Summer-Based

Professional
Development
for Physics
Teachers

2024
Objectives of the Training
Pedagogical approaches
 Active and participatory teaching/learning
approaches are employed throughout the
training.
 Activities are mainly experiential in nature,
and student teachers are required to
actively engage as participants in all of the
lessons.
Assessment
Recommendations
 To ensure that the trainees have acquired
the relevant knowledge, skills and attitudes,
both formative and summative assessment
techniques will be employed.
 Process evaluation will be carried out to
appraise the implementation of the
curriculum.
 End of training assessment will also be
administered to gain a summative appraisal
of the module.
Structure of the training
 The training is prepared based on the need assessment
conducted by MoE.
– the training contains 11 units that are categorized
thematically. The units are divided into different
sessions.
– the sessions are designed in such a way that trainees
will become active participants in the teaching learning
process.
 The objectives, activities, key ideas, some implications and
takeaway resources are identified as follows.
• Each topic is linked to specific learning objectives.
• Activities are provided to allow participants to be engaged in learning.
• The topics are followed by key ideas, which provide description or
explanation for each major issue to be addressed.
Training Units
Unit 1: Physics and the how of teaching Physics
Unit 2: Physical Quantities
Unit 3: Motion in one and Two-Dimension
Unit 4: Force, Work, Energy and Simple Machine
Unit 5: Mechanical Oscillation and Sound Wave
Unit 6: Fluid Mechanics
Unit 7: Temperature and Thermometry
Unit 8: Electricity and Magnetism
Unit 9: Basics of Electronics
Unit 10: EM Wave and Geometrical Optics
Unit 11: Nuclear Physics
 Unit 1

Physics and
the how of
teaching
Physics
1.1 Physics: Definition and
Application (2 hrs)
 Atthe end of this session, trainees will be
able to:
 develop interest towards physics subject,
 devise activities and strategies that makes
them to teach physics concepts better,
 describe the crucial role of physics in
science, technology and society,
 list with brief description of the various
branches of physics,
 expand on interesting research pursuits in
Activity 1
• How have you been teaching the
definition and application of
physics?
 Please,
take a moment and share your
experience to the whole class.

• Do you start your teaching through

describing the things that are
Activity 2
 Have you used a concept map in
your class?
 In groups, draw a concept map of
physics and its various branches.
– After completion of the task, select one
representative to present your work to
the whole class.
Activity 3
 How could you help your students
to explain the applications of
Physics in their everyday life?
– Could you explain one example that
might have used to explain to them?
Activity 4
 Who are Physicists? How do you
teach your students about
Physicists?

 Bynow, you have got some insight

on how to teach about the definition
and application of Physics.
Key ideas
 Physics is a natural science which deals with the
study of properties of matter energy and their
mutual relationship.
 Physics tries to explain how things work or why
things happen.
– Discoveries in physics have led to the invention of
thousand of machines that affect our everyday life.
 all product of modern technology are applications of the
principles of physics.

 There are some branches of physics under

which we study the combine concepts of physics
Assessment
• Describe any other phenomenon occurring around you
and explain the principles of physics it uses.
• Look at an area of Physics that you might find its
application in your home and write a paragraph about
that area of physics to answer the following question:
 Why is this field important?

• How are scientists making discoveries in this field, are

they conducting experiments, are the building models,
are they doing calculations, etc.?
• Who is a scientist that has played a major role in this
field? What are they famous for?
• What is one question in this field that you find
Implications to teaching
 Many educators recognize the high potential of
teaching Physics by starting from its application
in their day to day life so as to attract the
attention of our learners.
• Have you been inspired to use such kinds of
teaching methods in your own session?
• What did you learn from this session and how
will you apply the notion of this session to
your life?
• Do you have any other strategy that you
suggest for teaching this topic? If so, please
Take away resources
 Seven Myths About High School Physics:
http://www.aps.org/programs/education/highsch
ool/teachers/7myths.cfm
 http://www.aps.org/programs/education/upload/
7-Myths-About-High-School-Physics.pdf
 Video:
https://www.youtube.com/watch?v=5o49H76Y2
Xc
Trainees watch and take notes (see sample
questions).
1.2 Innovative ways of
teaching physics (3 hrs)
 At the end of this session, trainees
will be able to:
– consciously select appropriate teaching
methods from the range of research
based physics teaching methodologies,
– devise activities and strategies that help
them to teach the concepts of physics
better.
Activity 1
 How have you been teaching
physics topics in your school?
– Please, take a moment and share your
experience to the whole class.
 Isthere any best method for
teaching Physics?
Activity 2
 When teaching Physics, how could you
start your lesson?
– Could you try to identify the prior
conceptions that had been held by the
students?
– If that is so, what kind of prior
conceptions had been commonly held
by the students?
Activity 3
 What kind of active learning methods do
you think are useful for removing the
misconceptions that had been held by
the students?
– Discuss in groups and share your
experiences with your colleagues.
Instructional methods or
strategies to achieve
conceptual change
…cont’d
Activity 4
 Are you familiar with the above
mentioned teaching-learning
methodologies?
 Which one is new to you?
– Please share your experience with one
another.
Other effective methods
for teaching physics
Key ideas
 The best methods for teaching physics in
high school will depend on the specific
goals and needs of the students and the
specific concepts being taught.

 Itis often helpful to use a combination of

different teaching methods to provide a
well-rounded and engaging learning
experience.
Assessment
 Which teaching method is best for
teaching a Physics concept?
Implications to teaching
 Literature support the importance of
teaching trainees with active learning
methodologies so as to enhance trainees
understanding of concepts and also make
the teaching and learning process more
attractive.
 Have you been inspired to use such kinds
of teaching methods in your own session?
 What new things have you learnt from
this session?
Take away resources
 Toknow more about innovative Physics
teaching learning methodologies, read
the following material.
– https://www.researchgate.net/publication/304570
933_PHYSICS_TEACHING_METHODS/link/577399fe
08aeb9427e23dd5b/download?_tp=eyJjb250ZXh0
Ijp7ImZpcnN0UGFnZSI6InB1YmxpY2F0aW9uIiwicG
FnZSI6InB1YmxpY2F0aW9uIn19
– https://arxiv.org/pdf/2006.02190.pdf
– https://www.labster.com/blog/7-creative-ways-tea
ch-physics
– https://files.eric.ed.gov/fulltext/ED504949.pdf
Chapter 2

Physical
Quantities
2.1 Measurement (2hrs)
 At the end of this session, trainees will be
able to:
– devise activities and strategies that
help them to teach the concepts
related to measurement and quantities
better,
– identify measurement scales in their
surrounding.
Start Up Activity 1
 How have you been teaching topics
related to measurement in your
school?
– Please, take a moment and share your
experience to the whole class.
 Do you use things that are
happening around you in your
class?
Activity 2
 List
some of the things that you
measure in your surroundings.
Activity 3
 What traditional measuring units do you
know that are used to describe length,
time and mass? Are they reliable?
 Are you familiar with modern measuring
devices?
Activity 4
Form a group and do the following activities.
1. Measure the length of different bodies using
length measuring instrument and compare with
the estimated values.
2. Have you ever tried to measure the mass of a
body using a beam balance? Visit a shop in your
living area. Write down the procedures the
shopkeeper uses to measure the mass of a body
using a beam-balance.
– Report your observations to your class.
3. Discuss how the sun rise and sun set is used to
measure the time of a day.
Activity 5
 You might have been familiar with most of the
measuring devices. Do you know how to use
devices like vernier caliper and micrometer?

 If you are new to using devices like micrometer as

well as vernier caliper, watch the following you
tube video so as to properly understand how to
read a vernier caliper and micrometer.
– https://www.youtube.com/watch?v=XQT6RSNN9sA
Activity 6
 Listother quantities which can be
measured directly and not.
Activity 7
 Have you experienced traveling to an
unfamiliar place, but after a while, you
realized you were lost?
– When traveling from one place to another, it is
not only important to know how far it is, but
you also need to know the direction you should
follow to reach your desired location. Today,
simple street maps and online maps in your
phones can easily give directions and instructions
for you to reach your destination.
 In science, you will encounter varying physical
quantities. Some of these quantities are
accompanied by directions; others are not.
Activity 8
 In groups, draw a concept map on physical
quantities or measurement lesson and share
your diagrams with one another.
– A sample concept map is given below.
Key ideas
 The fundamental and derived quantities are
the base for defining the standard units of
each physical quantity.
– Earlier, People did not use a standard
measurement system, and their units vary
from region to region. This led to the setup of
the International System of Units which
resulted in the standardization of units.
The derived quantities are extracted from
the 7 fundamental quantities.
A scalar quantity is a quantity that
Assessment
 What do you mean by physical quantity?
 Explain differences between fundamental
quantity and derived quantity.
 Which of the following is a vector: a person’s
height, the altitude on Mt. Everest, the
velocity of a fly, the age of Earth, the boiling
point of water, the cost of a book, Earth’s
population, or the acceleration of gravity?
 What do vectors and scalars have in
common? How do they differ?
Implications to teaching
 Literature support the importance of
teaching concepts practically and through
the use of concept map so as to make the
teaching and learning process more
attractive and also understand the topic.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
session?
– Do you have any other strategy that you
suggest for teaching this topic? If so, please
Take away resources
 Toknow more about this session, read
the following material.
– https://portal.tpu.ru/SHARED/k/KOVN/eng/teac
hing/Tab2/5_Metrology_labs_tme1-112p.pdf
– https://www.isbe.net/CTEDocuments/TEE-L67
0067.pdf
– https://ncert.nic.in/pdf/publication/sciencelab
oratorymanuals/classXI/physics/kelm102.pdf
– https://www.studocu.com/ph/document/dolor
es-national-high-school/general-physics-1/scal
ar-and-vector-quanitites/71732847
2.2 Addition of Vectors
(2hrs)
 By the end of this session, trainees
will be able to:
– devise activities and strategies that help
them to teach the concepts related to
addition of vectors,
– explain the graphical and analytical
method of vector addition,
– identify common misconceptions related
to the addition of vectors and take
corrective measures.
Activity 1
 How have you been teaching about
addition of vectors?
 Do you start youPlease, take a moment and
share your experience to the whole class.
r lesson through describing the things
that are happening around you?
Activity 2
 Can someone give me a definition of a
vector and some examples of vector
quantities you encounter in your daily
lives?
– Share your ideas with the class.
Graphical method of
vector addition
 To add vectors graphically using the triangle,
parallelogram and polygon method of vector
addition, these are the steps you need to follow:
– Decide on an appropriate scale. Record it on the diagram.
– Pick a starting point.
– Draw first vector with appropriate length and in the indicated
direction.
– Draw the second and remaining vectors with appropriate
length and direction.
– Draw the resultant based on the specific rule you are using.
– Measure the length of the resultant; use the scale to convert
to the magnitude of the resultant.
– Use a protractor to measure the vector’s direction.
Activity 3
 Study each of the graphical methods of
vector addition.
Activity 4
 Consider adding two vectors A and B
graphically. The two vectors are shown in
Figure 1.8.

– Using the above procedure of vector addition,

add these two vectors using the triangle law
as well as parallelogram law of vector
addition if the angle θ is 30o.
Algebraic method of vector
addition
 To add vectors algebraically, you'll break them
down into their horizontal and vertical
components.
– Then, you can add the corresponding components
separately.
– Finally, you combine the components to obtain the
resultant vector.
 Given a vector v with magnitude m and
direction θ:
– the horizontal component of the vector: vₓ = m * cos(θ)
– the vertical component of the vector: vᵧ = m * sin(θ)
– Write the vector in component form: v = vₓi + vᵧj,
Activity 5
 A farmer wants to apply fertilizer to a field with a wind
speed of 10 mph blowing from the east. The farmer
plans to apply the fertilizer at a speed of 5 mph in a
direction of 30 degrees north of east. Calculate the
resultant vector of the fertilizer application velocity,
taking into account the effect of the wind.
 A drone is being used to spray pesticides on a
rectangular field. The drone can fly at a speed of 15
mph in a direction of 60 degrees north of east (30
degrees). However, there is a crosswind blowing from
the southwest at a speed of 12 mph (225 degrees).
Calculate the resultant vector of the drone's flight
path, considering the influence of the crosswind.
Key ideas
 Two or more vectors can be added using the
geometrical as well as algebraic method of
vector addition.
Assessment
 Suppose you add two vectors A⃗ and B⃗. What relative direction
between them produces the resultant with the greatest
magnitude? What is the maximum magnitude? What relative
direction between them produces the resultant with the smallest
magnitude? What is the minimum magnitude?
 Is it possible to add a scalar quantity to a vector quantity?
 Is it possible for two vectors of different magnitudes to add to
zero? Is it possible for three vectors of different magnitudes to
add to zero? Explain.
 If two vectors are equal, what can you say about their
components? What can you say about their magnitudes? What
can you say about their directions?
 If three vectors sum up to zero, what geometric condition do
they satisfy?
Implications to teaching
 Literature support the importance of teaching
trainees with active learning methodologies so
as to enhance trainees understanding of
concepts and also make the teaching and
learning process more attractive.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
session?
Take away resources
 To know more about addition of vectors, read
the following material.
– https://www.texasgateway.org/resource/52-vector-addi
tion-and-subtraction-analytical-methods
– https://pressbooks-dev.oer.hawaii.edu/collegephysics/c
hapter/3-3-vector-addition-and-subtraction-analytical-
methods/
– https://byjus.com/physics/addition-of-vectors/
 Learn how to add vectors using the following
simulation.
– https://phet.colorado.edu/en/simulations/vector-additio
n
Chapter 3

Motion in
one and
Two-
3.1 Position, Distance and
Displacement (2 hrs)
 Atthe end of this session, trainees will be
able to:
– devise activities and strategies that help
them to teach the concepts related to
position, distance and displacement,
– Identify common misconceptions related
to this topic and take corrective
measures,
– Differentiate distance and displacement
from each other.
Start Up Activity 1
 How have you been teaching topics
related to position, distance and
displacement?
– Please, take a moment and share your
experience to the whole class.
 Are there misconceptions that were
commonly held by your students in
relation to this topic?
Activity 2
 When can we say that an object is in
motion?
 How do you describe the motion of an
object?
 When do you say that an object is
moved? What are the ways of describing
motion?
Activity 3
 Describe in words the position of an
object within the room or the school
ground.
– Were you able to find the object? Was it easy
or difficult?
Activity 4
 Consider the diagram below. The positions of the
objects are described in the diagram by their
coordinates along the number line.
 Based on the diagram, answer the following
questions:

 What is the position of the dog?

 What is the position of the tree?
 What is the position of the dog with respect to
Activity 5
 In this diagram, the position of the ball rolling
are shown at equal intervals of time. Use the
diagram to describe the position of the ball at
any given time.
 What is the initial position of the ball? What is
the final position?

 What is the position of the ball at 10 seconds?

…cont’d
 Describe the motion of the ball using motion
graphs and fill it in table 1. Plot the values in
table 1 on the graphing board (note that time is
plotted on the x-axis while position is plotted
along the y-axis)

– At what time will the ball reach 20 meters?

