy.
Chemical Heat required or released during a chemical

reaction reaction that changes chemical energy.
Nuclear Heat released during a nuclear reaction that

reaction changes nuclear energy.
Internal Energy Change

Every substance possesses a fixed quantity of energy which depends upon its chemical
nature and its state of existence. This is known as intrinsic energy. Every substance
has a definite value of internal energy and is equal to the energies possessed by all its
constituents namely atoms, ions or molecules.
The change in internal energy of a reaction may be considered as the difference
between the internal energies of the two states.
Let EA and Eb are the initial energies in states A and B respectively. Then the
difference between the initial energies in the two states will be
ΔU = EB – EA
The difference in internal energies has a fixed value and will be independent of the
path taken between two states A and B. For the chemical reaction, the change in
internal
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energy may be considered as the difference between the internal energies of the
products and that of the reactants.
ΔU = Eproducts – Ereactants
Thus, the internal energy, ΔU is a state function. This means that ΔU depends only on
the initial and final states and is independent of the path. In other words, ΔU will be
the same even if the change is brought about differently.
5: Teacher will discuss some confusing terminologies which may be new for students.
Conclusion/
Assessment 2: How change in temperature effects flow of heat?
2: Why heat flows from higher to lower concentrated region? 5min
3: What is internal energy?
Homework Write down class lecture in your neat notebook. 2min
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Lesson plan: 4
Date: Class: 9th Topics: Specific Heat Capacity
SLO(s):

a: describe the terms heat capacity and specific heat capacity.
Materials: Fundamental physics and PTB physics class 9.
For the activation of student’s teacher will ask below question
1: why different material absorbs different amount of heat?
Initiation 2: Why water has highest specific heat capacity? 5min
3: What is difference between heat capacity and specific heat capacity?
1: Teacher will explain the concept of heat capacity and specific heat capacity with the
help of some daily life examples during his presentation on white board.
2: During his/her presentation teacher will solve at least two problems as class work on
white board.
Development 28min
3: Teacher will pose a question related to the topic for discussion in pairs.
4: Before posing question, teacher will develop a challenging question.
5: After discussion any two students will share with whole class.
1: 1: why different material absorbs different amount of heat?
Conclusion/ 2: Why water has highest specific heat capacity?
Assessment 3: What is difference between heat capacity and specific heat capacity? 5min
Question: A 500 gram cube of lead is heated from 25 °C to 75 °C. How much energy
was required to heat the lead? The specific heat of lead is 0.129 J/g°C
Homework Question: A 25-gram metal ball is heated 200 °C with 2330 Joules of energy. What is 2min
the specific heat of the metal?
Question: The heat capacity of water is 4.18 J g-1 K-1. Calculate the energy, in kJ,
required to boil 1.2 L of water, starting at 25 °c.
Page 140 of 167

Lesson plan: 5

Date: Class: 9th Topics: Latent Heat of Fusion
SLO(s):

a: describe heat of fusion and heat of vaporization.
Materials: video clip, PTB class 9 physics and IGCSE by heather.
To activate student’s teacher will ask below question.
1: What is heat of fusion?
Initiation 2: What is heat of vaporization? 5min
3: Is there any relation between fusion and vaporization?
1: Teacher will explain concept of heat of fusion and heat of vaporization during his
lecture by giving examples from daily life during his/her presentation.
2: After giving presentation teacher will play video clip for further understanding.
Development 3: While showing video teacher will pause it and he/she may ask question to see the 28min
understanding of students.

Conclusion/ 2: What is heat of vaporization?
Assessment 3: Is there any relation between fusion and vaporization? 5min
Homework 2min
Teacher will develop homework.
Page 141 of 167

