GRADE 10 PHYSICS SCHEMES OF WORK FOR TERM 1
NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………
SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOME | LEARNING EXPERIENCES | KEY INQUIRY QUESTION | LEARNING RESOURCES | ASSESSMENT | REFLECTION |
| 1 | 1 | 1.0 Mechanics and Thermal Physics | 1.1 Introduction to Physics | By the end of the lesson, the learner should be able to: Explain the meaning of Physics as a body of knowledge in science2. | The learner is guided to: Work with others to search for the meaning of Physics as a branch of science3. | How is Physics relevant in day to day life? 4 | 2024 Senior School Curriculum Design, Physics Learner’s Book, Digital devices, Internet. | Oral questions, Written quizzes. | |
| 2 | By the end of the lesson, the learner should be able to: Describe the main branches of Physics as a field of study5. | The learner is guided to: Discuss with peers the main branches of Physics (mechanics, electricity, thermodynamics, etc.)6. | Charts showing branches of Physics, Physics Learner’s Book. | Checklists, Oral discussion. | |||||
| 3 | By the end of the lesson, the learner should be able to: Outline the importance of Physics in day-to-day life7. | The learner is guided to: Discuss with peers the importance of Physics in day-to-day life and share findings with the class8. | Digital devices, Physics Learner’s Book, Video clips. | Oral presentation, Observation schedule. | |||||
| 4 | By the end of the lesson, the learner should be able to: Relate Physics to other fields of study9. | The learner is guided to: Discuss with peers the relationship of Physics with other fields of study (e.g., Biology, Geography, Chemistry)10. | Physics Learner’s Book, Concept maps. | Written questions, Peer assessment. | |||||
| 2 | 1 | 1.0 Mechanics and Thermal Physics | 1.1 Introduction to Physics | By the end of the lesson, the learner should be able to: Identify possible career opportunities in the field of Physics11. | The learner is guided to: Engage resource person(s) or use print/non-print media to search for information on career opportunities12. | Resource person, Career pamphlets, Digital devices. | Oral questions, Checklists. | ||
| 2 | By the end of the lesson, the learner should be able to: Create career charts highlighting areas related to Physics13. | The learner is guided to: Design, produce, and present career charts highlighting areas related to Physics14. | Manila papers, Markers, Glue, Pictures. | Project assessment, Portfolio. | |||||
| 3 | 1.2 Pressure | By the end of the lesson, the learner should be able to: Describe atmospheric pressure as used in physics15. | The learner is guided to: Discuss with peers the meaning of atmospheric pressure16. | How does density of fluid affect pressure? 17 | 2024 Senior School Curriculum Design, Physics Learner’s Book. | Oral questions, Written definition. | |||
| 4 | By the end of the lesson, the learner should be able to: Demonstrate the existence of atmospheric pressure in nature18. | The learner is guided to: Carry out activities to demonstrate the existence of atmospheric pressure in nature (e.g., crushing can experiment)19. | Tin cans, Heat source, Water, Crushing can apparatus. | Observation, Checklists. | |||||
| 3 | 1 | 1.0 Mechanics and Thermal Physics | 1.2 Pressure | By the end of the lesson, the learner should be able to: Investigate the effect of density on pressure in fluids20. | The learner is guided to: Carry out activities to investigate how the density of a fluid affects pressure21. | How does density affect pressure in fluid? 22 | Liquids of different densities, Manometers, Measuring cylinders. | Lab reports, Observation schedule. | |
| 2 | By the end of the lesson, the learner should be able to: Investigate the effect of depth on pressure in fluids23. | The learner is guided to: Carry out activities to investigate how depth below the free surface affects pressure in fluids24. | How does depth affect pressure in fluid? 25 | Tall cylinders, Water, Pressure sensors/gauges. | Lab reports, Oral questions. | ||||
| 3 | By the end of the lesson, the learner should be able to: Derive the equation $P=\rho gh$ for pressure in fluids26. | The learner is guided to: Carry out experiments/derivations to derive the equation $P=\rho gh$ to determine pressure in fluid27. | Physics Learner’s Book, Whiteboard, Notebooks. | Written derivation, Calculations. | |||||
| 4 | By the end of the lesson, the learner should be able to: Apply the equation $P=\rho gh$ to determine pressure in fluids28. | The learner is guided to: Use the equation to solve numerical problems involving density, gravity, and height29. | Calculator, Worksheets, Physics Learner’s Book. | Written tests, Homework. | |||||
| 4 | 1 | 1.0 Mechanics and Thermal Physics | 1.2 Pressure | By the end of the lesson, the learner should be able to: Demonstrate transmission of pressure in fluids30. | The learner is guided to: Carry out activities to demonstrate the principle of transmission of pressure in fluids (Pascal’s Principle)31. | Pascal’s vases, Syringes, Tubing, Water. | Observation, Oral discussion. | ||
