Scribd
Upload
87 views11 pages

Speed, Velocity, and Motion Concepts

The document outlines the lesson plans for Week 6 of a Physics course for senior secondary school students, covering topics such as Linear Motion, Equilibrium of Forces, and Electrolysis. Each lesson includes objectives, content development, strategies, activities, evaluations, and assignments. The document emphasizes key concepts like speed, velocity, conditions for equilibrium, and Faraday's laws of electrolysis.

Uploaded by

olanite oyedeji
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
87 views11 pages

Speed, Velocity, and Motion Concepts

The document outlines the lesson plans for Week 6 of a Physics course for senior secondary school students, covering topics such as Linear Motion, Equilibrium of Forces, and Electrolysis. Each lesson includes objectives, content development, strategies, activities, evaluations, and assignments. The document emphasizes key concepts like speed, velocity, conditions for equilibrium, and Faraday's laws of electrolysis.

Uploaded by

olanite oyedeji
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

WEEK 6

DATE: 14th – 18th of October, 2024


CLASS: SS1
PERIOD: 1&2
DURATION: 80 minutes
TOPIC: Linear Motion.
SUB-TOPIC: Concept of speed, velocity and uniform motion and Calculations on speed and velocity.
REFERENCE: M.W Anyakoha, Ph.D. New school physics for senior secondary school, Pg 3
BUILDING BACKGROUND: The students are familiar with concept of position, distance and
displacement.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
Explain speed velocity and uniform motion.
Solve problem speed and velocity.
RESOURCE MATERIAL(S): A chart showing velocity-time graph.
CONTENT DEVELOPMENT
DISTANCE (s): This is the separation or space between two points. It is measured in meters and it is a
scalar quantity.

DISPLACEMENT (s): It is distance in a specified direction. It is a vector quantity and it is measured in


meters.

SPEED (v): It is the rate of change of distance moved with time. The unit is m/s and it is a scalar quantity.
Distance
V=
Time

UNIFORM SPEED: It is obtained if the rate of change of distance with time is constant or when a body
travels equal distances in equal time intervals.

AVERAGE SPEED: Average speed is the total distance travelled divided by the total time taken. The
average speed is a better representation of the motion of a body not moving at a constant or uniform speed.

INSTANTANEOUS SPEED: It is the actual speed of a body at any instant during the course of motion.
VELOCITY: It is the rate of change of displacement with time. The unit is m/s. It is a vector quantity.

INSTANTANEOUS SPEED: It is the actual speed of a body at any instant during the course of motion.
VELOCITY: It is the rate of change of displacement with time. The unit is m/s. It is vector quantity.

UNIFORM VELOCITY: It occurs when the rate of change of displacement with time is constant or when a
body travels equal displacement in equal time interval.
STRATAGIES AND ACTIVITIES
ACT 1: Teacher introduces the lesson by asking the students to explain distance.
ACT 2: Teacher explains the concept of distance to the students.
ACT 3: Teacher lists and explains types of displacement to the students.
ACT 4: The students are allowed to ask questions for better understanding by the teacher.
EVALUATION:
1. Define speed, velocity and uniform velocity.
2. Differentiate between velocity and speed.
ASSIGNMENT: State the similarities between distance and displacement.

PERIOD: 3&4
DURATION: 80 minutes
TOPIC: Linear Motion
SUB-TOPIC: Distance-time graph.
REFERENCE: M.W Anyakoha, Ph.D. New school physics for senior secondary school, Pg 3
BUILDING BACKGROUND: The students are with movement of cars from one place to another.
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
Explain distance and displacement.
Differentiate between distance and displacement.
RESOURCE MATERIAL(S): A graph board.

CONTENT DEVELOPMENT
Distance-time graph, Displacement-time graph
It is the graphical representation of the motion of a body. There are Distance-time graph, Displacement-
time graph and Velocity-time graph

Example: A car moves with a speed of 30m/s. Calculate the distance travelled in 30s.
Given that:
V = 30m/s, t = 30sec
Distance
V=
Time
d = vt
d = 30 x 30
d = 900m
DISTANCE-TIME GRAPH FOR UNIFORM MOTION
Distance-time graph

STRATAGIES AND ACTIVITIES


ACT 2: Teacher revises the concept of distance and displacement with the student
ACT 3: Teacher gives a details explanation on velocity-time graph of a moving particle to the students
ACT 4: Teacher solve simple problem on velocity-time graph to the students
ACT 5: Teacher lists and explains the differences between velocity-time graph and displacement-time
graph.
EVALUATION: A car travels with a constant velocity of 45km/h for 10s. What distance does it cover in
this time?

