yearly plan physics form 4
TRANSCRIPT
8/8/2019 Yearly Plan Physics Form 4
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• express derived quantities
as well as their units in
terms of base quantities and base units.
• solve problems involving
conversion of units.
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 therelated formula.
Solve problems that involve theconversion of units.
3 1.3
Understanding
scalar and vector
quantities
A student is able to:
• define scalar and vector
quantities.
• give examples of scalar andvector quantities.
Carry out activities to show that
some quantities can be defined
by magnitude only whereas
other quantities need to bedefined by magnitude as well as
direction.
Compile a list of scalar and
vector quantities.
Being systematic.
4 1.4
Understanding
measurements
A student is able to:
• measure physical quantities
using appropriateinstruments.
• explain accuracy and
consistency.
Choose the appropriate
instrument for a givenmeasurement.
Discuss consistency and
accuracy using distribution of
gunshots on a target as an
example.
Being honest and
accurate in recording
and validating data.
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• explain sensitivity.
• explain types of
experimental error.
• use appropriate techniques
to reduce errors.
Discuss the sensitivity of various
instruments.
Demonstrate through examples
systematic errors and random
errors. Discuss what systematic
and random errors are.
Use appropriate technique to
reduce error in measurementssuch as repeating measurements
to find the average and
compensating for zero error.
5 1.5
Analysing scientific
investigations
A student is able to:
• identify variables in a given
situation.• identify a question suitable
for scientific investigation.
• form a hypothesis.
• design and carry out a
simple experiment to test
the hypothesis.
• record and present data in asuitable form.
• interpret data to draw aconclusion.
• write a report of the
investigation.
Observe a situation and suggest
questions suitable for a scientific
investigation. Discuss to:a) identify a question suitable
for scientific investigation
b) identify all the variables
c) form a hypothesis
d) plan the method of
investigation including
selection of apparatus and
work procedures
Carry out an experiment and:a) collect and tabulate data
b) present data in a suitableform
c) interpret the data and draw
conclusion
d) write a complete data
Thinking rationally Teaching Aids
Apparatus of the
experiment.
Worksheet of pastyears questions.
Tutorial
questions.
CCTS
Problem solving,
Comparing
Experimenting
Moral ValuesCooperative
Vocabulary
-
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LEARNING AREA: 2. FORCES AND MOTION
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
6 2.1
Analysing linear
motion
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 problems on linear
motion with uniform
acceleration using
i. v = u + at
ii. s = ut + ½at2
iii. v2 = u2 + 2as
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 is at
rest, moving with uniform
velocity or non-uniform
velocity
b) determine displacement,
velocity and acceleration
Solve problem using the
following equation of motion:
v = u + at
s = ut + ½at2
v2 = u2 + 2as
Having critical and
analytical thinking
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
7 2.2
Analysing motion
graphs
A student is able to:
• plot and interpret
displacement-time and
velocity-time graphs.
• deduce from the shape of a
displacement-time graph
when a body is:i. at rest
ii. moving with uniform
velocity
iii. moving with non-
uniform velocity
• determine distance,displacement and velocity
for a displacement-time
graph.
•deduce from the shape of avelocity-time graph when a body is:
i. at rest
ii. moving with uniform
velocity
iii. moving with non-
uniform velocity
• determine distance,
displacement, velocity and
acceleration from avelocity-time graph.
• solve problems on linear
motion with uniform
acceleration.
Carry out activities using a data
logger/graphing calculator/ticker
timer to plot
i. displacement-time graph
ii. velocity-time graph
Describe and interpret:
a) displacement-time graph and
b) velocity-time graph
Determine distance,
displacement, velocity and
acceleration from displacement-
time and velocity-time graphs.
Solve problems on linear motion
with uniform acceleration
involving graphs.
Having critical and
analytical thinking
Teaching Aids
Apparatus of the
experiment.
Worksheet of past
years questions.
Tutorial
questions.
CCTS
Problem solving,Comparing
Experimenting
Moral Values
Cooperative
Vocabulary
-
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
8 2.3
Understanding
inertia
A student is able to:
• explain what inertia is.
• relate mass to inertia.
