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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
Force and Energy
|
Transformation of Energy - Forms of energy in nature
|
By the end of the
lesson, the learner
should be able to:
- Identify forms of energy in nature: light, heat, potential, kinetic, gravitational, electrical, sound, chemical and nuclear energy - Define energy as the ability to do work - Show interest in relating different forms of energy to everyday experiences |
In groups, learners are guided to:
- Study pictures in Figure 3.1 showing different sources and forms of energy - Discuss the meaning of energy and the different forms it takes - Use a digital device or print media to search for information on forms of energy in nature |
What are the different forms of energy found in nature?
|
Active Integrated Science Grade 8 pg. 115
Charts showing forms of energy Internet access Reference books |
Observation
Oral questions
|
|
| 2 | 2-3 |
Force and Energy
|
Transformation of Energy - Renewable and non-renewable energy sources
Transformation of Energy - Energy transformation is the process of changing one form of energy to another |
By the end of the
lesson, the learner
should be able to:
- Classify energy sources in nature into renewable and non-renewable sources - Give examples of renewable sources such as solar, wind, geothermal and hydroelectric - Appreciate the importance of using renewable energy sources - Define energy transformation as the process of changing one form of energy to another - Give examples of energy transformations in nature - Show interest in identifying energy transformations in everyday situations |
In groups, learners are guided to:
- Discuss and classify energy sources from Table 3.1 into renewable and non-renewable - Use digital or print media to search for information on classification of energy sources - Discuss the advantages of renewable over non-renewable energy sources - Discuss examples of energy transformations such as food keeping the body warm and sound from a falling fruit - Discuss energy transformations: potential to kinetic in a waterfall, chemical to heat in burning - State the law of conservation of energy |
What is the difference between renewable and non-renewable energy sources?
How does energy change from one form to another in nature? |
Active Integrated Science Grade 8 pg. 116
Table 3.1 energy sources chart Internet access Reference books Active Integrated Science Grade 8 pg. 117 Reference books Internet access |
Oral questions
Written assignments
Oral questions Oral questions |
|
| 2 | 4 |
Force and Energy
|
Transformation of Energy - Demonstrating energy transformations in a falling object
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate energy transformation in a falling object from potential to kinetic energy - Explain the energy transformations that occur in a swinging pendulum - Appreciate that energy is conserved during transformation |
In groups, learners are guided to:
- Carry out an activity to demonstrate energy transformation in a falling object - Study Figure 3.4 showing children playing a swinging game - Discuss the energy transformations at different points of the swing |
How does energy transform in a falling object or swinging pendulum?
|
Active Integrated Science Grade 8 pg. 118
Pendulum or swinging equipment Reference books |
Observation
Oral questions
|
|
| 2 | 5 |
Force and Energy
|
Transformation of Energy - Energy transformations in a turbine and falling water
|
By the end of the
lesson, the learner
should be able to:
- Describe energy transformations that occur in a turbine - Trace the energy transformation chain from falling water to electrical energy - Appreciate the use of energy transformation in generating electricity |
In groups, learners are guided to:
- Study Figures 3.7 and 3.8 showing a turbine cut-out and turbine at a waterfall - Discuss the sequence of energy transformations from gravitational potential to electrical energy - Make a model turbine using cardboard and wire |
How is electrical energy generated from falling water through energy transformation?
|
Active Integrated Science Grade 8 pg. 119
Cardboard Wire Charts showing turbine |
Observation
Oral questions
Written tests
|
|
| 3 | 1 |
Force and Energy
|
Transformation of Energy - Making a turbine model
|
By the end of the
lesson, the learner
should be able to:
- Construct a model turbine to demonstrate energy transformation - Explain the energy transformations observed in the model turbine - Show interest in practical investigations of energy transformation |
In groups, learners are guided to:
- Construct a model turbine using cardboard strips and wire as in Figures 3.7–3.9 - Observe the turbine spinning when water is poured and discuss energy changes - Present and explain the turbine model to classmates |
How can a model turbine be used to demonstrate energy transformation?
|
Active Integrated Science Grade 8 pg. 120
Cardboard strips Wire Plastic strip Water |
Observation
Presentations
|
|
| 3 | 2-3 |
Force and Energy
|
Transformation of Energy - Appliances that rely on energy transformation
Transformation of Energy - Energy transformations in specific appliances |
By the end of the
lesson, the learner
should be able to:
- Identify common appliances whose working relies on energy transformation - Describe the energy transformation involved in the working of each appliance - Show interest in relating energy transformation to technology - Trace the energy transformation chain in a generator, solar panel, radio and electric bulb - Distinguish between appliances that transform electrical energy to other forms and vice versa - Appreciate that appliances are designed around energy transformation principles |
In groups, learners are guided to:
- Study photographs of common appliances and identify the energy transformations involved - Discuss energy transformations in appliances such as electric iron, radio, generator and solar panel - Complete Table 3.2 showing energy transformations in common appliances - Discuss energy transformations in a generator: mechanical → electrical - Discuss energy transformations in a solar panel: light → electrical - Discuss energy transformations in a radio: electrical → sound - Present discussion points to the rest of classmates |
What energy transformations occur in the appliances we use every day?
