WEEK 5

DATE: 7th – 11th of October, 2024

CLASS: SS1
PERIOD: 1&2
DURATION: 80 minutes
TOPIC: Position, Distance and Displacement.
SUB-TOPIC: Concept of position, Concept of distance and displacement.
REFERENCE: M.W Anyakoha, Ph.D. New school physics for senior secondary school, page 35
BUILDING BACKGROUND: The students are familiar with motion and causes of motion.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. Explain position, distance and displacement.
ii. States the differences between distance and displacement.
RESOURCE MATERIAL(S): A graph board.
CONTENT DEVELOPMENT
CONCEPT OF POSITION
The position of an object is its location in space. It is usually expressed in relation to
a reference point. To locate an object in space, a co-ordinate system is needed. It is usually
a mathematical construct with co-ordinates.
A coordinate system could be two-dimensional as in P(x,y) or three dimensional as in
P(x,y,z).
CONCEPT OF DISTANCE & MEASUREMENT
Distance can be defined as a physical measurement of length between two points. It
does not take into consideration the direction between the two points it measures; hence, it is
a scalar quantity. This therefore means that distance has only magnitude but no direction.
E.g, 10km.
Distance could be measured using instruments like measuring tape, ruler, venier calliper,
micrometer screw gauge, etc.
CONCEPT OF DISPLACEMENT
Displacement is defined as the distance travelled or moved in a specific direction. It
takes into consideration the direction between the different points it seeks to measure; hence,
displacement is a vector quantity. Thus, it has both magnitude and direction. E.g, 10km due
east. The '10km' is the magnitude (or value), while 'due east' is the direction.
Both distance and displacement have the same S.I. unit, metre (m). They could also be
expressed in kilometre (km), miles, etc.

STRATAGIES AND ACTIVITIES

ACT 1: Teacher introduces the lesson by asking the students to explain distance.
ACT 2: Teacher explains the concept of distance to the students.
ACT 3: Teacher lists and explains types of displacement to the students.
ACT 4: The students are allowed to ask questions for better understanding by the teacher.
EVALUATION: Define the following
 i. Position
ii. Distance
iii. Displacement
ASSIGNMENT: State the similarities between distance and displacement.

WEEK 5
DATE: 7th – 11th of October, 2024
CLASS: SS2
SUBJECT: Physics
PERIOD: 1&2
DURATION: 80 minutes
TOPIC: Equilibrium of Forces
SUB-TOPIC: Moment of force
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Page 189
BUILDING BACKGROUND: The students are familiar with the concept of resolution of forces
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. define equilibrant of forces
ii. solve problem on moment of forces
iii. state types of equilibrium
RESOURCE MATERIAL: A chart showing the collision of two body.
CONTENT DEVELOPMENT.
RESULTANT FORCE
This can be defining a single force which can produce the same effect as the combined force
on a system. The addition of two or more force produces the resultant force. The resultant of any
system of force can be obtained through any of the process described earlier.
Equilibrant force
This is that force which when added to a system of vectors will make the resultant of the system
zero. Equilibrant has the same magnitude as the resultant force but it always acts in a direction
opposite to that of the resultant.

Resultant (R) Equilibrant (E)

For a system in equilibrium, the resultant force is ZERO.

 Types of equilibrium

1. Stable equilibrium: a body is in stable equilibrium if it velocity and it resultant force

is zero. ( v = 0 and R = 0)
2. Dynamic equilibrium: a body is said to dynamic equilibrium if its velocity is constant
or it is rotating with a constant angular velocity. For bodies in dynamic equilibrium,
velocity is not zero but the resultant force on it is zero
3. Translational equilibrium: a body is said to be in translational equilibrium if there is
no net force acting on it though it is at rest or moving with constant velocity.

Thus a body is said to be in equilibrium is it resultant force is zero.

Moment of a force

The turning effect of a force is it moment. Moment of a force about a point can be define
as the product of the force and it perpendicular distance from the point.

