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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Waves I
|
Transverse and longitudinal pulse and waves
|
By the end of the
lesson, the learner
should be able to:
Describe transverse and longitudinal pulses and waves |
Distinguishing between transverse and longitudinal pulses and waves Forming pulse and waves |
Sources of transverse and longitudinal waves |
Comprehensive secondary physics students book 2 pages 67-69
Comprehensive secondary physics teachers book 2 pages 34-35 Secondary physics KLB students book 2 page 170-173 |
|
| 1 | 2-3 |
Waves I
|
Transverse and longitudinal pulse and waves
Characteristics of waves |
By the end of the
lesson, the learner
should be able to:
Describe transverse and longitudinal pulses and waves Define amplitude (a), the wave length (l) the frequency (f) and the period (T) of a wave |
Distinguishing between transverse and longitudinal pulses and waves Forming pulse and waves Describing and defining the characteristics of waves |
Sources of transverse and longitudinal waves Ripple tank Rollers Springs Chart showing the characteristics of waves |
Comprehensive secondary physics students book 2 pages 67-69
Comprehensive secondary physics teachers book 2 pages 34-35 Secondary physics KLB students book 2 page 170-173 Comprehensive secondary physics students book 2 pages 69-71 Comprehensive secondary physics teachers book 2 pages 34-35 Secondary physics KLB students book 2 page 174-183 |
|
| 1 | 4 |
Waves I
|
Characteristics of waves
|
By the end of the
lesson, the learner
should be able to:
Define amplitude (a), the wave length (l) the frequency (f) and the period (T) of a wave |
Describing and defining the characteristics of waves |
Ripple tank Rollers Springs Chart showing the characteristics of waves |
Comprehensive secondary physics students book 2 pages 69-71
Comprehensive secondary physics teachers book 2 pages 34-35 Secondary physics KLB students book 2 page 174-183 |
|
| 1 | 5 |
Sounds
|
Production of sounds
|
By the end of the
lesson, the learner
should be able to:
Demonstrate that sound is produced by vibrating objects |
Producing sound by vibrating strings, tins and bottles |
Strings Tins Bottles Stick Tuning forks Nails shakers |
Comprehensive secondary physics students book 2 pages 73
Comprehensive secondary physics teachers book 2 pages 37-39 Secondary physics KLB students book 2 page 186-189 93 |
|
| 2 | 1 |
Sounds
|
Nature of sound waves
|
By the end of the
lesson, the learner
should be able to:
Describe the nature of sound waves |
Describing and observing the characteristics of sound waves using the echo methods to find the speed of sound Discussions |
Open tube Closed tube Strings bottles |
Comprehensive secondary physics students book 2 pages 74-76
Comprehensive secondary physics teachers book 2 pages 37-39 Secondary physics KLB students book 2 page 194 |
|
| 2 | 2-3 |
Sounds
|
Nature of sound waves
|
By the end of the
lesson, the learner
should be able to:
Describe the nature of sound waves |
Describing and observing the characteristics of sound waves using the echo methods to find the speed of sound Discussions |
Open tube Closed tube Strings bottles |
Comprehensive secondary physics students book 2 pages 74-76
Comprehensive secondary physics teachers book 2 pages 37-39 Secondary physics KLB students book 2 page 194 |
|
| 2 | 4 |
Sounds
|
Propagation of sounds
|
By the end of the
lesson, the learner
should be able to:
By the end of the the lesson, the learner should be able to: Show that light does not travel in vacuum |
Demonstrating that sound requires a materials random for perpetration |
Bell jar Vacuum pump Electric bell |
Comprehensive secondary physics students book 2 pages 74
Comprehensive secondary physics teachers book 2 pages 37-39 Secondary physics KLB students book 2 page 190-193 |
|
| 2 | 5 |
Sound
|
Speed of sound
|
By the end of the
lesson, the learner
should be able to:
Determine the speed of sound in air by echo methods |
Investigating the factors determining the speed of sound |
Stop clock/watch Chart on procedure for formulating the speed of sound |
Comprehensive secondary physics students book 2 pages 77-78
Comprehensive secondary physics teachers book 2 pages 37-39 Secondary physics KLB students book 2 page 190-193 |
|
| 3 | 1 |
Sound
|
Factors affecting the speed of sound
|
By the end of the
