CHAPTER 1 MATERIALS

Micrometer Screw Gauge

Spindle
Vernier
scale thimble
Lock
Anvil

Ratchet screw

Main scale on the sleeve

Functions of every part of the apparatus

Istilah dalam Terminology in

Functions
Bahasa melayu English
rahang Anvil, spindle To place the object to be measured
bidal thimble To open or tighten the spindle to anvil
kekunci lock To stop the spindle from moving
Skru racet Ratchet screw To find out the suitable tighten point
Skala utama Main scale on the The scale where the accuracy / sensitivity is
sleeve only up to 0.5 mm.
Skala bidal / Thimble scale / The scale where the accuracy / sensitivity is
Skala vernier Vernier scale up to 0.01 mm

Functions of the apparatus

Micrometer Screw Gauge is a measuring instrument to measure the length or thickness of

the small object.

Measuring Procedures
 1. Turn the thimble to open the jaw ( spindle )
2. Place the object in between the anvil and spindle
3. Turn the thimble again on the opposite direction to hold the object between the
anvil and spindle..
4. When the object is tightened, turn the ratchet screw until you hear the first tic
sound.
5. Read the main scale by referring to the side position of the thimble scale.
6. Read the thimble scale by referring to the reference line on the main scale.
7. The final reading is obtained by adding the two readings above from both scales.

Questions

1. What is the range of this Micrometer Screw Gauge?

2. What are the steps to be taken in order to increase the accuracy of our
measurement?
3. Can we use the Micrometer Screw Gauge to measure the length of the physics
laboratory? Or the height of a tree? If yes, why? If no, why?
 C h a p te r 1

I n t r o d u c t io n T o P h y s ic s

P h y s ic s C o n c e p t s P h y s ic s Q u a n t it ie s M e a s u re m e n ts S c ie n t ific I n v e s t ig a t io n s

N a tu ra l E v e ry d a y U s in g A p p r o p r ia t e I d e n t ify
P henom enon O b je c t s B ase D e r iv e d S c a la r V e c to r In s tru m e n ts to M e a s u re Q u e s tio n s
Q u a n t it ie s Q u a n t it ie s Q u a n t it ie s Q u a n t it ie s P h y s ic a l In s t r u m e n ts

M e a s u r in g I d e n t ify
F ie ld s o f S t u d y M a g n itu d e M a g n itu d e & In s tru m e n ts V a r ia b le s
I n P h y s ic s S y m b o ls & O n ly D ire c tio n
U n it s
C o n s is t e n c y E rro r F o rm
S c ie n t ific H y p o t h e s is
N o ta tio n
A c c u ra c y R andom S y s t e m a t ic E x p e r im e n t s
P r e fix e s E rro r E rro r

S e n s it iv it y S e le c t
T e c h n iq u e s A p p a ra tu s
to R e d u c e
E rro rs

W o rk
P ro c e d u re s

T a b u la te D a ta

P re s e n t D a ta

In te rp re t D a ta

D ra w
C o n c lu s io n s

W r it e R e p o r t
 ETeMs Course
Physics
SMK Tun Aminah
W2/D6/S2/G1

Group 1 ( Clock )
1. Mr. Lui Fwee Sing
2. Mr. Mohd. Zaki bin Md. Suhadi
3. Mr. Goh Boon Cheng

Designing an experiment

EXPERIMENT

Learning area : 1. Introduction to Physics

Learning : 1.5) Analysing scientific investigations

objective

Objective : To study the relationship between the length of the pendulum

and the period of oscillation.

Apparatus : Pendulum bob, string, retort stand, metre ruler, stopwatch,

wooden pieces, clamp, protractor.

Wooden Pieces

Protractor

String

Retort Stand
L

String
Pendulum Bob

Pendulum Bob

Weight

4
Method :

1. Tie one end of the string to the pendulum bob.

2. Clamp another end of the string between 2 wooden pieces which are placed on
a retort stand as shown in the diagram.
3. Measure the length of the pendulum bob, L =20.0 cm, by using a metre ruler.
4. Displace the pendulum bob at an angle approximately 10o.
5. Record the time for 20 complete oscillations of the pendulum, t1.
6. Repeat the procedures 4-5 to record another 20 complete oscillation time of
the pendulum, t2.
7. Calculate the mean of both oscillation times and determine the period,
T = tmean / 20.
8. Repeat the procedures 3 to 7 with 5 different lengths of the pendulum, L=30.0
cm, 40.0cm, 50.0cm, 60.0 cm and 70.0cm.
9. Tabulate the data.
10. Plot a graph of period, T , against the length of the pendulum, L and a graph of
T2` against L.

