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Yearly Lesson PlanPHYSICS FORM 4
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
Chapter 1 1.1 Understanding A student is able to: Teaching Aids
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
INTRODUCTION TO PHYSICS
(1/2 week )
(80 mins.)
physics Explain what physics is.
Recognize the physics in everyday objects and natural phenomena.
Observe everyday objects such as a table, a pencil, a mirror etc and discuss how they are related to physics concepts.
View a video on natural phenomena or everyday life experiences and discuss how they are related to physics concepts.
Discuss fields of study in physics such as forces, motion, heat, light etc. Why the colour of leave is green?Why you feel cool when you walk under roof but feel hot under the sun?
What can you say about our tallest building (Petronas twin tower) relating with physics?
Power point slides about bird fly, how the bird fly, engineer building an aero plane, aero plane in the air
(use of ICT or courseware integration is preferable)
CCTSRelating
Moral ValuesHaving an interest and curiosity towards the environment.
Vocabulary- phenomena
(80 mins) 1.2 Understanding base quantities and derived quantities
A student is able to : Explain what base
quantities and derived quantities are
List base quantities and their units
List some derived and their units
Express quantities
Discuss base quantities and derived quantities are.
From the aquarium, list out the physical quantities.
What are the differences between base quantities and derived quantities.
Teaching Aids Aquarium with accessories
CCTSSequencingVisualizing
Moral ValuesHonestySystematic
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
using prefixes Why is it important to use S.I. unit?
Pupils fill a table with base and derived quantities
Pupils recite mnemonic with abbreviation unit with scientific notation
From a text passage, identify physical quantities then classify them into base quantities and derived quantities
List the value of prefixes and their abbreviations from nano to giga, e.g nano ( 10-9 ), nm ( nanometer )
Discuss the use of scientific notation to express large and small numbers
Surf the net about the base quantities prefixes , convertion of unit and derived quantities.
(http://www.bipm.fr./enus/3-SI/si.html)
VocabularyDensityVolume,VelocityScientific notation,PrefixBase quantitiesDerive quantitiesLengthTimeTemperature, CurrentForce
½ week 1.3 Understanding A student is able to : Carry out activities to show that Teaching Aids
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
(40 mins)scalar and vector quantities
Define scalar and vector quantities
Give examples of scalar and vector quantities
some quantities can be defined by magnitude only whereas other quantities need to be defined by magnitude as well as direction
What does the number indicate?What do the pointers indicate?Can you calculate the time you spend to study physics in a day in minute?
Surf the net about duration time taken by an aero plane (Air Asia) for a destination.(www.airasia.com)
Show a plan of location of a housing area to determine displacement and distance (the differences between scalar and vector)
Can you identify physical quantities in your school compound. List out all the quantities into scalar and vector quantitiesCompile a list of scalar and vector quantities
Clock, Voltmeter, Ammeter
CCTSComparing, contrasting
Moral ValuesAppreciating contribution of science and technology
Vocabulary
1.4 Understanding A student is able to : Choose the appropriate Teaching Aids
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
1 ½ week(120 mins)
measurement Measure physical quantities using appropriate instruments
Explain accuracy and consistency
Explain sensitivity Explain types of
experimental error Use appropriate
techniques to reduce errors
instrument for a given measurement
Pupils throw plasticine balls on the bull’s eyes on the board to understand the concept of consistency and accuracy
Discuss consistency and accuracy using the distribution of gunshots on a target as an example
Discuss the sensitivity of various instruments
Create models for time, mass measurement
Pupils make observation on different instrument to measure the same object.
Demonstrate through examples systematic errors and random errors. Discuss what systematic and random errors are
Use appropriate techniques to reduce error in measurement such as repeating measurements to find the average and compensating for zero error
Vernier caliper, micrometer gauge, meter ruler, ammeter, voltmeter, thermometer(neraca peka)
CCTSComparing
Moral ValuesBeing honest, systematic
VocabularyAccuracy, consistency, systematic error, random error, sensitivity
1 week 1.5 Analysing A student is able to : Induction set: Teaching Aids
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
(80 mins) scientific investigations
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 a suitable form
Interpret data to draw a conclusion
Write a report of the investigation
Why the helicopter fall and crash. Try to investigate the reason. Discuss in group how to plan a strategy of investigation.