lesson, the learner
should be able to:
State factors that affect the speed of sound |
Discussing how different aspects of nature affects the speed of sound |
Sources of sound Solid Water Air |
Comprehensive secondary physics students book 2 pages 78-79
Comprehensive secondary physics teachers book 2 pages 38-39 Secondary physics KLB students book 2 page 193 |
|
| 3 | 2-3 |
Sound
|
Factors affecting the speed of sound
|
By the end of the
lesson, the learner
should be able to:
State factors that affect the speed of sound |
Discussing how different aspects of nature affects the speed of sound |
Sources of sound Solid Water Air |
Comprehensive secondary physics students book 2 pages 78-79
Comprehensive secondary physics teachers book 2 pages 38-39 Secondary physics KLB students book 2 page 193 |
|
| 3 | 4 |
Fluid Flow
|
Structure and turbulent flow
|
By the end of the
lesson, the learner
should be able to:
Describe the streamline and turbulent flow |
Discussions Observing and defining Streamline and turbulent flow |
Water Pipes of varying diameter Sheet of paper |
Comprehensive secondary physics students book 2 pages 81
Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 204-208 |
|
| 3 | 5 |
Fluid Flow
|
Structure and turbulent flow
|
By the end of the
lesson, the learner
should be able to:
Describe the streamline and turbulent flow |
Discussions Observing and defining Streamline and turbulent flow |
Water Pipes of varying diameter Sheet of paper |
Comprehensive secondary physics students book 2 pages 81
Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 204-208 |
|
| 4 | 1 |
Fluid Flow
|
Equation of continuity
|
By the end of the
lesson, the learner
should be able to:
Derive the equation of continuity |
Deriving the equation of continuity Discussions |
pipes of varying diameter charts on equation of continuity |
Comprehensive secondary physics students book 2 pages 82
Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 210-215 |
|
| 4 | 2-3 |
Fluid Flow
|
Equation of continuity
Bernoulli?s effect |
By the end of the
lesson, the learner
should be able to:
Derive the equation of continuity Describe experiments to illustrate Benoullli?s effect |
Deriving the equation of continuity Discussions Illustrating Bernoulli?s effect by experiments |
pipes of varying diameter charts on equation of continuity Paper funnel Plane paper |
Comprehensive secondary physics students book 2 pages 82
Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 210-215 Comprehensive secondary physics students book 2 pages 83-84 Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 215-221 |
|
| 4 | 4 |
Fluid Flow
|
Bernoulli?s effect
|
By the end of the
lesson, the learner
should be able to:
Describe experiments to illustrate Benoullli?s effect |
Illustrating Bernoulli?s effect by experiments |
Paper funnel Plane paper |
Comprehensive secondary physics students book 2 pages 83-84
Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 215-221 |
|
| 4 | 5 |
Fluid Flow
|
Application of Bernoulli?s effect
|
By the end of the
lesson, the learner
should be able to:
Describe where Bernoulli?s effect is applied such as in the Bunsen burner, spray gun, carburetor, aerofoil and spinning ball |
Describing the application of Bernoulli?s principle |
Bunsen burner |
Comprehensive secondary physics students book 2 pages 84-87
Comprehensive secondary physics teachers book 2 pages 40-42 Secondary physics KLB students book 2 page 221-231 |
|
| 5 | 1 |
Waves II
|
Properties of waves
|
By the end of the
lesson, the learner
should be able to:
Define wavelength, frequency, amplitude and wavefront - Explain rectilinear propagation of waves - Describe wave production in ripple tank - Calculate wave speed using v=fλ |
Q/A on wave basics from Form 2
- Demonstration of wave production using ripple tank - Observation of rectilinear propagation - Calculations on wave speed |
Ripple tank, Straight vibrator, Water, Rulers, Stroboscope, Charts on wave properties
|
KLB Secondary Physics Form 3, Pages 156-158
|
|
| 5 | 2-3 |
Waves II
|
Properties of waves
Reflection of waves |
By the end of the
lesson, the learner
should be able to:
Define wavelength, frequency, amplitude and wavefront - Explain rectilinear propagation of waves - Describe wave production in ripple tank - Calculate wave speed using v=fλ State laws of reflection for waves - Describe experiments showing reflection - Sketch reflected wave patterns - Explain behavior at different reflectors |
