Download - F4 Physics Yearly Plan
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8/2/2019 F4 Physics Yearly Plan
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YEARLY TEACHING PLANSCHEME OF WORK FOR FORM 4 PHYSICS 2012
LEARNING AREA: 1. INTRODUCTION TO PHYSICS
Week
LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
Registration and streaming
orientation week.
1
4/1/12 -6/1/12
1.1 Understanding physics Observe everyday objects such as a table,
a pencil, a mirror etc and discuss how theyare related to physics concepts.
View a video on natural phenomena anddiscuss how they are related to physics
concepts.
Discuss fields of study in physics such as
forces, motion, heat, light etc.
A student is able to :
Explain what physics is.
Recognise the physics in everyday
objects and natural phenomena.
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9/1/112 -13/1/12
1.2 Understanding base
quantities and derived
quantities
Discuss base quantities and derived
quantities.
From a text passage, identify physical
quantities then classify them into basequantities and derived quantities.
List the value of prefixes and theirabbreviations from nano to giga, e.g.
(10-9
) , nm (nanometer).
A student is able to : Explain what base quantities and
derived quantities are.
List base quantities and their units.
List some derived quantities andtheir units.
Express quantities using prefixes.
Express quantities using scientific
notation.
Express derived quantities as well
Base quantities are:
Length (l), mass(m),time(t), temperature(T)
and current(I).
Suggested derived
quantities: force (F),
density (), volume(V)
and velocity (v).1
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Week
LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
Discuss the use of scientific notation to
express large and small numbers.Determine the base quantities (and units)in a given derived quantity (and unit) from
the related formula.
Solve problems that involve the
conversion of units.
as their units in terms of base
quantities and base units.
Solve problems involvingconversion of units. More complex derived
quantities may be
discussed when these
quantities are introducedin their related learning
areas.
1.3 Understanding scalar and
vector quantities
Carry out activities to show that some
quantities can be defined by magnitudeonly whereas other quantities need to bedefined by magnitude as well as direction.
Compile a list of scalar and vector
quantities.
A student is able to:
Define scalar and vector quantities.
Give examples of scalar and vector
quantities.
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1.4 Understanding
measurements
Choose the appropriate instrument for a
given measurement.
Discuss consistency and accuracy using
the distribution of gunshots on a target asan example.
Discuss the sensitivity of variousinstruments.
Demonstrate through examples systematic
errors and random errors. Discuss what
A student is able to:
Measure physical quantities using
appropriate instruments.
Explain accuracy and consistency.
Explain sensitivity.
Explain types of experimental
error.
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Week
LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
systematic and random errors are.
Use appropriate techniques to reduce errorin measurements such as repeatingmeasurements to find the average and
compensating for zero error.
Use appropriate techniques toreduce errors.
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1.5 Analysing scientificinvestigations
Observe a situation and suggestedquestions suitable for a scientific
investigation. Discuss to:a) Identify a question suitable for a
scientific investigationb) Identify all the variablesc) Form a hypothesis
d) Plan the method of investigationincluding selection of apparatus
and work procedures
Carry out an experiment and:
a) Collect and tabulate datab) Present data in a suitable form
c) Interpret the data and drawconclusions
d) Write a complete report
A student is able to:
identify variables in a given
situation.
identify a question suitable forscientific investigation.
form a hypothesis.
design and carry out a simpleexperiment to test the hypothesis.
record and present data in a
suitable form.
interpret data to draw a conclusion.
write a report of the investigation.
Scientific skills areapplied throughout.
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Week
LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
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2. FORCES AND
MOTION2.1 Analyzing linear motion
Carry out activities to gain an idea of:
a) Distance and displacement.b) Speed and velocity.c) Acceleration and deceleration
Carry out activities using a data logger/
graphing, calculator, ticker timer to :a) Identify when a body at rest,
moving with uniform velocity or
non-uniform velocity.
b) Determine displacement, velocityand acceleration
Solve problems using the followingequation of motion :
a) v = u + at
b) s = ut + at2
c) v2 = u2 + 2as
A student is able to :
Define distance and displacement.
