Physics

For Rwanda Schools

Senior 3

Teacher’s Guide
 © 2020 Rwanda Education Board (REB).
All rights reserved.
This book is property of the Government of Rwanda.
Credit must be provided to REB when the content is quoted.
 Contents
Part 1: Introduction.................................................................................................. 1
Basic Information...................................................................................................................1
Effective teaching and learning of S3 Physics....................................................................8
Content Maps.......................................................................................................................14
Planning to teach..................................................................................................................34
Assessment and evaluation methods................................................................................38

Part 2: Unit to unit guide

Unit 1: Graphs of linear motion................................................................................ 43

Unit 2: Friction force and Newton's laws of motion ............................................. 58

Unit 3: Applications of atmospheric pressure........................................................ 80

Unit 4: Renewable and non-renewable energy...................................................... 93

Unit 5: Heat transfer and quantity of heat ........................................................... 111

Unit 6: Laws of thermodynamic ............................................................................ 126

Unit 7: Introduction to electro-magnectic induction........................................... 142

Unit 8: Electrical power transmission ................................................................... 154

Unit 9: Electric Field Intensity ............................................................................... 171

Unit 10: House electric installation ......................................................................... 181

Unit 11: Basic alternating current circuits .............................................................. 196

Unit 12: Refraction of light ....................................................................................... 207

Unit 13: Telecommunication channels .................................................................... 218

Unit 14: Properties of physical process affecting plant growth............................227

Unit 15: Environmental phenomena and related physical concepts ................. 242

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 PART 1: INTRODUCTION
1.1: Basic Information

1.1.1 Organisation of the book Part 2 provides a unit-to -unit guide

to the teacher on how to facilitate learners
This teacher’s guide is organised into two
to acquire the knowledge, skills and
main sections.
attitudes envisaged in each unit . This
Part 1 is the general introduction section part is therefore structured into units
detailing information on competence The main elements of of each unit guide are:
based curriculum and pedagogical issues. • Unit heading – This gives the unit
title as stated in the syllabus.
The main elements of Part 1 are:
• Key Unit Competence: This gives
• 1.1: Basic information - It gives a
the broad competence which the learner
brief overview of the organisation
will achieve once he/she has met all the
of this book and background to
learning objectives stipulated in the unit.
the new curriculum which details
the types of competences and their • Learning Objectives: This section
acquisition, crosscutting issues to be outlines three categories of syllabus-
addressed during learning, special specified learning objectives that
needs education and inclusivity. a learner is expected to achieve
through his/her interaction with the
• 1.2: Pedagogical approaches - It concepts and activities planned for
highlights the teacher's and learner's the unit. These categories are.
roles for effective teaching/learning of
– Knowledge and understanding:
Physics, teaching/learning resources,
As in the existing curriculum,
grouping learners for learning and though, knowledge and
teaching methods understanding fall at the lower
• 1.3: Assessment and evaluation levels of the Bloom's taxonomy
methods- It gives an overview of types they enhance they enhance
of assessment, record keeping and how learning at the higher levels.
to report the learners performance to – Skills: It is through the skills
parents. that students apply their
learning and engage in higher
• 1.4: Content map: It gives a brief order thinking. These skills
highlight in tabular form how each relate to the upper levels
unit has addressed the various aspects of Bloom’s taxonomy and
required in the Senior 3 Competence- they lead to deep rather than
based Physics Curriculum. surface learning.
• 1.5: Preparation for teaching and – Attitudes and values: Truly
the teaching process- It highlights engaging with the learning
importance of planning for teaching, requires appropriate attitudes
guides the teacher on the actual and values that relate to the unit.
process of planning, and provides a • Prerequisite to the unit: This
sample lesson plan. section outlines key knowledge,

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 skills attitudes and values that Guidance on the problem
learners need to have acquired earlier statement: This section guides
that will facilitate easier acquisition of the teacher on how to facilitate
the new knowledge, skills attitudes the leaners to do the introductory
and values envisaged in this unit. activity, known as the problem
It also guides the teacher on how to statement, given at the start of the
find out that the learners posses them unit in the Learners book. The
before they start learning the concepts purpose of the problem statement
in this unit, and how to help learners activity is to challenge and motivate
incase they do not posses them. learners to be eager and actively
• Assessment Criteria: This is meant participate in the activities planned
to evaluate whether learners have for the unit with a drive to get the
succeeded in achieving the Key answers to the problem outlined in
Unit Competence(s) intended. This the activity.
section will help the teacher in • Attention to special needs: The
assessing whether the unit objectives section guides the teacher on how
have been met. to handle learners with special
• Crosscutting issues to be addressed needs as they do the learning
in the unit: The section outlines activities organised in the unit.
the specific crosscutting issues that • List of lessons : This is a list in
will be addresses by infusion as tabular form of the structuring of
the learners do the activities and the unit into lessons, each with
interacts with concepts planed for a lesson title and the number of
the unit This is meant to make the periods allocated to each lesson.
teacher conscious on and be on the Note that the total number of
look out for suitable opportunities periods must be equal to those
through out the teaching/learning allocated to that unit in the syllabus.
process in the entire unit to address • Lesson development: This section
the cited crosscutting issues. This provides guidance to the teacher
issues will be discussed in detail on how to facilitate learning in
later in this book each lesson. The guidance for each
• Generic competences to be addressed lesson is structured as follows: –
in the unit: The section outlines the Lesson title
specific generic competences to be – Specific objectives of the
acquired by the learners by doing lesson
the activities and interacting with
concepts planed for the unit This – Teaching and learning aids.
competences will be discussed in – Learning activities: Under
detail later in this book each activity the teacher is
• Vocabulary/keywords: This is a list of guided on how to conduct
new words that the learners will come the activity and facility the
across and interact with in the unit. synthesis of the knowledge
The teacher is encouraged to help the being acquired. The answers
learners to understand their meanings to the activities are also
and usage in order to help them build provided here.
their language and vocabulary.

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 – Assessment of the lesson: Here, 1.1.2 Background Information
the teacher is guided on how to on the new curriculum
assess whether learners have
acquired the knowledge, skills The aim of a competence-based
and attitudes after going through curriculum is to develop in the learners
the lesson. competences that will enable them
interact with the environment in more
• Summary of the unit: This section
practical ways.
guides the teacher on how to summarise
the main concepts learnt in the unit. It It clearly defines the knowledge,
also guides the teacher on how to help skills and attitudes that the learner
the learners determine the solution should acquire by doing the specified
to the problem statement activity learning activities.
provided at the start of the unit, since
by now they have acquired enough (a) Types of competences and their
knowledge and skills to enable them acquisition
solve the problem Competencies are statements of the
• End of unit assessment: This section characteristics that students should
guides the teacher on how to assess demonstrate, which indicate they
whether learners have acquired the are prepared and have the ability to
knowledge, skills and attitudes after perform independently in professional
going through all the lesson in the unit. practice. The two types of competencies
envisaged in this curriculum are basic
• Additional information for the
and generic competences.
teacher: This section gives the teacher
more information than what the (i) Basic competences
syllabus recommends for purposes of Basic competences are addressed in
enriching his/her knowledge.
the stated broad subject competences
• Remedial activities: This is a and in objectives highlighted in each
description of the activities that the of units of learning.
teacher should give to the slow learners They include:
in order to help them to master the
Literacy
concepts.
This competency will be acquired by
• Extended activities: This is a S3 Physics students as they:
description of the activities that the
teacher should give to the fast learners • Read and interpret learning
activities, and questions in
in order to help advance their mastery
exercises.
the concepts.
• Write down in English their
• Answers to all exercises. This section observation and answers to
provides answers to all exercises in the guiding questions given in the
unit, extended and remedial activities activities.
in the teacher's guide.
• Listen and communicate
their ideas in group and class
discussions.

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Numeracy as they use their mind to evaluate
This competency will be acquired by S3 science related situations and come with
Physics students as they compute and solutions to the problems. All the units
manipulate numbers, symbols, quantities, in the student's book provide such mind
shapes and figures to accomplish a task provoking scenarios.
involving calculations, measurements, and
Creativity and innovation:
estimations in units in Units, 2, 5 and 5.
The students will acquire this
ICT and digital competences
competence as they use imagination
This competency will be acquired by S3 b e y o n d k n o w l e d g e p ro v i d e d i n
Physics students as they: classroom to generate new ideas and
• A s s e s s , re t r i e v e a n d e x c h a n g e construct new concepts.
information via internet or cell phones.
• Use information and communication Research skills
technologies to enhance learning and The students will acquire this
teaching e.g overhead projector. competence as they interrogate sources
Citizenship and national identity of information including the Internet,
reference books and resource persons to
This competency will be acquired by S3 gather information that will help solve
Physics students as they:
real life problems that apply physics
• Perform activities outlined in the concepts.
book, that are based on Rwanda
environment and setting. Communication in official languages
• As they do activities, interpret
The students will acquire this competence
information, Physics facts and data
as they read and interpret learning
derived from Rwanda sources in the
problems provided in the book. Unit instructions, activities, questions in
4 provides a lot of such information. exercises, and communicate their ideas
to others in group and class discussions.
Entrepreneurship and business All the units in the student's book
development provide such opportunities to the
This competency will be acquired by S3 learner.
Physics students as they do activities and
interact with information provided in Cooperation, inter-personal
Units 4, 7 and 8 on energy generation, i.e management and life skills
see the opportunities of making money The students will acquire this
through use of electricity in production. competence as they work in groups
and cooperate in teams do the task
(ii) Generic competences given in learning activities. They learn
Generic competencies that S3 Physics will to respect the opinions of others and
acquire in the process of doing activities the complementary roles played by
and learning the concepts planned for S3 people through cooperation.
Physics include:
Lifelong learning
Critical thinking and problem solving skills:
The students will acquire this
The students will acquire this competence competence as they continuously learn

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i.e continuously discover new ways of the various activities and problem setting
getting information through research. that involve use of objects with many options
This is why they should be exposed to to sensitize the students on the importance of
more research activities. acquiring and using standard items.

Environment and sustainability

(b) Cross-cutting issues to be
addressed during learning A well conserved environment is obviously
key to our health and survival. It is
These emerging issues give an indication
therefore important for the S3 Physics
of some national priorities and hence need
teacher to make use of the opportunities
to be incorporated in the learning process.
that arise in the process of teaching and
The eight cross-cutting issues are:
learning Physics through activities to
Peace and Values Education sensitise learners on the importance of
conserving the environment. One way
Peace is critical for a society to flourish
is by ensuring that the learners always
and for every individual to focus on
dispose off the waste materials at the end
personal achievement and his or her
of an activity in ways that do not pollute
contribution to the success of the nation.
the environment. Units 14 of the student's
The teacher of S3 Physics need to be in book provides the learner with opportunities
the fore front to educate his/her students how environmental factors affect plant life.
on the need for peace and values, for
example by encouraging group work in Gender education
the learners activities and showing the There is a strong moral imperative to
learners ways of solving interpersonal accord every individual their basic
problems that occasionally arise during human rights. Gender inequality results
interactions and discussions. in women and girls being treated less
Financial Education favourably than men.
The S3 Physics teacher should make use
Financial education provides the
of the opportunities and situations that
tools for sound financial management
arise in the classroom to educate students
practices on earnings, spending,
on the need for equal treatment of both
saving, borrowing and investing. Unit
genders. A good example is ensuring
7 in S3 Physics provides the teacher
that discussion groups have a balanced
with many opportunities to educate
number of boys and girls.
his/her students on financial saving
through economical use of energy Comprehensive sexuality education
supplies like electricity. (HIV/AIDS, STI, Family planning,
Gender equality and reproductive
Standardization Culture health)
Standardisation Culture develops Few young people receive adequate
learners’ understanding of the importance preparations for their sexual lives. This
of standards as a pillar of economic leaves them potentially vulnerable
development. The S3 Physics teacher to coercion, abuse and exploitation,
should use the opportunities provided by unwanted pregnancies and sexually

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transmitted infections (STIs) including The special needs in learners fall
HIV/AIDS. in any of the following common
The S3 Physics teacher should use the categories:
opportunities provided in the student's • Physical difficulties
book by the content highlighting sexuality • Visual difficulties
and HIV facts to educate learners on these
• Hearing difficulties
aspects
• Mental difficulties
Inclusive Education • Genocide traumatized learners
Inclusive education refers to ensuring all The teacher should identify such
learners regardless of gender or ability/
cases and help facilitate the affected
inability are engaged in education to help
them realise their potential. To achieve learners in learning. For example,
this, the S3 Physics teacher should plan the learners with visual and hearing
teaching/learning resources and activities difficulties should sit near the
in ways that give all learners a chance to teacher’s table for easy supervision
participate in the learning. and assistance. The following are
some suggestions on how to support
(c) Special needs education and special needs children in your class.
inclusivity
All Rwandans have the right to access (i) Learners with Physical
education regardless of their different challenges
needs. The provision allow all citizens to
benefit from all educational programs. These are learners, whose some
This necessitates the focus on special of the body parts are not able to
needs education. The critical issue is function normally due to Physical
that we have persons/ learners who are problems. For example, some learners
very different in their ways of living and have partial or total incapacitation
learning as opposed to the majority. The in the use of some limbs or hands.
difference can either be emotional, Physical, In such cases, the learners will need
sensory and intellectual learning challenges assistance during activities that
traditionally known as mental retardation. involve movement. This could be
These learners equally have the right to during a nature walk and other
benefit from the free and compulsory activities that learners have to stand
basic education. Therefore, the schools’ for some reason. The teacher should
role is to enrol them and set strategies to organize for the learner ’s ease of
provide relevant education to them. The movement. The learner should also be
teacher therefore is required to consider each given time to catch up with the others.
learner’s needs during teaching and learning
process. Assessment strategies and conditions In case the hands are affected, the
should also be tailored to the needs of these learners should be given more time
learners. Also, the teacher should include to finish their work. In both cases, the
learners with special educational needs in learners should not be pressurized to do
classroom activities as much as possible. things that can cause injury or ridicule.

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(ii) Learners with visual challenges (iv) Learners with speech challenges
These learners have problems with their One of the most speech challenges is
eyesight. The may be longsighted, short stammering. Such learners speak with
sighted or have some eye sicknesses. They many difficulties. The teacher should be
should sit at a position where they are able patient with them and encourage such
to see the chalkboard without straining learners to express themselves in their
own way. Such learners should be given
The material to be observed should be more written exercises.
brought to appropriate location where these
learners can be able to see. The magnifying () Learners with mental challenges
glasses can be used where necessary. The The teacher should identify the nature
teacher should use large diagrams, charts and level of the mental difficulty with
and labels. In some cases, the learners can such learners. Such learners should then
be allowed to touch and feel whatever they be given special assistance and attention
are looking at. at individual levels. They can be given
The teacher should read aloud most of the special tests or assessments.
things he/she writes on the chalkboard.
Other learners can also assist by reading In general, all the learners with
aloud. The lighting system in the classroom difficulties should be well facilitated.
can also be improved. This encourages and motivates them.
The teacher and the rest of the class
(iii) Learners with hearing challenges should never ridicule learners with any
The affected part in this case is the ear. The of the difficulties. Note that generally,
learner can have hearing aids. The teacher the people with any kind of disability
should use as many visual aids as possible. can be very sensitive to any kind of
They should also project their voice and negative comments or criticism.
always talk while facing the learners. Use Remind them that ‘Disability is not
of gestures and signs while talking helps inability’.
the learner figure out what the teacher is Treat them fairly but not with undue
saying as well. favours.

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 1.2: Effective teaching and learning of S3 Physics

1.2 .1 Teacher's and learner's roles • Using a variety of teaching and

for effective teaching/ learning of assessment methods.
S3 Physics • Adjusting instructions to the level of
(a)Teacher’s role and basic skills the learner.

The teacher is the most important • Nurturing students’ natural

curiosity.
resources for an effective Physics lesson
Some of the key roles of the S3 Physics • Motivating learners to make them
ready for learning.
teacher include:
• Organising the classroom to create a • Coordinate learners’ activities so
suitable learning environment. that the desired objectives can be
achieved.
• Preparing appropriate materials for
learning activities. • Assessing learners’ activities and
suggest solutions to their problems.
• Encouraging and accepting student
autonomy and initiative. • Assist learners to consolidate their
activities by summarising the key
• Using raw data and primary sources, points learnt.
along with manipulative, interactive,
and Physical materials. Some of the key skills that the S3 Physics
teacher should have include:
• Using cognitive terminology such as
classify, analyse, predict, and create • Creativity and innovation.
when framing tasks. • Makes connections/relations with
• Allowing student responses to other subjects.
drive lessons, shift instructional • A high level of knowledge of the
strategies,. content.
• Familiarizing themselves with • Effective disciplining skills manage
students’ understandings of adequately the classroom
concepts before sharing their own • Good communicator.
understandings of those concepts.
• Guidance and counselling.
• Encouraging students to engage in
dialogue, both with the teacher and
one another. (b) Learner’s role in learning
• Engaging students in experiences that Physics
pose contradictions to their initial Learning takes place only when the
hypotheses and then encouraging learner acquires the intended knowledge,
discussion. skills and attitudes. As such, learning is a
• Providing time for students to highly personal and individual process.
construct relationships and create Thus, a learner must be actively engaged
metaphors. in the learning exercise.
• Engaging students in variety of For active participation in learning, the
learning activities. learner should:

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• Raise questions about what is (a) Classroom as a learning
observed. environment
• Suggest solutions to the problems A Classroom generally refers to the place
observed. where learning takes place. Learners
• Take part in planning investigations learn from everything that happens
with appropriate controls to answer around them, such as the things that
specific questions. they hear, see, touch, taste, smell and
• Carry out investigations to search for play with.
answers with the help of materials in
search of patterns and relationships Classroom organization
while looking for solutions to
It is important for the teacher to make the
problems.
classroom an attractive and stimulating
• Working collaboratively with others, environment. This can be done by:
communicating their own ideas and
considering others’ ideas. • Carefully arranging the furniture in
the classroom in an organised way.
• E x p re s s i n g t h e m s e l v e s u s i n g to allow free movement of learners
appropriate Physics terms and
and the teacher.
representations in writing and talk.
• Putting up learning and teaching
• Engaging in lively public discussions
in defence of their work and aids on the walls. Examples are wall
explanations. charts, pictures and photographs.
• Applying their learning in real-life • Displaying teaching models.
contexts. • Providing objects for play for
• Reflecting critically about the example toys.
processes and outcomes of their • Having a display corner in the
inquiries. classroom where learners display
their work.

1.2.2: Teaching/learning resources • Setting a corner for storing materials

so as not to obstruct learners or
These refer to things that the teacher distract them.
requires during the teaching process.
• Spreading out the learners evenly so
They include:
that they do not interfere with one
• The classroom another’s activities.
• Textbooks • Setting up the materials for the series
• Wall charts and wall maps of lessons or activities going on for a
• Materials and apparatus number of days or weeks in a location
where they do not interfere with other
• Various tools and equipment daily activities
• Physics models • Organizing the sitting arrangement
• Resource persons such that learners face the lighted
• Firms such as hydroelectric power areas of the room.
stations, engineering firms among • Choosing the most appropriate
others location for the teacher and the

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 chalkboard such that they are visible to (ii) Models
all learners and the teacher has a good
view of all learners in the class. A model refers to a three-dimensional
representation of an object and is usually
(b) Apparatus and materials much smaller than the object. Several
For learners to study Physics through the models are available commercially in
activity method, a number of materials and shops. Examples of Physics models
apparatus are required. The important role include models of electric motors,
played by materials in learning has been hydraulic systems among others. These
felt for centuries. This is noted for instance can be purchased by schools for use
in the old Chinese proverb that says: during Physics activities.
• When I hear I forget (iii) Resource persons
• When I see I remember
A resource person refers to anybody
• When I do I understand with better knowledge on a given
Since Physics is largely a practical subject, topic area. Examples include health
materials help the teacher to convey his/ practitioners such as doctors, nurses and
her points, information or develop skills, laboratory technologists, agricultural
simply and clearly, and to achieve desired extension officers, environmental
results much faster. specialists among others. Depending
on the topic under discussion, the
Some of the materials that a teacher requires teacher can organize to invite a resource
for Physics activities and calculations can person in that area to talk to learners
be collected from the local environment. about the topic. The learners should be
Many others can be improvised while some encouraged to ask as many questions
have to be purchased. Whether collected, as possible to help clarify areas where
improvised or purchased, there are certain they have problems.
materials that are valuable to have around (iv) Improvisation
almost all the time.
If each learner is to have a chance
These include: of experimenting, cheap resources
(i) Science Kit must be made available. Complicated
apparatus may not always be available
A science kit is a special box containing in most schools. Such sophisticated
materials, apparatus and equipment equipment made by commercial
necessary to conduct an array of manufacturers are usually expensive
experiments. The content of the physics kit and majority of schools cannot afford
depends on the curriculum requirements them. The teacher is therefore advised
per level. Most science kits are commercially to improvise using locally available
available and target particular levels materials as much as possible.
of learners. However, the teacher is
encouraged to come up with a kit based
on the syllabus requirement

10
(vi) Scheduling learning activities and venues e. Friendship grouping.
Some of the activities suggested in the f. Sex-based grouping.
student's good planning and scheduling in Grouping learners in a Physics class has
order to get accurate results. An example several advantages that include:
is observing some effects of environmental a. The individual learner’s progress
factors on plant growth illustrated in unit and needs can easily be observed.
14. The teacher should therefore think
b. The teacher-learner relationship is
ahead while making the scheme of work so
enhanced.
that the prevailing weather pattern and the
most appropriate timing are considered.. c. A teacher can easily attend to the
needs and problems of a small
group.
1.2.3 Grouping learners for
d. Materials that were inadequate for
learning individual work can now be easily
Most of the Physics activities suggested in shared.
the student's book are carried out in groups e. Learners can learn from one another.
and therefore the teacher should place 2 or
f. Cooperation among learners can
3 desks against each other and then have easily be developed.
a group of learners sitting around those
desks. g. Many learners accept correction
from the teacher more readily and
In certain activities, the teacher may wish without feeling humiliated when
to carry out a demonstration. In this case, they are in a small group rather than
the learners should be sitting or standing in the whole class.
a semicircle, or arranged around an empty h. Learners’ creativity, responsibility
shape of letter “U” such that each learner and leadership skills can easily be
can see what the teacher is doing clearly developed.
and without obstruction or pushing. If the
i. Learners can work at their own
learners are involved in individual work, pace.
each learner can work on the floor or on
the desk or a portion of the desk if they The type of “grouping” that a teacher
are sharing. In this case, they need not face may choose depends on:
each other. a. The topic or task to be tackled.
Grouping learners for learning has b. The materials available.
increasingly become popular in recent c. Ability of learners in the class (fast,
years. In fact, the shift from knowledge- average, slow).
based to competence curriculum will make However, the teacher must be flexible
grouping the norm in the teaching process. enough to adjust or change his/her
Grouping learners can be formed by one or type of grouping to cope with new
all of the following: situations.
a. Similar ability grouping. There is no fixed number of learners
b. Mixed ability grouping. that a group must have. This again will
c. Similar interests grouping. be dictated by such factors as the task to
d. Needs grouping. be done, the materials, characteristics of
learners in your class, size and the space

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available. However, groups should on has finished, the learners may ask
average have between four to five learners. questions. However, in a competence-
You can also resort to pair work depending based curriculum, this technique
on the nature of the content being taught should be used very minimally.
at the time.
(b) Guided Discovery
There is no one method or approach to
teaching that is appropriate to all lessons. In this technique, the teacher
A teacher should, therefore, choose wisely encourages learners to find out
the method to use or a combination of answers to problems by themselves.
methods depending on the nature of the The teacher does this by:
topic or subtopic at hand. • Giving learners specific tasks to do.
• Giving learners materials to work
with.
1.2.4: Teaching methods
• Asking structured or guided
There is a variety of possible methods in questions that lead learners to the
which a teacher can help the learners to desired outcome.
learn. These include : Sometimes learners are given a
(a) Direct exposition problem to solve and then left to work
(b) Discovery or practical activity in an open-ended manner until they
(c) Group, class or pair discussion find out for themselves.
(d) Project method This is the most preferred method
of teaching in the implementation of
(e) Educational visit/ field trips
competency based curriculum.
(f) Teacher demonstration
(c) Group/class discussion or
(g) Experimentation/ Research pair work
The particular technique that a teacher
In this technique, the teacher and
may choose to use is influenced by several
learners interact through question
factors such as:
and answer sessions most of the
• The particular group of learners in the time. The teacher carefully selects
class.
his/her questions so that learners
• The skills, attitudes and knowledge to are prompted to think and express
be learned. their ideas freely, but along a desired
• Learning and teaching aids available. line of thought. The method leads
The local environment. learners from the known to unknown
• The teacher’s personal preference. in a logical sequence; and works well
• The prevailing weather. with small groups. The method boosts
confidence in learners and improve
• The requirements of Physics syllabus. interpersonal and communication
(a) Direct exposition skills.
The main disadvantage of this method
This is the traditional way of teaching
is that some learners maybe shy or
whereby the teacher explains something
afraid to air their opinions freely in
while the learners listen. After the teacher

12
front of the teacher or their peers. It allows them to learn practically through
may give them more confident learners first-hand experience. In all “educational
a chance to dominate the others. visit/nature walk lessons”, learners are
likely to be highly motivated and the
(d) Project method teacher should exploit this in ensuring
In this approach, the teacher organizes effective learning. However, educational
and guides a group of learners visits are time consuming and require
or the whole class to undertake a a lot of prior preparation for them to
comprehensive study of something in succeed. They can also be expensive to
real life over a period of time such as a undertake especially when learners have
week or several weeks. to travel far from the school.
Learners using the project method of (f) Demonstration lessons
studying encounter real life problems
which cannot be realistically brought In a demonstration, the teacher shows
into a normal classroom situation. A the learners an experiment, an activity
project captures learners’ enthusiasm, or a procedure to be followed when
stimulates their initiative and investigating or explaining a particular
encourages independent enquiry. The problem. The learners gather around
teacher, using the project method, must the teacher where each learner can
ensure that the learners understand the observe what the teacher is doing. It is
problem to be solved and then provides necessary to involve the learners in a
them with the necessary materials and demonstration, for example by:
guidance to enable them carry out the
• Asking a few learners to assist you
study.
in setting up the activity.
The main disadvantage of this method is
• Requesting them to make observations.
that if a project is not closely supervised,
learners easily get distracted and • Asking them questions as you
therefore lose track of the main objective progress with the demonstration.
of their study. Studying by the project This will help to prevent the demonstration
method does not work well with from becoming too teacher-centred.
learners who have little or no initiative.
When is a demonstration necessary?
(e) Educational visits and trips/ A teacher may have to use a demonstration,
nature walks for example when:
This is a lesson conducted outside • The experiment/procedure is too
the school compound during which a advanced for learners to perform.
teacher and the learners visit a place
• The experiment/ procedure is
relevant to their topic of study. An
dangerous.
educational visit/nature walk enables
learners to view their surroundings • The apparatus and materials involved
with a broader outlook that cannot be are delicate for learners to handle.
acquired in a classroom setting. It also • Apparatus and equipment are too few.

13
 3. Content Maps

UNIT 1: Graphs of UNIT 2: Friction force and UNIT 3: Applications of UNIT 4: Renewable UNIT 5
linear motion Newton’s laws of motion atmospheric pressure and non-renewable Heat transfer and quantity
energy sources of heat
Number of 8 10 10 10 9
periods
Key Unit By the end of this By the end of this unit By the end of the unit the By the end of this unit, By the end of the unit the
Competence unit of linear motion learner should be able learner should be able to the learner should be learner should be able to
learner should be able to perform experiments explain the existence of able to differentiate evaluate modes of heat transfer
to plot and analyse the involving Newton’s laws pressure in gas and the between renewable and and determine specific heat
graphs. of motion and friction application of atmospheric non-renewable sources capacity of metal block.
force pressure. and give examples.
Number of 4 8 5 10 9
Lessons
Equipment/ • Ticker timer • Football, balloon • Drinking glass, beakers • Charts (manila • Measuring cylinder
Learning/ • Dynamic trolley • Playing field, smooth • Straw, tubes, cork, paper) • Beakers
Teaching • Graph papers and rough surface flexible pipe • Convex lens • Heat tubes
Materials • Football • Table/bench • Water • Paper • Covering oil
Required • Circular dish • Ticker timer, tape, • Thin-wall can • Scissor • Wax
• Cellotape carbon paper • Sewing thread • Source of heat
• Light weight basket • Thermometer
• Small trash bag • Metal rods
• Clamp and stand • Candle

14
• String • Dull & shiny plates
• Pendulum bob • Internet
• Calculator • Student books
• Weighing scale
• Safety pins
• Nails (screws)
• Battery holder
• Wood block
 • Runway • Coin, marbles, cork • Coin • Disk magnet • Vacuum flask
• Carbon disc • Hammer, masses, • Mercury barometer, • Galvanometer • Weighting machine
• A long tape spring balance • Syringe, rubber sucker • Connecting wires • Abas & gauge apparatus
• Wooden block • Nails, pins, straw, • Internet, reference • Bar magnet • Bimetallic
• Geometrical set • Wooden block, books • Insulated copper • Ball& ring apparatus
cardboard wire • Round bottom flask
• Internet, Reference • Wire • Calorimeter

15
books • Scotch tape • Electric circuit (heater)
• Student’s Book • Stopwatch
Activities/ Students to use group Students to use group Students to use group Students to use group Students to use group work to
Techniques work to carryout work to carryout Activities work to carryout Activities work to carryout carryout Activities 5.1 – 5.30
Activities 1.1 –1.5 2.1 – 2.10 3.1 –3.6 Activities 4.1 – 4.12
Generic • Creativity and • Creativity and • Creativity and • Creativity and • Creativity and innovation:
Competences innovation: Nearly innovation: Most innovation: Nearly all innovation: Most Wi t h t h e s k i l l s a n d
Practiced all the activities in activities in this unit the activities in this unit activities in this unit knowledge of heat transfer,
this unit requires require creativity require the creativity require creativity how can you minimize hit
the creativity and and innovativeness and innovativeness and innovativeness and gain loss in devices
innovativeness of the learner in of the learner in of the learner in that use heat energy in
of the learner in demonstrating demonstrating downloading, their mode of operation
creating, modifying and explaining the the existence of installing and e.g. amplifiers are very
and importing data Newton’s laws and atmospheric pressure configuring expensive and on other
to draw graphs of come up with an and applying the application and ways they get damaged in
linear motion. application in our daily concept of atmospheric utility software. lack of good method of heat
lives. pressure in an • Communication loss.
• Communication skills: innovative manner. skills: Most of the • Communication skills: Most
Most of the activities • Communication skills: activities in this unit of the activities in this unit
in this unit require the Most of the activities require the student require group discussions
student discussions in this unit require discussions and and presentations. Every
and presentations. group discussions and presentations. time the student participates
Every time the student presentations. in a discussion or presents
participates in a findings to the class, his/
discussion or presents her communication skills
are enhanced.
 • Communication findings to the class, Every time the student Every time the • Citizenship and national
skills: Most of the his/her communication participates in a student participates i d e n t i t y : To f o s t e r
activities in this skills are enhanced. discussion or presents in a discussion or citizenship and national
unit require group • Entrepreneurship and findings to the class, presents findings identity, most of the content,
discussions and business development: his/her communication to the class, his/ assessments and activities in
presentations. Demonstrating the skills are enhanced. her communication this unit are contextualized
Every time the action and reaction • Entrepreneurship and skills are enhanced. to fit into Rwanda national
student participates force using the person business development: • Entrepreneurship identity that promotes a
in a discussion or in the boat has business Activity3.3 uses and business sense of cultural heritage
presents findings element either the boat coin to demonstrate development: and patriotism.
to the class, his/ is used for fishing or atmospheric pressure. teaching the learners Problem solving: Problem
her communication tourist uses it as mean Money is one of the on the best forms solving
skills are enhanced. of transportation. main factors that of energy sources In heat transfer most of
• Entrepreneurship Fig. 2.2 uses of coins determine the start and and giving them the activities are such that
and business to demonstrate growth of a business. alternative options students are encouraged to
development: The atmospheric pressure. • Citizenship and teaches them how to find solution in their daily
hierarchical charts Money is one of the national identity: save activities in life. In exercise
of Figure 1.7 in main factors that To foster citizenship • Citizenship and a deliberate effort is made to
Activity 1.5 provide determine the start and and national identity, national identity: train the leaners in problem
an organogram growth of a business. most of the content, To foster citizenship solving.
that represents • Citizenship and assessments and and national identity,
management national identity: activities in this unit most of the content,
structure in a To foster citizenship are contextualized to assessments and
typical business and national identity, fit into Rwanda tenets activities in this unit
organization. most of the content, that promote a sense are contextualized
assessments and of cultural heritage, to fit into Rwanda

16
activities in this unit national identity and tenets that promote
are contextualized to patriotism. a sense of cultural
fit into Rwanda tenets heritage, national
that promote a sense of identity and
cultural heritage, patriotism.
 • Citizenship national identity and • Problem solving: The • Problem solving: The
and national patriotism. problem statement, problem statement,
identity: To foster • Problem solving: The activities and activities and most
citizenship and problem statement, assessment questions exercises require
national identity, activities and require the students the students to
most of the content, assessment questions to brainstorm hence brainstorm which is
assessments require the students developing their crucial in developing

17
and activities to brainstorm hence mental ability to select their mental ability
in this unit are developing their the right tools and to select the right
contextualized to mental ability to select procedure for solving a tools and procedure
fit into Rwanda the right tools and particular problem. for solving a
tenets that promote procedure for solving a problem.
a sense of cultural particular problem.
heritage, national
identity and
patriotism.
• Problem solving:
The students are
to plot and analyse
the linear motion.
Motion is very
important as a
means to move
from one point
to another, when
student draw and
analyses linear
motion, they are
made in situations
 and can predict what demonstrate the law of
happen to body inertia. Students require
that move under a good business idea
the influence of plus money (capital) to
gravity, exercise start the business.
on problem • Citizenship and
solving have been national identity:
suggested tin this To foster citizenship
unit. and national identity,
most of the content,
assessments and
activities in this unit
are contextualized to
fit into Rwanda tenets
that promote a sense
of cultural heritage,
national identity and
patriotism.
• Problem solving: The
problem statement,
activities and most
exercises require the
students to brainstorm
which is crucial in
developing their
mental ability to select

18
the right tools and
procedure for solving a
problem.
 Cross-cut- • Environment and • Environment and • Environment and • Environment and • Standardisation Culture:
ting issues sustainability: At sustainability: Since sustainability: Since sustainability: Since Use of genuine equipment
Addressed
some point in the the unit will involve the unit will involve the unit will involve such vacuum flask saucepan
unit, the motion of use of materials such use of materials talking about good among others within the
a car is considered. as straws, balloons such as cardboard, and bad energy unit has been emphasis.
Combustion among others in straws, pipes, syringe, sources in that • Inclusive education: Most
of petrol in car doing the activities, plastic containers being good or bad of the activities in this unit
produced carbon it calls for students among others, it is determined by are designed in a way that

19
dioxide and other to be responsible in require learners how they affect the they encourage inclusivity
gases as waste disposing waste to to be responsible environment, its in education regardless
product that avoid polluting the in the disposal of better to sensitise of gender, cognitive or
contributes to air environment. the waste product them about how physical disability.
pollution . • Standardisation to avoid polluting to protect the • Gender: The content in this
• Standardisation Culture: The unit the environment. environment. unit balances on gender
Culture: Using involves use of items Moreover, the use of • Inclusive education: by using information that
genuine of genuine such as football, carbon water in the unit, the All the activities applies to both male and
football among papers and spring water is scarce resource in this unit are female.
other equipment balance in different and it call for learners designed in a way
used in the unit is activities. These items to avoid wasting that they encourage
emphasised. should be original and polluting water inclusivity in
• Inclusive one. Promoting the sources. education regardless
education: Most standardisation culture • Standardisation of gender, cognitive
of the activities in the students. Culture: The use of or physical disability.
in this unit are • Inclusive education: All mercury barometer, a • Gender: the content
designed in a way the activities in this unit picture of aneroid and in the unit takes
that they encourage are designed in a way Fortin barometer and care of the gender
inclusivity that they encourage vacuum cleaner require balance
in education inclusivity in education learners to always go
regardless of regardless of gender, for genuine items when
gender, cognitive or cognitive or physical purchasing. Cheap is
physical disability. disability. expensive!
 • Gender: The • Gender: Where • Inclusive education:
content in this necessary, the content Most of the activities in
unit balances on provided in the unit this unit are designed
gender by using balances on gender in a way that they
information that by making sure both encourage inclusivity
applies to both male and female are in education regardless
male and female. represented using of gender, cognitive or
The content is also neutral words. physical disability.
represented using • Gender: Where
neutral words. The necessary, the content
words like boy, girl provided in the unit
, man and woman balances on gender
are avoided. by making sure both
male and female are
represented using
neutral words. Words
like girl, boys, man and
woman are avoided.
Assessment • Pre-emptive • Pre-emptive problem • Pre-emptive problem • Pre-emptive problem • Pre-emptive problem
Strategies problem statement statement at the statement at the statement at the statement at the beginning
of Key Unit at the beginning of beginning of the Unit beginning of the Unit beginning of the of the Unit
competence the Unit • Practical Activities 2.1 – • Practical Activities 3.1 – Unit • Practical Activities 5.1 –
• Practical Activities 2.10 3.6. • Practical Activities 4.1 5.30
1.1 – 1.5 • Assessment exercise at • Assessment exercise at – 4. 12 • Assessment exercise at the
• Assessment the end of each lesson the end of each lesson • Assessment exercise end of each lesson
exercise at the end • Unit test 2 questions at • Unit test 3 questions at at the end of each • Unit test 5 questions at the
of each lesson. the end of the Unit. the end of the Unit. lesson end of the Unit.
• Unit test 1 question • Revision questions at

20
at the end of the the end of the Unit
Unit.
 UNIT 6: Laws of UNIT 7 UNIT 8: Electrical power UNIT 9 UNIT 10: House electric
thermodynamics Introduction to transmission Electric field intensity installation
Electromagnetic
induction
Number of 9 9 10 9 12
periods

21
By the end of this By the end of this unit the By the end of the unit the By the end of this unit, By the end of the unit the learner
unit, the learner learner should be able learner should be able to the learner should should be able to analyse and
should be able to to apply the principle of analyse the transmission of be able to calculate carry out a simple electric
describe the internal electromagnetic induction. electrical power intensity of electric field installation
energy of a system due to one or more
by applying laws of point charges.
thermodynamics.
Number of 9 4 7 9 4
Lessons
Equipment/ • Water • Magnet • Transformer • Student’s Book • Manila paper
Learning/ • Beakers • Insulators copper wire • Galvanometer, soft iron • internet • Geometrical set
Teaching • Thermometer • Dry cells sheet • Polythene rods • Fuses
Materials • Bunsen burner • Centre zero • Insulated copper wire, • Stand • Socket
Required • Solid ice galvanometer connecting wire • Clamp • Switch
• Marbles of different • Soft iron rod • Switch, masking tape • Thread • Bulb
colours • AC source • Internet, reference books • Glass dish • Internet, reference books
• Transparent • Source of current • Castor oil • Chart showing standard
container • Cables of different • Electrodes symbol of electrical
• Fruits thickness • Connecting wires installation
• Salt • Sheet of paper, • Grass seeds • Electrical lamps
• Rubber cork • Electrical cables
• Straws • Chart showing domestic
• Tissue paper wiring system.
• Premise with lightning
protection system
 • Potatoes • Test tubes
• Sugar • Metallic pipe
• Soap • Plastic eraser
• Clothes • Pith ball
• Ice burner
• Tripod stand
• Wire gauze
• Stirrer
• Ether
• Stop clock/watch
• Coins
• Cement blocks
• Copper wire
• Student’s Book
Activities/ Students to use group Students to use group Students to use group work Students to use group Students to use group work to
Techniques work to carryout work to carryout to carryout Activities 8.1 work to carryout carryout Activities 10.1 – 10.9
Activities 6.1 –6.11 Activities 7.1 – 712 – 8.8. Activities 9.1 – 9.8
Generic • Creativity and • Creativity and • Creativity and • Creativity and • Creativity and innovation:
Competences innovation: innovation: The innovation: Nearly all innovation: the Most activities in this unit
Practiced Activities in this concepts discussed the activities in this unit activities require the require creativity and
unit requires the in the unit will help requires the creativity learners to come up innovativeness of the learner
creativity and learners in projects and innovativeness of with answers. in discussing critically
innovativeness like how to use the learner in making a • Communication how to carry out domestic
of the learner in the principle of simple transformer as skills: In this unit, electrical installation without
creating, modifying electromagnetic and project work at the end the activities in this endangering our lives and
and importing

22
hence how to make of unit before summary. unit require the come up with new method
charts and a welding machine • Communication skills: student discussions of doing domestic wiring in
graphics. promote innovation. Most of the activities and presentations. houses.
• Communication in this unit require Every time the
skills: The activities group discussions and student participates
have most of the presentations. Every in a discussion or
discussions and time the presents
 presentations. • Communication skills: student participates in a findings to the • Communication skills:
Every time the Most of the activities discussion or presents class, his/her Most of the activities
student participates in this unit require the findings to the class, communication in this unit require the
in a discussion or student discussions his/her communication skills are enhanced. student discussions and
presents findings and presentations. skills are enhanced. • Problem solving: The presentations. Every time
to the class, his/ Every time the student • Entrepreneurship and problem statement, the student participates in
her communication participates in a business development: activities and most a discussion or presents

23
skills are enhanced. discussion or presents The picture in figure exercises require findings to the class, his/
• Problem solving: findings to the class, 8.11 and the diagram the students to her communication skills are
The problem his/her communication in Figure 8.14 provide brainstorm which is enhanced.
statement, activities skills are enhanced. a good example of crucial in developing • Entrepreneurship and
and assessment • Entrepreneurship and entrepreneurship and their mental ability business development:
questions require business development: business development to select the right The unit has given a wide
the students to Use of motors to come because it demonstrates tools and procedure discussion on electrical
brainstorm hence up with a business idea how electricity is for solving a installation and lightning
developing their such as the car wash transmitted to business problem arrestor. This is important
mental ability to using a motor machine places thus giving for the learners since it
select the right tools among others. learners an idea of one will call for them to do
and procedure for • Citizenship and of the things they may electrical installation on
solving a particular national identity: require when starting a the premises they want
problem. To foster citizenship business. to do their business from
and national identity, • Citizenship and national and also install lightning
most of the content, identity: To foster arrestor. Lightning is one of
assessments and citizenship and national the natural factors that can
activities in this unit identity, most of the contribute to the losses in the
are contextualized to content, assessments business, if the premise you
fit into Rwanda tenets and activities in this unit are working from is severely
that promote a sense are contextualized to fit stroke by it.
of cultural heritage, into Rwanda national
national identity and identity that promotes
patriotism. a sense of cultural
heritage and patriotism.
 • Problem solving: • Problem solving: The • Citizenship and national
In electromagnetic problem statement, identity: To foster citizenship
induction the activities and and national identity, most
main problem is assessment questions of the content, assessments
to use magnets in this unit require and activities in this unit
and motion to students to brainstorm are contextualized to fit into
produce e.m.f. This hence developing their Rwanda tenets that promote
is to overcome mental ability to select a sense of cultural heritage,
reliance to cells the right tools and national identity and
and batteries in procedure for solving a patriotism.
transformer the problem. • Problem solving: The
idea of power problem statement,
overcoming activities and most exercises
problem in power require the students to
transmission. brainstorm which is crucial
in developing their mental
ability to select the right
tools and procedure for
solving a problem.

24
 Cross-cutting • Inclusive • Environment and • Environment and • Environment and • Environment and
issues education: Most sustainability: sustainability: The sustainability: Since sustainability: Since the unit
Addressed of the activities Since the unit will transformer used in the unit will involve will involve use of electrical
in this unit are involve discussion the unit uses oil which talking about good components such as bulbs,
designed in a way of transformers, the contributes to pollution and bad energy cables fuses among others,
that they encourage students are sensitised of the surrounding sources in that it requires the students to be
inclusivity to take care of oil that once the transformer being good or bad responsible in the disposal

25
in education leaks in transformer can no longer function is determined by of e-waste to avoid polluting
regardless of to avoid polluting the normally and need to be how they affect the the environment.
gender, cognitive or environment. changed. The learners environment, its • Standardisation Culture:
physical disability. • Standardisation should be sensitised better to sensitise Since the unit discuss
• Gender: The Culture: Since the about this in case they them about how in detail on electrical
content in this unit unit involve the use become engineers or to protect the component such as lamps
takes care of gender of apparatus such as electrician they will environment. and electrical cables, it call
balance. galvanometer, learners be aware of this fact • Inclusive education: for learners to go for the
are sensitised on the and dispose the oil in a All the activities genuine ones when doing
genuine one. proper manner. in this unit are installation. There are so
• Inclusive education: All designed in a way many cheap but counterfeit
the activities in this unit that they encourage electrical components.
are designed in a way inclusivity in • Inclusive education: All
that they encourage education the activities in this unit
inclusivity in education are designed in a way that
regardless of gender, they encourage inclusivity
cognitive or physical in education regardless of
disability. gender, cognitive or physical
• Gender: Where disability.
necessary, the content • Comprehensive sexuality:
provided in the unit The unit has taken care
balances on gender of reproductive health in
by making sure both comprehensive sexuality,
male and female are question 6 of exercise 10.2
represented using sensitises
neutral words.
 • Inclusive education: regardless of gender, learners on HIV and AIDS
Most of the activities in cognitive or physical and the need to know their
this unit are designed disability. HIV status.
in a way that they • Gender: the content • Gender: Where necessary,
encourage inclusivity in the unit takes the content provided in the
in education regardless care of the gender unit balances on gender by
of gender, cognitive or balance. making sure both male and
physical disability. female are represented using
• Comprehensive neutral words.
sexuality: The unit • Financial education: Since
addresses birth defected the unit has discussed
caused by depression lamps as one of the electrical
due to living near a high components required forb
voltage power lines. The house electrical installation,
learners are sensitised to the learners have been
avoid living near them. sensitised to use energy
• Gender: The content saver lamps to reduce
in this unit balances electrical cost.
on gender by using
information that applies
to both male and female.
Assessment • Pre-emptive • Pre-emptive problem • Pre-emptive problem • Pre-emptive problem • Pre-emptive problem
Strategies problem statement statement at the statement at the statement at the statement at the beginning
of Key Unit at the beginning of beginning of the Unit beginning of the Unit beginning of the of the Unit
competence the Unit • Practical Activities 7.1 – • Practical Activities 8.1 – Unit • Practical Activities 10.1 –
• Practical Activities 7.12 8.8 • Practical Activities 10.9
6.1 – 6.11; • Assessment exercise at • Assessment exercise at 9.1 – 9. 8 • Assessment exercise at the

26
• Assessment the end of each lesson the end of each lesson • Assessment exercise end of each lesson.
exercise at the end • Unit test 7 at the end of • Unit test 8 questions at at the end of each • Unit test 10 questions at the
of each lesson the unit. the end of the Unit. lesson end of the Unit
• Revision questions • Revision questions at
at the end of the the end of the Unit
Unit
 UNIT 11: Basic UNIT 12: Refraction of UNIT 13: UNIT 14 UNIT 15
alternating current light Telecommunication Properties of physical Environmental phenomena and
circuits. Channels processes affecting related physics concepts
plant growth

Number of 12 9 9 9 9
periods

27
Key Unit By the end of the unit By the end the end of the By the end of this unit By the end of this unit, By the end of this unit, the learner
Competence the learner should be learner should be able to the learner should be the learner should be should be able to relate physics
able to analyse and explain refraction of light able to differentiate able to describe the concept with environmental
carry out a simple phenomenon. telecommunication physical properties phenomena.
electric installation. channels. affecting plant growth.
Number of 12 8 4 9 9
Lessons
Equipment/ • Capacitors • Transparent media • Simple string telephone • Student’s Book • Student book
Learning/ • Coil • Paper protractor • Data transmission • Internet • Internet
Teaching • Switch • Soft board cables • Different types of • Metallic rod
Materials • Dry cells • Plane mirror • Twisted power cables soil • Bunsen burner
Required • Ammeter • Stand • Tv cables • Water
• Low 5OHz • Semi circular • Optical cables • Beakers
frequency • Ray box • Chart with drawings of • Ink
generator • Prisms wireless transmission • Candle wax
• Bulb • Mathematical set • Internet • Small nails
• Internet • Lenses • Reference books • Retort stand
• Reference book • Metre rule • Tripod stand
• A.C source • Screen • Steel wire
• Resistors • Internet • Radio
connecting wires • Colour filters • Match box
• Galvanometer • Reference books • Litter
• Bicycle dynamo
• Voltmeter
 • Plain paper (and manila
paper)
• Greenhouse structure
• Basin
• Atlas
Activities/ Students to use group Students to use group Students to use groupwork Students to use group Students to use group work to
Techniques work to carryout work to carryout Activities to carryout Activities 13.1 work to carryout carryout Activities 15.1 – 15.17
Activities .11 –11.9 12.1 – 12.27 – 13.9 Activities 14.1 – 14.11
Generic • Creativity and • Creativity and • Creativity and
Competences innovation: In innovation: The innovation: Most
Practiced this era of digital activities in this unit activities in this unit
devices, the student call in the creativity require creativity and
is encouraged to and innovation of the innovativeness of the
be creative and learners. The teacher coming up with ways of
innovative in the should probe, use communication and best
use of a.c circuit leading question so channel to use
components as on to open up the • Communication skills:
such how can you learner in this respect. Most of the activities
develop a mobile. Natural phenomenon in this unit require the
The concepts learnt e.g. rainbow have been student discussions
in this unit give included. Introduce and presentations.
the student a better in this unit to help the Every time the student
position of doing learners communicate participates in a
that. with nature. discussion or presents
• Communication Communication skills: findings to the class,
skills: Most of the Most of the activities his/her communication

28
activities in this in this unit require skills are enhanced.
unit require group group discussions
discussions and and presentations.
presentations. Every time the student
Every time the participates in a
discussion or presents
 discussion or findings to the class, his/ • Entrepreneurship and
presents findings her communication business development:
to the class, his/ skills are enhanced. The unit deals with
her communication communication system
skills are enhanced. • Entrepreneurship and in order this provides
.• Citizenship business development: an organogram that
and national Figure 12.5 shows how represents management

29
identity: To foster image is formed. Image structure in a typical
citizenship and formation can trigger business organization
national identity, the interest of learners • Citizenship and national
most of the content, to involve them in identity: To foster
assessments a photographic citizenship and national
and activities business. Citizenship identity, most of the
in this unit are and national identity: content, assessments
contextualized to To foster citizenship and activities in this unit
fit into Rwanda and national identity, are contextualized to
tenets that promote most of the content, fit into Rwanda tenets
a sense of cultural assessments and that promote a sense
heritage, national activities in this unit of cultural heritage,
identity and are contextualized to fit national identity and
patriotism. into Rwanda national patriotism.
Problem solving: In identity that promotes • Problem solving: The
a.c circuit, student a sense of cultural problem statement,
are encouraged heritage and patriotism. activities and most
to design circuits • Problem solving: In exercises require the
to solve problem refraction of light, students to brainstorm
circuits that are the transmission of which is crucial in
mostly used information for long developing their mental
in domestic distance has been ability to select the right
and industrial overcome by one of tools and procedure for
application. concept of optical fibre. solving a problem.
 Problems in exercises • Creativity and • Entrepreneurship and
are such that student innovation: business development:
are encouraged in All the activities in teaching the learners on the
problem solving. this unit requires best forms of energy sources
the creativity and and giving them alternative
innovativeness of the options teaches them how to
learner in answering save.
discussion questions • Creativity and innovation:
• Communication Most activities in this unit
skills: The activities require creativity and
in this unit require innovativeness of the learner
group discussions in discussion questions and
and presentations. questions which require
• Problem solving: their take.
The problem • Communication skills:
statement, activities Most of the activities
and assessment in this unit require the
questions in this unit student discussions and
require students to presentations.
brainstorm hence • Citizenship and national
developing their identity: To foster citizenship
mental ability to and national identity, most
select the right tools of the content, assessments
and procedure for and activities in this
solving a problem.
unit are contextualized to
fit into Rwanda tenets that

30
promote a sense of cultural
heritage, national identity
and patriotism.
• Problem solving: The
problem statement,
activities and most exercises
require the students to
brainstorm which is crucial
in developing their mental
ability.
 ability.

Cross-cutting • Environment and • Environment and • Environment and • Environment and

issues sustainability: sustainability: The sustainability: Since the sustainability: most of the
Addressed Since the unit unit involve uses unit will involve use activities like activity 15.10,
will involve use of lenses and other of hardware products in this unit, the learners
electronic materials materials. The such as computer, will be taught the problems
the learners have learners are required TV sets cables among the environment is facing.
been encouraged to dispose them well others, the unit Sensitize the learners

31
to be responsible in case they break to requires the students on how to protect the
in the disposal of avoid polluting the to be responsible in environment.
e-waste to avoid environment the disposal of e-waste • Gender: the content in the
polluting the • Standardisation to avoid polluting the unit takes care of the gender
environment. Culture: Use of genuine environment. balance.
• Standardisation lenses, and other items • Standardisation Culture:
Culture: The is called for in this unit. Since the unit deals
unit involve use with the items such
of items such as as computer, TV set
galvanometer, cables among others,
voltmeter, ammeter required to go for a
genuine items. Cheap is
expensive.
 capacitors bulbs • Inclusive education: • Inclusive education: All
among others, Most of the activities in the activities in this unit
the learners are this unit are designed are designed in a way
advised to go for in a way that they that they encourage
genuine ones when encourage inclusivity inclusivity in education
they are purchasing in education regardless regardless of gender,
them. of gender, cognitive or cognitive or physical
• Inclusive physical disability. disability.
education: Most • Gender: The content • Gender: Where
of the activities in this unit balances necessary, the content
in this unit are on gender by using provided in the unit
designed in a way information that balances on gender
that they encourage applies to both male by making sure both
inclusivity and female. Words like male and female are
in education man, woman, boy and represented using
regardless of girl are avoided neutral words.
gender, cognitive or
physical disability.
• Gender: Where
necessary, the
content provided in
the unit balances on
gender by making
sure both male
and female are
represented using

32
neutral words.
words like boys,
girls are avoided
 Assessment • Pre-emptive • Pre-emptive problem • Pre-emptive problem • Pre-emptive problem • Pre-emptive problem
Strategies problem statement statement at the statement at the statement at the statement at the beginning
of Key Unit at the beginning of beginning of the Unit beginning of the Unit beginning of the of the Unit
competence the Unit • Practical Activities 12.1 • Practical Activities 13.1 Unit • Practical Activities 15.1 –
• Practical Activities – 12.27 – 13.9 • Practical Activities 15.17
11.1 – 11.9 • Assessment exercise at • Assessment exercise at 14.1 – 14.11 • Assessment exercise at the
• Assessment the end of each lesson the end of each lesson • Assessment exercise end of each lesson

33
exercise at the end • Unit test 12 at the end • Unit questions on the at the end of each • Revision questions at the
of each lesson of the unit. unit test 13 at the end of lesson end of the Unit
• Unit test 11 at the the Unit • Revision questions at
end of the unit. the end of the Unit
 1.4: Planning to teach

The two most important documents in References

planning to teach are the schemes of work
These are books or other materials that
and the lesson plan.
will be consulted or used in the teaching
process. Books that learners will use
1.4.1 Schemes of work should also be shown here; indicating the
A scheme of work is a collection of related actual pages.
units and subunits drawn from the syllabus
and organized into lessons week by week for Observations
every term. It is also a forecast or plan that This should be a brief report on the progress
shows details under these sub-headings: of the lesson planned in the scheme of
work. Such reports could include ‘taught
Date as planned’. ‘Not taught due to abrupt visit
Refers to the date of the day when the by County Director of Education.’ ‘Children
lesson will be taught. did not follow the lesson, it will be repeated
on... (Specific date).
Week
Refers to the week in the term e.g. 1, 2, 3, 1.4.2 Lesson plan
etc.
A lesson plan is a detailed outline of how
Unit title the teacher intends to carry out a specific
This specifies the title of the unit from lesson.
which the lesson is derived. The following Important sub-headings of
a Lesson Plan
Lesson title and evaluation
Refers to the lesson being taught in that Administrative details
week e.g. lesson 1, 2, 3 and 4, etc, and the Date………… Subject……….
type of evaluation to be carried out. Class………….Teacher
Learning Objectives Time…………. Roll….......
Specifies what learners are expected to Unit title
achieve at the end of the lesson. The name of the unit as in the syllabus.
Teaching methods, and techniques Key unit competence
and evaluation procedures This is/are the competence(s) that the
Indicates the methods and techniques to learner is expected to achieve at the end
used in the teaching/learning process and of the unit.
how evaluate.
Lesson title
Learning resources and references The content area to be taught in the lesson.
Resources refers to any materials that will
be used by the learner and the teacher for Instructional Objectives
learning and teaching. These represent what the teacher

34
anticipates learners to achieve by the end should correspond to the objectives stated
of the lesson. Objectives should be clear for that lesson.
and specific. They should also be stated
in behavioural terms, that is, in a way Comments/self-evaluation:
that the outcome can be seen, displayed Teacher should write remarks on whether
or measured. In mathematics, one should the objectives were achieved or not and
distinguish between knowledge, skill and what he or she intends to do to improve on
attitude objectives. the weak points noted during the lesson.
Learning/teaching resources This teacher’s book has been written to
Any materials and apparatus that the help you guide learners to learn physics
learners and the teacher will use during in the most enjoyable and captivating
the lesson. manner. You are reminded to always
arouse the curiosity of learners as you
References teach. Some things that you may do before
Any resources consulted or used by the you go for a lesson include:
teacher to prepare the lesson as well as any
books that the learners will use during the • Going through the expected learning
lesson. outcomes – this should help guide the
manner of teaching.
Introduction
This is the start of the lesson. The teacher • Reading through the unit for the lesson
should motivate the learners by creating in advance to get an overview of the
learning situations that interest learners content required.
e.g. posing a problem, telling an amusing
but relevant story or episode, showing an • Forming a mental picture of the
object or picture that arouse their interest. teaching situation and the ways in
The introduction should link what the which you will interact with learners
learners have already learnt with what they when dealing with the suggested
are going to learn. activities.

Presentation/lesson development • Collecting the materials that will be

This should mainly include the activities needed during the lesson in advance.
that learners and the teacher will perform
• In some cases. try out the suggested
in order to achieve the stated objectives;
as well as the questions that learners will activities / experiments in advance
answer as they do the various activities. to avoid embarrassments like - the
experiment failing to work during the
It is convenient to distinguish between the
learners’ and teacher’s activities under two lesson.
columns. • Remember: The suggested teaching
Summary/conclusion: (Consolidation) activities in this book are just a guide.
You may not need to follow them to
This is the step in which the lesson
activities are tied up or consolidated to the letter! Feel free to incorporate other
emphasise the main points, summarize the innovative teaching methods that will
lessons or make conclusions. The summary help in delivering the intended content
optimally.

35
 SAMPLE LESSON PLAN

Term Date: Subject: Class: Unit Lesson Duration Class Size:

1 8/8/17 Physics S3 2 4 40 minutes 40
8
Type of Special Educational Needs to be catered Speech impaired: 1 pupil stammers a lot while
for in the lesson and number of learners in each talking.
category He will be given other roles in the activity apart
from reporting the findings from the activities
Unit title Friction force and Newton’s laws of motion
Key Unit By the end of this unit, the learner should be able to perform experiments
Competence involving Newton’s laws of motion and friction.
Title of the Lesson Newton’s second law of motion.
Instructional Using a heavier and a lighter tolleys and a rubber band, the learner will be able to
Objectives derive the mathematical expression of Newton’s second law of motion and solve
accurately problem related to it.
Plan for this Class This class will be held in the laboratory .
(location): in /
outside:
Learning materials • Two trolleys (Massive and light)
• A spring balance or a rubber bands
• Tennis ball
• Small rectangular pieces of wood
• Light paper ball.
• Textbooks
Timing for each Description of Teaching and Learning Activity Generic
step competencies
The learners perform the experiment with the guidance of
and cross cutting
the teacher and solve problems related to Newtons Second issues to be
law of motion using the derived expression and the skills addressed
acquired from the experiment.
Teacher Activity Learner Activity
Introduction 5 min • Prompting learners to • Brainstorm on the scenario • Communication
explain the cause of the and suggest possible skills will be
following real life scenario explanation using Newton's enhanced
using their prior knowledge laws of motion. through
of Newton's laws of motion: discussions

"It requires a greater force to stop, • Critical thinking

a heavier vehicle than a light one is enhanced in
if they are travelling at the same interpreting the
speed/car" scenario

• The teacher introduces the

lesson by building on the
learners responses about the
scenario.

36
Development of • Organise the learner to to do • Performing activity 2.4, on Critical thinking
Lesson Activity 2.4 outlined in the demonstration of newtons is enhanced while
performing the
30mins student’s book page 32 on on second law of motion, following activities
demonstration of Newtons the steps outlined in the students
second law of motion. book page 31 - 32.
• Facilitating all learners • Preparing a report on their
including those with observation in readiness for
Peace and values
challenges in performing the presentation are dressed through
activity. cooperation in
• Presenting the findings from the
performing activities
• Schedules and supervises activity and correcting their work
groups presentations and based on the feedback from the Gender is addressed
in assigning roles in
give feedback on the activity teacher and other groups.
respective groups.
a f t e r p re s e n t a t i o n a n d • Building on the feedback that
prompting learners to derive F α m and F α a to derive
the mathematical expression the mathematical expression Problem solving -
representing Newton’s Second representing Newton’s Second will be enhanced as
law. law (F = ma). learner solve problems
• Instructs learners to discuss • Discussing the examples given by given in exercise 2.2 .
Examples 2.4 and 2.5 on the teacher using the knowledge
solving problems involving gained from the activities, and • Communication
Newtons second law of seeking clarification from the skills will be
motion given learners book teacher, in readiness to do enhanced
page 33. Exercise 2.2 through
• Instructs learners to do some • Solving problems given in discussions.
questions in Exercise 2.2 in Exercise 2.2 in the learner book
the learner’s book page 34 page 35.
and marks the learner's work.
Conclusion 5 mins Summarises the lesson by • Writing down the summary and • L i s t e n i n g a n d
highlighting the key facts learnt. home work in their notebooks Writing skills
Give the remaining questions Summary will be enhanced
Exercise 2.2 as homework to the as by li s t eni ng
learners. Newton's second law of motion
and writing the
states that the rate of change of
summary in the
momentum is directly proportional
note books.
to the resultant. Force takes place in
the direction in which the force acts.
It is represented mathematicaly as
F = ma
Home work
Let the learners do questions 2 - 6
exercise 2.2 in the student's book
page 35 - 36
Self evaluation The lesson was taught successfully because all set learning objectives were achieved.

