Scheme of work SS 1 2nd term

WEEK TOPIC
1. Heat energy, Concept of heat and temperature; Effect of heat; Sources/uses of heat
2. Thermometer and its types; physical Properties of Materials Used in Temperature
Measurement. Temperature Scales and Thermometric Liquids and their Properties.
3. Expansivity (I) – Expansion of solids, effects and applications of expansivity
4. Expansivity (II) – Linear, Area and Volume; Real and Apparent cubic Expansivity,
Anomalous Expansion of water
5. Heat transfer – Conduction, Convection, Radiation and their applications; Land and sea
breeze, Thermos flask
6. Electric charges – production, types, distribution and storage
7. Gold-leaf Electroscope and its uses; lightning and lightning conductor
8. Force field – concept and types of field, gravitational and magnetic field, force of gravity,
shape and dimension of the earth
9. Electric field – Lines of force, properties of lines of force, description and properties of
force field
10. Production of continuous electric current via: Chemical energy, heat energy, mechanical
energy, solar energy
11. Revision
12. Exam
13. Exam

1
 LESSON PLAN FOR WEEK 1
DATE
CLASS SS 1
SUBJECT Physics
LESSON TITLE Heat Energy
SUB-TITLE
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING The students should be able to
OBJECTIVES i. Define and explain heat as a form of energy
ii. Define and explain temperature as the degree of hotness or coldness of
a body
iii. State and explain the kinetic theory of matter
iv. List and explain some effects of heat
v. List some sources of heat
vi. Explain the applications of the effects of heat
KEY VOCABULARY thermal, state, joule, degree, hotness, coldness, thermometer, theory, matter,
WORDS collision etc.
RESOURCES & 1. Okeke P.N et al, Senior Secondary Schools Physics
MATERIALS 2. Abbott, A.F., Ordinary Level Physics, Third Edition, Heinemann
Educational Books, London 1977
3. Material(s): Source of heat e.g matches, Bunsen burner, ice block
water etc
BUILDING The students can explain the inter-relationship between heat and temperature
BACKGROUND
/CONNECTION TO
PRIOR
KNOWLEDGE
CONTENT HEAT ENERGY
(PERIOD 1 & 2) Heat
Heat is defined as a form of energy called thermal energy that flows from one
place to another as a result of temperature difference except during change of
state.
The SI unit of heat is the joule (J)
Temperature
Temperature is the degree of hotness or coldness of a body that can be
measured using a thermometer. It is also a measure of the average kinetic
energy of the molecules of the body.
The SI unit of temperature is the Kelvin (K)

2
 The kinetic theory or molecular theory of matter
i. Matter is made up of very small particles called atoms and molecules
ii. These particles are in a state of constant motion
iii. The particles collide with themselves and with the walls of the
container. The collision is perfectly elastic; i.e. there is no loss of energy
iv. Because the particles are in motion, the particles possess kinetic energy
v. The kinetic energy of the molecules is proportional to the temperature
of the body.
CONTENT
(PERIOD 3 & 4) HEAT ENERGY (continued)
Effects of Heat
1. Change in temperature
2. Change of state
3. Expansion
4. Change in physical properties such as density, colour, electrical
resistance etc.
5. Change in pressure
6. Thermionic emission
7. Chemical change
Sources of heat
a. The sun
b. Chemical sources such as fuel including wood
c. Electrical sources such as heaters

Applications of the effects of heat/uses of heat

i. The expansion of a bimetallic strip is used in a thermostat for
temperature regulation
ii. Generation of electric current. Heat is converted to electric
current using a thermocouple
iii. Thermionic emission: When some metals are heated, they emit
electrons which flow in one direction. This is used to design gas
tubes or gas diodes used as rectifiers to change alternating
current to direct current
iv. The change in the pressure of a gas when heated is used in the
gas thermometer to measure very high temperature
v. Chemical changes resulting from application of heat are used in
combustion of fuel to release energy.
STRATEGIES & The teacher defines and explains the concept of heat as a form of energy
ACTIVITIES Students’ activity: The students rob their palms together and explain their
STEP 1 observation resulting from the energy conversion involved
3
STEP 2 The teacher proceeds to define and explain the concept of temperature
Students’ activity: The students repeat the definition after the teacher to
strengthen their memories
STEP 3 The teacher further explains the kinetic theory of matter
Students’ activity: The teacher asks the students to define and explain matter
before proceeding to the kinetic theory
STEP 4 Students’ activity: The students give some examples of effects of heat on
substances
The teacher proceeds to explain some effects of heat on substances
STEP 5 Students’ activity: The students list some common sources of heat e.g. the sun
The teacher explains other sources of heat
STEP 6 The teacher explains some applications of the effects of heat
STEP 7 The teacher rounds off the lesson by taking questions from the students before
the evaluation
ASSESSMENT 1. Define heat and state its SI unit
(EVALUATION) 2. Define temperature and state its SI unit
3. State 4 assumptions of the kinetic theory of gases
4. List and explain 4 effects of heat
5. List three sources of heat
6. Explain two usefulness of heat
WRAP – UP The students can list and explains some effects of heat, sources of heat and
(CONCLUSION) uses of heat
ASSIGNMENT In a tabular form, give three differences between temperature and heat
HOD/VP’S
COMMENT &
ENDORSEMENT

4
 LESSON PLAN FOR WEEK 2
DATE
CLASS SS 1
SUBJECT Physics
LESSON TITLE Thermometer and its types
SUB-TITLE
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING The students should be able to
OBJECTIVES i. Define and explain thermometric substances
ii. Define and explain thermometric properties
iii. List types of thermometers and their thermometric substances
iv. Explain temperature scales used in thermometers
v. Convert from one scale to another
vi. Define and explain thermometric liquids
vii. List and explain the properties of a good thermometric liquid
viii. Compare alcohol and mercury as thermometric liquids
ix. Explain why water is not used as thermometric liquids
KEY Measurable, dissimilar, differential, Bimetallic, riveted, fundamental,
VOCABULARY interval etc.
WORDS
RESOURCES & 1. Anyakoha, M.W., New School Physics for Senior Secondary
MATERIALS Schools, African First Publishers, Onitsha, 2005
2. Okeke P.N et al, Senior Secondary Schools Physics
3. Thermometers – mercury-in-glass and clinical thermometers
(Instructional materials)
4. Projector in lieu of charts (to project some of the instructional
materials)
BUILDING The students can identify thermometer as an instrument used in the
BACKGROUND measurement of temperature.
/CONNECTION
TO PRIOR
KNOWLEDGE
CONTENT THERMOMETER AND ITS TYPES
(PERIOD 1 & 2) Thermometric substances
Thermometric substances are substances used in thermometers which
have measurable physical properties that change continuously with
temperature.

Thermometric properties
5
Thermometric properties are measurable physical properties that change
continuously with temperature and are used in thermometers e.g
expansion, change in electrical resistance with temperature etc.

Types of thermometers

Types of Thermometric
Thermometers substance Physical property
Mercury-in- The expansion of liquid
1 glass Liquid (Mercury) with temperature
The expansion of gases or
Constant change of gas pressure with
volume gas Gas (e.g temperature at constant
2 thermometer Hydrogen) volume

Resistance Changes in electrical resistance

3 thermometer Resistance wire with temperature.
Thermoelectric
thermometer or
4 thermocouple Two dissimilar
metals joined at Changes in current with
the ends temperature
The differential expansion of
Bimetallic Two dissimilar two dissimilar metals with
5 thermometer metals temperature
rivetted together

Note change in density is not a measurable physical quantity that changes

with temperature.

Temperature scales used in thermometers

The fixed points of thermometers
i. The lower fixed point or ice point
This is defined as the temperature of pure melting ice under
normal atmospheric pressure.
ii. The upper fixed point or steam point
This is defined as the temperature of steam from pure water
boiling under normal atmospheric pressure.

The difference in temperature between the upper fixed point and

the lower fixed point is called the fundamental interval.
6
 Scales of temperature
1. Fahrenheit scale (oF)
In this temperature scale, the ice point is 32 o while the steam point
is 212o. The fundamental interval is 180o;

2. Celsius or Centigrade scale (oC)

In this temperature scale, the ice point is 0o while the steam point is
100o. The fundamental interval is 100o.