Data Table

Time for 20 oscillations / s

L/cm T/s T2 / s2
t1 t2 Tmean
20.0
30.0
40.0
50.0
60.0
70.0

5
 T/s Graph T against L

L/cm

T2/s2 Graph T2 against L

L/cm

W2D10S3G1

GROUP 1 : 1. Mr. Lui Fwee Sing

2. Mr. Mohd. Zaki Bin Suhadi
3. Mr. Goh Boon Cheng

Learning Area : 1. Introduction To Physics

Multiple Choice Questions :

6
1. A physical quantity of measurement is said to be more precise if
A. the zero error is small
B. the average value is small
C. the relative deviation is small
D. the physical quantity of measurement is small

2. Which of the following shows the same relationship of a unit ?

A. 1 N = 1 kg m s-1
B. 1 J = 1 kg m2 s-2
C. 1 Pa = 1 kg m-1s-1
D. 1 W = 1 kg m2 s-1

3. Which of the following step must not be done when using a micrometer screw
gauge ?
A. Determine the zero error of the micrometer screw gauge
B. Measure the object by tighten the spindle to anvil
C. Add up the measuring reading with the zero error

4. 30 milliseconds is equivalent to
A. 3 x 10-6 seconds
B. 3 x 10-5 seconds
C. 3 x 10-4 seconds
D. 3 x 10-3 seconds
E. 3 x 10-2 seconds

5. Which of the following prefix is not correct in representing its corresponding

symbol ?
Prefix Symbol
A. Mega m
B. centi c
C. micro
D. pico p
Structured Questions :
1.
Reading 1 2 3 4 5
Measurement 165.5 cm 0.513 cm 0.357 cm 6.53 cm 95.2 cm
Table 1

Quantity Reading / cm Measuring instrument

Diameter of a copper wire
Diameter of a 250 ml beaker

7
Height of Abdullah
Length of a table
Thickness of 100 sheets of paper
Table 2

Three measuring instruments : metre rule , vernier calipers , and micrometer screw
gauge , had been used by a student to measure a few quantities . Table 1 shows a
few readings of the measurement .

(a) Complete Table 2 by matching the most possible reading and name the most
possible measuring instrument which is used in the measurement .

(b) Suggest two methods to increase the accuracy in the measurement of the
diameter of a copper wire .

(c) An aeroplane flight in a constant speed of 720 km per hour .

(i) State the speed of flight of the aeroplane in m s-1 .
(ii) How far did the aeroplane fly after 10 s .

2. A driver wished to know how many volumes of petrol had been used in each
km . He placed a measuring instrument to the petrol tank to measure the volume
of the petrol used in 50 km , 100 km , 150 km , 200 km , 250 km , and 300 km . He
tabulated the reading in Table 3 .

Distance , s / km 50 100 150 200 250 300

Volume of the petrol , V / liter 40 34 28 22 16 10
Table 3

(a) Plot graph V against s in a sheet of graph paper .

(b) The driver didnt record the volume of the petrol at the beginning of the
motion . Find out the value of V when s = 0 km from the graph .

(c) Calculate the gradient of the graph .

(d) State the volume of petrol that had been used in each km .
Essay Questions :

1.
Lord , Time taken for 10 Period of T2 / s2 W
W/N oscillations , t / s oscillation , T / s T 2 / N s-2
1.0 6.9 0.7
2.0 10.0 1.0
3.0 12.4 1.2
4.0 14.4 1.4

8
 Table 4

Table 4 shows the experiment data obtained investigating the system of

oscillations by a weighted spring . The load used is assumed to be accurate . The
time taken for one oscillation is timed using a stop clock with scale divisions of
0.1 second and the zero error is 0.5 seconds .

(a) What is understood by zero error ?

(b) Explain the suitability of the data recorded in Table 4 . Then tabulate again
the data that is corrected and give reasons for the corrections of the data .

