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Yearly Lesson Plan (Physics F5)

Yearly Lesson Plan (Physics F5)

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Published by Nik Noraini Jusoh

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Published by: Nik Noraini Jusoh on Jan 02, 2013
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LEARNING AREA: 1.

WAVES

slinky springs. period. d) the direction of propagation of waves in relation to wavefronts. e) wave speed (v). Discuss amplitude and period with the aid of a displacement .time graph for a wave. View computer simulations to gain an understanding of: a) amplitude (a). c) wavefronts.1 Understanding Waves Suggested Learning Activities Observe situations to gain an idea of waves as illustrated by vibrations in ropes. iii.Date 5-9 Jan Learning Objective 1. b) transverse and longitudinal waves. d) wavelength(? ). iv. . v. wave speed.tempoh propagation – perambatan resonance resonans transverse wave – gelombang melintang vibration – getaran wavefront – muka gelombang wavelength – panjang gelombang wave – gelombang ? define i. period and frequency. c) direction of propagation of waves in relation to wavefronts for transverse and longitudinal waves. or a ripple tank. Observe an oscillating system such as a simple pendulum or a loaded spring to define amplitude. ? compare transverse and longitudinal waves and give examples of each. ? recognise that waves transfer energy without transferring matter. ? sketch and interpret a displacement . b) period (T). ii. b) wavefronts. ? state the direction of propagation of waves in relation to wavefronts. Discuss amplitude and wavelength with the aid of a Learning Outcomes A student is able to: ? describe what is meant by wave motion. frequency. ? state what is meant by a wavefront. Notes Vocabulary amplitude amplitud frequencyfrekuensi longitudinal wave – gelombang membujur period .time graph for a wave. Carry out activities using a ripple tank and a slinky spring to demonstrate: a) that waves transfer energy without transferring matter. amplitude. View computer simulations to gain an idea of: a) transverse and longitudinal waves. wavelength. c) frequency (f).

ELECTRICITY .LEARNING AREA: 2.

Discuss potential difference( V) as work done (W) when moving 1C of charge(Q) between two points in an electric field. Learning Outcomes A student is able to: ? state the relationship between electron flow and electric current. ? define electric current. 16-20 Feb 2. ? plan and conduct an experiment to find the relationship between current and potential difference.time Vocabulary electric charge – cas elektrik electric current – arus elektrik electric field – medan elektrik electron flow – aliran elektron I? Q t Carry out activities/view computer simulations to study electric field lines for different arrangements of charges. ? describe the effect of an electric field on a charge.2 Analysing the relationship between electric current and potential difference View computer simulations to gain an understanding of potential difference. A student is able to: ? define potential difference. ? explain factors that affect resistance. b) a candle flame. Q Plan and conduct an experiment to find the relationship between current and potential difference for an ohmic conductor.e.Date 16-20 Feb Learning Objective 2. Observe the effect of an electric field on: a) a ping-pong ball coated with conducting material. . I – current Q – charge t . ? describe the relationship between current and potential difference. i. i. ? sketch electric field lines showing the direction of the field. ? describe an electric field. ? define resistance. Discuss to solve problems involving problems involving electric charge and current. Potential difference and voltage may be used interchangeab ly here. Notes Recall the activity carried out using a Van de Graff generator to show the relationship between electric charge and current flow.e. ? solve problems involving electric charge and current. V ? W. potential difference – beza keupayaan resistance – rintangan voltage – voltan work – kerja ? state Ohm’s law. Discuss Ohm’s law as the relationship between potential difference and current at constant temperature.1 Analysing electric fields and charge flow Suggested Learning Activities Discuss electric current as the rate of charge flow.

ELECTROMAGNETISM .LEARNING AREA: 3.

c) the use of a soft iron core. c) solenoid. current-carrying conductor – konduktor membawa arus direct current motor – motor arus terus magnetic field – medan magnet moving-coil ammeter – ammeter gegelung bergerak ? explain the factors that affect The working principle of a the magnitude of the force on . Research and report on applications of electromagnets such as in electric bells. Vocabulary coil – gegelung solenoid – solenoid 30 March10 Apr 3. ? draw the pattern of the combined magnetic field due to a current . Fleming’s lefthand rule may be introduced. Carry out activities to study the pattern and direction of the magnetic field due to a current in a: a) straight wire. ii. Carry out experiments to study factors that affect the A student is able to: ? describe what happens to a current . View computer simulations to gain an understanding of the resultant magnetic field obtained by combining the magnetic fields due to a current –carrying conductor and a magnet. iii. Learning Outcomes A student is able to: ? state what an electromagnet is.Date 16-27 March Learning Objective 3. straight wire. Notes The righthandgrip rule may be introduced. solenoid. b) coil.1 Analysing the magnetic effect of a current- Suggested Learning Activities Recall what an electromagnet is. ? plan and conduct experiments to study factors that affect the strength of the magnetic field of an electromagnet.e. i. coil.carrying conductor in a magnetic field.: a) the number of turns on the coil. circuit breakers. electromagnetic relays and telephone ear -pieces. ? describe applications of electromagnets.2 Understanding the force on a current-carrying conductor in a magnetic field Carry out activities to show the force on a current – carrying conductor in a magnetic field including the effect of reversing the direction of the current and magnetic field. ? describe how a current – carrying conductor in a magnetic field experiences a force. b) the size of current carried by the coil. Plan and conduct experiments to study factors that affect the strength of a magnetic field of an electromagnet.carrying conductor in a magnetic field. ? draw the magnetic field pattern due to a current in a: i.