| 2 | By the end of the lesson, the learner should be able to: Relate transmission of pressure to the fluid pressure formula32. | The learner is guided to: Discuss with peers the transmission of pressure in fluid and relate it with the fluid pressure formula33. | Physics Learner’s Book, Digital simulation. | Written questions, Peer review. | |||||
| 3 | By the end of the lesson, the learner should be able to: Discuss the application of pressure in hydraulic machines34. | The learner is guided to: Discuss with peers the applications of transmission of pressure in fluids specifically in hydraulic machines35. | Diagrams of hydraulic systems, Video clips. | Oral questions, Checklists. | |||||
| 4 | By the end of the lesson, the learner should be able to: Solve problems involving hydraulic machines36. | The learner is guided to: Apply knowledge of pressure transmission to solve numerical tasks regarding hydraulic lifts and brakes37. | Worksheets, Calculators. | Written assessment. | |||||
| 5 | 1 | 1.0 Mechanics and Thermal Physics | 1.2 Pressure | By the end of the lesson, the learner should be able to: Explain the working mechanism of a drinking straw and syringe38. | The learner is guided to: Use print or non-print media to search for information on the applications of atmospheric pressure in drinking straws and syringes39. | Drinking straws, Syringes, Beakers, Water. | Observation, Oral explanation. | ||
| 2 | By the end of the lesson, the learner should be able to: Describe the operation of a siphon40. | The learner is guided to: Set up a simple siphon and explain how atmospheric pressure enables the transfer of liquid41. | Rubber tubes, Beakers, Water at different levels. | Practical assessment, Lab report. | |||||
| 3 | By the end of the lesson, the learner should be able to: Explain the working mechanism of a bicycle pump42. | The learner is guided to: Dismantle or observe a bicycle pump to understand how valves and pressure work together43. | Bicycle pump, Diagrams. | Checklists, Oral questions. | |||||
| 4 | By the end of the lesson, the learner should be able to: Describe mechanisms of water pumping44. | The learner is guided to: Search for information on mechanisms of water pumping (e.g., lift pump, force pump) and discuss with peers45. | Charts of pumps, Digital devices. | Written description, Sketches. | |||||
| 6 | 1 | 1.0 Mechanics and Thermal Physics | 1.3 Mechanical Properties of Materials | By the end of the lesson, the learner should be able to: Explain the properties of ductility and malleability46. | The learner is guided to: Discuss with peers and carry out activities to demonstrate ductility and malleability of locally available materials47. | Why is it important to study mechanical properties? 48 | Wires, Metal sheets, Hammer, Physics Learner’s Book. | Observation, Oral questions. | |
| 2 | By the end of the lesson, the learner should be able to: Demonstrate the properties of elasticity and brittleness49. | The learner is guided to: Carry out activities to demonstrate elasticity (springs/rubber) and brittleness (chalk/glass)50. | Springs, Rubber bands, Chalk, Glass rod. | Checklist, Practical log. | |||||
| 3 | By the end of the lesson, the learner should be able to: Explain strength, hardness, and stiffness of materials51. | The learner is guided to: Carry out activities to compare strength, hardness, and stiffness of different locally available materials52. | Stones, Wood, Metal bars, Scratch tests. | Oral discussion, Written summary. | |||||
| 4 | By the end of the lesson, the learner should be able to: Investigate the relationship between tensile force and extension (Hooke’s Law)53. | The learner is guided to: Carry out activities to determine the relationship between tensile force and extension (constant of elasticity)54. | Why does a string snap easily compared to a spring? 55 | Retort stands, Springs, Masses, Rulers. | Graph plotting, Lab report. | ||||
| 7 | 1 | 1.0 Mechanics and Thermal Physics | 1.3 Mechanical Properties of Materials | By the end of the lesson, the learner should be able to: Determine tensile stress and strain using formulae56. | The learner is guided to: Use mathematical relationships to determine tensile stress ($F/A$) and tensile strain ($\Delta L/L_0$)57. | Calculators, Worksheets. | Written calculations. | ||
| 2 | By the end of the lesson, the learner should be able to: Determine the modulus of elasticity (Young’s Modulus)58. | The learner is guided to: Calculate Young’s modulus ($Y = \text{stress}/\text{strain}$) for different materials using provided data59. | Physics Learner’s Book, Data tables. | Written quiz. | |||||
