PHYSICS SCHEME OF WORK FOR S.S.

TWO (FIRST TERM 2018/2019 SESSION)

WEEK ONE: - Newton’s laws of motion:-
 Inertial- relationship between force, mass and acceleration
 Differentiate between mass and weight
 State the law
WEEK TWO: - Newton’s laws of motion cont:-.
 Action and Reaction
 Collision, types (a) Elastic (b) inelastic
 Conservation of linear momentum
WEEK THREE: - Simple harmonic motion:-
 Linear and angular acceleration
 Simple calculations on S.H.M
WEEK FOUR: - Machines:- Type of machine
 Classification of levers
 Force ratio (mechanical, velocity ratio)
 Efficiency of machines
WEEK FIVE: - Gas laws:- pressure in gas
 Boyle’s law and its application
 Charles law and its application
 General gas law – absolute zero
WEEK SIX: - Measurement of heat energy I:-
 Specific heat capacity – heat capacity
WEEK SEVEN:- MID TERM
WEEK EIGHT: - Measurement of heat energy II:
 Latent heat of (a) fusion (b) vaporization
WEEK NINE: - Production of waves (definition)
 Caused of waves – type of waves
 Terms used in describing wave- wave front
WEEK TEN: - Production of waves cont.
 Properties/ characteristics of waves
WEEK ELEVEN: - Revision
WEEK TWELVE: - Practical in the laboratory
WEEK THIRTEEN: - Examination
Reference books: - 1. Dr. CHARLES CHEW et al. (2011) NEW SYSTEM PHYSICS FOR
SENIOR SECONDARY SCHOOLS, AFRICANA FIRST PUBLISHERS
2. M. W. ANYAKOHA PhD (2014) NEW SCHOOL PHYSICS FOR
SENIOR SECONDARY SCHOOL, AFRICANA FIRST PUB
3. O. E. FARINDE et al (2010) ESSENTIAL PHYSICS FOR SENIOR
SECONDARY SCHOOL, TONAD PUB.

LESSON NOTE

1
 WEEK: ONE
SUBJECT: - PHYSICS

DATE: - .
CLASS: - S.S.2 DURATION: - 40MINUTES
TOPIC: - WELCOME TEST

PHYSICS S.S. TWO SCIENCE

INSTRUCTION: - Answer all the questions
1. State the dimension of
a. Impulse
b. Acceleration
c. Work
2. A projectile is fired with a velocity of 20m/s at an angle of 40⁰ to the
horizontal. Determine the components of the velocity of the projectile at its
maximum height.

SOLUTION; -
1.
a. ML/T or MLT −1
b. ¿−2
c. ML2 T −2
2. V x= Ucos θ = 20 cos 40 = 15.32m/s V y = Usin θ = 0sin 40 = 0

LESSON NOTE

2
 WEEK: TWO
NAME: - ADENIJI, Q. A. (Ph.D.) SUBJECT: - PHYSICS

DATE: - 24TH– 28THSEPTEMBER, 2018.

CLASS: - S.S.2 DURATION: - 120 MINUTES
TOPIC: -NEWTON’S LAWS OF MOTION
INSTRUCTIONAL MATERIALS: - Trolley, billiards ball.
REFERENCES BOOK: -
 M W ANYAKOHA PhD (2014) NEW SCHOOL PHYSICS FOR SENIOR SECONDARY
SCHOOL, AFRICANA FIRST PUB. PP 177 – 187.
 E FARINDE etal (2010) ESSENTIAL PHYSICS FOR SENIOR SECONDARY SCHOOL,
TONAD PUB. PP 116– 123.
 Dr. CHARLES CHEW et al. (2011) NEW SYSTEM PHYSICS FOR SENIOR SECONDARY
SCHOOLS, AFRICANA FIRST PUBLISHERS. PP 77- 85.
PREVIOUS KNOWLEDGE: - Students have been taught MOTION in their previous
class
INSTRUCTIONAL OBJECTIVES: - At the end of the lesson students should be able to,
I. State the Newton’s first and second laws of
motion
II. Show the relationship between the force (f),
mass (m) and acceleration (a), lead to the
equation F = ma.
III. Understand that impulse is the change in
linear momentum.
IV. Use and apply Newton’s second law of motion.
CONTENT: -
NEWTON’S LAWS OF MOTION
FIRST LAW- Idea of inertia
State that every object continues in its state of rest or of uniform motion in a straight line
unless acted upon by an external force.
NET FORCE: - This is the effective force resulting from the actions of a system of forces
on a body. OR the algebraic sum of forces acting on a body. OR net force is an
unbalanced force that produces acceleration of a body.
Therefore,INERTIA is the tendency of bodies to remain in their state of rest or of uniform
motion in the absence of applied force. OR the reluctance of a body to change its state of
rest or motion in a straight line is known as INERTIA.
The mass of the body which tends to keep it when in motion or at rest is INERTIA MASS
CONSEQUENCE OF INERTIA
1. Passenger sitting in a stationary bus are pushed backward when the bus moves
forward suddenly.
2. Passenger sitting in an aeroplane are required to fasten their sit belt before
taking off and landing. This is because the passenger is moved forward when the
car and an aeroplane is stopped suddenly their inertia tends to keep them
moving forward.
SECOND LAW: -
State that the rate of change of momentum of a body is proportional to the impressed
force and takes place in the direction of that force. Thus, Newton’s second law enable us
to define an absolute unit of force which remains constant under all conditions. In
symbols, the law state that

change∈momentum
F∝
time taken for the change

3
 mv−mu
F=
t
Where m, u, v, t are the mass, velocities, and time taken respectively.

Hence, F ∝ m ( v−ut )
Where ( v −ut )= acceleration, a. Thus F=kma , where k is a constant. The unit of force is
chosen so that k=1. Hence we can write F=ma .
The S.I unit of force. It is defined as the force which gives a mass of 1kg an acceleration
of 1 ms−2

Since, F=m ( v −ut )

Ft =mv−mu
IMPULSE
This is the change in momentum of a body or the product Force and time.
Example 1: - an unbalanced force of 30N acted on a body of mass 2.0kg mass.
Determine the acceleration exerted on the body.
Solution: -
F=ma
30 = 2a, a = 15 ms−2
Example 2: - A ball of mass 5.0kg hits a smooth vertical wall horizontally with a speed of
4m/s and rebounds with the same speed. Determine the impulse experienced by the
wall.
Solution: m = 5.0kg, v = 4m/s, u = -4m/s, (rebounds velocity)
Therefore, impulse = Ft =mv−mu
¿ m ( v−u )
¿ 5 { 4−(−4 ) }
¿ 40 Ns
EXAMPLE 3:- When taking a penalty kick a footballer applies a force of 20N for a period of
0.05sec. If the mass of the ball is 0,075, calculate the speed with which the ball moves
off.

SOLUTION:- F=m ( v −ut )

20=0.075 ( v0.05
−0
)=¿
20 X 0.05 = 0.075 V= 10.5m/s
EXAMPLE 4: - a constant force of 5N act 5 sec on a mass of 5kg initially at rest. Calculate
the finally momentum of the mass. (NECO) Ans= 5m/s.
NEWTON’S THIRD LAW: - State that for every Action there is an equal and opposite
Reaction. Or Action and Reaction are equal and opposite.
This can be explained with the examples below:
i. A book lying on a table exerts a force (action) equal to its weight on the table
in the downward direction.(reaction)
ii. When a bullet is fired with a certain force (action) an equal and opposite force
entered on the rifle in the backward direction (reaction)
iii. The swimmer pushes the water in the backward direction with a certain force
(action) and water pushes the man forward with an equal and opposite force
(reaction)

4
 iv. When a man jumps from a boat, the forward force used for jumping (action)
and the reaction force is exerted on the boat, which makes it move backward
from original position.
PRESENTATION: -
STEP I Teacher revises the concept of motion to the students
STEP II Teacher introduces the new lesson to the students
STEP III Teacher explains Newton’s laws of motion to the students
STEP IV Teacher guides the student to solve problems using Newton’s
second laws of motion.
EVALUATION: - Students should be able to,
1. State Newton’s laws of motion
2. Explain the concept of inertia and impulse
3. Solve problems with the Newton’s second laws of motion
ASSIGNMENT: -
1. A boy pushes a stationary toy car with a horizontal net force of 1.5N for 0.20s. the
toy car has a mass of 0.15kg. calculate (a) the final momentum (b) the final
velocity
2. A stationary baseball is struck by a bat which exerts a force of 35N for 0.05s on it.
Calculate the impulse given to the ball.
3. A ball of mass 200g released from a height of 2.0m hits a horizontal floor and
rebounds to a height of 1.8m. calculate the impulse received by the floor.
4. A billiard ball of mass 0.15kg is dropped from height of 2.0m onto a hard floor. It
rebounds to a height of 1.8m. the time the ball is in contact with the floor is 0.05s.
calculate the velocity when it hit the ground, the velocity of rebound, the change
in momentum and the force exerted on the ball by the floor, on impact.
5. A marble of 10g and a velocity of 2.0m/s struck a wall and rebounded with same
speed. The time of contact with the wall was 0.03s. calculate the change in
momentum of the marble and the force exerted on the wall by the ball.

