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SCIENCE

© All Rights Reserved

- Chapter 12 Study Guide Physical Science
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You are on page 1of 16

RAMLE MAPALABONG

YEARLY LESSON PLAN

PHYSICS FORM 4

2017

2

LEARNING AREA : 1. INTRODUCTION TO PHYSICS

WEEK

1st Term

LEARNING

OBJECTIVE

1.1 Understanding

Physics

1,2

JANUARY

LEARNING OUTCOMES

A student is able to:

objects and natural phenomenon.

1.2 Understanding

base quantities

and derived

quantities.

3

JANUARY

derived are.

units.

notation.

o

WEEK

4

FEBRUARY

LEARNING

OBJECTIVE

1.3 Understanding

scalar and vector

quantities.

as well as their unit terms

of base quantities and

base units.

Solve problems involving

conversion of units.

LEARNING OUTCOMES

A student is able to:

Define scalar and vector quantities.

quantities.

mirror etc and discuss how they are related to physics

concepts

View a video on natural phenomenon and discuss

how they are related to physics concepts.

Discuss fields of study in physics such as forces,

motion, heat, light etc.

From a text passage, identify quantities then classify

them into base quantities and derived quantities.

List value of prefixes and their abbreviations from nano

to giga. eg nano (10-9), nm (nanometer).

Discuss the use of scientific notation to express large

and small numbers.

Determine the base quantities (and units) in a given

derived quantity (and unit) from the related formula.

Solve problem that involved the conversion of units.

NOTES

defined by magnitude only whereas other quantities

need to be defined by magnitude as well as direction.

Compile a list of scalar and vector and vector

quantities.

mass (m), time (t), temperature

(T), and current (I).

Suggested derived quantities:

force (F), density (), volume (V)

and velocity (v).

More complex derived quantities

may be discussed when the

quantities are introduced in their

related learning area.

NOTES

3

1.4 Understanding

measurements

5

FEBRUARY

investigations.

6

FEBRUARY

Measure physical quantities using

appropriate instruments.

Explain accuracy and consistency.

Explain sensitivity

Explain types of experimental error.

errors.

Identify variable 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.

form.

Interpret data to draw a conclusion.

Write a report of the investigation.

measurement.

Discuss consistency and accuracy using the

distribution of gunshots on the target as an example.

Discuss the sensitivity of various instruments.

Demonstrate through examples systematic errors and

random errors. Discuss what systematic and random

errors are.

Use appropriate techniques to reduce error in

measurements such as repeating measurements to

find the average and compensating for zero error.

Observe a situation and suggest questions suitable for

a scientific investigation. 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.

Carry out the 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.

throughout.

4

LEARNING AREA : 2. FORCES AND MOTION.

WEEK

LEARNING

OBJECTIVE

2.1 Analyzing linear

motion.

7

FEBRUARY

LEARNING OUTCOMES

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= vu

-------t

Calculate speed and velocity.

Calculate acceleration and deceleration.

graphs.

Plot and interpret displacement-time and

velocity-time graphs.

8

MARCH

uniform acceleration using

i.

v = u + at

ii.

s = ut + at2

iii.

v2 = u2 = 2as

displacement-time graph when a body is:

i)

at rest.

ii)

moving with uniform velocity

iii) moving with non-uniform velocity

velocity from a displacement-time graph.

graph when a body is:

i)

at rest.

ii)

moving with uniform velocity

iii)

moving with uniform

acceleration

velocity and acceleration from a velocitytime graph.

uniform acceleration.

a) Distance and displacement.

b) Speed and velocity

c) Acceleration and deceleration.

calculator/ticker timer to:

a) Identify when a body is at rest, moving with

uniform velocity or non-uniform velocity.

b) Determine displacement velocity and

acceleration.

Solve problems using the following equations of

motion:

i v = u + at

ii s = ut + at2

iii v2 = u2 = 2as

calculator/ticker timer to plot:

a. Displacement-time graph.

b. Velocity-time graph.

Describe and interpret:

a) Displacement-time and

b) Velocity-time graphs.

acceleration from displacement-time and velocity-time

graphs.

acceleration involving graphs.

NOTES

Average speed = total

distance/time taken

Reminder:

Velocity is determined from the

gradient of displacement-time

graph.

Acceleration is determined from

the gradient of velocity-time

graph.

Distance is determined from the

area under a displacement-time

graph.

5

WEEK

LEARNING

OBJECTIVE

2.3 Understanding

inertia.

10

MARCH

2.4 Analyzing

momentum.

11

MARCHAPRIL

LEARNING OUTCOMES

inertia.

effects of inertia.

mass (m) and velocity (v). i.e. p = mv

State the principle of conservation of

momentum

momentum.

simulations/situations to gain an idea on inertia.

Carry out activities to find out the relationship between

inertia and mass.

