F4 Physics Yearly Plan

8/2/2019 F4 Physics Yearly Plan

1/23

YEARLY TEACHING PLANSCHEME OF WORK FOR FORM 4 PHYSICS 2012

LEARNING AREA: 1. INTRODUCTION TO PHYSICS

Week

LearningObjectives

Suggested LearningActivities

Learning Outcomes Notes

Registration and streaming

orientation week.

1

4/1/12 -6/1/12

1.1 Understanding physics Observe everyday objects such as a table,

a pencil, a mirror etc and discuss how theyare related to physics concepts.

View a video on natural phenomena anddiscuss how they are related to physics

concepts.

Discuss fields of study in physics such as

forces, motion, heat, light etc.

A student is able to :

Explain what physics is.

Recognise the physics in everyday

objects and natural phenomena.

2

9/1/112 -13/1/12

1.2 Understanding base

quantities and derived

quantities

Discuss base quantities and derived

quantities.

From a text passage, identify physical

quantities then classify them into basequantities and derived quantities.

List the value of prefixes and theirabbreviations from nano to giga, e.g.

(10-9

) , nm (nanometer).

A student is able to : Explain what base quantities and

derived quantities are.

List base quantities and their units.

List some derived quantities andtheir units.

Express quantities using prefixes.

Express quantities using scientific

notation.

Express derived quantities as well

Base quantities are:

Length (l), mass(m),time(t), temperature(T)

and current(I).

Suggested derived

quantities: force (F),

density (), volume(V)

and velocity (v).1


2/23

Week

LearningObjectives



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

the related formula.

Solve problems that involve the

conversion of units.

as their units in terms of base

quantities and base units.

Solve problems involvingconversion of units. More complex derived

quantities may be

discussed when these

quantities are introducedin their related learning

areas.

1.3 Understanding scalar and

vector quantities

Carry out activities to show that some

quantities can be defined by magnitudeonly whereas other quantities need to bedefined by magnitude as well as direction.

Compile a list of scalar and vector

quantities.

A student is able to:

Define scalar and vector quantities.

Give examples of scalar and vector

quantities.

5

30/1/12 3/2/12

1.4 Understanding

measurements

Choose the appropriate instrument for a

given measurement.

Discuss consistency and accuracy using

the distribution of gunshots on a target asan example.

Discuss the sensitivity of variousinstruments.

Demonstrate through examples systematic

errors and random errors. Discuss what


Measure physical quantities using

appropriate instruments.

Explain accuracy and consistency.

Explain sensitivity.

Explain types of experimental

error.

2


3/23

Week

LearningObjectives



systematic and random errors are.

Use appropriate techniques to reduce errorin measurements such as repeatingmeasurements to find the average and

compensating for zero error.

Use appropriate techniques toreduce errors.

6

6/2/12 10/2/12

1.5 Analysing scientificinvestigations

Observe a situation and suggestedquestions suitable for a scientific

investigation. Discuss to:a) Identify a question suitable for a

scientific investigationb) Identify all the variablesc) Form a hypothesis

d) Plan the method of investigationincluding selection of apparatus

and work procedures

Carry out an experiment and:

a) Collect and tabulate datab) Present data in a suitable form

c) Interpret the data and drawconclusions

d) Write a complete report


identify variables in a given

situation.

identify a question suitable forscientific investigation.

form a hypothesis.

design and carry out a simpleexperiment to test the hypothesis.

record and present data in a

suitable form.

interpret data to draw a conclusion.

write a report of the investigation.

Scientific skills areapplied throughout.

3


4/23

Week

LearningObjectives



7

13/2/12

17/2/12

2. FORCES AND

MOTION2.1 Analyzing linear motion

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 at rest,

moving with uniform velocity or

non-uniform velocity.

b) Determine displacement, velocityand acceleration

Solve problems using the followingequation of motion :

a) v = u + at

b) s = ut + at2

c) v2 = u2 + 2as


Define distance and displacement.

