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SEKOLAH MENENGAH KEBANGSAAN BALING

YEARLY PLAN FOR FORM 4 PHYSICS

LEARNING AREA: CHAPTER 1 INTRODUCTION TO PHYSICS


Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
1 Orientation Week (2.1.11 - 6.1.11)
2.1.11 (ACTIVITIES AS SCHEDULED IN ORIENTATION WEEK)
-
6.1.11
2 1.1 A student is able to: Observe everyday objects such as
9.1.11 Understanding • explain what physics table, a pencil, a mirror etc and discuss
- Physics is how they are related to physics
13.1.1 concepts.
1 • recognize the physics in
everyday objects and natural View a video on natural phenomena
phenomena and discuss how they relate to physics
concepts.
Discuss fields of study in physics such
as forces, motion, heat, light etc.
3 1.2 A student is able to: Discuss base quantities and derived Base quantities are: Base quantities-
16.1.1 Understanding • explain what base quantities. length (l), mass(m), kuantiti asas
1 base quantities quantities and derived time (t), temperature Derived quantities –
- and derived quantities are From a text passage, identify physical (T) and current (I) kuantiti terbitan
20.1.1 quantities quantities then classify them into base Length- panjang
1 • list base quantities and quantities and derived quantities. Suggested derived Mass – jisim
their units quantities: force (F) Temperature – suhu
List the value of prefixes and their Density ( ρ ) , Current – arus
• list some derived abbreviations from nano to giga, eg. volume (V) and Force – daya
quantities and their units. nano (10-9), nm(nanometer) velocity (v) Density – ketumpatan
More complex Volume – isipadu
• express quantities using Discuss the use of scientific notation derived quantities Velocity - halaju
prefixes. to express large and small numbers. may be discussed

• Express quantities using


1
scientific notation

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
• express derived quantities Determine the base quantities( and When these Scientific notation –
as well as their units in units) in a given derived quantity (and quantities are bentuk piawai
terms of base quantities and unit) from the related formula. introduced in their Prefix- imbuhan
base units. related learning
Solve problems that involve the areas.
• solve problems involving conversion of units.
conversion of units

3 1.3 A student is able to: Carry out activities to show that some
16.1.1 Understanding • define scalar and vector quantities can be defined by magnitude
1 scalar and vector quantities only whereas other quantities need to
- quantities be defined by magnitude as well as
20.1.1 direction.
1
• give examples of scalar Compile a list of scalar and vector
and vector quantities. quantities.

4 1.4 A student is able to Accuracy- kejituan


23.1.1 Understanding • Measure physical Choose the appropriate instrument for a Consistency- kepersisan
1 measurement quantities using appropriate given measurement Sensitivity-kepekaan
- instruments Error- ralat
27.1.1 Discuss consistency and accuracy Random - rawak
1 • Explain accuracy and using the distribution of gunshots on a
consistency target as an example

• Explain sensitivity Discuss the sensitivity of various


instruments

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Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
• Explain types of Demonstrate through examples
experimental error systematic errors and random errors.
Discuss what systematic and random
errors are.

Use appropriate techniques to Use appropriate techniques to reduce


reduce errors error in measurements such as
repeating measurements to find the
average and compensating for zero
error.
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30.1.1 CUTI TAHUN BARU CINA
1–
3.2.11
6 1.5 A student is able to: Observe a situation and suggest
6.2.11 Analysing • Identify variables in a questions suitable for a scientific Scientific skills are
- scientific given situation investigation. Discuss to: applied throughout
10.2.1 investigations • Identify a question a) identify a question suitable for
1 suitable for scientific scientific investigation
investigation b) identify all the variables
• Form a hypothesis c) form a hypothesis
• Design and carry out a d) plan the method of investigation
simple experiment to test including selection of apparatus and
the hypothesis work procedures
• Record and present
data in a suitable form Carry out an experiment and:
a) collect and tabulate data
• Interpret data to draw
b) present data in a suitable form
a conclusion
c) interpret the data and draw
• Write a report of the conclusions
investigation d) write a complete report
e)

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LEARNING AREA: CHAPTER 2 FORCES AND MOTION

