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Objective

1.1 A student is able to: Observe everyday objects such as table, a

Understanding • explain what physics is pencil, a mirror etc and discuss hoe they

Physics are related to physics concepts.

objects and natural phenomena discuss how they related to physics

concepts.

forces, motion, heta, light etc.

1.2 A student is able to: Discuss base quantities and derived Base quantities are: Base quantities-

Understanding base • explain what base quantities and quantities. length (l), mass(m), time kuantiti asas

quantities and derived derived quantities are (t), temperature (T) and Derived quantities –

quantities • list base quantities and their units From a text passage, identify physical current (I) kuantiti terbitan

• list some derived quantities and quantities then classify them into base Length- panjang

their units. quantities and derived quantities. Suggested derived Mass – jisim

quantities: foce (F) Temperature – suhu

• express quantities using prefixes. List the value of prefixes and their Density ( ρ ) , volume (V) Current – arus

• express quantities using scientific abbreviations from nano to giga, eg. nano and velocity (v) Force – daya

notation (10-9), nm(nanometer) More complex derived Density – ketumpatan

quantities may be Volume – isipadu

Discus the use of scientific notation to discussed Velocity - halaju

express large and small numbers.

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary

Objective

• express derived quantities as well Determine the base quantities( and units) When these quantities Scientific notation –

as their units in terms of base in a given derived quantity (and unit) from are introduced in their bentuk piawai

quantities and base units. the related formula. related learning areas. Prefix- imbuhan

conversion of units of units.

1.3 A student is able to: Carry out activities to show that some

Understanding scalar • define scalar and vector quantities can be defined by magnitude

and vector quantities quantities only whereas other quantities need to be

defined by magnitude as well as direction.

• give examples of scalar and vector quantities.

quantities.

1.4 A student is able to Accuracy- kejituan

Understanding • Measure physical quantities Choose the appropriate instrument for a Consistency-

measurement using appropriate instruments given measurement kepersisan

Sensitivity-kepekaan

• Explain accuracy and Discuss consistency and accuracy using the Error- ralat

consistency distribution of gunshots on a target as an Random - rawak

example

• Explain sensitivity instruments

• Explain types of experimental errors and random errors.

error Discuss what systematic and random

errors are.

error in measurements such as repeating

• Use appropriate techniques measurements to find the average and

to reduce errors compensating for zero error.

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary

Objective

1.5 Analysing A student is able to: Observe a situation and suggest questions

scientific • Identify variables in a given suitable for a scientific investigation. Scientific skills are

investigations situation Discucc to: applied throughout

• Identify a queation suitable a) identify a question suitable for

for scientific investigation scientific investigation

• Form a hypothesis b) identify all the variables

• Design and carry out a simple c) form a hypothesis

experiment to test the hypothesis d) plan the method of investigation

including selection of apparatus and

work procedures

• Record and present data in a a) collect and tabulate data

suitable form b) present data in asuitable form

• Interpret data to draw a c) interpret the data and draw

conclusion conclusions

• Write a report of the d) write a complete report

investigation

LEARNING AREA:2.FORCES AND MOTION

Objective

2.1 A student is able to: Carry out activities to gain an idea of: Average speed = total Distance – jarak

Analysing linear • Define distance and a) distance and displacement distance / time taken Displacement –

motion displacement b) speed and velocity sesaran

• Define speed and velocity and c) acceleration and deceleration Speed – laju

Velocity – halaju

s

state that v= Acceleration –

t pecutan

• Define acceleration and Deceleration,

deceleration and state that retardation –

v −u Carry out activities usisng a data nyahpecutan

a= logger/graphing calculator/ticker timer to

t a) identify when a body is at rest, moving

• Calculate speed and velocity with uniform velocity or non-uniform

• Calculate velocity

acceleration/deceleration b) determine displacement, velocity and

acceleration

Solve problems using the following

equations of motion:

