JABATAN PELAJARAN NEGERI PAHANG SCHEME OF WORK FOR FORM 4 PHYSICS YEARLY TEACHING PLAN 2010

LEARNING AREA: 1. INTRODUCTION TO PHYSICS

Week
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Learning Objec i!e

1.1 Understanding Physics

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A student is able to: explain what physics is

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Observe everyday objects such as table a pencil a mirror etc and discuss hoe they are related to physics concepts. !iew a video on natural phenomena and discuss how they related to physics concepts. "iscuss #ields o# study in physics such as #orces motion heta light etc.

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,PNP '#&"*e $x: !ernier %allipers And &icrometer 'crew (auge

recognize the physics in everyday objects and natural phenomena

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1.) Understanding base *uantities and derived *uantities

A student is able to: explain what base *uantities and derived *uantities are list base *uantities and their units list some derived *uantities and their units. express *uantities using pre#ixes. express *uantities using scienti#ic notation

"iscuss base *uantities and derived *uantities. +rom a text passage identi#y physical *uantities then classi#y them into base *uantities and derived *uantities. ,ist the value o# pre#ixes and their abbreviations #rom nano to giga eg. nano -1./01 nm-nanometer1 "iscus the use o# scienti#ic notation to express large and small numbers.

2ase *uantities are: length -l1 mass-m1 time -t1 temperature -31 and current -41 'uggested derived *uantities: #orce -+1 "ensity -

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1 volume -!1

and velocity -v1 &ore complex derived *uantities may be discussed

Pa-er 1 / 1. *uestions Pa-er . S r"c "re / ) *uestions

1/26

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Learning Objec i!e

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express derived *uantities as well as their units in terms o# base *uantities and base units. solve problems involving conversion o# units

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"etermine the base *uantities- and units1 in a given derived *uantity -and unit1 #rom the related #ormula. 'olve problems that involve the conversion o# units. %arry out activities to show that some *uantities can be de#ined by magnitude only whereas other *uantities need to be de#ined by magnitude as well as direction. %ompile a list o# scalar and vector *uantities.

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6hen these *uantities are introduced in their related learning areas.

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1.7 Understanding scalar and vector *uantities

A student is able to: de#ine scalar and vector *uantities

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give examples o# scalar and vector *uantities.

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1.8 Understanding measurement

A student ia able to &easure physical *uantities using appropriate instruments $xplain accuracy and consistency

%hoose the appropriate instrument #or a given measurement "iscuss consistency and accuracy using the distribution o# gunshots on a target as an example "iscuss the sensitivity o# various instruments "emonstrate through examples systematic errors and random errors. "iscuss what systematic and random errors are. Use appropriate techni*ues to reduce error in measurements such as repeating measurements to #ind the average and compensating #or zero error.

,PNP 'ODULE $x: !ernier %allipers And &icrometer 'crew (auge ENRICH'ENT 'ODULE Pa-er 1 / 1. *uestions Pa-er . S r"c "re / ) *uestions

$xplain sensitivity

error

$xplain types o# experimental

Use appropriate techni*ues to reduce errors

2/26

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Learning Objec i!e

1.9 Analysing scienti#ic investigations

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A student is able to: 4denti#y variables in a given situation 4denti#y a *ueation suitable #or scienti#ic investigation +orm a hypothesis "esign and carry out a simple experiment to test the hypothesis

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Observe a situation and suggest *uestions suitable #or a scienti#ic investigation. "iscucc to: a1 identi#y a *uestion suitable #or scienti#ic investigation b1 identi#y all the variables c1 #orm a hypothesis d1 plan the method o# investigation including selection o# apparatus and wor; procedures %arry out an experiment and: a1 collect and tabulate data b1 present data in asuitable #orm c1 interpret the data and draw conclusions d1 write a complete report

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,PNP 'ODULE $x: :ein#orcement

'cienti#ic s;ills are applied throughout

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:ecord and present data in a suitable #orm 4nterpret data to draw a conclusion 6rite a report o# the investigation