Lesson plan: 6
Date: Class: 9th Topics: Latent Heat of Vaporization
SLO(s):

a: determine latent heat of fusion and latent heat of vaporization of ice and water respectively by
sketching temperature-time graph;
Materials: video clip, PTB class 9 physics and GCE O level.
To activate student’s teacher will ask below question.
Initiation 2: What is heat of vaporization? 5min
3: Is there any relation between fusion and vaporization?
1: Teacher will explain following graph in detail during his/her presentation.
Development 28min
2: Teacher can use video clip for further explanation

https://www.youtube.com/watch?v=wf0iF8a-4rs
Teacher can use below content
Latent Heat
Latent heat is defined as the heat or energy that is absorbed or released during a phase
change of a substance. It could either be from a gas to a liquid or liquid to solid and
vice versa. Latent heat is related to a heat property called enthalpy.
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However, an important point that we should consider regarding latent heat is that the
temperature of the substance remains constant. As far as the mechanism is concerned,
latent heat is the work that is needed to overcome the attractive forces that hold
molecules and atoms together in a substance.
Let’s take an example. Suppose a solid substance is changing to a liquid, it needs to
absorb energy to push the molecules into a wider, more fluid volume. Similarly,
when a substance changes from a gas phase to a liquid, their density levels also need
to go from lower to a higher level wherein the substance then needs to release or lose
energy so that the molecules come closer together. In essence, this energy that is
required by a substance to either freeze, melt or boil is said to be latent heat.
Early Developments of the Concept

English scientific expert Joseph Black presented the idea of latent heat somewhere
close to the long periods of 1750 and 1762. Scotch bourbon producers had employed
Black to decide the best blend of fuel and water for refining and to examine changes
in volume and weight at a steady temperature. Dark applied calorimetry for his
investigation and recorded latent heat esteems.
English physicist James Prescott Joule portrayed latent heat as a type of potential
vitality. Joule accepted the vitality relied upon the specific design of particles in a
substance. It is the direction of particles inside an atom, their substance holding, and
their extremity that influence latent heat.
Types of Latent Heat Transfer

Let’s us discuss the different types of latent heat that can occur.
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Latent Heat of Fusion
Latent heat of fusion is the heat consumed or discharged when matter melts, changing
stage from solid to fluid-structure at a consistent temperature.
The ‘enthalpy’ of fusion is a latent heat, because during softening the heat energy
expected to change the substance from solid to fluid at air pressure is the latent heat
of fusion, as the temperature stays steady during the procedure. The latent heat of
fusion is the enthalpy change of any measure of substance when it dissolves.
At the point when the heat of fusion is referenced to a unit of mass, it is typically
called the specific heat of fusion, while the molar heat of fusion alludes to the
enthalpy change per measure of substance in moles.
The fluid state has higher inward energy than the solid-state. This implies energy
must be provided to the solid so as to dissolve it and energy is discharged from a
fluid when it solidifies, on the grounds that the particles in the fluid experience more
fragile intermolecular force thus have higher potential energy (a sort of bond-
separation energy for intermolecular powers).
At the point when fluid water is cooled, its temperature falls relentlessly until it drops
just underneath the line of the point of solidification at 0 °C. The temperature at that
point stays consistent at the point of solidification while the water takes shape. When
the water is totally solidified, its temperature keeps on falling.
The enthalpy of fusion is quite often a positive amount; helium is the main known
exception. Helium-3 has a negative enthalpy of fusion at temperatures beneath 0.3 K.
Helium-4 additionally has a marginally negative enthalpy of fusion underneath 0.77
K (−272.380 °C). This implies, at suitable steady weights, these substances solidify
with the expansion of heat.[2] For the situation of 4He, this weight territory is
somewhere in the range of 24.992 and 25.00 atm (2,533 kPa).
Latent Heat of Vaporization

Latent heat of vaporization is the heat consumed or discharged when matter
disintegrates, changing state from fluid to gas state at a consistent temperature.
The heat of vaporization of water is the most elevated known. The heat of
vaporization is characterized as the measure of heat expected to transform 1 g of a
fluid into a fume, without a change in the temperature of the fluid. This term isn’t in
the rundown of definitions given by Weast (1964), so the definition originates from
Webster’s New World Dictionary of the American Language (1959). The units are
cal/gram. The heat of vaporization is latent heat. Latent originates from the Latin
word later, which intends to lie covered up or hid. Latent heat is the extra heat
required to change the condition of a substance from solid to fluid at its softening
point, or from fluid to gas at its breaking point after the temperature of the substance
has come to both of these focuses.
Page 144 of 167

Note that latent heat is related with no adjustment in temperature, yet a difference in
the state. As a result of the high heat of vaporization, the vanishing of water has an
articulated cooling impact and buildup has a warming impact.