ASSIGNMENT: A Car is travelling with a uniform velocity of 72km/h. What distance does he cover in
20s?
WEEK 6
DATE: 14th – 18th of October, 2024
CLASS: SS2
SUBJECT: Physics
PERIOD: 1&2
DURATION: 80 minutes
TOPIC: Equilibrium of Forces
SUB-TOPIC: Conditions for Equilibrium
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Page 192
BUILDING BACKGROUND: The students are familiar with the concept of resolution of forces
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. list condition for equilibrium
ii. solve problem on equilibrium of forces
RESOURCE MATERIAL: A chart types of equilibrium positions
CONTENT DEVELOPMENT.
Conditions for Equilibrium for a System of Parallel Forces
i. Sum of forces in one direction must equal to the sum of forces in the opposite direction.
Sum of upward forces must equal to the sum of downward forces.
ii. Resultant force must be zero
iii. The algebraic sum of moment about a point must be equal to zero.
However, for three non-parallel co-planar forces to keep a body in equilibrium,
i. The line of action of the three forces must intersect at a point
ii. The three forces can be represented in magnitude and direction by the adjacent sides of a
triangle by taking the head of one to the tail of the other.
Couple
A couple is a system of equal and opposite forces acting at a distance apart and whose lines of
actions do not coincide. A couple will always create a turning effect about a point midway between
the two forces. The forces of a couple create a torque. Couple cause an angular acceleration.

The moment of a couple = F x d


The perpendicular distance between the two forces is called the arm of the couple. The
moment of a couple about any point in a plane containing the two forces is the same.
Moving the couple from one point to another in the plane does not change the value of the moment
of the couple.
APPLICATION OF COUPLE
1. Turning of a tap head
2. Turning the stirring wheel of a car with two hands
3. Action of a corkscrew or
4. Use screwdriver to loosen a screw.
5. Action on a circular door knob
STARATEGIES AND ACTIVITIES
ACT 1: Teacher introduces the lesson by revising the moment of a forces about a point with the
students.
ACT 2: Teacher explains the concept of equilibrium and type of equilibrium to the students
ACT 3: Teacher explains the conditions for equilibrium to the students
ACT 4: Teacher guides the student to solve simple problems on moment of a forces about a fixed
point
ACT 5: Teacher asks the students to explain couple in their own ideas and correct their mistake by
explaining couple and its applications in details
EVALUATION

1. Mention two example each of bodies in (i) stable equilibrium (ii) unstable equilibrium (iii)
neutral equilibrium
2. Define a couple.
ASSIGNMENT: Two force of 10N each act at the opposite end of ruler 50cm long. Calculate
the resultant force and the moment of the force.

PERIOD: 3
DURATION: 40 minutes
TOPIC: Equilibrium of Forces
SUB-TOPIC: Centre of gravity
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school. Page 189
BUILDING BACKGROUND: The students are familiar with the concept of electric circuits
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. define centre of gravity
ii. list types of equilibrium
iii. explain centre of mass
RESOURCE MATERIAL(S): A pivot and metre rule
CONTENT DEVELOPMENT.
Centre of Gravity
This can be defined as a point on a body through which the line of action of the resultant weight
of the body passes through. It is the point on an object where the resultant weight of the body is
acting. The position of the centre of gravity of an object can be determined through the following
methods:
i. Balancing method
ii. Plumb line methods
TYPES OF EQUILIBRIUM / STABILITY

1. Stable equilibrium: bodies in stable equilibrium


i. Have centre of gravity close to their base (low c.g)
ii. Have wide base
iii. Returns to their original position after a slight tilt.

c.g
Examples of bodies in stable equilibrium; a cone sitting on it base, a funnel set upside down on a
table
N.B when bodies in neutral equilibrium are slightly tilted, their potential energy increases but the
line of action remains within the base.

2. Unable equilibrium: bodies in unstable equilibrium


i. Have centre of gravity high above the base.
ii. Have narrow base
iii. Fall away from their original position when they are slightly tilted

Example of bodies in unstable


equilibrium is cone resting on
it vertex.

*8
N.B when bodies in neutral equilibrium are slightly tilted, their potential energy decreases
and the line of action falls outside the base.
3. Neutral equilibrium: For bodies in neutral equilibrium, the potential energy remains
unchanged when they are slightly tilted.
The diagram below typify the types of equilibrium.