37
 1.5: Assessment and evaluation methods

1.5.1 Definition of assessment body language as learners respond to

the questions.
Assessment is the process of evaluating the
teaching and learning processes through To achieve this, the student's learners
collecting and interpreting evidence of book provides an assessment exercise
individual learner’s progress in learning immediately following the teaching/
and to make a judgment about a learner’s learning of each concept to immediately
achievements measured against defined test the learners understanding. It also
standards. Assessment is an integral part provides a unit test at the end of each unit
of the teaching and learning processes. In to test the learners mastery of the concepts
the new competence-based curriculum learnt in the entire unit. The Teacher's
assessment must also be competence- guide in addition provides remedial and
based; whereby a learner is given a complex extended activities and exercises for slow
situation related to his/her everyday life and fast learners respectively.
and asked to try to overcome the situation (i) Written tests
by applying what he/she learned.
Under this, learners are given questions
or tasks and are required to respond in
1.5.2 Types of assessment
writing. Examples of written tests are:
The two types of assessment that will short answer type questions, structured
be employed in the new curriculum is type questions, filling blanks, multiple
formative and summative assessment. choice questions, true-false questions and
matching items.
(a) Formative and continuous assessment
(assessment for learning) (ii) Practical work or Activity
Formative or continuous assessment In this category, learners are required
involves formal and informal methods to perform a task or solve a problem
used by schools to check whether learning practically. The teacher then assesses the
is taking place. finished work by looking at the materials
T The teacher will use one or a combination used, procedures followed, whether it
of the following: works or not or whether it is finished. He
or she then awards marks accordingly.
• Observation to judge the extend of
skills acquisition (iii) Observation
This involves the teacher observing
• Written tests
learners as they perform a practical task
• Oral questions to assess acquisition of skills and attitude
change. The teacher checks ability of the
• Project work learner to measure, classify, communicate
• Attitude change – this can be done by findings, etc. He or she also assesses the
asking probing questions and checking learner’s curiosity, patience, team and co-
operation spirit among others.

38
(iv) Oral questions or interviews (b) Summative assessment
Asking learners questions which require
(assessment of learning)
a verbal response such as naming When assessment is used to record a
judgment of a competence or performance
parts of human body, a system or short
of the learner, it serves a summative
explanations of a process such as digestion
purpose. Summative assessment gives
can also be used to assess a learner’s level a picture of a learner’s competence or
of competence. progress at any specific moment. The
(v) Drawing main purpose of summative assessment
is to evaluate whether learning objectives
This involves asking learners to draw have been achieved and to use the results
something they have observed or learnt for the ranking or grading of learners, for
about. They can also collect data and draw deciding on progression, for selection
graphs and interpret the graph and give into the next level of education and for
conclusions. This helps to assess their skill certification. This assessment should
in communication through recording. have an integrative aspect whereby a
student must be able to show mastery of
(vi) Project work all competencies.
In a project, learners undertake a It can be internal school based assessment
comprehensive study of something in or external assessment in the form of
real life over a period of time such as national examinations. School based
several weeks or even months after which summative assessment should take place
they present a report. In project work, let once at the end of each term and once
at the end of the year. Districts will be
learners begin from planning stage (come
supported to continue their initiative to
up with a schedule of events), execute the
organize a common test per class for all
plan, analyse the results and look back
the schools to evaluate the performance
( reflect on the challenges encountered and the achievement level of learners in
during the project and come up with individual schools. External summative
solutions to those challenges (problem- assessment will be done at the end of S3.
solving skills).
Item writing in summative
A teacher can use one or several of these assessment
assessment methods depending on the
Before developing a question paper, a
subtopic being studied or the purpose for
plan or specification of what is to be
which assessment is required.
tested or examined must be elaborated
When should the teacher assess learning to show the units or topics to be tested
progress? on, the number of questions in each
The teacher should decide whether to level of Bloom’s taxonomy and the
assess learners at the end of the lesson or at marks allocation for each question. In a
any other appropriate time when enough competency based curriculum, questions
content has been covered. from higher levels of Bloom’s taxonomy

39
 should be given more weight than those • Ensure that the verbs used in the
from knowledge and comprehension level. formulation of questions do not require
Before developing a question paper, the memorization or recall answers only
item writer must ensure that the test but testing broad competencies as
or examination questions are tailored stated in the syllabus.
towards competency based assessment by
doing the following: 1.5.3 Structure and format of the
examination
• Identify topic areas to be tested on from
There will be two papers for Physics
the subject syllabus.
subject at ordinary level. Paper 1 consists
• Outline subject matter content to be of closed, semi-structured and open/
considered as the basis for the test. extended questions while paper 2 is
practical. Time will depend on the paper’s
• Identify learning outcomes to be items and weight. Extra time will be given
measured by the test. to learners with special education needs if
found necessary.
• Prepare a table of specifications.

Component weighting
•
Paper 1 Component Weighting
Paper 1 The paper will measure both knowledge and
understanding of the subject matter and acquisition of
competences. The question items will be balanced as
follows:
• Assessment of Knowledge and understanding 70%
(questions from low levels of Bloom’s taxonomy) 30 %
• Assessment of Skills and competences (questions
from higher levels of Bloom’s taxonomy :application,
analysis, evaluation and synthesis) 40%

Paper 2 Practical skills: The paper to measure practical/

experimental skills (Observation, Recording & report
writing, Manipulation, Measurement, Planning & 30%
designing). The experiments should be drawn from
different topic areas of the syllabus.30%
This paper will consist of experiments drawn from dif-
ferent areas of the syllabus. Candidates will answer all
questions

40
1.5.4 Record Keeping (such as papers and assignments), but also
it is a record of the activities undertaken
This is gathering facts and evidence from
over time as part of student learning.
assessment instruments and using them
to judge the student’s performance by Besides, it will serve as a verification tool
assigning an indicator against the set for each learner that he/she attended the
criteria or standard. Whatever assessment whole learning before he/she undergoes
procedures used shall generate data in the the summative assessment for the subject.
form of scores which will be carefully be
recorded and stored in a portfolio because 1.5.5 Reporting to parents
they will contribute for remedial actions, The wider range of learning in the new
for alternative instructional strategy curriculum means that it is necessary to
and feed back to the learner and to the think again about how to share learners’
parents to check the learning progress progress with parents. A single mark
and to advice accordingly or to the final
is not sufficient to convey the different
assessment of the students.
expectations of learning, which are in
This portfolio is a folder (or binder or even a the learning objectives. The most helpful
digital collection) containing the student’s reporting is to share what students are
work as well as the student’s evaluation of doing well and where they need to
the strengths and weaknesses of the work. improve.
Portfolios reflect not only work produced

41
 UNIT

1
Graphs of Linear Motion
Students book page 1-23 (8 Periods)

Key Unit Competence • The learners should have gained skills

on graph drawing in mathematics.
By the end of this unit, the learner should
be able to plot and analyse the graphs of • The learners should have prior the
linear motion. knowledge and skills on finding areas
of different shapes.
Prerequisites of this unit
Crosscutting issues to be addressed
• Knowledge on distance, displacement,
• Gender: The unit comprises of
speed, velocity, acceleration and free
numerous activities that require
fall of a body and the skills of plotting
learners to work in convenient groups.
and interpreting a distance-time,
The teacher should organise the class
displacement-time, speed-time and
appropriately for various activities.
velocity-time graphs learnt in S1 unit
Ensure that the gender issue (if the
2 on the topic of qualitative analysis
class is mixed one) is addressed. Use
of linear motion.
the opportunity to sensitize learners
• Using small quiz and then question that everybody (whether a boy or
and answer method, ensure that girl) deserves equal opportunity in
learners recall and understand these the learning process.
concepts level as an introduction to
• Inclusive education: The unit has a wide
this topic. This is important because
range of activities and exercises that
the concepts to be learnt in this unit
encourages inclusiveness of every
require the learner to apply the
learner. The teacher should ensure
knowledge-learnt.
that all learners especially those with
• Knowledge on instantaneous speed special need are involved actively in
velocity and the skills of solving the learning process.
problems related to linear motion
learnt in S1 and S2 unit 2. These Generic competences
forms the basis of graph drawing and
The specific generic competences to be
analysis of the linear motion in this
addressed in this unit are:
unit.
• Critical thinking: This competence will
• Review with the learners the work be achieved when the teacher will
covered in S1 and S2 on linear motion. involve learners in doing activities
• Make sure that the learners are able especially the unit focus activity and
to draw graphs before the start of the answering questions in exercises 1.1,
unit. Emphasis on the importance of 1.2, 1.3 and unit test 1 that require
choice of scales. the learner to explain, discuss and
describe the particular concept.

42
• Teamwork, cooperation, personal and Guidance on problem statement
interpersonal management and life In order to motivate learners and make
skills: This competence will be them eager, attentive and active when
achieved when the teacher will be learning the concepts in this unit, facilitate
organising the learners in groups to them to do the unit focus activity outlined
do different learning activities (that is, in the student’s book page 2-3
unit activities, project activity, doing
Materials required: a ball, a circular dish
exercises and unit test).
• Organise the learners into convenient
• Communication skills: The competence
groups, depending on the availability
will be achieved when the teacher
the suggested materials. Ensure
e n s u re s t h a t a l l l e a r n e r s a re
that each group is properly set up,
participating by giving their views
that is, it has taken consideration of
in a discussion of different learning
gender issue. If it is a mixed class
activities given in the unit.
(should comprise of boys and girls)
• Research and Problem solving: This and different ability (slow and gifted)
competence will be achieved when the of learners. Working in groups is
teacher involves learners in activities important for the learners because
that require the use of internet and it give them an opportunity to share
reference books to find solutions to their ideas with other thus learning
the task given. new concepts from each other. It will
also enhance cooperation, teamwork,
Vocabulary or key words or concepts
personal and interpersonal management,
In the course of learning the concepts in organisational skills among other
this unit, the learners will discover the competences in learners.
meaning of the following new words: • Provide learners with the materials
• Constant motion and ask them to do the unit focus
• Uniform motion activity provided in the student’s book
pages 2-3.
• Non-uniform motion
• Go around the class to ensure that
• Velocity
learners are doing the correct thing.
• Acceleration Guide those with challenges especially
• Slopes/gradient in ensuring that the ball hits inside the
circular dish every time it drops down
• Scales in graph drawing
from a distance. Use this opportunity
• Area under the graph to let the groups know the importance
Ensure that the learners understand the of participating actively in all the
meanings of these words, construct and lessons planned for this unit.
speak out the physics statement involving • Allow learners to hold a discussion
them in order for learners to master their in their groups as they attempt to
meaning and usage. respond to all questions asked in the
activity. This will promote cooperation,

43
 communication skills and leadership Attention to special needs
skills among other competences in the In order to involve all learners in the
learners. learning process, you must know all of
• Guide them in such away that them especially those with special needs
leads to the correct responses to the in class.
questions asked in the activity. you • Some of the questions in the exercises
can use probing questions such as, can be given to gifted learners. Prepare
how can you use what we learnt on additional more challenging questions
displacement-time, speed-time and for them. (See remedial questions for
velocity-time graphs in Physics S1 and gifted learners have been provided at
S2 to help you do this step? By doing the end of this unit in this Teacher’s
that, you will be promoting the critical guide unit)
thinking of your learners.
• For slow learners, organise remedial
• It is possible that a number of groups lessons for them. Guide them through
will have challenges in sketching the the activities and exercise once
required graph. Appreciate them too again and more slowly to help them
for the trial. Appreciate the groups understand.
that may have gotten the correct
sketch and accounted well. Some List of lessons
groups may not have got it right. Lesson Lesson title Number of
Appreciating those who got it right No. period
and those who missed it is important 1. Uniform and 2
because it will help learners to learn to non-uniform
respect the opinion of others whether linear motion
right or wrong thus training them how 2. Plotting graphs 2
to become tolerant and value peace of linear motion 1
among themselves. 3. Plotting and 2
analysing
• Use their feedback from the activity to graphs of linear
trigger their curiosity and help them to motion (worked
see the need of learning the concepts example)
in this unit. 4. Unit assessment 1
• Let them know that the correct Total 8

answers will be obtained in the Lesson development

process of learning the concepts
Lesson 1: Uniform & non-uniform motion
learned unit so that by the end of it,
they can be able to respond correctly Learning objective
to all questions asked in the unit focus The learner should be able to describe
activity. graphs of uniform linear motion.

44
Teaching aids • Ask the groups to report their findings
• Geometrical set to the class by filling in a table on the
board. (Design a suitable table for
• Graph papers
them). This will enhance writing skills,
Introduction to the lesson teamwork and cooperation among other
• use question and answer to review the competences.
work covered in S1 and S2 sketching
• Hold a class discussion on their
graphs of motion. Graphs of distance-
time, velocity-time and acceleration- findings. Point out themistakes and
time. misconceptions in their findings.
• Guide them to remember that the Synthesis
quantities, distance, velocity and • Having done the activity and
acceleration are usually represented discussed their findings, help them
on the y-axis and time on the x-axis. to understand following facts:
• Ask the students to volunteer to sketch 1. Uniform motion is the kind of
some graphs on the chalk board as motion in which a body covers
others evaluate how accurate they are. equal distances in equal intervals
A few students to present their work
of time. It does not matter how
to class. Understand the concept.
small the time intervals are, as long
• Link the introduction to the lesson of as the distances covered are equal.
the day i.e.drawing and interpreting If a body is involved in rectilinear
uniform and non-uniform motion.
motion and the motion is uniform,
Learning activities then the acceleration of the body
must be zero.
Teaching guidelines for activity 1.1
2. A car moving on a straight road
• Organise learners into small,suitable without any change in its velocity
groups. Ask them to perform activity is example. A Ball rolling on a
1.1 outlined on pages 3-4 in the floor without changing its velocity
student’s book, that is, to identify is also an example of uniform
uniform and non-uniform linear Motion.
motion. Working with small group 3. Non-Uniform motion on the other
will help you to monitor all students hand is the kind of motion in
and ensure they are actively involved. which a body moves with varying
It will also enhance personal and velocity along a straight line.
interpersonal management relation in 4. The graphs, for example, v - t,
learners. a – t used to present uniform
rectilinear motion.

45
Assessment on x or y -co-ordinates. The learners
Ask learners to do questions 1 and 4 of already have learnt these concepts
exercise 1.1 given in the student’s book in mathematics and Physics senior
page 8. 1 and 2. Establish that the learners
recall and understand them well
Answers to activity 1.1 student’s book page 3-4 as an introduction to this part of
Uniform motion is a type of motion where the unit. This is important because
bodies move with a constant velocity on it will require the learner to apply
with zero acceleration along a strait path. the knowledge learnt and the skills
While non uniform motion is motion already acquired.
in which a body moves with a varying Learning Activities
velocity/speed.
Uniform motion are (b) and (e) because Teaching guidelines for activity 1.2
the body covers equal distances in equal • You have already grouped the learners
intervals of time. before when they were doing activity
Non-uniform motion are (a), (c), (d), (f) ,(g) 1.1, you may decide to maintain
and (h) because the body covers unequal the groups for this activity or form
distances in equal time interval. new groups. Forming new group
sometimes is important because it
Lesson 2: Plotting graphs of linear motion help learners to interact and share
new ideas from different learners. It
Learning objective also promotes teamwork, cooperation
The learner should be able to plot graph of among other competences in learners.
distance –time and velocity-time graphs. • Provide the learners with the graph
Teaching aids papers and ensure they have personal
mathematical geometrical set prior to
• Graph papers. the lesson.
• Geometrical set • Ask learners to do activity 1.2 provided
Introduction to the lesson in the student’s book pages 4-5,that is,
to plot a distance-time graph of an
• Link lesson 1 and 2 by informing the object moving with a uniform speed.
students that, in lesson 1, they have
been analysing already drawn graphs. • Go around the class to check whether
However in lesson 2 they will actually the learners are doing the right thing.
plot the graphs from data presented Visit as many groups as possible. Help
to them or data they obtain from an those who may have challenges of
experiment themselves. choosing a good scale for drawing the
graph, especially, the slow learners.
• Review the important aspects of
drawing a good graph e.g. proper • Let them suggest suitable scales .
scale (depending on the data) labeling • Allow them to draw the graph and
axis, stating the units of the quantities describe the motion as a group on their
presented, which quantity should be own.

46
• Let them display their graph on the • Hold a discussion with learners on
board. the discussion given in the student’s
books to clarify some of the facts
• Call them in front and discuss their
learnt.
graphs. Develop a marking scheme
together. Assessment
• Hold a brief discussion on their graphs Ask learners to do question 3 of exercise 1.1
drawn and description given. Give given in the student’s book page 8.
the learners opportunity to point
Answers to activity 1.2 student’s book page 4
out errors and omission from other
groups’ findings. Allow them to 1. See the graph (Fig. 1.14) at the end of
exchange their graphs and mark their unit 1 in theTeacher’s guide page 57.
colleagues’ graphs using the marking 2. The motion of the body is a uniform.
scheme. At this point remind learners Since the body is covering with equal
that people can disagree over an issue distances at equal time intervals.
but always let it be a constructively.
Teaching guidelines for activity 1.3
Synthesis
• Organise learners in pairs to do
Learners having done the activity on their activity 1.3 given in the student’s book
own, drawn the graph and discussed their page 6. The teacher should always
findings, then remember that it is good for learners
• Draw the graph on the chalkboard to work in groups but those groups
(on the square part) or you may have formed should reflect gender balance
drawn it on the graph papers and (in case of a class comprises of boys
photocopied to have enough copies and girls) and different abilities (slow
for your learners prior to the lesson. and faster learners).
• Take them through the steps of • Ask learners to do activity 1.3 in the
drawing the expected graphs, that student’s book page 6, that is, to plot a
is, how to choose a suitable scale, for distance-time graph of an object with
instance the graph should fill at least non-uniform speed.
3 page of the grid provided.
4 • Since learners have already learnt a
• Guide them on how to obtain the slope lot in regard to drawing of graphs in
of the graph that is change in quantity activity 1.2, let them do this activity
given at y-axis divided by change in alone. Give guidance only when
quantity given in x-axis. necessary especially to slow learners.
• Explain/interpret the motion of the • Hold a comprehensive discussion
body whose data has been provided. on their findings and allow learners
• Show them how to obtain the units of to give their supportive argument
the slope, that is , from the units of the on their findings. This will enhance
quantities given in the y and x-axes. communication skills in learners.

47
Synthesis Synthesis

Let learners understand the following • Hold a discussion with learners to

facts: emphasize the following facts from
1. Non-uniform motion is one in which the activity:
a body covers unequal distances in 1. Velocity is a speed of a body in a given
equal intervals of time no matter how specified direction
the small the time intervals. 2. Velocity = displacement/time or
2. The slope from distance-time graph change in speed/time.
represents the speed of the body. 3. The slope of velocity time graph gives
acceleration of the body.
Assessment
4. Distance can be obtained from the
Ask learners to do questions 2 and 3 velocity-time graph by finding the
exercise 1.1 given in the student’s book area under the graph.
page 8. • Lead the learners in the discussion
Answers to activity 1.3 student’s book page 6 given in the student’s book to
clarify some of these facts.
2. The sample graph (fig. 1.15) is given
• Guide the learners through
in this teachers guide page 57.
example 1.1 in students book page
3. It is a non-uniform motion- This is a 9-10.
kind of motion in which a body covers
unequal distances in equal intervals Assessment
of time no matter how small the time Ask learners to do questions 1 and 2 of
intervals. exercise 1.2 given in the student’s book
4. Gradient/slope = 2.8 m/s. It represents page 13.
speed of the object.
Answers to activity 1.4 student’s book page 8
Teaching guidelines for activity 1.4
The velocity - time graph for a body with
• Still maintaining the groups used in constant velocity is a straigh line
activity 1.3 or reorganise any group parallel to the time - axis. (see fig 1.5
if you think it is necessary to do so, in student’s book page 9)
ask learners to do activity 1.4 in the
student’s book page 8. Teaching guidelines for activity 1.5
• By now the learners should be able • By now the learners should be able
to plot the required graphs using the to organise themselves appropriately
data given. Guide those who may into different groups without your
have some challenges especially the help whenever they are asked to do
slow learners. so. This does not mean you don’t need
• Allow them to discuss their graphs to check and reorganise them where
and describe the motion of the body necessary. Therefore, organise them
from the graph they have drawn. into convenient groups depending
the availability of suggested learning
• Hold a brief class discussion on their
materials and let them be ready to do
findings

48
 activity 1.5.Working in groups will • When the tape charts are arranged as
enhance personal and interpersonal shown in fig. 1.8 in students bool page
management, teamwork and 11, it gives the velocity-time graph
cooperation among learners. whose gradient is the acceleration of
• Prompt them to see the need of having the body (trolley).
a group leader and the secretary. • The area under velocity-time graph
• Provide them with the suggested gives displacement of the body.
materials in the activity,that is, a long Assessment
tape, wooden block, a runway tick-
tape,trolley, ticker-time,carbon disc Ask learners to do questions 3 and 4 of
and cellotape. exercise 1.2 given in the student’s book
page 13.
• Lead by the group lead, now ask
the learners to do activity 1.5 in the Answers to activity 1.5 student’s book pages
student’s book pages 10-11, that is, to 10-11
determine the distance moved by an
• In step 3, the distance between them
object using a velocity-time graph.
keeps on increasing. This is because
This will promote leadership skills in
the velocity of the trolley keeps on
learners.
increasing.
• Guide them through every step of • In step 9, the horizontal axis represents
the activity and allow them to do it the time.
by their own. Help them to come up
• In step 12, the graph shows that the
with tape chart.
motion of the trolley increases hence
• Let them attempt to answer all velocity keeps increasing with time.
questions asked in the activity.
• With the guidance of group leader, Lesson 3: Plotting and analysing graphs of
allow learners to hold a discussion linear motion (worked examples)
on their findings. This will promote
leadership and communication skills Learning objective
in learners. The learner should be able to analyse
• Hold a comprehensive discussion on distance-time and velocity-time graphs.
their findings. Let learners point out Teaching aids
errors and omission if any from the
• Graph paper.
findings of other groups. Correct them
together on the chalkboard. • Geometrical set.
Introduction to the lesson
Synthesis
Let the student differentiate between
Having done the activity, let learners distance-time and displacement-time
understand the following facts graph, speed-time and velocity-time
• The ticker time used is that of 50 Hz. graph. This will help the students to realize
• The time between the dots is 0.02 that the analysis of the motion is the same
seconds equivalent to 1 s. only in one the direction is not specified.
50

49
Learning activities Step 4
Teaching guideline The height of consecutive rebounces
decreases. This is due to force of gravity
• Ask learners to close their physics
that reduces the velocity of the ball.
textbooks.
• Copy the questions in examples 1.2-1.2 Step 5
given in the student’s book page 14-17 (a)
on the chalkboard.

Displacement (m)
• Ask the learners individually, to
0.9
attempt the example. 0.7
• Attend to anyone of them who 0.5
may have difficulties in doing the Time
examples.
(b)
Synthesis
Now, write each question on the chalkboard
and hold a discussion with learners on how
the question should be done. Sum up the Speed

lesson by highlighting the most important

concepts that are involved in plotting and Time
analysis graphs of linear motion. With (c)
learners, Use the Internet and simulation to
illustrate, describe and plot various graphs
of linear motion.
Velocity

Assessment
Ask learners to do exercise 1.3 given in the
student’s book page 17, individually. Mark Time
their work and guide them appropriately.
This will promote critical thinking among Fig. 1.1: Graphs of learners
other competences in learners.
Additional information
Summary of unit
• The use of a ticker timer gives a variety
• At random, ask different learners of data to be analysed through graphs.
to lead others in brief discussion of Select different cases to generate data
different concepts highlighted in the e.g. incline plane, dropping objects
unit summary given the student’s in air and water etc. Show how the
book pages 18-19. By asking them students may use their mobile phone
probing questions, help them recall
as a stopwatch since you need a
the concepts.
more accurate measurement of short
• Ask learners to go back to the unit duration of time.
focus activity given on page 2. Let
them now give the correct solutions • The mathematical transformations
to the questions asked therein. Ensure between graphs of motion are in
that they have obtained the following: fig. 1. 2.

50
 • Give students areas covered in class
to present to others.
• Form peer group teaching.
• The use of tickertapes usually gives
students hard time in analysis, time,
distance or even speed. Run a number
of tapes and help those students that
may have such difficulties.

Remedial questions for the slow learners

1. What is a linear motion?
2. What does the slope/gradient of the
following graphs represents
(a) Distance-time graph
(b) Speed- time graph
(c) Displacement- time graph
(d) Velocity-time graph
3. (a) Describe the motion in the
following graphs of linear motion:

(i) y
50
Fig. 1.2: Graphs of motion 40
Distance (m)

30
Lesson 4: unit assessment 20
10
Ask learners to do unit test 1 provided in the
student’s book pages 19-23, individually. 0 1 2 3 4 5 6 x
Time (s)
Mark their work and hold a discussion
on their results. This is important because
it will help you as teacher to assess the (ii) y
50
communication skills when discussing
40
the results and whether the learners have
Distance (km)

30
attained the objective of the unit. It will
20
also help to promote critical thinking in
10
learners.
0 1 2 3 4 5 6 x
Remedial activities Time (h)

• Form study groups among students.

Each group should have fast and slow
learners.

51
 (iii) Extended questions for gifted learners
y
50 1. (a) A ball is thrown upward, it returns
Distance (m) 40 back and hit the ground before
30 bouncing back. Sketch a velocity-
20
time graph of the ball.
10
(b) Describe the motion of the ball.
0 1 2 3 4 5 6 x
Time (s) 2. A man travelled part of the journey to
his work place by bus, then got a lift
Fig. 1.3
on a motor bike before walking the
(b) Calculate the speed in each portion rest of the journey (fig. 1.4).
of the graphs in part (a)
y
Answers to remedial questions for slower 50
learners walk –

Distance (km)
––
40 motor bike
–
––
1. Linear motion (also called rectilinear ––
––

motion) is a motion along a straight 30 –

––
––
line, and can therefore be described 20 ––
– ––

mathematically using only one spatial

–
bus ––
––
dimension. 10
– ––
–

––
2. (a) speed (b) acceleration 0 ––
–

1 2 3 4 5 x
(c) Velocity (d) acceleration Time (h)
3 (a) (i) The body moves at a constant Fig. 1.4
speed from 0 to 30 m in 2 s
(a) Find (i) The speed of the bus
and then it stops.
(ii) The body moves at a constant (ii) The speed of the motor
speed from 0 to 15 km in 4 bike.
hours then from 15 km to 60 (iii) His walking speed
km in 2 h at constant speed. (b) Calculate the gradient of the
(iii) The body moves at a constant dotted line and state its units
speed from 0 to 20 m in 3 s then
3. (a) Describe the motion in graph
it slow down to rest in 1 s.
shown in fig. 1.5
(b) (i) 15 m/s
(ii) 3.75 m/s ,22.5 m/s (i) y
50

(iii) 6.67 m/s 40

Velocity (m/s)

30
Extended activities
20
• Encourage the learners to do projects 10
on areas covered in groups, in class 0 1 2 3 4 5 6 x
and science fairs. Time (s)

• Use the Internet to view videos on the

graph of linear motion.

52
 (ii) Answer to extended questions for gifted
y
learners
50

40 1. (a)

Velocity (m/s)
30

20

Velocity
10

0 1 2 3 4 5 6 x
Time (s)

Time
(iii) y

50

40 Fig. 1.6
Velocity (m/s)

30 (b) The ball’s velocity decreases to

20 zero when it hits the ground and
10 then starts increasing to maximum
0 1 2 3 4 5 6 x
but in opposite direction as it
Time (s) bounces back.
2. (a) (i) 30 km/h
(iv) y
50 (ii) 5 km/h
40 (iii) 2.5 km/h
Velocity (m/s)

30
(b) 9 km/h
20

10 3. (a) (i) Increases velocity from 20

0
m/s to 40 m/s in 5 s.
1 2 3 4 5 6 x
Time (s) (ii) Increases velocity from
0 m/s to 10 m/s in 3 s,
(v) y increase velocity from 10
50
m/s to 50 m/s in 2 s.
40
(iii) M o v e s w i t h c o n s t a n t
Velocity (m/s)

30

20
velocity of 20 m/s for 5 s.
10 (iv) Changes velocity from
0 1 2 3 4 5 6 x 50 m/s to 0 m/s in 4 s.
Time (s)
(v) Reduces velocity from
Fig. 1.5 30 m/s to 0 m/s in 2 s, then
increases velocity from 0
(b) Calculate: m/s to 50 m/s in 3 s.
(i) The acceleration i.e each of (b) (i) 4 m/s2; 3.33 m/s2, 20 m/s2;
graph in part (a). 0 m/s2; 12.5 m/s2; –15 m/s2,
(ii) The total distance travelled in 16.67 m/s2
each case.
(ii) 150 m; 75 m; 100; 100 m;
105 m

53
Answer to exercises and unit test 1 Exercise 1.2
(Learner’s book page 13)
Exercise 1.1
(Learner’s book page 8) 1. Speed is a scalar quantity that shows
the rate at which an object cover
1. Uniform linear motion is the motion
distance while velocity is a vector
along a straight line with constant
quantity that shows the rate of change
velocity fig. 1.7 shows velocity time
graph for the motion. of displacement.
2. Acceleration; the rate at which the
velocity is changing
Velocity

3. 1500 m/s2
4. 1600 m/s2

Time Exercise 1.3

Fig. 1.7 (Learner’s book page 17)

2. The gradient represents the speed; It 1. (a) Accelerated motion is where
shows the rate at which the distance
the body moves with changing
is increasing with time.
velocity.
3. (a)
(b) Non accelerated motion is where
36

32
a body moves with a constant
28 (60,28)
velocity.
Distance (km)

(c) An example of accelerated motion

24

20

16
is a body in uniform circular
12
(20,12)
(60,12) motion, an object allowed to fall
8
freely to the ground from some
height.
1

0 5 10 15 20 25 30 35 40 45 50 55 60 65
Time (s)
An example of non-accelerated
Fig. 1.8 motion is a car moving with
(b) 0.4 m/s constant speed in a straight road.
(c) The object is moving with constant 2
∆y ∆ in displacement
(a) Slope = –– = –––––––––––––––––
speed i.e. no acceleration ∆t ∆ in time
= velocity
(d) Graphs help in visual form
communication (b) Slope = ––
∆y
∆t
4. Uniform linear motion is the motion ∆y = Change in velocity
in which velocity is constant i.e. has ∆t = Change in time
zero acceleration while non-linear
motion has varying velocity i.e. non-
zero acceleration

54
 (c) Area under graph (b) (i)
= Velocity × time
= m/s × s = m ⇒ units of 25

displacement

Velocity m/s
3. (a) 3.2 km
(b) 48 km

100

0 5 13
90 Time (s)
Fig. 1.10
80

70

(ii) 225 m
Speed(km/h)

60

10. (a) Instantaneous velocity is the

50

40

30 velocity of a body at a specific

20 moment in time.
(b) Average velocity is the sum
10

of initial velocity and the final

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8
Time interval (h)

Fig. 1.9 velocity divided by 2.

11. (a) Finding the slope of the graph

(d) Indicated on the graph by the
(b) Finding the area under the curve
shaded part
(c) Finding the slope of the velocity
Unit test 1 time graph
(Learner’s book pages 19-23)
12. (a)
1. C 2. D 3. B 4. C 5. C
6. D 7. C
Velocity

8. (a) Athlete A starts from rest and

increases his/her velocity to
8 m/s in 30 seconds and reduces t(s)
his speed uniformly until he/she
comes to rest in 20 seconds. (b)
Athlete B starts from the rest and
Velocity

increases his/her velocity to 10

m/s in 30 s and moves with the
constant velocity for 20 s.
(b) 350 m t(s)
9. (a) Uniform velocity is velocity that Fig. 1.11
is not changing

55
13. Distance time graph
25

24
45
23
40
22
35
21
30
20

Distance (m)
Distance (m/s)

19 25

18 20

17 15
16 10
15
5
14
0 1 2 3 4 5 6 7 8 9 10 11
13 Time (s)

12

11 Fig. 1.14
10

9
0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 Distance time graph of an object moving
Time (s)
with uniform speed
Fig. 1.12
Graph for Activity 1.3 (Learner’s book page 6.)
(b) (i) 16.2 m/s (ii) 11.66 m
(iii) 2.40 m/s2
40

14.
35
Distance (m)

30

25

20
(10,20)
45
15
40
10
(5,6)
35
5
30
Speed (m/h)

25 0 1 2 3 4 5 6 7 8 9 10 11 12
Time (s)
20

15 Fig. 1.15
10

Distance time graph of an object moving

5

0 0.20 0.40 0.60

Time (s)
0.80 1.00 1.20
with non-uniform speed
(20 - 6) m 14 m
Fig. 1.13 Slope = =
(10 - 5) s 5s
15. 0.75 km
= 2.8 m/s
Graph for activity 1.2 (Learner’s book page
4 - 5.)

56
 UNIT

2 Friction Force and Newton’s Laws of Motion

Students book page 24-56 (10 Periods)

Key Unit Competence S2 unit 3 in the topic of friction force.

The teacher should establish through
By the end of this unit, the learner should
question and answer method whether
be the
By ableend
to perform
of this experiments
unit learner involving
should be
learners recall and mastered the
Newton’s
able laws of
to perform motion andinvolving
experiments friction
concepts before introducing them to
force.
Newton’s laws of motion and friction force.
subtopic of friction in this unit.
Prerequisite to this unit • Knowledge on law of conservation
of energy learnt in S1 unit 6 in the
For learners to acquire the knowledge, topic work, power and energy (I) and
skills, altitude and values envisaged in this the skills of explaining the principle
unit with ease, they need to have acquired of energy. Before introducing the
the following: subtopic; conservation of linear
• Knowledge on Newton’s laws of momentum, the teacher should
motions; stating First, Second and ensure that learners recall the basic
Third laws of motion, the skills of knowledge learnt on conservation of
solving simple problems involving energy and the skills acquired through
Newton’s laws of motion and question and answer method.
appreciating the importance of
• The skills of measuring static and
Newton’s laws of motion in our
dynamic friction and determining
daily lives. These concepts were
the coefficient of friction. The learners
covered in S1 unit 4 in the Newton’s
were facilitated to acquire these skills
laws of motion (I). The teachers
in S2 unit 3 in the topic of Friction
should establish through question and
force. The teacher should give a short
answer method or though a small quiz
quiz to ascertain they have these
whether the learners remember the
skills before introducing them to
concepts learnt before reviewing again
determination of coefficient of friction
the Newton’s three laws of motion in
in this unit.
this unit.
• Knowledge on friction force that is Crosscutting issue to be addressed
stating and explaining the nature The specific crosscutting issues to be
of friction force, describing types of addressed in the unit are:
friction force, explaining effect of force,
• Gender: Since the unit will involve
skills of identifying factors affecting
demonstration of the Newton’s laws
friction force and appreciating the
of motion involve both boys and girls
importance of friction force in our daily
in the demonstrations of activities. In
lives. These concepts were covered in
the unit, pictures of both boys and
girls have been used. For example, in

57
 one instance, the picture of a woman in conducting research from Internet
is used (1st law) while in the other; a on Newton’s laws of motion.
picture of man is also used (3rd law).
The teacher should use those pictures Vocabulary /Keywords
to sensitise learners the importance of In the course of learning the concepts in
treating everybody (both women and this unit, the learners will discover the
men) in the society equally. meaning of the following new words:
• Inclusive education: The unit has wide • Momentum
range of activities and exercises that • Impulse
encourages inclusiveness of every • Elastic collision
learner. Additionally, the picture of
Muslim female driver in student’s • Inelastic collision
book page 27 should be used by Guide the learners to understand the
the teacher to sensitise learners meanings of these words and construct
that everyone is welcomed to learn and speak out the physics statement
regardless of his/her religion. involving them in order to master their
meaning and usage.
Generic competences
Guidence on the problem statement
The specific generic competences to be
addressed in this unit include among • In order to focus the learner’s attention
others the: into the general direction of the unit,
the teacher should organise learner
• Critical thinking: This competence will
into appropriate groups and then
be achieved when the teacher will provide them with the required
involve learners in doing activities materials ( a ball ) for them to do the
especially the unit focus activity and unit focus activity in the student’s
answering questions in the exercises book pages 25-26.
2.1, 2.2,2.3 and unit test 2 that require • Ask the learners to place the two
the learner to explain, discuss and balls at distance from each other. Let
describe particular concepts. them kick one ball toward the other
• Problem solving: This competence will and observe their velocities before
be achieved when the teacher involve and after collision. Ask them to
learners in activities and exercises repeat with the small ball and explain
on Newton’s laws of motion and in any difference in the velocities. The
learners with physical disability
determining the coefficient of friction
can be given balls to place them at a
force.
distance while the others are asked to
• Life skills: This competence will be kick it.
achieved when the teacher will draw • Allow learners to hold a discussion
the attention of the student to the need in their groups as they attempt to
of wearing safety belt in a moving respond to all questions asked in the
vehicle. activity. This will promote cooperation,
• ICT: This competence will be achieved communication skills and leadership
when the teacher will involve learners skills among other competences in the
learners.

58
• Use their feedback to guide them in • For slow learners, organise remedial
such away that leads to the correct lessons for them. Guide them through
responses to the questions asked in the the activities and exercise once
activity. The teacher can use probing again and more slowly to help them
questions. By doing that, you will be understand.
promoting the critical thinking of your
List of lessons
learners.
Lesson Lesson title Number of
• It is most likely that most learners will
number periods
come up with different observation,
explanation, and description that are 1. Newton’s first law of 1
inaccurate. motion

• Use their feedback to trigger their 2. Linear momentum 2

curiosity in order for them to see the and impulse
need of learn more from the unit. 3. Newton’s second law 2
of motion (in terms of
• Encourage learners especially the slow
linear momentum)
learners that the correct answers will
be obtained in the process of learning 4. Newton’s third law 1
the unit so that by the end of it, they of motion
can be able to respond correctly to 5. Conservation of 2
all questions asked in the unit focus linear momentum
activity. 6. Coefficient of friction 1

Attention to special needs 7 Unit assessment 1

In order to involve all learners in the TOTAL 10

learning process, you must know all your
learners especially those with special need Note: Lesson 1 is allocated 2 periods to
in your class. factor in the time for unit focus activity.
• The unit comprises of numerous Lesson Development
activities, you should involve the
special need learners in these activities. Lesson 1: Newton’s first law of motion
For example, those activities that
require use of legs they can use hand Learning objective
where necessary and vice verse or The learner should be able to explain
they can just observe and give their inertia and the factors affecting it.
suggestion. Encourage the other
student to appreciate suggestions of Teaching aids
every student whether right or wrong. • Table or bench
• Some of the questions in the exercises • A coin
can be given to gifted learners. Prepare
• A smooth cardboard
additional more challenging questions
for them learners. (See remedial Introduction to the lesson
questions for gifted learners at the end Using question/ answer method, introduce
of this Teacher’s guide unit) the lesson by reviewing what the learners

59
learnt in Senior 1 Unit 4 on the Newton’s the confidence and leadership skills
first law of motion. Ensure that all learners are enhanced in learners.
are able to answer questions such as state Synthesis
Newton’s first law of motion, what is
inertia? What are factors that affect inertia?  Having done the activity, guide the
And so on, correctly. This is important for learners through a class discussion
this section of the unit since most of the on their finding. Guide them define
concepts to be learnt were already covered. Newton’s first law of motion i.e. a body
remains in its state of rest or uniform
Learning Activity motion in a straight line unless acted
Teaching guidelines for activity 2.1 upon by an external force. Emphasise
• Organise your learners into that the law applies to both ‘body at
appropriate groups depending the rest and in uniform motion’ not at rest
availability of suggested learning only or in uniform motion only.
materials. Ensure that the groups  Let the learners know that the
formed are gender sensitive (in case Newton’s first law of motion is also
your class has boys and girls) and known us the law of inertia.
of different abilities. Working in  Take them through the discussion
groups will enhance teamwork and given in the student’s book pages 27.
cooperation among learners. Emphasis on the definition of inertia
• With your guidance, ask them to do i.e. the property of matter to resist
activity 2.1, that is; to demonstrate changes to its motion and give a real
inertia using a coin and a cardboard as life example, for instance, passengers in
provided in the student’s book page 26. a moving vehicle are lurched forward
or backward when it starts or stops
• The activity may be enjoyable and
respectively, to bring the point home.
amazing to the learners, but let them
not lose the main focus of the activity  At this point, let the learners
i.e. the coin will resist any change of understand the importance of wearing
its resting state thus as the cardboard safety-beat in a moving vehicle, that
is moved, it leaves the coin behind and is, to reduce any chances of serious
thus drops directly on the table. injuries in case of an accident. Also
use the picture given in student’s book
• Let the learners discuss their page 27 to sensitise them the potential
observation from their activity. This and importance of everybody in the
will promote communication skills society whether you are a boy or a
among your learners, girl, Muslim or Christian. Condemn
• Using their explanation let them any kind of discrimination.
now discuss the use of safety belts  Let them understand the factors
in vehicles. This will enhance critical affecting inertia of a body, that is:
thinking among the learners. Mass of a body, acceleration of a body,
• Ask them to give a brief presentation force applied on the body and friction
on their finding to the whole class acting on the body.
through their secretary. By doing so,

60
Assessment Most learners may also find the word
Ask the learners to do exercise 2.1 given ‘impulse’ being unfamiliar. Introduce this
the student’s book page 28. section by allowing learners to suggest
its definition. Note that some learners
Answers to activity 2.1 student’s book page 26 may try to check the answers from the
• In step 2, the coin and the cardboard student’s book. Ask all of them to cross the
are observed to be moving together. textbook before asking them to attempt the
• In step 3, the coil is left behind and it definition. In addition, ask them question
falls on the table. such as what are the two components of
• In steps 4 and 5, refer to the explanation impulse? What is the difference between
in the discussion given in the student’s impulse and linear momentum? Allow
book pages 27. learners to attempt to answer the questions.
Use their suggestions (whether right or
Lesson 2: Linear momentum and impulse wrong) to triger their curiosity inorder for
them to build interest to know more as they
Learning objective learn this part of the unit.
The learner should be able to describe Learning Activities
linear momentum.
Teaching guidelines for activity 2.2
Teaching aids
• In this activity, you may decide to
• Two hammers (light and heavy one) use the groups formed in activity 2.1
• Two identical nails or form the new groups. Note that
when learners are working in groups,
• Wooden block
competences such as cooperation,
• pin teamwork, and leadership skills
• wall among others are enhanced.
• ball • Let the learners do activity 2.2 in
Introduction to the lesson the student’s book page 28, that is,
to illustrate linear momentum. This
The word “momentum” may be new to activity involves the use of hands.
most learners. Introduce the lesson by Those learners who are physically
asking learner to suggest what they think disabled should be involve by being
linear momentum is, its SI units and how asked to observe keenly and contribute
it is denoted. This is important for the by giving their observations. If they are
teacher to check whether the learners have able, they can also be asked to record
any slight idea of what they are about down the observations obtained from
to learn. Use their suggestions whether the activity. By doing so, you have
right or wrong to raise their curiosity ensured that all learners are involved
and help them appreciate the need for in the learning activity.
them to discover and master the correct
• Allow them to discuss their
definition, SI units and the denotation of
findings from the activity. This will
linear momentum.
promote teamwork, cooperation,

61
 communication skills and critical c) The momentum of the object is
thinking among other competences quadrupled
in learners. d) The kinetic energy of the object is
Synthesis multiplied by 8
• Before concluding this section, hold e) The momentum and the kinetic
a class discussion to ensure that the energy of the object are quadrupled
learners have mastered the following Solution
concepts:
p=mv
1. Linear momentum is the product of
the mass and the velocity of a body k = 1 m v2
2
moving in a straight line.
M = 2 m and V = 2 v (mass and velocity
2. It is denoted by ‘p’ and its SI units are
doubled) P = M V = (2 m)(2 v) = 4 mv
kilograms-metre per second (kg m/s).
3. Momentum is a vector quantity. Vector momentum is quadrupled. K = 1 M V2
2
quantity has both magnitude and = (( 1 ) (2 m) (2 v)) 2 = (v2 : kinetic energy
2
direction. is multiplied by 8)
• Guide them through the discussion Answer: D
given in the student’s book .Put more
emphasis on the examples 2.1 and 2. What is the momentum, in Kg m/s
2.2 in student’s book pages 29-30. of a car of mass 1 ton moving at the
Ensure that learners have understood following velocities
the calculation involving momentum a) v1 = 18 km/h to the north
in these examples. Help those with b) v2 = 72 km/h to the south
difficultly.
c) v3 = 90 km/h to the west
Assessment
Solution
Ask learners to do question 1 (a) of exercise
2.4 page 46. It is also good to create more a) p1 = m V1 = 1 ton × 18 km/h = 1000 kg
questions from reference books to assess × 18 000 m / (3 600 s) = 5 000 Kg m/s
the learners in this section. to the north
N/B: See answers for the Exercise 2.4 at b) p2 = m v2 = 1 ton × 72 km/h = 1000 kg
the end of this unit of the Teacher’s guide. × 72 000 m / (3 600 s) = 20 000 Kg m/s
In addition, give them the following to the south
questions to assess whether they have c)    p3 = m v3 = 1 ton × 90 km/hr
understood this part of the unit.
= 1 000 Kg × 90 000 m / (3 600 s)
1. If the speed and mass of an object are = 25 000 Kg m/s to the west
doubled, which of the following is
true? Answers to activity 2.2 student’s book page 28
a) The momentum of the object is • In step 2, when you hit the nail gently
doubled the penetration distance is small as
b) The kinetic energy of the object is compared to when you hit the nail
doubled very hard.

62
• In step 3, when you hit the nail with • Ask the learners to report their
a heavy hammer the penetration findings through their secretary. Time
distance is greater compared to when may be insufficient, so let each group
you hit the nail with a light hammer. give a brief summary.
• In step 4, factors in which penetration Synthesis
depend include mass and velocity of The learners having done the activity
the body. and reported their findings hold a class
• In step 5, refer to the discussion given discussion to:
in the student’s book page 29. • Guide the learners through the
Impulse discussion given in the student’s
books pages 30-31.
Teaching guidelines for activity 2.3
• Emphasise that:
• Organise the learners into appropriate
groups depending on availability 1. Impulse is the product of force
of the suggested materials in the and time.
student’s book page 30. The teacher 2. The SI unit of Impulse is Newton
should always remember that it is second
good for learners to work in groups • Hold a discussion with the learners on
but those groups formed should a calculation involving impulse given
reflect gender balance (in case of a in example 2.3 in the student’s book
class comprises of boys and girls) page 31. Help those who may have
and different abilities (slow and faster difficulty.
learners).
• Discuss with the learners the
• Ask learners to do activity 2.3 in the difference between impulse and
student’s book page 30, that is, to linear momentum given in the table
demonstrate impulse using a ball. 2.1 in the student’s book page 31.
• In step 2, ask them to press and At this point, the teacher should ask
withdraw the finger very fast. the learner to compare the difference
• Guide the learners on how to remove given during the activity with the one
air from a ball using the pin without in the table.
destroying the inner tube of the ball.
Assessment
• Allow them to discuss their observation
from the activity. This will enable Ask learners to do questions 2, 3 and 5 of
learners to realise the importance exercise 2.2 in the student’s book page 35.
of teamwork and it will enhance N/B: See answers for the Exercise 2.3 at
communication skills in them. the end of this unit of the Teacher’s guide.
• Go around to ensure that the
main objective of this section (i.e. Answers to activity 2.3 student’s book page 30
distinguishing between the impulse • In step 2, the depression is seen on the
and linear momentum) is realised by point of contact. When the finger is
learners. withdrawn, the depression disappears

63
 too. The force applied by the finger on iii. If you hit a baseball or a golf ball
the point of contact on the ball causes correctly the bat or the club gets
the depression. If the finger is pressed in contact with the ball for more
and withdrawn very quickly, the force time giving a higher impulse and
will last for a short time. consequently a higher momentum
• In step 3, the depression is seen change and so a higher final
on the point of impact. When the velocity.
ball bounces back, the depression N/B: Accept any other appropriate
disappears. The force from the kick examples given by learners.
causes the depression and it lasts for
a short time (impulse). Lesson 3: Newton’s second law of motion (in
terms of linear momentum)
• In steps 4 and 6, refer to the discussion
given in the student’s book pages Learning objective
30-31. The learner should be able to state and
• In step 5, some of daily live examples explain the Newton’s second law of motion
where impulse is demonstrated in terms of linear momentum.
include:
i. An arrow thrown by a bow: the Teaching aids
rope makes a force proportional
• Two trolleys (Massive and light one)
to the length it is pulled, just like
a spring (Hook’s law) propels the • Spiral spring or a rubber band
arrow. The more you pull the more
Introduction to the lesson
force you need to do, like it is on a
longbow. As the rope propels the In Senior 1, the learners defined Newton’s
arrow the force declines, and the second law of motion as follows:
impulse is the integral of the force. The acceleration of an object as produced
ii. When you fall from a building and by a net force is directly proportional to
hits the ground your momentum the magnitude of the net force, in the same
varies to zero quickly, because direction as the net force, and inversely
a big force is applied to you in proportional to the mass of the object.
a short time when you hit the
This verbal statement can be expressed in
ground harming you, the variation
equation form as follows:
of momentum is the same but the
deceleration is bigger. If you use Fnet
a=
a bungee jump cord, a parachute, M
or over a stunt airbag, a smaller The above equation is often rearranged to
force is applied to you for a longer a more familiar form as shown below. The
period saving your life. The same net force is equated to the product of the
for car airbags, or for the car mass times the acceleration.
hitting a wall or using brakes.
Fnet = m • a

64
In this entire discussion, the emphasis • Allow them to discuss in their groups
was on the net force. The acceleration is the questions and observation from
directly proportional to the net force; the the activity. This will promote
net force equals mass times acceleration; the communication skills and critical
acceleration in the same direction as the net thinking among the learners.
force; an acceleration is produced by a net • If the school has computers connected
force. It is important to remind the learners to Internet, ask them to do a researcher
from the youtube site given in the
this distinction. Let them not use the value
student’s book to demonstrate
of merely “any ‘or force” in the above
Newton’s second law of motion. You
equation. It is the net force that is related to may use a smart phone (in case there
acceleration. The net force is the vector sum are no computers) to do a whole
of all the forces. If all the individual forces class demonstration to the learners.
acting upon an object are known, then the This part of research from Internet
net force can be determined as learned in is important to the learners because
Senior 1. This is important because it will it will promote lifelong learning and
give a basis to the discussion in this section. ICT skills in them.

In this unit, the Newton’s second law of • Ask learners to report to the whole
class through the group secretaries.
motion is defined in terms of momentum.
Therefore, stress on the ‘rate of change of • Hold a whole class discussion on their
momentum’ when the learners define it. findings.
N/B: To understand this activity better and
Learning Activity
guide your learners well, visit the youtube
Teaching guidelines for activity 2.4 website provided in the student’s book
page 32 on the demonstration of Newton’s
• Group the learners appropriately second law of motion prior to the lessson.
and prompt them to have a group
Synthesis
secretary. It is upon the teacher to
ensure that the groups comprises of • Learners having done the activity, lead
different abilities and are of gender them through the discussion provided
balance in case of a mixed class. This in the student’s book and help them to
is important because it gives every define Newton’s second law of motion
learner equal opportunity to learn as the rate of change of momentum is
from each other. It also promotes directly proportional to the resultant
cooperation and teamwork among force and it takes place in the direction
them. in which the force acts.
• Ask learners to do activity 2.4 in the • Let them know that the relationship,
student’s book pages 31-32, that is, F=ma shows that the greater the force
to demonstrate and define Newton’s applied the greater the acceleration.
second law of motion in terms of • Let them understand that a newton
linear momentum. is the force which when it acts on a
• Go through each group and ensure mass of 1kg it gives an acceleration of
that they are doing the right thing. 1 m/s2.

65
• Discuss with the learners examples forces result from interactions, that is,
2.4 to 2.8 given in the student’s book contact interactions (normal, frictional,
pages 33-35 on the chalkboard. tensional, and applied forces are examples
Assessment of contact forces) and other forces are the
result of action-at-a-distance interactions
Ask them to do questions 1, exercise 2.2 in (gravitational, electrical, and magnetic
the learner’s book page 35, individually.
forces). According to Newton, whenever
Mark your learner’s work and guide them
objects A and B interact with each other,
accordingly. Let them do the remaining
they exert forces upon each other. When
questions as homework.
you sit in your chair, your body exerts
N/B: See answers for the Exercise 2.2 at
a downward force on the chair and the
the end of this unit of the Teacher’s guide.
chair exerts an upward force on your body.
Answers to activity 2.4 student’s book pages There are two forces resulting from this
31-32 interaction - a force on the chair and a force
• In step 4, the massive trolley moves on your body. These two forces are called
slower than the light one. Because it action and reaction forces and are the subject
has high mass hence lesser acceleration of Newton’s third law of motion. Using
as compared to the lighter one. question and answer method, discuss
with learners some of these concepts they
• In step 5 and 6, refer to discussion
learnt. This is important because most of
given in the student’s book pages
these concepts will be covered again in
32 - 33.
this section.
Learning Activity
Lesson 4: Newton’s third law of motion
Teaching guidelines for activity 2.5
Learning objective
• Ask learners to organise themselves
The learner should be able to state and
into appropriate groups depending on
explain Newton’s third law of motion.
the availability of suggested learning
Teaching aids resources. Go around checking
• Carton whether the formed group according
to the expectation, if not regroup
• Cellotape them and emphasis the importance
• 4 pins of observing gender balance (in
• A large balloon case of a mixed class) and different
abilities. This is important because
• A straw
it gives learners any opportunity to
Introduction to the lesson organise themselves hence promoting
organisational skills in them.
In Senior 1, learners learnt that, a force
is a push or a pull that acts upon an • Ask them do activity 2.5 provided
in the student’s book pages 36-37,
object as results of its interaction with
that is to demonstrate action and
another object. They also learnt that some

66
 reaction force. Through doing the is a pair of forces acting on the two
activity together in groups, the interacting objects.
learners will realise the importance of • The size of the forces on the first
teamwork and cooperation in doing a object equals the size of the force on
particular task hence promoting these the second object. The direction of the
competences in them. force on the first object is opposite to
• Note that some learners may start the direction of the force on the second
playing with the balloon and lose the object.
main objective of the activity, therefore • Forces always come in pairs - equal
it is important to go around the to all and opposite action-reaction force
groups to ensure they are doing the pairs. For instance, consider the flying
right think. Help those who may need motion of birds. A bird flies by use of
your assistance. its wings. The wings of a bird push air
• Allow learners to hold a discussion downwards. Since forces result from
on their findings and let the secretary mutual interactions, the air must also
note down the main points. Ensure be pushing the bird upwards. The size
that every learner is participating of the force on the air equals the size
in the discussion. This is important of the force on the bird; the direction
because when learners give their of the force on the air (downwards) is
views their communication skills and opposite the direction of the force on
critical thinking is boosted. the bird (upwards). For every action,
there is an equal (in size) and opposite
• Ask the secretary from each group
to give a summarised report on their (in direction) reaction. Action-reaction
discussion. Note that by doing so, you force pairs make it possible for birds
will be promoting leadership skills in to fly.
learners. • Take the learners through the practical
example 2.9 given in the student’s book
• Lead them through the discussion and
page 38-39 to bring the point home.
point out omissions or errors on each
report given. Assessment
Synthesis Ask learners to attempt all questions of
exercise 2.3 provided in the student’s book
• The learners having done the activity,
page 39.
Summarise by taking them through
the discussion given in the student’s N/B: See answers for the Exercise 2.3 at
page 37-38 book. Emphasis on the the end of this unit of the Teacher’s guide.
definition of Newton’s third law of Answers to activity 2.5 student’s book pages
motion i.e. For every action force, 36-37
there is equal and opposite reaction
• In step 5, the trolley moves in the
force. It can also be stated as action
direction of the balloon.
and reaction forces are equal and act
• In step 6, the air comes out of the
in opposite direction. The statement
straw in the opposite direction of the
means that in every interaction, there
movement of the trolley.

67
The law that governs the movement of the tape. These concepts are vital since they
the trolley is the third law of newton that form the foundation of what the learners
states that; “for every action force there will be learning in this section of the unit.
is a reaction equal and opposite reaction
Learning Activity
force.“
Teaching guidelines for activity 2.6
Lesson 5: Conservation of linear momentum • Pairs up learners appropriately to do
activity 2.6 given in the student’s book
Learning objective page 40. Note that working in pairs
The learner should be able to describe is considered due to the fact that the
linear momentum and its conservation. material suggested for this activity is
likely to be sufficient and available.
Teaching aids
Also when learners work in small
• A table groups they benefit a lot from the
• Marbles activity than large groups.
• Two trolleys • Ask them to do activity 2.6 provided
• Tapes in the student’s book pages 40. Go
around to ensure that learners are
• A ticker timer
doing the right thing. Help those with
• Carbon papers challenges.
• A pin or a sharp buster rod • Give them few minutes to discuss their
• A cork observation and come up with the law
• Runway of conservation of liner momentum.
• Different masses (200 g and 300 g) • Use their suggestions whether right or
• A pin or a sharp buyyer rod wrong to hold a whole class discussion
on their findings.
Introduction to the lesson
Synthesis
In Senior 1 and in this unit, learners
have already learnt about the law of • Now, having done the activity and
conservation of energy, momentum and discussed their results, guide them
impulse. Using question and answer through the discussion provided in
method, ensure that learners are able to the student book pages 40-41.
define and recall the following concept • Let them know that momentum is
learnt correctly: The law of conservation of mass in motion, and we can apply
energy states that energy cannot be created our understanding of outside forces
or destroyed but is simply converted from here as well. Momentum can only
one form into another, linear momentum occur when there is an outside force or
as the product of mass and the velocity impulse, not from within the system
of an object and impulse is the change in itself. This important concept is called
momentum. Also, you may review activity the law of conservation of momentum.
1.5 of unit 1 of the student’s book pages It describes how when there are no
10-11 to help learners to recall how the external forces, the momentum of a
ticker timer in motion makes the dots on system doesn’t change.

68
• In equation form, momentum = mass • Help them to understand and fill table
× velocity. To increase the momentum 2.3 in the student’s book page 42.
of an object, you need to increase
• Give learners few minutes to discuss
its mass, its velocity, or both. This
also means that different objects their observations and results obtained
can have the same momentum. Say, from the activity. Ensure that all
for example, the marble is twice as group members are participating
massive as the other, but the second in the discussion. Contributing
marble has twice the velocity. For to the discussion will promote
both marbles, the product of mass and communication skills and critical
velocity is the same, so the momentum thinking among the learners.
for both marbles is the same.
• Ask the group secretaries to give a
• When this happens to two marbles brief report to the whole class on
that are part of the same system, there their findings. By doing so, leadership
is no net momentum, so we say that it skills and communication skills are
is conserved. This means that there is
enhanced in learners.
no change in the overall quantity. If the
momenta of the marbles are the same • Point out any errors or omission in
magnitude but opposite in direction, each report given. At this point, let the
there will be no change in the net learner know that it is always crucial
momentum of the system. They cancel to appreciate other student’s views
each other out, just like internal forces. whether right or wrong and if they
• Summarise the discussion by stressing disagree, let them do so constructively.
the following key points: Hence they will be learning how to be
tolerant to one another and therefore
1. Total momentum before collision =
promoting peace and harmony among
Total momentum after collision
themselves.
2. The law of conservation of linear
Synthesis
momentum states that when two
or more bodies collide, their total Once you have discussed the report of
momentum remains constant provided the learners from the activity, let them
no external forces are acting. understand the following facts:
Teaching guidelines for activity 2.7 • An elastic collision is defined as one in
which there is no loss of kinetic energy
• Organise learners into appropriate
in the collision.
groups. Working in groups will
promote cooperation, interpersonal • Total momentum before collision =
relation among other competences. Total momentum after collision.

• With your guidance, let the learners do • The assumption of conservation of

activity 2.7 provided in the student’s momentum as well as the conservation
book page 42, that is, to demonstrate of kinetic energy makes possible the
elastic collision. calculation of the final velocities in
two-body collisions.