Observed a situation and suggest questions suitable for a scientific investigation. Discuss to :
a) identify a question suitable for scientific investigation
b) identify all the variablesc) form a hypothesisd) plan the method of
investigation including selection of apparatus and work procedures
Find out why the elongation of the spring is longer when a 10 kg baby is placed in a swing compare to 5 kg baby.
An archer shoot an arrow. Why the arrow go further when we stretch the string harder?
Design an experiment to investigate how the mass of the car affect the acceleration.
Carry out an experiment and:
Yoyo, Pendulum
CCTSAnalyzing,Relating,Making conclusion, inference,Visualizing,ExperimentingMaking decisionProblem solving
Moral ValuesThinking rationally,Critical and analytical thinking,Being fair and just
Vocabulary
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
a) collect and tabulate datab) present data in a suitable
formc) interpret the data and draw
conclusionsd) write a complete report
Suggested experiment: pendulum yoyo
2. FORCES AND MOTION160 MINUTES( 4 PERIOD)
2.1Analysing 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 that a = v - u
t
calculate speed and velocity
calculate acceleration/ deceleration
solve problems on linear motion with uniform acceleration usingi. v = u + atii. s = ut + ½at2
Carry out activities to gain an idea of:a) distance and displacementb) speed and velocityc) acceleration and deceleration
Examples:1. Use pictures to show the motion of an object moving over a hill and through a tunnel.
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:a) v = u + at
TEACHING AIDPhotos
CCTSComparing and contrasting
MORAL VALUEHaving critical and analytical thinking
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
iii. v2 = u2 + 2as b) s = ut + ½at2
c) v2 = u2 + 2as
80 MINUTES(2 PERIOD)
2.2Analysing 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 restii. moving with uniform
velocityiii. moving with non-
uniform velocity Determine distance,
displacement and velocity for a displacement-time graph.
Deduce from the shape of a velocity-time graph when a body is:i. at restii. moving with uniform
velocityiii. moving with non-
uniform velocity Determine distance,
displacement, velocity and acceleration from a velocity-time graph.
Solve problems on linear
Carry out activities using a data logger/graphing calculator/ticker timer to ploti. displacement-time graphii. velocity-time graph
Examples:Students practice plotting displacement-time graph and velocity – time graph from a set of given data.
Describe and interpret:a) displacement-time graph andb) 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.
TEACHING AIDGraph from internet, CD about motion.
CCTSMaking hypothesis, analyzing and conclusion.
MORAL VALUEHaving critical and analytical thinking
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
motion with uniform acceleration.
80 MINUTES( 2 PERIOD)
2.3Understanding 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 inertia and mass. Examples:1. Experiment about oscillations of metal blade.2. Experiment about oscillation of a full pail and empty pail.
Research and report ona) the positive effect of inertiab) ways to reduce the negative
effects of inertia
TEACHING AIDPictures showing a boxer and his training tools.
CCTSRelating.
MORAL VALUERealising that science is a mean to understand nature
160 MINUTES( 4 PERIOD)
2.4Analysing 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
State the principle of
Carry out activities/view computer simulations to gain an idea of momentum by comparing the effect of stopping two objects:a) of the same mass moving at
different speedsb) of different masses moving at
the same speedExamples:Experiment to determine :
TEACHING AIDPicture showing skateboard motion.
CCTSMaking inferences, comparing and contrasting.
MORAL VALUESBeing responsible about the
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
conservation of momentum
Describe applications of conservation of momentum.
Solve problem involving momentum.
a. The momentum of 500g mass and 300g mass falling from the same height.
b. The momentum of two 500g mass falling from the different height.
Discuss momentum as the product of mass and velocity.
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 a closed system is a constant.
Carry out activities that demonstrate 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.
safety of oneself, others, and the environment
160 MINUTES( 4 PERIOD)
2.5Understanding 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
With the aim of diagrams, describe the forces acting on an object:a) at restb) moving at constant velocityc) accelerating
TEACHING AIDMovie showing a bicycle racing.
CCTSMaking inferences, hypothesis, analyzing and making conclusion.
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
on an object.
Determine the relationship between force, mass and acceleration i.e. F = ma.