Define speed and velocity and statethat v = s/t

Define acceleration and

deceleration and state that a = v-u

t

Calculate speed and velocity

Calculate acceleration and

deceleration

Solve problems on linear motion

with uniform acceleration using:a) v = u + at

b) s = ut + at2

c) v2 = u2 + 2as

Average =Total distance

Speed time taken

8

20/2/12-

24/2/12

FEBRUARY TEST 26/02/08 -29/02/08

4


5/23

Week LearningObjectives



9

27/2/12

2/3/12

2.2 Analysing motion

graphs

Carry out activities using a data logger /

graphing calculator/ ticker time to plota) displacement time graphs.b) velocity - time graphs


plot and interpret displacement-

time and velocity time graphs.

Reminder:

Velocity is determinedfrom the gradient ofdisplacement-time graph.

10

5/3/12 9/3/12

2.3 Understanding inertia Carry out activities / view computersimulations/ situations to gain an idea on

inertia

Carry out activities to find out the

relationship between inertia and mass.

Research and report ona. the positive effects of inertia

b. ways to reduce the negative effects of

inertia.


Explain what inertia is

Relate mass to inertia.

Give example of situationsinvolving inertia.

Suggest ways to reduce the

negative effects of inertia

Newtons First Law ofMotion may be introduced

here.

10/3/12 -18/3/12

CUTI PERTENGAHAN PENGGAL PERTAMA

11

19/3/12 -23/3/12

2.4 Analysing momentum Carry out activities / view computersimulations to gain an idea of momentum

by comparing the effect of stopping twoobjects:

a. of the same mass moving at different

speeds.b. of different masses moving at the

same speed.

Discuss momentum as the product ofmass and velocity.


Define the momentum of anobject.

Define momentum (p) as the

product of mass (m) and velocity5


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View computer simulations on collisionsand explosions to gain an idea on theconservation of momentum.

Conduct an experiment to show that thetotal momentum of a closed system is a

constant.

Carry out activities that demonstrate the

conservations of momentum e.g water

rockets.

Research and report on the applications of

conservation of momentum such as inrockets or jet engines.

Solve problems involving linearmomentum.

(v) i.e p = mv

State the principle of conservationof momentum.

Describe applications of

conservation of momentum.

Solve problems involving

momentum

Reminder :

Momentum as a vector

quantity needs to be

emphasized in problemsolving

12

26/3/12 -30/3/12

2.5 Understanding the

effects of a force

Carry out activities with the aid ofdiagrams, describe the forces acting on an

object:a) at rest

b) moving at constant velocity

c) accelerating

Conduct experiments to find therelationship between:

a) acceleration and mass of an objectunder constant force

b) acceleration and force for a constant

mass


Describe the effects of balanced

forces acting on an object. Describe the effects of unbalanced

forces acting on an object.

Determine the relationship

between forces, mass andacceleration i.e.F = ma

Solve problems usingF = ma

When the forces acting on

an object are balancedthey cancel each other out

(nett force = 0). The

object then behaves as ifthere is no force acting on

it.

Newton`s Second Law ofMotion may be introduced

here.

6


7/23




Solve problems usingF = ma

12

26/3/12 -30/3/12

2.6 Analysing impulse andimpulsive force

View computer simulations of collisionsAnd explosions to gain an idea on

impulsive forces.

Discussa) impulse as change of momentum

b) an impulsive force as the rate ofchange of momentum in a collision or

explosionc) 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 bereduced and how it can be done

b) an impulsive force is beneficial

Solve problems involving impulsive

forces


explain what an impulsive force is

give examples of situations

Involving impulsive forces.

define impulse as a change of

momentum, ie.

Ft = mv mu.

define impulsive force as the rate

of change of momentum in

a collision or explosion, i.e.

F =mv mu

t

.

explain the effect of increasingOr decreasing time of impact on

The magnitude of the impulsive

Force.

describe situations where an

impulsive force needs to be

reduced and suggest ways toreduce it.

describe situations where animpulsive force is beneficial.

solve problems involving

impulsive forces.

13

2/4/12 -6/4/12

2.7 Being aware of the

need for safely features invehicles

Research and report on the physics of

vehicle collisions and safely features invehicles in terms of physics concepts.


Describe the importance of safety

features in vehicles.

7


8/23




Discuss the importance of safety features

in vehicles.