5
 LESSON TWO

TOPIC: - NEWTON’S LAWS OF MOTION DURATION:- 40MINUTES

SUB – TOPIC: - CONSERVATION OF LINEAR MOMENTUM
OBJECTIVES: - At the end of the lesson, students should able to,
I. Define mass and weight
II. Differentiate between mass and weight
III. Define momentum
IV. Explain the weight of a body inside a lift.
CONTENT: - LINEAR MOMENTUM

velocity. And it’s measured in kgm/s. hence 𝜌 = mv.

The momentum (P) of a body is defined as the product of mass of the body and its

Example: - a body of mass 3.0kg moves with velocity of 5m/s. calculate the momentum

Solution 𝜌 = mv, m = 3.0kg, v= 5m/s

of the body.

𝜌 = 3 x 5 = 15kgm/s
Therefore, a body of mass 2kg moving with the velocity of 10m/s has the same
momentum as a body 5kg moving with a velocity of 4m/s.
DIFFERNCES BETWEEN MASS AND WEIGHT.
MASS WEIGHT
Mass is the quantity of matter present in Weight occurs due to the force of gravity
the body acting upon on object.
Mass is contact Weight varies
Mass is scalar quantity Weight is vector quantity
The unit of mass is the kg or g The unit of weight is the Newton
Mass is measured by chemical or beam Weight is measured by spring or lever
balance which uses the principle of balance which obey Hooke’s laws.
moment

Weight of body inside a lift

i. When a lift moves upward with uniform acceleration a, the apparent weight of
the body is equal to R – W = F
R – mg = ma
R = ma + mg = m (a + g). Hence, a < g.
ii. When a lift moves downward with uniform acceleration (a) the weight of the
body is equal to.
W–R=F
mg – R = ma
R = ma – mg
R = m (a – g) hence a<g.
iii. When a lift is moving up or down with constant (uniform) velocity the resultant
force is also equal to its weight. Thus R = w, R = mg.
iv. When a lift is at rest the resultant force is equal to its weight R = W, thus, R =
mg.
v. When a lift is falling freely, the resultant force becomes zero, thus, the body
inside the lift becomes weightless. Thus, R = W –F
= mg – ma
R = m (g – a), if a = g, R = 0.
PRESENTATION: -
STEP I Teacher revises the previous lesson with the students
STEP II Teacher introduces the new lesson with the students
STEP III Teacher explains the concept of momentum to the students
STEP IV Teacher guides the student to differentiate between mass and
weight of a body.
EVALUATION: - Students should be able to,

6
 1. Define momentum
2. Explain the concept of weight and mass
3. Differentiate between the mass and weight of the body.
ASSIGNMENT: - how is the rate of change of momentum of a body related to the force
acting on the body.
3. A constant force of 5N acts for 5sec on a mass of 5kg initially at rest.
Calculate the final momentum.
A bag of 20g bullet moving 200 ms−1 hits a bag of sand and comes to rest
in 0.011s. What is the momentum of the bullet just before hitting the bag? Find
the average force that stopped the [Link] the momentum of:
1. The moon of mass 7 x 10 22 kg travelling with a velocity of 1.05 kms−1
2. A tanker of mass 7 x 10 7 kg travelling at 4 ms−1
3. An aircraft of mass 2.5 x 105 kg travelling at 500ms−1

LESSON NOTE

7
 WEEK: THREE
NAME: - ADENIJI, Q. A. (Ph.D.) SUBJECT: - PHYSICS

DATE: - 1ST – 5TH OCTOBER, 2018.

CLASS: - S.S.2 DURATION: - 80 MINUTES
TOPIC: - NEWTON’S LAWS OF MOTION
INSTRUCTIONAL MATERIALS: - Trolley, billiards ball.
REFERENCES BOOK: - M W ANYAKOHA PhD (2014) NEW SCHOOL PHYSICS
FOR SENIOR SECONDARY SCHOOL, AFRICANA FIRST
PUB. PP 177 – 187.
O E FARINDE et al (2010) ESSENTIAL PHYSICS FOR
SENIOR SECONDARY SCHOOL, TONAD PUB. PP 116 –
123.
PREVIOUS KNOWLEDGE: - Students have been taught MOTION in their previous
class
INSTRUCTIONALOBJECTIVES: - At the end of the lesson, students should able to,
i. State the conservation of linear momentum
ii. Deduce the equation of conservation of linear momentum
iii. Solve problem with the equation of linear momentum
iv. Classify momentum into elastic and inelastic collisions.
CONTENT: -
CONSERVATION OF LINEAR MOMENTUM
The principle of the conservation of linear momentum can be stated in different ways:
I. In any closed system of colliding objects, the total momentum is always
conserved provided that there is no net external force acting on the system
OR
II. The total momentum of an isolated or closed system of colliding bodies
remains constant. OR
III. If two or more bodies collide in a closed system, the total momentum after
momentum after the collision is equal to the total momentum before the
collision.
By isolated or closed system, we mean that system on which no external forces act.
The only forces acting in a closed system of colliding bodies are those due to the
collisions.
The principle of conservation of linear momentum follows from the Newton’s third
and second laws of motion.
Consider two bodies A and B of masses m A and m B moving with each other with the
velocities of u A and u B respectively. Let the acceleration of bodies A and B bea A and
a B respectively. When the two bodies collide, the force on A is equal and opposite to
the force on B, from Newton’s third law; hence we can write: F A = - F B Newton’s
second law, F = ma, hence, m A a A =−m B aB
Recall that acceleration is given by;

a= ( v −ut ) , hence,

mA ( v A−u A
t )
=−m B
(
v B −uB
t )
, where t is the contact time of the two bodies

during collision and u and v are the initial and final velocities before and after
[Link] t from the above equation then

8
 ( m A v A−mA u A )=−(mB v B−mB u B )

−(m A u A−mB u B )=(m A v A + mB v B )

(m A u A + mB uB )=(m A v A + mB v B )
In general, momentum before impact is equal to the momentum after impact.

EXAMPLE: - a body (A) of mass 4kg moving with a velocity of 20ms−1 collides
with another body (B), moving in opposite direction with a velocity of 10 ms−1.
If both bodies now moved in the direction of B at a speed of 4ms−1. Calculate
the mass of B.
SOLUTION
Considered that momentum is a vector, thus we must take the direction of
motion.
Total momentum before collision
( m A v A−mA u A )
(4 x 20) – (m x 10) = 80 – 10m
Total momentum after collision
(m A + m B) v
(4 + m) 4 = 16 +m
Therefore, 80 – 10m = 16 +m
80 – 16 = 11m
m = 6.7kg
Example: - a ball of mass 0.5kg moving with the velocity of 15ms−1. Collides with
another ball of equal mass at rest. If the two balls move off together after impact,
calculate their common velocity.
SOLUTION
( m A u A + mB uB ) = (m A + mB) v
(0.5 x 15 + 0.5 x 0) = (0.5 + 0.5) v
V = 30ms−1
PRESENTATION: -
STEP I Teacher revises the previous lesson with the students
STEP II Teacher introduces the new lesson with the students
STEP III Teacher explain conservation of linear momentum to the students
STEP IV Teacher guide the student to solve problems using Newton’s
second laws of motion.
EVALUATION: - Students should be able to,
1. State Newton’s laws of motion
2. Explain the concept of inertia and impulse
3. Solve problems with the Newton’s second laws of motion

ASSIGNMENT: -A bag of 20g bullet moving 200ms−1 hits a bag of sand and comes to
rest in 0.011s. What is the momentum of the bullet just before hitting the bag? Find the
average force that stopped the bullet.

LESSON TWO

9
TOPIC: - NEWTON’S LAWS OF MOTION SUB – TOPIC: - COLLISIONS
DURATION: 40 MINUTES

OBJECTIVES: - At the end of the lesson, students should able to,

I. Explain the types of collisions
II. Deduce the equation of collision between and after collisions
III. Deduce the kinetic energy for collisions before and after collisions
CONTENT: -
COLLISIONS
There are two principal types of collisions – the elastic and inelastic collisions.
ELASTIC COLLISION: - Is a collision between two bodies, the total kinetic energy is the
same before and after collisions. Thus, in such a collision the momentum and the kinetic
energy are conserved.i.e., they are the same before and after collision.
E. g (i). Collision of atoms of a gas (atomic collision)
(ii). Collision between two smooth billiards ball
Let us consider two objects of masses m 1 and m 2moving with initial velocities ofu1 and u2
before collision with final velocities of v 1 and v 2 after collision in the same direction. If
the collision is perfectly elastic, we can write two equations from the law of conservation
of momentum and the law of conservation of kinetic energy.
Hence, (m 1 u 2+ m1 u2 )=(m1 v 1 +m 2 v 2)
1 2 1 2 1 2 1 2
m 1 u1 + m 1 u 2 = m 1 v 1 + m 1 v 2
2 2 2 2
INELASTIC COLLISION: - In inelastic collision, momentum is conserved but energy is
not conserved. (Loss of energy) the colliding bodies stick together and move as a unit
after collision. This means that the velocities of the two bodies after collision are v 1 = v 2
= v. from the conservation of linear momentum we have
m1 u 2+ m1 u2=m1 v 1 +m2 v 2
m1 u 2+ m1 u2=(m1+ m2 )v
1 2 1 2
Therefore, the kinetic energy of the system is given as E K 1 = m 1 u1 + m 1 u 2 and after
2 2
collision the kinetic energy is given as
1 2 1 2 1 2
EK2 = m1 v 1+ m1 v 2 = (m¿ ¿ 1+m2 )v ¿
2 2 2
For a completely inelastic collision, the kinetic energy before collision is greater than the
kinetic energy after collision. That is, E K 1 > E K 2
EXAMPLE
A tractor of mass 5.0 x 103 kg is used to tow a car of mass2.5 x 103 kg . The tractor moved
with the speed of3.0 ms−1 . Just before the rope becomes taut. Calculate the tractors
immediately the rope becomes taut.
Solution: -
m1 u 2+ m1 u2=(m1+ m2 )v
5.0 x 10 x 3.0 ms + 2.5 x 103 x 0=( 5.0 x 103 +2.5 x 10 3 ) v
3 −1