Define speed and velocity and statethat v = s/t
Define acceleration and
deceleration and state that a = v-u
t
Calculate speed and velocity
Calculate acceleration and
deceleration
Solve problems on linear motion
with uniform acceleration using:a) v = u + at
b) s = ut + at2
c) v2 = u2 + 2as
Average =Total distance
Speed time taken
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20/2/12-
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FEBRUARY TEST 26/02/08 -29/02/08
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
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27/2/12
2/3/12
2.2 Analysing motion
graphs
Carry out activities using a data logger /
graphing calculator/ ticker time to plota) displacement time graphs.b) velocity - time graphs
A student is able to:
plot and interpret displacement-
time and velocity time graphs.
Reminder:
Velocity is determinedfrom the gradient ofdisplacement-time graph.
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2.3 Understanding inertia Carry out activities / view computersimulations/ situations to gain an idea on
inertia
Carry out activities to find out the
relationship between inertia and mass.
Research and report ona. the positive effects of inertia
b. ways to reduce the negative effects of
inertia.
A student is able to :
Explain what inertia is
Relate mass to inertia.
Give example of situationsinvolving inertia.
Suggest ways to reduce the
negative effects of inertia
Newtons First Law ofMotion may be introduced
here.
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CUTI PERTENGAHAN PENGGAL PERTAMA
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19/3/12 -23/3/12
2.4 Analysing momentum Carry out activities / view computersimulations to gain an idea of momentum
by comparing the effect of stopping twoobjects:
a. of the same mass moving at different
speeds.b. of different masses moving at the
same speed.
Discuss momentum as the product ofmass and velocity.
A student is able to :
Define the momentum of anobject.
Define momentum (p) as the
product of mass (m) and velocity5
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
View computer simulations on collisionsand explosions to gain an idea on theconservation of momentum.
Conduct an experiment to show that thetotal momentum of a closed system is a
constant.
Carry out activities that demonstrate the
conservations of momentum e.g water
rockets.
Research and report on the applications of
conservation of momentum such as inrockets or jet engines.
Solve problems involving linearmomentum.
(v) i.e p = mv
State the principle of conservationof momentum.
Describe applications of
conservation of momentum.
Solve problems involving
momentum
Reminder :
Momentum as a vector
quantity needs to be
emphasized in problemsolving
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2.5 Understanding the
effects of a force
Carry out activities with the aid ofdiagrams, describe the forces acting on an
object:a) at rest
b) moving at constant velocity
c) accelerating
Conduct experiments to find therelationship between:
a) acceleration and mass of an objectunder constant force
b) acceleration and force for a constant
mass
A student is able to :
Describe the effects of balanced
forces acting on an object. Describe the effects of unbalanced
forces acting on an object.
Determine the relationship
between forces, mass andacceleration i.e.F = ma
Solve problems usingF = ma
When the forces acting on
an object are balancedthey cancel each other out
(nett force = 0). The
object then behaves as ifthere is no force acting on
it.
Newton`s Second Law ofMotion may be introduced
here.
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
Solve problems usingF = ma
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2.6 Analysing impulse andimpulsive force
View computer simulations of collisionsAnd explosions to gain an idea on
impulsive forces.
Discussa) impulse as change of momentum
b) an impulsive force as the rate ofchange of momentum in a collision or
explosionc) how increasing or decreasing time of
impact affects the magnitude of the
impulsive force.Research and report situations where:
a) an impulsive force needs to bereduced and how it can be done
b) an impulsive force is beneficial
Solve problems involving impulsive
forces
A student is able to:
explain what an impulsive force is
give examples of situations
Involving impulsive forces.
define impulse as a change of
momentum, ie.
Ft = mv mu.
define impulsive force as the rate
of change of momentum in
a collision or explosion, i.e.
F =mv mu
t
.
explain the effect of increasingOr decreasing time of impact on
The magnitude of the impulsive
Force.
describe situations where an
impulsive force needs to be
reduced and suggest ways toreduce it.
describe situations where animpulsive force is beneficial.
solve problems involving
impulsive forces.
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2/4/12 -6/4/12
2.7 Being aware of the
need for safely features invehicles
Research and report on the physics of
vehicle collisions and safely features invehicles in terms of physics concepts.
A student is able to :
Describe the importance of safety
features in vehicles.
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
Discuss the importance of safety features
in vehicles.