CASE 1
'<- - - - - - -- - - d
0

Moment of the force F about the point O = F x d

CASE w
2
0

F
The perpendicular component of F is Fsin8. So moment of F about 0 is Moment

= Fdsin8

CASE 3:
'<- - - - - - - - - - d
0

The force F will create a translational motion and not a turning effect. Therefore the moment of F in
this case is ZERO.
N.B note that the moment of a force is maximum when the force is at right angle.
STARATEGIES AND ACTIVITIES
ACT 1: Teacher introduces the lesson by revising the resolution of vectors with the students.
ACT 2: Teacher explains the concept of equilibrium and type of equilibrium to the students
ACT 3: Teacher explains the concept of moment of a forces about a fixed point as vector quantity
to the students
ACT 4: Teacher guides the student to solve simple problems on moment of a forces about a fixed
point
EVALUATION: Explain moment of a forces
ASSIGNMENT: State the newton’s laws of motion.

WEEK 5
DATE: 7th – 11th of October, 2024
CLASS: SS3
SUBJECT: Physics
PERIOD: 3
DURATION: 40 minutes
TOPIC: Electric Cells
SUB-TOPIC: Defects of Cell
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Page 189
BUILDING BACKGROUND: The students are familiar with the concept of electric circuits
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. define electric circuit
ii. list types of electric circuit
iii. mention forms of electric cell with examples
iv. explain cell defects and provide a solution to cell defects
RESOURCE MATERIAL(S): A cell.
CONTENT DEVELOPMENT.

ELECTRIC CIRCUIT
Electric current is simply electric charge in motion. Electric cells are chemical devices,
which are capable of causing an electric current to flow. This produces electric force, which pushes
the current along. Electrons flow from the negative terminal or cathode of the cell to the positive
terminal or anode

TYPES OF ELECTRIC CELLS

Electric cells are divided into two namely: the primary cells and the secondary cells
1. PRIMARY CELLS – These are those cells in which current is produced as a result of an
irreversible chemical charge.
2. SECONDARY CELLS – These cells are those which can be recharged when they run down
by passing current backwards through them.

There are three components in a cell:

 The anode (positive electrode)
 The cathode (negative electrode)
 The electrolyte

THE SIMPLE PRIMARY CELL (VOLTAIC CELL)

A simple cell can be made by placing two different electrodes (metals) in an electrolyte. Two wires
are then used to connect these metals to a voltmeter. If a deflection is noticed it means that the cell
creates a voltage.
DEFECTS OF A SIMPLE CELL
The two major deflects of a simple all are polarization and local action
1. Polarization: This cell defect is characterized by the release of “hydrogen bubbles.” The
bubbles collect at the positive electrode and insulate it. This show down and eventually stops
the working of the cell. This defect can be corrected either by occasionally brushing the
plates, which is highly inconvenient, or by using a depolarizer e.g. manganese oxide.
2. Local action: This occurs when impure zinc is used. The impurities in the zinc result in the
gradual wearing away of the zinc plates. This can be prevented by cleaning the zinc with
H2SO4 and then rubbed with mercury. The mercury amalgamates the zinc by covering the
impurities thereby preventing it from coming into contact with electrolyte.

LECLANCHE CELL
 Leclanche cells are of two types; the wet and the dried types. The wet Leclanche cell
consists of a zinc rod at the cathode in solution of ammonium chloride contained in a glass vessel.
The anode is a carbon rod contained in a porous pot and is surrounded by manganese chloride as a
depolarizer. An e.m.f. is set up by the zinc, the carbon and the electrolyte, which drives a current
from zinc to carbon through the cell. The e.m.f of a Leclanche cell is 1.5v.

