Lesson Plan For SS2 Physics 3RD Term

LESSON PLAN FOR SS2 PHYSICS 3RD TERM
SCHEME OF WORK FOR SS2 THIRD TERM PHYSICS
Weeks 1-2: Reflection of Light
 Laws of reflection
 Formation of images by plane mirrors
 Applications (mirrors, periscopes)
Weeks 3-4: Refraction of Light
 Laws of refraction
 Real and apparent depth
 Critical angle and total internal reflection
 Applications (prisms, lenses)
Weeks 5-6: Wave Properties
 Introduction to waves (types, characteristics)
 Transverse and longitudinal waves
 Simple harmonic motion
 Doppler effect
Weeks 7-8: Properties of Sound
 Speed of sound in different media
 Measurement of sound speed
 Frequency and pitch * Intensity and loudness
 Forced vibrations, resonance, harmonics
 Applications (sonometer, wind instruments)Energy in Elastic Materials: Storing energy in springs
Weeks 9-10: Wave Applications
 Stationary waves
 Interference
 Diffraction
 Applications (ultrasound, communication)
Weeks 11-12: Revision and Exams
 Dedicate these weeks to revising the entire term's topics.
 Conduct mock exams or practice past exam questions.
Resources:
 Physics textbook for SS2 level
 Online resources and simulations (e.g., PhET Interactive Simulations: https://phet.colorado.edu/)
 Lab equipment for experiments (mirrors, prisms, sonometer)
SCHOOL: UNIQUE INTERNATIONAL SCHOOL
SUBJECT: PHYSICS
DATE: APRIL 23TH, 2024
TIME: 10:00 AM - 10:40 AM
PERIOD: 3RD AGE: 15-16 YEARS
DURATION: 40 MINUTES
TOPIC: REFLECTION OF LIGHT
Behavioral Objectives:
 By the end of the lesson, students will be able to state the Laws of Reflection.
 Students will be able to explain how plane mirrors form virtual images.
 Students will be able to identify applications of reflection in everyday life (mirrors, periscopes).
Lesson Presentation:
Step 1: Entry Behavior (Review - 5 minutes)
1. Review: Briefly revise the concept of light as a form of energy and its properties (e.g., travels in straight lines).
Step 2: Introduction (10 minutes)
A. Reflection of Light:
1. Introduction: Introduce the concept of reflection as the bouncing back of light rays when they strike a surface.
2. Laws of Reflection:
o Introduce the Laws of Reflection:
 The incident ray, the reflected ray, and the normal (a line perpendicular to the reflecting surface) all lie in the same plane.
 The angle of incidence (angle between incident ray and normal) is equal to the angle of reflection (angle between reflected ray
and normal).
o Use diagrams to illustrate the laws.
Step 3: Exploration (15 minutes)
1. Activity: The teacher distributes pictures or diagrams showcasing:
o Reflection of light rays from a plane mirror.
o The Laws of Reflection illustrated.
o Real-world examples of reflection (e.g., mirrors, car headlights).
2. Group Discussion: Students discuss the pictures/diagrams in small groups, predicting how the path of light rays would change
upon reflection and relating the observations to the Laws of Reflection.
Step 4: Discussion (10 minutes)
1. Teacher-Led Discussion: Facilitate a class discussion on the following points:
o What is the Law of Reflection? Explain both parts of the law using diagrams.
o How does the angle of incidence relate to the angle of reflection?
o Provide real-life examples where understanding reflection is important (e.g., designing mirrors, traffic signs).
B. Formation of Images by Plane Mirrors (5 minutes)
1. Virtual Images: Explain that plane mirrors form virtual images behind the mirror at the same distance as the object is in front of
the mirror.
2. Ray Diagrams (Optional): Briefly introduce ray diagrams (advanced concept) to illustrate how virtual images are formed by
plane mirrors.
Step 5: Applications (5 minutes)
1. Brainstorming: Ask students to brainstorm everyday applications that utilize reflection of light. Examples include:
o Mirrors (different types - flat, curved)
o Periscopes
o Retroreflectors (e.g., road signs)

Step 6: Summary/Conclusion (2 minutes)
1. Recap: Briefly summarize the key points covered:
o Laws of Reflection and their significance.
o Formation of virtual images by plane mirrors.
o Applications of reflection in various contexts.
Step 7: Assignment/Homework (3 minutes)
1. Task: Assign homework that reinforces the concepts. Examples include:
o Solving problems using the Laws of Reflection (calculating angles).
o Researching a specific application of reflection and creating a presentation.
o Drawing ray diagrams to illustrate the formation of virtual images by plane mirrors (optional).
Resources:
 Recommended textbooks (as listed in the scheme of work)
 Pictures/diagrams of reflection, Laws of Reflection, and applications (prepared beforehand)
Notes:
 Consider incorporating simple experiments using mirrors and light sources to demonstrate reflection.
LESSON PLAN FOR SSS2 PHYSICS (3RD TERM)
CLASS: SSS2
SUBJECT: PHYSICS
DATE: APRIL 30TH, 2020
TIME: 10:00 AM - 10:40 AM
TOPIC: REFRACTION OF LIGHT