3
15 x 10 =(7.5 x 10 ¿¿ 3) v ¿
V = 2.0 ms−1
EXAMPLE: -
Two bodies A and B of masses 5kg and 3kg move towards each other with velocities
−1 −1
3.0 ms ∧2.0 ms collides. If the collision is perfectly inelastic, find the velocity of the
bodies after collision. Find the velocity of the two bodies after collision. Find the total

10
kinetic of the system before and after collisions, hence calculate the loss in kinetic
energy of the system.
SOLUTION: -
m1 u 2+ m1 u2=( m1 +m2 ) v . Since momentum is a vector quantity.
m1 u 2−m1 u2=(m1 +m2)v
5 x 3 – 3 x 2 = (5 + 3) v
15 – 6 = 8v
V = 1.125m/s
Kinetic energy before collision Kinetic energy after collision
1 1 1
E K 1 = m1 u21 + m 1 u 22 EK2 = 2
(m¿ ¿ 1+m2 )v ¿
2 2 2
1 2 1 2 1 2
= X5X3 + X3X2 EK2 = (5+ 3)1.125
2 2 2

1 1
E K 1= X 5 X 9+ X 3 X 4 = 28.5J E K 2= 5.06J
2 2
Loss in kinetic energy of the system = E K 1 - E K 2
= 28.5 – 5.06 = 23.44J
APPLICATION OF NEWTON’S AND CONSERVATION OF MOMENTUM
i. Recoil of gun
ii. Jet and rocket propulsion
Recoil of a gun:- when a bullet is shot out of a gun, the persons firing experiences a
backward impact. Two forces
(1) Recoil force:- this is backward force experienced by the firemen.
(2) Propulsive force: - this is the force propelling the bullet out of the gun
m1 u 2+ m1 u2=0 , m1 v 1=−m2 v 2
Jet engines: - a fired engine burns by smoothing gasses downward from the tail of the
rocket at high speed. A large mass at very hot gas is given out at high velocity and the
reaction of this force propels the jets forward.
Rocket propulsion:- rockets uses solid fuel or chemical that can produce oxygen
required to burn the fuel so as to produce high velocity blast. The rockets move upwards
to balance the momentum of the exhaust gases. The total momentum of the rocket and
exhaust gases remains zero. Thus, force exerted on the rocket = mass of gas x velocity.
Example: - a rocket expels gas at the rate of 0.5kg/s. if the force produced by the
rockets is 40N, what is the velocity with which the gas is expelled?
Force = mass of gas x velocity
20 = 0.5 x vel.
Vel. = 80m/s
PRESENTATION: -
STEP I Teacher revises the previous lesson with the students.
STEP II Teacher introduces the new lesson by explaining the types of
collisions to the students.
STEP III Teacher guides the students to deduce the equation of elastic and
inelastic collisions to the students.
STEP IV Teacher guides the student to solve problems using the equation
deduced.
EVALUATION: - Students should be able to,
1. State the differences between the types of collisions.
2. Explain the types of collisions
3. Deduce the equation of elastic and inelastic collisions

11
ASSIGNMENT: -
1. A bag of 20g bullet moving 200ms−1 hits a bag of sand and comes to rest in
0.011s. What is the momentum of the bullet just before hitting the bag? Find the
average force that stopped the bullet.
2. A body of mass 10kg moves with a speed of 3.0ms−1, collides with the another
body of mass 8kg with a velocity 5.0ms−1. If the two bodies move in the same
direction, calculate the velocity after collision.

LESSON NOTE
12
 WEEK: FOUR
NAME: - ADENIJI, Q. A. (Ph.D.) SUBJECT: - PHYSICS

DATE: - 8TH – 12TH OCTOBER, 2018.

CLASS: - S.S.2 DURATION: - 120 MINUTES
TOPIC: - SIMPLE HARMONIC MOTION
INSTRUCTIONAL MATERIALS: - Pendulum bob, spring, masses of difference size, test -
tube.
REFERENCES BOOK: - M W ANYAKOHA PhD (2014) NEW SCHOOL PHYSICS
FOR SENIOR SECONDARY SCHOOL, AFRICANA FIRST
PUB. PP 177 – 187.
O E FARINDE et al (2010) ESSENTIAL PHYSICS FOR
SENIOR SECONDARY SCHOOL, TONAD PUB. PP 116 –
123.
PREVIOUS KNOWLEDGE: - Students have been taught MOTION in their previous
class
INSTRUCTIONAL OBJECTIVES: -At the end of the lesson students should be able to,
i. Define simple harmonic motion
ii. Show the relationship between
a. Linear and angular speed/velocity
b. Linear and angular acceleration
iii. Show the relationship between frequency and period.
CONTENT: -
SIMPLE HARMONIC MOTION
This is the periodic motion of a body or particle along a straight line such that the
acceleration of the body is directed towards a fixed point (or centre of motion) and is also
proportional to its displacement from that point.
EXAMPLE: -
I. Motion of mass suspended from spring

II. Motion of a simple pendulum

III. Motion of a loaded test-tube in a liquid

ANGULAR VELOCITY (𝜔)

Angular velocity is define as the angle turned through by the body per unit time taken.

𝜔= thus, θ=¿𝜔t.
angle turned through by thebody θ
=
time taken t
This is similar to the relation distance = uniform velocity x time
s=vt∨v=s/t For motion in a straight line.
The angle turned is measured in radians since 2 πrad=360 0. Therefore,
θ s
ω= Where𝜃 = in radians and s = r𝜃.
t r
s
s 1 s
θ r = x (where = v)
ω= = t r t
t t
1
ω=v . ∨v=ωr =ωA
r

13
Hence, the linear speed equals the product of the angular speed and the radians or
amplitude of motion.
ANGULAR ACCELERATION (a)

This is the time rate of change of its angular velocity ( ω ). It is expressed in radians per
Second Square. (rad −2 ¿.

If the angular velocity of a body changes uniformly from ω o to ω t in time t seconds, then
change ∈angular velocity ωo −ω t
angular acceleration (𝛼) is given by; =
timereqired for the change t
Recall that
1
ω=v . ∨v=ωr =ωA
r
Therefore,
1 (v t −v o) = a where a is the linear acceleration of the body a = 𝛼r
r t r
Linear acceleration (a) equals the product of angular acceleration (𝛼) and the radius r (or
the displacement of the particle from its central position).
TERM USED IN S.H.M.

AMPLITUDE (A):- Of a simple harmonic motion is the maximum displacement of the body
performing S.H.M from its equilibrium or central position.
PERIOD (T):- Is define as the total time taken by a vibrating body to make one complete
2π
revolution (or cycle) about a reference point. T =
ω
FREQUENCY (f):- It is the number of complete revolution per second made by a vibrating
1
body. f = = it is measured in hertz.
T
Example:- A spring makes 40 revolutions I 20 secs. Find the period and the frequency of
the vibration.
2π
Solution:- period (T )= = 20/40 = 0.5sec.
ω
Frequency = 1/T = 1/0.5 = 2 hertz
FORCED VIBRATION
This is the vibrations that resulting from the action of an external periodic force on an
oscillating body.
RESONANCE
This is said to occur when the forcing frequency (f) of an external periodic force coincides
with the natural frequency f o of a body with which it is in contact, causing the body to
vibrate with a large amplitude.
PRESENTATION: -
STEP I Teacher revises the previous lesson with the students.
STEP II Teacher introduces the new lesson by explaining the concept of
S.H.M.
STEP III Teacher guides the students to determine S.H.M using a loaded
test-tube
STEP IV Teacher guides the student to described the terms used in S.H.M
EVALUATION: - Students should be able to,
i. Define S.H.M
ii. State the types of S.H.M

14
 [Link] between angular velocity and angular
acceleration
iv. Describes term used in S.H.M
ASSIGNMENT:- How is the period of oscillation of a simple pendulum affected by
changes in (a). The mass of the bob (b). The length of the string ?
LESSON NOTE

WEEK: FIVE
NAME: - ADENIJI, Q. A. (Ph.D.) SUBJECT: - PHYSICS

DATE: - 15TH – 19TH OCTOBER, 2018.