69
• Discuss with them example 2.10 collision since some of it is converted
provided in the student’s book pages to other forms of energy, for example
43 as you summarise and conclude heat and sound energy.
the discussion on elastic collision of • Discuss with the learners examples
bodies. 2.11 to 2.12 given in the student’s
book pages 45-46 on the chalkboard.
Teaching guidelines for activity 2.8
Help those who may have challenges
• Using the same groups used in activity of understanding the calculation
2.7, ask learners to do activity 2.8 given involving inelastic collision.
in the students book pages 44-45, that
Assessment
is, to demonstrate inelastic collision.
Ask learners to do all questions in exercise
• Let the learners know that at the end
2.4 provided in the student’s book page
of the activity everyone should be in a
46-47. Note that this exercise is crucial
position to distinguish between elastic in assessing whether the concepts learnt
and inelastic collision. in this section by learners have been
• Guide them through the steps of the understood. It is therefore important
activity and if necessary, help them to to mark their work and guide them
fill the table 2.4 in the student’s book appropriately.
page 44. N/B: See answers for the Exercise 2.4 at
the end of this unit of the Teacher’s guide.
• Allow them to discuss their results and
ask any learner from each group to Answers to activity 2.6 student’s book page 40
report their findings. Picking learners
• In step 2, the first marble strike the
at random will promote participation
adjacent marble and the process
and keenness during the discussion.
continues till the last marble got the
Synthesis stroke. They all start moving in one
• Lead the learners through the direction. The force from the person
discussion provided in the student’s is transferred to the marble and from
book page 45. the first marble to the last. The total
momentum of the marble remains
• Let them understand an inelastic
constant provided no external forces
collision is one in which part of the
are acting.
kinetic energy is changed to some
other form of energy in the collision. Answers to activity 2.7 student’s book page 42
Any macroscopic collision between
• In step 6,initial velocity of the trolley
objects will convert some of the
is obtained by measuring the distance
kinetic energy into internal energy
between the first three dots made on
and other forms of energy, so no
the tape before collision divided by
large-scale impacts are perfectly
the time of ticker time. For example,
elastic. Momentum is conserved in
in the tape page 42 in the student’s
inelastic collisions, but one cannot
book, the distance between the three
track the kinetic energy through the dots made on tape B before collision

70
 is 0.8 cm. Divide 0.8 cm by 0.02 Teaching aids
seconds if the ticker time used was of
• Solid block
50 Hz or by 0.01 seconds if it was of
100 Hz. Assume it was of 50 Hz, then • A spring balance
the answer will be ua=40 cm/s. The • Smooth and rough horizontal surfaces
same method is used to determine
other velocities required,. Check • A rough bench
whether the students have used the • A 50 g wooden block with rough
correct method. Note that for finial surface
velocity, they should measure the
• Four 50 g masses
distance between the last three dots
made by the ticker timer. Introduction to the lesson
Answers to activity 2.8 student’s book pages In Senior 1, learners were introduced to
44-45 friction force as one type of force. They
• In step 9,initial velocity of the trolley learnt that friction is a force that opposes
is obtained by measuring the distance the relative motion of two surfaces in
between the first three dots made on contact. In Senior 2, they learnt about static
the tape before collision divided by and dynamic friction and how to determine
the time of ticker time. For example, them. Using question and answer method,
the tape in page 45 in the student’s review these and other concepts learnt.
book, the distance between the three This is important since they form the basis
dots made on tape B before collision is of discussion on how to determine the
1.7 cm. Divide 1.7 cm by 0.02 seconds coefficient of friction. Therefore ensure that
if the ticker time used was of 50 Hz they have understood them well.
or by 0.01 seconds if it was of 100 Learning Activity
Hz. Assume it was of 50 Hz, then
the answer will be ua=85 cm/s. For Teaching guidelines for activity 2.9
final velocity, we measure the last • You have already grouped the
three dotes after collision and divide learners before when they were
it by the time, that is 0.7 cm divide doing activity2.8, you may decide to
by 0.02s to get 35 cm/s. The velocity maintain the groups for this activity
after collision is smaller than before or form new groups. Forming new
collision. group sometimes is important because
it help learners to interact and share
Lesson 6: Coefficient of friction new ideas from different learners. It
also promotes teamwork, cooperation
Learning objective among them.

The learner should be able to describe the • Ask learners to do activity 2.9 provided
motion of objects in the horizontal plane in the student’s book page 47- 48 ,that
with or without friction. is, to describe motion of object on
a horizontal plane with or without
friction.

71
• Go around checking whether the • Allow them to discuss their findings
learners are doing the right thing. and go around to check their work and
Help those who may have difficult in point out omissions and errors if any.
any step of the activity. • This part of the unit will promote
• Let them compare and discuss the among other competences the:
difference ( if any) of the two forces i. Communication skills as learners
they obtained from the activity. share their ideas in a discussion on
Ensure that every member in the the coefficient of friction.
group is participating. This will help ii. Critical thinking as they tackle
in promoting communication skills in questions asked in a critical
learners. manner.
Synthesis Synthesis

Having done the activity, hold a class Ensure that the learners have understood
discussion to emphasis the following the following concepts as your summarise
points: their discussion:
• They are two types of friction force; 1. A coefficient of friction is a value that
static and dynamic friction force. shows the relationship between the
force of friction between two objects
• Static friction is the kind of friction and the normal force between the
measured when the body on the objects. It is a value that is sometimes
surface is about to move. used in physics to find an object’s
• Dynamic friction also known as normal force or frictional force when
kinetic friction is the kind of friction other methods aren’t available.
force measured when the body has in 2. Frictional resistance to the relative
relative motion. It opposes the motion. motion of two solid objects is usually
proportional to the force, which
Teaching guidelines for activity 2.10 presses the surfaces together, as well
as the roughness of the surfaces.
• Using the group used in activity 2.9,
Since it is the force perpendicular or
ask learners to do activity 2.10 given
“normal” to the surfaces, which affects
in the student’s book page 48 -49.
the frictional resistance, this force is
• With your guidance take the learners typically called the “normal force”
through the steps of the activity. and designated by N. The frictional
• Now allow them to do the activity on resistance force may then be written:
their own. And if necessary, help them μ = coefficient of friction
to fill table 2.5 provide in the student’s μk = coefficient of kinetic
book page 49. o ffriction = μN
friction
• Let them use the data obtain in the μs = coefficient of static friction
table to draw a graph. Ensure that they
The frictional force is also presumed
apply the rules they learnt in unit 1 of
to be proportional to the coefficient of
this book on how to plot graphs.
friction. However, the amount of force

72
 required to move an object starting • In step 5, refer to the discussion given
from rest is usually greater than the in the student’s book pages 49-50.
force required to keep it moving at
Summary of the unit
constant velocity once it is started.
Therefore two coefficients of friction Summarise the unit by:
are sometimes quoted for a given • Asking different learners to take
pair of surfaces - a coefficient of static the rest through different concepts
friction and a coefficient of kinetic highlighted in the unit summary
friction. The force expression above given in the student’s book page 52-53.
can be called the standard model of
• Now, ask the learners to describe the
surface friction and is dependent upon
solution to the problem faced during
several assumptions about friction.
the unit focus activity at the beginning
• Take them through the discussion of the unit. After their respond, ensure
given in the student’s book and that the learners are able to:
emphasis the point that the coefficient
1. Describe and explain what
of static friction is the ratio of static
frictional force to the normal reaction. happens to the velocities of the
balls in step 3, that is, Velocity of
• Guide the learners through the ball A is decreased and ball B is
examples 2.13 and 2.14 given in the
increased. Refer for explanation
student’s book page 51-52.
in the student book pages 25-26.
Assessment 2. Compare and explain the
Ask learners to do question 18 provided in difference in velocities of ball B
the unit Test 2 pages 53-56. when a small ball C is used in step
4, that is, the velocity of produced
Answers to activity 2.9 student’s book page by small ball on ball B is lesser than
47-48 that of ball A. This is because small
• In step 3, the force measured when ball, C has less mass hence lesser
the solid block was pulled across the momentum as compared to big
rough surface is greater than that on ball, B.
the smooth surface. It was easier to 3. Give a correct answer to step 5,
move the block across the smooth that is, Momentum and factors
surface. This is because in smooth are mass and velocity.
surface, the friction force is reduced.
4. Explain how Newton’s second
Answers to activity 2.10 student’s book page law of motion govern the events
48-49 during and after collision in step 6,
that is, total momentum before and
• In step 4, the reaction force should be
after collision remains constant
recorded as shown.
when two bodies collide provide
Reaction force (N) 0.5 1.0 1.5 2.0 3.0 no external force act on them.
5. Give a reason why the ball B slow
down and eventually steps, that

73
 is, because of friction force acting 5. A block of wood weighs 100 N. It is
on the surface of the ball and the pushed along the horizontal surface
ground. by a force of 40 N. Calculate the
coefficient of friction given that F= uR.
Additional information to the teacher
It is important for the teacher to note the Answers to activities/questions for slow
following: learners
• Momentum is a vector quantity; 1. (a) First, second and third laws
therefore the direction should be (b) Refer to student’s book on how
shown in its calculation. Most learners they state.
may just give answers without
showing the direction. Emphasise the 2. (a) kilogram-metre/second
importance of showing the direction (b) netwon-second
because they will be penalised for that. 3. 160 000 kgm/s
• The SI unit of impulse is newton- 4. When two or more bodies collide, their
second. It is small ‘n’ and not capital total momentum remains constant
‘N’ when writing in word. We use provided no external forces act on
capital ‘N’ when writing in symbols, them.
that is , ‘Ns’ and not ‘ns’
5. 0.4
Lesson 7: Unit assessment Remedial activities/ questions for gifted
learners
Ask the learners to do the Unit Test 2 given 1. Discuss how Newton’s first law of
in the student’s book pages 53-56. Hold a motion has improved the live of
whole class discussion on their result and people.
guide them appropriately.
2. Explain why heavy vehicles are not
Remedial activities/ questions for slow easly stopped when moving at high
learners speed.
1. (a) Name three Newton’s laws of 3. What does the area under the graph of
motion. Force (N) against time ( s) represent?
(b) Define each law named in (a) Explain.
2. State the SI unit for: 4. A text book of mass 400 g is pushed
across the table. The force applied to
(a) momentum
make the text book just to move is 1.2
(b) impulse N and to keep it moving, it requires
3. A car of mass 2 000 kg moves at 3 N. Calculate the static and kinetic
a velocity of 80 m/s. Calculate its coefficient of friction.
momentum. 5. By giving real life example, explain
4. State the law of conservation of the what elastic and inelastic collisions
momentum. means.

74
Answers to activities/questions for gifted (c) The newton is a force which when
learners it acts on a mass of 1 kg it gives it
1. The learner should be able to bring an acceleration of 1 m/s2
the concept of safety belt in his/ her 2. (a) Impulse of a force if the product of
explanation. force and duration of the collision.
2. Because it has high momentum since (b) The impulse acting on the object is
momentum depends on two factors; equal to the change in momentum
mass and velocity. it produces on the object
3. Impulse. Since impulse = Force × time (c) When the goalkeeper pulls back
4. static coefficient = 0.3 the hands while catching hard
kinetic coefficient = 0.75 ball(s) the velocity of the ball is
reduced gradually thus reducing
5. Mark learner ’s examples and
the impact of the ball on the
explanation. Guide them appropriately.
goalkeeper.
Answers to exercises and unit test
3. (a) Impulse = change in momentum
Exercise 2.1 = mv – mu
Where m = 0.06 kg, v = 9.8 m/s
(Learner’s book page 28)
and u = 58 m/s
1. Property of matter to resist change to
its state of motion. ∴ impulse = (0.06 x 9.8) – (0.06 x 58)
2. Law of inertia is the Newton’s first law = -2.89 kg m/s
of motion. It states that a body remains The negative sign shows that
in its state of motion or uniform the ball was displaced vertically
motion in a straight lines unless acted upward after lifting the racquet.
upon by external force. (b) Impulse = force x time
3. To stop passengers from being ejected -2.89 = F x 0.025
forward in case of an accident thus
minimizing injuries on them F = 115.6 N
4. (a) 20 cm
Exercise 2.2
(b) 5 N
(Learner’s book pages 35-36)
5. Mass = 0.045 kg, v = 30 m/s, u = 20 m/s
1. (a) Newton’s second law of motion
Impulse = change in momentum
states that the rate of change
o f m o m e n t u m i s d i re c t l y mv – mu
proportional to the resultant force = 0.045 x 30 – (-20 x 0.045)
and it takes place in the direction
= 2.25 kg m/s
in which the force acts.
6. 20 g
(b) Refer to the discussion given in
the student’s books pages 32-33 7. 1.5 mls

75
Exercise 2.3 For mass of 2 kg with velocity of
(Learner’s book page 39) 30 m/s
1. For every action force there is an equal Momentum = 2 x × 3.0
and opposite reaction force = 6 kgm/s
- Propulsion of jets and rockets.
b) Total momentum
- Rotation of the garden sprinklers.
Momentum before collision =
2. (a) Rockets and jet propulsion use
momentum after collision
the reaction principle in that they
accelerate mass in one direction 20 kg m/s + -6 kg m/s
and from Newton’s third law of = 14 kg m/s
motion experience thrust in the
2. Mass of moving object = 20 kg
opposite direction.
Mass of stationary object = 10 kg
(b) The garden sprinklers works on
action and reaction principle- Velocity after collision = 5 m/s
water moves out in the forward F ro m l a w o f c o n s e r v a t i o n o f
direction (action) and the sprinkler momentum;
moves back (reaction)
Momentum before collision =
3. (a) 400 mls
momentum after collision
(b) 150 N
(v × 20 kg) + (10 kg × 0)
4. Force = mass x acceleration
= (20 + 10) 5 m/s
= m × ( v −u ) where u = 0,
t V = 7.5 m/s
v = 250 m/s and m = 150 kg/s 3. Mass of car = 60 kg
t
= ( m ) (v−u) Speed of car = 20 m/s
t
= 150 x 250 Mass of stationary pick up = 1200 kg
= 27500 N • Momentum before collision
5. (a) Refer to the students book fig. 2.10 = momentum after collision
page 38
(600 x 20) + (1200 x 0) = (600 + 1200)v
(b) 2 m/s2
Common velocity = 0.33 m/s
(c) 16 N
4. Mass of track = 300 kg
6. (a) Weight, Air resistance
Speed of track = 3 m/s
(b) Refer to learners book
Mass of car = 600 kg
Exercise 2.4 Momentum before collision =
(Learner’s book page 46-47) momentum after collision
1. (a) Mass = 8 kg with velocity of (300 kg x 3 ms) + (600 kg x -v) = 0
2.5 m/s
V = 1.5 m/s
Momentum = 8 kg x 2.5 m/s
= 20 kg m/s

76
5. Mass of ball = 2 kg 4. B
Speed of ball = 6 m/s 5. B
Speed of another ball = 4 m/s 6. (a) The property of matter to resist
change to its state of motion is
Mass of the other ball = 4 kg
called inertia which is Newton’s
Speed of 4 kg ball after collision first law
= 5.5 m/s (b) When a moving bus comes to
Momentum before collision an abrupt stop the passengers
lurch forward i.e. tend to keep
= momentum after collision
moving on likewise when a bus
(2 kg × 6 m/s) + (4 m/s x 4 kg) surge forward, the passengers are
= (5.5 m/s × 4 kg) + (2 kg x v) jerked backwards i.e. tend to resist
motion
Its speed decreases to 3 m/s
7. (a) Ensure that the graph drawn by
6. Mass of a small care = 500 kg students has the correct scale and
Mass of heavy car = 4 000 kg well plotted
Speed of heavy car = 20 m/s (b) The value from the graph should
have a very small error.
Speed after collision = 4 m/s
8. (a) Ensure that the diagram is drawn
Because after collision the two cars
stick together thus may move with (b) (i) 204 cm/S2
same velocity. (ii) 150 N
F ro m l a w o f c o n s e r v a t i o n o f 9. (a) Impulse = force x time
momentum time = 0.7 sec
∴ momentum before collision force = 20 N
= momentum after collision impulse = 20 x 0.7 = 14 NS
∴ (500 kg x v) + (4 000 kg x 10 m/s) (b) The teacher should ensure that
correct graphs are drawn, and the
= (4 000 + 500) 4 m/s
axes labelled and that kids have
Speed of small car = 124 mls used the right scale.
7. (a) 34 mls 10. (a) (2.0 kg x 1.5 m/s) + (3.0 kg x 0.8
(b) 20 mls m/s) = (2.013)v ⇒ v = 1.08 m/s
Both balls move at a velocity of
Unit Test 2 1.08 m/s
(b) Change in momentum
( Learner’s book pages 53-56 )
Change in momentum = Initial
1. C
momentum – final momentum
2. C
For the 2.0 kg
3. B

77
 Change in momentum = 15. (a) 600 kg.m/s
(2.0 × 1.5 m/s) – (2.0 kg × 1.08) (b) 360 kg.m/s
= 0.84 kg m/s (c) 20 mls
For the 3 kg ball (d) Direction of block B
(3 × 0.8 m/s) – (3.0 × 1.08) 16. 35 mls
= 0.84 kg m/s 17. µs = 0.275
11. From the law of conservation of µk =0.175
momentum
18. (a) • Helps slow down moving
(75 kg × 8 m/s) + (90 kg × 5.0 m/s) objects as it acts in opposite
= (90 + 75)v ⇒ v = 6.36 m/s direction, especially on
Common velocity = 6.36 m/s slippery road.
12. (a) 45 N • Helps in fixing nail on wood.
(b) 1.63 kg –1
• Helps in writing using a pencil.
13. Mass of bullet = 15 g (b) • Causes tear and wear in our
Speed of bullet = 400 m/s shoes.

Mass of wood = 300 g • Reduce motion of moving

parts of a machine.
Momentum of bullet = 0.015 x 400
• Leads to bicycles rubber breaks
= 6 kg m/s to wear out.
Momentum of wood before collision • You can also mark other right
= 0.3 x 0 = 0 answer provided by learners.
By law of conservation of momentum 19. (a) F and f are the same the net force
Momentum before collision = is zero.
momentum after collision (b) F is greater net force moves the
6 kg m/s + 0 = (0.3 + 0.015)v box to the left.
Velocity of wood after collision = (c) F is greater and is increasing as it
19.04 m/s moves.
14. Mass of bullet 20 g (d) F is greater and it is decreasing as
Speed of bullet = 200 m/s it moves.
Mass of block = 850 g
(0.02 x 200) + (2850 x 0) = (0.02 + 0.85)v
4 = 0.87 v.
v = 4.6 m/s

78
 UNIT

3 Application of atmospheric pressure

Students book page 57-75 (10 Periods)

Key Unit Competence applications, skills on how to measure

By the end of the unit, the learner atmospheric pressure using barometer,
should
By be able
the end to unit
of this explain the should
learner existence
be skills on how to solve equations
of pressure
able in gasexperiments
to perform and the application of
involving using, P=pgh. These and many more
atmospheric
Newton’s lawspressure.
of motion and friction force. concepts were learnt in S2 units 6 and
7 on the topics of density and pressure
in solids and fluids and Archimedes
Prerequisite to this unit
principle and atmospheric pressure
For learners to acquire the knowledge, respectively. The teacher should use
skills, altitude and values envisaged in this small quiz or question and answer
unit with ease, they need to have acquired method or both to ensure that learners
the following: recall this basic knowledge learnt.
• Knowledge on representation of a This is important because most of the
force as a vector, the identification of concepts to be covered in the unit will
different types of forces in nature and require well understanding of what
the skills of measuring force using they learnt as basic.
spring balance. These concepts were
covered in S1 unit 3 on the topic of Cross cutting issue to be addressed
force (I). The teachers should establish The specific cross cutting issues to be
through question and answer method addressed in the unit are:
whether the learners remember the • Environment and sustainability: Since
concepts learnt before introducing the the unit will involve the use of plastic
topic of application of atmospheric container, mercury in a barometer
pressure. and a vacuum cleaner, the attention
• Knowledge on area of a surface and of the learners at specific point within
the skills of calculating the area. These the unit is drawn to the importance
concepts were covered in mathematics. of keeping our environment clean.
The teacher should establish through The teacher should take the chance
question and answer method whether to emphasise the importance of
learners are able to describe area of a keeping the places and the general
surface correctly. environment where we live clean
• Knowledge on: definition and whether at school, home or anywhere
explanation of pressure in relation else.
to surface area, explanation of how • Financial education: The use of
pressure varies with force and area of coins in one of the activities in the
contact, definition and explanation unit to illustrate the existence of
of atmospheric pressure and its atmospheric pressure. The attention

79
 of learners is drawn to the need of • ICT: This competence will be achieved
being good financial manager with when the teacher involves learners
the little finances they may have. to do research from the internet. e.g
This is important because learners when answering 3.1. learners will be
will interact with money in their able to learn how to use the internet
lives and if not well budgeted, it can as well as computers.
bring conflicts with other people. The
teacher should take this opportunity Vocabulary /Keywords
to sensitise learners on the need of In the course of learning the concepts in
being a good financial manager for this unit, the learners will discover the
their own benefit. meaning of the following new words:

Generic competences • Magdeburg hemisphere

• Rubber sucker
The specific generic competences to be
addressed in this unit include among • Automatic flashing unit
others the: • Vacuum cleaner
• Communication skills: The Guide the learners to understand the
competence will be achieved when apparatus named and their function in
the teacher ensure that all learners are relation to physics concepts learnt.
participating by giving their views
in a discussion of different learning Guide on the problem statement
activities given in the unit.
• For learners to have a general idea
• Teamwork, cooperation, personal of what they will be learning in the
and interpersonal management and activity, the teachers should allow
life skills: This competence will be them to do the unit focus activity on
achieved when the teacher organises their own. The teacher will only be
the learners in groups to do different required to provide learners with the
learning activities in the unit suggested learning materials.
• Critical thinking: This competence • Organise learners into appropriate
will be achieved when the teacher will pairs or groups and provide them
involve learners in doing activities with the materials suggested (a glass,
especially the unit focus activity and straw, cleaning drinking water, two
answering questions in the exercises beakers and delivery tube.) Once
3.1, 3.2,3.4 and unit test 3 that require you have given them the materials
the learner to explain, discuss and (either in pairs or groups depending
describe the particular concept. on the availability of materials) ask the
• Research and Problem solving: This learners to do the unit focus activity
competence will be achieved when the given in student’s book pages 58-59.
teacher involves learners in activities • Allow learners to hold a discussion
that require the use of internet and in their groups as they attempt
reference books to find solutions to to respond to all questions asked
the task given.

80
 in the activity. This will promote hands, for example activity 3.1 in the
cooperation, communication skills student’s book page 59, learners with
and leadership skills among other sight challenges can use touch while
competences in the learners. those with disability of the hands
• Use their feedback to guide them in (fingers or the hand as whole) can use
such away that leads to the correct their sight to observe and contribute
responses to the questions asked in the during the discussion. Encourage
activity. The teacher can use probing the other student to accept and love
questions. By doing that, you will be learners with disability and not to
promoting the critical thinking of threat them as those who are unable
your learners. to participate in any learning activity.
Remind learners that disability is not
• It is most likely that most learners will inability.
come up with different observation,
explanation, and description that are • Some of the questions in the exercises
inaccurate. At this point, show the can be given to gifted learners. Prepare
learners the importance of accepting additional more challenging questions
different opinions given by different for them learners. (See remedial
learners whether right or wrong. This questions for gifted learners at the end
help to promote peace and harmony of this Teacher’s guide unit)
among the learners. • For slow learners, organise remedial
• Use their feedback to trigger their lessons for them. Guide them through
curiosity in order for them to see the the activities and exercise once
need of learn more from the unit. again and more slowly to help them
understand.
• Encourage those learners whom
may have not responded correctly List of lessons
especially the slow learners that the Lesson Lesson title Number of
correct answers will be obtained in number periods
the process of learning the unit so
1 Existence of 2
that by the end of it, they can be able
atmospheric pressure
to respond correctly to all questions
2 Factors influencing the 2
asked in the unit focus activity.
atmospheric pressure
Attention to special needs 3 Instruments

In order to involve all learners in the for measuring 2

learning process, you must know all your atmospheric pressures

learners especially the special need in your 4 Application of 2

class. atmospheric pressure 1
• The unit comprises of numerous 5 Unit assessment 1
activities, you should involve TOTAL 10
the special need learners in these
activities. For example, those activities
that require use of both eyes and

81
Lesson Development activity 3.1.Working in groups will
enhance personal and interpersonal
Lesson 1: Existence of atmospheric
management, teamwork and
pressure
cooperation among learners.
Learning objective • Ask the learners to do activity 3.1 in
The learner should be able to explain the student’s book pages 59, that is, to
the existence of force exerted by air on a illustrate the existence of atmospheric
surface. pressure using an inverted glass
tumbler.
Teaching aids • Guide the learners through the activity
• A glass tumbler with water and give them time to respond to the
• A cardboard questions asked in the activity.
• Go around and listen how the student
Introduction to the lesson responds to the questions. Correct
Learners already have an idea on what any wrong respond and guide them
atmospheric pressure is and how to appropriately to understand the
demonstrate its existence. Using question objective of the activity i.e. to illustrate
and answer method, introduce the lesson the existence of the atmospheric
by reviewing what the learners learnt in pressure. By doing so, you will
Senior 2 Unit 7 on existence of atmospheric ensure all learners are participating
pressure. Ensure that all learners are able by give their views hence promoting
to answer and explain questions such communication skills in them.
as what is atmospheric pressure? How Synthesis
can you demonstrate the existence of
Before you ask the learners to do activity
atmospheric pressure? This is important
3.2, ensure that they understand the fact
for this section of the unit since they will
that:
be learning further on how the existence
of atmospheric pressure and how to • The atmospheric pressure acting on
demonstrate it. the cardboard from outside is greater
than the pressure due to the weight
Learning Activity of water acting on the cardboard
from inside hence the water in the
Teaching guidelines for activity 3.1 glass tumbler does not flow when it
• By now the learners should be able is inverted.
to organise themselves appropriately • Guide them through the discussion
into different groups without your given in the student’s book to
help whenever they are asked to do emphasise the fact given above.
so. This does not mean you don’t need
to check and reorganise them where Teaching guidelines for activity 3.2
necessary. Therefore, organise them • Using the same study groups used in
into appropriate groups depending activity 3.1, ask learners to do activity
the availability of suggested learning 3.2 in the student’s book page 60.
materials and let them be ready to do

82
• Guide them through the activity and let • Let the learners give a reason why
them discuss their observation within was it difficult to lift the coin during
the group first, and then with other the discussion in the group. This is
groups in the class. This is importance important because it will promote
since it will promote communication critical thinking and communication
skills, teamwork and cooperation skills in learners.
among other competences in the
learners. • Summarise the activity by taking
them through the discussion on their
• Hold a whole class discussion on their
observations and discussion.
findings and take the opportunity to
correct any error or omission during • At this point, draw the attention of the
the discussion. learners to the importance of being a
good financial manager in managing
Synthesis any small finances that they may
Summarise the discussion by: be getting (either from parents and
• Asking the learners to refer to the guardians or personal sources) in
discussion given in the student’s appropriate manner.
book pages 60. Take them through the Synthesis
discussion and let them compare the
• Learners having done the activity,
facts discussed therein with what they
emphasise the following fact that
obtained from the activity.
the water between the coin and the
Teaching guidelines for activity 3.3 surface expel air reducing pressure
under it, the atmospheric pressure
• Still maintaining the same groups
now being great presses the coin
used in activity 3.2 or you may
consider reorganise them, ask learners towards the surface making it difficult
to do activity 3.3 in the student’s to lift it.
book page 61. It is important learners • Conclude this section by taking them
to work in groups but appropriate through the discussion given in the
one (i.e., gender sensitive and of student’s book page 61.
different abilities). The groups should
Assessment
be as small as possible in terms
of membership to reduce cases of Learns having done activities 3.1 to 3.3
some members not participating. and understood the concepts of existence
This will promote leadership skills, of atmospheric pressure, Ask them to
cooperation and teamwork among work in groups of threes to do exercise 3.1
the learners. in the student’s book as homework. It is
• Go around to ensure that everybody important for learners to develop a culture
does the activity and give his/her of doing research by their own. This will
observations to the group. enhance research and problem solving
skills in lthem.

83
Answers to activity 3.1 student’s book page 59 Introduction to the lesson

• In step 2, the cardboard does not fall. In the previous section of this unit, the
learners have learnt how to demonstrate
• In step 3, the cardboard does not fall.
the existence of atmospheric pressure.
• In step 4, the cardboard does not fall They should have appreciated the fact that
due to greater atmospheric pressure indeed atmospheric pressure does exist and
acting from outside on it than the it is helpful. In S2 unit 4, the learners learnt
pressure due to water acting on the how to measure atmospheric pressure
cardboard from inside. using barometer. Through question and
answer method or a small quiz, let the
Answers to activity 3.2 student’s book page 60
learners explain the variation of the height
• In step 3, the can is observed to shrink of the mercury as they were moving from
inwards. one place to another on the process of
• In step 4, refer to the discussion given measuring atmospheric pressure. This is
in the student’s book pages 58. important because most of the concept
the learners will be learning require this
Answers to activity 3.3 student’s book page 61 basic knowledge. Therefore ensure that the
learners have recalled what they observed
• In step 3, there was no difficult in
and learnt before introducing this part.
lifting the coin
• In step 4, it was difficult to lift the Learning Activity
coin up. Refer to the explanation
Teaching guidelines for activity 3.4
given in the student’s book page
61. • Organise learners into appropriate
groups, that is, if the class is a mixed
• In steps 4, it should be noted lifting
one, ensure you have the gender
a coin without water underneath is
balance (i.e., equally number of boys
easy as compared to when water is.
and girls if possible) and also they are
In between the bench and the coin of different abilities. This will help
the explanation to this is given in learners to appreciate the factor that
learners book page 61. all students (whether boys or girls)
should be given equal opportunity to
Lesson 2: Factors influencing the learn and also to promote cooperation
atmospheric pressure among them.
• Ask the leaners to do activity 3.4 given
Learning objective in the student’s book page 62.
The learner should be able to discuss factors • With your guidance, lead them
influencing the atmospheric pressure and through the steps of doing a
relate it to density of air and altitude. comprehensive research on factors
Teaching aids that affects the atmospheric pressure
i.e. altitude, temperature, water
• Computers connected to internet vapour concentration and wind
• Reference books pattern from internet and reference

84
 books. Note that some student may 64.Ensure that you have marked their work
open different sites such as facebook, and guide them appropriately where they
twitter and sports thus deviating have may have challenges.
from the main object of the research. N/B: See answers for the Exercise 3.2 at
It is therefore important to go around the end of this unit of the Teacher’s guide.
the class and check whether they are
doing the right thing. Knowing how to Answers to activity 3.4 student’s book page 62
do constructive research is important • In step 1, factors affecting atmospheric
to learners since it will be promoting pressure are altitude, temperature and
their research and problem solving wind pattern
skills that will be useful in their life • In step 2, refer to the discussion given
time (lifelong learning). in the student’s book pages 62-64.
• Give them few minutes to discuss their • In step 4, refer to the discussion given
findings and let the group secretaries in the student’s book page 62-63.
write down the main points from
the discussion. This will promote
Lesson 3: Instruments for measuring
communication and leadership skills.
atmospheric pressure
• Hold a whole class discussion and
ask the group secretaries to give the Learning objective
summarise report to the class. Use the
The learner should be able to identity
opportunity to point out omissions
instruments used to measure atmospheric
and correct any error in each report
pressure and explain how they work.
presented.
Synthesis Teaching aid

Now hold a discussion with learners to • Mercury barometer

emphasise the following facts:
Introduction to the lesson
• The factors that affect the atmospheric
pressure include, In Senior 2 unit 7, learners learnt about the
instruments for measuring atmospheric
i. Altitude pressure. Using question and answer
ii. Temperature method, ask the learners to name two
iii. Water Vapour concentration instruments for measuring atmospheric
pressure. Let them draw their simple
iv. Wind pattern
diagram and explain how they are used to
• Guide the learners through the measure the atmospheric pressure. Guide
discussion given in the student book them to understand these concepts before
page 62-64 on the factors affecting introducing the section. This is important
atmospheric pressure. because most of concepts to be learnt by
learners later in the section were learnt
Assessment
in S2.
Ask learners to attempt all questions in
the exercise 3.2 in the student’s book page

85
Learning Activity • Go around to ensure that the main
objective of this section (i.e. to measure
Teaching guidelines for activity 3.5
atmospheric pressure) is realised by
• Organise the learners into appropriate learners.
groups depending on the availability
• Ask the learners to report their
of the suggested material (mercury
findings through their secretary. Time
barometer) in the student’s book
may be insufficient, so let each group
pages 64-65. You should ensure that
the mercury barometer is availed give a brief summary.
for the activity, if not available, you Synthesis
can borrow one from neighbouring
The learners having done and reported
school. Remember that it is a good
their findings hold a class discussion to:
idea for learners to work in groups
but those groups formed should • Understand that at higher points, the
reflect gender balance (in case of a level of mercury is less as compare to
class comprises of boys and girls) and lower points this is due to decrease
different abilities (slow and faster in atmospheric pressure acting on the
learners). This is important because it surface of mercury at higher points as
will enhance cooperation, teamwork compared to lower points.
and personal and interpersonal • Emphasise that mercury barometer,
management among learners. Fortin barometer and aneroid
• Before they start doing activity 3.5, barometer are instrument used to
bring to attention of learners that measure atmospheric pressure.
mercury barometer is fragile and
• Guide the learners through the
costly, mercury is also explosive and
discussion given in the student’s
a pollutant. They should therefore
handle it with a great care. books pages 65-67.

• Now, ask learners to do activity 3.5 in Assessment

the student’s book pages 64-65, that
Ask learners to do all questions in exercise
is, to measure atmospheric pressure
3.3 in the student’s book page 67.
using mercury barometer.
N/B: See answers for the Exercise 3.3 at
• Guide the learners through the activity.
the end of this unit of the Teacher’s guide.
Identify raised points and lower ones
within the school compound and Answers to activity 3.5 student’s book
let them move with the mercury pages 64-65
barometer to those points as they note • In step 1, check the reading of the
any changes in the level of mercury in barometer and mark the recording
the barometer. of the learners. The reading should
• Ask them to return back to class. be recorded in accepted units such as
• Allow them to discuss their observation mmHg, cmHg or mHg.
from the activity. This will enable • In step 2, mercury has higher density
learners to realise the importance than water hence it gives a reason
of teamwork and it will enhance length of glass tube to be used during
communication skills in them. construction of the barometer.

86
• In steps 4 the mercury level will the groups for this activity or form
drop due to decrease in atmospheric new groups. Forming new group
pressure. sometimes is important because it
• In step 5, refer to the discussion given help learners to interact and share
in the student’s book pages 65-67. new ideas from different learners. It
also promotes teamwork, cooperation
Lesson 4: Application of atmospheric among them.
pressure • Ask learners to do activity 3.6 provided
in the student’s book pages 67-68, that
Learning objective
is, to describe the applications of
The learner should be able to outline and atmospheric pressure.
discuss the applications of atmospheric • Go around checking whether the
pressure. learners are doing the right thing.
Teaching aids Help those who may have difficult in
any step of the activity. The learner
• Drinking straw
with sight challenges can be given the
• Glass with drinking water straw by the other learner and then
• Flexible pipe helped to dip it in clean what before
• Rubber sucker asked to suck. Note that you school
• Empty beakers provide learner with clean drinking
water because some may drink it
• Syringe
when asked to suck.
Introduction to the lesson • With your guidance, allow them
In Senior 2 unit 7, learners were introduced to discuss their findings for few
to applications of atmospheric pressure minutes before asking the secretaries
.In this unit, they have also learnt other from each group to give a report to
concepts such as existence and factors the whole class on their findings.
influencing atmospheric pressure. Using This will promote leadership and
question and answer method inquire communication skills in learners.
whether the learners recall these concept • Hold a class discussion on their
learnt well. Guide them where necessary findings and correct any errors ( if
to ensure that the explanation given any) in each report given . At this
by learners is correct. This is important point, help learners to realise the
because it lays a foundation on the importance of accepting other people’s
discussion of applications of atmospheric opinion whether they are right or
pressure to discuss in this unit. wrong and in case they disagree, let
them do so constructively. This will
Learning Activity promote peace and harmony among
Teaching guidelines for activity 3.6 the learners.
• You have already grouped the learners Synthesis
before when they were doing activity • Having discussed learner’s finding
3.5, you may decide to maintain from the activities, now lead the

87
 learners in the discussion given in • Ask learners to go back to the unit
the student’s book pages 67-72 on the forces activity given on pages 58-
application of atmospheric pressure 59. Let them now give the correct
to verify their points. Assist them solutions to the questions asked
to understand how drinking straw, therein. Since the questions have been
syringe, lift pump, siphon, automatic answered at one instance within the
flashing unit rubber sucker and unit, help them to understand how
vacuum cleaner operates. to give correct answers. Let them
• At this juncture, draw the attention understand that atmospheric pressure
of learners into the importance of can be defined as the force exerted
keeping the environment we live in on the surface of the earth due to the
clean all the time, that is to minimize weight of air column.
the diseases associated with a dirty Additional information to the teacher
environment.
It is important the teacher to know the
Assessment
following facts:
Ask learners to attempt all question
• With increase in altitude there is a
provided in exercise 3.4 in the student’s
decrease in atmospheric pressure.
book page 73. Mark learner’s work and
For every 110 cm of ascent there is a
guide them appropriately. This part will
decrease of 1cm of mercury.
promote critical thinking skills among
other competences. • A gravitational attraction exists
between the mass of a planet or
Answers to activity 3.6 student’s book pages
natural satellite and the gas molecules
67-68
and particles in its atmosphere. The
• In step 2, water rises up the straw. force of gravity tends to pull the
When the straw was sucked, air molecules and particles toward the
was drawn from it leaving a partial centre of the body. The weight of the
vacuum. The atmospheric pressure atmosphere pushing down on itself
acting on the surface of the water is and on the surface of the planet creates
now greater than the air pressure inside atmospheric pressure.
the straw hence the water rises up.
• In step 73, the water is drawn into the Lesson 5: Unit assessment
barrel of the syringe. Refer explanation
given in the student’s book 69. Ask learners to do unit test 3 provided in
the student’s book pages 74-75 individually.
Summary of unit Mark their work and hold a discussion on
• At random, ask different learners their results. This is important because
to lead others in brief discussion of it will help you as teacher to assess the
different concepts highlighted in the communication skills when discussing
unit summary given the student’s the results and whether the learners have
book page 71. By asking them probing attained the objective of the unit. It will
questions, help them recall the also help to promote critical thinking
concepts. among them.

88
Remedial activities/ questions for slow 2. Discuss how atmospheric pressure is
learners used to improve the well being of the
1. What do you observe when the glass people in Rwanda.
tumbler with water was inverted in 3. Explain how altitude and atmospheric
activity 3.1 given in the student’s pressure affects Rwandan athletes.
book? What about when the thin can
was corked in activity 3.2? What of Answers to the extended activities/ questions
when you sucked the straw dipped for gifted learners
in water in activity 3.6? N/B: Let the 1. Mark the student’s work and guide
learners give observations to these them appropriately.
activities and many more in the unit 2. Refer to discussion given in the
while you ask the gifted learners to student’s book under applications of
explain the observation. Later ask the atmospheric pressure. Let learners
slow learner to give explanation. give variety of answers not necessary
2. (a) Name three factors that affect the one discussed in the student’s
atmospheric pressure of a place. book. Mark their work and guide
(b) Name two instruments used for them appropriately.
measuring atmospheric pressure. 3. Refer to the discussion given in the
3. Name two areas where atmospheric student’s book on factors influencing
pressure is applied in our daily lives. atmospheric pressure.

Answers to exercises and unit test 3

Answers to questions for slow learners
Exercise 3.1
1. Refer answers for specific activity
under the title answer to activities (Learner’s book page 61)
given in this Teacher’s guide unit
Magdeburg Hemisphere
2. (a) Altitude, temperature and wind
pattern
(b) Mercury barometer, Aneroid
barometer
3. When drinking soda using a straw,
when a doctor uses an injection. Mark
any other relevant answers given by
the learners.

Extended activities/ questions for

gifted learners
1. Using reference book and Internet,
design an activity not given in the
student’s book to demonstrate the Fig. 3.1: Magdeburg Hemisphere
existence of atmospheric pressure.

89
Figure 3.1 shows a Magdeburg Hemisphere. sealed tube and supported by
When the air inside the hemisphere is atmospheric pressure while an
pumped out so that it becomes a vacuum, aneroid barometer measures
even a very great force cannot separate the amount of distortion of a sealed
hemisphere. metal can due to changes in
atmospheric pressure.
Explanation:
(b) A Fortin’s barometer is a modified
The atmospheric pressure exerts a strong form of simple barometer, it
force on the outer surface of the hemisphere, has mercury and it is used in
holding the hemisphere tightly together. the laboratories to measure the
Exercise 3.2 atmospheric pressure while an
aneroid barometer has no liquid,
(Learner’s book page 64) it can be carried from one place
1. Altitude , wind pattern, temperature, to another and it can measure the
water vapour concentration atmospheric pressure directly.
2. At the top of the mountain there is low 4. The tube of the barometer is titled to
atmospheric pressure thus lowering the order and shaken several times
the boiling point and thus the food to ensure the air bubbles are seen.
takes long to cook. Absence of air bubbles indicates a
vacuum.
3. Refer to discussion given in the
student’s book on how altitude affects 5. Atmospheric pressure = 740 mmHg
atmospheric pressure and its effect to Liquid pressure = hpg
athletes.
= 07.4 x 13 600 x 10
4. Refer to the discussion given in the
= 1.064 x 105 N/m2
student’s book on factors influencing
atmospheric pressure. 6. = 1 025 kg/m-3
5. Refer to discussion given in the p = 104 000 N/m2
student’s book on how altitude affects h=?
atmospheric pressure and its effect to p = hpg
athletes.
104 000 = 1 025 x h x 10
Exercise 3.3 h = 10.146 m
(Learner’s book page 67)
Exercise 3.4
1. Mercury; it has a high density and a
(Learner’s book page 73)
low melting point
2. By use of barometer. See discussion on 1. Sucking through a straw reduces the
different types of barometers used in air pressure inside the straw. The
learners book page 65-67. atmospheric pressure forces the water
into your mouth through the straw,.
3. (a) A mercury barometer works
by measuring the height of 2. Refer the discussion given the
the column of mercury in a student’s book

90
3. Refer the discussion given the 3. C.
student’s book 4. Altitude, temperature, water vapour
4. Refer the discussion given the concentration, wind pattern.
student’s book 12. Atmosphere, density, atmospheric
5. Compressed air in a force pump barometer respectively.
provides pressure that is used in the N/B: For explanation of the questions in
operation of the pump. the unit test refer to discussion given in
the student’s book unit 3. It is also a good
Unit Test 3
idea to refer to other reference books and
(Learner’s book page 74-75) Internet.

1. C.
2. B.

91
 UNIT

4 Renewable and Non-Renewable Energy

Student’s book page 76-106 (10 Periods)

Key Unit Competence Generic competences addressed in this

unit.
By the end of this unit the learners
should be able to unit
differentiate between • Cooperation, interpersonal
By the end of this learner should be
renewable and non-renewable energy management and life skills through
able to perform experiments involving
sources and give examples. provision of group work
Newton’s laws of motion and friction force.
• Communication through provision of
learner’s discussion based activities.
Prerequisites to this unit
• Critical thinking and problem solving
For learners to acquire the knowledge through involving the learners in
skills, attitudes and values envisaged problem solving and discussion.
in this unit with ease, they need to have
acquired the following: Vocabulary/keywords
• Prior knowledge of energy. This In the course of learning the concepts in
unit was introduced to the learners this unit, the learners will discover the
in senior 1. Using the answer and meaning of the following new words:
question method, the teacher should  Wind power
establish that the learners remember
 Fossil fuels
these concepts before continuing with
the unit.  Tidal barrage
• For some energy sources that are not  Solar panels
found around or in the country, you  Solar balloon
can show them videos of how they are
Guide the learners to understand the
harnessed into other forms of energy
meanings of these words, try solving the
or search from the internet.
problems related to them involving them
Cross cutting issues addressed in this in order to master their meaning and
unit usage.

• Environment and Sustainability: Teaching methodologies

The unit is about energy sources • Group work
which all of them have an effect of
• Class discussion
the environment. So the unit is drawn
to the importance of keeping the • Question and answers
environment clean. • Class demonstrations
• Inclusive education: All learners are
included in the learning process

92
Guidance on the problem statement • It is most likely that most learners will
come up with different explanation,
In order to make learners give special
and description that are inaccurate,
attention into the general direction of the
encourage the slow learners that the
unit, the teacher should organise learner to
correct answers will be obtained in
do some discovery and guiding questions
the process of learning the unit so
in groups. Remember they already know
that by the end of it, they can be able
something about energy sources, such that
to respond correctly to all questions
they head to where you want them to be.
asked in the unit focus activity.
Unit focus activity (page 77 learners book)
Attention to special needs
• Divide the students into small groups
of between 3-4. Hand out a piece of In order to involve all learners in the
paper to each group. learning process, you must know all your
learners especially to the special need in
• Ask them to write down on a piece of
your class.
paper the meanings of renewable and
non-renewable sources of energy. • You should provide for learning of all
learners including those with special
• Ask learners to write down at least
needs.
eight sources of energy.
• For the slow learners, organise
• Let them classify the sources of energy
remedial lessons where he/she guides
listed in step 2 as either renewable or
them through the activities once
non-renewable. Let them organise the
again and more slowly to help them
classification in table.
understand the concepts.
• Ask them to discuss ways of conserving
non-renewable sources of energy. • Some of the questions in the exercise can
be given to the gifted learners. Prepare
• Ask the learners to describe the
additional and more challenging
energy transformations in a swinging
questions for learners. (See remedial
pendulum and a loud speaker.
questions for gifted learners at the end
• Ask one person from each group to of this unit Teacher’s guide).
share their answers to the whole class
• For slow learners, organise remedial
Synthesis lessons for them. Guide them through
the activities and exercise once
• Allow the learners to hold a discussion
again and more slowly to help them
in their groups as they attempt to
understand.
respond to all questions asked in the
activity. This will promote cooperation, List of lessons
communication skills and leadership
skills among other competences in the Lesson Lesson Title No. of
No. periods
learners.
1. Definition and Classifica- 1
• Use their feedback to guide them in tion of Energy sources
such a way that leads to the correct 2. Classification and 2
characteristics of energy
responses to the questions asked in 2
the activity.

93
 3. Energy transformations 2 Such discussion and presentation
improves the communication skills of
4. Unit Assessment 1
the learners.
Total 8
Synthesis
Lesson Development. • Having done activity and given
the learners a chance to discuss in
Lesson 1: Energy sources
class, guide them to know that the
word source means the beginning
Learning objective
of something, and an energy source
By the end of this section, the learners is a system which produces energy
should be able to define energy sources. in a certain way. Some examples of
Teaching Aids energy sources are water, wind, the
sun, geothermal sources, and biomass
• A chart showing a picture of different sources.
sources of energy
Answer to activity 4.1
Introduction to the lesson
• They are called sources of energy
• Using question and answer method,
introduce the lesson by reviewing • In step 3, a source is the beginning of
what the learners had studied in something and an energy source is a
senior one unit 6 on work, power system which produces energy in a
and energy. Ensure that all learners certain way.
are able to answer questions correctly
about energy, name some examples Lesson 2: Classification and characteristics
of energy sources and explain some of energy sources
found in Rwanda. Check their work
to ensure that they have defined and Learning objective
explained the energy sources. The learner should be able to classify and
Learning Activities describe features of renewable energy and
non-renewable energy sources.
Teaching guidelines for Activity 4.1. Teaching Aids
• Ask the learners to do activity to 4.1 • Reference books
given in the student’s book to identify
and define energy sources as outlined • Internet,
on page 78. • Convex lens
• Ask them to use the chart to answer • Paper
the questions. • Scissor
• Ask them to give one general name to • A sewing thread
the objects seen in the chart.
• Light weight basket
• Ask them to discuss the meaning of
• Small trash bag
the terms source and energy source.

94
Introduction to the lesson natural gas, petroleum, uranium, are
non-renewable sources of energy
The word renewable source of energy is
not new to the learners since they briefly Teacher guidelines for Activity 4.3
studied it in senior one unit 6. Introduce • Organise the learners into pairs. You
the lesson through question and answer should note that grouping learners
method to guide learners to review the in small groups increases their
definition and classification of energy participation during their activity.
sources as learnt in the previous lesson. It will also enhance personal and
Teacher guidelines for Activity 4.2 interpersonal management relation
in learners.
• Ask learners to do activity 4.2 to
• Guide them to do activity 4.3 given in
classify energy sources as outlined in
the student’s book on the definition
the student book page 78.
and characteristics of renewable
• Ask them to distinguish between energy sources as outline in the
renewable and non-renewable sources student book page 79.
of energy.
• Ask them to discuss in pairs to discuss
• Ask them to categorize the energy the meaning of renewable energy
sources shown in Fig 4.1 in activity sources, identify three characteristics
4.1 on page 78 students book as either of such sources and give three
renewable or non-renewable sources examples.
of energy.
• Ask them to share their findings to
Synthesis the rest of the class. By presenting
Before concluding this section, hold a class their findings to the rest of the class,
discussion to ensure that the learners have nurtures their communication skills.
mastered the following concept; Synthesis
Renewable energy sources are energy Use a class discussion to help learners
sources that are continually replenished, consolidate the facts in order to clearly
while non-renewable sources are sources understand;
that will run out or will not be replenished
• The definition of renewable sources
in our lifetime or even in many years.
as those sources that are continually
Answers to activity 4.2 replenished. Examples include solar
and water sources.
• In step 1, renewable energy sources
are energy sources that are continually • The characteristics of renewable
replenished while non-renewable sources as discussed in the student
sources of energy are energy sources book page 79.
that will not be replenished in our life
Answers to activity 4.3
time.
• In step 2, biomass, wind, water and • In step 1, renewable energy sources
sun are renewable sources of energy are energy sources that are continually
and fossil fuels-coal, propane, oil, replenished. They exist infinitely.

95
• In step 2, some characteristics of Wind energy
renewable sources of energy include;
Learning objective
i. These resources are capable of
The learner should be able to define
regeneration.
wind energy, outline advantages and
ii. These are renewed along with disadvantages of using wind as a source
exploitation and hence, always of energy.
available for use. Teaching Aids
iii. The regeneration of these sources
• Reference books
involves some ecological processes
• Internet
on a time scale.
iv. The renewable sources become Learning Activities
nonrenewable if used at a greater Teacher guidelines for Activity 4.4
rate than the environment’s • Organise the learners in pairs to
capacity to replenish them. do activities 4.4 as outline in the
v. These resources comprise materials student book page 79-80. The activity
like food, timber, raw materials for is meant to help them appreciate
the advantages and disadvantages
clothing’s, leather.
of wind energy as an example of
• In step 3, renewable source of energy.
i) w i n d e n e rg y re f e r s t o t h e • Encourage the learners to discuss
energy produced by wind. The their findings with rest of the class.
wind is produced as a result of Such discussion and presentation
giant convection currents in the improves the communication skills of
earth’s atmosphere, which are the learners.
driven by heat energy from the Synthesis
sun. This means that the kinetic
energy in wind is a renewable • Through a class discussion, help all
energy resource: as long as the sun learners to fully appreciate that the
exists, the wind will too. main advantage of wind energy is the
fact that it is cheap and inexhaustible.
ii) Water energy; Moving water The main disadvantage is the fact it
mainly produces energy in form leads to noise pollution.
of wave power, tidal barrage, and
hydroelectric power. Answers to activity 4.4
iii) Solar power is energy from the • In step 1, the wind is produced as a
sun. Without it, there will be no result of giant convection currents
life. Solar energy is considered in the Earth’s atmosphere, which are
as a serious source of energy for driven by heat energy from the sun.
many years because of the vast This means that the kinetic energy in
amounts of energy that is made wind is a renewable energy resource:
freely available, if harnessed by as long as the sun exists, the wind will
modern technology too.

96
• In step 2, advantages of wind energy • Ask them to compare their findings
include it being a renewable energy with the rest of the class, and from
resource, there are no fuel costs, what they will have discussed, make
and no harmful polluting gases are some corrections and help them make
produced. notes in their note books as given in
• The disadvantages of wind energy the students’ book 3.
include wind farms being noisy and Synthesis
may cause noise pollution for people
Having done the activity, summarise the
living near them. Also the amount of
activity by letting the learners know that;
electricity generated depends on the
strength of the wind. If there is no • Moving water mainly produces
wind, there is no electricity. energy in form of wave power, tidal
barrage, and hydroelectric power.
Project work
• Discuss the different forms of water
• To help learners appreciate wind energy as outlined in the student book
energy guide the learners through page 82 and 83.
project 4.1 on the students book page • Advantages and disadvantages
81. of water energy as outlined in the
• This will enhance their understanding student book page 84.
on how wind energy works.
Answers to activity 4.5
Water energy • In step 1,
Teaching Aids Wave energy; the water in the sea
rises and falls because of waves on
• Reference books
the surface. Wave machines use the
• Internet kinetic energy in this movement to
Learning Activities drive electricity generators.
Tidal barrage; Atidal barrage is a barrier
Teaching guidelines for Activity 4.5 built over a river estuary to make use
of the kinetic energy in the moving
• Organise the learners in groups
water. The barrage contains electricity
and ask them to do activities 4.5 as
generators, which are driven by the
outlined in the student book page 82.
water rushing through tubes in the
The activity is meant to help them
carry out a research on water energy. barrage.
• Ask learners to conduct a research Hydroelectric power (HEP);
on how electricity is generated using hydroelectric power stations use the
waves, tides and flowing water (HEP). kinetic energy in moving water. But
Let them discuss the disadvantages the water comes from vast reservoirs
associated with each one of them. behind a dam built across a river
• Keep monitoring the learners to valley. The water high up behind
ensure that they are not destructed the dam contains gravitational
to visit other sites in the internet as potential energy. This is transferred
others may want to go to social sites to kinetic energy as the water rushes
e.g facebook. down through tubes inside the dam.

97
 The moving water drives electrical • Ask them to name devices that trap
generators, which may be built inside and store solar energy.
the dam. Synthesis
• In step 2, it has been difficult to scale
• In a class discussion consolidate the
up the designs for wave machines to
produce large amounts of electricity. observations in the activity to help
Tidal barrages destroy the habitat of learners qualify solar energy as a
estuary species, including wading renewable sources of energy based
birds. Hydroelectricity dams flood on its characteristics. Guide them to
farmland and push people from appreciate the many uses of solar
their homes. The rotting vegetation energy in our lives including helping
underwater releases methane, which us to see, lighting our houses using
is a greenhouse gas. solar panels, photosynthesis, used in
solar heaters etc.
Solar energy
Teaching Aids Answers to activity 4.6

• Convex lens • In step 4, after some minutes, the

paper will be seen to burn. This is
• Thin paper
because the convex lens concentrates
Preparation to the lesson all the sun rays to one point increasing
Before the lesson, prepare a set of the the intensity of the rays. The sun rays
materials mentioned above for each of the will end up burning the paper because
groups you will work with, and choose a of the heat from the rays.
clear bright day with too much sunshine. • Take the learners through the
discussion given in the learners book
Introduction to the lesson
page 85 to make them appreaciate
The word solar energy is not new to the solar energy.
learners. Introduce the lesson by asking
the learners to define solar energy. Ask Solar thermal heaters
them how it is harnessed to be of very
good importance to people, like producing Project 4.2
electricity. • Organise the learners and help them to
Learning Activities do project 4.2 as outline in the student
book 86-87. The project 4.2 is meant to
Teaching guidelines for Activity 4.6
help them to make a solar balloon.
• Organise the learners in pairs to do
• Let them take care not to cut their
activities 4.6 as outline in the student
bodies with scissors.
book page 85. The activity is meant to
help them see solar energy at work by Synthesis
burning pieces of paper using a lens. • In a class discussion consolidate the
• Let them take care not to burn their observations in the project 4.2 to help
skin with hot solar rays. learner know how solar energy can be

98
 used in many ways like making a solar • Non-renewable source of energy are
balloon and solar thermal heaters as sources that will run out or will not
discussed in the student book page be replenished in our life time- or
86-88. even in many lifetimes. Examples
• Guide the learners through a include; fossil fuels, coal, petroleum,
discussion on the advantages and and natural gas.
disadvantages of solar energy. • The characteristics of renewable
• Also guide the learners to discuss sources as discussed in the student
geothermal energy as outlined in the book page 90.
student book page 88.
Answers to activity 4.7.
Assessment
• In step 1, non-renewable energy comes
Ask the learners to do exercise 4.1 in the from sources that will run out or will
student book page 89. not be replenished in our lifetimes or
even in many, many lifetimes.
Non-Renewable Sources
• In step 2, the characteristics of non-
Learning objective renewable sources of energy include
The learner should be able to describe 1. They are available only in finite
features of non-renewable energy. quantities and hence termed as
“stock resources”
Learning Activities
2. They cannot be regenerated easily.
Teaching guidelines for Activity 4.7 3. They are concentrated as minerals
• Organise the learners into pairs. usually in lithosphere of earth in a
number of forms.
• Guide learners to do activity 4.7 given
in the student’s book on the definition 4. They may be solids (coal, lignite,
and examples of non-renewable and minerals), liquids (petroleum)
energy sources as outline in the or gases (natural gases)
student book page 89. • In step 3,non-renewable energy
• Ask learners to identify at least three sources include nuclear energy, coal,
characteristics and describe some natural gas oil all which are called
three examples in our country. fossil fuels. Nuclear energy; the
main nuclear fuels are uranium and
• Summarise the activity by asking a
plutonium. These are radioactive
member from each group to present
metals. Nuclear fuels are not burnt to
to the class their findings. Such
release energy. Instead, the fuels are
discussion and presentation improves
involved in nuclear reactions in the
the communication skills of the
nuclear reactor, which leads to heat
learners.
being released. Fossil fuels are mainly
Synthesis made up of Carbon. It is believed
Use a class discussion to help learners that fossil fuels were formed over 300
consolidate the facts in order to clearly million years ago when the earth was
understand that: a lot different in its landscape. It had

99
 swampy forests and very shallow • The origin of fossil fuels is 300 million
seas. The fossil fuels are coal, oil and years ago and are found usually in
natural gas. They are fuels because one location as their formation is from
they release heat energy when they are similar processes (see pages 88-89)
burned. They have chemical energy
• Let them know that the main
stored within them.
advantages of using fossil fuels is
Fossil fuels that they are relatively cheap and
Learning objective easy to obtain and that the main
disadvantage is fossil fuels are non-
The learner should be able to define fossil
renewable energy resources and that
fuels and discover the extent to which the
they release carbon dioxide when they
energy is consumed form fossil fuels.
burn, which adds to the greenhouse
Teaching Aids effect and increases global warming.
• Internet • Guide a discussion about the usage of
• Reference books fossil fuels in Rwanda as discussed in
the book(see page 93)
Learning activities
Assessment
Teaching guidelines for Activity 4.8
• Ask the learners to do Exercise 4.2
• Provide a group of two students with a
given in the student book page 93-94.
student’s book; ask them to do activity
4.8 on page 90. The activity is meant Answer to Activity 4.8
to find out the extent to which fossil
fuels are used, their advantages and • In step 2, the main advantage of fossil
disadvantantages. fuels is they are relatively cheap and
easy to obtain. While the disadvantages
• Ask them to tell how many use
kerosene, gas or none for cooking in include they are non-renewable
their homes, and record it down. Let energy resources, they release carbon
them in a class discussion identify dioxide when they burn, which adds
the advantages and disadvantages of to the greenhouse effect and increases
using fossil fuels as a source of energy. global warming, Coal and oil release
• After the discussion for some minutes sulphur dioxide gas when they burn,
let each member present the outcomes which causes breathing problems for
from their discussion to the rest of the living creatures and contributes to
class. By each learner presenting to acid rain.
the class it helps them increase their • In step 3, Fossil fuels release carbon
communication skills. dioxide when they burn, which adds
Synthesis to the greenhouse effect and increases
global warming.
Before concluding this section, hold a class
discussion to emphasise on the following
concepts

100
Nuclear energy • calculator
Learning objective • Weighing scale.
The learner should be able to be aware Introduction to the lesson
of the moral and ethical issues associated
The learners have already encountered
with using nuclear energy.
energy transformation in Senior 1.
Synthesis Introduce the lesson by asking learners to
• Through a class discussion, guide the define energy transformations and state
learners through what nuclear energy some examples of transformations.
means as discussed in the learners Preparation to the lesson
book page 94-95.
Before the lesson, make sure that the
• Take learners through Fig 4.13 showing materials that are going to be used have
a nuclear power plant on page 95 been organised and ready.
students book.
Learning Activities
• The main advantages of nuclear fuels
is that nuclear fuels do not produce Teaching guidelines for Activity 4.9
carbon dioxide or sulfur dioxide. The • Organise the learners into groups. It is
disadvantages of nuclear fuels that if better if you can change members or
there is an accident, large amounts of form new groups. Forming new groups
radioactive material could be released sometimes is important because it
into the environment and nuclear help learners interact and share new
waste remains are radioactive and ideas from different learners. This will
hazardous to health. promote togetherness, teamwork and
cooperation.
Assessment
• Guide them to do activity 4.9 given
• Ask the learners to do Exercise 4.3 in the student’s on demonstrating
given in the student book pages 96-97. transformation of potential energy
to kinetic energy and vice versa as
Lesson 4; Energy Transformations outline in the student book page 97-98.
• Go around the class checking
Potential energy to kinetic energy and whether the learners are following
vice versa the instructions stated to the later.
Help those who may have difficulty
Learning objective in any step of the activity.
The learner should be able to analyse • Let them discuss in their groups
transformation of energy into different where the pendulum has the greatest
forms. potential energy and where it has the
greatest kinetic energy.
Teaching Aids
• Ask them to calculate the theoretical
• clamp and stand
velocity at the bottom of the
• 1 m of string swing. This will help in promoting
• pendulum bob communication skills in learners.

101
Synthesis form new groups. Forming new groups
Having done the activity, hold a class sometimes is important because it
discussion to emphasize the following help learners interact and share new
points: ideas from different learners. This will
• Different groups have obtained promote togetherness, teamwork and
different values of potential and cooperation.
kinetic energy from the use of different
• Guide them to do activity 4.10 given
heights, and pendulum bobs having
different masses. in the student’s on making a simple
motor as outline in the student book
Answer to activity 4.9 page 99-100.
• In step 7(a) the bob has greatest • Go around the class checking whether
potential energy at the highest point. the learners are doing the right thing.
• In step 7(b) the bob has greatest kinetic Help those who may have difficulty
energy at the lowest point. in any step of the activity.
• In step 8 and 9, the values here vary. • Let them take care not to hurt their
The teacher is advised to supervise bodies with the knife, nails and safety
every group careful so that all the pins.
measurements can at least be accurate.
• In case the motor does not work, ask
Conversion of Electrical Energy into them to repeat the procedures from
Mechanical Energy and vice versa. the first one and mostly that of cutting
Learning objective the upper part of the wire not both
parts.
The learner should be able to analyse
transformation of energy into different Synthesis
forms. In a class discussion consolidate the
Teaching Aids observations in the activity to help learners
know that an electric motor is a device that
• Safety pins
changes electrical energy into mechanical
• Nails (screws) energy. Use this discussion to tell the
• Battery holder learner that the motor is used in devices
• Wood block like electric fans, VCRs, CD players,
• Disk magnet computers, hair driers and others.
• Wire
Answers to activity 4.10
• Scotch tape.
The teacher is advised to supervise every
Learning Activities group careful so that when the learners
have a confusing step in the activity, the
Teaching guidelines for Activity 4.10
teacher can be near to help them.
• Organise the learners into groups. It is In step 11 the motor converts mechanical
better if you can change members or energy to electrical energy.