– What is the position of the ball at 7.5
seconds?
Activity 6
 Start describing motion with the
question, “how far did the dog travel?”
 What is the total length traveled by the
dog from its point of origin to its final
destination?
 What is the shortest distance of the dog
relative to its points of origin?
Activity 7
 Answer the following questions as points for
discussion.
– What have you noticed about the distance
and the displacement in the given
example?
– When can displacement be equal to
distance?
– Can displacement be greater than
distance? Why?
– What if the ball, the car, and the dog in
Activity 8
 By referring to the following graph,

– What is the displacement of the object after 2

seconds?
– What is the displacement after 6 seconds?
– How will you describe the motion of the
Key ideas
 The word position describes your location
(where you are).
 A frame of reference is an arbitrary set of
axes from which the position and motion of
an object are described.
 Distance is the actual path that is travelled
by a moving body, where as displacement is
the change in position (final position minus
initial position).
Assessment
 Give an example in which there are clear distinctions among
distance traveled, displacement, and magnitude of
displacement. Identify each quantity in your example
specifically.
 The arrows represent the different distances covered by
students. Who among the trainees covers the longest
distance? Who has greatest displacement?

 Can the magnitude of a particle’s displacement be greater

that the distance traveled?
 Under what circumstances does distance traveled equal
magnitude of displacement? What is the only case in which
Implications to teaching
 Literature support the importance of linking the
concept you teach to students real life scenarios
so as to make the teaching and learning process
more attractive and also understand the topic.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
session?
– Do you have any other strategy that you
suggest for teaching this topic? If so, please
share it to your colleagues.
Take away resources
 To know more about distance and displacement,
read the following material.
– https://flexbooks.ck12.org/cbook/ck-12-physics-flexboo
k-2.0/section/2.1/primary/session/position-and-displace
ment-phys/
– https://amsi.org.au/ESA_Senior_Years/SeniorTopic3/3i/
3i_2content_1.html
– https://byjus.com/physics/distance-and-displacement/
– https://courses.lumenlearning.com/suny-osuniversityp
hysics/chapter/1-1-position-displacement-and-average-
velocity/
– http://physics.bu.edu/~duffy/ns540_fall10_notes01/EP_
ch02_2dash1to2dash4.pdf
3.2 Average Velocity and
Instantaneous Velocity
(2hrs)
 At the end of this session, trainees will be
able to:
– devise activities and strategies that help
them to teach the concepts related to
velocity,
– describe the difference between average
velocity and instantaneous velocity,
– identify common misconceptions related to
this topic and take corrective measures.
Activity 1
 How have you been teaching about
speed or velocity?
– Please, take a moment and share your
experience to the whole class.
 What were the common misconceptions
that were held by your students in
relation to this topic?
Activity 2
 Are you familiar with the traffic signs?
What are the units used for speed limit?
 What quantities do these units represent
that are related to speed?
Activity 3
 How can we differentiate these two
quantities with respect to reference
frames?
Activity 4
 Student M walks 2 km away from home
in 30 minutes. He then turns around and
walks back home along the same path,
also in 30 minutes. Calculate M’s average
speed and average velocity.
Activity 5
 What are the differences between speed
and velocity?
 What quantities did you measure for
calculating speed and velocity?
 How did you combine these quantities to
determine how fast each participant was
walking?
 How did you use the result to determine
who walked fastest?
 What is instantaneous velocity?
Activity 6
 Didyou remember news that watched or
heard on natural disaster occurred in the
country?
– How do you think speed and velocity is related
to this phenomenon?
– What other life experiences can you share
wherein speed and velocity is applied?
 “ACT NOW” perspective:
– Why do you think many people died in the
Yolanda incident?
Key ideas
 Average velocity is change in
displacement divided by time taken.
 Instantaneous velocity is the velocity of
an accelerating body at a specific instant
in time.
 The magnitude of instantaneous velocity
is its instantaneous speed.
Assessment (Write your name if
the statement is true and write the
name of your crush if it is false.)

 Speed is defined as the distance travelled divided by the

time of travel.
 Speed without direction is referred to as velocity.
 Speedometer is a device used to measure the
instantaneous speed of a vehicle.
 The velocity of an object in an instant is called average
speed.
 The velocity of a moving object at an instant is called
instantaneous velocity. Alex ran with a speed of 0.5m/s.
Matt says he is faster than Alex. He ran 100m in 3 minutes.
What is Matt's speed, and is he faster than Alex?
 How long does it take a horse to run 3km if it travels at a
speed of 40 km/hr?
Implications to teaching
 Literature support the importance of
linking the concept you teach to trainees
real life scenarios so as to make the
teaching and learning process more
attractive and also understand the topic.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
session?
– Do you have any other strategy that you
Take away resources
 To know more about velocity, read the
following material.
– https://study.com/learn/session/average-vs-inst
antaneous-velocity-difference-uses.html#:~:tex
t=Types%20of%20Velocity&text=Remember%
20that%20instantaneous%20velocity%20is,lon
ger%20period%20of%20elapsed%20time
.
– https://scienceready.com.au/pages/instantaneo
us-and-average-velocity#google_vignette
– https://artofsmart.com.au/hsctogether/instanta
neous-and-average-velocity/
3.3 Uniform Motion and
Uniformly Accelerated
Motion (2hrs)
 At the end of this session, trainees
will be able to:
– devise activities and strategies that help
them to teach the concepts related to
uniform motion and uniformly accelerated
motion,
– differentiate between uniform and
uniformly accelerated motions,
– identify common misconceptions related
to this topic and take corrective
Activity 1
 How have you been teaching the
definition of physics?
– Please, take a moment and share your
experience to the whole class.
 What kind of misconceptions is held by
your students?
Activity 2
Activity 3
 The following table shows five different
sets of velocities at times of 0.0 s, 1.0 s,
2.0 s, and 3.0 s. Which of them involve
uniform acceleration with an increasing
velocity for the entire time? Describe the
motion of the other sets.
Activity 4
 Identify bodies or objects that exhibit uniformly accelerated
motion. Write UAM if it exhibits Uniformly Accelerated
Motion, write Non-UAM if it DOES NOT.
– A bike that is at rest.
– A boy holding a book.
– A girl walking leisurely.
– A hanging picture frame.
– A rock falling from a cliff.
– A fruit dropping from a tree.
– A rolling ball on an inclined plane.
– A man standing still in an escalator.
– A car increasing its velocity at a constant rate.
Activity 5
 Investigate the graphs of a uniform
motion and uniformly accelerated motion
using the following oPhysics: Interactive
Physics Simulations.
– Position, Velocity, and Acceleration vs. Time
Graphs https://ophysics.com/k4b.html
Activity 6
 What does the terms under the position-time, velocity-
time and acceleration-time graph represents?
 The table shows a set of position-time data for
uniformly accelerated motion.

– Plot a position-time graph

– Find the slopes of tangents at appropriate times.
– Plot a velocity-time graph.
– Plot an acceleration-time graph.
– Determine the area under the line on the velocity-
time graph and then on the acceleration-time
Key ideas
 Uniform motion is an object undergoing
motion with a constant or unchanging
velocity.
 Uniformly accelerated motion is the
motion of an object undergoing constant
acceleration that does not change with time.
Assessment
 What are the differences between
uniform motion and uniformly
accelerated motion?
Implications to teaching
 Literature support the importance of teaching
concepts through engaging trainees in the
teaching and learning process so as to make the
trainees understand the topic and also to make
the teaching and learning process more attractive.
 Using simulations are also preferable methods
when the use of hands on approach is not
practicable.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
Take away resources
 To know more about the differences
between uniform and uniformly
accelerated motion, read or watch the
following material.
– https://youtu.be/mFmfHdLKQM0
– https://youtu.be/0kQrz4dfxDw
3.4 Uniform Circular
Motion (1 hr)
 At the end of this session, trainees will be
able to:
– devise activities and strategies that help
them to teach the concepts related to
uniform circular motion,
– Solve problems involving centripetal
acceleration and centripetal force,
– identify common misconceptions related to
this topic and take corrective measures.
Activity 1
 How have you been teaching the
concepts of uniform circular motion?
– Please, take a moment and share your
experience to the whole class.
 Did you start your teaching through
describing the things that are happening
around you?
 What were the common misconceptions
held by your students in relation to this
topic?
Activity 2
 Why we study circular motion?
Activity 3
 What is uniform circular motion? Give
examples of it.
 Would you list and explain situations in
nature which approximate to uniform
circular motion?
Activity 4
 A boy is whirling a yo-yo above his head in a
counterclockwise direction. At the exact
moment shown at left, he lets go of the string.
In which direction will the yo-yo travel? Draw an
arrow on the image to show the yo-yo’s
direction.
 Do you think the released yo-yo’s path will be
straight or curved? Explain.
Activity 5
 Take a piece of elastic about 20 cm in length and
tie one end of it securely to a pencil rubber.
 By following the procedures indicated in activity 5
of the module, answer the following questions.
– What force causes the pencil rubber to move in a circle?
– How do the magnitude and direction of this force vary
during the circular motion?
– What is the relationship between the direction of motion
of the rubber and the direction of the force acting on it?
Activity 6
 Draw a vector diagram to show that the
acceleration of a particle moving with uniform
speed.
 Derive the expressions used to calculate
centripetal force and centripetal acceleration.
Activity 7
 Now perform the following simulation
software.
– The Physics Classroom: Uniform Circular Motion
Interactive Simulation
http://www.physicsclassroom.com/shwave/ucm.cf
m
Key ideas
 Uniform circular motion is a specific type of
motion in which an object travels in a circle
with a constant speed.
 An object moving in a circle at a constant
speed is experiencing a force which is
constant in magnitude and directed radially
inwards towards the centre of the circle.
– This force, whatever its cause, is called the
centripetal force.
Assessment
 Is there a net force acting on an object in
uniform circular motion?
 What is the centripetal acceleration felt by
the passengers of a car moving at 12 m/s
along a curve with radius 2.0 m?
Implications to teaching
 Literature support the importance of linking
the concept you teach to trainees real life
scenarios so as to make the teaching and
learning process more attractive and also
understand the topic.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
session?
– Do you have any other strategy that you
suggest for teaching this topic? If so, please
Take away resources
 To know more about uniform circular
motion, read the following material.
– https://youtu.be/IawY86XveQE
– https://youtu.be/j5nSGCsHUZY
 Perform available simulation experiments
so as to understand the concept of
uniform circular motion in a better way.
3.5 Projectile motion (2
hrs)
 At the end of this session, trainees will be
able to:
– devise activities and strategies that help
them to teach the concepts related to
projectile motion,
– use kinematic equations to analyze and
solve angle-launched projectile problems.
– identify common misconceptions related
to this topic and take corrective
measures.
Activity 1
 How have you been teaching the
concepts of projectile motion?
– Please, take a moment and share your
experience to the whole class.
 Could you start your teaching through
describing the things that are happening
around them?
 What were the common misconceptions
held by your students in relation to this
topic?
Activity 2
 Name everyday examples of projectile
motion and explain why they are
projectile motion.
Activity 3
 Projectile Simulator TPC's Physics Interactive
http://www.physicsclassroom.com/Physics-In
teractives/Vectors-and-Projectiles/Projectile-
Simulator
 PhET: Projectile Motion
http://phet.colorado.edu/en/simulation/proje
ctile-motion
 Projectile Motion with Angry Birds
http://www.compadre.org/OSP/items/detail.c
fm?ID=11562
Activity 4
 In groups, try to recap your knowledge of
deriving the equations of a projectile
motion.
Key ideas
 The properties of projectile motion are that
– the object’s horizontal velocity does not
change,
– it’s vertical velocity constantly
changes due to gravity,
– the shape of its trajectory will be a
parabola, and
– the object is not affected by air
resistance.
Assessment
 Why does a projectile follow a curved path?
 Why is 45 degrees the optimal angle for
projectiles?
 Who first accurately described projectile
motion and when?
Implications to teaching
 Literature support the importance of linking the
concept you teach to trainees real life scenarios
so as to make the teaching and learning process
more attractive and also understand the topic.
 The use of simulation softwares also helps
learners to better understand the topic.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
session?
– Do you have any other strategy that you
Take away resources
 To know more about projectile motion, read/watch
the following material.
– https://byjus.com/physics/projectile-motion/
– https://openstax.org/books/physics/pages/5-3-projectile-
motion
– https://openstax.org/books/college-physics-2e/pages/3-4-
projectile-motion
– https://www.toppr.com/guides/physics/motion-in-a-plane/
projectile-motion/
– https://youtu.be/8NLzuURxFwY
 The Physics Classroom Tutorial, Motion and Forces
in Two Dimensions Chapter, Session 2
http://www.physicsclassroom.com/class/vectors/Session-2/W
3.6 Rotational Motion (1
hr)
 At the end of this session, trainees will be
able to:
– devise activities and strategies that help
them to teach the concepts related to
rotational motion,
– solve problems regarding rotational
motion;
– describe, when a rigid object rotates
about a fixed axis, the relationship
between the translational counterparts of
Activity 1
 How have you been teaching the concepts
of rotational motion?
– Please, take a moment and share your
experience to the whole class.
 Do you use the things that are happening
around you to teach these concepts to your
students?
 What were the common misconceptions
held by your students in relation to this
topic?
Activity 2
 Is everyone riding the merry-go-round
moving at the same speed?
 Now using the procedures indicated in
activity 2 of the module, perform activity 2.

