Natural Physical Science

Turning Effect of Force - Meaning of moment of force

By the end of the lesson, the learner should be able to:
- Define moment of a force at a point
- Identify turning points in everyday tools
- Relate turning effect of force to opening doors and using spanners

In groups, learners are guided to:
- Identify tools that turn at a given point when force is applied
- Discuss how force causes objects to turn about a pivot
- Use digital devices or print media to research on turning effect of force

How is the turning effect of force used in our daily life?

- Mentor General Science pg. 221
- Spanners
- Door handles
- Scissors

- Oral questions - Observation - Written exercises

Natural Physical Science

Turning Effect of Force - Factors affecting turning effect
Turning Effect of Force - Calculating moment of force
Turning Effect of Force - Demonstrating principle of moments
Turning Effect of Force - Calculations using principle of moments
Turning Effect of Force - Moments due to weight of a uniform beam

By the end of the lesson, the learner should be able to:
- Explain factors affecting the turning effect of a force
- Investigate the relationship between force and perpendicular distance
- Connect moment of force to why longer spanners make loosening nuts easier
- State the principle of moments
- Demonstrate the principle of moments by balancing a metre rule
- Relate the principle of moments to how see-saws balance at playgrounds

In groups, learners are guided to:
- Carry out activities to investigate turning effect of force
- Hold a stick horizontally and suspend masses at different points
- Observe and record the turning effect at different positions
- Tie a metre rule at the centre and suspend horizontally
- Suspend weights on both sides and balance
- Record distances and weights to verify principle of moments

Why is it easier to open a door by pushing at the handle than near the hinges?
When does a system of forces achieve balance?

- Mentor General Science pg. 222
- Metre rule
- Masses
- String
- Retort stand
- Mentor General Science pg. 223
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 224
- Metre rule
- Knife edge
- Masses
- Cotton thread
- Mentor General Science pg. 225
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 226
- Known masses

- Practical observation - Oral questions - Written exercises
- Practical assessment - Oral questions - Written exercises

Natural Physical Science

Turning Effect of Force - Moments of antiparallel forces
Turning Effect of Force - Calculations involving antiparallel forces
Turning Effect of Force - Applications in real life

By the end of the lesson, the learner should be able to:
- Explain the meaning of antiparallel forces
- Calculate the moments of antiparallel forces
- Relate antiparallel forces to steering wheels and bicycle handles

In groups, learners are guided to:
- Discuss the meaning of antiparallel forces
- Observe how antiparallel forces work on a turning knob
- Calculate moments about different points

What happens when two equal forces act in opposite directions?

- Mentor General Science pg. 227
- Turning knobs
- Steering wheel models
- Diagrams
- Mentor General Science pg. 228
- Calculators
- Worked examples
- Mentor General Science pg. 229
- Beam balance
- Spanners
- Digital devices

- Oral questions - Numerical exercises - Written tests

Natural Physical Science

Turning Effect of Force - Importance in everyday life

By the end of the lesson, the learner should be able to:
- Explain the importance of turning effect of force in everyday life
- Present findings on applications of turning effect
- Apply turning effect knowledge to selecting appropriate tools for different tasks

In groups, learners are guided to:
- Use digital devices to search for importance of turning effect in day-to-day life
- Prepare presentations on applications
- Share findings with parents, guardians or siblings

Why is understanding turning effect important for using tools effectively?

- Mentor General Science pg. 230
- Digital devices
- Charts
- Presentation materials

- Presentations - Written reports - Peer assessment

Natural Physical Science

Linear Motion - Distance and displacement

By the end of the lesson, the learner should be able to:
- Explain the terms distance and displacement as used in linear motion
- Differentiate between distance and displacement
- Relate distance and displacement to navigation and giving directions

- Discuss the meaning of distance and displacement
- Analyse different routes taken by learners from point A to Z
- Calculate displacement using Pythagoras theorem

What is the difference between how far you walked and how far you are from the start?

- Mentor General Science pg. 235
- Tape measure
- School playground
- Diagrams

- Oral questions - Written exercises - Practical measurement

Natural Physical Science

Linear Motion - Calculations involving distance and displacement
Linear Motion - Speed and velocity
Linear Motion - Practical determination of velocity

By the end of the lesson, the learner should be able to:
- Calculate distance covered along different paths
- Determine displacement between two points
- Apply distance and displacement calculations to planning shortest routes for travel
- Determine velocity experimentally
- Measure time and distance to calculate velocity
- Apply velocity measurement skills to timing athletic events

- Solve numerical problems involving distance and displacement
- Draw diagrams to represent motion paths
- Calculate resultant displacement using vectors
- Measure a distance of 50m in the school compound
- Time learners running the distance using stopwatch
- Calculate velocity and record in tables

How do we calculate the shortest distance between two points?
How do we measure how fast someone is running?