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
7 2.1 A student is able to: Carry out activities to gain an idea of: Average speed = Distance – jarak
13.2.1 Analysing linear • Define distance and a) distance and displacement total distance / time Displacement –
1 motion displacement b) speed and velocity taken sesaran
- • Define speed and c) acceleration and deceleration Speed – laju
18.2.1 velocity and state that Velocity – halaju
1 s Acceleration –
v= pecutan
t
• Define acceleration Deceleration,
and deceleration and state retardation –
v −u Carry out activities using a data nyahpecutan
that a = logger/graphing calculator/ticker timer
t
• Calculate speed and to
velocity a) identify when a body is at rest,
moving with uniform velocity or
• Calculate
non-uniform velocity
acceleration/deceleration
b) determine displacement, velocity and
acceleration

Solve problems using the following


equations of motion:
Solve problems on linear
motion with uniform • v = u + at
1 2
acceleration using • s = ut + at
2
• v = u + at v 2 = u 2 + 2as
1 2
• s = ut + at
2
• v 2 = u 2 + 2as

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Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
8 2.2 A student is able to: Carry out activities using a data Reminder
20.2.1 Analysing • plot and interpret logger/graphing calculator/ ticker timer Velocity is
1 motion graphs displacement- time and to plot determined from the
- velocity-time graphs a) displacement-time graphs gradient of
24.2.1 • deduce from the shape of b) velocity-time graphs displacement –time
1 a displacement-time graph graph.
when a body is: Describe and interpret: Acceleration is
i. at rest a) displacement-time graphs determined from the
ii. moving with uniform b) velocity-time graphs gradient of
velocity velocity –time graph
iii. moving with non-
uniform velocity Distance is
• determine distance, Determine distance, displacement determined from the
displacement and velocity velocity and acceleration from a area under a velocity
from a displacement –time displacement –time and velocity–time – time graph.
graph graphs.
• deduce from the shape of
velocity- time graph when a
body is:
a. at rest
b. moving with uniform
velocity
c. moving with uniform
acceleration
• determine distance,
displacement velocity and
acceleration from a
velocity–time graph
• solve problems on linear
Solve problems on linear motion with
motion with uniform
uniform acceleration involving graphs.
acceleration.
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Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
9 2.3 A student is able to: Carry out activities/view computer
27.2.11 Understanding • explain what inertia is simulations/ situations to gain an idea Newton’s First Law Inertia - inersia
- Inertia. on inertia. of Motion maybe
3.3.11 introduced here.
• relate mass to inertia Carry out activities to find out the
relationship between inertia and mass.

• give examples of Research and report on


situations involving inertia a) the positive effects of inertia
• suggest ways to reduce b) ways to reduce the negative effects
the negative side effects of of inertia.
inertia.
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6.3.11 TOPICAL TEST 1
-
10.3.11
11
11.3.11 MID TERM BREAK 1
-
19.3.11
12
20.3.11 2.4 A student is able to: Carry out activities/view computer Reminder Momentum –
- Analysing • define the momentum of simulations to gain an idea of Momentum as a momentum
24.3.11 momentum an object momentum by comparing the effect of vector quantity Collision –
• define momentum ( p ) as stopping two objects: needs to be pelanggaran
the product of mass (m) and a) of the same mass moving at emphasized in Explosion – letupan
velocity (v) i.e. p = mv different speeds problem solving
b) of different masses moving at the Conservation of linear
same speeds momentum-
• state the principle of keabadian momentum

6
conservation of momentum Discuss momentum as the product of
mass and velocity.

Week Learning Learning outcomes Suggested Activities Notes Vocabulary


Objective

View computer simulations on


collision and explosions to gain an idea
on the conservation of momentum

• describe applications of Conduct an experiment to show that the


conservation of momentum total momentum of a closed system is a
constant

• solve problems involving Carry out activities that demonstrate


momentum 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.

