SMK SERI MAHKOTA, KUANTAN Lesson Plan for Form Four Physics !

""#$
LEARNING AREA: 1. INTRODUCTION TO PHYSICS
Week
1

Learning Objec i!e

1.1 Understanding Physics

Learning O" c#$e%

A student is able to: explain what physics is

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

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.

N# e%

'#cab"(ar)

recognize the physics in everyday objects and natural phenomena

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)*+, nm(nanometer, "iscus the use o# scienti#ic notation to express large and small numbers.

-ase %uantities are: length (l, mass(m, time (t, temperature (., and current (/, 0uggested derived %uantities: #orce (&, "ensity (

, volume (!,

and velocity (v, 2ore complex derived %uantities may be discussed

-ase %uantities "erived %uantities 'ength 2ass .emperature 3urrent &orce "ensity !olume !elocity

1/22

Week
$

Learning Objec i!e

Learning O" c#$e%

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

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

"etermine the base %uantities( and units, in a given derived %uantity (and unit, #rom the related #ormula. 0olve problems that involve the conversion o# units. 3arry 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. 3ompile a list o# scalar and vector %uantities.

N# e%
4hen these %uantities are introduced in their related learning areas.

'#cab"(ar)
0cienti#ic notation 5 bentu6 piawai Pre#ix* imbuhan

1.7 Understanding scalar and vector %uantities

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

give examples o# scalar and vector %uantities.

1.8 Understanding measurement

A student ia able to 2easure physical %uantities using appropriate instruments 9xplain accuracy and consistency

3hoose 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.

Accuracy 3onsistency 0ensitivity 9rror :andom

9xplain sensitivity

error

9xplain types o# experimental

Use appropriate techni%ues to reduce errors

2/22

Week
8

Learning Objec i!e

1.; Analysing scienti#ic investigations

Learning O" c#$e%

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

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

Observe a situation and suggest %uestions suitable #or a scienti#ic investigation. "iscucc to: a, identi#y a %uestion suitable #or scienti#ic investigation b, identi#y all the variables c, #orm a hypothesis d, plan the method o# investigation including selection o# apparatus and wor6 procedures 3arry out an experiment and: a, collect and tabulate data b, present data in asuitable #orm c, interpret the data and draw conclusions d, write a complete report

N# e%
0cienti#ic s6ills are applied throughout

'#cab"(ar)

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

3/22

LEARNING AREA: *. +ORCES AND ,OTION

Week
; <

Learning Objec i!e

$.1 Analysing linear motion

Learning O" c#$e%

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

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

3arry out activities to gain an idea o#: a, distance and displacement b, speed and velocity c, acceleration and deceleration

N# e%
Average speed > total distance = time ta6en

'#cab"(ar)
"istance 5 jara6 "isplacement 5 sesaran 0peed 5 laju !elocity 5 halaju Acceleration 5 pecutan "eceleration retardation 5 nyahpecutan

v=

s t

"e#ine acceleration and deceleration and state that

a=

v u t

3alculate speed and velocity 3alculate acceleration=deceleration

0olve problems on linear motion with uni#orm acceleration using

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

3arry out activities usisng a data logger=graphing calculator=tic6er timer to a, identi#y when a body is at rest moving with uni#orm velocity or non*uni#orm velocity b, determine displacement velocity and acceleration 0olve problems using the #ollowing e%uations o# motion:

v = u + at
s = ut +

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

$.$ 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 iii. moving with non*uni#orm velocity

3arry out activities using a data logger=graphing calculator= tic6er timer to plot a, displacement*time graphs b, velocity*time graphs "escribe and interpret: a, displacement*time graphs b, velocity*time graphs

4/22

Week

Learning Objec i!e

Learning O" c#$e%

determine distance displacement and velocity #rom a displacement 5time graph 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 velocity5time graph solve problems on linear motion with uni#orm acceleration.

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

"etermine distance displacement velocity and acceleration #rom a displacement 5time and velocity5time graphs.

N# e%
:eminder !elocity is determined #rom the gradient o# displacement 5time graph. Acceleration is determined #rom the gradient o# velocity 5time graph "istance is etermined #rom the area under a velocity 5 time graph.

