Yearly Lesson Plan Physics Form 4

 Yearly Lesson Plan PHYSICS FORM 4

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OBJECTIVES

Chapter 1 1.1 Understanding INTRODUCTION physics TO PHYSICS

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TEAC TEACHI HING NG AND AND LEAR LEARNI NING NG

A student is able to: 

Explain what physics is.

(1/2 week ) (80 mins.) 

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 hot under the sun? 

(80 mins)

1.2 Un Understanding base quantities and derived quantities

STRATEGIES

ACTIVITIES

A student is able to : • Explain what base quantities and derived quantities are • List base quantities and their units • List some derived

Teaching Aids 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 courseware integration is preferable)

CCTS  Relating

Moral Values Having an interest and curiosity towards the environment.

What can you say about our  tallest building (Petronas twin tower) relating with physics? 

Vocabulary  - phenomena

Discuss base quantities and derived quantities are.

Teaching Aids Aquarium with accessories

From the aquarium, list out the  physical quantities. What are the differences between base quantities and derived 

CCTS  Sequencing Visualizing Moral Values

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TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

•

and their units Express quantities using prefixes

quantities. 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/3SI/si.html )

Honesty Systematic Vocabulary  Density Volume, Velocity Scientific notation, Prefix Base quantities Derive quantities Length Time Temperature, Current Force

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½ week (40 mins)

1.3 Understanding scalar and vector  quantities

LEARNING OUTCOMES

TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

A student is able to : Define scalar and • vector quantities Give examples of  • scalar and vector  quantities

Carry out activities to show that some quantities can be defined by magnitude only whereas other  quantities need to be defined by magnitude as well as direction

Teaching Aids Clock, Voltmeter, Ammeter 

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? 

Moral Values Appreciating contribution of  science and technology

Surf the net about duration time taken by an aero plane (Air Asia) for a destination. (www.airasia.com)

Vocabulary 

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  quantities Compile a list of scalar and vector  quantities

CCTS  Comparing, contrasting

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1 ½ week (120 mins)

1.4 Understanding measurement

LEARNING OUTCOMES

TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

A student is able to : Measure physical • quantities using appropriate instruments • Explain accuracy and consistency Explain sensitivity • • Explain types of  experimental error  • Use appropriate techniques to reduce errors

Choose the appropriate 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 

Teaching Aids Vernier caliper, micrometer  gauge, meter ruler, ammeter, voltmeter, thermometer  (neraca peka) CCTS  Comparing Moral Values Being honest, systematic Vocabulary   Accuracy, consistency, systematic error, random error, sensitivity 

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1 week (80 mins)

1.5 Analysing scientific investigations

LEARNING OUTCOMES

TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

A student is able to : 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

Induction set : 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 variables c) form a hypothesis d) plan the method of  investigation including selection of apparatus and work procedures

Teaching Aids Yoyo, Pendulum CCTS  Analyzing, Relating, Making conclusion, inference, Visualizing, Experimenting Making decision Problem solving Moral Values Thinking rationally, Critical and analytical thinking, Being fair and just Vocabulary 

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.

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TEACHING AND LEARNING

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Carry out an experiment and: a) collect and tabulate data b) present data in a suitable form c) interpret the data and draw conclusions d) write a complete report Suggested experiment: • pendulum • yoyo 2. FORCES AND MOTION

160 MINUTES ( 4 PERIOD)

2.1 Analysing 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 using

Carry out activities to gain an idea of: a) distance and displacement b) speed and velocity c) acceleration and deceleration

TEACHING AID Photos

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

MORAL VALUE Having critical and analytical thinking

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

CCTS Comparing and contrasting

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2.2 Analysing motion graphs

STRATEGIES

ACTIVITIES

i. v = u + at ii. s = ut + ½at 2 iii. v2 = u2 + 2as

80 MINUTES (2 PERIOD)

TEACHING AND LEARNING

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 rest ii. moving with uniform velocity iii. moving with nonuniform 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 rest ii. moving with uniform velocity iii. moving with nonuniform velocity • Determine distance, displacement, velocity and acceleration from a velocity-time graph.

equation of motion: v = u + at s = ut + ½at 2 v2 = u2 + 2as Carry out activities using a data logger/graphing calculator/ticker  timer to plot i. displacement-time graph ii. 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 and b) velocity-time graph Determine distance, displacement, velocity and acceleration from displacement-time and velocitytime graphs. Solve problems on linear motion with uniform acceleration involving graphs.

TEACHING AID Graph from internet, CD about motion. CCTS Making hypothesis, analyzing and conclusion. MORAL VALUE Having critical and analytical thinking

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2.3 Understanding inertia

STRATEGIES

ACTIVITIES

•

80 MINUTES ( 2 PERIOD)

TEACHING AND LEARNING

Solve problems on linear  motion with uniform acceleration.

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.

TEACHING AID Pictures showing a boxer and his training tools.

Carry out activities to find out the relationship between inertia and mass.

CCTS Relating.