- Mentor General Science pg. 236
- Calculators
- Graph paper
- Rulers
- Mentor General Science pg. 237
- Stopwatches
- Tape measure
- Calculators
- Mentor General Science pg. 238
- Stopwatches
- Tape measure
- Ropes
- Exercise books

- Numerical exercises - Written tests - Diagram drawing
- Practical assessment - Data recording - Calculations

Natural Physical Science

Linear Motion - Calculations on speed and velocity

By the end of the lesson, the learner should be able to:
- Calculate speed and velocity in various problems
- Convert units of speed from km/h to m/s and vice versa
- Apply speed calculations to estimating travel times for journeys

In groups, learners are guided to:
- Solve numerical problems on speed and velocity
- Convert 72 km/h to m/s and similar conversions
- Calculate average speed for journeys with multiple stages

How long will a journey take if we know the speed and distance?

- Mentor General Science pg. 239
- Calculators
- Worked examples
- Exercise books

- Numerical exercises - Written tests - Oral questions

Natural Physical Science

Linear Motion - Acceleration
Linear Motion - Calculations on acceleration and deceleration

By the end of the lesson, the learner should be able to:
- Define acceleration as used in linear motion
- Calculate acceleration using change in velocity and time
- Relate acceleration to vehicle performance and braking distances

In groups, learners are guided to:
- Discuss the meaning of acceleration
- Derive the formula for acceleration
- State the SI unit of acceleration (m/s²)

What causes a car to speed up or slow down?

- Mentor General Science pg. 240
- Digital devices
- Charts
- Calculators
- Mentor General Science pg. 241
- Calculators
- Worked examples
- Exercise books

- Oral questions - Numerical exercises - Written tests

Natural Physical Science

Linear Motion - Equations of linear motion

By the end of the lesson, the learner should be able to:
- State the three equations of linear motion
- Identify the variables in each equation
- Connect equations of motion to predicting vehicle stopping distances

In groups, learners are guided to:
- Use digital devices or print media to research equations of linear motion
- Discuss the meaning of variables u, v, a, t and s
- Write down the three equations: v=u+at, s=ut+½at², v²=u²+2as

How do we predict the motion of objects mathematically?

- Mentor General Science pg. 242
- Digital devices
- Charts
- Reference books

- Oral questions - Written exercises - Formula recall

Natural Physical Science

Linear Motion - Using v = u + at
Linear Motion - Using s = ut + ½at²
Linear Motion - Using v² = u² + 2as

By the end of the lesson, the learner should be able to:
- Apply the first equation of motion to solve problems
- Calculate final velocity, initial velocity, acceleration or time
- Use the equation to determine how fast a vehicle will be after accelerating
- Apply the second equation of motion to solve problems
- Calculate displacement for uniformly accelerating objects
- Use the equation to determine runway length needed for aircraft takeoff

In groups, learners are guided to:
- Solve numerical problems using v = u + at
- Calculate unknown variables in different scenarios
- Apply to real-life examples like car acceleration
- Solve numerical problems using s = ut + ½at²
- Calculate distance covered during acceleration
- Apply to scenarios involving objects starting from rest

How fast will a car be moving after accelerating for a certain time?
How far does an accelerating object travel in a given time?

- Mentor General Science pg. 243
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 244
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 245

- Numerical exercises - Written tests - Oral questions

Natural Physical Science

Linear Motion - Effects of gravity on bodies under free fall

By the end of the lesson, the learner should be able to:
- Investigate the effect of gravity on bodies under free fall
- Explain that all objects fall at the same rate regardless of mass
- Relate free fall to understanding why parachutes and air resistance are important

In groups, learners are guided to:
- Drop objects from a height and observe increase in speed
- Discuss the meaning of free fall and acceleration due to gravity
- Analyse pictures showing effects of gravity

Why do all objects fall at the same rate in a vacuum?

