WEEK 1

Learning Planner

240
Subject Physics 1 Duration Form 1
Week 1 minutes
Mechanics and Sub-
Strand Introduction to physics
matter Strand
a) Demonstrate knowledge and understanding of the characteristics of
Content
physics as exhibited in everyday life.
Standard
b) Classify quantities into fundamental, derived, scalars and vectors.
a) Explain how physics is applied in some sectors of the global and
Learning
local (glocal) economy
Outcome(s)
b) Classify quantities into fundamental, derived, scalars and vectors.
a) Identify careers that are related to physics in various sectors of the
economy.
Learning
b) Use basic mathematical concepts to solve problems - trigonometric
Indicator(s)
ratios, Pythagoras's theorem, sine and cosine rule, indices.
c) Identify the basic units in physics.
a) How does physics contribute to technological advancements and
everyday applications?
Essential
b) What is the best approach to teach the role of physics for all
Question(s)
learners to benefit from the lesson?

Pedagogical Collaborative learning, Deductive learning, Talk for learning

Strategies
Teaching &
Audio-visuals (TV, Projector), Laptop, Internet, Resource persons,
Learning
Calculators
Resources
Key Notes on Differentiation
Learning tasks
 Identify Physics-related careers across the various sectors of the economy
 Identify a selection of branches of Physics
 Give further explanation as to the scope of some of the branches of Physics
 Link the branches of Physics to examples of careers

Pedagogical exemplars
 Learners could watch a documentary that illustrates how physics plays a vital role
in shaping the world. Let learners identify Physics-related careers linking to
branches of physics that the learner may have met before e.g. mechanics,
electricity, waves
 In groups, learners should be given a list of Physics-oriented careers, cutting
across indigenous careers (such as masonry, welding, vulcanising, etc), education,
engineering, health and allied sciences, photonics, geophysics, materials science,
metallurgy, laser physics, astrophysics, meteorology, climate science, computing,
etc. Learners discuss the relation of these careers with Physics, the required
education and inclusivity
 Organise a career panel with guest speakers from various Physics-related
professions. Learners should prepare questions and engage in discussions with the
 panellists

Key assessment
 Level 1: Identify at least five Physics related careers in your community
 Level 2: Describe at least three branches of Physics and give examples of careers
which utilise the study of these
 Level 1: Discuss the application of the principles of Physics in any industry of your
choice
Careers, Mechanics, Matter, Physical quantities, scalars, vectors,
Keywords
derived, trig ratios, Pythagoras’ theorem, sine, cosine, indices.

Lesson 1: APPLICATIONS OF PHYSICS IN VARIOUS SECTORS OF THE

ECONOMY AND CAREER EXPLORATION
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)
Learners introduce themselves and mention a physics term or Physicist who shares the
same first letter as their name. They then mention the career in physics that they are
interested in pursuing or want to know more about.
Introductory Activity (15 minutes) Introductory Activity (15minutes)
I. Using know – want to know – I. Based on your previous knowledge, share
learning (KWL) strategy, help with your teacher and colleagues the
learners explore a variety of various careers that use physics principles
career paths that utilise both in the informal and formal sectors.
physics; identifying formal
and informal careers.

Activity 1 (40 minutes) Activity 1 (40 minutes)

I. Learners develop a web I. Together with your colleagues,
relationship between the develop a web relationship of the
careers mentioned identifying various careers you mentioned
the various branches of earlier and relate them to the
physics, the skills and various branches of physics, the
education required, and the skills and education required and
types of challenges and the types of challenges and rewards
rewards each might offer. they offer.

Activity 2 (40 minutes)

I. Learners watch a Activity 2 (40 minutes)
predownloaded video on the I. Watch a video on the applications
applications of physics ranging of physics ranging from education,
from education, scientific scientific research, engineering and
research, engineering and technology to entrepreneurship and
technology to entrepreneurship environmental science.
and environmental science.

Note: Scan the QR code for a sample Note: Scan the QR code for a sample video on
video on YouTube. YouTube.
Assessment DoK aligned to the Curriculum and Subject Teacher Manual
Level 1
1. You have created a TikTok account and you want to share some of the careers in
your community. Identify at least five physics related careers in your community
you would share in your TikTok post.
2. LinkedIn has chosen you to contribute to a discussion physics in industry.
Contribute to this discussion on the application of the principles of physics in any
industry of your choice.
Level 2
3. In celebrating your school’s anniversary, you are writing a short article on careers
in Physics for the anniversary brochure. Describe at least three branches of physics
and give examples of careers which utilise the study of these.