3. Absolute or Thermodynamic or Kelvin scale (K)

This temperature scale arises because it was found that there is a
lowest possible temperature below which nothing can be cooled
and the volume of all gases will become zero. This is because, as we
cool the substance, its molecules move slowly until eventually they
will theoretically stop completely and have no kinetic energy. This
occurs at the lowest theoretical temperature possible called the
absolute zero temperature. On the Celsius scale, this corresponds
to -273 oC; on the absolute scale, it is 0 K.1

Watch out! Measurement is not in oK, but just K

Summarily,
Absolute zero: 0 K (-273 oC)
Ice point: 273 K (0 oC)
Steam point: 373 K (100 oC)
Fundamental interval: 100

Conversion of temperature scales

1. Between Celsius and Kelvin scales
T = θ + 273
Where:
T is the temperature in kelvin
θ is the temperature in degrees Celsius

Example 1
Convert to Kelvin: 50 oC

Solution
1
All gases liquefy before the absolute temperature is reached. Oxygen liquefies at -
183oC, Nitrogen at -196 oC, hydrogen at -253 oC and helium at -269 oC.

7
 T = θ + 273
T = 50 + 273
T = 323 K
Example 2
Convert to degrees Celsius: 470 K

Solution
T = θ + 273 _ θ = T - 273
θ = 470 - 273
θ = 197 oC

2. Between Celsius and Fahrenheit scales

Formula:
C = F - 32
5 9
_ C = 5(F - 32)
9
F = 9C + 32
5
Where:
C is temperature in oC
F is temperature in oF

Example 3
Convert 50 oF to degrees Celsius
Solution
C = 5(F - 32)
9
= 5(50 - 32)
9
= 5 x 18
9
= 10oC

Example 4
Convert 250 oC to degrees Fahrenheit

Solution

8
 F = 9C + 32
5
= 9 x 250 + 32
5
= 450 + 32
= 482 oF
CONTENT THERMOMETER AND ITS TYPES (CONTINUED)
(PERIOD 3 & 4)
Thermometric liquids and their properties
Thermometric liquids are liquids that are used in thermometers which
have measurable physical properties that change continuously with
temperature.

Properties of a good thermometric liquid

1. It should have a high conductivity.
2. It should have a high expansivity.
3. It should be opaque so that it can easily be seen and read.
4. It should not wet glass.
5. It should have a low freezing point and a high boiling point.
6. It should not vaporize easily

Mercury versus alcohol as thermometric liquids

Mercury Alcohol
1 Does not wet glass Wets glass
2 Opaque (can easily be seen) Transparent (it has to be coloured)
3 Good conductivity Poor conductivity
4 Low expansivity High expansivity (about 6 times
that of mercury)
5 Does not vaporize easily Vaporizes easily
6 High freezing point(-39oC) Low freezing point (-115oC)
7 High boiling point (357oC) Low boiling point (78oC)

Why water is not used as a thermometric liquid

i. It has a small range of expansion – it freezes at 0 oC and boils at
100 oC
ii. It does not expand uniformly. It contracts from 0 oC to 4 oC: this is
known as anomalous expansion of water
iii. It wets glass
iv. It is transparent, making the meniscus in the glass difficult to read.
STRATEGIES & The teacher defines and explains thermometric substances
9
ACTIVITIES Students’ activity: The students identify the thermometric substances used
STEP 1 in different thermometers presented by the teacher
STEP 2 The teacher defines and explains thermometric properties
Students’ activity: The students repeat the definition after the teacher to
strengthen their memories
STEP 3 The teacher explains types of thermometers and their thermometric
substances
Students’ activity: The students use the names of the thermometers to
identify the thermometric substance used in them
STEP 4 Students’ activity: The teacher guides the students to explain the meaning
of scales as used in measurement of temperature
The teacher proceeds to explain temperature scales used in thermometers
STEP 5 The teacher explain conversion from one temperature scale to another
with worked examples
Students’ activity: The teacher guides the students to carry out simple
conversion
STEP 6 Students’ activity: The teacher guides the students to define
thermometric liquids from their understanding of thermometric
substances in Step 1 above
The teacher proceed to define and explain thermometric liquids
STEP 7 The teacher lists and explains properties of a good thermometric liquid
STEP 8 The teacher compares and contrasts alcohol and mercury as
thermometric liquids in a tabular form
Students’ activity: The students listen attentively to the teacher
STEP 9 The teacher further explains why water is not used as a thermometric
liquid
STEP 10 The teacher rounds off the lesson by taking questions from the students
before the evaluation
ASSESSMENT 1. What thermometric properties?
(EVALUATION) 2. What is a thermometric substance?
3. Complete the table

Thermometer Thermometric substance

10
 4. List three temperature scales with their ice point and steam point
5. Convert the following:
i. 792 K to oC
ii. 70 oC to oF
6. Define thermometric liquid
7. Give 4 properties of a good thermometric liquid
8. Explain briefly why water is a bad thermometric liquid
WRAP – UP The students can define, explain and list properties of a good thermometric
(CONCLUSION) liquids. They can also explain why water is not used as a thermometric
liquid
ASSIGNMENT Carry out the following conversions:
1. 120 oC to Kelvin
2. 36.7 oC to Fahrenheit
3. 132 oF to Celsius
HOD/VP’S
COMMENT &
ENDORSEMENT

LESSON PLAN FOR WEEK 3

DATE
CLASS SS 1

11
SUBJECT Physics
LESSON TITLE Expansivity (I)
SUB-TITLE
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING The students should be able to
OBJECTIVES i. Define and explain expansion
ii. Explain expansion and contraction using the kinetic theory
iii. List and explain some effects of expansion
iv. List and explain some applications of expansion
KEY VOCABULARY Expansion, kinetic, molecules, creaking, sagging, telegraph, snapping,
WORDS tumbler etc
RESOURCES & 1. Anyakoha, M.W., New School Physics for Senior Secondary
MATERIALS Schools, African First Publishers, Onitsha, 2005
2. Abbott, A.F., Ordinary Level Physics, Third Edition, Heinemann
Educational Books, London.
3. Material(s): Ball and ring, source of heat e.g Bunsen burner
BUILDING From the previous lesson, the students can explain expansion as one of
BACKGROUND the numerous effects of heat
/CONNECTION TO
PRIOR
KNOWLEDGE
CONTENT EXPANSION OF SOLIDS
(PERIOD 1 & 2)
Definition
Expansion is the increase in volume of a gas or the increase in the length,
area or volume of a solid2.
Kinetic theory explanation of thermal expansion
As a substance is heated, the heat energy is converted to kinetic energy in
the molecules and this makes the molecules to move faster and occupy
more space inside the substance thereby causing expansion of the
substance.
When the source of heat is removed, the molecules move slower
and occupy less space inside the substance leading to contraction.

Effects of expansion
i. In hot weather, a creaking sound is heard as a result of expansion
of iron sheet on the roof; and the burner of a stove or gas

2
Just like solids, liquids and gases also expand when heated.
The expansion is more pronounced on gases, followed by liquids and it is least in
solids.
12
 produces a creaking sound when lit or put off
ii. Sagging of telegraph wires. The metals for making telegraph wire
expand and sag during the hot season and contract during cold
period.
CONTENT EXPANSIVITY (I) (continued)
(PERIOD 3 & 4)
Applications of expansions
1. Fitting of rivets. Steel plates used in ship building and other
constructional work are riveted together. Red hot rivets
are pushed into holes in overlapping steel plates or bars.
The other end is hammered tight against the plates; on
cooling, the rivets contract and pull the plates together.
2. Fitting of locomotive wheels: The wheels of locomotives are
fitted with steel tyres which are renewed from time to
time. In order to ensure a tight fit, the tyre is made slightly
smaller in diameter than the wheel; it is heated to expand
before fixing. The tyre contracts on cooling thus ensuring a
tight fit.
3. The bimetallic strip. This consists of two strips of different
metals joined or riveted together. When equal lengths of
brass and iron riveted together are heated through the
same temperature rise, the brass expands more than the
iron and this makes the bimetallic strip to curve with brass
on the outside as shown below.

