Introduction to Physics · SHS1 Physics

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.2 - Use basic mathematical concepts to solve problems - trigonometric ratios, Pythagoras’s theorem, sine and cosine rule, indices.

By the end of the lesson, learners can:

Apply Pythagoras’s theorem to calculate unknown sides of right-angled triangles in practical physics contexts such as ladders on walls and staking plants.
Use trigonometric ratios (sine, cosine, tangent) to determine unknown angles and sides in right-angled triangles.
Apply the sine rule and cosine rule to solve problems involving non-right-angled triangles.
Use the laws of indices to simplify expressions and solve problems such as determining the number of teams remaining at each stage of a knockout competition.
Select and justify the appropriate mathematical tool (Pythagoras, trigonometry, sine rule, cosine rule, or indices) for a given physics problem.

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Curriculum details

Strand: Mechanics and Matter (Strand 1)
Sub-strand: Introduction to Physics (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate knowledge and understanding of the characteristics of physics as exhibited in everyday life. 1.1.1.LO.1 Explain how physics is applied in some sectors of the glocal economy
Indicator: 1.1.1.LI.2 - Use basic mathematical concepts to solve problems - trigonometric ratios, Pythagoras's theorem, sine and cosine rule, indices.
Suggested placement: Semester 1, Week 1 (Week 1 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.
Curriculum reference: NaCCA curriculum document, p. 26

Exemplars (from the NaCCA curriculum)

Deductive learning:
- Learners recall relevant previous knowledge on plane geometrical figures such as triangles and trapeziums and also determine their area.
- Let learners employ the sine and cosine rules in the determination of the sides and angles within triangles.
- Let learners also employ the Pythagoras's theorem in deducing angles of inclined objects for example staking of plants, using ladders on walls, etc.
- Learners recall relevant knowledge on indices and determine the number of teams remaining per stage at the World Cup with a maximum number of 32 teams.
Grouping being mindful of gender, where applicable. Learners who are not adept in mathematics and/or in using some digital equipment should be catered. Learners should appreciate that physics- oriented careers are open to everyone.
Provide equitable access to resources and opportunities.
Assessment (1.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Reference
- Internet
- Computers materials,
- Audio visuals
- Community visits. i.e., universities, industries research institutes.
- Basic laboratory
- Calculators resources