LESSON PLAN FOR WEEK 2 ENDIND 22nd SEPTEMBER, 2023; PERIOD 7, CONTACT 1.

SUBJECT PHYSICS THEME

TOPIC(s) EQUILIBRIUM OF SUB-TOPIC(s) Couple

FORCES Equilibrium of non-
parallel coplanar forces
Centre of gravity and
types of equilibrium
DATE 18-09- TIME 12:20 PM-1: 00 DURATION 40 minutes
2023 PM

CLASS Year 11 NO. IN AVERAGE SEX: Mixed

CLASS AGE: 15

LEARNING OBJECTIVES  Define couple

By the end of the lesson,
the students should be
able to:
 State what is meant by centre of gravity
 Describe an experiment to determine the position of the
centre of gravity of an irregularly shaped plane lamina
 Describe, qualitatively, the effect of the position of the
centre of gravity on the stability of simple objects

RATIONALE The students will be able to get the torque of couple.

PRE-REQUISITE The students are familiar with centre of gravity having been taught
KNOWLEDGE from previous lesson.

LEARNING Board, chart and pictures

MATERIALS/RESOURCES

REFERENCE New School Physics for Senior Secondary School, Fourth Edition. W. M
Anyakoha, Ph D

21ST CENTURY METHODOLOGIES/TECHNIQUES/SKILLS

. Discussion . collaboration

. Critical thinking . problem solving

SUCCESS CRITERIA(DIFFERENTIATION)

SOME Solve problems on torque

MOST State conditions necessary for equilibrium under the action of non-parallel coplanar
 forces.

ALL Define centre of gravity of a body and also identify the centre of gravity of objects

The Hook ‘’ STARTER ACTIVITY”

The teacher asked the students to define torque in order to get their mind ready for the lesson.

LESSON DEVELOPMENT

STAGE/STEP TEACHER’S ACTIVITY PUPIL’S ACTIVITIES LEARNING POINTS

STEP 1 Teacher requires the students Students participate in Confirmation of

to define centre of gravity. class discussion and knowledge
5 MINUTES define centre of gravity

STEP 2 Teacher describes an The students pay close Gaining further

experiment to determine the attention to the knowledge
5 MINUTES centre of gravity of irregularly teacher
shaped lamina

STEP 3 The teacher solves problems The students are A deeper

on centre of gravity. engaged with class understanding of
work on centre of knowledge
gravity

STEP 4 The teacher list and explain Students asked Further clarification of
the types of equilibrium questions where they knowledge
are not clear with

STEP 5 The teacher describes The students are Gaining knowledge

qualitatively the effect of actively engaged in the further.
height on the centre of gravity discussion
of an object.

EVALUATION Teacher evaluates the Students Consolidation

students by asking the
following questions:
1.explain the three types of
equilibrium.
enthusiastically supply
answers to the
questions while the
teacher examines and
 2. Two forces A and B act at a correct where
point at right angles. If their necessary.
resultant is 50N and their sum
is 70N, their magnitudes.
CONCLUSION Teacher concludes by Students pay close Confirmation of
summarizing the salient points attention to what the knowledge
teacher is saying and
ask questions.

PLENARY:

DIFFERENTIATION STRATEGIES: ASSESSMENT STRATEGIES:

Tiered questions Self-assessment

VISUAL, AUDITORY AND KINESTHETIC

V chart display

A Teacher’s explanation

K Movement in class and marking of exercise

NEXT STEPS/ HOME WORK

1. A uniform metre rule of mass 100g balances at the 40cm mark when a mass X is placed at the
10cm mark. What is the value of X? (a) 33.33g (b) 43.33g (c) 53.33g (d) 63.33g
2. The equilibrant of a system of forces is (a) equal and opposite to the resultant of the forces (b)
the force which has the same effect as the system (c) equal to resultant of the system (d) the force
that makes the system unstable
3. Two forces forming a couple are separated by a distance of 25cm, if one of the forces equal
40N, what is the moment of the couple? (a) 1000Nm (b) 500Nm (c) 10Nm (d) 5Nm
4. Two forces each of magnitude 10N acts in opposite directions at the end of a table. If the length
of the table is 50cm.Find the moment of the couple on the table (a) 0.5Nm (b) 5Nm (c) 50Nm
5. A pole AB of length 5M and weigh 300N has its centre of gravity 2.0M from the end A, and lies
on horizontal ground. Calculate the force required to begin to lift this end. (a) 60N (b) 120N (c)
240N

