SCHEME OF WORK
WEEK:
1. Revision/ Alternating current circuit, graphical representation, peak and rms values.
2. A/C in resistor inductor and capacitor. Energy in inductor (E=1/3 U 2) reactance and impedence vector diagram, power in A/C circuit resonance and its application.
3. Models of atoms- Thompson Rutherford, Bohr, Models and limitations. Assumption of Bohr`s theory. Electron- cloud model structure of Nucleus, Protons and Neutrons and isotope.
4. Radioactivity- emission of Alpha and Bela particles and gamma rays. Properties and peaceful uses of radiations. Redioactive decay, half-life, decay constant.
5. Artificial transformation, Nuclear fusions nuclear fission, nuclear energy, chain reactions, peaceful uses of radioactivity, radioactive hazard and safety precautions binding energy.
6. Quantum Radiation- energy level, Frazhkm Herzt experiment, excitation potential and excitation energy`s line special spectral of discharge lamps.
7. Photoelectric effect, work functions three –hold frequency , Eisten`s equation, X-ray production, x-ray tube, types, characteristics, uses, hazard and safety precautions.
8. Conduction of electricity in gases- conditions for discharge, characteristics of cathode rays application, Themionic emission and its applications. Diode nature cathode ray oscilloscope.
9. Wave- Particle paradox, De-boglies, Hypothesis, uncertainty principle complimentary variable wave nature and particle nature of matter.
10. Laboratory practical
11. Revision
2ND TERM
WEEK 1
TOPIC: PATTERNS OF MAGNETIC FIELD
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Identify the direction of current magnetic field, and force on an electromagnetic field.
ii. State and explain Lenz's law and the implications of Lenz's law.
iii. State Faraday's laws of electromagnetic induction.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: CONCEPT OF ELECTROMAGNETIC FIELD
Electromagnetic field is a field representing the joint interaction of electric and magnetic
F = q (E.V.B)
Interaction between magnetic field and current.
Motion in a current carrying conduit. Applications of electromagnetic field effects.
EVALUATION:
Sketch the following:
i. The electric motor
ii. The moving coil galvanometre
ASSIGNMENT:
Describe the structure of an alternating current generation and working principle of the direct current generator.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Use diagram to describe electric motor
ii. Describe the working principle of a moving coil galvanometre
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: APPLIANCES OF ELECTROMAGNETIC FIELD EFFECT
For electric motor, split ring commutator is used, for a.c motor, slip ring is used.
Due to the proportional variation of the moving scale ammeter, the scale is uniform and is as a result of the radial magnetic field.
EVALUATION:
Briefly sketch the electric motor.
ASSIGNMENT:
Use diagram to describe the working principle of the a.c generator
TOPIC: FORCE BETWEEN CONDUCTORS CARRYING CURRENT
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Use diagram to explain attraction and repulsion in conductors carrying current.
ii. Distinguish the direction of motion in a rectangular coil and a circular loop placed in a magnetic field.
CONTENT: ATTRACTION AND REPULSION ON CONDUCTORS CARRYING CURRENT IN A FIELD
We use Fleming's L-H rule for direction of force and R-H clenched fist rule for direction of current in electricity producing magnetism.
EVALUATION:
If current flows through two parallel conductors, when do the conductors
i. Repel and
ii. Attract. Use two explanations to support your answers.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Identify the direction of current magnetic field, and force on an electromagnetic field.
ii. State and explain Lenz's law and the implications of Lenz's law.
iii. State Faraday's laws of electromagnetic induction.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: CONCEPT OF ELECTROMAGNETIC FIELD
Electromagnetic field is a field representing the joint interaction of electric and magnetic
F = q (E.V.B)
Interaction between magnetic field and current.
Motion in a current carrying conduit. Applications of electromagnetic field effects.
EVALUATION:
Sketch the following:
i. The electric motor
ii. The moving coil galvanometre
ASSIGNMENT:
Describe the structure of an alternating current generation and working principle of the direct current generator.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Use diagram to describe electric motor
ii. Describe the working principle of a moving coil galvanometre
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: APPLIANCES OF ELECTROMAGNETIC FIELD EFFECT
For electric motor, split ring commutator is used, for a.c motor, slip ring is used.