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9/4/12 -13/4/12
UJIAN SELARAS 2
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17/4/12 -20/4/12
2.8 Understanding gravity Carry out an activity or view computersimulations to gain an idea of acceleration
due to gravity.Discuss
a) acceleration due to gravity.
b) a gravitational field as a regionin which an object experiences a
force due to gravitational attractionand
c) gravitational field strength (g) asgravitational force per unit mass .
Carry out an activity to determine thevalue of acceleration due to gravity.
Discuss weight as the Earths
gravitational force on an object.
Solve problems involving acceleration
due to gravity.
A student is able to :
Explain acceleration due to gravity
State what a gravitational field is.
Define gravitational field strength.
Determine the value ofacceleration due to gravity.
Define weight (W) as the product
of mass (m) and acceleration due
to gravity (g) i.e W=mg Solve problems involving
acceleration due to gravity.
When considering a body
falling freely ,g(=9.8m/s2) is its
acceleration but when it isat rest , g(=9.8N/kg)is the
Earths gravitational field
strength acting on it.
The weight of an object offixed mass is dependent
on the g exerted on it.
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23/4/12 -27/4/12
2.9 Analysing forces in
equilibrium
With the aid of diagram , describe
situations where forces are inequilibrium , e.g. a book at rest on a
table , an object at rest on an inclined
A student is able to :
Describe situations where forces
are in equilibrium.
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
plane .
With the aid of diagrams ,discuss theresolution and addition of forces todetermine the resultant force .
Solve problems involving forces in
equilibrium ( limited to 3 forces )
state what a resultant forces is add two forces to determine the
resultant forces
resolve a forces into the effectivecomponent forces
solve problems involving forces in
equilibrium
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4/5/12
2.10Understanding work, energy,power and efficiency
Observe and discuss situations wherework is done.Discuss that no work is done when:
a) a force is applied but nodisplacement occurs
b) an object undergoes adisplacement with no applied
force acting on it.
Give examples to illustrate how energy is
transferred from one object to anotherwhen work is done.
Discuss the relationship between work
done to accelerate a body and the changein kinetic energy.
Discuss the relationship between work
done against gravity and gravitational
A student is able to:
define work (W) as the product of
an applied force (F) anddisplacement (s) of an object in
the direction of the applied forcei.e. W = Fs.
state that when work is doneenergy is transferred from one
object to another.
define kinetic energy and state that
Ek=2
1mv2
Define gravitational potential
energy and state that Ep = mgh.
Have students recall the
different forms of energy.
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
potential energy.
Carry out an activity to show theprinciple of conservation of energy.State that power is the rate at which work
is done, P =t
W.
Carry out activities to measure power.
Discuss efficiency as:
inputEnergy
outputenergyUseful
x 100%
Evaluate and report the efficiencies of
various devices such as a diesel engine, apetrol engine and an electric engine.
Solve problems involving work, energy,
power and efficiency.
State the principle of conservationof energy.
Define power and state that P =
t
W.
Explain what efficiency of a
device is.
Solve problems involving work,
energy, power and efficiency.
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30/4/12 -4/5/12
2.11 Appreciating theimportance of maximizingthe efficiency of devices
Discuss that when an energytransformation takes place, not all of theenergy is used to do useful work. Some is
converted into heat or other types ofenergy. Maximizing efficiency during
energy transformations makes the best
use of the available energy. This helps toconserve resources.
A student is able to:
Recognize the importance ofmaximizing efficiency of devices
in conserving resources.
2.12 Understanding
elasticity
Carry out activities to gain an idea on
elasticity.
A student is able to:
Define elasticity.
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
Plan and conduct an experiment to find
the relationship between force andextension of a spring.
Relate work done to elastic potential
energy to obtain Ep =2
1kx2.
Describe and interpret force-extensiongraphs.
Investigate the factors that effectelasticity.
Research and report on applications of
elasticity.
Solve problems involving elasticity.
Define Hookes law.
Define elastic potential energy and
state that Ep =2
1kx2.
Determine the factors that effect
elasticity.
Describe applications of elasticity.
Solve problems involving
elasticity.
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7/5/12 -
11/5/12
MID YEARS EXAMINATION
LEARNING AREA: 3. FORCES AND PRESSURE
Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
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14/5/12 -18/5/11
3.1 Understanding pressure Observe and describe the effect of a forceacting over a large area compared to a
A student is able to :
define pressure and state that Introduce the unit ofpressure pascal (Pa) .