The bimetallic strip is used in the design of thermostat for regulating

temperature and in the bimetallic thermometer.

13
 4. The balance wheel of clocks and watches. Expansion of the
balance wheel due to increase in temperature causes the
watch to LOSE time.
5. Railway lines are laid in sections with small gaps between
them to allow for expansion in warm weather, and to
prevent buckling.
6. One end of a metal structure such as a bridge is usually
supported on rollers to accommodate expansion during hot
weather
STRATEGIES & Students’ activity: The students explains the meaning of the word
ACTIVITIES “expansion” from their own understanding
STEP 1 The teacher proceeds to define and explain expansion.
STEP 2 The teacher explains expansion using the kinetic theory.
Students’ activity: The students give some examples of expansions
resulting from increase in temperature as explained by the teacher using
the kinetic theory
STEP 3 The teacher lists and explains some effects of expansion
STEP 4 The teacher lists and explains some applications of expansion
Students’ activity: The teacher guides the students to identify some of
these applications in the instructional materials provided
STEP 5 The teacher rounds off the lesson by taking questions from the students
before the evaluation
ASSESSMENT a. Define expansion
(EVALUATION) b. Using the kinetic theory, explain why metals expand when heated
c. List 3 effects of expansion
d. List and explain the principle of the bimetallic strip and its
applications
e. List 4 applications of expansion and explain two
WRAP – UP The students can list and explain some applications of expansion
(CONCLUSION)
ASSIGNMENT With the aid of a diagram, explain the anomalous expansion of water.
HOD/VP’S
COMMENT &
ENDORSEMENT

LESSON PLAN FOR WEEK 4

DATE
CLASS SS 1
SUBJECT Physics

14
LESSON TITLE Expansivity (II)
SUB-TITLE
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING The students should be able to
OBJECTIVES i. Define and explain linear expansivity
ii. Solve problems on linear expansivity
iii. Define and explain area expansivity
iv. Define and explain volume expansivity
v. Solve problems on area expansivity
vi. Define and explain real and apparent cubic expansivity
vii. Solve questions on real and apparent cubic expansivity
viii. Define and Explain anomalous expansion of water
KEY linear, expansivity, heated, brass superficial, cubic etc
VOCABULARY
WORDS
RESOURCES & 1. Abbott, A.F., Ordinary Level Physics, Third Edition, Heinemann
MATERIALS Educational Books, London.
2. Anyakoha, M.W., New School Physics for Senior Secondary
Schools, African First Publishers, Onitsha, 2005
3. Material(s): Diagrams or pictures to be projected on a screen
BUILDING The students have been taught applications of expansion in week 3.
BACKGROUND
/CONNECTION
TO PRIOR
KNOWLEDGE
CONTENT Linear Expansivity
(PERIOD 1 & 2)
The linear expansivity of a material is defined as the increase in length per
unit length for each kelvin or degree Celsius rise in temperature.
Increase ∈length
α=
Original length x temperature rise

∆l
α=
l 1 ∆θ

l 2−l 1
α=
l1 ∆ θ

l 2−l 1
α=
l 1 (θ2−θ1 )

15
Where:
α = linear expansivity
l 2 = new length at temperature θ2
l 1 = original length at temperature θ1
θ = temperature rise
SI unit: per kelvin (K-1 or 1/K)
Other unit: per degree Celsius (OC-1 or 1/oC)

Linear expansivity is also called the coefficient of linear expansion.

Example 1 [WAEC/WASCE, 1992]

Steel bars, each of length 3.0 m at 22 oC, are to be used for constructing a rail
line. If the linear expansivity of steel is 1.0 x 10 -5oC, what is the safety gap
that must be left between successive bars if the highest temperature
expected is 40 oC?

Solution
The safety gap is the change in length or expansion, ∆ l
∆l
α=
l 1 (θ2−θ1 )

−5 ∆l
1 x 10 =
3 x (40−22)

−5
∆ l=1 x 10 x 3 x (40−22)

−5
∆ l=1 x 10 x 3 x 18

∆ l=¿0.00054 m

∆ l=¿0. 054 cm

∆ l=¿5.4 x 10−2 cm

Example 2 [WAEC/SSCE, 2016]

An aluminium rod of length 1.8 m at 10 oC is heated to produce a difference
in length of 0.007 m. Calculate the temperature to which is heated.
(Linear expansivity of aluminium = 2.3 x 10-5K-1)

16
Solution
∆l
α=
l 1 (θ2−θ1 )

−5 0.007
2.3 x 10 =
1.8 x (θ 2−10)

−5
2.3 x 10 x 1.8 x ( θ2−10 )=0.007

0.007
θ2−10= −5
2.3 x 10 x 1.8

0.007
θ2−10= −5
4.14 x 10

θ2−10=169.08

θ2=169.08 +10

θ2=179.08

θ2=179 ℃

Example 3
Explain the statement that the linear expansivity of brass is 0.000019 per K.
A brass rod is 100 cm long at 110 oC, what will be the length at 10 oC?

Solution
A piece of brass of unit length (1 m) when heated through a temperature
change of 1 K, increases by 0.000019 m in length.

∆l
α=
l1 θ

l 2−l 1
α=
l 1 (θ2−θ1 )

l 2−l 1=α l1 (θ 2−θ1 )

l 2=l 1 +α l 1 (θ2−θ1)

17
l 2=l 1 [1+ α ( θ2 −θ1 ) ]

l 1 [ 1+ α ( θ2−θ 1 ) ]=l 2

l2
l 1=
[ 1+α ( θ 2−θ1 ) ]
100
l 1=
[ 1+ 0.000019 x ( 110−10 ) ]

100
¿
[ 1+0.000019 x 100 ]

100
¿
1+ 0.0019

100
¿
1.0019

¿ 99.8 cm

l 1=0.998 m

Area expansivity
The area or superficial expansivity β of a solid is the increase in area per unit
area for each kelvin or degree Celsius rise in temperature.
Increase ∈area
Original area x temperature rise

∆A
β=
A1θ

A 2− A 1
β=
A1 θ
A 2− A 1
β=
A 1 (θ2−θ1)

But β = 2α (Relationship between α and β )

Or

18
 1
α= β
2

Unit: The same as linear expansivity

Volume or cubic expansivity

The volume or cubic expansivity γ is the increase in volume of a substance

per unit volume for each kelvin or degree Celsius rise in temperature.
Increase ∈volume
γ=
Original volume x temperature rise

∆V
γ=
V 1θ

V 2−V 1
γ=
V 1 (θ2−θ 1)

But
γ = 3α (Relationship between α and γ )
Or
1
α= γ
3

Unit: The same as linear expansivity

Example 4 [WAEC/SSCE 2012]

A metal sheet of area 100 cm2 was heated through 70 oC. Calculate its new
area if the linear expansivity of the metal is 0.000017 K −1 .
Solution

∆A
β=
A1θ

A 2− A 1
β=
A 1 (θ2−θ1)

A2− A 1=β A 1 (θ2−θ1 )

A 2 = A 1 + β A 1 ¿)

19
 A2= A 1 [1+ β ( θ2−θ 1 ) ]

But β = 2α

A2= A 1 [1+2 α ( θ2−θ1 ) ]

A2=100[1+ 2 x 0.000017 x 70]

A2=100[1+ 0.00238]

A2=100 x 1.00238

2
A2=100.24 cm
CONTENT EXPANSIVITY (II) (continued)
(PERIOD 3 & 4)
Real and apparent cubic expansivity
i. The real cubic expansivity (γr) of a liquid is the increase in volume per
unit volume for each kelvin or degree Celsius rise in temperature
when the liquid is heated in an inexpansible vessel.
ii. The apparent cubic expansivity (γa) of a liquid is the increase in
volume per unit volume for each kelvin or degree Celsius rise in
temperature when the liquid is heated in an expansible vessel.
Real expansivity = apparent expansivity + expansivity of the container
γr = γa + γ

Where:

Volume of liquid expelled

γ a=
Volume of liquid remaining x temp . rise

Mass of liquid expelled

γ a=
Mass of liquid remaining x temp . rise

γ = 3α

Which is greater? Real or Apparent Cubic Expansivity?