Due to the proportional variation of the moving scale ammeter, the scale is uniform and is as a result of the radial magnetic field.
EVALUATION:
Briefly sketch the electric motor.
ASSIGNMENT:
Use diagram to describe the working principle of the a.c generator
TOPIC: FORCE BETWEEN CONDUCTORS CARRYING CURRENT
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Use diagram to explain attraction and repulsion in conductors carrying current.
ii. Distinguish the direction of motion in a rectangular coil and a circular loop placed in a magnetic field.
CONTENT: ATTRACTION AND REPULSION ON CONDUCTORS CARRYING CURRENT IN A FIELD
We use Fleming's L-H rule for direction of force and R-H clenched fist rule for direction of current in electricity producing magnetism.
EVALUATION:
If current flows through two parallel conductors, when do the conductors
i. Repel and
ii. Attract. Use two explanations to support your answers.
WEEK 2
TOPIC: MAGNETIC OF FORCE ON CONDUCTORS
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Use diagrams to describe the magnetic effect in a moving coil galvanometre.
ii. Mention at least three ways of increasing the sensitivity of a galvanometre.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: Magnetic effect on a conductor carrying current
To increase the sensitivity of a galvanometre
i. The magnetic field is made stronger.
ii. Number of turns in rectangular coil is increased.
iii. The area of coils is increased.
iv. The spring should be made of their wire.
EVALUATION:
Mention at least three ways by which the sensitivity of a galvanometre can be increased.
ASSIGNMENT:
Use diagram to describe the working principle of an a.c generator, stating the actions of rotation for 0∘-360∘
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Solve simple problems on magnetic effect of current and on a conductor
ii. Use the expression F = qvBSinӨ to solve simple problems on magnetic effect on current.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT:
A beam of protons a.e transmitted through two parallel horizontal plates 2.5m apart through a p.d of 2500V, when the perpendicular magnetic field along the beam is bent into a curve of radius 3m. Calculate the change per mass ratio of the mass.
Answer = 0.208 x 107CKg-1.
EVALUATION:
What is the formular for the following as it relates to magnitude of force on a current carrying conductor in a magnetic field?
ASSIGNMENT:
Find the volume in which a beam of proton would repel through a pair of vel. Plate 2m wide, in B of 30 x 10-4 T. if e/m = 9.86 x 107CKg-1 in Vo and V = 3.0 x 104V; and is bent into a curve of r = 200m.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Use diagrams to describe the magnetic effect in a moving coil galvanometre.
ii. Mention at least three ways of increasing the sensitivity of a galvanometre.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: Magnetic effect on a conductor carrying current
To increase the sensitivity of a galvanometre
i. The magnetic field is made stronger.
ii. Number of turns in rectangular coil is increased.
iii. The area of coils is increased.
iv. The spring should be made of their wire.
EVALUATION:
Mention at least three ways by which the sensitivity of a galvanometre can be increased.
ASSIGNMENT:
Use diagram to describe the working principle of an a.c generator, stating the actions of rotation for 0∘-360∘
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Solve simple problems on magnetic effect of current and on a conductor
ii. Use the expression F = qvBSinӨ to solve simple problems on magnetic effect on current.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT:
A beam of protons a.e transmitted through two parallel horizontal plates 2.5m apart through a p.d of 2500V, when the perpendicular magnetic field along the beam is bent into a curve of radius 3m. Calculate the change per mass ratio of the mass.
Answer = 0.208 x 107CKg-1.
EVALUATION:
What is the formular for the following as it relates to magnitude of force on a current carrying conductor in a magnetic field?
ASSIGNMENT:
Find the volume in which a beam of proton would repel through a pair of vel. Plate 2m wide, in B of 30 x 10-4 T. if e/m = 9.86 x 107CKg-1 in Vo and V = 3.0 x 104V; and is bent into a curve of r = 200m.
WEEK 3
TOPIC: THE AMPERE
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
1. Define ampere
2. Use diagram to describe the strength of force, magnified field a.d direction of force/motion of current carrying conductor.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: THE AMPERE
Is the current which produces a force of 2 x 10-7 μ per metre in vacuum between two parallel infinitely long conductors of negligible cross sectional area, 1m apart when flowing in each conductor.