14

9/4/12 -13/4/12

UJIAN SELARAS 2

15

17/4/12 -20/4/12

2.8 Understanding gravity Carry out an activity or view computersimulations to gain an idea of acceleration

due to gravity.Discuss

a) acceleration due to gravity.

b) a gravitational field as a regionin which an object experiences a

force due to gravitational attractionand

c) gravitational field strength (g) asgravitational force per unit mass .

Carry out an activity to determine thevalue of acceleration due to gravity.

Discuss weight as the Earths

gravitational force on an object.

Solve problems involving acceleration

due to gravity.


Explain acceleration due to gravity

State what a gravitational field is.

Define gravitational field strength.

Determine the value ofacceleration 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.

When considering a body

falling freely ,g(=9.8m/s2) is its

acceleration but when it isat rest , g(=9.8N/kg)is the

Earths gravitational field

strength acting on it.

The weight of an object offixed mass is dependent

on the g exerted on it.

16

23/4/12 -27/4/12

2.9 Analysing forces in

equilibrium

With the aid of diagram , describe

situations where forces are inequilibrium , e.g. a book at rest on a

table , an object at rest on an inclined


Describe situations where forces

are in equilibrium.

8


9/23




plane .

With the aid of diagrams ,discuss theresolution and addition of forces todetermine the resultant force .

Solve problems involving forces in

equilibrium ( limited to 3 forces )

state what a resultant forces is add two forces to determine the

resultant forces

resolve a forces into the effectivecomponent forces

solve problems involving forces in

equilibrium

1730/4/12 -

4/5/12

2.10Understanding work, energy,power and efficiency

Observe and discuss situations wherework is done.Discuss that no work is done when:

a) a force is applied but nodisplacement occurs

b) an object undergoes adisplacement with no applied

force acting on it.

Give examples to illustrate how energy is

transferred from one object to anotherwhen work is done.

Discuss the relationship between work

done to accelerate a body and the changein kinetic energy.

Discuss the relationship between work

done against gravity and gravitational


define work (W) as the product of

an applied force (F) anddisplacement (s) of an object in

the direction of the applied forcei.e. W = Fs.

state that when work is doneenergy is transferred from one

object to another.

define kinetic energy and state that

Ek=2

1mv2

Define gravitational potential

energy and state that Ep = mgh.

Have students recall the

different forms of energy.

9


10/23




potential energy.

Carry out an activity to show theprinciple of conservation of energy.State that power is the rate at which work

is done, P =t

W.

Carry out activities to measure power.

Discuss efficiency as:

inputEnergy

outputenergyUseful

x 100%

Evaluate and report the efficiencies of

various devices such as a diesel engine, apetrol engine and an electric engine.

Solve problems involving work, energy,

power and efficiency.

State the principle of conservationof energy.

Define power and state that P =

t

W.

Explain what efficiency of a

device is.

Solve problems involving work,

energy, power and efficiency.

17

30/4/12 -4/5/12

2.11 Appreciating theimportance of maximizingthe efficiency of devices

Discuss that when an energytransformation takes place, not all of theenergy is used to do useful work. Some is

converted into heat or other types ofenergy. Maximizing efficiency during

energy transformations makes the best

use of the available energy. This helps toconserve resources.


Recognize the importance ofmaximizing efficiency of devices

in conserving resources.

2.12 Understanding

elasticity

Carry out activities to gain an idea on

elasticity.


Define elasticity.

10


11/23




Plan and conduct an experiment to find

the relationship between force andextension of a spring.

Relate work done to elastic potential

energy to obtain Ep =2

1kx2.

Describe and interpret force-extensiongraphs.

Investigate the factors that effectelasticity.

Research and report on applications of

elasticity.

Solve problems involving elasticity.

Define Hookes law.

Define elastic potential energy and

state that Ep =2

1kx2.

Determine the factors that effect

elasticity.

Describe applications of elasticity.


elasticity.

18

7/5/12 -

11/5/12

MID YEARS EXAMINATION

LEARNING AREA: 3. FORCES AND PRESSURE




19

14/5/12 -18/5/11

3.1 Understanding pressure Observe and describe the effect of a forceacting over a large area compared to a


define pressure and state that Introduce the unit ofpressure pascal (Pa) .