Solve problems using F = ma
Examples:Use a remote control car to show the effect of a force acting on an object
a) at restb) moving at constant velocityc) accelerating
Conducting experiments to find the 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
MORAL VALUEBeing systematic
80 MINUTES( 2 PERIOD)
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 – mu
View computer simulations of collisions and explosions to gain an idea on impulsive force.
Discussa) impulse as change of
momentumb) an impulsive force as the rate
of change of momentum in a collision or explosion
c) how increasing or decreasing time of impact affects the magnitude of the impulsive force
TEACHING AIDPhotos showing high jump and pole vault
CCTSMaking generalizations and generating ideas.
MORAL VALUESBeing systematic
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
t Explain the effect of
increasing or decreasing time of impact on the magnitude of the impulsive force.
Describe situations where an impulsive force needs to be reduced and suggest ways to reduce it.
describe situation where an impulsive force is beneficial
solve problems involving 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 involving impulsive force
80 MINUTES( 2 PERIOD)
2.7Being 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 safety features in vehicles.
Examples: group presentation about the safety features in vehicles.
TEACHING AIDPamphlets from car company, internet
CCTSEvaluating and generating ideas.
MORAL VALUESBeing responsible about the safety of oneself, others, and the environment
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
Chapter 3: FORCES AND PRESSURE
(.40 min.)
3.1 Understanding
pressure A student is able to:
Define pressure and state that
P =
Describe applications of pressure.
Solve problems involving pressure
Pressure is defined as force per unit area.Unit = Nm-2 / Pascal (Pa)
Activities:Observe the effects of the force acting on the area of different sizes by using
a) a single / many thumbtacks
b) sharp / blunt knife reflexology
Discuss pressure as force per unit area
Research and report on applications of pressure
Solve problems involving pressure
Teaching Aids video clip pictures- ski- tractor / army tank- high heel shoes / sports shoes
(use of ICT or courseware integration is preferable)
CCTSRelating and application
Moral ValuesHaving an interest and appreciate the presence of pressure in every day life.
CCTSApplication and problems solving.
Vocabulary- Pressure- tekanan
( 80 mins.)3.2Understanding
A student is able to:Observe situations to form ideas
Teaching Aids Video
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
pressure in liquids relate depth to pressure ia a liquid
relate density to pressure in a liquid
explain pressure in a liquid and state that P = hρg
describe applications of pressure in liquids
.
that pressure in liquids :a) acts in all directionsb) increases with depth
Activities:Using a plastic container with holes at different height filled with water to showpressure increases with depth;
Using a balloon poked with a few holes, attach to the water tap and turn it on to show that the pressure acts in all directions.
Observe situations to form the ideas that pressure in liquids increases with density.
Experiment: To investigate the effects of pressure depends on
a) depth b) density
Relate depth ( h ), density (ρ) and gravitational field strength (g) to obtain P = hρg
Research and report ona) the applications of
pressure in liquidsb) ways to reduce the
– pressure increases with depth- swimming at different depth ( pressure increase, pain increase)
CCTSRelating
Moral ValuesBeing honest and accurate in recording and validating data.
VocabularyDepth - kedalaman
Picture on the structure of a water dam and the water supply systems.
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
solve problems involving pressure in liquids
negative effects of pressure in liquids
Examples of questions involving pressure in liquids
CCTSApplication and problems solving
( ½ week)(80 min)
3.3 Understanding gas pressure and atmospheric pressure
A student is able to:
explain gas pressure.
explain atmospheric pressure.
Carry out activities to gain an idea of gas pressure and atmospheric pressure.
Activities:a) Push a piston into the
cylinder of a syringe with its nozzle closed.
b) Use a kinetic theory model to show motion of gas molecules produces a pressure.
Definition:Collisions of gas molecules on any surface produce an impulsive force, creating the gas pressure.
Activities:a) Placed a cardboard over
Unit:1 atmosphere = 760 mmHg = 10.3 m water = 101300 Pa
1 milibar = 100 Pa
CCTS:Relating, comparing
Moral valuesRealising that science is a means to understand nature
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
describe application of atmospheric pressure.
the mouth of a glass filled with water and turn it upside down.
b) Hitting one end with meter ruler covered with a few sheet of newspaper.
c) Using a straw to suck water from a glass. Replace the straw with another straw poked with a hole, compare both situations.
d) Pull a piston from the cylinder of a syringe with its nozzle immersed in water.