Solve problems involving linear


momentum

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Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
13 2.5 A student is able to: With the aid of diagrams, describe the When the forces
27.3.11 Understanding • describe the effects of forces acting on an object: acting on an objects
- the effects of a balanced forces acting on an a) at rest are balanced they
31.3.11 force object b) moving at constant velocity cancel each other
• describe the effects of c) accelerating out (net force = 0).
unbalanced forces acting on The object then
an object Conduct experiments to find the behaves as if there
• determine the relationship relationship between: is no force acting on
between force, mass and a) acceleration and mass of an object it.
acceleration i.e. F = ma. under constant force
• Solve problem using F=ma b) acceleration and force for a Newton’s Second
constant mass. Law of Motion may
be introduced here
Solve problems using F = ma
14 2.6 A student is able to: View computer simulations of collision Accuracy- kejituan
3.4.11 Analysing • explain what an impulsive and explosions to gain an idea on Consistency-
- impulse and force is . impulsive forces. kepersisan
7.4.11 impulsive force • give examples of Sensitivity-kepekaan
situations involving Discuss Error- ralat
impulsive forces a) impulse as a change of Random - rawak
• define impulse as a change momentum
of momentum, i.e. b) an impulsive force as the rate of
Ft = mv - mu change of momentum in a collision
• define impulsive forces as or explosion
the rate of change of c) how increasing or decreasing
momentum in a collision or time of impact affects the magnitude
explosion, i.e. of the impulsive force.
mv - mu
F = Research and report situations where:
t
• explain the effect of a) an impulsive force needs to be
increasing or decreasing reduced and how it can be done

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time of impact on the b) an impulsive force is beneficial
magnitude of the impulsive
force.
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
• Describe situation where Solve problems involving impulsive
an impulsive force needs to forces
be reduced and suggest ways
to reduce it.
• describe situation where
an impulsive force is
beneficial

• Solve problems
involving
impulsive force
14 2.7
3.4.11 Being aware of Research and report on the physics of
- the need for A student is able to: vehicle collision and safety features in
7.4.11 safety features in • describe the importance of vehicles in terms of physics concepts.
vehicles safety features in vehicles Discuss the importance of safety
features in vehicles.

15 2.8 A student is able to: Carry out activity or view computer When considering a
10.4.11 Understanding • explain acceleration due to simulations to gain an idea of body falling freely, Gravitational field –
– gravity gravity acceleration due to gravity. g (= 9.8 m/s2) is its medan gravity
14.4.11 Discuss acceleration but
• state what a gravitational a) acceleration due to gravity when it is at rest, g
field is b) a gravitational field as a region (=9.8 N/kg) is the
in which an object experiences a Earth’s gravitational
• define gravitational field force due to gravitational attraction field strength acting
strength and on it.
c) gravitational field strength (g) The weight of an
as gravitational force per unit mass object of fixed mass
is dependent on the

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Carry out an activity to determine the g exerted on it.
value of acceleration due to gravity.

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
• determine the value of Discuss weight as the Earth’s.
acceleration due to gravity gravitational force on an object

• define weight (W) as the Solve problems involving acceleration


product of mass (m) and due to gravity
acceleration due to gravity
(g) i.e. W =mg.
solve problems involving
acceleration due to gravity
16 2.9 A student is able to: With the aid of diagrams, describe Resultant – daya
17.4.11 Analysing • describe situations where situations where forces are in paduan
- forces in forces are in equilibrium equilibrium , e.g. a book at rest on a Resolve- lerai
21.4.11 equilibrium • state what a resultant force table, an object at rest on an inclined
is plane.
• add two forces to
determine the resultant With the aid of diagrams, discuss the
force. resolution and addition of forces to
• Resolve a force into the determine the resultant force.
effective component forces .
• Solve problems involving Solve problems involving forces in
forces in equilibrium equilibrium (limited to 3 forces).

17 2.10 A student is able to: Observe and discus situations where


24.4.11 Understandin • Define work (W) as the work is done.
- g work, product of an applied force Discuss that no work is done when:
29.4.11 energy, (F) and displacement (s) of a) a force is applied but no
power and an object in the direction of displacement occurs
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efficiency. the applied force i.e. W =Fs. b) an object undergoes a displacement

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
• State that when work is with no applied force acting on it. 2.10 Understanding
done energy is transferred Give examples to illustrate how energy Have students recall work, energy, power
from one object to another. is transferred from one object to the different forms and efficiency.
another when work is done. of energy.
Define kinetic energy and
1 Discuss the relationship between work
state that Ek = mv 2
2 done to accelerate a body and the
• Define gravitational change in kinetic energy.
potential energy and state
that Ep = mgh Discuss the relationship between work
done against gravity and gravitational
potential energy.