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
small area , e.g. school shoes versus high
heeled shoes .
Discuss pressure as force per unit area .
Research and report on applications of
pressure .
Solve problems involving pressure
P =A
F
describe applications of pressure .
solve problems involving pressure
(Pa = N/m2)
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21/5/12 -
25/5/12
3.2 Understanding pressurein liquids
Observe situations to form ideas thatpressure in liquids :
a) acts in all directions
b) increases with depth
Observe situations to form the idea thatpressure in liquids increases with
density .
Relate depth (h) , density () and
gravitational field strength (g) to pressure
in liquids to obtain P = hg .
Research and report on
a) the applications of pressure in liquids
b) ways to reduce the negative effects ofpressure in liquids .
Solve problems involving pressure inliquids .
A student is able to :
relate depth to pressure in aliquid .
relate density to pressure in aliquid .
explain pressure in a liquid andstate that P = hg .
describe applications of pressure
in liquids .
Solve problems involving pressurein liquids .
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10/6/12
CUTI PERTENGAHAN TAHUN
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
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3.3 Understanding gas
pressure and atmosphericpressure
Carry out activities to gain an idea of gas
pressure and atmospheric pressure .
Discuss gas pressure in terms of the
behaviour of gas molecules based on the
kinetic theory .
Discuss gas pressure in terms of theweight of the atmosphere acting on the
Earths surface .
Discuss the effect of altitude on themagnitude of atmospheric pressure .Research and report on the applications of
atmospheric pressure .
Solve problems involving atmospheric
and gas pressure including barometer andmanometer readings .
A student is able to :
explain gas pressure .
explain atmospheric pressure .
describe applications ofatmospheric pressure .
solve problems involving
atmospheric pressure and gaspressure .
Students need to be
introduced to instrumentsused to measure gaspressure (Bourdon Gauge)
and atmospheric pressure
( Fortin barometer ,aneroid barometer) .
Working principle of theinstrument is not required
Introduce other units of
atmospheric pressure :1 atmosphere = 760mmHg= 10.3m water = 101300
Pa1 milibar = 100 Pa
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18/6/12 -
22/6/12
3.4 Applying Pascals
principle
Observe situations to form the idea that
pressure exerted on an enclosed liquid istransmitted equally to every part of the
liquid.
Discuss hydraulic systems as a force
multiplier to obtain:output force = output piston area input
force input piston area
Research and report on the applications of
A student is able to :
state Pascals principle
explain hydraulic systems.
describe applications of Pascals
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
Pascals principle (hydraulis systems).
Solve problems involving Pascals
principle.
principle.
solve problems involving Pascals
principle.
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25/6/11 -29/6/12
3.5 Applying Archimedesprinciple
Carry out an activity to measure theweight of an object in air and the weight
of the same object in water to gain anidea on buoyant force.
Conduct an experiment to investigate therelationship between the weight of water
displaced and the buoyant force.
Discuss buoyant in terms of
a) an object that is totally or partiallysubmerged in a fluid experiences
a buoyant force equal to theweight of fluid displaced.
b) the weight of a freely floatingobject being equal to the weight
of fluid displaced.
c) a floating object has a density lessthan or equal to the density of the
fluid in which it is floating.Research and report on the applications of
Archimedes principle, e.g. submarines,
hydrometers, hot-air ballons.Solve problems involving Archimedes
principle.
Build a Cartesian diver. Discuss why the
A student is able to :
explain buoyant force.
relate buoyant force to the weightof the liquid displaced.
State Archimedes principle.
Describe application ofArchimedes principle
Recall density andbuoyancy.
Apparent weight equals
actual weight minus
buoyant force.
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
diver can be made to move up and down.
Solve problems involving
Archimedes principle.24
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3.6 Understanding
Bernoullis principle.
Carry out activities to gain the idea that
when the speed of a flowing fluidincreases its pressure decreases,e.g.
blowing above a strip of paper,blowing
through straw between two ping-pongballs suspended on strings.
Discuss Bernoullis principle
Carry out activities to show that a
resultant force exists due to a differencein fluid pressure.
View a computer simulation to observe
air flow over an aerofoil to gain an idea
on lifting force.
Research and report on the applications ofBernoullis principle.
Solve problems involving Bernoullisprinciple.
A student is able to :
State Bernoullis principle.
explain that a resultant forceexists due to a difference in
fluid pressure.
