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PHYSICS FORM 4 YEARLY PLAN FOR 2011
LEARNING AREA: 1. INTRODUCTION TO PHYSICS
WEEK LEARNING
OBJECTIVES LEARNING ACTIVITIES LEARNING OUTCOMES Notes
FIRSTTERMWeek 1
Program Orientation Form 4 Students.
Week 2 1.1UnderstandingPhysics
Observe everyday objects such as a table,a pencil, a mirror etc and discuss howthey are related to physics concepts
View a video on natural phenomena anddiscuss how they are related to physicsconcepts
Discuss fields of study in physics such as
forces, motion, heat, light etcAct. 1.1A pg 3, Act. 1.1B pg 3
A student is able to : Explain what physics is Recognize the physics in
everyday objects andnatural phenomena
ContextualLearning
STS
Week 3 1.2 Understandingbasequantities andderivedquantities
Discuss base quantities and derivedquantitiesEx. 1.2 pg 6
From a text passage identify physicalquantities then classify them into basequantities and derived quantities
List the values of prefixes and theirabbreviations from nano to giga eg
nano(10-9
), nm (nanometer) 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) fromthe related formula
Solve problems that involve theconversion of units
A student is able to: Explain what base
quantities and derivedquantities are
List base quantities andtheir units
List some derivedquantities and their units
Express quantities usingprefixes
Express quantities usingscientific notation
Express derivedquantities as well as theirunits in terms of basequantities and base units
Solve problems involvingconversion of units
ICT Mastery learning
Constructivism
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Ex. 1.3 pg 8
Week 4 1.3 Understandingscalar andvectorquantities
Carry out activities to show that somequantities can be defined by magnitudeonly whereas other quantities need to bedefined by magnitude as well as direction
Compile a list of scalar and vectorquantities
A student is able to : define scalar and vector
quantities give examples of scalar
and vector quantities
Contextuallearning
Week 5 Chinese New Year Holiday
Week 6 1.4 Understandingmeasurements
Choose the appropriate instrument for agiven measurement
Discuss consistency and accuracy usingthe distribution of gunshots on a target asan example
Discuss the sensitivity of variousinstruments
Demonstrate through examplessystematic errors and random errors.Discuss what systematic and randomerrors are
Use appropriate techniques to reduceerror in measurements such as repeatingmeasurements to find the average andcompensating for zero error
A student is able to : Measure physical
quantities usingappropriate instruments
Explain accuracy andconsistency
Explain sensitivity Explain types of
experimental error Use appropriate
techniques to reduceerrors
Experiment
Expt. 1.1 pg 1Expt. 1.2 pg 3
Expt. 1.3 pg 4Expt. 1.4 pg 6
Week 7 1.5 Analysingscientific
Observe a situation and suggest questionssuitable for a scientific investigation.
A student is able to : identify variables in a
Scientific skills areapplied throughout
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investigations Discuss to:a) identify a question suitable forscientific investigationb) identify all the variablesc) form a hypothesisd) 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 formc) interpret the data and draw
conclusionsd) write a complete report
Formative Review Questions pg 17
given situation identify a question
suitable for scientificinvestigation
form a hypothesis design and carry out a
simple experiment to testthe hypothesis
record and present datain a suitable form
interpret data to draw aconclusion
write a report of theinvestigation
Inquiry learning
Expt. 1.5 pg 8
LEARNING AREA: 2. FORCES AND MOTION
Week 8 2.1 Analysinglinearmotion
Carry out activities to gain an idea of:a) distance and displacementb) speed and velocityc) acceleration and deceleration
Carry out activities using a datalogger/graphic calculator / ticker timer to:a) identify when a body is at rest, moving
with uniform velocity or non-uniformvelocity
b) determine displacement, velocity andacceleration
Solve problems using the following
equations of motion:(a) v = u + at (b) s = ut + at 2 (c) v 2= u 2 + 2asEx. 2.1 pg 22
