SANTOSA INTERCULTURAL SCHOOL

SECONDARY
LESSON PLANNING
THE SCHOOL YEAR 2022/2023 - SEMESTER 1
Grade :8 Week : 1-3

Subject : Physics Term : 3

Unit/Chapter :3

Time Allocation : 3 x 40 minutes

Objectives:

Lesson 1-2

The Student are able to

Draw and interpret waveforms, and recognise the link between loudness and amplitude, pitch and frequency.

Lesson 3-4

The Student are able to

Use waveforms to show how sound waves interact to reinforce or cancel each other.

Lesson 5-6
The Student are able to

Explain the movement of tectonic plates in terms of convection currents

Topic: Heat and Temperature

LESSON 1

Demonstration of Learning:

Observation and discussion

LEARNING ACTIVITIES

Type of activity Instruction And Activities Material Resources

Opening 1. Greeting, checking attendance

2. Checking the background knowledge from previous

3. Learning Objectives explanation

Main Activities 1. Demonstrate a longitudinal (compression) wave using a Slinky, oscilloscope,

‘slinky’ by laying it out between you and a learner. This microphone, signal generator,
works best on a low friction surface; it may be done on the loudspeaker, connecting leads,
floor or on several tables placed end to end. Ensure the
pressure tubing, images of
remaining learners can clearly see the slinky.
historical models of sound
2. Oscillate the slinky backwards and forwards at a regular rate
whilst the learner keeps the other end stationary. The learner
should feel the motion of the wave in their hand.
3. Ask learners:
What is being transferred by the wave? (energy is transferred
but matter is not – emphasise that the slinky does not move
from you to the learner)
In which direction is the oscillation? (the oscillation is to and
fro – in the same direction as the wave movement)
In which direction is the energy transfer? (from you to the
learner)
4. Explain to learners that you are transferring energy to the
 slinky with your hand and that energy is transferred to the
learner by the coils of the slinky.

Closing Teacher will checking the observation paper, and telling the
student that they should present the result on the next meeting

Assessment:

Observation paper

LESSON 2

Demonstration of Learning:

Observation and discussion

LEARNING ACTIVITIES

Type of activity Instruction And Activities Material Resources

Opening 1. Greeting, checking attendance

2. Checking the background knowledge from previous

3. Learning Objectives explanation

Main Activities 1. Demonstrate a transverse wave using a slinky; lay the slinky Slinky, oscilloscope,
out between you and a learner. microphone, signal generator,
2. Oscillate the slinky left and right at a regular rate whilst the loudspeaker, connecting leads,
learner keeps the other end stationary. The learner should feel
pressure tubing, images of
the motion of the wave in their hand.
3. Ask learners: historical models of sound
What is being transferred by the wave? (energy is transferred
but matter is not – emphasise that the Slinky as a whole does
not move from the teacher to the learner)
In which direction is the oscillation/vibration? (the
oscillation is from side to side – at right angles to the wave
movement)
In which direction is the energy transfer? (from you to the
learner)
 4. Emphasis that you transfer energy to the slinky by moving
your hand from side to side. Ask learners to describe the
direction of energy transfer in relation to the direction of
oscillation.
5. State the definition of a transverse wave as being a wave in
which the direction of oscillation is perpendicular (or 90
degrees) to the direction of energy transfer. This can be
shown to learners using a diagram.
6. Ask learners:
Where are the peaks? (this will vary if learners stand on
either side of the demonstration)
Where are the troughs? (on the opposite side of the wave to
the peaks)
How is the amplitude of the wave measured? (from a peak or
trough to the x-axis)
What is a wavelength? (the distance between two peaks or
two troughs)

Closing Challenge students’ misconceptions.

Explain activities for the next meeting.

Assessment:

Learners book pg 76

Reflection:

LESSON 3

Demonstration of Learning:
Observation and discussion

LEARNING ACTIVITIES

Type of activity Instruction And Activities Material Resources

Opening 1. Greeting, checking attendance

2. Checking the background knowledge from previous

3. Learning Objectives explanation

Main Activities 1. Show learners two waveforms. Weights, tank, signal generator,
What will happen if these two waveforms happen at the loudspeakers, sound level meter
same time in the same place?
2. Discuss with learners that the two waveforms will interact,
this is called ‘superposition’, and the waves will either
reinforce or cancel each other. Discuss with learners that
the superposition of waves can be physically modelled
with transverse waves
3. Show learners a large, transparent tank filled halfway with
water so the surface level of the water is clear when viewed
from the side. Ensure the tank is as long as possible.
Present two identical weights.
What will happen when the weights are dropped in the
water? (they generate waves; if required, drop one weight
to show the wave being generated)
What will happen when the two waves meet?
How will they interact?
4. Drop one weight at the same time as a learner drops the
other so they enter the water simultaneously. Ask learners
to sketch what they observe and add descriptions of their
observations to their sketches.

