PHYSICS

TEACHER’S GUIDE
FOR RWANDA SECONDARY SCHOOLS

S5
 CONTENTS
Introduction............................................................................... ii - liv
1. Wave and Practical Nature of Light................................................. 1-22

1.1 Unit description................................................................................ 1

1.2 Lesson development ........................................................................ 4

1.3 Main contents and concepts to emphasise.................................... 14

1.4 Solution to Activities and Exercises.............................................. 16

2. Simple Harmonic Motion................................................................ 23-47

1.1 Unit description.............................................................................. 23

1.2 Lesson development ...................................................................... 26

1.3 Main contents and concepts to emphasise.................................... 33

1.4 Solution to Activities and Exercises.............................................. 35

3. Forced Oscillations and Resonance of a System............................ 48-61

1.1 Unit description.............................................................................. 48

1.2 Lesson development ...................................................................... 51

1.3 Main contents and concepts to emphasise.................................... 60

4. Propagation of Mechanical Waves.................................................. 62-77

1.1 Unit description.............................................................................. 62

1.2 Lesson development ...................................................................... 65

1.3 Main contents and concepts to emphasise.................................... 74

1.4 Solution to Activities and Exercises.............................................. 75

5. Complex Electrical Circuit.............................................................. 78-95

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 1.1 Unit description.............................................................................. 78

1.2 Lesson development ...................................................................... 80

1.3 Main contents and concepts to emphasise.................................... 91

1.4 Solution to Activities and Exercises.............................................. 92

6. Fossil and Non-fossil Fuel and Power Production....................... 96-111

1.1 Unit description.............................................................................. 96

1.2 Lesson development ...................................................................... 99

1.3 Main contents and concepts to emphasise.................................. 110

7. Electric field potential and gravitational potential................... 112-127

1.1 Unit description............................................................................ 122

1.2 Lesson development .................................................................... 115

1.3 Main contents and concepts to emphasise.................................. 124

1.4 Solution to Activities and Exercises............................................ 127

8. Motion in Orbits.......................................................................... 128-145

1.1 Unit description............................................................................ 128

1.2 Lesson development .................................................................... 131

1.3 Main contents and concepts to emphasise.................................. 140

1.4 Solution to Activities and Exercises............................................ 143

9. Atomic models and photoelectric effect...................................... 146-165

1.1 Unit description............................................................................ 146

1.2 Lesson development .................................................................... 149

1.3 Main contents and concepts to emphasise.................................. 158

1.4 Solution to Activities and Exercises............................................ 161

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10. Analog and Digital Signals......................................................... 166-183

1.1 Unit description............................................................................ 166

1.2 Lesson development .................................................................... 169

1.3 Main contents and concepts to emphasise.................................. 179

1.4 Solution to Activities and Exercises............................................ 182

11. Mobile phone and radio communication.................................... 184-196

1.1 Unit description............................................................................ 184

1.2 Lesson development .................................................................... 168

1.3 Main contents and concepts to emphasise.................................. 195

12. Relativity concepts and postulates of special relativity............ 197-210

1.1 Unit description............................................................................ 197

1.2 Lesson development .................................................................... 200

1.3 Main contents and concepts to emphasise.................................. 208

1.4 Solution to Activities and Exercises............................................ 209

13. Interference of Light Waves........................................................ 211-225

1.1 Unit description............................................................................ 211

1.2 Lesson development .................................................................... 214

1.3 Main contents and concepts to emphasise.................................. 222

14. Stellar Distance and Radiation................................................... 226-240

1.1 Unit description............................................................................ 226

1.2 Lesson development .................................................................... 228

1.3 Main contents and concepts to emphasise.................................. 238

1.4 Answers to end of unit questions................................................ 239

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 Introduction
PHYSICS AND SOCIETY
The purpose of this teacher guide is to help teachers to implement the
Physics syllabus of senior five according to unit planning, lesson planning
and lesson delivery to develop the learners’ competences and skills. It is
designed to stimulate teachers to create meaningful teaching programs and
lessons by enabling them to choose relevant and purposeful activities and
teaching activities. It will encourage teachers to research and look for new
and challenging ways of fecilitating students’ learning in Physics.
The teacher guide supports the syllabus. The syllabus states the key unit
competences to develop, links to other subjects, assessment criteria, learn-
ing outcomes for the subject and units, and outlines the content and skills
that students will learn.

Rationale of teaching and learning physics

PHYSICS AND SOCIETY

Physics is one of the natural science subjects and contributes significantly
to global socioeconomic transformation through its discoveries. These have
led to development of new technologies in all fields of production and are
beneficial to mankind. Applications of Physics knowledge is evident in
industries, engineering, transportation (automobiles, trains, flights etc),
medicine and Information and Communication Technology (ICT).
Physics significantly contributes to the advancement of new technologies
that arise from theoretical breakthroughs. For example, advances and
understanding of electromagnetism or nuclear physics has led to the
development of new products which have dramatically transformed the
modern society. Some of the discoveries based on Physics knowledge
include televisions, computers, electrical appliances, nuclear weapons,
advancements in thermodynamics and mechanics which have led to mass
industrialization.
Physics is the key to the Rwandan education ambition of developing a
knowledge-based society since it promotes science and technology which
are necessary for learners to be competent both at regional and global job
v
markets. This new curriculum will address gaps in the current Rwanda
Education system which lacks of appropriate skills and attitudes provided
by the current education system.

PHYSICS AND LEARNERS

Physics is a worthwhile subject because it prepares students for the real
world of work by providing career pathways in mechanical and construction
engineering, information and communication technology and other related
fields. Physics provides skills that guide the construction of theories and
laws that help to explain natural phenomena and enable management of
environment.
It also provides answers to problems modern society by empowering
students, make them to be creative and innovative, leading to independent
approaches of solving daily life problems. Through physics, students explore
the laws and rules that govern all the natural phenomena associated with
the subject observed in the universe.

Methods, Strategies, Attitudes and Techniques

This section addresses the methods, strategies, attitudes and techniques
recommended in the program. While they are different from the concepts,
these elements are important in the development of competencies.

METHODS
Methods require special attention. They should not be applied in isolation,
but in learning and evaluation situations in which several of them are
combined. The ability to apply a combination of different methods is an
indicator of proficiency.
Five methods are presented here: modeling, observation, analysis,
experimentation and the empirical methods.

MODELING
Modeling consists in constructing a representation of an abstract situation,
one that is difficult to observe or impossible to see. This representation
can be a text, a drawing, a mathematical formula, a chemical equation,
a software program or a scale model. Over time, the model becomes more
refined and complex. It may be valid only for a certain amount of time and
in a specific context and in many cases, it can be modified or rejected. It

vi
is also important to consider the context in which it was created. A model
must help learners understand a given reality, explain certain properties of
that reality and predict new observable phenomena.

OBSERVATION METHOD
The observation method is an active process intended to help the observer/
learner interpret facts on the basis of his or her predetermined criteria and
generally accepted criteria within a given field. In light of the information
collected, learners gain a new understanding of the facts, which is
inextricably linked to the context in which the observations were made.
In his or her interpretation and organization of information, the learner
reinterprets the physical world on the basis of his or her assumptions and
the conceptual schemes that are an integral part of what he or she brings
to the observation process. All observations involve a theoretical model
established by the observer.

ANALYSIS
The elements that determine or make up a phenomenon, an object or a
system, as well as the interactions between these elements, can be identified
through analysis. Analysis also leads to the identification of structural
and functional components, which can in turn be analyzed, and to the
determination of their hierarchical or interdependent connections. In some
cases, this method involves using a broader understanding of a system to
determine the function of its parts and the relationships between them,
thereby making it possible to highlight the dynamics of a complex system
and examine its behaviour over time. This aspect of the analytical method
is particularly useful in studying phenomena and applications.

EXPERIMENTAL METHOD
The experimental method begins with the formulation of preliminary
explanations. Then learners can begin looking for an answer and defining
the framework of the experiment. It then becomes necessary to develop
an experimental procedure in order to identify a certain number of
variables to be manipulated. The aim of the procedure is to identify and
compare observable or quantifiable elements and check them against the
initial hypotheses. Moving back and forth between the different stages
of the experimental method raises new questions and allows students to

vii
formulate new hypotheses, adjust the experimental procedure and take the
limitations of the experiment into account.

EMPIRICAL METHOD
The empirical method involves field research without any manipulation of
variables. Its spontaneity does not detract from the methodology involved
(for example, a sample survey is an empirical approach that leaves nothing
to chance). Often based on intuitive models, this method sometimes provides
a way of exploring and representing the elements of a problem. Often, it can
lead to a number of preliminary ideas, hypotheses and theories, as well as
new techniques and possible avenues for other research projects.
Source: Québec Education Program - Physics

The role of the teacher

Teachers play a fundamental role in helping their students develop
competencies. The support they provide must relate to the three aspects
of every competency: the mobilization of resources in a specific context, the
availability of resources and the ability to reflect on the process involved.
Teachers must offer learning and evaluation situations that promote the
development of the target competencies, support the students’ learning
progress and evaluate their level of competency development.

The role of learners

Although the teacher sets the pedagogical framework, it is important for the
students to be fully engaged in the learning process. Only they can make
the necessary connections between their previous knowledge and the new
concepts they must assimilate, and they must also adapt their knowledge
to the concepts to be learned, and vice versa.
It is important for students to use appropriate techniques when handling
equipment and substances. If they use verification or control instruments,
they must take into account possible errors in their measurements, whether
caused by the instrument, the user or the environment. They must record
their measurements using an appropriate number of significant figures and
analyze their results based on a certain margin of error. At all times, they
must comply with safety standards and handle equipment and substances
with care. When in doubt, they must ask the teacher or laboratory

viii
technician to ensure that they are working safely and using the equipment
and substances correctly.

Learning Outcomes
Expected outcomes are summarized in table I.
Table I: Learning outcomes
Learning Very high Very high Satisfac- Low Below
Outcomes achieve- Achieve- tory Achieve- minimum
ment ment Achieve- ment standard
ment
1. Demon- Demon- Demon- Adequate Demon- Has failed
strate strates strates demon- strates to demon-
under- extensive sound stration of limited strate
standing of knowledge knowledge knowledge knowledge under-
fundamen- and under- and under- of physics of physics standing of
tal physics stands a standing principles principles fundamen-
principles wide range of physics and models and models tal physics
and models of physics principles principles
principles and models and models
and models
2. Apply Highly Sound Adequate Demon- Has failed
scientific creative inquiry and inquiry and strates lim- to demon-
inquiry and and inno- reasoning reasoning ited inquiry strate
reasoning vative in skills in skills with and reason- scientific
skills to conducting conducting fair idea of ing skills inquiry and
find solu- investiga- investiga- using scien- in problem reasoning
tions to tions using tions using tific meth- solving skills in
problems scientific scientific odologies using scien- solving
methodolo- method- in finding tific meth- problems
gies to find ologies in solutions to odologies using scien-
solutions to finding problems tific meth-
problems solutions to odologies
problems
3. Com- Highly ef- Very good Adequate Limited Has failed
municate ficient and in commu- competency competency to
scientific innovative nicating in commu- in commu- achieve
data and in commu- scientific nicating nicating competency
information nicating data and information information in

ix
from inves- information information and scien- and scien- commu-
tigations and scien- from inves- tific data tific data nicating
and labora- tific data tigations from from inves- information
tory work from inves- and labora- investiga- tigations and scien-
in different tigations tory work tions and and labora- tific data
ways and labora- laboratory tory work from inves-
tory work work tigations
and labora-
tory work

4. Analyse Excellent Very good Adequate Demon- Has failed

and analysis in analys- analysis strates to demon-
interpret and inter- ing and and limited strate
data and pretation interpret- interpreta- ability in ability to
information of data and ing data tion analysing analyse and
and inter- interpret
information and infor- of data and
mation preting data and
information
data and information
information

5. Analyse Makes Makes Makes Makes deci- Makes deci-

and evalu- informed informed decisions sions sions
ate devel- decisions decisions based on based on based on
opments in based based limited poor
adequate
physics on excellent on sound analysis analysis
analysis
from the analysis analysis and and
and
past and and and evalua- evaluation evaluation evaluation
present and evaluation tion of of of
of
its impact of develop- develop- develop-
develop-
on people ments in ments in ments in
develop- ments
and the
ments in physics and in physics physics and physics and
environ-
physics and their and their im- their
ment; and
their impact on their im- pact on impact on
use the society society
impact on pact on society
information
society society
to support
and make
informed
decisions

x
6. Relate Displays Can effec- Can Shows lim- Is not able
relevant excellent tively per- adequately ited ability to perceive
traditional ability to ceive and perceive in perceiv- and
knowledge, perceive correlate and ing and correlate
beliefs, and traditional correlate correlating traditional
and skills effectively knowledge, traditional knowledge,
traditional
to princi- correlate belief knowledge, belief
knowledge,
ples and traditional
and skills belief and belief and and skills
concepts of knowl-
to skills to skills to to
physics edge, belief
principles principles principles principles
concepts of
and and and
physics. and con-
concepts of cepts concepts of concepts of
physics of physics physics physics

Source: physics upper secondary education teacher guide, Department of

Education, Papua New Guinea. ISBN 978-9980-9925-4-3

Knowledge and Understanding

When preparing and teaching physics, the teacher should think and
pinpoint some requirements to meet some expected outcomes. Students are
expected to:
• understand phenomena, facts and patterns, principles, concepts, laws,
theories and models in physics;
• learn vocabulary, terminology and conventions in physics;
• acquire knowledge of techniques and skills specific to the study of
physics;
• group and organise physical knowledge and understanding, and apply
them to familiar and unfamiliar situations; and
• develop an understanding of technological applications of physics and
of their social implications.

Skills and Processes

Physics teachers must strive to provide opportunities for students to develop
life skills. Student activities are designed to address the content knowledge
that general science strands usually ignore. There are many skills students
develop through interactive science. So students are expected to:
• develop scientific thinking and problem-solving skills;
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 • acquire an analytical mind to critically evaluate physics-related
issues;
• communicate scientific ideas and values in meaningful and creative
ways with appropriate use of diagrams, symbols, formulae, equations
and conventions, as well as verbal means;
• acquire practical skills such as how to manipulate apparatus and
equipment, carry out given procedures, analyse and present data,
draw conclusions and evaluate experimental procedures;
• make careful observations, ask relevant questions, identify problems
and formulate hypotheses for investigation;
• plan and conduct scientific investigations individually or collaboratively
with appropriate instruments and methods, collect quantitative
and qualitative data with accuracy, analyse and present data, draw
conclusions and evaluate evidence and procedures;
• develop study skills to improve the effectiveness and efficiency of
learning; and develop abilities and habits that are essential to life-
long learning

Values and Attitudes

Students are expected to:
• develop positive values and attitudes such as curiosity, honesty, respect
for evidence, perseverance and tolerance of uncertainty through the
study of physics;
• develop a habit of self-reflection and the ability to think critically;
• be willing to communicate and comment on issues related to physics,
and demonstrate an open-mindedness towards the views of others;
• be aware of the importance of safety for themselves and others, and be
committed to safe practices in their daily life;
• appreciate the achievements made in physics and recognise their
limitations;
• be aware of the social, economic, environmental and technological
implications of achievements in physics; and
• recognise the importance of life-long learning in our rapidly changing
knowledge-based society.

Competences to develop

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INTEGRATION OF COMPETENCES
A competence-based curriculum takes learning to higher levels by providing
Challenging and engaging learning experiences which require deep thinking
rather than just memorisation. Its focus is on what young people can do
rather than just on what they know.

There are two categories of competences in a competence-based curriculum:

Basic competences and generic competences.
Basic Competences
Basic competences are main, key or vital competences identified basing on
expectations and aspirations reflected in the national policy documents.
It is on the basis of descriptors of these competences that are built into
the learners profile in each level of education, subjects to be taught and
learning areas.
Basic competences are listed in the diagram below
• Literacy
• Numeracy
• ICT
• Citizenship and National Identity
• Entrepreneurship and Business Development
• Science and Technology
• Communication in the official languages
These have all been identified as competences with particular relevance to
Rwanda on account of its history and context.
Literacy and numeracy are basic to accessing learning in other subjects.

Competence in ICT can be developed through the use of ICT across the
subjects. One of the nation’s great strengths is its unity in terms of both its
population and its sense of purpose. The focus on citizenship and national
identity is important in this respect.

There is a key drive to ensure that Rwandans actively create employment

opportunities rather than having a mindset of relying on others. Hence
entrepreneurship and business development is regarded as basic.
The impact of science and technology increasingly affects all aspects of life
and therefore should be considered a basic aspect of subjects across the
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curriculum.
Generic Competences
Generic competences involve and promote the development of the higher
order thinking skills. In doing so they boost subject learning as well as
being highly valuable in themselves. They are seen as generic competences
because they apply across all curricula, and can be developed in all the
subjects studied.
Developing competences
Competences cannot be taught directly like subject knowledge. They are
acquired over time through the cumulative effect of a competence approach
to learning. They require students to practice and employ the generic
competences throughout the subjects that they study. They require teachers
to adopt approaches that encourage and enable students to think critically,
to carry out research, to solve problems, to be creative and innovative, to
communicate, to co-operate and to become life-long leaners.

The subject content provides a necessary context for students to develop the
competences, and the basic and generic competences help deepen students’
understanding of the subject and build students’ ability to apply their
subject learning
Generic Competences
The generic student competences that will be developed within all subjects
are:
• Critical thinking
• Creativity and innovation
• Research and problem solving
• Communication
• Co-operation, interpersonal relations and life skills
• Life long learning

These generic competences help students deepen their understanding of

subjects and apply their subject learning in a range of situations. They
therefore contribute to the development of subject competence.

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As students develop these generic competences they also acquire the set of
skills that employers look for in their employees, so the competences help
prepare students for the world of work.

The generic competences are also vital for enabling students to become life
long learners who can adapt to our fast-changing world and the uncertain
future. Competence in a subject requires a learner to have achieved an
appropriate level in terms of all two categories of competence.

Higher Order Thinking Skills (HOTS)

Higher Order Thinking Skills (HOTS) are central to a competence-based

curriculum because they develop the understanding that enables learning
to be applied effectively.

As the table below shows, Knowledge and Understanding learning objectives

relate to memorisation and explanation -the lower levels of learning. Skills
learning objectives use more challenging, active verbs so that learners are
required to think more deeply and to develop higher order thinking skills.

It is important to highlight the fact that knowledge and understanding are

no less

important in a competence-based curriculum. High levels of knowledge

and understanding are crucial for a successful knowledge-based economy.
It is through the focus on competences and higher order thinking skills
in a competence-based curriculum that learners’ skills and abilities are
developed and, as a consequence, their knowledge and understanding are
deepened.

There must be opportunities in subjects for students to develop and to apply

basic skills and cross cutting issues where possible. Subject syllabi must
focus on what learners need to be able to do as well as on subject knowledge.
Basic competences are developed through application of subject learning.
The generic competences help the development of the higher order thinking
skills so both will deepen subject learning and be valuable in themselves.

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Assessment
Competence based assessment is an assessment process in which the
learner is confronted with a complex situation related to their everyday
life and asked to put into practice what has been learned(knowledge, skills
and attitude) in order to resolve or overcome this situation. In competence
based assessment the evidence collected is then used as the basis on
which judgments are made concerning the learner’s progress towards the
satisfaction of fixed performance criteria.

Assessment is an integral part of the teaching learning process. One of the

major purposes of assessment is to measure the extent to which learning
objectives and competences have been achieved and to identify which
schools and learners need pedagogical advice and strategic intervention.
Coherence
It is essential that the assessment measures are coherent across ages and
schools so that learners can be confident that the standards being applied to
their work are compatible with standards across the country. To achieve this
level of confidence in the design on the assessment the marking or grading
must be trustworthy, delivering reliable and valid tests and examinations.

Recognition of achievement
Assessments must examine or measure what learners know and can do,
and how far they succeed, avoiding focusing on what they are unable to do.
Assessments must allow for learners to show their knowledge and skill in
appropriate ways which may vary with learner, topic and competency.
Accessible, equitable and fair
Assessments must offer equal opportunities to learners to succeed, and be
adaptable to learners’ circumstances. Assessments must be accessible to
all learners in terms of the forms of questioning and testing. Accessibility
involves particular attention to the language demands for learners,
especially those for whom English is an additional language.
Support progression
Assessments should yield information about aspects of learners’ performance
which can then be used to diagnose strengths and weaknesses, and next
steps for learners.

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Formative assessments which are relevant to the current learning
should provide evidence which teachers can use to feedback to learners.
Competencies, which include knowledge, skills and attitudes, should be
assessed in the context of practical application in order for progress to be
identified and supported.
Fit for purpose
The methods and forms of assessment should vary, according to such factors
as the domains being assessed, the age of the learners, the language in
which the assessment is made. The use of the results of assessments affects
the forms used, in both formal and informal contexts

Valid

Any assessment must assess what it sets out to measure and be clear
about what is being assessed, including such aspects as memory, processes,
application. In order to be valid the forms of assessment vary with what is
being assessed.

Reliable

Formal assessments and examinations must be consistent in the results

they produce over time and for all learners. In examinations, as far as
possible, sources of inconsistency, such as item production, marking and
linguistic barriers must be eliminated.

Transparent and accountable

Learners, teachers and parents must understand the purposes, forms and
uses of assessments that schools make. Schools should make the results
of assessments available to learners and parents. Stakeholders and policy
makers should take into account the results of assessments nationally when
making decisions.

Types of Assessment

Formative assessment (Continuous assessment)

Formative assessment is a crucial element of teaching and learning. The

goal of formative assessment is to monitor student learning to provide
ongoing feedback that teachers can use to improve their teaching and by
students to improve their learning.

xvii
More specifically, formative assessments help:
• Learners identify their strengths and weaknesses and target areas
that need work;
• Teachers in recognizing where students are struggling and address
problems immediately.

Constructive feedback is a vital component of assessment for formative

purposes.

Formative assessment involves using both formal and informal methods

to check whether learning is taking place. They are given throughout
the school year at classroom and school level in order to have a complete
picture of the learners’ progress and achievements in subject concepts and
in competencies. They help teachers to develop appropriate instructional
strategies to improve on the teaching-learning process. Formative
assessments use one or a combination of the following: observation, pen
and paper and oral questioning to measure the areas below:

a) Knowledge and understanding

Evidence of acquisition of knowledge and understanding is through testing

mastery of subject concepts and subject competencies and how they are
applied in a specific skill area.

b) Practical skills

Evidence of the ability to perform and accomplish a given task is measured

through aptitude and or practical tests and evaluation of the final outcome
of learning.
c) Attitude and values

Assessing the behavioral approach towards a given task or a situation.

d) Generic competencies
Assessing the steps the learner goes through to perform a given task and
the reasoning behind it. Through formative assessment, the logic behind
each step and skills utilized to overcome each challenge can be measured.

xviii
Competence based assessment measures a learner’s ability to confront
a complex situation common in daily life and to practice what has been
learned (knowledge, skills and attitude) in order to resolve or overcome this
situation. The evidence is then used as a basis to determine the learner’s
progress towards satisfaction of fixed performance criteria.

Summative assessment (assessment of learning)

Summative assessments are used to evaluate student learning, skill

acquisition, and academic achievement at the conclusion of a defined
instructional period—typically at the end of a project, unit, course, semester,
program, or school year. Generally speaking, summative assessments are
defined by three major criteria:

The tests, assignments, or projects are used to determine whether students

have learned what they were expected to learn. In other words, what makes
an assessment “summative” is not the design of the test, assignment, or self-
evaluation, per se, but the way it is used—i.e., to determine whether and
to what degree students have learned the material they have been taught..
This assessment should have an integrative aspect whereby a student must
be able to show mastery of all competencies.

Cross-cutting issues
The curriculum reflects the significance of connections between different
subject areas, integrating them across years and cycles. Cross-cutting issues
are integrated across learning areas appropriately. They are all important
for students to learn about, but they are not confined to one subject. The
cross-cutting issues, which have been integrated in the curriculum are
described below:

Comprehensive Sexuality Education

The primary goal of a school based Comprehensive Sexuality Education
curriculum is to equip children, adolescents, and young people with
knowledge, skills and values in an age appropriate and culturally gender
sensitive manner so as to enable them to make responsible choices about
their sexual and social relationships, explain and clarify feelings, values
and attitudes, and promote and sustain risk reducing behavior.

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Environment and sustainability
Integration of Environment, Climate Change and Sustainability in the
curriculum focuses on and advocates for the need to balance economic
growth, society well-being and ecological systems. Learners need basic
knowledge from the natural sciences, social sciences, and humanities to
understand to interpret principles of sustainability.

Financial Education
The integration of Financial Education into the curriculum is aimed at
a comprehensive Financial Education programme as a precondition for
achieving financial inclusion targets and improving the financial capability
of Rwandans so that they can make appropriate financial decisions that
best fit the circumstances of one’s life.

Gender
Gender will be understood in schools beginning with family complementarities,
gender roles and responsibilities, the need for gender equality and equity,
gender stereotypes, gender sensitivity, gender mainstreaming, gender-
blind/ gender-unaware.

Genocide Studies
Rwandan children should know about the genocide perpetrated against the
Tutsi alongside the Holocaust and other genocides. They should know what
caused the genocide in Rwanda, its planning and execution, how it was
stopped and what the consequences have been. Rwandan children should
take part in fighting genocide ideology and genocide denial. Rwandan
students will remember the genocide, which is a means to protect the
memory of those that were lost.

Peace and Values Education

Peace and Values Education (PVE) is defined as education that promotes
social cohesion, positive values, including pluralism and personal
responsibility, empathy, critical thinking and action in order to build a
more peaceful society.

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 Standardisation Culture
Standardisation Culture in Rwanda will be promoted through formal education and plays a vital role in terms
of health improvement, economic growth, industrialization, trade and general welfare of the people through the
effective implementation of Standardization, Quality Assurance, Metrology and Testing.

Inclusive Education
Inclusion is based on the right of all learners to a quality and equitable education that meets their basic
learning needs, and understands the diversity of backgrounds and abilities as a learning opportunity.

Required materials
Table II shows a list of materials that should be available to be used in teaching physics as indicated unit wise.

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Table II: physics requirement list
Weeks Term Unit Unit title Essential requirements for
activities and assessment
1-3 1 1 Wave and Glass and Perspex prisms,
Particle nature ray box kits, Light source,
of light Evacuated glass tube, small
metal plate (photocell), Battery,
Ammeter, Black and white
bodies and electronic microscope.
 4-6 1 2 Simple
harmonic Ripple tanks, ropes, springs,
motion String, bob, fixed point, springs
6-8 1 3 Forced and masses, Ripple tank,
oscillations and microphone, loudspeaker,
resonance of a cathode ray oscilloscope.
system
8 - 11 1 4 Propagation
of mechanical
waves.
11 - 13 2 5 Complex Pieces of paper, ammeters,
electrical circuit. voltmeters, galvanometers,
ohm meters, dry cells, light

xxii
bulbs, resistors, dry cell holders,
switches, resistance boxes,
Wheatstone bridges ( slide
wire form or resistor form),
potentiometers (slide wire type),
resistance wires (nichrome) of
different diameters and lengths,
metre ruler, copper wire leads
13 - 16 2 6 Fossil and Radioactive decay data, waste
non fossil fuel materials (like banana peels,
and power cow dung, and others), closed
production containers,
 16 - 18 2 7 Electric field Perspex rulers, electroscopes,
potential and ebonite and glass rods, silk
gravitational and fur materials, pieces of
potential. paper, ammeters, voltmeters,
galvanometers
18 - 21 2 8 Motion in Orbits Large Rubber or plastic sheet
Heavy round object, lighter
objects, such as tennis balls
21 - 24 2-3 9 Atomic Electric heaters, power supply,
models and cathode ray oscilloscope, photo
photoelectric cells, TV screen,
effect.

xxiii
24 - 26 3 10 Analog and Activity sheets and supporting
digital signals resources (including film clips!)
26 - 29 3 11 Mobile phone Loud speakers, fixed phone,
and radio mobile phone, charts
communication.
29 - 31 3 12 Relativity Activity sheets and supporting
concepts and resources
postulates of
special relativity
31 - 34 3 13 Interference of Diffraction gratings
light waves.
 34 - 36 3 14 Stellar distance Activity sheets and supporting
and radiation resources

Scheme of work and unit plan

The scheme is the breakdown of syllabus into teachable units for a specifically given time frame. For example
week, month or term. In other words it is the amount of materials the teacher prepares and intends to teach
during a stipulated period of time.
The reflective teacher has to plan a scheme of work in advance for the coverage of subject’s topics or concepts
as drafted in the syllabus. It’s basically the teacher’s own personal plan of what he /she intends to teach over a
period of time following certain aims, methods and activities. So this scheme should include the unit plans of
all units in the syllabus. Unit plan should include dates and number of lesson per week, unit titles and lesson
titles, learning objectives, teaching methods and techniques, evaluation procedures, resources, references and

xxiv
observations of each week. Table III of this guide is a unit plan of unit 1 in senior five physics syllabus.
 Content Map

Units Number Introduction Classroom Equipment Activities Competence Lan- Vocabulary

of organization required practiced guage Acquisition
Periods Practice
Units 1 21 Light is a Group dis- Glass and Critical Quantum
complex phe- cussion Perspex thinking mechanics,
Planck’s quan-
nomenon that prisms, skills,
tum theory,
is classically ray box Co-opera- work function,
explained kits, Light tion, inter- threshold fre-
with a simple source, personal quency, pho-
model based Evacuat- manage- toelectrons,
Blackbody,
on rays and ed glass ment and
x-rays,

xxv
wave-fronts. tube, small life skills,
An excellent metal plate Lifelong
comparison of (photocell), learning,
the wave and Battery, literacy,
particle theo- Ammeter, use of ICT
ries involves Black and tools, com-
the differenc- white bod- munication
es that occur ies and skills
when light is
reflected from
a smooth,
 specular sur- electronic
face, such as microscope.
a mirror. This
unit is inter-
esting but the
teacher needs
to give con-
crete examples
and explana-
tions to delete
any confu-
sions.
Units 2 17 A lot of things Group dis- Ripple Critical Periodic Time,

xxvi
in nature cussion tanks, thinking, Frequency,
simple har-
repeat them- ropes, Creativity
monic equa-
selves over springs, and in- tion, Energy
and over again String, bob, novation, conservation,
as time passes. fixed point, Commu- Superposition.
Think of an springs nication,
example like and mass- Co-opera-
our own planet es, Ripple tion, inter-
orbiting the tank, mi- personal
sun. Every 365 crophone, manage-
days it com- loudspeak- ment and
pletes a single er, cathode life skills,
 revolution ray oscillo- science and
around the scope, technology
sun. It’s been
doing this
for millions
of years, and
will continue
to do it on the
same schedule
for millions of
years. There
are many in-
teresting facts

xxvii
of simple har-
monic motion
in our every-
day life of
which learners
should know.
Unit 3 17 This unit in- Group dis- Critical Oscillations,
volves deriva- cussion thinking, Damping,
resonance
tion of expres- commu-
sions using the nication,
knowledge of coopera-
differential tion, i
 equations. nterper-
It is better to sonal
remind the manage-
learners that ment and
they should life skills,
apply the numeracy,
knowledge literacy.
gained in
mathematics
–differential
equations and
trigonometry-
in this unit.

xxviii
Unit 4 17 The term Group dis- Critical Propagation,
wave is clearly cussion thinking wave, super-
position of
understood skills,
harmonics,
as the distur- Research Electric field,
bance that and prob- magnetic field,
leads to the lem-solv- reflection, re-
transfer of ing, Cre- fraction, Elec-
tromagnetic,
energy from ativity and
interference,
one point to innovation, diffraction,
another. This Communi- Young double
involves oscil- cation, slit
lation of
 individual Co-opera-
molecules tion, inter-
and atoms personal
about fixed manage-
points and ment and
interchange of life skills,
energy oc- Lifelong
curs between learning,
neighbouring Litera-
molecules or cy, use of
atoms. This ICT tools,
should be science and
made clear technology.

xxix
to learners
to avoid any
misunder-
standings. In
a wave, the
energy of a vi-
bration is mov-
ing away from
the source in
the form of a
disturbance
within the
 surrounding
medium