A student is able to : Define distance and displacement Define speed and velocity and
state that v = s/t Define acceleration and
deceleration and state thata = v - u
t Calculate speed and velocity Calculate acceleration /
deceleration Solve probles on linear motion
with uniform acceleration using(i) v = u + at (ii) s = ut + at 2
(iii) v 2 = u 2 + 2as
Average speed= total distance / timetaken
Mastery learning
Expt. 2.1 pg 10
Week 9 2.2 Analysingmotiongraphs
Carry out activities using a datalogger/graphic calculator / ticker timer toplot:a) displacement-time graphs
A student is able to :
Plot and interpret displacement-
Reminder:Velocity is determinedfrom the gradient of displacement-time graph
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b) velocity-time graphs Describe and interpret:
(a) displacement-time (b) velocity-timegraphs
Determine distance, displacement,velocity and acceleration fromdisplacement-time and velocity-timegraphs
Solve problems on linear motion withuniform acceleration involving graphsEx. 2.2 pg 26
time(s-t) and velocity-time graphs Deduce from the shape of a
displacement-time graph when abody is:(i) at rest (ii) moving with uniformvelocity(iii) moving with non-uniform
velocity determine distance,
displacement and velocity from adisplacement-time graph
deduce from the shapeof a velocity-time graph when abody is:(i) at rest (ii) moving with
uniform velocityiii) moving with uniform
acceleration determine distance,
displacement and velocity andacceleration from a velocity-timegraph
Solve problems on linear motionwith uniform acceleration
Expt. 2.2 pg 12Expt. 2.3 pg 14Acceleration isdetermined from thegradient of velocity-timegraphExpt. 2.4 pg 16
Distance is determinedfrom the area under avelocity-time graph
Mastery learning
Week 10 1 st Pre Semester Exam
Week 11 1 St Pre Semester School Holiday
Week 12 2.3Understanding inertia
Carry out activities/view computersimulations/situations to gain an idea oninertia
Carry out activities to find out therelationship between inertia and mass
Research and report onthe positive effects of inertiaways to reduce the negative effects of inertia
Ex. 2.3 pg 30
A student is able to : Explain what inertia is Relate mass to inertia Give examples to reduce the
negative effects of inertia
Expt. 2.5 pg 20Newtons First law maybe introducedExpt. 2.6 pg 21 Contextual learning
Week 13 2.4 Analysingmomentum
Carry out activities/view computersimulations to gain an idea of momentumby comparing the effect of stopping 2
A student is able to : Define the momentum of an object Define momentum(p) as the
Momentum as a vectorquantity needs to beemphasesed in problem
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objects:a) of the same mass moving at different
speedsb) of different masses moving at the
same speedAct. 2.4A pg 31
Discuss momentum as the product of mass and velocity
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 aconstant
Carry out activities that demonstrate theconservation of momentum eg waterrockets
Research and report on the applications of conservation of momentum such as inrockets or jet engines
Solve problems involving linearmomentumEx. 2.4 pg 34
product of mass (m) andvelocity(v) ie p=mv
State the principle of conservationof momentum
Describe the applications of conservation of momentum
Solve problems involvingmomentum
solvingExpt. 2.7 pg 24 ICT ExperimentExpt. 2.8 pg 26
Week 14 2.5Understanding theeffects of aforce
With the aid of diagrams, describe theforces acting on an object:a) at restb) moving at a constant velocityc) acceleratingEx. 2.5 pg 37
Conduct experiments to find the relationshipbetween:
a) acceleration and mass of an objectunder constant force
b) acceleration and force for a constantmass
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 force, mass andacceleration ie F=ma Solve problems using F=ma
When the forces actingon an object arebalanced they canceleach other out (nettforce=0). The object thenbehaves as if there is no
force acting on it.Expt. 2.9 pg 29Newtons Second Law of Motion may beintroduced. Inquiry Learning
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Solve problems using F=ma
Week 15 2.6 Analysingimpulseandimpulsive
force