How does knowledge of energy transformation explain how electrical appliances work? |
Active Integrated Science Grade 8 pg. 123
Charts showing appliances Actual appliances Reference books Active Integrated Science Grade 8 pg. 124 Reference books Internet access Table 3.2 |
Oral questions
Written assignments
Oral questions Written tests |
|
| 3 | 4 |
Force and Energy
|
Transformation of Energy - Safety measures against accidents caused by energy transformation
|
By the end of the
lesson, the learner
should be able to:
- Describe safety measures to observe against car accidents caused by energy transformation - Describe safety measures to reduce dangers associated with accidental fire - Show interest in applying science knowledge to promote personal and community safety |
In groups, learners are guided to:
- Discuss how kinetic energy in moving vehicles causes accidents and safety measures to prevent them - Discuss how chemical energy in fuels transforms to heat energy causing fires - Discuss safety measures: wearing seatbelts, obeying speed limits, using fire extinguishers |
What safety measures should we observe to prevent accidents related to energy transformation?
|
Active Integrated Science Grade 8 pg. 124
Internet access Reference books Charts |
Oral questions
Written assignments
|
|
| 3 | 5 |
Force and Energy
|
Transformation of Energy - Safety measures against electrical and sound energy hazards
|
By the end of the
lesson, the learner
should be able to:
- Describe safety measures to observe against electrical energy hazards - Describe safety measures to protect hearing from sound energy damage - Appreciate the importance of safety measures in protecting life and property |
In groups, learners are guided to:
- Discuss safety measures against electrical hazards: switching off appliances, avoiding wet hands near electricity - Discuss safety measures against sound hazards: reducing volume, staying away from loud sounds, using ear protection - Search for information on electrical and sound safety measures using digital devices |
How can we protect ourselves from hazards caused by electrical and sound energy?
|
Active Integrated Science Grade 8 pg. 125
Internet access Reference books Charts |
Oral questions
Written tests
|
|
| 4 | 1 |
Force and Energy
|
Transformation of Energy - Safety measures: research and presentation
|
By the end of the
lesson, the learner
should be able to:
- Research safety measures associated with energy transformation for assigned topics - Present findings on safety measures related to car accidents, fire, electrical and sound hazards - Show responsibility in promoting safety awareness among peers |
In groups, learners are guided to:
- Use a digital device or print media to research safety measures for assigned energy hazards - Prepare and present findings to classmates on car accidents, fire, electrical and sound hazards - Discuss and evaluate the safety measures presented by different groups |
How can we use knowledge of energy transformation to promote safety in our community?
|
Active Integrated Science Grade 8 pg. 126
Internet access Reference books |
Presentations
Oral questions
|
|
| 4 | 2-3 |
Force and Energy
|
Transformation of Energy - Safety measures: research and presentation
|
By the end of the
lesson, the learner
should be able to:
- Research safety measures associated with energy transformation for assigned topics - Present findings on safety measures related to car accidents, fire, electrical and sound hazards - Show responsibility in promoting safety awareness among peers |
In groups, learners are guided to:
- Use a digital device or print media to research safety measures for assigned energy hazards - Prepare and present findings to classmates on car accidents, fire, electrical and sound hazards - Discuss and evaluate the safety measures presented by different groups |
How can we use knowledge of energy transformation to promote safety in our community?
|
Active Integrated Science Grade 8 pg. 126
Internet access Reference books |
Presentations
Oral questions
|
|
| 4 | 4 |
Force and Energy
|
Transformation of Energy - Applications of energy transformation in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Describe applications of energy transformation in day-to-day life - Give examples of how energy transformation is used in cooking, transport, communication and entertainment - Appreciate the role of energy transformation in modern life |
In groups, learners are guided to:
- Study Figure 3.13 showing applications of energy transformation in daily life - Discuss applications such as cooking with a gas cooker, charging a phone and driving a car - Use digital or print media to search for additional applications of energy transformation |
How is energy transformation applied to improve our daily lives?
