Physics Teacher’s Guide – Grade 9

FEDERAL DEMOCRATIC
REPUBLIC OF ETHIOPIA
MINISTRY OF EDUCATION
Physics
Teacher’s Guide
Grade 9

FEDERAL DEMOCRATIC
REPUBLIC OF ETHIOPIA
MINISTRY OF EDUCATION
 Physics Teacher’s Guide
Grade 9

Contributors:
Menberu Mengesha (Ph.D), Writer
Nebiyu Gemechu (Ph.D), Writer
Moges Tsega (Ph.D), Content Editor
Samuel Asefa (Ph.D), Curriculum Editor
Felekech G/Egziabher (Ph.D), Language Editor
Umer Nuri (MSc), Illustrator
Derese Tekestebrihan (Ph.D fellow), Book Designer

Evaluators:
Girmaye Defar (MSc)
Dessie Melese (MSc)
Zafu Abraha (MSc)
First Published xxxxx 2022 by the Federal Democratic Republic of Ethiopia, Min-
istry of Education, under the General Education Quality Improvement Program
for Equity (GEQIP-E) supported by the World Bank, UK’s Department for Inter-
national Development/DFID-now merged with the Foreign, Common wealth
and Development Office/FCDO, Finland Ministry for Foreign Affairs, the Royal
Norwegian Embassy, United Nations Children’s Fund/UNICEF), the Global Part-
nership for Education (GPE), and Danish Ministry of Foreign Affairs, through a
Multi Donor Trust Fund.

© 2022 by the Federal Democratic Republic of Ethiopia, Ministry of Education.

All rights reserved. The moral rights of the author have been asserted. No part
of this textbook reproduced, copied in a retrieval system or transmitted in any
form or by any means including electronic, mechanical, magnetic, photocopying,
recording or otherwise, without the prior written permission of the Ministry of
Education or licensing in accordance with the Federal Democratic Republic of
Ethiopia as expressed in the Federal Negarit Gazeta, Proclamation No. 410/2004 -
Copyright and Neighboring Rights Protection.

The Ministry of Education wishes to thank the many individuals, groups and
other bodies involved – directly or indirectly - in publishing this Textbook. Special
thanks are due to Hawassa University for their huge contribution in the devel-
opment of this textbook in collaboration with Addis Ababa University, Bahir Dar
University and Jimma University.

Copyrighted materials used by permission of their owners. If you are the owner of
copyrighted material not cited or improperly cited, please contact the Ministry of
Education, Head Office, Arat Kilo, (P.O.Box 1367), Addis Ababa Ethiopia.

PHOTO CREDIT:

Printed by:
xxxxxxxx PRINTING
P.O.Box xxxxxx
xxxxxxx, ETHIOPIA
Under Ministry of Education Contract no. xxxxxxxxxxx
ISBN: 978-999944-2-046-9
Foreward
Education and development are closely related endeavors. This is the main rea-
son why it is said that education is the key instrument in Ethiopia’s development
and social transformation. The fast and globalized world we now live in requires
new knowledge, skill and attitude on the part of each individual. It is with this
objective in view that the curriculum, which is not only the Blueprint but also
a reflection of a country’s education system, must be responsive to changing
conditions.

It has been almost three decades since Ethiopia launched and implemented new
Education and Training Policy. Since the 1994 Education and Training Policy
our country has recorded remarkable progress in terms of access, equity and
relevance. Vigorous efforts also have been made, and continue to be made, to
improve the quality of education.

To continue this progress, the Ministry of Education has developed a new General
Education Curriculum Framework in 2021. The Framework covers all pre-primary,
primary, Middle level and secondary level grades and subjects. It aims to reinforce
the basic tenets and principles outlined in the Education and Training Policy, and
provides guidance on the preparation of all subsequent curriculum materials –
including this Teacher Guide and the Student Textbook that come with it - to be
based on active-learning methods and a competency-based approach.

In the development of this new curriculum, recommendations of the education

Road Map studies conducted in 2018 are used as milestones. The new curricu-
lum materials balance the content with students’ age, incorporate indigenous
knowledge where necessary, use technology for learning and teaching, integrate
vocational contents, incorporate the moral education as a subject and incorpo-
rate career and technical education as a subject in order to accommodate the
diverse needs of learners.

Publication of a new framework, textbooks and teacher guides are by no means

the sole solution to improving the quality of education in any country. Continued
improvement calls for the efforts of all stakeholders. The teacher’s role must
become more flexible ranging from lecturer to motivator, guider and facilitator.
To assist this, teachers have been given, and will continue to receive, training on
the strategies suggested in the Framework and in this teacher guide. Teachers are
urged to read this Guide carefully and to support their students by putting into
action the strategies and activities suggested in it.

For systemic reform and continuous improvement in the quality of curriculum

materials, the Ministry of Education welcomes comments and suggestions which
will enable us to undertake further review and refinement.
ADDIS ABABA, ETHIOPIA FEDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
xxxxx 2022 MINISTRY OF EDUCATION
Contents

1 Physics and Human Society 3

1.1 Lesson 1: Definition and Nature of Physics (1hr) . . . . . . . . . . . 3
1.2 Lesson 2: Branches of Physics (2hrs) . . . . . . . . . . . . . . . . . . 5
1.3 Lesson 3: Related Fields to Physics (2hrs) . . . . . . . . . . . . . . . 7
1.4 Lesson 4: Historical Issues and Contributors (1hr) . . . . . . . . . . 8

2 Physical Quantities 11
2.1 Lesson 1: Scales, Standards and Units (Prefixes)-4hrs . . . . . . . . 11
2.2 Lesson 2: Measurement and Safety (4hrs) . . . . . . . . . . . . . . . 14
2.3 Lesson 3: Classification of Physical Quantities (4hrs) . . . . . . . . 16
2.4 Lesson 4: Unit Conversion (4hrs) . . . . . . . . . . . . . . . . . . . . 20

3 Motion in a Straight Line 25

3.1 Lesson 1: Position, Distance and Displacement (4hrs) . . . . . . . 25
3.2 Lesson 2: Average and Instantaneous Speed (2hrs) . . . . . . . . . 28
3.3 Lesson 3: Average and Instantaneous Velocity (2hrs) . . . . . . . . 30
3.4 Lesson 4: Acceleration (2hrs) . . . . . . . . . . . . . . . . . . . . . . 33
3.5 Lesson 5: Uniform Motion (2hrs) . . . . . . . . . . . . . . . . . . . 35
3.6 Lesson 6: Graphical Representation of Motion (4hrs) . . . . . . . . 37

4 Force, Work and Energy 41

4.1 Lesson 1: The Concept of Force (2hrs) . . . . . . . . . . . . . . . . . 41
4.2 Lesson 2: Newton’s Laws of Motion (4hrs) . . . . . . . . . . . . . . 43
4.3 Lesson 3: Forces of Friction (1hr) . . . . . . . . . . . . . . . . . . . 45
4.4 Lesson 4: The Concept of Work (2hrs) . . . . . . . . . . . . . . . . . 46
4.5 Lesson 5: Kinetic and Potential Energies (2hrs) . . . . . . . . . . . 48
4.6 Lesson 6: Power (1hr) . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

5 Simple Machines 55
5.1 Lesson 1 : Simple Machines and their Purpose (3hrs) . . . . . . . . 55
5.2 Lesson 2: Simple Machines at Home (1hr) . . . . . . . . . . . . . . 57
5.3 Lesson 3: Simple Machines at Work Place (1hr) . . . . . . . . . . . 58
5.4 Lesson 4: Classification of Simple Machines (2hrs) . . . . . . . . . 59
5.5 Lesson 5: Mechanical Advantage, Velocity Ratio and Efficiency of
Simple Machines (10hrs) . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.6 Lesson 6: Designing Simple Machine (2hrs) . . . . . . . . . . . . . 68

vi
CONTENTS vii

6 Mechanical Oscillation and Sound Wave 73

6.1 Lesson 1: Common Characteristics of Waves (1hr) . . . . . . . . . . 73
6.2 Lesson 2: String, Pendulum, and Spring (4hrs) . . . . . . . . . . . . 74
6.3 Lesson 3: Propagation of Waves and Energy Transmission (2hrs) . 76
6.4 Lesson 4: Sound Wave (5hrs) . . . . . . . . . . . . . . . . . . . . . . 78
6.5 Lesson 5: Superposition of Waves (2hrs) . . . . . . . . . . . . . . . . 80
6.6 Lesson 6: Characteristics of Sound Wave (1hr) . . . . . . . . . . . . 81

7 Temperature and Thermometry 85

7.1 Lesson 1: Temperature and our Life (1hr) . . . . . . . . . . . . . . . 85
7.2 Lesson 2: Extreme Temperature and Safety (1hr) . . . . . . . . . . . 87
7.3 Lesson 3: Temperature Changes and its Effects (2hrs) . . . . . . . . 88
7.4 Lesson 4: Measuring Temperature with Different Thermometric
Scales (3hrs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
7.5 Lesson 5: Types of Thermometers and their Use (2hrs) . . . . . . . 95
7.6 Lesson 6: Conversion Between Temperature Scales (6hrs) . . . . . 97
7.7 Lesson 7: Thermal Expansion of Materials (4hrs) . . . . . . . . . . 98
General Introduction

Grade 9 teacher’s guide is prepared for the teacher to guide the overall teaching
activity. The teacher is expected to read the teacher’s guide along with student’s
text book for the effectiveness of the teaching learning process. Moreover, the
student’s text book, prepared based on student centered approach, needs careful
preparation of the teacher inline with the approaches on the teacher’s guide. In
each chapter, the learning strategy of each subtopic, the teacher’s role before and
after the lesson, the style of assessment and answers to activities, exercises and
the end of unit questions are incorporated.

1
Unit 1

Physics and Human Society

Introduction

This unit deals with physics and the human society. In particular, students will
learn about definition of physics, different branches of physics, relationship
between physics and other fields of study, contribution of prominent scientists
in advancing physics, and the way physics knowledge has been evolving and
changing in history.

1.1 Lesson 1: Definition and Nature of Physics (1hr)

Learning Strategies

• Engage students in listening, watching and reading different media such as

radio, television, newspaper etc. and present to the classroom about their
understanding about the nature of physics. .

• Encourage students to identify different media programs and require them

to show how physics knowledge is applied. .

• Help the students in describing physics in terms of its objects of study,

products, technology it uses, and as a physics community practice.

3
4 Unit 1 Physics and Human Society

Teacher Preparation Outline

Before the Lesson

p
Ask students to give their own conception of physics in their own words

During the Lesson

p
Ask the students various brainstorming questions to check their under-
standing of the nature of physics. laws and principles of universe
p
Discuss the section from the textbook on definition and nature of physics.
p
Ensure that the students are paying attention to the lesson.
p
Arrange your students in a group of three or four to facilitate classroom
discussion about the definition and nature of physics.
p
Encourage each student to participate in the discussion
p
Ask the groups to report a summary of their discussion.

After the Lesson

p
Get feedback from students about their understanding of the lesson by
asking various questions
p
Suggest reference materials (if there are) that define physics and nature of
physics in different ways.

Encourage the students to understand science in general and branches of science

in particular. The word “science” is derived from the Latin word ’scientia’ meaning
knowledge. Science refers to a systematic and organized body of knowledge in
any area of inquiry that is acquired using the scientific method. Science can be
grouped into two broad categories: natural science and social science. Natural
science is the science of naturally occurring objects or phenomena, such as light,
objects, matter, earth, celestial bodies, or the human body. Natural sciences
can be further classified into physical sciences, earth sciences, life sciences, and
others. Physical sciences consist of disciplines such as physics (the science of
physical objects), chemistry (the science of matter), and astronomy (the science
of celestial objects). Earth sciences consist of disciplines such as geology (the
science of the earth). Life sciences include disciplines such as biology (the science
1.2 Lesson 2: Branches of Physics (2hrs) 5

of human bodies) and botany (the science of plants).

Answer to Exercise 1.1

Help students to define physics in their own words. Students can also name
various technological devices that have applications of physics knowledge from
their locality.

Answer to Activity 1.1

Help students mention the importance of physics other than those discussed
in the textbook. They can also list down other physical phenomena that uses
physics knowledge in their surroundings. Tell students that a person who study
physics is called a "physicist" not a “physician” which is a common mistake.

Assessment

• Ask the students to define what physics is and the nature and application
of physics in their day-to-day life

• Ask the students to review literature about how physics knowledge is used
to explain natural and physical phenomena such as lightening, the various
efforts made by the scientific community to understand natural and phys-
ical phenomena, how physics is used in designing technological devices
such as mobile phones, computers etc, the various endeavors made by the
scientific community to establish physics a discipline, and why, when and
how physics was included as a subject in school curricula and how physics
became an important discipline of study in the world.

1.2 Lesson 2: Branches of Physics (2hrs)

Learning Strategy

• Encourage the students to describe the different branches of physics and

the objects, methods, and latest products from these branch

Teacher Preparation Outline

Before the Lesson
p
Ask the students about how different sorts of knowledge are brought to-
gether to make certain things such as building houses, making a car, even
cooking a food.
6 Unit 1 Physics and Human Society

During the Lesson

p
Give example from real-life that uses knowledges from different disciplines
to make things. For instance, mobile phone is the application of physics,
chemistry and engineering
p
Describe the section from the textbook on branches of physics.
p
Ensure that the students are paying attention to the lesson.
p
Arrange your students in a group of three or four and ask them to list down
the branches of physics and present the summary of their discussion to the
classroom. .
p
Encourage each student to participate in the discussion

After the Lesson

p
Ask the students various brainstorming questions to check their under-
standing of branches of physics
p
Get feedback from students about their understanding of the branches of
physics by asking questions. You may give quiz.
p
Suggest them read some important reference materials that describe about
the various branches of physics

Answer to Exercise 1.2

▶ Help students list some physical phenomena in their surroundings. Mo-

tivate them to describe in which branch of physics each physical phe-
nomenon can be categorized.

Assessment

• Students are expected to come up with further and further sub-branches of

physics and their accurate descriptions and which branch of physics each
physical phenomenon can be categorized
1.3 Lesson 3: Related Fields to Physics (2hrs) 7

1.3 Lesson 3: Related Fields to Physics (2hrs)

Learning Strategies

• Encourage the students search in group for applications of the products of

physics from the different branches in today’s technology, engineering, or
medicine.

• Help the students to describe the relationships between physics and other
science subjects by enumerating instants of contributions of physics in the
other areas and their contribution to physics.

• Encourage students to discuss the key role of physics in such fields as

technology, engineering, medicine, metrology, military, astronomy, etc.

Teacher Preparation Outline

Before the Lesson

p
Ask the students to tell how physics is applied to develop technological
devices
8 Unit 1 Physics and Human Society

During the Lesson

p
Ask the students various brainstorming questions to check their under-
standing of the applicability of physics in various fields.
p
After getting feedback, introduce the lesson
p
Ensure that the students are paying attention to the lesson.