102
To demonstrate transformation of Answer to Activity 4.11
mechanical energy to electrical energy
The teacher is advised to supervise every
Learning objective group careful so that when the learners
have a confusing step in the activity, the
The learner should be able to demonstrate teacher can be near to help them.
the transformation of mechanical energy to
electrical energy. Summary of Unit
Teaching Aids Summarise the unit by:
• Galvanometer • Asking different learners to state the
different concepts highlighted in the
• Connecting wires
unit summary given in the learner’s
• Coil (solenoid)
book pages 103-104. Ask the class
• Bar magnet probing questions to help them recall
• Insulated copper wire the concepts correctly.
Learning Activities • Now ask the learners to describe the
solution to the problem faced during
Teaching guidelines for Activity 4.11 the unit focus activity at the beginning
• Organise the learners into groups. This of the unit. After their response,
will promote togetherness, teamwork ensure that the learners are able to
and cooperation. i. Define an energy source.
• Guide them to do activity 4.11 ii. Classify different sources of energy
demonstrating transformation of as renewable and non-renewable
mechanical energy to electrical energy sources.
as outlined in the student book pages iii. Explain the characteristics of
100-101. renewable and non- renewable
• Go around checking whether the sources of energy.
learners are doing the right thing. Additional information to the teacher.
Help those who may have difficulty
It is important for the teacher to note the
in any step of the activity.
following;
Synthesis
• Sunlight is by far the predominant
Use a class discussion to explain to the source of energy, and it contains a
learners that electromagnetic induction surprisingly large amount of energy.
is the induction of an electric current in a Virtually all the energy originates
conductor moving inside a magnetic field. in the power of the atom. Nuclear
reactions energize stars, including the
Assessment sun.
• Ask the learners to do an exercise 4.4 in • Primary source of energy is one that
the student’s book on pages 101-103. occurs naturally, e.g. fossil fuels,
biofuels, wind, waves, solar radiation
and nuclear fuels.

103
• A secondary energy source is one that 3. The solar collectors have photovoltaic
is made using a primary resource, cells or PV devices which convert solar
and can be generated by a number of energy directly into electrical energy.
different primary sources.
Remedial activity for gifted learners.
• Coal is one of the best contributors to
greenhouse gases and global warming. 1. How do wind turbines work?
It emits more carbon dioxide than any 2. What is a wind farm?
other fossil fuel when it is burned. 3. Why is solar sometimes termed as the
Making it worse, coal mining produces primary renewable energy?
methane, a greenhouse gas with a 4. Why is solar energy really a form of
global warming potential 25 times nuclear energy?
greater than that of carbon dioxide on a
5. What is the difference between stored
100 year timeline. Giving information
and instantaneous renewable energy?
from student’s book page 92.
Remedial activity for slow learners. Answers for remedial activity for gifted
students
1. Explain giving examples what
renewable energy is and why it is 1. A wind turbines uses wind to make
called ‘clean energy’ or ‘green power’. electricity. The wind turns the blades
which spin a shaft, which connects to
2. Why don’t we use renewable energy a generator and makes electricity. The
all the time? electricity is sent through distribution
3. How do solar panels work? lines to substations and then to places
of consumption like homes.
Answers to remedial activities/questions for 2. It is a power plant made up entirely
slow learners of wind turbines. They can be one or
1. Renewable energy is energy made two or as many as 100. Its called a farm
from resources that can be renewed because they are usually found in the
by Mother Nature. Examples include rural areas.
wind, water, sunshine and biomass. 3. It is because it is the origin of many
other energies. It is the most abundant
It is called clean energy because it does
renewable energy resource.
not produce harmful pollution.
4. It is because the solar energy which
2. Renewable energy is not there all the arrives on the earth is part of a
time, for example, we cannot store spectrum of radiation types emitted
wind and sunshine to use if we need by thermonuclear fusion reactions
to make electricity. If the wind does which take place on the sun. This is
not blow or if it does not shine, there the hydrogen bomb nuclear reaction.
would not be electricity from wind or In this reaction, the deuterium atoms
solar energy. are combined to make helium plus
Also it costs more money to make energy.
electricity from wind for example than 5. Instantaneous renewable energy gets
using natural gas. used right away and stored renewable

104
 energy is stored before it can be used 3.
or such that it is used later at a stage a) geothermal energy, solar energy
when there is no supply.
b) Infrared radiations.
End of unit assessment c) Heat energy, electrical energy, light
• Ask the learners to the Unit Test 4 energy
given in the student book page 104- d) Infrared radiation
106 e) drying clothes and food grains,
used in lighting
Answers to Exercises and Unit Test
f) black surface
Answers to exercise 4.1 on page 89 g) solar cells
1. Renewable energy is energy from h) silicon and germanium
a source that is not depleted when 4. As the sun warms the earth’s surface,
used. It is energy that is collected the atmosphere warms too. Some
from renewable resources, which parts of the earth receive direct rays
are naturally replenished. Such as from the sun all year and are always
wind, solar power, tides, waves and warm. Other places receive indirect
geothermal heat. rays, so the climate is colder. Warm air
2. Renewable energy is preferable which weighs less than cold air, rises.
because of the following: Then cool air moves in and replaces
the rising warm air. This movement
i) It is sustainable and so will never of air is what makes the wind blow.
run out.
5. Characteristics of a source of energy
ii) Renewable energy facilities include:
generally require less maintenance
i) It should easily be accessible.
than traditional generators. Their
fuel being derived from natural ii) It should be easy to store and
and available resources reduces transport.-most common sources
the costs of operation. of energy such as coal, petrol need
to be transported to users from
iii) Renewable energy produces little their points of production.
or no waste products such as
iii) It should be safe and convenient to
carbon dioxide or other chemical
use-energy sources should be safe
pollutants so has minimal impact
as it is used by large number of
on the environment.
people and should be convenient.
iv) Renewable energy projects can
iv) It should be economical.
also bring economic benefits
to many regional areas as most v) It should not leave residue after
burning, i.e. it should burn
projects are located away from
completely
large urban Centre’s and suburbs
of the capital cities. vi) It should burn without producing
too many pollutants.

105
6. – Wood for cooking and heating 1. In the correct order. Dead Sea
– Wind and water for milling grain organisms, plants, animals, energy,
sun’s energy, photosynthesis,
– Geothermal in hot springs for
impermeable, matter, movements,
bathing to cure diseases.
shifts, well defined, technology, sea
7. Refer to work in the student book bed, and stored energy.
8. Solar energy. 2. A
(i) Crop & slab engineer 3. B
(ii) Quality insurance manager 4. A
(iii) Wirw technology engineer 5. C
(iv) Production planner 6. C
(v) Laser operation technician 7. B
Answers to exercise 4.2 on pages 93-94.
8.

9. Fossils fuels such as oil, coal and natural 10. Fossil fuels are non-renewable because
gas formed by natural processes such they are not or will not be replenished
as anaerobic decomposition of buried in our life time. They take a million
Dead Sea organisms, plants and years to be formed. This means the
animals containing energy originating process of making them is slower than
in ancient photosynthesis. This the process of consumption so they
happened a million years ago when can easily get exhausted.
the sea plants and animals could die, 11. Burning fossil fuels puts carbon
they could sink to the ocean floor into the atmosphere. Fossil fuels
where the anaerobic decomposition provide most of the energy that
could take place. With time, sand and supports human transportation
impermeable rocks settled on them and electricity. This adds enormous
trapping the energy within the porous amounts of greenhouse gases to those
rocks. This formed pockets of coal, oil naturally occurring in the atmosphere,
and natural gas.

106
 increasing the greenhouse effect effects can show symptoms like
and global warming. This emission diarrhea, vomiting, nausea and
increases the trapping of the sun’s heat fatigue. People who work at
and stopping it from leaking back into nuclear power plants and live near
the space. those areas are at risk of facing
nuclear radiations, if it happens.
Answer to exercise 4.3 on page 96-97
iii) High cost- this is another practical
1. A disadvantage of using nuclear
2. B energy is that it needs a lot of
investment to set up a nuclear
3. C
power station it is not always
4. A possible by the developing
5. C countries to afford such costly
6. A source of alternative energy.

7. Fission, splitting, fusion, fused iv) National risk- nuclear energy has
respectively. given us the power to produce
more weapons than to produce
8. See discussion given in students book things that can make the world a
page 94-95. better place to live in. they are hot
9. The deposit of the reactants that targets for militants and terrorist
produces nuclear energy are finite. organization.
10. i) Radioactive waste- the waste v) Fuel availability- unlike fossil
from nuclear power plants falls fuels, which are available to most
into two categories. High level of the countries, uranium, is very
waste is the left over fuel from scarce resource and exits in only
the reactor after the reaction few countries.
is finished, and it is extremely
dangerous and can remain so Answer to exercise 4.4 on page 101-103.
for hundreds of years. Low level 1. B
waste includes safety gear and
2. A
incidental items that have picked
up radioactive contamination 3. B
but enough to remain dangerous 4. B
to human life. Both types of 5. D
waste require storage until the
radioactive material decays 6. B
enough to become harmless, 7. Fill in answers in the right order.
requiring secure containment Chemical
facilities that will last centuries
Kinetic
ii) Nuclear accidents- this is an
ecological danger that releases Thermal
radiation. Some of the devastating Sound

107
8. i) bulb - electrical to light 3. B 8. D
ii) Guitar wire – mechanical to sound 4. A 9. E
iii) Athlete running – chemical to 5. B 10. B
mechanical
iv) Candle – thermal to mechanical Discussion Questions
v) Motor – chemical to light and 11. The advantage of fossil fuels include;-
thermal fossil fuels are relatively cheap and
vi) A battery in use – chemical to easy to obtains, transporting oil and
electrical natural gas to the power stations can
be made through the use of pipes
vii) Hot air balloon – thermal to
making it an easy task.
mechanical
9. At the point of projection, the stone has The disadvantages of fossil fuels
maximum kinetic energy, as it moves include;-
up, it gains potential energy and i) Fossil fuels are non-renewable
kinetic reduces. At the highest point, it resources, that is their supply is
will have maximum potential energy limited and eventually can run out
and zero kinetic energy because it ii) Pollution is the major disadvantage.
momentarily stops moving, then starts When they are burnt, they produce
falling back. Amidst its falling back, it carbon dioxide which adds to the
will have potential energy and kinetic greenhouse effect and increases
energy and maximum kinetic energy global warming.
when it reaches the initial point of
iii) Coal and oil release sulphurdioxide
projection and zero potential energy
which causes breathing problems
at the same point.
for living creatures and contributes
10. Mechanical energy in the rotating to acidic rain
wheel is changed into electrical energy
iv) Use of natural gas can cause
in the motor. The electrical energy will
unpleasant odors and some
be converted to heat along the wire
problems especially with
and the filament in the bulb and lastly
transportation.
light energy.
v) Environmentally the mining of
Potential energy of the water is
coal results in the destruction of
changed into kinetic energy in the
wide areas of land.
falling water and rotating turbines,
heat and sound as the water falls on 12. Fossil fuels are buried combustible
the turbines. The mechanical energy of geologic deposits of organic materials
the rotating turbines is changed into formed from decayed sea plants and
electrical energy. animals a million years ago, that have
been converted to crude oil, coal and
Answer to unit test on page 104-106. natural gas by exposure to heat from
1. B 6. E continental drifts and pressure being
under rocks and sand.
2. A 7. D

108
13. Fuel oil, gasoline and liquefied produced
petroleum gas. The disadvantages of solar energy
14. They are considered non-renewable include;-
because their formation is slower than i) Solar panels (cells) are expensive
their consumption. They take very and inefficient.
many years to be formed which in
people’s life time can’t happen. ii) Solar panels are useful on sunny
days but not cloudy days.
15. The radiant energy transmutes into
other forms, for example, it is the 17. Geothermal energy heat energy from
source of wind and water energy. That the earth’s crust. The sites where
is to say, wind exists because the sun geothermal energy can be got from
heats parts of the earth differently. are not so easy to find.
As air masses warm and cool, wind 18. Solar energy can be used to;-
results. i) Solar hot water systems; they
The sun’s energy helps in the chemical harness heat form the sun by
reaction of photosynthesis in plants. capturing the sun’s radiation
The energy from sun passes from the using solar panel. The heat is
plants to animals. used to heat water in the pipes
The oil and natural gas are the which can be used for bathing
decomposed plants and animals of a ii) Solar photovoltaic cells;- these are
million years ago. These lived because devices that convert solar energy
of energy from plants. to electrical energy.
Electrical energy is changed by solar iii) Solar energy can be used for sun
panels bathing.
All the above are all from solar energy. iv) Solar energy can be used for
16. The advantages of solar energy drying crops, and clothes.
include;- 19. They all involve the turning of
i) It is a renewable source of energy generators that produce the electricity.
so it will never run out
ii) It has no fuel costs
iii) No harmful polluting gases are

109
 UNIT

5 Heat Transfer and Quantity of Heat

Students book page 107-166 (9 Periods)

Key Unit Competence kelvin and joules. Knowledge on

thermometers and the skills of reading
By the end of this unit, the learners
the values from a thermometer. These
should be able to evaluate mode of heat
concepts were learnt in S1. They are
transfer and determine specific heat
important for this unit since most of
capacity of metal block.
the discussion therein will require the
application of what the learner have
Learning objectives already learnt.
• Knowledge on behaviour of molecules
Prerequisite to this unit
of substances when heated and the
For learners to acquire the knowledge, skill of solving for unknown value
skills, altitude and values required in this in an equation. This is important
unit with ease, they should have acquired because some of the question to be
the following concepts. encountered in the unit requires the
• Knowledge on temperature and heat, understanding of these concepts.
the units of measuring temperature
and heat (that is degree Celsius/

Cross cutting issues to be addressed

Cross cutting issue Addressing the issue Outcome
Environment & Heating may be obtained from The choice of source of heat should be that does
Sustainability different sources of heat not affect the environment and in sustainable
e.g. new and renewal source. The teacher
should take the opportunity to sensitize on
the need of choosing a environmental friendly
source.
Gender Cooking involves heating. Encourage boys to also be involved in cooking.
This is mostly associated with form groups where boys and girls work
women together
Peace and values Encourage learners to work in This brings peace and assurance that the life
groups of mixed gender and of learners is not at stake
different abilities.
Standard culture Use standard methods of heat A Bunsen burner with all parts working
instrument should be used

Inclusive education Involve all the learners in Equip the labs such that no one is a spectator.
performing activities Remind learners that disability is not inability.

110
Generic competence • Ask the group leaders to lead their
members in doing unit focus activity
• Teamwork, cooperation, personal and
given in the student’s book page 108.
interpersonal management- may be
achieved by choosing groups in doing • Allow learners to hold a discussion in
experiment. their groups as they attempt to respond
to all questions asked in the activity.
• Solving problems within the unit will
This will promote communication
require critical thinking.
skills and among other competences
• Communication skills- It may be in the learners.
achieved when learners are asked
• Use their feedback to guide them in
to give their views over a particular
concept within the unit. such away that leads to the correct
responses to the questions asked in the
Vocabulary/ key words in the unit activity. The teacher can use probing
Key words-Latent, convectional, radiation, questions. By doing that, you will be
thermostat, solar heater promoting the critical thinking of your
Vocabulary – Smoldering, breeze, fusion learners.

Concepts- Coefficient of expansion, heat • It is most likely that most learners will
come up with different identification,
capacity
explanation, and description that are
Take a deliberate effort to explain to the inaccurate. At this point, show the
learners and encourage them to practice learners the importance of accepting
to use them correctly. different opinions given by different
Guidance on the problem statement learners whether right or wrong. This
help to promote peace and harmony
In order to motivate learners and make
among the learners.
them eager, attentive and active when
learning the concepts in this unit, facilitate • Use their feedback to trigger their
them to do the unit focus activity (Try this) curiosity in order for them to see the
outlined in the learner’s book page 108. need of learning more from the unit.
Teaching aids required • Encourage those learners whom
• Saucepan may have not responded correctly
especially the slow learners that the
• Electric coil
correct answers will be obtained in
Learning activity for unit focus the process of learning the unit, so that
• Organise learners into appropriate by the end of it, they will also be able
groups. Prompt them to see the need to respond correctly to all questions
of having a group leader and secretary. asked in the unit focus activity and
This will promote leadership skills the questionnaire given.
among the learners.

111
Attention to special need Teaching aids
• The unit comprises of numerous • Water
activities, you should involve the • Two identical test tubes
special need learners in these activities. • A stirrer
For example, those activities that • Measuring cylinder
require use of hands they can be • Cooking oil (about 200 g)
assisted by others to observe and give • Bunsen burner (source of heat)
their suggestion. Encourage the other • A beaker
student to appreciate suggestions of
• Two clamps and stand
every student whether right or wrong.
• Two thermometers
• Some of the questions in the exercises
can be given to gifted learners. Prepare Introduction to the lesson
additional more challenging questions In S1 learners learnt about heat and
for them learners. (See remedial temperature and its SI units, using the
questions for gifted learners at the end question answer method, ensure that they
of this Teacher’s guide unit) recall what they learnt before introducing
• For slow learners, organise remedial this part of the unit. This is important
because it will give learners a foundation
lessons for them. Guide them through
to the concepts to be learnt in this section.
the activities and exercise once
again and more slowly to help them Learning activity
understand.
Teaching guideline for activity 5.1
List of lessons
• Organize the learner into suitable
Lesson Lesson title Number groups to perform activity 5.1. This
No. of period is important because it will enhance
1 Heat and temperature 1 teamwork and cooperation among the
2 Modes of heat transfer 2 learners.
3 Thermal expansion 1
• When they have formed the groups,
4 Quantity of heat 2 ask learners to do activity 5.1 given in
2 the student’s book page 109.
5 Unit assessment 1
• Develop a work sheet where the
TOTAL 9
student should record their
observation to avoid them filling in
Lesson development the book.
Lesson 1: Heat and temperature • Care must be taken for the learner not
to burn their fingers. It is advisable
Learning objective to try this activity well in advance to
The learner should be able to recall know the safe quantity of water to
differences between heat and temperature. heat.

112
• Allow learners to discuss their findings Teaching aids
among themselves. This will promote
• A stirrer
communication and critical thinking
skills. • Water
• Hold a class discussion on their • Source of heat
findings. Use the opportunity to point • A beaker
out errors in their findings as well as
• Measuring cylinders
any omission.
Synthesis Introduction to the lesson

Through class discussion ensure that the • Use activity 5.2 given in the student’s
learners understand the: book page 110 to help the learners
recall the three modes of heat transfer.
• Differentiate between heat and
temperature, that is, Heat is a form • Try and simplify the term “modes of
of energy while temperature is the heat transfer” e.g. methods or ways
degree of hotness or coldness of a body. heat move through matter.
• Units and instruments for measuring Learning activities
temperature and heat, that is,
Teaching guidelines for Activity 5.3
i. Temperature-measured in Degree
Celsius or kelvin • Maintaining the same groups used in
ii. Heat- measured in joules. activity 5.1,ask learners to do activity
5.3 given in the student’s book page
iii. Thermometer is the instrument 110, that is, to investigate heat transfer
for measuring the heat and in solids.
temperature.
• Guide them through the activity
Assessment and let them discuss how heat is
transferred by conduction.
Ask learners to do question 1 of exercise
5.1 in the student’s book page 122. • Go around the class listening to
their discussion and help them
Answers to activity 5.1 where necessary. This will promote
In step 3, the answer is NO. Refer to the communication skills among them.
explanation given in the student’s book • Hold a discussion with learners to
page 110. summarise their discussion.
Synthesis
Lesson 2: Modes of heat transfer • Having done the activity and discussed
their findings, emphasis the following
Learning objective facts:
The learner should be able to explain the • There are three modes of heat transfer;
different modes of heat transfer conduction, convection and radiation.

113
• Heat transfer by conduction and • Ask learners to do activity 5.5 in
convection require a media while by the student’s book page 112, that is,
radiation a media is not required. to show that heat transfer in solids
• Conduction is energy transferred by depend on the material. The activity
vibration of the molecules. It takes place involves use of fire; great care must be
from a region of higher temperature to taken by learners to avoid any incident
that of lower temperature. that may be caused by fire if handled
• Let the learners realize that temperature carelessly.
difference or gradient (activity 5.3) is
• Guide the learners through the activity
needed for heat to flow in a solid.
and allow them to discuss their
Teaching guidelines for Activity 5.4 findings
• Using the same groups used in activity Synthesis
5.3 or may consider regrouping the Hold a discussion with learners to ensure
learners again. Working in groups will they have understood that:
promote personal and interpersonal
• Copper is good conductor of heat,
management and cooperation among
followed by aluminum and iron in that
learners.
order.
• Once you have been satisfied with
Lead them through the discussion given
the groups the learners have formed,
in the student’s book to clarify the points.
provide them with the suggested
materials. Teaching guidelines for Activity 5.6
• Lead the learners through the steps of • Working with the same groups used in
the activity and allow them to discuss
activity 5.5, ask learners to do activity
their findings.
5.6 in the student’s book page 113, that
Synthesis
is, to observe convection current in
• Summarise the discussion by letting water. Working in groups is important
the learners to understand that a since it will promote teamwork and
temperature difference or gradient is cooperation in learners.
needed for heat to flow in solid.
• Guide them through the steps of the
• Guide through the discussion given in activity and allow them to do and
the student’s book page 112 to clarify discussion their findings on their own.
the findings from their discussion.
• Hold a discussion with the learners on
Teaching guidelines for Activity 5.5 their finds.
• By now learners should be aware of
Synthesis
forming suitable groups, that is, taking
consideration of gender balance and Having done the activity, hold a discussion
different abilities of learners. Now with the learners to emphasise that
organise them into suitable groups convection is the heat energy transferred
and provide them with the suggested by the convection current in the liquid.
materials to be ready for the activity.

114
Teaching guidelines for activities 5.7 and Teaching guidelines for activities 5.9,5.10
5.8 and 5.11
• Organise learners into appropriate • Organise learners into appropriate
groups depending on the availability groups, that is, if the class is mixed,
of suggested materials. Prompt them ensure you have the gender balance
to see the need of having a group (i.e., equally number of boys and
leader and the secretary. girls, if possible) and also they are
• Ask the group leaders and the of different abilities (slow and gifted
secretaries to lead their members to learners). This will help learners to
do activities 5.7 and 5.8 given in the appreciate the factor that all students
student’s book pages 114-115, that (whether boys or girls) should be
is, to illustrate convection in air and given equal opportunity to learn and
to illustrate that convection current also to promote the sharing of ideas
posses energy respectively. This will and cooperation among them.
promote leadership skills, cooperation • Ask the learners to do activities 5.9 to
and teamwork among the learners. 5.11 given in the student’s book pages
• Allow the learners to discuss their 116-118, that is, to demonstrate heat
findings among themselves. Listen transfer by radiation, to illustrate good
how they discuss and guide them and bad absorbers and to illustrate
where necessary. This is important good and bad emitter respectively.
since it will give you opportunity • With your guidance, lead them
t o m o n i t o r a n d p ro m o t e t h e through the steps doing the activities.
communication skills of your learners. • Give them few minutes to discuss their
• Go around to ensure that the main findings and let the group secretaries
objectives of this activities, that is, to write down the main points from
observe and illustrate that convection the discussion. This will promote
current possesses energy. communication and leadership skills.
• Hold a whole class discussion and • Hold a whole class discussion and
ask the group secretaries to give the ask the group secretaries to give the
summarised report to the class. Use summarise report to the class. Use the
the opportunity to point out omissions opportunity to point out omissions
and correct any error in each report and correct any error in each report
presented. presented.
Synthesis
Synthesis
Hold a class discussion with learners to
• The learner having done the two
emphasize the following facts:
activities (5.7 and 5.8), let them
understand the fact that heat is • Radiation is the emission or
transferred in air through convection transmission of energy in the form of
current. This convection current electromagnetic waves or particle.
possesses energy.

115
• Radiation involves the method of • Solar heaters
transferring heat without contact or • Solar concentrator
in a vacuum.
Introduction to the lesson
• A dull black surface is a good absorber
while a shiny one is bad absorber Learners have interacted with vacuum
flask, they have seen ventilation on their
• A dull black surface is a good emitter
houses, they may have seen solar heater
of heat while a shiny surface is a bad
and domestic water system. Through
one.
question and answer method inquire
Assessment whether the learners have any idea on each
of them. Use their suggestions whether
Ask learners to do questions 2-6 of exercise wrong or right to introduce this part of the
5.1 given in the student’s book page 122. unit. This is important because it will raise
Answers to activity 5.2 learner’s book page 96 the curiosity of learners to understand each
of them well.
Mode of heat transfers is conduction,
convection. Refer to the discussion given Learning activities
in the student’s book for the difference.
Teaching guidelines for 5.12
Answers to activity 5.3 learner’s book page 110 • Organise learners into appropriate
In step one, the wax melts and you feel groups, that is, if the class is mixed,
warmth when you touch the spoon. ensure you have the gender balance
In step 2, refer to the discussion given in (i.e., equally number of boys and
the student’s book. girls, if possible) and also they are
of different abilities (slow and gifted
Answers to activities 5.4, 5.5, 5.6,5.7, 5.8, 5.9, learners). This will help learners to
5.10 and 5.11 learner’s book pages 108-116. appreciate the factor that all students
Refer to the discussion given in the (whether boys or girls) should be
student’s book on the mentioned pages. given equal opportunity to learn and
also to promote the sharing of ideas
Application of heat transfer and cooperation among them.
Learning objective • Ask the learners to do activity 5.12
given in the student’s book pages 118-
The learner should be able to state the
119, that is , to carry out a research on
application of heat transfer
the applications of heat transfer.
Teaching aids • With your guidance, lead them through
• Vacuum flasks the steps of doing a comprehensive
research on application of heat
• Ventilators in building
transfer. Note that some student may
charts or photographs
open different sites such as Facebook,
• Electrical devices twitter and instagram thus deviating
• Hot water system from the main object of the research.
It is therefore important to go around

116
 the class and check whether they Assessment
are doing the right thing. It is very • Mark the projects as a sign of
important for Learners to know how understanding of the application of
to do a constructive research by their heat transfer
own since it will be promoting their • The marking scheme should show the
research and problem solving skills acquisition of knowledge, skills and
that will be useful in their life time attitude envisaged in the syllabus.
(lifelong learning).
• In addition, ask the learners to do
• Give them few minutes to discuss their question 7 of exercise 5.1 given in the
findings and let the group secretaries student’s book page 122.
write down the main points from
Answers to activity 5.12 learner’s book pages
the discussion. This will promote
118-119
communication and leadership skills.
• In step 1, refer to the discussion given in
• Hold a whole class discussion and
the student’s book.
ask the group secretaries to give the
summarise report to the class. Use the • In step 4, mark the student’s work and
guide them appropriately.
opportunity to point out omissions
and correct any error in each report
presented. Lesson 3: Thermal expansion
• Use field trips to show the learners
The learner should be able to;
more devices that apply heat transfer
and are not available near your school i. Explain thermal expansion of solids

Synthesis
ii. Solve problem related to expansion

• In the devices used to show the Teaching aids

application of heat transfer, allow the • Bar and gauge apparatus
learners to explore how the 3 modes • Bimetallic strip
of heat are employed
• Ball and ring
• Emphasize on which mode is
• Electric iron box
predominantly used and why. Refer
to the discussion given in the student’s Introduction to the lesson
book for explanation. In senior 1, learners where introduced to
• Guide the learners through the temperature and heat. They learnt about
discussion given in the student’s book thermal equilibrium. Using question
on applications of heat transfer. answer method, establish whether
they still recall what they learnt. Build
• Choose one device e.g solar heating on their foundation by asking them
and develop a project engage all the the probing question such as what is
learners in this project thermal expansion? What do you think
it is important to learn about thermal

117
expansion? This is important for laying a • Give exercise 5.2 given in the
foundation towards learning the concepts student;s book page 130 as take away
in this section. assignment. Mark and use it to judge
the learners competence use.
Teaching guidelines for activities 5.13, 5.14,
5.15 and 5.16 Answers to activities 5.13, 5.14, 5.15 and 5.16
• Organising learners into suitable groups Refer to the discussion given in the
to perform activities 5.13, 5.14, 5.15 and student’s book after each activity.
5.16 in a rotation basis.
Teaching guidelines for activities 5.17, 5.18
• You may consider making a trip to a
and 5.19
railway tracks near or far from your
school with your students. Identify the • The teacher may do these activities as
rail, gap rigid support and fishplate. Let additional activity. Therefore the he/
the students suggest why they are there. she may decide to maintain the groups
formed earlier.
• Allow the learners to report their finding
to class. • Ask them to do activities 5.17-5.19 in
the student’s book pages 131-134.
• Hold a class discussion on their finding
from each activity. • Lead the learners through the activities.
Synthesis Synthesis

• In S1, we learnt that the molecules in Having done the activity, hold a discussion
solid are closely packed and are in with learners on the concepts discussed in
continuous vibration about a fixed the student’s book after each activity.
position. Use this to help the leaners
Answers to activities 5.17, 5.18 and 5.19
explain why solids expand on heating
Refer to the discussion given in the
• Use model of marbles in a tray to also
student’s book after each activity.
explain the behavior of molecules in
solids. Teaching guidelines for activities 5.20
• Allow the learners to discuss the • Organise the learners into appropriate
application thermal expansion groups depending on the suggested
• Emphasize that when you are talking materials in the student’s book page
about expansion, contraction is 132. The teacher should always
implied i.e. heating and cooling remember that it is good for learners
usually go together. to work in groups but those groups
formed should reflect gender balance
Assessment. (in case of a class comprises of boys
• Discuss with learners Example 5.1, and girls) and different abilities (slow
5.2, 5.3 and 5.4 in the student’s book and faster learners).
on the chalkboard to explain the • Ask learners to do activity 5.20 in the
coefficient of expansion. student’s book page 132, that is, to
conduct a research on expansion and
contraction.

118
• Guide the learners on how conduct iv. Describe experiments to determine
a research from Internet. Note that specific heat capacity
some learners may open different sites
Teaching aids
from the expected one; therefore it is
important for the teacher to go around • Calorimeter (complete)
and guide them properly. This will • Ammeter
promote research skill in learners.
• Voltmeter
• Allow them to discuss their observation
• Variable resistor
from the activity. This will enable
learners to realise the importance • Immersion heater
of teamwork and it will enhance • Stop watch
communication skills in them.
Introduction to the lesson
• Go around to ensure that the main
objective of this section (i.e. Able • Use activity 5.22 in the student’s book
to highlight and explain dangers page 138-139 to introduce the lesson.
associated with power generation and • Let the learners realize that cold
transmission) is realised by learners. substances absorb heat energy while
• Ask the learners to report their hot ones lose heat energy.
findings through their secretaries. • Declare that, this section deals with a
Time may be insufficient, so let each measure of capacities of substances to
group give a brief summary. gain or lose heat energy.

Answers to activities 5.20 Learning activities

Refer to the discussion given in the Teaching guidelines for activities 5.23
student’s book after the activity.
• Now, organise the learners in groups
Assessment to perform activity 5.23 in the student’s
• Ask learners, to do activity 5.21 to book page 139.
explain applications of heat transfer. • Through probing question and results
• Give exercise 5.3 as take away in activity 5.23, guide the learners to
assignment. Mark and use it to judge develop an equation of calculating
the learners competence use. quantity of heat i.e Q=mcΔθ.
Synthesis
Lesson 4: Quantity of heat • Hold a discussion with learners on
examples 5.4, 5.5, 5.6, 5.7, 5.8, 5.9 on
Learning objective the chalkboard that gives the practice
The learner should be able to; on the heat energy lost or gained.
i. Define heat capacity • Through the above activities, question
ii. Define specific heat capacity and answer method help the learners
to realize;
iii. Define specific latent heat of
vapourization and fusion Q = mcΔθ.

119
• Ask the students to practice examples Synthesis
after every lesson. Learners having done the activity hold a
Assessment constructive and discuss the facts given
in the student’s book after every activity
• Insist that after every lesson learners
from activity 5.26 to 5.27. This is important
should do the relevant exercise.
because it will help learners to see errors
Exercise 5.4 and 5.5 given in the
on their finding and correct them hence
student’s book pages 141-143
respectively. enabling them to understand the concepts
required in each section.
Answers to activities 5.22 and 5.23 Hold the discussion on the use of the
Refer to the discussion given in the equation Q=mcΔθ , Q= mlf and Q=mlv
student’s book. Discuss examples 5.8 to 5.11 with learners
on the chalkboard. Help those who may
Teaching for activities 5.24-5.25 (pages 143-
have challenges in any part of calculation.
145)
• In each activity, ensure that you have Assessment
grouped learners into convenient Ask learners to do exercises 5.6 after
pairs, small groups or large one they have done and discussed activities
depending on the availability of 5.24-5.25 and exercise 5.7 after they have
the suggested materials. It is good done and discussed activities 5.26 to 5.31
idea to reorganise the groups after and the discussion given there after in the
every activity or two if you think it is student’s book.
important to do so. Summary of the unit
• Let them choose group leader and
• Organize learners into groups and
secretary who will be leading them
give the each some points in the
through the activities.
summary of the unit and let them
• In each activity, provide learners discuss and report to the class
with the materials suggested in the
• Let the groups also identify vocabulary,
student’s book on each of them.
key words and concepts that are
• Every time, ask learners to do the main areas of achieving the learning
activity and discuss their finding objectives.
within the group.
Additional information
• Once they finish the activity, ask the
Heat activities are sources of danger to
secretaries to give a brief summary on
the learners. Be alert all the time. Make
their findings to the whole class. sure you have first aid kit, firefighting
• Guide them through the discussion on equipment (that are working) to address
their findings appropriately. the dangers posed by heating of thing.

120
Unit assessment the temperature of 10 kg of water from
Unit 5, combines many concepts that 20 °C to 60 °C. Show that the current
are related to heat. We have deliberately through the heater is about 6 A.
given many questions to cover the unit
successfully use different methods of Answers to remedial activities/questions
teaching to ensure learners benefit from 1. (i) 250 V (ii) 48.6 °C
unit test 5
2. 3 kg
Remedial activities/ Questions
3. Mark student’s work
Not all learners have the same ability
in understanding concepts in this unit. Extended activities
Think of many activities depending of the This includes more activities more
concept involved and the level of your questions to bring out the understanding
learners. of the concepts in questions.
In addition, let them attempt the following In addition, let them attempt the following
questions questions
Where necessary take 1. 5 kg of steam at 100°C is condensed
specific heat capacity of water = 4 200 fully till it becomes ice at 0°C. Calculate
J kg–1 k–1 the quantity of heat given out in this
process.
l ice = 336 000 J kg–1
2. It takes 3 minutes for an electrical
l water = 2 260 000 J kg–1
heater to raise the temperature of 1 kg
density of ice = 900 kg/m3 of ice at –10°C to its melting point
density of water = 1 000 kg/m3 and another 50 minutes to raise the
temperature of water to its boiling
1. An electric kettle rated 1 kW is filled
point, both under standard pressure.
with 5.0 kg of water of known SHC at
Calculate the ratio of the S.H.C’s of
20 °C and a current of 4 A flows for
water and ice. State any assumption
10 minutes through the filament of the
you have made.
kettle. Calculate
3. 450 kg of ice at 0°C is converted into
(i) the operating voltage of the kettle,
water at 0°C under standard pressure.
(ii) the final temperature of water, Calculate
stating any assumptions made.
(i) the quantity of heat energy
2. 2 kg of hot water at 98 °C is quickly required for the process.
transferred into some cold water at
(ii) the change in volume which
20°C. The final resulting temperature
occurs during this process.
of the mixture is 51.2 °C. Stating any
assumptions made, calculate the mass 4. An electric heater takes 36 minutes
the cold water. to completely melt 1 kg of ice at 0°C.
Calculate the time it would take to
3. An electric immersion heater works
completely convert 1 kg of water into
on the mains power supply of 240 V. It
steam at 100°C.
takes 20 minutes for the heater to raise

121
Answers to extended activities/questions Exercise 5.2
(Learner’s book page 130)
1. 15.08 MJ
2. 5 : 3, assuming the power of the 1. Coefficient of linear expansion is the
heater remains the same. fractional increase in length per unit
rise in temperature.
3. (i) 151.2 MJ
2. 26 m
(ii) volume decreases by 0.05 m3
3. 0.013889/k
4. 242 minutes
4. 1.075 cm3, 241.075 cm3
Answers to exercise and unit test 5. 0.4454 cm3, 96.4454 cm2
Exercise 5.1 6. 200.166 cm3
(Learner’s book page 122)
Exercise 5.3
1. Heat is a form of energy while
(Learner’s book page 138)
temperature is the degree of hotness
or coldness of a substance. 1. When solids are heated the molecules
vibrate with larger amplitude about
2. Conduction; transfer of heat from one a fixed position. This makes them to
substance to another there are in direct collide with each other with larger
contact. E.g a spoon inside hot water forces which pushes them far a part.
become hot The distance between the materials
increases and so the solid expands.
Convention; Heat is transferred
convenction currents in liquids. 2. (a) During hot or cold weather the
change in length may take place
Radiation; Heat transfer by emission freely without damaging the
or transimission of energy in the form structure.
of a wave or particales. (b) The coops changes slightly when
3. Conductivity of the metal hot or cold water passes through
allowing necessary movement of
Thickness of the material the pipes to take place.
Area of the material 4. Making steel bridge
Temperature difference across the Construction of railways tracks
material Construction of steam pipes
4. Mark according to the experiement the Manufacture of glass items
learner has described
5. Length, volume, thickness and area.
5. Refer to mechanism of conduction of
heat in learners book page 111. Exercise 5.4

6. Refer to activity 5.9 in learners book (Learner’s book page 141)

page 116. 1. FALSE

7. Refer to learners book page 119. 2. 26.7 J/K
3. 13 J

122
Exercise 5.5 Exercise 5.7
(Learner’s book page 143)
(Learner’s book page 160-161)
1. 35 oC
1. Melting is the change of state from
2. Heat capacity is the head energy solid to liquid of a substance.
required to raise the temperature of
Boiling is the change of state from
a substance by 1K while specific heat
liquid to vapour.
capacity is the heat energy required to
change the temperature of a substance Melting point is the fixed temperature
of mass 1kg by 1Kelvin at which solid changes to its liquid
state.
3. 11.1oC
Boiling point is the fixed temperature
Exercise 5.6 at which a liquid changes state to
vapour.
(Learner’s book pages 151-152)
2. Refer to graph in fig. 5.42 learners
1. (a) Heat capacity is the heat energy
book page 159.
required to raise the temperature
of a substance by 1K 3. (a) (i) Latent heat of fusion of a
substance is the quantity of heat energy
(b) Specific heat capacity is the heat
required to change the substance from
energy required to change the
the solid to the liquid state without
temperature of a substance of mass
any change in temperature.
1kg by 1kelvin.
(ii) Latent heat of vaporization of a
2. (a) 26 000 J
substance is the quantity of heat
(b) 391 000 J energy required to change 1kg of
3. Refer to learners book activity 5.26 a substance from liquid state to
page 146-147. vapour state without change in
temperature
4. Its the quantity of heat energy required
to change the temperature of 1 kg of (b) Because as much as there is no
water by 1 k. For discussion refer to change in temperature heat is
learners book. being supplied.
5. 3.27 s 4. (a) The quantity of heat energy
required to change 1kg of a
6. 25.9 oC
substance from the solid state to
7. 10.7 kg liquid state.
8. 630 Jkg-1K-1 (b) Refer to learners book activity 5.29
9. Refer to learners book activity 5.27 page 155-156.
page 149-150. 5. 8.40x 105 J
10. 63.7oC 6. (a) 882 000
11. 4 000 JKg K-1 -2
(b) 882 s; There was no heat loss

123
7. (a) The quantity of heat energy 10. (a) 26 000 J (b) 391 000 J
required to change the substance 11. – Water is cheap and readly available
from liquid to vapour state without – It has a high heat capacity
any change in temperature.
12. 33 600 J
(b) Refer to activity 5.30 in learners
13. 8.67 ºC
book page 157-158.
14. 1 771.4 J/kg–1
8. 0.398 Kg
15. 1 515 400 J
9. 403.5 s
16. (a) Though both seats may receive
Unit test 5 same amount of heat a metal
surface is a better absorber and
(Learner’s book page 163-166) emmiter of heat.
1. D. (b) Black is a good absorber of heat
2. B (c) Wood is a poor conductor of heat.
3. B 17. (a) The dull black surface is to
maximize absorbtion of heat
4. C
while the shinny alluminium foil
5. D is to reflect back the heat that may
6. Conduction – Transfer of vibrational be lost.
energy from particle to (b) Prevent the bounced back rays.
particle
18. 382.5 J/Kg–1
Evaporation – Escapimg of parcticles
19. Total heat=MCAθ + ML + MCAθ
from the surface of a
liquid = (1 × 25 × 4 200) + (1 × 33 400) + 1 × 5 × 2 100)

Radiation – electromagnectic waves = 10 500 + 33 400 + 10 500

Convection – Movement of particles Total heat = 449 500 J

due to changes in but
energy
density. Power =
time 1hr = 3 600 s
7. In the correct order ; 2.5hr = 2.5 × 3 600
449 500
(a) Melt Power = 2.5hr = 9 000 sec
9 000
(b) vapourise,
50 J
(b) temperatures, ones Power =
s
8. (a) Quantity of heat energy required
20. 22 400 JKg–1
to change the temperature
substance by 1K. 21. (a) The energy supplied at ºC is to
increase of give the atoms in ice
(b) Quantity of heat energy of heat
enough kinetic energy to break/
required to change the temperature
weaken the intermolecu forces
of 1Kg of the substance by 1K.
between ice particles.
9. 133.3 J kg-1K-1
(b) 45 000 J/kg

124
 UNIT

6 Laws of Thermodynamics
Student’s book page 167-193 (9 Periods)

Generic competences
Key Unit Competence
By the end of this unit, the learners The specific generic competences to be
should beofable to describe the internal addressed in this unit are
By the end this unit learner should be able
energy of a system by applying laws
to perform experiments involving Newton’s of • Cooperation, interpersonal
thermodynamics.
laws of motion and friction force. management and life skills through
provision of group work. This will be
Prerequisites to this unit generated as the teacher involves the
learners more in group work.
For the learners to be able to gain the skills,
• Communication through provision of
attitudes and values that will help them
discussion based activities. The teacher
in this unit with ease, they need to have
should encourage all the learners to
acquired the following:
actively participate in their groups.
• Knowledge of heat and work. These
concepts were introduced to learners in • Critical thinking and problem solving
S1 and S2 in the topic on work, power through involving the learners in
and energy and heat. Using question problem solving and analyzing concepts
and answer method, he teacher should of heat being added and removed from
establish that the learners remember a system and what happens to the
these concepts. Also finding the work internal energy of the system.
done by an object and quantity of heat
Vocabulary/ keywords
• Skills on interpreting heat loss and gain
In the course of learning the concepts in this
when work is done.
unit, the learners will discover the meaning
Cross-cutting issues to be addressed of the following new words:
• Thermodynamics
The specific cross cutting issues to be
addressed in this unit are: • System
• Inclusive education. All learners are • Open system
involved in the activities to be performed. • Closed system
• Environment & sustainability: Heating
• Isolated system
is some activities using sources of
energy which are environment friendly Guide the learners to understand the
are addressed in the unit. The effect of meaning of these words. Construct and speak
refrigerators to global warming had to out mathematical statements involving
be noted by the teacher as the insulating vocabularies in order to master their
foam in the innard is made of a gas that is meaning and usage.
1000 times worse than carbon dioxide. Guidance on the problem statement

125
To make the learners get prepared and • Let the learners hold a discussion in
give attention to the unit, the teacher their groups as they attempt to respond
should organize learners to do the to the questions asked in the activity.
following introductory activity in groups, • It is most likely that most learners will
remember it’s their first time to learn come up with different explanations and
about thermodynamics. Help them quickly answers which are incorrect. Encourage
transfer knowledge from heat and work them especially the slow learners that
and that even if it’s their first time, they can the correct answers will be obtained
still understand it since it is a practical unit in the process of learning the unit so
which they themselves experience at home. that by the end of it, they can be able to
Teaching Aids respond correctly to all questions asked
in the unit focus activity.
• Beaker
• Tripod stand Attention to special needs
• Thermometer • Involve all learners including those with
• Bunsen burner special needs during learning activities.
• Wire gauze • For the slow learners, organize remedial
• Water lessons to guide them through the
activities once again and more slowly
Unit focus activity to help them understand the concepts
• Divide the students into small groups easily.
of 4-5 students. List of lessons
• Guide them to do the Unit Focus Activity
Lesson Lesson Title No. of
Part 1 in the students’ book and part
No. periods
2 as outlined in the student’s book on
page 168 and 169. 1. Inriduction to thermodynamic 1
2. Internal energy of a system 1
• Learners to define entropy and state
3. First law of thermodynamics 1
how entropy changes in water during
heating and cooling. 4. Second law of thermodynamics 1
5. Heat exchange 1
• Learners to discuss the first and second
6. Change of state and kinetic 2
laws of thermodynamics in their groups.
theory
• Then they explain how the two laws
7. Applications of the principle of 2
govern the changes in thermal energy
thermodynamics (refrigerator)
of the water during heating and cooling.
functioning
• Let them explain how the principle of
TOTAL 9
heat exchange is demonstrated during
the cooling of water. Note
• Ask one student from each group to Remember a period was used on the
discuss briefly to the whole class their problem statement activity
findings to the class.
Lesson Development
Synthesis

126
Lesson 1: Introduction to thermodynamic what they observe.
• Ask them to dip solid ice into the boiled
Learning objective water and measure the temperature of
By the end of this section, the learners the mixture after all the ice has melted.
should be able to define thermodynamic as • Ask them to explain the laws of
applied to heat transfer. thermodynamics in a class discussion.
Teaching Aids Synthesis
• Water in a beaker Use a class discussion to help learners
• Thermometer consolidate the facts in order to clearly
understand;
• Bunsen burner
• The definition of thermodynamics,
• Solid ice
system, the types of systems and
Preparation to the lesson internal energy as discussed in the
student book page 170.
Before the lesson, prepare a set of the
materials mentioned above for each of the Answers to activity 6.1
groups.
1. Heat travels in three different ways in
Learning Activities three different states that is conduction
in solids, convection in fluids (liquids
Teaching guidelines for Activity 6.1 and gases) and radiation in a vacuum.
• Organize the learners into convenient 2. It depends on which form of heat
groups transfer. For example in conduction,
• Learners to do activity 6.1 as outlined there is no movement of particle
in the student’s book page 169. This from one place to another, while in
activity is meant to make the learners convection, hot particles which are
understand thermodynamics as a unit less dense move upwards and they
in physics. are replaced by cold particles which
are more dense hence movement of
• Ask them to explain from their previous
particles.
encounter in unit 5 how heat travels
from one end to another in different 3. Dynamics is the study of why things
states of matter. move the way they do.
4. The temperature of the liquid increases.
• Ask them if particles move from one
point to another during heat transfer 5. Ice melts and the temperature of the
and define dynamics as applied to heat mixture reduces.
transfer. 6. The first law is another way of stating
• Ask them to measure the temperature the law of conservation of energy which
of water in the beaker and heat the states that the change in the internal
water in the beaker until it boils. Then energy (∆U) of a system is equal to the
sum of the heat (q) that flows across
measure the temperature again. Let
its boundaries and the work (w) done
them compare the readings and tell

127
 on the system by the surroundings. The as internal energy.
second law can be stated as Heat flows • Let them research from the internet and
spontaneously from a hotter object to
reference books on internal energy.
a colder one, but not in the opposite
direction; the reverse cannot happen • Learners to share their findings to the
without the addition of energy or the rest of the class.
spontaneous change for an irreversible Synthesis
process in an isolated system always
Through a class discussion, help all the
proceeds in the direction of increasing
entropy. In other words, the entropy of learners to fully appreciate that:
any isolated system always increases. • The internal energy of a system is
identified with the random, disordered
Lesson 2: First law of thermodynamic motion of molecules. The total(internal)
energy in a system includes
Learning objective
i) Translational kinetic energy
By the end of this lesson, the learner should
be able to describe the internal energy of a ii) Vibrational and rotational kinetic
system. energy

Teaching Aids iii) P o t e n t i a l e n e r g y from

intermolecular forces.
• Marbles of two different colours.
• Transparent container Answers to activity 6.2

• Reference books Each colored marble will be seen to change

its original position. The marbles don’t
• Internet
remain in their original position.
Learning activity The internal energy of a system is identified
with the random, disordered motion of
Teaching guidelines for Activity 6.2
molecules. The total internal energy in a
• Organize the learners into pairs. system is the translational kinetic energy,
• Guide them to do activity 6.2 given in the vibrational and rotational kinetic energy and
student’s book on demonstrating and potential energy from intermolecular forces.
explaining internal energy of a system
as outlined in the student’s book page Lesson 3: First law of thermodynamics
170-171.
Learning objective
• Ask them to drop three marbles in the
The learner should be able to explain the
transparent container and shake it.
first law of thermodynamic.
Let them observe what happens to the
marbles positions. Teaching Aids
• Ask them to explain internal energy in • Beaker
relation to thermodynamics taking the • Water
container as a system and the marbles • Bunsen burner

128
• Thermometer if heat is dissipated (removed) from
the system.
Preparation for the activity
ii) Also that the performance of work
Before the lesson, prepare a set of the by the system requires expenditure
materials mentioned above for each of the of energy hence lowers the energy
groups that will be formed. of the system, and vice versa.
Therefore, in the equation, we take
Learning activity
work done as positive if it is done
Teaching guidelines for Activity 6.3 on to the system and negative if it
is done by the system.
• Organize the learners into groups of five
• Guide them in a discussion on example
students.
6.1, 6.2 and 6.3 given in the student ‘s
• Guide the learners to do activity 6.3 book page 172-173.
given in the student’s book page 171
on demonstrating the first law of Assessment
thermodynamics as outlined in the • Ask the learners to do exercise 6.1 on
student book page 171-172. page 174
• From the activity, let them explain the
first law of thermodynamics. Answers to activity 6.3

• Ask them to write down their deduction, 2. A c c o rd i n g t o t h e f i r s t l aw o f

complete their finding with the teacher thermodynamics, the increase in
and write down the notes in their books. internal energy of a system equals the
work done on the system plus the heat
Synthesis
transferred to the system. Doing work
Use a class discussion to help learners on a system is a way of adding energy to
consolidate the facts in order to clearly; the system, as a result its temperature
• The law of conservation of energy can be increased by adding heat to the
is summarised in the first law of system or doing work to the system or
thermodynamics. It states that the both. It is another way of stating the law
change in the internal energy (∆U) of of conservation of energy.
a system is equal to the sum of the heat
(Q) that flows across its boundaries and Lesson 4: Second Law of Thermodynamics
the work (W) done on the system by the
surroundings. Learning objective
• The main things to note about the first The learner should be able to state and
law are explain the second law of thermodynamics.
i) The absorption of heat by the
system tends to raise the energy Teaching Aids
of the system and vice versa. • 20 red marbles
Therefore, in the equation, we
• 20 green marbles
take heat (Q) to be positive if it is
supplied to the system and negative • Tray

129
• Reference books and thus getting disorderly.
• Internet 5. Entropy is the measure of the molecular
disorder, or randomness of a system
Learning Activities
or the measure of the systems thermal
Teaching guidelines for Activity 6.4 energy per unit temperature that is not
available to do useful work.
• Organize the learners into convenient
groups of five Teaching aids
• Ask them to do activity 6.4 as outlined • Beaker
in the student’s book on page 174-175 • Ice burner
that is to define and explain the term
entropy. • Water

• Ask them to do research on entropy • Thermometer

and discuss their findings in a class Learning activity
discussion.
Synthesis Teaching guidelines for Activity 6.5
• Through a class discussion, help the • Organize the learners into pairs.
leaners to fully appreciate that the • Guide them to do activity 6.5 given in the
concept of entropy that nature tends student book that is to demonstrating
to move from order to disorder in
the second law of thermodynamics as
isolated systems and that the state of
outlined in the student book page 175.
confusion or disorganization always
increases to a state that can’t make • The learners to discuss with their
them be returned to their original state. partners whether the two processes that
Entropy is the measure of a systems took place in step 3 of the activity would
thermal energy per unit temperature be reversed, similarly if after taking place,
that is not available to do useful work. the beaker is heated again.
In other words it’s the measure of the
Synthesis
molecular disorder or randomness of a
system. Use a class discussion to help consolidate
the facts that:
Answers to activity 6.4 • When a block of ice is placed on a hot
3. They are in a disorganized state. Mixed stove it surely melts, and at the same
up. time stove cools. Such a process is called
irreversible because after taking place,
4. When the internal energy of a body is heating the stove again will not make
increased by heating, the translational the melted water to freeze back to ice
kinetic energy, vibrational and rotational again.
kinetic energy are all increased which • The increase in thermal energy of a cool
increases their movement within object equals the decrease in thermal
the body. Hence the change in most energy of the warm object.
particles from their original positions

130
• Summarize the activities by stating Introduction to the lesson
for the learners the second law of Introduce the lesson by using question and
thermodynamics as outlined in the answer method to guide the learners to
student book. review the definition of heat, heat transfer
and why heat transfers.
Assessment
• Ask the learners to do Exercise 6.2 on Learning Activities
learners book page 176.
Activity 6.6
Answers to activity 6.5
• Organize the learners into convenient
2. The temperature can be any figure
groups.
depending on the time taken to heat it.
Let the temperature be 20. • Then they do Activity 6.6 as outlined in
the student book on demonstrating heat
3. When ice is dropped into the heated
exchange using cold and hot water on
water, the temperature drops as the ice
page 177.
melts until all the ice melts.
4. They can’t be reversed. • Ask them to state the direction of heat
flow during the mixing of hot and cold
substances.
Lesson 5: Heat exchange
Synthesis

Learning objective Use a class discussion to help the learners

to consolidate the facts in order to clearly
The learner should be able to describe heat understand;
exchange, explain the work done on a system
• Heat transfer is the exchange of thermal
when heat energy increases or reduces and
energy between physical systems. It
determine the quantity of heat using the
moves from one system to another
method of mixtures.
because of temperature difference
Teaching Aids in the given systems. The direction
of heat transfer is from the region
• Water
of high temperature to that of lower
• Beakers temperature as discussed in the student
• Thermometers book page 177-178.
• tripod stand • Guide the learners through example 6.4
• Bunsen burner in the learner’s book pages 178-179

• wire gauze Teaching guidelines for Answers to activity 6.6

• stirrer • In step 1, the temperature in beaker B
is 15 0C.
Preparation to the lesson
• In step 3, the temperature in beaker A
Before the lesson, make sure that the set of is higher and it is 25 0C
the materials mentioned above for each of
the activities are ready. • In step 5, the final mixture has a

131
 temperature of 20 0C. The learner should be able to state the
• In step 6, the final temperature of kinetic theory of matter, demonstrate change
the mixture is more than the initial of state as a result of internal energy, and
te m p e ra t u re i n b e a ke r B . t h e describe the three states of matter using the
temperature in beaker B has increased. kinetic theory of matter.
Because of the transfer of heat from a Teaching aids
hotter liquid to a colder one (in B), the
temperature of B increases. • Reference books
• In step 7, the direction of heat is A to B. • internet
• In step 8, heat always moves from where Learning activity
it is much to where it is less.
Teaching guidelines for Activity 6.8
Teaching Aids
• Organise the learners into convenient
• Water groups and guide them to do activity 6.8
• Tripod stand given in the student’s book on kinetic
theory and the three different states of
• Stirrer and beam balance
matter as outlined in the student’s book
• Beakers page 179-180.
• Bunsen burner • They to identify the three states of
• Thermometer matter. Using figure 6.2, let them
identify the different changes of state
• Wire gauze
A to F.
Learning activity • Ask a few students to come and present
their findings to the rest of the class in
Teaching guidelines for Activity 6.7 a class discussion.
• In their convenient groups ask them to Synthesis
do activity 6.7 on showing the quantity
of heat using the principle of heat Having done the activity, guide the learners
exchange as outlined in the student through a class discussion to understand
book on page 178. that:
• The three states of matter are solid,
Synthesis
liquid, and gas. The processes taking
Having done the activity, guide the learners place in the diagram are A-sublimation.
through a class discussion to do example 6.4 B- Melting, C- boiling/evaporation, D-
on page 178-179. freezing/solidifying, E-condensing and
F- deposition.
Lesson 6: Change of state and kinetic theory • During the changing of state, the
of matter temperature of the gas/liquid/solid is
constant.
Learning objective • The changes of state can be explained

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 by using the kinetic theory of matter as Teaching Aids
outlined in the students book .
• Tomato
• The kinetic theory of matter is theory
• Ether
that tries to explain the properties and
behaviors of the three states of matter. Learning Activities
It makes the following 3 assumptions
as given in the student’s book on pages Teaching guidelines for Activity 6.9
180-182. • Organize the learners into convenient
groups
Answers to activity 6.8
• Guide them to do activity 6.9 given in
• In step 1, solid, liquid and gas.
the student’s book on the basic working
• In step 2, A-sublimation, B-melting, principle of a refrigerator as outlined in
C-boiling, D-freezing/solidification, the students’ book page 183.
E-condesation, F-deposition
• Ask them to discuss why there is a
• In step 3, matter (solid, liquid, and gas) is change in the temperature of the apple
made up of tiny particles called atoms, or after ether was poured on it.
atoms that are joined to form molecules.
• Ask them to share their findings to the
The second assumption describes the
rest of the class
separation of the particles. In a gas, the
separation between particles is very Synthesis

large compared to their size, such that Having done the activity, guide the learners
there are no attractive or repulsive through a class discussion to understand
forces between the molecules. In a that:
liquid, the particles are still far apart, • The temperatures are different and that
but now they are close enough that before ether was poured on the Tomato,
attractive forces confine the material the temperatures were high but when
to the shape of its container. ether is poured on, the temperatures
In a solid, the particles are so close of the Tomato reduces. The reason is
that the forces of attraction confine that when a volatile liquid is poured
the material to a specific shape. The onto a surface, it quickly evaporates
third assumption is that each particle absorbing the heat from that surface
in matter is in constant motion. and as a result, the surface is cooled. Let
them know that this is the same way a
Lesson 7: Applications of the principle of refrigerator works to keep food stuffs
thermodynamics or drinks cold or makes them cold.
• Explain the working of the refrigerator
Refrigerator functioning as outlined in the student’s book on
pages 184-185.
Learning objective
Assessment.
The learner should be able to explain basic
working principle of a refrigerator. • Ask the learners to do exercise 6.3 in
learners book page 182-183.

133
Answers to activity 6.9 • Learners to plot a graph of temperature
• In step 1, the temperature is normal. against time for the results obtained
in the table 6.1. Let them use their
• In step 2, the temperature reduces than
knowledge of matter to explain the
normal
shape of the graph.
• In step 3, the temperature in step 2 is
less than the temperature in step 1. The Synthesis
temperature in step 1 is higher. Having done the activity, guide the learners
• In step 4, the temperature in step 3 is through a class discussion to understand
less because the heat in the apple has that:
been taken away by ether thus reducing • Melting is the change of state from
the temperature. solid to liquid at the melting point of
the substance. Explain the parts of the
Lesson 8: Melting and solidification graph as outlined in the student’s book
on page 185-186.
Learning objective • Solidification is the change of state
By the end of this section, learners should from a liquid to a solid. Explain the
be able to differentiate and explain melting cooling curve for water as outlined in
from solidification. the student’s book on page 186.
Safety; learners must be warned to take • The factors that affect melting/freezing
care while using the Bunsen burner to point of a substance as pressure and
avoid accident. In fact the teacher or the lab impurities as outlined in the student
attendant should help in lighting it. book.
Teaching Aids
Answer to activity 6.10 page 185
• Thermometer
• In step 2, the temperature is -10
• glass beaker
• In step 5, the tale of results is as below
• crushed ice
• tripod stand Time (s) 0 30 60 90 120
Temp (ºC) -10 0 0 50 100
• Bunsen burner
• wire gauze In step 7, use the graph in the student book
• Stop clock watch or clock. on page 186.
• In step 8, the temperature of ice rises
Learning Activities steadily from -10 0C to 0 0C. During
Teaching guidelines for Activity 6.10 this time, along AB, the ice remains
as solid. At 0 0C, along the line BC, the
• Organize learners into convenient temperature remains constant for a
groups of three or five to do activity
period of time. During this period, the
6.10 as outlined in the student book
ice is observed to be melting. During the
page 185. This activity is meant to help
melting process, solid and liquid exist in
the learners understand the steps of a
melting substance. equilibrium. After all the ice has melted,

134
 the temperature of water starts rising Answer to activity 6.11
again as seen along the line CD of the When the wire with weights is put on the ice
graph.
block, the ice melts and the wire enters into
the water from the melted ice. As the wire
Factors affecting melting point
is descending down, it is seen that the water
Teaching aids at the top becoming ice again until the wire
• Ice block falls through the piece of ice.