Conclusion/ 2: What is heat of vaporization?
Assessment 3: Is there any relation between fusion and vaporization? 5min
Homework 2min
Give this graph as home task. Students will write a detail note.
Page 145 of 167

Lesson plan: 7
Date: Class: 9th Topics: Evaporation (2 days)
SLO(s):

a: explain the process of evaporation and differentiate between boiling and evaporation.
b: explain that evaporation causes cooling.
c: describe factors which influence surface evaporation.
Materials: videos, charts, GCE O level and PTB class 9.
1: Teacher will brainstorm with the help of below diagram.
Initiation 5min
1: Teacher will explain these topics with the help of video. Before showing video,
teacher will develop some challenging questions, then teacher will display questions
before showing video. Then he/she will play videos, pause it explain the terms. Links
are given below.
➢ Discuss state of matter also

Development 28min
2: https://www.youtube.com/watch?v=kmmEV4ohSDA
3: https://www.youtube.com/watch?v=hSLZJ-P3VBU
4: https://www.youtube.com/watch?v=JPtUdNJFdYY
5: https://www.youtube.com/watch?v=81
Page 146 of 167

1: For the purpose of assessment after finishing videos teacher will again display
Conclusion/ questions and he/she will ask the respective questions, by choosing students randomly. 5min
Assessment By calling roll numbers teacher will select students.
2: Teacher will give feedback if needed.
1: provide these diagrams and ask to write about them.
2:
Homework 2min
Page 147 of 167

Lesson plan: 8

Date: Class: 9th Topics: Thermal Expansion
SLO(s):

a: describe qualitatively the thermal expansion of solids (linear and volumetric expansion).
b: explain the thermal expansion of liquids (real and apparent expansion).
Materials: PTB class 9 physics, Fundamental physics, and video clip.
1: Teacher will ask following questions to see activate the students.

2: when a solid heat is added or taken from a solid substance what should be the
expected changes in body?
Initiation 5min
3: consider some amount of liquid is taken in a container, after putting the container on
burner heat is added, what should be changes in container and liquid inside container?
1: Teacher will explain the concept of thermal expansion of solid especially linear
expansion on white board by making diagram during his/her lecture. Teacher will do
essential mathematical steps also.
2: Now teacher will make groups/pairs, he/she will discuss basic concepts of volumetric
expansion and then students will do mathematical steps of volumetric expansion.
Development 28min
3: Teacher will check some copies during group work.
4: To explain the concept of real and apparent expansion of liquid teacher will show
video clip. Use below link.
5: https://www.youtube.com/watch?v=SgWtdXLqCYU
1: Teacher will ask following questions to see activate the students.

2: when a solid heat is added or taken from a solid substance what should be the
expected changes in body?
Conclusion/ 3: consider some amount of liquid is taken in a container, after putting the container on 5min
Assessment burner heat is added, what should be changes in container and liquid inside container?
Homework Ask to write down the class lecture on neat notebooks. 2min
Page 148 of 167

Lesson plan: 1
Chapter: Transfer of Heat

Date: Class: 9th Topics: Processes of Heat Transfer
SLO(s):

a: describe thermal energy.
b: explain in terms of molecules and electrons how heat transfer occurs in solids.
Materials: video clip, PTB class 9 Physics and IGCSE.

To activate student’s teacher will show below video clip.

Initiation 1: https://www.youtube.com/watch?v=y-ptY0YG9RI 5min
1: Teacher will give below content for reading after reading it students will discuss it
2: Heat or thermal energy

Thermal energy (also called heat energy) is produced when a rise in
temperature causes atoms and molecules to move faster and collide with each other.
The energy that comes from the temperature of the heated substance is called thermal
energy.
Development What is thermal energy? 28min

Thermal energy is energy that comes from a substance whose molecules and atoms are
vibrating faster due to a rise in temperature.
How is thermal energy produced?

The molecules and atoms that make up matter are moving all the time. When a
substance heats up, the rise in temperature makes these particles move faster and bump
into each other. Thermal energy is the energy that comes from the heated-up substance.
The hotter the substance, the more its particles move, and the higher its thermal energy.
What are some examples of thermal energy?