Definition:The atmospheric pressure is produced by:
a) Collisions of air molecules on any surface.
b) weight of air above any surface
Do a research and report on the application of gas and atmospheric pressure.
ActivityShow and introduce various
Teaching aidsPowerpoint
Moral valuesAppreciating the contribution of science ang technology
Teaching aids:INSTRUMENTS FOR MEASURING GAS PRESSURE.ppt Bourdon Gauge, Fortin Barometer and Aneroid Barometer
Teaching aids:Movie clip showing people tracking up a mountain experiencing difficulties in
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
solve problems involving atmospheric pressure and gas pressure
type of instruments to measure gas pressure (Bourdon Gauge) and atmospheric pressure (Fortin Barometer, Aneroid Barometer)
Activity :Watch a movie clip and answer questions regarding decreasing atmospheric pressure with altitudes.
Definition:The atmospheric pressure decreases with altitudes because the density of air is reduced at higher altitudes.
Solve problems involving atmospheric and gas pressure including barometer and manometer readings.
breathing.Measuring instruments.
CCTSApplication and problems solving
(1 week )
(160 mins.)
3.4Applying Pascal’s
Principle
A student is able to:
State Pascal’s Principle
Explain hydraulic system.
Observe situations to form the idea that pressure exerted on an enclosed liquid is transmitted equally to every part of the liquid.
Discuss hydraulic system as a force multiplier to obtain:
Demonstrate experiment(Piston and Conical flask with hole, pressing toothpaste)
Demonstrate experiment(Hydraulic system)
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
(1 Week)
(160 min)
3.5 Applying Archimedes’s Principle
Describe application of Pascal’s Principle
Solve problems involving Pascal’s Principle
A student is able to : Explain buoyant
force
Relate buoyant force to the weight of the liquid displaced
State Archimedes’s
=
Research and report on the applications of Pascal’s Principle
Solve problems involving Pascal’s 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 buoyant force
Discuss buoyant in terms of:a) an object that is totally or
video clip -Application of hydraulic system and brake system
CCTSRelating
Moral ValuesHaving an interest and curiosity towards the environment.
Conduct experiment(Buoyant Force)
Demonstrate experiment
Demonstrate experiment
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
Principle
Describe applications of Archimedes’s Principle
Solve problem involving Archimedes’s Principle
partially submerged in a fluid experiences a buoyant force equal to the weight force equal to the weight of fluid displaced
b) the weight of a freely floating object being equal to the weight of fluid displaced
c) a floating object has a density less that or equal to the density of the fluid in which it is floating
Research and report on the applications of Archimedes’s Principle
Solve problems involving Archimedes’s Principle
Demonstrate experiment
Video clipAnimations of submarines, hydrometer, hot air balloons, advertisement balloon and ship
Movie of the diverCCTSRelatingMoral valuesHaving an interest and curiosity towards the environment.
(1 Week)
( 160 min.)
3.6 Understanding Bernoulli’s Principle
Understanding base quantities and derived
A student is able to:
State Bernoulli’s Principle Carry out activities to gain the idea when the speed of a flowing fluid increases its pressure decreases
Demonstrate(blowing above a strip of paper, blowing through between two ping pong balls suspended on
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
quantities
Explain that a resultant force exits due to a difference in fluid pressure
Describe applications of Bernoulli’s Principle
Solve problem involving Bernoulli’s Principle
Carry out activities to show that a resultant force exists due to a difference in fluid pressure
View a computer simulation to observe air flow over an aerofoil to gain an idea an lifting force
Research and report an the applications of Bernoulli’s Principle
Solve problems involving Bernoulli’s Principle
strips)
Demonstrate(aerofoil model, hair dryer with ping pong balls)
Computer simulation
Applications of Bernoulli’s PrincipleBunsen Burner , insecticide spray and carburetor
Questions on problem solving
CCTSRelating
Moral ValuesHaving an interest and curiosity towards the environment
4. HEAT
1 WEEK
(80 min)
4.1Understanding Thermal Equilibrium
A student is able to:
explain thermal equilibrium
Carry out activities to show that thermal equilibrium is a condition in which there is no nett heat flow between two objects in thermal contact.