EVALUATION:
Define the ampere.
SUB-TOPIC: PROBLEM ON FORCE, MOTION AND FIELD
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Solve simple problems involving force, motion and field direction on a current carrying conductor
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT:
A charge of 1.6 x 10-19 C enters a magnetic field of flux density 2T with a vel 2.5 x 107m/s at an angle of 30∘ with the field.
Calculate the magnitude of the force exerted on the charge of the field.
Solution:
Using F = qVBsinθ
F = 1.6 x 10-9 x 2.5x107 x 2 x 0.05
F = 4 x 10-12 N
EVALUATION: The teacher evaluates the lesson with the following questions:
Derive an expression to show the relationship between the force and velocity of a charge (q) inn an electromagnetic field k.
Solution:
From F = qe, and F = qVXB
In mag field alone, F = qVXB
In electric field alone, F = qEV
Therefore
In both fields
F = Eq + qVXB
F = q(E + VB) Q.E.D
ASSIGNMENT:
Use diagram to describe the hot-wire and moving iron ammeters.
SUB-TOPIC: RELATIONSHIP BETWEEN FORCE AND VELOCITY
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Solve more problems on force on current carrying conductors in magnetic field.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT:
Obtain the magnetic force of an electron of charge q = 1.6 x 10-19 C in a field of flux density 200T with a speed of 2 x 107m/s in the direction 50℃
Solution:
Q = 1.6 x 10-16C, B = 200T, V = 2 x 107m/s, V= ?
F = 1.6 x 10-19C x 200 x 2 x 107 x sin 50
F= ???
EVALUATION:
Define electromagnetic induction
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
1. Define ampere
2. Use diagram to describe the strength of force, magnified field a.d direction of force/motion of current carrying conductor.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: THE AMPERE
Is the current which produces a force of 2 x 10-7 μ per metre in vacuum between two parallel infinitely long conductors of negligible cross sectional area, 1m apart when flowing in each conductor.
EVALUATION:
Define the ampere.
SUB-TOPIC: PROBLEM ON FORCE, MOTION AND FIELD
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Solve simple problems involving force, motion and field direction on a current carrying conductor
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT:
A charge of 1.6 x 10-19 C enters a magnetic field of flux density 2T with a vel 2.5 x 107m/s at an angle of 30∘ with the field.
Calculate the magnitude of the force exerted on the charge of the field.
Solution:
Using F = qVBsinθ
F = 1.6 x 10-9 x 2.5x107 x 2 x 0.05
F = 4 x 10-12 N
EVALUATION: The teacher evaluates the lesson with the following questions:
Derive an expression to show the relationship between the force and velocity of a charge (q) inn an electromagnetic field k.
Solution:
From F = qe, and F = qVXB
In mag field alone, F = qVXB
In electric field alone, F = qEV
Therefore
In both fields
F = Eq + qVXB
F = q(E + VB) Q.E.D
ASSIGNMENT:
Use diagram to describe the hot-wire and moving iron ammeters.
SUB-TOPIC: RELATIONSHIP BETWEEN FORCE AND VELOCITY
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Solve more problems on force on current carrying conductors in magnetic field.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT:
Obtain the magnetic force of an electron of charge q = 1.6 x 10-19 C in a field of flux density 200T with a speed of 2 x 107m/s in the direction 50℃
Solution:
Q = 1.6 x 10-16C, B = 200T, V = 2 x 107m/s, V= ?
F = 1.6 x 10-19C x 200 x 2 x 107 x sin 50
F= ???
EVALUATION:
Define electromagnetic induction
WEEK 4
TOPIC: ELECTRICAL MEASURING INSTRUMENT
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Carry out simple conversion of galvanometres.
ii. Describe the working principle of both the moving iron and hot wire ammetre
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: GALVANOMETRE CONVERSION AND RESISTANCE MEASURING TECHNIQUES
Hot wire ammetre: moving iron ammetre
Potentiometer
Metre bridge
Wheatstone bridge
EVALUATION:
What do you understand by the term NULL DEFLECTION?
