ist Century Learning Activity : Bus Stop / Mention Bas
‘Topic: Let's explore about quantities and measurements in physics!
Topik: Mari meneroka tentang kuantiti dan pengukuran dalam fizikt
Chapter 1 Introduction to physics
Bab 1 Pengenalan kepada feik
+ Base quantities and derived quantities / Kuantitasas dan kuantit terbitan
Subtopics + Prefixes and standard form | Imbuhan dan bentukpiawai
Subtajuk + Scalar quanties and vector quantities / Kuantit skalar dan kuantit vektor
+ Measurement / Penguturan
Learning outcome
Hasil pembelajaran
Student should be able to understanding base and derived quantities, prefixes and standard
form, scalar and vector quantities and measurements
Murid boleh memahams kuanttiasas dan terbitan, imbuhan dan bentukpiawai, Kuan skalar dan vektor
dda pengukuran.
Advanced
preparation
Persiapan aval
Few daysbefore activity
Beberapa harisebelumaktviti
‘Prepare questions and information about base and derived quantities, prefixes and standard
form, scalar and vector quantities and measurements,
Sediakan soalan dare maklumat mengenai Kuan asas dan terbitan, imbuhan dan Bentuk plawa,
‘vant skatar dan vektordan pengukaran.
+ Choose 4 students to take care of 4 bus stops that wll be made inthis activity. Give them the
copies of questions and ask them to readit, They will ask questions at each stop.
Pili 4 orang muri untuk menjaga 4 hentian bas yang akan dibuat dalam aktit ini. Berikan mereka
salinansoalandan mita mereka membacanya. Merk akan menyoalsoalan dsetiap hentia.
Objectives
Objet
‘+ Encourage communication and problem solving skills among students
Menggalakkan kemahiran Komunikas dan menyelesaikan masalah dalam kalangan muri
+ Train students to express their opinions and ask questions about atopic.
Mela murid member perdapat dan bertanyasoalan mengenaisesuate pik
Activity
Akt
@
age
ES
Contoh
—— ce
hentia.
hentian ke satu hentan, Pastkan muri pergi ke
+ Beahagikan murid lain secara rawak kepada 4) enwian sh ae
umpulen .
Tava semua salan pada setiap hentia.
+ -Murid boteh berkongsipendapat dan bertanya
sebarang oalan sekranya tidak aha
+ Rekodkan maklumat yang diperolehi dalam
sebuah buka nota
Guru harus bergerak dari sans hentian ke hentian
lain sepanjang masa untuk memberibimbingan.
nat Senay Sen Bh (187585) A Pry Farmret ontt ree ene nen et ea aren)
‘Topic: Did you predict it right?
Topik: Adakah jangkaan anda tepat?
[Chapter 2 Forces and motion’
ab 2 Daya dan gerakan
Subtopie Understanding inertia
subj Memahan ineria
Learning outcome
asi pembelajiaran
Understanding the concept of inertia in classroom.
Memahami konsep inersia di dalam kelas
Advanced preparation|
Persigpan aval
Gather materials for student use such as tablecloth (no hem), unbreakable plates and glass
‘Kumpulkan bahan-bahan una kegunaan muri seperti kain mej (iadakelin), pingan dan cawan yang
tidak mudah pecah.
Scenario
Senario.
‘An object at rost remains at rest unless a force is applied to the object. What happen to the
kitchen itemsplaced on deskif the tablecloth underneath itis pulled down quickly?
Objek rehat akan kekal pada rehatkecual satu daya dikenakan pada objek. Apa yang beraku pada barang
apuryangdiletakkandmejajike alas mea di bawakyaditarikke bawah dengan cepa?
Prediction /Jangkaan:
The plates and glass stayin place as the tablecloth was quickly pulled out from underneathit,
Pinggar dan ela kekaldtempatnyaapabil alaskain ditank dengan cepat dari buwalya
Objective
bjetiy
‘Tohelp students understand more about inertia by creating a model f inertia in classroom.
Untuk membannspelajalebi faham tentang inersia dengan mencipta modelinesia di bik darjah
Activity
Akivt
‘Teacher's procedure:
+ Askstudents to spread out the tablecloth with one edge hanging off the table.
+ Arrange the unbreakable plates and glass on the table,
+ Hold onto the edge of the tablecloth with both hands,
+ Pullthe tablecloth out from under the kitehen itemsas fast as possible
Prosedur guru:
+ Mintapelajar menyebarkan alas meja dengan sau tpi tergantung dime,
+ Susunpinggan dan cawan yang tidak mudahpecak diatas meja
+ Pegangtepi alas meja dengan kedua-dua belah tanga.
