yearly lesson plan physics form 4

Yearly Lesson PlanPHYSICS FORM 4

LEARNING AREA/WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES TEACHING AND LEARNING ACTIVITIES

STRATEGIES

Chapter 1 1.1 Understanding A student is able to: Teaching Aids

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

INTRODUCTION TO PHYSICS

(1/2 week )

(80 mins.)

physics Explain what physics is.

Recognize the physics in everyday objects and natural phenomena.

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?

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)

CCTSRelating

Moral ValuesHaving an interest and curiosity towards the environment.

Vocabulary- phenomena

(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 and their units

Express quantities

Discuss base quantities and derived quantities are.

From the aquarium, list out the physical quantities.

What are the differences between base quantities and derived quantities.

Teaching Aids Aquarium with accessories

CCTSSequencingVisualizing

Moral ValuesHonestySystematic

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

using prefixes Why is it important to use S.I. unit?

Pupils fill a table with base and derived quantities

Pupils recite mnemonic with abbreviation unit with scientific notation

From a text passage, identify physical quantities then classify them into base quantities and derived quantities

List the value of prefixes and their abbreviations from nano to giga, e.g nano ( 10-9 ), nm ( nanometer )

Discuss the use of scientific notation to express large and small numbers

Surf the net about the base quantities prefixes , convertion of unit and derived quantities.

(http://www.bipm.fr./enus/3-SI/si.html)

VocabularyDensityVolume,VelocityScientific notation,PrefixBase quantitiesDerive quantitiesLengthTimeTemperature, CurrentForce

½ week 1.3 Understanding A student is able to : Carry out activities to show that Teaching Aids

http://www.bipm.fr./enus/3-SI/si.html

http://www.bipm.fr./enus/3-SI/si.html

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

(40 mins)scalar and vector quantities

Define scalar and vector quantities

Give examples of scalar and vector quantities

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.(www.airasia.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. List out all the quantities into scalar and vector quantitiesCompile a list of scalar and vector quantities

Clock, Voltmeter, Ammeter

CCTSComparing, contrasting

Moral ValuesAppreciating contribution of science and technology

Vocabulary

1.4 Understanding A student is able to : Choose the appropriate Teaching Aids

http://www.airasia.com/

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

1 ½ week(120 mins)

measurement Measure physical quantities using appropriate instruments

Explain accuracy and consistency

Explain sensitivity Explain types of

experimental error Use appropriate

techniques to reduce errors

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, mass measurement

Pupils make observation on different instrument to measure the same object.

Demonstrate through examples systematic errors and random errors. 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

Vernier caliper, micrometer gauge, meter ruler, ammeter, voltmeter, thermometer(neraca peka)

CCTSComparing

Moral ValuesBeing honest, systematic

VocabularyAccuracy, consistency, systematic error, random error, sensitivity

1 week 1.5 Analysing A student is able to : Induction set: Teaching Aids

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

(80 mins) scientific investigations

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

Record and present data in a suitable form

Interpret data to draw a conclusion

Write a report of the investigation

Why the helicopter fall and crash. Try to investigate the reason. Discuss in group how to plan a strategy of investigation.

Observed a situation and suggest questions suitable for a scientific investigation. Discuss to :

a) identify a question suitable for scientific investigation

b) identify all the variablesc) form a hypothesisd) 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.

An archer shoot an arrow. 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.

Carry out an experiment and:

Yoyo, Pendulum

CCTSAnalyzing,Relating,Making conclusion, inference,Visualizing,ExperimentingMaking decisionProblem solving

Moral ValuesThinking rationally,Critical and analytical thinking,Being fair and just

Vocabulary

LEARNING AREA/WEEKS

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STRATEGIES

a) collect and tabulate datab) present data in a suitable

formc) interpret the data and draw

conclusionsd) write a complete report

Suggested experiment: pendulum yoyo

2. FORCES AND MOTION160 MINUTES( 4 PERIOD)

2.1Analysing 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 - u

t

calculate speed and velocity

calculate acceleration/ deceleration

solve problems on linear motion with uniform acceleration usingi. v = u + atii. s = ut + ½at2

Carry out activities to gain an idea of:a) distance and displacementb) speed and velocityc) acceleration and deceleration

Examples:1. Use pictures to show the motion of an object moving over a hill and through a tunnel.