ASSIGNMENT:
A galvanometre with a resistance of 5Ω. Determining the resistance required to convert it into a voltmeter reading up to 1.5V
SUB-TOPIC: THE WHEATSTONE BRIDGE
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Solve simple problems on galvanometre and Wheatstone bridge
ii. Determine the value of an unknown resistance with the use of the Wheatstone bridge techniques.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: THE WHEATSTONE BRIDGE
I1R1 = 1R1 R3
I2R2 = I2 R4
Therefore:
R1 = R3
R2 R4
Calculate the value of R when G shows no defletion.
Solution:
50 = 90
20 R
R = 36Ω
EVALUATION:
Mention three (3) techniques of determining the value of an unknown resistor.
ASSIGNMENT:
A galvanometre with a resistance of 50Ω. Determine the resistance required to convert it into a voltmeter reading up to 1.5V.
Solution: 950Ω
SUB-TOPIC: THE POTENTIOMETRE
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Solve simple problems on galvanometre, resistor, e.m.f, and potentiometer
ii. Determine the value of an unknown e.m.f using the potentiometric technique.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: THE PRINCIPLE OF POTENTIOMETRE
The potentiometer is a device to precisely measure potential difference
P.d between A & P is proportional to L1 the length of AP.
EVALUATION:
Distinguish between a cell and a battery.
ASSIGNMENT:
i. Explain the term e.m.f and internal resistance of a cell.
ii. Describe and explain with illustration Ohm's law.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Carry out simple conversion of galvanometres.
ii. Describe the working principle of both the moving iron and hot wire ammetre
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: GALVANOMETRE CONVERSION AND RESISTANCE MEASURING TECHNIQUES
Hot wire ammetre: moving iron ammetre
Potentiometer
Metre bridge
Wheatstone bridge
EVALUATION:
What do you understand by the term NULL DEFLECTION?
ASSIGNMENT:
A galvanometre with a resistance of 5Ω. Determining the resistance required to convert it into a voltmeter reading up to 1.5V
SUB-TOPIC: THE WHEATSTONE BRIDGE
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Solve simple problems on galvanometre and Wheatstone bridge
ii. Determine the value of an unknown resistance with the use of the Wheatstone bridge techniques.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: THE WHEATSTONE BRIDGE
I1R1 = 1R1 R3
I2R2 = I2 R4
Therefore:
R1 = R3
R2 R4
Calculate the value of R when G shows no defletion.
Solution:
50 = 90
20 R
R = 36Ω
EVALUATION:
Mention three (3) techniques of determining the value of an unknown resistor.
ASSIGNMENT:
A galvanometre with a resistance of 50Ω. Determine the resistance required to convert it into a voltmeter reading up to 1.5V.
Solution: 950Ω
SUB-TOPIC: THE POTENTIOMETRE
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Solve simple problems on galvanometre, resistor, e.m.f, and potentiometer
ii. Determine the value of an unknown e.m.f using the potentiometric technique.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: THE PRINCIPLE OF POTENTIOMETRE
The potentiometer is a device to precisely measure potential difference
P.d between A & P is proportional to L1 the length of AP.
EVALUATION:
Distinguish between a cell and a battery.
ASSIGNMENT:
i. Explain the term e.m.f and internal resistance of a cell.
ii. Describe and explain with illustration Ohm's law.
WEEK 5
TOPIC: RESISTIVITY
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define resistivity of a material.
ii. Derive an expression on the unit of resistivity.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: RESISTIVITY
Resistivity is the resistance of unit length of material of unit cross sectional area.
Since:
R α L, R α I/A
R α I/A K
Unit
ℓ= RA = Ωm
ℓ m
Therefore Unit of ℓ=
Ωm
EVALUATION:
Define resistivity of a material.
ASSIGNMENT:
A resistance wire of 30Ω of length 200cm with a cross sectional area of 0.73m2. calculate the resistivity of wire (b) the length of the wire, when resistance changes to 5KΩ and diameter of wire changes to 0.5m (ￗ = 22/7). Also find the conductivity of the wire.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define electric resistivity of a material
ii. Solve simple problems on resistivity and conductivity.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: ELECTRICAL CONDUCTIVITY
This is a measure of the extent to which a material will allow current to flow easily, through it when a p.d is applied at a specified temp. It is the reciprocal of resistivity.