Unit 5 17 Generally Group dis- pieces Critical Circuit,

speaking, cussion of paper, thinking, potential
difference,
network anal- ammeters, Creativity
Sign conven-
ysis is any voltmeters, and in- tions, Kirch-
structured galva- novation, hoff’s laws,
technique used nometers, Research network of
to mathemat- ohmmeters, and prob- resistors, Po-
tentiometer
ically analyze dry cells, lem-solv-
a circuit (a light bulbs, ing, ICT
“network” of resistors, and science

xxx
interconnected dry cell and tech-
components). holders, nology
Quite often switches,
the technician resistance
or engineer boxes,
will encounter Wheatstone
circuits con- bridges (
taining mul- slide wire
tiple sources form or
of power or resistor
component form),
configurations
 which defy potentiom-
simplification eters (slide
by series/par- wire type),
allel analysis resistance
techniques. In wires (ni-
those cases, he chrome) of
or she will be different
forced to use diame-
other means. ters and
This chap- lengths,
ter presents metre
a few tech- rules, cop-
niques useful per wire

xxxi
in analyzing leads
such com-
plex circuits.
Mathematical
techniques
to solve for
multiple un-
knowns (called
“simultaneous
equations” or
“systems”) can
be applied to
 basic Laws
of circuits
to solve net
works.
Unit 6 18 Fossil fuel Group dis- Radioac- Critical Fossil fuel ,
power plants cussion tive decay thinking, non-renew-
able energy,
burn carbon data, waste Lifelong
coal storage,
fuels such materials learning, electricity,
coal, oil or gas (like ba- Commu- fission, Nucle-
to generate nana peels, nication, ar, Explosion,
steam that cow dung, Co-opera- Global Warm-
ing, Pollution,
drives large and oth- tion, inter-
Radioactive
turbines that ers), closed personal Wastes

xxxii
produce elec- containers, manage-
tricity. These ment and
plants can life skills
generate elec-
tricity reliably
over long pe-
riods of time.
However, by
burning car-
bon fuels they
produce large
amounts
 Warm- carbon diox-
ing, ide, which
Pollu-
causes climate
tion,
Radio- change. This
active unit explains
Wastes the types of
these fossil
fuels and ex-
plains non-fos-
sil fuels and
how they are
used in power
production

xxxiii
and even the
use in making
atomic bombs.
We should
understand
the need for
this content
and special
attention is
needed on how
to avoid the
negative
 results that
may erupt
when using
these fuels.
Unit 7 18 It is useful if Group dis- Perspex Critical electric field
students can cussion rulers, thinking, and gravita-
tional field,
recognise that electro- Commu-
electrostatic
fields are part scopes and nication, force, equi-
of the model to ebonite and Co-opera- potential,
explain forces glass rods, tion, inter- electric
acting at a dis- silk and personal dipole,
thermionic
tance and that fur materi- manage-
emission,
they recognise als, pieces ment and Trajectory,

xxxiv
how diagrams of paper, life skills, electron
are used to ammeters, numeracy deflection,
represent the voltmeters, electrody-
namics
strength of galvanome-
these fields. ters
Students will
have some
qualitative
ideas about
gravitational
and electric
fields, when
 they meet
the idea of
gravity and
electrostatics.
Useful demon-
strations and
videos can be
used to clearly
explain the
concepts.
Unit 8 18 From a Group dis- Large Rub- Critical Planets,
conceptual cussion ber or plas- thinking, Gravita-
standpoint, tic sheet Research tional force,

xxxv
orbital motion and prob- Centripetal
involves giv- lem-solv- force, satel-
ing something ing, lite, orbit,
enough hori- Commu- Cosmic
zontal velocity nication, velocity
so that, by the Co-opera-
time gravity tion, inter-
pulls it down, personal
it has traveled manage-
far enough to ment and
have Earth’s life skills,
surface curve Lifelong
 Heavy away from it. learning,
round As a result, it numeracy,
object, stays above ICT, sci-
light- the surface. ence and
er ob- An object in technology
jects, orbit is essen-
such tially falling
as around the
tennis Earth but
balls going so fast it
never hits it.
Unit 9 20 Atoms consist Group dis- Electric Critical Structure of
of several par- cussion heaters, thinking, atom, plane-
tary model,

xxxvi
ticles called power sup- Commu-
electron,
subatomic par- ply, cath- nication, spectral
ticles like the ode ray os- Co-opera- lines, Flu-
proton, elec- cilloscope, tion, inter- orescence,
tron, neutron, photo cells, personal Phosphores-
cence, pho-
positron, neu- TV screen, manage-
toelectric
trino, meson, ment and effect
etc and these life skills,
form the ba- Lifelong
sis of particle learning,
physics which numeracy,
is domto- ICT,
 inating in to- science and
day’s research technology
in different
domains. It is
important to
realise that a
lot of what we
know about
the structure
of atoms has
been devel-
oped over a
long period of

xxxvii
time. This is
often how sci-
entific knowl-
edge develops,
with one per-
son building
on the ideas of
someone else.
We are going
look at how
our modern
understanding
 of the atom
has evolved
over time.
Unit 18 In today’s Group dis- Activity Critical Communica-
10 world, many cussion sheets and thinking, tion system,
transmis-
different types supporting Creativity
sion, Band-
of signals that resources and inno- width, Ana-
carry infor- (including vation logue signal,
mation that film clips!) digital tech-
help us to nology

communicate
surround us,
helping us
communicate

xxxviii
every day. The
two types of
signals that
are used to
transport
information
are analog and
digital. Most
communica-
tion uses both
types of
 communica- signals.
tion system, Therefore,
transmission, we need
Bandwidth, a way to
Analogue be able to
signal, digital use each
technology type effi-
ciently, to
ensure the
information
reaches its
destination.
This unit

xxxix
discuss-
es digital
and analog
signals and
the use in
modern
communi-
cation.
Unit 18 Like all other Group dis- Loud Critical Radio com-
11 radio commu- cussion speak- thinking, munication,
Transmitter,
nication appli- ers, fixed Creativity
Digital com-
cations, mobile phone, and munication,
 telephony mobile innovation, Analog com-
uses radio phone, Commu- munication,
Sampling,
waves to carry charts nication,
Quantization,
the informa- Co-opera- Coding, cellu-
tion, like voice, tion, inter- lar network,
text and im- personal Handoffs
ages, through manage-
the air. Radio ment and
waves are a life, Life-
kind of elec- long learn-
tromagnetic ing, Liter-
fields (EMF) acy, ICT,
that are also science and

xl
called radio technology
frequency
fields or ra-
dio frequency
energy. Elec-
tromagnetic
fields are
present in our
every day life,
both naturally
and from man-
made sources.
 Radio waves
travel with the
speed of light.
They consist
of an electric
and a magnet-
ic component,
which vary
periodically in
time.
Unit 17 Along with Group dis- Activity Critical Relativity,
12 quantum cussion sheets and thinking, frames of
reference,
mechanics, supporting Research

xli
dilation,
relativity is resources and prob- Momentum,
central to lem-solv- Galilean
modern phys- ing, equation of
ics. In particu- Commu- transforma-
tion
lar, relativity nication,
provides the Co-opera-
basis for un- tion, inter-
derstanding personal
cosmic pro- manage-
cesses and the ment and
geometry of life skills,
the universe Lifelong
itself. learning,
 ICT, Liter-
acy, sci-
ence and
technology
Unit 17 When two or Group dis- Diffraction Critical Interference,
13 more waves cussion gratings thinking, electromag-
netic radi-
interact and Research
ation, Elec-
combine, they and prob- tromagnetic
interfere with lem-solv- spectrum,
one another. ing, Reflection,
But interfer- Commu- Absorption,
Trans-
ence is not nication,
mission,
necessarily Co-opera- Scattering,

xlii
bad: waves tion, inter- Coherence,
may interfere personal monochro-
constructively, manage- maticity,
Fringe
resulting in a ment and
wave larger life skills,
than the orig- Lifelong
inal waves. learning,
Or, they may numeracy,
interfere Literacy,
destructively, ICT, sci-
combining in ence and
such a way technology
 that they form
a wave smaller
than the origi-
nal ones. Even
so, destructive
interference
may have pos-
itive effects:
without the
application of
destructive
interference
to the muffler

xliii
on an automo-
bile exhaust
system, for
instance, noise
pollution from
cars would be
far worse than
it is. Other
examples of
interference,
both construc-
tive and
 destructive,
can be found
wherever
there are
waves: in wa-
ter, in sound,
in light. This
unit details
the interfer-
ence of light.
Unit 18 Stars vary in Group dis- Activity Critical Solar sys-
14 their effective cussion sheets and thinking, tem, Bright-
ness-magni-
temperature supporting Research
tude scale,

xliv
and colour. A resources and prob- Dwarfs,
hot star ra- lem-solv- Hertz-
diates more ing, sprung-Rus-
energy per sec- Commu- sel diagram,
parallax,
ond per metre nication,
luminosity
surface area Co-opera-
than a cooler tion, inter-
star. Does this personal
then mean manage-
that a hot star ment and
is going to life skills,
appear Lifelong
 brighter to us learning,
than a cool- Literacy,
er one? The ICT, sci-
answer to this ence and
actually de- technology
pends on a few
factors. These
included in
this unit.

xlv
TSCHEME OF WORK: PHYSICS S5 PCB
Academic year: …2017 Term: …1st ……… School: ….….......... Subject: Physics...
Teacher’s name: ……. Class + Combination: …5 PCB, PCM, MPG, MPC……… Number of period
per week: …7……
 Dates & Units Lessons Learning objec- Teaching meth- Resources & Observations
number of + + tives ods & Evalua- References
lessons Key Unit Evaluation tion procedures
(periods) in Competences techniques
a week
From Janu- Unit 1: Lesson 1: By the end of these Group work dis- Research on The lessons
ary 09 (Mo) Wave and Par- Introduction lessons, using cussions. internet were success-
to January ticle nature of Lesson 2: practical examples Question and Using libraries fully taught.
13 (Friday) light and derivations answer Laboratory because learn-
Planck’s quantum
Key Unit com- learners will be Guided discovery equipments ers were able to
theory
(7 lessons) petences: able to explain
Lesson 3: Experimentation Teachers in the
Planck’s quantum
By the end of Photon theory of Questioning (oral) same department
theory, photon
this unit the light Exercises Flip charts
theory of light and
learner should Abott, A. (1989).
Lesson 4: photoelectric effect Quizzes
be able to anal- Physics. chicago:
Photoelectric clearly Group work pre-

xlvi
yse the nature Heinman Educa-
effect 1 sentations
of light tional Publisher
Lesson 5:
Nelkon, M.,
Photoelectric
& Parker, H.
effect 2
(1995). Adanced
Lesson 6:
Level Physics.
Assessment 1 London: Heine-
mann.
Tom, D. (2000).
Advanced Phys-
ics. London: Hod-
der Education.
Roger A.
 Lesson 7: Freedman and Realize applica-
Activities on pho- William J. tions of photo-
toelectric effect Kaufmann III, electric effects
(2008): Stars in science
and galaxies. domains.
Universe, Third
Edition, W.H.
Freeman and
Company
From Jan- Unit 1: Lesson 8: By the end of these Group work dis- Research on
uary 16 Wave and Par- Applications of lessons, using cussions. internet
(Monday) to ticle nature ofphotoelectric effect real life examples Question and Using libraries
January 20 light Lesson 9: learners will be answer Laboratory
(Friday) able to explain Guided discovery equipments
Wave theory of
wave theory of
Key Unit com- light Experimentation Teachers in the
(7 lessons) light, properties
same department

xlvii
petences: Lesson 10: Questioning (oral)
of waves, black
By the end of Properties of body radiation, Exercises Flip charts
this unit the waves Compton effect Quizzes
learner should and mass energy Group work pre-
be able to relation of the
Lesson 11: sentations
analys the na- photon clearly.
ture of light Assessment 2
Lesson 12:
Black body radi-
ation
 Lesson 13: Ener- Roger A. Freed- The lessons
gy, mass and mo- man and William were success-
mentum relation. J. Kaufmann fully taught.
Lesson 14: Comp- III, (2008): Stars because learn-
ton effect. and galaxies. ers were able
Universe, Third to Explain
Edition, W.H. the relation-
Freeman and ship between
Company energy, mass
and momentum
of photon and
differentiate
electron mi-
croscope and
Compton effect
as applied in

xlviii
medicine
 January 23 Unit 1: Lesson 15: By the end of Group work dis- Research on
(Monday) to Wave and Par- Photon interaction these lessons, with cussions. internet
January 27 ticle nature of Lesson 16: examples learners Question and Using libraries
(Friday) light will be able to ex- answer Laboratory
Wave-particle
plain photon inter- Guided discovery equipments
(7 lessons) duality of light
action, wave-par-
Key Unit com- Lesson 17: Experimentation Teachers in the
ticle duality of
petences: The principle of Questioning (oral) same department
light, the principle
By the end of complementarities of complementar- Exercises Flip charts
this unit the Lesson 18: ities, wave nature Quizzes Abott, A. (1989).
learner should of matter and elec- Physics. chicago:
Wave nature of Group work pre-
be able to anal- tron microscope Heinman Educa-
matter sentations
yse the nature clearly. tional Publisher
of light Lesson 19:
Nelkon, M.,
Electron micro-
& Parker, H.
scope: T
(1995). Adanced
Level Physics.

xlix
London: Heine-
mann.
Tom, D. (2000).
Advanced Phys-
ics. London:
Hodder
 EM Education.
Lesson 20: Roger A. Freed-
Electron micro- man and William
scope: SEM J. Kaufmann
Lesson 21: III, (2008): Stars
and galaxies.
Assessment 3
Universe, Third
Edition, W.H.
Freeman and
Company
Evaluation Evaluation pro- Most of stu-
cedures dents were
This should successful in
be based on this unit.
the results of

l
assessment I,
assessment II and
assessment III
Lesson plan
A lesson plan is a teacher’s detailed description of the course of instruction,
r ‘learning trajectory’ for a lesson. A daily lesson plan is developed by a
teacher to guide class learning. Proper classroom planning will keep
teachers organized and on track while teaching, thus allowing them to teach
more and help students reach objectives more easily. The better prepared
the teacher is, the more likely she/he will be able to handle whatever
unexpectedly happens in the lesson.

LESSON PLANNING:
• provides a coherent framework for smooth efficient teaching.
• helps the teacher to be more organized.
• gives a sense of direction in relation to the syllabus.
• helps the teacher to be more confident when delivering the lesson.
• provides a useful basis for future planning.
• helps the teacher to plan lessons which cater for different students.
• Is a proof that the teacher has taken a considerable amount of effort
in his/her teaching.
In this guide, table IV is a format of the lesson plan and is flexible for some
changes about which the teacher feels more comfortable according to the
teaching and learning situation and the content to teach. But in making
changes the teacher should bear in mind that this Lesson plan should be
detailed and structured systematically to make lesson delivery perfect and
easy.

li
 Table IV: Lesson Plan with guidelines
School Name: ……………………. Teacher’s name:……………………
Term Date Subject Class Unit N Lesson N Duration Class size

I 25 /01/ 2017 Physics S.5 1 1 of 24 40 minutes 30

Type of Special Educational Needs to Number of learners with impairment and the type of impairment e.g. one
be catered for in this lesson and num- student has hearing impairment
ber of learners in each category
Unit title Wave and particle nature of light
Key Unit Compe- By the end of this unit the learner should be able to analysis the nature of light
tence
Title of the lesson Introduction

lii
Instructional With the help of real life examples, learners will be able to explain the theory of quantum me-
Objective chanics clearly
Plan for this Class In class, care must be taken so those learners with different impairments
(location: in /
outside)
Learning Materials Flip charts, audio-visual materials
(for all learners)
References • Abott, A. (1989). Physics. Chicago: Heinman Educational Publisher
• Nelkon, M., & Parker, H. (1995). Adanced Level Physics. London: Heinemann.
• Tom, D. (2000). Advanced Physics. London: Hodder Education.
 Timing for each step Description of teaching and learning activity Generic competences
By viewing documentary videos learners will be able to under- and Cross cutting issues to be
stand the quantum theory correctly. addressed +
Teacher’s activities Learner’s activities a short explanation
Steps and Timing
INTRODUCTION: Begin the lesson ask- Let the learners responde to the Critical thinking is developed
(5 minutes) ing learners the opening questions and suggest possible through responding to the
question and allow them to answers according to their under- questions.
react on it. standing. Communication skills are developed
in responding/ answering to the
Give them the work- questions.
sheet
Peace and values are addressed

liii
The teacher trys to an- through reespecting each other in
swer questions. asnwering questions.
 Development of the lesson The teacher displays the Learners watch the documentary Through watching vides, critical
(30minutes) documentary videos about videos displayed thinking is developed.
quatium theory and lets the
learners watch. Learners share ideas and suggest Co-operation and communication
The teacher provides ques- possible answers, then prepare for skills are developed through shar-
tions related to quatium the for presentation. ing ideas and presentation.
theory, and schedule the
presentation after the dis- Learners make presentation about Genddear is addressed in group
cussions in their respective the findings of their discussions. making and presentation.
groups.

Peace and value is addressed

Perform an activity and Carry out different measurements
through team work spirit.
presentation of the results and record the values obtained.

liv
with assist learner in their Present their work in front of oth-
groups. er groups.

Appreciate and give com-

ments on the presentation.

Gives summary on the  Write down the comments of

work presented. the facilitator in their note
books
Conclusion Teacher provides and justi- Write down the answers and Critical thinking through recogni-
fies the expected answers. comments about the answers being tion of responces of the challanges
(5 min)
provided. in the lesson.
Teacher self-evaluation Collect materials given and
rearrange the class room
 UNIT

1 Wave and Practical

Nature of Light
KNOW THIS
Light is a complex phenomenon that is classically explained with a
simple model based on rays and wave-fronts. An excellent comparison of
the wave and particle theories involves the differences that occur when
light is reflected from a smooth, specular surface, such as a mirror. This
unit is interesting but the teacher needs to give concrete examples and
explanations to delete any confusions.

Key unit competence

By the end of this unit the learner should be able to

analyse the nature of light

Unit description
This unit involves theories which the learner should understand and master.
It would be helpful to carry out some demonstrations and presentations
using projected videos and other IT tools to explain some principles deeply.
This unit deals with;
1.1 Planck’s quantum theory
1.2 Photon theory of light
1.3 Photoelectric effect
1.4 Wave theory of monochromatic light
1.5 Properties of a light wave
1.6 Blackbody radiation
1.7 Energy, mass and momentum of a photon
1.8 Compton effect
1.9 Photon interactions
1.10 Wave-particle duality of light
1.11 The principle of complementarities
1.12 The wave nature of matter
1.13 Electron microscope
1
Summary of Knowledge, Skills, Attitudes and Values
As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes;
Knowledge Skills Attitudes and value
State Planck’s Explain the wave Appreciate the
quantum theory. theory of light and importance of light
state its limitations waves in life.
Explain the photon Describe phenomena of Realize applications of
theory of light and black-body radiation. photoelectric effects in
photoelectric effect. science domains.
Explain the Evaluate properties of Recognize the value of
relationship between light as a wave. analyzing light energy.
energy, mass and
momentum of photon.
Describe photon
interactions and the
wave nature of matter.
Investigate the theory of
wave-particle duality.
Describe electron
microscope and
Compton Effect as
applied in medicine.

Learning objectives
By the end of this unit learners will be able to;
• explain the Planck’s quantum theory and apply it to other theories.
• explain photoelectric effect and use it to derive and apply Einstein’s
photoelectric equation.
• derive the Compton shift using the scattering principle of obstructed
photon.

SCOPE AND SEQUENCE

This unit will be delivered in 21 lessons each of 40 minutes.

2
Unit 1: Wave and Particle nature of light
Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Introduction Planck’s Photon theory of Photoelectric
quantum theory light effect 1
Lesson 5 Lesson 6 Lesson 7 Lesson 8

This lesson This lesson This lesson This lesson

should cover: should cover: should cover: should cover:
Photoelectric Assessment 1 Activities on Applications of
effect 2 photoelectric photoelectric
effect effect
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Wave theory of Properties of Assessment 2 Black body
light waves radiation
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Energy, mass Compton effect Photon Wave-particle
and momentum interaction duality of light
relation
Lesson 17 Lesson 18 Lesson 19 Lesson 20
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
The principle of Wave nature of Electron Electron
complementari- matter microscope: TEM microscope: SEM
ties
Lesson 21
This lesson
should cover:
Assessment 3

3
LESSON DEVELOPMENT
Lesson 1 Title: Introduction
Learning objectives By the end of this lesson using real
life examples, learners will be able
to explain the theory of quantum
mechanics clearly.
Key words Quantum mechanics
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills, Co-operation,
interpersonal management and life
skills, Lifelong learning, literacy,
use of ICT tools, communication
skills
Attention to special educational Special care should be given to
need children learners with hearing and visual
impairments since the lesson is
more theoretical and needs the use
of audio-visual instruments.
Lesson 2 Title: Planck’s quantum theory
Learning objectives By the end of this lesson, using
Planck’s quantum theory hypothe-
sis, learners will be able to explain
the variation of the photon’s energy
with frequency accurately.
Key words Planck’s quantum theory, Planck’s
constant, photon
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking, Co-operation,
interpersonal management and life
skills, Life long learning, literacy,
communication skills
Attention to special educational Special attention is needed for
need children learners with intellectual difficulties
which highly arise when dealing
with calculations.

4
Lesson 3 Title: Photon theory of light
Learning objectives By the end of this lesson, using real
life examples, learners will be able
to explain the photon theory of light
clearly.
Key words Photons, Photon theory of light.
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills, Co-oper-
ation, interpersonal management
and life skills, Life long learning,
literacy, use of ICT tools, communi-
cation skills
Attention to special educational Special care should be given to
need children learners with hearing and visual
impairments since the lesson is
more theoretical and needs the use
of audio-visual instruments.
Lesson 4 Title: Photoelectric effect 1
Learning objectives By the end of this lesson, using the
hypothesis of Einstein learners will
be able to explain and derive the
Einstein’s photoelectric equation
easily.
Key words Photoelectric equation, work func-
tion, threshold frequency, threshold
wavelength, kinetic energy
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Co-operation, interpersonal man-
agement and life skills, Life long
learning, literacy, use of ICT tools,
communication skills
Attention to special educational The lesson should be developed using
need children audio-visual instruments so that
learners with hearing and visual
impairment can be considered.

5
Lesson 5 Title: Photoelectric effect 2
Learning objectives By the end of this lesson,
using Einstein’s photoelectric
equation learners will be able to
solve calculations dealing with
photoelectric effect and graphically
interpret them accurately.
Key words Photoelectric equation, work
function, threshold frequency,
threshold wavelength, kinetic
energy, stopping potential
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills, Co-operation,
interpersonal management and life
skills, Lifelong learning, literacy,
communication skills, numeracy.
Attention to special educational Intellectual, developmental, speech
need children and language disabilities should be
taken care of.
Lesson 6 Title: Assessment 1
Learning objectives By the end of this assessment using
knowledge and skills gained in
previous lessons, learners will be
able to relate the content with the
real life experiences.
Key words Quantum mechanics, Planck’s
quantum theory, Planck’s constant,
photon, Photon theory of light, Pho-
toelectric equation, work function,
threshold frequency, threshold
wavelength, stopping potential
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking, problem solving.

6
Attention to special educational Printed papers should be clear to
need children make it easy for learners with visual
impairment to read.
Lesson 7 Title: Activities on photoelectric
effect
Learning objectives By the end of this lesson practically,
learners will be able to explain
photoelectric effect clearly.
Key words Photoelectric effect, stopping
potential, work function, threshold
wavelength and frequency,
graphical presentation.
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills, Research
and problem-solving, Creativity and
innovation, Communication, Co-op-
eration, interpersonal management
and life skills, Lifelong learning,
Literacy, use of ICT tools, science
and technology.
Attention to special educational Special care should be taken for
need children learners with visual, intellectual,
developmental, physical and hear-
ing impairments.
Lesson 8 Title: Applications of
photoelectric effect
Learning objectives By the end of this lesson using
practical and real life examples,
learners will be able to explain and
apply the theory of photoelectric
effect properly.
Key words Photoelectric effect, anode, cathode,
photoelectrons, photons, photocells,
current.
Cross-cutting issues to discuss Gender, peace and values.

7
Competence developed Critical thinking skills, Research
and problem-solving, Creativity and
innovation, Communication, Co-op-
eration, interpersonal management
and life skills, Lifelong learning,
Literacy, use of ICT tools, science
and technology.
Attention to special educational Special attention is taken for
need children learners with visual, hearing and
developmental disabilities.
Lesson 9 Title: Wave theory of light
Learning objectives By the end of this lesson,
theoretically learners will be able
to explain the wave theory of light
properly.
Key words Wave theory, Wavelets, Wave front,
Wave normal, Primary source and
Secondary source.
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills,
Communication, Co-operation,
interpersonal management and life
skills, Lifelong learning, Literacy,
use of ICT tools, science and
technology.
Attention to special educational Special attention is given to
need children learners with visual, hearing and
developmental disabilities.
Lesson 10 Title: Properties of waves
Learning objectives By the end of this lesson graphically
and using examples, learners will
be able to state and explain the
properties of waves properly.
Key words Wavelength, amplitude, periodic
time, frequency, phase angle
Cross-cutting issues to discuss Gender, peace and values.

8
Competence developed Critical thinking skills,
Communication, Co-operation,
interpersonal management and life
skills, Life long learning, Literacy.
Attention to special educational Special attention is given to
need children learners with visual, hearing and
developmental disabilities.
Lesson 11 Title: Assessment 2
Learning objectives By the end of this assessment using
knowledge and skills gained in
previous lessons, learners will be
able to relate the content with the
real life experiences.
Key words Photoelectric effect, work function,
threshold wavelength and
frequency, photoelectrons, photons,
Wavelets, Wave theory, properties
of waves.
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking, problem solving.
Attention to special educational Printed papers should be used to
need children make it easy for learners with visual
impairment to read.
Lesson 12 Title: Black body radiation
Learning objectives By the end of this lesson using
practical examples, learners will
be able to explain the black body
radiation clearly.
Key words Blackbody, emission of
electromagnetic waves, temperature
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills, Communi-
cation, Co-operation, interpersonal
management and life skills, Life-
long learning, Literacy, science and
technology.

9
Attention to special educational Special attention is given to
need children learners with visual, hearing and
developmental disabilities.
Lesson 13 Title: Energy, mass and
momentum relation
Learning objectives By the end of this lesson
mathematically, learners will be
able to derive the mathematical
relation between mass, energy and
momentum of the photon clearly.
Key words Energy, mass and momentum of a
photon
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills, Co-operation,
interpersonal management and life
skills, Lifelong learning, literacy,
communication skills, numeracy.
Attention to special educational Special attention is needed for
need children learners with intellectual difficulties
which highly arise when dealing
with calculations, developmental,
hearing and visual impairments.
Lesson 14 Title: Compton effect
Learning objectives By the end of this lesson with
derivations, learners will be to
explain the scattering of the photon
and electron emission properly,
Key words x-rays, scattering, Compton effect,
Compton shift,
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills, Co-operation,
interpersonal management and life
skills, Lifelong learning, literacy,
communication skills, numeracy.
Attention to special educational Special attention is given to
need children learners with visual, hearing and
developmental disabilities.
10
Lesson 15 Title: Photon interaction
Learning objectives By the end of this lesson using
examples learners will be able to
explain different kinds of photon
interactions properly.
Key words Photon interactions, Coherent
Scattering, Photoelectric Effect,
Compton Interaction, Pair
Production, Photodisintegration
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills, Co-operation,
interpersonal management and life
skills, Lifelong learning, literacy,
communication skills.
Attention to special educational Special attention is given to
need children learners with visual, hearing and
developmental disabilities since
audio visual instruments can be
used in lesson delivery.
Lesson 16 Title: Wave-particle duality of
light
Learning objectives By the end of this lesson, simple
examples learners will be able to
explain the wave particle nature of
light properly.
Key words Interference, diffraction,
polarization, Planck’s hypothesis,
photoelectric experiment, black
body experiment
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills, Co-operation,
interpersonal management and life
skills, Lifelong learning, literacy,
communication skills.

11
Attention to special educational Special attention is given to
need children learners with visual, hearing and
developmental disabilities since
audio visual instruments can be
used in lesson delivery.
Lesson 17 Title: The principle of
complementarities
Learning objectives By the end of this lesson, theoretically
learners will be able to explain the
principles of complementarities
clearly.
Key words Principle of complementarities
Cross-cutting issues to discuss Gender, peace and values
Competence developed Critical thinking skills, Co-operation,
interpersonal management and life
skills, Lifelong learning, literacy,
communication skills.
Attention to special educational Special care is given to learners with
need children hearing and visual impairments.
Lesson 18 Title: Wave nature of matter
Learning objectives By the end of this lesson theoretically,
learners will be able to explain the
wave nature of matter.
Key words Wave nature of matter, Broglie
wavelength
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking skills, Co-operation,
interpersonal management and life
skills, Lifelong learning, literacy,
communication skills.
Attention to special educational Special care is given to learners with
need children hearing and visual impairments.

12
Lesson 19 Title: Electron microscope: TEM
Learning objectives By the end of this lesson, with clear
examples learners will be able to
explain the working mechanism of
transmission electron microscope
properly.
Key words Transmission electron microscope,
fluorescent screen, cathode, anode,
electron beam
Cross-cutting issues to discuss Gender, peace and values
Competence developed Critical thinking skills, Co-operation,
interpersonal management and life
skills, Lifelong learning, literacy,
communication skills.
Attention to special educational Care is taken for learners with
need children visual, physical and hearing
impairments.
Lesson 20 Title: Electron microscope: SEM
Learning objectives By the end of this lesson, with clear
examples learners will be able to
explain the working mechanism
of scanning electron microscope
properly.
Key words Scanning electron microscope,
Detectors, back scattered electrons,
TV screen
Cross-cutting issues to discuss Gender, peace and values
Competence developed Critical thinking skills, Co-operation,
interpersonal management and life
skills, Lifelong learning, literacy,
communication skills.
Attention to special educational Care is given to learners with visual,
need children physical and hearing impairments.

13
Lesson 21 Title: Assessment 3
Learning objectives By the end of this assessment,
using knowledge and skills gained
in previous lessons, learners will be
able to relate the content with the
real life experiences.
Key words Blackbody, electromagnetic waves,
Energy, mass and momentum of a
photon, Compton effect, Compton
shift, Coherent Scattering, Photo-
electric Effect, Compton Interaction,
Pair Production, Photo-disintegra-
tion, Wave-particle duality of light,
Principle of complementarities,
Wave nature of matter, de-Broglie
wavelength, electron microscope.
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking, problem solving.
Attention to special educational Printed papers should be used to
need children make it easy for learners with visual
impairment to read.

Main contents and concepts to emphasise

Quantum mechanics is the system of laws which governs the behaviour
of matter on the atomic scale. So Quantum mechanics is required to analyze
the behaviour of molecules, atoms, and nuclei.
Planck’s quantum theory arose out of the inability of the classical
physics to explain the experimentally observed distribution of energy in
the spectrum of a black body.
nhc
E = nhf =
l
The photon theory of light suggests that all light comes from a radiating
source and is transmitted as tiny particles, or photons as they are now
called.
According to Einstein’s theory, an electron is ejected from the metal by a
collision with a single photon. Energy of the photon is used as stated in the
famous Einstein photoelectric equation
hf = Wo + K.Emax

14
Photoelectric emission is the phenomenon of emission of electrons from
the surface of metals when the radiations of suitable frequency and suitable
wavelength fall on the surface of the metal.
Work function is the minimum energy required to set free an electron
from the binding forces on the metal surface.
The Threshold Frequency is defined as the minimum frequency of
incident light required for the photo electric emission.
Stopping potential is the potential difference applied until no electron
reaches the anode and no current flows.
h
Vs = (f – fo)
e
Wave theory of monochromatic light: If light consists of undulations in
an elastic medium it should diverge in every direction from each new centre
of disturbance, and so, like sound, bend round all obstacles and obliterate
the shadow.
A wave: is any disturbance that results into the transfer of energy from one
point to another point.
Primary source: The geometrical center or axis of the actual source of
light which is either a point or a line is called the primary source.
Wavelets: All points lying on small curved surfaces that receive light at the
same time from the same source (primary or secondary) are called wavelets.
Secondary source: Any point on a wavelet, acts as the source of light for
further propagation of light. It is called a secondary source.
Wave front: The envelope of all wavelets in the same phase- having
received light from sources in the same phase at the same time is called a
wave front.
Wave normal: The normal at any point drawn outward on a wave front is
called the wave normal. Further propagation of light occurs along the wave
normal. In isotropic media the wave normal coincides with the ‘ray of light’.
A black body is a theoretical object that absorbs 100% of the radiation
that hits it and re-radiates energy which is characteristic of this radiating
system or body only.
15
The mass, energy and momentum of a photon are related according to
equations;
E
E = mc2 P = (where m is the mass defect)
c
Compton effect says that when x-rays are projected on the target, they
are scattered after hitting the target and change the direction in which they
were moving. The Compton shift for the photon is given by
h
l′ – l = (1 – cos f)
mc
Photon interactions: Because photons are electrically neutral, they
do not steadily lose energy via coulombic interactions with atomic
electrons, as the charged particles. Photon interactions include; Coherent
Scattering, Photoelectric Effect, Compton Interaction, Pair Production and
Photodisintegration.
Wave-particle duality of light: According to different experiments and
properties, light behaves as waves as well as particles.
Principle of complementarities: Both properties of light of being a
wave and a particle are necessary for gaining complete knowledge of the
phenomena; They are complementary to each other but at the same time
they also exclude each other.
The wave nature of matter: It is important to realize that the attribution
of a wavelength to a massive particle implies that it should behave as a
wave under some conditions.
Electron microscope: is an instrument that uses one or several lenses to
form an enlarged (magnified) image. The most common electron microscopes
are Transmission Electron Microscope (TEM) and Scanning Electron
Microscope (SEM).