- Mentor General Science pg. 246
- Balls of different masses
- Raised platform
- Digital devices

- Practical observation - Oral questions - Written exercises

Natural Physical Science

Linear Motion - Using tick timer to investigate free fall

By the end of the lesson, the learner should be able to:
- Investigate free fall motion using a tick timer
- Analyse tape patterns to determine acceleration
- Connect tick timer analysis to motion sensors used in vehicle safety systems

In groups, learners are guided to:
- Set up tick timer experiment with falling mass
- Analyse dot patterns on paper tape
- Compare acceleration of different masses

How can we prove that falling objects accelerate?

- Mentor General Science pg. 248
- Tick timer
- Paper tape
- Masses
- Power source

- Practical assessment - Data analysis - Lab reports

Natural Physical Science

Linear Motion - Calculations on free fall motion
Linear Motion - Safety on sloping surfaces

By the end of the lesson, the learner should be able to:
- Apply equations of motion to free fall problems
- Calculate velocity and distance for falling objects
- Use free fall calculations to determine safe heights for jumping or diving

In groups, learners are guided to:
- Solve numerical problems on free fall using g = 10 m/s²
- Calculate time taken to fall, velocity on hitting ground
- Apply equations to objects dropped from heights

How fast will an object be moving after falling from a certain height?

- Mentor General Science pg. 249
- Calculators
- Worked examples
- Exercise books
- Mentor General Science pg. 250
- Digital devices
- Pictures of slopes
- Road safety charts

- Numerical exercises - Written tests - Oral questions

Natural Physical Science

Linear Motion - Applications in real life
Waves - Amplitude and wavelength

By the end of the lesson, the learner should be able to:
- Identify applications of linear motion in real-life situations
- Explain how linear motion principles apply to vehicles, sports and elevators
- Apply linear motion knowledge to understanding traffic safety and athletics
- Define amplitude and wavelength as used in waves
- Identify amplitude and wavelength on wave diagrams
- Relate amplitude to loudness of sound and wavelength to pitch of musical instruments

In groups, learners are guided to:
- Search for applications of linear motion at home and in the environment
- Discuss applications in vehicles, athletics, falling objects
- Present findings on mitigating dangers of linear motion
- Discuss the meaning of amplitude and wavelength
- Identify amplitude and wavelength on transverse and longitudinal wave diagrams
- Draw and label wave diagrams

How do we use knowledge of linear motion to stay safe?
What determines how loud a sound is and how high or low it sounds?

- Mentor General Science pg. 251
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 257
- Wave diagrams
- Springs
- Ropes

- Presentations - Written reports - Oral questions
- Labelled diagrams - Oral questions - Written exercises

Natural Physical Science

Waves - Frequency and period
Waves - Velocity of waves

By the end of the lesson, the learner should be able to:
- Define frequency and period as properties of waves
- Explain the relationship between frequency and period
- Connect frequency to radio station tuning and musical note pitch

In groups, learners are guided to:
- Search for information about frequency and period
- Discuss the relationship f = 1/T
- State SI units (Hz for frequency, seconds for period)

How many waves pass a point in one second?

- Mentor General Science pg. 258
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 259

- Oral questions - Written exercises - Calculations

Natural Physical Science

Waves - Interpreting the wave equation

By the end of the lesson, the learner should be able to:
- Interpret the wave equation as used in science
- Explain the relationship between wave characteristics
- Apply the wave equation to calculating properties of sound and light waves

In groups, learners are guided to:
- Determine velocity of waves in a ripple tank
- Calculate wavelength, frequency and velocity
- Compare different methods of calculating wave velocity

How are wavelength, frequency and velocity related?

- Mentor General Science pg. 260
- Ripple tank
- Stopwatch
- Ruler

- Practical assessment - Calculations - Oral questions

Natural Physical Science

Waves - Calculations using wave equation

By the end of the lesson, the learner should be able to:
- Calculate wave characteristics using the wave equation
- Solve problems involving velocity, frequency and wavelength
- Apply wave calculations to determining radio frequencies and sound properties

In groups, learners are guided to:
- Solve numerical problems using v = fλ
- Calculate velocity, frequency or wavelength as required
- Apply to sound waves, water waves and electromagnetic waves

How do we calculate the wavelength of a radio wave?