CLASS: - S.S.2 DURATION: - 80 MINUTES
TOPIC: - MACHINES
INSTRUCTIONAL MATERIALS: - Levers, screw, scissors, plier.
REFERENCES BOOK: - M W ANYAKOHA PhD (2014) NEW SCHOOL PHYSICS
FOR SENIOR SECONDARY SCHOOL, AFRICANA FIRST
PUB. PP 192 – 201.
O E FARINDE et al (2010) ESSENTIAL PHYSICS FOR
SENIOR SECONDARY SCHOOL, TONAD PUB. PP 116 –
123.
PREVIOUS KNOWLEDGE: - Students have been taught work, energy and power
in their previous class
INSTRUCTIONAL OBJECTIVES: -At the end of the lesson students should be able to,
i. Define simple machine
ii. State the type of machine
iii. Define force ratio and efficiency of a machine.
iv. Solve problems on force ratio and efficiency of
a transformer.
CONTENT:-
MACHINES
A machine is an essentially device or tools which allow a force (effort) applied at one
point to overcome a resisting force (load) at another point. Examples are lever, pulleys,
plier, wheel barrow, nut cracker, inclined plane, the wedge, wheel and axle, screw jack
etc.
MECHANICAL ADVANTAGE
Is define as the ratio of the load to the effort. Load is the amount of substance while
LOAD
effort is the applied force. M.A =
EFFORT

VELOCITY RATIO

This is the ratio of the distance moved by the effort to the distance moved by the load.
distance moved by theeffort per unit time effort
V . R= =
distance moved by the load per unit time load

EFFICIENCY (Ef)

The efficiency of a machine is defined as the ratio of the useful work done by the
machine to the workout put into the machine.

Usually, the efficiency of a machine is express in percentage.

15
 useful workdone by the machine
Ef = X 100 %
work output into themachine

Since work = force X distance

load distance moved by the load

Ef = X X 100 %
effort distance moved by the effort

L l
X
E e

L e MA
= X 100 %
E l VR

TYPE OF MACHINES

Difference types of machines are (i) levers (ii) pulley (iii) inclined plane (iv) wedge (v)
screw (vi) hydraulic press (vii) wheel and axle (viii) gear wheels

a. LEVER:- The lever is a rigid bar which is capable of rotating about a fixed
point called fulcrum.
Classification of levers
i. First class levers:- the fulcrum (F) is in between the load (L) and effort
(E) example, crowbar, scissors, spanner, common- balance, see- saw
etc.
ii. Second class levers:- the load (L) is in between the fulcrum (F) and the
effort(E). example, nut craker, bottle opener, wheel barrow.
iii. Third class lever:- the effort (E) is between the fulcrum (F) and the load
(L). example fore-arm, sugar tong, fishing rod etc.

INCLINED PLANE:- This is a machine for pushing a heavy load up a

slope/plane into a platform as shown below. Assume that the load (L)
has to be raised through height (H) an effort (E) is applied parallel to
the plane and the load moves load (L), effort (E), Height (H), length
distance (L).
h
sin θ= ,imput=E X l , out put=L X h .
L

output LXh
Since efficiency = =
input EXh

16
 Sin 𝜃= sin 𝜃×100%
h L
, efficiency=
l E
L 1
Since the inclined plane gives mechanical advantages M.A= and is V.R
E sinθ

PULLEY: pulley is a circular disc made of a steel or wood which can rotate freely about
an axis , passing through its centre and perpendicular to its plane. The axle of the pulley
is supported at its end by a frame work called the block.

In a fixed pulley, the block is fixed while in a moveable pulley the block is moveable.

SCREW JACK
A screw jack consists of a base, B, in which a strong screw moves up and down and the
screw carries a plat form and the load at the top. It can move up and down with the help
of pitch P, moved by the end of the handle = 2𝜋l, where a is the length of work done on
the machine, i.e radius of the arm of rotation of the handle.
Input =E× 2𝜋a
Work done by the machine output =L×p, where p is pitch i.e
distance between two consecutive thread.
output L× h
P= =
input E ×2 πL
2 πa
V.R=
p
EVALUATION:- students should be able answer the following question
i- Define machine
ii- Define force ratio; Efficiency
iii- State the classification of levers.
ASSIGNMENT:- explain why the efficiency of a screw jack is usually less than 100%

17
 LESSON TWO

TOPIC:- MACHINES SUB-TOPIC:- WHEEL AND AXLES DURATION: 40 MINUTES

CONTENT:-
WHEEL AND AXLE
A wheel and axle consist of large diameter wheel and a small diameter axle which
are finally attached to each other. Example of wheel and axle is the turning hand placed
on a well for drawing water. For each rotation of the wheel, there is complete rotation of
the axle.
The effort applied moves a distance equal to the circumference of the wheel. The
load also moves a distance equal to the circumference of the axle, x and Y represent the
radius of the wheel and axle.
distance moved by theeffort 2 πx
V.R= =
distance moved by the load 2 πy
x
V.R=
y

HYDRAULIC PRESS

Pascal; principle form the basis of operation of the hydraulic press. Fluid is
completely filled in a vessel and when pressure is applied to it at any part of the surface,
the pressure is transmitted equally throughout the whole of the enclosed filled. two
pistons are contained in the hydraulic press of different cross sectional area.

GEAR WHEELS

A gear is a toothed used to transmit power and motion from one shaft to another e.g.
belt driver, chain drivers etc. thus, the process of moving two or more gears to work
together is known as gearing.

no of teeth of the driven (large ) wheel

Gear-ratio (velocity-ratio)=
no of teeth driven ( smaller ) wheel

1. Example :- An effort of 5N IS applied to lift a load of 100N with the aid of simple
machine. Calculate the M.A

L 100
M.A = = =2
E 50

2. An effort of 20N is applied to lift a load of 120N with the aid of a machine. The
distance covered by the effort and the load are 50m and 20m. calculate

I the V.R of the machine

Ii the efficiency of the machine

18
 distance moved by effort 50
Solution V.R = = =0.25
diatance moved by load 200

load distance moved by load 120× 200

Efficiency = = = =%=21 %
effort distance moved by effort 20 ×50

3. Calculate the work done by the effort and the effort applied when a system of 6 pulley
is used to raise a load of 600N through a distance of 30N. the work done against friction
is 2000J.

Solution

I. Work done = work done in raising load t work done against friction
=(600×30 ¿ 2000 J=20 KJ ∨20000 J
II. Effort applied.
M.A
Efficiency = × 100 %
V .R
Work output
= 100 %
work input
600 ×30 100
= × =90 %
20000 1
M.A
Efficiency = × 100 %
V .R
90 M . A
=
100 6
M.A =5.4
L
M.A =
E
600
5.4 =
E
600
E= =III . IIN
5.4

4. A brick layer drawing water from a well uses the wheel and axle of the well. The
weight of the water raised is 500N, using an effort of 200N. The wheel and axle have the
following radius 600mm and 200mm. what will be efficiency of the system.

x 600 L 500
Solution V.R= = =3, M.A= = =2.5
y 200 E 200

M.A
Efficiency = =100 %
V .R

2.5
= =100 %=83 %
3

5 A block and tackle system of 5 pulley is used to raise a load of 500N steadily
through a height of 20m. The work done against friction is then 2000J.

Calculate (I) the work done by the effort

19
 (II) Efficiency of the system

(III) the effort applied.

Solution:- work done by the effort = work done raising load+ work done ag ainst friction

=(500×20 ¿+ 2000 J =12000 J .

work output
Efficiency= =100 %
work input

500× 20 100
= = =83.8 %
12000 1

M.A
Efficiency = × 100 %
V .R

83.8 M . A
=
100 5

M.A=4.19

L
M.A=
E

500
4.19=
E

E=119N

PRESENTATION:-

STEP 1:- Teacher drills the students on their previous knowledge.

STEPII:- He introduces the new topic to the students.

STEPIII:-He guides the students in generating the classification of machine using

levers.

STEPIV:- He describes various types of machines to the studnts.

EVALUATION:- students should be able to solve single problem on the machines.

ASSIGNMENT:- A machine has an overcome of 60% if the machine is required to

overcome a load of 30N with a force of 20N. calculate its velocity – ratio.

II A machine of efficiency 80% is used to raise a load of body mass 75kg through a
vertical height of 3m in 30s. calculate the power input (g=10mls -2 )

20
 LESSON NOTE

WEEK: SIX
NAME: - ADENIJI, Q. A. (Ph.D.) SUBJECT: - PHYSICS

DATE: - 22ND– 26THOCTOBER, 2018.

CLASS: - S.S.2 DURATION: - 80 MINUTES

TOPIC: - GAS LAW SUB- TOPIC :- (i) pressure in a gas

(ii) Boyle’s law

(iii) Charles law

(iv)General gas law

INSTRUCTIONAL MATERIALS:- test tube, glass jar, mercury

REFERENCE BOOK:- [Link] 2010, New school physics for senior secondary
school, Africana first publisher pages 232-243.

PREVIOUS KNWLEDGE:- students have been taught kinetic theory of matter in their
previous class.

INTRUCTIONAL OBJECTIVES:- At the end of the lesson students, should be able to

I – Explain, using the ideas of kinetic theory of gases, the variation of volume with
temperature of a gas when the pressure is kept constant.

