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 Farmret 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 FarmSet 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)