3/26

LEARNING AREA: .. /ORCES AND 'OTION

Week
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Learning Objec i!e

).1 Analysing linear motion

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A student is able to: "e#ine distance and displacement "e#ine speed and velocity and state that

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%arry out activities to gain an idea o#: a1 distance and displacement b1 speed and velocity c1 acceleration and deceleration

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Average speed > total distance = time ta;en

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,PNP 'ODULE Te0 1##k

s v= t

"e#ine acceleration and deceleration and state that

a=

v u t

%alculate speed and velocity %alculate acceleration=deceleration

'olve problems on linear motion with uni#orm acceleration using

v = u + at
1 s = ut + at 2 2 v 2 = u 2 + 2as

%arry out activities usisng a data logger=graphing calculator=tic;er timer to a1 identi#y when a body is at rest moving with uni#orm velocity or non/uni#orm velocity b1 determine displacement velocity and acceleration 'olve problems using the #ollowing e*uations o# motion:

Pa-er 1 / ). *uestions Pa-er . / 9 *uestions

v = u + at
s = ut +

1 2 at 2 v 2 = u 2 + 2as
Re$in&er !elocity is determined #rom the gradient o# displacement @time graph. Acceleration is determined #rom the gradient o# velocity @time graph ,PNP 'ODULE

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).) Analysing motion graphs

A student is able to: plot and interpret displacement/ time and velocity/time graphs deduce #rom the shape o# a displacement/time graph when a body is: i. at rest ii. moving with uni#orm velocity

%arry out activities using a data logger=graphing calculator= tic;er timer to plot a1 displacement/time graphs b1 velocity/time graphs "escribe and interpret: a1 displacement/time graphs

4/26

Week

Learning Objec i!e

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iii. moving with non/uni#orm velocity determine distance displacement and velocity #rom a displacement @time graph

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b1 velocity/time graphs "etermine distance displacement velocity and acceleration #rom a displacement @time and velocity@time graphs.

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A student is able to: deduce #rom the shape o# velocity/ time graph when a body is: a. at rest b. moving with uni#orm velocity c. moving with uni#orm acceleration determine distance displacement velocity and acceleration #rom a velocity@time graph solve problems on linear motion with uni#orm acceleration. ).7 Understanding 4nertia A student is able to: explain what inertia is

,PNP 'ODULE "istance is etermined #rom the area under a velocity @ time graph.

'olve problems on linear motion with uni#orm acceleration involving graphs.

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%arry out activities=view computer simulations= situations to gain an idea on inertia. %arry out activities to #ind out the relationship between inertia and mass. :esearch and report on a1 the positive e##ects o# inertia b1 ways to reduce the negative e##ects o# inertia

,PNP 'ODULE BewtonCs +irst ,aw o# &otion maybe introduced here. ENRICH'ENT 'ODULE Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestions E%%a2 / ) *uestions Pa-er 3 E%%a2 / 1 *uestion

relate mass to inertia

give examples o# situations involving inertia suggest ways to reduce the negative side e##ects o# inertia.

5/26

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).8 Analysing momentum

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A student is able to: de#ine the momentum o# an object de#ine momentum o# mass -m1 and velocity -v1 i.e.

( p ) as the product

p = mv

state the principle o# conservation o# momentum

%arry out activities=view computer simulations to gain an idea o# momentum by comparing the e##ect o# stopping two objects: a1 o# the same mass moving at di##erent speeds b1 o# di##erent masses moving at the same speeds. / need to be emphasized di##erent "irection "iscuss momentum as the product o# mass and velocity.

!iew computer simulations on collision and xplosions to gain an idea on the conservation o# momentum %onduct an experiment to show that the total momentum o# a closed system is a constant %arry out activities that demonstrate the conservation o# momentum e.g. water roc;ets.

6/26

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,PNP 'ODULE Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / 9 *uestions E%%a2 / ) *uestions Pa-er 3 4. 5 1 *uestion ,PNP 'ODULE ENRICH'ENT 'ODULE Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestions E%%a2 / ) *uestions Pa-er 3 4. @ 1 *uestion ,PNP 'ODULE ENRICH'ENT 'ODULE Pa-er 1 / 1. *uestions Pa-er .