• Soft pad
Answers to unit focus activity
• 2 Cement blocks
Part 1.
• 2 equal weights
The initial temperature can be any
• Wire
temperature say 15, when water is heated
Learning activity for two minutes, its temperature rises to 19.
When it’s allowed to cool for one minute, the
Teaching guidelines for Activity 6.11 temperature becomes 17.
• Organize the learners into convenient Part 2.
groups
1. (a) Entropy is the measure of the
• Ask them to do activity 6.11 given in the molecular disorder, or randomness
student’s book on showing the effect of of a system.
pressure on the melting point of ice as
outlined in the students’ book page 188. (b) (i) during heating the entropy of
a system increases because
Synthesis
as particles are given more
Having done the activity, guide the learners kinetic energy because of the
through a class discussion to understand increase in temperature, they
that; move about so fast and in a
• If a substance expands on solidifying disorganized manner.
then application of pressure on it will (ii) During cooling, heat will
lower its melting point. On the other transfer and get distributed
hand, substances that contract in over two bodies that is water
volume on solidifying, their melting and the vessel it is in, the
points raises. environment and therefore
leading to a disorganized state.
• The phenomenon where ice melts when
The entropy of the water is
pressure is increased and solidifies
going to decrease but the
again when the pressure is reduced one of the vessel plus the
is called regelation as outlined in the environment will increase.
student book on page 188.
2. (a) The first law of thermodynamics
Assessment states that the change in the internal
• Ask the learners to do exercise 6.4 energy of a system is equal to the

135
 sum of the heat that flows across Summarize the unit by:
its boundaries and the work done • Asking different learners to take the
on the system by the surroundings. class through the different concepts
The second law of thermodynamics highlighted in the unit summary given
states that the spontaneous change in the learner’s book page 190-191.
for an irreversible process in an Ask the class probing questions to help
isolated system always proceeds in them recall the concepts correctly.
the direction of increasing entropy.
Additional information to the teacher.
(b) (i) During heating, the heat applied
will be equal to the increase in • Heat can be converted to work. It may not
internal energy of the body violate the first law of thermodynamics
if there is no work done on but it is forbidden by the second law of
that same body from the thermodynamics. However it is because
first law of thermodynamics. of the second law that we can build
According to the second law devices that convert heat to work. A
devices that convert heat into work
of thermodynamics, there is
is an heat engine. A car’s engine is an
increase in the general entropy
example of a heat engine. A car’s engine
of the system when it is heated.
converts chemical energy in gasoline
(ii) During cooling, it’s the hot into heat. The engine then changes
object that loses heat to some of the heat energy into work by
the surrounding as stated rotating the car’s wheel.
in the second law of
• Air conditioners; an air conditioner is
thermodynamics that heat
a type of heat mover which operates
flows from a hotter object to
just like the refrigerator, except that
a colder one. And from the
the warm air from the room is forced
first law of thermodynamics,
to pass over the tubes containing a
the loss in heat by the hot
coolant. The warm air is cooled and is
object is directly equal to the
forced back into the room. The thermal
gain in heat by the cooler
energy that is absorbed by the coolant
surrounding.
is transferred to the air outdoors. Air
3. The principle of heat exchange shows conditioners and refrigerators are heat
that the direction of heat transfer is engines working in reverse that is to say
always from the hot to cold because of they use mechanical energy supplied by
a difference in temperature. When hot the compressor motor to move thermal
water is left in a container for some energy from cooler to warmer areas.
time, its temperature will reduce as
• Zeroth law of thermodynamics – If two
heat goes into the surrounding ( into
thermodynamic systems are each in
the container and the environment).
thermal equilibrium with a third, then
As heat is lost, its temperature reduces
they are in thermal equilibrium with
thus cooling.
each other.
Summary of Unit. • Third law of thermodynamics – As

136
 temperature approaches absolute zero, 2. Explain how the thermal energy of an
the entropy of a system approaches a isolated system changes with time if
constant minimum. the mechanical energy of that system
is constant.
Remedial activity for slow learners.
3. Think critically and explain whether or
1. In a certain process, 675 J of heat is not the following statement is true: for
absorbed by a system while 290 J of any two objects, the one with the higher
work is work done on the system. What temperature always has more thermal
is the change in internal energy for the energy.
process? 4. Explain when heat flows between
2. In a certain process, 12 000 J of heat two objects, does the temperature
is added to a system while the system increase of one object always equals
does work equivalent to 18 000 J by the temperature decrease of another
expanding against the surrounding object?
atmosphere. What is the change in 5. Explain how the temperature of the
internal energy for the system? juice in the bottle will change if the
3. In a certain process, 500 J of work is bottle is shaken vigorously.
done on the system which gives off 150
Answers to remedial activities for
J of heat. What is the change of internal
gifted students
energy for the process?
1. According to the second law of
4. Describe the thermal energy of an
thermodynamics, energy can only
object when the object’s temperature
be transferred from a hot region
changes.
(higher concentration) to cold regions
Answers to remedial activities/ (lower concentrations) but it is not
questions for slow learners. possible for it to move from lower
concentrations to higher concentrations
1. 300 J
just spontaneously.
2. 280 J
2. Thermal energy of an isolated
3. 32 J system changes with time if the
4. When the temperature of an object mechanical energy of the system is
changes, since thermal energy is constant according to the first law of
the total of the kinetic and potential thermodynamics, which states that the
energies of particles in a body, it will thermal energy of an isolated system
change as the temperature determines can still change as long as the energy
the average kinetic energy of the of the system does not change
particles
3. It is not true that the one with the
Remedial activities for gifted learners highest temperature has the most
thermal energy. This is because a
1. Predict whether energy will ever
big object (big mass)may have less
spontaneously transfer from a cold
temperature but with more particles
sauce pan of water to a hot stove.
so its average kinetic energy of the

137
 particles is less but its thermal energy 3. D
is high because it talks about the total 4. C
kinetic energy. In other words a small
object (small mass) needs less thermal 5. A
energy to heat up. Answers to exercise 6.3 on page 182-183
4. The temperature increase will not 1. C 6. D
be equal to temperature decrease
2. B 7. C
of another because the temperature
increase or decrease depends on 3. C 8. B
the specific heat capacity of objects 4. B 9. C
and their masses. When the two are
5. B 10. B
different so is the temperature increase
or decrease going to be different. Answers to exercises 6.4 on page
5. When a bottle of juice is shaken 189-190
vigorously, the temperature of the juice 1. D
will change because of the different
2. A
energy transformations that take place.
Shaking will most likely bring about 3. A
particles moving faster thus increasing 4. Functions of the parts of the refrigerator
the kinetic energy. Since temperature
(a) Compressor- the compressor
is the average kinetic energy of the
is located at the back of the
particles, the temperature of juice will
refrigerator and in the bottom
become warmer.
area. The compressor sucks the
End of unit assessment refrigerant from the evaporator and
discharges it at high pressure and
• Ask the learners to do the unit test 6
temperature. Its main function is to
given in the student book on page 191-
transform a low temperature vapor
193.
into a high temperature vapor, to
Answers to exercises. increase pressure. The compressor
is driven by the electric motor and
Answers to exercise 6.1 on page 174 it is the major power consuming
1. B devise of the refrigerator.
2. B (b) Condensing coil- the heat in the
refrigerant is absorbed by the
3. B
condensing coil. It changes the gas
4. Internal energy to liquid form. Its main purpose
5. decrease, increase is to liquefy the refrigerant gas
sucked by the compressor from the
Answers to exercise 6.2 on page 176
evaporator
1. B (c) Evaporator - it turns any liquid
2. C material into gas. In this process,
heat is absorbed. The evaporator

138
 transfers heat from the refrigerated 8. (a) Condensation
space into a heat pump through a (b) Internal energy
liquid refrigerant, which boils in
the evaporator at a low pressure. (c) increases
In achieving heat transfer, the (d) Heat
liquid refrigerant should be lower (e) Entropy
than the goods being cooled. After
the transfer, liquid refrigerant is Unit test 6 on page 191-193
drawn by the compressor from the 1. B
evaporator through a suction line.
Liquid refrigerant will be in vapor 2. A
form upon leaving the evaporator 3. B
coil 4. B
(d) A refrigerator thermostat/ 5. A
cold control is found inside the
6. D
refrigerator and has a knob
which allows users to adjust the 7. B
temperature setting. When the 8. D
user sets the desired temperature,
9. D
the thermostat maintains the
temperature by controlling the 10. The law states that the change in the
flow of electric current to the internal energy (∆U) of a system is
compressor. When the air inside equal to the sum of the heat (q) that
refrigerator is at the required flows across its boundaries and the
temperature, it stops the flow of work (w) done on the system by the
electricity and if it senses too much surroundings.
heat, it allows electricity to flow to 11. When kinetic energy of a gas is reduced
the compressor. the particles vibration decreases and
5. At the end of the refrigerator is the thus the spaces between the molecules
condensing coils in which there is is reduced and this causes cooling down
latent heat of fission given out as the of the gas thus turning into a liquid
gas is changed into the liquid. If the through a process of condensation.
refrigerator is near the wall, this heat Further cooling causes the liquid to turn
destroys the wall by burning it. into a solid through freezing.
6. (a) Melting is the change of state from 12. (i) Through reducing pressure by
solid to liquid at the melting point of the pulling out the piston.
substance. (ii) By increasing the temperature of
(b) Solidification is the change of state the gas by heating the metal can.
from a liquid to a solid. 13. – ice melting
7. Refer to discussion in students book – salt or sugar dissolving
page 186. Explain the cooling curve for – making popcon.
ice

139
14. Thermol equilibrium is the state of a
system in which heat flow is balanced
with surroundings.
15. (a) Open system is one in which
there is exchange of matter with
its environment while a clossed
system is on which it is isolated
from their environment.
(b) Reversible process is one which can
be rectracted without producing
any effect on the environment
e.g melting ice while irreversable
process is one which can not be
rectracted back in the opposite
order r.g burning of wood.
16. 350 J
17. 1000 J

140
 UNIT

7
Introduction To Electromagnetic Induction
Students book page 194-227 (10 Periods)

work without any conflict all the time.

Key Unit Competence
By the end of this unit, the learners • In class discussion students are
should be able to apply the principal of encouraged to respect each other’s
electromagnetic induction. opinion no matter how wild the
opinion. It is the work of the teacher to
Prerequisites of this unit harmonize such opinions.
This unit deals with generation of an electric Inclusive education
current using a magnetic field. You
• All students irrespective of their
should therefore review work done in
learning abilities and disabilities learn
magnets (S1), simple electric current
together as in performing activities and
done in S1 and S2. For electric current
class discussion. The use of Flemings’
emphasize should be on the direction
law using fingers is required. The use
of electric current i.e. conventional
of other methods is applied to address
direction. For magnets emphasize on
this disability.
how to change magnetic field strength
of a permanent or/and temporary Standardization culture
magnets. Making and destroying a • The use of standard apparatus culture
magnet needs a mention. e.g. Galvanometer, magnets, ideal
Cross cutting issues to be addressed transformers emphasizes the culture of
buying and using standard items. Cheap
The following gender issues have
is expensive!
been addressed.
• In drawing of circuit’s diagram, care
Gender is taken in using standard symbol of
• In forming working groups encourage electric circuit. These symbols were
groups that have both males and female introduced in S1 and S2.
in case the class is mixed one.
Environment and sustainability
• The language used in describing the
• The unit has dealt with Transformer
participation of students in activities
use oil for cooling. The oil leaks from
is carefully selected to avoid she,
transformer destroys our environment.
he, chairman, chairlady etc. Use
The use of air-cooled transformer is
chairperson.
suggested which are sustainable and
friendly to human beings, animals and
Peace and value education
plants.
• The teacher is encouraged to form
working groups that do not have
permanent members. Students should

141
Generic competences unit focus activity (Try this) outlined in the
The specific generic competences to be student’s book page 195-196.
addressed in this unit include among others
the: Teaching aids required
• Critical thinking: This competence
• Microphone
will be achieved when the teacher will
involve learners in doing activities • Chart showing parts of a simple a.c
especially the unit focus activity and generator
answering questions in the exercises
Teaching guidelines for unit focus
7.1, 7.2,7.3,7.4 and unit test 7 that
require the learner to explain, discuss • Organise learners into appropriate
and describe the particular concept. groups. Prompt them to see the need
of having a group leader and secretary.
• ICT: This competence will be achieved
This will promote leadership skills
when the teacher will involve learners
among the learners.
in conducting research from Internet on
electromagnetic induction. • Provide them with the microscope and
the chart.
• Problem solving: This competence will
be achieved when the teacher involve • Let them suggest the use of a microphone
learners in activities and exercises on and tell whether they have ever seen the
electromagnetic induction. device in picture on the chart. This will
promote critical thinking in learners.
Vocabulary /Keywords
• Ask them to do unit focus activity given
In the course of learning the concepts in this in the student’s book pages 195-196.
unit, the learners will discover the meaning • Allow learners to hold a discussion
of the following new words: in their groups as they attempt to
• Electromagnetic induction respond to all questions asked in the
• Faraday’s law activity. This will promote cooperation,
communication skills and leadership
• Lenz’s law
skills among other competences in the
• Root-mean-square learners.
• Peak value • Use their feedback to guide them in such
• Angular velocity away that leads to the correct responses
Guide the learners to understand and to the questions asked in the activity.
explain these words in sentences relating to The teacher can use probing questions.
Physics concepts. By doing that, you will be promoting
critical thinking of your learners.
Guide on the problem statement • It is most likely that most learners will
In order to motivate learners and make them come up with different observation,
eager, attentive and active when learning the explanation, and description that are
concepts in this unit, facilitate them to do the inaccurate. At this point, show the

142
 learners the importance of accepting Attention to special educational needs
different opinions given by different • The unit demands a lot of observations
learners whether right or wrong. This in different activities given, for example
help to promote peace and harmony observation on the galvanometer.
among the learners. Students with eye challenges should
• Use their feedback to trigger their be involved in the activities in different
curiosity in order for them to see the ways such as giving them a magnet and
need of learn more from the unit. told to move it into the coil as the other
student observe what happens to the
• Encourage those learners who may have
pointer of the galvanometer.
not responded correctly especially the
slow learners that the correct answers • The use of remedial extended activities
will be obtained in the process of to encourage those students with
learning the unit so that by the end of special educational needs.
it, they can be able to respond correctly
to all questions asked in the unit focus
activity.

List of lessons
Lesson No. Lesson title Number of period
1 demonstration of electromagnetic induction 1
2 Factors affecting the magnitude of emf induced 1
3 Laws of electromagnetic induction 1
4 E.M.F induced in a straight conductor moving in a 1
straight field
5 E.M.F induced in a coil rotating in uniform 1
magnetic field
6 Alternating current (a.c )generator 1

7 Root-mean-square (r.m.s) value 2

8 Other applications of electromagnetic induction 1
9. Unit assesment 1
TOTAL 10

Teaching aids
Lesson 1: Demonstrating of electromagnetic
• Source of power
induction
• Copper wire (conductor)
• Bar magnet
Learning objective
• Magnet
By the end of this lesson, the learner should • Conducting wire
be able to explain electromagnetic induction • Switch
• Galvanometer
• U-shaped magnet

143
 • Ask the group secretaries to give a
Introduction to the lesson
brief report to the whole class on their
In S1, learners learnt about electric circuit. findings. By doing so, leadership skills
They also learnt about electric components
and communication skills are enhanced
and symbols. Using a simple circuit,
in learners.
introduce the lesson by connecting simple
circuits. Use it to ask questions such as why • Point out any errors or omission in
does the bulb light? each report given. At this point, let the
Also, through questions and answers method learner know that it is always crucial
let the learners realize the importance of a to appreciate other student’s views
visible power source to have the bulbs light. whether right or wrong and if they
Inform the learners that the bulb can light disagree, let them do so constructively.
even if there is no visible source of power. Hence they will be learning how to be
tolerant to one another and therefore
Learning activities. Activity promoting peace and harmony among
themselves.
Teaching guidelines for activities 7.1, 7.2 and
7.3 Synthesis
• Organise learners into convenient Having done the activities, hold a discussion
groups depending on the availability
with learners to emphasize the need of
of suggested materials. Working in
relative motion for this generation. This
groups will promote cooperation,
relative motion is such that the wire “cuts”
interpersonal relation among other
competences. the magnetic field line of force.

• With your guidance, let them do Use figures 7.8 and 7.9 to introduce the
activities 7.1 to 7.3 provided in the concept of change in magnetic flux Φ =B. A
student’s book pages 196-199. Fig 7.10 shows when magnetic flux is directly
• These activities demonstrate the proportional to the number of magnetic field
generation of electric current. Guide and area of the loop of the coil.
them through the activities by Change in magnetic flux is responsible for
demonstration. Allow them to do the generation of electric current. The change
activities on their own. can be from high to low or low to high. The
• Give learners few minutes to discuss only thing that changes in the flow of electric
their observations and results obtained current is the direction.
from the activity. Ensure that all
Assessment
group members are participating
in the discussion. This will promote Ask the students to do exercise 7.1 questions
communication skills and critical 1, 4 and 5.
thinking among themselves.

144
Answers to activities 7.1-7.3 Learning activities
Refer to the discussion given in the student’s
Teaching guidelines for activity 7.4
book atter each activity.
• By now the learners should be able
Lesson 2: Factors affecting the magnitude to organise themselves appropriately
of emf induced into different groups without your
help whenever they are asked to do
Learning objective so. This does not mean you don’t need
to check and reorganise them where
The learner should be able to explain factors
necessary. Therefore, organise them
affecting the magnitude of emf induced
into convenient groups depending
Teaching aids the availability of suggested learning
• Insulated copper wire materials and let them be ready to do
activity 7.4.Working in groups will
• Galvanometer
enhance personal and interpersonal
• Bar magnet management, teamwork and cooperation
• Connecting wire among learners.
• Prompt them to see the need of having
Introduction to the lesson
a group leader and a secretary.
In this unit, learners have learnt how induced
• Provide them with the suggested
emf is produced. They have carried out
materials in the activity, that is, Insulated
activities that demonstrate the production of
copper wire, bar magnet, galvanometer,
emf. Using activity 7.4 given in the student’s
and connecting wires.
book page 201 , let learners suggest factors
that affect the magnitude of emf induced. • Lead by the group leader, now ask
This activity will demonstrate clearly how the learners to do activity 7.4 in the
the speed affects the induced emf. Use this student’s book pages 201, that is, to
as a foundation to build up the lesson on investigate the magnitude of the induced
other factors. emf. This will promote leadership skills
in learners.
Teaching aids
• Visit different groups to ensure that they
• Insulated copper wire are doing the right thing. They should
• Galvanometer be able to connect the galvanometer to
• Bar magnet the coil they have made.

• Connecting wire • Hold a discussion on their findings.

Allow learners to give their observations
• Ceramic magnet and explanation to the class and guide
• Iron rod them appropriately.

145
Synthesis Introduction to the lesson
Learners having done the activity and Review what has been covered so far
discussed the findings, let them understand emphasis the results of activity 7.2. Link the
the following facts the magnitude of induced results with the lesson of the day.
emf is directly proportion to:
Learning activities
• The induced emf is much higher in the
presence of a soft iron core Teaching guidelines for activity 7.5
• The number of turns in the coil. • Maintaining the groups used in
• The strength of magnetic field activities 7.1-7.4. Working in groups
• The rate of change of the magnetic flux promotes cooperation, personal and
linked to the coil interpersonal management among
learners.
Answers to activity 7.4
• Now, ask learners to do activity 7.5 in
• In step 3, the pointer of galvanometer the student’s book page 202, that is,
moves quickly when the motion of the to state the laws of electromagnetic
magnet is increased.
induction. This activity involves the
• In step 4, when the coil is wound on a use of hands. Those learners with any
soft core, the pointer moves faster than disability of hands should be involved
without core. by being asked to observe keenly and
• In step 5, core with more turns result to contribute by giving their observations.
a faster movement of the pointer then By doing so, you have ensured that all
with the few turns. learners are involved in the learning
• In step 6, when permanent magnet is activity.
used it results to faster movement of the • Guide the learners in determining the
pointer than when temporarily magnet
factors affecting the size of magnitude
is used.
of induced e.m.f.
Lesson 3: Laws of electromagnetic induction • Let the learners state the Faraday’s
law their own words. As a conclusion
Learning objective or summary to activity 7.5 state the
By the end of this lesson, the learner should Faraday law as it should be stated
be able to state the laws of electromagnetic in words and mathematically in the
induction mathematical expression introduce
Teaching aids a minus sign. This will promote
communication skills in learners.
• Magnet
• Emphasis the statement “change
• Centre- zero –galvanometer
producing”. Demonstrate the “change
• Insulated copper wire producing” as suggested in the students
• Connecting wires book using; a coil, bar magnet and a

146
 galvanometer. Use and explain direction Teaching aids
of current in straight conductor using • Connecting wires
Fleming’s right hand rule.
• Two permanent magnets
Synthesis
• Centre zero galvanometer
Summarise the two laws of electromagnetic
• Conductors
induction both in words and mathematical
expressions Introduction to the lesson
Fleming’s right hand rule Let the students set up the magnet and the
ThMb SeCond First conductor as shown in the fig. 7.19 in the
o u i student’s book page 208.
t r e Learning activities
i r l
Teaching guidelines for activity 7.6
o e d
• Organise your learners into appropriate
n n
groups depending the availability of
t suggested learning materials. Ensure
When stating Faraday’s laws in reference that the groups formed are gender
to a coil, you should define magnetic flux sensitive (in case your class has boys and
as a product of magnetic field strength, B girls) and of different abilities. Working
and area, A threaded by the field line. The in groups will enhance teamwork and
magnetic flux changes when the magnetic cooperation among learners.
is withdrawn from the coil.
• With your guidance, ask them to do
Assessment activity 7.6 given in the student’s book
page 207-208, that is to determine the
Ask the students to attempt questions 2,3,6
magnitude of induced e.m.f in a straight
of exercise 7.1 pages 206-207 as a takeaway
conductor.
assignment. You should mark and discuss
with the learners the assignment before • The activity may be enjoyable and
moving to the next lesson. amazing to the learners, but let them
not lose the main concept of the activity
Answers to activity 7.5 i.e. the movement of the magnet in and
Refer to the discussion given in the student’s out of the coil results to production of
book. emf.
• Let the learners discuss their
Lesson 4: E.M.F induction in a straight
observation from the activity. This will
conductor field
promote communication skills among
your learners,
Learning objective
• Using their findings discuss with them on
By the end of this lesson, the learner should the chalkboard how the rate of changed
be able to derive an expression of induced area and magnetic flux are related
EMF in a straight conductor. mathematically. This will enhance

147
 critical thinking, communication, and of the pointer of the galvanometer
writing problem solving skills among when the area of the loop of wire is
other competences in learners. changed.
Synthesis • Let learners suggest the reasons for the
difference and allow them to come up
Having done activity and held comprehensive
with the relationship between induced
discussion, highlight the discussion in the
emf and area of conducted used.
students book page 208-209:
• Discuss with the learners example and • Hold a discussion with learners on their
7.3 and 7.4 on page 209 in the student’s findings.
book. Synthesis

Assessment Discuss with the learners how the question

of induced emf can be derived. Use the
Select some question in exercise 7.3 student’s chalkboard to do this.
book page 213-214 and give as supervised
practice. Ensure the learners have understood the
equation ε = –BA ωsin ωt and ε = ε0 sin ωt
Answers to activity 7.6
Discuss the examples 7.5 given in the
Refer to the discussion given in the student’s
student’s book page 212 on the chalkboard
book page 208 - 209.
to emphasise the concepts.
Lesson 5: E.M.F induction in a coil rotating Assessment
in uniform magnet field
Ask learners to do exercise 7.2 given in the
student’s book page 213-214 question 8
Learning objective
and 9.
By the end of this lesson, the learner should
be able to derive an expression of induced Answers to activity 7.7
EMF in a coil roatating in a uniform magnet Refer to the discussion given in the student’s
field. book page 210-212.
Teaching aids
• A coil Lesson 6: Alternative current (a.c) generators
• Centre-zero galvometer Learning objective
• Two permanent magnet
By the end of this lesson, the learner should
• Connecting wires be able to explain the operation of an A.c
generator.
Teaching guidelines for activity 7.7
Teaching aids
• Using the same groups used in activity
7. 5, ask learner to do activity 7.9 given • Model of a.c generator
in the student’s book page 210. • Manila paper
• Guide the learners through the activity Introduction to the lesson
to realize the difference in the deflection

148
Review the energy conversions before Synthesis
defining what a generator is. Give practical Having done the activity holds a discussion
areas where generators are used. A mention with learners to emphasise the following
of a bicycle dynamo will go a long way in
facts:
assisting the learners to do properly focused
on the topic. • A current that flows back and forth in a
circuit is called an alternative current.
Learning activities.
• The number of cycles it completes in
Teaching guiddelines for activity 7.8 one second is known as the frequency of
• In this activity, you may decide to the alternating current and is measured
use the groups formed in activity 7.7 in hertz.
or form the new groups. Note that • During the first quarter of rotation, the
when learners are working in groups, induced emf increases from zero to a
competences such as cooperation,
maximum value or peak value.
teamwork, and leadership skills among
others are enhanced. Assessment
• Ask learners to do Activity 7.8 in the
Ask the students to attempt questions 4 and
student’s book page 215, that is, to
6 in exercise 7.2 page 213-214.
describe the working of an a.c generator.
This activity should be performed Answers to activity 7.6
to demonstrate the working of a.c
generator. You may have to draw on Refer to the discussion given in the student’s
a manila paper a chart the diagram book page 208 - 209.
of a generator to save on time. You
may also need to model a generator Lesson 7: Root-mean-square (r.m.s) value
for the learners to concretise the
idea of a generator and its operation. Learning objective
Emphasis should be put on the slip ring
comutators. The learner should be able to relate peak and
root-mean square
• Guide them through the activity to
ensure they are doing the right thing. Teaching aids
Then allow them to continue doing the
• Mains power supply 2V, 50 HZ
activity on their own.
• A ammeter
• Allow them to discuss their findings
from the activity. This will promote • Resistor 10 Ω
teamwork, cooperation, communication • d.c and a.c power supply
skills critical thinking among other
• bulb 2.5 V, 0.3 A
competences in learners.
• switch which selects between two
• Hold a discussion with learners on their
connections
findings on how an a.c generator works.
• d.c power supply 3V

149
Introduction to the lesson and accommodating other people’s
opinion whether they agree with us or
In mathematics, learners have learnt how
not. This is importance since it will be
to find a square root of a number. They also
promoting peace values in them.
learnt about power, that is P=IR2 in Senior 1
Physics. Using a small quiz establish whether Synthesis
the learners recall these concepts. Help them Having done the activity and discussed
to remenber what they learnt on these areas the learner’s findings have a whole class
before learning about the root mean square
discussion to emphasise the following facts:
in this section.
• Root-mean-value is the steady direct
current, which convert electrical energy
Learning activities to other form of energy in a given
resistor at the same rate as the a.c.
Teaching guidelines for activity 7.9
• E r.m.s=0.707Eo
• Organise learners into convenient
groups depending on the availability • Vr.m.s=0.707Vo
of learning materials. Remember the Guide the learners in a discussion of example
groups formed should observe different 7.6 given in the student’s book page 220
abilities and gender balance in case of a to emphasise the use of root-mean value
mixed class. concepts.
• Once you have been satisfied by the
group composition, ask learners to do Assessment
activity 7.9 in the learner’s book page Ask learners to do exercise 7.3 in the
218 that is to deduce an expression for student’s book page 220.
root-mean-square current.
Answers to activity 7.9
• Go around the class to ensure that
learners are doing the correct thing. Mark the values of root-mean-value obtained
Guide those with challenges especially by learners and refer to the discussion given
in ensuring that the circuit is working. in the student’s book for further clarification.
• Allow learners to hold a discussion
Lesson 8: Other applications of
in their groups as they attempt to
electromagnetic induction
respond to all questions asked in the
activity. This will promote cooperation,
communication skills and leadership Learning materials
skills among other competences in the • Small external speakers
learners. • Two stereo cables
• Hold a class discussion with them • Small radio
on their findings especial the values
Teaching guidelines
they have obtained. Use their findings
whether right or wrong to guide them Organize leaners in pairs to do activity 7.10
appropriately. At this point, remind the in students book page 220-221 The teacher
learners the importance of accepting should always remember that it is good

150
for learners to work in groups but those the questions asked therein. Since the
groups formed should reflect gender balance questions have been answered at one
(incase of a class that comprises of boys and instance within the unit, help them to
girls) and different abilities (slow learners understand how to give correct answers.
and quick learners)
Additional information
• Ask learners to do activity 7.10 in
students book that is to establish the The teacher may find it important to
application of electromagnetic induction. guide the learner to construct a simple a.c
• After the learners have done the activity generator or to convert electric motors to A.C
let them discuss their findings. Guide generators. The output of the generator may
them appropriately. then be connected to oscilloscope or a centre
–zero galvanometer, to display the variation
Synthesis of e.m.f from the generator, emphasis on
uniform rotation of coil, position of the coil
Hold a discussion with the learners on the when giving maximum or minimum induced
facts discussed in the student’s book. e.m.f change in direction of the induced e.m.f
Ensure that they master how an induction as the coil rotates.
coil works.
Guide them through the discussion on the Lesson 9: Unit assessment
moving coil microphone as discussed in the
student’s book page 221 to 222. Ask learners to do unit test 7 provided in the
student’s book pages 224-227, individually.
Assessment Mark their work and hold a discussion on
their results. This is important because
Ask the learners to do exercise 7.4 in the
it will help you as teacher to assess the
student’s book page 222-223.
communication skills when discussing the
results and whether the learners have
Answers to activity 7.10
attained the objective of the unit. It will also
Refer to the discussion given in the student’s help to promote critical thinking among
book page 221-222 them.

Remedial questions for slow learners

Summary of unit 1. Define the terms electromagnetic
• At random, ask different learners induction.
to lead others in brief discussion of 2. What do you understand by the term
different concepts highlighted in the emf?
unit summary given the student’s
3. State one observation when a magnet
book page 223-224. By asking them
is passed through the coil connected to
probing questions, help them recall the
a galvanometer
concepts.
• Ask learners to go back to the unit focus
activity given on pages 195-196. Let
them now give the correct solutions to

151
Answers to remedial questions for slow exercises and unit test 7
learners
Exercise 7.1
1. Electromagnetic induction (or
sometimes just induction) is a process (Learner’s book page 206-207)
where a conductor placed in a changing 9. 0.016 V
magnetic field (or a conductor moving
10. 7.85 MV
through a stationary magnetic field)
causes the production of a voltage 11. 1.5 MV
across the conductor.
Exercise 7.2
2. Electromotive force, also called emf
(Learner’s book page 213-214)
(denoted and measured in volts), is
the voltage developed by any source 2. 3 × 10 –3A
of electrical energy such as a battery 3. (a) 50 HZ
or dynamo. It is generally defined as
(b)
the electrical potential for a source in a
A = 35 cm × 20 cm = 0.07 m 2
circuit.
= f 50 =Hz , N 30
3. The pointer of the galvanometer
Emax = ω BAN = 2π × 50 × 5 ×10−8 × 0.07 × 30
deflects.
= 3.3 ×10−8V
Emax
Extended question for gifted learners.
6. 1 V
1. Given magnets, conductors, connecting
7. 2 V
wires and galvanometer, describe how
you can demonstrate the factors that 8. 1.5 × 10 –4 V
affect the magnitude of emf induced. 9. 0.173V
∆φ
2. Discuss briefly why you should learn 10. (a) when φ = 0 and is max
∆t
the topic electromagnetic induction. ∆φ
(b) Yes, when φ is max and =0
∆t
3. Design a simple a.c generator using the (c) 47 V
material available in your school or at
home and demonstrate how it works to 11. 0.75 V
your classmate. Exercise 7.3
4. With the aid of a diagram explain the
(Learner’s book page 220)
function of split and slip ring(s) in a
generator. 1. (a) 9.9 A
(b) 588 W
Answers to extended questions for gifted
learners 2. 12.9 A

Mark the student’s work and guide them

appropriately. You may refer to the discussion
given in the student’s book or use internet
and reference books.

Answers to numerical questions of

152
 UNIT

8 Electrical Power Transmission

Student’s book pages 228-252 (10 Periods)

Key Unit Competence play. Through question and answer

method, the teacher should build
By the end of the unit, the learner should on any idea on these concepts so
be able to analyse the transmission of that learner’s curiosity of wanting to
electrical power. understand more is increased.

Prerequisite to this unit Crosscutting issue to be addressed

For learners to acquire the knowledge, The specific crosscutting issue to be

skills, altitude and values visualized in this addressed in the unit is:
unit with ease, they should have acquired • Environment and sustainability: Since
the following concepts. the unit involves learning of how
• Knowledge on simple electric circuit electrical power is produced then
components, effect of electric current transmitted to various places of
and applications of earth wire, fuse need, the learners at specific instance
and circuit breaker and the skills on within the unit will learn how the
set up simple electric circuit. These construction of power plant can have
concepts were learnt in S1 unit 12 on negative impact to the immediate
the topic of current electricity. The environment. It is important for
learners also have knowledge on learners to be aware of this because
work, power and energy and the skills at a point in their lives, they may
of calculating and relating power and encounter with the situation either as
energy learnt in S2 unit 8 on the topic an engineer working for the project,
of work, power and energy. Using resident of the areas to be affected
small quiz and then question and or any other citizen so that they can
answer method ensure that learners know how to respond appropriately
recall and understand these concepts for the benefit of all.
well before introducing this topic.
This is important because the concept Generic competences
learnt prior to this topic will be helpful
The specific generic competences to be
to the learners in understanding
addressed in this unit include among
concepts to be learnt on electrical
others, the:
power transmission.
• Critical thinking: This competence will
• Slight knowledge on transformers, be achieved when the teacher will
electrical line and power plant. involve learners in doing activities
Learners may have a slight idea especially the unit focus activity and
on what they are and the role they answering questions in the exercises

153
 8.1, 8.2, 8.3 and unit test 8 that require Teaching aids required
the learner to explain, discuss and
• A nearby transformer
describe the particular concept.
• A nearby electricity transmission lines
• Teamwork, cooperation, personal and
interpersonal management and life • Questionnaire on electrical power
skills: This competence will be transmission
achieved when the teacher will be Learning activity for unit focus
organising the learners in groups to
do different learning activities (that is, • Organise learners into appropriate
unit activities, project activity, doing groups. Prompt them to see the need
exercises and unit test). of having a group leader and secretary.
This will promote leadership skills
• Communication skills: The competence among the learners.
will be achieved when the teacher
ensure that all learners are participating • Give each group the questionnaire
by giving their views in a discussion you prepared for them. Let the
of different learning activities given in question in the questionnaire be on
the unit. the idea you want them to get from the
observation when they will be visiting
• Research and Problem solving: This a nearby transformer and electricity
competence will be achieved when the transmission lines.
teacher involve learners in activities
that require the use of internet and • Take them to nearby transformers and
reference books to find solutions to electricity transmission lines.
the task given. • Separate the groups and with the
guidance of group leader and secretary,
Vocabulary /Keywords let them observe the transformer
In the course of learning the concepts in and electrical lines first then use the
this unit, the learners will discover the questionnaire provided to know what
meaning of the following new words: is required of them. Guide those who
• Eddy current may be stranded to understand what
they are supposed to do. Working
• Hysteresis losses in groups will not only promote
• Magnetic flux leakage teamwork but also cooperation,
Guide the learners to understand and leadership skills, organization skills
explain these words in sentences relating and interpersonal relation among the
to physics concepts. learners.
• Now ask them to go back to class.
Guide on the problem statement In the same groups, ask the learners
For learners to have a general idea of to do unit focus activity given in the
what they will be learning in the unit, the student’s book pages 229-230.
teachers should allow them to do the unit • Allow learners to hold a discussion in
focus activity on their own. their groups as they attempt to respond
to all questions asked in the activity.

154
 This will promote communication example activity 8.4 in the student’s
skills and among other competences book pages 235-236, learners with
in the learners. sight challenges can use touch while
• Use their feedback to guide them in those with disability of the hands
such away that leads to the correct (fingers or the hand as whole) can use
responses to the questions asked in the their sight to observe and contribute
activity. The teacher can use probing during the discussion. Encourage
questions. By doing that, you will be the other student to accept and love
promoting the critical thinking of learners with disability and not to
your learners. threat them as those who are unable
to participate in any learning activity.
• It is most likely that most learners will Remind learners that disability is not
come up with different observation, inability.
explanation, and description that are
inaccurate. At this point, show the • For slow learners, organise remedial
learners the importance of accepting lessons for them. Guide them through
different opinions given by different the activities and exercise once
learners whether right or wrong. This again and more slowly to help them
help to promote peace and harmony understand.
among the learners. • Some of the questions in the exercises
• Use their feedback to trigger their can be given to gifted learners. Prepare
curiosity in order for them to see the additional more challenging questions
need of learning more from the unit. for them learners. (See remedial
questions for gifted learners at the end
• Encourage those learners whom of this Teacher’s guide unit)
may have not responded correctly
especially the slow learners that the List of lessons
correct answers will be obtained in the
process of learning the unit , so that Lesson Lesson title Number
by the end of it, they will also be able number of periods
to respond correctly to all questions 1 Structure and working of 2
asked in the unit focus activity and transformer
the questionnaire given. 2 Types of transformers 1

Attention to special needs 3 Transformer equations 2

4 Power loses in a real 1
In order to involve all learners in the transformer
learning process, you must know all your
5 Applications of 2
learners especially the special need in your
transformers
class.
6 Electric power 1
• The unit comprises of numerous
transmission
activities, you should involve the
special need learners in these activities. 7 Unit assessment 1
For example, those activities that Total 10
require use of both eyes and hands, for

155
Lesson Development to the transformer once again as by the
requirement of the activity but they
Lesson 1: Structure and working of a can apply the concepts learnt and use
transformers the questionnaire given earlier to do
the activity.
Learning objective
• Guide them through the activity and
The learner should be able to describe a help them to do a constructive research
transformer. from internet and reference books on
transformer for more information.
Teaching aids
• Allow them to discuss their observation
• A transformer (within or near the from the activity. This will enable
school compound) learners to realise the importance
• Relevant Reference of teamwork and it will enhance
• Computers with internet connectivity communication skills in them.
• Go around to ensure that the main
Introduction to the lesson
objective of this activity, that is, to
In unit 7 of this book, learners already describe the structure and working of
learnt about transformers. They learnt a transformer is realised by learners.
what a transformers is (i.e. an electrical • Hold a whole class discussion and
device that transfers electrical energy from ask the group secretaries to give the
one circuit to another by electromagnetic summarised report to the class. Use
induction) and the coils in the transformer the opportunity to point out omissions
(i.e. Primary and secondary coil). Using and correct any error in each report
question and answer method, ensure that presented.
the learners recall these and others concept
Synthesis
covered in unit 7 before introducing this
part of the lesson. This is crucial because • Learners having done the activity and
most of the concepts to be learnt require discussed their finding with them,
the good foundation of what the learners ensure they understand that:
learnt. 1. A transformer is an electrical
Learning Activity device that transfers electrical
energy from one circuit to another
Teaching guidelines for activity 8.1 by electromagnetic induction.
• The learners already made groups 2. A transformer consists of two coils;
used in doing the unit focus activity. primary and secondary coils.
Ask learners to organise themselves 3. A transformer works on the
into the same groups and do activity principle of mutual induction
8.1 given the student’s book page • Guide the learners through the
230.Ensure that no member move discussion given in the student’s book
to a near group unless under certain page 231 before asking them to do
circumstances. This is important activity 8.2.
because they may not need to go back

156
Teaching guidelines for activity 8.2 primary circuit while the circuit
• Still maintaining the same groups in which the electromotive force
used in activity 8.1 or you may is induced is called the secondary
consider reorganise them, ask learners circuit.
to do activity 8.2 in the student’s book 3. The induced electromotive force
pages 231-232. It is important learners in secondary circuit is in opposed
to work in groups but appropriate direction accordance with Lenz’s
one (i.e., gender sensitive and of law.
different abilities). The groups should • Now take the learners through the
be as small as possible in terms discussion given in the student’s book
of membership to reduce cases of pages 232-233 as you conclude this
some members not participating. part.
This will promote leadership skills,
Assessment
cooperation and teamwork among
the learners. Learns having done activities 8.1 and 8.2
• Go around to every group to ensure and understood the concepts on structure
they are doing the right thing. Guide and mode of action of transformers, Ask
them through the activity. Ensure them to do question 1 (b) and (c) of exercise
that all learners are included in the 8.1 in the student’s book page 242. This
learning process. Those with the will enhance critical thinking and problem
disability of hands should be given solving skills in them.
opportunity to observe and give their N/B: See answers for the Exercise 8.1 at
opinion during the discussion. the end of this unit of the Teacher’s guide.
• Allow learners to hold a brief Answers to activity 8.1 student’s book pages
discussion on their observations and 230.
findings.
• In step 1, refer to the discussion given
• Lead them through the whole class
in the student’s book.
discussion on their findings. Correct
any wrong responses given by • In step 2, A transformer is an electrical
learners. device that transfers electrical energy
from one circuit to another by
Synthesis
electromagnetic induction. Refer to
• Before you conclude this section of the the discussion given in the student’s
unit, ensure that learners understand book for its structures .
that
Answers to activity student’s book pages
1. Mutual induction is the production
231-232
of an electromotive force in a
circuit by a change in the current • In step 2, the galvanometer deflects.
in an adjacent circuit that is linked Refer explanation in the discussion
to the first by the flux lines of a given in the student book.
magnetic field. • In step 3, the galvanometer shows
2. The circuit that induces deflection. Refer explanation in the
electromotive force is called discussion given in the student book.

157
 • Allow the learners to discuss their
Lesson 2: Types of transformers findings among themselves. Listen
to how they discuss and guide them
Learning objective where necessary. This is important
The learner should be able to explain the since it will give you opportunity
types of transformers. t o m o n i t o r a n d p ro m o t e t h e
communication skills of your learners.
Teaching aid
• A transformer (within or near the Synthesis
school compound) Hold a class discussion with learners to
• Internet emphasize the following facts:
• Reference books • They are two types of transformer;
step down and step up
Introduction to the lesson • Step down transformer has fewer
turns in secondary coil than the
In the lesson 1 of this unit, the learners have
primary coil and it is used to step
learnt about the structure and working of down (decrease) large amount of
transformer. They have already known voltage for use.
that transformer work on the principle
• Step up transformer has many turns
of mutual induction. Using question and in the secondary coil than in the
answer method, introduce this part by primary coil and it is used to step up
fist building on these and other concepts (increase) the amount of voltage for
learnt. This is very important because it transmission.
will help learners to analysis and discuss
the other concepts to be learnt in this Assessment
section. Ask learners to do question 1 of unit test 1
Learning Activity in the student’s book page 251.
N/B: See answers for the Unit test 8 at the
Teaching guidelines for activity 8.3. end of this unit of the Teacher’s guide.
• Organise learners into appropriate Answers to activity 8.3 student’s book page
groups depending on the availability 233-234
of suggested materials. Prompt them
• In step 1, the two types are step down
to see the need of having a group and step up transformer
leader and the secretary.
• In step 2, vandalism of transformers
• Ask the group leaders and the will cause a blackout. Mark appropriate
secretaries to lead their members to a explanation given by learners.
nearby transformer. This will promote
leadership skills, cooperation and Lesson 3: Transformer equation
teamwork among the learners.
Learning objective
• Ask them to do activity 8.3 given in the
student’s book pages 233- 234, that is, The learner should be able to explain
to find out the types of transformers operation and calculate the efficiency of
and their uses. transformer.

158
Teaching aids • Give them few minutes to discuss their
findings and let the group secretaries
• Connecting wires
write down the main points from
• Galvanometer the discussion. This will promote
• A switch communication and leadership skills.
• Insulated copper wire • Hold a whole class discussion and
ask the group secretaries to give the
• Source of current
summarise report to the class. Use the
Introduction to the lesson opportunity to point out omissions
and correct any error in each report
In mathematics, learners have learnt ratio,
presented.
proportional and percentage. They have
also learnt about the structure and working Synthesis
of transformers. Through a small quiz Now ensure that learners have understood
and question/answer method, ensure the following facts:
that the learners understand very well
• As the transformer is basically a linear
these and any other concepts learnt as an
device, a ratio now exists between the
introduction. This is important since the
numbers of turns of the primary coil
section will require learners to recall and
divided by the number of turns of
apply some the concepts.
the secondary coil. This ratio, called
Learning Activity the ratio of transformation, more
commonly known as a transformers
Teaching guidelines for activity 8.4 “turns ratio”, (TR ). This turns ratio
• Organise learners into appropriate value dictates the operation of the
groups, that is, if the class is a mixed transformer and the corresponding
one, ensure you have the gender voltage available on the secondary
balance (i.e., equally number of boys winding.
and girls if possible) and also they are • It is necessary to know the ratio of
of different abilities. This will help the number of turns of wire on the
learners to appreciate the factor that primary winding compared to the
all students (whether boys or girls) secondary winding. The turns ratio,
should be given equal opportunity to which has no units, compares the two
learn and also to promote cooperation windings in order and is written with
among them. a colon, such as 3:1 (3-to-1). This means
• Ask the learners to do activity 8.4 in this example, that if there are 3 volts
given in the student’s book pages 235- on the primary winding there will be
236. 1 volt on the secondary winding, 3
volts-to-1 volt. Then we can see that
• With your guidance, lead them
if the ratio between the numbers of
through the steps of doing the activity.
turns changes the resulting voltages
Help those who may be having
must also change by the same ratio,
difficulties.
and this is true.

159
• Transformers are all about “ratios”. • In step 6, the reading recorded was
The ratio of the primary to the higher with more turns than less than.
secondary, the ratio of the input to This is because the more the turn the
the output, and the turn’s ratio of any more the emf induced .
given transformer will be the same as • In step 7, refer to the discussion given
its voltage ratio. In other words for in the student’s book page 236-237.
a transformer: “turns ratio = voltage
ratio”. The actual number of turns of Lesson 4: Power losses in a real transformer
wire on any winding is generally not
important, just the turns ratio and this Learning objective
relationship is given as:
The learner should be able to outline and
Np Vp
= = n = Turns Ratio explain the reasons for power losses in a
Ns Vs real transformer.
• Efficiency of a transformer = power
output/power input × 100 % Teaching aid

• The efficiency of an ideal transformer • Computers connected to internet (in

is 100 %. extreme cases you can use cellphones)

• Current passing through the coils • Physics reference books and any other
of the transformer can be calculated relevant reference materials
using the equation, NpIp=NsIs. Introduction to the lesson
Guide the learners through the discussion In this unit, learners have already learnt
and examples 8.1-8.4 given in the student about transformer and its operation. They
book pages 238-240. Ensure that learners have done calculation on finding current,
have understood the working in the number of turns, power and efficiency. By
examples. Help those who may have the method of question and answer or a
challenges in the calculation. small quiz, establish whether the learners
Assessment mastered these concepts as you introduce
this section. Use probing questions such as
Ask learners to do question 2 of exercise 8.1 does a transformer lose power? How? Let
in the student’s book page 243. Ensure that them attempt to answers. This is crucial
you have marked their work and guide because it will assist you to lay a good
them appropriately. foundation for what the learners are about
N/B: See answers for the Exercise 8.1 at to learn in this section.
the end of this unit of the Teacher’s guide.
Learning Activity
Answers to activity 8.4 student’s book page
235-236 Teaching guidelines for activity 8.5
• In step 4, the galvanometer deflects. • By now the learners should be able
Check and mark the reading obtained to organise themselves appropriately
by learners. into different groups without your

160
 help whenever they are asked to do Synthesis
so. This does not mean you don’t need • Having done the activity, guide them
to check and reorganise them where to understand that since electrical
necessary. Therefore, organise them
transformer is a static device,
into appropriate groups depending
mechanical loss in transformer
the availability of suggested learning
normally does not come into
materials and let them be ready to do
picture. We generally consider only
activity 8.5.Working in groups will
electrical losses in transformer. Loss
enhance personal and interpersonal
in any machine is broadly defined as
m a n a g e m e n t , t e a mw o r k a n d
cooperation among learners. difference between input power and
output power. When input power is
• Ask the learners to do activity 8.5 in supplied to the primary of transformer,
the student’s book page 240-241. some portion of that power is used to
• With your guidance, lead them through compensate core losses in transformer
the steps of doing a comprehensive i.e. Hysteresis loss in transformer and
research on factors that contributes Eddy current loss in transformer core
to power loses i.e. resistance, eddy and some portion of the input power
current, hysteresis losses, magnetic is lost as I2R loss and dissipated as
leakage from internet and reference heat in the primary and secondary
books. Note that some student may windings, because these windings
open different sites such as Facebook, have some internal resistance in them.
twitter and instagram thus deviating The first one is called core loss or iron
from the main object of the research. loss in transformer and the later is
It is therefore important to go around known as ohmic loss or copper loss
the class and check whether they are
in transformer. Another loss occurs
doing the right thing. Knowing how to
in transformer, known as Stray Loss,
do constructive research is important
due to Stray fluxes link with the
to learners since it will be promoting
mechanical structure and winding
their research and problem solving
conductors.
skills that will be useful in their life
time (lifelong learning). • Now lead them to understand the
discussion given in the student’s book
• Give them few minutes to discuss their
pages 241-242 on factors contributes
findings and let the group secretaries
to power losses and application of
write down the main points from
transformers.
the discussion. This will promote
communication and leadership skills. Assessment
• Hold a whole class discussion and Ask learners to do question 3 of exercise
ask the group secretaries to give the 8.2 given in the student’s book page 249.
summarise report to the class. Use the
opportunity to point out omissions
and correct any error in each report N/B: See answers for the Exercise 8.2 at
presented. the end of this unit of the Teacher’s guide.

161
Answers to activity 8.5 student’s book page • Internet
241 • Reference books
1. In step 1, factors that contributes power
Introduction to the lesson
loses include resistance of the coils,
eddy currents, hysteresis losses, Flux or In unit 7 of this book, learners learnt about
magnetic leakage. Refer to explanation the a.c generator and its operation. In this
given in the student’s book. unit learners have already learnt on step
up and step down transformers and their
Lesson 5: Applications of transformers functions. Using question and answer
method inquire whether the learners
Learning objective recall these concept already learnt well.
By the end of the lesson the learner Guide them where necessary to ensure
should be able to state applications of a that the explanation given by learners is
transformer. correct. This is important because it lays
a foundation on the discussion of electric
Introduction to the lesson power transmission.
Learners having covered the types of
Learning Activity
transfeormers and their calculations
use questions and answer to evaluate if Teaching guidelines for activity 8.6
learners can be able to remember their
concepts. • You have already grouped the learners
before when they were doing activity
Learning Activity 8.5, you may decide to maintain
• Review activity 8.5 in learners book the groups for this activity or form
page 240-241 use this activity to form new groups. Forming new group
a basis for this lesson. Ask learners sometimes is important because it
to state some of the applications they help learners to interact and share
may have noted from the previuos new ideas from different learners. It
activities. also promotes teamwork, cooperation
among them.
• After the learners give their
suggestions go through the discussion • Provide the learners with the suggested
given on the students book page 242 materials
on applications of transformers. • Ask learners to do activity 8.6 provided
in the student’s book pages 244,that is,
Lesson 6: Electric power transmission to describe the transmission of electric
power.
Learning objective
• Guide them through the steps of
The learner should be able to explain the the activity especially step 3 on
electrical power transmission. conducting a comprehensive research
Teaching aids from Internet and reference books.
• Go around checking whether the
• Cables of different thickness made of
learners are doing the right thing.
different metals

162
 Help those who may have difficult for any project is determined by the
in any step of the activity. Learners characteristics of the transmission
with sight challenges can be given the line’s route, including terrain and
cables by the others to feel them and existing infrastructure.
then determine their thickness. b. Due to electrical resistance of the
• With your guidance, allow them transmitting cables, some electric
to discuss their findings for few power is lost.
minutes before asking the secretaries i. To re d u c e p o w e r l o s e s i n
from each group to give a report to transmission lines, very thick
the whole class on their findings. wires are used
This will promote leadership and
communication skills in learners. ii. The transmission wires are made
of metals like copper that are very
• Hold a class discussion on their good conductors of electricity.
findings and correct any errors ( if
any) in each report given . At this iii. Electric current is transmitted at a
point, help learners to realise the very high voltage and low current.
importance of accepting other people’s • An a.c voltage can be easily and
opinion whether they are right or cheaply changed from one voltage
wrong and in case they disagree, let to another by a transformer. The d.c
them do so constructively. This will voltage cannot.
promote peace and harmony among • Guide them through the discussion
the learners. given in the student’s book pages 243-
Synthesis 245 to emphasize the facts learnt.
• Having discussed learner’s finding Assessment
from the activities, now lead the
learners in the discussion to Ask learners to do question 1 of exercise
understand the following facts 8.2 in the student’s book page 247.
Mark learner ’s work and guide them
a. Transmission lines are sets of wires, appropriately. This part will promote
called conductors that carry electric critical thinking skills among the learners.
power from generating plants to
the substations that deliver power Dangers of high voltage tramsmission
to customers. At a generating plant,
electric power is “stepped up” to Teaching guidelines for activity 8.7
several thousand volts by a transformer • Maintaining the same groups formed
and delivered to the transmission in activity 8.6, ask learners to do
line. At numerous substations on the activity 8.7 given in the learner’s book
transmission system, transformers page 246.
step down the power to a lower
voltage and deliver it to distribution • Guide them through the steps of
lines. Distribution lines carry power conducting a research from Internet
to farms, homes and businesses. The or reference book on the dangers
type of transmission structures used associated with high voltage

163
 transmission. This section of the unit is Answers to activity 8.6 student’s book page
very important because it touches on 244.
the safety of the student. Ensure that • In step 1, the materials can be of
the learners are doing constructive copper or aluminium.
research. This will promote in the
learners among other competences the • In step 3, the water is drawn into the
teamwork, cooperation and research barrel of the syringe. Refer explanation
skill. given in the student’s book.

• Give learners few minutes to discuss Answers to activity 8.7 student’s book page
their findings and let the group 246
secretaries of each group give a
summarised report on their findings. In step 1, the dangers involves in
transmission of high voltage are
• Lead the whole class in a discussion of
a. Risk of electric shock
their findings and allow the learners
to point out the omission and errors b. Risk of fire outbreak
(if any) in each report presented. c. Childhood leukaemia
Synthesis d. Risk of getting cancer
The learners having done the activity and e. Depression
discussed their findings now lead them to
understand the following facts: Environmental impact of power generation
and transmission
• The dangers of living or working near
a high voltage power line includes Learning objective
a. Risk of electric shock
The learner should be able to state dangers
b. Risk of fire outbreak of staying near high voltage power lines.
c. Childhood leukemia • Reference books
d. Risk of getting cancer • Internet
e. Depression Learning Activity
• At this juncture, draw the learners to
safety measures given in the student’s Teaching guidelines for activity 8.8
book, that is, Avoid touching loosely • Organise the learners into appropriate
hanging electric cables. You will be groups depending on the suggested
electrocuted!! materials in the student’s book page
248. The teacher should always
Assessment
remember that it is good for learners
Ask learners to do question 1 exercise 8.2 to work in groups but those groups
given in the student’s book page 249. Mark formed should reflect gender balance
their work and guide them appropriately. (in case of a class comprises of boys
This will promote critical thinking in and girls) and different abilities (slow
learners. and faster learners).

164
• Ask learners to do activity 8.8 in the Assessment
student’s book page 248, that is, to In groups, ask learners to attempt to
find out the environmental impact of answer the question on how the electricity
power generation and transmission. transmission impact the environment. Let
• Guide the learners on how conduct a them do it as homework. This question will
research from the internet. Note that promote critical thinking in learners. In
some learners may open different sites addition, ask them to do Exercise 8.2 in the
from the expected one, therefore it is student’s book page 249. Mark the work
important for the teacher to go around of learners and guide them appropriately.
and guide them properly. This will
Guidelines on Project work 8.1 in the
promote research skill in learners.
student’s book pages 250.
• Allow them to discuss their observation
• Project work is vital in learning
from the activity. This will enable
process. It gives learners opportunity
learners to realise the importance
to make use of their creativity and
of teamwork and it will enhance
innovation acquired throughout their
communication skills in them.
lives. It is important for the teacher to
• Go around to ensure that the main ensure his/her learners have done the
objective of this section (i.e. Able suggested project.
to highlight and explain dangers
• Group the learners appropriately
associated with power generation and
and provide them with the following
transmission) is realised by learners.
suggested materials: Dry cells, bulb,
• Ask the learners to report their soft iron sheet, connecting wires,
findings through their secretaries. sheet of paper, insulated copper wires,
Time may be insufficient, so let each masking tape.
group give a brief summary.
• Ask them to choose a group leader and
Synthesis secretary.
The learners having done and reported • Let the group leaders and the
their findings hold a class discussion to secretaries to lead others to do the
emphasise the following facts: project within two weeks.
• Some of negative impact associated • Within the two weeks, let the group
with generation of electricity are: leaders give the update of the progress
a. Dislocation of people of the project.
b. Release of carbon dioxide • Check the progress of the project twice
c. Disrupting ecosystem a week before its completion. Guide
the learners where necessary.
Hold a discussion with the learners on
the discussion given in the student’s book • After two weeks, let each group give
to clarify the facts. At this point draw a presentation on their project .Guide
attention of the learners to danger of them appropriately.
malaria and how to prevent it.

165
Answers to activity 8.8 student’s book page 1. Efficiency - transport electric
248. power over distance with minimal
• In step 1, some of the impacts of losses
generation of electricity to environment 2. Safety - transport power through
are: urban and rural areas minimizing
i. Dislocation of people harm to people and animals.

ii. Release of carbon dioxide 3. Cost - use the minimal raw

materials and building/operating
iii. Disrupting ecosystem costs possible
Summary of unit 4. Robustness - create a system
• At random, ask different learners which is not vulnerable to surges
to lead others in brief discussion of from lightning, solar flares,
different concepts highlighted in the earthquakes, ice storms, wind
unit summary given the student’s storms and have the system be
book page 250-251. By asking them able to ‘heal’ itself when outages
probing questions, help them recall occur, isolating problem area
the concepts.
• Ask learners to go back to the unit Lesson 7: Unit assessment
focus activity given on pages 229-
230. Let them now give the correct Ask learners to do unit Test 8 provided
solutions to the questions asked in the student’s book pages 251-252,
therein. Since the questions have been individually. Mark their work and hold
answered at one instance within the a discussion on their results. This is
unit, help them to understand how important because it will help you as
to give correct answers. teacher to assess the communication skills
Additional information to the teacher when discussing the results and whether
the learners have attained the objective of
It is important the teacher to know the the unit. It will also help to promote critical
following facts: thinking among them.
• Electrical power is generated at
different generating stations. These
generating stations are not necessarily Remedial activities/ questions for slow
situated at the load centre. To learners
transmission the electrical power 1. Define the following terms:
generated over a long distance has
been one of the major challenges of i. Power station
the electrical age. The goals, which ii. Mutual induction
engineers have been working towards, iii. Efficiency of transformer
have remained the same despite many
2. Name two coils found in a transformer
other things changing over the years.
They include 3. List three ways of reducing power loss
in a transformer

166
4. Name two environmental impacts 3. Explain how the impact caused on
of electrical power generation and the environment by the generation of
transmission. electrical power and transmission of
Answers to activity/questions for slow learner it can be reduced.
1. ( i ) A power station, also referred to as Answers to the extended activities/ questions
a power plant or powerhouse and for gifted learners
sometimes generating station or
generating plant, is an industrial 1. Mark the student’s work and guide
facility for the generation of them appropriately. Refer to the
electric power. Most power picture given in the student’s book for
stations contain one or more guidance.
generators, a rotating machine 2. By creating more jobs, improving
that converts mechanical power security, used in industries for its
into electrical power. operation among many others points.
Mark the student’s work and guide
(ii) Refer to explanation given in the
them appropriately.
student’s book.
2. Refer to discussion given in the
(iii) Refer to explanation given in the
student’s book. Let learners give
student’s book
variety of answers not necessary the
2. Primary and secondary coils one discussed in the student’s book.
3. To reduce power loses in transmission Mark their work and guide them
lines, appropriately. Use the reference books
i. a very thick wires are used and internet for more information.
ii. the transmission wires are made Answers to exercises and unit test 8
of metals like copper that are very
good conductors of electricity. Exercise 8.1
iii. electric current is transmitted at a (Learner’s book page 242-243)
very high voltage and low current. 1. (a) Step up transformer and step
4. down transformer
i. Dislocation of people (b) A step down transformer has
ii. Disrupting ecosystem many turns in the primary and
few turns on the secondary coil
Extended activities/ questions for gifted while a step up transformer has
learners few turns in the primary coil and
many turns in the secondary coil
1. Explain the process of power
transmission from power plant to (c ) Refer to discussion in students
homes. book
2. (a) Vs = 60v Is = 10A
2. Discuss ways through which power
generation and transmission has Power = Vs Is
contributed to the growth of Rwanda’s
Po = 60 x 10 = 600W
economy. Efficiency of transformer is 80%

167
 Power supplied =
100% ×600W 7. (a) Np = 800 turns
80% Ns = 100 turns
= 750W VP = 240v
(b) Pv = 750 Vp = 240 v Ns Vs
= =
Pi Np Vp
Ip =
Vp Vs
100
= =
750 800 240
= 240
Vs= 30 V
= 3.13 A
3. When the primary coil of a transformer Pi
(b) Efficiency E = × 100
is connected to a.c. mains the ac Po
produces a changing magnetic flux in =
Vsls
× 100%
the iron core. The change in magnetic Vplp
flux induces current in the secondary
30 × 0.72
coil. The magnitude of this induced E = 240 × 0.10
emf depends upon the number of
turns in both coils. = 90%

4. Resistance of the coils Exercise 8.2

Flux and magnetic leakage
(Learner’s book pages 249)
5. (a) Step up transformer
1. Mark learner’s work accordingly
(b) 400 V
2. 0.048W
(c) There is no power loss in the
3. (a) (i) 66 A (ii) 5A
transformer
(iii) 1 000 V (iv) 5 Kw
6. (a) A large current is carried in the
primary coil thus should be made (v) 655 Kw
thicker to minimize power loss. (b) (i) 66 A (ii) 33 A
(b) Vp = 240 v V = 9V Ns = 54 turns (iii) 6 600 V (iv) 217.8 Kw
Vs Ns
= = (v) 442.2 Kw
Vp Np
(c) – Resistance of the coils
9v 54 – Eddy currents
= =
240 Np
– Hysteresis loses
NP = 1 440 turns – Flux or magnet leakage
(c) There will be no emf induced in 4. – Using thick copper wires
the secondary coil as there is no – Transporting electricity in high
alternating current when 240v dc
is used. voltage.

168
Unit Test 8 (b) Pi = Po; VsIs = VpIp

(Learner’s book page 251-252) 6.25 x Is = 250 x 2.0

1. B Is = 80 A
2. C (c) Refer to discussion given the
3. A student’s book.
4. A 7. Refer to discussion given the student’s
book
5. (a) Mutual induction is the effect
of production of an emf in a coil 8. (a) Vs = 12 v Np = 500 turns
because of change in current in a Ns = 250 turns
coupled coil.
Ns Vs
(b) To reduce loss of current through =
Np Vp
magnetic leakage.
(c) A step up transformer is one with 250 12
= =
500 Vp
higher number of turns in the
secondary than the primary coil Vp = 24V
while a step down transformer is
one with lesser number of turns in
(b) P = 40W
the secondary coil and more turns
in the primary coil. V = 12V
(d) Transformers can only work P
I =
with alternating current because V
without alternating current no 40
emf can be induced in the coupled =
12
core.
= 3.33A
6. (a) Np = 400 turns
(c) P = 40W
Ns = 10 turns Pi
Efficiency = × 100%%
Vp = 250v PO
100%× 40W
Power supplied =
Ip = 2.0A 90%
= 44.4 W
Vs Ns
= =
Vp Np 9. (a) 95 000 W

Vs (b) 2.88 A
= = 10 turns
250 v 400 turns
(c) 6635.52 W
Vs= 6.25 v (d) 1600 V
(e) 2.88 A

169
 UNIT

9 Electric Field Intensity

Students book page 253-276 (9 Periods)

Key Unit Competence • Communication through provision of

learner’s discussion based activities.
By the end of this unit the learners should
be able to calculate intensity of electric • Critical thinking and problem solving
filed due to one or more point charges. through involving the learners in
problem solving and discussion.