• give examples of situation
involving inertia.
• suggest ways to reduce the
negative effect of inertia.
Carry out activities/view
computer simulations/ situations
to gain an idea on inertia.
Carry out activities to find out
the relationship between inertiaand mass.
Research and report ona) the positive effect of inertia
b) ways to reduce the negative
effects of inertia
Realising that science
is a mean to
understand nature
Teaching Aids
Apparatus of the
experiment.
Worksheet of past
years questions.
Tutorial
questions.
CCTS
Problem solving,Comparing
Experimenting
Moral Values
Cooperative
Vocabulary
-
9 2.4
Analysing
momentum
A student is able to:
• define the momentum of an
object.
• define momentum ( p) as the
product of mass (m) and
velocity (v) i.e. p = mv
Carry out activities/view
computer simulations to gain an
idea of momentum by
comparing the effect of stopping
two objects:
c) of the same mass moving at
different speeds
d) of different masses moving
at the same speed
Discuss momentum as the product of mass and velocity.
Being responsible
about the safety of
oneself, others, and
the environment
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• state the principle of
conservation of momentum.
• describe applications of
conservation of momentum.
• solve problem involving
momentum.
View computer simulations on
collisions and explosions to gain
an idea on the conservation of
momentum.
Conduct an experiment to show
that the total momentum of aclosed system is a constant.
Carry out activities thatdemonstrate the conservation of
momentum e.g. water rockets.
Research and report on the
applications of conservation of
momentum such as in rockets or
jet engines.
10 2.5
Understanding the
effects of a force
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 and
acceleration i.e. F = ma.
• solve problems using
F = ma
With the aim of diagrams,
describe the forces acting on an
object:
a) at rest
b) moving at constant velocity
c) accelerating
Conducting experiments to findthe relationship between:
a) acceleration and mass of an object under constant
force
b) acceleration and force for
a constant mass
Solve problem using F = ma
Being systematic
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
11 2.6
Analysing impulse
and impulsive force
A student is able to:
• explain what an impulsive
force is.
• give examples of situations
involving impulsive forces.
• define impulsive as an
explosion. i.e. change of
momentum, i.e.
Ft = mv - mu
• define impulsive force as
the rate of change of
momentum in a collision or
explosion, i.e.
F = mv – mut
• explain the effect of
increasing or decreasingtime of impact on the
magnitude of the impulsive
force.
• describe situations where an
impulsive force needs to bereduce and suggest ways to
reduce it.
• describe situation where an
impulsive force is beneficial
• solve problems involving
impulsive force
View computer simulations of
collisions and explosions to gain
an idea on impulsive force.
Discuss
a) impulse as change of momentum
b) an impulsive force as the rate
of change of momentum in acollision or explosion
c) 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
be reduced and how it can be
done
b) an impulsive force is beneficial
Solve problems involvingimpulsive force
Being systematic
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
12 2.7
Being aware of the
need for safety
features in vehicles
A student is able to:
• describe the importance of
safety features in vehicles
Research and report on the
physics of vehicle collisions and
safety features in vehicles in
terms of physics concepts.
Discuss the importance of safetyfeatures in vehicles.
Being responsible
about the safety of
oneself, others, and
the environment
13 2.8
Understanding
gravity
A student is able to:
• explain acceleration due to
gravity
• determine the value of
acceleration 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
Carry out an activity or view
computer simulations to gain an
idea of acceleration due to
gravity.
Discuss
a) acceleration due to gravity.
b) a gravitational field as aregion in which an object
experiences a force due to
gravitational attraction and
c) gravitational field strength
( g ) as gravitational force per
unit mass
Carry out activity to determine
the value of acceleration due to
gravity.
Discuss weight as the Earth’sgravitational force on an object.
Solve problem involving
acceleration due to gravity.
Being thankful to god
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
14 2.9
Analysing forces in
equilibrium
A student is able to:
• describe situation where
forces are in equilibrium.
• state what a result force is.
• add two forces to determine
the resultant force.
• resolve a force into the
effective component forces.
• solve problems involving
forces in equilibrium.