Carry out activities using a data logger/graphing 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 problem using the following equation of motion:a) v = u + at

TEACHING AIDPhotos

CCTSComparing and contrasting

MORAL VALUEHaving critical and analytical thinking

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

iii. v2 = u2 + 2as b) s = ut + ½at2

c) v2 = u2 + 2as

80 MINUTES(2 PERIOD)

2.2Analysing motion graphs

A student is able to: Plot and interpret

displacement-time and velocity-time graphs.

deduce from the shape of a displacement-time graph when a body is:i. at restii. moving with uniform

velocityiii. moving with non-

uniform velocity Determine distance,

displacement and velocity for a displacement-time graph.

Deduce from the shape of a velocity-time graph when a body is:i. at restii. moving with uniform

velocityiii. moving with non-

uniform velocity Determine distance,

displacement, velocity and acceleration from a velocity-time graph.

Solve problems on linear

Carry out activities using a data logger/graphing calculator/ticker timer to ploti. displacement-time graphii. velocity-time graph

Examples:Students practice plotting displacement-time graph and velocity – time graph from a set of given data.

Describe and interpret:a) displacement-time graph andb) velocity-time graph

Determine distance, displacement, velocity and acceleration from displacement-time and velocity-time graphs.

Solve problems on linear motion with uniform acceleration involving graphs.

TEACHING AIDGraph from internet, CD about motion.

CCTSMaking hypothesis, analyzing and conclusion.

MORAL VALUEHaving critical and analytical thinking

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

motion with uniform acceleration.

80 MINUTES( 2 PERIOD)

2.3Understanding inertia

A student is able to: Explain what inertia is.

Relate mass to inertia.

Give examples of situation involving inertia.

Suggest ways to reduce the negative effect of inertia.

Carry out activities/view computer simulations/ situations to gain an idea on inertia.

Carry out activities to find out the relationship between inertia and mass. Examples:1. Experiment about oscillations of metal blade.2. Experiment about oscillation of a full pail and empty pail.

Research and report ona) the positive effect of inertiab) ways to reduce the negative

effects of inertia

TEACHING AIDPictures showing a boxer and his training tools.

CCTSRelating.

MORAL VALUERealising that science is a mean to understand nature


2.4Analysing momentum

A student is able to: Define the momentum of

an object.

Define momentum (p) as the product of mass (m) and velocity (v) i.e. p= mv

State the principle of

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 speedsb) of different masses moving at

the same speedExamples:Experiment to determine :

TEACHING AIDPicture showing skateboard motion.

CCTSMaking inferences, comparing and contrasting.

MORAL VALUESBeing responsible about the

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

conservation of momentum

Describe applications of conservation of momentum.

Solve problem involving momentum.

a. The momentum of 500g mass and 300g mass falling from the same height.

b. The momentum of two 500g mass falling from the different height.

Discuss momentum as the product of mass and velocity.

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.

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.

safety of oneself, others, and the environment


2.5Understanding the effects of a force

A student is able to: Describe the effects of

balanced forces acting on an object.

Describe the effects of unbalanced forces acting

With the aim of diagrams, describe the forces acting on an object:a) at restb) moving at constant velocityc) accelerating

TEACHING AIDMovie showing a bicycle racing.

CCTSMaking inferences, hypothesis, analyzing and making conclusion.

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

on an object.

Determine the relationship between force, mass and acceleration i.e. F = ma.

Solve problems using F = ma

Examples:Use a remote control car to show the effect of a force acting on an object

a) at restb) moving at constant velocityc) 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

MORAL VALUEBeing systematic


2.6 Analysing impulse and impulsive force

A student is able to: Explain what an

impulsive force is. Give examples of

situations involving impulsive forces.

Define impulsive as an explosion. i.e. change of momentum, i.e.Ft = mv - mu

Define impulsive force as the rate of change of momentum in a collision or explosion, i.e.F = mv – mu

View computer simulations of collisions and explosions to gain an idea on impulsive force.

Discussa) impulse as change of

momentumb) 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

TEACHING AIDPhotos showing high jump and pole vault

CCTSMaking generalizations and generating ideas.

MORAL VALUESBeing systematic

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

t Explain the effect of

increasing or decreasing time of impact on the magnitude of the impulsive force.

Describe situations where an impulsive force needs to be reduced and suggest ways to reduce it.

describe situation where an impulsive force is beneficial

solve problems involving impulsive 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


2.7Being 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.

Discuss the importance of safety features in vehicles.