View computer simulations of collisionsand explosions to gain an idea onimpulsive forces
Discussa) impulse as change of momentumb) an impulsive force as the rate of
change of momentum in a collision orexplosion
c) how increasing or decreasing time of impact affects the magnitude of theimpulsive force
Research and report situations where:a) an impulsive force needs to be
reduced and how it can be doneb) an impulsive force is beneficial
Solve problems involving impulsive forces
Ex. 2.6 pg 40
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 rateof change of momentum in acollision or explosion ie F= mv-mu
t Explain the effect of increasing or decreasing time of impact on the magnitude of theimpulsive force Describe situations wherean impulsive force needs to bereduced and suggest ways toreduce it Describe situations wherean impulsive force is beneficial Solve problems involvingimpulsive forces
ICT
Inquiry LearningExpt. 2.10 pg 31Contextual Learning
Week 16 2.7 Beingaware of the needfor safetyfeatures in
vehicles
Research and report on the physics of vehicle collisions and safety features invehicles in terms of physics concepts
Discuss the importance of safety featuresin vehicles
A student is able to : Describe the importance of safety
features in vehicles
STS FutureResearch
Expt. 2.11 pg 34
Week 17 2.8Understandinggravity
Carry out an activity or viewcomputer simulations to gain an idea of acceleration due to gravity
Discussacceleration due to gravity
b) a gravitational field as a region in whichan object experiences a force due to
A student is able to : Explain acceleration due to gravity State what a gravitational field is Define gravitational field strength Determine the value of
acceleration due to gravity Define weight (W) as the product
Whenconsidering a bodyfalling freely, g(=9.8ms -2) is itsacceleration but when
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gravitational attraction andc) gravitational field strength (g) as
gravitational force per unit mass Carry out an activity to determine the
value of acceleration due to gravityAct. 2.8A pg 46 Act. 2.8B pg 48
Discuss weight as the Earths gravitational
force on an object Solve problems involving acceleration due
to gravityEx. 2.8 pg 49
of mass (m) and acceleration dueto gravity (g) ie W=mg
Solve problems involvingacceleration due to gravity
it is at rest, g (=9.8Nkg -1) is the Earthsgravitational fieldstrength acting on it. Experiment
Expt. 2.12 pg 36 The weight of an object of
fixed mass is dependenton the g exerted on it.
Expt. 2.13 pg 38Week 18 2.9 Analysing
forces inequilibrium
With the aid of diagrams, describesituations where forces are in equilibriumeg a book at rest on a table, an object atrest on an inclined planeAct. 2.9A pg 50
With the aid of diagrams, discuss theresolution and addition of forces todetermine the resultant force
Act. 2.9B pg 52 Act. 2.9C pg 53 Solve problems involving forces in
equilibrium (limited to 3 forces)Ex. 2.9 pg 53
A student is able to : Describe situations where forces
are in equilibrium State what a resultant force is Add two forces to determine the
resultant force Resolve a force into the effective
component forces Solve problems involving forces inequilibrium
Mastery learning Contextual learning
Expt. 2.14 pg 39
Week 19 2.10Understandingwork, energy,power andefficiency
Observe and discuss situations wherework is done
Discuss that no work is done when:a) a force is applied but no displacement
occursb) an object undergoes a displacement
with no applied force acting on it Give examples to illustrate howenergy is transferred from one object toanother when work is done Discuss the relationshipbetween work done to accelerate a bodyand the change in kinetic energy Discuss the relationshipbetween work done against gravity andgravitational potential energy
A student is able to: Explain the process of define work
(W) as the product of an appliedforce (F) and displacement (s) of an object in the direction of theapplied force ie W = Fs
State that when work is doneenergy is transferred from oneobject to another
Define kinetic energy and statethat E k = mv 2
Define gravitational potentialenergy and state that E p = mgh
Have students recall thedifferent forms of energy.