- Mentor General Science pg. 261
- Calculators
- Worked examples
- Exercise books

- Numerical exercises - Written tests - Oral questions

Natural Physical Science

Waves - Reflection of sound waves
Waves - Echo and distance measurement
Waves - Refraction of sound waves

By the end of the lesson, the learner should be able to:
- Demonstrate reflection of sound waves
- State the laws of reflection of sound
- Connect sound reflection to understanding echoes in valleys and large buildings
- Explain refraction of sound waves
- Describe how sound travels differently during day and night
- Connect sound refraction to why sounds travel farther at night

In groups, learners are guided to:
- Carry out experiments to investigate reflection of sound using echo method
- Use pipes and barriers to demonstrate reflection
- Measure angles of incidence and reflection
- Watch video clips on refraction of sound waves during day and night
- Discuss how temperature differences cause refraction
- Draw diagrams illustrating refraction of sound

Why do we hear echoes in large empty rooms?
Why can we hear distant sounds more clearly at night than during the day?

- Mentor General Science pg. 263
- Pipes
- Soft board barrier
- Ticking clock
- Protractor
- Mentor General Science pg. 264
- High wall
- Stopwatch
- Tape measure
- Mentor General Science pg. 265
- Digital devices
- Diagrams
- Video clips

- Practical assessment - Oral questions - Written reports
- Diagrams - Oral questions - Written exercises

Natural Physical Science

Waves - Diffraction of sound waves

By the end of the lesson, the learner should be able to:
- Demonstrate movement of sound waves around corners
- Explain diffraction of sound waves
- Relate diffraction to hearing people talking around corners

In groups, learners are guided to:
- Carry out experiments to demonstrate diffraction using a radio and wall
- Listen to sound around corners
- Discuss how sound spreads through openings

Why can we hear sounds around corners even when we can't see the source?

- Mentor General Science pg. 267
- Radio
- Building walls
- Barriers

- Practical demonstration - Oral questions - Written reports

Natural Physical Science

Waves - Effects of waves on communities and ecosystems
Waves - Mitigation measures for wave effects

By the end of the lesson, the learner should be able to:
- Explain effects of waves on the environment
- Discuss impact on communities, marine ecosystems and infrastructure
- Connect wave effects to understanding coastal erosion and noise pollution

In groups, learners are guided to:
- Search for information on effects of waves on environment
- Discuss effects on communities, marine ecosystems, infrastructure
- Analyse pictures showing wave effects

How do waves affect coastal communities and marine life?

- Mentor General Science pg. 268
- Digital devices
- Pictures
- Charts
- Mentor General Science pg. 269
- Charts
- Reference books

- Group discussions - Presentations - Written reports

Natural Physical Science

Waves - Applications of reflection in road safety

By the end of the lesson, the learner should be able to:
- Explain applications of wave reflection in road safety
- Describe how reflector jackets and road signs work
- Apply reflection knowledge to understanding importance of wearing visible clothing at night

In groups, learners are guided to:
- Search for applications of reflection in road safety
- Discuss reflector jackets, road markings, signs and vehicle rear lights
- Explain how reflection improves visibility

How do reflective materials help keep pedestrians safe at night?

- Mentor General Science pg. 270
- Reflector jackets
- Road signs
- Digital devices

- Oral questions - Presentations - Written exercises

Natural Physical Science

Waves - Applications of refraction and diffraction
Magnetism - Magnetisation by induction method
Magnetism - Magnetisation by stroking method

By the end of the lesson, the learner should be able to:
- Explain applications of refraction and diffraction of waves
- Describe mirage formation and sound travel around obstacles
- Apply wave knowledge to understanding optical illusions on hot roads
- Describe magnetisation using the induction method
- Demonstrate temporary magnetisation by induction
- Connect induction to how paper clips form chains when attached to magnets

In groups, learners are guided to:
- Discuss how refraction causes mirages on hot roads
- Explain how hooting before blind spots uses sound refraction
- Discuss applications of diffraction in daily life
- Suspend a magnet and bring paper clips close to it
- Observe how paper clips become temporary magnets
- Discuss the polarity of induced magnetism

Why do hot roads sometimes look wet from a distance?
How can an object become a magnet without touching another magnet?

- Mentor General Science pg. 270
- Digital devices
- Pictures
- Charts
- Mentor General Science pg. 271
- Bar magnets
- Paper clips
- Cotton thread
- Stand
- Mentor General Science pg. 273
- Steel needles
- Iron filings
- Stickers

- Oral questions - Written exercises - Group discussions
- Practical demonstration - Oral questions - Written exercises

Natural Physical Science

Magnetism - Magnetisation by electrical and hammering methods

By the end of the lesson, the learner should be able to:
- Describe magnetisation using electrical and hammering methods
- Make an electromagnet using a coil and current
- Connect electrical magnetisation to how electromagnets work in doorbells and speakers

In groups, learners are guided to:
- Wrap copper wire around a nail and connect to a cell
- Observe attraction of iron filings or pins
- Demonstrate hammering method with steel bar aligned to Earth's field

How do we make a magnet using electricity?