11


12/23




small area , e.g. school shoes versus high

heeled shoes .

Discuss pressure as force per unit area .


pressure .

Solve problems involving pressure

P =A

F

describe applications of pressure .

solve problems involving pressure

(Pa = N/m2)

20

21/5/12 -

25/5/12

3.2 Understanding pressurein liquids

Observe situations to form ideas thatpressure in liquids :

a) acts in all directions

b) increases with depth

Observe situations to form the idea thatpressure in liquids increases with

density .

Relate depth (h) , density () and

gravitational field strength (g) to pressure

in liquids to obtain P = hg .

Research and report on

a) the applications of pressure in liquids

b) ways to reduce the negative effects ofpressure in liquids .

Solve problems involving pressure inliquids .


relate depth to pressure in aliquid .

relate density to pressure in aliquid .

explain pressure in a liquid andstate that P = hg .

describe applications of pressure

in liquids .

Solve problems involving pressurein liquids .

26/5/12-

10/6/12

CUTI PERTENGAHAN TAHUN

12


13/23




21

11/6/12 -15/6/12

3.3 Understanding gas

pressure and atmosphericpressure

Carry out activities to gain an idea of gas

pressure and atmospheric pressure .

Discuss gas pressure in terms of the

behaviour of gas molecules based on the

kinetic theory .

Discuss gas pressure in terms of theweight of the atmosphere acting on the

Earths surface .

Discuss the effect of altitude on themagnitude of atmospheric pressure .Research and report on the applications of

atmospheric pressure .

Solve problems involving atmospheric

and gas pressure including barometer andmanometer readings .


explain gas pressure .

explain atmospheric pressure .

describe applications ofatmospheric pressure .

solve problems involving

atmospheric pressure and gaspressure .

Students need to be

introduced to instrumentsused to measure gaspressure (Bourdon Gauge)

and atmospheric pressure

( Fortin barometer ,aneroid barometer) .

Working principle of theinstrument is not required

Introduce other units of

atmospheric pressure :1 atmosphere = 760mmHg= 10.3m water = 101300

Pa1 milibar = 100 Pa

22

18/6/12 -

22/6/12

3.4 Applying Pascals

principle

Observe situations to form the idea that

pressure exerted on an enclosed liquid istransmitted 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


state Pascals principle

explain hydraulic systems.

describe applications of Pascals

13


14/23




Pascals principle (hydraulis systems).

Solve problems involving Pascals

principle.

principle.

solve problems involving Pascals

principle.

23

25/6/11 -29/6/12

3.5 Applying Archimedesprinciple

Carry out an activity to measure theweight of an object in air and the weight

of the same object in water to gain anidea on buoyant force.

Conduct an experiment to investigate therelationship between the weight of water

displaced and the buoyant force.

Discuss buoyant in terms of

a) an object that is totally or partiallysubmerged in a fluid experiences

a buoyant force equal to theweight of fluid displaced.

b) the weight of a freely floatingobject being equal to the weight

of fluid displaced.

c) a floating object has a density lessthan 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 ballons.Solve problems involving Archimedes

principle.

Build a Cartesian diver. Discuss why the


explain buoyant force.

relate buoyant force to the weightof the liquid displaced.

State Archimedes principle.

Describe application ofArchimedes principle

Recall density andbuoyancy.

Apparent weight equals

actual weight minus

buoyant force.

14


15/23




diver can be made to move up and down.


Archimedes principle.24

2/7/12 -6/7/12

3.6 Understanding

Bernoullis principle.

Carry out activities to gain the idea that

when the speed of a flowing fluidincreases its pressure decreases,e.g.

blowing above a strip of paper,blowing

through straw between two ping-pongballs suspended on strings.

Discuss Bernoullis principle

Carry out activities to show that a

resultant force exists due to a differencein fluid pressure.

View a computer simulation to observe

air flow over an aerofoil to gain an idea

on lifting force.

Research and report on the applications ofBernoullis principle.

Solve problems involving Bernoullisprinciple.