|
Active Integrated Science Grade 8 pg. 127
Charts on energy applications Internet access Reference books |
Oral questions
Written assignments
|
|
| 4 | 5 |
Force and Energy
|
Transformation of Energy - Applications of energy transformation in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Describe applications of energy transformation in day-to-day life - Give examples of how energy transformation is used in cooking, transport, communication and entertainment - Appreciate the role of energy transformation in modern life |
In groups, learners are guided to:
- Study Figure 3.13 showing applications of energy transformation in daily life - Discuss applications such as cooking with a gas cooker, charging a phone and driving a car - Use digital or print media to search for additional applications of energy transformation |
How is energy transformation applied to improve our daily lives?
|
Active Integrated Science Grade 8 pg. 127
Charts on energy applications Internet access Reference books |
Oral questions
Written assignments
|
|
| 5 | 1 |
Force and Energy
|
Transformation of Energy - Table of energy transformation processes in day-to-day life
|
By the end of the
lesson, the learner
should be able to:
- Match energy transformation processes to their applications in day-to-day life - Identify the input and output energy forms in each application - Show interest in connecting energy transformation to practical technology |
In groups, learners are guided to:
- Copy and complete Table 3.3 matching energy transformation processes to applications - Discuss how the sun is the ultimate source of energy for most processes on Earth - Solve application-based questions on energy transformations in daily life |
How can we trace energy transformation chains in the processes and appliances we use every day?
|
Active Integrated Science Grade 8 pg. 128
Table 3.3 Reference books Internet access |
Written assignments
Oral questions
|
|
| 5 | 2-3 |
Force and Energy
|
Transformation of Energy - Table of energy transformation processes in day-to-day life
Transformation of Energy - Applications: solving problems and extension |
By the end of the
lesson, the learner
should be able to:
- Match energy transformation processes to their applications in day-to-day life - Identify the input and output energy forms in each application - Show interest in connecting energy transformation to practical technology - Solve problems identifying energy transformations in given appliances and processes - Describe the energy transformation chain for specific appliances such as a fan, microphone and generator - Show confidence in applying knowledge of energy transformation to new situations |
In groups, learners are guided to:
- Copy and complete Table 3.3 matching energy transformation processes to applications - Discuss how the sun is the ultimate source of energy for most processes on Earth - Solve application-based questions on energy transformations in daily life - Study the photographs of appliances used in Mahiga Junior School - Identify energy transformations for each appliance shown - Discuss why fire extinguishers and safety belts are required in vehicles |
How can we trace energy transformation chains in the processes and appliances we use every day?
How can we apply our knowledge of energy transformation to explain the working of various devices? |
Active Integrated Science Grade 8 pg. 128
Table 3.3 Reference books Internet access Active Integrated Science Grade 8 pg. 129 Reference books Internet access |
Written assignments
Oral questions
Written tests Oral questions |
|
| 5 | 4 |
Force and Energy
|
Transformation of Energy - Applications: solving problems and extension
|
By the end of the
lesson, the learner
should be able to:
- Solve problems identifying energy transformations in given appliances and processes - Describe the energy transformation chain for specific appliances such as a fan, microphone and generator - Show confidence in applying knowledge of energy transformation to new situations |
In groups, learners are guided to:
- Study the photographs of appliances used in Mahiga Junior School - Identify energy transformations for each appliance shown - Discuss why fire extinguishers and safety belts are required in vehicles |
How can we apply our knowledge of energy transformation to explain the working of various devices?
|
Active Integrated Science Grade 8 pg. 129
Reference books Internet access |
Written tests
Oral questions
|
|
| 5 | 5 |
Force and Energy
|
Transformation of Energy - Project: making a model that demonstrates energy transformation
|
By the end of the
lesson, the learner
should be able to:
- Design and construct a model that demonstrates at least one energy transformation - Present the model explaining the energy transformations involved - Appreciate the creativity and practical skills involved in science projects |
In groups, learners are guided to:
- Plan and build a model demonstrating an energy transformation e.g. a wind turbine or a simple electric circuit - Present the model to classmates and explain the energy transformation chain - Evaluate models made by other groups and provide feedback |
How can we use locally available materials to create a model that demonstrates energy transformation?