With the aid of diagram,
describe situations where forces
are in equilibrium, e.g. a book at
rest on a table, an object at rest
on an inclined plane.
With the aim of diagram, discuss
the resolution and addition of
forces to determine the resultantforce.
Solve problems involving forces
in equilibrium (limited to 3
forces)
Appreciating the
balance of nature
15 2.10Understanding
work, energy,
power and
efficiency
A student is able to:
• define work (W ) as the
product of an applied force
( F ) and displacement ( s) of
an object in the direction of
the applied force i.e. W=Fs.
• state that when work is
done energy is transferred
from one object to another.
Observe and discuss situations
where work is done.
Discuss that no work is done
when:
a) a force is applied but no
displacement occurs.
b) An object undergoes a
displacement with no applied
force acting on it.
Give examples to illustrate how
energy is transferred from oneobject to another when work is
done.
Having an interestand curiosity towards
the environment
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• define kinetic energy and
state that E k = ½mv2.
• define gravitational
potential energy and state
that E p = mgh.
• state the principle of
conservation of energy.
• define power and state that
P = W/t .
• explain what efficiency of a
device is.
• solve problems involvingwork, energy, power and
efficiency.
Discuss the relationship between
work done to accelerate a body
and the change in kinetic energy.
Discuss the relationship between
work done against gravity and
gravitational potential energy.
Carry out an activity to show the
principle of conservation of energy.
State that power is the rate at
which work is done, P = W/t .
Carry out activities to measure
power.
Discuss efficiency as:
useful energy output x 100%
energy output
Evaluate and report the
efficiencies of various devices
such as a diesel engine, a petrol
engine and an electric engine.
Solve problem involving work,energy, power and efficiency.
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
16 2.11
Appreciating the
importance of
maximizing the
efficiency of
devices
A student is able to:
• recognize the importance of
maximizing efficiency of
devices in conserving
resources.
Discuss that when an energy
transformation takes place, not
all of the energy is used to do
useful work. Some is converted
into heat or other types of
energy. Maximizing efficiencyduring energy transformations
makes the best use of the
available energy. This helps toconserve resources.
Appreciating the
contribution of
science and
technology
17 2.12
Understanding
elasticity
A student is able to:
• define elasticity.
•
define Hooke’s law.
• define elastic potentialenergy and state that
E p=½ kx2
• determine the forces thataffect elasticity.
• describe applications of
elasticity.
• solve problems involving
elasticity.
Carry out activities to gain an
idea on elasticity.
Plan and produce an experiment
to find the relationship between
force and extension of a spring.
Relate work done to elastic
potential energy to obtain
E p=½ kx2.
Describe and interpret force-
extension graphs.
Investigate the factors that affect
elasticity.
Research and report onapplications of elasticity.
Solve problems involving
elasticity.
Being thankful to god Teaching Aids
Apparatus of the
experiment.
Worksheet of past
years questions.
Tutorialquestions.
CCTS
Problem solving,
Comparing
Experimenting
Moral Values
Cooperative
Vocabulary
-
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LEARNING AREA: 3. FORCES AND PRESSURE
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
18 3.1
Understanding
pressure
A student is able to:
• define pressure and state
that P = F
A
• describe applications of
pressure.
• solve problems involving
pressure.
Observe and describe the effect
of a force acting over a large
area compared to a 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.
Thinking rationally
19 3.2
Understanding
pressure in liquids
A student is able to:
• relate depth to pressure in a
liquid.
• relate density to pressure in
a liquid.
• explain pressure in a liquid
and state that P = hρg.
Observe situation to form ideas
that pressure in liquids:
a) acts in all directions
b) increases with depth
Observe situation to form the
idea that pressure in liquids
increases with density.
Relate depth (h), density ( ρ) and
gravitational field strength ( g ) to pressure in liquids to obtain
P = hρg
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• describe applications of
pressure in liquids.
• solve problems involving pressure in liquids.
Research and report on
a) the applications of pressure
in liquids
b) ways to reduce the negative
effects of pressure in liquids
Solve problems involving pressure in liquids.
20 3.3
Understanding gas
pressure and
atmospheric
pressure
A student is able to:
• explain gas pressure.