State Bernoullis principle.

explain that a resultant forceexists due to a difference in

fluid pressure.

Describe the applications of

Bernoullis principle

Solve problems involvingBernoillis principle.

15


16/23

LEARNING AREA: 4. HEAT




24

2/7/12 -6/7/12

4.1 Understanding thermal

equilibrium

Carry out activities to show that thermal

equilibrium is a condition in which thereis no net heat flow between two objects in

thermal contact.

Use the liquid-in-glass thermometer to

explain how the volume of a fixed massof liquid may be used to define a

temperature scale.


Explain thermal equilibrium.

Explain how a liquid-in-glass

thermometer works.

25

9/7/12 -13/7/12

4.2 Understanding specificheat capacity

Observe the change in temperature when:

a) the same amount of heat is used toheat different masses of water

b) the same amount of heat is used o heatthe same mass of different liquids.

Discuss specific heat capacity.

Plan and carry out an activity todetermine the specific heat capacity of

a) a liquidb) a solid



Define specific heat capacity (c)

State that c= Q/m

Determine the specific heat

capacity of a liquid.

Determine the specific heatcapacity of a solid.

Heat capacity only relatesto a particular object

whereas specific heatcapacity relates to a

material.

Guide students to analyse

the unit ofc as Jkg-1K-1 orJkg-10C-1

16


17/23




specific heat capacity.

Solve problems involving specific heatcapacity.

Describe applications of specific

heat capacity.

Solve problems involving specificheat capacity.

26

16/7/12 -20/7/12

4.3 Understanding specificlatent heat

Carry out an activity to show that there isno change in temperature when heat is

supply to :a) a liquid at its boiling point.

b) 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.

Discussa) latent heat in terms of molecular

behaviour.b) specific latent heat.

Plan and carry out an activity todetermine the specific latent heat of:

c) fusiond) vaporation

Solve problems involving specific latentheat.


State the transfer of heat during achange of phase does not cause a

change in temperature.

Define specific latent heat (l)

State that l =m

Q.

Determine the specific latent

heat of fusion.

Determine the specific latentheat of vaporization.


specific latent heat.

Guide students to analyse

the unit oflasJkg 1

17


18/23




27

23/7/12-27/7/12 UJIAN SELARAS 3

28

30/7/12 3/8/11

4.4 Understanding the gas

laws

Use a model or view computer simulation

on the behavior of molecules of a fixedmass of gas to gain an idea about gas

pressure , temperature and volume.

Discuss gas pressure, volume and

temperature in terms of the behavior ofmolecules based on the kinetic theory.

Plan and carry out an experiment on a

fixed mass of gas to determine therelationship between:

a) pressure and volume at constant

temperature .b) volume and temperature at constant

pressure.

c) pressure and temperature at constantvolume.

Extrapolate P-T and V T graphs or view

computer simulations to show that whenpressure and volume are zero the

temperature on a P-T and V T graphs is-273C

Discuss absolute zero and Kelvin scale of


Explain gas pressure, temperatureand volume in terms of the

behaviour of gas molecules.

Determine the relationshipbetween 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 fixedmass of gas i.e V/T = constant.

Determine the relationshipbetween pressure and temperature

at constant volume for a fixedmass of gas i.e. p/T = constant.

Explain absolute zero.

Explain the absolute / Kelvin scaleof temperature

18


19/23




temperature

Solve problems involving the pressure,temperature and volume of a fixed massof gas

Solve problems involvingpressure, temperature and volumeof a fixed mass of gas.

LEARNING AREA: 5. LIGHT




29

6/8/12 -10/8/12

5.1 Understanding reflection

of light

Observe the image formed in a plane

mirror. Discuss that the image is:a) as far behind the mirror as the object is

in front and the line joining the object andimage is perpendicular to the mirror,

b) the same size as the object ,c) virtual,

d) laterally inverted

Discuss the laws of reflection.

Draw ray diagrams to determine the

position and characteristics of the image

formed by aa) plane mirror


Describe the characteristics of theimage formed by reflection of

light

State the laws of reflection of

light.

