SHS2 Physics · Semester 1 Week 2: Basic Physics

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.1 - Check the validity of equations.

By the end of the lesson, learners can:

Write the fundamental dimensions (mass M, length L, time T) for common physical quantities such as velocity, acceleration, force, and density.
Determine the dimensions of both sides of a given physical equation.
Check whether an equation is dimensionally consistent and state whether it is valid or invalid.
Use the principle of homogeneity to identify mistakes in incorrectly written equations.
Work collaboratively in mixed-ability groups to verify the validity of at least three physical equations and present their reasoning clearly.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Mechanics and Matter (Strand 1)
Sub-strand: Basic Physics (1.1)
Content standard: 2.1.1.CS.2 - Demonstrate understanding of Dimensional Analysis and its relevance to working with equations. 2.1.1.LO.2 Use Dimensional Analysis to check the validity and to derive equations.
Indicator: 2.1.1.LI.1 - Check the validity of equations.
Suggested placement: Semester 1, Week 2 (Week 2 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.90: the document prints this content standard code as 2.1.1.CS2
indicator text - p.90: the document prints this learning indicator code as 2.1.1.LI1
exemplars - p.90: the document prints this assessment code as 2.1.1.AS1
Curriculum reference: NaCCA curriculum document, p. 90

Exemplars (from the NaCCA curriculum)

Experiential Learning: Let learners check the validity of equations by employing the dimensions of the quantities within the equation.
Opportunity for all to participate. Grouping must cater for individuals with low levels of mathematical ability.
Assessment (2.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Chart comparing
- Chart converting units from one unit to another
- Calculator
- Computer