Constructivism
Expt. 2.15 pg 42Expt. 2.16 pg 44
Mastery Learning
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Carry out an activity to showthe principle of conservation of energyAct. 2.10A pg 57 State that power is the rate atwhich work is done, P=W/t Carry out activities to measurepower Discuss efficiency as:Useful energy output x 100%
Energy inputAct. 2.10B pg 59
Evaluate and report the efficiencies of various devices such as diesel engine, apetrol engine and an electric engine
Solve problems involving work, energy,power and efficiencyEx. 2.10 pg 59
State the principle of conservationof energy
Define power and state that P=W/t Explain what efficiency of a device
is Solve problems involving work,
energy, power and efficiency
Contextual learning
Week 20Week 21
1 st Semester Exam
Week 22Week 23
1 st Semester School Holiday
Second Term
Week 24
2.11Appreciating theimportanceof maximizin
g theefficiencyof devices
Discuss that when an energytransformation takes place, not all of theenergy is used to do useful work. Some isconverted into heat or other types of energy. Maximising efficiency duringenergy transformations makes the best
use of the available energy. This helps toconserve resourcesAct. 2.11A pg 61 , Act. 2.11B pg 62Ex. 2.11 pg 62
A student is able to: Recognize the importance of
maximizing efficiency of devices inconserving resources
STS
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Week 25 2.12Understandingelasticity
Carry out activities to gain an idea onelasticity
Plan and conduct an experiment to findthe relationship between force andextension of a spring
Relate work done to elastic potentialenergy to obtain E p = kx 2
Describe and interpret force-extensiongraphs
Investigate the factors that affectelasticityAct. 2.12A pg 64, Act. 2.12B pg 65Ex. 2.12 pg 66
Solve problems involving elasticity
Formative Review Questions pg 69
A student is able to: Define elasticity Define Hookes Law
Define elastic potential energy andstate that E p = kx 2
Determine the factors that affectelasticity
Describe applications of elasticity Solve problems involving elasticity
Relate the diningculture of differentpeople conforming tosensitivities andreligious beliefs
Expt. 2.17 pg 46
Formative Ex. Pg 58-59, MyCD e-Test 2
LEARNING AREA : 3 FORCES AND PRESSURE
WEEK LEARNINGOBJECTIVES LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Week26
3.1Understandingpressure
Observe and describe the effect of a forceacting over a large area compared to asmall area, eg school shoes versus highheeled shoes
A student is able to: Define pressure and state that P
= F/A Describe applications of pressure
Contextual learningExpt. 3.1 pg 48Introduce the unit of pressure, pascal (Pa)
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Discuss pressure as force per unit area Research and report on applications of
pressure Solve problems involving pressure
Ex. 3.1 pg 74
Solve problems involving pressure (Pa = N/m 2)
Week27
3.2Understandingpressure inliquids
Observe situations to form ideas thatpressure in liquids:a) acts in all directionsb) increases with depth
Observe situations to form the idea thatpressure in liquids increases with density
Relate depth (h) , density () andgravitational fiels strength (g) to pressurein liquids to obtain P = hgAct. 3.2A pg 76
Research and report ona) the applications of pressure in liquidsb) ways to reduce the negative effects of
pressure in liquids
Solve problems involving pressure inliquidsEx. 3.2 pg 78
A student is able to: Relate depth to pressure in a
liquid Relate density to pressure in a
liquid Describe applications of pressure Solve problems involving pressure
in liquids
Contextual learning Inquiry learning
Expt. 3.2 pg 49
Week28
3.3Understandinggas pressureandatmosphericpressure
Carry out activities to gain an idea of gaspressure and atmospheric pressure
Discuss gas pressure in terms of thebehaviour of gas molecules based on thekinetic theory
Discuss atmospheric pressure in terms of the weight of the atmosphere acting on theEarths surface
Discuss the effect of altitude on themagnitude of atmospheric pressure
Research and report on the applications of atmospheric pressure Act. 3.3D pg 85
Solve problems involving atmospheric andgas pressure including barometer andmanometer readingsEx. 3.3 pg 86
A student is able to: Explain gas pressure Explain atmospheric pressure Describe applications of pressure Solve problems involving pressure
in liquids Describe applications of
atmospheric pressure Solve problems involving
atmospheric pressure and gaspressure
ConstructivismExpt. 3.3 pg 51Students need to beintroduced toinstruments used tomeasure gas pressure(Bourdon Gauge) andatmospheric pressure(Fortin barometer,aneroid barometer).Working principle of theinstrument is notrequired.Introduce other units of atmospheric pressure.1 atmosphere = 760mmHg = 10.3 m water =101300 Pa
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1 millibar = 100 PaWeek
293.4 Applying
PascalsPrinciple
Observe situations to form the idea thatpressure exerted on an enclosed liquid istransmitted equally to every part of theliquidAct. 3.4A pg 87
Discuss hydraulic systems as a force
multiplier to obtain:Output force = output piston areaInput force input piston areaAct. 3.4B pg 88
Research and report on the applications of Pascals principle (hydraulic systems).