• v = u + at

Solve problems on linear motion with

uniform acceleration using

1 2

• s = ut + at

2

• v = u + at v 2 = u 2 + 2as

1 2

• s = ut + at

2

• v 2 = u 2 + 2as

2.2 A student is able to: Carry out activities using a data

Analysing motion • plot and interpret displacement- logger/graphing calculator/ ticker timer to

graphs time and velocity-time graphs plot

a) displacement-time graphs

• deduce from the shape of a b) velocity-time graphs

displacement-time graph when a

body is: Describe and interpret:

i. at rest a) displacement-time graphs

ii. moving with uniform velocity b) velocity-time graphs

iii. moving with non-uniform velocity

Objective

• determine distance, displacement Determine distance, displacement velocity Reminder

and velocity from a displacement – and acceleration from a displacement –time Velocity is determined

time graph and velocity–time graphs. from the gradient of

• deduce from the shape of displacement –time graph.

velocity- time graph when a body is: Acceleration is

a. at rest determined from the

b. moving with uniform gradient of

velocity velocity –time graph

c. moving with uniform

acceleration Distance is etermined

• determine distance, displacement from the area under a

velocity and acceleration from a velocity – time graph.

velocity–time graph

• solve problems on linear motion Solve problems on linear motion with

with uniform acceleration. uniform acceleration involving graphs.

Understanding • explain what inertia is simulations/ situations to gain an idea on Newton’s First Law of Inertia - inersia

Inertia inertia. Motion maybe introduced

here.

• relate mass to inertia Carry out activities to find out the

relationship between inertia and mass.

involving inertia a) the positive effects of inertia

• suggest ways to reduce the b) ways to reduce the negative effects of

negative side effects of inertia. inertia.

Analysing momentum • define the momentum of an object simulations to gain an idea of momentum by momentum

comparing the effect of stopping two Collision – pelanggaran

objects: Explosion – letupan

a) of the same mass moving at

different speeds

b) of different masses moving at the same

speeds

Objective

• ( )

define momentum p as the Discuss momentum as the product of mass Conservation of linear

product of mass (m) and velocity (v) and velocity. momentum- keabadian

p = mv Reminder momentum

i.e.

Momentum as a vector

• state the principle of conservation

View computer simulations on collision and quantity needs to be

of momentum

xplosions to gain an idea on the emphasized in problem

conservation of momentum solving

total momentum of a closed system is a

constant

conservation of momentum e.g. water

rockets.

• describe applications of

Research and report on the applications of

conservation of momentum

conservation of momentum such as in

rockets or jet engines .

• solve problems involving

momentum

2.5 A student is able to: With the aid of diagrams, describe the When the forces acting

Understanding the • describe the effects of balanced forces acting on an object: on an objects are

effects of a force forces acting on an object a) at rest balanced they cancel each

• describe the effects of b) moving at constant velocity other out (nett force =

unbalanced forces acting on an c) accelerating 0). The object then

object behaves as if there is no

Conduct experiments to find the force acting on it.

• determine the relationship relationship between:

between force, mass and a) acceleration and mass of an object Newton’s Second Law of

acceleration i.e. F = ma. under constant force Motion may be introduced

b) acceleration and force for a constant here

mass.

Objective

2.6 Analysing impulse A student is able to: View computer simulations of collision and Accuracy- kejituan

and impulsive force • explain what an impulsive force is . explosions to gain an idea on impulsive Consistency-

• give examples of situations forces. kepersisan

involving impulsive forces Sensitivity-kepekaan

• define impulse as a change of Discuss Error- ralat

momentum, i.e. a) impulse as a change of momentum Random - rawak

Ft = mv - mu b) an impulsive force as the rate of

• define impulsive forces as the change of momentum in a collision or

rate of change of momentum in a explosion

collision or explosion, i.e. c) how increasing or decreasing

mv - mu time of impact affects the magnitude

F = of the impulsive force.

t

• explain the effect of increasing or Research and report situations where:

decreasing time of impact on the a) an impulsive force needs to be

magnitude of the impulsive force. reduced and how it can be done

• Describe situation where an b) an impulsive force is beneficial

impulsive force needs to be reduced

and suggest ways to reduce it.