|
Active Integrated Science Grade 8 pg. 127
Locally available materials Internet access |
Observation
Presentations
|
|
| 6 | 1 |
Force and Energy
|
Transformation of Energy - Consolidation and assessment preparation
|
By the end of the
lesson, the learner
should be able to:
- Review all key concepts in sub-strand 3.1: forms, sources, transformations, safety and applications - Solve past questions integrating sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge |
In groups, learners are guided to:
- Complete a comprehensive review of sub-strand 3.1 through group discussion - Solve structured and application-based questions on energy transformation - Discuss and correct assessment answers |
How well do we understand the concepts of energy transformation?
|
Active Integrated Science Grade 8 pg. 128
Assessment questions Reference books |
Written tests
Oral questions
|
|
| 6 | 2-3 |
Force and Energy
|
Transformation of Energy - Consolidation and assessment preparation
|
By the end of the
lesson, the learner
should be able to:
- Review all key concepts in sub-strand 3.1: forms, sources, transformations, safety and applications - Solve past questions integrating sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge |
In groups, learners are guided to:
- Complete a comprehensive review of sub-strand 3.1 through group discussion - Solve structured and application-based questions on energy transformation - Discuss and correct assessment answers |
How well do we understand the concepts of energy transformation?
|
Active Integrated Science Grade 8 pg. 128
Assessment questions Reference books |
Written tests
Oral questions
|
|
| 6 | 4 |
Force and Energy
|
Transformation of Energy - Summative assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of forms of energy, energy transformations in nature and appliances, safety measures and applications - Solve application-based questions integrating all sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge to real-life situations |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 3.1 - Discuss assessment answers after marking - Reflect on learning progress across sub-strand 3.1 |
How well have we mastered the concepts in sub-strand 3.1: Transformation of Energy?
|
Active Integrated Science Grade 8 pg. 129
Assessment papers Reference books |
Written tests
Observation
|
|
| 6 | 5 |
Force and Energy
|
Transformation of Energy - Summative assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of forms of energy, energy transformations in nature and appliances, safety measures and applications - Solve application-based questions integrating all sub-strand 3.1 concepts - Show confidence in applying energy transformation knowledge to real-life situations |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 3.1 - Discuss assessment answers after marking - Reflect on learning progress across sub-strand 3.1 |
How well have we mastered the concepts in sub-strand 3.1: Transformation of Energy?
|
Active Integrated Science Grade 8 pg. 129
Assessment papers Reference books |
Written tests
Observation
|
|
| 7 | 1 |
Force and Energy
|
Pressure - Meaning of pressure as used in science
|
By the end of the
lesson, the learner
should be able to:
- Define pressure as the force acting on a unit area - State the formula: Pressure = Force ÷ Area - Show interest in understanding how force and area determine pressure |
In groups, learners are guided to:
- Carry out an activity using a pencil or nail on a piece of carton to investigate the effect of area on pressure - Discuss which two factors pressure depends on from the activity - Discuss the meaning of pressure from observations |
What is pressure and what factors does it depend on?
|
Active Integrated Science Grade 8 pg. 130
Pencil or nail Piece of carton Reference books |
Observation
Oral questions
|
|
| 7 | 2-3 |
Force and Energy
|
Pressure - Meaning of pressure as used in science
Pressure - Pressure in solids |
By the end of the
lesson, the learner
should be able to:
- Define pressure as the force acting on a unit area - State the formula: Pressure = Force ÷ Area - Show interest in understanding how force and area determine pressure - Describe pressure in solids as the force exerted per unit area on a surface - Explain how the area of contact affects the pressure exerted by a solid - Appreciate that the same force exerts more pressure on a smaller area |
In groups, learners are guided to:
- Carry out an activity using a pencil or nail on a piece of carton to investigate the effect of area on pressure - Discuss which two factors pressure depends on from the activity - Discuss the meaning of pressure from observations - Discuss how a rectangular block exerts different pressures depending on which face rests on the surface - Study Figure 3.16 showing a block exerting more pressure in position A than position B - Describe pressure in solids based on observations in Activity 3 |
What is pressure and what factors does it depend on?