Examples: group presentation about the safety features in vehicles.

TEACHING AIDPamphlets from car company, internet

CCTSEvaluating and generating ideas.

MORAL VALUESBeing responsible about the safety of oneself, others, and the environment

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

Chapter 3: FORCES AND PRESSURE

(.40 min.)

3.1 Understanding

pressure A student is able to:

Define pressure and state that

P =

Describe applications of pressure.

Solve problems involving pressure

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

Solve problems involving pressure

Teaching Aids video clip pictures- ski- tractor / army tank- high heel shoes / sports shoes


CCTSRelating and application

Moral ValuesHaving an interest and appreciate the presence of pressure in every day life.

CCTSApplication and problems solving.

Vocabulary- Pressure- tekanan

( 80 mins.)3.2Understanding

A student is able to:Observe situations to form ideas

Teaching Aids Video

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

pressure in liquids relate depth to pressure ia a liquid

relate density to pressure in a liquid

explain pressure in a liquid and state that P = hρg

describe applications of pressure in liquids

.

that pressure in liquids :a) acts in all directionsb) increases with depth

Activities:Using a plastic container with holes at different height filled with water to showpressure increases with depth;

Using a balloon poked with a few holes, 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.

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 ona) the applications of

pressure in liquidsb) ways to reduce the

– pressure increases with depth- swimming at different depth ( pressure increase, pain increase)

CCTSRelating

Moral ValuesBeing honest and accurate in recording and validating data.

VocabularyDepth - kedalaman

Picture on the structure of a water dam and the water supply systems.

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

solve problems involving pressure in liquids

negative effects of pressure in liquids

Examples of questions involving pressure in liquids

CCTSApplication and problems solving

( ½ week)(80 min)

3.3 Understanding gas pressure and atmospheric pressure

A student is able to:

explain gas pressure.

explain atmospheric pressure.

Carry out activities to gain an idea of gas pressure and atmospheric pressure.

Activities:a) Push a piston into the

cylinder of a syringe with its nozzle closed.

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, creating the gas pressure.

Activities:a) Placed a cardboard over

Unit:1 atmosphere = 760 mmHg = 10.3 m water = 101300 Pa

1 milibar = 100 Pa

CCTS:Relating, comparing

Moral valuesRealising that science is a means to understand nature

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

describe application of atmospheric pressure.

the mouth of a glass filled with water and turn it upside down.

b) Hitting one end with meter ruler covered with a few sheet of newspaper.

c) Using a straw to suck water from a glass. Replace the straw with another straw poked with a hole, compare both situations.

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) weight of air above any surface

Do a research and report on the application of gas and atmospheric pressure.

ActivityShow and introduce various

Teaching aidsPowerpoint

Moral valuesAppreciating the contribution of science ang technology

Teaching aids:INSTRUMENTS FOR MEASURING GAS PRESSURE.ppt Bourdon Gauge, Fortin Barometer and Aneroid Barometer

Teaching aids:Movie clip showing people tracking up a mountain experiencing difficulties in

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

solve problems involving atmospheric pressure and gas pressure

type of instruments to measure gas pressure (Bourdon Gauge) and atmospheric pressure (Fortin Barometer, Aneroid Barometer)

Activity :Watch a movie clip and answer questions regarding decreasing atmospheric pressure with altitudes.

Definition:The atmospheric pressure decreases with altitudes because the density of air is reduced at higher altitudes.

Solve problems involving atmospheric and gas pressure including barometer and manometer readings.

breathing.Measuring instruments.

CCTSApplication and problems solving

(1 week )

(160 mins.)

3.4Applying Pascal’s

Principle


State Pascal’s Principle

Explain hydraulic system.

Observe situations to form the idea that pressure exerted on an enclosed liquid is transmitted equally to every part of the liquid.

Discuss hydraulic system as a force multiplier to obtain:

Demonstrate experiment(Piston and Conical flask with hole, pressing toothpaste)

Demonstrate experiment(Hydraulic system)

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

(1 Week)

(160 min)

3.5 Applying Archimedes’s Principle

Describe application of Pascal’s Principle

Solve problems involving Pascal’s Principle

A student is able to : Explain buoyant

force

Relate buoyant force to the weight of the liquid displaced

State Archimedes’s

=

Research and report on the applications of Pascal’s Principle

Solve problems involving Pascal’s Principle

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

Discuss buoyant in terms of:a) an object that is totally or

video clip -Application of hydraulic system and brake system

CCTSRelating

Moral ValuesHaving an interest and curiosity towards the environment.