The real cubic expansivity is more than the apparent cubic expansivity of a
liquid.
Reason: The real cubic expansivity measures the true expansion of the liquid
in an inexpansible vessel; but in apparent cubic expansivity, as the vessel
expands, the liquid fills the extra space or volume created. This makes the
20
actual expansion of the liquid less noticeable.

Example 5 [WAEC/SSCE, 2007]

A relative density bottle of volume 50 cm3 is completely filled with a liquid at
30 ℃ . It is then heated to 80 ℃ such that 0.75 cm3 of the liquid is expelled.
Calculate the apparent cubic expansivity of the liquid
Solution

Volume of liquid expelled

γ a=
Volume of liquid remaining x temp . rise

0.75
γ a=
( 50−0.75 ) x ( 80−30 )

0.75
γ a=
49.25 x 50

0.75
γ a=
2464.5

γ a=0.0003 K-1

Example 6
A density glass bottle contains 44.25 g of a liquid at 0 oC and 42.02 g at 50
℃ . Calculate the real cubic expansivity of the liquid. [Take α for glass =
−5
1.0 x 10 K-1]
Solution

γ r =γ a+ γ
γ r =γ a+ 3 α
But
Mass of liquid expelled
γ a=
Mass of liquid remaining x temp . rise

( 44.25−42.02)
γ a=
42.02 x (50−0)

2.23
¿
42.02 x 50

2.23
¿
2101

21
γ a = 1.0614 x 10-3 K-1

∴ γ r=1.0614 x 10−3 +3 x 1.0 x 10−5

−3 −5
¿ 1.0614 x 10 +3 x 10

−3
γ r =1.0914 x 10 K-1

Anomalous Expansion of Water

This is the irregular expansion of water when heated in such a way that
water contracts from 0 oC to 4 oC before it starts expanding at temperatures
beyond 4 oC.

22
 1. When a solid piece of ice is heated, during melting at 0 oC, there is a
sharp increase in density at constant temperature.
2. After melting, with further heating, the water contracts in volume
from 0 oC to 4 oC, corresponding to the minimum volume, before it
begins to expand.
3. At 4oC, when the volume is minimum, the density is maximum.
4. When cooled, water behaves in the reversed direction

STRATEGIES & The teacher defines and explains linear expansivity

ACTIVITIES Students’ activity: The teacher writes the formula, while the students explain
STEP 1 the parameters used in the formula
STEP 2 The teacher demonstrates linear expansivity with worked examples
STEP 3 The teacher defines and explains area expansivity
Students’ activity: The teacher writes the formula, while the students explain
the parameters used in the formula

23
STEP 4 The teacher further defines and explains cubic expansivity
Students’ activity: The teacher writes the formula, while the students explain
the parameters used in the formula
STEP 5 The teacher gives worked examples of area and cubic expansivity
STEP 6 The teacher explains real and apparent expansivity
STEP 7 The teacher proceeds to worked example on real and apparent cubic
Expansivity
STEP 8 Students’ activity: The teacher guides the students to explain anomalous
expansion of water from the previous assignment given to them
The teacher then defines and explains anomalous expansion of water
STEP 9 The teacher rounds off the lesson by taking questions from the students
before the evaluation
ASSESSMENT 1. Define linear expansivity
(EVALUATION) 2. Explain the statement, ‘The linear expansivity of copper is 0.000017K -1
3. A piece of rod is 2 m long at a certain temperature. What is its length
for a temperature rise of 100 K, if the linear expansivity of brass is 18
x 10-6 K-1? (JAMB)
4. Define and explain area or superficial expansivity
5. What is the relationship between linear expansivity and cubic
expansivity?
6. Differentiate between real and apparent cubic expansivity
7. Write the relationship between real and apparent cubic expansivity
8. Write the two expressions for apparent cubic expansivity
9. What is the anomalous expansion of water?
10. Water has its highest density at 4 0C. Explain
WRAP – UP The teacher summarises briefly to conclude the lesson as the students
(CONCLUSION) differentiated between real and apparent expansivity, defined and explained
the anomalous expansion of water and explain its importance to the survival
of aquatic lives
ASSIGNMENT 1. A solid metal cube of side 10 cm is heated from 10 oC to 60 oC. If the
linear expansivity of the metal is 1.2 x 10-5 K-1, calculate the increase in
its volume [WAEC/SSCE 1993]
2. When a metal ball is heated through 30 oC, its volume becomes
1.0018 cm3. If the linear expansivity of the material of the ball is 2.0 x
10-5 K-1, calculate its original volume.
HOD/VP’S
COMMENT &
ENDORSEMEN
T

24
 LESSON PLAN FOR WEEK 5
DATE
CLASS SS 1
SUBJECT Physics
LESSON TITLE Heat Transfer
SUB-TITLE
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING The students should be able to
OBJECTIVES i. Enumerate the modes of heat transfer
ii. Explain conduction using molecular theory
iii. Explain convection using molecular theory
iv. List and explain applications of convection
v. Explain radiation
vi. List some applications of radiation
vii. Explain land and sea breezes
viii. Draw, label and explain the different features of the vacuum
/thermos flask in minimising heat loss
KEY VOCABULARY conduction, vibration, thermosetting, Convection, Natural, Forced,
WORDS ventilation, cooling towers, heat exchanger, infra – red, radiation,
thermopile, Leslie cube, coastal, sea breeze, land breeze, vacuum flask,
thermos flask, vacuum, silvered-coated, cork stopper etc.
RESOURCES & 1. Okeke P.N et al, Senior Secondary Schools Physics
MATERIALS 2. Abbott, A.F., Ordinary Level Physics, Third Edition, Heinemann
Educational Books, London.
3. Material(s): Diagrams or pictures to be projected on a screen
BUILDING The students have been taught:
BACKGROUND i. heat as a form of energy in motion
/CONNECTION TO ii. the Kinetic or molecular theoryin week 1
PRIOR
KNOWLEDGE
CONTENT TRANSFER OF HEAT
(PERIOD 1 & 2) Heat is transferred by three (3) modes: conduction, convection and
radiation.

CONDUCTION
This is the process by which heat is passed along a stationary solid
material as a result of the vibration of the heated atoms of the material
about their mean or equilibrium positions. As this vibration is transferred
from one atom to another, heat is conducted along the material.
Note that the human body is a good conductor of both heat and
25
electricity; but glass is a poor conductor

Good and bad conductors and their everyday application

i. Cooking pots are made of good conductors such as aluminium;
while the handles are made of bad conductors such as
thermosetting plastic or wood.
ii. A stone floor or cement floor feels cold to the feet, but a rug on
the same floor and at the same temperature feels warm. This is
because the cement floor as a good conductor conducts heat away
from our feet making it to feel cold. The rug on the other hand as
a poor conductor does not conduct heat away from the feet as
rapidly as the cement floor.
Similarly, on a cold morning, the metal blade of a cutlass feels
colder to touch than the wooden handle because the blade is a
better conductor of heat than the handle.

CONVECTION
Convection is the process by which heat energy is transferred in a liquid or
gas by the actual movement of the heated fluid. This bulk movement of
the molecules within the fluid results in a convection current.
There are two types of convection namely natural convection (free
convection) and forced convection.
Natural convection current or simply convection is a circulating stream of
molecules of a fluid in such a way that the heated molecules rise and cold
molecules move in to replace them in the absence of an external force.
Forced convection is a circulating stream of molecules of a fluid in such a
way that the heated molecules are replaced by the cold ones under the
action of an external force such as a pump.
Convection is more in gases than in liquids because gases expand more
than liquid when heated.