Describe the applications of
Bernoullis principle
Solve problems involvingBernoillis principle.
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LEARNING AREA: 4. HEAT
Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
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2/7/12 -6/7/12
4.1 Understanding thermal
equilibrium
Carry out activities to show that thermal
equilibrium is a condition in which thereis no net heat flow between two objects in
thermal contact.
Use the liquid-in-glass thermometer to
explain how the volume of a fixed massof liquid may be used to define a
temperature scale.
A student is able to :
Explain thermal equilibrium.
Explain how a liquid-in-glass
thermometer works.
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9/7/12 -13/7/12
4.2 Understanding specificheat capacity
Observe the change in temperature when:
a) the same amount of heat is used toheat different masses of water
b) the same amount of heat is used o heatthe same mass of different liquids.
Discuss specific heat capacity.
Plan and carry out an activity todetermine the specific heat capacity of
a) a liquidb) a solid
Research and report on applications of
A student is able to :
Define specific heat capacity (c)
State that c= Q/m
Determine the specific heat
capacity of a liquid.
Determine the specific heatcapacity of a solid.
Heat capacity only relatesto a particular object
whereas specific heatcapacity relates to a
material.
Guide students to analyse
the unit ofc as Jkg-1K-1 orJkg-10C-1
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
specific heat capacity.
Solve problems involving specific heatcapacity.
Describe applications of specific
heat capacity.
Solve problems involving specificheat capacity.
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4.3 Understanding specificlatent heat
Carry out an activity to show that there isno change in temperature when heat is
supply to :a) a liquid at its boiling point.
b) a solid at its melting point.
With the aid of a cooling and heating
curve, discuss melting, solidification,boiling and condensation as processes
involving energy transfer without a
change in temperature.
Discussa) latent heat in terms of molecular
behaviour.b) specific latent heat.
Plan and carry out an activity todetermine the specific latent heat of:
c) fusiond) vaporation
Solve problems involving specific latentheat.
A student is able to :
State the transfer of heat during achange of phase does not cause a
change in temperature.
Define specific latent heat (l)
State that l =m
Q.
Determine the specific latent
heat of fusion.
Determine the specific latentheat of vaporization.
Solve problems involving
specific latent heat.
Guide students to analyse
the unit oflasJkg 1
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
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4.4 Understanding the gas
laws
Use a model or view computer simulation
on the behavior of molecules of a fixedmass of gas to gain an idea about gas
pressure , temperature and volume.
Discuss gas pressure, volume and
temperature in terms of the behavior ofmolecules based on the kinetic theory.
Plan and carry out an experiment on a
fixed mass of gas to determine therelationship between:
a) pressure and volume at constant
temperature .b) volume and temperature at constant
pressure.
c) pressure and temperature at constantvolume.
Extrapolate P-T and V T graphs or view
computer simulations to show that whenpressure and volume are zero the
temperature on a P-T and V T graphs is-273C
Discuss absolute zero and Kelvin scale of
A student is able to :
Explain gas pressure, temperatureand volume in terms of the
behaviour of gas molecules.
Determine the relationshipbetween pressure and volume at
constant temperature for a fixed
mass of gas i.e. pV= constant.
Determine the relationship
between volume and temperature
at constant pressure for a fixedmass of gas i.e V/T = constant.
Determine the relationshipbetween pressure and temperature
at constant volume for a fixedmass of gas i.e. p/T = constant.
Explain absolute zero.
Explain the absolute / Kelvin scaleof temperature
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
temperature
Solve problems involving the pressure,temperature and volume of a fixed massof gas
Solve problems involvingpressure, temperature and volumeof a fixed mass of gas.
LEARNING AREA: 5. LIGHT
Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
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6/8/12 -10/8/12
5.1 Understanding reflection
of light
Observe the image formed in a plane
mirror. Discuss that the image is:a) as far behind the mirror as the object is
in front and the line joining the object andimage is perpendicular to the mirror,
b) the same size as the object ,c) virtual,
d) laterally inverted
Discuss the laws of reflection.
Draw ray diagrams to determine the
position and characteristics of the image
formed by aa) plane mirror
A student is able to :
Describe the characteristics of theimage formed by reflection of
light
State the laws of reflection of
light.