 By the end of the lesson, students will be able to state the Laws of Refraction.
 Students will be able to differentiate between real and apparent depth due to refraction.
 Students will be able to explain critical angle and total internal reflection.
 Students will be able to identify applications of refraction in everyday life (prisms, lenses).
1. Review: Briefly revise the concept of reflection of light from the previous lesson. Ask students to recall how light travels in a
straight line in a uniform medium.
A. Refraction of Light:
1. Introduction: Introduce refraction as the bending of light rays when they pass from one medium to another with different
densities (e.g., air to water).
2. Laws of Refraction:
o Introduce Snell's Law (a more advanced concept for SSS2 students) as the governing principle of refraction. You can mention the
relationship between the angles of incidence and refraction without going into complex formulas.
o Explain qualitatively that light bends towards the denser medium when entering it and away from the denser medium when
exiting.
o Use diagrams to illustrate the bending of light rays during refraction.
1. Activity: The teacher distributes pictures or demonstrations showcasing:
o Refraction of light ray passing from air to water (e.g., stick partially submerged in water appearing bent).
o Real-world examples of refraction (e.g., mirage, underwater objects appearing closer).
2. Group Discussion: Students discuss the pictures/demonstrations in small groups, observing how light bends upon entering a
different medium and relating it to real-life examples.

o What is refraction of light, and how does it differ from reflection?
o Explain why a stick appears bent when partially submerged in water (relate to refraction).
o Introduce the concept of real vs. apparent depth due to refraction (objects underwater appear closer).
B. Critical Angle and Total Internal Reflection (5 minutes)
1. Critical Angle: Briefly introduce the critical angle as the angle of incidence in the denser medium at which refraction ceases, and
total internal reflection occurs.
2. Total Internal Reflection: Explain total internal reflection as the phenomenon where light is completely reflected back into the
denser medium when the angle of incidence exceeds the critical angle.
o Provide examples of total internal reflection (e.g., fiber optics).
1. Brainstorming: Ask students to brainstorm everyday applications that utilize refraction of light. Examples include:
o Prisms (separating white light into colors).
o Lenses (used in eyeglasses, cameras, microscopes).
o Mirages (an optical illusion caused by refraction).
o Refraction of light and its causes.
o Real vs. apparent depth due to refraction.
o Critical angle and total internal reflection.
o Applications of refraction in various contexts.
o Explaining real-life examples of refraction (e.g., why a swimmer appears stretched underwater).
o Researching the applications of prisms and lenses and creating a presentation.
o Investigating the phenomenon of mirages and explaining the science behind it.
Resources:

 Pictures/diagrams of refraction, Laws of Refraction (explained qualitatively), and applications (prepared beforehand)
Notes:
 Feel free to adjust the time allocation for each step based on your teaching style and student needs.
 Consider incorporating simple experiments or demonstrations using water, light sources, and prisms to illustrate refraction.
SUBJECT: PHYSICS
DATE: MAY 14TH, 2020
TIME: 10:00 AM - 10:40 AM
TOPIC: WAVE PROPERTIES
 By the end of the lesson, students will be able to define a wave and differentiate between various wave types.
 Students will be able to distinguish between transverse and longitudinal waves.
 Students will be introduced to the concept of simple harmonic motion.
 Students will be able to understand the basic concept of the Doppler effect.
1. Review: Briefly discuss vibrations and ask students for examples of how vibrations can create disturbances that travel (e.g.,
plucking a guitar string).
A. Introduction to Waves:
1. Definition: Introduce waves as disturbances that transfer energy from one place to another without the actual movement of
matter in the medium itself.