Ball in stable equilibrium Ball in unstable equilibrium Ball in neutral


equilibrium
(You can easily identify the type of equilibrium by considering how a body will fall off its
equilibrium position when it is slightly tilted)

Centre of Mass

This can be defined as the point on an object where the application of a force will produce
acceleration and not a turning effect.

STARATEGIES AND ACTIVITIES


ACT 1: Teacher explains centre of gravity to the students
ACT 2: Teacher asks students to demonstrate how to determine centre of gravity of a metre
rule using the instructional aids
ACT 3: Teacher explains types of equilibrium with examples to the students
ACT 4: Teacher explains centre of mass to the students
EVALUATION: Explain centre of gravity
ASSIGNMENT: Teacher gives assignment from the student’ textbook

WEEK 6
DATE: 14th – 18th of October, 2024
CLASS: SS3
SUBJECT: Physics
PERIOD: 3&4
DURATION: 80 minutes
TOPIC: Electrolysis
SUB-TOPIC: Faraday’s Laws of Electrolysis
REFERENCE: M.W Anyakoha, Ph.D. New school physics for senior secondary school,
Page 137
BUILDING BACKGROUND: The students are familiar with types of cells and circuits
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. definition of simple terms on electrolysis
ii. state faraday’s laws of electrolysis
RESOURCE MATERIAL(S): A chart showing a voltammeter
CONTENT DEVELOPMENT
DEFINITION OF SIMPLE TERMS

Electrolysis: Is the process whereby a liquid conducts electricity by the movement of


positive and negative ions within the liquid while undergoing chemical changes.

Electrolytes: Are liquid, which allows the electricity through them is called electrolytes.
Such electricity is salt solutions, alkalis and dilute acids (acidulated water).

Non-Electrolytes: are liquids, which do not allow electricity to pass through them. Such
liquids include distilled water, alcohol, liquid paraffin and sugar solution.

NOTE
 Metals and hydrogen are deposited at the cathode, while non-metals and oxygen are
deposited on the anode. The anode may dissolve in solution.
 Electrolysis does not manufacture electric charges and it is the “splitting’ of
compounds by electricity. E.g. water decomposes into oxygen and hydrogen by
electric current.

FARADAY’S LAWS OF ELECTROLYSIS


Faraday’s first law of electrolysis: state that the mass (m) of a substance liberated during the
process of electrolysis is proportional to the quantity of electricity (It) passed through the
electrolyte
m α Q…………………………………2.9

m α It…………………………………3.0

Faraday’s second law of electrolysis states that the relative masses of substances liberated by
the same quantity of electricity are proportional to their chemical equivalents.

If m is the mass of substance deposited when a current Q flows for time t, then the quantity of
electricity of electricity which flows through it
m = Z It. …………………………………3.1
Where, Z is electrochemical equivalent of the substance
m
Z= …………………………………….3.2
¿
I = current in A
t = time in seconds
m = mass of substance in grams
STRATAGIES AND ACTIVITIES
ACT 2: Teacher revises the concept of wet type cells with the student
ACT 3: Teacher gives a details explanation on electrolysis and terms in electrolysis to the
students
ACT 4: Teacher states the faraday’s laws of electrolysis to the students
ACT 5: Teacher asks the students to differentiate between electrolyte and electrodes
EVALUATION: Explain chemical equivalent

ASSIGNMENT: In electrolysis of copper tetraoxosulphate (VI) using copper electrodes,


1.53g of copper wire deposited in 30 minutes. Determine the average current used (z = 3.29 x
10-4gc-1)

PERIOD: 3
DURATION: 40 minutes
TOPIC: Electrolysis
SUB-TOPIC: Applications of Electrolysis
REFERENCE: M.W Anyakoha Ph.D. New school physics for senior secondary school.
Page 189
BUILDING BACKGROUND: The students are familiar with the concept of electric circuits
LESSON OBJECTIVE(S): By the end of the lesson students should be able to;
i. solve calculation problems on electrolysis
ii. list the applications of electrolysis
RESOURCE MATERIAL(S): A Voltammeter
CONTENT DEVELOPMENT.
Example: A current of 3A maintained for 50 minutes deposits 3.048g of zinc at the cathode.
Determine the electrochemical equivalent of zinc.
Solution
Given that;
I = 3A, t = 5min = 300secs, m = 3.048g & Z =?
m = Z It
m
Z=
¿
3.048
Z=
3× 300
Z = 0.003387gC-1
Class Work: In an electrolysis experiment, a cathode of mass 5g is found to weigh 5.01g
after a current of 5A flows for 50 seconds. What is the electrochemical equivalent of the
deposited substance?
APPLICATIONS OF ELECTROLYSIS
In industry, electrolysis is used in electroplating of metals, purification of metals and
electrolytic production of metals from compounds.
i. Electroplating
ii. The purification of metals
iii. The electrolytic preparation of metals from compounds