After the Lesson

p
Get feedback from students about their understanding of the lesson by
asking various questions. You can also give class work.
p
Suggest certain reference materials that discuss how physics is related to
other fields of studies.

Answer to Activity 1.2

Through group discussion, motivate students to list some other fields or areas of
science (other than those discussed in the textbook) where physics is applicable.
Assessment

▶ Ask students to describe how physics is related to other fields of study and
its contribution to the development of certain disciplines and applications.
..

1.4 Lesson 4: Historical Issues and Contributors (1hr)

Learning strategies

• Engage students in groups to present one important historical physics

issue and at least two prominent physicists/scientists who have developed
certain physical laws and principles. Poster presentation with the pictures
of the prominent figures might be important. Small group presentation on
the past five years Nobel Prize winners in physics (Who they are and what
they have done)

• Present pictures and stories about key physics findings, interesting physics
tools and set-ups, and prominent scientists;
1.4 Lesson 4: Historical Issues and Contributors (1hr) 9

Teacher Preparation Outline

Before the Lesson

p
Ask brainstorming questions about some important scientists/physicists
they know
p
Ask them to tell why they became prominent together with what they have
discovered.

During the Lesson

p
Introduce the lesson on historical issues and contributors from the text-
book.
p
Ask the students various brainstorming questions to check their under-
standing of the historical issues and contributors concerning physics.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

p
Get feedback from students about their understanding of the lesson by
asking various questions.
p
Read various reference materials that describe historical issues and con-
tributors to physics

Answer to Exercise 1.3

There are various other well-known historical contributors in physics. For exam-
ple:

Archimedes is the greatest scientist of ancient times, who pushed mathemat-

ics, physics, and engineering to new heights. He created the physical sciences
of mechanics and hydrostatics, discovered the laws of levers and pulleys, and
discovered one of the most important concepts in physics – the center of gravity.
He applied advanced mathematics to the physical world.

Johannes Kepler broke the tradition of thousands of years of astronomy, discov-

ering that the heavenly bodies follow elliptical paths. Kepler’s laws of planetary
motion were an absolutely crucial breakthrough in our understanding of the
10 Unit 1 Physics and Human Society

universe.

Ernest Rutherford is the father of nuclear chemistry and nuclear physics. He

discovered and named the atomic nucleus, the proton, the alpha particle, the
beta particle, and he predicted the existence of the neutron.

There are many other historical contributors in physics which students can come
up with by reading various references or online resources.

Assessment

▶ Students are expected to present the history of prominent scientists that

are not mentioned in the textbook at least from classical and modern era of
physics with their important contributions.

NB: Assist students to read the online resources provided as clickable contents
in the unit. Use the soft copy of the textbook to do so.

Answer to end of unit questions

1. B

2. A

3. D

4. D

5. E

6. C

7. B
Unit 2

Physical Quantities

Introduction

This unit imparts knowledge to the students about physical quantities. Particu-
larly, students will learn about scales, standard units, all measurements encoun-
tered in their life and surrounding, classification of physical quantities, scientific
notations and conversion of units.

2.1 Lesson 1: Scales, Standards and Units (Prefixes)-4hrs

In this section the teacher is expected to use the following learning strategies:

• Encourage students to observe traditional measurement activities in their

localities (home, market place etc. ) and prepare a report on what they are,
where it is practiced, and how people use these measurements to determine
the size of somethings.

• Help students to know the abundance of measurement activities and re-

lated issues in life;

• Given five quantities (length, mass, time, volume, temperature) identify the
traditional and commonly used scales and units of measurement.

• Encourage students to check and the extent to which these measurements

are accurately measuring what they intended to measure by comparing
with modern measurement tools.

• In a pyramiding method, discuss the need for standards of measurement

and identify problems of non-standard measurement practices;

11
12 Unit 2 Physical Quantities

Teacher Preparation Outline

Before the Lesson

p
Ask the students to list down the different measuring tools used in their
locality
p
Tell them how accuracy is compromised using traditional measuring tools
p
Tell how people in different parts of the world used different scales to
measure
p
Tell them how ancient people came to understand the importance of com-
mon standard scales and units

During the Lesson

p
Ask the students various brainstorming questions about scales, standard
and nonstandard units.
p
Read the section on scales, standards of length, mass and time, scientific
notations, significant figures and prefixes found on the textbook.
p
Ensure that the students are paying attention to the lesson.
p
Arrange your students in a groups of three or four to facilitate classroom
discussion about scales, standards of length mass, and time, scientific
notations significant figures and prefixes
p
Encourage each student to participate in the discussion
p
Ask the groups to report summary of their discussion.

After the Lesson

p
Get feedback from students about their understanding of the lesson by
asking important questions
p
Suggest some important reference materials that could deepen their under-
standing about the lesson. .

Answer to Activity 2.1

2.1 Lesson 1: Scales, Standards and Units (Prefixes)-4hrs 13

▶ Guide students to list different examples of nominal scales in their com-

munity in relation to taxonomic category in biology (rodent, canine, and
primate), religion and so on.

Answer to Exercise 2.1

▶ Discuss the different examples of ordinal scales such as class rank, horse
race, and so on.

Answer to Exercise 2.2

▶ Grade levels in school, age, income.

Answer to Activity 2.2

▶ All students tell their weight in kg;

▶ Yes, scales involving division of two ratio scales are also themselves ratio
scales. For example acceleration is the ratio of velocity to time. Velocity
itself is the ratio of displacement to time.

▶ Guide students to observe in groups measurement activities in the sur-

rounding (home, local market and work places) for two days and prepare
report on what, where, and how of the measurements observed.

▶ Guide students to discuss the traditional and commonly used scales and
units of measurement for length, mass, time, volume and temperature
based on their observation.

Answer to Activity 2.3

▶ No, the measurements are not standard. For the measurements to be

standard, measurements taken by different students in different places
must yield the same result.

Answer to Exercise 2.3

▶ The SI base units of length, mass, and time are meter (m), kilogram (kg)
and second (s) respectively.

Answer to Activity 2.4

14 Unit 2 Physical Quantities

▶ We need a standard unit for measurement to make our judgment more

reliable and accurate. For proper dealing, measurement should be the same
for everybody. Thus there should be uniformity in measurement. For the
sake of uniformity we need a common set of units of measurement, which
are called standard units.

▶ Non-standard units can lead to errors in conversion and it doesn’t work

well across different countries and different places. Also the dimensions of
some physical quantity may differ.

Answer to Exercise 2.4

1. 1.26 × 10−6

2. 2 Significant Figures

Answer to Exercise 2.5

1. 6.371 × 106 m = 6.371 Mm

2. 7.5 × 10−6 m = 7.5 µm

Assessment
Assessment in this unit should reflect students’ ability development in identifying
different types of scales, standard units, scientific notations, significant figures,
and prefixes.

2.2 Lesson 2: Measurement and Safety (4hrs)

In this section the teacher is expected to use the learning strategy:

• Guide students to observe different measuring instruments help to measure

different physical quantities (length, area, volume, time, mass, and so on.)

• Engage students to measure the, length, width and area of the black board.

• Encourage students to determine the masses of different objects

Teacher Preparation Outline

Before the Lesson
2.2 Lesson 2: Measurement and Safety (4hrs) 15

p
Ask students to list down the different measurement tools they ever used in
their day-to-day life
p
Ask students to tell what people in their locality to protect themselves
from injury while they are engaged in various activities such as farming,
harvesting, cutting, welding, etc.
p
Introduce the lesson on the measurement and safety from the textbook.

During the Lesson

p
Introduce the lesson from the textbook
p
Ask the students various brainstorming questions to check their under-
standing of measurement with respect to standard and nonstandard units.
p
Tell students about the various safety measures
p
Ensure that the students are paying attention to the lesson.

After the Lesson

p
Get feedback from students about their understanding of the lesson by
asking various questions.
p
Suggest some important reference materials related to measurement.

Answer to Activity 2.5

1. Guide students to observe their local environment and list different instru-
ments used to measure different physical quantities (length, area, volume,
time, mass and so on.)

2. Guide students to discuss different measurement activities and related

issues in life.

Answer to Activity 2.6

1. Tell students to measure the width and length of their exercise book in
meter, centimeter and millimeter. Guide them to compare their results
with that of their class mates and discuss the possible source of errors if the
measured values are different for the same exercise book.
16 Unit 2 Physical Quantities

2. Vernier caliper

3. First he has to measure and graduate the rope using the meter stick and
then use the rope.

Answer to Activity 2.7

Materials needed: Tape measure or Carpenter rule
As a teacher you are expected to measure the length, the width and the area of
the blackboard carefully before students are involved into this activity.

1. Guide students in groups to measure the length and width of the black
board in meter unit.

2. Ask students to calculate the area of the blackboard using the measured
value.

3. Make students in each group to compare their result. Finally compare the
students’ measured values with the exact value that you measured and
discuss on sources of errors.

4. Tell students to convert the measured values into cm and mm scale.

Assessment
In this section, assessment should reflect students’ ability development in iden-
tifying different measuring instruments for different physical quantities and
measurement practices (traditional and scientific).

2.3 Lesson 3: Classification of Physical Quantities (4hrs)

Learning strategies:

• Arrange small groups and help them to classify physical quantities as scalars
and vectors

• Arrange small groups to help students to measure length, area, volume,

density, and speed as derived quantities;

• Encourage students to compute speed and density by measuring distance,

time, mass and volume

• Encourage students to use certain instruments such as stop watch, stetho-

scope and thermometer to measure time, heartbeat and body temperature,
2.3 Lesson 3: Classification of Physical Quantities (4hrs) 17

• Encourage students to use smart phones (if available) for measuring time,
heartbeat, body temperature, etc.).

Teacher Preparation Outline

Before the Lesson

p
Ask students to tell the class what physical quantities are and how they used
to classify them
p
Ask students how they measure some things such as mass of cotton, length
of a , area of a plot of land
p
Ask students how people in their locality compute whether something is
going fast or slow
p
Ask students how people in their locality measure whether something is
denser or lighter
p
Ask students how people in their locality know the size of a certain object

During the Lesson

p
After getting feedback introduce the lesson on classification of physical
quantities from the textbook.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

• Ask the students some brainstorming questions to check their understand-

ing on measurement and classification of physical quantities.

p
Suggest some reference materials on classification of physical quantities.

Answer to Exercise 2.6

1. Guide students to discuss the different mechanisms of measuring mass in

their local area.

2. Guide students to list mass measuring instruments in their locality. In

most cases beam balance, spring balance, triple beam balance and digital
balance.
18 Unit 2 Physical Quantities

Answer to Activity 2.8

1. Guide students to visit different shops in their local area and observe the
measuring procedures carefully. Tell them to write a report on the proce-
dures taken to measure each item and the exactness of the measurement.

Answer to Activity 2.9

Material needed: beam balance

1. Guide students in groups to collect different sample objects as stated in

Activity 2.15 of students text book.

2. Guide each group to measure the mass of a) a duster b) an exercise book

and c) one stick of chalk and record the value in table.

3. Tell each group to compare its recorded value with that of other groups.

Answer to Activity 2.10

1. Guide students in small groups to discuss and list the names of scientific
time measuring devices. Common time measuring devices are watch, stop
watch and digital watch.

2. Guide students to record the activities that they did from the sun rise to the
sun set. Let the students compare their recorded activities with that of their
class mates. Which students used the time properly and wisely? Which
students didn’t use their time wisely. Finally guide students to discuss the
wise use of time in relation to effectiveness.

Answer to Activity 2.11

1. The symbols of physical quantities length, width, and area are l , w and A
respectively. The units of length and width are the same and it is meter (m).
However, the unit of area is m2 . Length or width are fundamental physical
quantities. Area is a derived physical quantity.

Answer to Activity 2.12

1. Fundamental physical quantities are: mass and length. Derived physical

quantities are: speed, volume, force and pressure

Answer to Exercise 2.7

2.3 Lesson 3: Classification of Physical Quantities (4hrs) 19

1. a) Volume = length × width × height or V = l × w × h (length, width and

height have the same dimension and are fundamental or basic physical
quantities. Its SI unit is m3 .

b) Density is the ratio of mass to volume. Densi t y = V mass

ol ume =
mass
l eng t h×wi d t h×hei g ht .

Density is derived from two fundamental physical quantities mass and

length.

c) Speed is the ratio of distance to time. Speed= d itsti me

ance
= st = l
t

Speed is derived from two fundamental quantities length and time.

2. Guide students to use stopwatch in their mobile (Android) to measure time.

Moreover, guide the students to download and install heart rate variability
(HRV) analysis software to measure the heart beat and Thermometer APK
to measure temperature.

Answer to Activity 2.13

1. Mass, time, area, speed, energy, work, pressure, electric current and tem-
perature are scalar quantities and they are described by their magnitude
only. They have no direction. However, velocity, acceleration, force, mo-
mentum, current density and displacement are vector quantities. They are
described by their magnitude and direction.

Assessment
After the completion of lesson3, the teacher is expected to assess students:

• By writing certain physical quantities on the blackboard, ask students to

classify physical quantities as scalar and vector

• Give practical activity or home take assignment to measure time, volume,

area, heartbeat and temperature physical quantities and ask them to come
up with a written report

• Practical activity on measuring time, heart rate, and temperature using

mobile (Android)

• Give quiz

N.B Giving timely feedback for all assessments is very important.

20 Unit 2 Physical Quantities

2.4 Lesson 4: Unit Conversion (4hrs)

In this section the teacher is expected to use the learning strategy:

• Engage students in conversion of measured values to fractional units and

also from a system of unit to another.

• Engage students in measurement tasks in an accurate manner with com-

monly available measuring tools (ruler, wristwatch, etc.);

• Engage in accurate estimations of sizes with spans, steps, heartbeats, num-

ber of blocks, etc.

Teacher Preparation Outline

Before the Lesson

p
Ask the students various brainstorming questions to check to what extent
they are aware of conversion of units
p
Ask students to tell how they used to convert units such as hour in to
minutes and minutes in to seconds etc
p
Suggest some reference materials on conversion of units.

During the Lesson

p
After getting feedback introduce the lesson on conversion of units from the
textbook. Do practical examples on conversion of units
p
Ensure that the students are paying attention to the lesson.

After the Lesson

p
Give a brief summary of important points
p
Get feedback from what students have done on conversion of units.

Answer to Exercise 2.8

1. B
2. A
3. Vernier Caliper

a) 10 nm = 10×10−9 m = 10−8 m
2.4 Lesson 4: Unit Conversion (4hrs) 21

b) 10−5 mm

c) 0.01 µm

Answer to Exercise 2.9

1. a) 1d = 24 hr,

b) 1d = 24 × 60 min =1440 min.

c) 1 d = 1440 × 60 s = 86400 s

2. Guide students to list some traditional ways of measuring time in their

community.