2. Types of Waves:
o Briefly mention different types of waves: mechanical waves (require a medium) and electromagnetic waves (do not require a
medium). Examples can be introduced without going into detail (e.g., sound waves, light waves).
1. Activity: The teacher distributes pictures or animations showcasing:
o Different types of waves (e.g., water waves, sound waves).
o Transverse waves (crest and trough) and longitudinal waves (compression and rarefaction).
2. Group Discussion: Students discuss the pictures/animations in small groups, identifying the characteristics of waves and
differentiating between transverse and longitudinal waves based on the movement of the disturbance.
o What is a wave, and how does it transfer energy?
o Explain the difference between transverse waves (e.g., water waves) and longitudinal waves (e.g., sound waves) using diagrams
or animations.
o Introduce the concept of simple harmonic motion as the periodic back-and-forth movement of a particle in a wave (optional).
B. The Doppler Effect (5 minutes)
1. Introduction: Briefly introduce the Doppler effect as the change in frequency or wavelength of a wave perceived by an observer
relative to the source of the wave.
2. Examples: Provide real-life examples of the Doppler effect:
o Apparent change in pitch of a siren as it approaches and moves away from an observer.
o Redshift of light from distant galaxies.
o Definition of waves and wave types (basic understanding).
o Transverse vs. longitudinal waves.
o Introduction to simple harmonic motion (optional).
o The Doppler effect and its applications.

o Researching and reporting on a specific type of wave (e.g., sound waves) and its properties.
o Identifying and explaining examples of transverse and longitudinal waves in everyday life.
o Investigating the Doppler effect and its applications in various fields (e.g., radar technology).
Resources:
 Pictures/animations of different wave types, transverse and longitudinal waves (prepared beforehand)
Notes:
 Consider incorporating simple demonstrations using ropes or springs to illustrate wave motion.
SUBJECT: PHYSICS
DATE: JUNE 4TH 2020
TIME: 10:00 AM - 10:40 AM
TOPIC: PROPERTIES OF SOUND
 By the end of the lesson, students will be able to explain how the speed of sound varies in different media.
 Students will be able to describe methods for measuring the speed of sound.
 Students will be able to differentiate between frequency and pitch, and their relation to sound.
 Students will be able to explain the relationship between intensity and loudness.
 Students will be able to identify forced vibrations, resonance, and harmonics, and their role in sound production.
 Students will be able to identify applications of sound properties in instruments (sonometer, wind instruments).
1. Review: Briefly discuss the concept of waves from the previous lesson and connect it to sound as a type of wave that travels
through a medium.
A. Properties of Sound:
1. Introduction: Briefly introduce sound as a longitudinal wave caused by vibrations and requiring a medium for propagation.
o Speed of sound in different media (e.g., air, water, solids).
o Methods for measuring sound speed (e.g., observing lightning and thunder).
o Frequency and its relation to pitch (e.g., high vs. low frequency waves).
o Intensity and its relation to loudness (amplitude of sound waves).
o Forced vibrations (e.g., swinging a pendulum with another at its resonant frequency).
o Applications of sound properties (e.g., sonometer for measuring frequency, wind instruments using resonance).
2. Group Discussion: Students discuss the pictures/diagrams in small groups, identifying the properties of sound and relating them
to the provided visuals.
o How does the speed of sound vary in different media (solids, liquids, gases)?
o Explain methods for measuring the speed of sound (basic understanding).
o Differentiate between frequency (number of vibrations per second) and pitch (perception of high or low sounds).
o Explain the relationship between intensity (wave amplitude) and loudness of sound.
o Introduce forced vibrations, resonance (when the driving frequency matches the natural frequency of an object), and harmonics
(multiples of the fundamental frequency) and their role in sound production.

1. Brainstorming: Ask students to identify applications of sound properties in various instruments:
o Sonometer: Measures the frequency of sound waves by adjusting the tension on a string.
o Wind instruments: Utilize resonance chambers to produce specific pitches.
o Speed of sound and its variation in different media.
o Measuring the speed of sound (basic methods).
o Frequency, pitch, intensity, and loudness of sound.
o Forced vibrations, resonance, and harmonics in sound production.
o Applications of sound properties in instruments.
o Researching and comparing the speed of sound in different materials.
o Designing a simple experiment to measure the speed of sound (using readily available materials).
o Investigating how musical instruments utilize frequency and resonance to produce sound.
Resources:
 Pictures/diagrams of sound properties, sound wave illustrations, applications in instruments (prepared beforehand)
Notes:
 Consider incorporating simple demonstrations using sound sources (tuning forks, bells) to illustrate properties like pitch and
loudness.
SUBJECT: PHYSICS
DATE: JUNE 18TH, 2020
TIME: 10:00 AM - 10:40 AM
TOPIC: WAVE APPLICATIONS
 By the end of the lesson, students will be able to explain the formation of stationary waves.
 Students will be able to describe the concept of interference and its applications.
 Students will be able to explain diffraction of waves and its applications.
 Students will be able to identify applications of wave phenomena in ultrasound and communication technologies.
1. Review: Briefly revise the key properties of waves covered in the previous lesson (e.g., speed, frequency, intensity).
A. Wave Applications:
1. Introduction: Briefly introduce the concept of applying wave properties in various technologies.
o Formation of stationary waves (e.g., vibrating string fixed at both ends).
o Interference of waves (constructive and destructive interference).
o Diffraction of waves (bending around obstacles).
o Applications of wave phenomena:
 Ultrasound (medical imaging using sound waves).