Applications of convection
1. Ventilation
When the air inside a building or chimney is heated, it rises and
escapes as its density falls; and, fresh air from outside circulates in
to replace it. This method of natural ventilation is employed in
cooling towers.
2. Engine cooling by convection
Cars engines use forced convection in cooling as water is pumped
round the engine to carry away heat. A radiator attached to the
engine is a heat exchanger where the hot water flowing from the

26
 engine gives out heat to the blast of air provided by the fan(s)
blowing on the radiator.
3. Cooling by air conditioner
The air intake of the air conditioner is located high in order to
receive only warm air from the room. After cooling, the air
conditioner pushes the cold air out through the outlet vent which
sinks to the floor as it is heavier. The warm air then rises up the
room towards the air intake thereby setting up a convection
current, as long as the air conditioner is working. This also explains
why air conditioners are mounted up in a building.

4. Domestic hot water supply

5. Land and sea breezes (To be discussed shortly)

RADIATION
This is the process by which heat is transferred from one place to another
in the form of electromagnetic wave called infra – red without a material
medium. In this mode of heat transfer, molecules are not involved. Heat
from the sun reaches us directly by radiation after passing through empty
space called vacuum.

Radiant heat or radiation is detected using a thermocouple or thermopile

(plural).

Comparing radiation from different surfaces

This is done using a hollow cube called Leslie cube (Named after John
Leslie). One of the vertical faces of the cube is polished, while another is
made dull. The remaining two faces are painted white and black.The cube
is then filled with hot water and the faces directed on a thermopile to
measure the radiant energy coming from them one after the other.
Observation: The black surface radiates heat most; next is the dull surface;
and, least is the white surface.
Conclusively: Good absorbers of heat such as black and dull surfaces are
also good radiators of heat; while bad absorbers of heat such as white
and polished surfaces are also bad radiators of heat.
CONTENT APPLICATIONS OF HEAT TRANSFER
(PERIOD 3 & 4)
1. Land and sea breezes
This is natural application of convection near coastal areas. In the day, air
on the ground is heated and rises, while cold air from the sea moves in to
27
take its place; this sets up a convection current of cold air blowing from
the sea to the land during the day called sea breeze.

At night the opposite happens. The sea retains its heat and it is therefore
warmer than the land which had quickly lost its heat immediately the sun
stopped shining on it. Therefore at night, cool breeze called land breeze
moves from land to sea.

2. It is not advisable to wear a black or dark coloured jacket in a hot day

because the black jacket absorbs heat easily from the sun and makes the
wearer uncomfortable.
3. An old pot heats faster than a new shiny pot. This is because the old
pot has a black or dull bottom which absorbs heat from the flame while
the shiny base of the new pot absorbs heat poorly from the flame.

28
 4. The vacuum flask
The flask uses the applications of the three modes of heat transfer to keep
the temperature of its content constant.

The features of the flask are:

a) The vacuum prevents heat losses by conduction and convection

since a material medium is required for heat loss by these two
processes.
b) The silvered-coated double walls prevent heat loss by radiation
since silver (a shiny) is a poor radiator. Radiant heat that escapes
from one silvered wall is reflected back by the other wall.
c) The cork stopper prevents heat loss by convection resulting from
evaporation.
d) The supporting cork at the bottom of the glass vessel reduces heat
loss to the surrounding metal case by conduction.
STRATEGIES & The teacher explains heat transfer and lists the three modes of heat
ACTIVITIES transfer
STEP 1 Students’ activity: The teacher guides the students to mention some
examples of the different modes of heat transfer listed by
the teacher
STEP 2 The teacher explains conduction as a mode of heat transfer using the
molecular theory
Students’ activity: The students give some examples of good conductors
of heat
STEP 3 The teacher explains convection using molecular theory

29
 Students’ activity: The students listen attentively to the teacher
STEP 4 The teacher states some applications of convection
Students’ activity: The teacher guides the students to mention more
applications of convection
STEP 5 The teacher further explains radiation
Students’ activity: The students listen attentively to the teacher
STEP 6 The teacher proceeds to explain some applications of radiations
Students’ activity: The teacher guides the students to mention more
applications of radiation
STEP 7 The teacher explains land and sea breeze
STEP 8 The teacher explains diagrammatically the feature of the vacuum flask
STEP 9 The teacher rounds off the lesson by taking questions from the students
before the evaluation
ASSESSMENT 1. List the different modes of heat transfer
(EVALUATION) 2. Define convection
3. Explain three (3) applications of convection
4. Define and explain radiation as a mode of heat transfer
5. Explain land and sea breeze as natural applications of conduction
and convection
6. Explain why an old pot cooks faster than a new pot
7. List the designed features of the vacuum flask to minimize heat
loss or gain.
WRAP – UP The teacher highlights the key points of the lesson as the students can
(CONCLUSION) explain land and sea breezes, list some applications of radiation and draw
a labelled diagram of the vacuum flask.
ASSIGNMENT 1. Explain briefly why a black water storage tank is preferred to tanks
of other colours
2. Explain briefly why petrol storage tanks are made of stainless steel
or painted with silver paint
HOD/VP’S
COMMENT &
ENDORSEMENT

LESSON PLAN FOR WEEK 6

30
DATE
CLASS SS 1
SUBJECT Physics
LESSON TITLE Electric Charges
SUB-TITLE
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING The students should be able to
OBJECTIVES i. Define and explain static electricity
ii. Explain some natural examples of static electricity
iii. Explain how a glass rod and an ebonite rod are used to produce the
two types of charges: positive and negative charges
iv. List and explain the methods of producing charges
v. Explain some properties of charges
vi. Explain the distribution of charges
vii. Explain the storage of charges
KEY Static, insulated, friction, sleeve, harmattan, fluff, electrostatics, glass rod,
VOCABULARY silk, positive charge, negative charge, ebonite rod, fur, induction, Friction,
WORDS neutral, insulated, earthing, concentrated, Charge density etc.
RESOURCES & 1. Anyakoha, M.W., New School Physics for Senior Secondary Schools,
MATERIALS African First Publishers, Onitsha, 2005
2. CESAC UNILAG, Nigerian Secondary Schools Science Project, Physics,
Books One, Heinemann Educational Books (Nig) Ltd, Ibadan, 1980
3. Material(s): Glass, plastic comb, silk etc
BUILDING i. The student can explain current as a flow of charges
BACKGROUND ii. The students can explain the simple experiment of the tip
/CONNECTION of a biro attracting pieces of paper when rubbed vigorously on
TO PRIOR the hair
KNOWLEDGE
CONTENT ELECTRIC CHARGES
(PERIOD 1 & 2)
Static electricity
Static electricity is an accumulated electric charge on an insulated body as a
result of friction between the body and another body that is a poor
conductor, or between two bodies that are poor conductors.
Static electricity can lead to spark, crackling sound or static shock as a result
of neutralization of the excess charge.

Some natural phenomena or examples of static electricity

1. If a pen made of certain plastic materials is rubbed vigorously on dry
31
 hair or coat sleeve it would afterwards attract small pieces of paper
and dust.
2. When you comb your dry hair with a comb made of certain plastic
material, tufts of hair will stick to different parts of the comb. Even
in a dark room we can observe tiny sparks between the comb and
hair especially during the dry harmattan season.
3. When a mirror or window-pane is polished with a dry cloth in a very
dry atmosphere. Dust and fluff from the cloth stick to the glass and
are difficult to remove.
4. Getting shocked when one goes to open the door handle of a car.

Static electricity by friction is sometimes associated with a crackling sound.

This may be heard when taking off a dry sweater or nylon garment
particularly during the harmattan. The crackling sound is caused by small
electric sparks, which may be seen if the room is dark.
Sparks from static electricity can be very dangerous when
inflammable vapour is present. To prevent an outbreak of fire, a short
length of chain touching the ground is suspended from the frame of trolley
used in the hospital for transporting patients to the theatre. This conducts
the static electric charge due to the blanket and other materials to earth.
Similarly, in a dry weather, the friction of air on a fast moving petrol tanker
may cause static electricity charges.
To avoid fire outbreak, a chain is left hanging from the rear of the
tanker touching the ground.
People alighting from cars and buses in a dry weather occasionally complain
of a slight electric shock as their feet touch the ground if this chain is not
present.