Prerequisites to this unit Vocabulary/keywords

In a bid to make learners acquire the In the course of learning the concepts in
knowledge skills, attitudes and values this unit, the learners will discover the
stated in this unit with ease, there is need meaning of the following new words:
for learners to have acquired the following: • Electrostatic force/coulomb force.
• Knowledge and understanding of • Superposition of forces
the types of charges, how bodies
get charged, and some basic laws • Electric field intensity
of electrostatics like unlike charges Guide the learners to understand the
attract and like charges repel learnt in meanings of these words and construct
Senior 1. and speak out mathematical statements
involving them in order to master their
Cross-cutting issues to be addressed
meaning and usage.
The specific cross-cutting issues to be
addressed in this unit are: Guidance on the problem statement
• Inclusive education; this unit has a In a way to make the learners get prepared
wide range of activities that encourage and give attention to the unit, the teacher
inclusiveness of every learner. This should organize learner to do the unit focus
is seen when making groups in that activity in groups, remember they already
every member of the class will have know something about electrostatics from
a group and tasks for anyone of the S1 and S2.
members of the group.
Unit focus activity
Generic competences addressed in • Divide the students into small groups,
this unit for example a group of 4-5.
• Cooperation, interpersonal • Ask them to draw the magnetic
management and life skills through field pattern between positive and a
provision of group work. negative charges and between two
positive charges.

170
• Ask them to explain the meaning of learners hence they may finish doing
electric field intensity, and state the the task so fast then get bored and start
factors that determine its magnitude. distracting others. Prepare additional
• Ask them to compare the electric field more challenging questions for these
intensity around three charges in fig learners.
9.1 page 254. • For the slow learners, organize
• Ask them to answer questions on remedial lessons where you guide
number three using fig 9.2 page 255. them through the activities once
• Ask one person form each group to again and more slowly to help them
discuss briefly to the whole class their understand the concepts.
findings to the class.
Synthesis
List of lessons

• Allow the learners to hold discussions Lesson Lesson Title No. of

No. periods
in their groups in a way to answer
1. Electrostatic force and 1
the set questions. Working in groups coulomb law
improves their communication skills 2. Superposition of forces 1
and cooperation. 3. Electric field 2
• It is most likely that some will come up 4. Electric field intensity 2
with the right answers as they studied 5. Electric field patterns 1

it in S2 and some like weak learners 6. Unit assessment 2

may not. Total 9

• From their discussion, use that Remember one period was about the
feedback to trigger their curiosity in problem statement activity
order for them to see the need to learn
Lesson Development
more from the unit.
• Encourage the leaners more especially Lesson 1: Electrostatic force and
the slow learners that the correct coulombs law
answer will be obtained in the process
Learning objective
of learning the unit so that by the
end of it, they can be able to respond The learners should be able to appreciate
correctly to all the questions asked in the applications of electrostatic force,
the unit activity. define it and solve problems related to it.

Attention to special needs Teaching Aids

• You should provide for learning of all • Two identical polythene rods A and B
learners including those with special • clamp and a stand
needs. • silk cloth
• The calculations in this unit may not • Thread.
be challenging to the specially gifted

171
Introduction to the lesson  Let them know that coulombs law
Before the lesson, prepare a set of the states that the force of attraction or
materials mentioned above for each of the repulsion between two electrically
groups that will be formed. c h a rg e d p a r t i c l e s i s d i re c t l y
proportional to the magnitude of their
Introduce the lesson by using question and
charges and inversely proportional
answer method to guide the learners to
to the square of the distance between
review the definition of electrostatic force
them.
and statement of coulombs law as learnt
in previous lessons.  Guide them in a discussion on example
9.1 and 9.2 in the student book pages
Learning Activities 256-257

Teaching guidelines for Activity 9.1 Assessment

• Organize the learners into convenient • Ask the learners to do exercise 9.1 in
groups to do activity 9.1 as outlined the students book pages 257-258.
in the student’s book page 255.
The activity is meant to show the Answer to activity 9.1
learners the force of repulsion between • In step 3, there is repulsion between
negatively charged polythene rods. the rods where rod A will be pushed
• Let them know that if bodies were away. The repulsion increases as rod B
charged differently and they have gets near rod A that is to say, when it
unlike charges, the force between is closer to A, there is more repulsion.
them is an attraction force.
• In step 4, there is still repulsion but
• Ask them to state the effect of amount here rod A is pushed further at the
of charge on the force of repulsion, same distance near rod B. And when
and discuss their observation made
it is brought closer, it is seen to be
with the other members in the group.
pushed further than before.
Let them choose one person to
present to the class in a few minutes. • In step 5, it is clearly seen that when
Such discussions will improve their the rods are charged vigorously, the
communication skills. force of repulsion between the two
Synthesis charged rods increases.

• Having done the activity, guide the

learners through a class discussion to Lesson 2: Superposition of forces
understand that when the distance of
separation increases between charged Learning objective
bodies, even the force reduces but as
The learner should be able to state the
the distances becomes shorter, the force
superposition principle for point charges in
increases. The other observation is that
an electric field and explain superposition
if the amount of charge increases, the
of parallel electric fields.
force of repulsion also increases as
well.

172
Teaching Aids force on a charge when more than two
• Reference materials including books.. charges are present. It states that for all
linear forces, the total force is a vector
• internet sum of individual forces.
Learning Activities
Lesson 3: electric field
Teaching guidelines for Activity 9.2
• Ask learners to activity 9.2 given in the Learning objective
student’s book page 258 to research The learner should be able to explain and
from the internet and text books the differentiate electric field and electric force
principle of superposition for point and describe electric field patterns for two
charges in an electric field and explain point charges.
superposition of parallel electric
fields. Learning activity
• Ask them individually to present to Teaching Aids
the class their findings.
• Internet enabled computers
Synthesis
• Related books
• Having done the activity, help the
learners through a class discussion Introduction to the lesson
to appreciate that for a number of Introduce the lesson by using question
forces, the net force on any one charge and answer method to guide the learners
is simply the vector sum of the forces to review the meaning of an electric field.
exerted on it by the other charges. This
is what is termed as the superposition Teaching guidelines for Activity 9.3
principle (superposition property), • Organize them in pairs
which states that for all linear forces
the total force is a vector sum of • Ask them to do activity 9.3 on doing
individual forces. This principle holds research on electric field as outlined
for linear systems. in the student’s book page 261.
Synthesis
• Guide the learners through examples
9.3 and 9.4 discussed in the learner’s Use a class discussion to the leaners come
book pages 259-260. up with the best definition of electric
field. Help them to consolidate that a
Assessment
charged object affects other objects without
• Ask the learners to do exercise 9.2 touching them in what is called action at
provided in the student’s book pages a distance which is explained by electric
260-261. field.

Answer to activity 9.2 Answer to activity 9.3

• In step 1 and 2, the superposition of • In step 1, an electric field is the region
forces is a principle that is applied where a charged body experiences a
when getting the resultant or net force

173
Teaching guidelines for activity 9.4 charged body, may be attracted or
repelled away.
Teaching aids required
Answers to activity 9.4
• Glass dish
• Castor oil • In step 4, the seeds spread and appear
like in Fig.9.7 (a) in the student book
• Electrodes on page 262.
• Connecting wires • In step 5 and 6, the seeds spread and
Learning activity appear like in Fig.9.7 (b), (c), (d), (e),
and (f) on page 262 - 263.
Preparation for the lesson
Teaching guidelines for activity 9.5
Before the lesson, prepare a set of the
materials mentioned above for each of the Teaching aids required
groups that will be formed. • Internet
In case you cannot get grass seeds, you can • Reference books
also use semolina powder.
Learning activity
Teaching guidelines for Activity 9.4
Teaching guidelines for Activity 9.5
• Organize the leaners into convenient
groups. • Divide learners into pairs.
• Ask them to do activity 9.4 as outlined • Ask them to do activity 9.5 on
in the students’ book page 261-262. determining the direction of electric
This activity is meant to show the field and the line of force as outline in
leaners and demonstrate to them the the student’s book on page 264.
electric fields produced by charged • Ask them to discuss the properties of
bodies. electric lines of force with the rest of
Synthesis the class
Use a class discussion to help the learners Synthesis
consolidate the facts in order to clearly Through a class discussion, help all the
understand that; learners appreciate that;
• The alignment of glass seeds as seen • Electric fields may be represented by
in the experiment represents the electric field lines.
electric field produced by different
• The direction of the electric field at
arrangement of charges as outlined
a particular point is defined as the
in the student book page 262-263.
direction in which the unit positive
• An electric field is a region or space charge is free to move when placed at
surrounding a charge where a charged that point or the direction of the force
body experiences a force. on a small positive charge placed at
• A body which is charged or not when the point.
brought into the electric field of a

174
• An electric field line is a line drawn in Learning Activities
an electric field such that its direction
at any point gives the direction of the Teaching guidelines for Activity 9.6
electric field at that point or is the path • Organize the learners into convenient
along which a unit positive charge groups.
would tend to move if placed at that
point. • Guide them to do activity 9.7 given
in the student’s book pages 265-266
• The properties of electric field lines as on the effect of the distance and the
outlined in the student’s book on page quantity of charge on electric field
265. strength.
Answers to activity 9.5 • Prompt them to conclude on the
strength of the electric field basing on
• In step 1, electric line of force is the
their observations from the experiment
path along which a unit positive
on quantity of charge and distance
charge would tend to move if placed
from the charge.
at that point and the direction of the
electric field line is defined as the • Encourage the learners to share their
direction in which the unit positive findings to the rest of the class
charge is free to move when placed at Synthesis
that point or the direction of the force
Use a class discussion to help learners
on a small positive charge placed at
consolidate the facts in order to clearly;
the point.
• Understand that Electric field intensity
is the measure of the strength of an
Lesson 4: Electric field intensity
electric field at a specified point. It
is defined as the electrostatic force
Learning objective per unit charge experienced by a test
The learner should be able to explain the charge placed at a specified point in
intensity of electrical field to the position an electric field.
of charge and electric field intensity due Its SI unit is Newton per coulomb
to a charge. (N/C) or volts per meter.
Teaching Aids • Factors that determine the magnitude
of electric field intensity as discussed
• clamp and a stand
in the student book on page 266-268.
• polythene rod
• Another expression for electric field
• pith ball intensity in terms of electric field
• A string. potential (V) as the work done in
moving a unit charge through a
Introduction to the lesson distance d in an electric field. Thus,
Introduce the lesson by using question other units of electric field intensity
and answer method to guide the learners are volts per meter.
to review the meaning of an electric field.

175
• Guide the learners through Example Learning activity
9.5 and 9.6 in the student book 3 on
Prerequisite to the lesson
page 268-269.
Introduce the lesson by asking the learners
Assessment to define electric field and electric filed line.
• Ask the learners to do Exercise 9.3 Teaching guidelines for Activity 9.7
given in the students book pages 269-
• Organize the learners into pairs.
270.
• Ask them to do activity 9.7 on drawing
Answers to activity 9.6 electric field patterns as outlined in the
• In step 4, when the distance is (point student book on page 270.
A), there is repulsion between the pith • Encourage the learners to discuss their
ball and the polythene rod findings with the rest of the class.
• In step 5, at point B, 6 cm point C, Synthesis
4 cm and D 2 cm, there is repulsion
Through a class discussion, help the
but greatest at point D and C.
learners appreciate that;
• In step 6, there is still repulsion but
• The field lines are radially outwards
here they move fast from each other
for an isolated positive charge
and its greatest at point D, and C. The
repulsion in step five is not as strong • The field lines are radially inwards for
as that of step 6 that is to say the pith an isolated negative charge
ball is pushed further in step 6 than 5 • There is always a neutral point in
thus more repulsion in step 6. between two equal charged bodies
of the same charge as outlined in the
Lesson 5: Electric field patterns student’s book page 270-273.
Answers to activity 9.7
Learning objective
• In step 1, the diagrams of Fig.9.14-9.20
By the end of the lesson the learner should
and Fig.9.12 can be used as provided
be able to show electric field patterns for
in the student book page 270-273.
isolated and non-isolated bodies.
• In step 2, the diagram of Fig.9.13 and
Teaching aids required Fig.9.14 given in the student’s book
• Reference books page 243 can be used.

• Internet Summary of Unit

Introduction to the lesson: Summarize the unit by:
Learners having covered the lesson on • Asking different learners to take the
electric field lines, they are able to draw the class through the different concepts
different electric field lines. Use questions highlighted in the unit summary
and answer method or a small quiz to given in the learner’s book page 273-
remind the learners on how they are drwn 274. Ask the class probing questions to
before you start this lesson. help them recall the concepts correctly.

176
• Ask the learners to now describe a Additional information to the teacher
solution to the unit focus activity at • It is important as a teacher to know
the start of the unit.
following facts:
• Guide the learners to draw the electric
field patterns between a positive • The negative charge of the electron
charge and negative point charge, and is equal but opposite to the positive
two positive charges but making sure charge of the proton. These charges
they get involved. In fact they should are referred to as electrostatic charges.
discuss as a class and they come up • Electric flux through an area is defined
with answers. as the electric field multiplied by the
• Guide them to appreciate that electric area of the surface projected in a plane
field intensity is the measure of perpendicular to the field.
the strength of an electric field at a
specified point. Let them know that it • Gauss’s law of electrostatics states
can also be defined as the electrostatic that the total of the electric flux out of
force per unit charge experienced by a a closed surface is equal to the charge
test charge placed at a specified point enclosed divided by the permittivity.
in an electric field. • Some problems of electric field can be
• Let them understand that the factors solved using
that affect the magnitude of electric Electric field potential V
field strength are the distance of a Electric field intensity (E) =
distance (d)
point in the electric field from the
Q
charge and the quantity of charge. E=
4πε0 d2
• Let them realize that when the field
lines are close to each other, it means Thus, other units of electric field intensity
that the electric field is very strong are volts per meter.
and if they are far from each other, it
means the electric field is weak. End of unit assessment
• Guide them in answering question • Ask the learners to do Unit Test 9 given
three of the unit focus activity by in the student book page 274-276.
letting them discuss. Make sure that
the force between the pith ball and Remedial activities for slow learners
the positively charged sphere A is
and it is towards right (attraction) 1. Two negatively charged balloons
and that between the pith ball and are suspended form non conducting
the negatively charged sphere B is to strings being held by a student. What
the left (repulsion). The resultant force occurs as the student brings the
on the pith ball is to the left. Let them balloons closer to each other without
know that we subtract because the allowing them to touch?
forces are going in different directions. A. The magnitude of the electrostatic
• Let them know that the principle of force between the balloons
superposition is the one used in the decreases, and they attract each
previous number. other

177
 B. The magnitude of the electrostatic 2. Two point charges, initially apart, are
force decreases and they repel each moved to a distance of apart. By what
other factor does the resulting electric force
C. The magnitude of the electrostatic between them change?
force increases and they attract A. 4 B. 16
each other 1 1
C. D.
D. The magnitude of the electrostatic 4 16
force between the balloons 3. Four positive charges, and have of
increases and they repel each other charge. Each are arranged to form a
2. When a glass rod is rubbed with silk 20.0 cm wide square. Find the strength
and the glass rod becomes positively of the electric field at the center of the
charged square
A. Electrons are removed from the A. 16.0 N/C B. 4.0 N/C
rod
B. Protons are added to the silk C. 0 N/C D. 2.0 N/C

C. Protons are removed from the silk Answers for remedial questions for gifted
D. The silk remains neutral learners
3. What variable(s) affect the magnitude 1. A.
of the electrostatic force between two
2. D.
objects with charge?
A. The charge of the first object 3. C.
B. The charge of the second object Answers to exercises and the Unit Test
C. The distance between the charges Answer to exercise 9.1 (page 257-258)
D. All of the answers
1. 1.994 m
Answers to remedial activities for slow 2. 0.021 m
learners
3. 129.6 N
1. D
4. 5.12 × 10-10 N
2. A
5. 9 × 103 N
3. D
6. 2.304 × 10-10 N
Remedial questions for gifted learners 7. 7.4649 × 10-8 N
1. If the charge is quadrupled for each 8. 2 × 10-9 C
of two identical charges maintained
9. 3.6 V 10-4 N
at a constant separation, the electric
force between them will be changed 10. 2.7 × 10-2 N
by what factor? Answer to exercise 9.2 (page 260-261)
A. 16 B. 1 1. 0.009 N
16
1
2. 14.2 N
B. D. 8
8

178
3. (a) 1.125 × 1014 N (a) To the left
(b) 1.125 × 10 N
13
(b) To the right
(c) 3.7125 × 1014 N 6. Applying Coulomb’s law, the force
between the charge (Q) and the unit
Answer to Exercise 9.3 (page 269-270)
charge (q) is given by
1. C Qq
F=
2. D 4πε0d2
3. A Thus the electric field intensity = force
4. D exerted on unit charge q by charge Q
given by
5. D
Force exerted
E=
6. 120 N, Downwards, 90 N upwards. charge
7. 2.4 × 10-4 joules Qq
=
4πε0d2 × q
Answers to Unit test
Q
1. A E= Q (on crossing out q)
4πε0d2
2. A
7. 0.00028 J
3. C
8. 6.25 × 10 18 N/C
4. A
9. 240N
5.
10. 5.6 ×10-15 N
11. 108 J
12. 1.6 × 10-15 N
13. 874.5 N/C
14. 122.5 V

179
 UNIT

10 House Electric Installation

Students book page 277-298 (12 Periods)

Key Unit Competence on these concepts so that learner’s

curiosity of wanting to understand
By the end of the unit the learner should
more is increased.
be able to analyse and carry out a simple
electric installation. Crosscutting issue to be addressed
The specific crosscutting issue to be
Prerequisite to this unit addressed in the unit is:
For learners to acquire the knowledge, • Financial education: Since the unit
skills, altitude and values required in this involves learning of how electrical
unit with ease, they should have acquired power is connected to our homes for
the following concepts. use, the learner’s attention at specific
• Knowledge on simple electric circuit point within the unit has been drawn
components, effect of electric current to the using of energy saver bulb to
and applications of earth wire, fuse and minimise costs from electricity bills. It
circuit breaker and the skills on set up is important for learners to be aware
simple electric circuit. These concepts of this because they interact and use
were learnt in S1 unit 12 on the topic electrical power in daily basis.
of current electricity. The learners • Comprehensive sexuality education:
also have knowledge on lightning since the unit is about house electric
arrestor, arrangement of resistors, installation, at one point within the
and on basic electronic components unit the student are asked to explain
learnt in units 12, 13 and 15 in Physics how to do wiring of VCT house.
S2 respectively. Additionally, the At that point they have drawn to
learners should have attained the attention of being safe from sexually
skills of constructing simple electric transmitted diseases such as HIV and
circuit with resistors in series and AIDS. This is crucial information for
parallel, ammeter and voltmeter. the student. The teacher should use
These concepts are important for the opportunity to sensitize learners
this unit since most of the discussion about HIV and AIDS.
therein will require the application of
what the learner have already learnt. Generic competences
The specific generic competences to be
• Knowledge on generation and addressed in this unit include among
transmission of electrical power others the:
learnt in unit 8 of this book. Through
question and answer method, the • Teamwork, cooperation, personal
teacher should build on any idea and interpersonal management and
life skills: This competence will be

180
 achieved when the teacher will be teachers should allow them to do the unit
organising the learners in groups to focus activity on their own.
do different learning activities (that is,
Teaching aids required
unit activities, project activity, doing
exercises and unit test). • Manila paper
• Research and Problem solving: This • Geometrical set
competence will be achieved when the
Learning activity for unit focus
teacher involve learners in activities
that require the use of internet and • Organise learners into appropriate
reference books to find solutions to groups. Prompt them to see the need
the task given. of having a group leader and secretary.
• Communication skills: The This will promote leadership skills
competence will be achieved when among the learners.
the teacher ensures that all learners • Provide them with the manila paper
are participating by giving their views and ask them to do unit focus activity
in a discussion of different learning given in the student’s book page 278.
activities given in the unit. • Allow learners to hold a discussion
• Critical thinking: This competence in their groups as they attempt
will be achieved when the teacher will to respond to all questions asked
involve learners in doing activities in the activity. This will promote
especially the unit focus activity and cooperation, communication skills
when answering questions in the and leadership skills among other
exercises 10.1, 10.2, and unit test 10 competences in the learners.
that require the learner to explain, • Use their feedback to guide them in
discuss and describe the particular such away that leads to the correct
concept. responses to the questions asked in the
activity. The teacher can use probing
Vocabulary/Keywords
questions. By doing that, you will be
In the course of learning the concepts in promoting the critical thinking of
this unit, the learners will discover the your learners.
meaning of the following new words:
• It is most likely that most learners will
• Sizing come up with different observation,
• Incandescent and LED lamps explanation, and description that are
• Braided conductor inaccurate. At this point, show the
learners the importance of accepting
Guide the learners to understand and different opinions given by different
explain these words in sentences relating learners whether right or wrong. This
to physics concepts. help to promote peace and harmony
Guide on the problem statement among the learners.
• Use their feedback to trigger their
For learners to have a general idea of
curiosity in order for them to see the
what they will be learning in the unit, the
need of learn more from the unit.

181
• Encourage those learners who participate in any learning activity.
may have not responded correctly Remind learners that disability is not
especially the slow learners that the inability.
correct answers will be obtained in
the process of learning the unit so List of lessons
that by the end of it, they can be able Lesson Lesson title Number of
to respond correctly to all questions number periods
asked in the unit focus activity. 1 Standard symbols for 1
electrical installation
Attention to special needs
2 Electrical lamps and 2
In order to involve all learners in the fuses
learning process, you must know all your 3 Types of electrical 2
learners especially the special need in your cables and their sizes 1
class. The following are some suggested
4 Household wiring 2
ways on how to involve them in learning
1
activities.
5 Dangers of electricity 2
• Some of the questions in the exercises
6 Unit assessment 1
can be given to gifted learners. Prepare
additional more challenging questions Total 12
for the learners. (See remedial
questions for gifted learners at the
Lesson Development
end of this Teacher’s guide unit).
• For slow learners, organise remedial
lessons for them. Guide them through Lesson 1: Standard symbols for electric
the activities and exercise once again installation
and slowly to help them understand.
Learning objective
• The unit comprises of numerous
activities, you should involve the The learner should be able to describe
special need learners in these activities. symbols used for electrical engineering
For example, those activities that drawing.
require use of both eyes and hands, for
example activity 10.3 in the student’s Teaching aids
book page 283, learners with sight
• Fuses of different rating
challenges can use touch while those
with disability of the hands (fingers • A switch
or the hand as whole) can use their • A socket
sight to observe and contribute during • A bulb
the discussion. Encourage the other
student to accept and love learners • Chart showing standard symbols for
with disability and not to threat electrical installation
them as those who are unable to

182
Introduction to the lesson • Go around to ensure that the main
In unit 7 of this book, learners already objective of this activity, that is,
learnt about transformers. They learnt to identify standard symbols for
what a transformers is (i.e. an electrical electrical installation.
device that transfer electrical energy from • Hold a whole class discussion and
one circuit to another by electromagnetic ask the group secretaries to give the
induction) and the coils in the transformer summarised report to the class. Use
(i.e. Primary and secondary coil). Using the opportunity to point out omissions
question and answer method, ensure that and correct any error in each report
the learners recall these and others concept presented.
covered in unit 7 before introducing this Synthesis
part of the lesson. Prompt them to see if
they can remember how they represented • Learners having done the activity and
a transformer in an electric circuit. This is discussed their finding with them,
crucial because most of the concepts to be emphasise the facts that electrical
learnt require a good foundation of what symbols are used to represent various
the learners learnt. electrical and electronic devices in
a schematic diagram of an electric
Learning Activities circuit.
Teaching guidelines for activity 10.1 • Guide the learners through the
discussion given in the student’s
• Organise learners into appropriate book page 279-280. Ensure they have
groups depending on the availability understood the electrical devices and
of suggested materials. Prompt them its symbol in table 10.1. Emphasise
to see the need of having a group how the symbol are used in electrical
leader and the secretary. circuit.
• Ask the group leaders and the
secretaries to lead their members to Assessment
do activity 10.1, that is, to identify Ask learners to do question 1 of exercise
standard symbols for electrical 10.1 in the student’s book page 285. Make
installation in the student’s book their work and guide them appropriately.
page 279.This will promote leadership
skills, cooperation and teamwork Answer to activity 10.1 student’s book page
among the learners. 279
• Allow the learners to discuss 1. In step1, mark the learner’s drawing
their findings among themselves. and guide them properly.
Listen how they discuss and guide 2. In step 2, the use of a fuse is to protect
them where necessary. This is electrical appliance by blowing off
important since it will give you an when large current pass through the
opportunity to monitor and promote appliance. The use of switch is to
the communication skills of your allow and cut off current in an electric
learners. circuit. The use of circuit breaker is
to interrupt current flow in electric

183
 circuit whenever there is a fault with ensure you have the gender balance
the circuit thus protecting the house (i.e., equally number of boys and
and electrical appliances. A socket girls, if possible) and also they are
is used for electrical connection to of different abilities (slow and gifted
appliance. And a bulb is used for learners). This will help learners to
lighting. appreciate the factor that all students
3. In steps 3, refer to the discussion given (whether boys or girls) should be
in the student’s book pages 279-280. given equal opportunity to learn and
Discuss with the learners the standard also to promote the sharing of ideas
electrical symbols used in electrical and cooperation among them.
installation. • Ask the learners to do activity 10.2
given in the student’s book page 280,
that is, to observe and describe the
Lesson 2: Electric lamps and fuses types of electrical lamps used for
lighting.
Learning objective
• With your guidance, lead them through
The learner should be able to identify the steps of doing a comprehensive
different types of lamps and fuses as well research on types of electrical lamps
as explain their uses. used for lighting. Note that some
student may open different sites such
Teaching aid
as Facebook, twitter and instagram
• Different types of electrical lamps thus deviating from the main object of
• Reference books the research. It is therefore important
to go around the class and check
• Internet enabled computers
whether they are doing the right thing.
Introduction to the lesson Knowing how to do a constructive
In S1 unit 12, learners learnt about electric research by learners is important since
components and their symbols such as it will be promoting their research
a bulb in simple circuit. They also learnt and problem solving skills that will
about the functions of fuses and circuit be useful in their life time (lifelong
breakers. Using question and answer learning).
method, introduce this part by first • Give them few minutes to discuss their
building on these and other concepts findings and let the group secretaries
learnt. This is very important because most write down the main points from
of the concepts to be discussed in these the discussion. This will promote
unit will require the application of what communication and leadership skills.
the learners learnt. • Hold a whole class discussion and
Learning Activity ask the group secretaries to give the
summarise report to the class. Use the
Teaching guidelines for activity 10.2 opportunity to point out omissions
• Organise learners into appropriate and correct any error in each report
groups, that is, if the class is mixed, presented.

184
Synthesis large current flows through it, thus
Hold a class discussion with learners to safeguarding the electrical appliances.
emphasize the following facts: • Fuse rating is the current needed to
• Electrical lamp is a light a light blow up (break) the fuse.
emitting electrical device used for
Teaching guidelines for activity 10.4
lighting and indicating.
• The filament of a lamp is made of • Let learners maintain the same groups
tungsten since it has a high melting used in activity 10.3.
point. • Ask them to do activity 10.4 given
• There are three main categories in the student’s book page 284, that
of lamps; incandescent LED and is, to describe the working of circuit
gas-discharge lamps. breakers.
• Guide them though the steps of the
Teaching guidelines for activity 10.3 activity and allow them to discuss
• Still maintaining the same groups their observation.
used in activity 10.2 or you may • Ask the group secretaries to report
consider reorganise them, ask learners to the whole class their finding. This
to do activity 10.3 in the student’s is important because it will promote
book pages 283, that is, to find out communication and leadership skills
what a fuse is and its functions. in learners.
• Go around to every group to ensure Synthesis
they are doing the right thing. Guide
Hold a class discussion with learners to
them through the activity. Ensure
emphasize the following facts:
that all learners are included in the
learning process. Those with the sight • Circuit breakers are an automatically
challenge should be given fuses to operated electrical switch designed
hold while the other learners study to protect electrical appliances by
them keenly. interrupting current flow in case an
electric fault is detected.
• Allow learners to hold a brief
discussion on their observations and Assessment
findings.
Learners having done and discussed
• Lead them through the whole class the concepts in this section, ask them to
discussion on their findings. Correct do questions 2-6 of exercise 10.1 in the
any wrong responses given by student’s book page 285-286. Make their
learners. work and guide them appropriately.
Synthesis

Hold a class discussion with learners to N/B: See answers for these questions of
emphasize the following facts: exercise 10.1 at the end of this unit of the
• A fuse is a short thin piece of wire of Teacher’s guide.
low melting point. It melts when a

185
Answers to activity 10.2 student’s book page wrong or right) to trigger their curiosity
280 of understanding concepts about cables.
• In step 1, 2 and 4 refer to the discussion The teacher should also use question and
given in the student’s book. answer method to finding out whether
learners can recall and explain well the
Answers to activity 10.3 student’s book page concepts learnt in senior 1 Physics, unit
283 12. This is important because some the
• In step 1, the fuse is a short thin piece concepts to be covered in this section were
of wire of low melting point. It is used learnt.
to prevent dangerously large current Learning Activity
from flowing.
Teaching guidelines for activity 10.5
• In step 2, check the rating of the fuse
given to learners and mark their • You have already grouped the learners
answers. Guide them appropriately. before when they were doing activity
10.4, you may decide to maintain
Answers to activity 10.4 student’s book page the groups for this activity or form
284 new groups. Forming new group
• In step 2, the light goes of and on sometimes is important because it
respectively. Refer to the discussion help learners to interact and share
given in the learner’s book. new ideas from different learners. It
also promotes teamwork, cooperation
• In step 3, refer to the discussion
among them.
provided in the learner’s book.
• Ask the leaners to do activity 10.5
Lesson 3: Type of electrical cables and their given in the student’s book page
sizes 286,that is, to find out the types of
electrical cables and their standard
Learning objective sizes.
The learner should be able to describe the • With your guidance, lead them
cable by type and size used for lightning through the steps of doing the activity
arrestor, lighting and socket outlets. especially conducting a constructive
Teaching aids research from Internet and reference
books. Help those who may be having
• Electrical cables difficulties.
• Internet
• Give them few minutes to discuss
• Reference books their findings and let the group
Introduction to the lesson secretaries write down the main points
from the discussion. This will promote
At home and school, learners may have
communication and leadership skills.
seen, touched or interacted with different
wires or cables. Introduce this part by • Hold a whole class discussion on their
asking learners to suggest what cables findings. Use the opportunity to add
are, type of cables, their structure and any omissions and correct any error
functions. Use their suggestions (whether on their findings.

186
Synthesis blue colour and earth with yellow
Now ensure that learners have understood with green stripes.
the following facts: Lesson 4: Household wiring
• Electrical cables comprise of three
wires; live, neutral and earth wires. Learning objective
• The wires can be distinguished using The learner should be able to describe and
colour code, that is, brown for live carry out a simple surface wiring for a
wire, blue for neutral and green with residential house using appropriate tools.
yellow stripes for earth wire.
Teaching aid
• The earth wire connects the metal case
of an appliance to the ground and • A chart showing domestic wiring
prevents it from becoming live if an system
electric fault develops. Introduction to the lesson
• Sizing is the process of determining In this unit, learners have already learnt
the appropriate size of the cables to electrical components and types of
be used for electrical purpose.
electrical cables. They have also learnt
• Short circuit is in a device, is when an about electronic components in unit 15
electrical circuit of lower resistance of S2 Physics. By the method of question
than that of a normal circuit, typically and answer or a small quiz, establish
resulting from the unintended contact
whether the learners mastered these
of components and consequent
concepts as you introduce this section. Use
accidental diversion of the current.
probing questions such as what electrical
• Guide the learners through the component that one require when he/
discussion and examples given in the
she what to do house wiring? Which
student book pages 285. Ensure that
cables are used? What is the function of
learners have understood the working
lightning arrestor? This is crucial because
in the examples. Help those who may
have challenges in the calculation. it will assist you to lay a good foundation
for what the learners are about to learn in
Assessment this section.
Ask learners to do questions 1-4 of exercise Learning Activity
10.2 in the student’s book page 296. Ensure
that you have marked their work and Teaching guidelines for activity 10.6
guided them appropriately. • By now the learners should be able
to organise themselves appropriately
N/B: See answers for the Exercise 10.2 at into different groups without your
the end of this unit of the Teacher’s guide. help whenever they are asked to do
so. This does not mean you don’t need
Answers to activity 10.5 student’s book page
to check and reorganise them where
286.
necessary. Therefore, organise them
• In steps 1 and 2, three wires are live into appropriate groups depending
with brown/black colour, neutral with

187
 the availability of suggested learning Now lead them to understand the
materials and let them be ready to do discussion given in the student’s book
activity 10.6. Working in groups will pages 290-291 on household wiring.
enhance personal and interpersonal
Teaching guidelines for activity 10.8
management, teamwork and
cooperation among learners. • Organise the learners into appropriate
groups depending on the suggested
• Ask the learners to do activity 10.6 in materials in the student’s book, that is,
the student’s book page 290, that is, computers with internet connection,
to describe domestic wiring system. reference books, a premise with
Ensure that all learners are involved. lightning protection system . The
Those with disability of hands should teacher should always remember
be helped to walk around like others that it is good for learners to work
to identify main switch, sockets, meter in groups but those groups formed
box and circuit breaker within the should reflect gender balance (in case
school compound. Those with sight of a class comprising of boys and girls)
challenges should be helped to touch and different abilities (slow and gifted
component such as sockets if they are learners).
reachable. • Ask learners to do activity 10.8 in
• Go around checking whether the the student’s book page 292, that is,
learners are doing the right thing. to discuss how to install lightning
Help those who may have difficult in arrestor and its importance.
any step of the activity. • Guide the learners on how conduct
• Give them few minutes to discuss their a research from Internet. Note that
some learners may open different sites
findings and let the group secretaries
from the expected one; therefore it is
write down the main points from
important for the teacher to go around
the discussion. This will promote
and guide them properly. This will
communication and leadership skills.
promote research skill in learners.
• Hold a whole class discussion and • Allow them to discuss their observation
ask the group secretaries to give the from the activity. This will enable
summarise report to the class. Use the learners to realise the importance
opportunity to point out omissions of teamwork and it will enhance
and correct any error in each report communication skills in them.
presented.
• Go around to ensure that the main
Synthesis objective of this section (i.e. how to
Learners having done the activity, ensure install the lightning arrestor and its
they understand the following facts: importance) is realised by learners.
• Ask the learners to report their
• Every circuit is connected in parallel
findings through their secretaries.
with the power supply.
Time may be insufficient, so let each
• There is no connection between the group give a brief summary. This
live and the neutral wires except will promote communication and
through the electrical appliance. leadership skills in learners.

188
Synthesis Teaching aids
Having discussed learner’s finding from • Internet
the activities, now lead the learners in the
• Reference books
discussion to understand the following
facts: Introduction to the lesson
• Lightning protection system provide In unit 8 of this book, learners learnt about
a specific path on which lightning can electrical power transmission. Through a
travel and it includes the following small quiz establish whether the learners
components; lightning rods, braided recall what they learnt. Hold a discussion
conductors, metallic bodies, ground on power generation and transmission
rods and surge arrestor. with learners to ensure that they have
• Electric grounding cable should not mastered the concepts. This is important
be used in lightning system. for this section because it will give learners
a good foundation of understand dangers
Now lead them to understand the
associated with electricity and how to safe
discussion given in the student’s book
while handling electricity.
pages 292-293 on household wiring.
Emphasize on the caution given in the Learning Activity
student book page 294.
Teaching guidelines for activity 10.9
Assessment
• You have already grouped the learners
Ask learners to do questions 5 and 6 of before when they were doing activity
exercise 10.2 given in the student’s book 10.8, you may decide to maintain
page 296. Mark their work and guide them the groups for this activity or form
appropriately. new groups. Forming new group
Answers to activity 10.6 student’s book sometimes is important because it
page 290. help learners to interact and share
new ideas from different learners. It
• In steps 2 and 3. Refer to the discussion also promotes teamwork, cooperation
given in the student’s book. among them.
Answers to activity 10.8 student’s book pages • Ensure that learners have sufficient
292. materials suggested and computers
are connected to the internet.
• In steps 2 and 3. Refer to the discussion
given in the student’s book. • Ask learners to do activity 10.9
provided in the student’s book pages
294,that is, to describe the danger
Lesson 5: Dangers of electricity
exposed by electricity and safety
Learning objective measures. Give a report.
The learner should be able to recall and • Guide them through the steps of
explain the transmission of electricity the activity especially step 3 on
and identify the dangers associated with conducting a comprehensive research
electricity. from Internet and reference books.

189
• Go around checking whether the body, such as stoppage of breathing
learners are doing the right thing. or regular heartbeats, or burns. The
Help those who may have difficulty indirect dangers of electricity include
in any step of the activity. Learners the damages that can result to the
with sight challenges can be given the human body as a result of something
cables by the others to feel them and caused by electric shock, such as a fall,
then determine their thickness. an explosion, or a fire.
• With your guidance, allow them • Electricity at any voltage can be
to discuss their findings for few dangerous and should always be
minutes before asking the secretaries approached with caution. An electric
from each group to give a report to shock can occur upon contact of a
the whole class on their findings. human or animal body with any
This will promote leadership and source of voltage high enough to
communication skills in learners. cause sufficient current flow through
• Hold a class discussion on their the muscles or nerves. The minimum
findings and correct any errors ( if any) current a human can feel is thought
in each report given . At this point, to be about 1 milliampere (mA). As
help learners to realise the importance little as 80 milliampere, can seize the
of accepting other people’s opinion heart muscle. The current may cause
whether they are right or wrong and tissue damage or heart fibrillation if
in case they disagree, let them do so it is sufficiently high. A fatal electric
constructively. This will promote peace shock is referred to as electrocution.
and harmony among the learners. • Guide them through the discussion
Synthesis given in the student’s book pages 294-
295 to emphasize the facts learnt.
Having discussed learner’s finding from
the activities, now lead the learners in the Assessment
discussion to understand the following
facts Ask learners to do question 7 of unit
test 10 in the student’s book page 297.
• Dangers of Electricity include a variety
Mark learner ’s work and guide them
of hazards that include Electric Shock,
appropriately. This part will promote
Psychological Damage, Physical
critical thinking skills among the learners.
Burns, Neurological Damage and
Ventricular fibrillation resulting in Answers to activity 10.9 student’s book page
death. 295-296.
• Any form of energy, when not properly • In step 2, refer too the discussion given
controlled or harnessed, can result in the student’s book page 294-295.
in serious danger to those who use
it. The risks inherent with electric Summary of unit
power can generally be divided into
• At random, ask different learners
two categories: direct and indirect.
to lead others in brief discussion of
The direct danger is the damage that
different concepts highlighted in the
the power itself can do to the human
unit summary given the student’s

190
 book pages 296. By asking them marketing emphasis is shifting away
probing questions, help them recall from wattage and towards lumen
the concepts. output, to give the purchaser a directly
• Ask learners to go back to the unit applicable basis upon which to select
focus activity given on pages 278. Let a lamp.
them now give the correct solutions to • Cables are mainly designed as per
the questions asked therein. Since the requirement. Power cables are mainly
questions have been answered at one used for power transmission and
instance within the unit, help them distribution purpose. It is an assembly
to understand how to give correct of one or more individually insulated
answers. electrical conductors, usually held
together with an overall sheath. The
Additional information to the teacher
assembly is used for transmission
It is important the teacher to know the and distribution of electrical power.
following facts: Electrical power cables may be
• Light lamps are the removable and installed as permanent wiring within
replaceable part of a light system, buildings, buried in the ground and
which converts electrical energy run overhead or exposed. Flexible
into electromagnetic radiation. power cables are used for portable
While lamps have traditionally been devices, mobile tools and machinery.
rated and marketed primarily in These are designed and manufactured
terms of their power consumption, as per voltage, current to be carried,
expressed in watts. Proliferation operating maximum temperature and
of lighting technology beyond the purpose of applications desired by
incandescent light bulb has eliminated customer. For mining, we give extra
the correspondence of wattage to mechanical strength to cable with
the amount of light produced. For
double armouring. For wind power
example, a 60 W incandescent light
plant customers generally require
bulb produces about the same amount
flexible and UV protected cable with
of light as a 13 W compact fluorescent
mechanical tough sheath so we design
lamp. Each of these technologies has
a different efficacy in converting as per their requirement.
electrical energy to visible light. Visible Lesson 6: Unit assessment
light output is typically measured in
lumens. This unit only quantifies Ask learners to do unit test 10 provided
the visible radiation, and excludes in the student’s book pages 297-298,
invisible infrared and ultraviolet individually. Mark their work and hold
light. A wax candle produces on a discussion on their results. This is
the close order of 13 lumens, a 60- important because it will help you as
watt incandescent lamp makes teacher to assess the communication skills
around 700 lumens, and a 15-watt when discussing the results and whether
compact fluorescent lamp produces the learners have attained the objective of
about 800 lumens, but actual output the unit. It will also help to promote critical
varies by specific design. Rating and thinking among them.

191
Remedial activities/questions for slow 3. Discuss five dangers associated with
learners electricity and suggested how they can
be avoided
1. Define the following terms:
i. Fuse Answers to the extended activities/ questions
ii. Circuit breaker for gifted learners
iii. Electric lamp 1. Refer to the discussion given in the
2. Name two electric components used student’s book for explanation to
for household wiring. questions 1-3. Mark the student’s
work and guide them appropriately.
3. List two dangers of associated with
electricity Answers to exercises and unit test 10
4. Name three wires found in electrical
cable. What are their colour code? Exercise 10.1

It should be specific to step down transformer

Answers to activity/questions for slow learner
as students learnt it in unit 7
1. (i) A fuse is a thin piece of wire of low (Learner’s book pages 285-286)
melting point. It melt or blow off
when a large current flow through 1.
it. Name Symbol
Bulb/lamp
(ii) Circuit breaker is automated
electrical switch designed to Battery
protect an electric circuit from Fuse
damage by either over heating, Transformer
overloading or short circuit.
Capacitor
(iii) Electric lamp is a light electrical
Dc voltage
device used in different circuit for
lighting and indication. Ground

2. electrical cables, switch Circuit breaker

3., 2. When tungsten metal is heated it
i. Electrical shock glows producing light (becomes white
ii. Electrical fire due to overheating hot) and has a high melting point.
4. live ( brown/black ) , neutral (blue) 3. A fuse is a short piece of wire of low
and earth (yellow with green stripes) melting point. This wire melts as soon
Extended activities/ questions for gifted as the current through it exceeds its
learners rated value.

1. Explain the process of installing 4. 8A

lightning arrestor in your house. 5. A circuit breaker is an automatically
2. Imagine you are electrician, describe operated switch designed to protect
how you can do electrical wiring in an electrical circuit from damage
you class.

192
 caused by either over flow or current, discharge lamps
overload or short circuit. (b) xenon, neon
6. A circuit breaker is a switch that (c) it suppress the evaporation of the
automatically turns off when there is tungsten filament thus increasing
current overload and it can turn on its life time.
when current normalizes but a fuse
is a wire that melts when there is an (d) because it has high melting point
overload and needs to be replaced. 5. (a) to interrupt the large current from
flowing
Exercise 10.2
(b) To cut off large current flowing
(Learner’s book pages 296) by melting or blowing off
1. Brown for live, blue for neutral and 6. Refer to the discussion given in the
green with yellow strips for earth student’s book
2. A fuse is a thin wire with a low melting 7. Refer to the discussion given in the
point that melts when there is current student’s book .
overload to protect an electric device. 8. Refer to the discussion given in
3. Refer to student book page 288. students book.
4. Refer to student’s book pages 289. 9. Brown for live, blue for neutral and
5. When an electric faults occurs the green with yellow strips for earth.
earth wire connects the current to 10. (a) L – Live wire connection
the ground and prevents the person N – Neutral
touching a metal connected to the
circuit from being electrocuted. E – Earthing.

6. Refer to discussion given in the Brown for live, blue for Neutral
students book pages 290-291. and green with yellow strips for
earthing.
Unit Test 10 (b) – Use the correct application in a
(Learner’s book page 297-298) socket to avoid overload

1. (a) Switch, electrical cables, electrical – Always replace broken plugs

lamp, fuse, circuit breaker and naked wires

(b) Refer to the discussion in the – Use right size of circuit breakers
student’s book for the diagram. and fuses to avoid overloading

(c) Refer to the discussion given in 11. P = 750 W

the student’s book for explanation V = 240 V
2. It keep the appliances safe in case of F=?
electrical faults P = IV
3. Refer to the student book page 287 750 240 I
=
4. (a) Incandescent, LED and gas- 240 240

193
 3.125A = I than if it was a series circuit, all
A fuse with a 3A ratio is not suitable would stop working.

12. Maximum number of 75W bulds is 9 14.

bulbs. Switch A Switch B Lamp on/off
13. (a) 0.5A 1 3 OFF
(b) Yes 1 2 ON
(c) 12W 4 3 ON
(d) If one gets a fault, all the other 4 2 OFF
three can remain working rather

194
 UNIT

11 Basic Alternating Currents Circuits

Students book page 299-330 (3 Periods)

Key Unit Competence • Knowledge on alternative current

learnt in unit 7 of this book. Through
By the end of this unit, the learner should
question and answer method, establish
be able to design and analyse simple
whether the student recall what they
alternating current circuits.
learnt. This is important because some
of the concepts to be learnt in this
Prerequisite to this unit
unit require the learner to apply the
For learners to acquire the knowledge, concepts learnt in unit 7.
skills, altitude and values envisaged in this
unit with ease, they need to have acquired Cross-cutting issues addressed
the following: The specific crosscutting issues to be
• Knowledge on simple electric circuit addressed in the unit are:
components learnt in S1 unit 12 • Standardization culture- Since the
and skills on constructing a simple unit involves use of components
electric circuit with resistors in series such as galvanometer, ammeters, and
and parallel, ammeter and voltmeter voltmeters the teacher should use the
learnt in S2 unit 13.The teachers opportunity every time the learners
should establish through question are handling them to sensitize them
and answer method or though a small the importance of using standard
quiz whether the learners remember apparatus.
the concepts learnt. This is important
• Inclusive education: The unit has wide
since learners will be expected to
range of activities and exercises that
apply this knowledge at one point
encourages inclusiveness of every
within the unit.
learner. The teacher should ensure
• Knowledge on capacitors, inductors that all learners (slow, gifted, disables)
learnt in S2 unit 15. Through question are involved actively in doing all the
and answer method, establish whether activities in the unit.
the learners can tell what a capacitor
and an inductor are, their symbols Generic competences
and functions. This is very crucial to
The specific generic competences to be
the learners since they will encounter
addressed in this unit include:
these components once again in this
unit. Therefore, the teacher should • ICT: This competence will be achieved
establish and ensure learners are able when the teacher will involve learners
to recall and master the concepts as an in conducting research from Internet
introduction to these unit. such as Activity 11.7 on connection of
inductor to a.c source.

195
• Critical thinking: This competence Teaching aids required
will be achieved when the teacher will Capacitor, inductor and resistor
involve learners in doing activities
especially the unit focus activity and Teaching guidelines for unit focus
exercises such as 11.2 that require the • Organize the learners into convenient
learner to explain and describe the groups, depending on the availability
particular concept. of reference materials and or resource.
• Problem solving: This competence will Ensure that each group has access to
be achieved when the teacher involves the suggested materials. Working in
learners in activities and exercises to groups will promote cooperation,
find a solution, especially calculations personal and interpersonal
in the unit, for example exercise 11.2. management among other competence
in learners.
Vocabulary /Keywords
• Ask them to do unit focus activity
In the course of learning the concepts in given in the student’s book pages 300.
this unit, the learners will discover the
• Guide them through the activity
meaning of the following new words:
without giving answers to the
• Impedance questions and allow them to answer
• Capacitance the asked questions in the unit focus
• Capacitive reactance activity.

• Inductance • Allow learners to hold a discussion

in their groups as they attempt
• Independence, Z
to respond to all questions asked
• Resonance frequency in the activity. This will promote
Guide the learners to understand the cooperation, communication skills
meanings of these words and construct and leadership skills among other
and speak out the Physics statement competences in the learners.
sinvolving them in order to master their • Ask them to present their findings to
meaning and usage. the rest of the class through a class
discussion, as you gauge the accuracy
Guide on the problem statement
of the names of the components and
In order to motivate learners and make their sketch.
them eager, attentive and active when
• It is most likely that most learners
learning the concepts in this unit, facilitate
will come up with different names,
them to do the unit focus activity (Try this)
explanation, and sketching that are
outlined in the learner’s book page 300.
inaccurate. At this point, show the
The activity entails designing of learners the importance of accepting
electric circuit using the given electrical different opinions given by different
components. learners whether right or wrong. This
help to promote peace value among
the learners.

196
• Appreciate the groups that may have require use of hands to design electric
identified the electric components circuit they can be asked to hold the
correctly and their sketch. Use this components as the other do it. They
opportunity to let the whole class can also be asked to observe and give
know that by actively participating their suggestion. Remember disability
in all the lessons planned for this unit, is not inability! Encourage the other
they will be able to design an electric student to appreciate suggestions of
circuit using the electric components every student whether right or wrong.
named and any other. • Some of the questions in the exercises
can be given to gifted learners. Prepare
Attention to special needs
additional more challenging questions
In order to involve all learners in the for them learners. (See remedial
learning process, you must know all your questions for gifted learners at the end
learners especially those with special need of this Teacher’s guide unit)
in your class.
• For slow learners, organise remedial
• The unit comprises of numerous lessons for them. Guide them through
activities, you should involve the the activities and exercise once
special need learners in these activities. again and more slowly to help them
For example, those activities that understand.
List of lessons
Lesson No. Lesson title Number of periods
1 Standard symbols used in electric circuit & functions 1
2 Differences between alternating current (a.c) and direct 2
current (d.c)
3. The circuit for analysing resistors, capacitors and inductors 1
in a.c circuit
4. A single resistor connected in series to an a.c supply 2
5. A single capacitor connected in series to an a.c source 2
6. A single inductor connected in series to an a.c source 2
7. Resistor, inductor and capacitor (RLC) in series to an a.c 1
power supply.
8. Unit Assessment 1
Total 12

N/B: Lesson 1 is provided more time to factor in time for unit focus activity.

Lesson 1: Standard symbols used in Teaching aids

electrical circuit and function. • Cell
• Bulb
Learning objective
• Switch
By the end of this unit the learner should be
able to identify circuit symbols representing • Capacitor
electrical component. • Inductor

197
• A.C. source • Hold a whole class discussion and
ask the group secretaries to give the
• D.C source
summarised report to the class. Use
• Connecting wires the opportunity to point out omissions
and correct any error in each report
Introduction to the lesson
presented.
Review with the students the electrical
Synthesis
symbols that were covered in S1 and S2
through questions and answers method. Now hold a discussion with learners on
Link the introduction to the lesson of the electrical components given in table 11.1
day. in the student’s book page 301-302.
Ensure that the learners have mastered
Learning Activity
the name, symbol and function of each
Teaching guidelines for activity 11.1 component.
• Organise learners into appropriate a.c has these advantages.
groups, that is, if the class is mixed, • Easily available at a wall socket near
ensure you have the gender balance you.
(i.e., equally number of boys and • Easily stepped up and down for long
girls if possible) and also they are transmission with fairly low loss
of different abilities. This will help
• Easy to generate with A.C Generator/
learners to appreciate the factor that
motor from rotary sources (e.g.
all students (whether boys or girls)
turbines)
should be given equal opportunity to
learn and also to promote cooperation • Easy to make powerful, reliable
among them. motors (induction type)

• Leaners to do activity 11.1 given in the • Frequency reference for clocks and
student’s book page 301. other devices needing frequency
reference
• With your guidance, lead them
through to describe the function of • Easily rectified to D.C if needed.
electrical components given to them Assesment.
and allow them to do the activity by Ask the learners to do question 1 and 2,
their own. exercise 11.1 in students book page 308.
• Give them few minutes to discuss their Answers to Activity 11.1
findings and let the group secretaries
write down the main points from Refer to the discussion in the students book
page 301-302.
the discussion. This will promote
communication and leadership skills.

198
 Alternating Current Direct Current
Amount of energy that can be Safe to transfer over longer city dis- Voltage of d.c cannot travel very far
carried tances and can provide more power until it begins to lose energy
Cause of the direction of flow of Rotating magnet along the wire Steady magnetism along the wire
electrons
Frequency The frequency of alternating current The frequency of direct current is
is 50Hz or 60Hz depending upon the zero
country
Direction It reverses its direction while flowing It flows in one direction in the circuit
in a circuit
Current It is the current of magnitude varying It is the current of constant magnitude
with time
Flow of Electrons Electrons keep switching directions Electrons move steadily in one
– forward and backward direction or ‘forward’.
Obtained from a.c Generator and mains Cell or battery
Passive parameters Impedance Resistance only

Lesson 2: Differences between alternating group sometimes is important because

current (a.c) and direct current (d.c) it help learners to interact and share
new ideas from different learners. It
Learning objective
also promotes teamwork, cooperation
At the end of this lesson the learners should among them.
be able to differenciate between alternating • Ask learners to do activity11.2
current (a.c) and direct current (d.c) provided in the student’s book
Teaching aids pages 302-303,that is, to differentiate
between d.c and a.c sources.
• Dry cells
• Go around checking whether the
• Galvanometer
learners are doing the right thing.
• Bicycle dynamo Help those who may have difficult in
Introduction to the lesson the electric circuit connection.
Synthesis
In Unit 7, learners learnt about the root-
mean-square and a.c generator.Through Guide the learners through the discussion
questions and answer help the student given in students book page 303 to 304.
to remember Vac = Vpeak sin wt. This is
Having done the activity and discussed
important because the section will require
their finding, emphasise the following
application of the concept learnt.
facts:
Learning Activity • The oscillation shape of a.c supply
Teaching guidelines for activity 11.2 follows that of a sine wave, that is
• You have already grouped the Vac =Vpeak Sin wt
learners before when they were • For d.c, voltage is the same as that
doing activity11.1, you may decide to across the resistor, that is
maintain the groups for this activity
Vd.c=VR
or form new groups. Forming new

199
• When working with a.c voltage and through out the topic thus it is important
current, we use the r.m.s for all learners to get a good understanding
Guide the learners through the discussion of this activity.
given in the student’s book as you conclude Learning activities
this section.
Assessment Teaching guidelines for activity 11.3

• Ask the students to use Internet to • Organise learners in pairs to do

add more differences to the list in the activity 11.3 in student’s book page
student book. 304.
• Its important to note that the circuit
• Ask learners to do questions 2 of unit
will be used through out the topic thus
test paper 11 given in the learner’s
it is very important for every learner
book Page 328.
to master it.
Answers to activity 11.2 • Ensure that the learners are all
In steps 1and 2, the pointer in the participating in the activity.
galvanometer deflects. Synthesis

After the learners have completed the

Lesson 3. The circuit for analysing resistors, activity remind them to master the circuit
capacitors and inductors in an a.c circuits as it is very important for this topic.

Learning objective Assessment

By the end of this lesson the learners should Ask the learners to do question 3 of
be able to make a connection involving a exercise 11.1 in the students book page 309.
capacitor, resistor and an inductor.
Teaching aids Lesson 4. A single resistor connected in
series to an a.c supply
• Low frequency generator
• d.c voltmeter (centre-zero) Learning objective
• d.c armeter (miliameter and centre
The student should be able to design an
zero)
electric circuit consisting of a resistor in
• Inductor an a.c voltage
• Stop watch
Teaching aids
• Carbon resistor
• A resistor (carbon resistor)
• Trodile clips
• Connecting wires
Introduction to the lesson
• A.C. Ammeter
Learners have already covered lessons on • D.C voltmeter
capacitors, inductors and resistors. They
• A.C source
should be able to differenciate as well as
state their functions in a circuit. The circuit • Low SOH3 frequency generator
they are going to prepare will be used • Bulb

200
 Synthesis
Introduction to the lesson
Review the operation (working) of a.c Analyse the results of activity 11.5. The
generator where the current and therefore frequency does not affect the resistive
the voltage direction follow a sine wave. nature of resistance i.e impedance is a
constant.
Learning activities
Guide the learners through the discussion
Teaching guidelines for activity 11.4 and 11.5 given in the students book after each
activity. Help them understand the facts
• Organise learners into convenient outlined in the discussions.
groups depending on the availability
of learning materials. Remember Assessment
the groups formed should observe Ask the students to work in their study
different abilities and gender balance group and discuss examples 11.1 and 11.2
in case of a mixed class. in students book page 308. Ask to do
• Once you have been satisfied by the question 3 of Exercise 11.1.
group composition, ask learners to
Answers to activities 11.4 and 11.5
do activity 11.4 given in the learner’s
book page 305, that is, to analyse the Refer to the discussion in the students book
behavior of a single resister connected and guide them appropriately.
to an a.c source.
• Go around the class to ensure that Lesson 5: A single Capacitor connected in
learners are doing the correct thing. series to a.c source
Guide those with challenges on
Learning objective
drawing and designing an a.c circuit.
At the end of this lesson the leaner should
• Allow learners to hold a discussion
be able to describe the function of a
in their groups on their drawing and
capacitor in an a.c circuit.
the design of the circuits. This will
promote cooperation, communication Teaching aids
skills and leadership skills among • Capacitors
other competences in learners.
• Crocodile clips
• Now set up the circuit as shown
in fig. 11.3. Use the brightness as a • Connecting wires
measure of resistance of the circuit. Introduction to the lesson
Show the students how the frequency
Since the students are meeting the
of a source can be changed i.e use of
capacitors for the first time, use activity
frequency generator.
11.6 to explain through question and
• After the learners have done activity answer method. Some common terms
11.4, let them do activity 11.5 that is in capacitors e.g. capacitance, charging
to show the relationship between and discharging, Farad as the unit of
resistance and frequency. capacitance, Q = CV.

201
Learning activities • Ammeter
• Voltemeters
Teaching guideline for activity 11.6
• Low a.c frequency generators
• Using the groups formed in activity
11.5, ask learners to do activity 11.6 Introduction to the lesson
and 11.7. Use a hallow tube and a ferromagnetic
• Guide them through the activity. former to explain how to make an inductor.
• Hold a discussion on their findings Learning activities
from the activity.
Synthesis Teaching guideline for activity 11.7

Design an electrical circuit involving a • Using the groups formed in activity

capacitor connects to an a.c circuit. Let the 11.6, ask learners to do activity 11.7 in
student perform activity 11.6 on page 310. the student’s book page 316.
After the activity discuss with learners • Guide them through the activity.
what a capacitor is and how it is connected • Hold a discussion on their findings
in a circuit. Guide them through discussion from the activity.
in the learners book page 513. • Use this activity to discuss with the
students what an inductor is.
Assessment
• Design an electrical circuit involving
Ask the student to go through Example
an inductor in an a.c circuit.
11.3 and 11.4 in the students book page 313.
Synthesis
Select some question in Exercise 11.2 and
ask the students to discuss them in their Through question and answer method
study groups. Visit the groups and attend explain the equation XL =2πfL The graph
to their problems. of XL against
Answers to activity 11.6 refer to the
Assessment
discussion in the students book page 310-
313 and guide them appropreately. Use the equation XL = 22πfL and ask the
students to sketch a graph of XL against f,
Lesson 6: A single inductor connected in what is the slope representing.
series to a.c source.
Answers to activities 11.7
Learning objective Refer to the discussion in the students book
By the end of this unit the learner should be and guide the learners appropriately.
able to identify circuit symbols representing
electrical components in an a.c circuit Teaching guidelines to activity 11.8
involving a single inductor. • Using the groups that learners formed
Teaching aids when doing activity 11.4 let the
learners do activity 11.8 you may
• Inductor reorgarnise the learners to ensure
• Connecting wires maximum participation by learners
• Crocodile clips in the activity.

202
• Let them do activity 11.8 that is to • A.C source
investigate relationship between • Connecting wires
inductive reactance and frequency.
Introduction to the lesson
• Hold a discussion with the learners
on their findings and guide them Learners having covered lessons on
appropriately. inductors, capacitors and resisitors, at this
point, it is good to remind them what they
Synthesis
learnt as it will form a basis of what they
Guide the learners to understand the facts will cover in this lesson.
as outlined in the students book page
Learning activities
317-318.
Guide them through example 11.5 and 11.6 Teaching guideline for activities 11.9 and 11.10
in students book page 318-319. student’s book pages 312 and 324

Assessment In groups, ask learners to perform activities

11.9 and 11.10 provided in the students
Let the learners do exercise 11.3 in the book.
students book page 320.
Guide them through the activities and
Answers to activities 11.8 assist the learners who may be having
Refer to the discussion in the learners book difficulties.
and guide them accordingly. Synthesis

• Using activity 11.8 to hold a discussion

Lesson 7. Resistance, capacitance and with learners on the equation
inductance in series with an a.c power (RLC)
• Z = (R2 ) + (VL- XC )2
Learning activity • Ask the students to sketch on the same
axis a graph of impedance against
By the end of this lesson the learner should
frequency for inductor, capacitor and
be able to use the electrical symbols to
resistor in series
design an electrical circuit involving
resistors, capacitor and inductor in series • Use activity 11.9 to arrive at resonating
with an a.c source. frequency, fo,= Synthesis
XL
Teaching aids
• Take them through examples 11.7 and
• inductor 11.8 given in the students book page
• low range (mv) centere zero 325-327, and assist the learners who
• ammeter may be having difficulties.
• low frequency generator Assessment
• low range (mv) centre-zero voltmeter Ask the students to attempt Exercise 11.4
• variable capacitor as a supervised practice.
• miliameter Answers to activities 11.9 and 11.10
• carbon resistor Refer to the discussin given under each
• capacitor activity and guide them appropriately.