STARATEGIES AND ACTIVITIES

ACT 1: Teacher introduces the lesson by revising the concept of electric circuit with the students
ACT 2: Teacher asks students to mention types of electric circuit
ACT 3: Teacher explains types of electric cells with examples to the students
ACT 4: Teacher explains cell defects with solutions to the students
EVALUATION: Explain resistivity
ASSIGNMENT: Teacher gives assignment from the student’ textbook

PERIOD: 3&4
DURATION: 80 minutes
TOPIC: Position, Distance and Displacement.
SUB-TOPIC: Distinction between distance and displacement
REFERENCE: M.W Anyakoha, Ph.D. New school physics for senior secondary school, Page 37
BUILDING BACKGROUND: The students are with movement of cars from one place to another.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. explain resistivity and conductivity
ii. explain internal resistance of a cell
iii. solve problem on resistivity and conductivity
iv. solve problems on internal resistance of a cell
RESOURCE MATERIAL(S): A chart showing internal resistance of a cell in a circuit
CONTENT DEVELOPMENT
 RESISTIVITY AND CONDUCTIVITY
The resistance of a wire maintain at a constant temperature is related to its length L and its cross-
sectional area (A) by the expression
ρl
R= …………………………………..6.0
A

Where ρ is a constant known as resistivity of the material (its unit is Ωm)

RA
ρ= …………………………………6.1
l

R = resistance
A = cross-sectional area,
l = length of the wire.
Resistance: is the ability of a material to oppose the flow of current through it. The greater the
resistivity of a wire the poorer it is as an electrical conductor. That is why conductivity is used to
specify the current carrying ability of a material. The greater the conductivity of a material, the more
easily can current flow through the material. Hence, materials with high conductivity will have low
resistively.

Conductivity, σ is the reciprocal of the resistivity

1
σ= ……………………………………6.3
ρ

Electrical Conductivity: This is a measure of the extent to which a material will allow current to
flow easily through it when a p.d is applied at a specified temperature. It is the reciprocal of the
resistivity.

INTERNAL RESISTANCE OF A CELL

Internal resistance: refers to the opposition to the flow of current offered by the cells and batteries
themselves resulting in the generation of heat. Internal resistance is measured in Ohms. The
relationship between internal resistance (r) and e.m.f (E) of cell s given by.
 E = I(r + R) ………………………………………6.4
Where I and R are electric current and external resistance respectively
E = Ir + IR
E = V + Ir…………………………………………6.5
When Ir is the terminal p.d

Terminal Potential Difference: is the p.d between the terminals of a cell when it is delivering
current to external circuit, it is measured in volt (v)
Example 8: A cell of e.m.f 1.5V and internal resistance 2.5ohms is connected in series with an
ammeter of resistance 0.5 ohms and a resistor of resistance 0.7ohms. Calculate the current in the
circuit
Solution
Given that;
E = 1.5v, r = 2.5Ω, R1 = 0.5Ω, R2 = 0.7Ω, I=?
Total external resistance in series
R = R 1 + R2
R = 0.5 + 0.7 = 1.2Ω
E = I(r + R)
E
I=
R +r
1.5
I=
1.2+ 2.5
I = 0.41A

GALVANOMETER CONVERSION
Conversion of galvanometer to ammeter (Shunt)

An ammeter is used for measuring currents. A galvanometer is used for detecting and
measuring very small currents. We can convert galvanometer into ammeter by connecting a suitable
resistor in parallel with the galvanometer, this is known as shunt.
 A shunt is a low resistance wire and is used to divert a large part of the current being
measured but to allow only a small current to pass through the galvanometer

Conversion of Galvanometer to Voltmeter

A galvanometer used for measuring very small current can be converted to voltmeter by connecting
a high resistance or multiplier in series with the galvanometer.
STRATAGIES AND ACTIVITIES
ACT 2: Teacher revises the concept resistance and resistivity with the student
ACT 3: Teacher gives a details explanation on resistivity and conductivity to the students
ACT 4: Teacher explains and solves problems on internal resistance of a cell to the students
ACT 5: Teacher lists and explains the differences e.m.f and terminal p.d
EVALUATION: 1. A steady current of 1.5A flows through a copper wire of length 10m and cross-
sectional 3.44×10-8m2. What is the voltage applied across the wire if the resistivity of copper is
1.72x10-8Ωm?

ASSIGNMENT: A galvanometer of resistance 5 ohms gives a full scale deflection when a current
of 50mA flows through it. How will you convert it to an ammeter capable of measuring 2A?