Types of Charges
i. Positive charge: This is produced by rubbing a glass rod with silk.
ii. Negative charge: this is the charge produced by rubbing an
ebonite rod with fur

A positively charged glass rod attracts a negatively charge ebonite rod but
repels another positively charged glass rod. Similarly, a negatively charged
ebonite rod attracts a positively charged glass rod but repels another
negatively charged ebonite rod. This observation leads to thefirst law of
electrostatics that states:
Like or similar charges repel; unlike or opposite charges attract

32
CONTENT ELECTRIC CHARGES (continued)
(PERIOD 3 & 4) Production of Charges
1. By Friction
As discussed earlier, this involves production of charges by rubbing
one material with the other. E.g. when glass is rubbed with silk, the
glass acquires positive charge

2. By contact
This involves bringing a charged material in contact with an
uncharged material. The charged material transfers some of its
charges to the uncharged material by conduction.

3. By electrostatic induction
This is the process of charging a neutral body by bringing a charged
body very close to it without physical contact.

To charge a body positive by induction, a negative charged rod is

brought near the end of the insulated body. This causes free
electrons in the body to be repelled to the opposite end. This
opposite end is then earthed by touching it with the finger so that
the free electrons are conducted to the earth. This should be done
with the rod still held close to the body. Finally, the rod is removed
and the neutral conducting body is found to be positively charged.
To charge a conductor negatively, we use a positively charged rod.

33
 To charge two conductors A and B in contact by induction, a
negatively charged rod is brought near to A. This induces a positive
charge in A and a negative charge in B. With the charged rod still in
place, the two conductors are separated. Notice that earthing in this
case is not necessary.

Properties and storage of charges

1. Like or similar charges repel; unlike or opposite charges attract.
2. Charge is mostly concentrated at places where the surface is
sharply curved as shown below.

Charge density is the quantity of charge per unit area of surface

of a conductor and it is highest at the sharpest point of a
conductor.

34
 3. Charges reside only on the surface of a conductor and not the
inside.
STRATEGIES &
ACTIVITIES
STEP 1 The teacher defines and explains static electricity
Students’ activity: The students repeat the definition after the teacher to
strengthen their memories
STEP 2 The teacher explains static electricity with some natural phenomena as
examples
Students’ activity: The teacher guides the students to rub their biros on
their
hair and use it to attract small pieces of paper
STEP 3 The teacher explains positive and negative charges and how they are
produced
Students’ activity: The students symbolically represent a positive and a
negative charge
STEP 4 The teacher explains methods of producing charges
STEP 5 The teacher explains some properties of electric charge
STEP 6 The teacher explains with examples, the distribution of charges
Students’ activity: The teacher guides the students to draw different shapes
showing the distribution of charges on the surfaces of these shapes
STEP 7 The teacher explains briefly the storage of charges
STEP 8 The teacher rounds off the lesson by taking questions from the students
before the evaluation
ASSESSMENT 1. Define static electricity
(EVALUATION) 2. List three natural phenomena of static electricity
3. Explain the three methods of producing charges
4. Why does a long hanging metallic chain from a petrol tanker trails
the ground as the tanker moves
5. State 2 properties of electric charges
6. What is charge density?
7. Where is it highest in a conductor?
WRAP – UP The teacher summarises with emphasis on the major points of the lesson to
(CONCLUSION) conclude as the students can state the properties of charges and explain the
surface distribution of charges
ASSIGNMENT 1. Draw and label a gold leaf electroscope
2. State two(2)uses of the gold leaf electroscope
HOD/VP’S
COMMENT &
ENDORSEMENT

35
 LESSON PLAN FOR WEEK 7
DATE
CLASS SS 1
SUBJECT Physics
LESSON TITLE Gold Leaf Electroscope and Its Uses
SUB-TITLE
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING The students should be able to
OBJECTIVES i. Describe the gold leaf electroscope
ii. Draw and label the gold leaf electroscope
iii. State and explain the uses of the gold leaf electroscope
iv. Explain the procedure in charging the gold leaf electroscope
v. define and explain lightning
vi. explain action at point
vii. explain the principle of the lightning conductor
KEY Brass, draughts, diverge, repulsion, induced, ionisation, Lightning, flash
VOCABULARY density, repel, electric, wind discharged etc
WORDS
RESOURCES & 1. Okeke P.N et al, Senior Secondary Schools Physics
MATERIALS 2. Abbott, A.F., Ordinary Level Physics, Third Edition, Heinemann
Educational Books, London.
3. Otuka, J.O.E., et al, Exam Focus Physics, University Press Plc, Ibadan,
1997
4. Material(s): Diagrams or pictures to be projected on a screen
BUILDING The students have been taught types of charges and how to produce charges
BACKGROUND in week 6.
/CONNECTION
TO PRIOR
KNOWLEDGE
CONTENT GOLD - LEAF ELECTROSCOPE AND ITS USES
(PERIOD 1 & 2)
The gold-leaf electroscope is made up of a brass rod with a brass rectangular
plate at its lower end having a thin gold leaf attached.

36
 The leaf is protected from draughts by enclosing it in an earthed
metal case with two-plane glass side. The metal case is normally earthed to
prevent the accumulation of charge due to external influence. The brass rod
is supported by passing it through a plug of an insulating material. On the
upper end of the brass rod is the brass cap.

Uses of the gold-leaf electroscope

1. To detect the presence of charge on a body
If a charged rod is brought near the cap of a gold-leaf
electroscope, the leaf is seen to diverge from the plate. This is
repulsion as a result of induced charge on the leaf and plate. On
removing the charged rod, the leaf collapses, showing that the
induced charge on the electroscope is only temporal.

2. To test for the type of charge on a body

To do this, the electroscope must be charged first. If a positively
charged glass rod is brought near the cap of a positively charged
electroscope, the leaf divergence increases due to repulsion
between the leaf and the plate.

Similarly, a negatively charged ebonite rod brought near the cap

of a negatively charged electroscope causes the leaf to diverge
from the plate.

37
 When the charge on the electroscope is opposite to the
charge on the rod, the leaf divergence decreases due to attraction
between the plate and the leaf. Note than an uncharged body
such as the hand can also cause a decrease in divergence of the
leaf! Therefore, the only sure test for the type of charge on a
body is increase in divergence.

3. To test the insulating properties of various materials:

If the brass cap of a charged electroscope is touched with the
finger, the leaf collapses immediately showing the human body is
a good conductor of charges.
Similarly, if a substance held in the hand is brought into contact
with the cap of a charged electroscope, if the substance is a good
insulator there will be no leakage of charge through it and the leaf
divergence will not alter. But, if the leaf collapses instantly it
shows that the substance is a good conductor.
Note that poor conductors cause a slow collapse of the leaf.
4. It is used to compare the magnitudes of different charges
5. To measure potential difference as an electrostatic voltmeter
6. To measure ionisation current in air.

Charging the electroscope

1. By contact
This is done by rolling a charged body on the cap of the
electroscope. The charge from the body is conducted to the brass
plate and gold leaf through the brass rod. Since the plate and the
leaf possess the same charge, the leaf will be seen to diverge, and
then the body is removed.
The charge acquired by the electroscope is the same as that of the
charging body. Charging by contact is not as reliable as by
induction.

2. By Induction
This method is more reliable. A rod charged with electricity of
opposite sign to that required on the electroscope is used. By
bringing the charged rod near the cap of the electroscope without
contact, the leaf diverges indicating opposite charge is induced in
the leaf.

To charge an electroscope positively by induction, the following steps are

followed.

38
 i. A negatively charged rod is brought near the cap of the
electroscope. Some free electrons in the metal cap are repelled
to the plate and leaf which diverges.
ii. The cap is earthed by touching it with a finger thereby causing the
free electrons to flow to the earth: this causes the leaf to
collapse.
iii. The earth connection is then broken by removing the finger while
the charged rod is still in place leaving a net positive charge on
the cap.
iv. The rod is then removed leaving the net positive charge on the
cap distributed to the plate and leaf causing the leaf to diverge
again.

The proof plane

This is used to transfer charges. It consists of a small metal disc at the end of
an insulating handle.