Solve problems involving Pascals principleEx. 3.4 pg 92
A student is able to: State Pascals principle Explain hydraulic systems Describe applications of Pascals
principle Solve problems involving Pascals
principle Relate density to pressure in a
liquid Describe applications of pressure Solve problems involving pressure
in liquids
Contextual learning
Week30
3.5 ApplyingArchimedes principle
Carry out an activity to measure the weightof an object in air and the weight of thesame object in water to gain an idea onbuoyant force
Conduct an experiment to investigate therelationship between the weight of waterdisplaced and the buoyant forceAct. 3.5B pg 94, Act. 3.5C pg 94
Discuss buoyancy in terms of:a) an object that is totally or partially
submerged in a fluid experiences abuoyant force equal to the weight of fluid displaced
b) the weight of a freely floating objectbeing equal to the weight of fluiddisplaced
Research and report on the applications of Archimedes principle eg submarines,hydrometers, hot-air balloons
Solve problems involving ArchimedesprincipleEx. 3.5 pg 100
A student is able to: Explain bouyant force Relate buoyant force to the
weight of the liquid displaced
State Archimedes principle Describe applications of
Archimedes principle Solve problems involving pressure
in liquids
Inquiry learning
Recall density andbuoyancy.
Apparent weight =Actual weight Bouyantforce
Expt. 3.4 pg 53
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LEARNING AREA : 4 HEAT
WEEK LEARNINGOBJECTIVES LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Week31
4.1Understandingthermal
equilibrium
Carry out activities to show that thermalequilibrium is a condition in which there isno nett heat flow between two objects in
thermal contactAct. 4.1A pg 110 Use the liquid-in-glass thermometer to
explain how the volume of a fixed mass of liquid may be used to define a temperaturescaleAct. 4.1B pg 111Ex. 4.1 pg 112
A student is able to: Explain thermal equilibrium Explain how a liquid-in-glass
thermometer works
Constructivism
Expt. 4.1 pg 57
Week32
4.2Understandingspecific heatcapacity
Observe the change of temperature when:a) The same amount of heat is used to
heat different masses of waterb) The same amount of heat is used to
heat the same mass of different liquidsAct. 4.2A pg 114
Discuss specific heat capacity Plan and carry out an activity to determine
the specific heat capacity of (a) a solid (b) a liquid
Report on the applications of specific heatcapacityAct. 4.2B pg 116
Solve problems involving specific heatcapacity
Ex. 4.2 pg 116
A student is able to: Define specific heat capacity I
State that c= Q
m
Determine the specific heatcapacity of a liquid
Determine the specific heatcapacity of a solid
Describe applications of specificheat capacity
Solve problems involving specificheat capacity
Inquiry learning
Heat capacity onlyrelates to a particularobject whereas specificheat capacity relates toa material.Expt. 4.2 pg 59Guide students toanalyse the unit of c as
Jkg -1K -1 or Jkg -1o C-1Expt. 4.3 pg 60 Contextual learning
Week33
4.3Understandingspecific latentheat
Carry out an activity to show that there isno change in temperature when heat issupplied to:(a) a liquid at its boiling point (b) a solid atits melting point
With the aid of a cooling and heating curve,discuss melting, solidification, boiling and
A student is able to: State that transfer of heat during
a change of phase does not causea change in temperature
Define specific latent heat (l) State that l = Q / m
ExperimentGuide students toanalyse the unit of l as
Jkg -1
Expt. 4.4 pg 62
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of temperatureAct. 4.4C pg 126
Solve problems involving the pressure,temperature and volume of a fixed mass of gasEx. 4.4 pg 126Formative Review Questions pg 128
LEARNING AREA : 5 LIGHT
WEEK LEARNINGOBJECTIVES LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
Week35
2 nd Pre Semester School Holiday
Week36
5.1Understandingreflection of light
Observe the image formed in a planemirror
Discuss that the image is:a) as far behind the mirror as the object is
in front and the line joining the objectand image is perpendicular to themirror
b) the same size as the objectc) virtuald) laterally invertedAct. 5.1A pg 130, Act. 5.1B pg 130
Discuss the laws of reflectionAct. 5.1C pg 134
Draw ray diagrams to determine theposition and characteristics of the imageformed by a(a) plane mirror (b) convex mirror (c)
concave mirrorAct. 5.1D pg 136
Research and report on applications of reflection of light
Solve problems involving reflection of lightEx. 5.1 pg 138
Construct a device based on theapplication of reflection of light
A student is able to: Describe the characteristics of the
image 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 ai) plane mirror
5.. convex mirrorii) concave mirror
Describe applications of reflectionof light
Solve problems involvingreflection of light
Construct a device based on theapplication of reflection of light
Inquiry learning Contextual learning
Expt 5.1 pg 76
Expt. 5.2 pg 78
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Week37
5.2Understandingrefraction of light
Observe situations to gain an idea onrefraction
Conduct an experiment to find therelationship between the angle of incidenceand angle of refraction to obtain SnellsLaw
Carry out an activity to determine therefractive index of a glass or Perspex block.Act. 5.2A pg 143, Act. 5.2B pg 143
Discuss the refractive index, = speed of light in a vacuum
speed of light in a medium Research and report on phenomena due to
refraction eg apparent depth, the twinklingof starsAct. 5.2C pg 143
Carry out activities to gain an idea of apparent depth.