Q/A on wave basics from Form 2
- Demonstration of wave production using ripple tank - Observation of rectilinear propagation - Calculations on wave speed Review of reflection principles - Experiment showing plane waves on straight reflector - Observation of circular waves on concave and convex reflectors - Drawing wavefront diagrams |
Ripple tank, Straight vibrator, Water, Rulers, Stroboscope, Charts on wave properties
Ripple tank, Plane wave generator, Curved and straight reflectors, Graph paper, Pencils |
KLB Secondary Physics Form 3, Pages 156-158
KLB Secondary Physics Form 3, Pages 158-161 |
|
| 5 | 4 |
Waves II
|
Refraction of waves
|
By the end of the
lesson, the learner
should be able to:
Describe refraction when waves change medium - Explain change in wavelength and speed - Demonstrate refraction using shallow and deep regions - State that frequency remains constant |
Q/A on refraction basics
- Experiment using glass plate to create shallow region - Observation of wavefront spacing changes - Discussion on speed and wavelength changes |
Ripple tank, Glass plates, Water, Rulers for measurement, Frequency generator
|
KLB Secondary Physics Form 3, Pages 161-163
|
|
| 5 | 5 |
Waves II
|
Diffraction of waves
Interference patterns |
By the end of the
lesson, the learner
should be able to:
Define diffraction - Explain factors affecting extent of diffraction - Describe experiments showing diffraction - Compare diffraction through different gap sizes |
Demonstration of diffraction using various gap sizes
- Observation of spreading effect - Investigation of relationship between gap size and wavelength - Practical measurements |
Ripple tank, Barriers with gaps, Various gap sizes, Measuring instruments, Wave generator
Two-point sources, Graph paper, Compass, Rulers, Ripple tank setup, Audio frequency generator |
KLB Secondary Physics Form 3, Pages 163-165
|
|
| 6 | 1 |
Waves II
|
Constructive and destructive interference
|
By the end of the
lesson, the learner
should be able to:
Distinguish between constructive and destructive interference - Explain conditions for each type - Demonstrate using sound waves - Calculate amplitudes in interference |
Experiment with two loudspeakers
- Observation of loud and quiet regions - Mathematical analysis of amplitude addition - Problem solving on wave interference |
Two loudspeakers, Audio generator, Microphone, Sound level meter, Connecting wires
|
KLB Secondary Physics Form 3, Pages 167-169
|
|
| 6 | 2-3 |
Waves II
|
Stationary waves formation
Modes of vibration in strings |
By the end of the
lesson, the learner
should be able to:
Define stationary waves - Explain formation from two opposing waves - Identify nodes and antinodes - Calculate distances between nodes Derive expressions for fundamental frequency - Explain harmonics and overtones - Calculate frequencies of overtones - Demonstrate different modes |
Demonstration using vibrating string
- Setup with tuning fork and pulley - Observation of stationary wave patterns - Measurements of wavelength Discussion on fundamental and overtone frequencies - Mathematical derivation of frequency formulas - Practical demonstration of string vibrations - Problem solving |
Tuning fork, String, Pulley, Weights, Stroboscope, Measuring tape, Retort stands
Sonometer, Tuning forks, Weights, Measuring instruments, Calculator, Formula charts |
KLB Secondary Physics Form 3, Pages 167-170
KLB Secondary Physics Form 3, Pages 170-172 |
|
| 6 | 4 |
Waves II
|
Vibrating air columns - closed pipes
|
By the end of the
lesson, the learner
should be able to:
Explain stationary waves in closed pipes - Derive fundamental frequency formula - Calculate overtone frequencies - Demonstrate resonance in pipes |
Experiment with closed pipe resonance
- Observation of resonance positions - Calculation of frequency relationships - End correction discussions |
Closed pipes of various lengths, Tuning forks, Water, Measuring cylinders, Resonance tubes
|
KLB Secondary Physics Form 3, Pages 172-174
|
|
| 6 | 5 |
Waves II
|
Vibrating air columns - open pipes
|
By the end of the
lesson, the learner
should be able to:
Compare open and closed pipe resonance - Derive frequency formulas for open pipes - Explain harmonic series differences - Solve numerical problems |
Experiment with open pipe resonance