Electrostatic generators
These are devices which are used to produce large quantities of static
electricity by induction. Examples are:
1. Electrophorus
Electrophorus uses electrostatic induction to produce large quantities of
charges of opposite type when placed on a charged slab of an insulating
material such as ebonite, polythene, rubber etc.

2. Van de Graaf generator

3
This is used to generate static charges that run into millions of volts that are
used to power high voltage X-ray machines and for nuclear research.

3
This is a machine invented by an American Physicist, Van de Graaf in 1930
39
CONTENT
(PERIOD 3 & 4) GOLD LEAF ELECTROSCOPE AND ITS USES (continued)

Lightning and Lightning Conductor

Lightning is a bright flash of electricity resulting from the discharge of
large accumulated static charges in the atmosphere from one cloud to
another or from cloud to the earth. Lightning occurs to neutralise the
electrical charges built in the clouds or between the clouds and the ground.

Action at point
When a highly charged source, such as Van de Graaf generator is connected
to a sharp pointed wire, a large charge density is built up at the pointed end
of the wire. If the wire is positively charged, the high charge density at the
pointed end (or the point) of the wire will attract outer electrons from the
neutral air molecules surrounding the point, making the air to be ionized
with positive charges.

This further leads to high concentration of positive charges around the point.
The positive charges repel themselves from the point thereby setting up a
current of air called electric wind. The effect of the wind could be observed
if a burning candle is placed very close to the pointed end of the wire.
As the action at point continues, the source of the positive charges
(the Van de Graaf machine) is discharged.
The lightning conductor uses the principle of the discharge of action
at point to protect a building from lightning.

Lightning conductor
A thunder cloud has a large number of negative charges on its lower surface.
As these electrons detach themselves from the cloud and move towards the
ground, lighting occurs.
A lightning conductor is used to protect a building and other high rising
structures such as a mast from lightning strike.
A lightning conductor is a rod with spikes (sharp ends) projecting
above the highest point of a building connected to the earth through a thick
copper strip. As the lower end of a negatively charged cloud moves above
the spikes, it charges the ground by electrostatic induction positively. This
causes high density positive charges to be concentrated at the spikes of the
lightning conductor.

40
 Due to the high density of charges at the spike, action at point causes a
stream of positive charges to flow up rapidly from the spikes to neutralise
the negatively charged cloud.

As these positive charges move upward at a great speed, they collide with air
molecules thereby causing ionisation of air by knocking out electrons from
the molecules. The electrons produced in the ionisation are attracted down
by the spike and conducted through the copper strip to the ground without
any damage to the building; while the large number of positive charges from
the ionisation continues up to neutralise the negatively charged cloud. In
this process the building is protected as the negatively charged cloud did not
discharge; but neutralised.

STRATEGIES & The teacher gives a pictorial description of the gold leaf electroscope
ACTIVITIES
STEP 1
STEP 2 The teacher draws and labels the gold leaf electroscope
STEP 3 The teacher proceeds to explain the uses of the gold leaf electroscope
STEP 4 The teacher explains the procedure for charging the gold leaf electroscope
STEP 5 The teacher defines and explains lightning
STEP 6 The teacher explains action at point
STEP 7 The teacher explains the principle of the lightning conductor
STEP 8 The teacher rounds off with questions from the students
ASSESSMENT 1. Name four (4) parts of the gold leaf electroscope
(EVALUATION) 2. State three uses of the gold leaf electroscope
3. List 2 methods of charging the electroscope and state which is more
effective
41
 4. What are the uses of the following:
- Proof plane
- Electrophorus
- Van de Graaf generator
5. What is lightning?
6. Explain action at point
7. Briefly explain the principle of the lightning conductor
WRAP – UP The students can draw the diagram of the gold - leaf electroscope and
(CONCLUSION) describe the features. They can also state the uses of the electroscope and
method of charging it.
ASSIGNMENT Define the following
i. Gravitational field
ii. Electrostatic field
iii. Magnetic field
HOD/VP’S
COMMENT &
ENDORSEMENT

42
 LESSON PLAN FOR WEEK 8
DATE
CLASS SS 1
SUBJECT Physics
LESSON TITLE Force Fields
SUB-TITLE
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING The students should be able to
OBJECTIVES i. Define and explain force field
ii. Gravitational field
iii. Explain the force of gravity
iv. Explain the shape of the earth with its dimension
v. Explain why acceleration due to gravity vary on the earth surface
vi. Define and explain magnetic force field
vii. List and explain the properties of magnetic lines of force
viii. Draw magnetic lines of force
KEY VOCABULARY Gravitational, magnetic, electrostatic, field, Gravity, phenomenon, oblate
WORDS spheroid, bulge, magnetic, pole, cross-sectional area, flux density etc
RESOURCES & 1. Okeke P.N et al, Senior Secondary Schools Physics
MATERIALS 2. Ndupu, B.L.N., et al, Senior Secondary School Physics 1, Longman
Nigeria Limited
3. Diagrams or pictures to be projected on a screen
BUILDING The students have been taught types of force as contact force and force
BACKGROUND field in first term
/CONNECTION TO
PRIOR
KNOWLEDGE
CONTENT FORCE FIELDS
(PERIOD 1 & 2)
This is the region or space surrounding a source in which force is
experienced without any physical contact. E.g. gravitational force field,
magnetic force field and electric or electrostatic force field.

1. Gravitational Field
This is the region or space surrounding the earth or any planet in which
gravitational force is experienced without physical contact. Gravitational
force field is a radial field.

Force of gravity or weight

Gravity, or gravitation, is a natural phenomenon by which every object in
43
 the universe is attracted towards another. Gravity gives rise to force of
gravity.
The force of gravity is the force of attraction between any two objects in
the universe such as the earth and any object in the earth's gravitational
field.The force of gravity gives rise to acceleration due to gravity of
9.80665 m/s2 on any object falling in the earth's field.
By definition, acceleration due to gravity is the constant acceleration of a
body falling freely in the earth's gravitational field as a result of the force
of gravity.Acceleration due to gravity is constant at a given locality but
varies from place to place on the earth surface. Because acceleration due
to gravity is the same for all objects falling within the same locality, when
two objects are released from a height, they hit the ground at the same
time.

Shape and dimension of the earth

The shape of the earth is oblate spheroid 4. This is due to the rotation of
the earth which causes the earth to bulge at the equation and flattened at
the poles.

The radius of the earth is not constant as a result of the shape of the
earth. The radius at the equator is greater than the radii at the poles.
Generally the radius of the earth is between about 6353 km and 6384 km,
with the mean radius of 6371 km

Why acceleration due to gravity varies on the earth surface

i. Rotation of the earth

ii. Shape of the earth
iii. Variation in altitude
iv. Variation in latitude
The earth is not a perfect sphere, but bulges at the equator, so if a body is
taken from the pole to the equator, its distance from the centre of the
earth will increase thereby making the gravitational pull on it to get less.
This makes acceleration due to gravity to be minimal at the equator and
increases with latitude reaching a maximum value at the poles of the
earth.

4
Geoid = A hypothetical surface representing the form the earth's oceans would take if there were no land and the
water were free to respond to the earth's gravitational and centrifugal forces. The resulting geoid is irregular and
varies from a perfect sphere by as much as 75 meters above and 100 meters below its surface.
Geoid = The geoid is the shape that the surface of the oceans would take under the influence of Earth's gravity and
rotation alone, in the absence of other influences such as winds and tides. This surface is extended through the
continents (such as with very narrow hypothetical canals) …. Wikipedia
44
CONTENT
(PERIOD 3 & 4) FORCE FIELDS (continued)

2. MAGNETIC FIELD
This is the region or space surrounding a magnet in which magnetic force
is experienced without physical contact.
Magnetic lines of force or magnetic flux are imaginary lines used to
represent the direction of magnetic field at any point.
The direction of the magnetic field at any point is the direction of the
force on a north pole placed at that point.

Properties of magnetic lines of force

a. They originate on the north pole and terminate on the south

pole
b. They are in a state of tension which tend to shorten them
c. They repel one another sideways
d. The lines of force never cross one another
e. Where the lines are closest together, the strength of the field is
greatest

Magnetic flux density

This is the number of lines of force per unit cross-sectional area. Where
the lines of force are closest together, the flux density is highest.