'#cab"(ar)

$.7 Understanding /nertia

A student is able to: explain what inertia is

0olve problems on linear motion with uni#orm acceleration involving graphs. 3arry out activities=view computer simulations= situations to gain an idea on inertia. 3arry out activities to #ind out the relationship between inertia and mass. :esearch and report on a, the positive e##ects o# inertia b, ways to reduce the negative e##ects o# inertia. 3arry out activities=view computer simulations to gain an idea o# momentum by comparing the e##ect o# stopping two objects: a, o# the same mass moving at di##erent speeds b, o# di##erent masses moving at the same speeds

AewtonBs &irst 'aw o# 2otion maybe introduced here.

/nertia * inersia

relate mass to inertia

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

$.8 Analysing momentum

A student is able to: de#ine the momentum o# an object

2omentum 5 momentum 3ollision 5 pelanggaran 9xplosion 5 letupan

5/22

Week
+

Learning Objec i!e

Learning O" c#$e%

de#ine momentum

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

"iscuss momentum as the product o# mass and velocity.

N# e%

'#cab"(ar)
3onservation o# linear momentum* 6eabadian momentum

( p ) as the product

o# mass (m, and velocity (v, i.e.

p = mv

state the principle o# conservation o# momentum

!iew computer simulations on collision and xplosions to gain an idea on the conservation o# momentum 3onduct an experiment to show that the total momentum o# a closed system is a constant 3arry out activities that demonstrate the conservation o# momentum e.g. water roc6ets.

:eminder 2omentum as a vector %uantity needs to be emphasized in problem solving

describe applications o# conservation o# momentum

:esearch and report on the applications o# conservation o# momentum such as in roc6ets or jet engines . 0olve problems involving linear momentum 4ith the aid o# diagrams describe the #orces acting on an object: a, at rest b, moving at constant velocity c, accelerating 3onduct experiments to #ind the relationship between: a, acceleration and mass o# an object under constant #orce b, acceleration and #orce #or a constant mass. 0olve problems using & > ma 4hen the #orces acting on an objects are balanced they cancel each other out (nett #orce > ),. .he object then behaves as i# there is no #orce acting on it. AewtonBs 0econd 'aw o# 2otion may be introduced here

solve problems involving momentum

1)

$.; 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.

0olve problem using & > ma

6/22

Week
11

Learning Objec i!e

$.< Analysing impulse and impulsive #orce

Learning O" c#$e%

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.

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

!iew computer simulations o# collision and explosions to gain an idea on impulsive #orces. "iscuss a, impulse as a change o# momentum b, an impulsive #orce as the rate o# change o# momentum in a collision or explosion c, how increasing or decreasing time o# impact a##ects the magnitude o# the impulsive #orce. :esearch and report situations where: a, an impulsive #orce needs to be reduced and how it can be done b, an impulsive #orce is bene#icial

N# e%

'#cab"(ar)
Accuracy* 6ejituan 3onsistency* 6epersisan 0ensitivity*6epe6aan 9rror* ralat :andom * rawa6

&t = mv * mu

de#ine impulsive #orces as the rate o# change o# momentum in a collision or explosion i.e.

& =

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

0olve problems involving impulsive #orces

11

$.? -eing 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.

7/22

Week
1$

Learning Objec i!e

$.@ Understanding gravity

Learning O" c#$e%

A student is able to: explain acceleration due to gravity

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

3arry out activity or view computer simulations to gain an idea o# acceleration due to gravity. "iscuss a, acceleration due to gravity b, a gravitational #ield as a region in which an object experiences a #orce due to gravitational attraction and c, gravitational #ield strength (g, as gravitational #orce per unit mass 3arry out an activity to determine the value o# acceleration due to gravity. "iscuss weight as the 9arthBs gravitational #orce on an object

N# e%
4hen considering a body #alling #reely g (> +.@ m=s$, is its acceleration but when it is at rest g (>+.@ A=6g, is the 9arthBs gravitational #ield strength acting on it. .he weight o# an object o# #ixed mass is dependent on the g exerted on it.

'#cab"(ar)
Cravitational #ield 5 medan gravity

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

determine the value o# acceleration due to gravity

de#ine weight (4, as the product o# mass (m, and acceleration due to gravity (g, i.e. 4 >mg. solve problems involving acceleration due to gravity.

17

$.+ Analysing #orces in e%uilibrium

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

state what a resultant #orce is add two #orces to determine the

0olve problems involving acceleration due to gravity. 4ith the aid o# diagrams describe situations where #orces are in e%uilibrium e.g. a boo6 at rest on a table an object at rest on an inclined plane. 4ith the aid o# diagrams discuss the resolution and addition o# #orces

:esultant 5 daya paduan :esolve* lerai

8/22

Week

Learning Objec i!e

Learning O" c#$e%

resultant #orce. :esolve a #orce into the e##ective component #orces . 0olve problems involving #oces in e%uilibrium

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

to determine the resultant #orce.

N# e%

'#cab"(ar)

0olve problems involving #orces in e%uilibrium (limited to 7 #orces,. Observe and discus situations where wor6 is done. "iscuss that no wor6 is done when: a, a #orce is applied but no displacement occurs b, an object undergoes a displacement with no applied #orce acting on it. Cive examples to illustrate how energy is trans#erred #rom one object to another when wor6 is done "iscuss the relationship between wor6 done to accelerate a body and the change in 6inetic energy "iscuss the relationship between wor6 done against gravity and gravitational potential energy. 3arry out an activity to show the principle o# conservation o# energy 0tate that power is the rate at which wor6 is done P > 4=t. 3arry out activities to measure power. "iscuss e##iciency as: Use#ul energy output x 1)) D $.1) Understanding wor6 energy power and e##iciency.

18

$.1) Understanding wor6 energy power and e##iciency.

A student is able to: "e#ine wor6 (4, as the product o# an applied #orce (&, and displacement (s, o# an object in the direction o# the applied #orce i.e. 4 > &s.

0tate that when wor6 is done energy is trans#erred #rom one object to another. "e#ine 6inetic energy and state that 96 =

1 mv $ $

1;

"e#ine gravitational potential energy and state that 9p > mgh

0tate the principle o# conservation o# energy. "e#ine power and state that P > 4=t

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

9xplain what e##iciency o# a device is.

9/22

Week

Learning Objec i!e

Learning O" c#$e%

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

9nergy input 9valuate and report the e##iciencies o# various devices such as a diesel engine a petrol engine and an electric engine. 0olve problems involving wor6 energy power and e##iciency. "iscuss that when an energy trans#ormation ta6es place not all the energy is used to do use#ul wor6. 0ome is converted into heat or other types o# energy. 2aximising e##iciency during energy trans#ormations ma6es the best use o# the available energy. .his helps to conserve resources 3arry 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 wor6 done to elastic potential energy to obtain 9 p =

N# e%

'#cab"(ar)

0olve problems involving wor6 energy power and e##iciency

1<

$.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.

1<

$.1$ Understanding elasticity.

A student is able to: de#ine elasticity de#ine Eoo6eBs 'aw

de#ine elastic potential energy and state that 9 p =

1 6x $ $

1 6x $ . $

"escribe and interpret #orce* extension graphs. /nvestigate the #actors that a##ects elasticity.

determine the #actors that a##ect elasticity.

10/22

Week

Learning Objec i!e

Learning O" c#$e%

"escribe applications o# elasticity

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

:esearch and report on applications o# elasticity. 0olve problems involving elasticity.

N# e%

'#cab"(ar)

0olve problems involving elasticity

11/22

LEARNING AREA: -. +ORCES AND PRESSURE

Week
1?

Learning Objec i!e

7.1 Understanding pressure

Learning O" c#$e%

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

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

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. 0olve problems involving pressure Observe situations to #orm ideas that pressure in li%uids: a, acts in all directions b, increases with depth Observe situations to #orm the idea that pressure in li%uids increases with density :elate depth (h, density () and gravitational #ield strength (g, to pressure in li%uids to obtain P > hg :esearch and report on a, the applications o# pressure in li%uids b, ways to reduce the negative e##ect o# pressure in li%uis 0olve problems involving pressure in li%uids.

N# e%
/ntroduce the unit o# pressure pascal (Pa, (Pa > A=m$,

'#cab"(ar)
Pressure

P =

& A

1? 7.$ Understanding pressure in li%uids

"escribe applications o# pressure solve problems involving pressure

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.

"epth "ensity 'i%uid

0olve problems involving pressure in li%uids.

12/22

Week
1@

Learning Objec i!e

7.7 Understanding gas pressure and atmospheric pressure

Learning O" c#$e%

A student is able to: explain gas pressure

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

3arry 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 6inetic theory

N# e%
0tudent need to be introduced to instruments used to measure gas pressure (-ourdon Cauge, and atmospheric pressure (&ortin barometer aneroid barometer,. 4or6ing principle o# the instrument is not re%uired. /ntroduce other units o# atmospheris pressure. 1 atmosphere > ?<) mmEg > 1).7 m water> 1)17)) Pa 1 milibar > 1)) Pa

'#cab"(ar)

explain atmospheric pressure

"iscuss atmospheric pressure in terms o# the weight o# the atmosphere acting on the 9arthBs sur#ace "iscuss the e##ect o# altitude on the magnitude o# atmospheric pressure :esearch and report on the application o# atmospheric pressure 0olve 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 /nput #orce input piston area

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

1+

7.8 Applying PascalBs principle

A student is able to: state PascalBs principle.

9nclosed &orce multiplier Eydraulic systems .ransmitted

9xplain hydraulic system

13/22

Week
$)

Learning Objec i!e

Learning O" c#$e%

"escribe applications o# PascalBs principle. 0olve problems involving PascalBs principle.

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

:esearch and report on the application o# PascalBs principle (hydraulic systems, 0olve problems involving PascalBs principle 3arry 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. 3onduct an experiment to investigate the relationship between the weight o# water displaced and the buoyant #orce. "iscuss buoyancy in terms o#: a, An object that is totally or partially submerged in a #luid experiences a buoyant #orce e%ual to the weight o# #luid displaced b, .he weight o# a #reely #loating object being e%ual to the weight o# #luid displaced c, a #loating object has a density less than or e%ual to the density o# the #luid in which it is #loating. :esearch and report on the applications o# ArchimedesB principle e.g. submarines

N# e%

'#cab"(ar)

$1 $$

7.; Applying ArchimedesB principle.

A student is able to: 9xplain buoyant #orce

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

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

0tate ArchimedesB principle.

"escribe applications o# Archimedes principle

14/22

Week
$$

Learning Objec i!e

Learning O" c#$e%

0olve problems involving Archimedes principle

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

hydrometers hot air balloons 0olve problems involving ArchimedesB principle. -uild a 3artesian diver. "iscuss wy the diver can be made to move up and down. 3arry 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 -ernoulliBs principle 3arry out activities to show that a resultant #orce exists due to a di##erence in #luid pressure.

N# e%

'#cab"(ar)

$7

7.< Understanding -ernoulliBs principle.

A student is able to: 0tate -ernoulliBs principle 9xplain that resultant #orce exists due to a di##erence in #luid pressure

"escribe applications o# -ernoulliBs principle

!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# -ernoulliBs principle. 0olve problems involving -ernoulliBs principle.

0olve problems involving -ernoulliBs principle

15/22

LEARNING AREA:.. HEAT

Week
$8

Learning Objec i!e

8.1 Understanding thermal e%uilibrium.

Learning O" c#$e%

A student is able to: 9xplain thermal e%uilibrium

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

3arry 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: a, the same amount o# heat is used to heat di##erent masses o# water. b, the same amount o# heat is used to heat the same mass o# di##erent li%uids. "iscuss speci#ic heat capacity

N# e%

'#cab"(ar)
thermal e%uilibrium

9xplain how a li%uid in glass thermometer wor6s

$8 $; 8.$ Understanding speci#ic heat capacity

A student is able to: "e#ine speci#ic heat capacity ( c,

0tate that c =

F mc

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

speci#ic heat capacity

"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# a, a li%uid b, a solid

Cuide students to analyse the unit o# c as 1 1 H6g G or

1o H6g 3
1

16/22

Week
$;

Learning Objec i!e

Learning O" c#$e%

"escribe applications o# asepsi#ic heat capacity 0olve problems involving speci#ic heat capacity.

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

:esearch and report on applications o# speci#ic heat capacity. 0olve problems involving speci#ic heat capacity. 3arry out an activity to show that there is no change in temperature when heat is supplied to: a, a li%uid at its boiling point. b, a solid at its melting point. 4ith 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 a, latent heat in terms o# molecular behaviour b, speci#ic latent heat Plan and carry out an activity to determine the speci#ic latent heat o# a, #usion b, vaporisation

N# e%

'#cab"(ar)

$<

8.7 Understanding speci#ic latent heat

A student is able to: 0tate that trans#er o# heat during a change o# phase does not cause a change in temperature

2elting 0olidi#ication 3ondensation 0peci#ic latent heat

"e#ine speci#ic latent heat (l 0tate that l =

F m

Cuide students to analyse the unit o# (l as H6g

1

0peci#ic latent heat o# #usion 0peci#ic latent heat o# vaporisation

"etermine the speci#ic latent heat o# a #usion. "etermine the speci#ic latent heat o# vaporization 0olve problems involving speci#ic latent heat

0olve problems involving speci#ic latent heat.

17/22

Week
$?

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 6inetic theory. Plan and carry out an experiment on a #ixed mass o# gas to determine therelationship between: a, pressure and volume at constant temperature b, volume and temperature at constant pressure c, pressure and temperature at constant volume 9xtrapolate P*. and !*. graphs or view computer simulations to show that when pressure and volume are zero the temperature on a P*. and !*. graph is 5 $?7)3. "iscuss absolute zero and the Gelvin scale o# temperature 0olve problems involving the pressure temperature and volume o# a #ixed mass o# gas.

N# e%

'#cab"(ar)

"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 !=. > constant "etermine the relationship between pressure and temperature at constant volume #or a #ixed mass o# gas i.e p=. > constant 9xplain absolute zero 9xplain the absolute=Gelvin scale o# temperature 0olve problems involving pressure temperature and volume o# a #ixed mass o# gas

18/22

LEARNING AREA:/. LIGHT

Week
$@

Learning Objec i!e

;.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: a, as #ar behind the mirror as the object is in #ront 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 "iscuss the laws o# re#lection "raw the ray diagrams to determine the position and characteristics o# the image #ormed by a a, plane mirror b, convex mirror c, concave mirror :esearch and report on applications o# re#lection o# light 0olve problems involving re#lection o# light 3onstruct a device based on the application o# re#lection o# light

N# e%

'#cab"(ar)

0tate 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 0olve problems involving re#lection o# light 3onstruct a device based on the application o# re#lection o# light

19/22

Week
$+

Learning Objec i!e

;.$ Understanding re#raction o# light.

Learning O" c#$e%

A student is able to: 9xplain re#raction o# light

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

Observe situations to gain an idea o# re#raction 3onduct an experiment to #ind the relationship between the angle o# incidence and angle o# re#raction to obtain 0nellBs law. 3arry out an activity to determine the re#ractive index o# a glass or perspex bloc6 "iscuss the re#ractive index 0peed o# light in a vacuum 0peed o# light in a medium

N# e%

'#cab"(ar)
:eal depth Apparent depth

"e#ine re#ractive index as

I =

sini sinr

"etermine the re#ractive index o# a glass or Perspex bloc6

0tate the re#ractive index 0peed o# light in a vacuum 0peed 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 twin6ling o# stars. 3arry out activities to gain an idea o# apparent depth. 4ith the aid o# diagrams discuss real depth and apparent depth. 0olve problems involving re#raction o# light

0olve problems involving re#raction o# light

20/22

Week
7)

Learning Objec i!e

;.7 Understanding total internal re#lection o# light.

Learning O" c#$e%

A student is able to: 9xplain total internal re#lection o# light "e#ine critical angle (c,

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

3arry 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: a, total internal re#lection and critical angle b, the relationship between critical angle and re#ractive angle :esearch and report on a, natural phenomena involving total internal re#lection b, the applications o# total re#lection e.g. in telecommunication using #ibre optics. 0olve problems involving total internal re#lection Use an optical 6it 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%

'#cab"(ar)

: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

0olve problems involving total internal re#lection

71

;.8 Understanding lenses.

A student is able to: 9xplain #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

21/22

Week
71 7$

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%

4ith 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 a, convex lens b, concave lens

N# e%

'#cab"(ar)

"e#ine magni#ication as m = :elate #ocal length (#, to the object distance (u, and image distance (v, i.e.

v u

1 1 1 = + # u v

3arry out activities to gain an idea o# magni#ication. 4ith the help o# ray diagrams discuss magni#ication. 3arry out activities to #ind the relationship between u v and #

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

3onstruct an optical device that uses lenses. 0olve problems involving to lenses.

3arry out activities to gain an idea on the use o# lenses in optical devices. 4ith the help o# ray diagrams discuss the use o# lenses in optical devices such as a telescope and microscope 3onstruct an optical device that uses lenses. 0olve problems involving to lenses

22/22