(c) Draw a graph to show the change of the period of oscillation with load .
Then state a relationship between the load and the period of swing of the
weighted spring .

(d) Explain why accurate and precise measurement are necessary in the study of
Physics .

Subject : Physics
Year : Form Four
Topic : Introduction To Physics
Learning Outcomes : Student should be able to:
1.Explain what base quantities and derived quantities are.
2.List base quantities and their units.
3.List some derived quantities and their units.
Duration : 2 Periods ( 80 Minutes )
Subject Content : Understanding Base Quantities and Derived Quantities
Activities : 1. Students will be given several situations regarding
base quantities which are related to their daily activities.
2. Questions will be put forward for student to answer.
3. Students will then watch several animations regarding
base quantities and derived quantities.
4. Teacher will give explanation on base quantities and
derived quantities using animation.
5. Students will write notes themselves.
Moral Values : Rising Awareness

9
Creative & Critical Thinking Skills : Analysing, inter-relating and problem solving.
Teaching Aids : Laptop, LCD Projector, Text Book

Steps Content Procedure / Activities Notes

Introduction Pupils shall Pupils to discuss the use of a ruler or measuring PowerPoint
(10 minutes) be able to tape, balance, watch and compose what are the Animation
relate base units used by these instrument that help us in our
quantities daily activities.
with daily Questions for students.
activities.

Development Refer to The teacher will access the PowerPoint slide to Activity
One Appendix A demonstrate five important base quantities. Sheet
(20 minutes) (Refer to
Appendix A)

Development Refer to With the help of the computer, the teacher will be Computer
Two Appendix B able to display prefixes uses in physics quantities Animation
(15 minutes) that follow the SI unit.
Teacher gives examples to help the pupils to Computer,
have a better idea of SI unit. LCD
The teacher will encourage the pupils to find out Projector
more on base quantities. And to have a short
discussion as to why SI units are preferred over
other units.

Development Derived With the help of the computer, the teacher states PowerPoint
Three quantities a few examples to help the pupils to a have a Animation
(15 minutes) can be better understanding of the units of derived
derived from quantities. Teacher gives examples to help the Refer To
base pupils to have a better idea of derived quantities. Appendix B
quantities. Displacement Length Metre
Velocity
Time Time Second

10
 Steps Content Procedure / Activities Notes

Development Volume = Length x Width x Height PowerPoint

Four Mass Animation
Density
(10 minutes) Volume
Change _ of _ Velocity
Acceleration
Time
Force = Mass x Acceleration
Work = Force x Displacement

Closure Teacher consolidates the concept learnt. PowerPoint

(10 minutes) The teacher will ask the pupils to do extra Animation
exercise as an enriching activity.

Appendix A
Base Quantities Symbol SI Unit Symbol
Length l Metre m

Mass m Kilogram kg

Time t Second s

I Amphere A

Temperature T Kelvin K

Based quantities are physics quantities, which cannot be, defined in any other physics quantities
anymore.

Appendix B
Physic quantities with large value or extreme small value can be written following SI unit with a
prefix added in front of the based quantities.

Prefixes Value Symbol

11
 Tera 1012 T
Giga 109 G

Mega 106 M

Kilo 103 K

Desi 10-1 d

Centi 10-2 c

Mili 10-3 m

Micro 10-6

Nano 10-9 n

Piko 10-12 p

Subject : Physics
Year : Form Four
Topic : Introduction To Physics
Learning Outcomes : Student should be able to:
Measure physical quantities using appropriate instruments.
Duration : 1 Period ( 40 Minutes )
Subject Content : Understanding Measurements
Activities : 1. Students will be given several situations regarding
measurements related to their daily activities.
2. Questions will be put forward for student to answer.
3. Students will then watch several animations regarding
measuring quantities.
4. Teacher will give explanation on measuring physical
quantities.
Moral Values : Being thankful and rising awareness
Creative & Critical Thinking Skills : Analysing, inter-relating and problem solving.
Teaching Aids : Laptop and LCD Projector

Steps Content Procedure / Activities Notes

Introduction Choosing the 1. Teacher will discuss contextual example PowerPoint

(5 minutes) appropriate related to the daily activities of a student. Animation

12
 Steps Content Procedure / Activities Notes

instruments. 2. Teacher will display 3 packet of sugar with

different mass.