• explain atmospheric
pressure.
• describe applications of
atmospheric pressure.
Carry out activities to gain an
idea of gas pressure and
atmospheric pressure.
Discuss gas pressure in terms of
the behavior of gas molecules
based on the kinetic theory.
Discuss atmospheric pressure in
terms of the weight of the
atmosphere acting on the Earth’s
surface.
Discuss the effect of altitude on
the magnitude of atmospheric
pressure.
Research and report on the
applications of atmospheric pressure.
Thinking rationally
Being systematic
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• solve problems involving
atmospheric pressure and
gas pressure.
Solving problems involving
atmospheric and gas pressure
including barometer and
manometer readings.
21 3.4Understanding
Pascal’s principle
A student is able to:• state Pascal’s principle.
• explain hydraulic systems.
• describe applications of
Pascal’s principle.
• solve problems involving
Pascal’s principle.
Observe situations to form the
idea that pressure exerted on an
enclosed liquid is transmitted
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 Pascal’s principle
(hydraulic systems).
Solve problems involving
Pascal’s principle.
Having critical and
analytical thinking
Teaching AidsApparatus of the
experiment.
Worksheet of past
years questions.
Tutorial
questions.
CCTS
Problem solving,
Comparing
Experimenting
Moral Values
Cooperative
Vocabulary
-
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
22 3.5
Understanding
Archimedes’
principle
A student is able to:
• explain buoyant force.
• relate buoyant force to the
weight of the liquid
displaced.
• state Archimedes’ principle.
• describe applications of
Archimedes’ principle.
Carry out an activity to measure
the weight of an object in air and
the weight of the same object in
water to gain an idea on buoyant
force.
Conduct an experiment to
investigate the relationship
between the weight of water displaced and the buoyant force.
Discuss buoyant in terms of:
a) an object that is totally or
partially submerged in a
fluid experiences a buoyant
force equal to the weight of
fluid displace. b) the weight of a freely
floating object being equal to
the weight of fluid displaced.
c) a floating object has adensity less than 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 balloons.
Being honest and
accurate in recording
and validating data.
Teaching Aids
Apparatus of the
experiment.
Worksheet of past
years questions.
Tutorial
questions.
CCTS
Problem solving,Comparing
Experimenting
Moral Values
Cooperative
Vocabulary
-
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
23 3.6
Understanding
Bernoulli’s
principle
A student is able to:
• state Bernoulli’s principle
• explain that a resultant force
exists due to a difference influid pressure
• describe applications of
Bernoulli’s principle
• solve problem involving
Bernoulli’s principle
Carry out activities to gain the
idea that when the speed of a
flowing fluid increases its
pressure decreases. Eg. Blowing
above a strip of paper, blowing
through straw between two ping- pong balls suspended on strings.
Discuss Bernoulli’s principle.
Carry out activities to show that
a resultant force exists due to a
difference in fluid pressure.
Research and report on theapplications of Bernoulli’s
principle
Solve problems involving
Bernoulli’s principle
Having critical and
analytical thinking
Teaching Aids
Apparatus of the
experiment.
Worksheet of past
years questions.
Tutorial
questions.
CCTS
Problem solving,Comparing
Experimenting
Moral Values
Cooperative
Vocabulary
-
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LEARNING AREA: 4. HEAT
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
24 4.1
Understanding
thermal equilibrium
A student is able to :
• explain thermal
equilibrium
• explain how a liquid-
in-glass thermometer works.
Discuss the definition of thermal
equilibrium- the transformation
of energy from A to B and B to
A are same.
Demonstrate activities to show
that thermal equilibrium is a
condition in which there is no
heat flow between two objects in
thermal contact. e.g. Ask astudent to hold the bulb of a
thermometer, the liquid in the
thermometer will rise until it
reaches a certain point and
remains constant.
Discuss the expansion of liquid
with the increase of its
temperature and factors affecting
the increase in volume.
Discuss how a thermometer iscalibrated.