SOLUTION TO ACTIVITIES
Possible solutions to the Opening question (refer to page 2 in
student’s book)
(e) Sarah’s potential energy increases because she is climbing up the
ladder and thus her height from the ground increases.
(f) The potential energy of Jovia is greater than that of Peter because of
her height above peter.
(h) As Jovia slides down, her potential energy decreases and will be zero
the moment she reaches the ground.

16
 (h) Mr. John is assisting the kids to climb the ladder. The kid’s energy
and potential are not enough to make her reach the top of the ladder.
On Fig.1-2 (page 3 in student’s book), the electron is shown interacting
with light and subsequently dissipating the excess energy it receives from
the light by doing work in an external circuit. The electric current flows
through external circuit via terminals F and B. The sequence involved is
analogous to the children playing on the slide with the help of Mr. John.

SOLUTIONS TO EXERCISE 1.1 (Page 5 In Student’s Book).

1. The comprehensive theory incorporating the wave and quantum
aspects of a particle together is dealt with what is called “quantum
mechanics”.
2. Planck believed that radiation is composed of energy bundles only
in the vicinity of the emitter and once emitted, the radiation energy
spreads as waves.
3. (i) The black body radiation chamber is filled with a large number
of oscillating particles. The particles can vibrate in all possible
frequencies.
(ii) The frequency of radiation emitted by an oscillator is the same as
that of the frequency of that vibrating particle.
(iii) The oscillatory particles cannot emit energy continuously. They
will radiate energy only in the form of a discrete packet of energy,
i.e., a small unit called quantum photon.
4. E = hf = 6.63 × 10–34 × 4.69 × 1014 = 3.11 × 10–19J
1.3 × 10–2

Number of quanta = = 4.18 × 1016 Qunata
3.11 × 10–19

SOLUTION TO ACTIVITIES

ACTIVITY 1-1 (Page 11 In Student’s Book)

(a) The amplitude of the wave is 2.08 cm
(b) The wavelength of the wave is 6 cm
(c) Point A is called the trough.

17
ACTIVITY 1-3 (Page 16 In Student’s Book)

ACTIVITY 1-4 (Page 21 In Student’s Book)

MORE ACTIVITIES
Light of a set frequency is shone onto a plate of Sodium. Electrons are
ejected towards to the top plate, which is connected to the negative of a
variable power supply. The voltage is increased until the current decreases
to zero, and the voltage was recorded. The frequency was changed and the
experiment repeated.
The following results were obtained.
Frequency × 1014(Hz) Stopping voltage (V)
5.3 0.45
6.9 1.0
7.75 1.3

18
 8.25 1.6
9.9 2.4
11.9 3.15
(a) Plot this experimental data for Sodium
(b) Use your graph to determine values for Planck’s constant, the
Threshold Frequency and the Work Function for the metal.

SOLUTION TO EXERCISE 1.2 (Page 13 In Student’s Book)

1. Erest = mc2

Erest = 9.11 × 10–31 kg × (3.00 × 108 ms–1)2
= 8.2 × 10–14 J.
2. Energy in eV is energy in joules divided by 1.6 × 10–19 J/eV
8.2 × 10–14 J
= 5.1 × 105 eV = 0.51 MeV
1.60 × 10–19 JeV–1
3. 0.51 MeV since electrons and positrons have identical mass.
4. 1.02 MeV. Two particles, each of rest energy 0.51 MeV, are annihilated.
5. 0.51 MeV each. The two photons share the total 1.02 MeV.
6. 1.02 MeV. The photon has to create the rest energy of two particles,
each 0.51 MeV.
7. Approximately 104 pairs. Each pair requires approximately 1MeV = 1
× 106­and 10GeV = 10 × 109 eV is available.

MORE ACTIVITIES
1. Clearly analyzing the images of Fig.1-4, answer the questions that
follow;

Fig.1.4. Behavior of light

(a) When particles hit a surface, what do you expect to see? (Bounce,
reflection)

19
 (b) When particles enter a surface, what do you expect to see? (They slow
down, change direction, etc)
(c) Can you visualize reflection and refraction as particles?
(d) If in a dark room there is a single bulb on the wall and we put a
partition in front of the light, will the room be completely dark behind
the partition?
(e) What happens in the light bulb case? How is the light spread in
the room? Can light (travelling in a straight line) bend around the
partition?
(f) If you imagine waves of light, how would you explain this (think of
waves of water)?
(g) Now what is your conclusion about the theory of light?

SOLUTION TO ACTIVITIES
(a) We see reflection and/or refraction.
(b) They slow down or move faster depending on the nature of the surface
and they then change direction.
(c) Yes, if the partition is big then we can see the room completely dark.
If this partition is small the room will not be completely dark behind
the partition.
(d) In the light bulb case, light spreads out in all directions like particles
being emitted out. It spreads in the room by disturbance that reads
to the transfer of energy form a point to a point. Yes. Light can bend
around the partition.

ANSWER TO END OF UNIT QUESTION

1. Answer: E = 3.07 × 10–19 J, f = 4.57 × 1014 Hz
energy/unit time
2. 1.6 × 1030 s–1 [Hint number of photons = ]
energy/photon
3. Phenomena like interference, laws of refraction, reflection,
simultaneous refraction and reflection, double refraction etc can be
explained on the basis of this theory.
According to Huygens, theory, the velocity of light in denser medium
is less than velocity of light in a rarer medium as was experimentally
proved by Foucault.
[Note: for rest of the questions see notes]

20
 PHYSICS S5 TEACHERS’ GUIDE
UNIT

2 Simple Harmonic Motion

KNOW THIS
A lot of things in nature repeat themselves over and over again as time
passes. Think of an example like our own planet orbiting the sun. Every
365 days it completes a single revolution around the sun. It’s been doing
this for millions of years, and will continue to do it on the same schedule
for millions of years. There are many interesting facts of simple harmonic
motion in our everyday life of which learners should know.

Key unit competence

By the end of the unit the learner should be able to analyze energy changes
in simple harmonic motion.

Unit description
We have already studied the most common types of motion in level four:
linear and rotational motion. We developed the concepts of work, energy,
and momentum for these types of motion. To complete our study of classical
mechanics we must finally examine the complicated case of oscillations.
Unlike the other types of motion we have studied, oscillations generally do
not have constant acceleration, are many times chaotic and require far more
advanced mathematics to handle. As such, we give a complete treatment to
the subject as possible, concentrating on the kinds of oscillations that are
easiest to examine. This unit covers;
2.1 Kinematics of Simple Harmonic Motion
2.2 Equation of Simple Harmonic motion
2.3 Solution of a Simple Harmonic motion equation
2.4 Simple Harmonic oscillators
2.4.1 Simple Pendulum
2.4.2 Mass on a Coil Spring
2.4.3 Torsion Pendulum
2.4.4 Compound pendulum
2.4.5 Liquid in a U-tube
21
2.5 Kinetic and Potential energy of an oscillating system
2.6 Energy changes in an oscillating system
2.7 Energy conservation in oscillating systems
2.8 Superposition of harmonics of same frequency and same direction
2.9 Superposition of harmonics of same frequency and opposite direction

Summary of knowledge, skills, attitudes and values

As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes.

Knowledge Skills Attitudes and value

Explain kinematics Distinguish kinematics Appreciate the impor-
and simple harmonic and simple harmonic tance of simple har-
motion motion monic motion in life.
Describe examples of Analyse examples of Acquire scientific rea-
simple harmonic oscil- simple harmonic mo- soning and attitude
lators. tion oscillators. for interpreting simple
harmonic motion.
Explain the equations Derive equations of Acquire aptitude to
of simple harmonic mo- simple harmonic mo- logically and system-
tion. tion. atically pursue simple
harmonic motion situ-
ations
Explain energy change Analyse energy chang- Adapt scientific meth-
and conservation in os- es and conservation in od of thinking applica-
cillating systems. oscillating systems. ble in all areas of life.
Explain superposition Analyse superposition Acquire knowledge for
of harmonics of same of harmonics of fre- analysing and model-
frequency. quency. ling physical processes.
Enjoy observing bodies
undergoing simple har-
monic motion

Learning objectives
By the end of this lesson, learners will be able to;
• determine the periodic time of an oscillating mass by practically and
by calculation accurately.
• derive and apply the equation of simple harmonic motion correctly
• determine the periodic time of the simple pendulum correctly.
22
SCOPE AND SEQUENCE
This unit will be delivered in 17 lessons each of 40 minutes.
Unit 2: Simple Harmonic motion
Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Kinematics of Equation of Sim- Simple Pendu- Determination of
Simple Harmon- ple Harmonic lum acceleration due
ic Motion motion and its to gravity using
solution a simple pendu-
lum bob
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Mass on a Coil Assessment 1 Determination of Torsion Pendu-
Spring acceleration due lum
to gravity using
a spiral spring.
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Compound pen- Liquid in a Kinetic and Assessment 2
dulum U-tube Potential energy
of an oscillating
system
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Energy changes Energy conser- superposition superposition
in an oscillating vation in oscil- of harmonics of of harmonics of
system lating systems same frequency same frequency
and same direc-
and opposite
tion
direction
Lesson 17
This lesson
should cover:
assessment 3
23
LESSON DEVELOPMENT
Lesson 1 Title: Kinematics of Simple Harmon-
ic Motion
Learning objectives By the end of this lesson, practically
and by calculations learners will be able
to determine the periodic time of an
oscillating mass accurately.
Key words Periodic Time, Frequency, Amplitude,
Angular velocity, Linear acceleration,
Linear velocity
Cross-cutting issues to Gender, peace and values
discuss
Competence developed Critical thinking, Creativity and
innovation, Communication, Co-operation,
interpersonal management and life skills,
science and technology
Attention to special Special attention is given to gifted and
educational need children talented learners and those with visual,
physical and developmental impairments.
Lesson 2 Title: Equation of Simple Harmonic
motion and its solution
Learning objectives By the end of this lesson, by derivation
and calculations, learners will be able to
derive and apply the equation of simple
harmonic motion correctly.
Key words Equation of simple harmonic equation,
solution of simple harmonic equation
Cross-cutting issues to discuss Gender equality, peace and values
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life skills, numeracy
Attention to special Since the lesson involves a number of
educational need children calculations, special attention is needed
for learners with hearing impairment and
gifted and talented learners.
Lesson 3 Title: Simple Pendulum
Learning objectives By the end of this lesson, by derivation
and calculations, learners will be able to
determine the periodic time of the simple
pendulum correctly.
24
Key words Simple Pendulum, bob, acceleration due
to gravity, periodic time
Cross-cutting issues to discuss Gender equality, peace and values
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life skills, numeracy
Attention to special This lesson is more practical, so special
educational need children attention is needed for learners with
physical and developmental impairments.
Lesson 4 Title: Determination of acceleration
due to gravity using a simple pendu-
lum bob
Learning objectives By the end of this lesson, practically using
a simple pendulum, learners will be able
to determine acceleration due to gravity
correctly.
Key words Acceleration due to gravity, simple
pendulum, periodic time
Cross-cutting issues to discuss peace and values
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life skills, numeracy, innovation and
creativity.
Attention to special This lesson is more practical, so special
educational need children attention is needed for learners with
physical impairments.
Lesson 5 Title: Mass on a Coil Spring
Learning objectives By the end of this lesson, by derivation
and calculations, learners will be able to
calculate the periodic time of an oscillation
of spring properly.
Key words Spring, mass, periodic time, simple
harmonic motion
Cross-cutting issues to discuss Gender, pace and values
Competence developed Critical thinking, communication,
cooperation, numeracy
Attention to special Special attention is given to learners with
educational need children developmental impairment.

25
Lesson 6 Title: Assessment 1
Learning objectives By the end of this assessment, using
knowledge and skills gained from lesson 1
to lesson 5, learners will be able to relate
the content with the real life experiences.
Key words Periodic Time, Frequency, Amplitude,
Angular velocity, Linear acceleration,
Linear velocity, Equation of simple
harmonic motion, Simple Pendulum,
Cross-cutting issues to discuss Gender equality, peace and values.
Competence developed Critical thinking, problem solving.
Attention to special Printed papers should be given to make it
educational need children easy for learners with visual impairment
to read.
Lesson 7 Title: Determination of acceleration
due to gravity using a spiral spring.
Learning objectives By the end of this lesson practically,
learners will be able to derive the
expression of periodic time of a oscillation
accurately.
Key words Periodic time, spring, acceleration due to
gravity, the mass
Cross-cutting issues to discuss Gender, peace and values
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life skills, numeracy, innovation and
creativity.
Attention to special This lesson is more practical, so special
educational need children attention is needed for learners with
physical and developmental impairments.
Lesson 8 Title: Torsion Pendulum
Learning objectives By the end of this lesson by derivation
and calculations, learners will be able to
calculate the periodic time of an oscillating
torsion pendulum accurately.
Key words Torsion pendulum, moment of inertia ,
periodic time

26
Cross-cutting issues to discuss Gender, peace and values
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life skills, numeracy
Attention to special Special attention is needed for learners
educational need children with physical and developmental
impairments.
Lesson 9 Title: Compound pendulum
Learning objectives By the end of this lesson, by derivation
and calculations, learners will be able to
calculate the periodic time of an oscillating
compound pendulum accurately.
Key words Rigid body, compound pendulum, periodic
time.
Cross-cutting issues to discuss Gender, peace and values
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life skills, numeracy
Attention to special Special attention is needed for learners
educational need children with physical and developmental
impairments.
Lesson 10 Title: Liquid in a U-tube
Learning objectives By the end of this lesson, by derivation
and calculations, learners will be able to
calculate the periodic time of an oscillating
liquid in a U-tube accurately.
Key words U-shaped tube, Excess pressure, Newton’s
Second law of motion, periodic time
Cross-cutting issues to discuss Gender, peace and values
Competence developed Critical thinking, Communication, Co-op-
eration, interpersonal management and
life skills, numeracy
Attention to special educa- Special attention is needed for learners
tional need children with physical and developmental impair-
ments.
Lesson 11 Title: Kinetic and Potential energy of
an oscillating system
27
Learning objectives By the end of this lesson, by calculations
and derivations, learners will be able to
determine the values of kinetic energy
and potential energy of an oscillating par-
ticle accurately.
Key words Kinetic energy and potential energy.
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability.
Competence developed Critical thinking, communication, cooper-
ation, interpersonal management and life
skills, numeracy, literacy.
Attention to special educa- Special attention is paid to gifted and tal-
tional need children ented learners and learners with develop-
mental and physical impairments.
Lesson 12 Title: Assessment 2
Learning objectives By the end of this assessment using
knowledge and skills gained from lesson 7
to lesson 11, learners will be able to relate
the content with the real life experiences.
Key words Periodic time, torsion pendulum, rigid
body, compound pendulum, U-shaped
tube, Kinetic energy and potential energy.
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking, problem solving.
Attention to special educa- Printed papers should be given to make it
tional need children easy for learners with visual impairment
to read.
Lesson 13 Title: Energy changes in an oscillat-
ing system
Learning objectives By the end of this lesson, by derivation
and using real life examples learners will
be able to explain energy changes in an
oscillating system clearly.
Key words Energy changes and Energy conservation
Cross-cutting issues to discuss Environment and sustainability.

28
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy.
Attention to special Special attention is paid to gifted and
educational need children talented learners and learners with
developmental and physical impairments.
Lesson 14 Title: Energy conservation in
oscillating systems
Learning objectives By the end of this lesson, using examples,
learners will be able to explain the
principle of conservation of energy clearly.
Key words Conservation of energy
Cross-cutting issues to discuss Environment and sustainability.
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy.
Attention to special Special attention is given to gifted and
educational need children talented learners and learners with
developmental impairment
Lesson 15 Title: superposition of harmonics of
same frequency and same direction
Learning objectives By the end of this lesson, using derivation
and calculations learners will be able to
calculate the displacement of the resultant
oscillation of harmonics of the same
frequency and same direction correctly.
Key words Superposition, harmonics, displacement,
frequency.
Cross-cutting issues to discuss Environment and sustainability
Competence developed Critical thinking, communication, cooper-
ation, interpersonal management and life
skills, numeracy, literacy.
Attention to special Special attention is given to gifted and
educational need children talented learners, and learners with de-
velopmental impairment

29
Lesson 16 Title: superposition of harmonics
of same frequency and opposite
direction
Learning objectives By the end of this lesson, using derivation
and calculations, learners will be able
to calculate the displacement of the
resultant oscillation of harmonics of the
same frequency and opposite directions
correctly.
Key words Superposition, harmonics, displacement,
frequency.
Cross-cutting issues to discuss Environment and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy.
Attention to special Special attention is given to gifted and
educational need children talented learners, and learners with
developmental impairment
Lesson 17 Title: Assessment 3
Learning objectives By the end of this assessment using
knowledge and skills gained from lesson 1
to lesson 16, learners will be able to relate
the content with the real life experiences.
Key words Periodic Time, Frequency, Amplitude,
Angular velocity, Linear acceleration,
Linear velocity, Equation of simple
harmonic equation, solution of simple
harmonic equation, Simple Pendulum, the
bob, acceleration due to gravity, periodic
time, periodic time, Spring, torsion
pendulum, moment of inertia, rigid body,
compound pendulum, U-shaped tube,
Excess pressure, Second Newton’s law of
motion, Kinetic energy, potential energy.
Energy changes and Energy conservation
Superposition of harmonics

30
Cross-cutting issues to discuss Gender, peace and values.
Competence developed Critical thinking, problem solving.
Attention to special educa- Printed papers should be clear to make it
tional need children easy for learners with visual impairment
to read.

MAIN CONTENTS AND CONCEPTS TO EMPHASISE

Simple Harmonic Motion: Any motion that repeats itself with equal time
intervals is called periodic motion with the force F acting on an object is
directly proportional to the displacement x from a fixed point and is always
towards this point.
Periodic Time is the time taken for the particle to complete one oscillation.
Frequency is defined as how many oscillations occur in one second.
1
f=
T
Amplitude is the maximum displacement of the particle from its resting
position.
Angular velocity (w): is the rate of change of angular displacement with
time.
2π
ω=
T
Linear velocity (n): is the rate of change of linear displacement with time.
ν = ! ω A2 – x2
Linear acceleration of a particle is the rate of change of linear velocity of
that particle with time.
a = –ω2 x
The equation of simple harmonic motion is derived based on the
conditions necessary for simple harmonic motion;
d2 x
+ ω2 x = 0
2
dt
Solution of a Simple Harmonic motion equation;
x ] t g = A sin ]ωt + Φg
A simple pendulum executes S.H.M and its period is given by;
L
T = 2π
g
The extension of the spiral spring (caused by attached mass ‘in’) which
31
obeys Hooke’s law is directly proportional to the extending tension. The
periodic time of oscillation caused by releasing the mass is given by;
m
T = 2π (Where k is spring constant)
k
In a torsion pendulum, an extended body is suspended by a light wire and
is rotated about the wire about the axis of rotation to execute a simple
harmonic motion with period;
I
T = 2π
K
Where I is moment of inertia of the rod and K is the spring constant
For a Compound pendulum, any rigid body suspended from a fixed
support constitutes a physical pendulum that oscillates with a periodic
time given by;
I
T = 2π
Mgd
Where I is the rotational inertia of pendulum about axis is suspension M is
pendulum mass, is distance between suspension point and centre of mass,
g is acceleration due to gravity.
Any compound pendulum behaves like a simple pendulum if its effective
length is equal to;
1
l=
Md
A U-shaped tube is filled with a liquid and liquid on one side of a U-tube
is depressed by blowing gently down that side, the level of the liquid will
oscillate and execute simple harmonic motion with period given by;
h
T = 2π
g
Kinetic energy of an oscillating object is given by;
1 1
K .e = mω 2 A2 − mω 2 x 2
2 2
The potential energy of the oscillating object is given by;
1
P.e. = mω2 x2
2
The total energy of any oscillating object is always constant and is given by;
1
E = mω2 A2
2
Superposition of harmonic oscillations always gives the displacement of the

32
resultant wave equal to the sum of individual displacements.

SOLUTION OF A SIMPLE HARMONIC MOTION EQUATION

To solve the equation of simple harmonica motion in the student’s book, we

need to find the auxiliary quadratic equation (A.Q,E).

To find the solution, assume that , then;

Substituting the above expressions in the equation of S.H.M gives;

………. Equation 2-1

Equation 2-1 is an A.Q.E and its solution is;

From here we introduce the operator ;

………. Equation 2-2

The general solution of the equation of simple harmonic motion is;

Where and are constants.

33
Assume that;

………. Equation 2-3

………. Equation 2-4

Squaring expressions of equation 2-3 will give

Adding these two equations gives

………. Equation 2-5

Equation 2-5 is the expression of amplitude of oscillation.

It is possible for the displacement of the particle to start from the maximum
point. So displacement takes the form;

………. Equation 2-6

So our assumptions will be;

………. Equation 2-7

Torsion Pendulum

In a torsional pendulum, an extended body is suspended by a light wire.

The body is rotated about the wire as the axis of rotation. The upper end
of the wire remains fixed with the support and the lower end of the wire is
rotated through an angle with the body, thus a twist θ is produced in the
wire.

34
Fig.2-1; Torsional pendulum

Any twisting of the wire is inevitably associated with mechanical

deformation. The wire resists such deformation by developing a restoring
torque . The twisted wire exerts a restoring torque on the body to bring it
back to its original position i.e. θ = 0.

The restoring torque is proportional to the angle of deformation. This is

valid for small angles;

………. Equation 2-8

Where and is called the torsion constant or torque constant.

The rotational equation of rotational motion is;

………. Equation 2-9

Where is the moment of inertia of the disc and is angular acceleration
of the system. Driving and restoring torque are equal but act in opposite
direction.

………. Equation 2-10

But and are constants.

This means that torsion pendulum executes simple harmonic motion.

35
So, comparing equation 2-12 in student’s book and equation 2-10 n this
guide gives;
K
ω2 =
I
K
ω=
I

2π K
=
T I
I
T = 2π
……….
K Equation 2-11

Equation 2-11 is an expression for the periodic time of the torsion pendulum.

Compound pendulum

Any rigid body suspended from a fixed support constitutes a physical

pendulum. The motion of such a system can be followed very nearly in the
same way as that of a simple pendulum. The distance of the center of mass
of the body from the fixed suspension point acts as the effective length of
the pendulum and the total mass being the mass of the particle situated at
the center of the body. This system can now be treated in exactly the same
way as a simple pendulum.

Consider an extended body of mass M with a hole drilled through it. Suppose
that the body is suspended from the peg which passes through the hole such
it is free to swing from side to side as shown on Fig.2-2. The setup is known
as a compound pendulum.

Fig.2-2; Compound pendulum

36
The restoring torque acting on the body when rotated through an angle θ
is given by;

τ 1 = − Mgd sin θ
………. Equation 2-12

For small angles measured in radians;

sin θ = θ

τ 1 = − Mgdθ ………. Equation 2-13

The negative sign means that restoring torque opposes the driving torque.
The driving torque is given by equation 2-9. Then equating equation 2-9
and equation 2-13 gives;

Iα = − Mgdθ
………. Equation 2-14

Where Mgd is constant. Which means that a compound pendulum executes

I
simple harmonic motion.

Comparing equation 2-12 in student’s book and equation 2-14 derived in

this guide will give;
Mgd
ω2 =
I
2π Mgd
ω= =
T I

I
T = 2π
Mgd
………. Equation 2-15

Comparing equation 2-11 and equation 2-15, we conclude that a compound

pendulum behaves like a simple pendulum with an effective length;

………. Equation 2-40

37
SOLUTIONS OF EXERCISE 2-1 (On page 32 of Students' Book)
F 0.05N
1. (a) a = = = 0.5ms-2 for 100 g read as 0.1 kg
m 0.1kg
2π
(b) a = w2s and ω =
T
so

2. x = A sin wt p
X
n = Aw cos wt V
a = –w Asin wt
2

P = mv = mAw cos wt a t
F = ma == –mw2 Asin wt
F

3. (a) A = 8.00 cm w = 0.250 Hz

x = A sin(wt + Φ) Fig.2-1; Wave forms
n = A wcos(wt + Φ)

A at t = 0, n = 1.24 m/s

This gives

x = Asin(0.25t + 0.669)
n = 2cos(0.5pt + 0.469p)
(b) Initial displacement is the value of x at t = 0
x0 = 8cos0.669 = 6.28cm

SOLUTIONS OF EXERCISE 2-2 (On page 41 of Students' Book)

1. (a)

2π m
(b) ω = and T = 2π
T k

So

38
 (c) and

(d)

e) With two unknowns, this requires the use of simultaneous

equations. Initially
l
T = 2π = 4.2 s
g

When the length is shorter

l − 1.0 m
2π = 3.7 s.
g
Dividing one equation by the other

l
g 4.2 s
= .
l − 1.0 m 3.7 s
g
This gives

and

so

l
f) Since T = 2π
g
4 π2 l 4π2 ]4.5 mg
g= = = 10 m s –2
T2 ]4.2 sg 2

2. Simple harmonic oscillators work because the force acts in the opposite
direction to the displacement. As the pendulum moves away from the
39
 area immediately below the peg it is hanging on, the force no longer
acts in the opposite direction to the displacement.
3. Assumption:- the angular displacement is very small.

4.
5. x = A cos(wt + f)
A
∴ = A cos φ
2
1
cos φ =
2
f = 60°
1
– A = A cos (wt + 60°)
2
1 2π
– A = cos (wt + )
2 6
2π
120° = wt +
6
2π 2π 2π
= t+
3 T 6
T
t= = 2s
6
6. equilibrium 1 2

Fig.2-2; Helical springs

L0 = 500mm = 0.5m
L1 = 850mm = 0.85m

40
 m1 = 250g = 0.25kg
m2 = 0.5kg
x1max = 120mm = 0.12m
x2max = ?
A2 = ?
From hooke’s law,
1 k
F = kx and frequency, f0 =
2π m
(a) spring constant
ke = mg
e = L1 – L0 = 0.85 – 0.5 = 0.35m

mg 0.25×9.8
k= = = 7N/m
e 0.35
(b) See notes
(c) Amplitude: If the spring is pulled down by 120 mm,
x1max = 0.12m
(d) Frequency and period (does not depend upon amplitude)
1 k 1 7
f1 = = = 0.84Hz
2π m 2π 0.25
1
T1 = = 1.2s
f1
mg 0.5 × 9.8
(e) e2 = = = 0.7m
k 7
L2 = e2 + L0 = 0.7 + 0.5 = 1.2m
m1 m2
(f) T1 = 2π and T2 = 2π
k k
T2 m2 0.500
= = = 2 = 1.4
T1 m2 0.250

SOLUTIONS TO ACTIVITIES

Opening question
In each case, when the mass is displaced and then released, it will move
up and down. In other words, it will oscillate. This oscillatory motion is

41
periodic and displacement keeps reducing until the mass returns to its rest
position.

MORE ACTIVITIES
1. This aim of this activity is to determine the period of Oscillation of a
bifilar suspension

Required materials
Two retort stands/clamps/bosses, two metre rulers, stop watch, two lengths
of cotton thread (about 50cm).

Upper ruler
clamped in
Two threads, distance D apart, both position
the same distance from O

Axis of oscillation O Lower ruler oscillates about O

Fig.2-3; Bifilar suspension

Procedure
(a) Set up the apparatus as shown above with two lengths of thread
of equal lengths (approximately 30cm). Do not tie the threads
too tightly as you will need to vary the distance D during the
experiment.
(b) Set the distance D = 60cm between the two threads.
(c) Set the lower ruler into oscillation in such a way that it oscillates
about a vertical axis at O.
(d) Use your stop-watch to record the time t for 10 complete
oscillations. Calculate the time T for one oscillation.
(e) Repeat procedures 2 to 4 for values of D = 55, 50, 45, 40, 35 cm.
(f) Record your results in a suitable table including the values of
log T and log D.

42
 (g) Plot a graph of log T against log D
(h) Calculate the gradient, m and calculate the value c of log T for
log D = 0.
(i) The period of a bifilar suspension is expected to be given by an
equation of form: T = aDb
Where a = a constant that depends on the other physical
properties of the set up (e.g. the mass of the lower rule).
(j) Express the above equation (in procedure 9) as log T = b.z + p.
(k) Calculate the values of a and b.
2. This activity aims at determining the acceleration due to gravity

Required materials
Spring, tall retort stand/clamp, set of 100g masses with holder, long pin,
small piece of plasticine, stop watch, one metre rule.

Procedures
(a) Hang the spring vertically from a stand and attach the optical pin
pointer onto the end of the spring using a small piece of plasticine.
Clamp the metre rule vertically next to the spring as shown below:

Fig.2-4; Oscillation of a mass on spring

43
(b) Note the initial level A of the optical pin against the rule.
(c) Hang a mass, m = 200 kg and then note the new pin level B and so
calculate the spring extension, x in metres.
(d) Now displace this mass from its equilibrium position and release.
Measure the time t for 10 oscillations.
(e) Finally calculate the period T for one oscillation.
(f) Repeat stages 3 to 5 for the values of m = 0.300, 0.400, 0.500, 0.600,
0.700 kg
(g) Tabulate your results in a suitable table including the values of T2.
(h) Plot the following graphs:
(i) Graph 1: mass, m against extension, x .
(ii) Graph 2: T2 against m.
Both graphs should be on different graph papers.
(i) Calculate the slope G1 of Graph 1.
(j) Calculate the slope G2 of Graph 2.
4π2
(k) Calculate the value of acceleration due to gravity g from g =
G1 G2
(l). The extension, x caused by a mass, m of weigh mg are related by: mg
= kx. Find the value of k.
(m) (i) How, if at all, would your graphs and results be different if you were to
perform this experiment on the moon?
4π2 m
(ii) Show how the expression g = is obtained from T = 2π
G1 G2 k
and mg =

ANSWERS OF END OF UNIT QUESTIONS (On page 47 of Students'

Book)
1. (a) A = 4.00m, f = 0.500Hz, T =2.00s
(b)

(c) x = –2.83m, n = 8.89 m/s a = 27.9 m/s2

(d) nmax = 12.6 m/s, amax = 39.5 m/s2
(e) Dx = –5.66m
(f) Dx = –5.66m
2. (a) 1.26s (b) 0.25 m/s

44
 (c) 1.25 m/s2 (d) –(1.25m/s)2cos 5.00t
3. F = kx
10
k= = 2N/cm
5
(a) w = 2pf
g
= 2π × 0.5
l
l = 0.994m
4. L = 0.248 m
5. (a) Period decreases. (b) Period increases. (c) No change.
6. No, the equilibrium position of the pendulum will be shifted (angularly)
towards the back of the car. The period of oscillation will increase
slightly, since the restoring force (in the reference frame of the
accelerating car) is reduced.

45
 UNIT

3 Forced Oscillations and

Resonance of a System
KNOW THIS
This unit involves derivation of expressions using the knowledge of
differential equations. It is better to remind the learners that they should
apply the knowledge gained in mathematics –differential equations and
trigonometry- in this unit.

Key unit competence

By the end of this the unit learner should be able to analyze the effects of
forced oscillations on systems.

