WEEK 7

DATE: 19th – 23th of February, 2024

CLASS: SS1

SUBJECT: Physics

PERIOD: 1&2

DURATION: 80 minutes

TOPIC: Gravitational Field

SUB-TOPIC: Concept of gravitational field

REFERENCE: M.W Anyakoha New School Physics for Senior Secondary School pg 422

BUILDING BACKGROUND: The students are familiar with electric field

LESSON OBJECTIVE(S): At the end of the lesson students will be able to;

i. explain the concept of gravitational field

ii. state the newton’s law of universal gravitation

RESOURCES MATERIAL(S): A chart showing the universal gravitation interpretation

CONTENT DEVELOPMENT
CONCEPT OF FIELD
Field: can be defined as the region or space under the influence of some physical agency such as
gravitational, electricity and magnetism.
Types of Field
1. Gravitational
2. Magnetic
3. Electric field.
1. Gravitational field: is any region or space around a mass in which the gravitational force of
the mass is felt.
If we throw up massive objects, it is our common observation that they move up to their
highest points, stay stationary very briefly and eventually move downwards, falling faster and faster
until they hit the ground level. The up and down movements objects on the earth's surface are
subject to the influence of the gravitational field.

STRATEGIES AND ACTIVITIES

ACT 1: Teacher introduces the lesson by revising the concept of force field and electric field to the
students
ACT 2: Teacher explains the concept of gravitational field to the students
ACT 3: Teacher explains the types of fields to the students
ACT 4: Teacher states the newton’s universal law of gravitation
EVALUATION:
1. Mention three types of charges
2. State the newton’s universal law of gravitation

ASSIGNMENT: Explain the force of gravity

PERIOD: 3

DURATION: 40 minutes

TOPIC: Gravitational field

SUB-TOPIC: Force of gravity

REFERENCE: M.W Anyakoha New School Physics for Senior Secondary school pg 355

BUILDING BACKGROUND: The students are familiar with types of field

LESSON OBJECTIVE(S): At the end of the lesson students will be able to;

i. explain the force of gravity

ii. explain the effects of force of gravity on a body

RESOURCES MATERIAL(S): A chart showing force of gravity

CONTENT DEVELOPMENT
If we throw up massive objects, it is our common observation that they move up to their
highest points, stay stationary very briefly and eventually move downwards, falling faster and faster
until they hit the ground level. The up and down movements objects on the earth's surface are
subject to the influence of the gravitational field.

Force of Gravity
The force of gravity is the pull of attraction between the earth, itself and objects on or near it.

STRATEGIES AND ACTIVITIES

ACT 1: Teacher asks the students to state newton’s law of universal gravitation

ACT 2: Teacher explains the force of gravity to the students.

ACT 3: Teacher asks the students to explain force of gravity and its effects on a body

EVALUATION: What is force of gravity?

ASSIGNMENT: Explain the magnetic field

WEEK 7

DATE: 19th – 23th of February, 2024

CLASS: SS2
SUBJECT: Physics

PERIOD: 1&2

DURATION: 80 minutes

TOPIC: Wave

SUB-TOPIC: Classification of wave

REFERENCE: M.W Anyakoha New School Physics for Senior Secondary school pg 238

BUILDING BACKGROUND: The students are familiar with water ripples

LESSON OBJECTIVE(S): At the end of the lesson students will be able to;

i. define wave and wave motion

ii. explain the classification of a wave

RESOURCES MATERIAL(S): A chart showing the graphical representation of a wave

CONTENT DEVELOPMENT

WAVES

Wave: is a disturbance which travels through a medium transferring energy from one point to
another without causing any permanent displacement of the medium

Wave motion: is process of transferring a disturbance from one point to another without any
transfer of particles of the medium.