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A student is able to: describe applications o# conservation o# momentum

:esearch and report on the applications o# conservation o# momentum such as in roc;ets or jet engines . 'olve problems involving linear momentum

:eminder &omentum as a vector *uantity needs to be emphasized in problem solving

solve problems involving momentum

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).9 Understanding the e##ects o# a #orce

A student is able to: describe the e##ects o# balanced #orces acting on an object describe the e##ects o# unbalanced #orces acting on an object determine the relationship between #orce mass and acceleration i.e. + > ma.

6ith the aid o# diagrams describe the #orces acting on an object: a1 at rest b1 moving at constant velocity c1 accelerating %onduct experiments to #ind the relationship between: a1 acceleration and mass o# an object under constant #orce b1 acceleration and #orce #or a constant mass. 'olve problems using + > ma !iew computer simulations o# collision and explosions to gain an idea on impulsive #orces. "iscuss a1 impulse as a change o# momentum b1 an impulsive #orce as the rate

6hen the #orces acting on an objects are balanced they cancel each other out -nett #orce > .1. 3he object then behaves as i# there is no #orce acting on it. BewtonCs 'econd ,aw o# &otion may be introduced here

'olve problem using + > ma

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).< Analysing impulse and impulsive #orce

A student is able to: explain what an impulsive #orce is . give examples o# situations involving impulsive #orces de#ine impulse as a change o# momentum i.e.

+t = mv / mu

de#ine impulsive #orces as the rate o#

7/26

Week

Learning Objec i!e

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change o# momentum in a collision or explosion i.e.

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o# change o# momentum in a collision or explosion c1 how increasing or decreasing time o# impact a##ects the magnitude o# the impulsive #orce. :esearch and report situations where: a1 an impulsive #orce needs to be reduced and how it can be done b1 an impulsive #orce is bene#icial

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S r"c "re& / ) *uestions E%%a2 / ) *uestions

+ =

mv / mu t

explain the e##ect o# increasing or decreasing time o# impact on the magnitude o# the impulsive #orce. "escribe situation where an impulsive #orce needs to be reduced and suggest ways to reduce it. describe situation where an impulsive #orce is bene#icial solve problems involving impulsive #orces

'olve problems involving impulsive #orces

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).? 2eing aware o# the need #or sa#ety #eatures in vehicles

A student is able to: describe the importance o# sa#ety #eatures in vehicles

:esearch and report on the physics o# vehicle collision and sa#ety #eatures in vehicles in terms o# physics concepts. "iscuss the importance o# sa#ety #eatures in vehicles.

,PNP 'ODULE ENRICH'ENT 'ODULE Pa-er . E%%a2 / 1 *uestions

8/26

Week
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Learning Objec i!e

).A Understanding gravity

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A student is able to: explain acceleration due to gravity

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%arry out activity or view computer simulations to gain an idea o# acceleration due to gravity. "iscuss a1 acceleration due to gravity b1 a gravitational #ield as a region in which an object experiences a #orce due to gravitational attraction and c1 gravitational #ield strength -g1 as gravitational #orce per unit mass %arry out an activity to determine the value o# acceleration due to gravity. "iscuss weight as the $arthCs gravitational #orce on an object

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6hen considering a body #alling #reely g -> 0.A m=s)1 is its acceleration but when it is at rest g ->0.A B=;g1 is the $arthCs gravitational #ield strength acting on it. 3he weight o# an object o# #ixed mass is dependent on the g exerted on it.

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,PNP 'ODULE

state what a gravitational #ield is de#ine gravitational #ield strength

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestions E%%a2 / 1 *uestions

determine the value o# acceleration due to gravity

de#ine weight -61 as the product o# mass -m1 and acceleration due to gravity -g1 i.e. 6 >mg. solve problems involving acceleration due to gravity.