II – The variation of pressure with volume of a gas, when the temperature is kept
constant.

CONTENT

MEASUREMENT OF GAS PRESSURE

21
 Gas pressure is the force for unit area exerted by a gas. The manometer is an
instrument for measuring gas pressure.

It consist of a u-tube containing water or mercury. One end of the u-tube is open
to the atmosphere, the other end is joined to the gas supply.

BAROMETER

Barometer is an instrument for measuring atmospheric pressure, there are two

types of barometer namely (a) Fortin barometer (b)Aneroid barometer.

(a) Fortin barometer is basically a simple barometer enclosed in a metal case with
glass windows through which the mercury level can be seen at the top and the
bottom of the metal case.

It is used for measuring atmospheric pressure in the laboratory.

(b) Aneroid Barometer:- contains no liquid and is therefore more convenient to carry
about. Its basic structure consists of a corrugated steel box which is partially
evacuated of air. The top surface of the box is held by a strong spring, j, which
presents it from collapsing.

Magnitude of atmosphere pressure

The pressure of the atmosphere at sea level corresponds to a barometric height of

76cm of mercury (76cmHg). Since we have defined pressure as force per unit area,
therefore p=hpg.

Example:- what is the height of water that will support 1 atmosphere pressure

Solution: P = h𝜌g since P = 76cmHg,=0.67mmHg, g=9.8m/s, 𝜌 of mercury = 13600 kg−3

0.76 X 13600 X 9.8 = h X1000 X 9.8

H = 10.34m

Therefore one pressure supports a height of 10.34m of water or a height of 0.76m of

mercury.

BOYLE’S LAW

States that the pressure of a fixed mass of a gas is inversely proportional to its
value provided that the temperature is kept constant.

In symbol, Boyle’s law is written as

EXPERIMENTAL VERIFICATION OF BOYLE’S LAW

Some dry air is enclosed in a glass tube of uniform cross-section attached by

rubber tubing to a mercury reservoir. By raising or lowering the open tube B, the length

22
of the air column in C can be varied. This length which can be read against the metre
scale is taken as a measure of the volume of the gas, since the tube has a uniform cross-
section.

The difference (h) in the levels of mercury at c and B read for each value of the
length of gas. The atmosphere pressure (H) is read from a fortin barometer. When the
mercury surface in B is lower than that in C, the pressure of gas is given by.

𝜌=(H-h)cmHg. When the mercury surface in B is higher than that in C, the gas
pressure 𝜌 is given by – 𝜌=(H+h)cmHg.

By lowering or raising the tube B, we obtain a set of readings load h and the result
is recorded as shown below.

A graph of p against v is then plotted and we obtained a curve as shown in (a) above, if p
I 1
is lotted against ( ¿ )a straight line graph passing through the origin is obtained. This
V l
shows that the pressure and volume of air or any gas, are inversely proportional, thus
verifying Boyle’s law.

Precautions

I) There should be no air bubbles in the mercury.

II) Only dry air should be used in the experiment.
III) Readings should be taken when the mercury levels are [Link] of
mercury meniscus is to be read
IV) Time must be allowed for the air to ensure room temperature, the constant
temperature of the experiment

Example: the pressure of a fixed mass of gas is 960mmHg , when the volume of
the gas 3.0m3. Find the pressure of the gas when its volume is 4.5m3. Assume that
the temperature is constant.

Solution:- Boyle’s law => Pv=constant at constant temperature

P1 V 1= P2 V 2
960×3= P2 × 4.5
960 ×3
P 2= =640 mnHg
4.5

EVALUATION:- students to explain gas pressure

(II) state two types of barometer

(III) state Boyle’s law.

ASSIGNMENT:- State the assumption of kinetic theory of gases. How does the law
account for Boyle’s law.

LESSON TWO

OBJECTIVES:- At the end of the lesson, students should be able to

23
 I – state and Explain charle’s law and if application

II – solve simple problem involving the gas law

III – state the pressure law or Gay-Lussac’s law.

CONTENT:-

CHARLE’S LAW

State that the volume of a fixed mass of gas increases by 1/273 of its volume at
0’c per degree Celsius rise temperature, provided that its pressure remains constant. OR

States that the volume of a fixed mass of gas is directly proportional o its absolute
temperature if its pressure remains constant.

v
In symbols,Charle’s law state that. = constant if pressure is constant.
T

V1 V2
= Where V I = volume of gas at T I =V 2volume of gas at T 2
T 1 T2

EXPERIMENTAL VERICATION OF CHARLES LAW

A column of dry air is trapped by a pellet of mercury in a capillary tube of uniform
diameter, which has been previously cleaned and dried. The tube is then sealed at one
end. It is tied, together with a thermometer, to a half-meter rule by means of two rubber
bands, and placed inside a beaker of water with enough water to cover most of the
capillary tube.
Some ice sharings are added to the water in the beaker until the temperature of the
mixture gets down to about o0c. the exact temperature is read with the thermometer
after the water has been continually stirred to ensure an even temperature the length of
the air column is now read over the meter scale and recoded against the temperature.
Because the tube is of uniform cross-section, one can taken the volume of the gas as
proportional to its length. A graph of volume (length) of gas is then plotted against the
corresponding temperature.
Precautions:-
I Temperature readings were taken when the thermometer reading is steady
II Water must be continuously stirred to ensure even temperature
III The bore of the tube must be clean and dry
IV Only dry air organs should be used.
V It is essential to carry out the experiment slowly.

GAY-LUSSAC’S LAW/PRESSURE LAW

States that the pressure of a fixed mass of gas at constant volume increases by 1/273of
its pressure O’c for every degree Celsius (or kelvin) rise in temperature.
t
In symbols, Pt= Po(1− ¿there Po=pressure at Ooc, Pt=pressure
273
attemperaturetoc. OR
State that the pressureof a fixed mass of gas at constant volume is proportional to the
absolute temperature of the gas. In symbol, the law states that

𝜌𝝰𝞣or
ρ P1 P2
= constant or = .
Τ T1 T2
Example: the pressure of a gas at constant volume is 90cmHg at 20 oc. calculate its
pressure at 70oc

24
 P1 P2
Solution: = (by Pressure law)
T1 T2
T1= 20oc + 273k = 293k
T2= 70oc + 273k = 343k
90 P 2
=
293 343
343× 90
P 2= =¿ 105.3cmHg
293

GENERAL GAS LAW

The general gas law can be deduce from Boyle’s law, Charles law, and Pressure law.
Boyle’s law  PV = constant if T is constant
V
Charles law  = constant if P is constant
T
From Gaylussac’s or pressure law we have that
P
=¿ constant at constant volume
T
Therefore any two of the three operations can be combined into one equation to obtain.
PV P 1 V 1 P 2V 2
=¿ constant or =
T T1 T2
Where P1, V1 are the gas pressure and volume at temperature T1.
P2, V2 are the gas pressure and volume at temperature T2.
P 1 V 1 P 2V 2
In general, equation = is known as the ideal gas equation or general gas
T1 T2
equation.
Example: A mass of gas at 7oc and 70cmHg has a volume of 1000cm3. Determine its
volume at 27oc and pressure of 85cmHg.
Solution T1= 273+7= 280k, T2= 273+27= 300k
P 1 V 1 P 2V 2
=
T1 T2
70× 1000 85× V 2
=
280 300
70×1000 × 300=280 × 85V2
70× 1000 ×300
V2= = 882.35cm3
280× 85

EVALUATION: students to i.) State Charles law

ii) StateGay-Lussac’s law

iii) Derive ideal gas equation

iv) Solve simple problems with the equations

ASSIGNMENT: Write down the ideal gas equation.

2) a man takes 16 breathe per minutes at 18oc and 76mmHg. What is his rate of
breathing on a mountain top where the temperature is -5 oc and the pressure is
240mmHg that he needs the same mass of air for minutes.