Conduct experiment(Buoyant Force)

Demonstrate experiment


LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

Principle

Describe applications of Archimedes’s Principle

Solve problem involving Archimedes’s Principle

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

Solve problems involving Archimedes’s Principle


Video clipAnimations of submarines, hydrometer, hot air balloons, advertisement balloon and ship

Movie of the diverCCTSRelatingMoral valuesHaving an interest and curiosity towards the environment.

(1 Week)

( 160 min.)

3.6 Understanding Bernoulli’s Principle

Understanding base quantities and derived


State Bernoulli’s Principle Carry out activities to gain the idea when the speed of a flowing fluid increases its pressure decreases

Demonstrate(blowing above a strip of paper, blowing through between two ping pong balls suspended on

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

quantities

Explain that a resultant force exits due to a difference in fluid pressure

Describe applications of Bernoulli’s Principle

Solve problem involving 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

Solve problems involving Bernoulli’s Principle

strips)

Demonstrate(aerofoil model, hair dryer with ping pong balls)

Computer simulation

Applications of Bernoulli’s PrincipleBunsen Burner , insecticide spray and carburetor

Questions on problem solving

CCTSRelating

Moral ValuesHaving an interest and curiosity towards the environment

4. HEAT

1 WEEK

(80 min)

4.1Understanding 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 contact.

TSTS: attributing, generating ideas

Moral values: being thankful to God, realizing that science is a means to understand nature.

Inquiry-Discovery

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

explain how a liquid-in- glass thermometer works

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.

- Try some virtual experiment on the thermal equilibrium at the following website :-

http://jersey.uorgan.edu/vlab/Thermodynamics/

1 WEEK

(160 min)

4.2Understanding Specific Heat Capacity

define specific heat capacity (c)

state that c = Q mӨ

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

Observe the change in temperature when :

a) The same amount of heat is used to heat different masses of water.

b) The same amount of heat is used to heat the same mass of different liquids.

Discuss 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.

Solve problems involving specific heat capacity

TSTS: problem solving, relating

Moral Values: being flexible and open-minded, thinking rationally.

Contextual Learning- Students are able to appreciate the relevance of science learning to their livese.g.: boiling water

1 WEEK4.3Understanding

state that transfer of heat during a change of

Carry out an activity to show that there is no change in temperature

TSTS: conceptualizing, making conclusions



LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

(160 min)Specific Latent Heat phase does not cause a

change in temperature

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

when heat is supplied to :a) a liquid at its boiling pointb) a solid at its melting point

With the aid of a cooling and heating curve, discuss melting, solidification, boiling and condensation as processes involving energy transfer without a change in temperature

Discuss :a) latent heat in terms of

molecular behaviorb) specific latent heat

Plan and carry out an activity to determine the specific latent heat of :

a) fusionb) vaporization

Solve problems involving specific latent heat

Moral values: being systematic, being confident and independent.

Experiment and Discussion- Teacher should play the role of a facilitator and lead a discussion by asking questions that stimulate thinking and getting students to express themselves

2 WEEK

(320 min)

4.4Understanding The Gas Laws

explain gas pressure, temperature and volume in terms of the behavior of gas molecules

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, temperature and volume.

Discuss gas pressure, volume and temperature in terms of the behaviour of molecules based on

TSTS: making inferences, making decisions

Moral Values: being respectful and well-mannered, being honest and accurate in recording and

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

determine the relationship between 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 explain absolute zero explain the absolute /

Kelvin scale of temperature

solve problems involving pressure, temperature and volume of a fixed mass of gas

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 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 oC

Discuss absolute zero and the Kelvin scale of temperature.

Solve problems involving the pressure, temperature and volume of a fixed mass of gas

validating data.

Simulations- An activity that resemble the actual situatione.g.: syringe, bicycle pumps

5. LIGHT (2 weeks )

5.1 Understanding reflection of light


. describe the characteristics of the image formed by

Observe the image formed in a plane mirror. Discuss characteristics of the

Teaching Aids video clip, movie


LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

5.2 Understanding Refraction

Of Light

reflection of light .

. State the Laws of reflection of light. ‹ i = ‹ rIncident ray, reflected ray and the normal are on the same plane.