EVALUATION:
Define electrical conductivity of a material.
ASSIGNMENT:
A wire of length 100cm and cross sectional area 2.0 x 10-3 cm3 has a resistance of 0.1Ω. calculate its electrical conductivity. Answer: 5 x 105(Ωm-1)
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define conductivity
ii. Solve simple problems on conductivity.
CONTENT: CONDUCTIVITY OF MATERIALS
The reciprocal of resistivity is known as the conductivity of the material. Since the values of ℓ for most conductor lie between 10-4 & 10-6Ωm and can be obtained from tables of physical constant, if the material of wires are known.
If
R = 4ℓl
4ￗd2
Then
ℓ = 4ￗd2
4ℓl
EVALUATION:
Define conductivity.
ASSIGNMENT:
The resistivity of a wire depends on a number of factors. State these factors. What length of resistance wire of diameter 0.33mm and ℓ 1.1 x 10-6Ωm would you refine to make a 14Ω resistor?
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define resistivity of a material.
ii. Derive an expression on the unit of resistivity.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: RESISTIVITY
Resistivity is the resistance of unit length of material of unit cross sectional area.
Since:
R α L, R α I/A
R α I/A K
Unit
ℓ= RA = Ωm
ℓ m
Therefore Unit of ℓ=
Ωm
EVALUATION:
Define resistivity of a material.
ASSIGNMENT:
A resistance wire of 30Ω of length 200cm with a cross sectional area of 0.73m2. calculate the resistivity of wire (b) the length of the wire, when resistance changes to 5KΩ and diameter of wire changes to 0.5m (ￗ = 22/7). Also find the conductivity of the wire.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define electric resistivity of a material
ii. Solve simple problems on resistivity and conductivity.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: ELECTRICAL CONDUCTIVITY
This is a measure of the extent to which a material will allow current to flow easily, through it when a p.d is applied at a specified temp. It is the reciprocal of resistivity.
EVALUATION:
Define electrical conductivity of a material.
ASSIGNMENT:
A wire of length 100cm and cross sectional area 2.0 x 10-3 cm3 has a resistance of 0.1Ω. calculate its electrical conductivity. Answer: 5 x 105(Ωm-1)
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define conductivity
ii. Solve simple problems on conductivity.
CONTENT: CONDUCTIVITY OF MATERIALS
The reciprocal of resistivity is known as the conductivity of the material. Since the values of ℓ for most conductor lie between 10-4 & 10-6Ωm and can be obtained from tables of physical constant, if the material of wires are known.
If
R = 4ℓl
4ￗd2
Then
ℓ = 4ￗd2
4ℓl
EVALUATION:
Define conductivity.
ASSIGNMENT:
The resistivity of a wire depends on a number of factors. State these factors. What length of resistance wire of diameter 0.33mm and ℓ 1.1 x 10-6Ωm would you refine to make a 14Ω resistor?
WEEK 6
TOPIC: THE POTENTIOMETRE
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define potentiometer
ii. Use diagrams to describe the working principle of the potentiometer
iii. Use the potentiometer to determine the value of unknown e.m.f
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: THE POTENTIOMETER (PRINCIPLE)
The potentiometer is a device used for precisely measuring the potential difference between two points.
Where the galvanometre defluts to zero is determined by touching the sliding contact on the wire (NULL-DEFLECTION POINT)
E2 ⋀2
E1 ⋀2
EVALUATION:
Define potentiometer.
ASSIGNMENT:
Use diagram to describe the working principle of a potentiometer.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
Solve simple problems on potentiometer and potential divider.
Use the potential divider method to determine the value of unknown e.m.f of a cell/battery.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: CALCULATION ON E.M.F USING A POTENTIOMETRE
E2 L2 V2 R2
E1 L1 V1 R1
Ex. In the potentiometer circuit, the cell has e.m.f of 0.5V and the balance length is 70cm to 30cm. find the e.m.f of the other cell.
Solution:
E1 L1
E2 L2
E2 = E1 x L2 0.5 x 70 = 1.17V
L1 30
EVALUATION:
What do you understand by potential divider?
