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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