+ Tarikalas mej keluar daripadabarang dapursecepatyang mungkin
co
Cc
Palled down
¥ Diarit e bamah
Expected result
The platesand glass stayin place as the tablecloth was quickly pulled out from underneathit
atest | Pron daniel tempt an dr deg ae
The key is inertia, The principle of inertia states that an object at rest (one that is not moving,
eth plates) aya ces unless antherforce atom that bet
Inthiscn,the plates gases tethers of poling own onthe blest
ems isntenoughtomovether
Kunci utama adalah inersia. Prinsipinersia menyatakan bahawa obj yang dalam Keadaan rehat (suatu
uangtidak bergera, seperti pinggan) kekal reat kecualerdapat aya ain yang betindak pada objkit
Dalam kes ini, ping dan gelas kekal hat kerana day tarikan alas meja ke bawal tidak cuup untuk
‘menggerakkanrya
B (nat sang Sen. ha. (56786)‘The following are few questions that can be ask to test students understanding about this
activity:
Berikut merapakan beberapa soalan yang boleh dtanyauntak mengui pemahaman murid mengenai aktviti
‘+ Whatwould happenif he tableclothispulled slowly?
Apa yang akan berlakujka alas mejadianksecaraperlahan?
‘Student can refer to Inovasi3 -Berinspirasi Bersama ..Kemahiran Proses Sains Physics Form 4 on page
See eee
Duacuson |. fat wold happen the eapy wild wt water? Does hea of pling the
a tablecloth underneath it become more easy or difficult?
ghana ta org gen a? Adah natn men a ma
cima t
+ What dtontinertaasedon thee these ay?
‘ich in hotest
Concesion | Therein cores. Thoplatrandgaseysinlce ath alehipalleout
a Ioan nt hope Pan separa pee rica
Se need eee
@nar sankng Sen Boa (167865) c Pry FarmSet eee ant i anny
‘Topic: Let's master the concept of gas laws!
Topik: Mart menguasal konsep hukurm-hukur gost
Chapter 4 Heat
Babs Haba
Subtopie Gas laws
Subj Hua uk gas
Learning outeome | Student should be able to distinguish Boyle's law, Charles’ law and Pressure la.
Hasil pembelajaran | Murid boleh membezakan Hulu Boyle, Hukurn Charles dan Hukunn Tekanan
To test the level understanding students on the behavior of gases and the relationship betw
Objective pressure and volume (Boyle's Law), volume and temperature (Charles' Law), and pressure
CG and temperature (Pressure law).
Untuk menguitahap kefahaman murid-muridterkadap tingkah lak gos dan hubungan antaratekanan dan
ixipadu( Hula Boyt), isipadu dan suhu (uum Charles), danteanan dan su (Hear tka
‘Teacher's procedure:
‘+ Weite the topics of gas laws (Boyle's law, Charles law and Pressure law) on three mahjong
paper and postit around the classroom,
+ Divide the students into three groups.
+ Provide each group members with different coloured marker pen to write their responses
‘on the mahjong paper.
+ Place each group to a particular topic. Give each group 1-2 minutes to review and write
down everything they have learned about the topic on that paper (using their assigned
coloured marker pen).
+ After the allotted time, each group should rotate to the next station in carousel (clockwise)
where they will read the new topic and what other groups have written about it. Students
will discuss within their group and add any new information or questions.
+ Then, the mahjong paper will be randomly redistributed to each group to be review and
recreate new content ofthe same topic, but ina modified way.
‘+ The modified mahjong papers are then posted again around the classroom. Each group
will carousel again around the classroom to see how other groups have modified their
ras ‘mahjongpapers.
Karumet ‘+ Then, teacher will provide the correct information about each topics. Each group will
‘compare with ther findings and evaluate how accurate their reviewing skills,
Activity Prose pur
an Talika topik uk ges (Hum Boyle, Haku Chaves dan Haku Tekanan) pada tiga Kertas
‘mahjongdantampalkan disceling elas
+ Bahagkan murid kepada tiga umpulan,
+ Sediakansetiap abit umpulan dengan pen penanda berwamna yang berbeza untuk menus jawapan
oe mereka pada kertas mahjong.
By + Letakkan sein kampulan kepada top teen Berkansetap umpulan 1-2 mint wna mengules
dan mes semua yang mereka tel blajar mengenaitpik datas kets itu (menggunakan pen
ae penanda berwarna yang iberkan)
nok + ‘Slop masa yang dperututha, stag kumpulan pel Berpuar ke sesen seterasya dalam kare!