Here are some everyday examples of thermal energy that you'll be familiar with:
Page 149 of 167

The warmth from the sun
Page 150 of 167

A cup of hot chocolate*
Baking in an oven
The heat from a heater
*Let’s think about that cup of hot chocolate...
The hot chocolate has thermal energy from its vibrating particles. When you pour some
cold milk into your hot chocolate, some of this energy is transferred from the chocolate
to the particles in the milk.
So, what happens? Your hot chocolate cools down because it lost some of its thermal
energy to the milk.
The tea has thermal energy from its vibrating particles. When you pour some cold milk
into your hot tea, some of this energy is transferred from the tea to the particles in the
milk.
Page 151 of 167

4:
1: After group discussion on above topic teacher will do following activity.
➢ 2: Think-Pair-Share. (Cooperative learning technique)

Conclusion/
Assessment Also called turn & talk. Teacher poses a question to the group, and each student 5min
has a minute or two to think about the question. Then, they turn and discuss
with someone sitting next to them, and then share with the whole class.
Ask to brows given link

Homework https://www.youtube.com/watch?v=_5AZwrTkQNA 2min
Page 152 of 167

Lesson plan: 2
SLO(s):

a: describe the factors affecting the transfer of heat through solid conductors and hence define the term
‘thermal conductivity’.
b: solve problems based on thermal conductivity of solid conductors.
Materials: PTB class 9 physics and Co-ordinated

Display this content for 5 minutes and ask to students for reading.
1: Here are the factors that affect the rate of conduction:
2: Temperature difference. The greater the difference in temperature between the two
ends of the bar, the greater the rate of thermal energy transfer, so more heat is
transferred. The heat, Q, is proportional to the difference in temperature:
Cross-sectional area. A bar twice as wide conducts twice the amount of heat. In
Initiation general, the amount of heat conducted, Q, is proportional to the cross-sectional 8min
area, A, like this.
Length (distance heat must travel). The longer the bar, the less heat that will make it
all the way through. Therefore, the conducted heat is inversely proportional to the length
of the bar, l:
Time. The amount of heat transferred, Q, depends on the amount of time that
passes, t — twice the time, twice the heat. Here’s how you express this idea
mathematically.
Page 153 of 167

1: Teacher will explain the topic during his presentation on white board by doing
mathematical steps.
2: Teacher will do at least two problems related to thermal conductivity during his
presentation.
Development 3: After teacher presentation he/she will give two problems as class task. Students will 25min
do this activity individually.
4: teacher will observe individual task he/she will check some class tasks and give
feedback.
Teacher can use the first activity for the purpose of assessment.
Conclusion/
Assessment 1: After displaying it for five minutes teacher will hide it and he/she will ask at least four 5min
questions related to the given content.
1: The thermal conductivity of copper is 390 W/m/K. Calculate the rate of heat
flow through a copper bar whose area is 4.0 cm2 and whose length is 0.50 m, if there is a
temperature difference of 30°C maintained between its ends.
2. The thermal conductivity of copper is 390 W m-1 K-1. Calculate the rate of heat
Homework transfer through a copper wire with area 4.0 cm2 and length 0.50 m. The temperature 2min
difference between both ends of the wire is 30 oC.
3: ask to brows following link.
https://www.youtube.com/watch?v=3peI3xJKFCE
Page 154 of 167

Lesson plan: 3
SLO(s):

a: identify examples of good and bad conductors of heat.
b: describe the uses of good and bad conductors.
Materials: PTB class 9 physics and Fundamental physics O level

To activate prior knowledge of student’s teacher will ask following questions.
1: What is conductor?
Initiation 2: why conductor allows heat and electricity to follow? 5min
3: why rubber does not allow heat and electricity to conduct?
4: Why wood is used as handle of different utensils?
1: After prior knowledge teacher will explain the concept with the help of examples
from daily life during his presentation.
2: Teacher will take support from below content.
3: Applications of Conductors
Development 28min
Conductors are quite useful in many ways. They find use in many real-life applications.
For example,
• Mercury is a common material in thermometer to check the temperature of the

body.
• Aluminum finds its use in making foils to store food. It is also used in
the production of fry pans to store heat quickly.
• Iron is a common material used in vehicle engine manufacturing to conduct heat.
• The plate of iron is made up of steel to absorb heat briskly.
• Conductors find their use in car radiators to eradicate heat away from the engine.
Examples of Insulators
• Glass is the best insulator as it has the highest resistivity.
Page 155 of 167