– You can also look at the optional method

in the module.
Activity 3
 In groups, try to derive a relationship
between arc length, radius, and angle of
rotation.
Activity 4
 Perform activity 4 of the module using the
indicated procedures.
Activity 5
 Who can tell us the definition of rotational
motion? Any volunteer?
 Read the PowerPoint that you can find in the
following link or watch the embedded video
link that helps you to understand these
concepts better.
– https://www.slideshare.net/slideshow/rotational-m
otion-28888782/28888782
– https://youtu.be/grMWAI1RdVs
Activity 6
 In group of 5 members, solve these
problems for 5 minutes. Then, choose one
representative from each group to present
and explain the answer.
1. A wheel initially at rest undergoes constant angular
acceleration for 10 seconds, reaching an angular velocity
of 50 rad/s. What is its angular acceleration?
2. A wheel has an initial angular velocity of 30 rad/s. It
undergoes a constant angular acceleration of -2 rad/s² for
5 seconds. What is the angular displacement during this
time period?
3. A wheel of radius 0.3 meters is rolling without slipping
Key ideas
 Rotational motion is the motion of a rigid body
which takes place in such a way that all of its
particles move in circles about an axis with a
common angular velocity of, it is the motion of
a body turning about an axis.
 The centers of all circular paths in a spinning
object define a line, called the axis of
rotation.
 Angular displacement is the angle through
which a rigid object rotates about a fixed
axis. It is positive if it is counterclockwise
Assessment
 Differentiate rotational from translational
motion.
 A record has a diameter of 30.48 m. It
rotates at the rate of 33.33 deg. Determine
the distance measured along the arc that a
point on the rim of the record has moved.
Implications to teaching
 Literature support the importance of linking
the concept you teach to trainees real life
scenarios so as to make the teaching and
learning process more attractive and also
understand the topic.
– Have you been inspired to use such kinds
of teaching methods in your own session?
– What new things have you learnt from
this session?
– Do you have any other strategy that you
Take away resources
 Toknow more about rotational motion,
read or watch the following materials.
– https://openstax.org/books/physics/pages/6-3-
rotational-motion
– https://www.studysmarter.co.uk/explanations/
physics/kinematics-physics/rotational-motion/
– https://youtu.be/WQ9AH2S8B6Y
 Perform available simulation experiments
so as to understand the concept of
rotational motion in a better way.
 Unit 4

Force,
Work,
Energy and
4.1 The Concept of Force
(1 hr)
At the end of this session, trainees will be
able to:
use innovative techniques to teach the
concept of force,
identify some misconceptions related to
the concept of force and take corrective
measures.
Activity 1
 How have you been teaching the concept
of force?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Have you ever engaged your students in
different practical activities such as
kicking a ball, pushing a wall, stretching
or compressing a spring, throwing a
piece of chalk etc? How these activities
are related to the concept of force?
Activity 3
 Consider the following figures which are
your common day to day experience.
What do you observe in each case? Take
2 minutes to think over the figures and
discuss (first in pairs and then in groups)
how each figure is related to force.
Activity 3...cont’d
Key ideas
 A force can act on a stationary object without changing its
state of motion.
 It is important to understand that there are also non-
contact forces such as electromagnetic forces,
gravitational forces, and nuclear forces.
 The net force acting on an object is what determines its
acceleration.
 Many people use the terms "force" and "weight"
interchangeably, but they are not the same. Weight is a
specific type of force (gravitational force) that acts on an
object due to its mass and the acceleration due to gravity.
 Some people may believe that force always acts in the
direction of motion. In reality, a force can act in any
direction relative to an object's motion, affecting the
Assessment
• Explain the different types of forces.
Implications to teaching
 Literatures support the importance of linking the concept
you teach to trainees real life scenarios like the one we
used in the above activities so as to make the teaching
and learning process more attractive and understandable.
 Have you been inspired to use such kinds of teaching
methods in your own lesson?
 What new things have you learnt from this lesson?
 Do you have any other teaching strategy that you suggest
for teaching this topic? If yes, please share it to your
colleagues.
Take away resources
 To know more about the concept of force,
read grade 9 physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of force in a
better way.
https://phet.colorado.edu/sims/html/forces-and-motion
-basics/latest/forces-and-motion-basics_all.html
4.2 Newton’s Laws of
Motion (1 hr)
At the end of this session, trainees will be
able to:
use different scenarios to teach Newton’s
laws of motion,
identify some misconceptions related to
Newton’s laws of motion and take
corrective measures.
Activity 1
 How have you been teaching Newton’s
laws of motion?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Mr. X observed a car accident while going to
school. The accident was happened as a result
of collision between small automobile and a
Sinotruck moving in opposite directions. Out of
three passengers in the automobile, one didn’t
wear a seat belt and he sustained severe brain
injury during the sudden collision. The
remaining two passengers sustained only slight
injury. Moreover, the accident was more
damaging to the automobile.
Activity 2...cont’d
 Explain this phenomena in line with
Newton’s laws of motion first in pairs and
then in large groups.
 Why the passenger who didn’t wear a
seat belt sustained severe injury than the
remaining two passengers?
 Why the accident was more damaging to
the automobile than to the sinotruck?
Activity 3
 Watchthe following video and discuss in
groups what you understood from it.

 https://www.youtube.com/watch?v=3KlZ
NzOwtug
 Key ideas
.
Many people think that an object needs a
constant force to keep moving. In reality,
according to Newton's first law (the law of inertia),
an object in motion will continue to move at a
constant velocity unless acted upon by an external
force.

In reality, all objects in free fall accelerate at the

same rate, regardless of their mass, when air
resistance is negligible.


Assessment
 Explainthe implications of Newton’s laws
of motion.

A person is standing in an elevator that is

initially at rest. The elevator starts to
move upward with a constant
acceleration. What happens to the
apparent weight of the person while the
elevator is accelerating upward? Explain
your answer using Newton's laws of
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
lesson?
 Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 To know more about Newton’s laws of
motion, read grade 9 physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of force in a
better way.
https://phet.colorado.edu/sims/html/forces-and-motion-basic
s/latest/forces-and-motion-basics_all.html
4.3 Forces of Friction (1
hr)
At the end of this session, trainees will be
able to:
devise activities and strategies to help
your trainees learn the concepts related to
frictional force,
identify some misconceptions related to
the concept of frictional force and take
corrective measures,
describe friction and how it opposes
Activity 1
 How have you been teaching the concept
of frictional force?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 The first problem could be about pushing
a box across a floor, where the box
doesn't move at first but starts moving
once a certain amount of force is applied.
 In a car skidding on a wet road, explain
why the car doesn't stop immediately
when the brakes are applied.
Activity 3
 Have you realized the importance of
understanding frictional force in
explaining various real-world
applications? Engineers use the concept
of friction to design brakes in vehicles,
how the sports industry uses it to make
shoes grip the ground better, or how it
plays a crucial role in our daily activities
like walking, driving, or even writing.
Key ideas
 Friction is a force that opposes motion
between two surfaces that are touching.
It is greater when objects have rougher
surfaces or are heavier.
Assessment
 teacherasks the trainees to reflect on
the day's lesson and write down their
answers to the following questions:
– What was the most important concept you
learned today?
– What questions do you still have about
frictional force?
– Can you think of any other real-life examples
where friction is involved?
Implications to teaching
 Literature support the importance of linking the concept
you teach to trainees real life scenarios so as to make the
teaching and learning process more attractive and also
understand the topic.
 Encourage the trainees to continue exploring the topic
and to always be curious about the world around them, as
many of the great discoveries and inventions in history
have been made by people who were curious about why
things worked the way they did.
 Have you been inspired to use such kinds of teaching
methods in your own lesson?
 What new things have you learnt from this lesson?
 Do you have any other teaching strategy that you suggest
Take away resources
 To further strengthen your understanding
of frictional force, read additional
materials like "The Physics of Everyday
Things" by James Kakalios or "Physics for
Future Presidents" by Richard A. Muller,
which explain the concept of friction in a
fun and accessible way.
 You can also watch online resources like
interactive simulations or more advanced
videos for trainees who want to explore
4.4 Static equilibrium (2
hrs)
At the end of this session, trainees will be
able to:
devise activities and strategies to help
your trainees learn the concepts related to
static equilibrium,
Identify and analyze static equilibrium
situations for objects in equilibrium in
various physical situations,
Identify some misconceptions related to
the concept of force and take corrective
Activity 1
 How have you been teaching the concept
of static equilibrium?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 What is the definition of static
equilibrium, and when do objects fall
under this category?
Activity 3

List examples of bodies that are in static

equilibrium from your surroundings.
Key ideas
 Static equilibrium is a type of equilibrium that
occurs when a body is at rest and there is no
net force or net torque acting on it.
– The first condition of equilibrium states that the sum of
the forces acting on a body must add up to zero.
– The second condition necessary to achieve equilibrium
is that the net external torque on a system must be
zero.
Assessment
 What does static equilibrium mean?
 What conditions are necessary for static
equilibrium?
 Mention some examples of a rigid body
that is in static equilibrium in your
surroundings.
Implications to teaching
 Literature support the importance of linking the concept
you teach to trainees real life scenarios so as to make the
teaching and learning process more attractive and also
understand the topic.
 Encourage the trainees to continue exploring the topic
and to always be curious about the world around them, as
many of the great discoveries and inventions in history
have been made by people who were curious about why
things worked the way they did.
 Have you been inspired to use such kinds of teaching
methods in your own lesson?
 What new things have you learnt from this lesson?
 Do you have any other teaching strategy that you suggest
Take away resources
https://byjus.com/physics/conditions-of-equilibrium/
4.5 Planetary Motion and
Kepler’s Laws (1 hr)
At the end of this session, trainees will be
able to:
– devise activities and strategies to teach
the concepts of planetary motion and
Kepler’s laws,
– identify some misconceptions related to
planetary motion and Kepler’s laws and
take corrective measures,
– design a 3D model to illustrate the motion
of planets about the sun.
Activity 1
 How have you been teaching planetary
motion and Kepler’s laws?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Use the following PhET simulation
software on Kepler’s laws and planetary
motion.
https://phet.colorado.edu/sims/html/keplers-laws/lates
t/keplers-laws_all.html

What did you learnt from the video?

Activity 3
 Do you think that Kepler's laws of planetary
motion apply to all planets in the solar system,
as well as other celestial bodies orbiting around
a central mass?
– Discuss in groups and report to the class via your
group representative.
Key ideas

While Kepler's laws accurately describe the

motion of planets in their orbits, they do not
provide a complete explanation of the underlying
mechanisms governing planetary motion.
Kepler's third law applies to any two objects
orbiting each other under the influence of gravity,
including moons orbiting planets or artificial
satellites orbiting Earth.
Kepler's laws describe empirical observations
rather than the fundamental causes of planetary
motion.
Assessment
 Consider the following statements about
planetary motion. Which of these statements is
true according to Kepler's laws?
– The orbits of planets around the Sun are
perfect circles.
– The speed of a planet in its orbit around the
Sun is constant.
– The square of a planet's orbital period is
proportional to the cube of its average
distance from the Sun.
– A line drawn from the Sun to a planet sweeps
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 Toknow more about Newton’s laws of
motion, read grade 12 physics textbook.
4.6 Law of Universal
Gravitation (1 hr)
At the end of this session, trainees will be
able to:
– devise activities and strategies to teach
Newton’s law of universal gravitation,
– identify some misconceptions related to
the law of universal gravitation and take
corrective measures,
– apply the concept of Newton’s law of
universal gravitation to solve physical
problems.
Activity 1
 How have you been teaching the law of
universal gravitation?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Use the following PhET simulation
software on Newton’s law of universal
gravitation. What did you understand
from the video?
https://phet.colorado.edu/sims/html/gravity-force-lab-b
asics/latest/gravity-force-lab-basics_en.html
Activity 3
 Whatdo you think is the cause of tides
which are very long-period waves that
move through the ocean?
– Discuss in groups and report to the class
through your group representative.
Key ideas
 Newton's law of universal gravitation states that
gravity is a universal force that attracts all
objects with mass toward each other. Gravity
acts in all directions, not just downward.

 Weight is a measure of the gravitational force

exerted on an object. Gravity itself does not
depend on an object's weight but rather on its
mass and the distance between objects.
Assessment
 Ifthe distance between two objects is
doubled, how does the gravitational force
between them change?
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 Toknow more about Newton’s laws of
motion, read grade 12 physics textbook.
4.7 Work (1 hr)
At the end of this session, trainees will be
able to:
– devise activities and strategies to
teach the concept of work,
– identify some misconceptions related
to the concept of work and take
corrective measures.
Activity 1
 How have you been teaching the concept
of work?

 What kind of misconceptions have you

identified in relation to this topic?
Activity 2
 Consider the following figures. In which
case is work being done? Why?
Activity 3
 Watchthe following video and discuss in
groups what you understood from it
concerning the concept of work.
https://www.youtube.com/watch?v=dBQ1BNhTE
to
Key ideas
 In physics, work is defined as the product of
force and displacement in the direction of the
force. Therefore, if there is effort without
movement (e.g., pushing against a wall), there
is no work done.
 Work is independent of time; it's only dependent
on the force applied and the distance moved in
the direction of the force
 Work is done only when there is displacement in
the direction of the force. If there is no
displacement, or if the displacement is
perpendicular to the force, no work is done
Assessment
 Explain the scientific meaning of work.
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 To know more about the concept of work,
read grade 9 and 11 physics textbooks.
 Perform force PHET experiment simulation
using the following link so as to understand
the concept of force in a better way.
https://phet.colorado.edu/sims/html/force
s-and-motion-basics/latest/forces-and-mo
tion-basics_all.html
4.8 Kinetic and Potential
Energy (1 hr)
At the end of this session, trainees will be
able to:
– devise activities and strategies to
teach to kinetic and potential
energies,
– identify some misconceptions
related to kinetic and potential
energies and take corrective
measures.
Activity 1
 How have you been teaching kinetic and
potential energies?
 What real life situations have you been
employing in the lessons of kinetic and
potential energies?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Discuss and report the conversion
between kinetic and potential energies
for the following cases.
 Discuss how mechanical energy is
conserved in each case
– Swinging pendulum
– Bouncing ball
– Spring loaded toy
– Hydroelectric power
Activity 3
 What other conversion between kinetic
and potential energies occur in your
locality?
 Discuss in groups and report to the class
though your representative.
Key ideas
 Kinetic energy is associated with motion, while
potential energy is associated with position or
stored energy.

 Students may overlook the factors that affect

kinetic and potential energies, such as mass,
height, velocity, and gravitational acceleration.
Reinforcing the importance of considering these
factors when calculating or analyzing kinetic
and potential energies is important.
Assessment
 Describe a scenario where an object has
both kinetic and potential energy.
– Explain how the energy changes as the
object moves.
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 To know more about Newton’s laws of
motion, read grade 9 physics textbook.
 Perform force PHET experiment simulation
using the following link so as to understand
the concept of force in a better way.
4.9 Power (1 hr)
At the end of this session, trainees will be
able to:
– devise activities and strategies to
teach the concept of power,
– identify some misconceptions related
to the concept of power and take
corrective measures.
Activity 1
 How have you been teaching the concept
of power?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Suppose that two devices are fabricated
for the same purpose. Let us say that one
device performs the work for which it is
designed in a short period of time while
the other takes longer time to do the
same work.
 What do you think is the reason?
Activity 3
Discuss the following everyday examples
where you encounter the concept of power
in your lives. Interpret the power rating of
the appliances or equipment.
Electrical appliances (e.g., light bulbs,
refrigerators, hairdryers)
Vehicles (e.g., cars, motorcycles)
Human activities (e.g., running, cycling)
Machines (e.g., elevators, escalators)
Key ideas
 While power does involve energy, they are
distinct concepts. Energy refers to the capacity
to do work, while power refers to the rate at
which work is done or energy is transferred.

 In reality, power is a measure of the rate at

which work is done or energy is transferred and
depends on the interaction between objects and
external forces.
Assessment
 Howis power defined in the context of
physics?
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 To know more about Newton’s laws of
motion, read grade 9 physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of force in a
better way.
https://phet.colorado.edu/sims/html/forces-and-motion-basic
s/latest/forces-and-motion-basics_all.html
4.10 Impulse and Linear
Momentum (2 hrs)
At the end of this session, trainees will be
able to:
– devise activities and strategies to
teach impulse and linear momentum,
– identify some misconceptions related
to impulse and linear momentum and
take corrective measures.
Activity 1
 How have you been teaching the concept
of impulse and linear momentum?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Suppose your throw a stone vertically upwards.
You may sustain hand injury if you try to catch it
abruptly when it falls back. However, if you try
to catch it gently by making your hand relaxed
and flexible, you may not feel pain. Explain why.
 Do you observe any difference if you catch the
stone with two hands rather than with one
hand? Why?
 How do you think soccer players easily control
the ball during passes?
 Have you carefully observed the design of
Activity 3
Discuss how the concept of impulse and linear
momentum is applied to the following situation.
Suppose you encounter two car accidents. The
first car crashed directly into a tree resulting in
severe damage. The second car went through
bushes and didn’t sustain severe damage except
superficial damage to the exterior of the car. In
relation to impulse and linear momentum, discuss
why the first car sustained severe damage while
the second car did not.
Key ideas
 While impulse is related to force (impulse equals
the average force applied over a given time
interval), they are not the same. A large impulse
dos not necessarily require a large force.

