ASEI LESSON PLAN: Physics

TOPIC: Fluid Flow

SUB-TOPIC: Bernoulli’s Effect
DURATION: 40 minutes
CLASS: Form 2
NUMBER OF LEARNERS: 40
DATA: June 23rd , 2005

RATIONALE
Motion of fluids is an important phenomenon and the study of fluid dynamics has enabled
scientists advance in many areas of technology. The taking off of aeroplanes and helicopters, the
designing of high-speed vehicles, ships and submarines are some of the applications based on the
knowledge of fluid flow. When vehicles move at high speed they tend to pull objects towards
them, this can also be explained by the same concept. This lesson will enable learners understand
the principle behind the designing and operation of some of these devices.

OBJECTIVE
By the end of the lesson, the learner should be able to:
- Perform and describe experiments to illustrate Bernoulli’s effect
- Explain Bernoulli’s effect.

PREREQUISITE SKILLS AND KNOWLEDGE

- Definition of speed and fluid
- Existence of atmospheric pressure

TEACHING/LEARNING RESOURCES
Foolscaps/plane sheets of paper, 2 ball pen casings, water in a beaker, spray gun

REFERENCES
1. Rabari J.A., 2003, Foundation Physics, Form2, Jomo Kenyatta Foundation, Nairobi, pp.176-
188
2. Waititu M. et al, 2004, Certificate Physics, Form2, East African Educational Publishers,
Nairobi, pp. 138-145.
3. Kenya Institute of Education, 1997, Secondary Physics Form4, Kenya Institute of Education,
Nairobi, pp. 48-60.

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 LESSON DEVELOPMENT
NOTE: * indicates process skills.
TEACHING/LEARNING LEARNING
STAGE/TIME REMARKS
ACTIVITIES POINTS
Introduction  Teacher asks the learners definition of
(10 minutes) fluid.
 The learners define fluid and give -Linking previous knowledge
examples of fluids. (Minds-on activity) with the lesson
Activity 1
 Teacher poses a question on activity 1.
 The learners hold a piece of paper in front *Predictions (exploration)
of the mouth and blow over it. (Hand- on -The paper rises up on blowing
activity) above it
*Confirmation of their predictions
 Learners explain the reason the paper rises from the activities’ results
up. -Pressure above the paper reduces
Development Activity 2
(25 minutes)  Teacher poses a second question on
activity 2.
 Learners predict. (Minds-on activity) *Predictions (exploration)
 Learners hold two pieces of paper close to -The papers come close together.
each other and blow between them. (Hands-on
activity)
 Learners confirm their predictions and *Identification of the relationship
explain their observations. (Bridging the between pressure and speed of air
activity to the concept: inductive bridge)
 Learners concretise the concept by help of
a diagram on the chalkboard.
 Learners explain the concept using -Increase in the speed of air
scientific terms. causes the pressure to reduce.
Activity 3
 Learners go into groups to do activity 3.
 Learners blow hard through the horizontal
- The water jets out in a spray
narrow tube which is held perpendicularly to a
vertical tube inserted in water. (Hands-on
activity)
 Learners expand their ideas on the
-Application of the relationship
concept through group discussion. (Minds-on
between speed of air and pressure
activity)
 Learners record and explain their *Recording the observations
observations in a group worksheet.
 Learners report and explain their *Interpretation of the observation
observations to the other learners on the on the phenomenon
chalkboard.
 Learners harmonize their ideas guided by
the teacher. (Bridging the activity to the
concept: deductive bridge)
Conclusion &  Learners revise the three activities and
Evaluation relate them to the concept.
(5 minutes)  Learners identify the applications of - Application of Bernoulli’s
Bernoulli’s Effect in their daily life Effect (spray guns, Pulling effect
experiences. due to a big lorry passing by)
 Teacher evaluates the lesson by pausing a
question to the learners on activities
 Teacher gives assignment
2
 NOTE: The following activities can be presented in printed-paper, manila sheets
or simply written on a chalkboard by a teacher, depending upon resources
available in school.

ACTIVITIES
ACTIVITY 1

PROCEDURE:
Hold a piece of paper in front of your mouth and blow air over it.

QUESTIONS:
(1) What do you observe?………………………………………………………………

(2) What happens?……………………………………………………………………

ACTIVITY 2

PROCEDURE:
Hold two pieces of paper close to one another and blow air between them.

QUESTIONS:
(1) What do you observe?
(2) Explain your observations?

ACTIVITY 3

PROCEDURE:
Place two ballpoint casings perpendicular to one another with the erect one dipped in water
contained in a beaker (see diagram shown below). Blow air through the horizontal ballpoint case.
(The blowing should be hard)

QUESTIONS:
(1) What do you observe?
(2) Explain your observation.

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 ASSIGNMENT
The diagram below shows a spray gun. Explain how it works.

Explanation:………………………………………………………………………………
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