• describe situation where an

impulsive force is beneficial

Solve problems involving impulsive forces

• solve problems involving impulsive

forces

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary

Objective

2.7 Being aware of A student is able to: Research and report on the physics of

the need for • describe the importance of vehicle collision and safety features in

safety features in safety features in vehicles vehicles in terms of physics concepts.

vehicles Discuss the importance of safety

features in vehicles.

2.8 Understanding A student is able to: Carry out activity or view computer When considering a

gravity • explain acceleration due to simulations to gain an idea of body falling freely, g Gravitational field –

gravity acceleration due to gravity. (= 9.8 m/s2) is its medan gravity

Discuss acceleration but when

a) acceleration due to gravity it is at rest, g (=9.8

• state what a gravitational b) a gravitational field as a N/kg) is the Earth’s

field is region in which an object gravitational field

• define gravitational field experiences a force due to strength acting on it.

strength gravitational attraction and The weight of an

c) gravitational field strength object of fixed mass

(g) as gravitational force per unit is dependent on the g

mass exerted on it.

Carry out an activity to determine the

value of acceleration due to gravity.

Discuss weight as the Earth’s

• determine the value of gravitational force on an object

acceleration due to gravity

product of mass (m) and

acceleration due to gravity (g)

i.e. W =mg.

• solve problems involving

acceleration due to gravity. Solve problems involving acceleration

due to gravity.

Objective

2.9 Analysing A student is able to: With the aid of diagrams, describe Resultant – daya

forces in • describe situations where situations where forces are in paduan

equilibrium forces are in equilibrium equilibrium , e.g. a book at rest on a Resolve- lerai

table, an object at rest on an inclined

plane.

• state what a resultant force is With the aid of diagrams, discuss the

• add two forces to determine resolution and addition of forces to

the resultant force. determine the resultant force.

• Resolve a force into the

effective component forces .

• Solve problems involving foces Solve problems involving forces in

in equilibrium equilibrium (limited to 3 forces).

Understanding • Define work (W) as the work is done.

work, energy, product of an applied force (F) Discuss that no work is done when:

power and and displacement (s) of an a) a force is applied but no

efficiency. object in the direction of the displacement occurs

applied force i.e. W = Fs. b) an object undergoes a

displacement with no applied force

acting on it.

• State that when work is done Give examples to illustrate how

energy is transferred from one energy is transferred from one object

object to another. to another when work is done

1 done to accelerate a body and the

state that Ek = mv 2

2 change in kinetic energy

Objective

• Define gravitational potential Discuss the relationship between work 2.10

energy and state that Ep = mgh done against gravity and gravitational Have students recall Understanding

potential energy. the different forms of work, energy,

• State the principle of Carry out an activity to show the energy. power and

conservation of energy. principle of conservation of energy efficiency.

• Define power and state that State that power is the rate at which

P = W/t work is done, P = W/t.

Carry out activities to measure power.

Discuss efficiency as:

• Explain what efficiency of a Useful energy output x 100 %

device is. Energy input

Evaluate and report the efficiencies

of various devices such as a diesel

engine, a petrol engine and an electric

engine.

Solve problems involving work, energy,

• Solve problems involving work, power and efficiency.

energy, power and efficiency

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

the importance of • recognize the importance of transformation takes place, not all the

maximising the maximising efficiency of devices energy is used to do useful work.

efficiency of in conserving resources. Some is converted into heat or other

devices. types of energy. Maximising efficiency

during energy transformations makes

the best use of the available energy.

This helps to conserve resources

Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

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

elasticity. • define elasticity on elasticity.

find the relationship between force

and extension of a spring.