SUMMARY

The teacher summarizes by reiterating the salient points

 TEACHER’S REFLECTION

The teacher asked himself what went well.

BOARD SUMMARY
WEEK 2
TOPIC: EQUILIBRIUM OF FORCES
LEARNING OBJECTIVES: At the end of the lesson, each learner should be able
 Define couple
 State what is meant by centre of gravity
 Describe an experiment to determine the position of the centre of gravity of an irregularly
shaped plane lamina
 Describe, qualitatively, the effect of the position of the centre of gravity on the stability of
simple objects

COUPLE
A couple is a system of two parallel, equal and opposite forces acting along the same line
F
d

The moment of a couple is the product of one of the forces and the perpendicular distance between
the lines of action of the two forces
M = f x 2r
M=fxd
The distance between the two equal forces is called the arm of the couple
The moment of a couple is also called a torque

Application of the Effect of Couples

1. It is easier to turn a tap on or off by applying couple
2. It is easier to turn a steering wheel of a vehicle by applying a couple with our two hands
instead of a single force with one arm.
CENTRE OF GRAVITY
STABILITY OF OBJECTS
There are three types of equilibrium- stable equilibrium, unstable equilibrium, and neutral
equilibrium.

1. Stable equilibrium: a body is said to be in stable equilibrium if it tends to return to its original
position when slightly displaced. A low centre of gravity and wide base will put objects in stable
equilibrium e.g. a cone resting on its base; a racing car with low C.G and wide base; a ball or a
sphere in the middle of a bowl.
2. Unstable equilibrium: a body is said to be in an unstable equilibrium if when slightly displaced it
tends to move further away from its original position e.g., a cone or an egg resting on its apex.
High C.G. and a narrow base usually causes unstable equilibrium.

3. Neutral equilibrium: a body is said to be in neutral equilibrium if when slightly displaced, it

tends to come to rest in its new position e.g. a cone or cylinder or an egg resting on its side.
CLASS FUN

1. When is a body said to be in equilibrium?

2. What is moment?
3. Write short note on the three types of equilibrium
HOME FUN

SECTION A

1. Two forces A and B act at a point at right angles. If their resultant is 50N and their sum is 70N,
their magnitudes are: (a) 50N and 20N (b) 20N and 40N (c) 40N and 30N (d) 60N and 10N
2. A uniform metre rule of mass 100g balances at the 40cm mark when a mass X is placed at the
10cm mark. What is the value of X? (a) 33.33g (b) 43.33g (c) 53.33g (d) 63.33g
3. The equilibrant of a system of forces is (a) equal and opposite to the resultant of the forces (b) the
force which has the same effect as the system (c) equal to resultant of the system (d) the force that
makes the system unstable
4. Two forces forming a couple are separated by a distance of 25cm, if one of the forces equal 40N,
what is the moment of the couple? (a) 1000Nm (b) 500Nm (c) 10Nm (d) 5Nm
5. Two forces each of magnitude 10N acts in opposite directions at the end of a table. If the length of
the table is 50cm.Find the moment of the couple on the table (a) 0.5Nm (b) 5Nm (c) 50Nm
6. A pole AB of length 5M and weigh 300N has its centre of gravity 2.0M from the end A, and lies on
horizontal ground. Calculate the force required to begin to lift this end. (a) 60N (b) 120N (c) 240N