Unit Description
This unit involves writing trigonometric differential equations of different
systems and finding their solutions. This unit requires learners to have the
mathematical knowledge of differential equations of the first and second
order. The unit will deeply deal with
3.0 Introduction
3.1 Damped oscillations
3.2 Equation of Damped oscillations
3.3 The solution of equation of damping
3.4 Types of damped oscillations
3.4.1 Under damping oscillation
3.4.2 Over damped oscillation
3.4.3 Critically damped oscillation
3.5 Natural frequency of a vibration and forced oscillation
3.6 Equation of forced oscillation and its solution
3.7 Variation of forced frequency on graph at amplitude close to natural
frequency of vibration
3.8 Resonances
3.9 Applications and examples of resonance in everyday life
3.9.1 A washing machine
3.9.2 Breaking the glass using the voice

46
 3.9.2 Breaking the bridge
3.9.3 Musical instruments
3.9.4 Tuning circuit
3.9.5 Microwave ovens
3.9.6 Magnetic Resonance Imaging (MRI)
3.10 Effect of resonance on a system

Summary of Knowledge, Skills, Attitudes and Values

As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes;
Knowledge Skills Attitudes and value
Define damping Perform experiments Appreciate
to demonstrate applications of damped
damping of oscillators in life
oscillating systems
Outline types of Analyse damped Acquire scientific
damped oscillations oscillators. attitudes for
interpreting the
resonance
Explain examples of Acquire ability to
damped oscillators Analyse natural systematically analyse
vibration and forced cases of simple
oscillation harmonic motion
Explain natural Analyse graphically Acquire knowledge
vibration and forced forced oscillations for analysing and
oscillation modelling physical
processes
Describe resonance Describe graphically
and give examples the variation of forced
oscillations
Describe resonance
and give examples
Describe applications
of resonance

47
Learning objectives
By the end of this unit learners will be able to
• explain the concept of oscillating systems and relate it to the real life
situations.
• solve equations of different types of damped oscillations and derive
the expression for displacement for each.
• explain resonance, state its conditions and explain its applications in
everyday life.

SCOPE AND SEQUENCE

This unit will be delivered in 17 lessons each of 40 minutes.
Unit 3: Forced oscillations and resonance of a system
Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Introduction damped Equation The solution
oscillators of damped of equation of
oscillations damping and
under damping
oscillation
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Over damped Assessment 1 Damping Equation of
oscillation Activity forced oscillation
and Critically Natural
damped frequency of
oscillation a vibration
and forced
oscillation.
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Solution of the Variation of Condition for Assessment 2
equation of forced frequency resonance
forced oscillation on graph at
48
 amplitude
close to natural
frequency and
resonance
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Applications Applications Applications Effect of
of resonance: of resonance; of resonance; resonance on
A washing Breaking the Microwave systems
machine, bridge, Musical ovens, Magnetic
Breaking the instruments Resonance
glass using the Imaging (MRI)
voice
Lesson 17
This lesson
should cover:
Assessment 3

LESSON DEVELOPMENT
Lesson 1 Title: Introduction
Learning objectives By the end of this lesson, using
examples, learners will be able to
explain the concept of oscillating
systems clearly.
Key words Oscillations, oscillatory systems , guitar
string , bridges, swing
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy

Attention to special Special attention is given to gifted and

educational need children talented learners and learners with any
impairment

49
Lesson 2 Title: Damped oscillators.
Learning objectives By the end of this lesson, using real
life examples, learners will be able
to explain applications of oscillating
systems in everyday life properly.
Key words Irreversible energy loss, Damping,
Shock Absorber, Electrical Meters,
musical instrument , paper cone, loud
speaker
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy
Attention to special Special attention is given to gifted and
educational need children talented learners and learners with
developmental impairment
Lesson 3 Title: Equation of Damped
oscillations
Learning objectives By the end of this lesson, by derivations
and using calculations, learners will be
able to derive the differential equation
of damped oscillations accurately.
Key words differential equation, auxiliary
quadratic equation , damped angular
frequency
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy
Attention to special Special attention is given to gifted and
educational need children talented learners and learners with
developmental impairment

50
Lesson 4 Title: The solution of equation
of damping; under damping
oscillation
Learning objectives By the end of this lesson, by derivation
and calculation, learners will be
able to solve the equation of damped
oscillations and derive the expression
for displacement for under-damped
oscillation accurately.
Key words natural damping
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy.
Attention to special Special attention is given to gifted and
educational need children talented learners and learners with
developmental impairment
Lesson 5 Title: Over damped oscillation and
Critically damped oscillation
Learning objectives By the end of this lesson, by derivation
and calculation, learners will be
able to solve the equation of damped
oscillations and derive the expression
for displacement for over-damped and
critically damped oscillation accurately.
Key words Over damping, critical damping, decay
constant, damping coefficient
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy.
Attention to special Special attention is given to gifted and
educational need children talented learners and learners with
developmental impairment

51
Lesson 6 Title: Assessment 1
Learning objectives By the end of this assessment, using
knowledge and skills gained from lesson
1 to lesson 5, learners will be able to
relate the content with the real life
experiences.
Key words Oscillations, oscillatory systems , guitar
string , bridges, swing, irreversible
energy loss, Damping, Shock Absorber,
Electrical Meters, musical instrument
, paper cone, loud speaker, differential
equation, auxiliary quadratic equation
, damped angular frequency, natural
damping, Over damping, Critically
damped, decay constant, damping
coefficient
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, problem solving.
Attention to special Printed papers should be used to
educational need children make it easy for learners with visual
impairment to read.
Lesson 7 Title: Natural frequency of a
vibration and forced oscillation.
Learning objectives By the end of this lesson, learners
will be able to analyse damping and
theoretically explain natural frequency
of a vibration and forced oscillation
clearly.
Key words mean value, oscillator, uncertainty
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy.

52
Attention to special Special attention is given to gifted and
educational need children talented learners and learners with
developmental impairment
Lesson 8 Title: Equation of forced oscillation
Learning objectives By the end of this lesson learners
will be able to derive the differential
equation of forced oscillation.
Key words Natural frequency, forced oscillation,
restoring force
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy.
Attention to special Special attention is paid to gifted and
educational need children talented learners, and learners with
developmental impairment
Lesson 9 Title: Solution of the equation of
forced oscillation
Learning objectives By the end of this lesson learners will
be able to solve the differential equation
of forced oscillation.
Key words homogeneous equation , steady state
solution, displacement
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy
Attention to special Special attention is given to gifted and
educational need children talented learners and learners with
developmental impairment

53
Lesson 10 Title: Variation of forced frequency
on graph at amplitude close to
natural frequency
Learning objectives By the end of this lesson, using real
life examples, learners will be able
to explain the variation of forced
frequency and amplitude of oscillation
and theoretically explain the concept of
resonance accurately.
Key words forced frequency and natural frequency
of vibration, amplitude, applied force,
resonance
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy.
Attention to special Special attention is paid to gifted and
educational need children talented learners and learners with
developmental impairment
Lesson 11 Title: Condition for resonance
Learning objectives By the end of this lesson, by derivation,
learners will be able to state the
condition of resonance clearly.
Key words Maximum amplitude, condition for
resonance
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy
Attention to special Special attention is paid to gifted and
educational need children talented learners, and learners with
developmental impairment

54
Lesson 12 Title: Assessment 2
Learning objectives By the end of this assessment, using
knowledge and skills gained from lesson
6 to lesson 11, learners will be able to
relate the content with the real life
experiences.
Key words mean value, oscillator, uncertainty,
natural frequency, forced oscillation,
restoring force, homogeneous equation
, steady state solution, displacement,
resonance
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, problem solving
Attention to special Printed papers should be used to
educational need children make it easy for learners with visual
impairment to read.
Lesson 13 Title: Applications of resonance:
A washing machine, Breaking the
glass using the voice
Learning objectives By the end of this lesson, using
theoretical principles, learners will
be able to explain the applications of
resonance in real life clearly.
Key words washing machine
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy.
Attention to special Special attention is given to gifted and
educational need children talented learners, and learners with
developmental impairment

55
Lesson 14 Title: Applications of resonance;
Breaking the bridge, Musical
instruments
Learning objectives By the end of this lesson, using
theoretical principles, learners will
be able to explain the applications of
resonance in real life clearly.
Key words Bridge, Musical instruments
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy
Attention to special Special attention is given to gifted and
educational need children talented learners, and learners with
developmental impairment
Lesson 15 Title: Applications of resonance;
Microwave ovens, Magnetic
Resonance Imaging (MRI)
Learning objectives By the end of this lesson, using
theoretical principles, learners will
be able to explain the applications of
resonance in real life clearly.
Key words Microwave ovens, Magnetic Resonance
Imaging (MRI)
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy
Attention to special Special attention is given to gifted and
educational need children talented learners and learners with
developmental impairment

56
Lesson 16 Title: Effect of resonance on a
system
Learning objectives By the end of this lesson, using real
life examples, learners will be able
to explain the effects of resonance on
systems clearly.
Key words Resonance
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, communication,
cooperation, interpersonal management
and life skills, numeracy, literacy
Attention to special Special attention is given to gifted and
educational need children talented learners and learners with
developmental impairment
Lesson 17 Title: Assessment 3
Learning objectives By the end of this assessment using
knowledge and skills gained from lesson
1 to lesson 16, learners will be able to
relate the content with the real life
experiences.
Key words Damping, shock absorber, electrical
meters, damped angular frequency,
natural damping , over damping,
critical damping, decay constant,
damping coefficient, natural frequency,
forced oscillation, applications of
resonance
Cross-cutting issues to discuss Gender, peace and values, environment
and sustainability
Competence developed Critical thinking, problem solving
Attention to special Printed papers should be provided to
educational need children make it easy for learners with visual
impairment to read.

57
MAIN CONTENTS AND CONCEPTS TO EMPHASISE
Damping is a dissipating force that is always in the opposite direction
to the direction of motion of the oscillating particle and is represented by
equation;
d2 x dx +
m 2 +b kx = 0
dt dt
The solution of this equation depends on the type of damping, given as
b
For Under-damping oscillation: x(t) = e – 2m t (C1 cosw d t + C 2 sin w d t)
b
For Over damped oscillation: x(t) = e – 2m t (C1 e wd t + C 2 e –wd t)
bt
For Critically damped oscillation: x(t) = e – 2m (C1 + C 2 t)
The natural frequency of an object is the frequency of oscillation when
released. e.g. a pendulum.
A forced oscillation is where an object is subjected to a force that causes
it to oscillate at a different frequency than its natural frequency. It is
represented by differential equation:
d2 x dx + =
m 2 +b kx F0 cos ωt
dt dt
Resonance occurs when an object capable of oscillating, has a force applied
to it with a frequency equal to its natural frequency of oscillation. Resonance
occurs when angular frequency of oscillation is related to natural angular
frequency according to equation;
w= ω02 – γ 2
In real life, resonance is applied in;
• A washing machine
• Breaking the glass using the voice
• Breaking the bridge
• Musical instruments
• Tuning circuit
• Microwave ovens
• Magnetic Resonance Imaging (MRI)

ANSWER TO END OF UNIT QUESTIONS (On page 72 of Students'

Book)
2π
1. y = −2 cos 5t + 2 3 sin 5t ωo = 5 A=4 Φ=−
3
2. y = 3cos 10t, w0 = 10, A = 3, F = 0
3. y = –5cos b 2 l – 10sin b 2 l, w0 = 2 , A = 5 5 , F = p + tan–12
t t 1

58
 4. y = 2e–3t –3e–t, over-damped
5. y = –2e–3t cost + 3e–3t sint, under-damped
6. y = 6e–t cos4t + e–t sin4t, under-damped
t
−
7. y = 4e 4
− e − 2t , over-damped
8. y = –5e–4t – 14e–4t, cirtically damped
9 9
9. Over damped if 0 < k 8 , critically damped if k = 8 and under damped
9
if k > 8 .
10. Over-damped if 0 < g < 24, critically damped if g = 24 and under
damped if g > 24. When g = 0, the system is un-damped (rather than
under-damped).
7
11. (c) y = C1 cos2t + C2 sin2t + 16 t sin 2t
12. (a) k = 288 (b) k = 3

59
 UNIT

4 Propagation of
Mechanical Waves
KNOW THIS
The term wave is clearly understood as the disturbance that leads to the
transfer of energy from one point to another. This involves oscillation of
individual molecules and atoms about fixed points and interchange of
energy occurs between neighbouring molecules or atoms. This should be
made clear to learners to avoid any misunderstanding. In a wave, the energy
of a vibration is moving away from the source in the form of a disturbance
within the surrounding medium.

Key unit competence

By the end of the unit the learner should be able to evaluate the propagation
of mechanical waves.

Unit description
This unit involves many derivations and graph representation. Clear
demonstrations are needed to make learners clearly understand the content.
This unit deals with;
4.0 Introduction
4.1 The concept of waves
4.2 Terms used and characteristics of waves
4.3 Types of waves
4.3.1 Mechanical waves
4.3.2 Electromagnetic waves
4.4 Properties of waves
4.4.1 Reflection
4.4.2 Refraction
4.4.3 Interference
4.4.4 Diffraction
4.5 Young's double slit experiment
4.6 Wave on a vibrating string
4.7 Applications of waves

60
Summary of Knowledge, Skills, Attitudes and Values
As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes;
Knowledge Skills Attitudes and value
Explain wave concept Describe wave Appreciate
properties and their applications of wave
characteristics interference in life
Explain the terms Classify waves as Recognize importance
amplitude, frequency longitudinal and of resonance in
displacement, transverse, mechanical designing musical
wavelength and wave and electromagnetic instruments
phase waves
Explain the terms Observe and describe Appreciate the sound
transverse and nodes and antinodes in systems on the studio
longitudinal waves stationary waves
Explain the terms Explain conditions Appreciate application
progressive and necessary for of acoustics in a radio
stationary waves interference to occur studio
Explain phase of Describe interference Develop positive
vibration fringes (constructive attitude of curiosity,
interference honesty, respect for
and destructive evidence, perseverance
interference) and tolerance while
solving wave related
problems
Explain reflection, Apply the equation
refraction, diffraction of two superimposed
and interference of progressive waves
waves.
Explain Young's
double slit experiment

Learning objectives
By the end of this unit, learners will be able to:
• explain the concept and characteristics of waves properly
• explain the types of waves properly
• derive and apply the progressive wave equation clearly
61
 • analyse the superposition of harmonics of the same frequency clearly
• to analyse standing waves clearly
• analyse examples of mechanical waves properly
• explain the concept of electromagnetic waves
• explain the reflection of waves
• explain the refraction of waves
• explain interference of waves clearly
• explain the diffraction behaviour of waves clearly
• the positions of fringes on the screen accurately
• explain the behaviour of waves in vibrating strings and applications
of waves properly

SCOPE AND SEQUENCE

This unit will be delivered in 17 lessons each of 40 minutes.
Unit 4: Propagation of Mechanical Waves
Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Classroom The concept of Types of waves Equation of a
demonstration waves, Terms progressive wave
used and
characteristics
of waves
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Principle of Assessment 1 Stationary Examples of
superposition waves mechanical waves
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Electromagnetic Reflection of Refraction of Assessment 2
waves waves waves

62
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Interference of Diffraction Young's double Wave on a
waves slit experiment vibrating string
and Applications
of waves
Lesson 17
This lesson
should cover:
Assessment 2

LESSON DEVELOPMENT
Lesson 1 Title: Classroom Demonstration
Learning objectives By the end of this lesson, practically,
learners will be able to explain the
concept of waves clearly.
Key words Disturbance, propagation of waves,
medium, groups, the concept of waves
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking skills, research and
problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 2 Title: The Concept of Waves, terms
used and characteristics of waves

63
Learning objectives By the end of this lesson, with examples,
learners will be able to explain the
terms, concept and characteristics of
waves properly.
Key words Concept of waves, period, frequency
wavelength, wave speed , amplitude,
phase difference, wave number,
intensity, wavefront
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking skills, research and
problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ict tools, science and technology.
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 3 Title: Types of Waves
Learning objectives By the end of this lesson, using real
life examples, learners will be able to
explain the types of waves properly.
Key words Mechanical waves, Progressive waves,
Longitudinal waves, Transverse waves
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking skills, research
and problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.

64
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical,and hearing impairments and
also gifted and talented learners.
Lesson 4 Title: Equation of a progressive wave
Learning objectives By the end of this lesson, by derivation,
learners will be able to derive and apply
the progressive wave equation clearly.
Key words Displacement, wave function
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking skills, research and
problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.
Attention to special Special care should be taken of learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 5 Title: Principle of Superposition
Learning objectives By the end of this lesson, by calculations
learners will be able to analyse the
superposition of harmonics of the same
frequency clearly.
Key words Displacement, superposition of
harmonics
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competences developed Critical thinking skills, research and
problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.

65
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 6 Title: Assessment 1
Learning objectives By the end of this assessment, using
knowledge and skills gained in
previous lessons, learners will be able
to relate the content with the real life
experiences.
Key words Concept of waves, period, frequency,
wavelength, wave speed , amplitude,
phase difference, wave number
mechanical waves, progressive waves,
longitudinal waves, transverse waves,
superposition of harmonics
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking, problem solving
Attention to special Printed papers should be used to make it
educational need children easy for learners with visual impairment
to read.
Lesson 7 Title: Stationary Waves
Learning objectives By the end of this lesson, using real
life examples, learners will be able to
analyse standing waves clearly.
Key words Nodes, antinodes
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking skills, research
and problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, Lifelong learning, Literacy, use of
ICT tools, science and technology.

66
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 8 Title: Examples of Mechanical Waves
Learning objectives By the end of this lesson, theoretically
and practically, learners will be able to
analyse examples of mechanical waves
properly.
Key words Sound waves, water waves, ocean waves,
earthquake waves, body waves, surface
waves
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking skills, research
and problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 9 Title: Electromagnetic Waves
Learning objectives By the end of this lesson, using real life
applications, learners will be able to
explain the concept of electromagnetic
waves clearly.
Key words Electric field, magnetic field
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability

67
Competence developed Critical thinking skills, research and
problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 10 Title: Reflection of Waves
Learning objectives By the end of this lesson, using
mathematical proofs and drawings,
learners will be able to explain the
reflection behaviour of waves clearly.
Key words Wavefronts, laws of reflection
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking skills, research and
problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 11 Title: Refraction of Waves
Learning objectives By the end of this lesson, using
mathematical proofs and drawings,
learners will be able to explain the
refraction behaviour of waves clearly.
Key words Wavefronts, laws of refraction
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability

68
Competences developed Critical thinking skills, research and
problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 12 Title: Assessment 2
Learning objectives By the end of this assessment, using
knowledge and skills gained in
previous lessons, learners will be able
to relate the content with the real life
experiences.
Key words Nodes, antinodes, Electromagnetic
waves, Examples of mechanical waves,
Reflection of waves, Refraction of waves
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking, problem solving
Attention to special Printed papers should be used to make it
educational need children easy for learners with visual impairment
to read.
Lesson 13 Title: Interference of Waves
Learning objectives By the end of this lesson, using real
life examples, learners will be able to
explain interference of waves clearly.
Key words Constructive interference, destructive
interference
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability

69
Competence developed Critical thinking skills, research and
problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 14 Title: Diffraction
Learning objectives By the end of this lesson, using drawings
and practical analysis, learners will be
able to explain the diffraction behaviour
of waves clearly.
Key words Fresnel’s diffraction, Fraunhofer
diffraction
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking skills, research and
problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 15 Title: Young's Double Slit Experiment
Learning objectives By the end of this lesson, using
calculations, learners will be able to
locate the positions of fringes on the
screen accurately.
Key words Fringe separation, slit separation
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability

70
Competences developed Critical thinking skills, research
and problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 16 Title: Wave on a Vibrating String
and Applications of Waves
Learning objectives By the end of this lesson, using
examples, learners will be able to
explain the behaviour of waves in
vibrating strings and applications of
waves properly.
Key words Waves in strings
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking skills, research and
problem-solving, creativity and
innovation, communication, co-operation,
interpersonal management and life
skills, lifelong learning, literacy, use of
ICT tools, science and technology.
Attention to special Special care should be given to learners
educational need children with visual, intellectual, developmental,
physical and hearing impairments and
also gifted and talented learners.
Lesson 17 Title: Assessment 3
Learning objectives By the end of this assessment, using
knowledge and skills gained in all
lessons of the unit, learners will be able
to relate the content with the real life
experiences.

71
Key words The concept of waves, characteristics of
waves, Types of waves, wave equation,
Principle of superposition, Nodes,
antinodes, properties of waves, Young's
double slit experiment, Waves in strings
Cross-cutting issues to Gender, peace and values, environment
discuss and sustainability
Competence developed Critical thinking, problem solving
Attention to special Printed papers should be used to make it
educational need children easy for learners with visual impairment
to read.

MAIN CONTENTS AND CONCEPTS TO EMPHASISE

Waves can be thought of as a disturbance in a medium that transfers
energy from one place to another.
The period T of the wave is the time it takes for one wavelength of the
wave.
The frequency f is the number of wavelengths that pass a point in space
in one second.
The wavelength λ is the horizontal distance in space between two nearest
points that are oscillating in phase
The wave speed v is the speed at which the wave advances.
Phase difference (phase angle) is the angular difference between two
points on the wave or between two waves.
The wave number also called the propagation number k is the spatial
frequency of a wave.
The Intensity of a wave or the power radiated by a source are proportional
to the square of the amplitude.
Wavefront is a line or surface in the path of the wave motion on which the
disturbance at every point have the same phase.
Mechanical waves are waves produced by the disturbance in a material
medium.
A progressive wave consists of a disturbance moving from one point to
another.
Longitudinal wave propagates through some medium in the direction of
travel of the disturbance.

72
In Transverse waves, the direction of disturbance is perpendicular to the
direction of travel of the wave.
Equation of a progressive wave is given by;
 2πx 
y P = A sin  ωt − 
 λ 
Principle of superposition states that the resultant displacement at any
time is the vector sum of the individual displacements.
Stationary waves are waves which seem to be at rest.
mλ
The positions of nodes are x = 4 where m = 1,3,5,7,9,...
nλ
The positions of antinodes are x = 2 where n = 0,1,2,3,4,5,6,...
Electromagnetic waves are disturbances in form of varying electric and
magnetic fields.
All kinds of waves reflect, refract, interfere and also spread around the
obstacle.
Other than the superposition of waves meeting at a point, other conditions
for interference are;
• The sources of the waves must be coherent, which means they emit
identical waves with a constant phase difference.
• The waves should be monochromatic - they should be of a single
wavelength.
nλD
A bright fringe is obtained when the path difference is given by x = a
where n = 0,1,2,3,4,...
mλD
A dark fringe is obtained when the path difference is given by x = 2a
where m = 1,3,5,7,...

SOLUTION TO ACTIVITIES
Class Demonstration
Possible Solutions
(a) Their raised, then lowered, arms were the disturbance
(b) up and down
(c) around the circle
(d) the push
(e) around the ring
(f) around the ring

73
Activity 4-1 on Page 94 Students' Book

Conclusion
The student will hear a clear sound when the spoon is struck. The vibrations
of the spoon propagate up the string and into the student’s head. Bone,
especially around the temples and outer ear, resonates readily in response
to sound.
Note: The bone in front of your ear is the most resonant bone in the body,
so it is ideal for transmitting vibrations and hearing sound. The vibrations
from the spoon are transmitted easily through the string and your skull,
which you hear as a sound.

Activity 4-2 on Page 97 Students' Book

Answer:
Across
1. speed
3. period
4. trough
9. mechanical
10. crest
11. photons
12. force
13. inertia
Down
2. electromagnetic
5. reflection
6. medium
7. displacement
8. amplitude

74
Activity 4-3 on Page 98 Students' Book

75
TEACHERS’ GUIDE PHYSICS S5
UNIT

5 Complex Electrical
Circuit
KNOW THIS
Generally speaking, network analysis is any structured technique
used to mathematically analyze a circuit (a “network” of interconnected
components). Quite often the technician or engineer will encounter circuits
containing multiple sources of power or component configurations which
defy simplification by series/parallel analysis techniques. In those cases,
he or she will be forced to use other means. This chapter presents a few
techniques useful in analyzing such complex circuits. Mathematical
techniques to solve for multiple unknowns (called “simultaneous equations”
or “systems”) can be applied to basic laws of circuits to solve networks.

Key unit competence

By the end of the unit, the learner should be able to construct and to analyze
a complex electrical circuit.

Unit description
This unit deals with:
5.1 Kirchhoff‘s laws
5.2 Design of complex and simple electric circuits
5.3 Resistors and electromotive forces in series and parallel complex circuits.
5.4 Simple potentiometer circuits
5.5 Comparison of e.m.f.s
5.6 Measurement of internal resistance of a cell
5.7 Measurement of current by Potentiometer
5.8 Advantages and disadvantages of potentiometer

Summary of Knowledge, Skills, Attitudes and Values

As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes.
Knowledge Skills Attitudes and Values
State and explain Carry out investigation Appreciate application
Kirchhoff’s laws. on measurement of of Kirchhoff‘s laws
voltage and electrical in designing complex
current. circuits.

76
Distinguish between Evaluate complex Enjoy applying
simple and complex circuits using Kirchhoff’s laws in
circuits. Kirchhoff’s laws. complex electrical
circuits.
Identify mixture of Analyze the electrical Adapt scientific skills
parallel and series current flowing in a in analyzing complex
connections in complex complex circuit. circuits to avoid
circuit. overloads.
Explain applications Design complex
of Kirchhoff ’s laws to electrical circuit.
complex circuits.
Outline measuring Perform an experiment
instruments for using simple
voltage and electrical potentiometer circuits.
current.
Explain advantages Solve problems
and disadvantages of involving complex
potentiometer. circuit and
potentiometer.

Learning objectives
By the end of this unit, learners should be able to:
• analyse complex electrical circuits well.
• use Kirchhoff’s laws in circuit analysis accurately.
• analyse simple potentiometer circuits clearly.

SCOPE AND SEQUENCE

This unit will be taught in 17 lessons as distributed below;
Unit 5: Complex electrical circuit
Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Introduction Kirchhoff’s laws Kirchhoff’s Kirchhoff’s
Current Law Voltage Law

77
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Uses of Assessment 1 Design of Applications of
Kirchhoff’s laws complex and Kirchhoff’s laws
simple electric in circuit analysis
circuits
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Simple Comparison of Assessment 2 Measurement
potentiometer e.m.f.s of internal
circuits resistance of a
cell
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Activity 2 Measurement Activity 3 Advantages and
of current by disadvantages of
Potentiometer potentiometer
Lesson 17
This lesson
should cover:
Assessment 3

LESSON DEVELOPMENT
Lesson 1 Title: Introduction
Learning objectives By the end of this lesson, with
examples, learners will be able to
define and calculate branch currents
accurately.
Key words complex circuit configuration,
combination circuit, potential
difference.

78
Cross-cutting issues to discuss Gender, peace and values,
standardization culture and
environment for sustainability.
Competence developed Critical thinking, creativity and
innovation, research and problem-
solving, ICT and science and
technology
Attention to special educational Special attention is given to
need children learners with physical disabilities.
Lesson 2 Title: Kirchhoff’s laws
Learning objectives By the end of this lesson,
practically learners will be able to
analyse complex electrical circuits
well.
Key words Kirchhoff’s Circuit Laws and Sign
Conventions
Cross-cutting issues to discuss Gender, Peace and Values
Education
Standardization Culture
Competence developed Critical thinking, creativity and
innovation, research and problem-
solving, ICT and science and
technology
Attention to special educational Special attention is given to
need children learners with physical disabilities,
gifted learners and learners with
developmental disabilities.
Lesson 3 Title: Kirchhoff’s Current Law
Learning objectives By the end of this lesson, using
Kirchhoff’s current law learners will
be able to calculate loop currents
and branch currents correctly.
Key words Junction Rule, current, schematic
diagram

79
Cross-cutting issues to discuss Environment and sustainability,
Gender, Peace and Values
Education, Financial Education,
Standardization Culture
Competence developed Critical thinking, Communication,
Cooperation, interpersonal
management and life skills and
numeracy
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties and
Gifted and Talented
Lesson 4 Title: Kirchhoff’s Voltage Law
Learning objectives By the end of this lesson, using
Kirchhoff’s voltage law, learners
will be able to analyse circuits loops
and calculate voltage drops and
branch currents correctly.
Key words loop of a closed circuit, Kirchhoff’s
Loop Rule
Cross-cutting issues to discuss Environment and sustainability,
Gender, Peace and Values
Education, Financial Education,
Standardization Culture
Competence developed Critical thinking, creativity
and innovation, cooperation,
interpersonal management and life
skills, communication, numeracy,
science and technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, gifted
and talented learners

80
Lesson 5 Title: Uses of Kirchhoff’s laws
Learning objectives By the end of this lesson, using
examples, learners will be able to
list the use of Kirchhoff’s laws in
real life situations.
Key words Uses of Kirchhoff’s laws
Cross-cutting issues to discuss Environment and sustainability,
Gender, Peace and Values
Education, Financial Education,
Standardization Culture
Competence developed Critical thinking, Creativity
and innovation, Cooperation,
interpersonal management and life
skills, communication, numeracy,
science and technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, gifted
and talented learners
Lesson 6 Title: Assessment 1
Learning objectives By the end of this assessment, using
knowledge and skills gained in
lessons 1 to 5, learners will be able
to relate the content with the real
life experiences.
Key words complex circuit configuration,
combination circuit, potential
difference, Kirchhoff’s Circuit Laws,
sign conventions, current, schematic
diagram, loop of a closed circuit,
uses of Kirchhoff’s laws
Cross-cutting issues to discuss Environment and Sustainability,
Gender, Peace and Values
Education, Standardization Culture

81
Competence developed Critical thinking, problem solving
Attention to special educational Special attention is given to
need children learners with visual difficulties,
behavioural difficulties, emotional
difficulties, learners with health
challenges.
Lesson 7 Title: Design of complex and
simple electric circuits
Learning objectives By the end of this lesson, using
different electrical components and
theories, learners will be able to
design complex electrical circuits
properly.
Key words series and parallel network of
resistors, complex and simple
electric circuits.
Cross-cutting issues to discuss Environment and sustainability,
Gender, Peace and Values
Education, Standardization Culture
Competence developed Critical thinking, creativity and
innovation, communication,
cooperation, interpersonal
management and life skills, science
and technology.
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication difficulties,
gifted and talented learners.
Lesson 8 Title: Applications of Kirchhoff’s
laws in circuit analysis
Learning objectives By the end of this lesson, by
calculations learners will be able
to use Kirchhoff’s laws in circuit
analysis accurately.
82
Key words Branch currents, loop currents,
voltage drops.
Cross-cutting issues to discuss Environment and sustainability,
Gender, Peace and Values
Education, Standardization Culture,
Financial Education.
Competence developed Critical thinking, Creativity
and innovation, Research and
problem-solving, Communication,
Cooperation, interpersonal
management and life skills, lifelong
learning, ICT, entrepreneurship and
business development, science and
technology
Attention to special educational Intellectual challenges, speech
need children and communication difficulties,
behavioural difficulties
Lesson 9 Title: Simple potentiometer
circuits
Learning objectives By the end of this lesson, by
calculations and derivations,
learners will be able to analyse
simple potentiometer circuits
clearly.
Key words potential difference, voltage divider,
the balance point
Cross-cutting issues to discuss Environment and sustainability,
Gender , Peace and Values
Education, Standardization Culture,
Financial Education
Competence developed Critical thinking, Creativity and
Innovation
Communication, Cooperation,
interpersonal management and life
skills, ICT, science and technology
83
Attention to special educational Intellectual challenges, speech and
need children communication difficulties, gifted
and talented learners
Lesson 10 Title: Comparison of e.m.f.s
Learning objectives By the end of this lesson, by
calculations learners will be able to
compare e.m.f.s accurately.
Key words standard cell, e.m.f.s
Cross-cutting issues to discuss Environment and sustainability,
Gender, Peace and Values
Education, Standardization Culture,
Financial Education
Competence developed Critical thinking, creativity
and innovation, Research and
problem-solving, Communication,
Cooperation, interpersonal
management and life skills, ICT,
entrepreneurship and business
development, science and technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication, gifted and
talented learners
Lesson 11 Title: Assessment 2
Learning objectives By the end of this assessment, using
knowledge and skills gained in
lessons 7 to 10, learners will be able
to relate the content with the real
life experiences.
Key words series and parallel network of
resistors, complex and simple
electric circuits, Branch currents,
loop currents, voltage drops, voltage
divider, the balance point, standard
cell, e.m.f.s
84
Cross-cutting issues to discuss Environment and sustainability,
Gender, Peace and Values
Education, Standardization Culture,
Financial Education
Competence developed Critical thinking, problem solving
Attention to special educational Special attention is given to
need children learners with visual difficulties,
behavioural difficulties, emotional
difficulties, learners with health
challenges
Lesson 12 Title: Measurement of internal
resistance of a cell
Learning objectives By the end of this lesson, by
derivations and calculations,
learners will be able to calculate
and measure internal resistance of
the cell accurately.
Key words internal resistance, balance point
Cross-cutting issues to discuss Environment and sustainability,
Gender, Peace and Values
Education, Standardization Culture,
Financial Education
Competence developed Critical thinking, Creativity
and innovation, Research and
problem-solving, Communication,
Cooperation, interpersonal
management and life skills, ICT,
entrepreneurship and business
development, science and technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication, gifted and
talented learners

85
Lesson 13 Title: Activity 2
Learning objectives By the end of this activity,
practically using a potentiometer
learners will be able to measure the
e.m.f of an unknown cell accurately.
Key words e.m.f of an unknown cell
Cross-cutting issues to discuss Environment and sustainability,
Gender , Peace and Values
Education, Standardization Culture,
Financial Education
Competence developed Critical thinking, Creativity
and innovation, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, ICT,
entrepreneurship and business
development, science and technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication, gifted and
talented, difficulties in handling
equipments
Lesson 14 Title: Measurement of current
by Potentiometer
Learning objectives By the end of this lesson, by
derivations and calculations,
learners will be able to calculate
current in a potentiometer
accurately.
Key words Measurement of current, balance
point

86
Cross-cutting issues to discuss Environment and sustainability,
Gender , Peace and Values
Education, Standardization Culture,
Financial Education
Competence developed Critical thinking, Creativity
and innovation, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, ICT,
entrepreneurship and business
development, science and technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication, gifted and
talented learners
Lesson 15 Title: Activity 3
Learning objectives By the end of this activity,
practically using a potentiometer
learners will be able to measure the
e.m.f of an unknown cell accurately.
Key words e.m.f of an unknown cell
Cross-cutting issues to discuss Environment and sustainability,
Gender , Peace and Values
Education, Standardization Culture,
Financial Education
Competence developed Critical thinking, Creativity
and innovation, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, ICT,
entrepreneurship and business
development, science and technology

87
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication, gifted and
talented, difficulties in handling
equipments
Lesson 16 Title: Advantages and
disadvantages of potentiometer
Learning objectives By the end of this lesson, with
examples learners will be able to list
advantages and disadvantages of
potentiometer well.
Key words Potentiometer
Cross-cutting issues to discuss Gender, Peace and Values
Education
Competence developed Critical thinking, Research and
problem-solving, Lifelong learning,
Communication, Co-operation,
interpersonal management and life
skills, Literacy, Citizenship and
national identity, entrepreneurship
and business development
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication, gifted and
talented learners
Lesson 17 Title: Assessment 3
Learning objectives By the end of this assessment using
knowledge and skills gained in
lessons, 1 to 16 learners will be able
to relate the content with the real
life experiences.