ASSIGNMENT:
In the circuit above, AB is a uniform wire of length 1m and resistance 6Ω. Neglecting the internal resistance of the cell, the reading on the voltmeter V is?
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define potentiometer
ii. Use diagrams to describe the working principle of the potentiometer
iii. Use the potentiometer to determine the value of unknown e.m.f
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: THE POTENTIOMETER (PRINCIPLE)
The potentiometer is a device used for precisely measuring the potential difference between two points.
Where the galvanometre defluts to zero is determined by touching the sliding contact on the wire (NULL-DEFLECTION POINT)
E2 ⋀2
E1 ⋀2
EVALUATION:
Define potentiometer.
ASSIGNMENT:
Use diagram to describe the working principle of a potentiometer.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
Solve simple problems on potentiometer and potential divider.
Use the potential divider method to determine the value of unknown e.m.f of a cell/battery.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: CALCULATION ON E.M.F USING A POTENTIOMETRE
E2 L2 V2 R2
E1 L1 V1 R1
Ex. In the potentiometer circuit, the cell has e.m.f of 0.5V and the balance length is 70cm to 30cm. find the e.m.f of the other cell.
Solution:
E1 L1
E2 L2
E2 = E1 x L2 0.5 x 70 = 1.17V
L1 30
EVALUATION:
What do you understand by potential divider?
ASSIGNMENT:
In the circuit above, AB is a uniform wire of length 1m and resistance 6Ω. Neglecting the internal resistance of the cell, the reading on the voltmeter V is?
WEEK 7
TOPIC: ELECTROMAGNETIC INDUCTION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define electromagnetic induction
ii. Describe primary and secondary coil and electromagnetic induction
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: ELECTROMAGNETIC INDUCTION
This is the production of electric current or voltage in a conductor where as there is a relative motion between the conductor and a magnetic field (or a magnet).
Faraday's law states that wherever there is a change in the magnetic lines of force e.m.f is induced, the strength of which is proportional to the rate of change of the flux linked with the circuit.
Lenz's law: the induced e.m.f is such a direction to oppose the motion or change producing it.
EVALUATION:
Define electromagnetic induction.
ASSIGNMENT:
Use diagram to describe the induction coil and label it.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define a transformer
ii. Solve simple problem on transformer
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: TRANSFORMERS
A transformer is an electrical device that is used to increase or decrease the voltage/current of A.c.
E.x.
The input voltage of a step down transformer is 2200. If the expected voltage from the transformer is 40V, calculate the ratio of the number of turns in the primary to the secondary.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define electromagnetic induction
ii. Describe primary and secondary coil and electromagnetic induction
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: ELECTROMAGNETIC INDUCTION
This is the production of electric current or voltage in a conductor where as there is a relative motion between the conductor and a magnetic field (or a magnet).
Faraday's law states that wherever there is a change in the magnetic lines of force e.m.f is induced, the strength of which is proportional to the rate of change of the flux linked with the circuit.
Lenz's law: the induced e.m.f is such a direction to oppose the motion or change producing it.
EVALUATION:
Define electromagnetic induction.
ASSIGNMENT:
Use diagram to describe the induction coil and label it.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define a transformer
ii. Solve simple problem on transformer
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: TRANSFORMERS
A transformer is an electrical device that is used to increase or decrease the voltage/current of A.c.
E.x.
The input voltage of a step down transformer is 2200. If the expected voltage from the transformer is 40V, calculate the ratio of the number of turns in the primary to the secondary.
WEEK 8
TOPIC: APPLICATIONS OF E-M INDUCTION
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define applications of electromagnetic induction.
ii. List out at least 3 applications that make use of electromagnetic induction.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: APPLICATIONS OF ELECTROMAGNETIC INDUCTION
A machine that converts mechanical energy to electrical energy is called the DYNAMO. When it changes mechanical to electrical. It is called a GENERATOR.
i. A.c Generator
ii. Transformer
iii. Moving from ammetre
iv. Hot wire ammetre
v. Transformer
Mutual induction
Is the flow of induced current/voltage in a coil due to an alternating carrying current in a neighbouring coil.
EVALUATION:
List out 3 devices that work on the principle of electric and magnetic in motion.