Discuss real depth and apparent depth Solve problems involving the refraction of
lightEx. 5.2 pg 144
A student is able to: Explain refraction of light Define refractive index as
= sin isin r
Determine the refractive index of a glass or Perspex block
State the refractive index, = speed of light in a vacuum
speed of light in a mediuma) Describe phenomena due to
refraction
Solve problems involving therefraction of light
Inquiry learning Mastery learning
Expt 5.3 pg 81
Expt 5.4 pg 83
Week38
Week39
2 nd Semester Examination
Week40
Week41
5.3Understandingtotal internalreflection of light
Carry out activities to show the effect of increasing the angle of incidence on theangle of refraction when light travels froma denser medium to a less dense mediumto gain an idea about total internalreflection and to obtain the critical angleAct. 5.3A pg 145
Discuss with the aid of diagrams: Total internal reflection and critical angle
b) The relationship
A student is able to: Explain total internal reflection of
lightDefine critical angle (c)
Relate the critical angle to therefractive index ie = 1
sin c Describe natural phenomenon
Constructivism
Contextual learning
Expt 5.5 pg 84
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between critical angle and refractiveindex
Research and report ona) Natural phenomenon involving total
internal reflectionb) The applications of total internal
reflection eg in telecommunication
using fibre optics Solve problems involving total internal
reflectionEx. 5.3 pg 148
involving total inter reflection Describe applications of total
internal reflection Solve problems involving total
internal reflection
Week42
Week43
5.4Understandinglenses
Use an optical kit to observe and measurelight rays traveling through convex andconcave lenses to gain an idea of focalpoint and focal length
Determine the focal point and focal lengthof convex and concave lensesAct. 5.4A pg 150
Discuss focal point and focal length Draw ray diagrams to show the positions
and characteristics of the images formedby aa) convex lensb) concave lens
Carry out activities to gain an idea of magnification
With the help of ray diagrams, discussmagnification
Carry out activity to find the relationshipbetween u, v and f Act. 5.4B pg 154
Carry out activities to gain an idea on theuse of lenses in optical devices
With the help of ray diagrams discuss theuse of lenses in optical devices such as a
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 and
focal length of a concave lens Draw ray diagrams to show the
positions and characteristics of the images formed by a concavelens
Define magnification as m = v/u Relate focal length (f) to the
object distance, u and imagedistance, v ie1/f = 1/u + 1/v
Describe with the aid of raydiagrams, the use of lenses inoptical devices
Construct an optical device thatuses lenses
Solve problems involving twolenses
Contextual learning STS
Expt 5.6 pg 87
Expt 5.7 pg 89
Physics PracticalReview Questions 1-7pg 92
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telescope and a microscope Construct an optical device that uses
lenses Solve problems involving two lenses
Ex. 5.4 pg 157 Formative Review Questions pg 158
Week
44
Final Year Test
Week45
Week46
Examination Correction
Week47
Week48
Week49
Week50
Week51
Week52
Year End School Holiday