88
Key words complex circuit configuration,
combination circuit, potential
difference, Kirchhoff’s laws
Cross-cutting issues to discuss Environment and sustainability,
Gender , Peace and Values
Education, Standardization Culture,
Financial Education
Competence developed Critical thinking, problem solving
Attention to special educational Special attention is given to
need children learners with visual difficulties,
behavioural difficulties, emotional
difficulties, learners with health
challenges

MAIN CONTENTS AND CONCEPTS TO EMPHASISE

Kirchhoff‘s laws
There are two Kirchhoff’s laws:
Kirchhoff’s Current Law states that “the algebraic sum of the currents
flowing at a node or junction in an electric circuit is zero”.
Kirchhoff’s Voltage Law states that “the algebraic sum of the potentials
around a closed electric circuit is zero”.
To solve the resistor circuits using Kirchhoff’s rules
1. Define the various currents
• Can either define branch (segment) currents for each element in
the circuit
• Or can define loop currents for each loop in the circuit
2. If using branch currents, use Kirchhoff’s Junction Rule to look for
interdependent currents. This allows for reducing the number of
variables being solved for.
3. Use Loop Rule to define voltage equations for each loop, using
previously defined currents.
4. Solve set of simultaneous equations using algebraic manipulation.
A simple potentiometer is a device used for taking a number of
electrical measurements. It is a piece of resistance wire, usually a
meter long, fixed between two points A and B with a cell of output
voltage, V, connected between the two ends

89
SOLUTIONS TO ACTIVITIES
Opening questions (On page 103 of Students' Book)
1. The current outside the branches of a combination circuit is everywhere
the same. The current inside the branches is always less than that
outside of the branches. When comparing the current of two parallel-
connected resistors, the resistor with the least resistance will have
the greatest current. The current within a single branch will be the
same above and below the resistor.
(a) The current at location A is equal to the current at location B.
(b) The current at location B is greater than the current at location
E.
(c) The current at location G is less than the current at location F.
(d) The current at location E is greater than the current at location
G.
(e) The current at location B is greater than the current at location
F.
(f) The current at location A is equal to the current at location L.
(g) The current at location H is less than the current at location I.
2. The voltage drop across a resistor is dependent upon the current in
the resistor and the resistance of the resistor. In situations in which
the current is the same for both resistors (such as for series-connected
resistors), the resistor with the greatest resistance will have the
greatest voltage drop.
(a) The electric potential difference (voltage drop) between points B
and C is greater than the electric potential difference (voltage
drop) between points J and K.
(b) The electric potential difference (voltage drop) between points B
and K is greater than the electric potential difference (voltage
drop) between points D and I.
(c) The electric potential difference (voltage drop) between points E
and F is equal to the electric potential difference (voltage drop)
between points G and H.
(d) The electric potential difference (voltage drop) between points E
and F is equal to the electric potential difference (voltage drop)
between points D and I.

90
 (e) The electric potential difference (voltage drop) between points J
and K is greater than the electric potential difference (voltage
drop) between points D and I.
(f) The electric potential difference between points L and A is equal
to the electric potential difference (voltage drop) between points
B and K.

Activity 5-1 (On page 105 of Students' Book)

15.6 V
2.02 A 0.782 A 20 ohms 0.782 A

24 A
2.02 A

24 A 0.782 A

30 ohms
0.782 A

23.5 V
40 ohms
49.5 V
1.24 A
2.02 A
90.0 V

0.782 A
1.24 A

0.260 A 0.260 A
20 ohms
40.5 V

2.02 A

0.520 A

40 ohms
1.50 A

0.260 A

10.4 V

0.502 A
1.50 A
0.502 A

2.02 A 20 ohms
2.02 A 0.502 A 10.4 V

91
Solution to Exercise 5.1 (On page 124 of the Students' Book)
1. Unknown e.m.f is 1.12V
2. Balance length is 67.2cm

ANSWERS TO END OF UNIT QUESTION

1 4 3
4. I1 = 1100 A, I2 = 275 A, I3 = – 220 A
5. I1 = 4.75A, I2 = –3.50 A, I3 = 8.25 A
6. I = 0.286A V = 11.44V
7. I = 2.5A
26
8. I1 = 13 A I2 = –1A I3 = 1A

Activity 5-2 (On page 109 of the Students' Book)

A. Parallel Circuit: A circuit with two or more branches for current to flow
B. Conductor: Material that electrons can move through
C. Electric Current: Flow of electrons through a conductor
D. Complex Circuit: Made up of series and parallel circuits
E. Switch: A device to break a circuit
F. Insulator: Poor conductor of electricity
G. Ampere: Unit for measuring rate of electron flow in a circuit
H. Electric Charge: Having too many or too few electrons
I. Battery: A temporary source of electric current
J. Power: Rate at which a device converts electrical energy to another
form of energy
K. Circuit: Path of electric conductors
L. Static Electricity: Electric charge built up in one place
M. Electroscope: Device that detects electric charges
N. Resistance: Opposition to the flow of electricity
O. Series Circuit : Electric current where current flows through all parts
of the circuit
P. Volt: Unit to measure Electric Potential

92
 PHYSICS S5 TEACHERS’ GUIDE
UNIT

6 Fossil and Non-fossil Fuel

and Power Production
KNOW THIS
Fossil fuel power plants burn carbon fuels such coal, oil or gas to generate
steam that drive large turbines to produce electricity. These plants can
generate electricity reliably over long periods of time. However, on burning,
carbon fuels produce large amounts carbon dioxide, which causes climate
change. This unit explains the types of these fossil fuels and explains non-
fossil fuels and how they are used in power production and in making
atomic bombs. We should understand the need for this content and special
attention is needed on how to avoid the negative results that may erupt
when using these fuels.

Key unit competence

By the end the learner should be able to evaluate fossil and non fossil fuels
for power production

Unit description
This lesson seems to be theoretical but is more comprehensive when
real life examples are used. Fuels are used everywhere in our everyday
activities. The teacher should allow learners to closely interact and grasp
the necessary information that will help them understand the content. This
unit discusses;
6.0 Introduction
6.1 Fossil fuels and Non fossil fuels
6.1.1 Fossil fuels
6.1.2 Non fossil fuels
6.2 Storage and transportation of different types of fossil fuels
6.2.1 Coal
6.2.2 Transporting Natural Gas and crude oil
6.3 Advantages and disadvantages of fossil fuels
6.4 Energy production using fossil fuels
6.5 Nuclear fuel and nuclear fission
6.6 Controlled fission (power production)
6.7 Uncontrolled fission (nuclear weapons)
93
 6.8 Impacts of nuclear weapons
6.9 Energy transformations in a nuclear power station.
6.10 Problems associated with generation nuclear power
6.11 Environmental problems due to use of fossil fuels
6.12 Safety issues and risks associated with nuclear power.
6.12.1 Nuclear Meltdown
6.12.2 Nuclear (Radioactive) Wastes

Summary of Knowledge, Skills, Attitudes and Values

As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes;
Knowledge Skills Attitudes and value
Outline historical and Distinguish between Appreciate that
geographical reasons fossil fuel and non industrialization
for use of fossil fuels fossil fuel requires larger
deposits of fossil fuels
Explain energy density Distinguish between Be aware of moral
of fossil fuels and controlled fission and and ethical issues
power station demand uncontrolled fission associated with
nuclear weapons
Discuss advantages Evaluate advantages Appreciate the need
and disadvantages and disadvantages to think scientifically
associated with the associated with the in producing nuclear
transportation and transportation and power
storage of fossil fuels storage of fossil fuels
State efficiency of Estimate the rate of Recognize the value of
power station fuelled fuel consumption in adapting to scientific
by fossil fuels power stations method of storing fossil
fuels
Explain environmental Apply knowledge
problems associated attained to identify
with recovery of fossil safety issues and risks
fuels after use in of nuclear power
power stations
Outline safety issues
and risks of nuclear
power

94
Learning objectives
By the end of this lesson, learners should be able to:
• explain the concept of fossil and nn-fossil fuels and their use in power
production properly.
• explain the differences between fossil and non-fossil fuels properly.
• discuss the use of nuclear fuel and nuclear fission in energy production
and their associated dangers properly.
• explain the environmental problems of fossil fuels and suggest their
solution clearly.

SCOPE AND SEQUENCE

This unit will be delivered in 18 lessons each of 40 minutes.
Unit 6: Fossil and non fossil fuel and power production
Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Introduction Fossil fuels and Storage and Storage of coal
Non fossil fuels transportation of
different types of
fossil fuels
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Transportation of Transporting Assessment 1 Advantages and
coal Natural Gas disadvantages
and crude oil of fossil fuels
Lesson 9 Lesson 10 Lesson 11 Lesson 12

This lesson This lesson This lesson This lesson

should cover: should cover: should cover: should cover:
Energy Nuclear fuel Controlled fission Assessment 2
production using and nuclear and uncontrolled
fossil fuels fission reaction fission reactions

95
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Impacts of Energy Problems Environmental
nuclear weapons transformations associated with problems of
in a nuclear the production of fossil fuels
power station nuclear power
Lesson 17 Lesson 18
This lesson This lesson
should cover: should cover:
Safety issues and Assessment 3
risks associated
with nuclear
power

LESSON DEVELOPMENT
Lesson 1 Title: Introduction
Learning objectives By the end of this lesson, using real
life examples, learners should be able
to explain the concept of fossil and
non-fossil fuels and their use in power
production properly.
Key words Fossil fuel , non-renewable energy
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Lifelong learning,
Communication, Co-operation,
interpersonal management and life skills
Attention to special Intellectual challenges, developmental
educational need children challenges, speech and communication
difficulties, gifted and talented,
emotional difficulties, behavioral
difficulties, learners with health
challenges

96
Lesson 2 Title: Fossil fuels and Non fossil fuels
Learning objectives By the end of this lesson, using real life
examples, learners should be able to
explain the differences between fossil and
no-fossil fuels properly.
Key words Coal, Oil and natural gas
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, Literacy, science and technology,
citizenship and national identity
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 3 Title: Storage and transportation of
different types of fossil fuels
Learning objectives By the end of this lesson, using real life
examples, learners should be able to
explain the storage and transportation of
fossil fuels.
Key words Types of coal, Means of transporting coal
storage
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, literacy, science and technology,
Citizenship and national identity

97
Attention to special Special attention is given to learners
educational need children with intellectual challenges and
developmental challenges
Lesson 4 Title: Storage of coal
Learning objectives By the end of this lesson, using real
life examples, learners should be able
to explain the means of storing coal
properly.
Key words Dead storage, Living storage, Means of
coal storage, Coal transfer
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, Literacy, science and technology,
Citizenship and national identity
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 5 Title: Transportation and storage of
coal
Learning objectives By the end of this lesson, using real life
examples learners should be able to
explain how coal is transported.
Key words Dead storage, Living storage, Storage
in coal heaps, Underwater storage, Coal
transfer
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education

98
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, Literacy, science and technology,
Citizenship and national identity
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 6 Title: Transporting Natural Gas and
crude oil
Learning objectives By the end of this lesson, using real
life examples learners should be able
to explain the means of transporting
natural gases and crude oil.
Key words Gathering pipelines, Transportation
pipelines, Distribution pipelines
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, communication, co-
operation, interpersonal management
and life, literacy, science and technology,
citizenship and national identity
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges

99
Lesson 7 Title: Assessment 1
Learning objectives By the end of this assessment using
knowledge and skills gained from lesson
1 to lesson 6, learners should be able
to relate the content with the real life
experiences.
Key words Fossil fuel , non-renewable energy
Coal, Oil and natural gas Types of
coal, Means of transporting coal,
Dead storage, Living storage, Means
of coal storage, Storage in coal heaps,
Underwater storage, Gathering pipelines,
Transportation pipelines, Distribution
pipelines
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competence developed Critical thinking, problem solving
Attention to special Special attention is given to learners
educational need children with visual difficulties
Lesson 8 Title: Advantages and disadvantages
of fossil fuels
Learning objectives By the end of this lesson, using real
life examples learners should be
able to explain the advantages and
disadvantages of fossil fuels properly.
Key words Advantages and disadvantages of fossil
fuels
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, literacy, science and technology,
citizenship and national identity

100
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 9 Title: Energy production using fossil
fuels
Learning objectives By the end of this lesson, using real life
examples learners should be able to
explain energy production using fossil
fuels properly.
Key words fossil-fuel power station, production of
electricity, steam cycle, cooling towers
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, Literacy, science and technology,
Citizenship and national identity
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 10 Title: Nuclear fuel and nuclear
fission
Learning objectives By the end of this lesson, using the
knowledge of chemical reactions, learners
should be able to explain nuclear fuel and
nuclear fission.

101
Key words Plutonium 239, uranium 235, fission
chain reactions, exothermic reaction
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, literacy, science and technology,
citizenship and national identity
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 11 Title: Controlled fission and
uncontrolled fission reactions
Learning objectives By the end of this lesson, learners should
be able to explain Controlled fission and
Uncontrolled fission properly.
Key words Moderation, uncontrolled fission chain
reaction, Controlled fission reaction
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, Literacy, science and technology,
Citizenship and national identity
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges

102
Lesson 12 Title: Assessment 2
Learning objectives By the end of this assessment, using
knowledge and skills gained from lesson
7 to lesson 11, learners should be able
to relate the content with the real life
experiences.
Key words Advantages and disadvantages of
fossil fuels, fossil-fuel power station,
production of electricity, steam cycle,
cooling towers
Plutonium 239, uranium 235, fission
chain reactions, exothermic reaction,
Moderation, uncontrolled fission chain
reaction, Controlled fission reaction
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking and problem solving
Attention to special Special attention is given to learners
educational need children with Visual Difficulties
Lesson 13 Title: Impacts of nuclear weapons
Learning objectives By the end of this lesson, using real life
examples learners should be able to
explain the impacts of nuclear weapons
on environment and the lives of the
people properly.
Key words nuclear explosion
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, Literacy, science and technology,
Citizenship and national identity

103
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 14 Title: Energy transformations in a
nuclear power station
Learning objectives By the end of this lesson, using block
diagrams and energy flow, learners
should be able to explain the working
mechanism of nuclear power stations
properly.
Key words Nuclear Steam Supply System, Nuclear
power plant
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, Literacy, science and technology,
Citizenship and national identity
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 15 Title: Problems associated with the
production of nuclear power
Learning objectives By the end of this lesson, using real life
examples, learners should be able to
explain the problems associated with the
production of nuclear power clearly.

104
Key words nuclear power
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, Literacy, science and technology,
Citizenship and national identity
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 16 Title: Environmental problems of
fossil fuels
Learning objectives By the end of this lesson, using real life
examples, learners should be able to
explain the environmental problems of
fossil fuels and suggest their solution
clearly.
Key words Population Explosion, Global Warming ,
Greenhouse Effect , Ozone Layer , Acid
Rain , Air Pollution , Water Pollution,
Introduced Species, Biological Control,
Biological Magnification , Soil Salinity
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, Literacy, science and technology,
Citizenship and national identity

105
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 17 Title: Safety issues and risks
associated with nuclear power
Learning objectives By the end of this lesson, using real
life examples, learners should be able
to explain the safety issues and risks
associated with nuclear power clearly.
Key words Nuclear Meltdown, loss of pressure
control, loss of coolant, power excursion,
Radioactive Wastes
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking, Communication, Co-
operation, interpersonal management
and life, Literacy, science and technology,
Citizenship and national identity
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties, gifted and
talented learners, emotional difficulties,
behavioural difficulties, learners with
health challenges
Lesson 18 Title: Assessment 3
Learning objectives By the end of this assessment, using
knowledge and skills gained from lesson
1 to lesson 16, learners should be able
to relate the content with the real life
experiences.

106
Key words Fossil fuels, Types of Fossil Fuels, Non
fossil fuels, Storage and transportation
of different types of fossil fuels, Types
of coal storage, Means of coal storage,
Transporting Natural Gas and crude oil,
nuclear fission
Cross-cutting issues to Environment and sustainability, Gender,
discuss Peace and Values Education
Competence developed Critical thinking and problem solving
Attention to special Special attention is given to learners
educational need children with Visual Difficulties

MAIN CONTENTS AND CONCEPTS TO EMPHASISE

Fossil fuels are hydrocarbons, primarily coal, fuel oil or natural gas, formed
from the remains of dead plants and animals.
Types of Fossil Fuels
• Coal
• Natural Gas
• Oil (Petroleum)
Types of coal storage
• Dead storage
• Living storage
Means of coal storage
• Storage in coal heaps
• Underwater storage
Energy production using fossil fuels
A fossil-fuel power station is a power station which burns fossil fuel such as
coal, natural gas or petroleum to produce electricity.
Nuclear fuel and nuclear fission
Nuclear fuel is any material that can be consumed to derive nuclear energy.
Controlled fission (power production)
A fission reaction which leads to a new fission reaction, which further leads
to more reactions, and so on is called controlled fission. The amount of heat
required is controlled by raising and lowering the rods in the reactor.

107
Uncontrolled fission (nuclear weapons)
A fission reaction whereby the reaction is allowed to proceed without
any moderation (by removal of neutrons) is called an uncontrolled fission
reaction. An uncontrolled fission reaction is used in nuclear bombs.
Problems associated with the production of nuclear power
• problem of radioactive waste
• High risks
• targets for terrorist attacks
• nuclear weapons
• Uranium is a scarce
• illusion to build new nuclear power plants
Environmental problems of fossil fuels
• Climate Change / Global Warming and Greenhouse Effect
The earth’s atmosphere allows a lot of sunlight to reach the earth’s surface,
but reflects much less part of that light back into space.
The result is a gradual increase in earth’s temperature or Global Warming.
• ‘Hole’ in the Ozone Layer
Ozone acts to block of the sun’s ultraviolet radiation which causes skin
cancer and contributes to fluctuations in global climatic conditions that
affect the environment.
• Acid Rain
When gases such as sulphur dioxide and nitrogen oxides react with water
in the atmosphere they form sulphuric acid and nitric acid. This results in
rain which can destroy vegetation.
• Air Pollution
Air pollution is the release of excessive amounts of harmful gases as well
as particles into the atmosphere.
Other environmental problems of fossil fuels include
• Biological Control
• Biological Magnification
• Introduced Species
• Soil Salinity
• Population Explosion

108
 PHYSICS S5 TEACHERS’ GUIDE
UNIT

7 Electric field potential and

gravitational potential
KNOW THIS
It is useful if students can recognise that fields are part of the model to
explain forces acting at a distance and that they recognise how diagrams
are used to represent the strength of these fields. Students will have some
qualitative ideas about gravitational and electric fields, when they meet the
idea of gravity and electrostatics. Useful demonstrations and videos can be
used to clearly explain the concepts.

Key Unit Competence

By the end of this unit the learner should be able to analyze

electric field potential and gravitational potential.

Unit description
This unit involves the use of mathematical derivations which needs the
knowledge of integration and graphical illustrations. Learners should
clearly analyse these graphics and derive necessary expressions. This unit
deals with:
7.0. Introduction
7.1. Electric field and electric potential due to a point charge
7.2. Electric potential energy and potential difference
7.3. Equipotential Lines and Surfaces
7.4. Potential due to electric dipole
7.5. Conservation of electrical energy
7.6. Cathode ray tube
7.7. TV and computer monitors
7.8. Trajectory of a charge moving in a cathode ray tube
7.9. Electrodynamics
7.10. Gravitational field and gravitational potential
7.11. Escape velocity for a planet
7.12. Energy conservation in gravitational fields
109
Summary of Knowledge, Skills, Attitudes and Values
As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes;
Knowledge Skills Attitudes and value
Explain electric Derive an expression Appreciate underlining
potential and electric for electric potential assumptions applied
potential energy for one or more point in derivation of escape
charges. speed
State the relation Describe and sketch Appreciate the effects
between equipotential field patterns of of electric field in
surface and electric equipotential surfaces a cathode tube of
field lines due to one or two point television set and
charges computer monitor
Define gravitational Analyze relation
potential and between equipotential
gravitational potential surfaces and electric
energy field lines
Describe and sketch
the trajectory of a
charge moving in
cathode ray tube
Derive an expression
for gravitational
potential due to one or
more point masses
Derive an expression
for escape speed for a
planet
Compare electric and
gravitational fields
Analyze work done in
moving a point charge
between two points
in an electric field
independent of the
path

110
Learning objectives

By the end of this unit, learners will be able to:

• list the properties of an electric and gravitational fields and the
variation of potentials properly.
• explain the working mechanism of a cathode ray tube, TV tubes and
computer monitors properly.
• explain the everyday applications of electric and magnetic fields.

SCOPE AND SEQUENCE

This unit will be delivered in 18 lessons each of 40 minutes.
Unit 7: Electric field potential and gravitational potential

Lesson 1 Lesson 2 Lesson 3 Lesson 4

This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Introduction Electric field and Electric Potential
electric potential potential energy difference
due to a point
charge
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Equipotential Potential due to Assessment 1 Conservation of
Lines and electric dipole electrical energy
Surfaces
Lesson 9 Lesson 10 Lesson 11 Lesson 12

This lesson This lesson This lesson This lesson

should cover: should cover: should cover: should cover:
Cathode ray TV and Trajectory of a Trajectory of a
tube computer charge moving charge moving
monitors in a cathode ray in a cathode ray
tube I tube II

111
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Assessment 2 Electrodynamics Gravitational Escape velocity
field and for a planet
Gravitational
potential
Lesson 17 Lesson 18
This lesson This lesson
should cover: should cover:
Energy Assessment 3
conservation in
gravitational
fields

LESSON DEVELOPMENT
Lesson 1 Title: Introduction
Learning objectives By the end of this lesson, with
examples learners will be able to
list the properties of an electric field
properly.
Key words Concept of electric field and
gravitational field.
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills
Attention to special educational Special attention is given to
need children learners with intellectual
challenges, developmental
challenges, speech and
communication difficulties and
gifted and talented learners

112
Lesson 2 Title: Electric field and electric
potential due to a point charge
Learning objectives By the end of this lesson,
mathematically, learners will
be able to explain the difference
between electric field and electric
potential clearly.
Key words Electric potential, point charge,
electrostatic force
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to
need children learners with intellectual
challenges, developmental
challenges, speech and
communication difficulties and
gifted and ented learners
Lesson 3 Title: Electric potential energy
Learning objectives By the end of this lesson,
mathematically, learners will be
able to calculate electric potential
energy accurately.
Key words Electric potential energy,
conservative gravitational force
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to learn-
need children ers with, intellectual challenges,
developmental challenges, speech
and communication difficulties and
gifted and talented learners
113
Lesson 4 Title: Potential difference
Learning objectives By the end of this lesson,
mathematically, learners will be
able to calculate potential difference
accurately.
Key words Electric potential difference
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to
need children learners with, intellectual
challenges, developmental
challenges, speech and
communication difficulties and
gifted and talented learners
Lesson 5 Title: Equipotential Lines and
Surfaces
Learning objectives By the end of this lesson,
mathematically learners will be
able to explain the equipotential
points and surfaces clearly.
Key words equipotential surface, equipotential
lines
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to
need children learners with, intellectual
challenges, developmental
challenges, speech and
communication difficulties and
gifted and talented learners

114
Lesson 6 Title: Potential due to electric
dipole
Learning objectives By the end of this lesson, with
examples learners will be able to
explain the change in potential due
to an electric dipole clearly.
Key words Electric dipole
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication difficulties and
gifted and talented learners
Lesson 7 Title: Assessment 1
Learning objectives By the end of this assessment, using
knowledge and skills gained in
lessons 1 to 6 lessons, learners will
be able to relate the content with
the real life experiences.
Key words Concept of electric field and
gravitational field, Electric
potential, point charge,
electrostatic force, electric potential
energy, conservative gravitational
force, Electric potential difference,
equipotential surface, equipotential
lines, electric dipole
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, problem-solving
Attention to special educational Visual Difficulties
need children

115
Lesson 8 Title: Conservation of electrical
energy
Learning objectives By the end of this lesson, mathe-
matically, learners will be able to
explain the variation of electric po-
tential energy and kinetic energy
properly.
Key words Electric charge, kinetic energy,
potential energy
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to learners
need children with, intellectual challenges,
developmental challenges, speech
and communication difficulties and
gifted and talented learners
Lesson 9 Title: Cathode ray tube
Learning objectives By the end of this lesson, using the
diagram, learners will be able to
explain the working mechanism of a
cathode ray tube properly.
Key words CRT, thermionic emission, electron
gun, cathode rays
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is needed to learn-
need children ers with, intellectual challenges,
developmental challenges, speech
and communication difficulties and
gifted and talented learners

116
Lesson 10 Title: TV and computer monitors
Learning objectives By the end of this lesson, using the
diagram, learners will be able to
explain the working mechanism of
TV and computer monitors properly.
Key words Color screens, scanning
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to
need children learners with, intellectual
challenges, developmental
challenges, speech and
communication difficulties and
gifted and talented learners
Lesson 11 Title: Trajectory of a charge
moving in a cathode ray tube I
Learning objectives By the end of this lesson, using the
diagram, learners will be able to
explain the parabolic motion of a
charged particle in an electric field
clearly.
Key words Trajectory
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to
need children learners with, Intellectual
Challenges, Developmental
Challenges, Speech and
Communication Difficulties and
Gifted and Talented learners

117
Lesson 12 Title: Trajectory of a charge
moving in a cathode ray tube II
Learning objectives By the end of this lesson,
mathematically learners will be
able to explain the parabolic motion
of a charged particle in an electric
field clearly.
Key words Horizontal and vertical motion of
a charge in electric field, electron
deflection
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication difficulties and
gifted and talented learners
Lesson 13 Title: Assessment 2
Learning objectives By the end of this assessment, using
knowledge and skills gained in
lessons 7 to 12 lessons, learners will
be able to relate the content with
the real life experiences.
Key words Electric charge, kinetic energy,
potential energy, CRT, thermionic
emission, electron gun, cathode
rays, Colour screens, scanning,
Trajectory, Horizontal and vertical
motion of a charge in electric field,
electron deflection
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, problem-solving
Attention to special educational Visual Difficulties
need children

118
Lesson 14 Title: Electrodynamics
Learning objectives By the end of this lesson, using the
concept of electric and magnetic
fields, learners will be able to explain
the concept of electrodynamics
clearly.
Key words classical electrodynamics
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication difficulties and
gifted and talented learners
Lesson 15 Title: Gravitational field and
Gravitational potential
Learning objectives By the end of this lesson,
mathematically, learners will
be able to explain the variation
of gravitational potential in a
gravitational field clearly.
Key words Gravitational field, gravitational
potential
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to
need children learners with intellectual
challenges, developmental
challenges, speech and
communication difficulties and
gifted and talented learners

119
Lesson 16 Title: Escape velocity for a
planet
Learning objectives By the end of this lesson,
mathematically, learners will
be able to explain the meaning
and the value of escape velocity
accurately.
Key words Escape velocity
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to learners
need children with, intellectual challenges,
developmental challenges, speech
and communication difficulties and
gifted and talented learners
Lesson 17 Title: Energy conservation in
gravitational fields
Learning objectives By the end of this lesson,
mathematically, learners will be
able to explain the conservation of
energy in a gravitational field.
Key words Kinetic and potential energy
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co-operation, interpersonal
management and life skills,
numeracy
Attention to special educational Special attention is given to
need children learners with intellectual
challenges, developmental
challenges, speech and
communication difficulties and
gifted and talented learners

120
Lesson 18 Title: Assessment 3
Learning objectives By the end of this assessment,
using knowledge and skills gained
in lessons 14 to 17 lessons, learners
will be able to relate the content
with the real life experiences.
Key words Classical electrodynamics, gravita-
tional field, gravitational potential,
Escape velocity, kinetic and poten-
tial energy
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, problem-solving
Attention to special educational Visual Difficulties
need children

MAIN CONTENTS AND CONCEPT TO EMPHASISE

Electric field and electric potential due to a point charge

The direction of electric field is taken to be the direction of the force it would
exert on a positive test charge.
Work done Energy to be applied
Potential V =   Or  Potential V =
Unit charge Unit charge
q
V=–
4pe0r

Electric potential energy and potential difference

The work done by a conservative force in moving an object between any two
positions is independent of the path taken. Hence we define the potential
energy for electrostatic force mathematically as;
Potential Energy U = Work done on a charge
And the change in electrical energy between two points A and B is given by;
1 1
cr – r m
q2
DU =
4pe0er A B

UB – UA = – qED

121
Equipotential Lines and Surfaces
An equipotential surface is the one on which all points are at the same
potential. An equipotential surface must be perpendicular to the electric
field at any point.

Potential due to electric dipole

Unlike electric field lines, which start and end on electric charges,
equipotential lines and surfaces are always continuous and never end.

Conservation of electrical energy

At the instant at which the field is applied, the motionless test charge has
zero kinetic energy, and its electric potential energy is at a maximum. Then,
the charge accelerates, and its kinetic energy (from motion) increases as its
potential energy decreases. The sum of energies is always constant.
Epot + Ekin = constant

Cathode ray tube

The CRT is a vacuum tube in which a beam of electrons is accelerated and
deflected under the influence of electric or magnetic fields.
These electrons, if left undisturbed, travel in a straight-line path until they
strike the screen of the CRT which is coated with a material that emits
visible light when bombarded with electrons.

TV and computer monitors

In TV and computer monitors, the CRT electron beam sweeps over the
screen in the manner of carefully synchronized voltages applied to the
deflection plates and is called scanning.

Trajectory of a charge moving in a cathode ray tube

The equation of motion of a charge in a field is calculated by considering
vertical and horizontal displacements and is given by;
Vex2
y=
2mdv2
\ y a x2

122
This equation shows that when electron is in the field, its path is parabolic
and is called the equation of trajectory.
The vertical deflection D of electron on the screen from initial direction of
motion can be obtained by using equation;
Velz
D=
mdv2

Electrodynamics
When the velocities of the charged particles under consideration become
comparable with the speed of light, corrections involving the theory of
relativity must be made; this branch of the theory is called relativistic
electrodynamics.