1 potential energy to obtain

and state that E p = kx 2 1

2 Ep = kx 2 .

2

Describe and interpret force-

extension graphs.

affect elasticity. affects elasticity.

elasticity of elasticity.

• Solve problems involving

elasticity

LEARNING AREA:3.FORCES AND PRESSURE

Objective

3.1 Understanding A student is able to: Observe and describe the effect of a Introduce the unit of Pressure = tekanan

pressure • Define pressure and state force acting over a large area pressure pascal (Pa)

F compared to a small area, e.g. school (Pa = N/m2)

that P = shoes versus high heeled shoes.

A

Discuss pressure as force per unit

area

Research and report on applications of

• Describe applications of

pressure.

pressure

Solve problems involving pressure

• solve problems involving

pressure

3.2 Understanding A student is able to: Observe situations to form ideas that Depth – kedalaman

pressure in liquids • relate depth to pressure in a pressure in liquids: Density –

liquid a) acts in all directions ketumpatan

b) increases with depth Liquid - cecair

• relate density to pressure in a Observe situations to form the idea

liquid that pressure in liquids increases with

density

Relate depth (h) , density (ρ ) and

• explain pressure in a liquid and

gravitational field strength (g) to

state that P = hρ g

pressure in liquids to obtain P = hρ g

• describe applications of Research and report on

pressure in liquids. a) the applications of pressure in

liquids

b) ways to reduce the negative

effect of pressure in liquis

• Solve problems involving Solve problems involving pressure in

pressure in liquids. liquids.

Objective

3.3 Understanding A student is able to: Carry out activities to gain an idea of Student need to be

gas pressure and • explain gas pressure gas pressure and atmospheric introduced to

atmospheric instruments used to

pressure Discuss gas pressure in terms of the measure gas pressure

behaviour of gas molecules based on (Bourdon Gauge) and

the kinetic theory atmospheric pressure

(Fortin barometer,

• explain atmospheric pressure Discuss atmospheric pressure in aneroid barometer).

terms of the weight of the Working principle of

atmosphere acting on the Earth’s the instrument is not

surface required.

Introduce other units

Discuss the effect of altitude on the of atmospheric

magnitude of atmospheric pressure pressure.

• describe applications of 1 atmosphere = 760

atmospheric pressure Research and report on the mmHg = 10.3 m water=

application of atmospheric pressure 101300 Pa

• solve problems involving 1 milibar = 100 Pa

atmospheric pressure and gas Solve problems involving atmospheric

pressure and gas pressure including barometer

and manometer readings.

3.4 Applying A student is able to: Observe situations to form the idea Enclosed- tertutup

Pascal’s principle • state Pascal’s principle. that pressure exerted on an enclosed Force multiplier-

liquid is transmitted equally to every pembesar daya

part of the liquid Hydraulic systems

– system haudraulik

• Explain hydraulic system Discuss hydraulic systems as a force Transmitted –

multiplier to obtain: tersebar

Outpur force = output piston area

Input force input piston area

Objective

• Describe applications of Research and report on the

Pascal’s principle. application of Pascal’s principle

(hydraulic systems)

• Solve problems involving Solve problems involving Pascal’s

Pascal’s principle. principle

3.5 Applying A student is able to: Carry out an activity to measure the

Archimedes’ • Explain buoyant force weight of an object in air and the Have students recall

principle. weight of the same object in water to the different forms of

gain an idea on buoyant force. energy.

• Relate buoyant force to the Conduct an experiment to investigate

weight of the liquid displaced the relationship between the weight

of water displaced and the buoyant

force.

• State Archimedes’ principle. Discuss buoyancy in terms of:

a) An object that is totally or

partially submerged in a fluid

experiences a buoyant force equal

to the weight of fluid displaced

b) The weight of a freely floating

object being equal to the weight of

fluid displaced

c) a floating object has a density less

than or equal to the density of the

fluid in which it is floating.

Archimedes principle applications of Archimedes’ principle,

• e.g. submarines, hydrometers, hot air

balloons

Objective

Solve problems involving Solve problems involving Archimedes’

Archimedes principle principle.

Build a Cartesian diver. Discuss why

the diver can be made to move up and

down.

3.6 Understanding A student is able to: Carry out activities to gain the idea

Bernoulli’s • State Bernoulli’s principle that when the speed of a flowing fluid

principle. • Explain that resultant force increases its pressure decreases, e.g.

exists due to a difference in blowing above a strip of paper, blowing

fluid pressure through straw, between two pingpong

balls suspended on strings.

Carry out activities to show that a

resultant force exists due to a

difference in fluid pressure.

Bernoulli’s principle air flow over an arofoil to gain an idea

on lifting force.

Research and report on the

applications of Bernoulli’s principle.

Bernoulli’s principle principle.

LEARNING AREA:4.HEAT

Objective

4.1 Understanding A student is able to: Carry out activities to show that thermal equilibrium

thermal • Explain thermal equilibrium thermal equilibrium is a condition in – keseimbangan

equilibrium. which there is no nett heat flow terma

between two objects in thermal

contact

thermometer works to explain how the volume of a fixed

mass of liquid may be used to define a

temperature scale.

4.2 Understanding A student is able to: Observe th change in temperature Heat capacity only specific heat

specific heat • Define specific heat capacity ( when: relates to a particular capacity – muatan

capacity c) a) the same amount of heat is used to object whereas haba tentu

Q heat different masses of water. specific heat capacity

• State that c = b) the same amount of heat is used to relates to a material

mc

heat the same mass of different

liquids.

Discuss specific heat capacity

Guide students to

• Determine the specific heat Plan and carry out an activity to analyse the unit of c

capacity of a liquid. determine the specific heat capacity as Jkg −1 K −1 or

• Determine the specific heat of Jkg −1 o

C −1

Objective

• Describe applications of Research and report on applications of

asepsific heat capacity specific heat capacity.

specific heat capacity. capacity.

4.3 Understanding A student is able to: Carry out an activity to show that Melting –peleburan

specific latent heat • State that transfer of there is no change in temperature Solidification-

heat during a change of phase when heat is supplied to: pemejalan

does not cause a change in a) a liquid at its boiling point. Condensation –

temperature b) a solid at its melting point. kondensasi

With the aid of a cooling and heating Specific latent

curve, discuss melting, solidification, heat – haba pendam

boiling and condensation as processes tentu

involving energy transfer without a

change in temperature.

(l ) a) latent heat in terms of analyse the unit of Specific latent

Q molecular behaviour (l ) heat of fusion –

• State that l = b) specific latent heat as Jkg −1 haba pendam tentu

m

pelakuran

Plan and carry out an activity to Specific latent

determine the specific latent heat of heat of

• Determine the specific latent a) fusion b) vaporisation vaporisation – haba

heat of a fusion. pendam tentu

• Determine the specific latent pepengewapan

heat of vaporization Solve problems involving specific

latent heat.

• Solve problems involving

specific latent heat

Objective

4.4 Understanding A student is able to: Use a model or view computer

the gas laws • explain gas pressure, simulations on the bahaviour of

temperature and volume in terms molecules of a fixed mass of gas to

of gas molecules. gain an idea about gas pressure,

temperature and volume.

Discuss gas pressure, volume and

temperature in terms of the

behaviour of molecules based on the

kinetic theory.

between pressure and volume at fixed mass of gas to determine

constant temperature for a therelationship between:

fixed mass of gas, i.e pV = a) pressure and volume at

constant constant temperature

• Determine the relationship b) volume and temperature at

between volume and temperature constant pressure

at constant pressure for a fixed c) pressure and temperature at

mass of gas, i.e V/T = constant constant volume

• Determine the relationship

between pressure and Extrapolate P-T and V-T graphs or

temperature at constant volume view computer simulations to show

for a fixed mass of gas, i.e p/T = that when pressure and volume are

constant zero the temperature on a P-T and V-

• Explain absolute zero T graph is – 2730C.

• Explain the absolute/Kelvin Discuss absolute zero and the Kelvin

scale of temperature scale of temperature

pressure, temperature and temperature and volume of a fixed

volume of a fixed mass of gas mass of gas.

LEARNING AREA:5.LIGHT

Objective

5.1 Understanding A student is able to: Observe the image formed in a plane

reflection of light. • Describe the characteristic of mirror. Discuss that the image is:

the image formed by reflection a) as far behind the mirror as the

of light object is in front and the line

joining the object and image is

perpendicular to the mirror.

b) the same size as the object

c) virtual

d) laterally inverted

of light

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

the position and characteristics the position and characteristics of

of the image formed by a the image formed by a

i. plane mirror a) plane mirror

ii. convex mirror b) convex mirror

iii. concave mirror c) concave mirror

• Describe applications of Research and report on applications of

reflection of light reflection of light

reflection of light light

the application of reflection of application of reflection of light

light

Objective

5.2 Understanding A student is able to: Observe situations to gain an idea of Real depth – Dalam

refraction of light. • Explain refraction of light refraction nyata

• Define refractive index as Conduct an experiment to find the Apparent depth –

sini relationship between the angle of dalam ketara

η= incidence and angle of refraction to

sinr

obtain Snell’s law.

• Determine the refractive

refractive index of a glass or perspex

index of a glass or Perspex block

block

• State the refractive index,

Speed of light in a vacuum

η , as

Speed of light in a medium

Speed of light in a vacuum

Speed of light in a medium Research and report on phenomena

due to refraction, e.g. apparent depth,

• Describe phenomena due to the twinkling of stars.

refraction Carry out activities to gain an idea of

apparent depth. With the aid of

diagrams, discuss real depth and

apparent depth.

light

• Solve problems involving

refraction of light

Objective

5.3 Understanding A student is able to: Carry out activities to show the

total internal • Explain total internal effect of increasing the angle of

reflection of light. reflection of light incidence on the angle of refraction

• Define critical angle (c) 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.

• Relate the critical angle to the Discuss with the aid of diagrams:

1 a) total internal reflection and

refractive index i.e η = critical angle

sin c

b) the relationship between critical

angle and refractive angle

Research and report on

• Describe natural phenomenon

a) natural phenomena involving total

involving total internal reflection

internal reflection

• Describe applications of total

b) the applications of total

internal reflection reflection e.g. in

telecommunication using fibre

optics.

Solve problems involving total internal

• Solve problems involving total reflection

internal reflection

5.4 Understanding A student is able to: Use an optical kit to observe and

lenses. • Explain focal point and focal measure light rays traveling through

length convex and concave lenses to gain an

• determine the focal point and idea of focal point and focal length.

focal length of a convex lens Determine the focal point and focal

• determine the focal point and length of convex and concave lenses.

focal length of a concave lens

Objective

• Draw ray diagrams to show With the help of ray diagrams, thermal equilibrium

the positions and characteristics discuss focal point and focal length – keseimbangan

of the images formed by a terma

convex lens. Draw ray diagrams to show the

• Draw ray diagrams to show positions and characteristic of the

the positions and characteristics images formed by a

of the images formed by a a) convex lens b) concave lens

concave lens.

v magnification.

m= With the help of ray diagrams,

u

discuss magnification.

• Relate focal length (f) to the

Carry out activities to find the

object distance (u) and image

relationship between u, v and f

distance (v)

1 1 1

i.e. = +

f u v

Carry out activities to gain an idea on

• Describe, with the aid of ray the use of lenses in optical devices.

diagrams, the use of lenses in With the help of ray diagrams,

optical devices. discuss the use of lenses in optical

devices such as a telescope and

microscope

• Construct an optical device lenses.

that uses lenses.

Solve problems involving to lenses

• Solve problems involving to

lenses.

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