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).0 Analysing #orces in e*uilibrium

A student is able to: describe situations where #orces are in e*uilibrium

state what a resultant #orce is

'olve problems involving acceleration due to gravity. 6ith the aid o# diagrams describe situations where #orces are in e*uilibrium e.g. a boo; at rest on a table an object at rest on an inclined plane. 6ith the aid o# diagrams discuss

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Pa-er 1 / 1. *uestions Pa-er . S r"c "re&

9/26

Week

Learning Objec i!e

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add two #orces to determine the resultant #orce. :esolve a #orce into the e##ective component #orces . 'olve problems involving #oces in e*uilibrium

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the resolution and addition o# #orces to determine the resultant #orce.

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/ ) *uestions

'olve problems involving #orces in e*uilibrium -limited to 7 #orces1. Observe and discus situations where wor; is done. "iscuss that no wor; is done when: a1 a #orce is applied but no displacement occurs b1 an object undergoes a displacement with no applied #orce acting on it. (ive examples to illustrate how energy is trans#erred #rom one object to another when wor; is done "iscuss the relationship between wor; done to accelerate a body and the change in ;inetic energy "iscuss the relationship between wor; done against gravity and gravitational potential energy. %arry out an activity to show the principle o# conservation o# energy 'tate that power is the rate at which wor; is done P > 6=t. %arry out activities to measure
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).1. Understanding wor; energy power and e##iciency.

A student is able to: "e#ine wor; -61 as the product o# an applied #orce -+1 and displacement -s1 o# an object in the direction o# the applied #orce i.e. 6 > +s.

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'tate that when wor; is done energy is trans#erred #rom one object to another. "e#ine ;inetic energy and state that $; =

1 mv ) )

"e#ine gravitational potential energy and state that $p > mgh

'tate the principle o# conservation o# energy. "e#ine power and state that P > 6=t

Dave students recall the di##erent #orms o# energy.

10/26

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Learning Objec i!e

Learning O" c#$e%

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power. "iscuss e##iciency as: Use#ul energy output x 1.. E $nergy input $valuate and report the e##iciencies o# various devices such as a diesel engine a petrol engine and an electric engine. 'olve problems involving wor; energy power and e##iciency. "iscuss that when an energy trans#ormation ta;es place not all the energy is used to do use#ul wor;. 'ome is converted into heat or other types o# energy. &aximising e##iciency during energy trans#ormations ma;es the best use o# the available energy. 3his helps to conserve resources %arry out activities to gain an idea on elasticity. Plan and conduct an experiment to #ind the relationship between #orce and extension o# a spring. :elate wor; done to elastic potential energy to obtain $ p =

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$xplain what e##iciency o# a device is.

'olve problems involving wor; energy power and e##iciency

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).11 Appreciating the importance o# maximising the e##iciency o# devices.

A student is able to: recognize the importance o# maximising e##iciency o# devices in conserving resources.

,PNP 'ODULE

Pa-er 1 / 9 *uestions

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).1) Understanding elasticity.

A student is able to: de#ine elasticity de#ine Doo;eCs ,aw

,PNP 'ODULE

de#ine elastic potential energy and state that $ p =

1 ;x ) )

1 ;x ) . )

"escribe and interpret #orce/ extension graphs.

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestions E%%a2 / ) *uestions Pa-er 3 41 5 1 *uestions

11/26

Week

Learning Objec i!e

Learning O" c#$e%

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4. 5 1 *uestions E%%a2 / 1 *uestion

determine the #actors that a##ect elasticity.

4nvestigate the #actors that a##ects elasticity.

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"escribe applications o# elasticity

:esearch and report on applications o# elasticity. 'olve problems involving elasticity.

'olve problems involving elasticity

12/26

LEARNING AREA: 3. /ORCES AND PRESSURE

Week
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Learning Objec i!e

7.1 Understanding pressure

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A student is able to: "e#ine pressure and state that

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Observe and describe the e##ect o# a #orce acting over a large area compared to a small area e.g. school shoes versus high heeled shoes. "iscuss pressure as #orce per unit area :esearch and report on applications o# pressure. 'olve problems involving pressure

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4ntroduce the unit o# pressure pascal -Pa1 -Pa > B=m)1

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,PNP 'ODULE

P =

+ A

"escribe applications o# pressure solve problems involving pressure

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestions E%%a2 / 1 *uestions Pa-er 3 E%%a2 / 1 *uestion ,PNP 'ODULE

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7.) Understanding pressure in li*uids

A student is able to: relate depth to pressure in a li*uid relate density to pressure in a li*uid explain pressure in a li*uid and state that P > hg describe applications o# pressure in li*uids.