TSTS: attributing, generating ideas
Moral values: being thankful to God, realizing that science is a means to understand nature.
Inquiry-Discovery
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
explain how a liquid-in- glass thermometer works
Use the liquid-in-glass thermometer to explain how the volume of a fixed mass of liquid may be used to define a temperature scale.
- Try some virtual experiment on the thermal equilibrium at the following website :-
http://jersey.uorgan.edu/vlab/Thermodynamics/
1 WEEK
(160 min)
4.2Understanding Specific Heat Capacity
define specific heat capacity (c)
state that c = Q mӨ
determine the specific heat capacity of a liquid
determine the specific heat of a solid
describe applications of specific heat capacity
solve problems involving specific heat capacity
Observe the change in temperature when :
a) The same amount of heat is used to heat different masses of water.
b) The same amount of heat is used to heat the same mass of different liquids.
Discuss specific heat capacity.
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.
Solve problems involving specific heat capacity
TSTS: problem solving, relating
Moral Values: being flexible and open-minded, thinking rationally.
Contextual Learning- Students are able to appreciate the relevance of science learning to their livese.g.: boiling water
1 WEEK4.3Understanding
state that transfer of heat during a change of
Carry out an activity to show that there is no change in temperature
TSTS: conceptualizing, making conclusions
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
(160 min)Specific Latent Heat phase does not cause a
change in temperature
define specific latent heat
(l ) state that l = Q m determine the specific
latent heat of fusion determine the specific
latent heat of vaporisation
solve problems involving specific latent heat
when heat is supplied to :a) a liquid at its boiling pointb) a solid at its melting point
With the aid of a cooling and heating curve, discuss melting, solidification, boiling and condensation as processes involving energy transfer without a change in temperature
Discuss :a) latent heat in terms of
molecular behaviorb) specific latent heat
Plan and carry out an activity to determine the specific latent heat of :
a) fusionb) vaporization
Solve problems involving specific latent heat
Moral values: being systematic, being confident and independent.
Experiment and Discussion- Teacher should play the role of a facilitator and lead a discussion by asking questions that stimulate thinking and getting students to express themselves
2 WEEK
(320 min)
4.4Understanding The Gas Laws
explain gas pressure, temperature and volume in terms of the behavior of gas molecules
Use a model or view computer simulations on the behaviour of molecule of a fixed mass of gas to gain an idea about gas pressure, temperature and volume.
Discuss gas pressure, volume and temperature in terms of the behaviour of molecules based on
TSTS: making inferences, making decisions
Moral Values: being respectful and well-mannered, being honest and accurate in recording and
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
determine the relationship between pressure and volume at constant temperature for a fixed mass of gas
i.e. PV = constant determine the
relationship between volume and temperature at constant pressure for a fixed mass of gas
i.e. V/ T = constant explain absolute zero explain the absolute /
Kelvin scale of temperature
solve problems involving pressure, temperature and volume of a fixed mass of gas
the kinetic theory.
Plan and carry out an experiment on a fixed mass of gas to determine the relationship between :
a) pressure and volume at constant temperature
b) volume and temperature at constant pressure
c) pressure and temperature at constant volume
Extrapolate P-T and V-T graphs or view computer simulations to show that when pressure and volume are zero the temperature on a P-T and V-T graphs is -273 oC
Discuss absolute zero and the Kelvin scale of temperature.
Solve problems involving the pressure, temperature and volume of a fixed mass of gas
validating data.
Simulations- An activity that resemble the actual situatione.g.: syringe, bicycle pumps
5. LIGHT (2 weeks )
5.1 Understanding reflection of light
A student is able to:
. describe the characteristics of the image formed by
Observe the image formed in a plane mirror. Discuss characteristics of the
Teaching Aids video clip, movie
(use of ICT or courseware integration is preferable)
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
5.2 Understanding Refraction
Of Light
reflection of light .
. State the Laws of reflection of light. ‹ i = ‹ rIncident ray, reflected ray and the normal are on the same plane.
. Draw ray diagrams to show the position and characteristics of the image formed by :
a. plane mirrorb. convex mirrorc. concave mirror
. Describe applications of reflection of light.
- Solve problems involving reflection of light.
- Construct a device based on the applications of reflection of light .
image .