 The effect of a force on an object depends on

how long it acts, as well as the strength of the
force. Impulse is a useful concept because it
quantifies the effect of a force.
Assessment
 Given the concepts of impulse and linear
momentum, how does the time duration
over which a force acts on an object affect
the resulting change in the object's
momentum.
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 To know more about impulse and linear
momentum, read grade 11 physics
textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of force in a
better way.
https://phet.colorado.edu/sims/html/forces-and-motion-basic
s/latest/forces-and-motion-basics_all.html
4.11 Simple Machines and
their Purposes (2 hrs)
At the end of this session, trainees will be
able to:
– devise activities and strategies to
teach simple machines,
– identify some misconceptions related
to simple machines and take corrective
measures,
– identify simple machines as a force
multipliers, distance multipliers or
direction changers.
Activity 1
 How have you been teaching simple
machines?

 What kind of misconceptions have you

identified in relation to this topic?
Activity 2
 What are the common simple machines
people uses in your locality to make their
life simple?
Activity 3
 Do simple machines necessarily reduce
the total amount of energy input?
– Discuss, first in pairs, and then in
groups and report to the class.
Key ideas
 Simple machines do not create energy;
they only transfer or transform it from
one form to another. For example, a lever
does not produce energy but rather
redistributes the input force applied to it.

 Simplemachines can provide mechanical

advantage by redistributing forces. The
output work of a simple machine is
always less than the input work due to
Assessment
 Develop a procedure to calculate the
mechanical advantages of common
simple machines in your locality.
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 To know more about simple machines,
read grade 9 physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of force in a
better way.
https://phet.colorado.edu/sims/html/forces-and-motion-basic
s/latest/forces-and-motion-basics_all.html
 Unit 5

Mechanical
Oscillation
and Sound
5.1 Propagation of Waves
(1 hr)
At the end of this session, trainees will be
able to:
– devise activities and strategies to
teach about propagation of waves,
– identify common misconceptions
related to propagation of waves and
take corrective measures,
– connect the common characteristics of
waves to real life situation.
Activity 1
 How have you been teaching propagation
of waves?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 What determines the color and
brightness of light?
 What dictates how light interacts with
objects, influencing phenomena like
refraction, diffraction and interference?
 Does light require material medium for
its propagation? Each trainee should
think over this question for 2 minutes
and discuss in pairs. Finally, they should
present their report to the class.
Activity 3
 Go to lakes in your locality. If you don’t have the
chance of getting lakes, observe a video of
water waves on lakes or seas.
– what determines how often waves arrive at a
shore, impacting coastal erosion rates and
beach dynamics?
– what affects the force with which it crashes
against shores?
– what affects the distance between successive
wave crests, which influences surfing
conditions and wave interference patterns?
Key ideas
 Waves transfer energy, not matter. When you
hear sound or feel the warmth of sunlight, it's
not physical particles moving from the source to
you, but energy being transferred through the
medium (or through space in the case of
electromagnetic waves).

 Wavelength dictates how light interacts with

objects, influencing phenomena like refraction,
diffraction and interference.
Assessment
Consider seismic waves
– what determines the magnitude of an
earthquake?
– what indicates the strength of the
seismic activity?
– what dictates the distance between
successive peaks of the seismic
waves?
– are seismic waves mechanical or
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 To know more about the common
characteristics of wave, read grade 9
physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of force in a
better way.
https://phet.colorado.edu/sims/html/waves-intro/latest
/waves-intro_en.html
5.2 Sound Waves (2 hrs)
At the end of this session, trainees will be
able to:
– devise activities and strategies to
teach sound waves,
– identify some misconceptions related
to sound waves and take corrective
measures,
– compare the speed of sound in
different materials.
Activity 1
 How have you been teaching sound
waves?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Listthe different sounds you hear in your
locality. Explain how each sound is
produced.
 What do you think are the advantages
and disadvantages of sound?
– Concerning the disadvantages, do you
suggest the development of sound policy for
our country?
– Each trainee should think over this question
for 2 minutes and discuss in groups.
Activity 3
 What affects the distance between
successive wave crests, which influences
surfing conditions and wave interference
patterns?
 Are water waves mechanical or
electromagnetic? why?
Key ideas
 The speed of sound varies depending on the
properties of the medium it travels through.
 Loudness refers to the perceived intensity or
amplitude of sound waves, while pitch refers to
the perceived frequency of sound waves.
 In reality, sound waves transfer energy through
the medium, causing particles of the medium to
vibrate back and forth in the direction of the
wave's propagation. The particles themselves
do not travel with the wave but oscillate about
their equilibrium positions
Assessment
 The reflection of sound from hard surfaces is
called an "echo". Discuss how echo is used in
SONAR (Sound Navigation and Ranging) to find
the depth of seas or distance of submarines.
.
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 To know more about the common
characteristics of wave, read grade 9
physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of force in a
better way.
https://phet.colorado.edu/sims/html/waves-intro/latest
/waves-intro_en.html
5.3 Superposition of
Waves (2 hrs)
At the end of this session, trainees will be
able to:
– devise activities and strategies to
teach superposition of waves,
– identify some misconceptions related
to superposition of waves and take
corrective measures.
Activity 1
 How have you been teaching the
superposition of waves?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Suppose you are standing at the
shoreline of a calm lake or pond,
observing waves coming in from the lake
or pond.
 Now, let you introduce two waves coming
from slightly different directions. What do
you think will happen as these waves
approach the shore?
Activity 3
 When waves interfere constructively, the
resulting amplitude can be greater than
either of the individual waves.
 Does this mean that energy is being
created? Discuss in groups and report to
the class.
Key idea
 While superposition is often introduced with
two waves, it applies to any number of
waves.
 The principle of superposition states that
when multiple waves are present, the net
displacement at any point is the sum of the
displacements due to each individual wave.
Assessment
 Discuss
about the application of the
superposition of waves.
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Take away resources
 To know more about the common
characteristics of wave, read grade 9
physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of force in a
better way.
https://phet.colorado.edu/sims/html/waves-intro/latest
/waves-intro_en.html
 Unit 6

Fluid
Mechanics
6.1 Density and Specific
Gravity

 At the end of this lesson, learners will be

able to:
 devise activities and strategies to help
your trainees learn the concepts related to
density and specific Gravity,
 Apply the concept of density to identify
for an objects float or sink
 Identify the misconception’s associated
with density of substance
 Activity 1
 How have you been teaching the concepts
of density and Specific Gravity?
– Please share with your friends.
 What misconceptions did you identified
when you teach about density and specific
gravity?
Activity 2
 I want you to meet my two friends. Mr.Cotton and Mr. Iron.
They are childhood buddies. And you know what? They
were born on the same day. So, basically they have the
same size. Which means, they look somewhat similar? But
if you'll weigh them, you will see that mr. cotton is very
light and iron is very heavy.
 Did I tell you how they look like? They both are cubey.
Which means both of them look like a small cube? They
have a side of 1cm
 Look for more information from your module page 73
Activity 3
 Did you ever wonder how flotation devices work? If you go to
the ocean to swim, you may find that it's much easier to float
in saltwater. In fact, an average person can float like a log
with much less effort in saltwater than in fresh water. Here
are two quick and easy experiments to bring density into
focus
Floating an Egg
Procedure
 Fill each of the two containers with four cups of tap water.
 Add 6 tablespoons of salt into one container. Stir well
with a tablespoon until the salt has completely dissolved
in the water.
 Place one egg in each of the containers. Observe which
egg floats in the container and which one sinks.
 Record your observations on a chart.
 Key ideas
 The density of a substance is the
relationship between the mass of the
substance and how much space it takes
up (volume).
 The mass of atoms, their size, and how
they are arranged determine the density
of a substance. Density equals the mass
of the substance divided by its volume; D
= m/v.
Assessment
A block of metal has a mass of 20000kg
and a volume of 4m 3
 What is its density? What is the
difference between the density and
specific gravity
 The density of a substance is 1.63 grams
per milliliter. What is the mass of 0.25
liters of the substance in grams?
 Orange colored block 54 grams 9 cm3 clear
liquid 100 grams 100 ml Steel cube 81 grams 9
Implications to teaching
 Literatures support the importance of linking
the concept you teach to trainees real life
scenarios like the one we used in the above
activities so as to make the teaching and
learning process more attractive and
understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
– Do you have any other teaching strategy that
Takeaway resources

 To know more about this session, read the

following material.
 https://phet.colorado.edu/en/simulations/density
 https://phet.colorado.edu/sims/html/density/latest/density
_en.html
6.2. The Young Modulus
 At the end of this lesson, trainees will be
able to:
 devise activities and strategies to help
your trainees learn the concepts related
to elasticity,
 Demonstrate elasticity of biological
materials and those made by humans,
and measure changes in length with
different forces,
 Determine the effects of temperature and
 Activity 1
 How have you been teaching the concepts of
Young’s modulus, Elasticity?
 Please share with your friends.
 What misconceptions did you identified when you
teach about Elasticity?
Activity 2
 To do this activity, first please prepare the
following materials and follow steps on your
module page 76.
– Strand of hair (~15-25 cm = ~6-10 inches long)
– Use a strand of your own hair or ask a classmate for one. If asking a
classmate, be sure to obtain permission first and let him or her
provide you with a strand of hair, rather than taking it yourself
– Silk thread (~15-25 cm = ~6-10 inches long), Rubber band, Other
materials (String, Rope, Cord, Wire) can also be used. Ruler, Rod to
suspend materials, Hooks to attach weights
– Paper clips can be used instead of hooks, Weights (~100 g, ~200 g,
~300 g, ~400 g)

–
Key ideas
 Measurements of the Young’s modulus of
materials take into account two quantities,
stress and strain.
 Stress is the force causing the material to
change; F/A.
 Strain is the measure of deformation of the
materials, or DL/L0.
 Young’s modulus is the ratio between stress and
strain, and can be determined by plotting stress
Implications to teaching
o Literature support the importance of linking the
concept you teach to trainees real life scenarios
so as to make the teaching and learning process
more attractive and also understand the topic.
o Have you been inspired to use such kinds of
teaching methods in your own lesson?
o What new things have you learnt from this
lesson?
o Do you have any other teaching strategy that
you suggest for teaching this topic? If yes,
Takeaway resources

 To know more about Young

modulus, read the following
material.
– https://www.biophysics.org/Portals/0/BPSAsse
ts/Education/Documents/LessonPlanElasticity.
pdf
6.3 Fluid Statics

At the end of this session the trainee

will be able to
 devise activities and strategies to help
your trainees learn the concepts
related to fluid statics,
 identify the misconception associated

with fluid statics,

 compare pressure in fluids in terms of
Activity 1
 How have you been teaching the
concepts of pressure? Please share with
your friends.
 What misconceptions did you identified
when you teach about properties of
matter?
 Activity 2
 Begin with some
A
simple questions in A girl stands on soft sand in flat shoes

order to find out what A girl stands on soft sand in high-heeled shoes
How would the marks in the sand be different?

students know about B

A boy presses his thumb on the flat top of a drawing
pressure and so pin

determine a starting A boy presses his thumb on the point of the drawing
pin
point for the topic. What difference would his thumb feel?

C
 This series of The flat side of a knife is pressed against butter
The sharp edge of a knife is pressed against butter

questions describes What difference would you see?

four pairs of events. D

A saucer is carefully placed flat onto water in a bowl

The items in each pair A saucer is lowered edge down into water
What difference would you see?
are similar, but with a Illustrate your answers with diagrams if you want
Activity 3
 Please compare the properties of matter
interims of Volume, shape, Distance
between particles attraction between
particles, motion of particles, expansion
during heating and their densities by
drawing the concept map.
Activity 4
 "You stand with your bare feet on a smooth concrete
floor.
 Then someone sprinkles gravel around you so that you
have to walk across the gravel.
 Why does the gravel hurt while the concrete does not?
(Because the gravel sticks to your feet. Is that the whole
answer?)"
 Other examples might include pressing on the bench and
then a corner of the bench with the flat of your hand;
holding a ruler by squeezing the edges and the flat
surface; leaning against a wall with the flat of the palm of
Key ideas
 Pressure is defined as the force applied at the
right angles to the surface of an object per unit
area over which that force is distributed. There
are specified sensors to measure the different
types of pressure.
 Pressure is defined as the Force per unit area.
This directly means area affects the amount of
pressure applied, if the area on which the force
is applied is less, the pressure is less if the area
is large on which force is applied.
Assessment

1. How are the concepts of pressure, force, and

area related to the function of snowshoes as a
person stands at rest on the snow?
2. What physical characteristic distinguishes a fluid
from a solid?
3. Which of the following substances are fluids at
room temperature: air, mercury, water, glass?
4. Why are gases easier to compress than liquids
and solids?
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
lesson?
 Do you have any other teaching strategy that
Takeaway resources

To know more about this session, read the

following material.
https://www.accessengineeringlibrary.com/

content/book/9780071363723
Schaum's Outline of Fluid Mechanics and Hydra
ulics, 4th Edition

Perform PHET experiment simulation so as to

understand the concept of Fluid statics in a better
6.4. Properties of Pressure
in fluids
 At the end of this lesson, learners will be able
to:
 Devise activities and strategies to help your
trainees learn the concepts related to
properties pressure in liquids,
 Identify the misconceptions associated with
pressure in liquids,
 Apply Pascal’s principle to teach about
hydraulic lift,
Activity 1
 How have you been teaching the
concepts of properties of pressure in
liquids?
 Please share with your friends.
 What misconceptions did you identified
when you teach about properties
pressure in liquids at rest?”
Activity 2
 When you drink with a straw, is the
atmospheric pressure pushing the water
or me sucking it?
– Please try to discuss the reason and
report in group
Activity 3
Refer
 Why does the lower
the figure and water have a higher
discuss the question in velocity than the higher
box water?
 What is the relationship
between liquid pressure
and its depth? Draw a
labeled diagram showing
that the pressure of a
liquid (such as water)
varies with its depth.
Additional Questions
– Explain why a dam's bottom wall is
thicker than the top wall.
– Suppose the master cylinder in a
hydraulic system is at a greater
Activity 4

 Helpstudents visualize Pascal’s law with

the demonstration described at the URL
below.
– http://www.sciencefair-projects.org/physics-pr
ojects/pascals-law.html
 The demonstration could be done as a
student activity instead. It clearly shows
how pressure is transmitted throughout a
fluid.
Key ideas
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
o What new things have you learnt from this
lesson?
Takeaway resources
 To know more about this session, read
the following material.
 https://www.thephysicsaviary.com/Physics/Pr
ograms/Labs/PascalsPrincipleLab/
 https://openstax.org/books/university-physics-
volume-1/pages/14-3-pascals-principle-and-h
ydraulics
 https://phet.colorado.edu/sims/html/under-pr
essure/latest/under-pressure_en.html
6.5. Archimedes Principle
 Atthe end of this lesson, trainees will be
able to:
 Devise activities and strategies to help your
trainees learn the concepts related to
Archimedes principle,
 Identify the misconceptions associated with
pressure in liquids,
 Apply the Archimedes principles to teach
practical works,

Activity 1
 How have you been teaching the
concepts of Archimedes principles?
Please share with your friends.
 What misconceptions did you identified
when you teach Archimedes principles?
Activity 2
 Do you explain why heavy objects easy to lift
them when they are found in liquid?
 Why is it easier to swim in sea water than in
river water? Please discuss briefly about it
 More force is required to pull the plug in a full
bathtub than when it is empty. Does this
contradict Archimedes’ principle? Explain your
answer.
 Marbles dropped into a partially filled bathtub
sink to the bottom. Part of their weight is
supported by buoyant force, yet the downward
Activity 3
 Discuss the following questions
a. Heavy objects in water: - Discuss why it is
easier to lift a heavy stone under water than in
air.
b. Submarine :- Discuss the reason why
submarines are always underwater
c. Hot-air balloon:- Discuss the reason why hot-air
balloons rise and float in mid-air
d. Hydrometer:- Discuss briefly the working
principle of Hydrometer
e. It is easier to swim in sea water than in river
Activity 4
 Discuss in group why ships floats on water. And
write briefly.