ASSIGNMENT: Use diagram to describe that wire and moving from Ammetre.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define D.c generator
ii. Describe ways of producing large e.m.fs in practical A.c/D.c generator.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: D.C GENERATOR
A D.c generator is one which always flows in one direction even though it may vary in value.
An a.c generator may be even made to produce a D.c replant slip ring with the split ring commutator.
PRACTICAL GENERATORS
To produce larger e.m.f in A.c / D.c
1. The ammetre is constructed with a layer of number of turns.
2. Coil is wound on soft iron core to increase magnetic flux through coil.
3. Strength of magnetic field made as high as possible.
4. Praline is made to what at a fast rate.
EVALUATION:
D.C generator and indicator should have been tight at the end of the lesson
SUB-TOPIC: ENERGY LOSSES IN TRANSFORMER
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. List out energy losses in transformer.
ii. Solve simple problems on transformers.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: ENERGY LOSSES IN PRACTICAL TRANSFORMER
i. Eddy curat: minimized by laminating cores.
ii. Hysteresis : minimized by use of special alloys.
iii. Heat lost: using thick wires
iv. Leakage of wave magnetic flux: using special core designs or cast.
Calculations : on transformers
EVALUATION:
List out 4 ways in which energy is lost in transformers and how they can be minimized.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define applications of electromagnetic induction.
ii. List out at least 3 applications that make use of electromagnetic induction.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: APPLICATIONS OF ELECTROMAGNETIC INDUCTION
A machine that converts mechanical energy to electrical energy is called the DYNAMO. When it changes mechanical to electrical. It is called a GENERATOR.
i. A.c Generator
ii. Transformer
iii. Moving from ammetre
iv. Hot wire ammetre
v. Transformer
Mutual induction
Is the flow of induced current/voltage in a coil due to an alternating carrying current in a neighbouring coil.
EVALUATION:
List out 3 devices that work on the principle of electric and magnetic in motion.
ASSIGNMENT: Use diagram to describe that wire and moving from Ammetre.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Define D.c generator
ii. Describe ways of producing large e.m.fs in practical A.c/D.c generator.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: D.C GENERATOR
A D.c generator is one which always flows in one direction even though it may vary in value.
An a.c generator may be even made to produce a D.c replant slip ring with the split ring commutator.
PRACTICAL GENERATORS
To produce larger e.m.f in A.c / D.c
1. The ammetre is constructed with a layer of number of turns.
2. Coil is wound on soft iron core to increase magnetic flux through coil.
3. Strength of magnetic field made as high as possible.
4. Praline is made to what at a fast rate.
EVALUATION:
D.C generator and indicator should have been tight at the end of the lesson
SUB-TOPIC: ENERGY LOSSES IN TRANSFORMER
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. List out energy losses in transformer.
ii. Solve simple problems on transformers.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: ENERGY LOSSES IN PRACTICAL TRANSFORMER
i. Eddy curat: minimized by laminating cores.
ii. Hysteresis : minimized by use of special alloys.
iii. Heat lost: using thick wires
iv. Leakage of wave magnetic flux: using special core designs or cast.
Calculations : on transformers
EVALUATION:
List out 4 ways in which energy is lost in transformers and how they can be minimized.
WEEK 9
TOPIC: CONSERVATION PRINCIPLE
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Describe the action of A.c generators
ii. Describe the wavelength of A.c voltage or current.
iii. Use diagram to explain A.c generator.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: A.C GENERATOR
Wave form of an A.c generator voltage or current. I revolution e.m.f in the coil thus reverse each tone coil passes the vertical.
EVALUATION:
i. use diagram to describe the waveform of an A.c voltage or current.
ii. What is the meaning of A.c voltage?
ASSIGNMENT:
Use diagram to describe the A.c generator.
SUB-TOPIC: E.M.F FROM A GENERATOR
BEHAVIOURAL OBJECTIVES: At the end of this lesson, the students should be able to
i. Use diagram to describe coil inclined in a magnetic field.
ii. Derive an expression for E.M.F of an alternating current.