'olve problems involving pressure in li*uids.

Observe situations to #orm ideas that pressure in li*uids: a1 acts in all directions b1 increases with depth Observe situations to #orm the idea that pressure in li*uids increases with density :elate depth -h1 density -) and gravitational #ield strength -g1 to pressure in li*uids to obtain P > hg :esearch and report on a1 the applications o# pressure in li*uids b1 ways to reduce the negative e##ect o# pressure in li*uis 'olve problems involving pressure in li*uids.

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestions E%%a2 / 1 *uestions Pa-er 3 41 61 E%%a2 / 1 *uestion

13/26

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Learning Objec i!e

7.7 Understanding gas pressure and atmospheric pressure

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A student is able to: explain gas pressure

%arry out activities to gain an idea o# gas pressure and atmospheric "iscuss gas pressure in terms o# the behaviour o# gas molecules based on the ;inetic theory

explain atmospheric pressure

"iscuss atmospheric pressure in terms o# the weight o# the atmosphere acting on the $arthCs sur#ace "iscuss the e##ect o# altitude on the magnitude o# atmospheric pressure :esearch and report on the application o# atmospheric pressure 'olve problems involving atmospheric and gas pressure including barometer and manometer readings. Observe situations to #orm the idea that pressure exerted on an enclosed li*uid is transmitted e*ually to every part o# the li*uid "iscuss hydraulic systems as a #orce multiplier to obtain: Outpur #orce > output piston area 4nput #orce input piston area

describe applications o# atmospheric pressure solve problems involving atmospheric pressure and gas pressure

'tudent need to be introduced to instruments used to measure gas pressure -2ourdon (auge1 and atmospheric pressure -+ortin barometer aneroid barometer1. 6or;ing principle o# the instrument is not re*uired. 4ntroduce other units o# atmospheris pressure. 1 atmosphere > ?<. mmDg > 1..7 m water> 1.17.. Pa 1 milibar > 1.. Pa

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestions

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7.8 Applying PascalCs principle

A student is able to: state PascalCs principle.

,PNP 'ODULE

$xplain hydraulic system

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / 1 *uestion E%%a2 5 1 P36 e%%a26 1

14/26

Week

Learning Objec i!e

Learning O" c#$e%

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"escribe applications o# PascalCs principle. 'olve problems involving PascalCs principle.

:esearch and report on the application o# PascalCs principle -hydraulic systems1 'olve problems involving PascalCs principle %arry out an activity to measure the weight o# an object in air and the weight o# the same object in water to gain an idea on buoyant #orce. %onduct an experiment to investigate the relationship between the weight o# water displaced and the buoyant #orce. "iscuss buoyancy in terms o#: a1 An object that is totally or partially submerged in a #luid experiences a buoyant #orce e*ual to the weight o# #luid displaced b1 3he weight o# a #reely #loating object being e*ual to the weight o# #luid displaced c1 a #loating object has a density less than or e*ual to the density o# the #luid in which it is #loating.
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7.9 Applying ArchimedesC principle.

A student is able to: $xplain buoyant #orce

:elate buoyant #orce to the weight o# the li*uid displaced

Dave students recall the di##erent #orms o# energy.

Pa-er . S r"c "re& / 1 *uestion

'tate ArchimedesC principle.