Pertineangan (iat arh ja) di mana mereka akan membaca top bars dan apa yang dials oleh kumplan lain,
‘usretarpentonvoss | Mud akan membincanghany dalam kunpulan mereka dan menambohsebarang maklumat aan
soalan bare
+ Kemuaian, keras mahjong akan digihan scare rave kepada sein Rumpulan untuk das don
figs smencptasemulakandungan bar bag op yang sama, tap dengan cary telah iba sua
x + Kertas mahjong yang disbah suai kemudian dtampalsemula di seeling kl, Setapkumpulan akan
eet: Aarasel ag sokeling Kelas utc ela bagaiman kupulan a mengubah sua kets mahjong
Tonite mereka.
Pengalomaian | + Kemudian, gun akon membrikan maktunat yang betlfntane stiap tpi Setiap kumpulan akan
“akevith rmombandingkan dengan penemuan mereka dan meni seiauh mana ketepaan Kemahiran mengkji
mereka.
Prooia For 4 D (net Sanura Sin ha, (56758)Aen
[Chapter 5 Light |
lab § Cahaya
Subtopie Reflection of light
subj Pontulan cahaya
Advanced preparation|
Gather materials for student's use such as scissors, hot glue gun, shoes box, two pieces of plane
‘mirrors, ruler, penciland cellophane tape.
ersigpan onal Kumpulhan bahanahan untuk hegunaan maui seperguntng, hot glue gum, Kotak kas, dua heping
éemmin tah, penbarispensel dan pita selfan
Reflection occur when light changes direction after hitting a surface. For plane mirrors, the
angle in which the light hits the surface isthe same angle in which it bounces off the surface (ia
the opposite direction). Using two mirrors can help us look in a certain directions from
an different positions because light is redirected twice instead of once. What i the example of
aes tool thatusingtwo reflective mirror?
Panta brake apa cahaya mengubah arc selepas mengenal sat permakaan. Bag cermin sta, su
dimana cahaya mengena permkaa dala saa dengan sudut a melantun dar penmukaan (dalam arah
ng bertentangan). Pega dua cn monbantu Kita meat ara erent da keudukan ang berbeza
eran cahaya dara dua al bukan skal. Apa conok la yang menggunakan dua cermin pemantal?
Objective “To create periscope model inside aelassroom using two reflective plane mirrors.
Objeig Untuk mencipca mode pershop di dala elas menagunakan dua cermin sata
Students procedure Proedur maria
Draw a rectangular shape on both | | Glue both of the plane mirrors at
sidesoftheboxandeutusing scisor. |__| each end ofthe boxy using hot glue
Luis bent sei empat pada kedwa-dua | | gun, Make sure the position of the
blah Kotak dan potong mengeunakan | | mirror is fixed at an angle of 45° to
unig the side of the box as shown in the
Activity diagram. / Gamkan kedua-dua kping
Av cermin sah pada setiap hajung tak
dengan -menggunakan hot glue gun
Pastkan Kedudukan cermin dittapkan
da sudut 45° dengan ssi kotak seperti
yung ditunjukkan dala raja
Connect the lid of the box with | | Place an object in front of the hole
cellophane tape. andsee through the other hole.
Sambungkan bahagian penutup kotak | — | Leak objek pada hadepan tubang dan
dengan menggunakan pitaseofan erhatikan melalui lubang satu lag
» E Pry Farm‘Topic: Images formed by different mirror
Topik: knepimej yang terbentuk oleh pelbagal jenis cermin
Chapter § Light
Bab 5 Cahaya
‘Subtopic Reflection of light
Subeaiuk Panaan cahaya
Learning outcome
‘Students should be able to compare and differentiate the image formed by the plane mirror,
‘convex mirror and concave mirror.
ai emblren | rd leh memPacing dan membesakn yang be Ih cmin sata comin cng dan
comin cea
Cather materia forstudentuse which re four coloured cards writen ith ferent roles (an,
reparation pun Bhan unt gan mar iat emp ad eva yang ds deg pra yang
‘pe berbeza ((fan, pick, answer dan respond), 1 set kad soalan berkaitan (rujuk da Inovasi 3 as
ra Renton rs St Pye form dana 18)
Unakmnglan mar eres dla pasa
Objectives * Toenhance their understanding about difference in the image formed by the plane mirror,
ones convermiorandconeave mio
Uncuk meningkatkan pemahaman mereka mengenai perbezaan ime yang terbennuk oleh cermin satah,
cermin cemburg dan cermin cekung.
Alivit
ae
Pelaksanaan
Considerations
+ Teacher can create the rule of passing
the question just in case some student
‘unable to answer it. But be ensure to
putthe limit to pass the question,
+ Ione group exceeds 4 students, ask
the student to play either the role of
answeror respond,
Teacher's procedure:
+ Divide the students into several groups in
which each group must consist of four
students
+ Provide one set of coloured card and one
setof question cardsto each group.