Research and report on:

a) The positive effects of inertia.

b) Ways to reduce the negative effect of inertia.

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.

Discuss momentum as the product of mass and

velocity.

View computer simulations on collision 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.

Carry out activities that demonstrate the conservation

of momentum e.g. water rockets.

Research and report on the applications of

conservation of momentum such as in rockets or jet

engines.

Solve problems involving linear momentum.

NOTES

Newtons First Law of Motion

may be introduced here.

Reminder:

Momentum as a vector quantity

need to be emphasized in

problem solving.

6

WEEK

LEARNING

OBJECTIVE

2.5 Understanding

the effects of

force.

12

APRIL

and impulsive

force.

13,14

APRIL

15

APRIL-MAY

the need for

safety features in

vehicles

LEARNING OUTCOMES

A student is able to:

acting on an object.

acting on an object.

mass and acceleration. i.e. F = ma.

impulsive forces.

momentum, i.e.

Ft = mv - mu

change of momentum in a collision or

explosion, I.e.

F = mv mu

-----------t

decreasing time of impact on the

magnitude of the impulsive force.

force need to be reduced and suggest

ways to reduce it.

force is beneficial.

A student is able to:

in vehicles.

an object:

a) At rest.

b) Moving at constant velocity.

c) Accelerating.

Conduct 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.

to gain and idea on impulsive forces.

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 force.

a) An impulsive force needs to be reduced and how

it can be done.

b) An impulsive force is beneficial.

collisions and safety features in vehicles in terms of

physics concepts.

Discuss the importance of safety features in vehicles.

NOTES

7

WEEK

LEARNING

OBJECTIVE

2.8 Understanding

gravity.

16

MAY

LEARNING OUTCOMES

A student is able to:

19

MAY

Define gravitational field strength.

Determine the value of acceleration due to

gravity.

(m) and acceleration due to gravity (g) i.e.

W = mg.

to gravity.

in equilibrium.

equilibrium.

Add to forces to determine the resultant

force.

Resolve a force into the effective

component forces.

Solve problems involving forces in

equilibrium.

gain an idea of acceleration due to gravity.

Discuss

a) Acceleration due to gravity.

b) A gravitational field as a region in which an

object experiences force due to gravitational

attraction and

c) Gravitational field strength (g) as gravitational

force per unit mass.

Carry out an activity to determine the value of

acceleration due to gravity.

Discuss weight as the Earths gravitational force on an

object.

Solve problems involving acceleration due to gravity.

forces are in equilibrium, e.g. a book at rest on a table,

an object at rest on an inclined plane.

With the aid of diagrams, discuss the resolution and

addition of forces to determine the resultant force.

to 3 forces).

NOTES

When considering a body falling

freely, g (= 9.8 ms-2) is its

acceleration but when it is rest, g

(= 9.8N/kg) is the Earths

gravitational field strength acting

on it.

mass is dependent on the g

exerted on it.

8

WEEK

2ND TERM

LEARNING

OBJECTIVE

2.10 Understanding

work, energy,

power and

efficiency.

LEARNING OUTCOMES

A student is able to:

applied force (F) and displacement (s) of

an object in the direction of the applied

force i.e. W = Fs.

is transferred from one object to another.

Define kinetic energy and state that

Ek

= mv2.

Define gravitational potential energy and

state that Ep = mgh

State the principle of conservation of

energy.

Define power and state that P = W/t

power and efficiency.

20

JUNE

importance of

maximizing the

efficiency of

devices.

efficiency of devices in conserving

resources.

2.12 Understanding

elasticity.

Define elasticity.

that Ep = kx2

Discuss that no work is done when:

a) A force is applied but no displacement occurs.

b) An object undergoes a displacement with no

applied force acting on it.

from one object to another when work is done.

accelerate a body and the change in kinetic energy.

gravity and gravitational potential energy.

conservation of energy.

P = W/t

Discuss efficiency as :

Useful energy output x 100%

Energy input

such as a diesel engine, a petrol engine and an electric

engine.

efficiency.

place, not all of the energy is used to do useful work.

Some is converted into heat or another types of

energy. Maximizing efficiency during energy

transformations make the best use of the available

energy. This help to conserve resources.

Plan a conduct an experiment to find the relationship

between force and extension of a spring.

Relate work done to elastic potential energy to obtain

Ep = kx2

Describe and interpret force-extension graphs.

Investigate the factors that affect elasticity.

Research and report on applications of elasticity.

Solve problems involving elasticity.

21

JUNE

Describe applications of elasticity.

Solve problems involving elasticity.

NOTES

forms of energy.

9

LEARNING AREA : 3. FORCES AND PRESSURE.

WEEK

LEARNING

OBJECTIVE

3.1 Understanding

pressure.

3.2 Understanding

pressure in liquids.

LEARNING OUTCOMES

Solve problems involving pressure.

22

JUNE-JULY

pressure and

atmospheric

pressure.

P = gh.

Describe applications of pressure in

liquids.

liquids.

pressure.

Solve problems involving atmospheric

pressure and gas pressure.

a large area compared to a small area, e.g. school

shoes versus high heeled shoes.

Discuss pressure as force per unit area.

Research and report on applications of pressure.

Solve problems involving pressure.

NOTES

Introduce the unit of pressure

Pascal (Pa).

(Pa = Nm-2)

liquids:

a) Acts in all directions.

b) Increases with depth.

Observe situations to form idea that pressure in liquids

increases with density.

Relate depth (h), density () and gravitational field

strength (g) to pressure in liquids to obtain P = gh.

Research and report on

a) The applications of pressure in liquids.

b) Way to reduce the negative effects of pressure in

liquids.

Solve problems involving pressure in liquids.

atmospheric pressure.

Discuss gas pressure in terms of the behavior of gas

molecules based on the kinetic theory.

Discuss atmospheric pressure in term of the weight of

the atmospheric acting on the Earths surface.

Discuss the effect of altitude on the magnitude of

atmospheric pressure.

Research and report on the applications of

atmospheric pressure.

Solve problems involving atmospheric and gas

pressure including barometer and manometer

readings.

instruments used to measure gas

pressure (Bourdon Gauge) and

atmospheric pressure (Fortin

barometer, aneroid barometer).

Working principle of the

instrument is not required.

Introduce other units of

atmospheric pressure.

1 atmosphere = 760mmHg =

10.3 m water = 101 300 Pa.

1 millibar = 100 Pa.

10

WEEK

LEARNING

OBJECTIVE

3.4 Applying Pascals

principle.

23

JULY

LEARNING OUTCOMES

A student is able to:

principle.

Solve problems involving Pascals

principle

3.5 Applying

Archimedes

principle.

24

JULY

liquid displaced.

Describe applications of Archimedes

principle.

principle.

Build Cartesian diver. Discuss why the

NOTES

exerted on an enclosed liquid is transmitted equally to

every part of the liquid.

Discuss hydraulic systems as a force multiplier to

obtain output force = output piston area.

Input force

input piston area.

Research and report on the applications of Pascals

principle (hydraulic systems)

Solve problems involving Pascals principle.

in air and the weight of 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 the buoyant

force.

Discuss buoyancy in terms of:

a) An object that is totally of 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.

Research and report on the applications of

Archimedes principle, e.g. submarine, hydrometer,

hot-air balloon.

Describe applications of Archimedes principle.

Apparent weight equals actual

weight minus buoyant force.

11

WEEK

LEARNING

OBJECTIVE

3.6 Understanding

Bernoullis

principle.

LEARNING OUTCOMES

A student is able to:

a difference in fluid pressure.

25

JULY

principle.

principle.

NOTES

speed of a flowing fluid increases its pressure

decreases e.g. blowing above a strip of paper, blowing

through straw between two ping-pong balls suspended

on strings.

Discuss Bernoullis principle.

Carry out activities to show that the 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 on lifting force.

Research and report on the applications of Bernoullis

principle

Solve problem involving Bernoullis principle

4.1 Understanding

thermal

equilibrium.

26

AUGUST

4.2 Understanding

specific heat

capacity.

A student is able to :

works.

State that c = Q

m

the specific heat capacity of

a) a liquid.

b) A solid.

Research and report on applications of

specific heat capacity.

Solve problem involving specific heat

capacity

is a condition in which there is no net heat flow

between two objects in thermal contact.

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.

Observe the change in temperature when:

a) The same amount of heat is used to heat

different mass of water.

b) The same amount of heat is used to heat the

same mass of different liquids.

Discuss specific heat capacity.

Determine the specific heat of capacity of a liquid.

Determine the specific heat capacity of a solid.

particular object whereas specific

heat capacity related to a

material.

Guide students to analyze the

unit of c as Jkg-1K-1 or

Jkg-1 oC-1

Guide students to analyze the

unit of l as Jkg-1

12

WEEK

LEARNING

OBJECTIVE

4.3 Understanding

specific latent

heat.

LEARNING OUTCOMES

of phase does not cause a change in

temperature.

a)

b)

27

AUGUST

State that l = Q

M

Determine the specific latent heat of

fusion.

Determine the specific latent heat of

vaporization.

Solve problem involving specific latent

heat.

a)

b)

temperature when heat is supplied to:

A liquid at its boiling point.

A solid at its melting point.

With the aid of a cooling and heat curve, discuss

melting, solidification, boiling and condensation as

processes involving energy transfer without a change

in temperature.

Discuss

Latent heat in terms of molecular behavior.

Specific latent heat.

Plan and carry out an activity to determine the

specific latent heat of

a) Fusion.

b) Vaporization.

NOTES

13

WEEK

LEARNING

OBJECTIVE

4.4 Understanding

the gas law.

LEARNING OUTCOMES

A student is able to:

volume in term of the behavior of gas

molecules.

28

AUGUST

pressure and volume at constant

temperature for a fixed mass of gas. i.e.

pV = constant.

Determine the relationship between

volume and temperature at constant

pressure for a fixed mass of gas

i.e. V/T = constant.

Determine the relationship between

pressure and temperature at constant

volume for a fixed mass of gas

i.e.

P/T = constant.

Explain absolute zero.

Explain the absolute/Kelvin scale of

temperature.

Solve problem involving pressure,

temperature and volume of a fixed mass

of gas.

behavior of molecules of a fixed mass of gas to gain an

idea about gas pressure, temperature and volume.

Discuss gas pressure, volume and temperature in

terms of the behavior of molecules based on the kinetic

theory.

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 a 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

-273oC.

Discuss absolute zero and the Kelvin scale of

temperature.

volume of a fixed mass of gas.

NOTES

14

WEEK

LEARNING

OBJECTIVE

5.1 Understanding

reflection of light.

29

AUGUSTSEPTEMBER

LEARNING OUTCOMES

A student is able to:

image formed by reflection of light.

5.2 Understanding

refraction of

light.

13

SEPTEMBER

Draw ray diagrams to show the

position and characteristics of the

image formed by a

Plane mirror.

Convex mirror.

Concave mirror.

Describe applications of reflection of

light.

Solve problem involving reflection of

light.

Construct a device based on the

application of reflection of light.

n = sin i

sin r

glass or Perspex block.

State the refractive index, n, as

refraction.

refraction of light.

Discuss that the image is:

a)

As far behind the mirror

as the object is in front and the line joining the

object and the image is perpendicular to the

mirror.

b)

The same size as the

object.

c)

Virtual.

d)

Laterally inverted.

Discuss the laws of refection.

Draw ray diagrams to determine the position and

characteristics of the image formed by a:

a) Plane mirror.

b) Convex mirror.

c) Concave mirror.

of light.

Solve problem involving reflection of light

Construct a device based on the application of

reflection of light.

Conduct an experiment to find the relationship

between the angle of incidence and angle of

refraction to obtain Snells law.

refractive index of a glass or Perspex block.

Discuss the refractive index, n, as

refraction, e.g. apparent depth, the twinkling of

star.

depth. With the aid of diagrams, discuss real

depth and apparent depth.

NOTES

15

WEEK

LEARNING

OBJECTIVE

5.3 Understanding

total internal

reflection of light.

14

SEPTEMBER

LEARNING OUTCOMES

A student is able to:

light.

refractive index, i.e. n = 1

Sin c

Describe natural phenomenon

involving total internal reflection.

Describe applications of total internal

reflection.

Solve problems involving total

internal reflection

the angle of incidence on the angle of refraction

when lights travel from a denser medium to a less

dense medium to gain an idea about total internal

reflection and to obtain the critical angle.

Discuss with the aid of diagrams:

Total internal reflection and critical angle.

The relationship between critical angle and

refractive index.

Research and report on

Natural phenomenon involving total internal

reflection.

The applications of total internal reflection, e.g. in

telecommunication using fiber optics.

Solve problems involving total internal reflection.

NOTES

16

5.4 Understanding

lenses.

15

SEPTEMBER

WEEK

LEARNING

OBJECTIVE

length of a convex lens.

length of a concave lens.

positions and characteristics of the

image formed by a convex lens.

positions and characteristics of the

image formed by a concave lens.

distance (u) and the image distance

(v).

i.e 1

1

1

f

u

v

diagrams, the use of lenses in optical

devices.

lenses.

LEARNING OUTCOMES

traveling through convex and concave lenses to

gain an idea of focal point and focal length.

With the help of ray diagrams, discuss focal point

and focal length.

Draw ray diagrams to show the positions and

characteristics of the images formed by a

Convex lens.

Concave lens.

Carry out activities to gain an idea of

magnification.

With the help of ray diagrams discuss

magnification.

Carry out an activity to find the relationship

between u, v and f.

Carry out activities to gain an idea on the use of

lenses in optical devices.

With the help of ray diagrams discuss the use of

lenses in optical devices such as a telescope and

microscope.

Construct an optical device that uses lenses.

Solve problems involving lenses.

16,17

OCTOBER

REVISION FOR CHAPTER 1,2,3 AND 4

18,19

OCTOBER

PREPARED BY:

(RAMLE MAPALABONG)

PHYSICS COORDINATOR

SM ST DOMINIC

HEAD OF SCIENCE AND MATHEMATICS

SM ST DOMINIC

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