"escribe applications o# Archimedes principle

15/26

Week

Learning Objec i!e

Learning O" c#$e%

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:esearch and report on the applications o# ArchimedesC principle e.g. submarines hydrometers hot air balloons 'olve problems involving ArchimedesC principle. 2uild a %artesian diver. "iscuss wy the diver can be made to move up and down. %arry out activities to gain the idea that when the speed o# a #lowing #luid increases its pressure decreases e.g. blowing above a strip o# paper blowing through straw between two pingpong balls suspended on strings. "iscuss 2ernoulliCs principle %arry out activities to show that a resultant #orce exists due to a di##erence in #luid pressure. !iew a computer simulation to observe air #low over an aro#oil to gain an idea on li#ting #orce. :esearch and report on the applications o# 2ernoulliCs principle. 'olve problems involving 2ernoulliCs principle.

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'olve problems involving Archimedes principle

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7.< Understanding 2ernoulliCs principle.

A student is able to: 'tate 2ernoulliCs principle $xplain that resultant #orce exists due to a di##erence in #luid pressure

,PNP 'ODULE

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestion E%%a2 5 1

"escribe applications o# 2ernoulliCs principle

'olve problems involving 2ernoulliCs principle

16/26

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Learning Objec i!e

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17/26

LEARNING AREA:7. HEAT

Week
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Learning Objec i!e

8.1 Understanding thermal e*uilibrium.

Learning O" c#$e%

A student is able to: $xplain thermal e*uilibrium

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%arry out activities to show that thermal e*uilibrium is a condition in which there is no nett heat #low between two objects in thermal contact Use the li*uid/in/glass thermometer to explain how the volume o# a #ixed mass o# li*uid may be used to de#ine a temperature scale. Observe th change in temperature when: a1 the same amount o# heat is used to heat di##erent masses o# water. b1 the same amount o# heat is used to heat the same mass o# di##erent li*uids. "iscuss speci#ic heat capacity

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,PNP 'ODULE

$xplain how a li*uid in glass thermometer wor;s

Pa-er 1 / 9 *uestions Pa-er . S r"c "re& / ) *uestion E%%a2 5 .

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8.) Understanding speci#ic heat capacity

A student is able to: "e#ine speci#ic heat capacity - c1

'tate that c =

F mc

Deat capacity only relates to a particular object whereas speci#ic heat capacity relates to a material

,PNP 'ODULE

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestion E%%a2 5 . P36 4.6 1

"etermine the speci#ic heat capacity o# a li*uid. "etermine the speci#ic heat capacity o# a solid

Plan and carry out an activity to determine the speci#ic heat capacity o# a1 a li*uid b1 a solid

(uide students to analyse the unit o# c as 1 1 H;g G or

1o H;g %
1

18/26

Week

Learning Objec i!e

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"escribe applications o# asepsi#ic heat capacity 'olve problems involving speci#ic heat capacity.

S"gge% e& Ac i!i ie%

:esearch and report on applications o# speci#ic heat capacity. 'olve problems involving speci#ic heat capacity. %arry out an activity to show that there is no change in temperature when heat is supplied to: a1 a li*uid at its boiling point. b1 a solid at its melting point. 6ith the aid o# a cooling and heating curve discuss melting solidi#ication boiling and condensation as processes involving energy trans#er without a change in temperature. "iscuss a1 latent heat in terms o# molecular behaviour b1 speci#ic latent heat Plan and carry out an activity to determine the speci#ic latent heat o# a1 #usion b1 vaporisation

N# e%

'ini$"n re("ire$en ) %#"rce%

)0 P*ea%e in%er +eek &a e%

8.7 Understanding speci#ic latent heat

A student is able to: 'tate that trans#er o# heat during a change o# phase does not cause a change in temperature

,PNP 'ODULE

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestion E%%a2 5 . P36 416 1

"e#ine speci#ic latent heat (l 'tate that l =

F m

(uide students to analyse the unit o# (l as H;g

1

"etermine the speci#ic latent heat o# a #usion. "etermine the speci#ic latent heat o# vaporization 'olve problems involving speci#ic latent heat

'olve problems involving speci#ic latent heat.

19/26

Week
7. P*ea%e in%er +eek &a e%

Learning Objec i!e

8.8 Understanding the gas laws

Learning O" c#$e%

A student is able to: explain gas pressure temperature and volume in terms o# gas molecules.