5. Explain to learners that these waves, produced by two

independent oscillating/vibrating sources, are in phase with
 each other. When two waves that are in phase with each
other interact (collide) they constructively interfere
(reinforce each other) and the individual wave amplitudes
combine to create a larger amplitude (a bigger wave).

Closing Challenge students’ misconceptions.

Explain activities for the next meeting.

Assessment:

Learners book pg 76

Reflection:

LESSON 4

Demonstration of Learning:

Observation and discussion

LEARNING ACTIVITIES

Type of activity Instruction And Activities Material Resources

Opening 1. Greeting, checking attendance

2. Checking the background knowledge from previous

3. Learning Objectives explanation

Main Activities Repeat the demonstration but this time drop one weight slightly Weights, tank, signal generator,
after the other. The learners observe and discuss how the loudspeakers, sound level meter
interaction of the waves is different to the first demonstration.

Explain to learners that the waves are out of phase with each other.
When the two waves interact (collide) they destructively interfere
and the individual wave amplitudes combine to cancel each other
out (no wave).

Discuss with learners the strengths and limitations of the model

using water to model wave interactions of sound.
What are the strengths of the model?
What are the limitations of the model?

Provide a range of waveforms (in and out of phase, different

amplitudes) and ask learners to draw the resulting wave
interactions, labelling them as constructive or destructive
interference.

For example:

If possible, to demonstrate sound interference, connect two

identical loudspeakers to a signal generator. Set the loudspeakers
 about 1 m apart and the sound frequency to about 2000 Hz (so the
wavelength is about 17 cm). Moving a sound level meter between
the loudspeakers will detect loud and quiet regions. You could use
a microphone connected to an oscilloscope as an alternative to a
sound level meter. If the equipment is not available, show a video
to learners demonstrating sound waves being reinforced and
cancelled.

Closing Challenge students’ misconceptions.

Explain activities for the next meeting.

Assessment:

Learners book pg 76

Reflection:

LESSON 5

Demonstration of Learning:

Observation and discussion

LEARNING ACTIVITIES

Type of activity Instruction And Activities Material Resources

Opening 1. Greeting, checking attendance

2. Checking the background knowledge from previous

 3. Learning Objectives explanation

Main Activities Show learners a map of the world which includes the lines 600ml beakers, syrup, Bunsen
showing plate boundaries. Ask learners: burners, heatproof mats,
biscuits
How do the tectonic plates move?

What causes the movement?

Discuss with learners their answers. We can find out by

considering our existing knowledge and using a model. Recap
with learners the structure of the Earth particularly that there is a
solid outer layer and below that viscous layer that can flow.

Provide learners with the equipment and set up to model these

layers in a beaker. Learners, in groups of three, pour light coloured
syrup (that has been cooled for several hours to increase its
viscosity) into a 600ml beaker so there is a layer no deeper than
200ml. On top of the syrup is a broken biscuit. Discuss with
learners that the syrup represents the part of the mantle that can
flow and the biscuit the solid outer layer (crust and upper mantle).

Learners then place the beaker on a tripod and apply a 4 cm

Bunsen flame to the bottom of the beaker. A plume of heated
syrup rises and I the process displaces colder syrup near the
surface and the biscuit pieces separate. Do not allow learners to
heat the syrup above about 50OC because hot syrup causes serious
burns.
Closing Challenge students’ misconceptions.

Explain activities for the next meeting.

Assessment:

Learners book pg 76

Reflection:

LESSON 6

Demonstration of Learning:

Observation and discussion

LEARNING ACTIVITIES

Type of activity Instruction And Activities Material Resources

Opening 1. Greeting, checking attendance

2. Checking the background knowledge from previous

3. Learning Objectives explanation

Main Activities Draw learners’ attention to the slow convection current within the 600ml beakers, syrup, Bunsen
syrup as shown by small air bubbles moving. burners, heatproof mats,
biscuits

If you do not have the resources available then videos showing this
model can be found online.
 Ask learners:

What is causing the movement of the biscuit? (this is a good

opportunity to revise understanding of convection currents)

What are the strengths of this model?

What are the limitations of this model?

The model shows how a convection current in a viscous liquid or

layer can cause movement of a solid resting on its surface. Discuss
some of the limitations of the model (e.g. the rising syrup does not
form new biscuit at the surface).

Explain that convection currents in the mantle cause seafloor

spreading. Show learners images of divergent boundaries (e.g. the
East African Rift, the Red Sea Rift, the Iceland Rift) or pillow lava
forming at a mid-ocean ridge.

Ask learners:

If there are places where tectonic plates are moving apart and
making new crust, why isn’t the Earth growing in size?

Closing Challenge students’ misconceptions.

Explain activities for the next meeting.

Assessment:
Learners book pg 76

Reflection:

Denpasar, November 2022

Acknowledged by Subject Teacher
Principal,

Judith Marilyn Tomasowa, SE., M.Si. I Wayan Arnata, S.Pd.