3. a) 0.25 h =0.25× 60 min =15 min, 0.25 h = 15 × 60 s =900 s

b) 3.2 h = 3.2 × 60 min =192 min, 3.2 h = 192 × 60 s = 11520 s

c) 6.7 h = 6.7 × 60 min = 402 min, 6.7 h = 402 × 60 s = 24120 s

Assessment
In this section, assessment should reflect students’ ability on commenting on the
inaccuracy of common measurement practices, and attitude and skill develop-
ment in following standard and accurate measurement procedures. The fluency
of students in conversion of units from one system to another must be highly
credited

p
Ask students to use measuring instruments such as meter stick, Vernier
caliper to determine the sizes of objects and convert the results in to another
units such as from cm to m and from cm to nm etc

NB: Assist students to read the online resources provided as clickable contents
in the unit. Use the soft copy of the textbook to do so.

N.B Giving timely feedback is very important.

Answer to end of unit questions and problems
Part I
1. B
2. B
3. C
4. B
22 Unit 2 Physical Quantities

5. B
6. B
7. A
8. D
9. B
10. B
11. C
12. B
13. B
Part II

1. False

2. False

3. True

4. False

5. True

6. False

Part III

1. Interval scale lacks true zero point. But ratio scale has true zero point. One
cannot multiply or divide units in interval scale. However, it is possible to
multiply and divide units in ratio scale.

2. 43200 s

3. See student’s textbook (it is well defined there)

4. See student’s textbook

5. See student’s textbook.

6. a) meter b) kilogram c) second

7. Vernier caliper

8. See the safety rules in students’ textbook.

2.4 Lesson 4: Unit Conversion (4hrs) 23

9. There are many examples of scalar and vector quantities. Ask students to
list at least three scalar and three vector quantities.

Part IV

1. 3.995 kg or 3995 g

2. a) microgram, 10−6 g b) milligram, 10−3 g

3. 25.5 year= 310.675 month (for 1 y =365.5 d)

4. 840 cm

5. 4320 minute

6. 160 ceramics

7. 0.15 Tm

8. a) 1012 km3 , 1027 cm3

9. a) 101 ns b) 10 mg c) 72 Gm
Unit 3

Motion in a Straight Line

Introduction

Motion is a common experience of all students. It can take place in different paths.
Among these are rectilinear motion or motion in a straight line, curvilinear motion
or motion in a curved path and projectile motion, etc. However, this unit deals
with motion in a straight line . In this unit ., students will learn about the concepts
of position, distance and displacement; average and instantaneous quantities
(such as average speed, average velocity, instantaneous speed and instantaneous
velocity), acceleration, uniform motion and graphical representation of motion.

3.1 Lesson 1: Position, Distance and Displacement (4hrs)

Learning Strategies

• Engage students how the location of places are described. ;

• Encourage students in hands-on activity to locate the position of the class-

room, the laboratory, library, school gate, etc., first in statements and grad-
ually by drawing.

• Engage students in describing the concepts of reference, reference frame,

position vector, etc. .

• Encourage students to use google-map of the school locality and position

important places nearby the school and record the position on a paper
drawing. The same activity can be repeated expanding the area to the
region and/or the country (Ethiopia).

25
26 Unit 3 Motion in a Straight Line

• Encourage students to use google-map to measure distance “Measure dis-

tance” facility, determine the distance on road and areal distance between
important places. Use the same activity to introduce and distinguish be-
tween concepts of “distance and displacement”.

• Engage students in graphical vector addition activity with displacement

vectors using diagrams drawn to scale. The activity will be used to introduce
vector symbols, magnitude, direction, vector diagrams, measurement of
angles, and conversion between scales.

Teacher Preparation Outline

Before the Lesson

p
Make the students tell the class about their concept and background expe-
rience of motion.
p
Ask students to tell how distance and displacement why it is important to
describe the position of something
p
Ask students to compute the path travelled by a certain body when it is
moving on a straight line to a certain direction and also when it is going
back and forth
p
Ask students what differences they observed
p
Read the section on position, distance and displacement from the textbook.
p
Read various reference materials that explain about position, distance and
displacement

During the Lesson

p
After getting feedback from students, introduce the lesson that distance
and displacement are distinct characteristically
p
Give examples of distance and displacement
p
Ensure that the students are paying attention to the lesson.
p
Arrange your students in groups of three or four to facilitate classroom
discussion the concept of position, distance and displacement.
3.1 Lesson 1: Position, Distance and Displacement (4hrs) 27

p
give an example and solve a problem on distance and displacement in the
class
p
Encourage each student to participate in the discussion

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give them homework to come up with the various
types of motions they have encountered in their surroundings.
p
Take the students to a football field and identify two different points in the
field. Let th students move from one point to the other point by following
different paths. Ask them to tell how many such possible different paths
are there and which path is the displacement.
p
Ask the groups to report summary of their discussion.

Answer to Exercise 3.1

A body is said to be at rest in a frame of reference when its position in that
reference frame does not change with time. If the position of a body changes
with time in a frame of reference the body is said to be in motion in that frame of
reference. The concepts of rest and motion are completely relative; a body at rest
in one reference frame may be in motion with respect to another reference frame.
Therefore, if your frame of reference is taken to be the horse, your position is not
changing with respect to the horse and you are said to be at rest with respect to
the horse. However, if your frame of reference is taken to be a point on the ground,
obviously your position is changing with respect to the point and you are said to
be in motion with respect to it.
Answer to Exercise 3.2
The SI unit of both length and distance is meter. Concerning the dimension of
a standard football field, it is expected that the length has to be minimum 100
meters and maximum 110 meter and the width has to be minimum 64 meters
and maximum 75 meters for international matches.
Therefore, the minimum distance around a standard football field would be:

2 × 100 + 2 × 64 = 328 meters

The maximum distance is:

2 × 110 + 2 × 75 = 370 meters

28 Unit 3 Motion in a Straight Line

Distance is a positive quantity.

Answer to Activity 3.1
The displacement of the first student is 100 meters to the right of point A.
The displacement of the second student is 100 meters to the left of point A.
The third student returned back to his initial position and has zero displacement.
Answer to Exercise 3.3
If the initial and final positions are the same, the displacement is zero.
Answer to Exercise 3.4
If x f > x i , the displacement is positive
If x f < x i , the displacement is negative
If x f = x i , the initial and final positions are the same and the displacement is zero
Assessment

• Students should demonstrate ability in using reference and reference frames

to locate objects in pictures, maps, and google-maps.

• Abilities in calculating distance with appropriate units and using scales and
google-maps facilities must be focus of assessment.

3.2 Lesson 2: Average and Instantaneous Speed (2hrs)

Learning strategies

• Encourage students to engage themselves in jogging and running activities

to measure their speed in the school sport field.(For about 150m to 200m in
total). Use stopwatches (on mobile phones) to accurately measure the time
for each 50 meter. Let students in groups record the data for the distance
and time taken and in class let groups exchange data to have as many pair
of data as possible. Then, use the data and its analysis to introduce the
concepts average speed.

• Engage students in collecting data about speed measurement and typical

values involved in everyday activities. Then, small group discussions to
build up the list and different ways of measuring speed and answer the
question what are the maximum and minimum values of speed and units
in different life activities (athletics, driving, etc)

• Engage students in solving real-life problems related to instantaneous and

average speeds
3.2 Lesson 2: Average and Instantaneous Speed (2hrs) 29

Teacher Preparation Outline

Before the Lesson
p
Ask students to describe a certain motion before telling what instantaneous
and average speed mean in reality
p
Ask students to tell why it is important to compute average speed. For
instance a runner might be slower somewhere and faster in another place
but to judge how fast is the runner we don’t need to know at which point he
was faster or slower but simply calculating the distance covered by the time
taken to arrive at the end line. Therefore, the winner’s speed is determined
by the average value than what he had done somewhere. (you can give
another example)
p
After doing so just tell the meaning of instantaneous speed and average
speed

During the Lesson

p
Discuss the lesson on average and instantaneous speed from the textbook.
p
Ask students to tell their own experiences
p
Ask students some brainstorming questions about the concept of average
and instantaneous speed.
p
Give elaborative examples from the students’ day to day activities.
p
Solve problems on instantaneous and average speed
p
Ensure that the students are paying attention to the lesson.
p
If possible, support your lesson with simulated or video record of various
bodies moving with various speeds.

After the Lesson

p
Get feedback from students about their understanding of the lesson by
asking various questions. You may deliver a quiz or a class work.
p
Give class work
p
Suggest some reference materials that discusses average and instantaneous
speed
30 Unit 3 Motion in a Straight Line

Answer to Exercise 3.5

Speedometer reads the instantaneous speed of a vehicle.
Answer to Exercise 3.6
Average speed is the speed of a moving body over a given interval of time or it is
the overall rate at which the body is moving. However, the instantaneous speed is
the speed of the body at any given instant of time. They are both scalar quantities.
Answer to Exercise 3.7
33.33 m/s
Assessment

• Competence in accurately defining average and instantaneous speed

• Students should demonstrate the skill and knowledge of computing average

and instantaneous speed

3.3 Lesson 3: Average and Instantaneous Velocity (2hrs)

Learning strategies

• Teacher introduces the ideas of average and instantaneous velocity. It can

also be done by giving reading assignment before the teacher’s lecture.

• Engage in discussion of the concepts and identifying the difference between

average and instantaneous velocity.

• Engage students in jogging and running activities along a given direction

in the school sport field. Let them use stopwatches (on mobile phones) to
accurately measure the time required to run 100 meter in a given direction.
Note that direction is very important here. Let students in groups record
the data for the distance covered in a given direction and time taken to
calculate the average velocity (average speed in a given direction).Then,
introduce the concept average speed.

Teacher Preparation Outline

Before the Lesson

p
Start by asking students to give an example about a certain motion in a
given direction.
p
Ask students about their understanding of instantaneous and average speed
3.3 Lesson 3: Average and Instantaneous Velocity (2hrs) 31

p
Tell them this lesson is the extension of the previous one but remind them
that in the previous lesson there was no mention of direction.
p
Tell them that this lesson considers direction as an important variable in
determining its value.
32 Unit 3 Motion in a Straight Line

During the Lesson

p
Tell students the meaning of instantaneous and average velocity by giving
examples
p
Give practical real-life examples in introducing why it is important to com-
pute instantaneous and average velocity.
p
Read the section on average and instantaneous velocity from the textbook.
p
Give elaborative examples on average and instantaneous velocity from
students’ day to day experience.
p
Give worked examples on instantaneous and average velocity
p
Ensure that the students are paying attention to the lesson.
p
If possible, support your lesson with various simulated or video recorded
bodies moving with various velocities.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may deliver a quiz or a class work.

• Suggest some reference materials on average and instantaneous velocity.

Answer to Exercise 3.8

No, average speed and the magnitude of average velocity are not the same since
speed and velocity are not the same. Speed is a scalar while velocity is a vector.
Answer to Exercise 3.9
The distance covered by Tirunesh during the race was 5000 meters and she took
14 min 39.94 sec (or 879.94 sec) to complete this distance. Her average was:

s 5000 m
vav = = = 5.68m/s
t 879.94 s

Answer to Exercise 3.10

Athlete 1 completes 100m in 55 seconds
The average speed of athlete 1 is

s 100 m
vav = = = 1.82m/s
t 55 s
3.4 Lesson 4: Acceleration (2hrs) 33

Athlete 2 completes the same distance (100 m) in 50 seconds. The average speed
of Athlete 2 is:
s 100 m
vav = = = 2m/s
t 50 s
Therefore, the average speed of Athlete 2 is greater than that of Athlete 1.
Assessment

• Make sure that students developed competencies in accurately defining

average and instantaneous velocity

• Make sure that students have demonstrated competencies in using equa-

tions of motion to solve problems on average and instantaneous velocity

3.4 Lesson 4: Acceleration (2hrs)

Learning Strategies

• Engage students in conceptualizing the meaning of acceleration

• Help students to use equations of motion in computing the values of accel-

eration

• Help students to use the concept of velocity and time to conceptualize

acceleration

• Encourage students in computing the value of acceleration given a certain

motion in day-to-day life by using equations of motion
34 Unit 3 Motion in a Straight Line

Teacher Preparation Outline

Before the Lesson

p
Give real-life examples of acceleration and ask students to describe it. For
instance, you may give a certain motion such as a runner increases his/her
speed suddenly to stood first in a race. How can you describe this state of
motion? The more the runner increases his/her speed the more he/she
accelerates. Tell what this phenomena in reality is.i.e. the more he/she
changes his/her speed he/she can arrive the end line with in a short time.
Runners’ quality in winning the game is determined by their acceleration
etc. (give your own example here)
p
After doing so you can tell the term acceleration
p
Read the section on acceleration from the textbook.
p
Read various reference materials that explain about acceleration

During the Lesson

p
Introduce the meaning of acceleration
p
Give elaborative examples on acceleration from students’ day to day experi-
ence.
p
Give real-life problems and ask students to solve
p
Ensure that the students are paying attention to the lesson.
p
If possible, support your lesson with various simulated or video recorded
accelerating bodies.
p
Engage students in practically measuring acceleration using speedometer.
Let them observe the initial and final values of the speedometer in a given
period of time for a car (or other vehicle) travelling in a given direction.
From the data they can calculate the acceleration. For students who do not
have access to speedometer, please provide some simulated video links.

After the Lesson

p
Get feedback from students about their understanding of the lesson by
asking various questions. You may deliver a quiz or a class work..
3.5 Lesson 5: Uniform Motion (2hrs) 35

p
Ask students to solve real-life problem using equations of motion

Answer to Exercise 3.11

1. Zero

2. No.

Assessment

• Make sure that students can describe the meaning of acceleration

• Make sure that students are able to solve problems related to acceleration’

3.5 Lesson 5: Uniform Motion (2hrs)

Learning Strategies

• Engage students in describing uniform motions by looking at real-life

problem situations

• Encourage students in describing the quantities of uniform motions such

as speed and velocity

• Encourage students in distinguishing uniform motions from non-uniform

motions

• Engage students in solving real-life problems by using equations of uniform

motions

Teacher Preparation Outline

Before the Lesson

p
Give examples of motions i.e. both uniform and non-uniform and ask
students what makes then similar and distinct
p
Tell students that a certain motion can either be uniform or non-uniform
depending on the pattern of the movement of the object
36 Unit 3 Motion in a Straight Line

During the Lesson

p
Start by asking students about the concept of uniform motion
p
Introduce the lesson by defining what uniform motion means and giving
examples from real-life situation
p
After getting feedback, introduce the lesson
p
Ask students to tell the conditions for a certain motion to be uniform and
non-uniform
p
Give elaborative examples of uniform motion from students’ day to day
experience.
p
Ensure that the students are paying attention to the lesson.
p
If possible, support your lesson with various simulated or video recorded
bodies undergoing uniform motion

After the Lesson

p
Ask students some important questions that could help you know their
understanding of uniform motion
p
Make summary of important points

You may deliver a quiz or a class work..

• Suggest some reference materials that explain about uniform motion

Assessment

• Make sure that students could describe the characteristics of uniform

motion

• Make sure that students have demonstrated competencies in computing

quantities like distance, speed and velocity in a uniform motion.
3.6 Lesson 6: Graphical Representation of Motion (4hrs) 37

3.6 Lesson 6: Graphical Representation of Motion (4hrs)

Learning Strategies

• Engage students to plot uniform motion using graphs

• Engage students in drawing s-t, and v-t data and let convert motions using
graphs.

• Engage them to determine the slope of s-t graph of a uniform motion by

giving its physical meaning.

• Encourage students to compute the distance covered by the body from the
v-t graph.

• Give students tabulated s-t, and v-t data and let them convert to graph.

• Engage them to determine the slope of s-t graph of a uniform motion by

giving its physical meaning.

• Encourage students to compute the distance covered by the body from the
v-t graph.

Teacher Preparation Outline

Before the Lesson

p
Ask students to tell the characteristics of a uniform motion
p
Ask students if they are able to represent numerical values in to x-y coordi-
nate graphs
p
Show how numerical values can be represented in to x-y coordinate

During the Lesson

p
After getting feedback on the students’ concept of plotting, introduce the
lesson.
p
Introduce the lesson on graphical representation of motion from the text-
book.
p
Give elaborative examples of graphical representation of motion (for exam-
ple, by plotting the s-t or v-t graphs)
38 Unit 3 Motion in a Straight Line

p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give them s-t or v-t data and ask them to represent it
graphically.
p
Give classroom exercises to solve problems on uniform motion using graphs

p
Suggest some reference materials that explain about graphical representa-
tion of motion

Assessment

• Make sure that students have the competency of representing physical

quantities (quantities in motion) and assessing their relationships graphi-
cally.

• Make sure that students are able to represent data with graphs and read
data from graphs (which is highly valued).

• Make sure that students are expected to draw graphs with correctly labeled
axes with units.

• Make sure that students have demonstrated the abilities in using graphs to
predict values (say speed) in specific cases (say at a given instant).

Answer to Exercise 3.12

Car B be is moving faster since it has steeper slope.
Answer to Activity 3.2
Encourage the students to draw the graph.
Answer to Activity 3.3
Zero. The graph is horizontal line since the velocity is constant at any time in
uniform motion. The slope of horizontal line is zero.
Answer to Activity 3.4
Help students to investigate the types of vehicles that are causing human/animal
deaths and property damages in their area? Make them guess the percentage of
the accidents caused by violation of speed limit. They should discuss in groups,
report to the class and suggest possible solution.
Assessment
3.6 Lesson 6: Graphical Representation of Motion (4hrs) 39

• Ability to represent physical quantities (quantities in motion) and their

relationships graphically must be assessed.

• The ability to represent data with graphs and reading data from graphs is
highly valued. When representing data with graphs students are expected to
draw graphs with correctly labeled axes with units. Students should demon-
strate abilities in using graphs to predict values (say speed) in specific cases
(say at a given instant).

NB:
- Assist students to read the online resources provided as clickable contents in
the unit. Use the soft copy of the textbook to do so.

-Using the ICT facility of your school or smart phones, assist students to perform
the virtual laboratories by clicking on the provided links at the end of the unit.
Use the soft copy of the textbook to do so.
Answer to end of unit questions
Part I

1. In uniform motion, velocity is constant. This means that the average and
instantaneous velocity is the same.

2. In uniform motion, the area under velocity against time graph describes
the distance covered by the body.

3. The body is at rest

4. The acceleration of a body is positive if it has the same direction as the ve-
locity of the body. If the acceleration and velocity have opposite directions,
then the acceleration is said to be negative. Negative acceleration is known
as deceleration.

5. b and c

6. The average speed of the athlete is 1.82 m/s.

60km
7. The distance between the two towns A and B is hr × 2 hrs = 120 km. For
the round trip, the total distance is 2 × 120 km = 240 km. The average speed
for the round trip is given to be 50 km/hr. This means that:

km 240 km
50 =
hr t
40 Unit 3 Motion in a Straight Line

where t is the total time taken by the car for the round trip. Therefore,

t =4.8 hrs

Hence, the time required for the car to travel from town B to A is simply
4.8 hrs − 2 hrs = 2.8 hrs.

Finally, the average speed of the car when travelling from town B to a is

120 km
vav = = 42.86 km/hr
2.8 hrs

8. a 20 m from the origin

b 2 m/s

9. 22.5 km

10. a Plot the linear graph

b 10 m/s

c This is the case of constant velocity.

d The initial position of the car is at the origin

11. 10 m/s

12. A. 2.5 m/s south

B. 2.27 m/s north

C. Zero

Part II

13. A

14. C

15. B

16. C

17. D
Unit 4

Force, Work and Energy

Introduction

This unit deals with the concepts of force, work and energy. In particular, students
will learn about the concept of force, contact and non-contact forces, work and
energy. Students will also explore that the scientific definition of work in physics
might be different from their traditional belief concerning the concept of work
done. They will also learn about work done per unit time, i.e., power.

4.1 Lesson 1: The Concept of Force (2hrs)

Learning strategies

• Encourage the students to use their prior knowledge by deforming various

materials to learn the effect of force.

• Engage the students through a variety of force activities (pulling, pushing,

stretching or compressing springs etc.)

• Encourage students to use anchor charts to visualize students’ learning and

connect their prior concept of force to the new one.

• Engage students in using bar magnets or a ball thrown vertically upwards

to explain about non-contact forces.

Teacher Preparation Outline

Before the Lesson

41
42 Unit 4 Force, Work and Energy

p
Ask students their day-to-day experience such as when they kick a ball,
pulling a rope etc and then what makes things to deform/change in shape,
slip, move, etc from their day-to-day activities
p
Ask students what physical quantity is responsible for the effect
p
Tel students that what makes things to change their shape, move etc is
termed as force
p
Read various reference materials that explain about the concept of force

During the Lesson

p
Start by asking students about their concept of force
p
After getting feedback on the students’ concept of force, introduce the
lesson.
p
Give elaborative examples by using practical examples that are related to
students’ day today experience.
p
Give practical examples on the types of force such as contact and non-
contact forces in nature
p
Give practical examples on the effects of force
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may ask them to mention some practical examples contact,
non-contact, action, and reaction forces.
Answer to Activity 4.1
A force does not always cause motion
Answer to Exercise 4.1
→−
Force is a vector quantity and can be represented as F or F.
Answer to Activity 4.2
The scales on the roadsides or in the bathroom actually measure your weight. But
for convenience they are calibrated to show a reading in mass units, eg kilograms
(or pounds).
Assessment
4.2 Lesson 2: Newton’s Laws of Motion (4hrs) 43

• Make sure that students can define what force is

• Make sure that students can distinguish between contact and non-contact
forces and give examples

• Make sure that students could difference between mass and weight and
how the gravitational acceleration varies with location.

4.2 Lesson 2: Newton’s Laws of Motion (4hrs)

Learning strategies

• Engage students in Implement hands-on force and motion activities

• Engage students in describing the relation between force, and acceleration

by applying various forces on a given object (for example, a wooden block)

• Encourage students to describe the relation between mass and acceleration

by applying a constant force on various objects of different masses.

• Encourage students to perform various force activities to understand the

action and reaction forces

• Encourage students to understand what happens to them while they are

moving in a car (or riding a horse) when the car/horse suddenly stops,
accelerates or changes direction. This helps them to understand Newton’s
first law of motion.

Teacher Preparation Outline

Before the Lesson
p
Give examples of a certain motion and ask them to tell what made things to
move
p
Before describing newton’s laws of motion give an example of an object is
stationary, when moving with a constant speed and when accelerating and
ask them to tell what made things to behave in such a way
p
Read the section on force and Newton’s laws of motion from the textbook.
p
Read various reference materials that explain force and Newton’s laws of
motion
44 Unit 4 Force, Work and Energy

During the Lesson

p
Introduce the lesson after eliciting students’ experience
p
Ask students some brainstorming questions about the concept of force and
Newton’ laws of motion
p
After getting feedback on the students’ concept of force and Newton’s laws
of motion, introduce the lesson.
p
Discuss how Newton came to realize the relationship between force and
motion
p
Give elaborative examples by using practical examples that are related to
students’ day today experiences..
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give them a class work, or a quiz.
Answer to Activity 4.3
It is because of the law of inertia. Inertia is a property of matter by which it
continues in its existing state of rest or uniform motion in a straight line, unless
that state is changed by an external force. In other words, inertia is the tendency
of an object to resist any attempt to change its velocity.
Answer to Activity 4.4
In general bodies of higher mass have higher inertia. Mass is a measure of the
resistance of an object to change in its velocity. Mass is an inherent property of
an object and is independent of the object’s surroundings and of the method
used to measure it. However, as discussed above, weight is the magnitude of the
gravitational force acting on an object.
Answer to Activity 4.5
Encourage the students to do the activity and reach a conclusion.
Answer to Activity 4.6
Encourage the students to do the activity and reach a conclusion.
Assessment

• Make sure that students are able to define Newton’s laws of motion
4.3 Lesson 3: Forces of Friction (1hr) 45

• Make sure that students are able to use Newton’s laws of motion to solve
real-life problems

• Make sure that students are able to explain the relationship among force,
mass and acceleration and proving this relation through practical activities.

• Make sure that students are able to explain action and reaction forces
through practical activities.

4.3 Lesson 3: Forces of Friction (1hr)

Learning strategies

• Engage students in activities that friction is the force that slows things
down.

• Encourage students to rub their hands together and explain that the heat
they feel is because of fractional force between the hands

• Help students to explore friction with wooden spools and sand.

• Encourage students to qualitatively explain the magnitude of friction on

various surfaces (smooth and rough)

• Encourage the students to explain the advantages and disadvantages of

friction in their locality.

Teacher Preparation Outline

Before the Lesson
p
Ask students about their experiences such as what happens when you travel
on a muddy road, a rough surface, what happens when a driver applies a
brake to stop a car, etc
p
After brain storming tell them this effect is termed as friction
p
Ask students some brainstorming questions about what force of friction is.
p
Read the section on types of forces of friction from the textbook.

During the Lesson

After getting feedback on the students’ concept of friction force, introduce the
lesson by telling the meaning of friction and how it inhibits motions
46 Unit 4 Force, Work and Energy

p
Give elaborative examples by using practical examples that are related to
students’ day today experiences (walking on smooth and rough surfaces
etc)
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give them a class work, or a quiz

• suggest some reference materials that explain about frictional forces

Answer to Exercise 4.2

Encourage the students to answer this activity by explaining about the advantages
of friction.
Assessment

• Make sure that students can describe the characteristics of friction

• Give real-life problems that could help to know their understanding of

frictional forces

• Students should explain the advantages and disadvantages of frictional

forces through various practical activities.

• Students should relate friction force and normal force through various
practical activities.

• Students should explain the difference between static and kinetic frictions.

4.4 Lesson 4: The Concept of Work (2hrs)

Teacher Preparation Outline

In this section the teacher is expected to use the learning strategy:

• Guide students to discuss different types of work such as mental work and
physical work;

• Let students explain the scientific meaning of work;

• Discuss on scientific meaning of work with examples;

4.4 Lesson 4: The Concept of Work (2hrs) 47

• Quantitatively describe the scientific meaning of work.

Before the Lesson

p
Ask students to tell their every-day conception of work
p
Read the section on the scientific meaning of work found on the textbook.

During the Lesson

p
Ask the students various brainstorming questions to check their under-
standing of the scientific meaning of work.
p
Ensure that the students are paying attention to the lesson.
p
Arrange your students in a group of three or four to facilitate classroom
discussion about the scientific meaning of work in relation to other types
of work.
p
Encourage each student to participate in the discussion
p
Ask the groups to report summary of their discussion.

After the Lesson

p
Get feedback from students about their understanding of the lesson by
asking various questions.
p
suggest some reference materials that explain about the scientific work.

Answer to Exercise 4.3

1) The work done said to be zero; (i) When there is no displacement (S = 0) and,
(ii) When the displacement is normal to the direction of the force (θ = 90o ).
2) Zero
Assessment
In this section, assessment should reflect students’ ability development in under-
standing scientific meaning of work.
48 Unit 4 Force, Work and Energy

4.5 Lesson 5: Kinetic and Potential Energies (2hrs)

Teacher Preparation Outline

In this section the teacher is expected to use the learning strategy:

• Guide students to discuss the definition of energy, forms of energy and

transfer of energy to recall what they have learned in grade 7 unit 7 of
General Science;

• Discuss the definition and different examples of kinetic energy;

• Discuss the definition and different examples of potential energy;

• Quantitatively describe kinetic and potential energies.

• Guide students to use search engine for online resources and virtual labs.

Before the Lesson

p
Ask your students some brainstorming questions about kinetic and poten-
tial energies to explore their background knowledge.

During the Lesson

p
Introduce the concepts of kinetic and potential energies found on the
textbook.
p
Ask the students various brainstorming questions to check their under-
standing of the energy, forms of energy, and transfer of energy.
p
Give them various examples to make sure that they understand the meaning
of kinetic and potential energies
p
Ensure that the students are paying attention to the lesson.
p
Arrange your students in a group of three or four to facilitate classroom
discussion about the kinetic and potential energies.
p
Encourage each student to participate in the discussion
p
Ask the groups to report summary of their discussion.

After the Lesson

4.5 Lesson 5: Kinetic and Potential Energies (2hrs) 49

p
Get feedback from students about their understanding of the lesson by
asking various questions. You may give them a class work, or a quiz.
p
suggest some reference materials that explain about kinetic and potential
energies.

Answer to Exercise 4.5

1. In general if the mass is doubled, the kinetic energy is doubled. Since the mass
is doubled, E k = 21 × 2m × v 2 = 2 (1/2 mv ∧ 2) = 2 × 40 J = 80 J
2. In general if the speed is doubled, the kinetic energy is quadrupled. Since the
speed is doubled,

1
Ek = × m × (2v)2 = 4 ((1/2 mv ∧ 2)) = 4 × 40 J = 160 J
2

3. In general if the speed is tripled, the kinetic energy is nine times. Since the
speed is tripled

1
Ek = × m × (3v)2 = 9 ((1/2 mv ∧ 2)) = 9 × 40 J = 360 J
2

Answer to Exercise 4.7

1. Given :m A = 2m B , h B = 4 m, h A = 2 m
Required : Compare E p of object A and B
Solution:

Start from the definition

E p = mg h
¡ ¢
E p A = m A g h A = 2m B g (2 m) = 4m B g m
¡ ¢
E pB = m B g h B = m B g (4 m) = 4m B g m
¡ ¢
Object A and object B have the same potential energy E p A = E pB

2. Given : m A = 2m B , h B = 3 m, h A = 1 m
Required : Compare E p of object A and B
Solution:

Start from the definition

E p = mg h
¡ ¢
E p A = m A g h A = 2m B g (1 m) = 2m B g m
50 Unit 4 Force, Work and Energy

¡ ¢
E pB = m B g h B = m B g (3 m) = 3m B g m
¡ ¢
Potential energy of object B is greater than object A E pB > E p A
Assessment..
In this section, assessment should reflect students’ ability development in under-
standing of energy due to the motion and energy due to position of objects.

4.6 Lesson 6: Power (1hr)

Teacher Preparation Outline

In this section the teacher is expected to use the learning strategy:

• Guide students to discuss power, and examples of power in their daily life;

• Discuss the definition and different examples of power;

• Quantitatively describe power and its relationship with work and energy.

Before the Lesson

p
Ask students their conception of power. When do we say certain thing has
more power that the other?
p
Powerful means a person’s ability to accomplish a job with in a limited time.
Here give example.
p
after doing so tell the physical phenomena is termed as power
p
Read various reference materials that explain about power in relation to
work and energy.

During the Lesson

p
Introduce the qualitative meaning of power and then its mathematical
representation
p
Read the section on concepts of power found on the textbook.
p
Ask the students various brainstorming questions to check their under-
standing of the power, examples of power, and its relationship with work
and energy.
p
Ensure that the students are paying attention to the lesson.
4.6 Lesson 6: Power (1hr) 51

p
Arrange your students in groups of three or four to facilitate classroom
discussion about the power.
p
Encourage each student to participate in the discussion
p
Ask the groups to report summary of their discussion.

After the Lesson

p
Get feedback from students about their understanding of the lesson by
asking various questions and giving them a class work, or a quiz.

Answer to Exercise 4.8

Given : m = 100kg , g = 10 m
s2
, h = 5m, and t = 2s
Required: P =?
Solution: m
Ep mg h 100 kg × 10 s 2 × 5 m
P= = =
t t 2s

2
5000 kg ms s J
P= = 2500 = 2500 W
2s s
Assessment
In this section, assessment should reflect students’ ability development in under-
standing power as the rate of doing work or energy consumption.
NB:
- Assist students to read the online resources provided as clickable contents in
the unit. Use the soft copy of the textbook to do so.

-Using the ICT facility of your school or smart phones, assist students to per-
form the virtual laboratories by clicking on the provided links at the end of the
unit. Use the soft copy of the textbook to do so.

Answer to end of unit questions and problems

Part I

1. Mass is a measure of the resistance an object to change in its velocity. Mass

is an inherent property of an object and is independent of the object’s
surroundings and of the method used to measure it. However, as discussed
above, weight is the magnitude of the gravitational force acting on an object.
52 Unit 4 Force, Work and Energy

2. Newton’s first law of motion is sometimes called the law of inertia. It states
that a body continues to be in its state of rest or of uniform motion in a
straight line unless it is acted on by unbalanced force.

Newton’s second law of motion states that the acceleration of a body is directly
proportional to the force acting on it and inversely proportional to the mass of
the body.
Newton’s third law of motion states that every action force has an equal and
opposite reaction.

1. If you take the force that your feet exert on the surface as an action force,
the reaction force is the force that the surface exerts back on your feet.

2. Yes. This is the case of a uniform motion on a straight line.

3. No. We can only say that the net force on the object is zero.

4. 5 m/s2

5. 490 N

6. 100 N

7. Friction force is the resistance to the motion of a body when it is in motion

on a given rough surface. Forces of friction are very important in our
everyday lives. They allow us to walk or run and are necessary for the
motion of wheeled vehicles.

8. 400 N

Part II

1. C

2. C

3. C

4. B

Part III
4.6 Lesson 6: Power (1hr) 53

1. Given : m = 2.5 kg , F = 50 N , s = 2 m ,
Required : W =?
Solution:

Equation of work

W = F || s = 50 N × 2 m = 100 N m

W = 100 J

2. i) Given: m = 50 kg , v = 20 m/s
Required :E k =?
Solution:

Equation of kinetic energy: E k = 21 mv 2

1 ³ m ´2 m2
Ek = × 50 kg × 20 = 25 kg × 400 2
2 s s

m2
E k = 10000 kg = 10000 J
ss
m
ii) Given : m = 200 g = 0.2 kg, v = 300 s
Required:E k =?
Solution:

Equation of kinetic energy: E k = 12 mv 2

1 ³ m ´2 m2
Ek = × 0.2 kg × 300 = 0.1 kg × 90000 2
2 s s

m2
E k = 9000 kg = 9000 J
ss
m
iii) Given: m = 1000 kg , v = 80 s
Required : E k =?
Solution;

Equation of kinetic energy: E k = 12 mv 2

1 ³ m ´2 m2
Ek = × 1000 kg × 80 = 500 kg × 6400 2
2 s s

m2
E k = 3200000 kg = 3200000 J = 3.2 × 106 J = 3.2 M J
ss
54 Unit 4 Force, Work and Energy

3. (a) Given: m = 10 kg , h = 10 m ,g = 10 m
s2
Required : E p =?
Solution:
Equation of potential energy: E P = mg h

m m2
E p = 10 kg × 10 × 10 m = 1000 kg
s2 s2

E p = 1000 J

The potential energy of a 10 kg stone at a height of

10 m is 1000 J

(b) Given: m = 10 kg ,g = 10 m
s2
, E p = 400 J
Required : h =?
Solution:
Equation of potential energy: E P = mg h

2
Ep 400 J 400kg ms 2
h= = = =4m
mg 10 kg × 10 m
s2
100 kg m
s2

The 10 kg stone is at a height of 4m from

the ground.

4. Given: W= 1.5× 105 J , t = 10 s

Required:P =?
Solution:

Equation of power: P = Wt

W 1.5 × 105 J J
P= = = 1.5 × 104 = 1.5 × 104 W at t
t 10 S s

The rate at which the work is done by the Crane is 1.5× 104 Watt
Unit 5

Simple Machines

Introduction:

Human beings have been making and using simple machines for a long time.
This unit, students explore about simple machines. In particular, students will
learn about the purpose of simple machines, types of simple machines, and
the mechanical advantage of using simple machines in the society. However,
before learning simple machines it is important to introduce you about force and
energy.

5.1 Lesson 1 : Simple Machines and their Purpose (3hrs)

In this section the teacher is expected to use the learning strategy:

• Involve students in identifying different purposes of simple machines.

• Tell students to observe the working conditions in their local area and report
the application of simple machines.

• Engage them writing a list of simple machines used in their local area from
their observations.

• Help students to construct simple machines from locally available materials

Teacher Preparation Outline

Before the Lesson
p
Ask students how people in their locality try to make things simple by using
different materials such as pulleys, wedge etc

55
56 Unit 5 Simple Machines

p
Tell them these are termed as simple machines

1. Read the section on simple machines and their purpose from the textbook.
p
Read various reference materials that are related to simple machine.

During the Lesson

p
Introduce the concept of simple machine by giving examples
p
Start by asking students about the definition of simple machine, purpose
of simple machines, and let them list simple machines used in their local
area.
p
Let students discuss in groups different simple machines and their pur-
poses.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions.
Summarize important points.
Guide to Activity 5.1

1. Tell students to observe their village in groups for two to three days and
write the list of simple machines that are used in day to day activity.

2. Tell each group to write the purpose of each simple machine in the table.
Follow up each group and make corrections.
No Type of simple ma- Purpose of the simple machine
chine
1
2
3
4

3. Tell the students to write the list of activities that are not supported by
simple machine in their village.
5.2 Lesson 2: Simple Machines at Home (1hr) 57

4. Tell the students to discuss and suggest some simple machines for the
activities that are not supported by simple machine in their village. Sum-
marize the discussion results, correct the wrong proposals, and conclude
by suggesting the appropriate simple machines for the activities that are
not supported by simple machines.

Answer to Exercise 5.1

1. To change direction.

2. To multiply a force.

3. To multiply a speed.

Assessment
In this section, assessment should reflect students’ ability on depth of insight into
difficult working practices in the community and the practicalities of proposed
solutions by students need to be assessed and credited. Moreover, their ability in
relation to the purpose of simple machines should be assessed.

5.2 Lesson 2: Simple Machines at Home (1hr)

In this section the teacher is expected to use the learning strategy:

1. Engage students in developing a list of simple machines at home, collecting

drawings and pictures of the simple machines they found at home along
brief descriptions of the functions of the machines at home;.

Teacher Preparation Outline

Before the Lesson

• Ask students about their observation and write the list of simple machines
that are used by the community in the local area

During the Lesson

p
Start by asking students about the simple machines that are used at home
to make work easier.
p
After getting feedback, introduce the lesson.
58 Unit 5 Simple Machines

p
Make students in a small groups to write on different types of simple ma-
chines at home and their purposes.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions and comparing it with what you have observed. Moreover, give
feedback to students.
Guide to Activity 5.2

1. Guide the students to write a list of simple machines used outside their
home and tell them to fill the table given in Activity 5.2 in the students
textbook.

2. Tell the students to collect drawings and pictures of the simple machines
that they found at their home and guide them to fill the table as indicated
in Activity 4.6. Moreover, facilitate the activity by giving right directions.

Answer to Activity 5.3

1. No, it is not possible to increase speed and force at the same time. Because
only one quantity can be increased to affect the other quantity. For example,
in case of a wheel, if the rim of the wheel is turned then the axle at the
center turns with less speed but more force. Thus, the wheel works as a
force multiplier. If you turn the axle only then the wheel becomes the speed
multiplier. This is because the axle turns a short distance and the outer rim
of the wheel turns much further. This is how the wheel moves faster.

Assessment
In this section, assessment in this should reflect students’ ability to appreciate
the variety and abundance of simple machines in their home.

5.3 Lesson 3: Simple Machines at Work Place (1hr)

In this section the teacher is expected to use the learning strategy:

• In small groups, give students a large list (pictures) of simple machines at

different work places, and let them comment on how they are used and
how they simplify tasks;
5.4 Lesson 4: Classification of Simple Machines (2hrs) 59

Teacher Preparation Outline

Before the Lesson

p
Carefully observe the simple machine card (Figure 4.4) and write the name
of simple machines, the description of each simple machine, and the pur-
pose of using these simple machines according to the table.

During the Lesson

p
Make students in small group to observe the figure and fill the table in
students textbook.
p
Make each group to reflect their answer to the class.
p
Ensure that the students are paying attention to the lesson.

.
After the Lesson
Give feedback to each group and finally display the table describing the name of
simple machines, the description of each simple machine, and the purpose of
each simple machine.
Guide to Exercise 5.2

1. Tell students to observe Figure 5.5 (linked pictures of a simple machine

card) showing simple machines at work place. Then guide them to complete
the Table given in activity 5.5 on students textbook. Finally check it and
give feedback.

Lever, Wheel and axle, lever, pulley, wedge

Screw, wheel and axle, wheel and axle, inclined plane, wedge
Wedge and wheel and axle, inclined plane, lever, lever, wheel and axle
Inclined plane, lever, wheel and axle, wedge, lever
Assessment
In this section, assessment should reflect students’ ability to appreciate the variety
and abundance of simple machine in their community life should be measured.

5.4 Lesson 4: Classification of Simple Machines (2hrs)

In this section the teacher is expected to use the learning strategy:

60 Unit 5 Simple Machines

• For different group of simple machines, let students identify important

variables that can be used in describing and comparing effectiveness in
simplifying work; let students use the physics textbook to make sure the
variables they identified are the ones used in physics;

• Use the variables in classifying and describing the simple machines

Teacher Preparation Outline

Before the Lesson

p
Ask students to list down simple machines and classify according to the
purposes they serve

During the Lesson

p
Start by asking students how to classify simple machines.
p
After getting feedback from the students, introduce that all kinds of simple
machines are categorized into six types.
p
Give different examples for six types of simple machines.
p
Already students came across different types of simple machines at home,
at work place and from Figure 4.4. Guide students to place each simple
machine on its type.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give class activity or quiz related to classifying simple
machines.

p
Suggest some reference materials that are related to classification of simple
machines. You may give a class activity or a quiz related to classifying
simple machines.

Guide to Exercise 5.3

1. Students have listed variety of simple machines at home and work place
in the previous activities. Tell students in group to classify them under the
type of simple machines. Check it and give feedback.
5.5 Lesson 5: Mechanical Advantage, Velocity Ratio and Efficiency of Simple Machines (10hrs) 61

Assessment
After the completion of lesson 5, the teacher is expected to assess students using:

• Test

• Class work

• Group assignment

N.B Giving timely feedback is very important

5.5 Lesson 5: Mechanical Advantage, Velocity Ratio and

Efficiency of Simple Machines (10hrs)

In this section the teacher is expected to use the learning strategy:

• Calculate and use the results for M.A, V.R., and Efficiency to evaluate the
performance of machines

• Let students present concerning how to choose a suitable simple machine

under a given work requirement.

• Engage students in workout problems.

• Guide students to use search engine for online resources.

Teacher Preparation Outline

Before the Lesson

p
Ask brainstorming question on the advantages of simple machines.

During the Lesson

p
Start by asking students the purpose of six types of simple machines.
p
After getting feedback from the students, introduce the purpose of a specific
simple machine, its mechanical advantage (AMA and IMA) and efficiency.
p
Give explanation on the purpose, mechanical advantage (AMA and IMA)
and efficiency of each type of simple machine.
p
Ensure that the students are paying attention to the lesson.
62 Unit 5 Simple Machines

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give a class activity or quiz related to type of a specific
simple machine, its purpose and its mechanical advantage.

p
Suggest some reference materials that are related to characterization of
simple machines.

Answer to Exercise 5.4

1. The ratio of output force to input force is called the mechanical advantage
of a simple machine. You can also discuss the mechanical advantage of a
machine in another way using the definition of work. The input work is the
product of the effort force you exert, F E and distance moved by effort, s E .
Similarly, the output work is the product of the output force, F L and the
distance moved by the load, S L . The ideal machine transfers all the energy,
so the output work is equal to the input work.

FL S E
WO = W I =⇒F L S L = F E S E =⇒ =
FE S L

For ideal machine the mechanical advantage is the ratio of distance moved
by effort to distance moved by the load.

2. The
³ ´actual mechanical advantage is the ratio of output force to input force,
FL
FE .

3. The ideal mechanical advantage

³ ´ is the ratio of distance moved by effort to
SE
distance moved by load, SL .

Answer to Exercise 5.5

Mechanical advantage of hammer= 15
Exercise 5.6
Load (N) M.A Effort (N)
1800 3 600
40 0.25 160
240 0.5 480
900 0.3 3000
2000 4 500
Answer to Exercise 5.7
5.5 Lesson 5: Mechanical Advantage, Velocity Ratio and Efficiency of Simple Machines (10hrs) 63

Distance moved by effort V.R Distance moved by the load

0.2 4 0.05
0.8 0.4 2
6 0.6 10
1.8 0.3 6
12 2 6
Answer to Exercise 5.8

1. If V.R < 1, the distance moved by the load is greater than the distance
moved by the effort. So the simple machine is a distance multiplier or a
speed multiplier.

2. If V.R > 1, the distance moved by the load is less than the distance moved
by the effort. So the simple machine is a force multiplier.

Answer to Activity 5.4

1. No;, it is possible for a machine to increase both the magnitude and dis-
tance of a force at the same time. When a machine provides an increase in
force, there must always be a decrease in the distance the force moved and
vice versa.

Answer to Exercise 5.9

1. η = 75% means, 75% of the work input to the machine is obtained as a

useful work output. The remaining 25% of the work input has been lost in
overcoming the friction.

Answer to Exercise 5.10

M .A 3 M .A
1. η = V.R = 6 = 0.5 or η = V.R × 100% = 36 × 100% = 50%

2. If M .A = V.R, then η = 1 and the machine 100% efficient. That is 100% of

the work input to the machine is obtained as a useful work output. There is
no lose in energy due to friction.

Answer to Exercise 5.11

1. The different parts of lever are load, fulcrum and effort.

2. Guide the students to discuss in group and list some examples of lever that
people are using in the local area.
64 Unit 5 Simple Machines

3. Levers can be used as force multipliers or speed multipliers. Levers can

be force multipliers, when they increase the force that is put in (the effort).
They can be distance or speed multipliers if they make the load move further
than the effort. The amount the force or distance is multiplied depends
on the distance between the load and the fulcrum and the effort and the
fulcrum.
5.5 Lesson 5: Mechanical Advantage, Velocity Ratio and Efficiency of Simple Machines (10hrs) 65

Answer to Activity 5.5

Class Diagram Description Examples

1st Fulcrum is be- 1.Scissors

tween the load 2.See-saw
and effort 3.Crow bar
4.Bottle opener

2nd The load is be- 1.Wheel barrow

tween the effort 2.Paper cutter
and load 3.Nut crackers

3r d The effort is be- 1.Spade

tween the load 2.Charcoal tongs
and fulcrum 3.Tweezers
66 Unit 5 Simple Machines

Answer to Activity 5.6

1. Tell students to observe lever as force multiplier or speed multiplier using

different types of levers practically. For force multiplying levers the distance
between the effort and fulcrum is greater than the distance between the
load and fulcrum. However, for distance or speed multiplying levers the
distance between the load and fulcrum is greater than the distance between
the effort and fulcrum.

Answer to Activity 5.7

1. Guide students to discuss the purpose of using inclined plane. Finally

summarize that the purpose of using inclined plane is to multiply a force.

2. It is easier to push a heavy object up an inclined plane than to lift it to the

same height. This is because inclined planes reduce the force necessary to
move a load. That is the effort required to move the load is less.

Answer to Exercise 5.12

l 30 m
1. V.R = h = 5m =6

2.
h h 60 m
sin37◦ = =⇒ l = ◦
=
l sin37 0.6
37◦ l = 100 m
l 100 m
V.R = = = 1.67
h 60 m

Given: l = 40 m, h = 8 m, F E = 80 N , F L = 240 N
Figure 5.1 Required : M .A =?, V.R =?, η =?
Solution:
Load F L 240 N
M .A = = = =3
e f f or t F E 80 N
l 40m
V.R = = =5
h 8m

M .A 3
= = 0.6 or 60%
V.R 5
F L = 240 N

Answer to Exercise 5.13

5.5 Lesson 5: Mechanical Advantage, Velocity Ratio and Efficiency of Simple Machines (10hrs) 67

1. Wedges are two inclined planes joined back to back. Wedges are used to
split or hold objects together.

2. Let students discuss in groups on the purpose of using wedges in their local
area. In most cases they use wedges as force multipliers.

3. Tell students to list examples of wedges used in their village. Some common
examples are: knives, axe blade, nails, and spears and so on.

4. An inclined plane stays in one place and something moves up and down
the slope. However, the wedge moves to do its work. Inclined planes are
used to lift heavy objects to some height, whereas wedges are used to split
objects in to two parts.

Answer to Exercise 5.14

1. The purpose of using screw is to multiply force. It is used to raise and lower
weights and hold objects together.

Answer to Activity 5.8

1. A wheel and axle involves two circular objects; a larger disc and a smaller
cylinder both joined at the center. The larger disc is called a wheel. The
smaller cylindrical object or a rod is referred to as the axle.

2. Discuss with students how a wheel and axle can be constructed in their
local area. Guide them to construct a wheel and axle from local materials.

Answer to Activity 5.9

1. The distance moved by the effort is greater than the distance moved by the
load.

2. See student’s textbook.

Answer to Exercise 5.15

1. Given: d wheel = 20d axel

Required : M .A =?
Solution:
R wheel d wheel
M .A = = = 20
r axl e d axl e
68 Unit 5 Simple Machines

Answer to Exercise 5.16

1. A pulley is a circular body (wheel) with a groove surface and is free to rotate
about its center.

2. A fixed pulley, a movable pulley and a compound pulley

3. A fixed pulley is a direction changer, whereas a movable pulley is force

multiplier.

Answer to Activity 5.10

1. In a compound pulley the purpose of using fixed pulley is to change the

direction of force. However, the purpose of using movable pulley is to
multiply force.

2. Figure of pulley systems with V.R = 2, 3, 4, 5, and 6

Assessment
In this section, assessment should reflect students’ ability on characterization of
simple machines, and associated calculations are where students should demon-
strate their competence in.

5.6 Lesson 6: Designing Simple Machine (2hrs)

In this section the teacher is expected to use the learning strategy:

• Group project can be given in which students identify a practical problem

from their surrounding that can be solved by introducing a simple machine.
After identifying the problem, students should propose and design a simple
machine as a solution.

.
Teacher Preparation Outline
Before the Lesson

p
Develop an idea helps you to design the best model of a simple machine in
your school.
p
Read various reference materials on how to develop simple machines.
5.6 Lesson 6: Designing Simple Machine (2hrs) 69

During the Lesson

p
Create four to five groups in each class.
p
Give a group project in which students identify a practical problem from
their surrounding that can be solved by introducing a simple machine.
p
Discuss the idea of developing a machine by combining two or three types
of simple machines.
p
Guide students to create their own idea in developing the best model of a
simple machine.
p
Guide students to follow the procedure given in the students text book.

After the Lesson

Get feedback from students everyday until they complete their project.
Assessment
In this section, assessment should reflect students’ ability on developing the best
model of simple machines which is practically applicable in their community.
NB:
- Assist students to read the online resources provided as clickable contents in
the unit. Use the soft copy of the textbook to do so.

Answer to end of unit questions

Part I
1. B
2. D
3. A
4. B
5. D
Part II
1. False
2. False
3. False
4. True
5. True
Part III
70 Unit 5 Simple Machines

1. a) Given: r wheel = 30 cm, r axel = 5 cm

Required: V.R =?,
Solution:
r wheel 30 cm
V.R = = =6
r axl e 5 cm

b) Given: F L = 40 N
Required: F E =?
If there is no energy losses, M .A = V R

FL 40 N
= 6 =⇒ F E = = 6.67 N
FE 6

FL 40 N M .A 2
c) F E = 20 N =⇒M .A = FE = 20 N =2?= V.R = 6 = 0.33 = 33.3%

2. a) Given: F L = 6000 N , F E = 300 N

Required: AM A =?
F L 6000 N
AM A = = = 20
FE 300 N
No energy losses

b) If there is no energy losses, AM A = V.R = 20

c) h = 10 m l =? V.R = hl ] =⇒ 20 = l
10 m =⇒ l = 200 m

3. Given : l = 12 cm, t = 3 cm
Required:

a) V.R =?, V.R = tl = 12 cm

3 cm =4

b) What is F L ?, if F E =20 N.

If there is no energy loses,

FL
M .A = V.R =⇒ FE = 4 =⇒ F L = 4F E = 80 N

4. Given: F L = 100 N , F E = 20 N
Required: M .A =?
F L 100 N
M .A = = =5
FE 20 N

5. Given:
¡ ¢
The total load= 140 N Ac t ual wei g ht + 5 N (d i r t on pul l e y)=⇒F L =
145 N
F E = 75 N
5.6 Lesson 6: Designing Simple Machine (2hrs) 71

a) Yes, the load can be moved by a movable pulley because the movable pulley
multiplies the applied force twice. That is 150 N is more than enough to move
145 N load

b) No, the fixed pulley changes only the direction and it is impossible to lift 145 N
load by applying a 75 N force

1. See student’s textbook.

2. See student’s textbook.

3. AM A < I M A. This is because there are energy losses due to friction in real
application of simple machines.

4. See student’s textbook.

Unit 6

Mechanical Oscillation and Sound

Wave

Introduction

This unit deals with mechanical oscillation and sound wave. In particular, stu-
dents will learn about oscillation of pendulum and springs, wave propagation in
string, propagation of waves and energy transmission, types of waves, production
and propagation of sound waves, superposition and musical instruments, and
sound standards (loudness).

6.1 Lesson 1: Common Characteristics of Waves (1hr)

Learning strategies

• Brainstorm on the meaning of a Physical wave. Where do you see them?

What types are there? Elicit students’ responses. List them down.

• Ask students to check their background knowledge on the common charac-

teristics of waves.

• Guide students to use search engine for online resources and virtual labs.

Teacher Preparation Outline

Before the Lesson

p
sk students to check their background knowledge on the common charac-
teristics of waves.

73
74 Unit 6 Mechanical Oscillation and Sound Wave

During the Lesson

p
Start by asking students about their concept of common characteristics of
waves.
p
After getting feedback, introduce the lesson.
p
Give elaborative examples concerning common characteristics of waves.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions concerning the common characteristics of waves.

p
Suggest some reference materials that explain about common characteris-
tics of waves

Assessment

1. Students’ ability of defining and pictorially representing common charac-

teristics of waves such as period, frequency, wavelength and wave speed.

6.2 Lesson 2: String, Pendulum, and Spring (4hrs)

Learning strategies

• Brainstorm on the meaning of a physical wave. Where do you see them?

What types are there? Elicit students’ responses. List them down.

• Bring necessary materials to the class and demonstrate the vibration of

string, pendulum, and spring-mass system and introduce concepts of am-
plitude, wavelength, period, and frequency;

• In the laboratory, let students in small groups collect data about pendulum
and spring oscillations; let students propose and implement ways of accu-
rate measurements of length, mass, and time. In the following class time
help students to organize and analyze the data so that they will arrive at the
formula for the periods of pendulum and spring oscillation.
6.2 Lesson 2: String, Pendulum, and Spring (4hrs) 75

• Creative thinking: Design a body-mass measuring device that can be used

by astronauts in a space station where there is no significant gravity to
measure astronauts’ mass as usual.

• Use a spring-mass system to trace the wave form of simple harmonic oscil-
lator. Re-construct the wave form by comparing the trace with sinusoidal
wave forms and use it to re-introduce wave characteristics such as fre-
quency, period, wavelength, amplitude, phase, and wave speed.

Teacher Preparation Outline

Before the Lesson

p
Ask students to tell their experiences regarding the motion of strings, pen-
dulum and springs etc before introducing the concept.

During the Lesson

p
Start by asking students about the concept of oscillations of simple pendu-
lum and springs as well as wave propagation in string.
p
After getting feedback on the students’ concept of oscillations of simple
pendulum and springs as well as wave propagation in string, introduce the
lesson.
p
Give elaborative examples by using practical examples that are related to
students’ day today experience.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may ask them to mention some practical examples and
uses of simple pendulum and springs in real life.

p
Suggest some reference materials that explain about oscillations of simple
pendulum and spring as well as propagation of wave in string

Answer to Activity 6.1

Let students poke a stick into water contained in a dish. Ask them what they
observe. Instead of poking the steak into the water once, let them continuously
76 Unit 6 Mechanical Oscillation and Sound Wave

move it in and out. Now ask them what they observe. This is an activity demon-
strating creation of a single disturbance (wave) and a continuous disturbance
(wave).
Answer to Activity 6.2
Encourage the students to perform the activity and measure the value of g in the
locality. Let them report in the class. Discuss how the value of g can be improved
(the smaller the angle the more accurate the value of g would be).
Answer to Activity 6.3
Encourage the students to bring different springs to the class and perform the
activity. To compare the stiffness of the springs, suspend an identical object on
all the springs and measure their extended length. The more the extension, the
looser the spring is.
Answer to Exercise 6.1
1600 N/m
Assessment

1. Students’ ability of identifying societal problems and discussing them in a

responsible way is highly credited in this unit. Evidences that they progress
in their reasoning using everyday language into use of scientific concepts
and ideas must be carefully observed. For this purpose, the various con-
cepts related to sound waves must be precisely defined by students.

2. Students should also be able to use their knowledge of sound in creative

ways.

6.3 Lesson 3: Propagation of Waves and Energy Transmis-

sion (2hrs)

Learning strategies

• Use a spring-mass system to trace the wave form of simple harmonic

oscillator. Re-construct the wave form by comparing the trace with sinu-
soidal wave forms and use it to re-introduce wave characteristics such as
frequency, period, wavelength, amplitude, phase, and wave speed.

• Determine wave speed in different material medium and different temper-

ature.
6.3 Lesson 3: Propagation of Waves and Energy Transmission (2hrs) 77

• Reading assignment: Encourage students to read about such concepts of

wave propagation, reflection, and standing wave. Combine and reorganize
the reading note in small groups to have short presentations about standing
waves to the whole-class.

Teacher Preparation Outline

Before the Lesson

p
Ask students some brainstorming questions about the concept of propaga-
tion of waves
p
Read the section on propagation of waves and energy transmission from
the textbook.

During the Lesson

p
After getting feedback on the students’ concept of propagation of waves
and energy transmission, introduce the lesson.
p
Give elaborative examples by using practical examples that are related to
students’ day today experience (string waves, water waves etc).
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give them class work, or quiz.

p
Suggest some reference materials that explain about propagation of waves
and energy transmission

Assessment

• Students’ ability of identifying societal problems and discussing them in a

responsible way is highly credited in this unit. Evidences that they progress
in their reasoning using everyday language into use of scientific concepts
and ideas must be carefully observed. For this purpose, the various con-
cepts related to sound waves must be precisely defined by students.

• Students should also be able to use their knowledge of sound in creative

ways.
78 Unit 6 Mechanical Oscillation and Sound Wave

6.4 Lesson 4: Sound Wave (5hrs)

Learning strategies

• Make observation at home and in the surrounding to identify bodies pro-

ducing sound, record brief description of how sound is produced in each
case, and whether the sound from these sources is comfortable or disturb-
ing.

• Based on their internet findings let each small group propose solutions
to the problems they identified from their observation of the surrounding
and poll the whole class to produce a resolution document with specific
recommendations to specific agents.

• Group project: Let students (different small groups on different applica-

tions) prepare a presentation on the working of the “ultrasound”, sonograph,
and radar.

• Guide students to use search engine for online resources and virtual labs.

Teacher Preparation Outline

Before the Lesson
p
Read the section on sound wave from the textbook.

During the Lesson

p
Ask students some brainstorming questions about production and propa-
gation of sound wave
p
After getting feedback on the students’ concept of production and propaga-
tion of sound wave, introduce the lesson.
p
Give elaborative examples by using practical examples that are related to
students’ day today experience (for example, production of different sounds
that students are experienced with throughout the day).
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking vari-
ous questions. Give them a homework to explore the production and propagation
of different sounds outside classroom.
6.4 Lesson 4: Sound Wave (5hrs) 79

p
Suggest some reference materials that explain about sound wave

Answer to Activity 6.4

Encourage the students to perform the activity. Explain and confirm that sounds
are produced by vibrating objects. All the sounds you hear are produced by a
vibrating object. The air near the vibrating object is set in motion in all directions.
The produced sound travels in every direction, in the form of energy and reaches
your ear.
Answer to Activity 6.5
When you touch the pith ball with a tuning fork, nothing happens to the pith ball.
Now strike the tuning fork by the hammer on the prong by holding on its stem.
Then touch the pith ball with the fork; you can see the pith ball flings away. This
shows that the energy on the prong is transferred to the pith ball, and the pith ball
starts to vibrate.
Answer to Activity 6.6
Encourage students to perform this activity and help them to reach a conclusion
based on what they have noticed.
Answer to Exercise 6.2
Light travels much faster than sound.
Answer to Exercise 6.3
Encourage the students to perform the activity and estimate the distance to the
thunderstorm. To estimate the distance to the thunderstorm, they should count
the number of seconds between seeing the flash of lightning and hearing the
thunder using a stopwatch. If you multiply the time measured by the speed of
sound at 20◦C, it gives the estimated distance to the thunder.
Answer to Exercise 6.4
The sound that you hear back is called an echo.
Answer to Exercise 6.5
During a day, the air near the ground is warmer than the rest of the air. This means
that the speed of sound near the ground increases making them bend away from
the ground. However, during the night time, the air near the ground is colder than
the rest of the air and the speed of sound near the ground decreases. This makes
sound waves bend towards the ground enabling us to hear clear sound during
the night time.
Assessment

• Students’ ability of identifying societal problems and discussing them in a

responsible way is highly credited in this unit. Evidences that they progress
80 Unit 6 Mechanical Oscillation and Sound Wave

in their reasoning using everyday language into use of scientific concepts

and ideas must be carefully observed. For this purpose, the various con-
cepts related to sound waves must be precisely defined by students.

• Students should also be able to use their knowledge of sound in creative

ways.

6.5 Lesson 5: Superposition of Waves (2hrs)

Learning strategies

• Engage students to observe the image or video of a standing wave on a

string.

• Engage students to search from the internet, the library, or from other
sources concerning how standing waves are formed and explain it to the
class.

Teacher Preparation Outline

Before the Lesson

p
Ask students to tell their experience on what standing waves are and how
they are formed.
p
Ask students to tell what they have known when different waves interfere.
p
Ask students some brainstorming questions about superposition of waves
and help them connect with their daily life experiences.

During the Lesson

p
After getting feedback on the students’ concept of superposition of waves,
introduce the lesson.
p
Give elaborative examples by using practical examples that are related to
students’ day today experience.
p
Ensure that the students are paying attention to the lesson.
6.6 Lesson 6: Characteristics of Sound Wave (1hr) 81

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. Give them homework to explore the superposition of waves in
their locality.

p
Suggest some reference materials that explain about superposition of waves.

Assessment

• Students ability of explaining superposition principle, standing waves and

interference of waves.

6.6 Lesson 6: Characteristics of Sound Wave (1hr)

Learning strategy

• Encourage students to tell the loudness of different musical instruments

Guide students to use search engine for online resources and virtual labs.

Internet Search: Let students search for local and international standards and
safety precautions related to sound pollution.
Teacher Preparation Outline
Before the Lesson

p
Ask students to tell their experiences of listening different things that are
sometimes very terrible for their ears such as horns of a car . . .
p
Tell students that some sounds are very inconvenient for our ears and
others are not even to be heard then tell what this phenomena is
p
Ask students about their experiences concerning how they label different
sounds. Elicit their experience. . . . . .
p
Give examples of two materials of the same pitch and loudness but made
from different materials and then two materials made from the same ma-
terial and having the same pitch (control one and make the two similar to
show how pitch, loudness and tone vary)
p
Before telling what pitch or tone is, it is better to provide examples or ask
their experience)
82 Unit 6 Mechanical Oscillation and Sound Wave

p
Read various reference materials that explain characteristics of sound waves
such as loudness, pitch and timber

During the Lesson

p
Introduce the lesson on characteristics of sound waves such as loudness,
pitch and timber from the textbook.
p
Ask students some brainstorming questions about characteristics of sound
waves such as loudness, pitch and timber
p
After getting feedback on the students’ concept of characteristics of sound
waves such as loudness, pitch and timber, introduce the lesson.
p
Give elaborative examples by using practical examples that are related to
students’ day today experience (for example, various sounds from musical
instruments and others).
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. Give them a a homework to explore the main causes of sound
pollution in their locality (if any).
Suggest some reference materials on the topic
Answer to Exercise 6.6
Two notes of the same pitch and loudness, played from different instruments do
not sound the same because of the difference in quality or tone of the sounds.
Answer to Activity 6.7
Encourage the students to investigate the causes of sound pollution in their
locality. Let them suggest possible solutions.
Assessment

• Students’ ability of identifying societal problems and discussing them in a

responsible way is highly credited in this unit. Evidences that they progress
in their reasoning using everyday language into use of scientific concepts
and ideas must be carefully observed. For this purpose, the various con-
cepts related to sound waves must be precisely defined by students.

• Students should also be able to use their knowledge of sound in creative

ways.
6.6 Lesson 6: Characteristics of Sound Wave (1hr) 83

NB:
- Assist students to read the online resources provided as clickable contents in
the unit. Use the soft copy of the textbook to do so.

-Using the ICT facility of your school or smart phones, assist students to per-
form the virtual laboratories by clicking on the provided links at the end of the
unit. Use the soft copy of the textbook to do so.

Answer to end of unit questions

Part I

1. 3.97 s (Using g = 10m/s2 )

2. 0.314 s

3. (a) The speed of sound in solids > the speed of sound in liquids > the speed
of sound in gases.

(b) The speed of sound in warm air is greater than that in cold air.

4. Longitudinal waves. Examples of longitudinal waves include sound waves

and pressure waves, but not limited to these two.

5. 3 × 1016 per second.

6. Refer to the textbook

7. (a) 8 cm (for complete constructive interference)

(b) 0 (for complete destructive interference)

8. All the sounds you hear are produced by a vibrating object. The air near the
vibrating kirar is set in motion in all directions. The produced sound travels
in every direction, in the form of energy and reaches your ear even though
you cannot see the player.

9. 5000 m/s

10. 348.71 m/s

11. 343 m

12. 0.67 s

Part II
84 Unit 6 Mechanical Oscillation and Sound Wave

13. A

14. C

15. B

16. B

17. A

18. C
Unit 7

Temperature and Thermometry

Introduction

This unit deals with temperature and thermometry. Particularly, students will
learn about the definition of temperature, temperature and its effects in our life,
different thermometric scales, different thermometers and their use, conversion
between temperature scales and linear expansion of solid materials.

7.1 Lesson 1: Temperature and our Life (1hr)

By the end of this section you should be able to:

In this section the teacher is expected to use the learning strategy:

• Let students discuss in groups concerning the idea of temperature.

• Introduce the idea of effects of extreme temperatures in different conditions

and safety measures that should be taken.

• Guide students to use search engine for online resources and virtual labs.

Teacher Preparation Outline

Before the Lesson

p
Give brainstorming questions about temperature and safety.
p
Start with what students’ background knowledge before telling the new
concept.

During the Lesson

85
86 Unit 7 Temperature and Thermometry

p
Ask students some brainstorming questions about the definition of temper-
ature and effects of temperature in human beings life.
p
After getting feedback on the students’ concept of temperature and its
effects, let students carry out Activity 7.1, 7.2, and 7.3 to understand the
definition of temperature.
p
Discuss the variation of temperature in relation to living style of people in
different regions
p
Explain severe temperature and safety measures.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give them a class work, or a quiz.
Suggest some reference materials that explain temperature and its effects in our
life
Guide and answer to Activity 7.1

p
Materials needed are: 3 cups, cold water, warm water and hot water. Make
students in groups to predict their idea before the experiment, and then tell
them to do the experiment and finally reject or accept the idea based on
the experiment.
p
The wood and the metal are in thermal equilibrium with outside air and are
thus the same temperature. They feel different because of the difference in
the way they conduct heat away from your skin. The metal conducts heat
away from your body faster than the wood does. This is just one example
demonstrating that the human sense of hot and cold is not determined by
temperature alone.
p
Testing the hotness or coldness of a body by feeling is not reliable.

Answer to Activity 7.2

Encourage the students to observe the motion of water molecules at the given
temperatures and compare their average kinetic energy at each temperature using
the provided link.
Answer to Activity 7.3
7.2 Lesson 2: Extreme Temperature and Safety (1hr) 87

1. Human beings and other living creatures adapt different temperature

conditions in our planet Earth. Particularly for human beings this challenge
creates room for innovation of temperature related devices.

2. The sun and stars have high temperature in nature. It is also possible to get
higher temperature from burning wood, fuel and candle, electric heaters
and electric stoves. In contrast to this there are bodies which have lower
temperature, water bodies with an ice below0◦C.

Answer to Activity 7.4

1. Wear clothing that is appropriate to your environment.

2. Use cooling or heating devices or local materials.

Assessment
Students’ ability to identify bodies with very high and very low temperature in
their surrounding and in nature in general should be assessed.

7.2 Lesson 2: Extreme Temperature and Safety (1hr)

By the end of this section you should be able to:

In this section the teacher is expected to use the learning strategy:

• Let students discuss the comfortable environmental temperature for hu-

man beings.

• Discuss the idea of effects of extreme temperatures and safety measures

that should be taken.

• Guide students to use search engine for online resources and virtual labs.

Teacher Preparation Outline

Before the Lesson

p
Start with brainstorming questions before introducing the lesson.
p
Start with what students have known and experienced before telling the
new concept

During the Lesson

88 Unit 7 Temperature and Thermometry

p
Ask students some brainstorming questions about comfortable tempera-
ture to human being and protective measures for extreme temperatures.
p
After getting feedback on the students’ concept of extreme temperature and
safety, make students discuss about the new lesson and carry out Activity
7.4.
p
Explain severe temperature and safety measures.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give them a class work, or a quiz.

p
Suggest some reference materials that explain temperature change and its
effects in our life.

Assessment
Students must be able to identify associated hazards (if any) and safety precau-
tions needed involving bodies with extreme temperatures.

7.3 Lesson 3: Temperature Changes and its Effects (2hrs)

In this section the teacher is expected to use the learning strategy:

• Identify conditions in which temperature change brings about observable

changes on environment; discuss the effects and extreme cases.

• Guide students to use search engine for online resources and virtual labs.

Teacher Preparation Outline

Before the Lesson

p
Ask students to explain what they observed from media (such as TV) when
disasters arising from climate change are happening in different parts of
the world.
p
After exploring their response tell them that this is due to temperature
change.

During the Lesson

7.3 Lesson 3: Temperature Changes and its Effects (2hrs) 89

p
Ask students some brainstorming questions about the global rise in tem-
perature and the causes for the rise in temperature.
p
After getting feedback on the students’ concept of rise in temperature and
its causes, start the lesson by elaborating the causes for the rise in tem-
perature from time to time, its effect on different parts of the world, and
introduce the controlling mechanisms.
p
Give elaborative examples of causes for global warming.
p
Explain about greenhouse gases and their effect in the environment.
p
Discuss on the impact of indigenous knowledge such as conservation of
forest in controlling the rise in temperature.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give them a class work, or a quiz.
Suggest some reference materials that explain temperature change and its effects
in our environment.
Answer to Exercise 7.2

1. Greenhouse gases (carbon dioxide, methane, nitrous oxide and fluorinated

gases) resulting from human activity are the causes for rising of temperature
in our environment.

2. One of the strategy to mitigate this problem is reducing the concentration

of greenhouse gases in the environment:

• Using renewable energy sources such as solar energy, geothermal

energy and wind energy and energy from hydropower,

• Conserving forest, planting trees. Bamboo and other plants can take
Carbon dioxide from the air.

• Reducing emissions from industry.

3. The greenhouse effect is the natural process that warms the Earth’s surface.

Answer to Activity 7.5

High temperature has major effects on people environment with respect to:
90 Unit 7 Temperature and Thermometry

• Agriculture: the crops that we grow for food need specific conditions to
thrive, including the right temperature and enough water,

• Energy: the rise in temperature could make it harder to produce certain

types of electricity such as hydropower. This results in power shortage and
blackout.

• Health: the rise in temperature affects the environment that provides us

with clean air, food, water, and shelter. These threaten human health.

• Water supply: the rise in temperature reduces the amount of water in our
local environment.

• Forests provide homes for many kinds of plants and animals. They also
protect water quality, offer opportunity for recreation, and provide people
with food. However, the rise in temperature results in wildfire that destructs
the forest.

• Plants, animals and ecosystem: as the Earth gets warmer, plants and ani-
mals that need to live in cold places like mountain might not have a suitable
place to live. So they become extinct.

Assessment
Students must be able to identify associated hazards (if any) and safety precau-
tions needed involving bodies with extreme temperatures.

7.4 Lesson 4: Measuring Temperature with Different Ther-

mometric Scales (3hrs)

In this section the teacher is expected to use the learning strategy:

• Engage students in small group discussions and list various conditions in

which special techniques of temperature measurement are needed.

• Engage students in reading and compiling a note on the procedure of

thermometer making.

• Arrange your students in groups and give an assignment to each group

to plan, construct, and test a homemade thermometer. Let them write a
report on the functioning and limitations of the developed thermometers.
7.4 Lesson 4: Measuring Temperature with Different Thermometric Scales (3hrs) 91

• Let them make a note describing the history and making of three thermo-
metric scales.

• Let them identify which scale is commonly used locally, discuss in groups
by presenting justifications if it is necessary to retain or change the thermo-
metric scale in use.

• Guide students to use search engine for online resources and virtual labs.

Teacher Preparation Outline

Before the Lesson

p
Ask students some brainstorming questions about measuring temperature
with different thermometer scales.
p
How does a physician check the body temperature of patients?
p
Explain to your students that body temperature can be measured using
Celsius, Fahrenheit, or kelvin. However, measuring by any of the scales is
the same except the usage of different scales

During the Lesson

p
After getting feedback on the students’ concept of measuring temperature
on different thermometer scales, start your lesson by elaborating different
temperature scales. Discuss the scientists who contributed in designing
different temperature scales.
p
Engage students in small group discussions and list various conditions in
which special techniques of temperature measurement are needed.
p
Guide students in groups to design their own temperature scale.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give them a class work. Suggest some reference
materials that explain measuring with different thermometer.
Answer to Exercise 7.3
Thermometer works: as the substance inside the tube of a thermometer under-
goes some changes (expand or contract) when heated or cooled.
Answer to Exercise 7.4
92 Unit 7 Temperature and Thermometry

1. Students are expected to mention at least one of the scales from the three
scales. (degree Celsius scale, degree Fahrenheit scale or Kelvin scale)

2. Degree Celsius

3. 37 ◦C, 98.6 ◦F

4. Students are expected to discuss and decide on answer.

5. Make the students discuss and reason out. The answer should be yes.

Answer to Exercise 7.5

1. 0 ◦C or 32 ◦F or 273.15 K

2. 100 ◦C or 212 ◦F or 373.15 K

Guide to Activity 7.6

Materials needed: At least 3 beakers containing cold, warm, and hot water, and a
thermometer.
Let the students observe the scale of temperature in thermometer and record the
unit of measurement;
Let students measure the temperature in 3 beakers using thermometer and record
the values;
Tell students to compare the recorded temperature values.
Guide Exercise 7.6

1. Students in each group are expected to have their designed thermometer

and one commercial thermometer. Tell students to observe the temperature
of cold and hot (warm) water by both thermometers and record the relation
between the two thermometers.

2. Tell students to compare the scale in both thermometers.

3. Tell students convert temperature from degree Celsius scale to their own
scale.

4. Engineers use temperature as an indicator of how well a system is op-

erating within its design limit. For example, to keep a building’s indoor
environment comfortable for people, mechanical engineers continually
take temperature measurements of building zones, supply air, outside air,
and chilled and hot water supplies. In other applications, such as power
7.4 Lesson 4: Measuring Temperature with Different Thermometric Scales (3hrs) 93

plants, industrial manufacturing facilities, labs, aerospace equipment and

medical equipment, temperature measurements are used as well.

5. Tell students to write a paragraph about their experimental activity.

Guide to Activity 7.7

1. The unit of measure on their temperature scale should be ◦ X , ◦ Y , ◦ N ame

and so on.

2. Guide students to draw the picture of their own temperature scale.

3. Guide students to complete the work sheet of their own temperature scale.

Guide to Exercise 7.7

1. The temperature scales are:

Celsius temperature scale, Fahrenheit temperature scale, Kelvin scale; the

fixed points are:

• ice point (0◦C) and steam point (100◦C) for Celsius temperature scale

• ice point (32 ◦F) and steam point (212◦F) for Fahrenheit temperature
scale

• ice point (273.15 K) and steam point (373.15K) for Kelvin temperature
scale

2. The lower fixed points is the melting point of pure ice at normal atmo-
spheric pressure and the upper fixed point is the boiling point of pure water
at normal at normal atmospheric pressure.

3. Different thermometers have different temperature scales. There are:

• 100 divisions between the lower and upper fixed points of degree
Celsius scales;

• 180 divisions between the lower and upper fixed points of degree
Celsius scales;

• 100 divisions between the lower and upper fixed points of degree
kelvin scales

4. The SI unit of temperature is kelvin (K).

94 Unit 7 Temperature and Thermometry

5. Tell students to discuss the type of thermometers they came across in their
life.

6. Tell students to search types of thermometers and their importance using

internet or mobile data.
7.5 Lesson 5: Types of Thermometers and their Use (2hrs) 95

Assessment
Assessment should focus on students’ ability of explaining the making of ther-
mometers and use of different types of them in measuring temperature in dif-
ferent conditions. Give practical assignment for students to measure their class-
mates body temperature and report to the class

7.5 Lesson 5: Types of Thermometers and their Use (2hrs)

In this section the teacher is expected to use the learning strategy:

• Gather descriptions of different thermometers (alcohol, mercury, gas, elec-

trical, etc.), the associated scales, functioning of the thermometers, and
suitability to different conditions.

• Make observation at home and in the surrounding to identify the different

types of thermometers used and how/where they are used.

• Guide students to use search engine for online resources and virtual labs.

Teacher Preparation Outline

Before the Lesson
p
Ask students to tell if they know different thermometers

During the Lesson

p
Ask students some brainstorming questions about different types of ther-
mometers and theirs use.
p
After getting feedback on the students’ concept of different types of ther-
mometers and their use, start the lesson through discussion about different
types of thermometers and their use.
p
Arrange students in groups to discuss and list different types of thermome-
ters and explain their importance.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
various questions. You may give them a class work, or an assignment. Suggest
some reference materials that explain different thermometers and their use.
Answer to Exercise 7.8
96 Unit 7 Temperature and Thermometry

1. See Section 7.5 in students textbook. Different types of thermometers and

their importance are discussed there.

2. The difference between alcohol and mercury thermometers are:

• Alcohol thermometer is a type of thermometer that uses a bulb filled

with alcohol as a temperature sensor whereas a mercury thermometer
is a type of thermometer that uses a bulb filled with mercury as a
temperature sensor.
• Mercury thermometer is more durable than alcohol thermometer
because mercury does not evaporate easily.
• Alcohol thermometer is suitable to measure lower temperature; how-
ever mercury thermometer is used to measure high temperature.
• Mercury thermometer has lower value of temperature coefficient of
expansion than alcohol thermometer.

3. Different thermometers different ranges of measuring temperature.

• Alcohol thermometer measures temperature in the range of −115 ◦C

to 78.15 ◦C.
• Mercury thermometer measures temperature in the range of −30 ◦C
to 300 ◦C.
• Thermocouple measures temperature in the range of −270 ◦C to 2300 ◦C.
• Resistance thermometer measures temperature in the range of −270 ◦C
to 700 ◦C.
• Some radiation thermometers measure temperature in the range of
400 ◦C to 1250 ◦C.
• Thermistors measure temperature in the range of 0 ◦C to 100 ◦C.

4. We need different thermometers because we have a very broad range of

temperature from the lowest possible temperature to a very high tempera-
ture, for example temperatures of the sun or star.

Assessment
Assessment should focus on students’ ability of identifying different types
of thermometers for measuring temperature in different conditions. Suggest
some activities that would help teachers to check students understanding of the
concepts
7.6 Lesson 6: Conversion Between Temperature Scales (6hrs) 97

7.6 Lesson 6: Conversion Between Temperature Scales (6hrs)

In this section the teacher is expected to use the learning strategy:

• Discuss the relationships between the three thermometric scales (centi-

grade, Celsius, Fahrenheit, kelvin);

• Through Jigsaw method, let them list important temperature values and
express them in terms of the three temperature scales.

• Guide students to use search engine for online resources and virtual labs.

Teacher Preparation Outline

Before the Lesson

p
Ask students some brainstorming questions about the conversion of tem-
perature from one temperature scale to another.

During the Lesson

p
After getting feedback on the students’ concept of conversion between
temperature scales, start the lesson by deriving equations relating two
temperature scales.
p
Discuss the relationships between the three thermometric scales (centi-
grade, Celsius, Fahrenheit).
p
Engage students in group discussion to list different types of thermometers
and explain their importance.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
them various questions. You may give them a class work, or a quiz.

p
Suggest some reference materials that explain conversion of temperature
scales.
p
Guide students to use search engine for online resources and virtual labs.

Guide to Exercise 7.9

98 Unit 7 Temperature and Thermometry

1. Already derived. See the derivation in the students textbook.

2. Already derived. See the derivation in the students textbook.

Answer to Exercise 7.10

1. The division between the lower and upper fixed points of the Celsius
temperature scale and the Kelvin temperature scale is 100. The size of one
Kelvin is identical to one degree Celsius. That is the change in temperature
in Celsius scale is the same as the change in temperature of the Kelvin scale.

2. The same reasoning as 1. ∆T C = ∆T K . Note: 2 ◦C ̸= 2K , however,(12◦C − 10◦C) =

2◦C = (22 K − 20 K ) = 2 K

3. The minimum possible temperature in nature is 0 K or −273.15 ◦C

Answer to Exercise 7.11

1.
TF − 32 TK − 273.15 TF − 32 TK − 273.15
= =⇒ =
212 − 32 373.15 − 273.15 180 100
TF − 32 = 1.8 (TK − 273.15) =⇒TF = 1.8 (TK − 273.15) + 32
TF − 32
=⇒TK = + 273.15
Figure 7.1 1.8

2. 300.93 K

3.

TC − 0 T X − 112 TC T X − 112
= =⇒ =
100 − 0 312 − 112 100 200
T X = 2TC + 112=⇒T X = 2 (28) + 112 = (56 + 112) ◦ X

T X = 168 ◦ X

Assessment
Students must demonstrate fluency in working with three temperature scales
(Celsius, Fahrenheit, Kelvin) and conversion from one to the other scale. Suggest
activities that could measure their level of understanding

7.7 Lesson 7: Thermal Expansion of Materials (4hrs)

Figure 7.2 In this section the teacher is expected to use the learning strategy:
7.7 Lesson 7: Thermal Expansion of Materials (4hrs) 99

• Engage students in a laboratory experiment with wires of different material

and different cross-sectional areas, but with the same length ( about 50cm).
Fasten them at one end and put on a surface or knife-edge near the other
end. Make observation of what will happen when the wires are heated at
the same time. Use students’ observation and data to introduce the idea of
linear thermal expansion, factors determining linear expansion, etc.

• Conduct simple calculations and estimations about linear expansion.

• Guide students to use search engine for online resources and virtual labs.

Teacher Preparation Outline

Before the Lesson

p
Ask students about their background experience concerning the expansion
and contraction of materials due to change in temperature.

During the Lesson

p
Ask students some brainstorming questions about the expansion of materi-
als due to increment of temperature.
p
After getting feedback on the students’ concept of materials expansion, start
the lesson by discussing expansion and contraction of different materials
due to change in temperature.
p
Discuss the relationships between: change in length and change in tem-
perature, change in length and the initial length, change in length and the
nature of material.
p
Engage students in an experiment with wires of different material and
different cross-sectional areas, but with the same length, to observe the
change in the length of the wires when there is change in temperature .
p
Make students conduct simple calculations and estimations about linear
expansion of materials.
p
Ensure that the students are paying attention to the lesson.

After the Lesson

Get feedback from students about their understanding of the lesson by asking
them various questions. You may give them a class work, or a quiz.
100 Unit 7 Temperature and Thermometry

p
Suggest relevant reference materials that explain expansion of materials.

Guide to Activity 7.8

1. Tell students to prepare copper, aluminum and steel wires of 2 mm in

diameter and 50 cm in length.

2. Guide the students to fasten carefully the three wires at one end and put on
a surface or knife-edge near the other end.

3. Tell the students to heat the wires and to observe it carefully.

4. Let students record their observations.

5. Make them to discuss on factors determining the linear expansion of wires.

6. Finally, based on the experiment, tell the students to explain the change in
length of each wire.

Answer to Exercise: 7.12

1. When the materials are heated at 100 ◦C, the length increases and when
they are cooled at −100◦C the length of materials decreases. The change in
length of materials is given in the following Table 1. If you double the length
of the material, the change in length will be doubled, if you triple the length
of the material, its change in length will be tripled and so on. So change in
length for materials is not small, and affects in large constructions such as
bridges if it is not considered.

Material Change in length (∆L) at Change in length (∆L) at 100◦C

−100◦C
lead -0.29 0.29
steel -0.11 0.11
aluminum -0.23 0.23
brass -0.19 0.19
copper -0.17 0.17
glass -0.09 0.09
TM
Pyrex -0.03 0.03
(glass)

2. All materials expand when they are heated.

7.7 Lesson 7: Thermal Expansion of Materials (4hrs) 101

3. Different materials react differently when they are heated. The change in
length of some materials is very small compared with other materials when
they are exposed to same temperature. For example the change in length of
a lead is about ten times that of a Pyrex.

4. Lead

5. Pyrex

6. The rate of expansion and contraction are the same. The material that
expands the most at high temperature also contracts the most at low tem-
perature. See the table.

7. Pyrex, glass, steel, copper, brass, aluminum, lead

8. Steel

Answer to Exercise 7.13

1. The change in length can also be doubled.

2. Yes, the coefficient of linear expansion depends on the nature of materials.

It is different for different materials.

3. When the bimetallic strip is heated, the brass, having the larger value of α,
expands more than the steel. Since the two metals are bonded together, the
bimetallic strip bends into an arc as in part b, with the longer brass piece
having a larger radius than the steel piece. When the strip is cooled, the
bimetallic strip bends in the opposite direction, as in part c
102 Unit 7 Temperature and Thermometry

Figure 1: A bimetallic strip and how it behaves when (b) heated and (c) cooled
Answer to Exercise 7.14

1. A hole in a piece of solid material also expands.

Assessment
Students’ understanding and ability to discuss linear expansion and work with cal-
culations with linear expansion must be assessed. Moreover, individual students’
group involvement must be credited.
NB:
- Assist students to read the online resources provided as clickable contents in
the unit. Use the soft copy of the textbook to do so.

-Using the ICT facility of your school or smart phones, assist students to per-
form the virtual laboratories by clicking on the provided links at the end of the
unit. Use the soft copy of the textbook to do so.

Answer to end of unit questions

Part I
1. D
2. D
3. A
4. C
5. B
6. A
7. A
8. C
Part II

1. Temperature is the degree of hotness or coldness of a body or the measure

of the average kinetic energy of the particles in a body

2. Greenhouse gas emissions.

3. An absolute temperature is the possible minimum temperature, 0 K on the

Kelvin scale or -273.5 ◦C in Celsius scales.

4. 273.15 K (ice point), 373.15 (steam point)

5. 0 K or -273.15 ◦C
7.7 Lesson 7: Thermal Expansion of Materials (4hrs) 103

Part III

1. -17.78

2. 98.33

3. 87 ◦ X

4. 0.00047 m empty space should be provided.

5. 0.0051 m