Gravitational potential
The gravitational potential V at a point is defined numerically as equal to
work done in taking a uniform mass from infinity to that point.
GMe
V=–
R

Escape velocity for a planet

If the rocket is fired from the surface of the earth with velocity v such that
it just escapes from the influence of the earth’s gravitational pull then this
velocity is called escape velocity.
v= 2gRe
v= 2 # 9.8 # 6.4 # 106 2gRe
= 11.2 × 10 m/s = 11.2 km/s
3

Energy conservation in gravitational fields

Conservation of energy tells us that the total energy of the system is
conserved, and in this case, the sum of kinetic and potential energy must
be constant. This means that every change in the kinetic energy of a system
must be accompanied by an equal but opposite change in the potential
energy.
Total energy E = k.e + p.e
GMem
E = –
2r
123
SOLUTION TO ACTIVITIES

SOLUTIONS TO EXERCISE 7.1 (On page 173 of the Students' Book)

1. k.e = 3.2 × 10–6 J e = 1.6 × 10–19 C D = 2.1 cm = 2.1 × 10–2 m
d = 5mm = 5 × 10–3 m
k.e = 1 mv2
2
mv2 = 2k.e = 2 × 3.2 × 10–6 = 6.4 × 10–6 kgm2/s2
z = l + 20 = 1 + 20 = 21 cm
2
V elz
From
D=
dmv2

2. V = 12V, l = 4 × 10–2 cm, v = 1.0 × 106 m/s

11 –2
Vel –1 12 × 1.8 × 10 × 4 × 10
q = tan –1 e 2o
= tan f 6 2 –2
p = 65.260
dmv (1.0 × 10 ) × 4 × 10

ANSWER TO END OF UNIT QUESTION

2
1. F = 4 2 Gm
a2

2. ⇒ x = 1
2
3. F = F AC + F AB = 1.67 × 10 –9 (it + tj) N
4. V = 2.1 × 104 volts
5. (a) EPE2 = 2.6mJ (b) EPE = 0.50mJ
6. Vbottom = 1.33 × 10 m/s
6

7. (a) F = 33.8 mN at 60° above the

(b) WAB = 23.7 mJ
(c) DEPE = 23.7 mJ
(d) DV = – 8.40 volts

124
 PHYSICS S5 TEACHERS’ GUIDE
UNIT

8 Motion in Orbits
KNOW THIS
From a conceptual standpoint, orbital motion involves giving something
enough horizontal velocity so that, by the time gravity pulls it down, it has
travelled far enough to have Earth’s surface curve away from it. As a result,
it stays above the surface. An object in orbit is essentially falling around the
Earth but going so fast that it never hits it.

Key unit competence

By the end the learner should be able to evaluate Newton’s law of gravitation
and apply Kepler’s laws of planetary motion.

Unit description
This unit outlines the existing proofs of certain periodic orbits. Starting
with the problem of two bodies a condition for existence of periodic orbits in
a rotating coordinate system is derived. So learners should be familiar with
mathematical derivations and their applications. This unit deals with:
8.1. Introduction
8.2. Newton’s law of gravitation
8.3. Kepler’s laws of planetary motion
8.4. Verification of Kepler’s third law of planetary motion
8.5. Acceleration due to gravity at the surface of the earth
8.6. Variation of acceleration due to gravity with height
8.7. Variation of gravity with depth
8.8. Variation in g Due to Rotation of Earth
8.9. Variation of gravity g Due to Shape of Earth
8.10. Rockets
8.11. Spacecraft Propulsion
8.12. Satellites
8.12.1. Orbital Velocity of Satellite
8.12.2. Time Period of Satellite
8.12.3. Height of Satellite

125
 8.12.4. Geostationary Satellite
8.12.5. Angular Momentum of Satellite
8.13.6. Energy of Satellite
8.13. Types and applications of Satellite Systems
8.14. Cosmic velocity (first, second and third)
8.15.1. The first cosmic velocity
8.15.2. Second cosmic velocity (escape velocity)
8.15.3. The third cosmic velocity
8.15.4. The fourth cosmic velocity

Summary of knowledge, skills, attitudes and values

As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes;

Knowledge Skills Attitudes and value

Explain Newton’s law Apply Newton’s laws of Appreciate the
of gravitation gravitation to explain importance of earth
the universe and solar orbital motion to
system human life
Explain acceleration Apply knowledge Acquire knowledge of
due to gravity near of Kepler’s laws of planetary motion and
earth’s surface planetary motion use it to explain planet
motion
Explain principles of Analyze and explain Acquire capacity to
satellites and rockets orbits and period of observe the universe
rotation of planets and identify planets
around the sun
Explain universe and Evaluate the work
solar system done in gravitation
fields
State and explain Describe the work
Kepler’s law of done in gravitation
planetary motion and explain cosmic
velocities
Solve problems
related to gravitation,
planetary motion and
cosmic velocities
126
 Relate the orbital
motion of the earth
to seasons and other
phenomena such as
eclipse

Learning objectives
By the end of this unit, learners should be able to:
• use the Newton’s law of gravitational motion to calculate the period
and velocity of satellites in different orbits.
• apply Kepler’s laws in different mathematical analysis.

SCOPE AND SEQUENCE

This unit will be delivered in 18 lessons each of 40 minutes.
Unit 8: Motion in Orbits
Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Introduction and Kepler’s laws of Verification of Acceleration due
Newton’s law of planetary motion Kepler’s third to gravity at the
gravitation law of planetary surface of the
motion earth
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Variation of Variation of Variation in g Variation of
acceleration due gravity with due to rotation of gravity g due to
to gravity with depth Earth Shape of Earth
height
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Rockets and Assessment 1 Orbital Velocity Time Period of
Spacecraft of Satellite Satellite
Propulsion

127
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Height of Geostationary Angular Types and
Satellite Satellite Momentum applications
of Satellite of Satellite
and Energy of Systems
Satellite
Lesson 17 Lesson 18
This lesson This lesson
should cover: should cover:
Cosmic velocity Assessment 2
(first, second and
third)

LESSON DEVELOPMENT
Lesson 1 Title: Introduction and Newton’s law
of gravitation
Learning objectives By the end of this lesson, using the concept
of rotational motion, learners will be able
to state the Newton’s law of gravitation
and mathematically apply it.
Key words universal law of gravitation, gravitational
force
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners
educational need children with, developmental challenges, speech
and communication difficulties and gifted
and talented learners.

128
Lesson 2 Title: Kepler’s laws of planetary mo-
tion
Learning objectives By the end of this lesson, using diagrams
and mathematical expressions, learners
will be able to state Kepler’s laws of
planetary motion properly.
Key words Ellipses, sun, focus, areas, periods of time,
revolution of planets
Cross-cutting issues to discuss Gender, peace and values education
Competence developed Critical thinking, Research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners
educational need children with, developmental challenges, speech
and communication difficulties and gifted
and talented learners
Lesson 3 Title: Verification of Kepler’s third
law of planetary motion
Learning objectives By the end of this lesson, mathematically
learners will be able to verify Kepler’s
third law of planetary motion accurately.
Key words Gravitational force, Centripetal force
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners
educational need children with, developmental challenges, speech
and communication difficulties and gifted
and talented learners
Lesson 4 Title: Acceleration due to gravity at
the surface of the earth
Learning objectives By the end of this lesson, mathematically
learners will be able to calculate the
acceleration due to gravity at the surface
of the earth accurately.
129
Key words acceleration due to gravity
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners with
educational need children developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 5 Title: Variation of Acceleration Due
to gravity with Height
Learning objectives By the end of this lesson, mathematically
learners will be able to verify the variation
of acceleration due to gravity above the
surface of the earth accurately.
Key words acceleration due to gravity, height
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners with
educational need children developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 6 Title: Variation of Gravity with Depth
Learning objectives By the end of this lesson, mathematically
learners will be able to verify the variation
of acceleration due to gravity below the
surface of the earth accurately.
Key words acceleration due to gravity, depth
Cross-cutting issues to discuss Gender, Peace and Values Education
130
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners
educational need children with, developmental challenges, speech
and communication difficulties and gifted
and talented learners
Lesson 7 Title: Variation in g Due to Rotation
of Earth
Learning objectives By the end of this lesson, mathematically
learners will be able to verify the variation
of acceleration due to gravity due to the
rotation of the earth accurately.
Key words acceleration due to gravity, centrifugal
force
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners
educational need children with, developmental challenges, speech
and communication difficulties and gifted
and talented learners
Lesson 8 Title: Variation of gravity g Due to
Shape of Earth
Learning objectives By the end of this lesson, mathematically
learners will be able to verify the variation
of acceleration due to gravity due to the
shape of the earth accurately.
Key words acceleration due to gravity, ellipses
Cross-cutting issues to discuss Gender, Peace and Values Education
131
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners with
educational need children developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 9 Title: Rockets and Spacecraft Pro-
pulsion
Learning objectives By the end of this lesson, using Newton’s
laws of motion, learners will be able
to explain the motion of rockets and
spacecraft propulsion properly.
Key words Rocket, Spacecraft Propulsion
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners
educational need children with, developmental challenges, speech
and communication difficulties and gifted
and talented learners
Lesson 10 Title: Assessment 1
Learning objectives By the end of this assessment, using
knowledge and skills gained in lessons
1 to 9, learners will be able to relate the
content with the real life experiences.
Key words universal law of gravitation, gravitational
force, ellipses, sun, focus, areas, periods of
time, revolution of planets, gravitational
force, centripetal force, acceleration due
to gravity, height, depth, centrifugal force,
rocket, spacecraft propulsion

132
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, problem-solving
Attention to special Special attention is given to learners with
educational need children Visual difficulties
Lesson 11 Title: Orbital Velocity of Satellite
Learning objectives By the end of this lesson, using Newton’s
law of gravitational motion, learners
will be able to calculate the velocity of a
satellite accurately.
Key words Satellite, Communication, Orbital
Velocity
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners
educational need children with, developmental challenges, speech
and communication difficulties and gifted
and talented learners
Lesson 12 Title: Time Period of Satellite
Learning objectives By the end of this lesson, using Newton’s
law of gravitational motion, learners will
be able to calculate the period of a satellite
accurately.
Key words planetary motion, periodic time
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners
educational need children with, developmental challenges, speech
and communication difficulties and gifted
and talented learners
133
Lesson 13 Title: Height of Satellite
Learning objectives By the end of this lesson, using Newton’s
law of gravitational motion, and
mathematical derivations, learners will
be able to calculate the height of a satellite
in space accurately.
Key words height of satellite
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners
educational need children with, developmental challenges, speech
and communication difficulties and gifted
and talented learners
Lesson 14 Title: Geostationary Satellite
Learning objectives By the end of this lesson, using Newton’s
law of gravitational motion, learners will
be able to explain mathematically the
behaviour of a geostationary satellite.
Key words geostationary satellite
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners with
educational need children developmental challenges, speech and
communication difficulties and gifted and
talented learners

134
Lesson 15 Title: Angular Momentum of Satel-
lite and Energy of Satellite
Learning objectives By the end of this lesson, using Newton’s
law of gravitational motion and
mathematical derivations, learners will be
able to calculate the angular momentum
of a satellite accurately.
Key words Angular momentum and energy of satellite
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners with
educational need children developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 16 Title: Types and applications of Sat-
ellite Systems
Learning objectives By the end of this lesson, using Newton’s
law of gravitational motion, learners will
be able to explain the types of satellites
and their applications.
Key words Geo-stationary earth orbit, Medium earth
orbit, Low earth orbit, Highly elliptical
orbit
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners with
educational need children developmental challenges, speech and
communication difficulties and gifted and
talented learners

135
Lesson 17 Title: Cosmic velocity (first, second
and third)
Learning objectives By the end of this lesson, using Newton’s
law of gravitational motion, learners will
be able to calculate the first, second and
third cosmic velocities accurately.
Key words Cosmic velocity, gravitational force,
centripetal force
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and problem-
solving, communication, co-operation,
interpersonal management and life skills,
lifelong learning, numeracy, ICT, science
and technology
Attention to special Special attention is given to learners
educational need children with, developmental challenges, speech
and communication difficulties and gifted
and talented learners
Lesson 18 Title: Assessment 2
Learning objectives By the end of this assessment, using
knowledge and skills gained in lessons 10
to 17, learners will be able to relate the
content with the real life experiences.
Key words Satellite, Communication, Orbital Velocity
planetary motion, periodic time, height of
satellite, geostationary satellite, Angular
momentum and energy of satellite, Geo-
stationary earth orbit, Medium earth
orbit, Low earth orbit, Highly elliptical
orbit, Cosmic velocity, gravitational force,
centripetal force
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, problem-solving
Attention to special Special attention is needed to learners
educational need children with Visual difficulties

136
MAIN CONTENTS AND CONCEPTS TO EMPHASISE
Newton’s law of gravitation
This is also called the universal law of gravitation or inverse square law.
It states that “the gravitational force of attraction between two masses
m1 and m2 is directly proportional to the product of masses and inversely
proportional to the square of their mean distance apart.”
Gm1 m1
F=
r2
Kepler’s laws of planetary motion
1st Law: This law is called the law of orbits and states that planets move in
ellipses with the sun as one of their foci. It can also be stated that planets
describe ellipses about the sun as one focus.
2nd Law: This is called the law of areas and states that the line joining the
sun and the planet sweeps out equal areas in equal periods of time.
3rd Law: The law of peiods states that the square of the periods T of revolution
of planets are proportional to the cubes of their mean distances R from
the sun.

Verification of Kepler’s third law of planetary motion

Gravitational force of attraction of the sun and the planet
Gm1 m2
F1 =
R2
Centripetal force is responsible for keeping the planet moving in a circular
motion around the sun.
m2 ν2
F2 =
R
If F1 = F2 we get;
R3 = kT2
which is true that R3 a T2

Acceleration due to gravity at the surface of the earth

At the surface of the earth, acceleration due to gravity is given by;
GM
g=
R2
This value is constant and it’s average value is taken to be 9.8 m/s2 on
earth.
137
Variation of acceleration due to gravity with height
The acceleration due to gravity at a point above the surface of the earth is
given by;
R 2
gl = g dn
R+h
This value decreases as you move further from the surface of the earth.

Variation of gravity with depth

At a point below the surface of the earth, acceleration due to gravity is
given by;
4
gl = πρG (R – d)
3
The depth d is measured from the surface of the earth.

Variation in g Due to Rotation of Earth

As the earth rotates, a body placed on its surface moves along the circular
path and hence experiences centrifugal force, due to it, the apparent weight
of the body decreases.
By solving, the acceleration due to gravity is given by;
g′ = g – w2 Rcos2 l

Variation of gravity g Due to Shape of Earth

The value of acceleration due to gravity will vary depending on someone’s
position at the surface of the earth as;
GM
At equator ge =
R e2
GM
At poles gp =
R 2p
Rockets and spacecraft
A rocket is a device that produces thrust by ejecting stored matter.
Spacecraft propulsion is characterized by its complete integration within
the spacecraft (e.g. satellites).

Satellites
A satellite is an artificial body placed in orbit round the earth or another
planet in order to collect information or for communication.

138
Orbital Velocity of Satellite
g
ν=R
R+h
Time Period of Satellite
The period of a satellite is given by;
R h 3/ 2
T = 2π d1 + n
g R
Height of Satellite
The height at which a satellite is launched is given by;
1/ 3
 T 2 g R2 
h =   −R
 4 π 2

Geostationary Satellite
The satellite which appears stationary relative to earth is called
geostationary or geosynchronous satellite, e.g., communication satellite.

Angular Momentum of Satellite

The angular momentum of a satellite is given by;
L = m2 GMr
It is seen that angular momentum of satellite depends on both the mass of
orbiting and central body as well as the radius of orbit.

Energy of Satellite
When a satellite revolves around a planet in its orbit, it possesses both
potential energy (due to its position against gravitational pull of earth) and
kinetic energy (due to orbital motion).
(1) Potential energy :

1 GMm
(2) Kinetic energy : K = mν2 =
2 2r

Total energy (E) = = constant

Types and applications of Satellite Systems

• GEO (Geo-stationary earth orbit)
• MEO (medium earth orbit)

139
 • LEO (Low earth orbit) and
• HEO (Highly elliptical orbit)

COSMIC VELOCITY

The first cosmic velocity

n1 = 7900 m/s

Second cosmic velocity

This is also called the escape velocity n2 = 11200 m/s

Third cosmic velocity

The third cosmic velocity is the initial velocity which a body has to have to
leave the Solar System and its value is given by;
n3 = 16.7 km/s

SOLUTIONS OF ACTIVITIES

Activity 8-1 (On page 188 of the Students' Book)

1. Kepler’s third law
T2 ∝ R3
3/ 2
TNeptune TNeptune 1013
∴ =e o = e 12 o = 10 10
TSaturn RSaturn 10
GM GM 4GM
2. We know g = = =
R 2
] D/2g2
D2
If mass of the planet = M0 and diameter of the planet = D0. Then
4GM0
g=
D02
3. Weight of the body at height R,
R 2
n = Wf R p = W d n = W = ×72 = 32N.
R 2 2 2 4 4
W l = Wd
R+h R+ 3 9 9
2

4. Acceleration due to gravity at depth d,

140
 1
5. If F ?
Rn
1 1
Then ; v ∝ here n = 1 ∴v ∝ ∝ R0
1−1
R n −1
R
6. Orbital radius of satellite rs = 4rc (given)
From Kepler’s law
T ∝ r3/2
T rs 3/2
∴ s = e o = ]4g3/2
Tc sc
⇒ Ts = 8Tc = 8 × 1 day = 8 days.

Activity 8-2 (On page 192 of the Students' Book)

141
Activity 8-3 (On page 218 of the Students' Book)

ANSWERS OF END OF UNIT QUESTIONS

T1 1
1. =
T2 2 2

2. R = 1.87 × 106 m.
H planet g
3. = earth = 100 meter
Hearth g planet
9D
4. x =
10
 n −1 
5. d = R
 n 
6. n = 1.02 km /sec = 1km/sec (Approx.)

R
7. T = 27×2π
g
T1 1
8. = .
T2 2 2

142
TEACHERS’ GUIDE PHYSICS S5
UNIT

9 Atomic models and

photoelectric effect
KNOW THIS
Atoms consist of several particles called subatomic particles like the proton,
electron, neutron, positron, neutrino, meson etc. These form the basis of
particle physics which is dominating in today’s research in different domains.
It is important to realise that a lot of what we know about the structure of
atoms has been developed over a long period of time. This is often how
scientific knowledge develops, with one person building on the ideas of
someone else. We are going to look at how our modern understanding of the
atom has evolved over time.

Key unit competence

By the end of this unit, the learner should be able to evaluate the atomic
model and photoelectric effect

Unit description
This unit investigates students understanding of the photoelectric effect
which is an important part of the atomic structure. This Unit describes at a
very introductory level the fundamentals of quantum mechanics and needs
understanding some basic concepts in chemistry. It deals with;
9.0 Introduction
9.1 Structure of atom
9.2 Rutherford’s atomic model
9.3 Bohr’s atomic model
9.4 Energy levels and spectral lines of Hydrogen
9.5 Thermionic emission ( thermo electronic emission)
9.6 Applications of cathode rays
9.6.1 Cathode ray oscilloscope
9.6.2 TV tubes
9.7 Fluorescence and phosphorescence
9.8 Photoelectric emission laws’
9.9 Photoelectric effect
9.10 Factors affecting photoelectric emission

143
9.11 Photon, work function and Plank constant
9.12 Einstein’s equation photoelectric effect
9.13 Application of photoelectric effect (photo emissive and photovoltaic cells)
9.14 Compton effect

Summary of knowledge, skills, attitudes and values

As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes;

Knowledge Skills Attitudes and value

Recall duality nature Evaluate excitation Appreciate the
of light and ionization of an difference between
atom. fluorescent and
phosphorescent
materials.
Explain the structure Analyse electric Appreciate the use of
of the atom current production solar and photocells in
when sun radiation real life
shines a metal surface
Explain atomic Investigate electron Appreciate the use of
radiation spectra deflection in electric cathode ray tube in
and magnetic fields in television to display
cathode tubes images
Explain evidence of Distinguish fluorescent Recognize the types of
energy levels in atom. and phosphorescent rays using cathode ray
materials oscilloscope (C.R.O)
Identify factors Evaluate applications Appreciate the
influencing thermionic of photoelectric effect. importance of emitted
emission rays
Explain how C.R.O Explain why Compton
and T.V. tubes function effect fails when light
is considered as a wave
Explain the
photoelectric effect
Explain factors
affecting photoelectric
emission

144
Explain functioning
of photo cells (photo
emissive and
photovoltaic cells)

Learning Objectives
By the end of this unit, learners should be able to;
• describe different atomic models by explaining their concepts and
drawbacks.
• explain the photoelectric effect and its applications in everyday life.

SCOPE AND SEQUENCE

This unit will be delivered in 20 lessons each of 40 minutes.

Unit 9: Atomic models and photoelectric effect

Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Structure of Rutherford’s Bohr’s atomic Bohr’s Orbits
atom atomic model model
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Energy levels Thermionic Cathode ray TV tubes
and spectral emission oscilloscope
lines of
Hydrogen
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Fluorescence and Assessment 1 Photoelectric Photoelectric
phosphorescence emission laws’ effect

145
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Factors affecting Photon, work Einstein’s Stopping
photoelectric function and equation potential and
emission Planck’s photoelectric photoelectric
constant effect effect
Lesson 17 Lesson 18 Lesson 19 Lesson 20
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Application of Compton Effect 1 Compton Effect 2 Assessment 2
photoelectric
effect

LESSON DEVELOPMENT
Lesson 1 Title: Structure of atom
Learning objectives By the end of this lesson, learners will be
able to explain the structure of an atom
clearly.
Key words Structure of atom, plum pudding model
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 2 Title: Rutherford’s atomic model
Learning objectives By the end of this lesson, using diagrams,
learners will be able to explain the
Rutherford’s model of the atom clearly.
Key words Rutherford’s planetary model of the atom

146
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, communication,
co‑operation, interpersonal management
and life skills, lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 3 Title: Bohr’s atomic model
Learning objectives By the end of this lesson, learners will be
able to explain the Bohr’s model of the
atom clearly.
Key words hydrogen atom, Bohr’s postulates
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 4 Title: Bohr’s Orbits
Learning objectives By the end of this lesson, mathematically
learners will be able to analyse Bohr’s
orbital radius and speed accurately.
Key words Radius of orbit, Speed of electron
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, communication,
co‑operation, interpersonal management
and life skills, lifelong learning,
numeracy, ICT, science and technology
147
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 5 Title: Energy levels and spectral
lines of Hydrogen
Learning objectives By the end of this lesson, using diagrams,
learners will be able to explain Energy
levels and spectral lines of Hydrogen
atom clearly.
Key words Energy levels, spectral lines of Hydrogen
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, communication,
co‑operation, interpersonal management
and life skills, lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 6 Title: Thermionic emission
Learning objectives By the end of this lesson, using examples
learners will be able to explain the
concept of thermionic emission clearly.
Key words Thermionic emission, discharge of
electrons
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, communication,
co‑operation, interpersonal management
and life skills, lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
148
Lesson 7 Title: Cathode ray oscilloscope
Learning objectives By the end of this lesson, using diagram,
learners will be able to explain the
working principle of the Cathode Ray
Oscilloscope clearly.
Key words C.R.O tube, deflecting the beam
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 8 Title: TV tubes
Learning objectives By the end of this lesson, using the
concept of cathode rays, learners will be
able to explain the working of TV tubes
clearly.
Key words The picture tube, phosphor stripes,
electron guns
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 9 Title: Fluorescence and
phosphorescence
149
Learning objectives By the end of this lesson, learners will
be able to explain the difference between
fluorescence and phosphorescence clearly.
Key words Fluorescence, Phosphorescence
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 10 Title: Assessment 1
Learning objectives By the end of this assessment using
knowledge and skills gained in lessons
1 to 9, learners will be able to relate the
content with the real life experiences.
Key words Structure of atom, plum pudding,
Rutherford’s planetary model of the atom
hydrogen atom, Bohr’s postulates, Radius
of orbit, Speed of electron, Energy levels,
spectral lines of Hydrogen, Thermionic
emission, discharge of electrons, C.R.O
tube, deflecting the beam, The picture
tube, phosphor stripes, electron guns,
Fluorescence, Phosphorescence
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, problem solving
Attention to special Special attention is given to learners
educational need children with visual difficulties
Lesson 11 Title: Photoelectric emission laws’
Learning objectives By the end of this lesson, learners will
be able to state the laws of photoelectric
emission clearly.

150
Key words The photo current, intensity of light,
kinetic energy, frequency
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 12 Title: Photoelectric effect
Learning objectives By the end of this lesson, using the photon
theory, learners will be able to explain the
concept of photoelectric effect clearly.
Key words Photoelectric emission
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 13 Title: Factors affecting photoelectric
emission
Learning objectives By the end of this lesson, learners will
be able to explain the factors affecting
photoelectric emission clearly.
Key words Intensity of Light, Frequency, Number
of Photoelectrons, Kinetic Energy of
Photoelectrons
Cross-cutting issues to discuss Gender, Peace and Values Education

151
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 14 Title: Photon, work function and
Planck constant
Learning objectives By the end of this lesson, learners will be
able to define the photon, work function
and Planck’s constant clearly.
Key words Photon, work function, Planck constant
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 15 Title: Einstein’s equation
photoelectric effect
Learning objectives By the end of this lesson,
mathematically, learners will be able to
explain and apply the Einstein’s equation
of photoelectric effect clearly.
Key words Photoelectric emission, Work function,
Threshold Frequency
Cross-cutting issues to discuss Gender, Peace and Values Education

152
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 16 Title: Stopping potential and
photoelectric effect
Learning objectives By the end of this lesson, learners will
be able to explain the effect of stopping
potential on photoelectric emission clearly.
Key words Stopping potential and photoelectric effect
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 17 Title: Application of photoelectric
effect
Learning objectives By the end of this lesson, learners will
be able to explain the applications of
photoelectric effect in everyday life clearly.
Key words photovoltaic cells
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology

153
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 18 Title: Compton Effect 1
Learning objectives By the end of this lesson, using the
diagram learners will be able to explain
the concept of Compton Effect clearly.
Key words The energy conservation, The photon
scattering, Compton Effect
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
Lesson 19 Title: Compton Effect 2
Learning objectives By the end of this lesson, mathematically,
learners will be able to explain the concept
of Compton Effect, derive and apply the
expression for the Compton shift clearly.
Key words Compton shift
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Communication,
Co‑operation, interpersonal management
and life skills, Lifelong learning,
numeracy, ICT, science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges,
developmental challenges, speech and
communication difficulties and gifted and
talented learners
154
Lesson 20 Title: Assessment 2
Learning objectives By the end of this assessment, using
knowledge and skills gained in lessons 11
to 19, learners will be able to relate the
content with the real life experiences.
Key words The photo current, intensity of light,
kinetic energy, Photoelectric emission,
Frequency, Photon, work function,
Planck’s constant, Threshold Frequency,
Stopping potential, photovoltaic cells,
Compton Effect, Compton shift
Cross-cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, problem solving
Attention to special Special attention is given to learners
educational need children with visual difficulties

MAIN CONTENTS AND CONCEPTS TO EMPHASISE

Structure of atom
An atom is a sphere in which are embedded positively charged particles
called protons and negatively charged particles called electrons.
Rutherford’s atomic model
Rutherford performed experiments on the scattering of alpha particles by
extremely thin gold foils. From these experiments born a new model of
the atom called Rutherford’s planetary model of the atom. The following
conclusions were made
• Most of the mass and all of the charge of an atom concentrated in a
very small region is called atomic nucleus.
• Nucleus is positively charged and it’s size is of the order of 10–15m ≈ 1
Fermi.
• In an atom there is maximum empty space and the electrons revolve
around the nucleus in the same way as the planets revolve around the
sun.
Bohr’s atomic model
Bohr’s model is based on the following postulates:-
• Each electron moves in a circular orbit centered the nucleus.
155
 • The centripetal force needed to the electron moving in a circle is
provided by electrostatic force of attraction between the nucleus and
electrons.
h
• The angular momenta of electrons are whole number multiples of
nh 2π
where h is the Planck’s constant. i.e. p = = mvr .
2π
• When electron moves in its allowed orbit, it doesn’t radiate energy.
The atom is then stable, such stable orbits are called stationary orbits.
• When an electron jumps from one allowed orbit to another, it radiates
energy. The energy of radiation equals energy difference between
levels.
hf = ei = ef
Energy levels and spectral lines of Hydrogen
When hydrogen atom is excited, it returns to its normal unexcited (or ground
state) state by emitting the energy it had absorbed earlier. Transition from
different orbits cause different wavelengths, these constitute spectral series
which are characteristic of the atom emitting them.
The spectral lines arising from the transition of electron forms a spectra
series. Mainly there are five series and each series is named after it’s
discover as Lyman series, Balmer series, Paschen series, Bracket series
and Pfund series.
Thermionic emission
Thermionic emission or discharge of electrons from heated materials is
widely used as a source of electrons in conventional electron tubes (e.g.,
television picture tubes) in the fields of electronics and communications.
Applications of cathode rays
• Cathode ray oscilloscope
• TV tubes
Fluorescence and phosphorescence
Fluorescence is the emission of light by a substance that has absorbed light
or other electromagnetic radiation.
Phosphorescence is a specific type of photoluminescence related to
fluorescence. Unlike fluorescence, a phosphorescent material does not
immediately re-emit the radiation it absorbs.

156
Photoelectric emission laws’
Law 1: The photo current is directly proportional to the intensity of light
and is independent of frequency.
Law 2: The kinetic energy of the photo electrons is directly proportional to
frequency and is independent of intensity.
Law 3: Photoelectric effect does not happen when the incident frequency is
less than a minimum frequency (threshold frequency).
Law 4: There is no time lag between the incidence of photon and emission
of electrons or photoelectric process is an instantaneous.
Photoelectric effect
The photoelectric effect is the emission of electrons from the surface of a
metal when electromagnetic radiation (such as visible or ultraviolet light)
shines on the metal.
Factors affecting photoelectric emission
• Intensity of Light:
• Frequency:
• Number of Photoelectrons
• Kinetic Energy of Photoelectrons
Einstein’s equation
Einstein suggested that the energy of the incident radiation hf was partly
used to free electrons from the binding forces on the metal and the rest
of the energy appeared as kinetic energy of the emitted electrons and his
famous equation is;
hf = W0 + K.emax
If the reverse potential difference applied on the circuit is increased until
no electron reaches the anode, no current flows and this applied potential
is called a stopping potential. This changes the Einstein’s photoelectric
equation to; h
Vs = ( f − fo )
e
Application of photoelectric effect
Photoelectric effect is applied in photoelectric cells or simply photocells.
These cells change light energy into electric current. Photoelectric cell
makes use of photoelectric effect and hence converts light energy into

157
electrical energy. The strength of the current depends on the intensity of
light falling on the cathode.
Compton effect
Compton effect says that when x-rays are projected on the target, they
are scattered after hitting the target and change the direction they were
moving.
The Compton equation (or Compton shift) is given by;

SOLUTIONS OF ACTIVITIES

ACTIVITY 9-2 (Page 240 in the Student’s Book)

ACTIVITY 9-3 (page 243 in the Student’s Book)

(a)Equation 1-8 in the student’s book is Vs = h ( f − f o )
e
The only variables we have are the stopping potential Vs and the
radiation frequency fi . So the equation takes the form y = ax + b where
y = Vs
h
a=
e
hf0
b=
e
158
 And its plot is a straight line as shown below

Stopping
potential V2 /V

h
Slope =
e

f0 Frequency f/Hz
hf0
–
e

9.1 Determination of Planck’s constant 1

Planck’s constant h = e × slope
(b) As K.e.max = hf – W0
The only variables we have are the kinetic energy K.emax and the
radiation frequency fi . So the equation takes the form y = ax + b where
y = K.emax
a= h
b = –W0
Kinetic energy/J

Slope = h

f0 Frequency f/Hz

– W0

9-2; Determination of Planck’s constant 2

159
ACTIVITY 9-4 (Page 243 in the Student’s Book)
DE
(a) The slope of the line is —— = 6.63 × 10–34 J/Hz.
Df
(b) Intercept on vertical intercept is –1.04 × 10–19J.
(c) Equation of the line is E = 6.63 × 10–34 f – 1.04 × 10–19.
(d) The vertical intercept is the work function.
(e) The value of the slope of the line is the Planck’s constant.
(f) The Einstein photoelectric equation is K.emax = hf – Φ.