 Watch this video and answer the Following

questions
http://www.youtube.com/watch?v=-U1YVZMifMM
1.Name two things Bill Nye puts in a tank of water to
demonstrate the displacement of water.
2.What was Archimedes doing when he discovered an
Key Ideas
Archimedes’ principle states that:
“The upward buoyant force that is exerted on a
body immersed in a fluid, whether partially or fully
submerged, is equal to the weight of the fluid that
the body displaces and acts in the upward
direction at the center of mass of the displaced
fluid”.
Assessment
 Heavy objects in water: - Discuss why 
it is easier to lift a heavy stone under Why can a boat float on
water than in air. water but a small coin
 Submarine :- Discuss the reason why sinks? How?
submarines are always underwater
 Hot-air balloon:- Discuss the reason
 Does a heavy ship float
why hot-air balloons rise and float in mid- on water?
air
 Hydrometer:- Discuss briefly the
 Why is it that ships float
working principle of Hydrometer if they are heavier than
 It is easier to swim in sea water than in water?
river water. Explain the reason. State
Archimedes principle.  Why does a ship float
 What is Archimedes’ principle also known
as?
but a rock sinks?
 Give examples where Archimedes’  How does an empty ship
principle is applied?
float on water?
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
lesson?
Takeaway resources

To know more about this session,

read the following material.
https://phet.colorado.edu/en/simulation
s/balloons-and-buoyancy
https://phet.colorado.edu/sims/density-
and-buoyancy/buoyancy_en.html
https://www.youtube.com/watch?v=_p-
hwElkrlk
https://www.youtube.com/watch?v=16H
 Unit 7

Temperatur
e and
Thermomet
7.1 Temperature and our
life (1 hr)

At the end of this session, trainees

will be able to:
– devise activities and strategies to
teach temperature and our life,
– identify some misconceptions related
to temperature and our life and take
corrective measures.
Activity 1
 How have you been teaching
temperature and our life?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
Discuss in groups and present to the class
how temperature affects the following real
life situations.
– Cooking, Food Preparation and storage
– Health and Comfort
– Thermoregulation in Living Organisms
– Industrial Processes
– Energy Consumption
– Environmental Impact
Activity 3
 Human beings and other living creatures
adapt different temperature conditions in
our planet Earth. Particularly for human
beings, this challenge creates room for
innovation of temperature related
devices. What are these temperature
related devices? Discuss in groups and
present it to the class.
Key idea
 Temperature affects what clothes we
wear, how we plan our day, and even our
mood.
 Understanding temperature patterns
helps us prepare for different weather
conditions, such as dressing warmly
during cold temperatures or staying
hydrated during hot temperatures.
Assessment
 Discuss how temperature plays a crucial
role in our lives and how it affects many
aspects of our daily experiences and
well-being.
.
Implications to teaching
 Addressing these misconceptions can help
individuals make more informed decisions
about how they perceive and respond to
temperature-related situations in their daily
lives.
 Literatures support the importance of linking
the concept you teach to trainees real life
scenarios like the one we used in the above
activities so as to make the teaching and
learning process more attractive and
understandable.
Take away resources
 To know more about temperature, read
grade 9 physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of
temperature in a better way.
https://phet.colorado.edu/sims/html/gas-properties/lat
est/gas-properties_all.html
7.2 The concept of heat
and its transfer
mechanisms (1 hr)
At the end of this session, trainees will be
able to:
– devise activities and strategies to
teach the concept of heat and its
transfer mechanisms,
– identify some misconceptions related
the concept of heat and its transfer
mechanisms and take corrective
measures.
Activity 1
 How have you been teaching the concept
of heat and its transfer mechanisms?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 When a hot cup of tea is left in a room in
contact with the enveloping air, you
know that the cup of tea will gradually
cool down over time.
– What is happening over the course of time to
cause the tea to cool down? How heat
transfer plays a crucial role in cooking?
Activity 3
Discuss in groups and present to the class
how heat and its transfer mechanisms are
related to the following real life situations.
Home Heating and Cooling
Thermal Comfort
Electronic Devices
Transportation
Clothing and Textiles
Key ideas
 While thicker clothing may provide more
insulation in some cases, the effectiveness of
insulation depends on factors such as material
composition, air pockets within the fabric, and
fit.

 In some situations, thinner layers of clothing

made from high-quality insulating materials can
provide better thermal protection than thicker,
less insulating fabrics.
Assessment
 Discussthe mechanisms of heat transfer
in conduction, convection and radiation.
Implications to teaching
 Understanding and correcting these
misconceptions can lead to a better
understanding of heat transfer mechanisms
and their applications in various real-life
situations.
 Literatures support the importance of linking
the concept you teach to trainees real life
scenarios like the one we used in the above
activities so as to make the teaching and
learning process more attractive and
understandable.
Take away resources
 To know more about temperature, read
grade 9 physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of heat and its
transfer mechanisms
https://phet.colorado.edu/sims/html/gas-properties/lat
est/gas-properties_all.html
7.3 Heat capacity and
specific heat capacity (1
hr)

At the end of this session, trainees will be

able to:
– devise activities and strategies to
teach heat capacity and specific heat
capacity,
– identify some misconceptions related
to heat capacity and specific heat
capacity and take corrective measures.
Activity 1
 How have you been teaching heat
capacity and specific heat capacity?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Cooking pots made of materials like
copper or cast iron are preferable for
cooking compared to those made of
aluminum or stainless steel. What do you
think is the reason? What is the
advantage of using materials like
concrete or bricks in building
construction?
Activity 3
Discuss in groups and present to the class
how heat capacity and specific heat
capacity are related to the following real
life situations.
Thermal Comfort
Automobile Engines
Thermal Insulation
Food Preservation
Thermal Energy Storage
Key ideas
 Specific heat capacity can vary with
temperature and pressure.
 Specific heat capacity is not directly related to
how hot or cold a substance feels to the touch.
Factors such as thermal conductivity and heat
transfer mechanisms play a more significant
role in determining how quickly heat is
exchanged between objects and their
surroundings.
 Specific heat capacity is related to a material's
ability to absorb or release heat, but it's not
Assessment
 What does it mean by saying a substance
has a heat capacity of 500 J/°C.
Implications to teaching
 Understanding heat capacity and specific heat
capacity helps in designing more efficient
systems and processes across various
industries, contributing to energy savings,
improved performance, and enhanced comfort
in everyday life.
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Do you have any other teaching strategy that
Take away resources
 To know more about heat capacity and
specific heat capacity, read grade 11
physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of heat
capacity and specific heat capacity.
https://phet.colorado.edu/sims/html/gas-properties/lat
est/gas-properties_all.html
7.4 Thermal expansion (1
hr)

At the end of this session, trainees

will be able to:
– devise activities and strategies to
teach heat capacity and specific
heat capacity,
– solve problems associated with
thermal expansion
Activity 1
 How have you been teaching thermal
expansion?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Have you observed that gaps are left
between concrete slabs and other
materials when constructing a building?
What do you think is the reason?
 What is the purpose of expansion joints
used in bridges and highways? What do
you think will happen if the expansion
joints are missing in bridges and
highways?
Activity 3
Take a thin metal rod and measure its initial
length using a ruler. Hold one end of the thin
metal rod with tongs and heat the other head
for sufficient amount of time (say 3 minutes)
using heat sources such as candle flame.
Now measure its final length.
–Do you observe any change in its length?
–How much is the change in length of the
metal rod?
–What factors determine the amount of
Key ideas
 When constructing a building, gaps are
left between concrete slabs and other
materials to allow for expansion and
contraction with temperature changes.
This prevents cracks from forming in the
structure due to thermal stress.

 Concreteand metal structures expand

and contract with temperature changes,
so expansion joints are essential to
Assessment
A metal rod is initially 1 meter long at
20°C. The rod is then heated to 100°C,
causing it to expand to 1.001 meter.
Calculate the linear expansion coefficient
of the metal rod.
Implications to teaching
 Understanding and accounting for thermal
expansion is crucial in engineering, construction,
manufacturing, and many other fields to ensure
the durability and functionality of materials and
systems.
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so as
to make the teaching and learning process more
attractive and understandable.
 Do you have any other teaching strategy that you
suggest for teaching this topic? If yes, please
Take away resources
 To know more about thermal expansion,
read grade 11 physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of heat
capacity and specific heat capacity.
https://phet.colorado.edu/sims/html/states-of-matter/
latest/states-of-matter_all.html
7.5 Change of Phase and
Calorimetry (1 hr)
At the end of this session, trainees will be
able to:
– use innovative techniques to teach
change of phase and calorimetry,
– identify some misconceptions related
to change of phase and calorimetry.
Activity 1
 How have you been teaching change of
phase and calorimetry?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Have you observed what happens when
water in a container is placed in a
freezer?
 What do you think is the cause of
freezing rain? As the freezing rain makes
contact with the ground, it melts into
liquid water. Why?
Activity 3
 Fill an insulated container with a known quantity of
water (say 150 ml) and measure the initial
temperature of the water with thermometer.
 Take any metal object and measure its mass.
 Now heat the metal object for sufficient amount of
time so that it is heated uniformly. Transfer the
heated metal object to the water and stir the water
gently to ensure uniform temperature distribution.
 Using your thermometer, record the maximum
temperature reached by the water and the final
temperature of the metal object a after it has been in
water.
 Finally use the measure data to calculate the specific
Key ideas
 In calorimetry experiments, it's crucial to
recognize that heat energy can be
absorbed or released not only to change
the temperature of a substance but also
to undergo phase changes.

 The heat capacity of the calorimeter,

including its container and any
surrounding materials, can affect the
accuracy of calorimetry measurements.
Assessment
 Why does temperature remain
constant during a phase change?
Implications to teaching
 Understanding phase changes is essential in
various fields, including chemistry, physics, and
environmental science, as they play a crucial
role in natural processes, industrial applications,
and everyday phenomena.
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Do you have any other teaching strategy that
Take away resources
 To know more about thermal expansion,
read grade 11 physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the concept of change of
phase and calorimetry.
https://phet.colorado.edu/sims/html/states-of-matter/
latest/states-of-matter_all.html
 Unit 8
Electricity
and
Magnetism
8.1 Discharging a Body

 Atthe end of the lesson, trainees will be

able to:
 devise activities and strategies to help
your trainees learn the concepts
related to electricity,
 explain that charged objects in an
electrostatic system possess potential
energy,
Activity 1

 How have you been teaching the

concepts of discharging a body? Please
share with your friends.
 What Causes Lightning and Thunder?
 Whatmisconceptions did you identified
when you teach lightening?
Activity 2
 The detail of activity 2 is step by
step procedures to be followed on
your module on page 100
Activity 3
 Discuss the following in groups
 In your community, what did
people do when they encountered
a person struck by lightning?
 List two safety precautions you
could take to protect yourself
against lightning.
Key ideas
 Lightning is an example of the effects of
electric charge on a very large scale.
 Clouds are made up of water molecules,
ice and air. The movement of the water,
ice and air particles as they rub against
each other causes friction.
 You know that friction can cause particles
to become positively or negatively
Assessment

a) What force causes the build-up of electrically charged

particles in a cloud?
b) What charge (positive or negative) builds up at the bottom of
a cloud
c) What is the correct scientific term for the discharge of an
electrostatic charge between clouds, or between a cloud and
the Earth’s surface?
d) You have learned about three field forces, Which of these
forces is constantly exerting a force on us?
Implications to teaching
o Literature support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in Activity 2 so as to make
the teaching and learning process more attractive
and also understand the topic.
o Have you been inspired to use such kinds of
teaching methods in your own lesson?
o What new things have you learnt from this lesson?
o Do you have any other teaching strategy that you
suggest for teaching this topic? If yes, please
Takeaway Resources

In addition, further reading, listening or

viewing activities related to this sub-topic are
available
through the following web links:
ohttp://environment.nationalgeographic.com/

environment/natural-disasters/lightning
safety-tips/ [Lightning Safety Tips]
ohttp://www.weatherwizkids.com/weather-

lightning.htm [Lightning]
8.2. Coulomb’s law of
electrostatics

By the end of this section, trainees

will be able to
– devise activities and strategies that
helps you to teach the concepts of
Coulomb’s law,
– Apply the expressions to solve
problems involving Coulomb’s law.
Activity 1
 How have you been teaching the
concepts of basic laws of electrostatics?
Please share with your friends.
 What misconceptions did you identified
when you teach Coulomb’s law?
Activity 2
 What is the nature of electrostatic forces
between two similar and opposite
charges?
 What are factors that affect the
magnitude of the forces?
 What motivates coulomb’s to discover
this law?
Activity 3
 By clicking the link blew follow the steps
and do the simulation.
 https://phet.colorado.edu/sims/html/
coulombs-law/latest/coulombs-law_en.html
 By changing the magnitudes of the
charges, signs of the charges and
distance between the charges,
investigate the electrostatic force
Assessment

 What happens to the magnitude of the

force as the distance between the charges
is doubled?
 What happens to the electrostatics force
when the magnitude of the same charges
doubled?
Key Ideas
 Coulomb’s law states that the magnitude
of the electrostatic force of attraction or
repulsion between two electrically charged
bodies is directly proportional to the
product of the charge of the charred
bodies and inversely proportional to the
square of the distance between the
centers of the charred bodies
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
lesson?
 Do you have any other teaching strategy that
Takeaway resources
 To know more about this session, read/watch
the following material.
– https://youtu.be/NXMgvrS8Gr8\
– htps://www.lehman.edu/faculty/anchordoqui/
guide02.pdf
– https://openstax.org/books/physics/pages/18-2-
coulombs-law
– https://phet.colorado.edu/sims/html/coulombs-law/
latest/coulombs-law_en.html
– https://www.physicsclassroom.com/Physics-Video-
Tutorial/Static-Electricity/Coulombs-Law/Video
8.3 The electric field

 At the end of this lesson, trainees will be

able to:
 Devise activities and strategies that help
them to teach the concepts of electric
field,
 distinguish the elements that determine
the strength of the electric field at a given
location,
 Calculate the strength of an electric field
Activity 1

 How have you been teaching the

concepts of electric fields? Please
share with your friends.
 When do we say that there is a field
produced by a body around it?
 What misconceptions did you
identified when you teach about
electric field?
Activity 2