How does the area of contact affect the pressure exerted by a solid? |
Active Integrated Science Grade 8 pg. 130
Pencil or nail Piece of carton Reference books Active Integrated Science Grade 8 pg. 131 Rectangular blocks Sand or soft clay Reference books |
Observation
Oral questions
Observation Oral questions Written tests |
|
| 7 | 4 |
Force and Energy
|
Pressure - Pressure in solids
|
By the end of the
lesson, the learner
should be able to:
- Describe pressure in solids as the force exerted per unit area on a surface - Explain how the area of contact affects the pressure exerted by a solid - Appreciate that the same force exerts more pressure on a smaller area |
In groups, learners are guided to:
- Discuss how a rectangular block exerts different pressures depending on which face rests on the surface - Study Figure 3.16 showing a block exerting more pressure in position A than position B - Describe pressure in solids based on observations in Activity 3 |
How does the area of contact affect the pressure exerted by a solid?
|
Active Integrated Science Grade 8 pg. 131
Rectangular blocks Sand or soft clay Reference books |
Observation
Oral questions
Written tests
|
|
| 7 | 5 |
Force and Energy
|
Pressure - Pressure in liquids: variation with depth
|
By the end of the
lesson, the learner
should be able to:
- Describe how pressure in liquids varies with depth - Explain why pressure in a liquid increases with depth - Show interest in investigating pressure in liquids experimentally |
In groups, learners are guided to:
- Carry out an activity using a bottle with holes at different heights to show how depth affects water pressure - Observe through which hole water jets land farthest and discuss the relationship between depth and pressure - Study Figure 3.18 showing water jets from holes at different depths |
How does depth affect the pressure in a liquid?
|
Active Integrated Science Grade 8 pg. 133
Plastic bottle Holes at different heights Water Basin |
Observation
Oral questions
|
|
| 8 | 1 |
Force and Energy
|
Pressure - Pressure in liquids: effect of density and communicating tubes
|
By the end of the
lesson, the learner
should be able to:
- Describe how the density of a liquid affects the pressure it exerts - Explain the principle of communicating tubes using the example of water at the same level - Appreciate the application of pressure in liquids in everyday tools and systems |
In groups, learners are guided to:
- Carry out an activity comparing pressure in water and kerosene at the same depth using Figure 3.21 - Study the communicating tubes in Figure 3.20 and discuss why water settles at the same level - Discuss the application of communicating tubes in plumbing and water level indicators |
How does the density of a liquid affect the pressure it exerts at a given depth?
|
Active Integrated Science Grade 8 pg. 134
Communicating tubes Water Kerosene Funnel |
Observation
Oral questions
Written assignments
|
|
| 8 | 2-3 |
Force and Energy
|
Pressure - Pressure in liquids: effect of density and communicating tubes
|
By the end of the
lesson, the learner
should be able to:
- Describe how the density of a liquid affects the pressure it exerts - Explain the principle of communicating tubes using the example of water at the same level - Appreciate the application of pressure in liquids in everyday tools and systems |
In groups, learners are guided to:
- Carry out an activity comparing pressure in water and kerosene at the same depth using Figure 3.21 - Study the communicating tubes in Figure 3.20 and discuss why water settles at the same level - Discuss the application of communicating tubes in plumbing and water level indicators |
How does the density of a liquid affect the pressure it exerts at a given depth?
|
Active Integrated Science Grade 8 pg. 134
Communicating tubes Water Kerosene Funnel |
Observation
Oral questions
Written assignments
|
|
| 8 | 4 |
Force and Energy
|
Pressure - Pressure in liquids acts in all directions
|
By the end of the
lesson, the learner
should be able to:
- Describe that liquid pressure acts equally in all directions at the same depth - Demonstrate that liquid pressure acts in all directions using a funnel and rubber sheet - Show interest in using experiments to verify properties of liquid pressure |
In groups, learners are guided to:
- Carry out an activity using a funnel with a rubber sheet stretched over its mouth submerged in water - Observe the rubber sheet bowing equally regardless of the direction the funnel faces - Study Figure 3.24 showing pressure acting in all directions in a liquid |
Why does pressure in a liquid act equally in all directions at the same depth?
|
Active Integrated Science Grade 8 pg. 135
Funnel Rubber sheet Water Beaker |
Observation
Oral questions
|
|
| 8 | 5 |
Force and Energy
|
Pressure - Pressure in liquids acts in all directions
|
By the end of the
lesson, the learner
should be able to:
- Describe that liquid pressure acts equally in all directions at the same depth - Demonstrate that liquid pressure acts in all directions using a funnel and rubber sheet - Show interest in using experiments to verify properties of liquid pressure |
In groups, learners are guided to:
- Carry out an activity using a funnel with a rubber sheet stretched over its mouth submerged in water - Observe the rubber sheet bowing equally regardless of the direction the funnel faces - Study Figure 3.24 showing pressure acting in all directions in a liquid |
Why does pressure in a liquid act equally in all directions at the same depth?