• Plastic is a good insulator, and it finds its use in making a number of things.
• A rubber is a common material used in making tires, fire-resistant clothes, and

slippers. This is because it is a very good insulator.
Applications of Insulators
As insulators resist the flow of electron, they find worldwide applications. Some of the
common uses include:
• Thermal insulators, disallow heat to move from one place to another. Hence, we
use them in making thermoplastic bottles. They are also used in fireproofing
ceilings and walls.
• Sound insulators help in controlling noise level, as they are good in absorbance of
sound. Thus, we use them in buildings and conference halls to make them noise-
free.
• Electrical insulators hinder the flow of electron or passage of current through them.
So, we use them extensively in circuit boards and high-voltage systems. They are
also used in coating electric wire and cables.
1: What is conductor?
Conclusion/ 2: why conductor allows heat and electricity to follow?
Assessment 3: why rubber does not allow heat and electricity to conduct? 5min
4: Why wood is used as handle of different utensils?
Homework Ask to differentiate conductors and insulators with the help of examples and uses with 2min
the help of paragraph writing.
Page 156 of 167

Lesson plan: 4
Date: Class: 9th Topics: Conduction and convection
SLO(s):

a: explain that insulation reduces energy transfer by conduction.
b: explain the convection currents in fluids due to difference in density.
c: state some examples of heat transfer by convection in everyday life.
Materials: video clip, PTB class 9 physics and Fundamental physics.
Teacher will use following diagrams to activate students.
Initiation 5min
Page 157 of 167

1: Teacher will explain the concepts with the help of video clips. Before showing
video, teacher will develop questions, first teacher will display questions for two
minutes then he/she may play video clip.
2: Teacher will brows following sites during his presentation.
3: https://www.youtube.com/watch?v=MBFUfld_5i0
Development 28min
4: https://www.youtube.com/watch?v=B8H06ZA2xmo
5: https://www.youtube.com/watch?v=HpCvWuvCUoA
6: Teacher may also explain these concepts by drawing on white board.
Conclusion/ 1: For the purpose of assessment teacher will display the questions after showing video 5min
Assessment clips and he /she will choose some students by calling their roll numbers for
questioning.
Ask to draw the concept of sea breeze and land breeze they will write down in their
own words also
Homework
2min
Student will also see the past papers to check the nature of questions related to this
topic.
Page 158 of 167

Content For above lesson plan.
Sea and Land Breezes describe the wind that blows onshore from sea to land during the day and blows
offshore in the evening.
Why do I care? During the summer, the sea breezes are stronger than in winter because of the large
temperature differences between land and ocean water that time of year. The fronts caused by the sea
breezes along the coast can provide a trigger to daily thunderstorm activity in coastal areas, particularly
along the peninsula of Florida.
A sea breeze describes a wind that blows from the ocean inland towards land. This breeze occurs most
often in the spring and summer months because of the greater temperature differences between the ocean
and nearby land, particularly in the afternoon when the land is at maximum heating from the sun.
During the day, the sun heats up both the ocean surface and the land. Water is a good absorber of the
energy from the sun. The land absorbs much of the sun’s energy as well. However, water heats up much
more slowly than land and so the air above the land will be warmer compared to the air over the ocean.
The warm air over the land will rise throughout the day, causing low pressure at the surface. Over the
water, high surface pressure will form because of the colder air. To compensate, the air will sink over the
ocean. The wind will blow from the higher pressure over the water to lower pressure over the land
causing the sea breeze. The sea breeze strength will vary depending on the temperature difference
between the land and the ocean.
At night, the roles reverse. The air over the ocean is now warmer than the air over the land. The land
loses heat quickly after the sun goes down and the air above it cools too. This can be compared to a
blacktop road. During the day, the blacktop road heats up and becomes very hot to walk on. At night,
however, the blacktop has given up the added heat and is cool to the touch. The ocean, however, is able to
hold onto this heat after the sun sets and not lose it as easily. This causes the low surface pressure to shift
to over the ocean during the night and the high surface pressure to move over the land. This causes a
small temperature gradient between the ocean surface and the nearby land at night and the wind will blow
from the land to the ocean creating the land breeze.
Page 159 of 167