Thinking rationally Teaching Aids
Mercury
thermometer
(use of ICT or courseware
integration is
preferable)
CCTS
Relating,
Inventing,
Predicting
Moral Values
Cooperative
Vocabulary
Thermal
equilibrium
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
25 4.2
Understanding
specific heat
capacity
A student is able to:
• define specific heat
capacity (c).
• state that c = Q/mθ
Observe and discuss the change
in temperature when :
a) different mass of water is
being heated by the same
heater for the same amount
of time. b) Same mass of different
types of liquid by the same
heater for the same amountof time.
Plan and carry out an experiment
to determine the specific heat
capacity of
a) A liquid
b) A solid
Collect and interpret data on
applications of specific heat
capacity from the internet.
Give handouts to the students
containing past years questions
related to specific heat capacity.
Being honest and
accurate in recording
and validating data.
Teaching Aids
Apparatus of the
experiment.
Worksheet of past
years questions.
Tutorialquestions.
CCTS
Problem solving,
Comparing
Experimenting
Moral Values
Cooperative
VocabularyHeat Capacity
Specific Heat
Capacity
26 4.3Understanding
specific latent
heat
A student is able to:• state that transfer of heat
during a change of phase
does not cause a change in
temperature.
Demonstrate and discuss these:
No change in temperature when
heat is supplied to the boiling
water and melting ice.
Teaching AidsICT. Apparatus of
the experiment.
Worksheet of past
years questions.
Tutorial questions
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• define specific latent heat
(l)
• state that l = Q/m
• determine the specific latent
heat of fusion
• determine the specific latentheat of vaporization.
• solve problems involving
specific latent heat.
Discuss melting, solidification,
boiling and condensation as
processes involving energy
transfer without the change in
temperature with the aid of a
cooling and heating curve(computer simulation)
Discussa) latent heat in terms of
molecular behaviour.
b) specific latent heat.
Plan and carry out experiment to
determine specific latent heat
of :
a) fusion b) vaporization
Give handouts to the students
containing past years questionsrelated to specific latent heat.
Being systematic
CCTS
Problem solving,
Comparing
Experimenting
Moral Values
Relating
Vocabulary
Latent Heat
Specific Latent
Heat
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
27 4.4
Understanding
the gas laws
A student is able to:
• explain gas pressure,
temperature and volume in
terms of the behaviour of gas molecule.
• determine the relationship
between pressure and
volume at constanttemperature for a fixed mass
of gas i.e. PV= constant.
• determine the relationship
between volume and
temperature at constant
pressure for a fixed mass of
gas i.e. V/T= constant.
• determine the relationship
between pressure and
temperature at constant
volume for a fixed mass of
gas i.e. P/T= constant
• explain absolute zero.
• explain the absolute/Kelvinscale of temperature.
• solve problems involving
pressure, temperature and
volume of a fixed mass of
gas.
Observe computer simulation
and discuss the behaviour of gas
molecules in terms of pressure,
temperature and volume based
on Kinetic Theory.
Plan and carry out experiments
to determine the relationships
between :
a) pressure and volume at
constant temperature for a
fixed mass of gas i.e.
PV= constant.
b) volume and temperature at
constant pressure for a fixed
mass of gas i.e.
V/T= constantc) pressure and temperature at
constant volume for a fixed
mass of gas i.e.
P/T= constant
View computer simulation to
show that when pressure and
volume are zero the temperature
on a P -T and V -T graphs is
−273
o
C.Discuss absolute zero and the
Kelvin scale of temperature.
Give handouts to the students
containing past years questions
related to problems involving
pressure, temperature and
Thinking rationally Teaching Aids
ICT
Apparatus of the
experiments.
Worksheet of pastyears questions.
Tutorial questions
CCTS
Relating.
Analysing.
Comparing.
Moral Values
Cooperation.Honesty.
Thinking
rationally.
Working
independently
Vocabulary
Absolute zero
Charles Law
Boyle’s LawPressure’s Law
Kinetic Theory
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volume of a fixed mass of gas.
LEARNING AREA: 5. LIGHT
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
28 5.1Understanding
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 the image
formed by a
a) Plane mirror b) Convex mirror
c) Concave mirror
• describe applications of reflection of light.
• solve problems involving
reflection of light.