Student will be asked to estimate the mass

based on the diagram. Questions for students.

Development Different types Activity sheets will be distributed to all Activity Sheet
One of objects and students. Students are given 10 minutes to (Refer to
(10 minutes) conditions use complete the activity. Appendix A)
different tools
to measure its Student will learn how to use appropriate
quantities. measuring tools to do different types of
measurements.

Development Length Then teacher will gives explanations to the Computer

Two Metre rule students after listening to their answers and Animation
(10 minutes) Mass then introduces them to the concept of
Balance measuring physical quantities and how to Computer,
Time measure them. LCD

Stop Watch Projector

Electricity
Voltmeter
Ammeter

Development Concept Map Teacher will discuss with the students and PowerPoint
Three of Chapter 1: draw a concept map regarding quantities and Animation
(10 minutes) Introduction To measuring tools.
Physics Refer To
Appendix B

13
 Steps Content Procedure / Activities Notes

Closure Measuring Teacher consolidates the concept learnt. PowerPoint

(5 minutes) Instruments: Animation
Metre rule,
Balance, Stop
Watch,
Voltmeter,
Ammeter

Subject : Physics
Year : Form Four
Topic : Introduction To Physics
Learning Outcomes : Student should be able to:
Measure physical quantities using appropriate instruments.
Duration : 1 Period ( 40 Minutes )
Subject Content : Understanding Measurements
Activities : 1. Students will be given several situations regarding
measurements related to their daily activities.
2. Questions will be put forward for student to answer.
3. Students will then watch several animations regarding
measuring quantities.
4. Teacher will give explanation on measuring physical
quantities.
Moral Values : Being thankful and rising awareness
Creative & Critical Thinking Skills : Analysing, inter-relating and problem solving.
Teaching Aids : Laptop and LCD Projector

Teachers Classroom
Steps Content Procedure / Activities Notes
Language
Introduction Choosing the 1. Teacher will discuss Good morning. PowerPoint
(5 minutes) appropriate contextual example Are you all ready for today Animation
instruments. related to the daily lesson?
activities of a student.
2. Teacher will display 3 Let review what we have
packet of sugar with learn in the previous class.

14
 Teachers Classroom
Steps Content Procedure / Activities Notes
Language
different mass.
Now let have a look at the
Student will be asked to slide shown on the screen.
estimate the mass based
on the diagram. 1. Which packet of sugar is
heavier?
Questions for students. 2. In your opinion, what is
the appropriate measuring
instrument to measure the
packet sugar?
Development Different types Activity sheet will be I will distribute an activity to Activity Sheet
One of object and distributed to all students. be completed. You have ten (Refer to
(10 minutes) condition use Students are given 10 minutes to complete the Appendix A)
different tools minutes to complete the activities. You may discuss
to measure its activity. the activity with your friend.
quantities.
Student will learn how to
use appropriate
measuring tools to do
different types of
measurement.
Development Length Then teacher will gives Lets discuss the result of Computer
Two Metre rule explanations to the your activity. Animation
(10 minutes) Mass students after listening to Now, lets watch some
Balance their answers and then animations related to Computer,
Time introduces them to the measurements. LCD

Stop Watch concept of measuring Projector

Electricity physical quantities and

Voltmeter how to measure them.

Ammeter
Development Concept Map Teacher will discuss Now we will see how much PowerPoint
Three of Chapter 1: together with the students we have learn in this topic Animation
(10 minutes) Introduction To and draw concept map and what are we going to
Physics regarding quantities and learn in the coming lesson. Refer To
measuring tools. Appendix B
Closure Measuring Teacher consolidate the Can any of you tell me what

15
 Teachers Classroom
Steps Content Procedure / Activities Notes
Language
(5 minutes) Instruments: concept learn. have we learn in todays
Metre rule, lesson?
Balance, Stop
Watch, We have learnt about
Voltmeter, measure physical quantities
Ammeter using appropriate
instruments. They are:
Length
Metre rule
Mass
Balance
Time
Stop Watch
Electricity
Voltmeter
Ammeter

16
 Appendix A

ACTIVITY SHEET

RECOGNIZING APPROPRIATE INSTRUMENTS FOR MEASURING

Choose the appropriate tools to match with the picture given.