|
Active Integrated Science Grade 8 pg. 135
Funnel Rubber sheet Water Beaker |
Observation
Oral questions
|
|
| 9 | 1 |
Force and Energy
|
Pressure - Pressure in liquids: horizontal pressure at the same depth
|
By the end of the
lesson, the learner
should be able to:
- Describe that liquid pressure at the same depth is equal regardless of horizontal position - Demonstrate that liquid pressure is equal at the same horizontal level - Appreciate that the properties of liquid pressure have important practical applications |
In groups, learners are guided to:
- Carry out Activity 8 to show that pressure is equal at the same depth in a horizontal direction - Observe water jets from holes at the same height in Figure 3.23 - Discuss why water from holes at the same depth travels the same horizontal distance |
Why is liquid pressure equal at the same depth regardless of horizontal position?
|
Active Integrated Science Grade 8 pg. 137
Plastic bottle with holes at same height Water Basin |
Observation
Written tests
|
|
| 9 | 2-3 |
Force and Energy
|
Pressure - Pressure in liquids: horizontal pressure at the same depth
Pressure - Calculating pressure in solids |
By the end of the
lesson, the learner
should be able to:
- Describe that liquid pressure at the same depth is equal regardless of horizontal position - Demonstrate that liquid pressure is equal at the same horizontal level - Appreciate that the properties of liquid pressure have important practical applications - Apply the formula Pressure = Force ÷ Area to calculate pressure exerted by solids - Solve worked examples calculating greatest and least pressure of a rectangular block - Show interest in applying mathematical skills to solve pressure problems |
In groups, learners are guided to:
- Carry out Activity 8 to show that pressure is equal at the same depth in a horizontal direction - Observe water jets from holes at the same height in Figure 3.23 - Discuss why water from holes at the same depth travels the same horizontal distance - Study the worked example: rectangular block 15 cm × 6 cm calculating greatest and least pressure - Solve practice problems on pressure in solids - Discuss the units of pressure: pascals (Pa) or N/m² |
Why is liquid pressure equal at the same depth regardless of horizontal position?
How do we calculate the pressure exerted by a solid on a surface? |
Active Integrated Science Grade 8 pg. 137
Plastic bottle with holes at same height Water Basin Active Integrated Science Grade 8 pg. 138 Worked examples Reference books Calculator |
Observation
Written tests
Written tests Calculations |
|
| 9 | 4 |
Force and Energy
|
Pressure - Calculating pressure in solids
|
By the end of the
lesson, the learner
should be able to:
- Apply the formula Pressure = Force ÷ Area to calculate pressure exerted by solids - Solve worked examples calculating greatest and least pressure of a rectangular block - Show interest in applying mathematical skills to solve pressure problems |
In groups, learners are guided to:
- Study the worked example: rectangular block 15 cm × 6 cm calculating greatest and least pressure - Solve practice problems on pressure in solids - Discuss the units of pressure: pascals (Pa) or N/m² |
How do we calculate the pressure exerted by a solid on a surface?
|
Active Integrated Science Grade 8 pg. 138
Worked examples Reference books Calculator |
Written tests
Calculations
|
|
| 9 | 5 |
Force and Energy
|
Pressure - Calculating pressure in solids: practice problems
|
By the end of the
lesson, the learner
should be able to:
- Solve problems calculating pressure exerted by rectangular and cylindrical solids - Convert units of area and force correctly when calculating pressure - Show confidence in solving pressure calculation problems |
In groups, learners are guided to:
- Solve problems in the Checkpoint: rectangular block of concrete 3.6 N and cylindrical block 77 g - Calculate pressure for a rectangular stone block 32 cm × 25 cm × 20 cm - Peer-check calculations and discuss common errors |
How do we apply the pressure formula to solve problems involving solids of different shapes?
|
Active Integrated Science Grade 8 pg. 139
Calculator Past exercise books Reference books |
Written tests
Calculations
|
|
| 10 | 1 |
Force and Energy
|
Pressure - Calculating pressure in liquids
|
By the end of the
lesson, the learner
should be able to:
- Apply the formula P = hρg to calculate pressure in liquids - Solve worked examples on pressure in liquids at given depths - Show interest in applying the pressure formula to liquid problems |
In groups, learners are guided to:
- Study the formula for pressure in liquids: P = hρg where h = depth, ρ = density, g = gravitational field strength - Solve worked examples calculating pressure at the bottom of a water column - Solve practice problems on pressure in liquids |
How do we calculate the pressure exerted by a liquid at a given depth?