203
Summary of unit a discussion on their results. This is
• At random, ask different learners important because it will help you as
to lead others in brief discussion of teacher to assess the communication skills
different concepts highlighted in the when discussing the results and whether
unit summary given the student’s the learners have attained the objective of
book page 328. By asking them the unit. It will also help to promote critical
probing questions, help them recall thinking among them.
the concepts.
• Ask learners to go back to the unit Remedial questions for slow learners
force activity given on pages 300. Let 1. Define the terms capacitance
them now give the correct solutions to
2. What is the SI unit of capacitance?
the questions asked therein. Since the
questions have been answered at one 3. Design a simple circuit with, bulb, cell,
instance within the unit, help them connecting wire, resistor and switch
to understand how to give correct
answers. Answers to remedial questions for slow
learners
Additional information
Refer to the student’s book and mark the
The voltage across an inductor “leads” learner’s work.
the current because of the Lenz’s law.
Therefore, the phasor representing the Extended question for gifted learners.
current and voltage would be given as in . 1. Describe how you can design an
Again, the phasors are vectors rotating in electric circuit with inductor, source of
counter-clockwise direction at a frequency power, resistor, capacitor, connecting
(you can see that the voltage leads the
wires and switch.
current). Phasors can be used to analyse
RC, RL, LC, and RLC circuits. 2. Discuss two difference between a.c
and d.c power source.
3. Discuss how a capacitor is connected
to a.c power source

Answers to extended questions for gifted

learners
Mark the student’s work and guide
them appropriately. You may refer to the
discussion given in the student’s book or
use Internet and reference books.
Lesson 8: Unit assessment
Answers to numerical questions of
Ask learners to do unit test 11 provided exercises and unit test 11
in the student’s book page 328-330,
individually. Mark their work and hold

204
Exercise 11.1
(Learners book page 320)
1. A 2. C 3. B 4. 10 mA
5. (a) 0.019A (b) 0.0064 A

Exercise 11.2
(Learners book page 327)
1. A
4. (a) 0.0054 A (b) IR= 21.6 V
VC= 67.5 V
5. (a) 1123 rads/s (b) 6.6 A
(c) XC = 8.0×10-3, XL= 1.6 KΩ,
Z = 1.475 kΩ
6. Z = 15.636 KΩ, V = 1.105 KV
7. (a) Z= 300 Ω (b) L =0.192

Unit test 11
(Learners book page 328-330)
1. A 2. B 3. C 4. B
5. 1.2× 10-6 H
6. (a) 8.54 Ω (b) 12.9 A (c) 18.2 A
(d) 1.32 KW
7. (a) 8.8×10-5 F (b) 27.5 A
(c) 4.33 ×10-3

205
 UNIT

12 Refraction Of Light
Students book page 331-405 (15 periods)

Key Unit Competence focusing rays of sun on bodies of other

unsuspecting students.
By the end of this unit, the learner should
be able to explain refraction of light • Financial education- The unit deal
phenomenon. with instruments such as microscopes
which are costly to replace once it
Prerequisites of this unit has been broken done. Learners are
cautioned to handle them with a lot
The teacher through question and answer
of care.
method should review what was covered
in S1 on rectilinear propagation of light Generic competences
especially on the following areas
• The unit comprises of activities and
• Ray and beams
exercises that boost critical thinking
• Light travel in a straight line and problem solving kills.
• Reflection of light at plane mirror • The unit encourages creativity and
surface innovation e.g. use of water in conical
The mathematical knowledge on sink of flask as a lens.
angles and alternating, correspond and • The unit develops life skills in learners
opposite angle. It is a good idea for the by allowing them to show practically
teacher to encourage the students to have how to correct the defects in the eye.
a geometrical mathematical set.
• The unit encourages co- operation as
Cross cutting issues to be addressed learners work in groups. Allow the
students to discuss their finding to
The teacher should address the following
improve in communication skills.
cross cutting issues
• Gender: Vocabulary or key words or concepts
i. Form groups that have both sexes. The teacher should use simple words e.g.
bending, change of direction for words
ii. Make sure you distribute your
like refraction ; the ability of media to
question to both sexes
bend the rays for refractive index. Other
iii. Avoid negative comments that will vocabulary word includes, media, optical
be misinterpreted by either sex for fiber convex, concave, and chromatic and
example glasses are common to spherical aberration.
ladies for beauty reasons.
Encourage students to use Internet to get
• Peace and values education – lenses explanation on vocabulary or keyword or
should not be used to burn others by concept.

206
The word phenomenon will sound complex explanation, and description that are
term to the student. Give them as an inaccurate. At this point, show the
assignment using the Internet to research learners the importance of accepting
on it. Allow time for the discussion. different opinions given by different
learners whether right or wrong. This
Guidance on the problem statement. help to promote peace and harmony
• For learners to have a general idea among the learners.
of what they will be learning in the • Use their feedback to trigger their
activity, the teachers should allow curiosity in order for them to see the
them to do the unit focus activity on need of learn more from the unit.
their own. The teacher will only be
• Encourage those learners whom
required to provide learners with the
may have not responded correctly
suggested learning materials.
especially the slow learners that the
• Organise learners into appropriate correct answers will be obtained in
pairs or groups and provide them with the process of learning the unit so
the materials suggested (microscope, that by the end of it, they can be able
optical fibre) . Once you have given to respond correctly to all questions
them the materials (either in pairs or asked in the unit focus activity.
groups depending on the availability
of materials) ask the learners to do the
unit focus activity given in student’s Attention to special educational needs
book pages 337-338.
• This unit involves the use of the eyes
• At this point, bring to the attention to study refraction of light. Take care
of learners the need of handling a of the student with sight problem.
microscope with a lot of care (it is Give them more attention during and
costly to replace once damage) after the various activities suggested
• Allow learners to hold a discussion in the student book. Act innovatively
in their groups as they attempt to depending on the sight problem
respond to all questions asked in the concerned.
activity. This will promote cooperation, • Some of the questions in the exercises
communication skills and leadership can be given to gifted learners. Prepare
skills among other competences in the additional more challenging questions
learners. for them learners. (See remedial
• Use their feedback to guide them in questions for gifted learners at the end
such away that leads to the correct of this Teacher’s guide unit)
responses to the questions asked in the • For slow learners, organise remedial
activity. The teacher can use probing lessons for them. Guide them through
questions. By doing that, you will be the activities and exercise once
promoting the critical thinking of your again and more slowly to help them
learners. understand
• It is most likely that most learners will
come up with different observation,

207
List of lessons Use activity 12.1 to show the phenomenon
of refraction of light as this in the commonly
Lesson Lesson title Number of
experience of refraction.
no periods
1 Phenomena of refraction 2 You may also show refraction by rainbow,
of light 2 shinning in desert, shadow and deep along
1 the practical observation depending on the
2 Refraction of light through 2
locality of the school and the experiences of
a prism 2
your students. This will develop curiosity
in learners to learn more from the unit and
3 Refraction of light through 2
also make the unit interesting and lively.
a thin lens 1
2 Learning activities
4 Unit assessment 1
Teaching guidelines for activities 12.1 and 12.2
Total 15
• Organise learner into pairs to do
activity 12.1 in the learner’s book page
Lesson 1: Phenomena of refraction of light
334.
• Let them observe how the ruler
Learning objective
appears while in the water.
The learner should to explain phenomenon
• Allow them to discuss their
of refraction of light.
observation.
Teaching aids • Let learners do activity 12.2 in students
• Plastic ruler book page 335.
• Water in a transparent container • Activity 12.2 show how light rays
• Geometrical set travel using a rectangular glass block.
• Rectangular glass block Care should be taken to avoid any
• Ray box confusion that may be created by
activities 12.1 & 12.2. Let the student
Introduction to the lesson appreciate that refraction can occur
In Senior 1 unit 13, learners learnt about between any two or more transparent
rectilinear propagation of light. Using media. It is only the direction of the
question and answer methods, establish light rays that matters. Incase of
whether the learners recall concepts learnt activity 12.1, the light moves from
such as, nature of light, and rectilinear water to air (where your eye is) while
propagation of light, characteristic of in activity 12.2, light moves from air to
the glass block. It would be necessary
images formed by plane mirror among
to explain in activity 12.1 using rays.
others. This is important because most of
Use activity 12.2 to explain terms
the concepts to be learned in this part of
associated with refraction of light.
the unit require some applications of the
concepts already learnt.

208
Synthesis Demonstrate how to setup the apparatus
Use the concept of optical density to and how to get the values of i and r from
justify refraction of light in transparent the setup. Then allow the groups to
media. Light is a form of wave energy. perform the activity 12.3 in order to obtain
Diagrams in figure 12.6 demonstrates other values of i and r.
light is deviated away, towards and on the Learning activities
normal. Emphasis that refraction occurs at
a boundary (interface) Teaching guidelines for activities 12.3 and 12.4

Assessment • Demonstrate how to setup the

apparatus and how to get the values
Give exercise 12.1 as an take away of i and r from the setup. Then allow
assignment allow the students to exchange the groups to perform the activity 12.3
their books and guide them on how to mark in orders to obtain other values of i
the assignment this promotes honesty and
and r.
trust among the students.
• Now, still maintaining the same
Answers to activities 12.1 and 12.2 student’s groups used in activity 12.2 or you
book page 334-335 may consider reorganise them, ask
Refer to the discussion given in the learners to do activity 12.3 in the
student’s book after every activity student’s book pages 337-338. It is
important learners to work in groups
Law of refraction but appropriate one (i.e., gender
Learning objective sensitive and of different abilities).
The groups should be as small as
The students should be able to state the possible in terms of membership
law of refraction. to reduce cases of some members
Teaching aids not participating. This will promote
leadership skills, cooperation and
• Mathematical set
teamwork among the learners.
• Four pins
• Let the student perform activity 12.3
• Softboard and complete table 12.1. Show that
• A glass block incident ray refracted and normal at
• Paper protector (obtained by the point of incidence all lie on the
photocopy a real protractor) same plane. You may use a white plain
• A ray box paper to show the planes, you can
also use activity 12.4 to arrive at the
• Semi- dark room
same conclusion. This experiment is
• White plain papers popular for schools without ray boxes
and electricity. However, it is difficult
Introduction to the lesson
for students. You should first of all
The lesson may be introduced by showing deal with the concept of “No parallax
how you can obtain a sine and an angle. method.
This concept was learnt in mathematics.

209
Synthesis • Hold a class discussion on the
refractive index given in the student’s
Using the data and observation from
book pages 341-342.
activity 12.3 guide the students on how
to arrive at laws of refraction. Analyse the • Discuss table 12.2 and examples 12.1-
graph in fig 12:10 to emphasis as Snell’s 12.5 in the student’s book page 342-
law. 344.
• By now the learners should be able
Assignment
to organise themselves appropriately
Ask the students to use Internet to show into different groups without your
the plane stated in the laws of refraction. help whenever they are asked to do
Answers to activities 12.3 and 12.4 student’s so. This does not mean you don’t need
book to check and reorganise them where
necessary. Therefore, organise them
Refer to the discussion given in the into appropriate groups depending
student’s book after every activity. the availability of suggested learning
Refractive index materials and let them be ready to
do activities 12.5-12.7.Working in
Learning objective groups will enhance personal and
At the end of this lesson the student should interpersonal management, teamwork
be able to and cooperation among learners.
(i) define refraction index • Ask them to do activity 12.5 to 12.7 in
the student’s book.
(ii) determining refractive index of a
• Guide the learners through the
material using different methods
discussion given after each activity
(iii) solve problem on refraction before they do the next one. Each
ativity highlights diferent concepts
Teaching aids
thus it is necessary for each learner to
• Graph paper participate in all activities.
• Geometrical set • Ask the student to draw/plot a
graph of sin i against sin r obtained
Introduction to the lesson in activities 12.4.
Review on graph drawing particularly of • Activity 12.5 may be used to
a straight line. Revision on how to choose demonstrate the reversibility of light.
a suitable scale in graph drawing. Involves • Let the students perform activity
you a student in this introduction as 12.6 and 12.7 used to determine the
much as possible as this is the beginning refractive index of a substance using
of intense graph drawing even for the real and apparent depth. Guide them
examination. thought the activity.
Synthesis
Learning activities
Hold a discussion with the students to do
Teaching guidelines for activities 12.5,12.6 examples 12.1-12.5. This will solidify their
and 12.7 understanding of refractive index.

210
Let the students understand example 12:6- • Use a semi- circular glass block to
12:8. This can be discussed after they have demonstrate total internal refection.
done activity 12.7 Then ask them to activity 12.8
Through question and answer method • Guide them through the activity to
arrive at determine critical angle of glass. Let
sin i the student calculate the value of .
sin r = constant
Let the students appreciate that the Synthesis
“constant” has no units. The constant is
Through class discussion let the students
called refractive index (2). The direction of
arrive at = n
light or the interface in air/glass interface.
Explain Guide them through the discussion given
in the student’s book.
Draw student attention to table 12.2
Discuss examples 12.9 – 12.11 on the
Assignment chalkboard with learners
Select some questions in exercise 12.2 and Assignment
practice problem solving
Ask learners to do questions 1-3 of
Give exercise 12.3 as a takeaway assignment
exercise 12.4. Mark their work and guide
in students book page 351-352.
them appropriately.
Answers to activities 12.5 to 12.7 student’s
Answers to activities 12.8
book
Refer to the discussion given in the
Refer to the discussion given in the
student’s book after the activity.
student’s book after every activity

Teaching guidelines for activities 12.8 Lesson 2: Refraction of light through a prism

• Organise learners into appropriate Learning objective

groups, that is, if the class is a mixed
one, ensure you have the gender At the end of this lesson the student should
balance (i.e., equally number of boys be able to
and girls if possible) and also they are i. Explain refraction of light through a
of different abilities. This will help glass prism
learners to appreciate the factor that ii. Explain dispersion of white light and
all students (whether boys or girls) combination of colours
should be given equal opportunity to
iii. Give the applications of total internal
learn and also to promote cooperation
reflection
among them.
• Review reflection on plane surfaces Teaching aids
where i=r • An equilateral prism (angle 600)
• Provide learners with Semi circular • Right angles prism
glass block, Paper protractor. , Prism • Source of white light
to do activity 12.8 in the student’s • Prism periscope
book page 353. • White plain paper

211
• White screen • Ask them use activity 12.11 to show
total internal reflection of light by a
• Mathematical set
prism.
Introduction to the lesson • Guide them the three activities and ask
Show to the class the two types of glass them to give a summarized report on
prisms. Ask them to measure the angle each.
of triangle making the bases of the glass • Through question and answer
prisms. Through probing questions. Arrive method let the student appreciate how
at which prism is total internal reflection by a prism is
used in prism, periscope, optical fibre,
i. Equilateral
rainbow and mirage. Use activity
ii. Right angle prism 12.12 to describe application of total
Learning activities internal reflection by prism. Filter is
used to produce monochromatic light.
Teaching guidelines for activities 12.9-12.12
Synthesis
• Ask learners to organise themselves
Hold a class discussion to explain the
into appropriate groups depending on
the availability of suggested learning concepts given in the student’s book.
resources. Go around checking Guide the student to understand task of
whether the formed group according making a prism periscope to have hand
to the expectation, if not regroup – on activity.
them and emphasis the importance Hold the discussion with the student and
of observing gender balance (in discuss examples 12.12 and 12.13.
case of a mixed class) and different
abilities. This is important because Assessment
it gives learners any opportunity to
organise themselves hence promoting Let questions 4-10 in exercise 12.4 be done
organisational skills in them. under supervised practice.
• Ask them do activity 12.9 provided Give exercise 12.5 as a study exercise that’s
in the student’s book page 355-356. students do the excise in study group.
Through doing the activity together
Answers to activities 12.9-12.12 student’s
in groups, the learners will realise
book
the importance of teamwork and
cooperation in doing a particular task Refer to the discussion given in the
hence promoting these competences student’s book after every activity.
in them.
• Once they are through with the activity, Lesson 3: Refraction of light through a thin
let them continue with activity 12.10. lens
• Trough activity 12:10 make the students
Learning objective
to realize that white light in made of
7 colours. Let them describe through By the end of this unit the learners should
group discussion what in mono be able to
chromatic and non-monochromatic • explain refraction through a thin lens
light. Using wave concept explains
• locate images formed by thin lens
the formation of 7 colors.

212
• use lens formula and power of lens in • Hold a class discussion on their
solving problem in lens findings.
• describe lens defects and their • Once they finish, let them do activities
correction. 12.14 and 12.15 given in the student’s
book.
Teaching aids
Synthesis
• Thin lenses
Hold a class discussion with learners and
• Screen let them understand the meaning of a lens,
• Water types and terms used as discussed in the
• Rounded bottomed flask student’s book.
• sun Take the learners through the discussion
given in the student’s book to clarify the
• plain paper facts obtained from the activity.
• retort stand
Assessment
Introduction to the lesson
Ask learners to do all questions of exercise
Let the student draw types of lenses. Then 12. 6 in the student’s book page 373.
ask them to identifying and hence describe
the term used in thin lenses. Guide them to Answers to activities 12.13-12.15 student’s
ensure they have understood the concepts book
because they will be required to apply any Refer to the discussion given in the
idea they may have on lenses. student’s book after every activity.
Learning activities
Teaching guidelines for activities 12.16
Teaching guideline for activities 12.13-12.15 to 12.27
• You have already grouped the learners • In each activity, ensure that you have
before when they were doing activity grouped learners into convenient
12.12, you may decide to maintain pairs, small groups or large one
the groups for this activity or form depending on the availability of the
new groups. Forming new group materials. It is good idea to reorganize
sometimes is important because it the groups after every activity or two
help learners to interact and share if you think it is important to do so.
new ideas from different learners. It
• Let them choose group leader and
also promotes teamwork, cooperation
secretary who will be leading them
among them.
through the activities.
• Ask learners to do activity 12.13
• In each activity, provide learners
provided in the student’s book page
with the materials suggested in the
367.
student’s book on each of them.
• Demonstrate to the learners the
• Every time, ask learners to do the
activity and allow learners to do the
activity and discuss their finding
activity by their own.
within the group.

213
• Once they finish the activity, ask the Summary of the unit
secretaries to give a brief summary on • At random, ask different learners
their findings to the whole class. to lead others in brief discussion of
• Guide them through the discussion different concepts highlighted in the
on their findings and guide them unit summary given the student’s
appropriately. book page 397-399. By asking them
Synthesis probing questions, help them recall
the concepts.
Learners having done the activity hold a
constructive and discuss the facts given in • Ask learners to go back to the unit
the student’s book after every activity from focus activity given on pages 332-
activity 12.16 to 12.27. This is important 333. Let them now give the correct
because it will help learners to see errors solutions to the questions asked
on their finding and correct them hence therein. Since the questions have been
enabling them to understand the concepts answered at one instance within the
required in each section. unit, help them to understand how
to give correct answers.
Emphasis the use of real, virtual magnified
demolished, upright, inverted, at infinity, Additional information
at 2F , at F between f and optical center in
The paper protractor is made by
stating the character or nature of image
photocopying the real protractor
formed by both convex and concave lenses.
Reflective index can be used to identify
Use the formula 1 = 1 + 1 = to solve
f 4 v substance.
problem in law.
The bordering between two media is also
Discuss with them examples 12.14-
called interface.
12.22 given in the student’s book on the
chalkboard. No effort should be spared in order for
the students to be able to use “ no parallax
Assessment method”
Ask the student to attempts the exercises .
12.6-12.8 given in the student’s book pages Lesson 4: Unit assignment
373, 381 and 389-392.
Practice the use of sign convention by Ask learners to do questions all questions
discussion and come up with practice in the unit test as a CAT. Supervise
exercise that can help them to master them them and mark their work. Guide them
well. appropriately.
Select some numerical question to practice Form study groups and give the groups
v specific but different problem to solve and
use of M= u = and power = 1
f report to the rest the class.
Answers to activities 12.16-12.27 student’s
Remedial activities
book
After each lesson identify weak students.
Refer to the discussion given in the
Encourage them to form small study
student’s book after every activity.

214
groups through which you can reach the 3. (a) 50º (b) 35º (c) 1.34
more effectively. Allow them to try the 5. 1.875 m/s
activities individually. In this way you can
help them to catch up with the rest of class. 6 (b) 48.6º
7. Refer to the students book
Extended activities.
8.
There activities are good in order you take
care of fast learners. In most cares two iº rº sin i sin r
parallel activities are suggested in order to 15 10 0.26 +0.17
take care of learners with different learning 30 19 0.5 0.33
abilities e.g. in determination of reactive
45 28 0.71 0.47
index, two activities are given. One using
a ray box and the other one using pins is 60 35 0.87 0.57
slightly challenging since it involves the Shape = 0.67
use of no parallax method in locating the
ang = 1 = 1 = 1.492 = 1.5
image ang 0.67
Exercise 12.3

Answers to numerical questions in exercises (Learner’s book page 389-392)

and unit test 12 1 - 3 (Consider learners argument)

Exercise 12.1 4. First calculate the refractive index of the

x y
liquid using n = 12 and n = 18. x = 12n
(Learner’s book page 337) and y = 18n. x + y = 40 = 30n, n = 1.33.
1(a) refracting refers to the bending of light then calculate the real depth of air bubbles
rays as they travel from one medium from one side, 16 cm from left side or 24
to another cm from right side.
b) Angle of incidence in the angle formed 5. (a) 1.33
between incident ray and normal line (b) velocity
2) light bends from one medium to 6 - 8 (Consider learners argument)
another because different media have
different refractive index Exercise 12.8
Added: na=1 nw=1.33 (Learner’s book page 389-392)

1 - 10 (Consider learners argument)

11 . - 24 cm as the image is virtual , f= 8 cm
12 . V= -100/9 ; IM= 1.7cm, virtual image
Exercise 12.2
13. 25 cm
(Learner’s book page 345-346)
14. (a) 60 cm ;IM= 6cm , real image (b) u=
10 cm, V = -20 cm , M=2

215
15. (a) 80 cm (b) 16 cm (Learner’s book page 399-405)

16. 33.3 cm 1. C
17. (a) V=- 10 cm 2. A
(b) 1/3 3. B
18. 24 cm 4. A
19. 72 cm 5. B
20. (ii) 15 cm 6. A
10. (b) 1.45 (b) 14.60 , 68.70
Unit test 12
11. 2.40
12. 21.6°
14. 1.25
15. (b) 2 x 108 m/s
(c) 3 x 108 m/s
20. (b) 3 cm from the lens
1
(c) 2
21. (a) 24 cm on the same side of the
object.
(b) simple microscope
23. 75 cm
24. Check student’s construction and
accuracy.

216
 UNIT

13 Telecommunication Channels
Students book page 406-431 (9 Periods)

Key Unit Competence home e.g, television antennae cabling

and local computer network cabling
By the end of this unit, the learner should
be able to differentiate telecommunication Generic competences
channels.
The specific generic competences to be
Prerequisites to this unit addressed in this unit are:
 Critical thinking: This competence will
For learners to acquire the knowledge
be achieved when the teacher involve
skills, attitudes and values envisaged
learners in activities that involve
in this unit with ease, the need to have
analyzing and comparing various
acquired the following:
aspects of communication media.
 Basic knowledge of waves and
 Communication skills: This competence
the terms used to describe waves
will be achieved when the teacher
including wavelength, frequency,
involve learners in discussions and
velocity and total internal refraction.
making presentations on various
The students briefly encountered
aspects of communication media.
some of these terms in the earlier
topics of refraction of light and linear Vocabulary/keywords
motion.
In the course of learning the concepts in
Cross-cutting issues to be addressed this unit, the learners will discover the
meaning of the following new words:
The specific cross-cutting issues to be
addressed in this unit are:  communication
 Environment and sustainability: this  communication channel
issue will be addressed when the  data signal
leaners discuss the harmful effects of
 analog and digital
some wireless communication media
like microwaves, infrared waves to  optical fibre
the objects in the environment.  attenuation
 Standardisation culture: This issue will  Bandwidth
be addressed as the learners analyse
The teacher should guide the learners to
the quality of communication media.
understand the meanings of these words
Under this section the teacher is
and construct and speak out sentences
expected to sensitize the learner on the
involving them in order to master their
importance of buying quality products
meaning and usage.
including data communication media
for simple communication systems at

217
Guidance on the problem statement once again and more slowly to help them
In order to give learners a purposeful reason understand the concepts.
and motivation to actively participate in List of lessons
lesson planned for this unit, facilitate them
to do the Unit Focus activity outlined in the Lesson Lesson Title No. of
No. periods
Pupils book page 407.
The activity involves identifying and 1. Definition of terms 1
used in communication
evaluating the strengths and weakness
2. 1
of both traditional and modern means Types of data signals

of communication media, and areas of 3. Data reansmission 6

media
application
4 Unit Assessment 1
Organize the learners into groups of threes
Total 9
to do the activity through discussions.
Let them present their findings to the rest Lesson Development
of the class through a class discussion, as
you as you and the rest of the class evaluate Lesson 1: Definition of terms used in
the accuracy of the facts presented. communication
It is most likely that most learner will
use will not present very accurate and Learning objective
detailed description and analysis of  The learner should be able define
modern communication channels, due and explain the terms used in
to their limited knowledge of them so communication.
far. Appreciate all the groups for their
participation and then let the class know Teaching Aids
that by actively participating in all the Chart showing a block diagram of a
lessons planned for this unit, they will communication system.
be able to critically analyse and evaluate
communication channels Introduction to the lesson
Introduce the lesson by asking various
Attention to special needs
learners to tell the class the meaning of
The teacher should provide for learning the term communication. After this, let
of all learners including those with special the class know that the objective of the
needs. lesson is identify and define the term
The activities and the concepts to be communication and related terms.
discussed in this unit d may not be Learning Activities
challenging to the specially gifted learners
hence may get bored. The teacher needs Teaching guidelines for Activity 13.1
to prepare additional more challenging
Organise the learners in groups to do
questions and activities for these learners.
Activity 13.1 in the student’s book page
For the slow learners, the teacher should 407-408 that is to identify and discuss the
organize remedial lessons where he/ terms used in communication.
she guides them through the activities

218
Let the learners do the activity through a channel, receiver and message user
discussion as group secretaries write down using.
the facts presented.
Ask groups to present their findings to the Lesson 2: Types of data signals
rest of the class through a class discussion,
as you and the rest of the class gauge the Learning objective
accuracy of the facts presented. At the The learner should be able to distinguish
end of each group discussion, allow the between digital and analogue signals
other students to ask questions and seek
Teaching Aids
clarifications from the presenting group.
Synthesis Chart showing digital and analog signals.

Having done the activity, guide the Introduction to the lesson

learners through a class discussion to Introduce the lesson by asking learners
understand that: to tell the class what they understand
 Communication is the process of by digital migration as was successively
using sounds, words, symbols, signs effected and completed in Rwanda by
or pictures to pass a message or 2015. Let them say the changes they
information from one person or object have seen with the switching to digital
to another. transmission.
 Five basic elements of a communication Learning Activities
s y s t e m a re : m e s s a g e s o u rc e ,
Teaching guidelines for Activity 13.2
transmitter, receiver, communication
channel, receiver and message user. Organise the learners in groups to do
Guide them to understand the role Activity 13.2 in the student’s book page
and importance of each of these 409 distinguishing and comparing digital
elements in a communication. and analog signals.
Let the learners do the activity through a
Assessment discussion as they write down the facts
Ask the learners to do questions 1, in presented.
Exercise 13.1 in the student book page 411. Let them present their findings to the rest
of the class through a class discussion, as
Answers
you and the rest of the class critique and
Answers to Activity 13.1 seek clarifications form the group.
1. Communication is the process of Synthesis
using sounds, words, symbols, signs Having done the activity, guide the learners
or pictures to pass a message or through a class discussion to understand:
information from one person or object
 The difference between analog and
to another.
digital signals as discussed in the
2. Five basic elements of a communication student’s book page 410-411.
s y s t e m a re : m e s s a g e s o u rc e ,
 Advantages and disadvantages of
transmitter, receiver, communication
digital and analog.

219
 How to determine frequency, Teaching Aids
wavelength and periodic time of
Open line cables
digital and analog signals as discussed
in the student’s book page 410-411. Coaxial cables
Twisted pair cables
Assessment
Fibre optical cables
Ask the learners to do questions 2 to 7, in
Exercise 13.1 in the student book page 411. Introduction to the lesson
Introduce the lesson by asking learners
Answers
to give the two broad categories of data
Answers to Activity 13.2 transmission media. The correct answer
here should be cables and wireless
1. Analog data is made up of continuous
communication media
waveform while digital data is made
up of a non-continuous discrete signal. Learning Activities
2. The main advantages of digital signals Teaching guidelines for Activity 13.3
over analog signals are:
Organise the learners in groups to do
(i) Digital signals carry more Activity 13.3 in the student’s book page 412.
information per second than The activity involves identifying types of
analogue signals. data transmission cables, describing their
(ii) Digital signals maintain their structure and evaluating their strengths
quality over long distances better and weaknesses.
than analogue signals. Give the leaners enough time to discuss
and prepare a presentation.
Lesson 3: Data transmission media Let them present their findings to the rest
of the class through a class discussion,
Learning objective
as you and the rest of the class critique
The learner should be able to: and seek clarifications form the group.
 Outline different channels of Ask them probing questions to help them
communication. analyse the cables in details
 Explain difficulties related to signal Synthesis
transmission. After doing the activity, guide them to
 Apply knowledge acquired understand that there are currently for
to characterize quality of a types of transmission cables:
communication system.  Open line cables
 Suggest different channels of  Twisted pair cables
communication applied in  Coaxial cables
telecommunication.
 Fibre optical cables
 Evaluate difficulties experienced in
communication system Let them know that type of cable has its own
structure, advantages and disadvantages.

220
Two-wire open line cable Let them present their findings to the rest
Through a class discussion, guide them of the class through a class discussion,
structure of two-wire open line cable and as the rest of the class critique and seek
its disadvantages discussed in the students clarifications form the group.
book pages 412 - 413. Synthesis
Help them understand the terms data After doing the activity use a pre-prepared
rates, bandwidths, attenuation and chart to guide the learners in a discussion
electromagnetic interference. of the structure ands function of each
part of a coaxial cable, as discussed in the
Twisted pair cables student’s book page 414 - 416.
Teaching guidelines forActivity 13.4 Lead them to understand the advantage
Organise the learners in groups to do and disadvantages of coaxial cables.
Activity 13.4 in the student’s book page Fibre Optic cables
413 on analyzing the use of cables in
communication. Teaching guidelines for Activity 13.6
Let them present their findings to the rest Organise the learners in groups to do
of the class through a class discussion, as Activity 13. 6 in the student’s book page
you and the rest of the class critique and 416 to analyse the use fibre optic cables in
seek clarifications form the group. communication.
Synthesis Let them present their findings to the rest
of the class through a class discussion,
After doing the activity guide the learners
as the rest of the class critique and seek
in a class discussion to help them clearly
clarifications form the group.
understand:
Synthesis
The difference between UTP and STP cables
in terms of structure ands functioning, as After doing the activity use a pre-prepared
discussed in the student’s book page chart to guide the learners in a discussion
413-414. Lead them to understand the to help them clearly understand:
advantage and disadvantages of twisted the structure ands function of each part
pair cables. of a fibre optic cable, as discussed in the
Take them through Example 13.1 in student’s book page 416-418.
students book page 414. The concept of total internal reflection as
Help them understand the terms data applied in signal transmission through
rates, bandwidths, attenuation and a fibre optic cable. You need to have
electromagnetic interference. prepared a a diagram on a chart for this
part before hand.

Coaxial cables Lead them to understand the advantage

and disadvantages of fibre optic cables
Teaching guidelines for Activity 13.5
Assessment
Organise the learners in groups to do
Activity 13. 5 in the student’s book page Ask the learners to do all questions of
414 on analyzing the use of coaxial cables. Exercise 13.2 in the student book page
418-420.

221
Answers 420. The activity involves matching modes
of wireless transmission to the device that
Answers to Activity 13.3 to 13.6
applies that technology.
Refer to the discussion in the student’s Give the leaners enough time to discuss
book pages 412-416. and prepare a presentation.
Wireless communication Let them present their findings to the rest
of the class through a class discussion,
Learning objective as you and the rest of the class critique
The learner should be able to: and seek clarifications form the group.
 Outline different channels of Ask them probing questions to help them
communication. analyse the cables in details
Synthesis
 Explain difficulties related to signal
transmission. After doing the activity, guide them to
 Apply knowledge acquired understand that there are many wireless
to characterize quality of a transmission including:
communication system.  microwave
 Suggest different channels of  radio wave
communication applied in  satellite,
telecommunication.
 Bluetooth
 Evaluate difficulties experienced in
 infrared
communication system
Let them know the mode of wireless
Teaching Aids transmission and its areas of applications,
 TV set and its remote controller advantages and disadvantages.
 Two mobile phones Lead them in a discussion of the
electromagnetic spectrum as outline in
 A radio
Fig.13.10 on page 421 of the student’s book.
 A chart showing satellite
communication Microwave transmission

Introduction to the lesson Through a class discussion, and with help

of a diagram drawn on a chart, guide
Introduce the lesson by asking learners to them to understand the point-to-point
name any mode of wireless transmission microwave transmission as demonstrated
that they know. Some of expected correct in the student’s book pages 421.
answer should be microwave, radio wave,
satellite transmissions and bluetooth Satellite communication
technology.
Teaching guidelines for Activity 13.8
Learning Activities
Organise the learners in groups to do
Teaching guidelines for Activity 13.7 Activity 13.8 outlined in the student’s book
Organise the learners in groups to do the page 422 on illustrating and analyzing
Activity 13.7 in the student’s book page satellite communication.

222
Let them present their findings to the rest in the atmosphere as discussed in the
of the class through a class discussion, as student book pages 424-425.
you and the rest of the class critique and
Bluetooth and infrared transmissions
seek clarifications form the group.
Synthesis Through a class discussion, guide the
learners to understand how Bluetooth
After doing the activity guide the learners and infrared transmissions take place.,
in a class discussion to help them clearly as discussed in the student’s book page
understand: 425-426.
 The design of a satellite communication Before winding up the lesson, discuss
system as illusttrated in the student’s with the learners the advantages and
book page 422 disadvantages of wireless communication
 terms like uplink and downlink, earth Assessment
station and space satellite, and VSAT
Ask the learners to do questions Exercise
technology as discussed in the student
13.3 in the student book page 427-428.
book pages 423.
Answers
Radio communication
Answer to Activity 13.3 to 13.9
Teaching guidelines for Activity 13.9 Refer to the discussion in the student’s
Organise the learners in groups to do book after every activity.
Activity 13.9 outlined in the student’s book
Unit Summary
page 423 on illustrating and analyzing
radio communication. Through a class discussion, summarise
Let them present their findings to the rest all the key facts leant in each of the four
of the class through a class discussion, as lessons. To do this, ask students probing
you and the rest of the class critique and questions to help them state the facts
seek clarifications form the group. correctly and to the required depth.
This will increase theie communication Since the learners have now acquired the
skills critical thinking among other knowledge and skills envisaged in this
competence. unit, they are now able to redo the unit
focus activity given at the start of the unit.
Synthesis
To ascertain this fact, ask them to brief
After doing the activity guide the learners explain how they can do the that activity.
in a class discussion to help them clearly If you judge they are able, ask them to redo
understand: it in groups.
 how radio communication takes place
Additional information
as illustrated in the student’s book
page 424. Signal transmission in an optical fibre
 The categorization of radio waves occurs through continuous total internal
as HF, VHF and UHF and how each reflection in the fibre. The overall diameter
category of radio waves is propagated of the fiber is about 125 μm and that of the
core is just about 50 μm. The difference

223
in refractive index of the cladding and 3. Which of the following
the core allows total internal reflection in communications channels, which
the same way as happens at an air-water does not provide a physical link
surface show in. between terminal and computer?
If light is incident on a cable end with an A. optical fiber
angle of incidence greater than the critical B. microwave
angle then the light will remain trapped C. telephone lines
inside the glass strand.
D. coaxial cable
4. In practice, communications channels
are often made up of several
transmission media. Which of the
following is likely connection between
two computers?
Figure TP13
A. microwave, satellite, telephone
In this way, light travels very quickly
lines
down the length of the cable over a
very long distance (tens of kilometers). B. microwave, satellite, coaxial cable
Optical fibers are commonly used in C. coaxial cable, telephone lines,
telecommunications, because information optical fiber
can be transported over long distances, D. none of the above
with minimal loss of data. 5. A regular telephone line can transmit
Unit assessment up to

Ask the learners to do Unit Test 13 given A. 4.8K bps.

in the students book pages 429-431. Mark B. 22.8K bps.
the test and use the students performance C. 36K bps.
to identify those that need remedial work
D. 56K bps
and those that need extended activities.
Answers to remedial exercises for slow
Remedial exercises/Activities for slow learners learners
1. Period is inverse of 1. A
A. Frequency 2. A
B. Phase 3. B
C. Amplitude
4. C
D. Signal
5. D
2. Example of an analog to analog
conversion is Extended exercise/Actvities foe quick learners
A. Radio 1. What factors should one consider
when choosing a data communication
B. Video
channel
C. Television
2. Describe how total, internal reflection
D. Internet
occurs in in optical fibre.

224
3. Explain how crosstalk occurs in Exercise 13.3 learners book pages 427-428
transmission media. Part A
4. Differentiate between radio and
microwave transmission 1. A 2. B 3. C 4. A

5. A data signal of frequency 1 000 Hz Part B

emits waves of wavelength 0.10 m . 1. Electromagnetic spectrum
How long does it take for the wave to
2. UHF
travel a distance of 2 500 m?
3. Uplink, down link
6. A radio is tuned to 600 m in the
medium wave band transmitted from 4. Geostationary, 32
a broadcasting station. Determine the 5. Foot print
frequency of the waveband. (Speed of
6. VSAT
radio waves is 3 108 m/s).
Unit test 13
Answers to Exercises
Part A (Students book page 429 - 430)
Exercise 13.1 (Students book page 411) 1. A 2. C 3. A 4. A 5. B
Learner’s book page 411 6. B 7. B 8. C 9. C 10. A
1. C 2. C 3. B 4. B 5. B 11. (a) Fiber (b) UTP or fiber (c) fiber or
6. C 7. B coax (d) fiber (e) fiber (f) fiber, coax
(g) UTP , fiber
Exercise 13.2 (Learners book page 418-420)
Part B (Students book page 430 - 431)
Part 1
12. Two wire open lines
1. C 2. B 3. D 4. C 5. B 13. Cross stalls
6. B 7. B 8. B 9. A 10. C 14. Single mode, multi mode
11. C 12. B 13. C 15. Line of single
Part 2 16. Infrared
17. Bluetooth
1. Multimode, single mode
18. Hot sport
2. multiple signals in the core.
19. Radio waves are propagated in all
3. Total internal reflection
directions from a point source just like
4. Number of signal in the core. water waves. Micro waves move in a
5. Refer to the students book pages particular direction
412-418. 20. Mobility, flexibility, use of portable
6. Refer to the students book pages devices
416-418. Part C (Students book page 431)
21. Refer to the learner’s book page
411-428

225
 UNIT Properties Of Physical Processes Affecting

14 Plant Growth
Students book page 432-458 (9 Periods)

Generic competences addressed in

Key Unit Competence
this unit
By the end of this unit the learners should
be able to describe the physical properties • Cooperation, interpersonal
affecting plant growth. management and life skills through
provision of group work
Prerequisites to this unit • Communication through provision of
For learners to acquire the knowledge learner’s discussion based activities.
skills, attitudes and values envisaged • Critical thinking and problem solving
in this unit with ease, the need to have through involving the learners in
acquired the following: problem solving and discussion
 Knowledge of plants growth in
their primary in science i.e. about Vocabulary/keywords
photosynthesis. So before the teacher In the course of learning the concepts in
goes on to teach the learners, he/she this unit, the learners the learners will
must establish in all ways like using discover the meaning of the following
question and answer to establish that words:
the learners remember these concepts • Moisture supply
before introducing them to this unit.
• Radiant energy
 Skills of digging or how to use a shovel
• Biotic factors
because the learners will be required
to collect different types of soil and • Growth-restricting substances
getting them there must be use of a • Soil aeration and soil structure
hoe or a spade
Guide the learners to understand the
Cross-cutting issues to be addressed meanings of these words and construct
and speak them out in order to master their
The specific cross-cutting issues to be meaning, usage and applicability.
addressed in this unit are:
• Environment and sustainability: Since Guidance on the problem statement
the unit will involve the learners In a way to make the learner’s get prepared
working with soils, moving around and give attention to the unit, the teacher
in the bush collecting soil types, and should organize learner to do the following
using containers and bags, so the unit focus activity in groups.
importance of disposing such waste Materials: Reference books and internet
materials safely to avoid polluting the enabled computers.
environment..

226
Unit focus activity • It is most likely that some will have
• Organize learners into groups and right answers as they remember from
provide them with the required their primary science thus correcting
material to do the unit focus activity them somehow in their discussion
in the student book page 433. can make them comfortable while
• Ask the learners to discuss and entering into the unit well knowing
make presentation on environmental they had ideas about it.
factors; temperature, moisture supply, • For some like the slow learners, might
radiant energy, composition of the come up with inaccurate answers,
atmosphere, soil aeration and soil still use their responses to promote
structure, soil reaction, biotic factors, curiosity of the unit for them to see
supply of mineral nutrients
the need to learn it.
• Ask them to discuss how tem
• Encourage them that the correct
temperature, moisture supply, radiant
answers will be obtained in the
energy affect plant growth.
process of learning the unit so that
• Ask them to brainstorm on other
by the end of it they can be able to
factors that affect plant growth.
answer all the questions asked in the
• Ask them to define biotic factors and unit focus activity correctly.
explain how they affect plant growth.
Attention to special needs
• Let them debate on the impact of
water, temperature, light, atmosphere, • In order to involve all the learners in
nutrients, fire and grazers on range the learning process, you must know
plant productivity. all your learners especially the special
• Ask them to discuss and make need in your class.
presentation on physical properties • The unit comprises of numerous
of soil and their role in plant nutrition activities, you should involve the
and growth. Let them use the internet
special need learners in these activities.
to search on environment protection.
For example, those activities that
• The discussions and presentations will require use of legs can use hands
promote cooperation, communication where necessary and vice versa or
skills, and confidence and leadership
they can just observe and give their
skills among other competences in the
suggestion.
learners.
• For slow learners, organize remedial
Synthesis
lessons for them. Guide them through
• Use their feedback to guide them the activities and exercise once
in such a way that leads to correct again and more slowly to help them
answers and responses to the questions
understand.
asked in the activity.

227
List of lessons as outlined on page 434.
Lesson Lesson Title No. of • Ask them to discuss in their groups
No. periods the meaning of environmental factors
1. Environmental factors and 2 and name some examples. Working in
their impact on plant growth 2 groups enhances team work.
2 Composition of earth’s 1 • Let them brainstorm on how
atmosphere temperature, radiant energy and
3. Soil properties and their 2 moisture supply affect plant growth.
impact on plant growth
4. Biotic factors 1
• Ask them to site other examples of
5. Unit assessment 1 factors that can affect plant growth.
Total 9 • Ask them to share their findings to the
rest of the class
Lesson Development
Synthesis
Lesson 1: Environmental factors and their
Use a class discussion to help learners the
impact on plant growth
facts in order to clearly understand:
Learning objective • The meaning of environmental factors
and the examples of the environmental
By the end of this section, the learners
factors as discussed in the student
should be able to explain environmental
book on page 434.
factors and their impact on plant growth.
• Let them appreciate that the plant
Introduction to the lesson
distribution and growth is all limited
Introduce the lesson by asking learners by these environmental factors
from their primary science and geography
the definition of environment and let them Answers to activity 14.1
name factors from the environment that
• In step 1, Environmental factors are
affect plant growth.
all external conditions and influences
Teaching Aids affecting the life and development of
an organism. They include among
• Reference books
others Temperature, Moisture supply,
• Internet articles Radiant energy, Composition of the
atmosphere, Soil aeration and soil
Learning Activities
structure, Soil reaction, Biotic factors,
Teaching guidelines for Activity 14.1 Supply of mineral nutrients.
• Organize learners into convenient • In step 2, the radiant energy also
groups making sure the groups are known as sunlight if received well by a
gender sensitive. plant (up to a point), the better capacity
• Ask the learners to do activity 14.1 it has to produce plant food through
given in the student book on finding photosynthesis, the different colors of
out environmental factors that affect light are good for starting seedlings
plant growth naming some examples and the ability of many plants to

228
 flower is controlled by photoperiod. wavelength reaching the plant surface.
Temperature affects Transpiration • Light duration or photoperiod refers
which increases with temperature, to the amount of time that a plant is
Respiration does also increase with exposed to sunlight.
temperature, Photosynthesis increases
but to a certain point, Flowering is Assessment
initiated by temperature and others. • Ask the learners to do Exercise 14.1
The amount of moisture present will given in the student book pages
determine a lot in photosynthesis. 435-436.
• In step 3, some examples are absence
of growth restricting substances. Answer to activity 14.2
In step 1, light is a form of energy that helps
Teaching guidelines for Activity 14.2 the sensation of vision
• Organize the learners into pairs being In step 2,
more care to encourage mixing of fast Light quantity determines the capacity of
learners and slow learners. plant food made through photosynthesis.
• Ask the learners to do activity 14.2 in Light quality has different effects because
the students book page 434 to use their different colors have different effects. That
knowledge of science and biology to is red and blue light have the greatest
define light, and then research from effect on plant growth. Green light is least
the internet and reference books on effective to plants as most plants reflect
how light is useful to plant growth. green light and absorb very little. Blue
• The activity involves doing research light is primarily responsible for vegetative
so it’s the teacher’s obligation to guide growth or leaf growth. Red light when
the learners on how to do the research. combined with blue light, encourages
flowering in plants. Fluorescent or cool-
• Let each member discuss to the rest
white light is high in the blue range of
of the class his/her research and
light quality and is used to encourage leafy
findings.
growth.
Synthesis
Light duration can control the ability of
Before concluding this section, hold a class many plants to flower.
discussion to ensure that the learners have
understood the following concepts; Temperature
• Light is a form of energy. Light has
Learning objective
three principal characteristics that affect
plant growth: quantity, quality, and The learner should be able to explain how
duration. temperature as an environmental factor
• Light quantity refers to the intensity affects plant growth.
or concentration of sunlight and varies Teaching Aids
with the season of the year.
• Reference books
• Light quality refers to the color or
• Internet

229
Introduction to the lesson Assessment
• The word temperature at this level Summarize the discussion by asking the
must be familiar with every learner. learners to complete exercise 14.2 on page
Introduce the lesson by asking them 437.
to define temperature from their past
experience. Answer to activity 14.3

Learning Activities In step 1, Temperature is the degree of

hotness or coldness of a body.
Teaching guidelines for activity 14.3
In step 2, on plant growth, temperature
• Organize the learners into appropriate directly affects
groups reflecting gender balance and • Transpiration which increases with
mixed abilities. temperature
• Draw the attention of the students • Respiration does also increase with
to the student’s book page 436. Ask temperature:
them to do activity 14.3 to discuss the
effects of temperature on plant growth • Photosynthesis increases but to a
as outlined on page 436-437. certain point.

• Ask them to use their knowledge of • Flowering is initiated by temperature

physics to define temperature. • Sugar storage; Low temperatures
• Ask them to use the library and reduce energy use and increase sugar
go into biology, agriculture and storage
geography books to get information • Dormancy: there is breakage of
on the aspects of plant growth that dormancy if warmth comes after a
temperature affects directly. period of low temperature and it will
• Ask them to present their findings to make plants to resume active growth.
the whole class. • absorption of water and nutrients
Synthesis • Te mp e ra t u re a ls o a ffe cts s o il
Use a class discussion to help the learners organisms.
have mastered that • Soil temperature affects water and
• Temperature is a degree of hotness or nutrient uptake.
coldness the can be measured using a • Temperature affects the productivity
thermometer. and growth of a plant depending
• Te m p e r a t u re d i re c t l y e ff e c t s upon whether the plant variety is a
Photosynthesis, Respiration, warm-season or cool-season crop
Transpiration, Flowering, Sugar
Moisture supply (humidity)
storage and Dormancy on plant
growth. Learning objective
• The factors that affect soil temperature
The learner should be able to explain how
are soil moisture, soil color, vegetative
moisture supply as an environmental
cover, slope of the land and general
factor affects plant growth.
soil tilt.

230
Teaching Aids high levels of soil moisture and that
• Reference books good soil moisture improves nutrient
uptake.
• Internet
Assessment
Learning activity
• Ask the learners to do a question in
Introduction to the lesson self-check to test their understanding
on page 438 in the student book.
The word humidity is not so new to most
of the learners. Introduce the lesson by Answers to activity 14.4
testing to see if they can still define it from
their primary knowledge. In step 1, Moisture also refers to the
amount of water vapor present in the air.
Teaching guidelines for activity 14.4 In step 2, the water that is contained in the
• Organize the learners into pairs soil is called soil moisture. It is the major
putting in mind that they have to be component of the soil in relation to growth
mixed, that is slow learners and fast of plants. The importance’s of moisture to
learners to encourage inclusivity. plants includes;
• Ask the learners to do activity 14.4 i) Water is essential for photosynthesis
to discuss how moisture supply ii) Water regulate transpiration in plants
affects plant growth as outlined in the because it regulates the opening and
student book on page 438. closing of the stomata
• Guide the learners as they are doing iii) Soil water regulates the temperature
research on the meaning of moisture. in the soil by its gradual evaporation
• Ask them to discuss how moisture from the surface of the leaf, near the
affects plant growth. stomata, thus helps to stabilize plant
temperature
• Ask the learners to harmonize their
findings with the rest of the class. iv) Soil water serves as a solvent and
carrier of food nutrients within the
Synthesis
plants for plant growth
Before concluding this section, hold a v) Moisture or water alone is a nutrient
discussion to ensure that the learners have to plants
mastered the following concepts;
vi) Soil water helps in chemical and
• Moisture refers to the presence of a liquid,
biological activities of soil
especially water, often in trace amounts
in the air. Supply of mineral nutrients
• Guide the learners through a
discussion about moisture and how Learning objective
it affects plant growth as discussed in By the end of lesson, the learner should
the student book page 438. be able to define mineral nutrients and
• Guide the learners to know that plant know how the mineral supply affects plant
growth is always limited by low and growth and development.

231
Learning Activities the plant. Plant nutrients have different
purposes for the plant, to begin with;-
Teaching guidelines for activity 14.5
• Nitrogen is necessary for plant cell
• Organize the learners into pairs.
divisions, formation of amino acids
• Ask the learners to do activity 14.5 to the building block of proteins, affects
find out how the supply of mineral energy reactions in the plant, aids in
nutrients affects the plant growth as
production and use of carbohydrates
outlined in the student book page 439.
• Phosphorus is involved in
• Ask the learners to conduct a research
photosynthesis, respiration, energy
about the supply of mineral nutrients
and how they can affect the growth of storage and transfer, cell division
a plant. and enlargement, promotes early root
formation and growth.
• Ask them to share their findings to the
rest of the class. • Potassium is used in carbohydrate
metabolism, increases photosynthesis,
Synthesis
increases water-use efficiency,
Before concluding this section, hold a class important in fruit formation
discussion to ensure that the learners can
In step 2, Plants need 18 elements for
explain the following concepts
normal growth. Carbon, hydrogen,
• Mineral nutrients are inorganic
oxygen, Nitrogen, phosphorus,
substances that must be ingested and
potassium, magnesium, calcium,
absorbed in adequate amounts to
satisfy a wide variety of metabolic and sulfur, the micronutrients, are iron,
structural functions in the body. zinc, molybdenum, nickel, manganese,
boron, copper, cobalt, and chlorine. All
• Put more emphasis on differentiating 18 elements, both macronutrients and
between plant nutrition and plant micronutrients are essential for plant
fertilization. growth.
• Guide the learners through a
discussion about the different types
Lesson 2: Composition of the earth’s
of minerals nutrients that plants are in
atmopshere
need of and how they can be available
as discussed in the student book on Learning objective
pages 439-440.
The learner should be able to explain the
Assessment composition of the earth’s atmosphere.
• Learners complete an exercise ( refer Learning Activities
to the students book 3 on pages 440-
441 (exercise 14.3) for the exercise) Teaching aids

Answers to Activity 14.5 • Internet

• Reference books
In step 1, Plant nutrition refers to the needs
and uses of the basic chemical elements in

232
Introduction to the lesson Lesson 3: soil properties and their impact
The word atmosphere is not a new word to on plant and growth
the learners, introduce the lesson by asking
Learning objective
them to define atmosphere. It is always
good to learn from known to unknown. By the end of the lesson the learners should
be able to explain the properties of soil and
Teaching guidelines for activity 14.6 their impact on plant growth.
• Organize learners into convenient
Teaching aids
groups of two or three.
• Ask the learners to do activity 14.6 • Clay
in the students book in their groups • Silt
to describe the composition of the • Sand soil
atmosphere as outlined on page 441. • Water
• Ask them to research from the internet • Two beakers
and reference books the composition of
the atmosphere and how it affects plant Introduction to the lesson
growth. From the learners primary science they
• Ask them to name the gases found in may have learnt different properties of
the atmosphere. soil using question and answer method
• Ask the group leaders or secretaries prompt the learner about the properties
to present their findings to the whole they remember before you begin the
class. lesson.
Synthesis
Learning activity
• Consolidate their work by discussing Teaching guidelines for activity 14.7
with them the composition of the
atmosphere as outlined in the student • Organize the learners into pairs.
book page 442. • Ask them to do activity 14.7 as
• Let t h em ap p reciat e t h at th e outlined in the student book page
composition of the atmosphere 442-443. The activity is meant to help
them appreciate how the soil structure
determines its ability to transmit
affects plant growth.
sunlight and trap infra-red light,
leading to long term changes in • Encourage the learners to discuss
climate. their findings with rest of the class.
Such discussion and presentation
Answers to activity 14.6 improves the communication skills of
the learners.
In step 1, the atmosphere consists of many
gases. • Ask them to share their findings to the
In step 2, nitrogen (78%), oxygen (21%), rest of the class
argon (1%) and trace amounts of carbon Synthesis
dioxide, neon, helium, methane, krypton, Use a class discussion to help the learners
hydrogen, nitrous oxide, xenon, ozone, consolidate the facts in order to clearly
iodine, carbon monoxide and ammonia. understand that;

233
• Soil structure refers to the arrangement • Ask them to discuss in their pairs what
of soil particles into aggregates (or soil aeration means.
peds) and the distribution of pores in • Ask them to discuss how soil aeration
between. is important to plant growth and
• Guide the learners to know that soil development.
structure affects plant growth in many • Encourage the learners to discuss
ways as explained in the student book their findings with rest of the class.
pages 444. Such discussion and presentation
improves the communication skills of
Assesment
the learners
Ask learners to complete exercise 14.4 in
Synthesis
students book pages 445-446.
Answers to activity 14.7 Through a class discussion, help all
learners to fully appreciate that the soil
In step 1, Soil structure refers to the aeration involves perforating the soil with
arrangement of soil particles into small holes to allow air circulation, water
aggregates (or peds) and the distribution and nutrients to penetrate the grass roots.
of pores in between. Let them appreciate the Importance of Soil
Soil structure affects plant growth in many Aeration as discussed in the student book
ways;- page 447-448.
• Increases infiltration of water, thus
Assessment
reducing runoff and erosion and
increases the amount of plant available Ask the learners to answer exercise 14.5
water. in the student book page 448 and exercise
14.6 on page 450-451.
• Improves seedling emergence due to
reduced crusting of the surface Answers to activity 14.8
• Large continuous pores increase In step 1, soil Aeration involves perforating
permeability. the soil with small holes to allow air, water
• reduced erosion due to greater soil and nutrients to penetrate the grass roots.
aggregate strength and decreased In step 2, Poor aeration results in the
overland flow development of toxin and other injurious
• Improved root penetration and access substances, the microorganisms living in
to soil moisture and nutrients the soil also require oxygen for respiration
and metabolism, good water and nutrient
Learning activity absorption, Insufficient aeration of the soil
also leads to the development of diseases.
Teaching guidelines for activity 14.8
Soil texture and soil reaction
• Organize the learners into pairs.
• Ask them to do activity 14.8 in the Learning objective
student book to compare soil aeration
The learner should be able to explain soil
as outlined on page 446-447.
reaction and texture.

234
Teaching Aids • Ask them to define an ecosystem.
• Reference books • Ask the learners to share with the rest
of the class their findings by choosing
• Internet
one representative.
Synthesis
Synthesis
Through a class discussion.
Through a class discussion, guide the
• Guide the learners to know that soil
learners to understand the following
PH is the measure of the acidity or
concepts;
alkalinity in soils.
• That the word the word “bio-” means
• Take them through a discussion of the
life, therefore a biotic factor is any
effects of soil reaction as outlined in
activity of a living organism that
the student book page 451-452.
affects another living organism within
Assessment its environment.
• While biotic means living, and biotic
• Ask the learners to do Exercise 14.7
factors are the other, living parts of the
given in the student book pages 452.
ecosystem with which an organism
must interact in that ecosystem,
Lesson 4: Biotic factors abiotic factors are chemical and
physical factors such as temperature,
Learning objective soil composition, and climate, along
with the amount of sunlight, salinity,
The learners should be able to explain
and pH.
biotic factors.
• The examples of biotic components as
Teaching Aids given in the student book page 453-
• Research books 454.
• Let them understand that
• Internet
an ecosystem is defined as any
Learning activities community of living and non-living
things that work together.
Teaching guidelines for activity 14.9
Assessment
• Organize the learners into groups
Ask the learners to do Exercise 14.8 given
• Ask the learners to do activity 14.9 in in the student book page 454.
the students book to find out what
a biotic factor is as outlined on page Answers to Activity 14.9
452-453. In step 1, biotic factor is any activity of a
• Ask the learners to conduct a research living organism that affects another living
about biotic and abiotic factors. organism within its environment, and
• Let them explain and give examples abiotic factors are the other, living parts
from their research. of the ecosystem with which an organism
must interact in that ecosystem.

235
In step 2, Examples of Biotic Factors the movement of air I the soil mass
include competition for food, predator- resulting in the renewal of gases.
prey relationships, parasitism, and diseases Thus a well-aerated soil is one which
where as abiotic factors found in aquatic gases are available to growing aerobic
systems are water depth, pH, sunlight, organisms. It is important because it
Abiotic variables found in terrestrial largely controls the soil levels of two
ecosystems can include things like rain, sustaining gasses i.e. oxygen and
wind, temperature, altitude, soil, pollution, carbon dioxide which take part in
nutrients, pH, types of soil, and sunlight. respiration of the roots as well as soil
In step3, an ecosystem is defined as any microorganisms
community of living and non-living things • Soil aeration influences soil properties
that work together. and soil reaction. The most important
of these reactions are associated with
microbial breakdown of organic
Summary of Unit residues. Poor aeration slows down
Summarize the unit by: the rate of decay, i.e. oxygen gas
content of the soil determine the decay
• Asking different learners to take the
of organic matter
class through the different concepts
highlighted in the unit summary • S o i l P H i s a m e a s u re o f t h e
given in the learner’s book page 455. concentration of hydrogen ions in
Ask the class probing questions to the soil solution.
help them recall the concepts correctly. • Let them know that PH levels range
• Now ask the learners to describe the from 0-14 with 7 being neutral, below
solution to the problem faced during seven being acidic and above seven
the unit focus activity at the beginning alkaline as outlined in the student
of the unit. After their response, book page 451. Guide them to know
ensure that the learners are able to that the optimal PH range for most
plants is 5.5 and 7.0; however many
1. Define and give brief accounts on
plants have adapted to thrive at PH
environmental factors
values outside this range.
2. Explain the difference between biotic
and abiotic factors and explain they Remedial activity for slow learners.
affect plant growth and development 1. Why is light important for plant
3. Describe physical properties of soil growth?
and their role in plant nutrition and 2. Why is temperature an essential
growth. environmental factor for plant growth?
Guide the learners as they answer the 3. Why is water considered to be an
above questions giving them time to essential environmental factor?
internalize the questions.
Answers to remedial activity for slow
Additional information to the teacher
learners.
• Soil aeration can also be defined as
1. Light helps in the following to plants;-

236
 (i) Light energy permits all life form Answers for remedial activity for gifted
on earth learners.
(ii) Plants capture and transform light 1. Air surrounds the aerial part of the
energy for growth plant and in it, there is oxygen and
(iii) Without light, plants green color carbon dioxide.
will die away and plants will die (i) Carbon dioxide required for
2. Temperature controls the rate of photosynthesis
reactions or processes in the plant (ii) Oxygen required for respiration
like;-
2. Plants receive water in a number of
(i) Germination
ways;-
(ii) Transpiration
(i) Irrigation
(iii) Respiration
(ii) Precipitation
(iv) flowering
(iii) Fog and dew
3. the importance of water to plants
(iv) Stored surface and ground water
include;-
3. Each one affects the plant differently;-
(i) it is necessary for plant cell
enlargement (i) Irrigation water will affect plant
(ii) water helps maintain cell turger growth like it supplements in
the dry season or helps make the
(iii) w a t e r i s n e c e s s a r y f o r
desert into a highly productive
photosynthesis
farmland
(iv) water provides transport medium
to carry various essential elements (ii) Stored water on the surface or
within the plant underground also serves the same
purpose as a supplement either
(v) w a t e r c o o l s t h e p l a n t v i a
transpiration directly or from irrigation.

(vi) Water acts as a solvent carrying 4. Temperature is influenced by many

dissolved sugars and other factors like;-
organic substances throughout (i) Soils- different types of soil warm
the plant. up differently with sandy soil
warming fast, loam, silt and clay
Remedial activity for gifted learners.
second and organic warming up
1. Why is air an important environmental least
factor for plant growth
(ii) Ocean effect- large water bodies
2. How do plants get water? warm and cool much slowly
3. What effect does irrigation and stored than soil. This accounts for more
water have on plant growth? moderate temperatures along
4. What factors influence temperature? coasts.