25
 LESSON TWO

TOPIC;- GAS LAWS SUB-TOPIC: KINETIC THEORY OF GAS DURATION: 40 MINUTES

OBJECTIVES: At the end of the lesson, students should be able to

I) state the kinetic theory of matter

II) Use the theory to explain the gas law

CONTENT

KINECTIC THEORY OF GAS

Thus theory makes the following assumptions

I) A gas is considered to be made up of a large number of molecules acting like
elastic spheres.
II) The molecules are in a state of constant motion knocking against each other
and the walls of the containing vessel.
III) The particles exert attractive forces on one another
IV) The particles possess kinetic energy due to their motion
V) The volume of the molecules of a gas is negligible compared with the volume
of the container

BOYLE’S LAW
Considered a fixed mass of gas at constant temperature. If the gas volume is decreased,
the molecules take less time to travel between the piston and the wall opposite.
The molecules therefore hits the walls of the container more often in unit time, therefore
the gas pressure increases as more input per seconds are made.
Hence, decreased a volume of gas at constant temperature leads to increase in pressure.
Conversely, if the gas volumes is increased at constant temperature, the molecules take
larger time to bombard the walls. Then the pressure of the gas thus decreases. Thus the
pressure of the gas varies inversely with its volume at constant temperature. This is in
agreement with Boyle’s law.
CHARLE’S LAW

26
When the gas is heated at constant pressure, the molecules gain kinetic energy and hit
the walls of the container more often in a second.
This lead to an increase in pressure. In order to keep the pressure constant, the volume
of the containing vessel must be increased in order that the molecules would travels a
longer distance before striking the walls of the container. Thus an increase in
temperatureat constant pressure would lead to an increase in the gas volume. This is a
statement of Charles laws.
PRESSURE LAW OR GAY LUSSAC’S LAW
If the temperature of a fixed mass of gas is increased at constant volume, the average
kinetic energy of the molecules increases. They therefore gain more speed. Hence they-
strike the walls of the container harder and more often in a second. This brings about an
increase in the pressure of the gas. Thus the pressure of a fixed mass of gas increases as
its temperature increases at constant pressure. This is a statement of Gay-lussac’s law.
PRESENTATION
STEPI :- Teacher drills the student on their previous knowledge
STEPII:- He introduces the new topic to the students
STEPIII:- He state the gas law and explain its application to the students.
STEPIV:- He solve problems using the equation with the students.
STEPV:- He explain kinetic theory using gas law to the students.
EVALUATION:- At the end of the lesson students to answer the following qyestion
I) State the assumptions of kinetic theory of gas.
II) Use the assumptions to explain gas law.
ASSIGNMENT:-what is meant by s.t.p? A gas occupies 8 litres at 23oc and 70cmHg.
What is its volume at s.t.p?

27
 LESSON NOTE

WEEK: EIGHT
NAME: - ADENIJI, Q. A. (Ph.D.) SUBJECT: - PHYSICS
DATE:- 5TH-9THNOVEMBER, 2018 CLASS: S.S. 2 DURATION:- 120 MINUTES
TOPIC:-MEASUREMENT OF HEAT ENERGY. SUB-TOPIC:-SPECIFIC HEAT CAPACITY &
HEAT CAPACITY
REFERENCE BOOK:- ANYAKOHA M. W (2010) New school physics, Africana first publisher
pages 212-218
INSRUCTIONAL MATERIALS: - Calorimeter, ice solid (metal) electric stove
PREVIOUS KNOWLEDGE:- Students have been taught heat energy in their previous class.
INSRUCTIONAL OBJECTIVE:- At the end of the lesson students should be able to
I) Define specific heat
II) Explain heat capacity
III) Determine the specific heat capacity of a solid using the electrical method
IV) Solve simple problem on S.H.C.
CONTENT
SPECIFIC HEAT CAPACITY
The S.H.C of a substance is the quantity of heat required to raise the temperature of unit
mass of the substance by 1oc (1k)
H
H=mc𝜃c= or
Mθ
Where H=quantity of heat, M=mas of the substance in kg
Q=temperature changes, c=constant known as SHC
HEAT OR THERMAL CAPACITY
The thermal or heat capacity () of a body is the quantity of heat required to raise the
temperature of the body by 1 kelvin. The unit of thermal or heat capacity is joules per
kelvin (J/k).
Heat capacity=mass × specific heat capacity
H= mc𝜃G𝜃. Where G=mcthermal capacity.
Example:- A copper red with heat capacity 585J/K is heated until its temperature changes
from 35oc to 80oc. calculate the quantity of heat supplied to the rod. If the S.H.C of
copper is 390JKgk-1, find the mass of the rod.
Solution  Heat=hat capacity×temp rises
=585×(80−35)

28
 =585× 45=26325 J
Mass of the rodC P =mc
585=m×390
385
M= or =1.5 kg
390
EXPERIMENTAL TO MEASURE THE S.H.C of a solid by the Electrical method:-
APPARATUS:-Ammeter, voltmeter, batteries, thermometer, calorimeter, stirrer and any
metal solid.
Method:- two holes are bored in the block, after which the block is weighed. A
thermometer and an electrical heater are inserted in each of the holes. A little oil in each
hole helps to establish a good there’ll contact with the block. The metal block is
surrounded with a lagged jacket to reduce heat losses.
The initial temperature of the block is been noted and the electrical heater is switched on
and current allowed to flow for sometimes until the temperature rises by about 15 oc.
The exact time it flow of a known current is measured with a stop-clock, and the initial
and fixed temperature of the metal block are measure by the thermometer.
The specific heat capacity is calculated as follows.
Let the mass of the block be in (kg)
Let the volume of steady current be I (A)

Let the temperature rise of block be 𝜃oc

Let the value of p.d across the Heater be v (v)

Let the time of flows of current be t (sec)

Let the S.H.C of the block be c (Jkg-1k-1)

Heat required to raise the temperature of the block by 𝜃oc=me𝜃

Heat supplied by current H=Ivt (J)

Assuming no heat loss to the surroundings, then.

Ivt=me𝜃
Ivt
C= . Jkg-1k-1 .
mθ
PRECATIONS:-
I) The readings should be taken when the meter is steady.
II) Large current or voltage must not be passed into the meter because it might
damage it.
III) If large current or voltage is to be supplied a resistor must be committed.
Example .A current of 5.6A and a voltage of 30V are supplied to a copper calorimeter
with S.H.C of 400Jkg-1K-1 and the temperature rises to 50k at 44.3sec. Find the mass of
copper used in the experiment.
Solution:-I=5.6A, v=30v, t=44.3sec, mol
Ivt=mc𝜃
5.6×30 × 44.3=m× 400 ×50
506 ×30 × 44.3
M= or =0.37 kg .
400 ×50
EVALUATION:- At the end of the lesson students to answer the following questions
(I) Define S.H.C
(II) Explain Heat capacity
(III) Determine the S.H.C of solid by electrical method.
ASSIGNMENT:- determine the specific heat capacity of solid by mixture method.
LESSON TWO
OBJECTIVE:-At the end of the lesson, students should be able to
I) Determine the S.H.C of a liquid by method of mixture

EXPERIMENT TO DETERMINE THE [Link] A LQUID BYMETHOD OF MIXTURES

The solid in the form of a class or copper block is method of

mixtures and left for some minutes in a beaker of boiling water. The
calorimeter together with the stirrer is first weighed empty and

29
 reweighed when it is about two-thirds full of water. The initial
temperature of the water is read with the thermometer..
After the solid has stayed in the boiling water for about 15minutes, it is quickly
transferred into the water in the calorimeter. The calorimeter is covered with the lid, and
the note is gentle stirred to everyone a uniform distribution of temperature. The highest
steady temperature of the mixture is read and recorded.
Thus the specific heat capacity of the liquid is calculated as follows
Mass of solid = (kg)
Mass of calorimeter+ stirrer + water=m2(kg)
Mass of calorimeter + stirrer + water=m3(kg)
Initial temperature of H2o + calorimeter=𝜃1
Find temperature of mixture= 100oz
Specific heat capacity of liquid = c1
Specific heat capacity of water = 4200Jkg-1k-1
Specific heat capacity of calorimeter material =c2
Heat lost by liquid in cooling from 100oc to find temperature of mixture (o2)=M1×c1 ×

Heat gained by water (m3-m2) 4200 (𝜃2-𝜃2)J

(100-𝜃2)J

Neglecting heat losses to the surroundings we have

Heat lost by liquid = heat gained by water + heat gained by calorimeter and stirrer.
Therefore m1× m1 ×(100-𝜃2) = (m3-m2) ×4200 × (𝜃2-𝜃1) J + m2×C2׿ 2-𝜃1)

1. The calorimeter should be lagged to prevent heat loss to the surroundings.

PRECAUTIONS

2. The hot metal should be quickly transferred to the calorimeter.

3. The mixture should be gently stirred to obtain an even temperature.
PRESENTATION:-
STEPI :- Teacher drills the students on their previous knowledge
STEP II:- He introduce the lesson to the students
STEP III:- He guides the students to determine the SHC of the solid by electrical
method.
STEP IV:- He guides the students to determine the SHC of the liquid by method of
mixture.
EVALUATION:- At the end of the lesson student to determine the SHC of the liquid by
mixture method
ASSIGNMENT:- Determine the SHC of liquid by electrical method.