SOLUTIONS OF EXERICISE 9-1 (On page 243 of the Students’ Book)

1.
Metal Work Work Frequency Maximum
Function / eV Function / J used / Hz KE of ejected
electrons / J
Sodium 2.28 3.65 × 10–19 6 × 1014 0.35 × 10–19
Potassium 2.30 3.68 × 10–19 6 × 1014 0.32 × 10–19
Lithium 2.90 4.64 × 10–19 1. × 1015 1.99 × 10–19
Aluminium 4.10 6.56 × 10–19 1.04 × 1015 0.35 × 10–19
Zinc 4.30 6.88 × 10–19 1.2 × 1015 1.12 × 10–19
Copper 4.60 7.36 × 10–19 1 × 1015 0
For copper 1 × 1015 Hz is below the threshold frequency so no electrons are
ejected.
2. a) E = hf = 6.63 × 10–34 × 1.61 × 1015 = 1.07 × 10–18 J
b) W0 = hf – eVs

= 1.07 × 10–18 – 1.6 × 10–19 × 3

= 5.9 × 10–19 J
1 2
c) mv max = eVs
2

160
SOLUTIONS OF EXERCISE 9-2
1. The Compton wavelength of a particle of rest mass m is
hc
mc2 = hf =
λ
h
λ=
mc
(i) For an electron;

(ii) For a proton;

2. Dl = l′ – l = λ (1 – cosf)
mc
The maximum shift occurs for backward scattering of the photon i.e.
f = 180°. Then

ANSWERS OF END OF UNIT QUESTIONS

1. The English scientist Thomson suggested that the atom, which is a
neutral particle, was made of positive charge with ‘lumps’ of negative
charge embedded in it - rather like the plums in a pudding. For this
reason it was known as the Plum Pudding theory of the atom.
Rutherford explained it this way. He knew that the alpha particles
carried a positive charge so he said that the positive charge of the atom
was concentrated in one place that he called the nucleus, and that the
negatively charged particles, the electrons, were in orbit around the
nucleus. Most of the mass was in the nucleus
2. Rutherford’s prediction using the idea of Coulomb law repulsion was
verified by experiment. It also enables experimental values of nuclear
charge to be obtained, i.e. atomic number.
3. They would not have been repelled so it is unlikely that any would
‘bounce back’. Some could be absorbed by the nucleus.
4. The charge on the nucleus is much smaller so deflection would be
smaller.
5. Small, massive and positive.
6. a) 5.36 × 1014 Hz b) 2.08 × 10–19J

161
 ∆λ
7. a) l = 0.017 A° b) = 41.2%
λ
8. a) 60.70 b) 13.00
9. a) Energy of the photon 4.74 × 10–19J = E = 2.9eV b) 0.246eV
10. Total Energy = Energy of positron + Energy of a electron
Total Energy = (K + mc2) + (K + mc2) = E + E
b) E=0.511MeV each, l = 2.43 × 10–12m, f = 1.24 × 1020 Hz
h
11. Hint < p = F P = 1.33 × 10 –27 Kg.m/s
λ
b) n = 1460 m/s
c) Energy of electron E = 6.02 × 10–6eV, Energy of the photon 2.48eV
12. a) n = 4.36 × 106 m/s b) 54.0eV

162
 PHYSICS S5 TEACHERS’ GUIDE
UNIT

10 Analog and Digital Signals

KNOW THIS
In today’s world, many different types of signals carry information that
help us to communicate around us. The two types of signals that are used to
transport information are analog and digital signals. Most communication
uses both types of signals. Therefore, we need a way to be able to use each
type efficiently, to ensure the information reaches its destination. This unit
discusses digital and analog signals and their use in modern communication.

Key unit competence

To be able to differentiate analog from digital signals.

Unit description
This unit is more theoretical but engages the learners by using real-life
examples in the use of digital and analog signals. This unit explains the
block diagram of Information Transmission in a communication system
and the Elements of Communication. It also discusses the advantages of
digital technology and finally gives the basic knowledge on Logic Gates.
10.0. Introduction
10.1. Information transmission in a communication system
10.2. Communication Terms and Concepts
10.3. Elements of communication
10.4. Types of information and requirements
10.5. Simplex transmission
10.6. Half-duplex communications
10.7. Full-duplex communications
10.8. Bandwidth and signal Frequency
10.9. Analogue signal system
10.9.1. Example of an analogue electronic system
10.10. Analog signals
10.11. Advantages and disadvantages of analog signals

163
10.12. Digital signals
10.13. Advantages of digital technology
10.14. Comparing digital and analog signals
10.15. Logic gates

Summary of Knowledge, Skills, Attitudes and Values

As you teach this unit, you should ensure that the learners acquire the
following skills, values and attitudes;
Knowledge Skills Attitudes and value
Explain types of Explain terms used Appreciate advantages
information used in in communication of digital over analog
communication. systems system
Differentiate digital Analyse analogue and Enjoy converting
and analogue system digital systems natural numbers to
of communication digital system
Identify and explain Evaluate and
simplex, duplex advantages and
and multiplex in disadvantages of
communication digital and analog
State advantages of Differentiate
digital system over simplex from duplex
analogue. System communication
systems
State laws of digital Judge which is the
numbers and their best system to use
representation. Solve problems
involving digital
numbers

Learning Objectives
By the end of this unit, the learners should be able to;
• explain the transmission of information in a communication system.
• explain with examples the use of digital and analog signals in everyday
applications.

164
SCOPE AND SEQUENCE
This unit will be taught in 18 lessons as distributed below;
Unit 10: Analog and digital signals
Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Information Communication Elements of Types of
transmission in Terms and communication information and
a communication Concepts requirements
system
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Simplex Half-duplex Full-duplex Bandwidth and
transmission communications communications signal Frequency
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Analog signal Assessment 1 Example of Analog signals
system an analogue
electronic
system
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Advantages and Digital signals Advantages Comparing
disadvantages of of digital digital and
analog signals technology analog signals
Lesson 17 Lesson 18
This lesson This lesson
should cover: should cover:
Logic gates Assessment 2

165
LESSON DEVELOPMENT
Lesson 1 Title: Information Transmission in
a Communication System
Learning Objectives By the end of this lesson, using real-life
examples, the learners will be able to
explain the block diagram of information
transmission in a communication
system clearly.
Key words Communication system, transmitting
end propagation medium, receiving
end
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
science and technology
Attention to special educational Special attention is given to the
need children learners with intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties, and gifted and talented
learners
Lesson 2 Title: Communication Terms and
Concepts
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the terms and concepts in a
communication system clearly.
Key words Communicator, Message, Code,
Channels, Medium, Noise,
Environment, Feedback, Levels
Cross-cutting issues to be Gender, Peace and Values Education,
discussed Standardization Culture

166
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
Science and technology
Attention to special educational Special attention is given to the
need children learners with intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners
Lesson 3 Title: Elements of communication
Learning Objectives By the end of this lesson, using real-life
examples, the learners will be able to
explain the elements of communication.

Key words Sender, Receiver, Message, Channel,

Feedback
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation
Communication, Research and
problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
Science and technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners.

167
Lesson 4 Title: Types of information and
requirements
Learning Objectives By the end of this lesson, using real-
life examples the learners will be able
to explain the types of information and
their requirements clearly.
Key words creative information, Operational
information, Communication
information
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation
Communication, Research and
problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
Science and technology
Attention to special educational Special attention is given to the
need children learners with, intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners
Lesson 5 Title: Simplex transmission
Learning Objectives By the end of this lesson, using real-life
examples, the learners will be able to
explain the simplex mode of information
transmission clearly.
Key words Simplex transmission
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
Science and technology

168
Attention to special educational Special attention is given to learners
need children with, intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners
Lesson 6 Title: Half-duplex communications
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the half-duplex mode of
information transmission clearly.
Key words Half-duplex
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation
Communication, Research and
problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
Science and technology
Attention to special educational Special attention is given to learners
need children with, intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and Talented
learners
Lesson 7 Title: Full-duplex communications
Learning Objectives By the end of this lesson, using real-
life examples the learners will be able
to explain the full-duplex mode of
information transmission clearly.
Key words Full-duplex
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture

169
Competences developed Critical thinking, Creativity and
innovation
Communication, Research and problem-
solving, Cooperation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, Science and
technology
Attention to special educational Special attention is given to the
need children learners with intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners
Lesson 8 Title: Bandwidth and signal
Frequency
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the bandwidth and signal
frequency in a communication system
clearly.
Key words Bandwidth and signal Frequency
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
Science and technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners

170
Lesson 9 Title: Analog signal system
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the concept of analog signal
system clearly.
Key words Analog signal
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
Science and technology
Attention to special educational Special attention is given to the
need children learners with, intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners
Lesson 10 Title: Assessment 1
Learning Objectives By the end of this assessment, using
knowledge and skills gained from
lesson 1 to lesson 9, the learners should
be able to relate the content with the
real-life experiences.
Key words Communication system, transmitting
end propagation medium, receiving
end, Communicator, Message,
Code, Channels, Medium, Noise,
Environment, Feedback, Levels,
Sender, Receiver, Message,
Channel, Feedback, creative
information, Operational information,
Communication information,
Simplex transmission, Half-duplex,
Full-duplex, Bandwidth and signal
Frequency, Analog signal
171
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking and problem solving
Attention to special educational Special attention is given to the
need children learners with visual impairment
Lesson 11 Title: Example of an analogue
electronic system
Learning Objectives By the end of this lesson, the learners
will be able to explain examples of
analog electronic system clearly.
Key words Public address system
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
Science and technology
Attention to special educational Special attention is given to the
need children learners with, intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners
Lesson 12 Title: Analog signals
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the use of analog signals
in information transmission system
clearly.
Key words Analog signals
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture

172
Competences developed Critical thinking, Creativity and
innovation
Communication, Research and
problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
science and technology
Attention to special educational Special attention is gives to learners with
need children intellectual challenges, developmental
challenges, hearing difficulties, speech
and communication difficulties and
gifted and talented learners
Lesson 13 Title: Advantages and
disadvantages of analog signals
Learning Objectives By the end of this lesson, using real-life
examples, the learners will be able to
explain advantages and disadvantages
of analog signals clearly.
Key words Analog signals
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
science and technology
Attention to special educational Special attention is given to the
need children learners with, intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners

173
Lesson 14 Title: Digital signals
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the use of digital signals
in information transmission system
clearly.
Key words Digital signals
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
science and technology
Attention to special educational Special attention is given to learners
need children with, intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners
Lesson 15 Title: Advantages of digital
technology
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the advantages of digital
technology clearly.
Key words digital technology
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
Science and technology

174
Attention to special educational Special attention is given to learners with
need children intellectual challenges, developmental
challenges, hearing difficulties, speech
and communication difficulties and
gifted and talented learners

Lesson 16 Title: Comparing digital and analog

signals
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to give the similarities and differences
between digital and analog signals
clearly.
Key words digital and analog signals
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
science and technology
Attention to special educational Special attention is given to learners with
need children intellectual challenges, developmental
challenges, hearing difficulties, speech
and communication difficulties and
gifted and talented learners
Lesson 17 Title: Logic gates
Learning Objectives By the end of this lesson, learners will
be able to compare logic gates and
electrical circuits and give their truth
tables accurately.
Key words OR, AND, NOT, EXOR
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
175
Competences developed Critical thinking, Creativity and
innovation Communication, Research
and problem-solving, Cooperation,
interpersonal management and life
skills, Lifelong learning, Literacy, ICT,
science and technology
Attention to special educational Special attention is given to the
need children learners with intellectual challenges,
developmental challenges, hearing
difficulties, speech and communication
difficulties and gifted and talented
learners
Lesson 18 Title: Assessment 2
Learning Objectives By the end of this assessment, using
knowledge and skills gained from
lesson 10 to lesson 17, learners should
be able to relate the content with the
real-life experiences.
Key words public address system, Analog signals,
Digital signals, digital technology, OR,
AND, NOT, EXOR
Cross-cutting issues to discuss Gender, Peace and Values Education,
Standardization Culture
Competences developed Critical thinking and problem solving
Attention to special educational Special attention is given to learners
need children with visual impairment

MAIN CONTENTS AND CONCEPTS TO EMPHASISE

Information transmission in a communication system

The signals from information source are added to the carrier in the
modulator. The modulated signal is sent along a channel in the propagating
medium by a transmitter. The propagation medium is a channel through
which information is transmitted. This may be a cable or a free space.

176
Communication Terms and Concepts
• Communication
• Communicator
• Message
• Code
• Channels
• Medium
• Noise
• Environment
• Feedback
• Levels
Elements of communication
• Sender
• Receiver
• Message
• Channel
• Feedback
Types of information and requirements
• Constructional/creative information
• Operational information
• Communication information
Simplex transmission
Simplex transmission is a single one-way base band transmission. Simplex
channels are not often used because it is not possible to send back error or
control signals to the transmit end.

Half-duplex communications
Half-duplex transmission is an improvement over simplex because the
traffic can travel in both directions. Full-duplex networking technology
increases performance because data can be sent and received at the same
time.

Bandwidth and signal Frequency

The bandwidth of a composite signal is the difference between the highest
and the lowest frequencies contained in that signal.
Mathematically, the bandwidth is given by;
BW = FUSB – fLSB
Where FUSB and fLSB stand for upper side band and lower side band
respectively.
177
Analogue signal system
Analogue systems operate with values that vary continuously and have no
abrupt transitions between levels. In Rwanda recently analogue systems
were replaced by digital systems that provide greater capacity of data
transfer and increased reliability and security.

Analog signals
Analog signal is a continuous signal that contains time varying quantities.
An analog signal is a continuous wave denoted by a sine wave and may vary
in signal strength (amplitude) or frequency (time).

Digital signals
Unlike analog technology which uses continuous signals, digital technology
encodes the information into discrete signal states. Numerous and very
successful applications of digital technology include the continuously
growing number of PC’s, the communication net work ISDN as well as the
increasing use of digital control stations (Direct Digital Control: DDC).

Advantages of digital technology

• More capacity from the same number of frequencies
• Consistent voice clarity at low received signal levels near the edge of
coverage
• Data is defined in the standard
• Secure transmissions
Logic gates
There are three basic logic gates each of which performs a basic logic
function, they are called NOT, AND and OR. All other logic functions can
ultimately be derived from combinations of these three.

Activity 10.1 (On page 255 of the Students' Book)

Sender: Anna
Receiver: John
Message: John, are you OK?
Feedback: No. I am a bit tired
Channel: free space

178
Activity 10.2 (On page 257 of the Students' Book)

Circuit for AND gate

Circuit OR gate

Circuit for NOT gate

179
180
TEACHERS’ GUIDE PHYSICS S5
UNIT

11 Mobile phone and radio

communication
KNOW THIS
Like all other radio communication applications, mobile telephony uses radio
waves to carry the information, like voice, text and images, through the air.
Radio waves are a kind of electromagnetic fields (EMF) that are also called
radio frequency fields or radio frequency energy. Electromagnetic fields are
present in our every day life, both naturally and from man-made sources.
Radio waves travel with the speed of light. They consist of an electric and a
magnetic component, which vary periodically with time.

Key unit competence

By the end of the unit the learner should be able to distinguish mobile
phone system from radio system of communication.

Unit description
The purpose of this unit of “ Mobile phone and radio communication” is
designed to provide students in level 5 the opportunity to explore and to solve
problems about the physics of how Mobile phone and radio communication
work. This unit is divided into sections which mostly discuss on Concepts
of transmission system, Principle of cellular radio, Mobile communication
systems and Modulation techniques. It deals with;
11.0 Introduction
11.1 Concepts of transmission system
11.2 Principle of cellular radio
11.3 Structure of cellular network
11.4 Principle of cellular network
11.5 Mobile communication systems
11.6 Modulation techniques
11.7 Post, telegraph and telephone (PTT)

Summary of Knowledge, Skills, Attitudes and Values

As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes;
181
Knowledge Skills Attitudes and value
Recall the concepts of Explain exactly the Appreciate roles of
transmission systems simple cellular radio telephone and radio
principles transmission systems

Differentiate between Differentiate between Appreciate types of

telephone and radio the terms AM, FM and modulations (AM,
transmission PM radio transmission FM, and PM) applied
operation in communication
systems.
Identify and explain
modulations used in
communication

Learning objectives
By the end of this unit, learners should be able to;
• explain the concept and principles of cellular radio network.
• explain the need for cellular system in modern mobile communication.

SCOPE AND SEQUENCE

This unit will be delivered in 18 lessons each of 40 minutes.
Unit 11: Mobile phone and radio communication

Lesson 1 Lesson 2 Lesson 3 Lesson 4

This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Introduction Concepts of Limitations Principle of
transmission of digital cellular radio
system communications
Lesson 5 Lesson 6 Lesson 7 Lesson 8

This lesson This lesson This lesson This lesson

should cover: should cover: should cover: should cover:
Structure of Assessment 1 Principle Cells and
cellular network of cellular clusters in a
network network
182
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Cell splitting Handoffs in mobile Mobile Assessment 2
and frequency communication communication
reuse systems
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Need for Frequency Amplitude Phase
modulation modulation modulation modulation
Lesson 17 Lesson 18
This lesson This lesson
should cover: should cover:
Post, telegraph Assessment 3
and telephone
(PTT)

LESSON DEVELOPMENT
Lesson 1 Title: Introduction
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be
able to explain the need for mobile
and radio communication in every day
activities clearly.
Key words Concept of mobile and radio
communication
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology

183
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 2 Title: Concepts of transmission
system
Learning Objectives By the end of this lesson, using a
block diagram, learners will be able
to explain the concept of transmission
system clearly.
Key words Transmitter, Channel, Receiver,
Digital communication, Analog
communication
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 3 Title: Limitations of digital
communications
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the limitations of digital
communication clearly.
Key words Sampling, Quantization, Coding
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology

184
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 4 Title: Principle of cellular radio
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the principle of cellular
radio clearly.
Key words power transmitters, co-channel station
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 5 Title: Structure of cellular
network
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the structure of cellular
network clearly.
Key words BTS, MSC, HLR, VLR, PSTN
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology

185
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 6 Title: Assessment 1
Learning Objectives By the end of this assessment, using
knowledge and skills gained in
lessons 1 to 5, learners will be able to
relate the content with the real-life
experiences.
Key words Concept of mobile and radio
communication, Transmitter, Channel,
Receiver, Digital communication,
Analog communication, Sampling,
Quantization, Coding, power
transmitters, co-channel station, BTS,
MSC, HLR, VLR, PSTN
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking and problem solving
Attention to special educational Special attention is given to learners
need children with visual impairment
Lesson 7 Title: Principle of cellular network
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be able
to explain the principle of cellular
network clearly.
Key words principle of cellular network
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology

186
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 8 Title: Cells and clusters in a
network
Learning Objectives By the end of this lesson, using real-
life examples and diagrams, learners
will be able to explain the difference in
cells and clusters in a network clearly.
Key words Cells, clusters
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 9 Title: Cell splitting and frequency
reuse
Learning Objectives By the end of this lesson, using real-
life examples and diagrams, learners
will be able to explain the need for
cell splitting and frequency reuse in a
network clearly.
Key words Cell splitting, frequency reuse
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology

187
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 10 Title: Handoffs in mobile
communication
Learning Objectives By the end of this lesson, using real-
life examples and diagrams, learners
will be able to explain the concept of
handoffs in a mobile network clearly.
Key words Handoffs
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 11 Title: Mobile communication
systems
Learning Objectives By the end of this lesson, using real-
life examples, the learners will be
able to explain the concept of mobile
communication clearly.
Key words Mobile communication
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology

188
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 12 Title: Assessment 2
Learning Objectives By the end of this assessment, using
knowledge and skills gained in
lessons 6 to 11, learners will be able
to relate the content with the real-life
experiences.
Key words principle of cellular network, Cells,
clusters
Cell splitting, frequency reuse,
Handoffs, Mobile communication
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking and problem solving
Attention to special educational Special attention is given to learners
need children with visual impairment
Lesson 13 Title: Need for modulation
Learning Objectives By the end of this lesson, using
examples learners will be able to
explain the need for modulation in
mobile communication clearly.
Key words Modulation
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 14 Title: Frequency modulation

189
Learning Objectives By the end of this lesson, using
examples, learners will be able
to explain the need for frequency
modulation in mobile communication
clearly.
Key words Frequency modulation
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 15 Title: Amplitude modulation
Learning Objectives By the end of this lesson, using
examples, learners will be able
to explain the need for amplitude
modulation in mobile communication
clearly.
Key words Amplitude modulation
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 16 Title: Phase modulation

190
Learning Objectives By the end of this lesson using
examples learners will be able to
explain the need for phase modulation
in mobile communication clearly.
Key words Phase modulation
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 17 Title: Post, telegraph and
telephone (PTT)
Learning Objectives By the end of this lesson, using
examples, learners will be able to
explain the need for posts, telegraphs
and telephone in everyday life clearly.
Key words Post, telegraph and telephone
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking, Creativity and
innovation, Communication,
Cooperation, interpersonal
management and life, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech and
communication difficulties
Lesson 18 Title: Assessment 3

191
Learning Objectives By the end of this assessment, using
knowledge and skills gained in lessons
12 to 17, learners will be able to
relate the content with the real-life
experiences
Key words Modulation, Frequency modulation,
Amplitude modulation, Phase
modulation, Post, telegraph and
telephone
Cross-cutting issues to discuss Gender, Peace and Values Education
Competences developed Critical thinking and problem solving
Attention to special educational Special attention is given to learners
need children with visual impairment

MAIN CONTENTS AND CONCEPTS TO EMPHASISE

Concepts of transmission system
In telecommunication, a communications system is a collection of
individual communications networks, transmission systems, relay stations,
tributary stations, and data terminal equipment (DTE) usually capable of
interconnection and interoperation to form an integrated whole.
Principle of cellular radio
The cellular concept is a major breakthrough in solving the problem of
spectral congestion and user capacity. It involves dividing the area into
small parts called cells and neighbouring base stations are assigned different
groups of channels so that the interference between base stations (and the
mobile users under their control) is minimized. It offered very high capacity
in a limited spectrum allocation without any major technological changes.
Structure of cellular network
An overall cellular network contains a number of different elements from
the base transceiver station (BTS) itself with its antenna back through
a base station controller (BSC), and a mobile switching centre (MSC) to
the location registers (HLR and VLR) and the link to the public switched
telephone network (PSTN).
The BSC is often co-located with a BTS. The BSC interfaces with the mobile
switching centre. This makes more widespread choices about the routing
of calls and interfaces to the land line based PSTN as well as the HLR and

192
VLR.
Principle of cellular network
Because the amount of frequency spectrum available for mobile cellular use
was limited, efficient use of the required frequencies was needed for mobile
cellular coverage. In modern cellular telephony, rural and urban regions
are divided into areas according to specific provisioning guidelines.
Modulation techniques
Modulation is a technique used for encoding information into a RF channel.
There are a few general types of modulation; Frequency Modulation (FM),
Phase Modulation (PM) and Amplitude modulation (AM).

193
 PHYSICS S5 TEACHERS’ GUIDE
UNIT

12 Relativity concepts and

postulates of special relativity
KNOW THIS
When the wavelike nature of light (and other electromagnetic radiation)
was discovered at the 18th century, scientists assumed that there must be
some kind of substance in which the waves move. They believed that space
was filled with such a substance, and called it ether.
In 1887 Albert Michelson and Edward Morley carried out an experiment
in which they tried to show the motion of Earth relative to the ether
by measuring changes in light speed in different directions. To their
astonishment they found no change in the light speed regardless of the
relative motion between Earth and the source of light or the ether.
As a result of this experiment known as the Michelson-Morley experiment,
the theory of ether, was abandoned by most physicists. In the absence of
ether, there was also no absolute reference to determine what is at rest and
what is moving in space.
This was where Einstein started his work on relativity. Along with quantum
mechanics, relativity is central to modern physics. In particular, relativity
provides the basis for understanding cosmic processes and the geometry of
the universe itself.

Key unit competence

By the end of this unit the learner should be able to analyse relativity
Concepts and postulates of special relativity.

Unit description
The purpose of this unit is to introduce the theory of special relativity in an
easily understandable way. It reviews the basic issues in special relativity
in a somewhat informal way, without the use of higher mathematics, so
that anyone with a basic knowledge of physics can easily understand it.
This unit deals with;
12.0 Introduction

194
12.1 Definition and concept of relativity
12.2 Postulates of special theory of relativity
12.3 Concept of space, time and mass
12.4 Concept of Frame of reference
12.5 Galilean equation of transformation
12.6 Concept of simultaneity

Summary of Knowledge, Skills, Attitudes and Values

As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes;
Knowledge Skills Attitudes and value
Explain space, time, Related space, time Appreciate the
mass and frame of and mass significance of frame of
reference reference.
Explain the two Analyse Galilean Acquire scientific
postulates of special equation of technique and
theory of relativity transformation reasoning to analyzing
State two postulates theories and equations.
of the special theory of
relativity
Interpret postulates Acquire scientific
of special theory of reasoning and attitudes
relativity for interpreting
simultaneity
Describe the concept of Problems on relative
simultaneity velocity and Galilean
Equations of
transformation
Create simulations
to demonstrate
postulates of special
relativity

Learning Objectives
By the end of this unit, learners should be able to;
• explain the concept of general and special relativity.
195
 • explain the concept of the frames of reference and apply it in other
theories.

SCOPE AND SEQUENCE

This unit will be delivered in 17 lessons each of 40 minutes.
Unit 12: Relativity concepts and postulates of special relativity
Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Meaning of The concept of First postulate Second postulate
relativity relativity of special theory of special theory
of relativity of relativity
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Concept of Time Time dilation Assessment 1 Length
dilation equation contraction
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Mass and Mass and Concept of Types of frames of
Momentum energy Frame of reference
reference
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Assessment 2 Concept of Galilean Concept of
Galilean equation of simultaneity
transformation transformation
Lesson 17
This lesson
should cover:
Assessment 3

196
LESSON DEVELOPMENT
Lesson 1 Title: Meaning of relativity
Learning Objectives By the end of this lesson, learners will be
able to define relativity clearly.
Key words relativity
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 2 Title: The concept of relativity
Learning Objectives By the end of this lesson, learners will be
able to explain the concept of relativity.
Key words concept of relativity
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners

197
Lesson 3 Title: First postulate of special
theory of relativity
Learning Objectives By the end of this lesson, with examples,
learners will be able to state the principle
of relativity clearly.
Key words inertial frames of reference
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 4 Title: Second postulate of special
theory of relativity
Learning Objectives By the end of this lesson, with examples,
learners will be able to explain the
Principle of Invariant Light Speed
clearly.
Key words Speed of light
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners

198
Lesson 5 Title: Concept of Time dilation
Learning Objectives By the end of this lesson, with examples,
learners will be able to explain the
concept of time of dilation clearly.
Key words Time dilation
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 6 Title: Time dilation equation
Learning Objectives By the end of this lesson, mathematically
learners will be able to derive and use
the equation of time of dilation clearly.
Key words Time
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 7 Title: Assessment 1

199
Learning Objectives By the end of this assessment using
knowledge and skills gained in lessons
1 to 6, learners will be able to relate the
content with the real-life experiences.
Key words Relativity, concept of relativity, inertial
frames of reference, Speed of light, Time
dilation, Time
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking and problem solving
Attention to special Special attention is given to learners
educational need children with visual impairment
Lesson 8 Title: Length contraction
Learning Objectives By the end of this lesson, mathematically
learners will be able to explain length
contraction clearly.
Key words length contraction
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 9 Title: Mass and Momentum
Learning Objectives By the end of this lesson, mathematically
learners will be able to relate mass and
momentum of a particle clearly.
Key words Mass and Momentum
Cross-cutting issues to Gender, Peace and Values Education
discuss

200
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and Gifted and Talented learners
Lesson 10 Title: Mass and energy
Learning Objectives By the end of this lesson, mathematically,
learners will be able to derive and use
the equation of time of dilation clearly.
Key words Mass and energy
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 11 Title: Concept of Frame of reference
Learning Objectives By the end of this lesson, with examples
learners will be able to explain the
concept of frames of reference clearly.
Key words Frame of reference
Cross-cutting issues to Gender, Peace and Values Education
discuss

201
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 12 Title: Types of frames of reference
Learning Objectives By the end of this lesson, with examples,
learners will be able to explain the types
of frames of reference clearly.
Key words Non-inertial, Inertial Frame of Reference
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 13 Title: Assessment 2
Learning Objectives By the end of this assessment, using
knowledge and skills gained in lessons 7
to 12, learners will be able to relate the
content with the real-life experiences.
Key words length contraction, Mass, Momentum,
energy, Non-inertial, Inertial Frame of
Reference
Cross-cutting issues to Gender, Peace and Values Education
discuss

202
Competences developed Critical thinking and problem solving
Attention to special Special attention is given to learners
educational need children with visual impairment
Lesson 14 Title: Concept of Galilean
transformation
Learning Objectives By the end of this lesson, learners will
be able to explain the concept of Galilean
transformation clearly.
Key words inertial frames of references
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 15 Title: Galilean equation of
transformation
Learning Objectives By the end of this lesson, learners will
be able to derive the equation of Galilean
transformation clearly.
Key words space and time coordinates systems
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology

203
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 16 Title: Concept of simultaneity
Learning Objectives By the end of this lesson, with examples
learners will be able to explain the
concept of simultaneity clearly.
Key words frame of reference
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life
skills, Lifelong learning, ICT, Literacy,
science and technology
Attention to special Special attention is given to learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties
and gifted and talented learners
Lesson 17 Title: Assessment 3
Learning Objectives By the end of this assessment, using
knowledge and skills gained in lessons 14
to 16, learners will be able to relate the
content with the real-life experiences.
Key words inertial frames of references, Galilean
equation of transformation
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking and problem solving
Attention to special Special attention is given to learners
educational need children with visual impairment

204
MAIN CONTENTS AND CONCEPTS TO EMPHASISE
Definition and concept of relativity
This is a theory developed by Albert Einstein which says that the way that
anything except light moves through time and space depends on the position
and movement of someone who is watching. Einstein’s special theory of
relativity (special relativity) is all about what’s relative and what’s absolute
about time, space, and motion.
Postulates of special theory of relativity
• First postulate: the Principle of Relativity
This states that the laws of physics are the same in all inertial frames
of reference.
This postulate relates to reference frames. It says that there is no
preferred frame and, therefore, no absolute motion.
• Second postulate: the Principle of Invariant Light Speed
This states that speed of light c is a constant, independent of the
relative motion of the source and observer.
Concept of space, time and mass
• Time Dilation
Time dilation is the phenomenon where two objects moving relative to
each other (or even just a different intensity of gravitational field from
each other) experience different rates of time flow. The total time is
given by
t = gt0
1
Where γ =

1 − v2 / c2
• Length Contraction
If we turn our light beam clock to face in the direction of motion, time
dilation implies length contraction.
L = L 1 − v2 / c2
0

Activity
To explain the concept of space, time and mass, gather students in groups of
3 to 5 members and carryout activities found on; http://aether.lbl.gov/www/
classes/p139/exp/gedanken.html
Concept of Frame of reference
A frame of reference is a set of coordinates that can be used to determine
positions and velocities of objects in that frame; different frames of reference

205
move relative to one another.
Types of Frame of Reference
There are two types of frames of reference
• Inertial Frame of Reference
• Non-inertial Frame of Reference
Galilean equation of transformation
The set of equations shown below is known as the Galilean Transformation
and enables us to relate a measurement in one inertial reference frame
with another.
x = x' + vt
y = y'
z = z'
Concept of simultaneity
The concept of simultaneity says that two events that are simultaneous to
one observer are not necessarily simultaneous to a second observer. Both
observers are correct in their observations -- there is no best or preferred
frame of reference.

SOLUTIONS TO ACTIVITIES

Activity 12-1 on Page 302 of Students' Book

Answer:

a) There are two answers to this question depending on the frame of

reference considered. If we narrow the frame to be the seat or position of the
passenger, all of them are not moving but if we consider the whole plane, all
passengers are moving at the speed of the plane.

206
b) The answer depends on the frame considered;

Solutions to exercise 12-1 (On page 299 of the Students' Book)

1.

= 4.13x10–16 J

In this case the classical result and the relativistic results are nearly
the same.
2. An electron volt is the kinetic energy that an electron would acquire if
accelerated through a potential difference of 1 volt. This energy is eV,
where e = 1.6 × 10–19 C and V = 1 volt. That is,
1 eV = (1.6 × 10–19 C)(1V) = 1.6 × 10–19 J

Then,

3. DE = mHe3C2 + mDC2 – mHe4C2 – mHC2

= 2809.4 + 1876.1 – 3728.4 – 938.8 = 18.3 MeV

207
TEACHERS’ GUIDE PHYSICS S5
UNIT

13 Interference of Light Waves

KNOW THIS
When two or more waves interact and combine, they interfere with one
another. These waves may interfere constructively, resulting in a wave
larger than the original waves. They may also interfere destructively,
combining in such a way that they form a wave smaller than the original
ones. Destructive interference also has some positive effects: without the
application of destructive interference to the muffler on an automobile
exhaust system, for instance, noise pollution from cars would be far worse
than it is. Other examples of interference, both constructive and destructive,
can be found wherever there are waves: in water, in sound, in light. This
unit discusses the interference of light in detail.