Stop Watch Micrometer Screw Gauge Metre Rule Balance

Ammeter Vernier Callipers Waist Watch Measuring Tape

Object Measuring Tools

Building Width

Running Time

Book Thickness

Bulb Mass

Mug Diameter

Length of Key

17
 Appendix A

1. What are the five base quantities of physics?

a. ...............................................................................
b. ...............................................................................
c. ...............................................................................
d. ...............................................................................
e. ...............................................................................
2. Which of the below are not physics quantities?
a. Heat
b. Temperature
c. Degree of Heat
d. Energy
3. What is measurement?
...................................................................................................................................................
...................................................................................................................................................
4. The mass of a piece of hair are best written in:
a. gram
b. miligram
c. microgram
d. nanogram
5. Which is not true about measuring instruments?
a. Measuring Instruments can give measurements close to the actual value.
b. Measuring Instruments uses less of physics quantities.
c. Measuring Instruments can give 100% measuring accuracy.
6. A micrometer screw gauge is used to measure the thickness of a piece of metal. Which

of the following measurements represent the accuracy obtained through the

measurement?

a. 3 mm
b. 2.6 mm
c. 2.63 mm
d. 2.632 mm
7. A wood block measuring 2.0 cm x 1.5 cm x 1.4 cm. The volume of the wood block is:

a. 4.2
b. 4.2 x 10-2

18
 c. 4.2 x 10-3
d. 4.2 x 10-6
e. 4.2 x 10-5

Introduction To Physics

Quantity & Measuring Instruments

Measuring Measuring
Quantity Equipment

Compare Differentiat Persistence Accuracy Sensitivit

System Error

Measuring
Technique

Problem Solving

LESSON PLAN OUTLINE

Subject : Physics

Year : Form Four

19
Topic : Introduction to physics

Learning Outcomes : Students should be able to :

1. Explain what is physics

2. Recognize the physics in everyday objects

and natural phenomena

Duration : 2 periods ( 80 minutes )

Subject Content : Understanding Physics

Activities : 1. Students will carry out 2 short experiments

2. Students will watch an animation of the inertia
3. Questions will be put forward for students to
answer
4. Students will discuss some application of
the inertia in a real live.

Moral Values : Being thankful

Creative and Critical Thinking Skills : Inter-relating and problem solving

Teaching Aids : Laptop and LCD projector

20
 SCRIPTING
STEPS CONTENT ACTIVITIES NOTES
Set induction The ideas of physics Teacher shows some object into the class and the students
( 10 minutes) give their opinion in a group discussion.
(a) How to measure the length of table?
(b) What is the diameter of a pencil?
Developement The physicsian scientist Teacher shows some of the famous physicsian scientist and
Step 1 the students find the biodata from text book or reference
(15 minutes) books. Photo from text book
(a) Find their famous discovery
(b) Find their famous equation

Step 2 The nature phenomena (i) Teacher shows a video of natural phenomena .
(15 minutes) Students will give their opinion in a gropu
discussion activity.
(ii) The teacher explain to the students after listening
to their answers and introduces them to the
terminology in physics.
Step 3 Examples of physics Teacher tell the students a certain physics field in their life.
(20 minutes) field Also teacher shows an example of apparatus and related
them in a concept of physics

Step 4 Name some of Teacher shows the physics scientist and their discovery
(10 minutes) physiciant and their which is gave a lot of advantage for our life. Downloaded from
discovery internet

Closure Be thankful Teacher explain to the students why they should proud and
(10 minutes) thankful to the physics scientist.

21
LESSON PLAN 2

SUBJECT : Physics

YEAR : Form Four

TOPIC : Quantities of Physics

LEARNING OUTCOMES : Students should be able to

1. Explain what base quantities and derived quantities are.
2. List base quantities and their units.
3. List some derived quantities and their units.
4. Express quantities using prefixes.

DURATION : Two periods (80 minutes)

SUBJECT CONTENT : Base and derived quantities.

ACTIVITIES : 1. Students will be given some of the physical quantities.

2. Teacher will given an explanation what base quantities and derived
quantities are.
3. Students will then to identify physical quantities and classify them
into base quantities and derived quantities.
4. Students will solve the problems involling base and derived
quantities.