30
 LESSON NOTE

WEEK: NINE
NAME: - ADENIJI, Q. A. (Ph.D.) SUBJECT: - PHYSICS
DATE:- 12TH-16THNOVEMBER, 2018 CLASS: S.S. 2
TOPIC:- MEASUREMENT OF HEAT ENERGY II DURATION:- 80 MINUTES
SUB-TOPIC:- SPECIFIC LATENT HEAT
REFERENCE BOOK:- ANYAKOHA M. W (2010) New school physics, Africana first publisher
pages 212-218
INSRUCTIONAL MATERIALS: - Calorimeter, ice solid (metal) electric stove
PREVIOUS KNOWLEDGE:- Students have been taught heat energy in their previous class.
INSRUCTIONAL OBJECTIVE:- At the end of the lesson students should be able to
I) Define specific latent heat
II) Explain latent heat
III) Determine the specific latent heat of fusion
IV) Solve simple problem on S.L.H
CONTENT
LATENT HEAT
This is the heat supplied or removed which causes a change of state without a change in
temperature. It is an invisible heat, hence the thermometer does not detect it.
FUSION
This is the process whereby solid changes to liquid due to change in temperature.
EXPERIMENT TO DETERMINE THE MELTING POINT OF NAPHTHALENE
i. Some naphthalene is put into a test tube placed inside a beaker of hot water.
ii. A thermometer is inserted into the test tube.
iii. The temperature of the melting naphthalene at one minute interval is read as
the water in the beaker is heater more and more.
iv. It will be observed that the temperature of the naphthalene rises until the
naphthalene begins to melt.
v. During melting the temperature remains constant
vi. Beyond the melting point the temperature once more rises.
LATENT HEAT OF FUSION
This is the quantity of heat required to convert a substance from its solid to its
liquid state, without change in temperature.
SPECIFIC LATENT HEAT OF FUSION (l)

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 This is the quantity of heat required to convert unit mass of solid at the
melting point to its liquid form without a change of temperature. Its unit is
joules per kilogram. The heat involved (H) , the mass (m) and the specific
latent heat of fusion (l) are related by the formula
H=ml
Example :- how much heat is required to change 3kg of ice at 0 0 C to water at
the same temperature. S.L.F of ice = 336000J/kg
Solution:- H=ml = 3 X 336000 =

Experiment to determine the specific latent heat of fusion of ice:-

i. The copper calorimeter with the stirrer is weighed empty and reweighed when
about half full of water warmed about 50 C above room temperature
ii. The exact temperature is read and recorded
iii. Small ice are dried with blotting paper and added to the water in the
calorimeter
iv. The mixture is gently and continuous stirred
v. Each piece of ice is allowed to melt before the next is added
vi. When the temperature of the mixture is 50 C below room temperature, the
exact temperature is read with a thermometer.
vii. The calorimeter is reweighed to find the mass of the ice added.
The specific latent heat capacity of ice is then calculated as follows
Mass of calorimeter + stirrer = m 1 kg
Mass of calorimeter + stirrer + water = m 2 kg
Mass of calorimeter + stirrer + water + ice = m 3 kg
0
Initial temperature of water = θ1 C
0
Final temperature of mixture = θ2 C
Specific heat capacity of calorimeter = C (J/kg/K)
Specific heat capacity of water = 4200 (J/kg/K)
Mass of water = m 2−m 1 kg
Mass of ice added = m 3−m 2 kg
Heat required to melt the ice =( m 3−m 2) L (J)
0
Heat required to raise the temperature of melted ice from 0 0 C to θ2 C = (
m3−m2) X 4200 X θ20 C
0 0
Heat lost by the calorimeter and water in cooling from θ1 C to θ2 C = {
m1 C +¿(m3−m2 ¿ X 4200 }(θ1−θ 2)
Since heat gained by ice = heat lost by calorimeter and water, we can write
(m 3−m 2) X 4200 X ¿ = { m 1 C +¿(m 3−m 2 ¿ X 4200 }(θ1−θ 2)
PRECAUTIONS:-
i. Dry ice should be used
ii. Ice should be added in small quantities at a time
iii. The calorimeter should be lagged
PRESENTATION:-
STEP I:- The teacher revises the previous topic with the students
STEP II:- The teacher introduces the new lesson to the students
STEP III:- He guides the students to determine the experiment of latent heat of fusion
STEP IV:- He solves problems with the students on the topic with the students
EVALUATION:- By the end of the lesson, students should be able to
i. Define fusion
ii. Explain latent heat and specific latent heat
iii. Describe the experiment of latent heat of fusion of ice
ASSIGNMENT:- Define the following terms
i. Latent heat of vaporization and vaporization
ii. Describe the experiment to determine the latent heat of vaporization

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 LESSON TWO
TOPIC:- MEASUREMENT OF HEAT ENERGY II DURATION:- 40 MINUTES

SUB-TOPIC:- SPECIFIC LATENT HEAT OF VAPOURIZATION

OBJECTIVE:-At the end of the lesson, students should be able to determine the S.L.H of
vaporization by method of mixture
CONTENT
SPECIFIC LATENT HEAT OF VAPOURIZATION
The specific latent heat of vaporization of a substance is the quantity of heat required to
change unit mass of the substance from the liquids state to the vapour state at the same
temperature (without change in temperature)
The same unit J/kg is used for vaporization as for fusion.
DETERMINATION OF THE SPECIFIC LATENT HEAT OF VAPORIZATION OF STEAM BY THE
METHOD OF MIXTURES:-
Water is heated in a flask to which a steam trap has been connected. As the water boils,
steam from the flask enters the steam trap. The steam is collected inside a calorimeter
which contains a known mass of water whose initial temperature is measured. The steam
condenses in the water, and its temperature rises. After a rise in temperature of about
0
20 C , the calorimeter is removed, the water is stirred and the final temperature is
recorded. The mass of the steam is found by subtracting the mass of the calorimeter and
water before the steam is passed into it from the mass of calorimeter and water and
steam after the experiment.
The result are recorded as shown below:-
Mass of calorimeter + stirrer = m 1 kg
Mass of calorimeter + stirrer + water = m 2 kg
Mass of calorimeter + stirrer + water + steam = m 3 kg
0
Initial temperature of water = θ1 C
0
Final temperature of mixture = θ2 C
Final temperature of steam = 1000 C
Specific heat capacity of calorimeter = C = 400 (J/kg/K)
Specific heat capacity of water = 4200 (J/kg/K)
Specific latent heat of steam = L (J/kg)
Mass of water = m 2−m 1 kg
Mass of condensed steam = m 3−m 2 kg

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 Heat lost by steam in condensing to water at 1000 C = (m 3−m 2 ¿ L(J )
0
Heat lost by condensed steam in cooling from 1000 C to θ2 C = (
m3−m2 ¿ X 4200 X ¿J
Total heat lost = (m 3−m 2 ¿ L+(m 3−m 2 )X 4200 X ¿
0 0
Heat gained by calorimeter = m 1 X 400 X (θ 2 C−θ1 C)
0 0
Heat gained by water = (m 2−m 1 ¿ X 400 X (θ 2 C−θ1 C)
The specific latent heat of vaporization L can be calculated by applying the
heat lost = heat gained
Total heat gained = m 1 X 400 X ( θ2 C−θ1 C ) + ¿(m 2−m 1 ¿ X 400 X (θ 2 C−θ1 C).
0 0 0 0

PRECAUTION:-
I. Only dry steam should be used
II. The calorimeter should be lagged
III. The mixture should be gently and continuously stirred to ensure an
even final temperature.
Example:- calculate the heat require to melt an ice of 120g at −100 C to water
at 200 C . Take S.H.C of water = 4200 J/kg/k
S.H.C of ice = 2100Jkg/k
S.L.F of ice = 336000 J/kg
Solution:- ‘heat require to raise the temperature of ice from
0 0
−10 C ¿ water at 0 C = mc𝜃 = 0.12 X 2100 X 10 = 2520 J
Heat required to melt the ice at 0 0 C
= mL = 0.12 X 336000 = 40320 J
Heat required to raise the temp. of the water from 0 0 C ¿ 20 0 C = mc𝜃
0.12 X 4200 X 20 = 10080 J
Total heat = 2520 + 40320 + 10080 = 52920 J

EFFECT OF PRESSURE AND IMPURITES ON FREEZING POINT

i. An increase in pressure lowers the melting point of ice or the freezing point of
water. When ice is subject to high pressure it melts, but when this pressure is
removed, the ice refreezes. This phenomenon is known as a relegation
ii. Impurities lowers the melting point of a piece of solid.

ASSIGNMENT

Explain the term Regelation

34
 LESSON NOTE

WEEK: TEN
NAME: - ADENIJI, Q. A. (Ph.D.) SUBJECT: - PHYSICS

DATE: - 19TH– 23TH NOVEMBER, 2018.

CLASS: - S.S.2 DURATION: - 40 MINUTES
TOPIC: WAVES SUB-TOPIC:- DEFINITION AND PRODUCTION OF WAVES
INSTRUCTIONAL MATERIALS: - wave string.
REFERENCES BOOK: - M W ANYAKOHA PhD (2014) NEW SCHOOL PHYSICS
FOR SENIOR SECONDARY SCHOOL, AFRICANA FIRST
PUB. PP 248 – 258.
O E FARINDE et al (2010) ESSENTIAL PHYSICS FOR
SENIOR SECONDARY SCHOOL, TONAD PUB. PP 190-
200
PREVIOUS KNOWLEDGE:- Students have been taught motion in their previous class
INSTRUCTIONAL OBJECTIVES: -At the end of the lesson students should be able to,
i. Define Waves
ii. State the type of waves
iii. State and explain the classes of waves
iv. Describes waves with terms used
CONTENT:-
WAVES
A wave is a disturbance that travels through a medium transferring energy from
one point to another without causing permanent displacement of the medium.
WAVE MOTION
A wave motion is a process of transferring a disturbance (inform of kinetic energy)
from one point to another in a medium without any transfer of particles of the medium.

However, not all waves, require a material medium for their propagation,
Examples are water waves, sound waves, waves on a rope or string.
CLASSES OF WAVES
Waves are generally classified into:
i. Mechanical waves

35
 ii. Electromagnetic waves
MECHANICAL WAVES:- These are waves that require a material medium for their mode of
propagation or vibration. Examples water waves, sound waves, waves on a rope or
string.
ELECTROMAGNETIC WAVES:-These are waves that do not require a material medium for
their mode of propagation. Examples are light waves, radio- waves, x- rays and gamma
rays.