STARATEGIES AND ACTIVITIES


ACT 1: Teacher solves a calculation problem on electrolysis with the students
ACT 2: Teacher gives the students a calculation question from their textbook as class work
ACT 3: Teacher lists and explains the applications of electrolysis to the students
ACT 4: Teacher asks the students to mention other applications of electrolysis
EVALUATION:
1. What is electrolysis? Mention at least two uses of electrolysis
2. What is an electrolyte?
3. State Faraday’s laws of electrolysis
ASSIGNMENT: Explain magnetic flux density

Common questions

Powered by AI

Distance-time graphs and displacement-time graphs represent the motion of a body. In uniform motion, the distance-time graph is a straight line indicating a constant speed, as equal distances are covered in equal time intervals . Similarly, a displacement-time graph for uniform velocity also shows a straight line where displacement increases at a constant rate, reflecting an unchanging velocity . Both graphs visually distinguish between scalar and vector quantities through their respective representations.

The center of gravity is pivotal in determining an object's stability in different equilibrium states. In stable equilibrium, a low center of gravity and a broad base ensure the object returns to its initial position after displacement . Conversely, in unstable equilibrium, a high center of gravity combined with a narrow base means the object deviates further from its original position once displaced . Neutral equilibrium is achieved when the center of gravity position and potential energy remain unaffected by shifts, enabling constant equilibrium .

Stable equilibrium occurs when the center of gravity is low and the base is wide, allowing the body to return to its original position after being tilted . Unstable equilibrium is characterized by a high center of gravity and a narrow base, causing the body to not return to its original position after a slight disturbance . Neutral equilibrium occurs when the body's potential energy and configuration remain unchanged after being tilted, having neither a significant base nor center of gravity advantage .

For a system of parallel forces to be in equilibrium, the sum of forces in one direction must equal the sum of forces in the opposite direction to ensure balanced forces vertically or horizontally . Additionally, the resultant force ought to be zero, meaning equilibrium in all directions, and the algebraic sum of moments about any point should be zero to maintain equilibrium of turning effects . Such configurations ensure stability and prevent rotational motion.

Industrial processes like metal electroplating and purification utilize Faraday’s Laws of Electrolysis to manage precise deposition and removal of materials. The first law, which articulates mass deposition proportional to charge, aids in controlling thickness and uniformity on surfaces during electroplating . In metal purification, Faraday's second law helps determine the precise relationship between chemical equivalents and mass, optimizing the extraction and refinement processes, ensuring purity and efficient material utilization .

Speed is the rate of change of distance with time, and it is a scalar quantity measured in meters per second (m/s). Velocity, on the other hand, is the rate of change of displacement with time, making it a vector quantity, also measured in m/s . This means that velocity not only considers how fast something is moving but also the direction of that movement.

A velocity-time graph illustrates how the velocity of a particle changes over time, where the slope represents acceleration, and the area under the graph represents displacement . In contrast, a displacement-time graph shows how displacement varies with time and the slope indicates velocity . Thus, the velocity-time graph focuses on changes in speed and acceleration, while the displacement-time graph emphasizes overall position relative to a starting point.

Faraday's first law of electrolysis states that the mass (m) of a substance deposited is directly proportional to the total charge (Q) passed through the electrolyte, given by m ∝ Q or m = ZIt, where Z is the electrochemical equivalent . This means that by measuring the current (I) and time (t), one can calculate the exact mass of the deposited substance during electrolysis, allowing for precise control in industrial applications like electroplating and metallurgical processes .

A couple involves two equal and opposite forces whose lines of action do not coincide, causing rotation but not translation. The moment of a couple is given by the product of one force and the perpendicular distance (arm of the couple) between them, which is constant across any point in the same plane . This concept is applied in devices like door knobs and steering wheels, where rotational motion is desired without the movement of the object, exemplifying efficient mechanical advantage .

Electrolysis involves the conduction of electricity through a liquid with chemical changes occurring in the liquid. Electrolytes are substances that dissociate into ions in solution, thereby allowing electric current to pass through them; common examples are salt solutions and dilute acids . Non-electrolytes, conversely, do not conduct electricity as they do not dissociate into ions; examples include distilled water and sugar solution . This distinction is crucial for processes like electroplating and purification which rely on ion movement.

You might also like