MORAL VALUES : 1. Being systematic

2. Having an interest and curiosity towards and invironment.

CREATIVE AND CRITICAL THINKING SKILLS :

1. Grouping and classifying

TEACHER AID : Laptop and LCD projector

STEPS CONTENT PROCEDURES / ACTIVITIES RESOURCES

/ NOTES
Set induction Quantities 1. Students are introduced to the topic.
(10 minutes) of physics They are asked what the quantities of
of physics are.
2. Teacher asks some of the students,
what the apparatus could be used to
measure the distance, time, current,
mass and temperature.
3. Teacher asks some of the students,
what apparatus could be used to
measure force , acceleration and
velocity.
22
Development
(20 minutes)

STEP 1: Base Teacher gives explanations to the students

quantities after listening to their answers and than
and derived introduces them the differents of the base
quantities quantities and the derived quantities of
physics.
STEP 2: Physical The students list down all the base
quantities quantities of physics.
other than The students list down all the derived
the base quantities of physics.
quantities
are known
as derived
quantities.

STEP 3: A derived Teacher gives the examples how to courseware

quantities is represent the derived quantities by
combination combination of base quantities.
of different
base
quantities.
Closure Physical 1.Teacher notes down all the five
(10 minutes) quantities physical quantities are chosen a base
are base quantities.
quantities 2. Teacher notes down the example of the
and derived derived quantities.
quantities. 3. Teacher gives the example how to
represent a derived quantities by
combination of different base
quantities.
4. The students do the exercises shown on courseware
the screen.

WORK SHEET

MULTIPLE CHOICE QUESTIONS

1. Which is not a base quantities of physics?

A. Distance C. Kelvin
B. Mass D. Time

2. Which of the following shows the formula of force using the base quantities?

A. mass C. mass X length

23
 length X mass mass

B. mass X length D. mass X time

time X time length X length

3. 24 J is equal to

A. 24 N C. 24 kgms-1
B. 24Nm D. 24 kgms-2

4. Which of the following can state in the unit Pascal.

A. Pressure C. Upthrust
B. Surface tension

5. Momentum is represented by base quantities as follows :

A. mass and length C. length and time

B. mass and time D. mass, length and time

STRUCTURED QUESTION

Write down five of the base quantities and its symbol in the table below:

Base quantities Symbol

1.
2.
3.
4.
5.

(5 marks)

24
 ESSAY QUESTIONS

1. Derived the given quantities as base quantities:

a. Momentum
b. Acceleration
c. Density (3 marks)
2. Derived the unit of the following quantities using the base quantities unit.
a. Velocity
b. Force
c. Volume
d. Work (4 marks)

ASSIGNMENT 2

Lesson Plan Outline

Subject : Physics

Year : Form Four

Topic : INTRODUCTION TO PHYSICS

Learning Outcomes : Students should be able to :

1. explain what base quantities and derived quantities are.
2. list base quantities and their units.
3. list some derived quantities and their units.
4. express quantities using prefixes
5. express quantities using scientific notation.
6. express derived quantities as well as their units in terms of base quantities and
base units.
7. solve problems involving conversion of units.

Duration : Two periods ( 80 minutes )

Subject Content : 1.2 Understanding base quantities and derived quantities

Activities : 1. Teacher will gave an explanation on how important

scientific measurements and examples are in daily life.
2. Teacher will give an explanation on the difference between base and derived
quantities with their units.
3. Teacher describes how to use prefix.
4. Questions will be put forward for students to answer.
5. Students will then solve the problems involving base and derived quantities, prefix
and conversion units.

Moral Values ; Being thankful and raising awareness.

25
Creative and critical Thinking skills : understanding, analyzing, inter-relating and problem solving.

Teaching Aids : Laptop and LCD Projector, software.

ASSIGNMENT 2 : 1.2 Understanding base quantities and derived quantities

Scripting Outline :
Steps Content Procedure Notes
Introduction Introducing physics Teacher introduces the topic by CD / computer
( 5 minutes ) quantity asking the students to give animations
examples on objects to be
measured .
Teacher gives an explanation on
how important the scientific
measurements are.
.
Development One Defining base quantities Teacher differenciates the Diagrams
( 10 minutes ) examples given by students on
base quantities and their units in
diagram.
Teacher gives the explanation on
base quantities, their units and
symbols.
Teacher introduces derived
quantities by defining and giving
the examples, symbols and units.