|
Active Integrated Science Grade 8 pg. 140
Worked examples Calculator Reference books |
Written tests
Calculations
|
|
| 10 | 2-3 |
Force and Energy
|
Pressure - Calculating pressure in liquids
|
By the end of the
lesson, the learner
should be able to:
- Apply the formula P = hρg to calculate pressure in liquids - Solve worked examples on pressure in liquids at given depths - Show interest in applying the pressure formula to liquid problems |
In groups, learners are guided to:
- Study the formula for pressure in liquids: P = hρg where h = depth, ρ = density, g = gravitational field strength - Solve worked examples calculating pressure at the bottom of a water column - Solve practice problems on pressure in liquids |
How do we calculate the pressure exerted by a liquid at a given depth?
|
Active Integrated Science Grade 8 pg. 140
Worked examples Calculator Reference books |
Written tests
Calculations
|
|
| 10 | 4 |
Force and Energy
|
Pressure - Applications of pressure in solids
|
By the end of the
lesson, the learner
should be able to:
- Describe applications of pressure in solids in day-to-day life - Explain how knowledge of pressure is applied in the design of tyres, cutting tools and shoulder straps - Appreciate that understanding pressure helps in designing safer and more efficient tools |
In groups, learners are guided to:
- Discuss why trucks that carry heavy loads have many wheels - Discuss why cutting tools are more efficient when sharp - Discuss why a backpack has broad shoulder straps as shown in Figure 3.29 |
How is knowledge of pressure in solids applied in the design of everyday tools and equipment?
|
Active Integrated Science Grade 8 pg. 142
Reference books Internet access Charts |
Oral questions
Written assignments
|
|
| 10 | 5 |
Force and Energy
|
Pressure - Applications of pressure in solids
|
By the end of the
lesson, the learner
should be able to:
- Describe applications of pressure in solids in day-to-day life - Explain how knowledge of pressure is applied in the design of tyres, cutting tools and shoulder straps - Appreciate that understanding pressure helps in designing safer and more efficient tools |
In groups, learners are guided to:
- Discuss why trucks that carry heavy loads have many wheels - Discuss why cutting tools are more efficient when sharp - Discuss why a backpack has broad shoulder straps as shown in Figure 3.29 |
How is knowledge of pressure in solids applied in the design of everyday tools and equipment?
|
Active Integrated Science Grade 8 pg. 142
Reference books Internet access Charts |
Oral questions
Written assignments
|
|
| 11 | 1 |
Force and Energy
|
Pressure - Applications of pressure in liquids: Pascal's principle
|
By the end of the
lesson, the learner
should be able to:
- State Pascal's principle: pressure applied to an enclosed liquid is transmitted equally in all directions - Describe how Pascal's principle is applied in hydraulic machines - Appreciate that Pascal's principle enables small forces to lift heavy loads |
In groups, learners are guided to:
- Read the information on Pascal's principle and discuss in groups - Discuss how hydraulic machines such as the hydraulic press and hydraulic jack use Pascal's principle - Discuss the hydraulic braking system as an application of liquid pressure |
How does Pascal's principle explain the working of hydraulic machines?
|
Active Integrated Science Grade 8 pg. 143
Reference books Internet access Charts on hydraulic systems |
Oral questions
Written tests
|
|
| 11 | 2-3 |
Force and Energy
|
Pressure - Applications of pressure in liquids: Pascal's principle
Pressure - Applications: hydraulic press, hydraulic jack and hydraulic braking system |
By the end of the
lesson, the learner
should be able to:
- State Pascal's principle: pressure applied to an enclosed liquid is transmitted equally in all directions - Describe how Pascal's principle is applied in hydraulic machines - Appreciate that Pascal's principle enables small forces to lift heavy loads - Describe how the hydraulic press and hydraulic jack use Pascal's principle - Describe the hydraulic braking system and how it slows down a car - Show interest in understanding how liquid pressure is used in engineering |
In groups, learners are guided to:
- Read the information on Pascal's principle and discuss in groups - Discuss how hydraulic machines such as the hydraulic press and hydraulic jack use Pascal's principle - Discuss the hydraulic braking system as an application of liquid pressure - Study the working of the hydraulic press: pushing plunger down transmits pressure to lift a load - Discuss the hydraulic jack used to lift vehicles in a garage - Discuss the hydraulic braking system: pressing brake pedal transmits force to brake pads |
How does Pascal's principle explain the working of hydraulic machines?