- Comparison with closed pipe results - Mathematical problem solving - Summary of all wave phenomena |
Open pipes, Tuning forks, Sound level meters, Calculators, Summary charts, Past papers
|
KLB Secondary Physics Form 3, Pages 174-176
|
|
| 7 | 1 |
Quantity of Heat
|
Heat capacity and specific heat capacity
|
By the end of the
lesson, the learner
should be able to:
Define heat capacity and specific heat capacity - State SI units for both quantities - Distinguish between heat capacity and specific heat capacity - Use formula Q = mcθ in simple calculations |
Q/A on heat concepts from previous studies
- Discussion on definitions and units - Comparison of heat capacity vs specific heat capacity - Simple problem solving using Q = mcθ formula |
Charts on heat definitions, Calculators, Simple problem worksheets, Various materials for comparison
|
KLB Secondary Physics Form 3, Pages 206-209
|
|
| 7 | 2-3 |
Quantity of Heat
|
Heat capacity and specific heat capacity
Determination of specific heat capacity - method of mixtures for solids |
By the end of the
lesson, the learner
should be able to:
Define heat capacity and specific heat capacity - State SI units for both quantities - Distinguish between heat capacity and specific heat capacity - Use formula Q = mcθ in simple calculations Describe method of mixtures for solids - Perform experiment to determine specific heat capacity of metal - Apply heat balance principle - Calculate specific heat capacity from experimental data |
Q/A on heat concepts from previous studies
- Discussion on definitions and units - Comparison of heat capacity vs specific heat capacity - Simple problem solving using Q = mcθ formula Experiment using hot metal block in cold water - Measurement of temperatures and masses - Application of heat balance equation - Calculation of specific heat capacity from results |
Charts on heat definitions, Calculators, Simple problem worksheets, Various materials for comparison
Metal blocks, Beakers, Water, Thermometers, Weighing balance, Heat source, Well-lagged calorimeter, Stirrer |
KLB Secondary Physics Form 3, Pages 206-209
KLB Secondary Physics Form 3, Pages 209-212 |
|
| 7 | 4 |
Quantity of Heat
|
Determination of specific heat capacity - electrical method
|
By the end of the
lesson, the learner
should be able to:
Describe electrical method for solids - Perform electrical heating experiment - Calculate electrical energy supplied - Determine specific heat capacity using electrical method |
Experiment using electrical heating of metal block
- Measurement of voltage, current and time - Calculation of electrical energy supplied - Determination of specific heat capacity |
Metal cylinder with heater, Voltmeter, Ammeter, Thermometer, Stopwatch, Insulating materials, Power supply
|
KLB Secondary Physics Form 3, Pages 212-214
|
|
| 7 | 5 |
Quantity of Heat
|
Specific heat capacity of liquids and continuous flow method
|
By the end of the
lesson, the learner
should be able to:
Determine specific heat capacity of water by electrical method - Describe continuous flow method - Explain advantages of continuous flow method - Solve problems on specific heat capacity |
Electrical method experiment for water
- Discussion on continuous flow apparatus - Analysis of method advantages - Problem solving on specific heat calculations |
Calorimeter, Electrical heater, Water, Measuring instruments, Continuous flow apparatus diagram, Problem sets
|
KLB Secondary Physics Form 3, Pages 214-217
|
|
| 8 | 1 |
Quantity of Heat
|
Change of state and latent heat concepts
|
By the end of the
lesson, the learner
should be able to:
Define latent heat of fusion and vaporization - Explain change of state process - Plot cooling curve for naphthalene - Identify melting and boiling points from graphs |
Experiment plotting cooling curve for naphthalene
- Observation of temperature plateaus during phase changes - Discussion on latent heat concept - Graph analysis and interpretation |
Naphthalene, Test tubes, Thermometer, Stopwatch, Graph paper, Heat source, Cooling apparatus
|
KLB Secondary Physics Form 3, Pages 218-220
|
|
| 8 | 2-3 |
Quantity of Heat
|
Specific latent heat of fusion
Specific latent heat of vaporization |
By the end of the
lesson, the learner
should be able to:
Define specific latent heat of fusion - Determine latent heat of ice by method of mixtures - Perform electrical method for latent heat - Calculate latent heat from experimental data Define specific latent heat of vaporization - Determine latent heat of steam by condensation method - Perform electrical method for vaporization - Solve complex latent heat problems |
Method of mixtures experiment using ice and warm water
- Electrical method using ice and immersion heater - Heat balance calculations - Determination of specific latent heat values Steam condensation experiment in calorimeter - Electrical method using boiling water - Calculation of latent heat of vaporization - Complex problem solving involving phase changes |
Ice, Calorimeter, Thermometer, Electrical heater, Filter funnels, Beakers, Measuring cylinders
Steam generator, Condenser, Calorimeter, Electrical heater, Measuring instruments, Safety equipment |
KLB Secondary Physics Form 3, Pages 220-223
KLB Secondary Physics Form 3, Pages 223-227 |
|
| 8 | 4 |
Quantity of Heat
|
Effects of pressure and impurities on melting and boiling points
|
By the end of the
lesson, the learner
should be able to:
Investigate effect of pressure on melting point of ice - Demonstrate regelation phenomenon - Investigate effect of pressure on boiling point - Explain effect of impurities on phase transition temperatures |
Regelation experiment with ice and wire
- Pressure effect on boiling point using flask - Salt solution boiling point investigation - Discussion on pressure cooker working |
Ice blocks, Weighted wire, Round-bottomed flask, Thermometer, Salt solutions, Pressure cooker model
|
KLB Secondary Physics Form 3, Pages 227-230
|
|
| 8 | 5 |
Quantity of Heat
|
Evaporation and cooling effects
|
By the end of the
lesson, the learner
should be able to:
Define evaporation and distinguish from boiling - Investigate factors affecting evaporation rate - Demonstrate cooling effect of evaporation - Explain applications of evaporation cooling |
Experiments on evaporation rate factors
- Demonstration of cooling by evaporation using ether - Investigation of surface area, temperature and humidity effects - Discussion on natural cooling systems |
Various liquids, Beakers, Fans, Thermometers, Ether, Test tubes, Humidity measuring devices
|
KLB Secondary Physics Form 3, Pages 230-233
|
|
| 9 | 1 |
Gas Laws
|
Introduction to gas behavior and Boyle's Law
|
By the end of the
lesson, the learner
should be able to:
Describe relationship between pressure and volume of gases - State Boyle's Law - Demonstrate pressure-volume relationship using syringe - Plot P vs V and P vs 1/V graphs |
Q/A on gas properties from previous studies
- Demonstration using syringe to show pressure-volume relationship - Discussion on molecular explanation - Introduction to gas law investigations |
Syringes, J-shaped tubes, Oil, Bourdon gauge, Foot pump, Metre rule, Graph paper
|
KLB Secondary Physics Form 3, Pages 235-237
|
|
| 9 | 2-3 |
Gas Laws
|
Boyle's Law experiments and calculations
Boyle's Law applications and kinetic theory explanation Charles's Law |
By the end of the
lesson, the learner
should be able to:
Perform experiment to verify Boyle's Law - Record pressure and volume data - Plot graphs of P vs V, P vs 1/V, and PV vs P - Calculate pressure-volume products and verify constant relationship State Charles's Law for constant pressure processes - Demonstrate volume-temperature relationship - Perform experiments to verify V ∝ T relationship - Plot V vs T and V vs θ graphs |
Experiment using J-shaped tube with oil and pressure measurement
- Data collection and tabulation - Graph plotting and analysis - Verification of PV = constant relationship Experiment using gas column in tube with varying temperature - Temperature and volume measurements - Graph plotting showing linear relationship - Discussion on absolute zero concept |
Thick-walled J-shaped tube, Oil, Pressure gauge, Measuring instruments, Data tables, Graph paper, Calculators
Problem worksheets, Kinetic theory diagrams, Calculator, Gas bubble scenarios, Atmospheric pressure data Gas tubes, Water baths, Thermometers, Measuring cylinders, Heating apparatus, Graph paper, Temperature control equipment |
KLB Secondary Physics Form 3, Pages 235-238
KLB Secondary Physics Form 3, Pages 238-241 |
|
| 9 | 4 |
Gas Laws
|
Charles's Law applications and absolute temperature scale
|
By the end of the
lesson, the learner
should be able to:
Apply Charles's Law in numerical problems - Convert between Celsius and Kelvin scales - Explain concept of absolute zero - Solve problems using V₁/T₁ = V₂/T₂ |
Problem solving with Charles's Law formula
- Temperature scale conversions - Mathematical analysis of absolute zero - Real-world applications in hot air balloons and gas heating |
Temperature conversion charts, Problem sets, Calculators, Hot air balloon examples, Gas heating scenarios
|
KLB Secondary Physics Form 3, Pages 241-243
|
|
| 9 | 5 |
Gas Laws
|
Pressure Law (Gay-Lussac's Law)
|
By the end of the
lesson, the learner
should be able to:
State relationship between pressure and temperature at constant volume - Demonstrate pressure-temperature experiments - Verify P ∝ T relationship - Derive pressure law formula |
Experiment using constant volume gas with temperature variation
- Pressure measurements at different temperatures - Graph plotting of P vs T - Verification of linear relationship through origin |
Constant volume gas apparatus, Pressure gauges, Temperature control, Water baths, Thermometers, Graph materials
|
KLB Secondary Physics Form 3, Pages 242-244
|
|
| 10 | 1 |
Gas Laws
|
Combined gas laws and ideal gas behavior
|
By the end of the
lesson, the learner
should be able to:
Combine all three gas laws into general gas equation - Apply PV/T = constant for fixed mass of gas - Solve complex problems involving multiple variables - Explain ideal gas assumptions |
Mathematical combination of gas laws
- Problem solving with changing P, V, and T - Discussion on ideal gas concept - Analysis of real gas deviations from ideal behavior |
Combined law worksheets, Complex problem sets, Calculators, Ideal gas assumption charts
|
KLB Secondary Physics Form 3, Pages 243-245
|
|
| 10 | 2-3 |
Gas Laws
|
Kinetic theory of gases
Absolute zero and temperature scales |
By the end of the
lesson, the learner
should be able to:
State basic assumptions of kinetic theory - Explain gas laws using molecular motion - Relate temperature to average kinetic energy - Analyze molecular behavior in different conditions Explain concept of absolute zero temperature - Extrapolate gas law graphs to find absolute zero - Convert between temperature scales - Analyze relationship between Celsius and Kelvin scales |
Discussion of kinetic theory postulates
- Molecular explanation of gas laws - Mathematical relationship between temperature and kinetic energy - Analysis of molecular motion at different temperatures Graph extrapolation to determine absolute zero - Mathematical analysis of temperature scale relationships - Problem solving with temperature conversions - Discussion on theoretical and practical aspects of absolute zero |
Kinetic theory diagrams, Molecular motion animations, Temperature-energy relationship charts, Theoretical discussion materials
Graph paper, Extrapolation exercises, Temperature scale diagrams, Conversion worksheets, Scientific calculators |
KLB Secondary Physics Form 3, Pages 244-245
KLB Secondary Physics Form 3, Pages 241-245 |
|
| 10 | 4 |
Gas Laws
|
Comprehensive applications and problem solving
|
By the end of the
lesson, the learner
should be able to:
Solve complex multi-step gas law problems - Apply gas laws to real-world situations - Analyze atmospheric and weather-related phenomena - Review all gas law concepts and applications |
Comprehensive problem solving session
- Analysis of weather balloons, scuba diving, and atmospheric pressure effects - Review of all gas laws - Preparation for examinations with complex scenarios |
Past examination papers, Multi-step problem sets, Real-world scenario worksheets, Summary charts, Calculators
|
KLB Secondary Physics Form 3, Pages 235-245
|
|
| 10 | 4-5 |
Gas Laws
|
Comprehensive applications and problem solving
|
By the end of the
lesson, the learner
should be able to:
Solve complex multi-step gas law problems - Apply gas laws to real-world situations - Analyze atmospheric and weather-related phenomena - Review all gas law concepts and applications |
Comprehensive problem solving session
- Analysis of weather balloons, scuba diving, and atmospheric pressure effects - Review of all gas laws - Preparation for examinations with complex scenarios |
Past examination papers, Multi-step problem sets, Real-world scenario worksheets, Summary charts, Calculators
|
KLB Secondary Physics Form 3, Pages 235-245
|
|
| 11-12 |
END YEAR 2025 EXAMINATIONS |
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