Development Defining derived Teacher gives explanations on the Activities

Two (25 mins ) quantities differences between base and
derived quantities.
- Express quantities Students discuss the list of values
using prefixes. of prefixes and their observations
from nano to giga.
Development Discuss the use of Students are given work sheets Group activities
Three (15 minutes) scientific notation to and they try to answer the and discussion
express large and small questions on base and derived
numbers. quantities, using prefixes and
scientifis notations.
Development Problem solving Students are allowed to come in Problem solving
Four (20 minutes ) front of the class to participate in
problem solving activity.
Teacher discusses the answers with
the students.
Closure Summarize The teacher concludes by
( 5 minutes ) summarizing the lesson
26
Lesson plan outline

Subject : Physics

Year : Form 4

Topic : Introduction to Physics.

Learning outcomes : Student should be able to;

(1) Measure physical quantities using appropriate instruments.
(2) Explain accuracy and consistency.
(3) Explain sensitivity.

Duration : 2 periods

Subject content : Understanding measurements

Activities : (1) Students will be given several situations on measurement.

(2) Question will be put forward for students to answer.
(3) Student choose the appropriate instrument for a given
measurement.
(4) Discuss consistency and accurancy using the the distribution
of gunshots on target.
(5) Discuss the sensitivity of various instruments.

Moral values : being systematic and cooperative.

Creative and critical thinking skill : analyzing, inter-relating and problem solving.

Teaching Aids : Laptop and LCD projector.

LESSON PLAN 3
SUBJECT: PHYSICS
YEAR: FORM 4
TOPIC: INTRODUCTION OF PHYSICS

LEARNING OUTCOMES:
Student should be able to:
a) identify variables in a given situation
b) form a hypothesis
c) design and carry out a simple experiment to test the hypothesis
DURATION: 80 Minutes

SUBJECT CONTENT: 1.5 Analysing scientific investigations

27
ACTIVITIES:
1) Students will be shown a stimuli of pendulum hanging by a thread of different lengths.
2) Students will then identify all the possible variables
3) Students will then form a hypothesis.
4) Students will then write the frame work of the experiment and investigate the hypothesis.
5) Students will then write a report

MORAL VALUES: apply scientific skill

CREATIVE & CRITICAL THINKING: analysing, applying
TEACHING AIDS: Laptop, LCD and OHP

[ Appendix ]

Format of Reporting
Name:
Form: Date:
1. Title:
2. Inference:
3. Hypothesis:

4. Aim:
5. Variables:
Manipulative
Dependent
6. Constant variable

7. Apparatus

8. Procedure

9. How to fix manipulative variable

10. How to measure dependent
variable
11. Repeating procedure

12. Tabulate data

13. Graf and Conclusion

14. Precaution

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LESSON PLAN OUTLINE
1.5 Analysing Scientific Investigation
STEPS CONTENT PROCEDURES / RESOURCES /
ACTIVITIES NOTES
Set Induction Understanding 1. Teacher shows 2 sets of Used two sets of
(10 minutes ) the problem pendulum hanging from pendulum hanging
different lengths and ask the with different
student to compare each periodic length.
time.

Development

Step 1 Identify the 1. Teacher questions the

(20 minutes) variables; students that guide them to
Manipulative, identify the variables.
Dependent and 2. Teacher raises questions so
Constant that the students form the
Step 2 variable. hypothesis and the Apparatus and
(30 minutes) relationship of two variables. diagram shown in
Design a simple text book.
experiment to See appendix
test the 3. Teacher explains how to
hypothesis. conduct the experiment and
how to measure the variables.
4. Teacher than distributes a
Step 3 format of reporting the
(15 minutes) experiment to the students
and explains how to complete
Complete the the format.
experiment 5. Teacher divides the students
report. into groups and distributes the
apparatus.
6. Teacher asks the students to
finish the experiment within
20 minutes and display the
data for corrections (if any).

7. The teacher then asks the

students to complete the reports

Closure Understanding The teacher emphasizes the flow

(5 minutes) how to analyse in doing scientific investigation
scientific and the scientific method of
investigation reporting.

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