Draw ray diagrams to show the

position and characteristics of theimage formed by a

i. plane mirror

30

13/8/11 -17/8/12

5.1 Understanding reflection

of light

Draw ray diagrams to determine the

position and characteristics of the image

Draw ray diagrams to show the

position and characteristics of the19


20/23




formed by a

b) convex mirror

c) concave mirror


reflection of light.

Solve problems involving reflection oflight.

Construct a device based on the

application of reflection of light.

image formed by a

ii. convex mirror

iii.concave mirror Describe applications of reflection

of light.


reflection of light.

Construct a device based on theapplication of reflection of light

18/8/12

26/8/12 CUTI PERTENGAHAN PENGGAL 230

13/8/11 -17/8/12

5.2 Understandingrefraction of light

Observe situations to gain an idea onrefraction.

Conduct an experiment to find therelationship between the angle of

incidence an angle of refraction to obtainSnells Law.

Carry out an activity to determine therefractive index of the glass or perspex

block.

Discuss the reflective index, n,as speed of light in a vacum

speed of light in a medium

Research and report on phenomena due to

refraction,e.g. apparent depth, the


explain refraction of light.

Define refractive index asn = sin i

sin r

Determine the refractive index ofthe glass or perspex block.

state the reflective index, n,asspeed of light in a vacum

speed of light in a medium

describe phenomena due torefraction.

20


21/23




twinkling of stars.

Carry out activities to gain on idea ofapparent depth. With the aid of diagrams,discuss real depth and apparent depth.

Solve problems involving the refractionof light. Solve problems involving the

refraction of light.

31

27/8/12 -31/8/12

5.3 Understanding total

internal reflection of light.

Carry out activities to show the effect of

increasing the angle of incidence on theangle of refraction when light travels

from a denser medium to a less dense

medium to gain an idea about totalinternal reflection and to obtain the

critical angle.

Discuss with the aid of diagrams:a) total internal reflection and

critical angle

b) the relationship between criticalangle and refractive index.

Research and report on

a) natural phenomenon involving

total internal reflection.b) The applications of total internal

reflection , e.g. intelecommunication using fibre

optics.


Explain total internal reflection of

light. Define critical angle ( c ).

Relate the critical angle to the

refractive index i.e. n =csin

1

Describe natural phenomenon

involving total internal reflection.

Describe application of total

internal reflection.

21


22/23




Solve problems involving total internal

reflection.

Solve problems involving total

internal reflection.




32

3/9/12 -7/9/12

5.4 Understanding lenses Use an optical kit to observe and measure

light rays traveling through convex andconcave lenses to gain an idea of focal

point and focal length of convex and

concave lenses.

With the help of ray diagrams discussfocal point and focal length.

Draw ray diagrams to show the positions

and characteristics of the images formed

by aa) Convex lens

b) Concave lens

Carry out activities to gain an idea ofmagnifications.

With the help of ray diagrams, discuss


Explain focal point and focal

length. Determine the focal point and

focal length of a convex lens.

Determine the focal point andfocal length of a concave lens.

Draw ray diagrams to show thepositions and characteristics of the

images formed by a convex lens.

Draw ray diagrams to show thepositions and characteristics of the

images formed by a concave lens.

Define magnification as m=u

v

Relate focal length ( f ) to theobject distance ( u ) and image

distance ( v ),

22


23/23




magnification.

Carry out an activity to find the

relationship between u, v and f.

Carry out activities to gain an idea on theuse of lenses in optical devices.

With the help of ray diagrams discuss the

use of lenses in optical devices such as a

telescope and a microscope.

Construct an optical device that useslenses.

Solve problems involving two lenses.

i.ef

1=

u

1+

v

1

Describe , with the aid of ray

diagrams, the use of lenses inoptical devices.

Construct a simple optical devicethat uses lenses.

Solve problems involving to

lenses.

33-36

10/9/12 -12/10/12

REVISION

37-39

15/10/12 -26/10/12

FINAL EXAMINATION

40

29/10/12- 2/11/12

DISCUSS ANSWER FINAL EXAMINATION

41

5/10/12 -9/11/12

DISCUSS ANSWER FINAL EXAMINATION

23

Documents

F4 Physics Yearly Plan