 Communication technologies (radio waves, microwaves).
2. Group Discussion: Students discuss the pictures/diagrams in small groups, identifying how wave properties are utilized in
different applications.
o Explain stationary waves as waves formed due to the superposition of traveling waves moving in opposite directions.
o Introduce interference as the interaction of two or more waves, leading to constructive (amplification) or destructive
(cancellation) effects.
o Explain diffraction as the bending of waves around obstacles or through narrow openings.
o Discuss applications:
 Ultrasound: Uses high-frequency sound waves to create images of internal organs in medicine.
 Communication technologies: Utilize different wave frequencies (radio waves, microwaves) for transmitting information.
o Stationary waves and their formation.
o Interference of waves and its applications (constructive and destructive).
o Diffraction of waves and its applications.
o Examples of wave applications in ultrasound and communication technologies.
o Researching a specific application of wave phenomena (e.g., medical ultrasound) and creating a presentation.
o Investigating the concept of noise cancellation headphones and explaining the underlying physics (destructive interference).
o Designing a simple experiment to demonstrate wave interference (using water waves in a ripple tank).
Resources:
 Pictures/diagrams of stationary waves, interference, diffraction, applications in ultrasound and communication (prepared
beforehand)

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LESSON PLAN FOR SS2 PHYSICS 3RD TERM

SCHEME OF WORK FOR SS2 THIRD TERM PHYSICS

Weeks 1-2: Reflection of Light

 Formation of images by plane mirrors

 Applications (mirrors, periscopes)

Weeks 3-4: Refraction of Light

 Real and apparent depth

 Critical angle and total internal reflection

 Applications (prisms, lenses)

Weeks 5-6: Wave Properties

 Introduction to waves (types, characteristics)

 Transverse and longitudinal waves

 Simple harmonic motion

Weeks 7-8: Properties of Sound

 Speed of sound in different media

 Measurement of sound speed

 Frequency and pitch * Intensity and loudness

 Forced vibrations, resonance, harmonics

 Applications (sonometer, wind instruments)Energy in Elastic Materials: Storing energy in springs

Weeks 9-10: Wave Applications

Weeks 11-12: Revision and Exams

 Dedicate these weeks to revising the entire term's topics.

 Conduct mock exams or practice past exam questions.

 Physics textbook for SS2 level

 Online resources and simulations (e.g., PhET Interactive Simulations: https://phet.colorado.edu/)

 Lab equipment for experiments (mirrors, prisms, sonometer)

SCHOOL: UNIQUE INTERNATIONAL SCHOOL

DATE: APRIL 23TH, 2024

TIME: 10:00 AM - 10:40 AM

PERIOD: 3RD AGE: 15-16 YEARS

TOPIC: REFLECTION OF LIGHT

Step 1: Entry Behavior (Review - 5 minutes)

Step 2: Introduction (10 minutes)

o Use diagrams to illustrate the laws.

Step 3: Exploration (15 minutes)

1. Activity: The teacher distributes pictures or diagrams showcasing:

o Reflection of light rays from a plane mirror.

o The Laws of Reflection illustrated.

o Real-world examples of reflection (e.g., mirrors, car headlights).

upon reflection and relating the observations to the Laws of Reflection.

Step 4: Discussion (10 minutes)

1. Teacher-Led Discussion: Facilitate a class discussion on the following points:

o How does the angle of incidence relate to the angle of reflection?

B. Formation of Images by Plane Mirrors (5 minutes)

Step 5: Applications (5 minutes)

o Mirrors (different types - flat, curved)

o Retroreflectors (e.g., road signs)

1. Recap: Briefly summarize the key points covered:

o Laws of Reflection and their significance.

o Formation of virtual images by plane mirrors.

o Applications of reflection in various contexts.

Step 7: Assignment/Homework (3 minutes)

1. Task: Assign homework that reinforces the concepts. Examples include:

o Solving problems using the Laws of Reflection (calculating angles).

o Researching a specific application of reflection and creating a presentation.

 Recommended textbooks (as listed in the scheme of work)

 Pictures/diagrams of reflection, Laws of Reflection, and applications (prepared beforehand)

LESSON PLAN FOR SSS2 PHYSICS (3RD TERM)

SCHOOL: UNIQUE INTERNATIONAL SCHOOL