Types of Waves
Waves are broadly classified into two types
1. Based on the medium of propagation: mechanical wave and electromagnetic wave
2. Based on the comparison of the wave direction with the direction of vibration of the particle:
transverse wave and longitudinal wave

Based on the medium of propagation:

Mechanical waves: are the wave that requires material medium for its mode of propagation (or for it
to transfer energy away from the source). Examples are waves travelling through springs, water
waves, and sound waves
Electromagnetic waves: are waves that do not need material medium for its mode of propagation (or
for it to transfer energy away from the source). Examples are radio waves, visible light, ultra-violet
rays, x-rays, gamma rays. Electromagnetic waves travels at the speed of light.
Based on the comparison of the wave direction with the direction of vibration of the particle
1. Transverse waves: is a type of wave in which the oscillations of the particles of the medium
are perpendicular to the direction of the wave's propagation. An example of a transverse
wave is a water wave, where the water particles move up and down while the wave travels
in a horizontal direction. Other examples include light waves and electromagnetic waves.
2. Longitudinal waves: is a type of wave in which the oscillations of the particles of the
medium are parallel to the direction of the wave's propagation. An example of a longitudinal
wave is a sound wave, where the air particles move back and forth as the wave travels
through the air. Other examples include pressure waves in solids and liquids, such as seismic
waves and waves in a slinky.

In summary, transverse waves are a type of wave in which the oscillations of the particles of
the medium are perpendicular to the direction of the wave's propagation, examples are light and
electromagnetic waves. Longitudinal waves are a type of wave in which the oscillations of the
particles of the medium are parallel to the direction of the wave's propagation, examples are sound
waves, pressure waves in solids and liquids. Transverse waves can exhibit polarization, while
longitudinal waves cannot.

STRATEGIES AND ACTIVITIES

ACT 1: Teacher introduces the lesson by explaining waves to the students

ACT 2: Teacher explains the concept of wave motion to the students

ACT 3: Teacher explains the differences between mechanical wave and electromagnetic waves to
the students

ACT 4: Teacher explains the differences between transverse and longitudinal waves to the students

EVALUATION: State the differences between mechanical wave and electromagnetic waves

ASSIGNMENT: State the differences between transverse and longitudinal waves

PERIOD: 3

DURATION: 40 minutes

TOPIC: Wave

SUB-TOPIC: Terms used in wave

REFERENCE: M.W Anyakoha New School Physics for Senior Secondary school pg 325

BUILDING BACKGROUND: The students are familiar with wave

LESSON OBJECTIVE(S): At the end of the lesson students will be able to explain all the terms
used in wave

RESOURCES MATERIAL(S): A chart showing the gas laws equations

CONTENT DEVELOPMENT

TERMS USED IN WAVES

i. Cycle: is a complete to-and-fro movement or oscillation of a vibrating particle
ii. Wavelength (λ): is the distance between two consecutive peaks or troughs of a wave it is
measured in meter
iii. Frequency (f): is the number of oscillations of a wave in a given time period. It is measured
in hertz
iv. Amplitude (A): is the maximum displacement of a point on a wave from its equilibrium
position. It is measured in meter
v. Period (T): is the time taken by a wave particle to make one complete oscillation. It is
measured in second
vi. Wave speed (v): is the distance travelled in one second by a wave particle. It is measured in
ms-1
vii. Phase: The phase of a wave is a measure of the position of a point on the wave relative to a
reference point. It is often represented by the letter "Φ" and is usually measured in radians.

STATEGIES AND ACTIVITIES

ACT 1: Teacher list out the terms used in wave to the students

ACT 2: Teacher explain the term used in wave in details to the students

ACT 3: Teacher asks the students to explain some of the terms used in wave

EVALUATION: Explain the cycle of a wave

ASSIGNMENT: What is a progressive wave?