• State the principle of Carry out an activity to show the


conservation of energy. principle of conservation of energy
• Define power and state State that power is the rate at which
that work is done, P = W/t.
P = W/t
Carry out activities to measure power.
Discuss efficiency as:
Useful energy output x 100 %
• Explain what efficiency of
Energy input
a device is.
Evaluate and report the efficiencies of
various devices such as a diesel engine,
a petrol engine and an electric engine.
Solve problems involving work,
energy, power and efficiency.

11
Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

• Solve problems involving


work, energy, power and
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efficiency

17 2.11 A student is able to: Discuss that when an energy


24.4.11 Appreciating the • recognize the importance of transformation takes place, not all the
- importance of maximising efficiency of energy is used to do useful work.
29.4.11 maximising the devices in conserving Some is converted into heat or other
efficiency of devices. resources. types of energy. Maximizing
efficiency during energy
transformations makes the best use of
the available energy. This helps to
conserve resources

1.5.11 LABOUR DAY

18 2.12 A student is able to: Carry out activities to gain an idea on


2.5.11 Understanding • define elasticity elasticity.
- elasticity.
5.5.11 • define Hooke’s Law Plan and conduct an experiment to
Experiment 2.4 find the relationship between force
(PEKA) and extension of a spring.

• define elastic potential Relate work done to elastic potential


1
energy and state that energy to obtain E p = kx 2 .
1 2
Ep = kx 2
2 Describe and interpret force-
extension graphs.

.
Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

• determine the factors that Investigate the factors that affects


affect elasticity elasticity.
13
• Describe applications of
elasticity Research and report on applications
• Solve problems involving of elasticity
elasticity Solve problems involving elasticity

19 16 May A student is able to: Discuss


8.5.11 Revision for • explain what an impulsive d) impulse as a change of
- Analysing impulse and force is . momentum
12.5.11 impulsive force • give examples of situations e) an impulsive force as the rate
involving impulsive forces of change of momentum in a
• define impulse as a change collision or explosion
of momentum, i.e. f) how increasing or decreasing
Ft = mv - mu time of impact affects the
• define impulsive forces as magnitude of the impulsive force.
the rate of change of
momentum in a collision or
explosion, i.e.
mv - mu
F =
t
explain the effect of increasing
or decreasing time of impact on
the magnitude of the impulsive
force.
20 - 21
15.5.11
- MID YEAR TERM EXAM
26.5.11

22 - 23
27.5.11 FIRST TERM BREAK
-
11.6.11

LEARNING AREA: CHAPTER 3 FORCES AND PRESSURE


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Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary
24 3.1 A student is able to: Observe and describe the effect of a Introduce the Pressure = tekanan
12.6.1 Understanding • Define pressure and state force acting over a large area unit of
1 pressure F compared to a small area, e.g. school pressure
- that P = shoes versus high heeled shoes. pascal (Pa)
A
16.6.1 Discuss pressure as force per unit (Pa = N/m2)
1 area

• Describe applications of Research and report on applications


pressure of pressure.

• solve problems involving Solve problems involving pressure


pressure

25 3.2 A student is able to: Observe situations to form ideas that Depth – kedalaman
19.6.1 Understanding • relate depth to pressure in a pressure in liquids: Density – ketumpatan
1 pressure in liquids liquid a) acts in all directions Liquid - cecair
- b) increases with depth
23.6.1 • relate density to pressure in Observe situations to form the idea
1 a liquid that pressure in liquids increases with
density
• explain pressure in a liquid Relate depth (h) , density (ρ) and
and state that P = h ρ g gravitational field strength (g) to
pressure in liquids to obtain P = h ρ g

Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

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26 3.3
26.6.1 Understanding gas • describe applications of Research and report on Student need to
1 pressure and pressure in liquids. a) the applications of pressure in be introduced to
- atmospheric pressure liquids instruments used
30.6.1 b) ways to reduce the negative effect to measure gas
1 of pressure in liquis pressure
Solve problems involving Solve problems involving pressure in (Bourdon Gauge)
pressure in liquids. liquids and atmospheric
A student is able to: Carry out activities to gain an idea ofpressure (Fortin
• explain gas pressure gas pressure and atmospheric barometer,
aneroid
Discuss gas pressure in terms of the barometer).
behaviour of gas molecules based on Working
the kinetic theory principle of the
instrument is not
• explain atmospheric Discuss atmospheric pressure in terms required.
pressure of the weight of the atmosphere acting Introduce other
on the Earth’s surface units of
atmospheric
Discuss the effect of altitude on the pressure.
magnitude of atmospheric pressure 1 atmosphere =
760 mmHg =
Research and report on the 10.3 m water=
• describe applications of application of atmospheric pressure 101300 Pa
atmospheric pressure 1 milibar = 100
Solve problems involving Pa
• solve problems involving atmospheric and gas pressure
atmospheric pressure and gas including barometer and manometer
pressure readings.

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective

16
27 3.4 A student is able to: Observe situations to form the idea that Have students Enclosed- tertutup
3.7.11 Applying Pascal’s • state Pascal’s principle. pressure exerted on an enclosed liquid recall the Force multiplier-
- principle is transmitted equally to every part of different forms pembesar daya
7.7.11 the liquid of energy. Hydraulic systems
• Explain hydraulic system – system
• Describe applications of Discuss hydraulic systems as a force haudraulik
Pascal’s principle. multiplier to obtain: Transmitted –
Output force = output piston area tersebar
• Solve problems involving Input force input piston area
Pascal’s principle.
Research and report on the application
of Pascal’s principle (hydraulic
systems)

Solve problems involving Pascal’s


principle
28 3.5 A student is able to: Carry out an activity to measure the
10.7.11 Applying • Explain buoyant force weight of an object in air and the
- Archimedes’ weight of the same object in water to
14.7.11 principle. • Relate buoyant force to the gain an idea on buoyant force.
weight of the liquid displaced
Conduct an experiment to investigate
• State Archimedes’ principle. the relationship between the weight of
water displaced and the buoyant force.
• Describe applications
Archimedes principle Discuss buoyancy in terms of:
a) An object that is totally or
Solve problems involving partially submerged in a fluid
Archimedes principle experiences a buoyant force equal to
the weight of fluid displaced
b) The weight of a freely floating
object being equal to the weight of
fluid displaced

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Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
c) a floating object has a density 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

Solve problems involving


Archimedes’ principle.
Build a Cartesian diver. Discuss why
the diver can be made to move up and
down.
29 3.6 A student is able to: -Carry out activities to gain the idea
17.7.11 Understanding • State Bernoulli’s principle that when the speed of a flowing fluid
- Bernoulli’s increases its pressure decreases, e.g.
21.7.11 principle. • Explain that resultant force blowing above a strip of paper,
exists due to a difference in blowing through straw, between two
fluid pressure pingpong balls suspended on strings.
-Discuss Bernoulli’s principle
• Describe applications of Carry out activities to show that a
Bernoulli’s principle resultant force exists due to a
difference in fluid pressure.
• Solve problems involving -View a computer simulation to
Bernoulli’s principle observe air flow over an arofoil to
gain an idea on lifting force.
Research and report on the
applications of Bernoulli’s principle.
-Solve problems involving
Bernoulli’s principle.
LEARNING AREA: CHAPTER 4 HEAT
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary

18
Objective
30 4.1 A student is able to: Carry out activities to show that Heat capacity thermal
24.7.11 Understanding • Explain thermal equilibrium thermal equilibrium is a condition in only relates to a equilibrium –
- thermal which there is no net heat flow particular object keseimbangan
28.7.11 equilibrium. between two objects in thermal whereas specific terma
contact heat capacity specific heat
relates to a capacity – muatan
31 4.2 • Explain how a liquid in Use the liquid-in-glass thermometer material haba tentu
31.7.11 Understanding glass thermometer works to explain how the volume of a fixed
- specific heat A student is able to: mass of liquid may be used to define a
4.8.11 capacity • Define specific heat temperature scale.
capacity Observe th change in temperature
( c) when: Guide students to
Q a) the same amount of heat is used to analyse the unit
• State that c = mc heat different masses of water. of c as
b) the same amount of heat is used to Jkg −1 K −1 or
heat the same mass of different Jkg −1 o C −1
liquids.