S"gge% e& Ac i!i ie%

Use a model or view computer simulations on the bahaviour o# molecules o# a #ixed mass o# gas to gain an idea about gas pressure temperature and volume. "iscuss gas pressure volume and temperature in terms o# the behaviour o# molecules based on the ;inetic theory. Plan and carry out an experiment on a #ixed mass o# gas to determine therelationship between: a1 pressure and volume at constant temperature b1 volume and temperature at constant pressure c1 pressure and temperature at constant volume $xtrapolate P/3 and !/3 graphs or view computer simulations to show that when pressure and volume are zero the temperature on a P/3 and !/3 graph is @ )?7.%. "iscuss absolute zero and the Gelvin scale o# temperature 'olve problems involving the pressure temperature and volume o# a #ixed mass o# gas.

N# e%

'ini$"n re("ire$en ) %#"rce%

HPBP &odule
Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / 9 *uestion P36 4.6 1 E%%a2 6 3

71 P*ea%e in%er +eek &a e%

"etermine the relationship between pressure and volume at constant temperature #or a #ixed mass o# gas i.e p! > constant "etermine the relationship between volume and temperature at constant pressure #or a #ixed mass o# gas i.e !=3 > constant "etermine the relationship between pressure and temperature at constant volume #or a #ixed mass o# gas i.e p=3 > constant $xplain absolute zero $xplain the absolute=Gelvin scale o# temperature 'olve problems involving pressure temperature and volume o# a #ixed mass o# gas

20/26

LEARNING AREA:8. LIGHT

Week
)A P*ea%e in%er +eek &a e%

Learning Objec i!e

9.1 Understanding re#lection o# light.

Learning O" c#$e%

A student is able to: "escribe the characteristic o# the image #ormed by re#lection o# light

S"gge% e& Ac i!i ie%

Observe the image #ormed in a plane mirror. "iscuss that the image is: a1 as #ar behind the mirror as the object is in #ront and the line joining the object and image is perpendicular to the mirror. b1 the same size as the object c1 virtual d1 laterally inverted "iscuss the laws o# re#lection "raw the ray diagrams to determine the position and characteristics o# the image #ormed by a a1 plane mirror b1 convex mirror c1 concave mirror :esearch and report on applications o# re#lection o# light 'olve problems involving re#lection o# light %onstruct a device based on the application o# re#lection o# light

N# e%

'ini$"$ Re("ire$en ) S#"rce% HPBP &odule

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / 1 *uestion E%%a2 / 1 *uestion Pa-er 3 / F1/ 1 / F) / 1 / $ssay / 1

'tate the laws o# re#lection o# light "raw ray diagrams to show the position and characteristics o# the image #ormed by a i. plane mirror ii. convex mirror iii. concave mirror "escribe applications o# re#lection o# light 'olve problems involving re#lection o# light %onstruct a device based on the application o# re#lection o# light

21/26

Week
)0 P*ea%e in%er +eek &a e%

Learning Objec i!e

9.) Understanding re#raction o# light.

Learning O" c#$e%

A student is able to: $xplain re#raction o# light

S"gge% e& Ac i!i ie%

Observe situations to gain an idea o# re#raction %onduct an experiment to #ind the relationship between the angle o# incidence and angle o# re#raction to obtain 'nellCs law. %arry out an activity to determine the re#ractive index o# a glass or perspex bloc; "iscuss the re#ractive index 'peed o# light in a vacuum 'peed o# light in a medium

N# e%

'ini$"$ Re("ire$en ) S#"rce% HPBP &odule

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestions E%%a2 / ) *uestions Pa-er 3 / F1/ 1 / F) / 1 / $ssay / 1

"e#ine re#ractive index as

I =

sini sinr

"etermine the re#ractive index o# a glass or Perspex bloc;

'tate the re#ractive index 'peed o# light in a vacuum 'peed o# light in a medium "escribe phenomena due to re#raction

as

as

:esearch and report on phenomena due to re#raction e.g. apparent depth the twin;ling o# stars. %arry out activities to gain an idea o# apparent depth. 6ith the aid o# diagrams discuss real depth and apparent depth. 'olve problems involving re#raction o# light