. Draw ray diagrams to show the position and characteristics of the image formed by :

a. plane mirrorb. convex mirrorc. concave mirror

. Describe applications of reflection of light.

- Solve problems involving reflection of light.

- Construct a device based on the applications of reflection of light .

image .

Discuss the Laws of reflection. Examples : Reflection on a plane mirror.Carry out experiment to study the reflection of light on a plane mirror.

Draw ray diagrams to determine the position and characteristics of the image formed by :

a. plane mirrorb .convex mirrorc. concave mirror

Discuss the examples : Plane mirror - Dressing mirror - Optical device – OHP and periscope. Convex mirror -side mirror of cars

- Solve problems involving reflection of light.

- Construct a device based on the application of reflection of light Examples : periscope and

Experiment(Ray box, plane mirror, white paper, protractor).CCTSGenerating ideasMaking generalizations.

Manipulative skillsMoral ValuesBeing honest and accurate .

Appreciating the contribution of science and technology

Be cooperative .

Teaching Aids

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

5. LIGHT

(2 week )

5.3 Understanding total internal reflection of light


Explain Understanding Refraction Of Light

Define refractive index as

n =

Determine the refractive index of a glass or Perspex block.

State the refractive , n as

Speed Of Light In Vacuum------------------------------------Speed Of Light In A Medium

Describe phenomena due to refraction

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.

Discuss the refractive index as

Speed Of Light In VacuumSpeed Of Light In A Medium

Carry out research and write a report on phenomena of refraction.Example : apparent depth and twinkling of the stars.

Carry out activities to gain

video clip, movie (use of ICT or courseware integration is preferable)

Lab Apparatus

CCTS

Relating Generating Ideas Predicting Making generalisations

Moral Values

Cooperation Realising Science is a

means to understand nature..

Having an interest and curiosity towards the environment.

Teaching Aids

i

r

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

5. LIGHT

( 1 week )


-explain total internal reflection of light

-define critical angle ,c

- draw ray diagrams

- relate the critical angle to the reflective index i.e

=

-describe natural phenomenon involving total internal reflection.

-Describe applications of

idea of apparent depth. Example : Present the report

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.

Discuss with the aid of diagrams :

i) total internal reflection and critical angle,c

ii) the relationship between critical angle and refractive index.

Research and report oni) natural phenomenon

involving total internal reflection eg. mirage

ii) The applications of total internal reflection,

video clip

Experiment (Lab apparatus)

ICT or courseware

ICT

ICT

CCTRelatingProblem solving

Moral ValuesAppreciating natural phenomenon.

1/sin c

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

total internal reflection.

- solve problems involving total internal reflection.

e.g in telecommunication using fibre optics.

Problem solving

Vocabulary-Total internal reflection-critical angle

5. LIGHT

(1 week)

(80 min)

5.4 Understanding lenses


1. Describe types of lenses

2. Explain the difference between focus point and focal length

3. Draw ray diagrams to show focal point, focal length and characteristic of images formed by convex and concave lenses

4. Define magnification

1. Use an optical kit2. Observe light rays

traveling through convex and concave lens

3. Draw ray diagrams to show3.1 focus point3.2 focal length

4. Determine the focal point and focal length of convex and concave lenses

5. Describe the characteristic of images formed by convex and concave lenses

6. Using ray diagram, (i) discuss magnification and hence (ii) determine magnification by using the formula :

Teaching Aids 1. Optical kit2. (use of ICT or courseware integration is preferable)

CCTS1. Generating idea2. Relating3. visualising

Moral ValuesHaving an interest and curiousity towards the optical devices

Vocabulary1. magnification

LEARNING AREA/WEEKS

LEARNING OBJECTIVES


STRATEGIES

5. Determine the relationship between u, v, and f

6. Describe with the aid of ray diagrams, the use of lenses in optical devices

7. Solve problems involving lenses

m = v u

7. Carry out an experiment to find the relationship between u, v, and f

1 = 1 + 1 f u v

8. discuss the use of lenses

in optical devices such as a telescope and microscope

9. Solve problems involving lenses

Teaching aids1. Laboratory apparatus

CCTS1.Generating idea2. Making hypothesis3. Making inferences

Teaching Aids 1. ICT or courseware integration

CCTS1. Relating

yearly lesson plan physics form 4

Documents

learning activities

vector quantities teaching

base quantities prefixes

derived quantities pupils

prefix base quantities

measure physical quantities

units express quantities

mins learning objectives