Observe the image formed in a
plane mirror. Discuss that the
image is:
Discuss the laws of reflection.
Draw ray diagrams to determine
the position and characteristics
of the image.
Research and report on
applications of reflection of
light.
Give handouts to the students
containing past years questionsrelated to reflection of light.
Having an interest
and curiosity towards
the environment
Being systematic
Teaching Aids
ICT
Worksheet of past
years questions.
Tutorial questions
CCTS
Relating
Analysing
Moral Values
Cooperation.
Honesty.Thinking
rationally.
Workingindependently
Vocabulary
Reflection
Convex
Concave
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
29 5.2
Understanding
refraction of light
A student is able to:
• Explain refraction of light.
• Define refractive index as
n = sin i / sin r
• Determine the refractive
index of a glass or perspex block.
• State the refractive index, n,
as speed of light in a vacuum / speed of light in a medium
•
describe phenomena due torefraction
• solve problems involving the
refraction of light.
Observe situations to gain an
idea on refraction.
Conduct an experiment to find
the relationship between theangle of incidence and angle of
refraction to obtain Snell’s law.
Carry out an activity to
determine the refractive index of
a glass or perspex block.
Research and report on
phenomena due to refraction,e.g. apparent depth, the
twinkling of stars.
Solve problems involving the
refraction of light.
Give handouts to the students
containing past years questions
related to refraction of light.
Being honest and
accurate in recordingand validating data.
Teaching Aids
Apparatus of the
experiment.
Worksheet of past
years questions.
Tutorialquestions.
CCTS
Problem solving,
Comparing
Experimenting
Moral Values
Cooperative
VocabularyRefraction
Refractive Index
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
30 5.3
Understanding
internal reflection
of light
A student is able to:
• explain total internal
reflection of light.
• define critical angle (c).
• relate the critical angle tothe refractive index i.e.
n = 1 / sin c
• describe natural
phenomenon involving totalinternal reflection.
•
describe applications of total internal reflection.
• solve problems involving
total internal reflection.
Carry out activities to show the
effect of increasing the angle of
incidence on the angle of
refraction when light travels
from a denser medium to a lessdense medium to gain an idea
about total internal reflection and
to obtain the critical angle.
Solve problems involving total
internal reflection.
Give handouts to the students
containing past years questions
related to total internal
reflection.
.
Being systematic
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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
31 5.4
Understanding
lenses
A student is able to:
• explain focal point and focal
length.
• determine the focal point
and focal length of a convexlens.
• determine the focal point
and focal length of a
concave lens.
• draw ray diagrams to showthe position and
characteristics of the images
formed by a convex lens and
concave lens.
• define magnification as
m = v / u
• relate focal length ( f ) to the
object distance (u) and
image distance (v), i.e.
vu f
111+=
• describe, with the aid of ray
diagrams, the use of lenses
in optical devices.
Use an optical kit to observe and
measure light rays traveling
through convex and concave
lenses to gain an idea of focal
point and focal length.
With the help of ray diagrams,
discuss focal point and focal
length.
Draw ray diagrams to show the
positions and characteristics of
the images formed by a
a) Convex lens
b) Concave lens
Carry out activities to gain an
idea of magnification.
With the help of ray diagrams,
discuss magnification.
Carry out an activity to find the
relationship between u, v and f .
Carry out activities to gain anidea on the use of lenses in
optical devices.
With the help of ray diagrams
discuss the use of lenses in
Having critical and
analytical thinking
Teaching Aids
ICT / Courseware
Integration
Apparatus of the
experiment.
Worksheet of pastyears questions.
Tutorial
questions.
CCTS
Relating,
Analysing,
Problem solving,
Experimenting
Moral ValuesCooperation.
Honesty.
Thinking.
rationally.
Working
independently.
Vocabulary
-
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http://slidepdf.com/reader/full/yearly-plan-physics-form-4 26/26
optical devices such as a
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• construct an optical device
that uses lenses.
• solve problems involving tolenses.
telescope and a microscope.
Construct an optical device that
uses lenses.
Solve problems involving tolenses.
Give handouts to the students
containing past years questions
related to lenses.
26