CONTENT:
Flux ⌽, ⌽= AB cos θ; for N turns
Therefore:
⌽= NAB cos θ
So from μ= dθ
dt
Therefore: Induced e.m.f E is given by E= -dθ
Dt
= E = -d NAB cos θ
Dt
E = NAB sin θ and
When θ = 90∘
E∘ = NAB
When E∘ = max e.m.f
E = E∘ sin θ, since w = θ
t
therefore: θ = wt
E = e∘ sin wt Hence E∘ = E
Sin wt
E∘ is the wave induced e.m.f, when coil is vel to field, E = 0.
EVALUATION:
Mention an expression for e.m.f of an A.c current.
SUB-TOPIC: MEASUREMENT OF A.C CIRCUIT
BEHAVIOURAL OBJECTIVES: At the end of this lesson, the students should be able to:
i. List out energy losses in transformers
ii. Solve simple problems on transformer
CONTENT: ENERGY LOSSES IN PRACTICAL TRANSFORMER
i. Eddy current: Minimized by laminating core.
ii. Hyptensis: Minimized by core of special alloy.
iii. I2R (Heat loss) using thick
iv. Leakage of magnetic flux: using special core design or coils.
Ex. A transformer has 500 turns in primary coil and 300 turns in secondary coil. If the primary coil is connected to a 22o. which voltage will be obtained = secondary coil. What type of transformer is this?
Solution:
Es = Es = Ip Es = Ep x μs
Ep P Is μp
= Es = 220 x 300
500
Es = 132 V
Since 132 < 220 V
= step down transformer
EVALUATION:
List two instruments for increasing A.c currents.
BEHAVIOURAL OBJECTIVES: BY THE END OF THE LESSON, THE STUDENTS SHOULD BE ABLE TO:
i. Describe the action of A.c generators
ii. Describe the wavelength of A.c voltage or current.
iii. Use diagram to explain A.c generator.
REFERENCE: NEW SCHOOL PHYSICS FOR SS by ANYAKOHA, AFP 2006.
CONTENT: A.C GENERATOR
Wave form of an A.c generator voltage or current. I revolution e.m.f in the coil thus reverse each tone coil passes the vertical.
EVALUATION:
i. use diagram to describe the waveform of an A.c voltage or current.
ii. What is the meaning of A.c voltage?
ASSIGNMENT:
Use diagram to describe the A.c generator.
SUB-TOPIC: E.M.F FROM A GENERATOR
BEHAVIOURAL OBJECTIVES: At the end of this lesson, the students should be able to
i. Use diagram to describe coil inclined in a magnetic field.
ii. Derive an expression for E.M.F of an alternating current.
CONTENT:
Flux ⌽, ⌽= AB cos θ; for N turns
Therefore:
⌽= NAB cos θ
So from μ= dθ
dt
Therefore: Induced e.m.f E is given by E= -dθ
Dt
= E = -d NAB cos θ
Dt
E = NAB sin θ and
When θ = 90∘
E∘ = NAB
When E∘ = max e.m.f
E = E∘ sin θ, since w = θ
t
therefore: θ = wt
E = e∘ sin wt Hence E∘ = E
Sin wt
E∘ is the wave induced e.m.f, when coil is vel to field, E = 0.
EVALUATION:
Mention an expression for e.m.f of an A.c current.
SUB-TOPIC: MEASUREMENT OF A.C CIRCUIT
BEHAVIOURAL OBJECTIVES: At the end of this lesson, the students should be able to:
i. List out energy losses in transformers
ii. Solve simple problems on transformer
CONTENT: ENERGY LOSSES IN PRACTICAL TRANSFORMER
i. Eddy current: Minimized by laminating core.
ii. Hyptensis: Minimized by core of special alloy.
iii. I2R (Heat loss) using thick
iv. Leakage of magnetic flux: using special core design or coils.
Ex. A transformer has 500 turns in primary coil and 300 turns in secondary coil. If the primary coil is connected to a 22o. which voltage will be obtained = secondary coil. What type of transformer is this?
Solution:
Es = Es = Ip Es = Ep x μs
Ep P Is μp
= Es = 220 x 300
500
Es = 132 V
Since 132 < 220 V
= step down transformer
EVALUATION:
List two instruments for increasing A.c currents.