 What happens to a very small mass

positive test charge placed around
point charge?
 Try to draw the direction of force
experienced from positive and
negative point charge on test charge?
Activity 3

 To investigate the vector nature of an

electric field, you have to do an
experiment using a PhET simulation
called Charges and Fields. It can be
found at:
 http://phet.colorado.edu/simulations/
sims.php?sim=Charges_and_Fields
Activity 4 and 5

 This two activities need the step by

step procedures you have to follow. So
please use your module on page 104
Key Ideas
 An electric field is a region around an electrically
charged object where another charged object
experiences a force. It is created by electric
charges and can be either positive or negative.
 The strength of the electric field is determined by
the amount of charge creating the field and the
distance from the charged object. The direction of
the electric field is the direction a positive charge
would move if placed in the field.
 Electric fields play a crucial role in the behavior of
Assessment
1. Use a spreadsheet to calculate the magnitude of the
electric field (in N/C) at distances of 0.5, 1.0, 1.5, ... ,
10.0 cm. from a point charge of 2.0 C. Be careful to use
the correct units (i.e., convert the distance to meters
before doing the calculation). Save your file for later
reference.
2. The graph below shows two point particles with charges
of +2C and –2C that are separated by a distance of 8.0
cm. Use the principle of linearity to draw the vector
contribution of each of the point charges to the electric
field at each of the four points in space shown below.
Use your spreadsheet results and a scale in which the
vector is 1 cm long for each electric field magnitude of
Implications to teaching
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
lesson?
 Do you have any other teaching strategy that
Takeaway resources

To know more about this session, read the

following material.
 https://phet.colorado.edu/en/simulations/
charges-and-fields
 https://www.sfu.ca/phys/141/ActivityGuide/
old/Unit19_old.pdf
 Grade 10 text book
8.4 Potential difference

At the end of this lesson, trainees will be able

to:
 devise activities and strategies to help
your trainees learn the concept of electric
potential,
 recognize some of the innovative
approaches used to teach the concepts of
potential difference,
 Realize the real life applications of
Activity 1

 How have you been teaching the

concepts of electric potential? Please
share with your friends.
 What makes electric charges to flow in
a circuit? In pairs, discuss and share us
your response.
 What are the main misconceptions
encountered you when you teach
Activity 2

 You might have seen birds sitting and

even running along electric line wires
high in the air. There are times when
these wires can be filled with dozens
of birds.
 How can birds sit on those wires in
Figure and not get an electric shock?
Discuss in pairs and tell your response
Activity 2 Cont…

 The detail of this activity is found on

your module on page 107 and the
detail of explanation on this scenario
are briefly described.
Key Ideas
 Charges do not flow in a copper wire by
themselves, just as water in a perfectly
horizontal tube does not flow. A battery supplies
energy to an electric circuit by converting
chemical energy to electric potential energy.
 The chemical action within a cell generates the
potential difference across the terminals of the
cell, even when no current is drawn from it.
 When the cell is connected to a conducting
circuit element, the potential difference sets the
Assessment
 What is a potential difference?
 Why is the bird not caught when sitting in an
electric wire?
 Suppose a parachutist lands on a high-voltage
wire and grabs the wire in preparation to be
rescued. Will the parachutist be electrocuted?
If the wire breaks, why should the parachutist
let go of the wire as it falls to the ground?
 How much work is done in moving a charge of
Implications to teaching
 Literature support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in Activity 2 so as to make
the teaching and learning process more
attractive and also understand the topic.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
lesson?
 Do you have any other teaching strategy that
Takeaway resources
To know more about potential difference,
read the following material.
https://www.physicsclassroom.com/class/
circuits/Lesson-1/Electric-Potential-
Difference
Perform PHET experiment simulation so as
to understand the concept of potential
difference in a better way.
8.5 Ohm’s law

At the end of this lesson, trainees will

be able to:
– devise activities and strategies to
help your trainees learn the
concepts related to Ohms law.
– Give examples /analog associated
with Ohms law
Activity 1
 How have you been teaching the
concepts of Ohm’s law? Please share
with your friends.
 Whatmisconceptions did you identified
when you teach Ohms law?
Activity 2
 Read the article with title “OHM’S LAW:
MISCONCEPTIONS OF THE STUDENTS AT
SECONDARY AND SENIOR SECONDARY
LEVEL” or
https://www.ijeast.com/papers/88-
91,Tesma512,IJEAST.pdf and ?” Student
conception of Ohm’s law” you can get
the basic concept.
Activity 3
 Studythe following diagram and discuss
what you observed from the diagram.
Activity 4
 Please do the following virtual
experiment individually. The link is found
below
 PhET interactive simulation tool (Circuit
Construction Kit: DC - Virtual Lab)
https://phet.colorado.edu/en/simulation/circui
t-construction-kit-dc-virtual-lab
Key Ideas
 Ohm’s law relates the three basic
parameters of electricity – Current,
voltage and resistance and this
formulation may result in several other
formulation and basic concepts of like
conductance, resistance, current density,
relaxation time etc.
 The basic statement of ohm’s law is
“Potential difference (V) is directly
Assessment

1. The IR drop across a resistor means that

there is a change in potential or voltage
across the resistor. Is there any change
in current as it passes through a
resistor? Explain.
2. How is the IR drop in a resistor similar to
the pressure drop in a fluid flowing
through a pipe?
Implications to teaching
 Literatures support the importance of linking
the concept you teach to trainees real life
scenarios like the one we used in the above
activities so as to make the teaching and
learning process more attractive and
understandable.
– Have you been inspired to use such kinds of
teaching methods in your own lesson?
– What new things have you learnt from this
lesson?
 Takeaway resources
 To know more about this session, read
the following material.
– https://phet.colorado.edu/sims/html/ohms-
law/latest/ohms-law_en.html
– https://www.scribd.com/document/
641074091/Experiment-6-Ohms-Law-Using-
PhET-simulation
– https://www.fluke.com/en-us/learn/blog/
insulation-testers/troubleshoot-failed-motors-
with-insulation-resistance-testing
8.6. Voltmeter and
ammeter connection in a
circuit

At the end of this lesson, trainees will be able

to:
 devise activities and strategies to help your
trainees learn the concepts related to
electrical quantities measuring devices,
 Reason out the why the Ammeters
connected in series and Voltmeters
connected in parallel to circuit element,
 Show how voltmeter and ammeter used to
Activity 1
 How have you been teaching the concepts
of Devices like Ammeter and voltmeter?
Please share with your friends.
 Why ammeter connected in series and
voltmeter connected in parallel?
Activity 2

 How do we connect the ammeter

and voltmeter in an electrical
circuit?
 Draw a circuit diagram in order to
justify your answer.
 What will be happening if the
positions of these instruments are
interchanged? Specify the reasons
Activity 3

 Please do the following virtual lab

work found d in the following link
and do the in activity 3
 https://phet.colorado.edu/sims/html/circuit-
construction-kit-dc/latest/circuit-
construction-kit-dc_en.html
 Key Ideas
 A voltmeter is a device used for measuring the electrical
potential difference while an ammeter is useful for
measuring the electric current.
 An ammeter will be always connected in series as it has a
low resistance and the Voltmeter will be always connected
in parallel because it will be having a high resistance.
 On interchanging their position, An ammeter is usually
connected in parallel. Since it will be having a very low
resistance, most of the current will be flowing through it
and will be resulting in a short circuit and can also damage
the circuit.
 Now, if the Voltmeter has been connected in series as it will
 Assessment
 Simple circuit:- Let's start with a simple circuit - a 10v
battery is connected to a resistor (10 Ω ) through a
switch. A voltmeter can be used to measure the voltage
across any component in the circuit as shown. (Tap the
battery to edit voltage.)

 Analysis: Use Excel to create a graph of voltage vs.

current. Afterward, add a linear trend line and be sure to
display the fit equation on the graph. Then, use the fit
Implications to teaching
 Literatures support the importance of linking
the concept you teach to trainees real life
scenarios like the one we used in the above
activities so as to make the teaching and
learning process more attractive and
understandable.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
Takeaway resources

 To know more about this session,

read the following material.
 https://phet.colorado.edu/en/
simulations/circuit-construction-kit-dc
 https://www.cliffsnotes.com/study-
notes/4634816
8.7. Electric projects

By the end of the lesson, learners will be

able to:
 devise activities and strategies to help
your trainees learn the concepts related
to combination of resistors,
 Explain that the lighting system in homes
is usually connected in parallel,
 Explain that resistors are designed to
Activity 1
 How have you been teaching the
concepts of combination of resistors and
their benefits? Please share with your
friends.
 What are the misconceptions associated
when you teach combination of resistors.
Activity 2
 This activity is interesting which engage
you to understand about electric project.
The detail of the procedure is found on
your module on page 114. Follow every
procedure and perform the activity.
Activity 3
 Watch the following you tube to
understand more on parallel and series
combination of lamps.
 https://www.youtube.com/watch?
v=z4ggGPQbArI
 Key ideas
 Resistors can control the voltage and current in parallel
and series circuits.
 Resistors are designed to have accurate resistances in
order to control the current through the electrical system.
For example, for two circuits that have the same total
voltage, the circuit with the lower resistance will have a
higher current and the circuit with the higher resistance
will have the lower current.
 Electric circuits are used for the wiring in our homes, cars
and even in toys.
 The lighting system in our homes is usually connected in
parallel.
Assessment
a. Compare and contrast series and parallel circuits
b. If two circuits each have a voltage of 4 volts, but the one
circuit has a resistance of 3 Ώ and the other has a
resistance of 6 Ώ, which circuit will have the lower
current?
c. Which circuit is suitable for electric wiring in a house?
d. When 3 bulbs are connected in parallel if one bulb goes
out what will happen to the remaining bulbs?
e. Light Bulbs in Series and in Parallel. Two light bulbs have
constant resistances of 400Ω and 800Ω. The two light
bulbs are connected in series across a 120-V line.
Afterwards, the two light bulbs are connected in parallel
Implications to teaching
 Literature support the importance of practice
based teaching so as to make the teaching and
learning process more attractive and also
understand the topic.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
lesson? Allow trainees to describe verbally what
they have understood from this simple electrical
project.
Takeaway Resources
 In addition, further reading, listening or
viewing activities related to this sub-topic are
available through the following web links:
 https://phet.colorado.edu/en/simulation/circuit-
construction-kit-dc [Phet simulation: Circuit
Construction Kit]
 https://www.youtube.com/watch?v=O8GgRIIB1Yc
(5min 46sec) [ Series vs parallel circuits]
 https://www.youtube.com/watch?v=Az7VRuTA8dQ
(4min 23sec) [GCSE Physics Revision Current in
Parallel circuits]
8.8. Magnetic field
 At the end of this lesson the trainee will
be able to
 devise activities and strategies to help your
trainees learn the concepts related to
magnetic field,
 Reason out the why the direction of the
compass always points north,
 Explain the significance of the directions of
magnetic field lines,
Activity 1

 How have you been teaching the

concepts of magnetic fields and share it
with your friends
 What are the misconceptions associated
when you teach magnetic fields.
 Activity 2
 Apparatus required: A compass, a piece of glass, A
piece of iron, A magnet, A piece of plastic, a piece of
brass
 Place the compass on a table and observe the
deflection of its indicator by bringing close to it, a
piece of glass, a piece of iron, a magnet, a piece of
plastic and a piece of brass one at a time.
 You will observe that the indicator of the compass
deflects only when a magnet is brought close to it.
From this we can conclude that the magnet gives
rise to a magnetic field in its vicinity.
Activity 3
 Tracing Magnetic Fields: This activity will allow the
trainees to essentially "see" the otherwise invisible
magnetic fields. Distribute bar magnets, sketch paper, and
iron filings amongst the groups.
 Place a bar magnet underneath a piece of sketch paper
and lightly sprinkle iron filings on top.
 As the iron filings align themselves along the magnetic
field lines surrounding the magnet, the trainees would use
a pencil to trace these lines on the paper.
 You can visualize the magnetic field lines and how they
propagate from one pole of the magnet to the other.
 The discuss with the trainees about their observations,
Key Ideas
 Magnetic Field is the region around a
magnetic material or a moving electric
charge within which the force of
magnetism acts.
 A pictorial representation of the magnetic
field which describes how a magnetic
force is distributed within and around a
magnetic material.
Assessment

1. What sort of materials when placed

in a magnetic field will experience
a force?
2. Draw the magnetic field patterns of
the magnets shown below.
Implications to teaching
 Literature support the importance of linking the
concept you teach to trainees real life
scenarios like the one we used in Activity 2 so
as to make the teaching and learning process
more attractive and also understand the topic.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
lesson?
 Do you have any other teaching strategy
Takeaway resources

 To know more about this session,

read the following material.
 https://phet.colorado.edu/sims/
cheerpj/faraday/latest/faraday.html?
simulation=magnets-and-
electromagnets
 https://youtu.be/Va_-bNEuz84
8.9. The Earth’s magnetic
field and the compass
 After this lesson, the trainee should be
able to:
 devise activities and strategies to help
your trainees learn the concepts
related to earth’s magnet,
 explain the significance of the
directions of magnetic field lines,
 draw the shape of magnetic field lines
Activity 1
 How have you been teaching the concepts
of magnetic fields and share it with your
friends
 What are the misconceptions associated
when you teach magnetic fields.
 How can you find your way?
 Why does Earth have a magnetic field?
 Why is it important for earth to have a
magnetic field?
Activity 2
 The detail of this activity is found on
page 119 and please perform the
activities .
Activity 3
 Open this link and answer the following
assessment questions
 https://youtu.be/AW53ZP1Ry5M
Key Ideas
 A magnetic compass works because the
Earth is like a very big magnet and
surrounded by a huge magnetic field.
 The Earth has two magnetic poles near
the North and South poles.
 This magnetic field of the Earth causes a
magnetized 'needle' of iron or steel to
swing freely into a north-south position.
 Assessment
1. What generates Earth’s magnetic field? Why is the
magnetic field important?
2. What is a magnetic field flip? Roughly how often does it
happen?
3. Why do scientists interested in Earth’s magnetic field
collect cores from rocks at the Mid-Atlantic Ridge?
4. When was the last major magnetic field flip?
5. How does ancient pottery give scientists clues about
Earth’s magnetic field? Why is it more precise than rocks?
6. When Earth’s magnetic field strength was high and when
was it lower?
Implications to teaching
 Literatures support the importance of linking
the concept you teach to trainees real life
scenarios like the one we used in the above
activities so as to make the teaching and
learning process more attractive and
understandable.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
lesson?
Takeaway resources

 To know more about this session,

read/watch the following material.
 https://youtu.be/Elv3WpL32UE
 https://youtu.be/AW53ZP1Ry5M
 https://phet.colorado.edu/en/simulations/
magnet-and-compass
 https://youtu.be/ofRT0t9b0sg
 https://youtu.be/v3Yhf2Vy_M8
8.10 Magnetic field of a
current-carrying conductor

At the end of the lesson the trainee will be

able to
 devise activities and strategies to help
your trainees learn the concepts related
to magnetic field of a current- carrying
conductor,
 differentiate the bar magnet and
electromagnet,
 list the characteristics of magnetic fields
Activity 1
 How have you been teaching the
concepts of magnetic field around a
current carrying conductor and share
it with your friends
 What are the misconceptions
associated when you teach magnetic
fields generated from current
carrying conductor
Activity 2
 Now please take a time and watch
the following you tube and write
briefly about what you observe and
relate it what you know before.
 https://www.teachengineering.org/
activities/view/
cub_mag_lesson2_activity1
Activity 3
 Describe the activity that shows that
a current-carrying conductor
experiences a force perpendicular to
its length and the external magnetic
field.
 How does Fleming’s left-hand rule
help us to find the direction of the
force acting on the current-carrying
Activity 4

 Apparatus required: a compass, a

straight copper wire, a few batteries,
connecting wires and a switch
 Detail of this simple activity is found
on your module page 125
Key Ideas
 The magnetic field produced due to a
current-carrying conductor has the
following characteristics: It encircles
the conductor.
 It lies in a plane perpendicular to the
conductor. Reversal in the current
flow direction reverses the field's
direction.
Implications to teaching
 Literatures support the importance of
linking the concept you teach to
trainees real life scenarios like the one
we used in the above activities so as to
make the teaching and learning process
more attractive and understandable.
 Have you been inspired to use such kinds of teaching
methods in your own lesson?
 What new things have you learnt from this lesson?