Figure A. Sea Breeze (Left) and Land Breeze (Right). (Adapted from graphic by NOAA).
At certain locations, converging sea breezes can cause thunderstorms during the afternoon. On the
peninsula of Florida, winds are blowing easterly (from the east) off the Atlantic Ocean and westerly (from
the west) off the Gulf of Mexico. This causes sea breezes to converge towards the central part of the
peninsula. The air rises, forming clouds, precipitation, and potentially, thunderstorms. These sea breezes
are very beneficial to the climate of Florida and along the East Coast. On occasion, these sea breezes are
not strong enough and do not converge inland over Florida. When this happens, forest fires are then at
risk of occurring if the proper conditions exist with no relief from precipitation due to the sea breezes.
Figure B. Temperature variations throughout the day. (Image from University of Wisconsin-Madison).
At locations near the ocean, temperature variations throughout the year can be very small, or at least
smaller than locations farther inland throughout a 24-hour period. Inland areas warm up greatly during
the afternoon while the sun is shining down, but they also cool down quickly at night after sunset. More
water vapor exists in the air around locations near large bodies of water which absorb much of the
moisture from the surrounding water. These locations will warm up during the day but will remain cooler
in comparison to other locations farther inland and will keep the temperature at a comfortable level.
During winter, the locations near the large bodies of water will remain milder than surrounding inland
areas. During the summer, the sea breezes keep these locations cooler than other locations farther inland.
Figure B shows a comparison between the temperature of cities around water and cities farther inland
using only the proximity to water as a variable on the daily temperature.
Page 160 of 167

Lesson plan: 5

Date: Class: 9th Topics: Radiation
SLO(s):

a: describe the process of radiation from all objects.
Materials: video clip, PTB class 9 physics and GCE O level.
To activate student’s teacher will ask following question.

Initiation 1: What is radiation?
2: How radiations are contributing to our lives? 5min
3: How heat transfer is occurring due to radiation?
1: Teacher will explain radiations its contributions and the whole process during his
presentation with the help of diagram during his presentation.
2: Teacher will use following content.
Development 28min
Page 161 of 167

3: Heat Transfer by Radiation
A final method of heat transfer involves radiation. Radiation is the transfer of heat by
means of electromagnetic waves. To radiate means to send out or spread from a
central location. Whether it is light, sound, waves, rays, flower petals, wheel spokes
or pain, if something radiates then it protrudes or spreads outward from an origin.
The transfer of heat by radiation involves the carrying of energy from an origin to the
space surrounding it. The energy is carried by electromagnetic waves and does not
involve the movement or the interaction of matter. Thermal radiation can occur
through matter or through a region of space that is void of matter (i.e., a vacuum). In
fact, the heat received on Earth from the sun is the result of electromagnetic waves
traveling through the void of space between the Earth and the sun.
All objects radiate energy in the form of electromagnetic waves. The rate at which
this energy is released is proportional to the Kelvin temperature (T) raised to the
fourth power.
Radiation rate = k•T4
The hotter the object, the more it radiates. The sun obviously radiates off more
energy than a hot mug of coffee. The temperature also affects the wavelength and
frequency of the radiated waves. Objects at typical room temperatures radiate energy
as infrared waves. Being invisible to the human eye, we do not see this form of
radiation. An infrared camera is capable of detecting such radiation. Perhaps you
have seen thermal photographs or videos of the radiation surrounding a person or
animal or a hot mug of coffee or the Earth. The energy radiated from an object is
usually a collection or range of wavelengths. This is usually referred to as
an emission spectrum. As the temperature of an object increases, the wavelengths
within the spectra of the emitted radiation also decrease. Hotter objects tend to emit
shorter wavelength, higher frequency radiation. The coils of an electric toaster are
considerably hotter than room temperature and emit electromagnetic radiation in the
visible spectrum. Fortunately, this provides a convenient warning to its users that the
coils are hot. The tungsten filament of an incandescent light bulb emits
electromagnetic radiation in the visible (and beyond) range.
This radiation not only allows us to see, it also warms the glass bulb that contains the
filament. Put your hand near the bulb (without touching it) and you will feel the
radiation from the bulb as well.
Thermal radiation is a form of heat transfer because

the electromagnetic radiation emitted from the
source carries energy away from the source to
surrounding (or distant) objects. This energy is
absorbed by those objects, causing the average
kinetic energy of their particles to increase and
causing the temperatures to rise. In this sense,
energy is transferred from one location to another
by means of electromagnetic radiation. The image at the right was taken by a thermal
imaging camera. The camera detects the radiation emitted by objects and represents it
Page 162 of 167

by means of a color photograph. The hotter colors represent areas of objects that are
emitting thermal radiation at a more intense rate.
Our discussion on this page has pertained to the various methods of heat transfer.
Conduction, convection and radiation have been described and illustrated. The
macroscopic has been explained in terms of the particulate.
Conclusion/ 1: What is radiation? 5min