Draw ray diagrams to show the
position and characteristics of theimage formed by a
i. plane mirror
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13/8/11 -17/8/12
5.1 Understanding reflection
of light
Draw ray diagrams to determine the
position and characteristics of the image
Draw ray diagrams to show the
position and characteristics of the19
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
formed by a
b) convex mirror
c) concave mirror
Research and report on applications of
reflection of light.
Solve problems involving reflection oflight.
Construct a device based on the
application of reflection of light.
image formed by a
ii. convex mirror
iii.concave mirror Describe applications of reflection
of light.
Solve problems involving
reflection of light.
Construct a device based on theapplication of reflection of light
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5.2 Understandingrefraction of light
Observe situations to gain an idea onrefraction.
Conduct an experiment to find therelationship between the angle of
incidence an angle of refraction to obtainSnells Law.
Carry out an activity to determine therefractive index of the glass or perspex
block.
Discuss the reflective index, n,as speed of light in a vacum
speed of light in a medium
Research and report on phenomena due to
refraction,e.g. apparent depth, the
A student is able to :
explain refraction of light.
Define refractive index asn = sin i
sin r
Determine the refractive index ofthe glass or perspex block.
state the reflective index, n,asspeed of light in a vacum
speed of light in a medium
describe phenomena due torefraction.
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Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
twinkling of stars.
Carry out activities to gain on idea ofapparent depth. With the aid of diagrams,discuss real depth and apparent depth.
Solve problems involving the refractionof light. Solve problems involving the
refraction of light.
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27/8/12 -31/8/12
5.3 Understanding total
internal reflection of light.
Carry out activities to show the effect of
increasing the angle of incidence on theangle of refraction when light travels
from a denser medium to a less dense
medium to gain an idea about totalinternal reflection and to obtain the
critical angle.
Discuss with the aid of diagrams:a) total internal reflection and
critical angle
b) the relationship between criticalangle and refractive index.
Research and report on
a) natural phenomenon involving
total internal reflection.b) The applications of total internal
reflection , e.g. intelecommunication using fibre
optics.
A student is able to :
Explain total internal reflection of
light. Define critical angle ( c ).
Relate the critical angle to the
refractive index i.e. n =csin
1
Describe natural phenomenon
involving total internal reflection.
Describe application of total
internal reflection.
21
-
8/2/2019 F4 Physics Yearly Plan
22/23
Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
Solve problems involving total internal
reflection.
Solve problems involving total
internal reflection.
Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
32
3/9/12 -7/9/12
5.4 Understanding lenses Use an optical kit to observe and measure
light rays traveling through convex andconcave lenses to gain an idea of focal
point and focal length of convex and
concave lenses.
With the help of ray diagrams discussfocal point and focal length.
Draw ray diagrams to show the positions
and characteristics of the images formed
by aa) Convex lens
b) Concave lens
Carry out activities to gain an idea ofmagnifications.
With the help of ray diagrams, discuss
A student is able to :
Explain focal point and focal
length. Determine the focal point and
focal length of a convex lens.
Determine the focal point andfocal length of a concave lens.
Draw ray diagrams to show thepositions and characteristics of the
images formed by a convex lens.
Draw ray diagrams to show thepositions and characteristics of the
images formed by a concave lens.
Define magnification as m=u
v
Relate focal length ( f ) to theobject distance ( u ) and image
distance ( v ),
22
-
8/2/2019 F4 Physics Yearly Plan
23/23
Week LearningObjectives
Suggested LearningActivities
Learning Outcomes Notes
magnification.
Carry out an activity to find the
relationship between u, v and f.
Carry out activities to gain an idea on theuse of lenses in optical devices.
With the help of ray diagrams discuss the
use of lenses in optical devices such as a
telescope and a microscope.
Construct an optical device that useslenses.
Solve problems involving two lenses.
i.ef
1=
u
1+
v
1
Describe , with the aid of ray
diagrams, the use of lenses inoptical devices.
Construct a simple optical devicethat uses lenses.
Solve problems involving to
lenses.
33-36
10/9/12 -12/10/12
REVISION
37-39
15/10/12 -26/10/12
FINAL EXAMINATION
40
29/10/12- 2/11/12
DISCUSS ANSWER FINAL EXAMINATION
41
5/10/12 -9/11/12
DISCUSS ANSWER FINAL EXAMINATION
23