| 3 | By the end of the lesson, the learner should be able to: Analyze breaking stress and elastic limit60. | The learner is guided to: Interpret stress-strain graphs to identify elastic limit, yield point, and breaking stress61. | Graph papers, Pre-drawn stress-strain curves. | Data interpretation exercises. | |||||
| 4 | By the end of the lesson, the learner should be able to: Describe applications of mechanical properties of materials62. | The learner is guided to: Use digital devices to search for industrial applications of various mechanical properties of materials63. | Digital devices, Internet, Industry case studies. | Group presentation. | |||||
| 8 | MID-TERM | MID-TERM | MID-TERM | MID-TERM | MID-TERM | MID-TERM | MID-TERM | ||
| 9 | 1 | 1.0 Mechanics and Thermal Physics | 1.3 Mechanical Properties of Materials | By the end of the lesson, the learner should be able to: Appreciate the importance of mechanical properties in day-to-day life64. | The learner is guided to: Discuss and present on why specific materials are chosen for specific tasks (e.g., bridges, car bodies) based on properties65. | Pictures of structures, Real-life objects. | Oral discussion, Reflection journal. | ||
| 2 | 1.4 Temperature and Thermal Expansion | By the end of the lesson, the learner should be able to: Explain the meaning of temperature and its units66. | The learner is guided to: Discuss the meaning of temperature and the SI and common units used67. | Physics Learner’s Book. | Oral questions. | ||||
| 3 | By the end of the lesson, the learner should be able to: Measure temperature using liquid expansion devices68. | The learner is guided to: Carry out activities to measure temperature using liquid-in-glass thermometers69. | Laboratory thermometers, Water baths (warm/cold). | Practical observation. | |||||
| 4 | By the end of the lesson, the learner should be able to: Describe temperature measurement using bimetallic devices and thermocouples70. | The learner is guided to: Use digital media to search for information on bimetallic strips and thermocouples71. | Bimetallic strips, Digital resources, Videos. | Written descriptions. | |||||
| 10 | 1 | 1.0 Mechanics and Thermal Physics | 1.4 Temperature and Thermal Expansion | By the end of the lesson, the learner should be able to: Describe advanced temperature measurement technologies72. | The learner is guided to: Search for information on resistive temperature devices (RTDs), thermistors, and infrared radiators73. | Digital devices, Internet. | Research notes, Oral sharing. | ||
| 2 | By the end of the lesson, the learner should be able to: Investigate thermal expansion in solids74. | The learner is guided to: Carry out activities to demonstrate thermal expansion in solids (e.g., ball and ring experiment)75. | Why does a lid of a sufuria made wider? 76 | Ball and ring apparatus, Burners. | Observation, Checklists. | ||||
| 3 | By the end of the lesson, the learner should be able to: Determine linear expansivity of metals77. | The learner is guided to: Perform experiments to determine linear expansivity of metals like iron, steel, or copper78. | Expansion apparatus, Metal rods, Micrometers. | Lab report, Calculations. | |||||
| 4 | By the end of the lesson, the learner should be able to: Investigate thermal expansion in fluids79. | The learner is guided to: Perform experiments to demonstrate thermal expansion in liquids and gases80. | Flasks, Glass tubes, Colored water, Balloons. | Observation, Oral explanation. | |||||
| 11 | 1 | 1.0 Mechanics and Thermal Physics | 1.4 Temperature and Thermal Expansion | By the end of the lesson, the learner should be able to: Explain the unusual expansion of water81. | The learner is guided to: Discuss the anomalous expansion of water and its ecological significance (ice floating)82. | Why does a glass bottle break when water freezes? 83 | Graphs of water density vs temp, Physics Learner’s Book. | Written explanation. | |
| 2 | By the end of the lesson, the learner should be able to: Describe applications of thermal expansion: Thermostats84. | The learner is guided to: Discuss the application of thermal expansion in thermostats used in electrical devices85. | Real thermostats (if available), Diagrams. | Oral questions. | |||||
| 3 | By the end of the lesson, the learner should be able to: Describe applications of thermal expansion in construction86. | The learner is guided to: Search for information on expansion joints in bridges, power lines, and railway tracks87. | Pictures of bridges/railways, Digital devices. | Case study analysis. | |||||
| 4 | By the end of the lesson, the learner should be able to: Appreciate the applications of thermal expansion in day-to-day life88. | The learner is guided to: Summarize various applications including flash light/indicator systems and metal work89. | Posters, Charts. | Portfolio, Peer presentation. | |||||
| 12 | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | END OF TERM ASSESSMENT | ||
| 13 | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL | CLOSURE OF SCHOOL |