Takeaway resources

 To know more about this

session, read the following
material.
 https://youtu.be/S_rIy-qoofg
 https://phet.colorado.edu/en/
simulations/magnets-and-
electromagnets
 https://www.nagwa.com/en/playlists/
8.11. Magnetic force on a
current-carrying wire
At the end of this session the trainee will be able to
 devise activities and strategies to help your
trainees learn the concepts related to
magnetic force on a current- carrying
conductor,
 determine the direction in which a current
carrying wire experiences a force in an
external magnetic field,
 describe the effects of a magnetic force on a
current-carrying conductor,
Activity 1
 How have you been teaching the
concepts of magnetic force on a current
carrying conductor and share it with
your friends
 What are the misconceptions associated
when you teach magnetic force on a
current carrying conductor.
Activity 2 ,3 and 4
 The detail of this activities are found
on module on page 124. So please
follow steps and perform the activities.
Key Ideas
 A current-carrying wire in a magnetic field
experiences a force that is usually referred to
as a magnetic force.
 The magnitude and direction of this force
depend on four variables: the current (I); the
length of the wire (L ); the magnetic field (B );
and the angle between the field and the wire
(θ).
 This magnetic force can be described
mathematically by the vector cross product:
Implications to teaching
 Literatures support the importance of linking
the concept you teach to trainees real life
scenarios like the one we used in the above
activities so as to make the teaching and
learning process more attractive and
understandable.
 Have you been inspired to use such kinds of
teaching methods in your own lesson?
 What new things have you learnt from this
lesson?
Takeaway resources
 To know more about this session, read
the following material.
 https://youtu.be/G86GPiNwkbo
 https://phet.colorado.edu/sims/cheerpj/
faraday/latest/faraday.html?
simulation=generator
 https://www.ck12.org/tebook/ck-12-physics-
intermediate-teachers-edition/section/18.2/
 https://youtu.be/2nAoOdYF4j4
 https://spark.iop.org/force-wire-carrying-
8.12 Electromagnetic
induction

At the end of the lesson the trainees will be

able to
 devise activities and strategies to help your
trainees learn the concepts related to
electromagnetic induction,
 state the relationship between magnetic
force, current and magnetic field,
 State Lenz’s law in the phenomena of
electromagnetic induction,
Activity 1
 How have you been teaching the
concepts electromagnetic induction and
share it with your friends?
 What are the misconceptions associated
when you teach electromagnetic
induction?
 What do think the difference between
the electromagnetism and
Activity 2
 Perform the following simulation
concerning electromagnetic induction
from the link given below.
 https://ophysics.com/em11.html
Activity 3
 Watch this demonstration and discuss
what you observed
 https://www.youtube.com/watch?v=hajIIGHPeuU
 Key ideas
 Changing magnetic field: When a magnetic field around a
conductor changes, either by moving a magnet near the
conductor or by changing the current in a nearby coil, it creates a
changing magnetic flux.
 Induced electromotive force (emf): The changing magnetic
field induces an electromotive force, also known as an induced
emf, in the conductor. This emf causes free electrons in the
conductor to move, creating an electric current.
 Faraday's law of EM induction: Faraday's law states that the
magnitude of the induced emf is directly proportional to the rate
of change of magnetic flux. The magnetic flux is determined by
the strength of the magnetic field, the area of the loop or
conductor, and the angle between the magnetic field and the
conductor.
 Assessment
 Do assessment on module page 127
 A current-carrying wire is in an external magnetic field as
show in the diagram below.

 Circle the correct response in each of the following

sentences.
 1. Doubling the strength of the external magnetic field, B,
will cause the force experience by the conductor to be
(doubled/unchanged/halved).
 Implications to teaching
 Proper delivery of the lesson promotes a better
understanding of transformers, both in terms of
their role in electrical engineering and their
description in the society.
 Literatures support the importance of linking
the concept you teach to trainees real life
scenarios like the one we used in the above
activities so as to make the teaching and
learning process more attractive and
understandable.
Take away Resources

 To know more about this session,

read the following material.
 https://phet.colorado.edu/en/
simulations/faradays-electromagnetic-
lab/about
 https://excelschools.net/en/
simulation/faraday.html
8.13 Transformers

At the end of this lesson, trainees will

be able to:
 devise activities and strategies to help your
trainees learn the concepts related to
Transformers,
 to help and understand the principles and
purpose of the transformer,
 Discuss how transformer is used in
commonly available devices.
Activity 1
 How have you been teaching the
concepts transformer and share it with
your friends
 What are the misconceptions associated
when you teach transformer.
 Discuss in groups how electricity is
transported over long distances from
power stations to homes and businesses
Activity 2
 Thisactivity shows details of working
principles of transformer. The procedure
of this activity is found on page 130.
Please perform the activities.
Activity 3
 Based on your interactions with the
students, you might have identified the
most common misconceptions related to
transformers.
 The most common misconceptions found
around the concept of transformer are
mentioned on module page 131.
Key Ideas
 A transformer is an electrical device that transfers
electrical energy from one circuit to another through the
process of electromagnetic induction. It is most
commonly used to increase (’step up’) or decrease (’step
down’) voltage levels between circuits without altering
the frequency.
 A Step-up Transformer converts the low primary voltage
to a high secondary voltage and steps up the input
voltage. On the other hand, a step-down transformer
steps down the input voltage.
 A transformer is simply a pair of coils wound on the same
core. The core is often shaped as a square loop with
Assessment
1. Design your own transformer.
2. If possible, investigate the types of
transformers in your locality. You may
need to consult electric power operators.
3. Identify the type of transformers in
electronic devices like cell phone chargers
and others.
4. What is a transformer? Explain its working
principle
Implications to teaching
 Proper delivery of the lesson promotes a better
understanding of transformers, both in terms of
their role in electrical engineering and their
description in the society.
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Do you have any other teaching strategy that
Takeaway resources
 To know more about transformers,
o read grade 12 physics textbook.
o Perform force PHET experiment simulation using the following link so as to
understand transformers in a better way.
o https://phet.colorado.edu/sims/cheerpj/faraday/latest/faraday.html?
simulation=faraday
o https://www.twothirtyvolts.org.uk/pdfs/education/lesson-plans/
Transformers_14to16_Lesson-Plan.pdf
 Unit 9

Basics of
Electronics
9.1. Semiconductors

 At the end of this session, trainees will be

able to:
– devise activities and strategies that help
them to teach the concepts related to
semiconductor,
– be familiar with basic electronic devices
made using semiconductors and how
these devices operate,
– differentiate the difference between
Activity 1
 How have you been teaching the concepts
of semiconductor? Please, take a moment
and share your experience to the whole
class.
 Could you start your teaching through
describing the materials applicable in your
surrounding?
 What were the common misconceptions
held by your students in relation to this
Activity 2
 What are basic difference between
Conductors, Insulators and
Semiconductors?
 What are the differences between
intrinsic and extrinsic semiconductors?
 Discussthe difference between N-type
and P-Type materials.
Activity 3
 Comparison Chart: What's the difference between p-type and n-type?
 For a more simplified representation of the features of the N-type
semiconductor VS. P-type semiconductor, the following chart is provided.
Factor of Comparison P-Type N-type
Group of Doping Element
Effect of Doping Element
Density of Electrons and
Holes
Type of impurity added
Fermi level
Energy level
Movement of Majority
carriers
Majority Carriers
Minority Carriers
Key Ideas
 Semiconductors are materials which have
a conductivity between
conductors (generally metals) and non-
conductors or insulators (such as ceramics).
 Semiconductors can be compounds, such as
gallium arsenide, or pure elements, such as
germanium or silicon.
 Physics explains the theories, properties and
mathematical approach related to
Implications to teaching
 Proper delivery of the session promotes a better
understanding of transformers, both in terms of
their role in electrical engineering and their
description in the society.
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Do you have any other teaching strategy that
Takeaway resources

 Toknow more about this session,

read the following material.
– https://www.doitpoms.ac.uk/tlplib/
semiconductors/charge_carriers.php\
– https://phet.colorado.edu/en/
simulations/semiconductor
– https://www.youtube.com/watch?
v=5zz6LlDVRl0
9.2. Logic gates and logic
circuits

 At the end of this session, trainees

will be able to:
– devise activities and strategies
that help them to teach the
concepts related to logic gate
circuits,
– apply the different types of logic
Activity 1
 Have you ever thought how traffic
lights and control systems work to
determine when to change signals?
 How a security alarm is activated if
either motion sensors or door
sensors detect activity? Discuss in
groups and report to the class
Activity 2and 3
 Thoseactivities are found on your
module in detail on page 137, do
properly .
Activity 4

Download the lab manual from

file:///C:/Users/hp/Downloads/EXP1SE
M2.pdf and do the virtual lab. Finally
summarize the lesson.
Key Ideas
 Logic gates are the switches that turn ON or
OFF depending on what the user is doing.
 They are the building blocks for how
computers work.
 Logic gates turn ON when a certain
condition is true, and OFF when the
condition is false.
 They either display the answer true (ON) or
false (OFF).
Assessment
1. Draw the correct symbol and truth table for
each of the following logic gates
a) NOT gate b) AND gate c) OR gate d)
NAND gate e) NOR gate
2. Simplify the following circuit using only NAND
gates by (a) replacing each logic gate with the
correct NAND equivalent circuit and (b)
removing any redundant logic gates
 Implications to teaching
1. By highlighting these real-life applications,
trainees can gain a deeper appreciation for the
relevance and importance of logic gates beyond
their traditional use in digital electronics.
Moreover, understanding how logic gates are
utilized in various contexts can foster critical
thinking skills and encourage interdisciplinary
thinking across different fields.
2. Literatures support the importance of linking
the concept you teach to trainees real life
Takeaway resources

 To know more about logic gates

and circuits, read
 grade 12 physics textbook.
 https://app.logic-gate.online/
Chapter 10

EM Wave
and
Geometrica
10.1 EM spectrum (1 hr)
 At the end of this session, trainees will be
able to:
– How have you been teaching the
concepts of EM waves?
 Please, take a moment and share your
experience to the whole class.
– What kind of misconceptions have you
identified in relation to this topic?
Activity 1
 How have you been teaching topics related
to position, distance and displacement?
– Please, take a moment and share your
experience to the whole class.
 Are there misconceptions that were
commonly held by your students in relation
to this topic?
Activity 2
 In pairs, read and discuss the scenario
provided below and come up with the
answer related to the scenario.

– I am a multi-colored circular arc, and I get

my origin due to reflection, refraction, and
dispersion phenomena when sunlight
interacts with water droplets; I always
appear in the section of the sky directly
opposed to the sun. Guess who I am?
Activity 3
 Perform an experiment by using the
beaker containing water and the source
of light.

– By sending light through that beaker, try

to investigate the different colors formed
on the screen.
– What do you think about the stratified
formed colors?
– Discuss in pairs, and answer the asked
Activity 4
 In your group, discuss on the diagram of the
spectrum given by your trainer.
 Try to enumerate the different radiations
that appeared in the EM spectrum, and how
they are different?
– Present your work to the whole class. You can
watch videos to enhance your understanding.
Activity 5
 Discuss about a scientific explanation of
concepts related to the EM spectrum.
 Watch a video about the application of EM
spectrum and write a summary on the
applications of the EM spectrum.
Key ideas
A spectrum is dark when it is absorbed
by a material, while a spectrum is bright
when it is emitted.
 Spectra differ due to their difference in
wavelength and in their frequency.
Assessment
 This diagram shows the different regions of the
EM spectrum.

– Identify regions 1 and 2 from the diagram above.

– Choose the correct phrase in each bracket below:
 Visible light travels [faster than/at the same
speed as / slower than] radio waves.
 The frequency of visible light is [higher than/the
same as/lower than] the frequency of X-rays.