Patterns of magnetic lines of force

45
STRATEGIES & The teacher explains the concept of force fields
ACTIVITIES
STEP 1
STEP 2 The teacher defines and explains gravitational force field
STEP 3 The teacher proceeds to define and explains the force of gravity
STEP 4 The teacher goes further to explain the shape and dimension of the earth
STEP 5 The teacher explains why the value of acceleration due to gravity varies
from one place to another on the earth’s surface.
STEP 6 The teacher defines and explains magnetic force field
STEP 7 The teacher explains properties of magnetic lines of force.
STEP 8 The teacher draws and explains different patterns of lines of force due to
magnetic field
STEP 9 The teacher rounds off with questions from the students

46
ASSESSMENT 1. Define force field
(EVALUATION) 2. List the three (3)types of force fields
3. Differentiate acceleration due to gravity from gravitational force
4. Give two reasons why the value of g on the equator is not the
same as the value of g on the south pole
5. Define magnetic force field
6. State four (4)properties of magnetic lines of force
7. Draw the lines of force due to attraction of unlike poles of a
magnet
WRAP – UP The teacher highlights the key areas of the lesson to summarise. The
(CONCLUSION) students can explain the concept of force field, list the types of force
fields, define and explain gravitational force field. Students can also
define and explain magnetic field and represent different patterns of
magnetic field with magnetic lines of force.
ASSIGNMENT 1. State Newton's law of universal gravitation
2. Write the expression for the force of attraction between two
objects of masses m1 and m2 separated by a distance r apart
3. State four properties of electric lines of force
HOD/VP’S
COMMENT &
ENDORSEMENT

47
 LESSON PLAN FOR WEEK 9
DATE
CLASS SS 1
SUBJECT Physics
LESSON TITLE Force Field
SUB-TITLE Electric or electrostatic Field
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING The students should be able to
OBJECTIVES i. Define and explain electric force field
ii. Explain electric lines of force or electric flux
iii. List and explain the properties of electric lines of force
to draw electric lines of force due to
i. Isolated positive and negative charges
ii. Repulsion between like charges
iii. Attraction between unlike charges
KEY VOCABULARY Electrostatic, region, charges, imaginary, originate, terminate, tension,
WORDS repel, pattern etc.
RESOURCES & 1. Okeke P.N et al, Senior Secondary Schools Physics
MATERIALS 2. Abbott, A.F., Ordinary Level Physics, Third Edition, Heinemann
Educational Books, London.
3. Ndupu, B.L.N., et al, Senior Secondary School Physics 1, Longman
Nigeria Limited
4. Diagrams or pictures to be projected on a screen
BUILDING From the previous lesson, the students can define and explain magnetic
BACKGROUND field, explain magnetic lines of force and explain the properties of
/CONNECTION TO magnetic lines of force.
PRIOR
KNOWLEDGE
CONTENT
(PERIOD 1 & 2) FORCE FIELD (continued)

3. Electric Or Electrostatic Field

This is the region or space produced by electric charges in which electric
force is exerted without physical contact. Electric lines of force or electric
flux are imaginary lines used to represent the direction of electric field at
any point.

48
 Properties of electric lines of force
i) They originate on positive charges and terminate on negative
charges
ii) They are in a state of tension which tend to shorten them
iii) They repel one another sideways
iv) The lines of force never cross one another
CONTENT
(PERIOD 3 & 4) Different patterns of electric lines of force

49
STRATEGIES & The teacher defines and explains electric force field
ACTIVITIES
STEP 1
STEP 2 The teacher proceeds to explain lines of force or electric flux
STEP 3 The teacher also explains properties of electric lines of force
STEP 4 The teacher draws and explains lines of force due to isolated negative and
positive charges
STEP 5 The teacher draws and explains lines of force due to repulsion between
like charges
STEP 6 The teacher draws and explains lines of force due to attraction between
unlike charges
STEP 7 The teacher rounds off by answering questions from the students
ASSESSMENT 1. Define electric force field
(EVALUATION) 2. Define and explain electric lines of force or electric flux
3. What is the direction of electric lines of force in electric field?
4. State five (5) properties of electric lines of force
5. What are electric lines of force?
6. Draw the lines of force due to repulsion between like charges
WRAP – UP The teacher highlights the key areas of the lesson to summarise as the
(CONCLUSION) students can define and explain electric field, electric lines of force and
enumerate the properties of electric field.
ASSIGNMENT With the aid of a labelled diagram, explain the principle of a thermocouple
HOD/VP’S
COMMENT &
ENDORSEMENT

50
 LESSON PLAN FOR WEEK 10
DATE
CLASS SS 1
SUBJECT Physics
LESSON TITLE Production of Continuous Electric Current
SUB-TITLE
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING The students should be able to explain the following methods of
OBJECTIVES producing continuous charge
i. Thermocouple
ii. Use of magnetic field
iii. Solar energy
iv. By chemical action
KEY VOCABULARY Thermocouple, extreme, generated, coil, generator, dynamo, solar,
WORDS chemical, reaction, cell etc
RESOURCES & 1. Anyakoha, M.W., New School Physics for Senior Secondary
MATERIALS Schools, African First Publishers, Onitsha
2. Abbott, A.F., Ordinary Level Physics, Third Edition, Heinemann
Educational Books, London.
3. CESAC UNILAG, Nigerian Secondary Schools Science Project,
Physics, Books One, Heinemann Educational Books (Nig) Ltd,
Ibadan, 1980
4. Diagrams or pictures to be projected on a screen
BUILDING The students have been taught static electricity
BACKGROUND
/CONNECTION TO
PRIOR
KNOWLEDGE
CONTENT PRODUCTION OF CONTINUOUS ELECTRIC CURRENT
(PERIOD 1 & 2) Below are some devices used to produce a continuous flow of charges or
current:
i. Thermocouple
When two junctions of a thermocouple are subjected to
extreme temperatures, electric current is generated.

ii. By the use of a magnetic field

Electricity is produced when a magnet is moved into a coil of
wire or the coil is moved over the magnet.
This is the principle of generators or dynamos.

51
 iii. The use of sunlight
Solar energy could be used to eject electrons from the
surfaces of some metals to produce electricity.

iv. By chemical action

This involves the use of chemicals reactions in cells to produce
electrical energy.
CONTENT
(PERIOD 3 & 4)
STRATEGIES & The teacher explains the use of thermocouple to produce continuous
ACTIVITIES charge or current
STEP 1
STEP 2 The teacher explains the use of magnetic field to produce continuous
charge or current
STEP 3 The teacher explains the use of solar energy to produce continuous charge
or current
STEP 4 The teacher explains the use of chemical to produce continuous charge or
current
ASSESSMENT 1. Differentiate between a thermocouple and a thermopile
(EVALUATION) 2. Explain the use of a magnet and a coil in the production of
continuous charge
3. State the photo-electric effect used in solar production of
continuous electric charges
WRAP – UP The students can lists some means of producing continuous flow of
(CONCLUSION) current
ASSIGNMENT Define the following and state their SI units
1. current
2. potential difference
3. electromotive force
HOD/VP’S
COMMENT &
ENDORSEMENT

LESSON PLAN FOR WEEK 11

52
DATE
CLASS SS 1
SUBJECT Physics
LESSON TITLE REVISION
SUB-TITLE
PERIOD 4
DURATION 4 * 40 mins = 160 mins
LEARNING
OBJECTIVES
KEY VOCABULARY
WORDS
RESOURCES &
MATERIALS
BUILDING
BACKGROUND
/CONNECTION TO
PRIOR KNOWLEDGE
CONTENT
(PERIOD 1 & 2)
CONTENT
(PERIOD 3 & 4)
STRATEGIES &
ACTIVITIES
STEP 1
STEP 2
STEP 3
STEP 4
STEP 5
STEP 6
STEP 7
STEP 8
STEP 9
STEP 10
ASSESSMENT
(EVALUATION)
WRAP – UP
(CONCLUSION)
ASSIGNMENT
HOD/VP’S
COMMENT &
ENDORSEMENT

53