Discuss the Laws of reflection. Examples : Reflection on a plane mirror.Carry out experiment to study the reflection of light on a plane mirror.
Draw ray diagrams to determine the position and characteristics of the image formed by :
a. plane mirrorb .convex mirrorc. concave mirror
Discuss the examples : Plane mirror - Dressing mirror - Optical device – OHP and periscope. Convex mirror -side mirror of cars
- Solve problems involving reflection of light.
- Construct a device based on the application of reflection of light Examples : periscope and
Experiment(Ray box, plane mirror, white paper, protractor).CCTSGenerating ideasMaking generalizations.
Manipulative skillsMoral ValuesBeing honest and accurate .
Appreciating the contribution of science and technology
Be cooperative .
Teaching Aids
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
5. LIGHT
(2 week )
5.3 Understanding total internal reflection of light
A student is able to:
Explain Understanding Refraction Of Light
Define refractive index as
n =
Determine the refractive index of a glass or Perspex block.
State the refractive , n as
Speed Of Light In Vacuum------------------------------------Speed Of Light In A Medium
Describe phenomena due to refraction
kaleidoscope.
Observe situations to gain an idea on refraction.
Discuss examples: Sunset And Straw in the water
Conduct an experiment to find the relationship between the angle of incidence and angle of refraction to obtain Snell’ Law.
Discuss the refractive index as
Speed Of Light In VacuumSpeed Of Light In A Medium
Carry out research and write a report on phenomena of refraction.Example : apparent depth and twinkling of the stars.
Carry out activities to gain
video clip, movie (use of ICT or courseware integration is preferable)
Lab Apparatus
CCTS
Relating Generating Ideas Predicting Making generalisations
Moral Values
Cooperation Realising Science is a
means to understand nature..
Having an interest and curiosity towards the environment.
Teaching Aids
i
r
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
5. LIGHT
( 1 week )
A student is able to:
-explain total internal reflection of light
-define critical angle ,c
- draw ray diagrams
- relate the critical angle to the reflective index i.e
=
-describe natural phenomenon involving total internal reflection.
-Describe applications of
idea of apparent depth. Example : Present the report
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 less dense medium to gain an idea about total internal reflection and to obtain the critical angle.
Discuss with the aid of diagrams :
i) total internal reflection and critical angle,c
ii) the relationship between critical angle and refractive index.
Research and report oni) natural phenomenon
involving total internal reflection eg. mirage
ii) The applications of total internal reflection,
video clip
Experiment (Lab apparatus)
ICT or courseware
ICT
ICT
CCTRelatingProblem solving
Moral ValuesAppreciating natural phenomenon.
1/sin c
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
total internal reflection.
- solve problems involving total internal reflection.
e.g in telecommunication using fibre optics.
Problem solving
Vocabulary-Total internal reflection-critical angle
5. LIGHT
(1 week)
(80 min)
5.4 Understanding lenses
A student is able to:
1. Describe types of lenses
2. Explain the difference between focus point and focal length
3. Draw ray diagrams to show focal point, focal length and characteristic of images formed by convex and concave lenses
4. Define magnification
1. Use an optical kit2. Observe light rays
traveling through convex and concave lens
3. Draw ray diagrams to show3.1 focus point3.2 focal length
4. Determine the focal point and focal length of convex and concave lenses
5. Describe the characteristic of images formed by convex and concave lenses
6. Using ray diagram, (i) discuss magnification and hence (ii) determine magnification by using the formula :
Teaching Aids 1. Optical kit2. (use of ICT or courseware integration is preferable)
CCTS1. Generating idea2. Relating3. visualising
Moral ValuesHaving an interest and curiousity towards the optical devices
Vocabulary1. magnification
LEARNING AREA/WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES
STRATEGIES
5. Determine the relationship between u, v, and f
6. Describe with the aid of ray diagrams, the use of lenses in optical devices
7. Solve problems involving lenses
m = v u
7. Carry out an experiment to find the relationship between u, v, and f
1 = 1 + 1 f u v
8. discuss the use of lenses
in optical devices such as a telescope and microscope
9. Solve problems involving lenses
Teaching aids1. Laboratory apparatus
CCTS1.Generating idea2. Making hypothesis3. Making inferences
Teaching Aids 1. ICT or courseware integration
CCTS1. Relating
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