Discuss specific heat capacity


• Determine the specific heat
capacity of a liquid. Plan and carry out an activity to
determine the specific heat capacity
of
a) a liquid b) a solid
Research and report on applications
of specific heat capacity.
• Determine the specific heat
capacity of a solid
Solve problems involving specific
heat capacity.
• Describe applications of
specific heat capacity

• Solve problems involving


specific heat capacity.
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
19
Objective
32 4.3 Understanding A student is able to: Carry out an activity to show that Melting –
7.8.11 specific latent heat • State that transfer of there is no change in temperature peleburan
- heat during a change of phase when heat is supplied to: Solidification-
11.8.11 does not cause a change in a) a liquid at its boiling point. pemejalan
temperature b) a solid at its melting point. Condensation –
With the aid of a cooling and heating kondensasi
curve, discuss melting, solidification, Specific latent heat
boiling and condensation as processes – haba pendam
involving energy transfer without a tentu
change in temperature.

• Define specific latent heat Discuss Guide students to


(l ) a) latent heat in terms of analyse the unit
Q molecular behaviour of (l ) Specific latent heat
• State that l = m b) specific latent heat as Jkg −1 of fusion – haba
pendam tentu
Plan and carry out an activity to pelakuran
• Determine the specific determine the specific latent heat of Specific latent heat
latent heat of a fusion. a) fusion b) vaporisation of vaporisation –
Solve problems involving specific haba pendam tentu
• Determine the specific
latent heat. pepengewapan
latent heat of vaporization
• Solve problems involving
specific latent heat

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Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
33 4.4 A student is able to: Use a model or view computer
14.8.11 Understanding the • explain gas pressure, simulations on the behaviour of
- gas laws temperature and volume in molecules of a fixed mass of gas to
18.8.11 terms of gas molecules. gain an idea about gas pressure,
temperature and volume. Discuss gas
pressure, volume and temperature in
terms of the behaviour of molecules
based on the kinetic theory.

• Determine the relationship Plan and carry out an experiment on a


between pressure and volume fixed mass of gas to determine the
at constant temperature for a relationship between:
fixed mass of gas, a) pressure and volume at
i.e. pV = constant constant temperature
• Determine the relationship b) volume and temperature at
between volume and constant pressure
temperature at constant c) pressure and temperature at
pressure for a fixed mass of constant volume
gas, i.e. V/T = constant
Determine the relationship Extrapolate P-T and V-T graphs or
between pressure and view computer simulations to show
temperature at constant volume that when pressure and volume are
for a fixed mass of gas, i.e. zero the temperature on a P-T and V-T
p/T = constant graph is – 2730C.

• Explain absolute zero Discuss absolute zero and the Kelvin


• Explain the absolute/Kelvin scale of temperature
scale of temperature
Solve problems involving the pressure,
Solve problems involving temperature and volume of a fixed
pressure, temperature and mass of gas.
volume of a fixed mass of gas

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Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
34
21.8.11
- TOPICAL TEST 2
25.8.11

35
26.8.11 MID TERM BREAK 2
-
3.9.11

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LEARNING AREA: CHAPTER 5 LIGHT

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
36 5.1 A student is able to:
4.9.11 Understanding • Describe the characteristic Observe the image formed in a plane
- reflection of light of the image formed by mirror. Discuss that the image is:
8.9.11 reflection of light a) as far behind the mirror as the
object is in front and the line
joining the object and image is
perpendicular to the mirror.
b) the same size as the object
c) virtual
d) laterally inverted