Assessment 2: How radiations are contributing to our lives?
3: How heat transfer is occurring due to radiation?
Homework How radiations are contributing to our lives by giving some examples write detail 2min
note.
Lesson plan: 6

Date: Class: 9th
Topics: Consequences and Everyday Application of Heat Transfer

SLO(s):

a: explain that energy transfer by radiation does not require a medium and that the rate of energy transfer
is affected by;
 colour and texture of the surface
• surface temperature
 surface area
Materials: PTB class 9 physics and IGCE O level.
Teacher will provide following content for reading in groups.
The Transfer of Heat Energy
The heat source for our planet is the sun. Energy from the sun is transferred
through space and through the earth's atmosphere to the earth's surface. Since this
Page 163 of 167

energy warms the earth's surface and atmosphere, some of it is or becomes heat
energy. There are three ways heat is transferred into and through the atmosphere:
▪ radiation
▪ conduction
▪ convection
Radiation
Initiation 8min
If you have stood in front of a fireplace or near a campfire, you have felt the heat
transfer known as radiation. The side of your body nearest the fire warms, while
your other side remains unaffected by the heat. Although you are surrounded by
air, the air has nothing to do with this transfer of heat. Heat lamps, that keep food
warm, work in the same way. Radiation is the transfer of heat energy through
space by electromagnetic radiation.
Most of the electromagnetic radiation that comes to the earth from the sun is
invisible. Only a small portion comes as visible light. Light is made of waves of
different frequencies. The frequency is the number of instances that a repeated
event occurs, over a set time. In electromagnetic radiation, its frequency is the
number of electromagnetic waves moving past a point each second.
Our brains interpret these different frequencies into colors, including red, orange,
yellow, green, blue, indigo, and violet. When the eye views all these different
colors at the same time, it is interpreted as white. Waves from the sun which we
cannot see are infrared, which have lower frequencies than red, and ultraviolet,
which have higher frequencies than violet light. It is infrared radiation that
produce the warm feeling on our bodies.
Most of the solar radiation is absorbed by the atmosphere and much of what
reaches the earth's surface is radiated back into the atmosphere to become heat
energy. Dark colored objects, such as asphalt, absorb radiant energy faster than
light colored objects. However, they also radiate their energy faster than lighter
colored objects.
Page 164 of 167

Conduction
Conduction is the transfer of heat energy from one substance to another or within a
substance. Have you ever left a metal spoon in a pot of soup being heated on a
stove? After a short time, the handle of the spoon will become hot.
This is due to transfer of heat energy from molecule to molecule or from atom to
atom. Also, when objects are welded together, the metal becomes hot (the orange-
red glow) by the transfer of heat from an arc.
This is called conduction and is a very effective method of heat transfer in metals.
However, air conducts heat poorly.
Convection
Convection is the transfer of heat energy in a fluid. This type of heating is most
commonly seen in the kitchen with a boiling liquid.
Air in the atmosphere acts as a fluid. The sun's radiation strikes the ground, thus
warming the rocks. As the rock's temperature rises due to conduction, heat energy
is released into the atmosphere, forming a bubble of air which is warmer than the
surrounding air. This bubble of air rises into the atmosphere. As it rises, the bubble
cools with the heat contained in the bubble moving into the atmosphere.
Page 165 of 167