DIFFERENCES BETWEEN E-M WAVES AND MECHANICAL WAVES

E-M WAVES MECHANICAL WAVES
I. Travel with the velocity of speed of light travels with a velocity less than
the speed of light
II. Material medium is not required but travels successful
through medium material medium is
required

WAVE FRONTS
A line or surface in the path of an advancing wave on which all the particles are in
the same phase or state of disturbance.
There are two types of wave’s fronts
i. The plane wave fronts
ii. The circular wave front

Progressive or Travelling waves: This is a wave that travels or transfers energy in

travelling or moving away from the source of the disturbance.
There are two types of progressive waves.
i. Transverse waves
ii. Longitudinal waves

i. Transverse waves: They are waves which travels perpendicularly to the

direction of the vibrations producing the waves. Examples of transverse waves
are water waves, light waves, radio waves and waves produce in a rope or
string.
ii. Longitudinal waves: They are waves which travel in a direction parallel to the
vibrations of the medium. Example is sound waves

Standing or Stationary Waves: This occurs when two simple harmonic waves of the same
amplitude, frequency and time travelling in opposite direction in a linear or straight line.
The resultant wave obtained is called STANDING WAVES.
Thus, stationary/ standing waves are due to the interference of two waves travelling in
opposite direction. For them to interfere, they must have the same frequency and
amplitude e.g. sinusoidal wave.s
PRESENTATION:-
STEP I:- Teacher revises the previous knowledge with the students.
STEP II:- He introduces the new lesson to the students.
STEP III:- He guides the students to determine the mechanical waves
STEP IV:- He guides the students to differentiate between the types of waves.
STEP V : He allows students’ contributions and questions.
EVALUATION;
i. Define wave and wave motion
ii. State and explain the classes of waves
iii. State the types of mechanical and E-M waves

36
 LESSON TWO

SUB-TOPIC:- TERMS USED IN DESCRIBING WAVES DURATION: 40 MINUTES

BEHAVIOURAL OBJECTIVES:- At the end of the lesson, students should be able to;
i. Represent a wave graphically
ii. State the term used in describing waves
iii. Explain the terms used in describing the waves
iv. Show mathematical relationship between frequency, wavelength, and velocity.

CONTENT:-
TERMS USED IN DESCRIBING WAVES.

PHASE: - Particles which are at the same vertical distance from their position of rest and
are moving in the same direction as shown on the graph, are said to be in the same
phase.
CYCLE: - Is a complete to and fro movement or oscillation of a vibrating particle.
AMPLITUDE (A): - This is the maximum displacement of a particle from its rest position. A
is the amplitude and it’s measured in metres.
WAVELENGTH (𝜆): - This is the distance between two successive crest or trough (or two
successive points in phase) of a wave it’s measured in metres.
FREQUENCY(F): - This is the number of complete vibration or cycles that a particle makes
in one second (per second). It’s measured in Hertz (Hz).
PERIOD (T): - This is the time taken by a wave particle to make one complete oscillation.
It’s measured in seconds
WAVE VELOCITY OR SPEED(V): - the wave velocity (V) is the distance covered by the
wave per second. It’s measured in m/s. if the wave covers a distance of x metres in t
x
seconds than the velocity of the wave v= m/s
t

Mathematical Relationships between Frequency (f), Wavelength (𝜆) and

velocity (V).
The relationship between the frequency (f), wavelength (𝜆) and velocity (v) of all waves.

Velocity =frequency x wavelength

This is given by V=f𝜆

The speed (velocity), V of the wave is given by:

distance travelled by the wave
v=
time takenby the wave
A wave travels a whole wavelength (𝜆) in a time given by the period (T). Therefore,
λ 1
v= But ¿ the equation f =
T T

37
 λ
Hence: v= ∨fλ .
T
Example 1:- A wave travels a distance of 100m in 5 sec. the distance between successive
crests of the wave is 25cm. Cal. the frequency of the wave.
Solution:-
λ 100
v= = =20 m/s
Therefore, wavelength, 𝜆 = distance between successive crest
T 5

= 25cm that is 0.25m.

20
v 1
f = = =80 Hz .
λ 4
Example 2:- A radio station broadcast at a frequency of 300 kHz. If the speed of the wave
is 3 X 108 m/s . Compute the period and the wavelength of the wave.
Solution:- Given: frequency,f = 200kHz = 2 X 105 Hz , period, T = 1/f = 1/2 X 105 Hz =
4
5 X 10 sec
Wavelength, 𝜆 =
8
v 3 X 10 3
= =1.5 X 10 m∨1.5 km
f 2 X 10 5
Example 3:- A wave has a frequency of 30 Hz and wavelength of 40cm. what is velocity

Solution:- f= 30Hz, 𝜆 = 40cm = 0.4m.

of the wave?

V=f𝜆
= 30 X 0.4 = 12m/s

MATHEMATICAL REPRESENTATION OF WAVE MOTION:- (PROGRESSIVE WAVES)

This is represents mathematically by the equation.
2 πx
Y = A sin( )
λ
Where Y = vertical displacement of vibrating particles

𝜆 = horizontal co –ordinate of the vibrating particle from the origin.

A = amplitude of the waves

2π
Y=A sin (x−vt)where v = velocity of the wave, if we put t = 0 since v= fλ
λ
2π 2π
Y = A sin( x− vt)
λ λ
2π 2π
Y = A sin( x− fλt )
λ λ
2π
Y = A sin( x−2 πft )
λ
x−ωt ) where 𝜔 = 2 πf which is known as the angular velocity or speed.
2π
Y = A sin(
λ
Example. A plane progressive wave is represented by the equation
y=2sin (5000 πt−0.5 x )
Where the symbols have their usual meanings. What is the frequency of the wave?
Solution:-
x−ωt )notethat 𝜔 = 2 πf
2π
Y = A sin(
λ
2π
Y = A sin( x−2 πft ) -------------1
λ
y=2sin ( 5000 πt−0.5 x ) ---------2
Comparing the two equations above. We have,

38
2 πf =5000 πt --⬌ f =2500 Hz
PRESENTATION:-
STEP I:- Teacher revises the previous knowledge with the students.
STEP II:- He introduces the new lesson to the students.
STEP III:- He guides the students to describe a wave using graphical formation
STEP IV:- He explains the terms with the students
EVALUATION:
Define the terms used in describing waves

ASSIGNMENT:-
i. Show that y = Asin2𝜋(t/T – x/𝜆)
ii. The equation y= 5 sin (3x - 4), where y is in millimetres, x is in metres and t is
in seconds, represent a wave motion. Determine the frequency, period, speed
of the wave.

LESSON THREE

TOPIC:- WAVES SUB-TOPIC:- PROPERTIES OF WAVES DURATION: 40 MINUTES

BEHAVIOURAL OBJECTIVES:- At the end of the lesson, students should be able to
i. State the properties of waves
ii. Explain the properties of waves
CONTENT:-
PROPERTIES OF WAVES
The properties of waves are:-
i. Reflection
ii. Refraction
iii. Interference
iv. Diffraction
v. Polarization
1. REFLECTION:- This is the change in the direction of waves when they hit an
obstacle. The type of wave depends on the type of obstacle they hit or met.
2. REFRACTION:- This occurs between two media, when wave direction of
propagation changes as it enters a different medium . When straight waves pass
from a deep to shallow water, their wavelength becomes shorter.
3. DIFFRACTION:- This is a phenomenon whereby waves bend round an obstacles. It
is also the spreading of waves after passing through tiny openings, aperture, a
hole or a slit. The smaller the width of the aperture, the smaller the wave length,
the greater there will be the spreading of the waves.
4. INTERFERENCE:- This occurs when two waves from a source cross each other’s
path. i.e the interaction of two(coherent) waves which move simultaneously
through the same medium. If the crest of one arrives simultaneously as the
trough of the other, it is referred to as CONSTRUCTIVE INTERFERENCE.
BUT, if the crest of one does not arrive simultaneously as the troughs of the other,
it is referred to as DESTRUCTIVE INTERFERENCE.

39
 5. POLARIZATION:- Simply means that confinement of wave in one direction occurs
only in transverse waves. Plane polarization of light means the fluctuations or
vibrations are constructed to vibrate only in one plane perpendicular to the
direction of the light.

APPLICATION OF PLANE – POLARIZED LIGHT

I. Production of three – dimensional films
II. Determination of concentration of sugar solution
III. Polarised cameras
IV. Sun glasses to reduce the intensity of light
V. For a study, areas of great stress in glass or celluloid are cut to a special
design.

PRESENTATION:-
STEP I:- Teacher revises the previous knowledge with the students.
STEP II:- He introduce the new lesson to the students.
STEP III:- He state and explain the properties of waves to the students.
STEP IV:- He explain the terms with the students
EVALUATION:-
State and explain the properties of waves

ASSIGNMENT:- List two types of waves apart from light that can be plane polarized. State
two applications of plane polarised light.

40