Daily Lesson Plan

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Day/Date: 12 to 15 May Subject: Physics Class: Sr I T
Duration 35 mins Week 12 Term 2nd
Topic: Revision

Leaning Objectives: Learning Outcome (what would learning look like by the
end of the lesson)
By the end of the lesson students will be able Students will:
to:
 1. Define and calculate speed, velocity,  1. Recall and apply equations for speed, velocity,
and acceleration using their respective acceleration, and density.
equations. 2. Explain the difference between uniform and non-
2. Understand the concepts of uniform uniform acceleration.
and non-uniform acceleration. 3. Sketch, plot, and interpret distance-time and
3. Analyze and interpret distance-time speed-time graphs.
and speed-time graphs. 4. Solve problems involving speed, velocity, and
4. Define mass and weight, compare acceleration.
them using appropriate methods. 5. Use equipment like balances and force meters for
5. Describe how to determine the measuring mass, weight, and density.
density of solids and liquids and use the 6. Describe how gravitational field strength relates to
density equation. the motion of objects in free fall.
6. Apply the concept of gravitational 7. Calculate the area under speed-time graphs to
field strength and its relation to free fall. determine distance travelled.
7. Use force meters and balances to
measure weight and mass.
8. Apply the equations for density,
speed, velocity, acceleration, and free
fall in calculations.


Learning Activities:
Day 1 (12th May 2025) - Motion and Speed Practice
Bridge-In (5 mins):
 Activity:
o Start with a quick recap of speed and velocity definitions.
o Show a video or image of a moving car or a person walking and ask: "What is the difference
between speed and velocity?"
o Review the formula for calculating speed: Speed = Distance / Time.
Learning Objectives:
 Define and calculate speed and velocity using their respective equations.
 Apply the concepts of uniform and non-uniform motion.
 Solve problems involving speed and velocity.
Pre-Assessment (5 mins):
 Activity:
o Ask students to recall the equation for speed and give an example of an object moving with
constant speed.
o Solve a quick warm-up question: "If a car travels 300 meters in 20 seconds, what is its speed?"
Participatory Learning (15 mins):
 Activity:

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 Daily Lesson Plan
oProvide students with a set of real-world problems to solve in pairs or individually, involving
speed calculations.
o Example problems:
 "If a car travels 600 meters in 30 seconds, what is its speed?"
 "A runner completes 400 meters in 50 seconds. What is their speed?"
o Walk around the classroom to assist students as needed.
Post-Assessment (5 mins):
 Activity:
o Ask students to individually solve the problem on the board:
 "A person walks 500 meters in 10 minutes. What is their speed?"
o Review and discuss the solution with the class.
Summary/Evaluation (5 mins):
 Activity:
o Review the key concepts of speed and velocity.
o Provide feedback on the post-assessment problem and clarify any misunderstandings based on
students’ responses.

Day 2 (13th May 2025) - Acceleration and Free Fall

Bridge-In (5 mins):
 Activity:
o Quick review of the equation for acceleration: a = Δv / Δt.
o Discuss acceleration as speeding up and deceleration as slowing down.
o Show a short clip or animation of a car accelerating or decelerating.
Learning Objectives:
 Recall the definition of acceleration and solve problems involving it.
 Understand the difference between uniform and non-uniform acceleration.
 Apply the equation for acceleration in real-life situations.
Pre-Assessment (5 mins):
 Activity:
o Ask students: "How does acceleration relate to speed?" to gauge prior knowledge.
o Solve a quick problem: "What is the acceleration of a car if its speed increases from 0 to 20 m/s
in 10 seconds?"
Participatory Learning (15 mins):
 Activity:
o Give students practice problems involving acceleration, velocity, and time.
o Allow students to work in pairs to solve and discuss the answers.
o Example problem: "A car accelerates from rest to 25 m/s in 5 seconds. What is its acceleration?"
o Explain the difference between uniform and non-uniform acceleration using real-life examples
(e.g., cars, roller coasters).
Post-Assessment (5 mins):
 Activity:
o Ask students to individually solve a problem involving deceleration:
 "A car slows from 30 m/s to 0 m/s in 10 seconds. What is its deceleration?"
o Review the answers as a class.
Summary/Evaluation (5 mins):
 Activity:
o Discuss the answers to the problems solved during the lesson.
o Clarify any mistakes in understanding acceleration and deceleration.

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 Daily Lesson Plan
Day 3 (14th May 2025) - Distance and Speed-Time Graphs
Bridge-In (5 mins):
 Activity:
o Recap the definitions of distance-time and speed-time graphs.
o Discuss how to interpret these graphs, focusing on slopes and shapes.
o Ask students: "What does a horizontal line in a distance-time graph represent?"
Learning Objectives:
 Learn how to interpret distance-time and speed-time graphs.
 Calculate speed from the gradient of a distance-time graph.
 Determine distance from a speed-time graph by calculating the area under the graph.
Pre-Assessment (5 mins):
 Activity:
o Ask students: "What does a horizontal line in a distance-time graph represent?"
o Solve a quick example: "What is the speed of an object with a distance-time graph showing a
straight line with a slope of 2 m/s?"
Participatory Learning (15 mins):
 Activity:
o Provide students with a set of speed-time and distance-time graphs for them to analyze.
o Have students work in pairs to interpret the graphs and solve problems based on the graph
shapes (constant speed, accelerating, decelerating).
o Example tasks:
 "Determine the distance travelled by the object."
 "Interpret the graph and describe the motion of the object."
Post-Assessment (5 mins):
 Activity:
o Ask students to create their own distance-time graph based on a real-life scenario and explain
the motion represented.
o Example: "Create a graph representing a runner’s motion during a 400-meter race."
Summary/Evaluation (5 mins):
 Activity:
o Review the interpretations of distance-time and speed-time graphs.
o Evaluate the students’ understanding based on their ability to apply the concepts during post-
assessment.

Day 4 (15th May 2025) - Density and Gravitational Field Strength

Bridge-In (5 mins):
 Activity:
o Review the concepts of mass, weight, and gravitational field strength (g = W / m).
o Discuss the formula for density: ρ = m / V.
Learning Objectives:
 Define and calculate density using the formula.
 Use the formula for gravitational field strength and its relation to free fall.
 Measure and calculate the density of different materials in lab experiments.
Pre-Assessment (5 mins):
 Activity:
o Ask students: "What is the difference between mass and weight?"
o Solve a quick density calculation problem: "What is the density of a material with mass 500g

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 Daily Lesson Plan
and volume 200 cm³?"
Participatory Learning (15 mins):
 Activity:
o Provide students with materials to measure density (solid and liquid).
o Have students measure mass, volume, and calculate density in groups.
o Demonstrate how to use a balance and displacement method for irregular objects.
Post-Assessment (5 mins):
 Activity:
o Ask students to solve a problem where they calculate density from given mass and volume
values.
o Example: "A rock has a mass of 200g and a volume of 50 cm³. What is its density?"
Summary/Evaluation (5 mins):
 Activity:
o Review key concepts on density and gravitational field strength.
o Evaluate understanding based on students’ ability to apply formulas and methods in practical
scenarios.
.

Resources:
worksheets

Real Life Examples:

1. Calculating the speed of moving vehicles and interpreting their motion using graphs.
2. Comparing masses and densities of different objects (e.g., measuring the density of liquids).
3. Gravitational field strength in the context of satellite orbits and free fall.

Evaluation:

TCS SIQA Handbook/Lesson plan format/AY 2023-2024

 Daily Lesson Plan
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Day/Date: 5 to 8 May Subject: Physics Class: Sr I T
Duration 35 mins Week 12 Term 2nd
Topic: Revision

Leaning Objectives: Learning Outcome (what would learning look like by the
end of the lesson)
By the end of the lesson students will be able Students will:
to:
 Understand Phase Changes and Energy 1 Students will solve 20 multiple-choice questions on
Transfer melting, boiling, and evaporation on the first day to
 Explain Evaporation and Its Effects demonstrate their understanding of energy transfer without a
 Describe the methods of conduction, change in temperature.
convection, and radiation, and explain 2 Students will solve one P-2 pastpaper question on
how they transfer thermal energy in evaporation and the factors affecting its rate, including
different materials and environments. temperature, surface area, and air movement, on the second
 Explain how thermal insulation works day.
in everyday applications and describe 3 Students will solve one P-2 pastpaper question on
the role of infrared radiation in energy conduction, convection, and radiation on the third day,
transfer. applying their understanding of thermal energy transfer
mechanisms.
4 Students will solve one P-2 pastpaper question on
thermal insulation and infrared radiation on the fourth
day, demonstrating their ability to explain how these
concepts apply to real-world scenarios.

Day 1 (5th May 2025) - Melting, Boiling, and Evaporation Revision

Bridge-In (5 mins):
 Activity:
o Start with a question to engage students: "What happens to the temperature when a substance
changes state? Does it increase or remain constant?"
o Show a video of melting ice and boiling water to demonstrate energy transfer during phase
changes.
o Encourage students to share their observations.
Learning Objectives:
 Describe the processes of melting, solidification, boiling, and condensation in terms of energy
transfer without a change in temperature.
 Describe the differences between boiling and evaporation.
 Understand the impact of temperature, surface area, and air movement on evaporation.
Pre-Assessment (5 mins):
 Activity:
o Ask students: "What is the difference between boiling and evaporation?" and collect responses.
o Provide a real-life example: "At what temperature does water boil and melt under standard
atmospheric pressure?"
Participatory Learning (15 mins):
 Activity:
o Provide pastpaper-style questions related to melting, boiling, and evaporation.
o Example tasks:

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 Daily Lesson Plan
"Explain why evaporation occurs more quickly on a hot day with wind than on a still,

cool day."
 "Describe the energy changes when water changes from liquid to gas."
 "What is the boiling point of water at 1 atmosphere of pressure?"
o Students will solve these questions in pairs or small groups, discussing their reasoning behind
each answer.
Post-Assessment (5 mins):
 Activity:
o Ask students to individually solve this question on the board: "Explain how evaporation causes
cooling. How is this process used in sweating?"
o Review the answers with the class and provide feedback on their explanations.
Summary/Evaluation (5 mins):
 Activity:
o Recap the key points from the lesson.
o Clarify the concepts of latent heat and energy transfer during phase changes.

Day 2 (6th May 2025) - Conduction, Convection, and Radiation Revision

Bridge-In (5 mins):
 Activity:
o Start by reviewing conduction, convection, and radiation as methods of thermal energy
transfer.
o Ask students: "How does a metal spoon heat up when placed in a hot cup of tea?"
Learning Objectives:
 Describe conduction, convection, and radiation as methods of thermal energy transfer.
 Discuss the concept of good and bad conductors and identify materials based on their conductivity.
 Understand the factors affecting radiation and its relevance in everyday life.
Pre-Assessment (5 mins):
 Activity:
o Ask students: "What is the difference between heat transfer by conduction and radiation?"
o Have students recall examples of conduction, convection, and radiation they have encountered
in everyday life.
Participatory Learning (15 mins):
 Activity:
o Provide students with pastpaper-style questions on conduction, convection, and radiation.
o Have students work in groups to solve these problems, encouraging them to perform simple
experiments if possible (e.g., testing which material conducts heat better).
Post-Assessment (5 mins):
 Activity:
o Ask random students to individually solve the worksheet question on the board:
o Review the answers and clarify any misunderstandings.
Summary/Evaluation (5 mins):
 Activity:
o Summarize the main points of the lesson, focusing on the practical applications of conduction,
convection, and radiation in everyday life.
o Provide feedback based on the post-assessment problem and discuss any questions that were
challenging for students.

Day 3 (7th May 2025) - Evaporation and Cooling

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 Daily Lesson Plan
Bridge-In (5 mins):
 Activity:
o Ask students: "Have you ever noticed how your skin feels cooler after sweating? Why do you
think that happens?"
o Explain how evaporation causes cooling and ask for examples of evaporation they have
observed (e.g., puddles drying up).
Learning Objectives:
 Describe how temperature, surface area, and air movement affect evaporation.
 Explain the process of evaporation in terms of the escape of more energetic particles from the surface
of a liquid.
 Understand how evaporation causes cooling.
Pre-Assessment (5 mins):
 Activity:
o Ask students: "What happens to the temperature of a liquid when it evaporates?"
o Provide a warm-up problem: "Why does sweating help cool your body?"
Participatory Learning (15 mins):
 Activity:
o Provide students with questions related to evaporation and cooling:
 "Why does water evaporate faster in a warm, dry environment than in a cool, humid
one?"
 "How does the increase in surface area affect the rate of evaporation?"
o Students will work in pairs or small groups to solve these questions, performing simple
experiments if possible (e.g., comparing evaporation rates from two containers with different
surface areas).
Post-Assessment (5 mins):
 Activity:
o Ask students to solve a problem individually: "Why does a fan help cool you down on a hot
day? How does it relate to evaporation?"
o Review the answers and clarify any misconceptions.
Summary/Evaluation (5 mins):
 Activity:
o Recap the key concepts of evaporation and cooling.
o Discuss real-life applications of evaporation, such as sweating and the functioning of cooling
devices (e.g., evaporative coolers).

Day 4 (8th May 2025) - Thermal Insulation and Everyday Applications

Bridge-In (5 mins):
 Activity:
o Discuss the importance of thermal insulation. Ask students: "Why do we insulate buildings and
use thermal flasks?"
o Show a short video or image demonstrating thermal insulation in buildings.
Learning Objectives:
 Describe how thermal insulation helps reduce heat loss in buildings and everyday appliances.
 Explain the role of infrared radiation in energy transfer.
Pre-Assessment (5 mins):
 Activity:
o Ask students: "What materials are used for insulation and why?"
o Provide a problem: "How does double glazing in windows help in reducing heat loss?"

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 Daily Lesson Plan
Participatory Learning (15 mins):
 Activity:
o Provide pastpaper-style questions related to thermal insulation and infrared radiation.
o Example tasks:
 "Describe how thermal insulation is used in refrigerators and thermal containers."
 "How does infrared radiation help in the operation of thermal energy systems?"
o Students will work in pairs or small groups to solve these questions and discuss their answers.
Post-Assessment (5 mins):
 Activity:
o Have students solve this problem individually: "Why are dark-colored materials better absorbers
of infrared radiation than light-colored materials?"
o Review answers and provide feedback.
Summary/Evaluation (5 mins):
 Activity:
o Recap the key points from the lesson about thermal insulation and infrared radiation.
o Discuss how insulation is used in real-world applications like building design, refrigerators, and
thermal energy systems.

Resources:
1. worksheets

Real Life Examples:

As per pastpaper question

Evaluation:

TCS SIQA Handbook/Lesson plan format/AY 2023-2024