As the hot air mass rises, the air is replaced by the surrounding cooler, denser air,
what we feel as wind. These movements of air masses can be small in a certain
region, such as local cumulus clouds, or large cycles in the troposphere, covering
large sections of the earth. Convection currents are responsible for many weather
patterns in the troposphere.
Vacuum flask, also called Dewar Vessel, or Thermos Flask, vessel with double
walls, the space between which is evacuated. It was invented by the British
chemist and physicist Sir James Dewar in the 1890s. Thermos is
a proprietary name applied to a form protected by a metal casing.
The vacuum flask was devised to preserve liquefied gases by preventing the
transfer of heat from the surroundings to the liquid. The evacuated space between
the walls (which are ordinarily glass or steel) is practically a non-conductor of
heat; radiation is reduced to a minimum by silvering the glass or steel. The chief
path by which heat can be communicated to the interior of the inner vessel is at the
vessel’s neck, the only junction of the walls, which therefore is made as small as
possible. This thermal isolation applies equally to heat, a hot liquid remaining at a
high temperature in the flask for several hours.
Page 166 of 167

1: After group study teacher will develop questions, he /she will do following
activity.
Graffiti.
Development 1. Divide the students into group of 3 or 4. Pose a question. 25min
3: Teacher will observe group task. During his/her observation teacher will give
feedback according to the need.
Conclusion/ 1: How heat energy travels through space?

Assessment 2: What are the factors which are affecting mode of radiation? 5min
3: How we minimize transfer of heat through radiations in thermos flask?
Homework Ask to write summary of discussion in neat notebooks. 2min
Teacher can modify or bring any innovation in this lesson plan file on need basis.
Developed by,
AKU-EB UNIT GILGIT BALTISTAN.
Page 167 of 167

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Page 1 of 167

1. What do you know about physics?

Importance of Physics in Modern Engineering

Mass of pen, beauty of a mountain, length of a corridor, love of father, etc

Objectives: By the end of this lesson, students will be able to:

Materials: White board, markers, duster, textbook,

3. What do you know about base quantities?

Objectives: By the end of this lesson, students will be able to:

b. identify the multiples and submultiples of each prefix.

c. convert one unit into other units by using multiple/submultiples.

Stages Activities Time

5. What do you know about prefixes?

6. Name any prefix that you are aware of.

5km into m, 250 cm into m, 4 km into cm, etc

1. Convert (e.g.) 2 min

Objectives: By the end of this lesson, students will be able to:

Stages Activities Time

Mass of earth = 60000000000000000000000000 kg

Mass of electron = 0.00000000000000000000000000000091 kg

Mass of earth = 6 × 1024 kg

Mass of electron = 9.1 × 10−31 kg

6400000 m, 0.0000548 s, 3000000000 ms-1, 0.0000000016g, 20 min

Objectives: By the end of this lesson, students will be able to:

Stages Activities Time

What if the length/ thickness is less than 1 mm or 0.1 cm?

to talk about the limitation of the instruments.

textbook or any other reference book.

Objectives: By the end of this lesson, students will be able to:

Stages Activities Time

What if the length/ thickness is less than 0.1 mm or 0.01 cm?

to talk about the limitation of the instruments.

Objectives: By the end of this lesson, students will be able to:

Stages Activities Time

Objectives: By the end of this lesson, students will be able to:

Stages Activities Time

rounding off a given value.

a. Problem 1.9, 1.10 from Punjab Textbook 2 min

Objectives: At the end of the lesson students will be able to:

1: Teacher will ask questions during pk test.

Date: Class: 9th Topics: Types of motion

Objectives: At the end of the lesson students will be able to:

1: Brain storming. (Teacher will distribute handout)

• Write 4 four examples for each given type of motion.

Distance travelled = Total path length covered

• Force And Motion

• Rectilinear Motion – The path of the motion is a straight line.

Date: Class: 9th

Objectives: At the end of the lesson students will be able to:

Give this work sheet as home task.

Objectives: At the end of the lesson students will be able to:

Conclusion/ 1: What will happen when magnitude or direction of velocity is changed?

2: What was the ball’s net displacement toward the wall?

Date: 21 Jun Class: 9th Topics: Acceleration

Objectives: At the end of the lesson, students will be able to:

Date: Class: 9th Topics: Vector and scalar quantities.

Objectives: At the end of the lesson students will be able to:

3: Teacher will give two problems related to addition of vectors in pairs.

Discuss the given diagrams

Objectives: At the end of the lesson students will be able to:

2: Teacher will make groups, he/she will distribute predeveloped problems.

5: Teacher will give home task.

1: The horizontal component of a force is 30 N and vertical component is 55 N.

Objectives: At the end of the lesson students will be able to: