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LEARNING AREA/WEEKS Chapter 1 INTRODUCTION TO PHYSICS (1/2 week ) (80 mins.)

LEARNING OBJECTIVES 1.1 Understanding physics

LEARNING OUTCOMES A student is able to: Explain what physics is.

TEACHING AND LEARNING ACTIVITIES Observe everyday objects such as a table, a pencil, a mirror etc and discuss how they are related to physics concepts. View a video on natural phenomena or everyday life experiences and discuss how they are related to physics concepts. Discuss fields of study in physics such as forces, motion, heat, light etc. Why the colour of leave is green? Why you feel cool when you walk under roof but feel hot under the sun? What can you say about our tallest building (Petronas twin tower) relating with physics?

STRATEGIES Teaching Aids Power point slides about bird fly, how the bird fly, engineer building an aero plane, aero plane in the air (use of ICT or courseware integration is preferable)

Recognize the physics in everyday objects and natural phenomena.

CCTS Relating

Moral Values Having an interest and curiosity towards the environment. Vocabulary - phenomena Teaching Aids Aquarium with accessories CCTS Sequencing Visualizing Moral Values

(80 mins)

1.2 Understanding base quantities and derived quantities

A student is able to : • Explain what base quantities and derived quantities are • List base quantities and their units • List some derived

Discuss base quantities and derived quantities are. From the aquarium, list out the physical quantities. What are the differences between base quantities and derived

unit? Pupils fill a table with base and derived quantities Pupils recite mnemonic with abbreviation unit with scientific notation From a text passage.html) STRATEGIES Honesty Systematic Vocabulary Density Volume. Velocity Scientific notation. convertion of unit and derived quantities.fr. Why is it important to use S. nm ( nanometer ) Discuss the use of scientific notation to express large and small numbers Surf the net about the base quantities prefixes .LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES • and their units Express quantities using prefixes TEACHING AND LEARNING ACTIVITIES quantities. Current Force ./enus/3SI/si. e.g nano ( 10-9 ). Prefix Base quantities Derive quantities Length Time Temperature. (http://www.bipm.I. identify physical quantities then classify them into base quantities and derived quantities List the value of prefixes and their abbreviations from nano to giga.

airasia. (www.com) Show a plan of location of a housing area to determine displacement and distance (the differences between scalar and vector) Can you identify physical quantities in your school compound.LEARNING AREA/WEEKS ½ week (40 mins) LEARNING OBJECTIVES 1. List out all the quantities into scalar and vector quantities Compile a list of scalar and vector quantities STRATEGIES Teaching Aids Clock. Ammeter CCTS Comparing. contrasting Moral Values Appreciating contribution of science and technology Vocabulary . Voltmeter.3 Understanding scalar and vector quantities LEARNING OUTCOMES A student is able to : • Define scalar and vector quantities • Give examples of scalar and vector quantities TEACHING AND LEARNING ACTIVITIES Carry out activities to show that some quantities can be defined by magnitude only whereas other quantities need to be defined by magnitude as well as direction What does the number indicate? What do the pointers indicate? Can you calculate the time you spend to study physics in a day in minute? Surf the net about duration time taken by an aero plane (Air Asia) for a destination.

systematic Vocabulary Accuracy. ammeter. Demonstrate through examples systematic errors and random errors.4 Understanding measurement LEARNING OUTCOMES A student is able to : • Measure physical quantities using appropriate instruments • Explain accuracy and consistency • Explain sensitivity • Explain types of experimental error • Use appropriate techniques to reduce errors TEACHING AND LEARNING ACTIVITIES Choose the appropriate instrument for a given measurement Pupils throw plasticine balls on the bull’s eyes on the board to understand the concept of consistency and accuracy Discuss consistency and accuracy using the distribution of gunshots on a target as an example Discuss the sensitivity of various instruments Create models for time. Discuss what systematic and random errors are Use appropriate techniques to reduce error in measurement such as repeating measurements to find the average and compensating for zero error STRATEGIES Teaching Aids Vernier caliper. mass measurement Pupils make observation on different instrument to measure the same object. sensitivity .LEARNING AREA/WEEKS 1 ½ week (120 mins) LEARNING OBJECTIVES 1. consistency. meter ruler. systematic error. thermometer (neraca peka) CCTS Comparing Moral Values Being honest. random error. micrometer gauge. voltmeter.

Being fair and just Vocabulary • • • Record and present data in a suitable form Interpret data to draw a conclusion Write a report of the investigation . Why the arrow go further when we stretch the string harder? Design an experiment to investigate how the mass of the car affect the acceleration. Critical and analytical thinking. Try to investigate the reason. Relating. Discuss in group how to plan a strategy of investigation. Making conclusion. inference.LEARNING AREA/WEEKS 1 week (80 mins) LEARNING OBJECTIVES 1. Experimenting Making decision Problem solving Moral Values Thinking rationally. STRATEGIES Teaching Aids Yoyo. Discuss to : a) identify a question suitable for scientific investigation b) identify all the variables c) form a hypothesis d) plan the method of investigation including selection of apparatus and work procedures Find out why the elongation of the spring is longer when a 10 kg baby is placed in a swing compare to 5 kg baby. Pendulum CCTS Analyzing. Visualizing. An archer shoot an arrow. Observed a situation and suggest questions suitable for a scientific investigation.5 Analysing scientific investigations LEARNING OUTCOMES A student is able to : • Identify variables in a given situation • Identify a question suitable for scientific investigation • Form a hypothesis • Design and carry out a simple experiment to test the hypothesis TEACHING AND LEARNING ACTIVITIES Induction set: Why the helicopter fall and crash.

LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES Carry out an experiment and: a) collect and tabulate data b) present data in a suitable form c) interpret the data and draw conclusions d) write a complete report Suggested experiment: • pendulum • yoyo STRATEGIES 2. velocity and acceleration Solve problem using the following TEACHING AID Photos CCTS Comparing and contrasting MORAL VALUE Having critical and analytical thinking . moving with uniform velocity or non-uniform velocity b) determine displacement. Carry out activities using a data logger/graphing calculator/ticker timer to: a) identify when a body is at rest.1 Analysing linear motion A student is able to: • define distance and displacement • define speed and velocity and state that v = s t • define acceleration and deceleration and state that a = v . FORCES AND MOTION 160 MINUTES ( 4 PERIOD) 2. Use pictures to show the motion of an object moving over a hill and through a tunnel.u t • calculate speed and velocity • calculate acceleration/ deceleration • solve problems on linear motion with uniform acceleration using Carry out activities to gain an idea of: a) distance and displacement b) speed and velocity c) acceleration and deceleration Examples: 1.

v = u + at ii. at rest ii. velocity-time graph Examples: Students practice plotting displacement-time graph and velocity – time graph from a set of given data. • deduce from the shape of a displacement-time graph when a body is: i. Solve problems on linear motion with uniform acceleration involving graphs. Describe and interpret: a) displacement-time graph and b) velocity-time graph Determine distance.LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES i. • Deduce from the shape of a velocity-time graph when a body is: i. analyzing and conclusion. velocity and acceleration from displacement-time and velocitytime graphs. moving with uniform velocity iii. displacement. at rest ii. MORAL VALUE Having critical and analytical thinking . displacement and velocity for a displacement-time graph. CD about motion. STRATEGIES 80 MINUTES (2 PERIOD) 2. displacement-time graph ii. v2 = u2 + 2as TEACHING AND LEARNING ACTIVITIES equation of motion: v = u + at s = ut + ½at2 v2 = u2 + 2as Carry out activities using a data logger/graphing calculator/ticker timer to plot i. displacement. TEACHING AID Graph from internet. velocity and acceleration from a velocity-time graph. moving with nonuniform velocity • Determine distance. CCTS Making hypothesis.2 Analysing motion graphs A student is able to: • Plot and interpret displacement-time and velocity-time graphs. moving with nonuniform velocity • Determine distance. moving with uniform velocity iii. s = ut + ½at2 iii.

Experiment about oscillations of metal blade. comparing and contrasting. Research and report on a) the positive effect of inertia b) ways to reduce the negative effects of inertia TEACHING AID Pictures showing a boxer and his training tools. Carry out activities/view computer simulations/ situations to gain an idea on inertia. • Define momentum (p) as the product of mass (m) and velocity (v) i. Examples: 1. . 2. Carry out activities to find out the relationship between inertia and mass. Experiment about oscillation of a full pail and empty pail.3 Understanding inertia A student is able to: • Explain what inertia is.4 Analysing momentum A student is able to: • Define the momentum of an object. MORAL VALUE Realising that science is a mean to understand nature 160 MINUTES ( 4 PERIOD) 2. CCTS Making inferences. • Give examples of situation involving inertia.LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES • Solve problems on linear motion with uniform acceleration. CCTS Relating. • Relate mass to inertia. TEACHING AND LEARNING ACTIVITIES STRATEGIES 80 MINUTES ( 2 PERIOD) 2. • Suggest ways to reduce the negative effect of inertia.e. p= mv Carry out activities/view computer simulations to gain an idea of momentum by comparing the effect of stopping two objects: a) of the same mass moving at different speeds b) of different masses moving at the same speed TEACHING AID Picture showing skateboard motion.

and the environment 160 MINUTES ( 4 PERIOD) 2. . The momentum of 500g mass and 300g mass falling from the same height. b. With the aim of diagrams. STRATEGIES MORAL VALUES Being responsible about the safety of oneself. TEACHING AND LEARNING ACTIVITIES Examples: Experiment to determine : a. • Solve problem involving momentum. Carry out activities that demonstrate the conservation of momentum e. hypothesis. describe the forces acting on an object: a) at rest b) moving at constant velocity TEACHING AID Movie showing a bicycle racing. water rockets. View computer simulations on collisions and explosions to gain an idea on the conservation of momentum. Conduct an experiment to show that the total momentum of a closed system is a constant. others.LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES • State the principle of conservation of momentum • Describe applications of conservation of momentum.g. CCTS Making inferences. Discuss momentum as the product of mass and velocity. The momentum of two 500g mass falling from the different height.5 Understanding the effects of a force A student is able to: • Describe the effects of balanced forces acting on an object. Research and report on the applications of conservation of momentum such as in rockets or jet engines.

• Solve problems using F = ma 80 MINUTES ( 2 PERIOD) 2.LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES • Describe the effects of unbalanced forces acting on an object. MORAL VALUE Being systematic • Determine the relationship between force. Discuss a) impulse as change of momentum b) an impulsive force as the rate of change of momentum in a collision or explosion c) how increasing or decreasing time of impact affects the magnitude of the impulsive TEACHING AID Photos showing high jump and pole vault CCTS Making generalizations and generating ideas. i. • Give examples of situations involving impulsive forces. MORAL VALUES Being systematic . Ft = mv .e. F = ma. mass and acceleration i.6 Analysing impulse and impulsive force A student is able to: • Explain what an impulsive force is.mu • Define impulsive force as the rate of change of momentum in a collision View computer simulations of collisions and explosions to gain an idea on impulsive force. TEACHING AND LEARNING ACTIVITIES c) accelerating Examples: Use a remote control car to show the effect of a force acting on an object a) at rest b) moving at constant velocity c) accelerating Conducting experiments to find the relationship between: a) acceleration and mass of an object under constant force b) acceleration and force for a constant mass Solve problem using F = ma STRATEGIES analyzing and making conclusion. i. change of momentum. • Define impulsive as an explosion.e.e.

F = mv – mu t Explain the effect of increasing or decreasing time of impact on the magnitude of the impulsive force. Discuss the importance of safety features in vehicles. i. TEACHING AID Pamphlets from car company. internet CCTS Evaluating and generating ideas. MORAL VALUES Being responsible about the safety of oneself. others. describe situation where an impulsive force is beneficial solve problems involving impulsive force TEACHING AND LEARNING ACTIVITIES force Research and report situations where: a) an impulsive force needs to be reduced and how it can be done b) an impulsive force is beneficial Solve problems involving impulsive force STRATEGIES • • • • 80 MINUTES ( 2 PERIOD) 2.7 Being aware of the need for safety features in vehicles A student is able to: • describe the importance of safety features in vehicles Research and report on the physics of vehicle collisions and safety features in vehicles in terms of physics concepts. Examples: group presentation about the safety features in vehicles.e. and the environment . Describe situations where an impulsive force needs to be reduced and suggest ways to reduce it.LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES or explosion.

1 Understanding pressure A student is able to: Define pressure and state that F P= A Pressure is defined as force per unit area. Unit = Nm-2 / Pascal (Pa) Activities: Observe the effects of the force acting on the area of different sizes by using a) a single / many thumbtacks b) sharp / blunt knife reflexology Discuss pressure as force per unit area Research and report on applications of pressure Teaching Aids video clip pictures .LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES STRATEGIES Chapter 3: FORCES AND PRESSURE 3.Pressure.high heel shoes / sports shoes (use of ICT or courseware integration is preferable) CCTS Relating and application Moral Values Having an interest and appreciate the presence of pressure in every day life.ski .) Describe applications of pressure. Vocabulary .40 min.tekanan (. Solve problems involving pressure Solve problems involving pressure . CCTS Application and problems solving.tractor / army tank .

LEARNING AREA/WEEKS ( 80 mins.swimming at different depth ( pressure increase.) LEARNING OBJECTIVES 3. STRATEGIES Teaching Aids Video – pressure increases with depth . Vocabulary Depth .kedalaman Picture on the structure of a water dam and the water supply systems. pain increase) relate density to pressure in a liquid CCTS Relating Using a balloon poked with a few holes. Experiment: To investigate the effects of pressure depends on a) depth b) density Relate depth ( h ). density (ρ) and gravitational field strength (g) to obtain P = hρg Research and report on a) the applications of Moral Values Being honest and accurate in recording and validating data. attach to the water tap and turn it on to show that the pressure acts in all directions. Observe situations to form the ideas that pressure in liquids increases with density. explain pressure in a liquid and state that P = hρg describe applications of pressure in liquids .2 Understanding pressure in liquids LEARNING OUTCOMES A student is able to: relate depth to pressure ia a liquid TEACHING AND LEARNING ACTIVITIES Observe situations to form ideas that pressure in liquids : a) acts in all directions b) increases with depth Activities: Using a plastic container with holes at different height filled with water to show pressure increases with depth.

Unit: 1 atmosphere = 760 mmHg = 10.3 Understanding gas pressure and atmospheric pressure A student is able to: explain gas pressure. b) Use a kinetic theory model to show motion of gas molecules produces a pressure. Definition: Collisions of gas molecules on any surface produce an impulsive force. LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES pressure in liquids b) ways to reduce the negative effects of pressure in liquids Examples of questions involving pressure in liquids STRATEGIES CCTS Application and problems solving solve problems involving pressure in liquids ( ½ week) (80 min) 3. Activities: a) Push a piston into the cylinder of a syringe with its nozzle closed.LEARNING AREA/WEEKS LEARNING OBJECTIVES . creating the gas pressure.3 m water = 101300 Pa 1 milibar = 100 Pa CCTS: Relating. explain atmospheric pressure. comparing Moral values Realising that science is a means to understand nature . Carry out activities to gain an idea of gas pressure and atmospheric pressure.

Replace the straw with another straw poked with a hole.ppt Bourdon Gauge. d) Pull a piston from the cylinder of a syringe with its nozzle immersed in water. Definition: The atmospheric pressure is produced by: a) Collisions of air molecules on any surface. b) Hitting one end with meter ruler covered with a few sheet of newspaper. b) weight of air above any surface Do a research and report on the application of gas and atmospheric pressure. Moral values Appreciating the contribution of science ang technology Teaching aids: INSTRUMENTS FOR MEASURING GAS PRESSURE. STRATEGIES Teaching aids Powerpoint describe application of atmospheric pressure. Fortin Barometer and Aneroid Barometer Teaching aids: Movie clip showing people .LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES Activities: a) Placed a cardboard over the mouth of a glass filled with water and turn it upside down. compare both situations. c) Using a straw to suck water from a glass.

Definition: The atmospheric pressure decreases with altitudes because the density of air is reduced at higher altitudes. Aneroid Barometer) Activity : Watch a movie clip and answer questions regarding decreasing atmospheric pressure with altitudes. Measuring instruments. Solve problems involving atmospheric and gas pressure including barometer and manometer readings.LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES Activity Show and introduce various type of instruments to measure gas pressure (Bourdon Gauge) and atmospheric pressure (Fortin Barometer. pressing toothpaste) Demonstrate experiment (Hydraulic system) Explain hydraulic system. STRATEGIES tracking up a mountain experiencing difficulties in breathing. Discuss hydraulic system as a Demonstrate experiment (Piston and Conical flask with hole.) 3.4 Applying Pascal’s Principle A student is able to: State Pascal’s Principle Observe situations to form the idea that pressure exerted on an enclosed liquid is transmitted equally to every part of the liquid. CCTS Application and problems solving solve problems involving atmospheric pressure and gas pressure (1 week ) (160 mins. .

(1 Week) (160 min) 3.5 Applying Archimedes’s Principle A student is able to : Explain buoyant force Carry out an activity to measure the weight of an object in air and the weight of the same object in water to gain an idea on buoyant force Conduct an experiment to investigate the relationship between the weight of water displaced and buoyant force Conduct experiment (Buoyant Force) Demonstrate experiment Relate buoyant force to the weight of the liquid displaced .LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES force multiplier to obtain: O utput force = input force O utput piston area input piston area STRATEGIES Describe application of Pascal’s Principle Solve problems involving Pascal’s Principle Research and report on the applications of Pascal’s Principle Solve problems involving Pascal’s Principle video clip Application of hydraulic system and brake system CCTS Relating Moral Values Having an interest and curiosity towards the environment.

LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES State Archimedes’s Principle Describe applications of Archimedes’s Principle TEACHING AND LEARNING ACTIVITIES Discuss buoyant in terms of: a) an object that is totally or partially submerged in a fluid experiences a buoyant force equal to the weight force equal to the weight of fluid displaced b) the weight of a freely floating object being equal to the weight of fluid displaced c) a floating object has a density less that or equal to the density of the fluid in which it is floating Research and report on the applications of Archimedes’s Principle STRATEGIES Demonstrate experiment Demonstrate experiment Video clip Animations of submarines. . hot air balloons. advertisement balloon and ship Movie of the diver CCTS Relating Moral values Having an interest and curiosity towards the environment.) 3. hydrometer. Solve problem involving Archimedes’s Principle Solve problems involving Archimedes’s Principle (1 Week) ( 160 min.6 Understanding Bernoulli’s Principle A student is able to: State Bernoulli’s Principle Carry out activities to gain the idea when the speed of a flowing fluid Demonstrate (blowing above a strip of paper.

hair dryer with ping pong balls) Computer simulation Explain that a resultant force exits due to a difference in fluid pressure Describe applications of Bernoulli’s Principle Carry out activities to show that a resultant force exists due to a difference in fluid pressure View a computer simulation to observe air flow over an aerofoil to gain an idea an lifting force Research and report an the applications of Bernoulli’s Principle Applications of Bernoulli’s Principle Bunsen Burner .LEARNING AREA/WEEKS LEARNING OBJECTIVES Understanding base quantities and derived quantities LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES increases its pressure decreases STRATEGIES blowing through between two ping pong balls suspended on strips) Demonstrate (aerofoil model. generating ideas Moral values: being thankful to God.1 Understanding Thermal Equilibrium • explain thermal equilibrium Carry out activities to show that thermal equilibrium is a condition in which there is no nett heat flow between two objects in thermal TSTS: attributing. insecticide spray and carburetor Questions on problem solving Solve problem involving Bernoulli’s Principle Solve problems involving Bernoulli’s Principle CCTS Relating Moral Values Having an interest and curiosity towards the environment A student is able to: 4. realizing that science is a means to understand nature. 1 WEEK . HEAT 4.

Discuss specific heat capacity.edu/vlab/Th ermodynamics/ TSTS: problem solving.g. Use the liquid-in-glass thermometer to explain how the volume of a fixed mass of liquid may be used to define a temperature scale. • • • • determine the specific heat capacity of a liquid determine the specific heat of a solid describe applications of specific heat capacity solve problems involving specific heat capacity Plan and carry out an activity to determine the specific heat capacity of : a) a liquid b) a solid Research and report on applications of specific heat capacity.LEARNING AREA/WEEKS (80 min) LEARNING OBJECTIVES LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES contact. • explain how a liquid-inglass thermometer works 1 WEEK (160 min) 4. thinking rationally.2 Understanding Specific Heat Capacity • • define specific heat capacity (c) state that c = Q mӨ Observe the change in temperature when : a) The same amount of heat is used to heat different masses of water. Solve problems involving specific heat capacity Contextual Learning .uorgan.: boiling water . STRATEGIES Inquiry-Discovery . relating Moral Values: being flexible and open-minded. b) The same amount of heat is used to heat the same mass of different liquids.Try some virtual experiment on the thermal equilibrium at the following website :http://jersey.Students are able to appreciate the relevance of science learning to their lives e.

Teacher should play the role of a facilitator and lead a discussion by asking questions that stimulate thinking and getting students to express themselves • • • • define specific latent heat (l ) state that l = Q m determine the specific latent heat of fusion determine the specific latent heat of vaporisation solve problems involving specific latent heat explain gas pressure. making decisions Moral Values: being respectful and wellmannered. being honest and . temperature and volume in terms of the behavior of gas molecules Discuss : a) latent heat in terms of molecular behavior b) specific latent heat Plan and carry out an activity to determine the specific latent heat of : a) fusion b) vaporization Solve problems involving specific latent heat Use a model or view computer simulations on the behaviour of molecule of a fixed mass of gas to gain an idea about gas pressure. volume and • 2 WEEK (320 min) 4. Experiment and Discussion . boiling and condensation as processes involving energy transfer without a change in temperature STRATEGIES TSTS: conceptualizing. discuss melting.LEARNING AREA/WEEKS 1 WEEK (160 min) LEARNING OBJECTIVES 4. temperature and volume. making conclusions Moral values: being systematic. being confident and independent.3 Understanding Specific Latent Heat • LEARNING OUTCOMES state that transfer of heat during a change of phase does not cause a change in temperature TEACHING AND LEARNING ACTIVITIES Carry out an activity to show that there is no change in temperature when heat is supplied to : a) a liquid at its boiling point b) a solid at its melting point With the aid of a cooling and heating curve.4 Understanding The Gas Laws • TSTS: making inferences. Discuss gas pressure. solidification.

e. temperature and volume of a fixed mass of gas STRATEGIES accurate in recording and validating data.g.An activity that resemble the actual situation e.LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES temperature in terms of the behaviour of molecules based on the kinetic theory. Solve problems involving the pressure. V/ T = constant explain absolute zero explain the absolute / Kelvin scale of temperature • solve problems involving pressure.e. temperature and volume of a fixed mass of gas 5. Simulations . describe the Observe the image formed in a Teaching Aids video clip. PV = constant determine the relationship between volume and temperature at constant pressure for a fixed mass of gas i.: syringe.1 Understanding reflection of light A student is able to: . LIGHT (2 weeks ) 5. Plan and carry out an experiment on a fixed mass of gas to determine the relationship between : a) pressure and volume at constant temperature b) volume and temperature at constant pressure c) pressure and temperature at constant volume Extrapolate P-T and V-T graphs or view computer simulations to show that when pressure and volume are zero the temperature on a P-T and V-T graphs is -273 o C Discuss absolute zero and the Kelvin scale of temperature. movie . bicycle pumps • • • • determine the relationship between pressure and volume at constant temperature for a fixed mass of gas i.

Optical device – OHP and periscope. .convex mirror c. ‹ i = ‹r Incident ray. concave mirror . Describe applications of reflection of light. Discuss characteristics of the image .LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES characteristics of the image formed by reflection of light .Construct a device based on the . . . white paper. plane mirror b. convex mirror c. . plane mirror. 5. CCTS Generating ideas Making generalizations. reflected ray and the normal are on the same plane.Carry out experiment to study the reflection of light on a plane mirror.Construct a device based on the applications of Be cooperative . Examples : Reflection on a plane mirror .Dressing mirror .2 Understanding Refraction Of Light . Manipulative skills Moral Values Being honest and accurate . Discuss the Laws of reflection. STRATEGIES (use of ICT or courseware integration is preferable) Experiment (Ray box. State the Laws of reflection of light. Convex mirror -side mirror of cars Appreciating the contribution of science and technology . plane mirror b . Draw ray diagrams to show the position and characteristics of the image formed by : a. TEACHING AND LEARNING ACTIVITIES plane mirror.Solve problems involving reflection of light. protractor). concave mirror Discuss the examples : Plane mirror . Draw ray diagrams to determine the position and characteristics of the image formed by : a.Solve problems involving reflection of light.

Example : apparent depth and twinkling of the stars. n as Moral Values • Discuss the refractive index as • • • Cooperation Realising Science is a means to understand nature. Having an interest and curiosity towards the environment. State the refractive . LIGHT LEARNING OBJECTIVES LEARNING OUTCOMES reflection of light . TEACHING AND LEARNING ACTIVITIES application of reflection of light Examples : periscope and kaleidoscope.. . • • Observe situations to gain an idea on refraction. Discuss examples: Sunset And Straw in the water Conduct an experiment to find the relationship between the angle of incidence and angle of refraction to obtain Snell’ Law.3 Understanding total internal reflection of • Describe phenomena due to refraction Speed Of Light In Vacuum Speed Of Light In A Medium • Carry out research and write a report on phenomena of refraction. STRATEGIES Teaching Aids • video clip.LEARNING AREA/WEEKS 5. movie (use of ICT or courseware integration is preferable) Lab Apparatus A student is able to: (2 week ) • Explain Understanding Refraction Of Light Define refractive index as n= • • CCTS • • • • • Relating Generating Ideas Predicting Making generalisations iSin rSin • Determine the refractive index of a glass or Perspex block. • Speed Of Light In Vacuum -----------------------------------Speed Of Light In A Medium 5.

Research and report on i) natural phenomenon involving total internal reflection eg. Discuss with the aid of diagrams : i) ii) total internal reflection and critical angle.c .LEARNING AREA/WEEKS LEARNING OBJECTIVES light LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES • report Carry out activities to gain idea of apparent depth.c the relationship between critical angle and refractive index. mirage . LIGHT A student is able to: -explain total internal reflection of light -define critical angle .e η 1/sin c = Carry out activities to show the effect of increasing the angle of incidence on the angle of refraction when light travels from a denser medium to a less dense medium to gain an idea about total internal reflection and to obtain the critical angle.relate the critical angle to the reflective index i.draw ray diagrams . Example : Present the STRATEGIES Teaching Aids video clip Experiment (Lab apparatus) 5. ICT CCT Relating Problem solving Moral Values Appreciating natural ICT or courseware ( 1 week ) ICT -describe natural phenomenon involving total internal reflection.

solve problems involving total internal reflection.LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES -Describe applications of total internal reflection. . TEACHING AND LEARNING ACTIVITIES ii) The applications of total internal reflection. Use an optical kit 2. e. Using ray diagram. (i) discuss magnification and hence (ii) determine magnification by using the formula : . magnification 4. Define magnification 6.g in telecommunication using fibre optics. Relating 3. Draw ray diagrams to show focal point. Describe the characteristic of images formed by convex and concave lenses Teaching Aids 1.4 Understanding lenses A student is able to: 1. LIGHT (1 week) (80 min) 5. Determine the focal point and focal length of convex and concave lenses 5. Problem solving STRATEGIES phenomenon. focal length and characteristic of images formed by convex and concave lenses 1. Generating idea 2. visualising Moral Values Having an interest and curiousity towards the optical devices Vocabulary 1. (use of ICT or courseware integration is preferable) CCTS 1.1 focus point 3.2 focal length 4. Vocabulary -Total internal reflection -critical angle 5. Draw ray diagrams to show 3. Observe light rays traveling through convex and concave lens 3. Describe types of lenses 2. Explain the difference between focus point and focal length 3. Optical kit 2.

Generating idea 2. v. discuss the use of lenses in optical devices such as a telescope and microscope 9. Solve problems involving lenses . Solve problems involving lenses Teaching Aids 1. v. the use of lenses in optical devices 7. Laboratory apparatus CCTS 1.LEARNING AREA/WEEKS LEARNING OBJECTIVES LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES m =v u STRATEGIES Teaching aids 1. Describe with the aid of ray diagrams. Making hypothesis 3. Determine the relationship between u. ICT or courseware integration CCTS 1. Relating 8. and f 1 f = 1 + 1 u v 6. Making inferences 5. Carry out an experiment to find the relationship between u. and f 7.

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