• State the laws of reflection Discuss the laws of reflection


of light

• Draw ray diagrams to show Draw the ray diagrams to determine


the position and the position and characteristics of the
characteristics of the image image formed by a
formed by a a) plane mirror
i. plane mirror b) convex mirror
ii. convex mirror c) concave mirror
iii. concave mirror

• Describe applications of Research and report on applications


reflection of light of reflection of light

Solve problems involving Solve problems involving reflection


reflection of light of light

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Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
37 5.2 A student is able to: Real depth –
11.9.11 Understanding • Explain refraction of light Observe situations to gain an idea of Dalam nyata
- refraction of light. • Define refractive index as refraction Apparent depth –
15.9.11 sini Conduct an experiment to find the dalam ketara
η=
sinr relationship between the angle of
incidence and angle of refraction to
obtain Snell’s law.

• Determine the refractive Carry out an activity to determine the


index of a glass or Perspex refractive index of a glass or perspex
block block

Discuss the refractive index, η , as


• State the refractive index, Speed of light in a vacuum
η , as Speed of light in a medium
Speed of light in a vacuum
Speed of light in a medium Research and report on phenomena
due to refraction, e.g. apparent depth,
the twinkling of stars.
• Describe phenomena due to
Carry out activities to gain an idea of
refraction
apparent depth. With the aid of
diagrams, discuss real depth and
apparent depth
Solve problems involving refraction
of light
• Solve problems involving
refraction of light

24
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
38 5.3 A student is able to:
18.9.11 Understanding • Explain total internal Carry out activities to show the effect
- total internal reflection of light of increasing the angle of incidence
22.9.11 reflection of light. • Define critical angle (c) on the angle of refraction when light
travels from a denser medium to a
• Relate the critical angle to less dense medium to gain an idea
the refractive index i.e. about total internal reflection and to
1 obtain the critical angle.
η=
sin c
Discuss with the aid of diagrams:
a) total internal reflection and
critical angle
b) the relationship between critical
angle and refractive angle

Research and report on


• Describe natural a) natural phenomena involving total
phenomenon involving total internal reflection
internal reflection b) the applications of total
reflection e.g. in
• Describe applications of
telecommunication using fibre
total internal reflection
optics.

Solve problems involving total


internal reflection
• Solve problems involving
total internal reflection

25
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
39 5.4 A student is able to: thermal
25.9.11 Understanding Explain focal point and focal Use an optical kit to observe and equilibrium –
- lenses. • length measure light rays traveling through keseimbangan
30.9.11 • determine the focal point convex and concave lenses to gain an terma
and focal length of a convex idea of focal point and focal length.
lens Determine the focal point and focal
determine the focal point and length of convex and concave lenses.
focal length of a concave lens With the help of ray diagrams, discuss
• Draw ray diagrams to show focal point and focal length
the positions and
characteristics of the images Draw ray diagrams to show the
formed by a convex lens. positions and characteristic of the
• Draw ray diagrams to show images formed by a
the positions and a) convex lens b) concave lens
characteristics of the images
40 formed by a concave lens. Carry out activities to gain an idea of
2.10.11 • Define magnification as magnification.
- v With the help of ray diagrams, discuss
6.10.11 m= magnification.
u
Carry out activities to find the
• Relate focal length (f) to the
relationship between u, v and f
object distance (u) and image
distance (v)
Carry out activities to gain an idea on
1 1 1
i.e. = + the use of lenses in optical devices.
f u v
With the help of ray diagrams, discuss
• Describe, with the aid of ray the use of lenses in optical devices
diagrams, the use of lenses in such as a telescope and microscope
optical devices.
• Construct an optical device Construct an optical device that uses
that uses lenses. lenses.

26
Solve problems involving to
lenses. Solve problems involving to lenses

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
41
9.10.11 REVISION
-
13.10.11
42
16.10.11 REVISION
-
20.10.11
43
23.10.11 REVISION
-
27.10.11
44 - 45
30.10.11 FINAL EXAMINATION
-
17.11.11
46 – 51 FINAL TERM HOLIDAY (19.11.11 – 31.12.12)
18.11.11
-
31.12.12

27