Key unit competence

By the end of the unit the learner should be able to perform experiment on
interference of light waves.

Unit description
In Physics, the net effect of the combination of two or more wave trains
moving on intersecting or coincident paths is that of the addition of the
amplitudes of the individual waves at each point affected by more than
one wave. The concepts of interference in this unit are explained through
numerous calculations and diagrams. The unit deals with;
13.0 Introduction
13.1. Nature of electromagnetic waves
13.1.1 Producing electromagnetic waves
13.1.2 Electromagnetic Radiation
13.1.3 Electromagnetic spectrum
13.1.4 Radiation Interaction with the Earth
13.1.5 Radiation Interaction with the Atmosphere
13.1.6 Atmospheric Absorption of electromagnetic waves
13.2 Conditions for interference to occur, given two sources of light
13.3. Principle of superposition
208
13.4. Interference patterns of two coherent point sources of light
13.5. Double-slit experiment
13.6. Intensity distribution of fringe pattern

Summary of Knowledge, Skills, Attitudes and Values

As you teach this unit, you should ensure that the learners acquire the
following skills, values and attitudes;
Knowledge Skills Attitudes and value
Explain the nature of Analyse Appreciate the
electromagnetic waves conditions for importance of light waves
interference to in life
occur for given
two sources
Explain regions of Explain and Acquire scientific
the electromagnetic describe the techniques, reasoning and
spectrum principle of attitudes in analyzing
superposition electromagnetic waves
Explain dispersion of EM Analyse Acquire scientific
waves interference reasoning and attitudes
pattern produced in interpreting the
by two coherent concepts of interference
point sources
Explain dispersion of Carry out an Acquire ability to logically
EM waves in relation investigation and systematically
to refractive index and on double-slit pursue a particular liner
wavelength experiment of thought
Distinguish between Derive Young’s Acquire knowledge for
transmission, absorption equation for analysing and modelling
and scattering of double slit physical processes
radiation. interference
Identify examples of Draw intensity
transmission, absorption distribution for
and scattering of Em fringe pattern
radiation
Solve problems
involving two
interfering
sources of light

209
Learning objectives
By the end of this unit, the learners should be able to;
• explain the concept of wave interferences and their applications in
our daily life.
• explain the interaction of electromagnetic radiation with the earth.

SCOPE AND SEQUENCE

This unit will be delivered in 17 lessons each of 40 minutes.
Unit 13: Interference of light waves
Lesson 1 Lesson 2 Lesson 3 Lesson 4
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Introduction Nature of Producing Electromagnetic
electromagnetic electromagnetic Radiation
waves waves
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Assessment 1 Concept of Electromagnetic Radiation
Electromagnetic spectrum Interaction with
spectrum the Earth
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Radiation Atmospheric Assessment 2 Conditions for
Interaction Absorption of interference to
with the electromagnetic occur given two
Atmosphere waves sources of light
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Principle of Interference Double-slit Intensity
superposition patterns of two experiment distribution of
coherent point fringe pattern
sources of light

210
Lesson 17
This lesson
should cover:
Assessment 3

LESSON DEVELOPMENT
Lesson 1 Title: Introduction
Learning Objectives By the end of this lesson, using reallife
examples the learners will be able to explain
the concept of interference properly.
Key words Interference of light waves
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
Attention to special Special attention is needed to the the learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties and
gifted and talented the learners
Lesson 2 Title: Nature of electromagnetic waves
Learning Objectives By the end of this lesson, using examples the
learners will be able to explain the nature of
electromagnetic waves clearly.
Key words Electric fields and magnetic fields
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
211
Attention to special Special attention is needed to the learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented learners
Lesson 3 Title: Producing electromagnetic
waves
Learning Objectives By the end of this lesson, the concepts of
electric and magnetic fields the learners
will be able to explain how electromagnetic
waves are produced clearly.
Key words charged particles, electric field, magnetic field
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
Attention to special Special attention is needed to the learners
educational need children with Intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented the learners
Lesson 4 Title: Electromagnetic Radiation
Learning Objectives By the end of this lesson, using examples the
learners will be able to explain the nature of
electromagnetic radiations clearly.
Key words electromagnetic radiation
Cross-cutting issues to be Gender, Peace and Values Education
discussed
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
212
Attention to special Special attention is given to the learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented learners
Lesson 5 Title: Assessment 1
Learning Objectives By the end of this assessment using
knowledge and skills gained in lessons
1 to 4, the learners will be able to relate the
content with the real-life experiences.
Key words Interference of light waves, Electric fields
and magnetic fields, charged particles,
electromagnetic radiation
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinning and problem solving
Attention to special Special attention is given to the learners
educational need children with visual impairment
Lesson 6 Title: Concept of Electromagnetic
spectrum
Learning Objectives By the end of this lesson, using examples the
learners will be able to explain the concept
of electromagnetic waves clearly.
Key words Electromagnetic spectrum, wavelength
Cross-cutting issues to Gender equality, Peace and Values
discuss Education
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
Attention to special Special attention is given to the learners with
educational need children intellectual challenges, hearing difficulties,
developmental challenges, speech and
communication difficulties, specific and
general learning difficulties and gifted and
talented learners
213
Lesson 7 Title: Electromagnetic spectrum
Learning Objectives By the end of this lesson, using examples the
learners will be able to explain the spectrum
of electromagnetic waves clearly.
Key words Frequency, wavelength
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
Attention to special Special attention is given to the learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented learners
Lesson 8 Title: Radiation Interaction with the
Earth
Learning Objectives By the end of this lesson, using examples
the learners will be able to explain the
interaction of electromagnetic radiation
with the earth clearly.
Key words Reflection, Absorption, Transmission
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
Attention to special Special attention is given to the learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented learners
214
Lesson 9 Title: Radiation Interaction with the
Atmosphere
Learning Objectives By the end of this lesson, using examples,
the learners will be able to explain the
interaction of electromagnetic radiation
with the atmosphere clearly.
Key words Scattering
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
Attention to special Special attention is given to the learners
educational need children with Intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented learners
Lesson 10 Title: Atmospheric Absorption of
electromagnetic waves
Learning Objectives By the end of this lesson, using examples
the learners will be able to explain the
atmospheric absorption of electromagnetic
waves clearly.
Key words Ozone, Carbon dioxide, Water Vapour
Cross-cutting issues to Gender equality, Peace and Values
discuss Education
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology

215
Attention to special Special attention is given to the learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties and
gifted and talented learners
Lesson 11 Title: Assessment 2
Learning Objectives By the end of this assessment using
knowledge and skills gained in lessons 6
to10, the learners will be able to relate the
content with the real-life experiences.
Key words Electromagnetic spectrum, wavelength,
Frequency, Reflection, Absorption,
Transmission, Scattering, Ozone, Carbon
Dioxide, Water Vapour
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking and problem solving
Attention to special Special attention is to given the learners
educational need children with visual impairment
Lesson 12 Title: Conditions for interference to
occur given two sources of light
Learning Objectives By the end of this lesson, using examples the
learners will be able to explain the conditions
necessary for interference to occur clearly.
Key words Coherent sources, monochromatic waves
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
Attention to special Special attention is needed to the learners
educational need children with Intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented learners
216
Lesson 13 Title: Principle of superposition
Learning Objectives By the end of this lesson, using examples
the learners will be able to explain the
principle of superposition clearly.
Key words Displacement
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
Attention to special Special attention is given to the learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented learners
Lesson 14 Title: Interference patterns of two
coherent point sources of light
Learning Objectives By the end of this lesson, using examples,
learners will be able to explain the
interference patterns of two coherent point
sources of light clearly.
Key words Young’s double slits, coherent sources
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
Attention to special Special attention is given to the learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented learners
217
Lesson 15 Title: Double-slit experiment
Learning Objectives By the end of this lesson, mathematically,
the learners will be able to describe the
conditions for dark and bright fringes
clearly.
Key words Fringe separation
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology
Attention to special Special attention is given to the learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented learners
Lesson 16 Title: Intensity distribution of fringe
pattern
Learning Objectives By the end of this lesson, mathematically
the learners will be able to describe the
variation of intensity distribution of fringe
pattern clearly.
Key words Intensity, fringe pattern
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinking, Research and problem-
solving, Communication, Cooperation,
interpersonal management and life skills,
Lifelong learning, numeracy, Literacy, ICT,
Science and technology

218
Attention to special Special attention is given to the learners
educational need children with intellectual challenges, hearing
difficulties, developmental challenges,
speech and communication difficulties,
specific and general learning difficulties
and gifted and talented learners
Lesson 17 Title: Assessment 3
Learning Objectives By the end of this assessment using
knowledge and skills gained in lessons 11
to 16, the learners will be able to relate the
content with the real-life experiences.
Key words Coherent sources, monochromatic waves,
Displacement, Young’s double slits, Fringe
separation, Intensity, fringe pattern
Cross-cutting issues to Gender, Peace and Values Education
discuss
Competences developed Critical thinning and problem solving
Attention to special Special attention is given to the learners
educational need children with visual impairment

MAIN CONTENTS AND CONCEPTS TO EMPHASISE

Nature of electromagnetic waves

Electromagnetic waves are transverse waves that transfer electrical and
magnetic energy.
In other words electromagnetic waves have electric and magnetic fields
varying perpendicularly.

Producing electromagnetic waves

Electromagnetic waves are produced by charged particles and every charged
particle has an electric field surrounding it. The electric field produces
electric forces that can push or pull on other particles.

Electromagnetic Radiation
All forms of electromagnetic radiation consist of mutually perpendicular
oscillating electric and magnetic fields. Because the various kinds of
electromagnetic radiations have the same speed (c), they differ in only
wavelength and frequency.
219
Electromagnetic spectrum
Electromagnetic energy travels in waves and spans a broad spectrum from
very long radio waves to very short gamma rays.
From memory you should be able to list the parts in order of energy (relate
how that relates to frequency and wavelength) and know how they are
produced, detected and their dangers and uses — a rough idea of their
approximate wavelength is also useful!.

Radiation Interaction with the Earth

Radiation that is not absorbed or scattered in the atmosphere can reach
and interact with the Earth’s surface. There are three forms of interaction
that can take place when energy strikes, or is incident upon the surface.
These are: absorption (A); transmission (T) and reflection (R).

Radiation Interaction with the Atmosphere

The Earth’s atmosphere acts as a filter to remove radiation such as cosmic
rays, gamma rays, x-rays, UV rays, and large portions of the electromagnetic
spectrum through the process of absorption and scattering by gases, water
vapour, and particulate matter (dust).

Atmospheric Absorption of electromagnetic waves

In addition to the scattering of EM radiation, the atmosphere also absorbs
electromagnetic radiation. The three main constituents which absorb
radiation are Ozone, Carbon dioxide, and Water Vapour.

Conditions for interference to occur with two sources of light

• The sources of the waves must be coherent, which means they emit
identical waves with a constant phase difference.
• The waves should be monochromatic - they should be of a single
wavelength.
Principle of superposition
The principle states that when two or more than two waves superimpose
over each other at a common particle of the medium then the resultant
displacement (y) of the particle is equal to the vector sum of the displacements
(y1 and y2) produced by individual waves, i.e. y = y1 + y2

Double-slit experiment
Monochromatic light (single wavelength) falls on two narrow slits S1 and
S2 which are very close together and acts as two coherent sources, when

220
waves coming from two coherent sources superimposes on each other, an
interference pattern is obtained on the screen.
A bright fringe is obtained when the path difference is a whole number of
wavelength.
r2 – r1 = nl where n = 0, 1, 2, 3, 4, ...
A dark fringe is obtained when the path difference is an odd value of half
wavelength.
m
r2 – r1 = λ
2
mλD
x=
2d
Where m = 1, 3, 5, 7, ...

Intensity distribution of fringe pattern

Assuming that the two waves have the same amplitude E0, we can write
the magnitude of the electric field at a point let say P due to each wave
separately as;
E1 = E0sin wt and E2 = E0sin(wt + F)
Since I ∝ Ep2, we can write the average light intensity at point P as;
Φ
I = Imaxcos2 c m
2
πd sin θ
I = Imaxcos2 c λ
m

Solutions to Exercise 13.1 (On page 311 of the Students' Book)

1. d = 5.0 × 10–4 m l = 5.89 × 10–7 m
d sin q = ml ⇒ sin q = ml/d ⇒ q = sin–1(ml/d)
m = 1, q1 = 0.0675º   m = 2, q2 = 0.135°

tan q = h/l, y1 = h, tan q = y1/l ⇒ y1= l tan q = 2 × tan(0.0675)
y1(Height of lower fringe) = 0.00236m

y2(Height of upper fringe) = 0.00472m
Dy = 0.00236 m

Where Dy = Difference between two fringe locations.
2. tan q = h/l ⇒ q = tan–1(h/l) = 0.430°
Now that q is known, you can use the formula with m = 3 to find the
wavelength.
d sin q = ml

221
 ⇒ l = d sin q/m = 2.0 × 10–4 × sin(0.430°)/3

= 5.00 × 10–7 m
3. First find the angle:
tan q = y/L
⇒ q = tan–1(y/L) = tan–1(1.73/11.2)

= 8.78°
Find the wavelength
d sin q = ml ⇒ l = d sin q/m = 6.8 × sin(8.78°)/1 = 1.04 km

4. d = 247m
l = 5.44m

ml = d sin q ⇒ sin q = ml/d ⇒ q = sin–1(ml/d)

q = sin–1(1 × 5.44/247) = 1.262°

222
 PHYSICS S5 TEACHERS’ GUIDE

14
UNIT Stellar Distance and
Radiation
KNOW THIS
Stars vary in their effective temperature and colour. A hot star radiates
more energy per second per metre surface area than a cooler star. Does this
then mean that a hot star appears brighter to us than a cooler one? The
answer to this actually depends on a few factors. These are included in this
unit.

Key unit competence

By the end of the unit the learner should be able to analyze stellar radiation
and stellar distances.

Unit description
We can determine an amazing number of physical properties of stars,
usually based only on a little bit of light. In this unit, “we” will talk about
how the following properties are determined for stars: Distance, Luminosity,
Brightness and Temperature. The unit deals with;
14.0 Introduction
14.1 Sun’s atmosphere and interior
14.1.1 The sun’s interior
14.1.2 The sun’s atmosphere
14.2 Brightness and magnitude scale of stars
14.3 Star temperature, colour, and spectra
14.4 Types of stars
14.5 Hertzsprung-Russel diagram
14.6 Stellar distance and masses: Parallax, binary stars and mass-
luminosity relationship.

Summary of Knowledge, Skills, Attitudes and Values

As you teach this unit, you should ensure that learners acquire the following
skills, values and attitudes:

229
 Knowledge Skills Attitudes and value
Explain sun’s interior Analyze eclipse Appreciate the
and atmosphere phenomena as part importance of the sun
of sun-moon-earth in supporting human
system life
Identify the stars Describe and explain Acquire knowledge
brightness and relative positions of of planetary motion
magnitude scale the eight planets and and apply it to planet
the sun behaviour
Identify star Analyze stars and Acquire skills to
temperature and planets observe the universe
colour from a spectra and identify planets
and stars
Explain stellar Evaluate the existence
distance and masses of constellations
Analyze star’s spectra
line
Evaluate and apply
celestial coordinates

Learning Objectives
By the end of this unit, learners should be able to:
• explain the factors that affect the brightness of the star.
• explain types of stars, their masses and use Hertzsprung-Russel
diagram.

SCOPE AND SEQUENCE

This unit will be delivered in 18 lessons each of 40 minutes.
Unit 14: Stellar distance and radiation

Lesson 1 Lesson 2 Lesson 3 Lesson 4

This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Introduction The sun’s The sun’s Brightness of
interior atmosphere stars

230
Lesson 5 Lesson 6 Lesson 7 Lesson 8
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
magnitude scale Star Spectra of stars: Spectra of stars:
of stars temperature and O, B, A, F G, K, M
colour
Lesson 9 Lesson 10 Lesson 11 Lesson 12
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Assessment 1 Types of stars: Types of stars: Concept of
Red Giants, Variable Stars, Hertzsprung-
White Dwarfs, Binary Stars, Russel diagram
Brown Dwarfs Black Holes
Lesson 13 Lesson 14 Lesson 15 Lesson 16
This lesson This lesson This lesson This lesson
should cover: should cover: should cover: should cover:
Interpretation Stellar Parallax Stellar mass- Inverse-square
of Hertzsprung- luminosity law
Russel diagram relationship
Lesson 17 Lesson 18
This lesson This lesson
should cover: should cover:
Stellar masses Assessment 2

LESSON DEVELOPMENT
Lesson 1 Title: Introduction
Learning objectives By the end of this lesson, learners
will be able to explain the concept
of stellar distance and radiation
clearly.
Key words Solar system
Cross cutting issues to discuss Gender, Peace and Values Education

231
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 2 Title: The sun’s interior
Learning objectives By the end of this lesson, learners
will be able to explain the interior
parts of the sun clearly.
Key words core, radiation zone, and convection
zone.
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is needed to
need children the learners with Intellectual
Challenges, Developmental
Challenges, Speech and
Communication Difficulties and
Gifted and Talented learners
Lesson 3 Title: The sun’s atmosphere
Learning objectives By the end of this lesson, learners
will be able to explain the parts of
the sun’s atmosphere clearly.
Key words the photosphere, the chromosphere,
and the solar corona

232
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 4 Title: Brightness of stars
Learning objectives By the end of this lesson, learners
will be able to explain the variations
of the stars’ brightness clearly.
Key words Brightness
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 5 Title: magnitude scale of stars
Learning objectives By the end of this lesson, learners
will be able to explain and assign the
magnitude scale to stars’ brightness
clearly.
Key words Brightness-magnitude scale
233
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is needed to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 6 Title: Star temperature and
colour
Learning objectives By the end of this lesson, learners
will be able to explain the relation
between the star temperatures and
colour clearly.
Key words Temperature, colour
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 7 Title: Spectra of stars: O, B, A, F
Learning objectives By the end of this lesson, learners
will be able to explain the O, B, A
and F spectra of stars clearly.
Key words O, B, A and F spectra
234
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 8 Title: Spectra of stars: G, K, M
Learning objectives By the end of this lesson, learners
will be able to explain the G, K and
M spectra of stars clearly.
Key words G, K and M spectra
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is needed to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 9 Title: Assessment 1
Learning objectives By the end of this assessment using
knowledge and skills gained in
lessons 1 to 8, learners will be able
to relate the content with the real
life experiences.

235
Key words Solar system, core, radiation
zone, and convection zone, the
photosphere the chromosphere,
and the solar corona, Brightness of
star, Brightness-magnitude scale,
Temperature, colour, O, B, A and F
spectra, G, K and M spectra
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking and problem
solving
Attention to special educational Special attention is given to learners
need children with visual impairment
Lesson 10 Title: Types of stars: Red Giants,
White Dwarfs, Brown Dwarfs
Learning objectives By the end of this lesson, learners
will be able to explain the Red
giants, white Dwarfs and Brown
Dwarf stars clearly.
Key words Red Giants, White Dwarfs, Brown
Dwarfs
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 11 Title: Types of stars: Variable
Stars, Binary Stars, Black Holes
Learning objectives By the end of this lesson, learners
will be able to explain the Variable,
Binary and black hole stars clearly.

236
Key words Variable Stars, Binary Stars, Black
Holes
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication difficulties and
gifted and talented learners
Lesson 12 Title: Concept of Hertzsprung-
Russel diagram
Learning objectives By the end of this lesson, learners
will be able to explain the concept
of Hertzsprung-Russel diagram
clearly.
Key words Hertzsprung-Russel diagram
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with intellectual challenges,
developmental challenges, speech
and communication difficulties and
gifted and talented learners
237
Lesson 13 Title: Interpretation of
Hertzsprung-Russel diagram
Learning objectives By the end of this lesson, learners
will be able to locate different stars
on Hertzsprung-Russel diagram
clearly.
Key words Hertzsprung-Russel diagram
Cross cutting issues to discuss Gender equality, Peace and Values
Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 14 Title: Stellar Parallax
Learning objectives By the end of this lesson, learners
will be able to explain the concept of
stellar parallax clearly.
Key words distance to the star, parallax
Cross cutting issues to discuss Gender equality, Peace and Values
Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
238
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 15 Title: Stellar mass-luminosity
relationship
Learning objectives By the end of this lesson, learners
will be able to interpret the stellar
mass –luminosity curve clearly.
Key words mass –luminosity curve
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 16 Title: Inverse-square law
Learning objectives By the end of this lesson, learners
will be able to apply the inverse
square law to determine the
luminosity of the star clearly.
Key words Luminosity
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
239
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 17 Title: Stellar masses
Learning objectives By the end of this lesson, using the
knowledge of Kepler’s third law,
learners will be able to classify the
stellar masses clearly.
Key words Visual binary, Eclipsing binary
Cross cutting issues to discuss Gender equality, Peace and Values
Education
Competence developed Critical thinking, Research and
problem-solving, Communication,
Co-operation, interpersonal
management and life skills, Lifelong
learning, Literacy, ICT, science and
technology
Attention to special educational Special attention is given to learners
need children with Intellectual Challenges,
Developmental Challenges, Speech
and Communication Difficulties
and Gifted and Talented learners
Lesson 18 Title: Assessment 2
Learning objectives By the end of this assessment,
using knowledge and skills gained
in lessons 10 to 17, learners will be
able to relate the content with the
real life experiences.
Key words Types of stars, Hertzsprung-Russel
diagram, Stellar Parallax, mass-
luminosity relationship, Stellar
masses, Inverse-square law

240
Cross cutting issues to discuss Gender, Peace and Values Education
Competence developed Critical thinking and problem
solving
Attention to special educational Special attention is given to learners
need children with visual impairment

MAIN CONTENT AND CONCEPTS TO EMPHASISE

Sun’s atmosphere and interior

• The sun’s interior
The sun’s interior consists of the core, radiation zone and convection
zone. Each layer has different properties.
The core is the innermost part.
The radiative zone is where the energy is transported from the
superhot interior to the colder outer layers by photons.
The convection zone is the outermost layer of the sun’s interior
• The sun’s atmosphere
The visible solar atmosphere consists of three regions: the photosphere,
the chromosphere and the solar corona.

Brightness and magnitude scale of stars

The brightness of stars is specified with the magnitude system. And is
assigned a number starting with the brightest star starting at about -1
magnitude.

Star temperature, colour, and spectra

Stars are dense hot balls of gas so their spectra is similar to that of a perfect
thermal radiator, which produces a smooth continuous spectrum. Therefore,
the color of stars depends on their temperature---hotter stars are bluer and
cooler stars are redder.

Types of stars
• Red Giants
• White Dwarfs
• Brown Dwarfs
241
 • Variable Stars
• Binary Stars
• Black Holes

Hertzsprung-Russel diagram
The Hertzsprung-Russell (HR) diagram is actually a graph that illustrates
the relationship that exists between the average surface temperature of
stars and their absolute magnitude, which is how bright they would appear
to be if they were all the same distance away.

ACTIVITY 14.1 ( Page 324 of Student's Book)

Across: 4. Uranus 6. Sun

7. Dwarf 8. thirteen

9. Mars 12. none

13. diamonds 17. Gaea

18. Venus 19. two

20. side

Down: 1. Luna 2. Earth

3. Jupiter 5. wrinkled

6. spot 9. many

10. craters 11. volcano

14. Saturn 15. lava

16. rings 17. geo

242
ANSWERS TO END OF UNIT QUESTIONS (Page 338 Student book)
1. Stars are dense hot balls of gases which held together by their own
gravity.
2. The absolute magnitude of stars are plotted against their temperature
(color all of which are equivalent) when this is done it is found that
most stars lie with in a wide band-called main sequence that runs from
the upper left to the lower right of diagram. The sun is atypical main
sequence star and lies about the midways along the main sequence.
3. A white dwarf is an average-sized star that has passed through the
red giant stage of its life. After the star has used up its remaining fuel.
At this point the star may expel some of its matter into space, creating
a planetary nebula. What remains is the dead core of the star. Nuclear
fusion no longer takes place. The core glows because of its residual
heat. Eventually the core will radiate all of its heat into space and cool
down to become what is known as a black dwarf. White dwarf stars
are very dense.
4. Stare of class M spectra
5. Star B
6.

Self attempt

243
 7. Black Hole: An object whose matter has becomes so condensed that its
gravitational field is strong enough to prevent light escaping from it.
The radius of black hole resulting from the collapse of object.
2GM
R =
C2
a = universal gravitational
c = speed light
M = object mass
R = Radius
Neutron star: The result of the collapse of the remnant from a
supernova explosion. It the mass exceeds Chandersekhar limit but is
less then required for gravity to continue the collapse down to black
hole. Its name desires form the fact that object is so condensed that
most of the material is in the form of neuron star.
8. Gravity of the blackhole can be measured with the help of velocity and
distance of gas orbiting the blackhole.

SOLUTIONS FOR SAMPLE TEST PAPER 1

Section A
Encircle the correct option(s):
1. What are petroleum products used for? (Circle all that apply.)
(a) Lubricating motor vehicles
(b) Cooking oil
(c) Making plastics
(d) Fuel for the car
(e) I don’t know
2. Where does petroleum come from?
(a) Dead dinosaurs
(b) Ancient plankton and sea life
(c) It’s always been a part of the Earth
(d) People make it
(e) I don’t know
3. Underground, the oil (petroleum) looks like...
(a) A large cave filled with oil
(b) A river of black oil flowing through a tunnel
(c) A solid black layer of carbon

244
 (c) A solid black layer of carbon
(d) Liquid metal moving slowly
(e) Drops of oil mixed with sand or filling small cracks
(f) I don’t know
4. Where is oil not found?
(a) Under the ocean
(b) Under the desert
(c) Under very cold landscapes
(d) Under forests
(e) None of the above
(f) I don’t know
5. How long does oil take to form?
(a) It has always been part of the Earth
(b) Millions of years
(c) Thousands of years
(d) Hundreds of years
(e) Less than 100 years
(f) People can make it from other products
(g) I don’t know
6. What role does oil play in global problems?
(a) Contaminating the environment from oil spills
(b) Wars between different countries
(c) Air pollution
(d) Global warming
(e) No significant role
(f) I don’t know

Section B
7. No. Increasing the frequency of a wave decreases the wavelength.
The two are related by the formula v = λ*f (velocity = wavelength X
frequency).
8. (a) You should aim below where the fish seems to be since light
refracts as it passes from water to air and cause the fish to appear
closer than it really is.

245
 (b) You should aim exactly where the fish is seen since there is no
medium change for the light from the fish to go through and
change its path.
hc 6.63 × 10 −34 × 3 × 108
9. (a) (i) E = = = 3.96 × 10 −19 J = 2.48eV
λ 500 × 10 −9

hc 6.63 × 10 −34 × 3 × 108

(ii) E = = = 1.98 × 10 −25 J = 1.24 × 10 −6 eV
λ 1
(b) l/d = x/ L
l = xd/ L
l = 2.4 × 10–3 m × 3.0 × 10–4/1.2 m
(c) By simple ratio:
x = (2.4 mm/3.6 mm) × 0.3 mm = 0.2 mm
10. (a) lL/d = x = fringe spacing
or x = 7 × 10–7 m × 1.3 m/3.0 × 10–4 m = 3.0 × 10–3 m.
(b) By simple ratio:
x = (3.0 m/2.0 mm) × 0.3 m = 0.45 mm.
11. (a) Red light:
x = lL/d = 7 × 10–7 m × 2.0 m/3 × 10–4 m = 4.7 mm.
Blue light:
x = lL/d = 4 × 10–7 m × 2.0 m/3 × 10–4 m = 2.7 mm.
12. l = d sin q
λ x
=
d L
λL 450 × 10 −9 m × 10 m
x = = = 4.5 × 10 −3 m
d −
1.0 × 10 m 3

13. l = d sin q
λ x
=
d L
dx 4 × 10 −4 m × 1.7 × 10 −3 m
l = = = 4.9 × 10 −7 m = 486 nm
L 1 .4 m
Section C
14. (a) The Solar wind comes from the corona (the top-most layer of the
Sun’s atmosphere).
(b) Sunspots are regions in the Sun’s photosphere which are cooler
than the regions around them. They appear dark because they do
not emit as much light as the regions around them do.

246
 (c) A piece of coal the size of the Sun would only burn for 10,000 years
or so. This is much smaller than the age of the solar system.
15. (a) The photosphere is the lowest layer of the Sun’s atmosphere. It is
the most luminous of the three. It has the lowest temperature. It
is the bright yellow disk that we see in pictures of the Sun.
(b) The chromosphere is the layer above the photosphere. It is 1/10,000
the density of the photosphere. It gives off very little light (pinkish
red light) which is usually only visible during a total eclipse. The
temperature is about 50,000°F at the top of the chromosphere.
(c) The Corona is the outermost layer of the Sun’s atmosphere. The
density of the corona is even less than that of the chromosphere.
The corona is the hottest layer of the Sun’s atmosphere. The
temperature is about 4 million degrees at the top of the corona,
but the density is so thin that you wouldn’t feel the heat if you put
your hand in it.
16. Transition of electron is from n = 3 to n = 1.
The energy of any level is given by
R
E=– H ; R = 2.180 × 10−18 J
n2
The energy of a photon is
Ei – Ef = = hv
c = 3.00 × 108 m/s
h = 6.63 × 10–34 J/s
Solution:
First find the energy of the photon:
−R −R − R H − (− 9 R H )
= En=3 − En=1 = e 2H o – e 2H o =
3 1 9
− R H + 9R H 8R H 8 × 2.180 × 1018 J
= = = = 1.938 × 10−18 J
9 9 9

Since
Now solve this for l and put in the known values:
hc 6.63 × 10 −34 J $ s × 3.00 × 108 m/s
l= = = 1.03 × 10−7 m (103 nm)
∆E 1.938 × 10 −18
J
−34
6.63 × 10 J $ s × 3.00 × 108 m/s 1 nm
17. = × −9
= 3.38 × 10–19 J
589 nm 10 m

247
 18. (a) We know that the spring constant k = 50 N/m from when we looked
at this graph earlier. So,
k 50 N/m rad
= w= = 10
m 0.5 kg s
ω 10 rad/s
(b) f = = = 1.6 Hz
2π 2π
(c) The amplitude corresponds to the last displacement point on the
graph, A = 1.2 m.
(d) x = A cos(wt) = (1.2 m) cos[(10 rad/s) (2s)] = 0.5 m
19. (a) As it hangs in equilibrium, the upward spring force must be equal
and opposite to the downward weight of the block.
Fs

mg

Fs = mg
kx = mg
mg ^3 kgh^10 m/s h
2
x= = = 0.3 m
k 100 N/m
(b) The potential energy in the spring is related to the displacement
from equilibrium position by the equation
1 1
U = kx2 = (100 N/m) (0.3 m)2 = 4.5 J
2 2
(c) Since energy is conserved during the oscillation of the mass, the
kinetic energy of the mass as it passes through the equilibrium
position is equal to the potential energy at the amplitude. Thus,
1
K=U= mv2
2
2U 2 ^4.5 J h
= v= = 1.7 m/s
m 3 kg
(d) Since the amplitude of the oscillation is 0.3 m, it will rise to 0.3 m
above the equilibrium position.

248
 1
K=U= mv2
2
2U 2 ^4.5 J h
= v= = 1.7 m/s
m 3 kg
(d) Since the amplitude of the oscillation is 0.3 m, it will rise to 0.3 m
above the equilibrium position.
m 3 kg
(e) T = 2p = 2π = 1 .1 s
k 100 N/m
20. (a) First we must find the height above the lowest point in the swing
at the instant the pendulum is released.

L
10°

h

Recall from chapter 1 of this study guide
that h = L – cos q
Then
U = mg(L – L cos q)
U = (0.4 kg) (10 m/s2) (0.6 m – 0.6 m cos 10°) = 0.4 J
(b) Conservation of energy:
1
Umax = Kmax = mv2­
2
2U 2 ^0.4 J h
v = = = 1.4 m/s
m 0.4 kg
L
(c) T = 2p
g
4π2 L 4π ^0.6mh
2
g= = = 23.7m/s2
T 2
^1.0sh2

249