- Mentor General Science pg. 275
- Insulated copper wire
- Nails
- Cells
- Iron filings

- Practical assessment - Oral questions - Written exercises

Natural Physical Science

Magnetism - Methods of demagnetisation

By the end of the lesson, the learner should be able to:
- Describe methods of demagnetisation
- Explain electrical, hammering and heating methods of demagnetisation
- Connect demagnetisation to understanding why magnets weaken when dropped or heated

In groups, learners are guided to:
- Carry out experiments on demagnetisation using AC current
- Demonstrate demagnetisation by heating and hammering
- Test demagnetised materials with iron filings

Why do magnets lose their magnetism when heated or dropped?

- Mentor General Science pg. 276
- Bar magnets
- AC source
- Solenoid
- Heat source

- Practical assessment - Oral questions - Written reports

Natural Physical Science

Magnetism - Magnetic field patterns around magnets
Magnetism - Direction and strength of magnetic fields

By the end of the lesson, the learner should be able to:
- Describe magnetic field patterns around a magnet
- Draw magnetic field lines for different magnet arrangements
- Connect magnetic field patterns to how compasses work and Earth's magnetic field

In groups, learners are guided to:
- Place iron filings on paper over a magnet and tap gently
- Observe and draw magnetic field patterns
- Investigate field patterns for like and unlike poles

What do the invisible lines of force around a magnet look like?

- Mentor General Science pg. 279
- Bar magnets
- Iron filings
- Plain paper
- U-shaped magnet
- Mentor General Science pg. 280
- Digital devices
- Compass
- Magnets
- Charts

- Diagrams - Practical observation - Written exercises

Natural Physical Science

Magnetism - Induced electromotive force
Magnetism - Practical demonstration of electromagnetic induction

By the end of the lesson, the learner should be able to:
- Describe induced electromotive force in electromagnetic induction
- Explain how moving a conductor in a magnetic field produces electricity
- Connect electromagnetic induction to how power stations generate electricity
- Perform an experiment on electromagnetic induction
- Observe galvanometer deflection when conductor moves in magnetic field
- Apply electromagnetic induction principles to understanding generators

In groups, learners are guided to:
- Search for information on meaning of induced e.m.f
- Discuss how electromagnetic induction occurs
- Watch videos on electromagnetic induction
- Set up apparatus with U-shaped magnet, conductor and galvanometer
- Move conductor in different directions and observe deflection
- Record observations for different movements

How can we produce electricity using magnets?
What happens when we move a wire through a magnetic field?

- Mentor General Science pg. 282
- Digital devices
- Video clips
- Charts
- Mentor General Science pg. 283
- U-shaped magnet
- Copper wire
- Galvanometer
- Connecting wires

- Oral questions - Written exercises - Group discussions
- Practical assessment - Observation - Written reports

Natural Physical Science

Magnetism - Factors affecting magnitude of induced e.m.f
Magnetism - Applications of electromagnetic induction

By the end of the lesson, the learner should be able to:
- Explain factors affecting the magnitude of induced e.m.f
- Describe how speed, field strength and number of coils affect induction
- Apply factor knowledge to designing more efficient generators

In groups, learners are guided to:
- Search for information on factors affecting induced e.m.f
- Discuss effect of speed, magnetic field strength, number of turns
- Discuss effect of conductor area and orientation

How can we increase the amount of electricity generated by electromagnetic induction?

- Mentor General Science pg. 284
- Digital devices
- Charts
- Reference books
- Mentor General Science pg. 285
- Pictures
- Charts

- Oral questions - Written exercises - Group discussions

Natural Physical Science

Magnetism - Designing and making an electric bell
Magnetism - Completing and presenting electric bell projects

By the end of the lesson, the learner should be able to:
- Design and make a simple electric bell using locally available materials
- Explain how an electric bell works using electromagnetic principles
- Apply electromagnetic knowledge to building functional electrical devices

In groups, learners are guided to:
- Gather materials: nail, copper wire, metal strip, bell, battery, switch
- Wrap wire around nail to make electromagnet
- Assemble electric bell and test its working

How does an electric bell use electromagnetic induction?

- Mentor General Science pg. 287
- Nails
- Copper wire
- Bells
- Batteries
- Switches
- Mentor General Science pg. 288
- Electric bell components
- Presentation materials

- Project assessment - Peer review - Practical demonstration