‘+ Ask student to set their own role as
written oncards,
Student's procedure
+ Student divide thei role in the group.
Pertimbangan
int boleh membuat peranuran untuk
‘menunda soalan sekiranya ada murid yang
tidak dapat menjawabnya, Tetap paskan
‘meletakkan had untuk mennda coalan
+ Sika satu Kumpulan melebibi 4 muri,
‘mint muri wntuk memegang sama ada
‘Peranan answerataurespond.
Prosedur gu
+ Bahogikan murid-murid kepada beberapa
Rumpulan di mana setap satu kumpulan
testa terdi daripada empatonang mud.
+ Berka sat set kad berwama dan satu kad
soalan kepada etiap kumpulan
+ -Minta murid untuk menetapkan_peranan
‘masing-masingseperiyanglertulis pada kad,
Prosedur muri
+ -Murid membahagikan peranan dalam
umpulan masing-masing.
(nat sang Sen. ha. (56786)‘Student /Murid 1
Hold the question cards and form as
fan.
Memegang kad soalan dan dibentukkan
sepertkipas.
‘Student /aurid2
Choose a card and read the
questions aloud.
Memilih satu kad dan membaca soalan
<
“ey,
7)
‘Student/ Murid4
Evaluate the answer given.
_Menilijosapan yangdiberikan.
‘+ After finishing one round, students
will rotate their turn so that each of
them will play different roles.
+ ‘The game is over as all the question
‘cards hasbeen answered.
Student/Murid3
Answer the question.
Menjawab soalan terse
Selepasselesa satu pusingan, muri akan
bergilr mengambil gran mereka supaya
semua murid dapat memainkan peranan
yang berbeca,
Permainan berakhir apabila semua bad
soalan elah dijawab,
@nar sankng Sen Boa (167865)ret tet ee tan St est ett nn ee
‘Topic: Know the differencet
Topik: Tahu perbezaannyat
Bab S Light
Chapter 5 Cahaya
Subtopic Reflection of light
Subj Pantulan cahaya
‘Learning outcome
Hasil pembelajaran
‘Student should be able to identify the uses of different mirror at certain place.
‘Muri boleh mengenal past keunaan cermin yang berbza di tempat trent
To allow students to be actively engaged as they walk throughout the classroom while sharing,
a
‘Stesen Berputar
Objective ideas and discuss about the type of mirrorsvitable for application in daily life.
Objekt Membolehkan muridterlibat secara aktifapabila merck bejalan di selurukelas sambil berkongstidea dan
berbincang tentang nis cermin yang ssa bagi aplkasi dalam Rehidupan seharian.
‘Teacher's procedure:
+ Askstudents to form four stations n classroom using tables,
‘+ Divide the students into four groups.
+ Place group on eachstation,
‘+ Each station is provided with a picture of different application of reflection of ight (refer to
Inovasi3 - Berinspirasi Bersama... Kemahiran Proses Sains Physics Form 4 on page 145).
+ Ateach station, the students must complete the following questions
Questions
1 Write the type of mirror suitable tobe used forthe tools.
2. Whatare the characteristics of the image produced when using the mirror?
3 Explain the reason why you choose the type of mirror
+ Students will be given 5 minutes to answer all the questions at the station. Each group is
given different colour pen torecord the answer.
‘+ When the time runs out, the group will move tonext station untill the groups have passed
Axtiviti ‘through all stations.
Activity
Prosedur guru
+ Mina mur untuk membentuk empatstesen di dalam Kelasmenggunakan moja
+ Bahagikan murid-murid kepada empatkumpulan
+ Letakkansetukumpulan pada setiapsesen
+ Setiapstesendibekalkan dengan satu gambar aplikat pantulan cahaya (uj
sama... Kemahiran Proves Sains Physis Form 4pada halaman 14
+ Letakkan kumpulan pada setigpstesen. Pada setiapstesen murid hendaklah menyelesakan soalan
soalanberikut
Soalan:
1 Talisjniscomminyang sesuaidigunakan untuk alatan terscbut
Berinspin
2 Apakehcie-cirimejyang terhasilapabla menggunakan cermin ita?
3 Terangkan sebab mengapa anda memil cermin jenisitu
+ Murid akan diberimasa 5 minit untuk menjawab semua soalan di stip stesen.Setiap kumpulan deri
pen warnayang berbeza untuk mencatatkan jawapan.
+ Apabila masa tamat, kumpulan ite akan bergrak Ke tesen setrusryasehingga semua kumpulan tela
‘mela semuastesen
4 (nat sang Sen. ha. (56786)