LEARNING AREA: 4. ELECTRONICS .

? solve problems based on the C.R.O. d) energy changes.) Suggested Learning Activities View computer simulations to gain an understanding of thermionic emission.R. ? display wave forms using the C.R. to: a) measure potential difference.diod semiconductor – semikonductor rectification – retifikasi full wave – gelombang penuh half wave – gelombang setengah capacitor kapasitor . 8-12 June 4. ? describe semiconductor diodes. Carry out activities to study the properties of cathode rays using apparatus such as the Maltese Cross tube. The term doping may be introduced. ? describe the use of diodes as rectifiers. Notes Vocabulary thermionic emission – pancaran termion cathode rays – sinar katod cathode ray oscilloscope – osiloskop sinar katod fluorescent pendafluor ? measure potential difference using the C.2 Understanding semiconductor diodes View computer simulations to gain an understanding of properties of semiconductors in terms of its resistance and free electrons. b) measure short time intervals. b) deflection system. ? describe the properties of cathode rays. Carry out activities using a C. Discuss to solve problems based on the C.O. Learning Outcomes A student is able to: ? explain thermionic emission.O.O. Build a half-wave rectifier circuit and a full-wave rectifier circuit.R.O.R. b) semiconductor diodes. ? describe n-type and p-type semiconductors.R. c) fluorescent screen. View computer simulations to gain an understanding of: a) n-type and p-type semiconductors.O.R. Carry out activities to observe current flow through a semiconductor diode (p -n junction) in forward bias or reverse bias. ? describe the working principle of the cathode ray oscilloscope. display. display. ? describe the function of diodes. ? measure short time intervals using the C.Date 4-8 May Learning Objective 4. A student is able to: ? describe semiconductors in terms of resistance and free electrons.1 Understanding the uses of the Cathode Ray Oscilloscope (C.O. Discuss the cathode ray oscilloscope from the following aspects: a) electron gun. c) display wave forms. doping – pengedopan diode .

LEARNING AREA: 5. RADIOACTIVITY .

.2 Analysing radioactive decay View computer simulations to gain an understanding of radioactivity. ? define proton number (Z) and nucleon number (A). ? explain what radioactive decay is. ? use equations to represent changes in the composition of the nucleus when particles are emitted.e. b) relative penetrating powers. radioactivity – keradioaktifan decay – reputan unstable – tidak stabil half-life – setengah hayat ? compare the 3 kinds of radioactive emissions in terms of their nature. Research and report on the terms nuclide and isotope. beta particles and gamma rays in terms of their: a) relative ionising effect s. Discuss the characteristics of radioactive emissions i. ? solve problems involving half -life.Date Learning Objective 5. ? explain the term nuclide ? use the nuclide notation ? define the term isotope. b) the detection of radioactive emission using detectors such as cloud chambers and Geiger-Muller tubes.1 Understanding the nucleus of an atom Suggested Learning Activities View computer simulations or models to gain an understanding of: a) the composition of the nucleus. c) deflection by electric and magnetic fields. b) isotopes. Discuss: a) that radioactivity is the spontaneous disintegration of an unstable nucleus accompanied by the emission of energetic particles or photo ns. Discuss radioactive decay with the aid of equations Carry out activities to gain an understanding of half -life. . Notes Vocabulary nuclide – nuklid isotope – isotop proton number – nombor proton mass number – nombor jisim 29 June3 July 6-10 July 5. alpha particles. The structure of detectors are not required. ? name common detectors for radioactive emissions. Discuss a typical decay curve. Learning Outcomes A student is able to: ? describe the composition of the nucleus of an atom in terms of protons and neutrons. A student is able to: ? state what radioactivity is. ? explain half -life. ? determine half-life from a decay curve.

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