237
 (iii) Altitude- temperatures decrease • Absorption of water and nutrients.
with altitude. • Temperature also affects soil
(iv) Latitude- temperature differences organisms. Nitrifying bacteria
are caused by day length and the inhibited by low temperature. pH
angle at which the suns radiations may decrease in summer due to
hits the earth’s surface. activities of microorganisms.
• Soil temperature affects water and
Answers to exercises and unit test 14 nutrient uptake.
Exercise 14.1 On page 435-436

1. D Slef check exercise on page 438

2. A 1. The water that is contained in the soil
3. A is called soil moisture. It is the major
component of the soil in relation to
4. B
growth of plants. The importance’s of
5. A moisture to plants includes;
Exercise 14.2 On page 437 (i) Wa t e r i s e s s e n t i a l for
photosynthesis
1. Soil temperature can be controlled by;
(i) Regulating soil moisture (ii) Water regulate transpiration
in plants because it regulates
(ii) Proper soil management practices the opening and closing of the
so a to have good drainage stomata
(iii) Application of mulching (iii) S o i l w a t e r r e g u l a t e s t h e
(iv) Sufficient addition of organic temperature in the soil by its
matter gradual evaporation from the
2. On plant growth, temperature directly surface of the leaf, near the
affects stomata, thus helps to stabilize
plant temperature
• Transpiration which increases with
temperature (iv) Soil water serves as a solvent and
• Respiration does also increase with carrier of food nutrients within
temperature: the plants for plant growth
• Photosynthesis increases but to a (v) Moisture or water alone is a
certain point. nutrient to plants
• Flowering is initiated by temperature. (vi) Soil water helps in chemical and
• Sugar storage; Low temperatures biological activities of soil
reduce energy use and increase
sugar storage Exercise 14.3 On page 440-441
• Dormancy: there is breakage of 1. A
dormancy if warmth comes after a
2. C
period of low temperature and it
will make plants to resume active 3. D
growth. 4. B

238
5. Refer to work in the students book (ii) It Improves seedling emergence due
6. (a) phosphorus (b) iron to reduced crusting of the surface
(iii) Large continuous pores increase
(c) Magnesium (d) potassium
permeability.
Exercise 14.5 On page 445-446 (iv) It reduce erosion due to greater soil
1. A aggregate strength and decreased
overland flow
2. B
(v) It Improves root penetration and
3. D
access to soil moisture and nutrients
4. D
8. A well-structured soil forms aggregates
5. C that don’t fall apart easily and has many
6. Ways of maintaining a good soil pores. A well-structured soil is friable,
structure include easily worked and allows germinating
(i) Till soil only at the proper moisture seedlings to emerge and to quickly
contents. Never till when the soil is establish a strong root system. On the
other hand, a poorly structured soil has
too wet. This will cause the soil to
either few or unstable (readily broken
become cloddy. Aggregates are easily
apart) aggregates and few pore spaces.
destroyed. A poorly structured soil can result in
(ii) Add the proper amounts of lime and unproductive compacted or waterlogged
fertilizer. Proper plant growth will soils that have poor drainage and aeration.
lead to the development of good soil Poorly structured soil is also more likely to
structure. slake and to become eroded.
(iii) Grow grasses and legumes. These 9. Soil structure is the way individuals
plants may help form unstable particles of sand, silt and clay are
aggregates and their organic matter assembled and aggregates are groups of
will help stabilize the aggregate. soil particles held together by organic
matter or chemical forces
(iv) Growth of legumes will also give the
soil more microorganisms which give Exercise 14.5 On page 448
certain beneficial fungi which will 1. B
stabilize peds.
2. A
(v) plant cover crops in fall and winter
3. C
(vi) plant more grasses
4. B
(vii) turn under crop residue
5. A
(viii) Add manure.
6. Refer to work in the students book
7. The importance of soil structure
in plant growth and development Exercise 14.6 On page 450-451
include
1. D
(i) It Increases infiltration of water,
2. C
thus reducing runoff and erosion
and increases the amount of plant 3. A
available water. 4. C

239
5. 2 Unit test 4 on page 455-458
6. C
Multiple questions
7. D
1. E
8. B
2. B
9. D
3. C
10. D
4. B
11. (a) silt (a) feel gritty, often dry
5. B
and fast draining
6. B
(b) clay (b) feel smooth, silky
and have a tendency 7. A
to form crust 8. A
(c) sand (c) high water holding 9. A
10. C
Exercise 14.7 On page 452
11. B
1. A 12. E
2. A 13. D
3. C 14. A
4. B 15. B
5. D 16. A
Exercise 14.8 On page 454 17. C
1. B 18. A
2. B 19. A
3. C 20. C
4. B 21. Answers in the correct order are:
5. A • –phosphorus
6. • ammonium nitrate
Biotic Abiotic • hydrogen
– herbivory – salt concentration • oxygen
– parasitism – sunlight • macro nutrients
– competition for – soil pH
• micro nutrients
food – water depth
– rain • macro nutrients
– rain • macro nutrients
– wind
• soluble
– temperature
– pollution

240
 UNIT Environmental Phenomena And Related

15 Physics Concepts
Students book page 459-500 (12 Periods)

• Inclusive education: The unit has

Key Unit Competence
wide range of activities and exercises
By the end of this unit, the learners that encourage inclusiveness of every
should be able to relate physics concepts learner.
with environmental phenomena.
Generic competences
Prerequisites to this unit The specific generic competences to be
For learners to acquire the knowledge addressed in this unit are:
skills, attitudes and values envisaged • Critical thinking: This competence
in this unit with ease, the need to have will be achieved when the teacher
acquired the following: involves learners in activities that
 Knowledge of the laws of involve explaining and brainstorming
thermodynamics and environment as of concepts in the unit.
we had looked at it in unit 14 of book • Problem solving: This competence
3. This will help them in the coming will be achieved when the teacher
discussions which are related to the involve learners in activities and
environment and climate. exercises.
 Knowledge of the modes of heat • Cooperation, interpersonal
transfer. That is state and explains the management and life skills through
different form of heat transfer. provision of group work.
• Communications kills through
Crosscutting issues to be addressed.
provision of learner ’s discussion
The specific crosscutting issues to be based activities.
addressed in this unit are:
• ICT: This competence will be achieved
• Environment and sustainability: Since when the teacher will involve learners
the unit will involve the learners in conducting research from the
learning about how the environment Internet.
is conserved through sections like
global warming, greenhouse effect Vocabulary/keywords
and others, sensitize the learners on In the course of learning the concepts in
the above effects and how they should this unit, the learners will discover the
keep the environment free from such
meaning of the following new words:
problems. Also in this unit, learners
will pick litter around the school and • Global warming
burn it. • Greenhouse effect
• Climate change

241
• Global convection currents to the whole class in a class discussion.
• Global wind patterns Synthesis

• Cyclone and anticyclones • Through a class discussion, help

the learners to appreciate that the
• Clouds
environmental processes influence a
• Ozone layer lot in our lives, for example, climate
Guide the learners to understand the change is the main cause of prolonged
meanings of these words and construct drought and over flooding in some
and speak out mathematical statements parts of the world. It is therefore
involving them in order to master their important for everyone in the world
meaning and usage. to learn how environmental process
take place and the physics behind
Guidance on the problem statement them, in order understand each one
In a way to make the learners get prepared should be involved in conserving
and give attention to the unit, the teacher our environment for our sake. This is
should organize learner to do the following what learners will gain as we discuss
unit focus activity in groups, remember various environmental phenomena
and the physics laws governing them
they have got a hint about it from subjects
in this unit.
like biology and geography.

Unit focus activity Attention to special needs

• Divide the students into small groups, • You should provide for learning of all
for example a group of 5 learners. learners including those with special
needs.
• Ask them to activity in the student’s
book page 460 in their groups how the • For the slow learners, organize
global climate has changed, and the remedial lessons where he/she guides
causes and impacts of climate change them through the activities once
in the world, and ways in which we again and more slowly to help them
can control climate change. understand the concepts.

• Ask them the causes and impacts of List of lessons

noise pollution, air pollution and how Lesson Lesson Title No. of
pollution can be minimized in general. No. periods

• Ask them how laws in physics, mainly 1. Environment and energy 1

transfer
laws of thermodynamics and modes
2. Application of law of 1
of heat transfer govern processes in thermodynamic in energy
our environment. transfer environment
3. Modes of heat transfer in 1
• Such discussions and the presentation the environment
improves the communication skills of 4. Noise and Air pollution 1
the learners. 5 Structure and composition 1
• Let one of the group members of the atmosphere
represent his/her group their findings 6 Climate change science 1

242
7. Hydrosphere and 1 from which you will have what to
hydrologic cycle consensus with them.
8. Clouds, Cyclones and 1
anticyclones Synthesis
9. Global convection cur- 1
rents, wind patterns and Having done the activity, guide the
Thermoregulation and learners through a class discussion to
the physics laws that are
governing it understand that:
Total 9 • The natural environment encompasses
all living and non-living things
occurring naturally on Earth or some
Lesson Development region thereof.

Lesson 1: Environment and energy transfer Answers to Activity 15.1

• In step 1, a) from the first statement
Learning objective of second law of thermodynamics-
heat flows spontaneously from hot
The learner should be able to recall modes
to cold. The explanation lies from
of heat transfer and explain the meaning
the description of temperature. A hot
of environment.
body has particles moving very fast
Teaching Aids and a cold body moving slowly. When
• Reference books they are in contact, they collide like in
conduction and transfer some of their
• Internet
kinetic energy and fast moving atoms
Learning Activities reduce their speed and slow moving
particles increase their speed.
Teaching guidelines for Activity 15.1
In step 2, heat from the sun reaches
• Organize the learners into groups. the earth in form of electromagnetic
• Ask them to do Activity 15.1 in the radiations in a method called radiation.
student’s book on explaining how the Sea breeze occurs during a hot day.
laws that govern heat transfer in the During the day, the land surface
environment as outlined on page 461. heats up faster than the water surface.
• Ask them to explain why heat energy Therefore the air above the land is
flows from hot to a cold region and warmer than above the ocean. Since
not the reverse. warm air is lighter than cold air, it
rises and the cooler air over the ocean
• Ask them to discuss how heat travels
flows over the land surface to replace
from the sun through a vacuum in
the rising warm air. For a land breeze
outer space to reach the earth, and
it is created when at night. The land
how sea and land breezes occur the
surface cools quicker than the water
following environmental phenomena.
surface. Therefore the warm air over
• Ask one member from the group to the ocean is buoyant and rises. The
present their findings to the class and denser cool air over the land then

243
 flows in to replace the rising air. • Small nails
• Retort stand
Lesson 2: Application of laws of
thermodynamics in heat transfer in the • Tripod stand
environment • Steel wire

Introduction to the lesson Preparation to the lesson

In unit 6, the learners covered the laws of Before the lesson, prepare a set of the
thermodynamics. You may use questions materials mentioned above for each of
and answers method to make the learners groups you will work with.
recall what they had covered, this Learning activity
knowledge is important in this unit.
Teaching guidelines Teaching guidelines for Activity 15.2

Give the learners a small quiz and • Organise the learners into groups.
allow them to do some research on the • Guide them to do activity 15.2 to
applications of the laws of thermodynamics describe modes of heat transfer in
in energy transfer in the environment. the environment as outlined in the
Let them discuss in groups the applications student book pages 462-463.
as they note them down. • Ask them to discuss if the temperature
increases in one object will always
Synthesis
equal to the temperature decrease in
Guide the learners through the discussion the other when heat flows between
given in the learners book page 461, for two objects.
them to understand the different aspects
• Ask them to describe how the thermal
that are outlined.
energy of an object changes when the
temperature of an object changes.
Lesson 3: Modes of heat transfer in the
environment • Let them explain the three nodes of
heat transfer in the environment.
Learning objective • Ask them to share their findings to
The learner should be able to explain the rest of the class. Such discussion
the different modes of heat trnsfer in the and presentation improves the
environment. communication skills of the learners
Learning activity Synthesis
Teaching Aids Through a class discussion, help all
learners to fully appreciate that;-
• Metallic rod
• Conduction is the transfer of thermal
• Heating source
energy or movement of heat through a
• Water in a beaker substance without the substance itself
• Ink moving as explained in the student
book page 463.
• Candle wax
• Convection is the transfer of thermal

244
 energy in a fluid by the movement of will increase or reduce when the
warmer and cooler fluid from place to temperature increases or reduces.
place as outlined in the learner’s book This is because the thermal energy
page 464. is apart from the potential energy of
• Radiation is the transfer of energy by the particles but also determined by
electromagnetic waves as outlined in the average kinetic energies of the
the learner’s book pages 464-465. particles, which is temperature.
• In step 10, Conduction is the transfer
Assessment
of thermal energy or movement of
Ask the learners to do exercise 15.1 given heat through a substance without the
in the student book page 465. substance itself moving. Convection
is the transfer of thermal energy in
Answers to activity 15.2
a fluid by the movement of warmer
• In step 3, the nails will start falling and cooler fluid from place to place.
off after some time. This is because Radiation is the transfer of energy by
the candle wax melts as soon as it is electromagnetic waves.
heated. The wax is heated because
heat moves from the end of the rod Lesson 4: Noise and Air Pollution
that is heated through the rod to the
wax thus melting and releasing the Noise Pollution
nails to fall down. Learning objective
• In step 4, the arm is going to feel
warmth as it is brought besides the The learner should be able to explain noise
Bunsen burner. Heat has moved from pollution as an environmental problem
the Bunsen burner in space to your that is faced by people in this world
arm. Teaching Aids
• In step 5, the steel wire is to spread the • Radio
heat such that it heats every part at the
bottom of the beaker. • Internet
• In step 6, the ink in the beaker is seen • Reference books
to rise up and fan outwards and then Introduction to the lesson
later seen again to go to the bottom.
When water is heated, it expands and The words noise and pollution may not
becomes less dense thus rising. The be new to most learners. Introduce the
cold more dense liquid sinks to replace lesson by asking learners to suggest what
it. they think of noise, pollution and noise
pollution
• In step 7, the observation is the same
as in step 4. Learning Activities
• In step 8, no. the amount of temperature
Teaching guidelines for Activity 15.3
increase or decrease will depend on
the mass of the substance and the heat • Organize the learners in groups to
capacity of that substance. do Activity 15.3 on identifying the
• In step 9, thermal energy of an object

245
 causes and effects of noise pollution and communication, disrupts the
as outlined in the student’s book page natural order of activities in an
466. ecosystem; for example, the feeding
• Ask the learners to switch on the radio and breeding of livestock the wildlife
to full volume for 2minutes and to on land and marine ecosystems is
disrupted by noise, Structural damage
low volume. Let them wait for some
to property like buildings as outlined
minutes and observe what happens.
in the student book on page 466 and
• Ask them to discuss the meaning of 467.
noise pollution.
Assessment
• Ask them to outline the causes of noise
pollution in their environment and Ask the learners to do exercise 15.2 given
name some places in Rwanda where in the student book page 467-468.
noise pollution is highly experienced.
Answers to Activity 15.3
Allow them to conduct a research
from the internet and reference books In step 2, Noise pollution is undesired
about the effects of noise pollution to sound that is disruptive or dangerous
the general public. and can cause harm to life, nature, and
property.
• Encourage the learners to discuss
their findings with rest of the class. In step 3, cause of noise pollution include,
Such discussion and presentation noise pollution due to traffic and transport(
improves the communication skills of that is surface transport by road, air
the learners. transport), industries and factories
(machines being operated), domestic
Synthesis
and neighborhood sources(from gadgets,
Having done the activity, guide the machines like blenders, some people
learners through a class discussion to use generators, loud speakers) places
appreciate that: in Rwanda include near the airport in
• Any undesired sound that is disruptive Kicukiro district(Kanombe) and the
or dangerous and can cause harm to industrial area(Ruganda)
life, nature, and property is called In step 4, effects of noise pollution include
noise pollution. It is often said that physiological problems, emotional
noise differs from other forms of problems, structural damage, it disrupts
pollution in that, unlike atmospheric sleep and communication.
pollutants for example, once abated, Air pollution
noise leaves no residual accumulation
in the environment or the human Learning objective
body. The learner should be able to explain the
• Negative impacts of noise pollution meaning of air pollution and its effects to
include Physiological problems, the general public.
Emotional problems, disrupts sleep

246
Teaching Aids Synthesis

• Match box Having done the activity, guide the

learners through a class discussion to
• Dry heap of litter in the school
understand that:
compound
• Air pollution is the introduction
• Reference books of harmful substances including
• Internet. particulates and biological molecules
into the earth’s atmosphere. It’s also a
Introduction to the lesson
mixture of solid particles and gases in
• The previous lesson was talking the air.
about noise pollution, by now the
Answers to activity 15.4
learners have an idea about pollution.
Introduce the lesson by asking learners In step 2, smoke is seen to move out of the
to suggest what they think of air burning litter.
pollution getting the insight from In step 3, smoke is seen to come out of the
noise pollution. chimneys in the industries.
Learning Activities In step 4, air pollution is the introduction
of gases, dust particles, fumes (or smoke)
Teaching guidelines for Activity 15.4 that are harmful to humans, animals and
• Organize the learners in pairs to do plants into the atmosphere.
Activity 15.4 as outlined in the student In step 5, effects of air pollution include
book page 468. The activity is meant acidification, eutrophication, eye irritation,
to help the learners appreciate the nose throat and upper respiratory infections
definition of air pollution. like bronchitis, headaches, nausea and
allergic reactions.
• Ask them to collect litter in the
compound and heap it in the pit far Causes of air pollution
away from the buildings.
Preparation to the lesson
• Ask them to use a matchbox to light
the litter and observe the smoke As a teacher, talk over a trip with your
coming out of it. students to the director of studies (DOS).
Let him/her talk it with the headmaster as
• Ask them to use Fig. 15.4 to observe
they debate about how it will be conducted
what is taking place.
and mostly knowing where the funds
• Let them briefly discuss the meaning will come from. It’s good to involve in the
of air pollution. heads of the school.
• Ask them to use reference books and
Internet to explain the effects of air Learning activity
pollution to the general public.
Teaching guidelines for Activity 15.5
• From each group, let one member
discuss their findings to the whole • As a teacher, organize a trip with the
class. students to a place in Rwanda with
industries. And while there;

247
• Ask the learners to observe and make vi) S o m e t i m e s t h e s o l i d h a r m f u l
a report on the way industries pollute substances are dumped in isolated
the environment and measures the pockets of land. This results in
industries have taken to minimize the pollution of land and soil in the nearby
pollution. regions.
Synthesis Ways to minimize pollution include;
• During the trip, ask learners to be i) Tall chimneys should be installed for
careful with their lives as they are very vertical dispersion of pollutants.
delicate. ii) More trees should be planted along
• After the trip, guide the learners to road sides and houses.
explain the many human activities iii) Use of better designed equipment and
that result in air pollution as the ones smokeless fuels, hearths in industries
listed in the student book on page and at homes.
469-470 and from natural events like
iv) Sewage should be treated before it is
forest fires, volcanic eruptions, and
discharged into the river or ocean.
wind erosion, evaporation of organic
compounds in the atmosphere, pollen v) Waste food material, paper, decaying
disposal, and natural radioactivity. vegetables and plastics should not be
thrown into open drains.
• Discuss with the learners and let them
air out their findings from the trip they vi) Highway noise pollution can be
went to. mitigated by constructing noise
barriers.
Answers to activity 15.5 vii) National parks and conservation
In step 1, some of the ways through which forests should be established by the
the industries pollute the environment government.
include;
Effects of air pollution
i) They emit smoke and pollute air and
water very badly. Learning activity
ii) Undesirable gases like carbon
Teaching guidelines for Activity 15.6
monoxide and sulphur dioxide cause
air pollution. • Organize the learners into pairs to do
iii) Industrial effluents are discharged activity 15.6 as outlined in the student
into rivers. They include both organic book page 470. The activity is meant
and inorganic matters like dyes, soaps, to help them appreciate and identify
pesticides. the effects of air pollution.

iv) Industrial water contains toxic metals • Encourage the learners to discuss
that pollute land and soil. their findings with rest of the class.
Such discussion and presentation
v) Unwanted loud noise sauces noise improves the communication skills of
pollution. the learners.

248
Synthesis In step 2, measures to curb the problem of
Through a class discussion, help all air pollution
learners to understand;- i) It can be reduced by conserving energy
• The major effects of air pollution to by turning off lights, computers, air
the environment as discussed in the conditioners and other appliances
student book page 470. when not in use.
• The prevention, monitoring and ii) Reduce the use of automobiles.
the control of air pollution which iii) Plant more tress.
involve collaborative efforts between
Lesson 5: structure and composition of the
government and by individuals
atmosphere
actions (see the student book page 471)
Learning objective
Assessment
The learner should be able to describe the
Ask the learners to do exercise 15.3 given
basic composition, structure and dynamics
in the student book page 471.
of the atmosphere.
Answers to Activity 15.6
Teaching Aids
In step 1, problems faced as a result of air
• Plain paper
pollution include;
• Reference materials
i) Chemical reactions involving air
pollutants create a poisonous gas • internet
ozone (O3). Gas Ozone can affect Introduction to the lesson
people’s health and can damage
vegetation types and some animal life The learners have already looked at the
too. composition of the earth’s atmosphere
in unit 14. Introduce the lesson by asking
ii) Acidification: Chemical reactions
them to define the atmosphere and name
involving air pollutants can create
gases that make up the atmosphere.
acidic compounds which can cause
harm to vegetation and buildings Learning Activities
iii) Eutrophication: Rain can carry
Teaching guidelines for Activity 15.7
and deposit the Nitrogen in some
pollutants on rivers and soils. This • Organize the learners in groups
will adversely affect the nutrients in to do Activity 15.7 on describing
the soil and water bodies. the structure of the atmosphere as
iv) Health effects can include chronic outlined in the student’s book pages
respiratory disease, lung cancer, heart 472.
disease, and even damage to the brain, • Ask them to do research from
nerves, liver, or kidneys. Continual reference books or internet and name
exposure to air pollution affects the the components that make up the
lungs of growing children and may atmosphere and draw the structure
aggravate or complicate medical of the atmosphere.
conditions in the elderly

249
• Let them draw its structure on a plain • In step 4, the ozone is found in the
piece of paper. stratosphere.
• In their groups, let them pick one
Lesson 6: Climate science
member to discuss to the class their
findings. Learning objective
Synthesis
The learner should be able to explain the
Having done the activity, guide the climate change science and appreciate
learners through a class discussion to that all environmental processes are
understand that: interdependent.
• The atmosphere of the earth is the
Teaching Aids
layer of gases commonly known as
air that surrounds the planet earth • Internet
and is held in place by the earth’s • Reference books
gravity. The air consists of a mixture
of nitrogen (78%), oxygen (21%), and Introduction to the lesson
other gases (1%) that surrounds Earth. Introduce the lesson by asking them to
differentiate between weather and climate
• The atmosphere is structured into five
(5) layers and that is the troposphere, Learning Activities
stratosphere, mesosphere,
thermosphere and the exosphere as Teaching guidelines for Activity 15.8
discussed in the student book on page • Organize the learners into pairs to do
472-473. Activity 15.8 to differentiate between
• The importance of the atmosphere as weather and climate as outlined in the
discussed in the student book on page student book page 474.
467. • Let them look outside and observe if
there is sunshine, rain, cloudy or any
Answers to activity 15.7
description.
• In step 1, the atmosphere is the layer • Ask them to briefly discuss the
of gases that surrounds the earth and difference between weather and
is held in place by earth’s gravity. The climate.
gases include nitrogen (78%), oxygen
(21%), argon (1%) and trace amounts • Such discussion and presentation
of carbon dioxide, neon, helium, improves the communication skills of
methane, krypton, hydrogen, nitrous the learners
oxide, xenon, ozone, iodine, carbon Synthesis
monoxide and ammonia. Lower Use a class discussion to help learners
altitudes also have quantities of water recognize the fact that;
vapor.
• Weather is the short-term state of the
• In step 2, the structure of the atmosphere, which may be hot or cold,
atmosphere is on page 472-473 of the wet (rainy) or dry, calm or stormy,
student book

250
 clear or cloudy while Climate is the • Emphasize on n some natural causes
average of the prevailing weather of climate change as explained in the
conditions in a region over a long student book on page 475.
period of time, usually a year. • Let them know that even humans
cause climate change by involving
Answers to activity 15.8
in activities that lead to ozone layer
• In step 1, the answer will depend on depletion and greenhouse effect.
that day. This will be discussed further in
• In step 2, weather is the short-term the next lesson on page 475 and 479
state of the atmosphere, which may respectively.
be hot or cold. Climate is the average
Answers to activity 15.9
of the prevailing weather conditions
in region over a long period of time, • In step 1, climate change refers to the
usually a year. large-scale changes in the long-term
averages of the weather patterns.
Learning activity
• In step 2, causes of climate change
Teaching guidelines for Activity 15.9 include; continental drift, volcanoes,
the earth’s distance from the sun,
• Organize the learners into appropriate
earth’s tilt, ocean currents, ozone layer
groups putting into consideration
depletion and greenhouse effect.
gender balance.
• In step 3, climate change like warming
• Ask them to do activity 15.9 on
of the earth’s climate has caused some
describing climate change as outlined
snow and ice to melt. The warming
in the student’s book page 474.
also has caused oceans to rise. And
• Ask them to discuss the meaning of it has changed the timing of when
climate change, eight causes of climate certain plants grow.
change, the effects of climate change
Ways of reducing climate change include
and the measures that can be taken to
reducing the ozone layer depletion and
reverse and minimize climate change.
emotion of greenhouse gases to reduce
• Ask them to share their findings to the greenhouse effect.
rest of the class.
Ozone layer depletion
Synthesis

The learners having done and reported Learning objective;

their findings, hold a discussion to; The learner should be able to explain ozone
layer depletion.
• Guide the learners through a
discussion given in the student book
Teaching Aids
pages 474-475.
• Reference books
• Emphasize that climate change refers
to the large-scale changes in the long- • Internet
term averages of weather patterns.

251
Learning Activities • Causes of the ozone layer depletion as
discussed in the student book on page
Teaching guidelines for Activity 15.10 476.
• Organize the learners into pairs. • The measures taken globally and by
• Guide them to do activity 15.10 given Rwanda to protect the ozone layer as
in the student’s book on describing discussed in the student book on page
ozone layer and ozone layer depletion 477.
as outlined on page 475-476.
Assessment
• Ask them to discuss in pairs from
Ask the learners to complete exercise 15.4
their research ozone layer, its role and
in the student book page 478-479.
where it is found in the atmosphere.
• Let them brainstorm on the role of the Answer to Activity 15.10
ozone layer in the atmosphere. • In step 1, this is simply a layer in the
• Ask them to state the human activities stratosphere containing a relatively
that cause the depletion of the ozone high concentration of ozone. Ozone is
layer. a molecule made up of three atoms of
• Ask them to discuss what the oxygen. It works a lot like sunscreen,
government of Rwanda should do blocking out harmful ultraviolet (UV)
about the protection of the ozone rays from the sun.
layer. • In step 2, the ozone is found in the
• Ask one member from at least three stratosphere.
group to discuss to the class their • In step 3, it works a lot like sunscreen,
findings. blocking out harmful ultraviolet (UV)
Synthesis rays from the sun from reaching the
earth.
Having done the activity, guide the
• In step 4, human-produced chemicals
learners through a class discussion given
are responsible for the observed
in the student’s book pages 476-477.
depletions of the ozone layer. The
• Let them understand that the ozone-depleting compounds contain
ozone layer is simply a layer in the various combinations of the chemical
stratosphere containing a relatively elements chlorine, fluorine, bromine,
high concentration of ozone. carbon, and hydrogen and are
• Guide them through how ozone is often described by the general term
formed.(see student book page 476) halocarbons. Another important group
• Emphasize on how the ozone protects of human-produced halocarbons is
the people and plants from the the halons, which contain carbon,
dangerous UV rays from the sun. bromine, fluorine, and (in some cases)
chlorine and have been mainly used
• Emphasize that ozone layer depletion
as fire extinguish ants.
is simply the wearing out (reduction)
of the amount of ozone in the • In step 5, Rwanda should;-
stratosphere.

252
 (i) Urge other nations to pass an • Ask one member to discuss their
ambitious amendment to the findings to the rest of the class. Such
Montreal protocol on ozone discussion and presentation improves
depleting substances, which the communication skills of the
if there’s failure to act would learners amog other competences.
increase risks of skin cancer and Synthesis
global warming. Having done the activity, guide the
(ii) R e g u l a t e i m p o r t a t i o n a n d learners through a class discussion to
exportation of ozone layer appreciate that:
depleting substances, products • Greenhouse effect is the trapping
and equipment containing such of the sun’s warmth in a planet’s
substances ozone depleting lower atmosphere due to the greater
substances (ODS). transparency of the atmosphere to
visible radiation from the sun than to
Greenhouse effect and Global Warming infrared radiation emitted from the
planet’s surface.
Learning objective
• Causes of the greenhouse effect as
The learner should be able to explain discussed in the student book on page
global warming and greenhouse effect. 480.
Teaching Aids • Emphasize the main impact of
• A greenhouse structure greenhouse effect is global warming.

• Reference books • Guide them through a discussion on

global warming. let them know is
• Internet the term used to describe a gradual
Learning Activities increase in the average temperature
of the Earth’s atmosphere and its
Teaching guidelines for Activity 15.11 oceans, a change that is believed to
be permanently changing the Earth’s
• Organize the learners in groups to
climate.
do Activity 15.11 on explaining the
greenhouse effect as outlined in the • The effects of global warming to
student’s book page 479. the world today as discussed in the
student book on pages 480-481 .
• This activity is well done if learners are
taken to a greenhouse structure where • The measures that can be taken to
horticultural plants are grown. reduce the greenhouse effect and
global warming and the applications
• Let the learners ask the greenhouse
of the greenhouse effect.
attendant how the greenhouse
accelerates the growth of plants. Assessment
• Ask them to explain greenhouse effect
Ask the learners to do exercise 15.5 in the
and explain its causes.
student book page 481-482.

253
Answers to activity 15.11 Learning Activities
In step 2, a greenhouse is a house made of
Teaching guidelines for Activity 15.12
glass. It traps the sun’s energy inside and
keeps the plants warm, even in winter. It • Organize the learners in pairs to do
has glass walls and a glass roof. People Activities 15.12 on describing the
grow tomatoes and flowers and other hydrosphere as outline in the student
plants in them. A greenhouse stays warm book page 482.
inside, even during winter. Sunlight • Ask them to use the internet and
shines in and warms the plants and the air reference books to describe the
inside. But the heat is trapped by the glass hydrosphere.
and can’t escape. So during the daylight
• Let them share their ideas and one
hours, it gets warmer and warmer inside
student each group discuss to the
a greenhouse, and stays pretty warm at
whole class.
night too.
Synthesis
In step 3, Greenhouse effect is the trapping
of the sun’s warmth in a planet’s lower Use a class discussion to help learners
atmosphere due to the greater transparency consolidate the facts in order to clearly
of the atmosphere to visible radiation from understand;
the sun than to infrared radiation emitted • The hydrosphere describes the
from the planet’s surface. combined mass of water found on,
In step 4, causes of the greenhouse effect under, and over the surface of a planet
include; or is the liquid water component
i) Burning coal, oil and gas of the Earth. It includes the oceans,
seas, lakes, ponds, rivers and streams.
ii) Cutting down forests
Hydrology is the study of water.
iii) Increasing livestock farming
Answers to activity 15.12.
iv) Use of fertilizers containing nitrogen
v) Production of fluorinated gases. In step 1, the hydrosphere describes the
combined mass of water found on, under,
Lesson 7: The Hydrosphere and Hydrologic and over the surface of a planet or is the
cycle liquid water component of the Earth. It
includes the oceans, seas, lakes, ponds,
Learning objective. rivers and streams. The hydrosphere
The learner should be able to explain covers about 70% of the surface of the
the principle of hydrologic cycle and Earth and is the home for many plants
the mechanism of water transport in the and animals. The hydrosphere is the
atmosphere and the ground. world of water that surrounds all of us.

Teaching Aids
Hydrological cycle
• Internet
Teaching Aids
• Reference books
• Manila paper

254
• Reference books Assessment

• Internet Ask the learners to do questions 1-3 of

exercise 15.6 given in the student book
Learning activity
page 485.
Teaching guidelines for Activity 15.13 Answers to Activity 15.13
• Organize the learners into pairs. • In step 1, the elements of the
• Guide them to do activity 15.13 given hydrological cycle include
in the student’s book on describing evaporation, condensation,
the hydrological cycle as outline in the precipitation, deposition, runoff,
student book page 483. infiltration, sublimation, transpiration,
melting, and groundwater flow.
• Ask them to use the internet and
reference books to identify the • In step 2, the hydrological cycle is on
elements in the hydrologic cycle. page 483-484 in the student book.
• Ask them to use the Manila paper to In step 3, some of the uses of water include;
illustrate the hydrological cycle with 1. Water serves as a lubricant in digestion
a diagram. and all other body processes.
• Let them discuss uses of water 2. Water is important to the mechanics of
• Let them share their ideas and the human body. All the cell and organ
one student each group discuss to functions that make up our entire
the whole class. Such discussion anatomy and physiology depend on
and presentation improves the water for their functioning
communication skills of the learners 3. Water regulates body temperature.
Synthesis Our bodies can control over heating
through perspiration from several
Having done the activity, guide the
sweat glands in the skin and from
learners through a class discussion to
evaporation which brings a cooling
appreciate that:
effect.
• The hydrologic cycle is the natural
4. Water is used for power generation
sequence through which water passes
into the atmosphere as water vapor, 5. Water is used for recreation purposes
precipitates to the earth as a liquid 6. Water is a habitant for marine animals
or solid form and ultimately into the
7. Water is used in plants.
atmosphere through evaporation.
• Guide them through a discussion Lesson 8: Clouds, cyclones and anticyclones
about how the hydrological cycle
takes place. (see student book pages Learning objective
483-484) The learner should be able to define a cloud
• Importance of Liquid Water as and name some types of clouds
discussed in the student book on page
484.

255
Teaching Aids • Guide the learners through a
discussion about how clouds are
• Open ground
formed.
• Manila paper
• Guide the learners through a
• Internet
discussion on the different types of
• Reference books clouds as discussed in the table on
Learning Activities page 481-487.

Teaching guidelines for Activity 15.14 Assessment

• Organize the learners in pairs to do • Ask the learners to do concept Exercise

Activity 15.14 in the student’s book to 15.9 given in the student book page
define a cloud and name some types 481.
as outlined on page 485-486. Answer to Activity 15.14
• On that day of the lesson, move
• In step 1, cirrus clouds, cumulus
out with the learners into the open
clouds, stratus and nimbus clouds.
ground.
• Ask them to look high and observe • In step 4, solar radiation heats the
the clouds. Let them identify different ground and the air immediately
types based on their colors and height above it. Clouds forms when rising
above the ground and note them air, through expansion, cools to the
down in their note books. point where some of the water vapor
molecules clump together faster
• Ask them to move to class and use
than they are torn apart by their
the internet and reference books to
thermal energy. As the air rises, the
identify the types of clouds they
temperatures decrease and so does
observed. Ask them to prepare a
the amount of water vapor that the
table on the manila and fill in the,
air can hold. Some of that (invisible)
information they gathered.
water vapor condenses to form cloud
• Ask them to explain how clouds are droplets.
formed and what caused rain.
• Ask the learners to brainstorm and
pick one student from each group to Cyclone and anticyclone
discuss to the class Learning objective
Synthesis
The learner should be able to define
Having done the activity, guide the and differentiate between cyclone and
learners through a class discussion to anticyclone
understand that: Learning objective.
• Cloud are made of water drops or ice
By the end of the lesson the learners should
crystals floating in the sky.
be able to explain the formation of cyclone
• Emphasize how clouds get their and anticyclone.
names (see student book pages 486-
487)

256
Teaching Aids Answers to activity 15.15
• Basin • In step 2, the water moves and makes
• Atlas a depression but in the clockwise
direction.
• Internet
• In step 3, the water moves and makes
• Reference books a depression but in the anti-clockwise
Learning Activities direction.
• In step 4, a cyclone is a large-scale,
Teaching guidelines for Activity 15.15 atmospheric wind-and- pressure
• Organize the learners in groups to do system characterized by low pressure
Activity 15.15 in the student’s book at its center and by circular wind
page 488. The activity is meant to help motion, counterclockwise in the
the learners appreciate the formation northern hemisphere, clockwise in the
of cyclones and anticyclones. southern hemisphere. An anticyclone
is the large-scale circulation of winds
• Go through each group and ensure
around a central region of high
that they are doing the right thing.
atmospheric pressure, clockwise in
Note that some students may not
the northern hemisphere, counter
know clockwise and anticlockwise.
clockwise in the southern hemisphere.
It’s on this note that you can come in
Or simply a cyclone is a storm or
to explain step 2 and 3 of the activity.
system of winds that rotates around
• Ask them describe what cyclone and a center of low atmospheric pressure.
anticyclones are. An anticyclone is a system of winds
• Ask the learners to brainstorm and that rotates around a center of high
pick one student from each group to atmospheric pressure.
discuss to the class
Synthesis
Lesson 9: Global convection currents, wind
patterns and thermoregulation and physics
• Learners having done the activity, laws that are governing it.
lead them through a class discussion
provided to them in the student book
and help them to define cyclones as a Global convection currents and wind
storm or system of winds that rotates patterns
around a center of low atmospheric Learning objective
pressure while an anticyclone is a
system of winds that rotates around The learner should be able to global
a center of high atmospheric pressure. Convection currents and wind patterns

• Guide them through a discussion Teaching Aids

about how each one is formed and • Atlas
how they move as discussed in the
• Internet
student book pages 488-490.
• Reference books

257
Learning Activities In step 1, Convection is the transfer of heat
energy by the movement of a liquid or gas
Introduction to the lesson
where a hot fluid rises and the cold one
The learners have already studied about sinks causing convection currents.
heat transfers. Introduce the lesson by In step 2, the global convection currents
asking the learners to define some forms (global wind belts) are polar and tropical
of heat transfer. easterlies, trade winds, doldrums, horse
Learning Activities latitudes, intertropical convergence zone,
and the prevailing westerlies. (see page
Teaching guidelines for Activity 15.16 492)
• Organize the learners in pairs to do
Activity 15.16 in the student’s book Thermoregulation and physics laws that
page 490. This activity is meant to govern it
help the learners define and explain
the formation of global wind patterns. Learning objective

• Ask them to describe heat transfer by The learner should be able to explain
convection. thermoregulation.
• Ask them to use an atlas and the Teaching Aids
Internet to describe the global • Reference books
convection currents and note down
• Internet
the facts in their books.
• Ask the learners to brainstorm and Learning Activities
pick one student from each group to
Teaching guidelines for Activity 15.17
discuss to the class
Synthesis • Organize the learners in pairs to do
Activity 15.17 in the student’s book
Having done the activity, guide the page 492. This activity is meant to help
learners through a class discussion to the learners define thermoregulation.
understand that:
• Ask them to define the term
• Convection is the transfer of heat
thermoregulation and explain how it
energy by the movement of a liquid
works.
or gas.
• Ask the pair to report their answers
• Guide the learners through a
to the rest of the class. Through class
discussion on the six global wind belts
discussion help them to identify
as discussed in the student book page
the pairs who may not have gotten
491 and 492.
the answers right and guide them
• Lead the learners through a discussion and the rest of the class to know
on the importance of wind as outlined thermoregulation.
in the student book page 492.
Synthesis

Answers to activity 15.16 The learners having done the activity and
reported their findings, hold a discussion

258
to; instructions to your muscles, organs,
• Guide the learners through a glands, and nervous system when it
discussion given in the student book senses your core internal temperature
pages 492-495. is becoming too low or too high.
• Emphasize that thermoregulation is Summary of Unit
the process that allows the human
body to maintain its core internal Summarize the unit by:
temperature. • Asking different learners to take the
different concepts highlighted in the
• Guide the learners through a
unit summary given in the learner’s
discussion on the physics laws that
book pages 495-498. Ask the class
govern thermoregulation as discussed
probing questions to help them recall
in the student book page 493.
the concepts correctly.
• Guide them through a discussion on
• Ask the learners to now describe a
the modes of heat transfer in relation
solution to the problem the faced
to thermoregulation as discussed in
at the start of the lesson. After their
the student book page 494.
response, ensure that the learners are
• Emphasize on newton’s law of cooling able to;
that it states that the rate at which
1. Explain how the global climate has
energy is lost from the body is directly
changed, and the causes and impacts
proportional to the difference between
of climate change in the world, and
the body’s temperature and the
ways in which we can control climate
environmental temperature.
change.
Assessment 2. Explain causes and impacts of noise
• Ask the learners to do Exercise 15.18 pollution, air pollution and how
given in the student book page 495. pollution can be minimized general.
3. Explain the laws of physics and mainly
Answer to Activity 15.17 laws of thermodynamics and modes
of heat transfer govern processes in
• In step 1, thermoregulation is a process
our environment.
of maintaining a constant body’s
internal core temperature despite Additional information to the teacher
temperature changes in the external • It is important as a teacher to know
environment. following facts:
• In step 2, when your brain receives a Clouds
temperature warning from your body,
• Clouds form when water vapor rises
it sends signals to various organs and
into the atmosphere and condenses
body systems, which try to slow or
onto microscopic particles, such as
increase heat production. A section of
dust, dirt and sea salt.
your brain called the hypothalamus
controls thermoregulation. It issues • When the sun heats water in the
oceans, rivers, lakes and other

259
 sources, some of it evaporates, homeostasis.
or transforms from liquid water to • A healthy, safe temperature is
water vapor. With enough heat, water between 37°C and 37.8°C. Within a
in soils and sediments also evaporates. few degrees less or above that range,
Additionally, plants transpire, or signs related to body temperature
“sweat out,” water vapor from their changes may be experienced. For
leaves and stems (similar to way example, if your body temperature
people release water vapor when falls just 3 degrees to 95°F (35°C),
exhaling). you might experience hypothermia.
• Some of this water vapor makes its Hypothermia can cause cardiac arrest,
way into the atmosphere through a stroke, or even death. At 107.6 °F
process called convection, in which (42 °C), you could suffer brain damage
hotter, less-dense parcels of air rise, as a result of temperatures that are
while cooler, denser parcels sink. too high.
• Because atmospheric pressure • A section of your brain called
decreases as altitude increases, the the hypothalamus controls
water vapor experiences less pressure thermoregulation. It issues instructions
the higher it rises. With less pressure, to your muscles, organs, glands, and
the water vapor expands. As it does nervous system when it senses your
so, it loses energy, causing it to cool. core internal temperature is becoming
too low or too high.
• Eventually the air reaches the dew
point temperature — the temperature • Types of Thermoregulation:
at which the air becomes saturated with • W h e n y o u r b r a i n re c e i v e s a
water vapor. Below this temperature, temperature warning from your body,
some of the water vapor begins to it sends signals to various organs and
condense, or transform from a gas to body systems, which try to slow or
a liquid. increase heat production.
• However, water typically only • If your body needs to cool down, these
undergoes condensation when it’s include:
in contact with a solid surface; this • Sweating: Sweating is one of the first
is where the microscopic particles of methods your body will use to control
dust or salt in the atmosphere (also your temperature. Sweat cools your
called cloud condensation nuclei, or skin as it evaporates. This helps lower
cloud seeds) come into play. When your internal temperature.
enough of the water vapor condenses • Vasodilatation: Your CNS may instruct
on the cloud seeds, a visible cloud the capillaries under the surface of your
forms. skin to dilate, or open. Vasodilatation,
• Thermoregulation or enlarged capillaries, increases blood
• The state of having an even internal flow at the skin surface. This lets your
temperature is called homeostasis. body release heat through radiation.
All thermoregulation mechanisms • If your body needs to warm up, these
are designed to return the body to include:

260
• Stopping sweating: Your nervous warmer?
system can lower sweat production
to help maintain the heat your body Answers to remedial activities/questions for
generates. slow learners
• Vasoconstriction: Your CNS may 1. The actions include;
signal your capillaries to constrict, i) Avoid burning leaves, trash and
or become narrower. This decreases other materials. Put them in a
blood flow under the skin and reduces compost pit.
heat loss.
ii) Reduce the use of aerosols in the
• Thermogenesis: Your body’s muscles, household.
organs, and brain can produce heat
iii) Switch off all the lights, and fans
when your internal temperature
when not required.
is sinking. This process is called
thermogenesis. Muscles are especially iv) Plant trees around your home
effective at thermogenesis. They and look after the trees in the
can produce large quantities of heat neighborhood.
quickly. Shivering is one way muscles v) As far as possible, use public forms
generate heat. of transport.
• Hormonal thermogenesis: Your 2. Global warming is the increase in the
body can activate the thyroid gland temperature near the earth’s surface
if you are getting too cold. This while climate change is the large scale
releases hormones that increase your changes in the long-term averages of
metabolism. An increased metabolism the weather patterns.
increases the energy your body creates
3. There are some noticeable impacts
and the amount of heat your body is
like;
able to make.
i) Rising of the sea levels because of
End of unit assessment melting of the ice.
• Ask the learners to the Unit Test 15 ii) Some animals die because they live
given in the student book pages 499- only in cold areas.
500. iii) There can be risk of wildfires.
Remedial activity for slow learners.
Remedial activity for gifted learners.
1. What are some of the actions that
1. Why is climate change happening?
a student can take to reduce air
pollution? 2. What is the greenhouse effect and how
does it affect the climate.
2. What is the difference between climate
change and global warming? 3. Define the ozone hole
3. Why is it a problem if the earth’s Answers for remedial activity for gifted
average temperature gets a little students

261
1. The main reason climate is changing b) Second law of thermodynamics
is that people add greenhouse gases to c) From the first law of
the atmosphere. The gases trap extra thermodynamics, the increase of
heat making the planet warmer. thermal energy of a cool objects
2. The greenhouse effect is a natural equals \the decrease of the thermal
process that helps make the earth energy of the warm object
warm enough for us to live. The earth 4. From the definition of temperature as
gets energy from the sun, heats up, the average kinetic energy of particles
and then gives off energy back to the in a body, so the more the particles
atmosphere. The greenhouse gases means them more movement and
in the atmosphere trap some of this so the more energy. Also from the
energy before it escapes to the outer equation of quantity of heat, where C
space. The people’s activities that is the specific heat capacity, M is the mass
add extra greenhouse gases make the and T is the temperature. Since mass is a
greenhouse effect stronger and the component of the total heat energy in the
earth becomes warmer. substance, then the answer is 2L of water
3. The ozone hole is a decrease in the at 50 0C.
layer of the ozone found in the earth’s 5. Conduction because in conduction
atmosphere. particles with heat move fast
Answers to Exercises and Unit Test and knock their neighbors hence
Exercise 15.1 transmitting heat to them, while
convection, particles which gain heat
become less dense and rise to the top,
(Learner’s book page 465)
and these ones are already on the top
1. A so they can’t go down just because
2. A they are less dense. (Please correct
the question by continuing after heat
3. a) The first law of thermodynamics
transfer and you say heat transfer by
states that the energy doesn’t
conduction or by convection? explain)
change because there is no increase
or decrease in total energy. This is 6. It is true. Thermal energy is the energy
because the kinetic energy and of a substance due to its temperature,
potential energy can increase or as thermal energy changes, the
decrease. If it is a closed system, temperature of the body also changes.
then no heat will be transferred 7. Radiation is the transfer of energy
with the outside and any change by electromagnetic waves. Radiation
in the internal energy will be due does not necessarily require a material
to work done or by the system. If medium for the heat energy to flow
it does work on the environment, through. Conduction is the transfer
then it will lose energy (internal of thermal energy or movement of
energy) but if the work is done heat through a substance without
on the system, then it will gain the substance itself moving. Heat can
energy. be conducted between two bodies,

262
 which are in contact with each other. i) Noise disrupts sleep and
Convection is the transfer of heat communication
energy in a fluid by the movement of ii) Noise causes structural damage
warmer and cooler fluid from place to to property like buildings due
place. to vibrations induced by sound
8. Cool air is always more dense than waves
warm air. On the floor, the cool air is
iii) Noise disrupts the natural order
warmed through different methods
of activities for example feeding
like breathing because it contains
and breeding of livestock.
oxygen and other appliances, which
warm up during use, heat up the iv) Noise causes physiological
air on the floor. When its heated, it problems
expands and becomes less dense v) Noise brings about emotional
hence rising to the ceiling. problems such as irritability and
9. Insulators are materials, which don’t nervousness.
allow the flow of heat through them
easily, and conductors allow heat to
flow them easily. Exercise 15.3
(Learner’s book pag 471)
Exercise 15.2
1. C
(Learner’s book page 467-468)
2. D
1. D
3. C
2. D
4. A
3. A
5. D
4. D
6. The increase in the levels of carbon
5. C dioxide into the atmosphere has direct
6. Noise pollution is undesired sound effect on
that is disruptive or dangerous and i) There is acidification as oceans
can cause harm to life, nature and and other large water bodies
property. absorb carbon dioxide from the
7. The most causes of noise pollution atmosphere.
include; ii) It increases greenhouse effect. This
i) Industrial and construction leads to warmer temperatures
activities which are high and this might
ii) Moving aircrafts and vehicles cause drought in the long run

iii) House hold appliances like radios 7. The effects of noise pollution include;

iv) Machines like lawn mowers and i) Acidification: This is a chemical

tractors reaction involving air pollutants
creating acidic compounds in
8. The negative effects of noise pollution
the atmosphere. When these
include;

263
 compounds dissolve in rain drops, b) The atmospheric ozone is cared
they form in acidic rain. When about because it plays a beneficial
acid rain falls over in an area, role of absorbing most of the
it can corrode iron sheets, kill biologically damaging ultraviolet
trees and harm livestock, wildlife sunlight there by allowing a
and aquatic animals like fish. small amount from reaching the
In the soil, the acid changes the earth’s surface. The absorption of
chemistry of the soil making it ultraviolet rays creates a source
unfit for microorganisms. of heat thus ozone plays a part in
ii) Eutrophication: This occurs when the temperature structure of the
rainwater dissolve chemicals like atmospheres’ temperature.
nitrogenous compounds in the c) No the total amount of ozone above
atmosphere then drain into water the surface of the earth varies with
bodies and soils. The compounds, location and time scales that range
being nutrients, result in excessive from daily to seasonal and longer.
algae growth that may cause death The variations are caused by
of living organism due to lack of stratospheric winds and chemical
oxygen. production and the destruction of
the ozone. Total ozone is lowest at
Exercise 15.4 the equator and highest near the
(Learner’s book page 478-479) poles because of the seasonal wind
patterns in the stratosphere.
1. A
12. Ozone is a molecule made up of
2. A three oxygen atoms. It is formed
3. A when High-energy ultraviolet (UV)
4. 2 light collides with the oxygen gas
molecule (O2) causing it to split into
5. B two oxygen atoms (O1). These atoms
6. A are unstable on their own and bind
7. D themselves with the unsplit oxygen
molecules forming ozone. The ozone
8. B
is so important because it absorbs the
9. C suns UV radiations from reaching the
10. A surface of the earth. The UV radiations
it protects us from in humans, can
11. a) The ozone in the atmosphere
cause skin cancer and cataracts, for
is created by ultraviolet light
animals it affects the fertility of some
striking ordinary exygen
as well as the viability of their off
molecules containing two oxygen
springs. For plants it affects their
atoms, this ends up splitting
ability to grow. UV radiations also
them into individual atoms. The
influence how chemicals break down
oxygen atom now combines with
which can lead to catastrophic changes
the unbroken oxygen because it is
in the environment and ecosystems.
unstable and forms ozone.

264
13. CFC’s released into the environment, 6. C
sunlight breaks CFC’s up, releasing 7. clouds
chlorine, chlorine reacts with ozone
and destroys it, and more reactions 8. The hydrosphere is the combined
destroy or cause more depletion. mass of water found on, under, and
over the surface of planet
14. Human activities cause the emission
of halogen source gases that contain 9. The uses of water include;
chlorine and bromine atoms. The i) Water is a key component of the
source gases that contain carbon, blood that regulates the body
chlorine and fluorine are called chlo- temperature
rofluoro carbons. ii) In plants, it is important in
15. Chlorine and bromine. photosynthesis and is a medium
16. The depletion of the ozone layer of transport for nutrients in the
leads, on the average to an increase plants
in ground level ultraviolet radiation iii) Water is used in power generation
because ozone is the effective absorber
iv) Water is used in transport
of ultraviolet radiation.
v) Water is used as a habitat for
17. To some extent yes, but there are also
aquatic life
other causes of climate change like
continental drift, volcanoes, ocean vi) Water is used in many recreation
currents, greenhouse effect and most activities like swimming
of all global warming. vii) Water is used in industries for
cleaning, cooling and as an
Exercise 15.5 ingredient
(Learner’s book page 481-482) viii) Water is used for domestic use like
1. B drinking and cooking
2. A 10. The water cycle is the continuous cycle
where water evaporates, travels into
3. C
the air and becomes part of clouds,
4. B and then later falls down to the earth
5. A as precipitation and then evaporates
again.
Exercise 15.6
11. Some ways of conserving water
(Learner’s book page 485.) include
1. A i) Shower attachments; a smaller
2. D showerhead consumes less water
than that of a fixed head shower.
3. C
ii) Leaks. Along term leak can cause
4. B serious damage. It’s better to trace for
5. D

265
 the leak by using infra-red technology it’s in contact with a solid surface; this
or leak noise corrugators. is where the microscopic particles of
dust or salt in the atmosphere come
Exercise 15.7 into play. When enough of the water
(Learner’s book page 487) vapor condenses on the cloud seeds,
a visible cloud forms.
1. A cloud is a visible mass of condensed
water vapor floating in the atmosphere 4. Dew point temperature is the
high above the ground. The different temperature at which the air becomes
types of clouds include cirrus, saturated with water vapor.
cumulus, stratus, and nimbus clouds
Exercise 15.8
2. They are cumulus clouds. It is because
they are dense in appearance, have (Learner’s book page 495)
sharp outlines look like white fluffy
1. A
balls.
3. Clouds form when water vapor rises 2. B
into the atmosphere and condenses 3. Evaporation is the process through
into microscopic particles, such as which a liquid is transformed into
dust, dirt and sea salt. When the sun vapor. For evaporation to take place,
heats water in the oceans, rivers, the liquid molecules absorb heat
lakes and other sources, some of it energy from the surrounding to
evaporates, or transforms from liquid change to gaseous state. As such
water to water vapor. With enough evaporation causes cooling. For
heat, water in soils and sediments evaporation to take place, its fast
also evaporates. Additionally, plants moving atoms in the liquid (the ones
transpire, or “sweat out,” water vapor with the highest kinetic energy-high
from their leaves and stems Some of temperature) which reach the surface
this water vapor makes its way into of the liquid and break free from the
the atmosphere through a process intermolecular forces thus leaving
called convection, in which hotter, the ones with less energy and low
less-dense parcels of air rise, while temperature.
cooler, denser parcels sink. Because 4. The total energy produced in the body
atmospheric pressure decreases as is called the metabolic rate (dM). It is
altitude increases, the water vapor related to the total metabolic energy
experiences less pressure the higher production of the body (dH), and
it rises. With less pressure, the water the external work done by the body
vapor expands. As it does so, it loses (dW), by the expression: dM= dH+
energy, causing it to cool. Eventually dW. For example, if no mechanical
the air reaches the dew point work is done (dW= 0), then the total
temperature. Below this temperature, chemical energy input in form of
some of the water vapor begins to food is converted to thermal energy,
condense, or transform from a gas i.e. dH= dU. If the human body does
to a liquid. However, water typically some work (i.e dW≠ 0), then the total
only undergoes condensation when chemical energy input in form of food

266
 is converted to thermal energy and the Sweat cools the animal’s skin as it
work done by the body, i.e dM= dH+ evaporates. This helps lower your
dW internal temperature.
5. The factors include ii) Animals which don’t sweat or
i) The temperature of the with few sweat glands regulate
surrounding their temperature by panting
which evaporates water from the
6. Ways of preventing heat loss from
moist lining of the oral cavity and
human beings are
pharynx.
i) By putting on jackets or sweaters
made out of poor conductors oh Unit Test 15
heat like cotton and wool.
(Learner’s book page 499-500)
ii) Going near fire places or making
fire places in houses. 1. B
iii) Having heating systems in houses 2. B
iv) Warming ourselves by drinking 3. A
some hot things 4. C
7. Hibernation is a state of inactivity in 5. D
which an animal’s heart rate, body
6. A
temperature and breathing rate are
decreased to conserve energy. When 7. C
food is scarce, an animal may use up 8. A
more energy maintaining its body 9. C.
temperature and searching for food
than it would receive from consuming 10. B
the food. So they end up going into 11. D
hibernation. Heat is usually produced 12. C
when in search of food through
13. Causes of global warming include ;
walking and running for food. When
they hibernate no exercises are done i) Effect of greenhouse gases: This is
so no heat production thus conserving where there is the absorption and
the little they have. emission of infra-red radiation
by gases in the atmosphere
8. Ways how animals dissipate excess
which warm the earth’s lower
heat include
atmosphere and the surface. These
i) Through sweating. Sweat is gases include carbon dioxide and
produced in the sweat glands, methane among others.
which are activated by the
ii) Volcanic activity: fumes and heat
hypothalamus, the area in the
releases by active volcanoes near
brain that controls biological
Rwanda such as Nyiragongo in
processes like body temperature.
D.R.Congo has led to increase in
temperatures.

267
 iii) Effects of direct solar radiation i) A ff o re s t a t i o n . P l a n t i n g o f
cause a warming effect of the trees were they don’t exist
troposphere. and reforestation- increasing
iv) It is also caused by pollution forestlands and making changes
especially through the burning of to the way we farm. It helps in
fossil fuels which give out carbon absorbing the cabondioxide from
dioxide and methane gas. the atmosphere.

v) High population: More people ii) Reduce waste. Landfills are the
means more cars due to need for major contributor of methane and
transportation which leads to other greenhouse gases. When the
pollution due to burning of more waste is burnt, it releases toxic
fossil fuels thus high amounts of gases in the atmosphere which
carbon dioxide in the atmosphere result in global warming.
which cause arise in temperatures. iii) Reduce the use of fertilizers and
vi) Methane emissions from animals use more of animal manure.
and agriculture: This is produced iv) Make Cars which use biofuels,
when organic matter is broken solar power to reduce the
down by bacteria under oxygen emissions from cars that use
starved conditions which increase petrol and grease.
temperatures in the atmosphere. v) Choose energy efficient appliances
vii) The effects of deforestation: Use of when making new purchases.
forests for fuel (charcoal and wood) vi) Increase in wind and solar power
lead to deforestation. Trees remove
vii) Carbon dioxide emitted from
and store carbon dioxide from
burning of fossil fuels can be
the atmosphere but deforestation
captured and stored underground
lead to release of large amounts
in a process called carbon
of carbon as well as reduce the
sequestration.
amount of carbon capture which
cause a rise in temperatures. 14. Global warming refers to the
continuous rise in the average
viii) Increase in usage of chemical
temperatures of the earth’s climatic
fertilizers on croplands instead of
system. Climate change refers to
using animal manure. Application
the general modifications in the
of nitrogen rich fertilizers has
conditions of atmospheric weathers of
effects on heat storage of cropland
a place leading to change in behavior
for example nitrogen oxides.
of ecosystems and living organisms
ix) Industrial development: Industries found in that pace. The cause of global
release fumes that contain warming is the increased amount of
greenhouse gases such as carbon greenhouse gases in the atmosphere.
dioxide and carbon monoxide that Global warming is one of the aspects
cause global warming. that bring about climate change. When
Strategies to reduce global warming these gases (burning of fossil fuels to
include produce energy industrial processes

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 and transportation)are emitted into the boundaries of the system. This
the atmosphere, they act like a blanket means that it is separated from its
around the earth, trapping energy environment in such a way that
in the atmosphere and causing it no energy can flow in or out of the
to warm. A warming climate can system. So the energy will remain
bring changes that can affect water constant
supplies, agriculture, and power and 17. They are called chlorofluorocarbons.
transportation systems.
18. Chlorofluorocarbons.
15. a) Ozone is a colourless gas made up
of three oxygen atoms. It occurs 19. Refrigerators, takeaway containers,
naturally in the stratosphere in air conditioners, solvents, soaps and
the upper atmosphere. The ozone Insulating foams.
protects the life of plants and 20. Pollutants are substances or energy
animals on earth from the sun’s introduced into the environment that has
UV radiations. undesired effects Chlorofluorocarbons
b) Ozone is formed in the atmosphere are therefore called pollutants because
when Oxygen gas (two molecules when they are emitted into the
of oxygen, or O2) is present in the atmosphere, they are broken down by
atmosphere. High energy UV light UV radiation to release chlorine atoms.
collides with the oxygen molecule, These atoms of chlorine later react with
causing it to split into two oxygen ozone starting a chemical cycle that
atoms. These atoms are unstable, destroys the ozone in that area. Yet it is
and they prefer being “bound” to the ozone layer which protects us from
something else. The free oxygen the UV radiations from the sun.
atoms then smash into other 21. The increased volume of carbon
molecules of oxygen, forming dioxide in the atmosphere has brought
ozone. about global warming. Carbon dioxide
c) The emissions include; is produced from the burning of fossil
fuels like coal oil and natural gas,
i) Vehicle emissions (from oil
deforestation and industrial processes
and petro engines)
such as cement manufacturing.
ii) Refrigerants and aerosols The gas molecules absorb thermal
sprays, infrared radiation acting like blanket,
iii) CFC’s from Styrofoam, preventing it from escaping into outer
plastics, space. The net effect is the gradual
iv) burning certain chemicals heating of the earth’s atmosphere and
that produce CFC’s the surface, a process called global
warming.
v) Deforestation
22. The correct order for the principal steps
vi) Industrial processes in the depletion of the stratospheric
16. An isolated system is a thermodynamic ozone layer
system that cannot exchange i) Emissions “Halogen source gases
either energy or matter outside

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 are emitted at Earth’s surface by iv) Conversion “most halogens
human activities and natural source gases are converted in the
processes” stratosphere to reactive halogens
ii) A c c u m u l a t i o n “ H a l o g e n gases in chemical reactions
source gases accumulate in the involving ultraviolet radiation
atmosphere and are globally from the sun”
distributed throughout the lower v) Chemical reaction “ reactive
atmosphere by winds and other halogen gases cause chemical
air motions” depletion of stratospheric ozone
iii) Transport “halogens source over the globe”
gases are transported to the vi) Removal “ air containing reactive
stratosphere by air motions”, halogen gases returns to the
troposphere where tha gases are
removed by moisture in clouds
and rain”.

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