WEEK 7

DATE: 19th – 23th of February, 2024

CLASS: SS3

SUBJECT: Physics

PERIOD: 1&2

DURATION: 80 minutes

TOPIC: Quantization of energy

SUB-TOPIC: X-ray

REFERENCE: M.W Anyakoha New School Physics for Senior Secondary school pg 239

BUILDING BACKGROUND: The students are familiar with structure and different models of
atom

LESSON OBJECTIVE(S): At the end of the lesson students will be able to;

a. explain the quantization of energy level in an atom

b. deduce the amount of energy in any energy level
c. explain types of spectral

RESOURCES MATERIAL(S): A chart showing X-ray tube

CONTENT DEVELOPMENT

X-RAY
These are electromagnetic radiation of high frequency. It was discovered the German
physicist. W. Roentgen in the year 1895. X-ray is produced when fast moving electrons are stopped
abruptly by a target. Here, some of the kinetic energy of the electron is converted to X-ray and the
remaining to heat energy. About 1% of the energy of the electron is what is converted to x- ray. The
remaining 99% is converted to heat energy in the anode. (X-ray production is a reverse of the
photoelectric effect).
X-ray is produced in the Coolidge tube.

Cooling fins
cathode

Anode
x-ray (target)
 The cathode is heated to emit electrons by thermionic emission. The electrons are then
accelerated by a high potential difference set up between the anode and the cathode. These
accelerating electrons are then stopped abruptly by the target to produce x-ray.
The energy of the accelerating electrons is

Energy of electron —— eV

The maximum energy of the x-ray produced equal the energy of the electron

V is the accelerating potential of the tube E is the electronic charge

h is the Planck's constant
fmax is the maximum frequency of the emitted x-ray. The Coolidge tube consist of the following::

Thermionic cathode: from which electrons are emitted Anode: a block of copper with a target on it
which help to stop the accelerating electrons whereby producing x-ray.
Potential difference source: this set up a large potential difference (50000V) between the anode
and the cathode to accelerate the emitted electrons toward the anode.
Cooling fins: This help to remove the heat from the anode thereby cooling the tube.
The x-ray produced depends on the type of material used as target and the potential
difference between the anode and the cathode of the tube.

STRATEGIES AND ACTIVITIES

ACT 1: Teacher introduces the lesson by revising the photoelectric effect with the students

ACT 2: Teacher explains the concept of x-ray and how it can be produced in the lab using the x-ray
tube

ACT 3: Teacher explains the essential parts of x-ray tube to the students.

ACT 4: Teacher asks the students to explain the productions of x-ray in the lab

EVALUATION:

a. explain the production of x-ray

b. draw and label a x-ray tube

ASSIGNMENT: explain the two types of x-ray

PERIOD: 3

DURATION: 40 minutes

TOPIC: X-ray

SUB-TOPIC: Calculations involving x-ray

REFERENCE: M.W Anyakoha New School Physics for Senior Secondary school pg 257

BUILDING BACKGROUND: The students are familiar with x-ray

LESSON OBJECTIVE(S): At the end of the lesson students will be able to

i. solve any problem involving x-ray

RESOURCES MATERIAL(S): A chart showing X-ray tube

CONTENT DEVELOPMENT
Example 1: An x-ray tube operates at a potential of 2500V. If the power of the tube is 750W.
Calculate kg) speed of the electron striking the target. (e = 1.6 x 10 19J, mass of electron = 9.1 x 10-
31
kg)
Example 2: The approximate energy in eV of a photon of wavelength 15mm is?

STRATEGIES AND ACTIVITIES

ACT 1: Teacher revises the concept of x-ray with the students.

ACT 2: Teacher solve a calculation problem as example for the students.

ACT 3: Teacher summarises the lesson for the students

EVALUATION: Calculate the frequency of the photon whose energy is required to liberate surface
electron with kinetic energy of 1.97 x 10'6eV if the work function of the metal is 1.3 x 10 ’6eV (h=
6.6 x 1034Js, leV = 1.6 xl0-19 J)

ASSIGNMENT: explain the wave –particle paradox