Lesson Closure
Activity (15 minutes)
a) Ask learners to summarise how physics principles are applied in various careers
b) Ask learners to summarise the interdisciplinary nature of physics in different
sectors and how they influence everyday technology and industry.
Reflection & Remarks
a) Were my learners able to identify a career in physics that interests them the most
and why?
b) Were my learners able to identify the application of physics principles in solving
real-world problems?
c) Studying physics is not just about understanding the universe; it's about using that
knowledge to make a real-world impact.

Lesson 2: THE INTERPLAY OF MATHEMATICS AND PHYSICS IN

CONCEPTUAL UNDERSTANDING AND REAL-WORLD APPLICATIONS
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (15 minutes)
In a game of “I spy” or “treasure hunt”, you mention an object and learners mention the
shape of the object recalling their previous knowledge of plane geometrical figures such as
triangles and trapeziums.
Introductory activity (15 minutes) Introductory activity (15 minutes)
I. From the objects mentioned, I. Listen to explanations, take notes, ask
introduce and explain the basic questions, participate in discussions,
mathematical concepts on practice solving problems, and reflect on
trigonometric ratios, the concepts learned.
Pythagoras's theorem, sine and
cosine rule, and indices. Help
learners appreciate the
importance of these in the
engineering structures like
bridges, video game
development to simulate realistic
and immersive 3-D
environments, in sports to
calculate the best angle to hit the
ball to avoid other players and
cover a certain distance.
Activity 1(25 minutes)
I. Practice using the sine and cosine rules to
Activity 1 (25 minutes) deduce sides and angles within triangles by
I. Utilise real-life challenges and solving various problems and asking
use them to guide learners in questions for clarification.
solving practice solving
problems involving the sine
and cosine rules to deduce
sides and angles within Activity 2 (25 minutes)
triangles. I. Recall the various measuring units used in
the home, hospital, markets, etc.
Activity 2 (25 minutes)
I. Engage learners to recall the II. Share your experiences using the “olonka”
various measuring units they for measurement and justify whether you
are exposed to. think it is a standard unit for measurement
II. Using a measuring unit like or not.
the “olonka”, let learners
justify whether it is a III. Engage in the activity to classify the units
standardised unit or not. provided as fundamental or derived units
III. Explain the differences using your knowledge of Venn diagrams.
between fundamental and Remember that fundamental units and
derived units. Guide learners, base units refer to the same thing.
using a Venn diagram to
classify the units mentioned Activity 3 (25 minutes)
into fundamental and derived I. Participate actively in the group work to
units. classify the given units as fundamental or
derived units and convert the given
Activity 3 (25 minutes) fundamental units into derived quantities.
I. Provide a set of units from Physics for Submit your answers and explain how
learners to classify as fundamental or you obtained them.
derived units and to convert some
fundamental units into derived
 quantities in groups. Groups present
their answers explaining how they
obtained their answers.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 2
1. The Ghana National Fire Service (GNFS) established in 1963. The Ghana National
Fire Service Act (Act 537) mandates the Service with the objective of prevention
and management of undesired fires and other related matters. The recommended
angle for correctly placing a ladder is 75o. If the bottom of a ladder of length 4.2 m
is placed 3.8 m away from the wall, calculate if the ladder will be safe for climbing.
Level 3
2. Supporting your answer with relevant trigonometric functions, how would
increasing or decreasing the distance between the bottom of the ladder and the wall
affect the angle the ladder makes with the wall?
Lesson Closure
Activity (15 minutes)
Ask learners, based on their experiences using the “olonka”, learners should state the
importance of standard units. Share the story of how in 1999, due to a mistake in
communication, the Mars Climate Orbiter which cost about$125 million crashed. This was
because the miscommunication of the right units used.
Reflection & Remarks
a) Could I assist my learners in understanding the importance of standard units in
physics?
b) Were my learners able to understand how changing units affect the measurement
and interpretation of data?
c) Understanding and using the basic units in physics is fundamental for accurate
measurement and communication in science.