'olve problems involving re#raction o# light

22/26

Week
7. P*ea%e in%er +eek &a e%

Learning Objec i!e

9.7 Understanding total internal re#lection o# light.

Learning O" c#$e%

A student is able to: $xplain total internal re#lection o# light "e#ine critical angle -c1

S"gge% e& Ac i!i ie%

%arry out activities to show the e##ect o# increasing the angle o# incidence on the angle o# re#raction when light travels #rom a denser medium to a less dense medium to gain an idea about total internal re#lection and to obtain the critical angle. "iscuss with the aid o# diagrams: a1 total internal re#lection and critical angle b1 the relationship between critical angle and re#ractive angle :esearch and report on a1 natural phenomena involving total internal re#lection b1 the applications o# total re#lection e.g. in telecommunication using #ibre optics. 'olve problems involving total internal re#lection Use an optical ;it to observe and measure light rays traveling through convex and concave lenses to gain an idea o# #ocal point and #ocal length. "etermine the #ocal point and #ocal length o# convex and concave lenses.

N# e%

'ini$"$ Re("ire$en ) S#"rce% HPBP &odule

Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestion E%%a2 / 1 *uestion Pa-er 3 / F1/ 1

:elate the critical angle to the re#ractive index i.e I =

1 sin c

"escribe natural phenomenon involving total internal re#lection "escribe applications o# total internal re#lection

'olve problems involving total internal re#lection

71 P*ea%e in%er +eek &a e%

9.8 Understanding lenses.

A student is able to: $xplain #ocal point and #ocal length determine the #ocal point and #ocal length o# a convex lens determine the #ocal point and #ocal length o# a concave lens

HPBP &odule
Pa-er 1 / 1. *uestions Pa-er . S r"c "re& / ) *uestions E%%a2

23/26

Week

Learning Objec i!e

Learning O" c#$e%

S"gge% e& Ac i!i ie%

N# e%

'ini$"$ Re("ire$en ) S#"rce%

/ ) *uestions Pa-er 3 / F1/ 1 / F) / 1 / $ssay / 1

Rein9#rce$en $#&"*e.

24/26

Week
71 7) P*ea%e in%er +eek &a e%

Learning Objec i!e

Learning O" c#$e%

"raw ray diagrams to show the positions and characteristics o# the images #ormed by a convex lens. "raw ray diagrams to show the positions and characteristics o# the images #ormed by a concave lens.

S"gge% e& Ac i!i ie%

6ith the help o# ray diagrams discuss #ocal point and #ocal length "raw ray diagrams to show the positions and characteristic o# the images #ormed by a a1 convex lens b1 concave lens

N# e%

'ini$"$ Re("ire$en ) S#"rce%

"e#ine magni#ication as m = :elate #ocal length -#1 to the object distance -u1 and image distance -v1 i.e.

v u

1 1 1 = + # u v

%arry out activities to gain an idea o# magni#ication. 6ith the help o# ray diagrams discuss magni#ication. %arry out activities to #ind the relationship between u v and #

"escribe with the aid o# ray diagrams the use o# lenses in optical devices.

%onstruct an optical device that uses lenses. 'olve problems involving to lenses.

%arry out activities to gain an idea on the use o# lenses in optical devices. 6ith the help o# ray diagrams discuss the use o# lenses in optical devices such as a telescope and microscope %onstruct an optical device that uses lenses. 'olve problems involving to lenses

Nota : 1. Minggu yang dicadangkan adalah minggu p nga!a"an #aha!a$ tidak t "ma#uk minggu akti%iti dan minggu u!ian dan p p "ik#aan.

25/26

2. & tua 'anitia p "lu m ny #uaikan minggu p nga!a"an yang dicadangkan d ngan akti%iti # kolah ma#ing(ma#ing. 3. & tua 'anitia p "lu m ma#ukkan ta"ikh # tiap minggu ) "k naan.

26/26