How do hydraulic machines use Pascal's principle to multiply force? |
Active Integrated Science Grade 8 pg. 143
Reference books Internet access Charts on hydraulic systems Active Integrated Science Grade 8 pg. 144 Charts showing hydraulic systems Internet access Reference books |
Oral questions
Written tests
Oral questions Written assignments |
|
| 11 | 4 |
Force and Energy
|
Pressure - Applications: hydraulic press, hydraulic jack and hydraulic braking system
|
By the end of the
lesson, the learner
should be able to:
- Describe how the hydraulic press and hydraulic jack use Pascal's principle - Describe the hydraulic braking system and how it slows down a car - Show interest in understanding how liquid pressure is used in engineering |
In groups, learners are guided to:
- Study the working of the hydraulic press: pushing plunger down transmits pressure to lift a load - Discuss the hydraulic jack used to lift vehicles in a garage - Discuss the hydraulic braking system: pressing brake pedal transmits force to brake pads |
How do hydraulic machines use Pascal's principle to multiply force?
|
Active Integrated Science Grade 8 pg. 144
Charts showing hydraulic systems Internet access Reference books |
Oral questions
Written assignments
|
|
| 11 | 5 |
Force and Energy
|
Pressure - Calculating pressure in hydraulic systems
|
By the end of the
lesson, the learner
should be able to:
- Apply Pascal's principle to calculate forces and pressures in hydraulic systems - Solve worked examples on hydraulic press calculations - Show confidence in applying Pascal's principle to solve problems |
In groups, learners are guided to:
- Study the worked example: force of 10 N applied on smaller piston, calculate force on larger piston - Solve practice problems on hydraulic systems using the relationship P₁ = P₂ - Peer-check solutions and discuss common errors |
How do we apply Pascal's principle to calculate forces in hydraulic systems?
|
Active Integrated Science Grade 8 pg. 145
Worked examples Calculator Reference books |
Written tests
Calculations
|
|
| 12 | 1 |
Force and Energy
|
Pressure - More applications: pressure in solids and liquids
|
By the end of the
lesson, the learner
should be able to:
- Identify and describe additional applications of pressure in solids and liquids - Explain how pressure principles are used in dams, syringes and water supply systems - Appreciate the wide range of engineering applications based on pressure |
In groups, learners are guided to:
- Use digital or print media to research applications of pressure in solids and liquids - Discuss how tall dams hold back large volumes of water using liquid pressure principles - Discuss how syringes use liquid pressure to administer medicine |
What are the other ways in which pressure in solids and liquids is applied in our daily lives?
|
Active Integrated Science Grade 8 pg. 146
Internet access Reference books Charts |
Oral questions
Written assignments
|
|
| 12 | 2-3 |
Force and Energy
|
Pressure - More applications: pressure in solids and liquids
|
By the end of the
lesson, the learner
should be able to:
- Identify and describe additional applications of pressure in solids and liquids - Explain how pressure principles are used in dams, syringes and water supply systems - Appreciate the wide range of engineering applications based on pressure |
In groups, learners are guided to:
- Use digital or print media to research applications of pressure in solids and liquids - Discuss how tall dams hold back large volumes of water using liquid pressure principles - Discuss how syringes use liquid pressure to administer medicine |
What are the other ways in which pressure in solids and liquids is applied in our daily lives?
|
Active Integrated Science Grade 8 pg. 146
Internet access Reference books Charts |
Oral questions
Written assignments
|
|
| 12 | 4 |
Force and Energy
|
Pressure - Summative assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of pressure in solids and liquids, Pascal's principle, applications and calculations - Solve structured and application-based questions covering sub-strand 3.2 - Show confidence in applying knowledge of pressure to real-life situations |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 3.2 - Discuss assessment answers after marking to consolidate understanding - Reflect on learning progress across sub-strand 3.2 |
How well have we mastered the concepts in sub-strand 3.2: Pressure?
|
Active Integrated Science Grade 8 pg. 146
Assessment papers Reference books |
Written tests
Oral questions
|
|
| 12 | 5 |
Force and Energy
|
Pressure - Summative assessment
|
By the end of the
lesson, the learner
should be able to:
- Demonstrate mastery of pressure in solids and liquids, Pascal's principle, applications and calculations - Solve structured and application-based questions covering sub-strand 3.2 - Show confidence in applying knowledge of pressure to real-life situations |
In groups, learners are guided to:
- Complete a summative written assessment on sub-strand 3.2 - Discuss assessment answers after marking to consolidate understanding - Reflect on learning progress across sub-strand 3.2 |
How well have we mastered the concepts in sub-strand 3.2: Pressure?
|
Active Integrated Science Grade 8 pg. 146
Assessment papers Reference books |
Written tests
Oral questions
|
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