Implications to teaching
 Literature support the importance of
teaching trainees using active learning
strategies like 5E so as to make the
teaching and learning process more
attractive and also understand the topic.
– Have you been inspired to use such kinds
of teaching methods in your own session?
– What new things have you learnt from
this session?
– Do you have any other strategy that you
Take away resources
 In addition, further reading, listening or
viewing activities related to this sub-topic
are available through the following web
links:
– https://scied.ucar.edu/learning-zone/earth-
system/electromagnetic-spectrum
– https://byjus.com/jee/electromagnetic-
spectrum-and-electromagnetic-waves/
– https://www.youtube.com/watch?
v=FrfcjNTapCU
– https://youtu.be/7F6fT5p5oFk
10.2 Image formation by
mirrors (2 hrs)
 At the end of this session, trainees will be
able to:
– apply the understanding of reflection in
image formation by mirrors,
– plan innovative teaching strategies for
effective teaching and learning of the
topic in specific situations.
Activity 1
 How have you been teaching the image
formation by mirrors? Please, take a
moment and share your experience to
the whole class.
 Have you started your teaching through
describing the things that are happening
around them?
Activity 2
 Thethree types of mirrors that you come
across are plane mirrors, concave mirrors
and convex mirrors. Discuss your
observations.
– What differences do you observe? Can
you identify them by touching?
– Do you know that concave mirrors also
known as shaving mirrors? What type of
mirrors a dental surgeon uses for focusing
the light'?
Activity 3
 Take a concave mirror.
– Let light fall on the mirror. The light converges at
one point. Move the mirror so that you get a sharp
image on the wall or the screen, as the case may
be. Measure the distance between the mirror and
sharp point so as to determine the focal length of
the mirror.
 Taking a convex mirror the activity is repeated.
– Let the light fall on convex mirror. What happens?
The light diverges in different directions and does
not concentrate at one point.
 Try to also discuss about the other important
Activity 4
 Stand one step away from a large mirror.
– What do you observe in the mirror?
– What size is your image?
– How far is your image from the mirror?
– Is your image upright or upside down?
– Take one step backwards. What does your image do?
How far are you from your image?
– Lift your left arm. Which arm does your image lift?
 What did you notice from the above activity?
 The formation of an image by a plane mirror is
illustrated in the following simulation software.
– https://ophysics.com/l9.html
Activity 5
 Iftwo different plane mirrors are placed
at an angle, how many mirrors are
formed?
Activity 6
 How can you locate the image formed by a
concave mirror for different positions of the
object? Are the images real or virtual? Are they
enlarged, diminished or have the same size?
 Use the following simulation software to
demonstrate about how an image is formed in
spherical mirrors.
– oPhysics: Interactive Physics Simulations
https://ophysics.com/l10.html
– Geometric Optics: Basics
https://phet.colorado.edu/sims/html/geometric-optics-
basics/latest/geometric-optics-basics_all.html
Activity 7
 Draw neat ray diagrams for locating the
image formed by a concave mirror for
each position of the object and describe
the nature, position, and relative size of
the image formed in each case.
 Repeat the same procedures for a
convex mirror.
Activity 8
 Discussin groups about the real life
applications of mirrors.
Key ideas
 The image of an object in a plane mirror
appears to be behind the mirror.
 You also find that the virtual image is located at
the same distance behind the mirror as the
object distance.
 The image size is the same as the object size
and is upright.
 Although mirrors do not produce an inverted
image, left and right are inverted. The image of
a right hand is a left hand
Assessment
 Discuss about the types of images
formed by mirrors.
Implications to teaching
 Literature support the importance of inquiry
based teaching so as to make the teaching
and learning process more attractive and
also understand the topic.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
session? Allow trainees to describe verbally
what they have understood from this simple
electrical project.
– Do you have any other strategy that you
Take away resources
 In addition, further reading, listening or
viewing activities related to this sub-topic
are available through the following web
links:
– https://byjus.com/physics/plane-mirrors/
– https://byjus.com/jee/concave-mirror-image-
formation/
– https://byjus.com/jee/image-formation-in-
convex-mirror/
10.3 Image formation by
lenses (2 hrs)
 At the end of this session, trainees will be
able to:
– explain refraction by spherical lenses,
– apply the understanding of refraction to
learn the image formation in lenses,
– comprehend the structure and functions
of lenses,
– plan innovative teaching strategies for
effective teaching and learning of the
topic in specific situations.
Activity 1
 How have you been teaching about the
concept of image formation by lenses?
– Please, take a moment and share your
experience to the whole class.
 Have you started your teaching through
describing the things that are happening
around them?
Activity 2
 Think about these two situations and try to
explain them based on your previous
knowledge.
– How can people see his/her reflection in a
spoon?
– How can a magnifying glass make an object
appear larger?
– How the human eye itself works like a lens,
focusing the light on the retina to form an
image, and this is why we are able to see.
– The second fact could be about the Hubble
Activity 3
 How can you locate the image formed by
a convex lens for different positions of the
object?
– Are the images real or virtual?
– Are they enlarged, diminished or have the
same size?
Activity 4
 Use a convex lens to project an image of a candle on a
screen. Working together in pairs answer the following
questions about the image formed.

a. Explain in your own words why the lens forms an

image on the screen. If necessary, illustrate your
explanation with a ray diagram.
b. What will happen to the image if the screen is moved
slightly closer to and further away from the convex
lens? Explain.
c. What will happen to the image on the screen if half
of the convex lens is covered with a piece of card?
Activity 5
 Support the above activity with following
simulation software to demonstrate
about how an image is formed in convex
lens.
– oPhysics: Interactive Physics Simulations
https://ophysics.com/l10.html
– Geometric Optics: Basics
https://phet.colorado.edu/sims/html/geometri
c-optics-basics/latest/geometric-optics-
basics_all.html
Activity 6
 Draw neat ray diagrams for locating the
image formed by a concave mirror for each
position of the object and describe the
nature, position, and relative size of the
image formed in each case.
 Repeat the same procedures for a convex
mirror.
Activity 7
 Discussin groups about the real life
applications of lenses and share your
findings with the whole class.
Key ideas
 The properties of the image produced by
a convex lens depend on the location of
the object.
 This is not the case for a concave lens.
Assessment
 Discuss
about the types of images
formed by lenses.
Implications to teaching
 Literature support the importance of
practice based teaching so as to make the
teaching and learning process more
attractive and also understand the topic.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
session? Allow trainees to describe verbally
what they have understood from this simple
electrical project.
– Do you have any other strategy that you
Take away resources
 In addition, further reading, listening or
viewing activities related to this sub-topic
are available through the following web
links:
– https://byjus.com/physics/concave-convex-lenses/
10.4 Human Eye and
Optical Instruments (2 hrs)
 At the end of this session, trainees will be
able to:
– devise activities and strategies that help
them to teach the concepts related to
human eye and optical instruments,
– describe the image formation by the eye,
– explain the physics behind the operation
of optical instruments.
Activity 1
 How have you been teaching the human
eye and optical instruments?
– Please, take a moment and share your
experience to the whole class.
 Have you started your teaching through
describing the things that are happening
around them?
Activity 2
 In groups of two, look at one another’s
eye. Observe critically its external shape.
Observe it carefully and note its behavior
as one tries to see some objects in
class. Then discuss about the functions of
the eye.
Activity 3
 Hold a book at an arm’s length and move it
closer to find the nearest distance that you
can focus the words clearly without straining
your eyes.
– Approximate the distance between your
eyes and the book. What does this
distance represent?
Activity 4
 Look at the trees around your school. Now,
try to look at objects far from the school. Are
you able to focus the distant objects?
– Measure this distance from the object to
your eye. Write down your observation in
the notebook.
 Hold a book at an arm’s length and move
the lens so that the prints are read without
the eye getting strained. Now, try to read
the words on a chalkboard a distance from
Activity 5
 Have you seen before some people
putting on eye glasses? What do you
think these glasses (spectacles) are used
for.
 What kinds of lenses are used to correct
eye defect problems?
Activity 6
 How many of you still have their
grandparents? Have you ever tried to
observe how grandparents observe
objects?
 Discuss with your neighbor and write in
your notebook results of your discussion.
Activity 7
 In our daily activities and development,
we observe different things
in environment or in universe.
Sometimes, some objects cannot be
easily observed using our naked eyes.
We need to see these very small things
at big distance.
a. What do you think we use to observe those
distant or very small bodies?
b. Discuss the properties used by those
Activity 8
 When a patient goes to hospital having a
headache and fever, a doctor may require a
blood test for malaria. When a sample of blood
is taken, it is not possible to check whether a
patient has malaria or not. But a
laboratory technician may need to test the
blood using some instrument and
decide whether the patient has malaria or not.
– Which instrument do you think may be used
to test malaria from blood sample?
– Discuss how that instrument function.
Key ideas
 The eye is a biological instrument used to
see objects at different distances.
 It uses a convex lens system to form a
small, inverted, real image of an object in
front of it.
Assessment
 Name the part of the eye:
– which controls how much light enters it,
– on which the image is formed,
– which changes the focal length of the
crystalline lens.
A farsighted person has a near point of
100 cm. Reading glasses must have what
lens power so that this person can read
a newspaper at distance of 25 cm?
Assume the lens is very close to the eye.
Implications to teaching
 Literature support the importance of
linking the concept you teach to trainees
real life scenarios so as to make the
teaching and learning process more
attractive and also understand the topic.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
session?
– Do you have any other strategy that you
Take away resources
 In addition, further reading related to this
sub-topic is available through the
following web links:
– https://elearning.reb.rw/course/
view.php?id=1259&section=3
– https://ncert.nic.in/ncerts/l/leph201.pdf
10.5 Color Addition and
subtraction (1 hr)
 At the end of this session, trainees will be
able to:
– devise activities and strategies that
help them to teach the concepts
related to color addition and
subtraction,
– describe the additive primary colors of
light (red, blue, green) and the
subtractive primary colors of pigments
(cyan, magenta, yellow).
Activity 1
 Have you got the opportunity to teach
about the concept of color addition and
subtraction?
– Please, take a moment and share your
experience to the whole class.
 Have you started your teaching through
describing the things that are happening
around them?
Activity 2
 Explore the additive and subtractive
primaries using colored lights using
procedures indicated in activity 2 of the
module.
 If you don’t find such equipments, try to
perform the following simulation
experiment.
Key ideas
 The additive primaries, or the primary colors
of light, are red, blue and green.
– These combine to form white light. If we
subtract each of these colors, one at a time,
from the white light, we end up with the
subtractive primary colors, or the primary
pigments-cyan, magenta, and yellow:
red light + green light + blue light = white
light
white light – red light = cyan light
white light – green light = magenta light
Assessment
 Do lighting filters use additive or
subtractive properties to bring light of a
certain color to our eyes? Explain.
 Do different color lights (RBG) use
additive or subtractive properties to bring
light of a certain color to our eyes?
– Explain using evidence from your lab.
 What are the primary colors of light?
Implications to teaching
 Literature support the importance of linking
the concept you teach to trainees real life
scenarios so as to make the teaching and
learning process more attractive and also
understand the topic.
– Have you been inspired to use such kinds of
teaching methods in your own session?
– What new things have you learnt from this
session?
– Do you have any other strategy that you
suggest for teaching this topic? If so, please
Take away resources
 In addition, further reading related to this
sub-topic is available through the following
web links:
– Primary Colors of Paint, Ink, and Dyes
http://home.att.net/~jpzenger/RYBORCMY.ht
m
– Indiana Academic Standards
http://ideanet.doe.state.in.us/standards/welco
me2.html
– Edmund Scientifics
http://www.scientificsonline.com/
Unit 11

Nuclear
Physics
11.1 The nucleus (1 hr)
At the end of this session, trainees will be
able to:
devise activities and strategies to teach
about the nucleus,
identify some misconceptions related
nucleus and take corrective measures.
Activity 1
 How have you been teaching the
nucleus?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 Discussin groups how the analogy of the
solar system can be used to understand
about the atomic nucleus.
Activity 3
 Watch the following video and discuss in
groups what you understood from it
about the atomic nucleus.
https://www.google.com/search?
q=simulation+video+on+atomic+nucleus&sca_esv=9d633321853007a8&sca_upv=1&rlz=1C1J
ZAP_enET923ET923&sxsrf=ADLYWILA-j3jYT04XxRlnUh52yAYxoTqYg
%3A1717765022397&ei=ngNjZv_xF7CjkdUP3e_vkQg&ved=0ahUKEwj_uN6vxcmGAxWwUaQEHd
33O4IQ4dUDCBA&uact=5&oq=simulation+video+on+atomic+nucleus&gs_lp=Egxnd3Mtd2l6LX
NlcnAiInNpbXVsYXRpb24gdmlkZW8gb24gYXRvbWljIG51Y2xldXMyCBAAGIAEGKIEMggQABiABBiiB
DIIEAAYogQYiQUyCBAAGIAEGKIEMggQABiABBiiBEisGVCrCFiGE3ABeACQAQCYAeoCoAGbD6oBBTI
tNi4xuAEDyAEA-
AEBmAIEoALEBsICDhAAGIAEGLADGIYDGIoFwgILEAAYgAQYsAMYogTCAgsQABiwAxiiBBiJBZgDAIg
GAZAGCZIHBTEuMC4zoAeaGw&sclient=gws-wiz-
serp#fpstate=ive&ip=1&vld=cid:82b7501d,vid:q1a_YvD4rro,st:0
Key ideas
 In reality, the nucleus is incredibly small
compared to the overall size of the atom.
 If an atom were the size of a football
field, the nucleus would be about the size
of a pea in the center.
 Protons and neutrons are the primary
constituents of the nucleus, and neutrons
have no charge.
Assessment
 What determines the stability of the
atomic nucleus?
Implications to teaching
 By using this analogy, trainees can visualize the
atomic structure more easily and understand
the arrangement of particles within the nucleus
in relation to the overall structure of an atom. It
provides a relatable framework for exploring
complex atomic concepts.
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so
as to make the teaching and learning process
more attractive and understandable.
 Do you have any other teaching strategy that
Take away resources
 To know more about the nucleus, read
grade 11 physics textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the nucleus in a better
way.
https://phet.colorado.edu/en/simulations/build-
a-nucleus
11.2 Radioactivity and uses
of nuclear radiation (2 hrs)
At the end of this session, trainees will be
able to:
– devise activities and strategies to teach
radioactivity and uses of nuclear
radiation,
– identify some misconceptions related to
radioactivity and nuclear radiation and
take corrective measures,
– discuss dangers of ionizing radiation,
Activity 1
 How have you been teaching
radioactivity and uses of nuclear
radiation?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
 List the possible radioactive sources in
your locality and list safety rules that
should be implemented against the
radiation hazards.
Activity 3
 Discussin groups about the uses of
nuclear radiation for humankind and
report to the class via your group
representative.
Key ideas
 While nuclear power plants and other nuclear
facilities are sources of radiation exposure,
radioactive materials can also be found in
various industries, medical settings, and
natural environments.
 Individuals may be exposed to radiation
through everyday activities such as medical
imaging procedures, air travel, and the use of
consumer products.
 While some radioactive isotopes have long
half-lives and can persist for thousands or
Assessment
 Discuss about the different types of
nuclear radiation and their uses in
medicine, energy production, agriculture
etc.
Implications to teaching
 By addressing these misconceptions and following
safety rules and guidelines, individuals can
effectively mitigate the risks associated with
nuclear radiation exposure and ensure a safe
working environment in settings where
radioactive materials are present.
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so as
to make the teaching and learning process more
attractive and understandable.

Take away resources
 To know more about the radioactivity and
safety rules against hazards of nuclear
radiation, read grade 11 physics
textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the nucleus in a better
way.
https://phet.colorado.edu/en/simulations/alpha-decay
11.3 Nuclear reaction and
energy production (2 hrs)

At the end of this session, trainees will be

able to:
– devise activities and strategies to
teach nuclear reaction and energy
production,
– identify some misconceptions related
to nuclear reaction and take corrective
measures.
Activity 1
 How have you been teaching nuclear
reaction and energy production?
 What kind of misconceptions have you
identified in relation to this topic?
Activity 2
Discuss in groups and report to the class
on:
how nuclear reactions are employed in
food safety and preservation.
 how nuclear fusion acts as a source
energy in the sun.
Activity 3
Watch the following video in groups. Each
group member should reflect what he/she
understood from it.

https://www.youtube.com/watch?
v=mBdVK4cqiFs
Key ideas
 While nuclear reactions can indeed produce
radioactive byproducts, not all nuclear
reactions result in long-lived radioactive
waste.
 Additionally, advancements in nuclear
technology and waste management
techniques aim to minimize the generation
and impact of radioactive waste.
 Statistically, nuclear energy has one of the
lowest rates of accidents and fatalities
compared to other energy sources like coal
Assessment
 How nuclear power plants provide a
significant portion of the world's
electricity supply, contributing to the
operation of homes, businesses, and
industries?
Implications to teaching
 Addressing these misconceptions requires clear
communication, public education, and evidence-
based discourse to foster informed decision-
making and policy development regarding nuclear
energy and its role in the transition to a
sustainable energy future.
 Literatures support the importance of linking the
concept you teach to trainees real life scenarios
like the one we used in the above activities so as
to make the teaching and learning process more
attractive and understandable.
 Do you have any other teaching strategy that you
Take away resources

 To know more about nuclear reaction and

energy production, read grade 11 physics
textbook.
 Perform force PHET experiment
simulation using the following link so as
to understand the nucleus in a better
way.
https://phet.colorado.edu/en/simulations/
nuclear-fission