Grade/Level: SSS 1 Number of Pupils in Class: 70 Date: 2026-06-28 Duration: 80 minutes
Name of Teacher: MR MASUMBA
Subject: Physics Theme: Interaction of matter, space, and time
Topic: Fundamental and Derived Quantities and Units
Learning Outcome:
- Demonstrate knowledge of physical quantities
Focal Competence:
- Identifying the fundamental and derived quantities and their units
Performance Objective(s):
By the end of the lesson, learners should be able to:
- Differentiate between fundamental and derived quantities.
Key Competencies and Values:
- Collaboration as students work efficiently and respectfully with diverse teams during unit conversion and measurement activities.
- Critical thinking as students evaluate ideas and identify different measuring instruments before arriving at conclusions.
Prerequisite Knowledge:
- Learners are familiar with basic physical quantities such as length, mass, and time from Junior Secondary School Basic Science.
References:
- Anyakoha, M. W. (2019). New School Physics for Senior Secondary Schools. Africana First Publishers Limited.
Teaching and Learning Resources:
- Meter rule
- Tapes
- Spring balance
- Chemical balance
- Vernier calipers
- Internet browsers
METHODOLOGIES, STRATEGIES AND APPROACHES:
Approach: Interactive Approach
Method:
- Discussion Method - Introduction, Development Step 1
- Inquiry Method - Step 2
- Group Presentation Method - Step 3
- Oral Questioning - Evaluation questions
Strategy:
- Group Work Strategy - Step 2, Step 3
- Guided Discovery Strategy - Development Step 1, Step 2
Lesson Implementation:
| Stage | Teaching Methods | Teacher Activities | Learner Activities | Learning Points |
|---|---|---|---|---|
| Introduction - 10 min | Discussion Method | Teacher asks learners to recall physical quantities they learned in Junior Secondary School and mention examples. | Learners recall and mention quantities such as length, mass, time, area, volume, and speed. | Physical quantities are properties that can be measured, e.g., length, mass, time, area, volume, speed. |
| Development Step 1 - 20 min | Discussion Method, Guided Discovery Strategy | Teacher explains the meaning of fundamental quantities as basic quantities that cannot be expressed in terms of other quantities, giving examples: mass, length, time, electric charge. Teacher shows a chart displaying fundamental quantities and their units (kg, m, s, C). Teacher explains derived quantities as those obtained by combining fundamental quantities, giving examples: area (length × length), volume (length × length × length), speed (length ÷ time), and their derived units (m², m³, m/s). Teacher asks: 'What makes a quantity fundamental? Give one example of a derived quantity and how it is formed.' | Learners listen, observe the chart, and respond: Fundamental quantities cannot be derived from others; they are basic. One derived quantity is area, formed by multiplying two lengths. | Fundamental quantities are basic quantities that cannot be expressed in terms of other quantities (e.g., mass, length, time, electric charge). Derived quantities are obtained by combining fundamental quantities (e.g., area = length × length, speed = length ÷ time, volume = length × length × length). |
| Step 2 - 20 min | Group Work Strategy, Inquiry Method | Teacher divides learners into small groups, distributes prepared cards listing various quantities (e.g., mass, volume, length, speed, time, area, electric charge, density). Teacher instructs groups to classify the quantities into fundamental and derived, and for derived quantities, state the fundamental quantities combined. Teacher moves around to guide. | Learners in groups discuss and classify: Fundamental - mass, length, time, electric charge; Derived - volume (length×length×length), speed (length÷time), area (length×length), density (mass÷volume). They note the combinations. | Classification of quantities into fundamental (e.g., mass, length, time, electric charge) and derived (e.g., area = length × length, speed = length/time, volume = length³, density = mass/volume). |
| Step 3 - 20 min | Group Presentation Method, Guided Discussion | Teacher invites groups to present their classification and reasoning. Teacher addresses any misconceptions and reinforces the definitions. Teacher holds up a meter rule and asks: 'Which fundamental quantity does this measure?' and 'If I measure the length and breadth of a table, what derived quantity can I get?' | Groups present their work. Learners answer: The meter rule measures length (fundamental). Multiplying length by breadth gives area (derived). | Fundamental quantities like length are measured directly with instruments such as a meter rule. Derived quantities like area are calculated by combining two lengths. The key distinction: fundamental quantities are basic and directly measurable; derived quantities are obtained from fundamental ones via multiplication or division. |
| Evaluation questions - 10 min | Oral Questioning | Teacher poses questions: 1) Define fundamental and derived quantities. 2) Give three examples of fundamental quantities and their units. 3) Give two examples of derived quantities and explain how they are obtained from fundamental quantities. 4) Distinguish between a fundamental unit and a derived unit. | Learners respond: 1) Fundamental quantities are basic quantities not derived from others; derived quantities are obtained by combining fundamental quantities. 2) Mass (kg), length (m), time (s). 3) Speed is length/time (m/s), Volume is length³ (m³). 4) A fundamental unit is for a basic quantity like metre for length; a derived unit is obtained from combining fundamental units, like m/s for speed. | Fundamental quantities: mass, length, time, electric charge. Derived quantities: speed, volume, area. Derived units: m/s, m³, m². The distinction: fundamental quantities are basic, derived are combinations. |
Lesson Evaluation:
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