MORAL VALUE Examples: Realising that science is a 1. Experiment about oscillations of  mean to understand nature metal blade. 2. Experiment about oscillation of  a full pail and empty pail. Research and report on a) the positive effect of inertia b) ways to reduce the negative effects of inertia

160 MINUTES ( 4 PERIOD)

2.4 Analysing 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 

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 speeds b) of different masses moving at the same speed

TEACHING AID Picture showing skateboard motion. CCTS Making inferences, comparing and contrasting.

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TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

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State the principle of  conservation of  momentum

•

Describe applications of  conservation of  momentum.

•

Solve problem involving momentum.

Examples: Experiment to determine : 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.

MORAL VALUES Being responsible about the safety of oneself, others, and the environment

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. 160 MINUTES ( 4 PERIOD)

2.5 Understanding the effects of a force

A student is able to: • Describe the effects of  balanced forces acting on an object.

With the aim of diagrams, describe the forces acting on an object: a) at rest b) moving at constant velocity

TEACHING AID Movie showing a bicycle racing. CCTS Making inferences, hypothesis,

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TEACHING AND LEARNING

STRATEGIES

ACTIVITIES •

Describe the effects of  unbalanced forces acting on an object.

• Determine the

relationship between force, mass and acceleration i.e. F = ma. • Solve problems using

F = ma

c) accelerating Examples: Use a remote control car to show the effect of a force acting on an object a) at rest b) moving at constant velocity c) accelerating

analyzing and making conclusion. MORAL VALUE Being systematic

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

80 MINUTES ( 2 PERIOD)

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

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

TEACHING AID Photos showing high jump and pole vault

Discuss a) impulse as change of  momentum b) an impulsive force as the rate of change of momentum in a collision or explosion c) how increasing or decreasing time of impact affects the magnitude of the impulsive

CCTS Making generalizations and generating ideas. MORAL VALUES Being systematic

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•

•

2.7 Being aware of the need for safety features in vehicles

STRATEGIES

ACTIVITIES

•

80 MINUTES ( 2 PERIOD)

TEACHING AND LEARNING

or explosion, i.e. F = mv – mu  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

A student is able to: • describe the importance of safety features in vehicles

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

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 AID Pamphlets from car company, internet CCTS Evaluating and generating ideas. MORAL VALUES Being responsible about the safety of oneself, others, and the environment

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Chapter 3: FORCES AND PRESSURE

3.1 Understanding pressure

LEARNING OUTCOMES

TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

A student is able to: 

Define pressure and state that  F  P=  A

(.40 min.)





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

Teaching Aids video clip pictures - ski - tractor / army tank - high heel shoes / sports shoes (use of ICT or courseware integration is preferable)

CCTS  Relating and application

Discuss pressure as force per unit area Research and report on applications of pressure

Solve problems involving pressure

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

CCTS  Application and problems solving. Vocabulary  - Pressure- tekanan

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3.2 ( 80 mins.)

Understanding pressure in liquids

LEARNING OUTCOMES

TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

A student is able to: 

relate depth to pressure ia a liquid

Observe situations to form ideas that pressure in liquids : a) acts in all directions b) increases with depth

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

relate density to pressure in a liquid



explain pressure in a liquid and state that P = hρg 

describe applications of  pressure in liquids

CCTS  Relating

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.



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

Moral Values Being honest and accurate in recording and validating data.

Experiment: To investigate the effects of pressure depends on a) depth b) density

Vocabulary  Depth - kedalaman

Relate depth ( h ), density ( ρ) and gravitational field strength (g) to obtain P = hρg 

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

Research and report on a) the applications of 

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TEACHING AND LEARNING

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pressure in liquids

 b) ways to reduce the negative effects of  pressure in liquids 

( ½ week) (80 min)

3.3 Understanding gas pressure and atmospheric pressure

solve problems involving pressure in liquids

CCTS  Application and problems solving

Examples of questions involving pressure in liquids

A student is able to: 

explain gas 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. 

explain atmospheric pressure.

Unit: 1 atmosphere = 760 mmHg = 10.3 m water = 101300 Pa 1 milibar = 100 Pa

CCTS: Relating, comparing

Moral values Realising that science is a means to understand nature

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TEACHING AND LEARNING

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Activities: a) Placed a cardboard over  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.



describe application of atmospheric pressure.

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.

Teaching aids Powerpoint

Moral values Appreciating 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

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TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

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

solve problems involving atmospheric pressure and gas pressure 

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

tracking up a mountain experiencing difficulties in breathing. Measuring instruments.

CCTS   Application and problems solving 

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. (1 week )

3.4 Applying Pascal’s Principle

A student is able to: 

State Pascal’s Principle

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

Explain hydraulic system.

Discuss hydraulic system as a

(160 mins.)



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

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TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

force multiplier to obtain: Output 

 force

input   force Output 

=

piston area

input  piston area





Describe application of  Pascal’s Principle

Solve problems involving Pascal’s Principle

Research and report on the applications of Pascal’s Principle

Solve problems involving Pascal’s Principle

video clip Application of hydraulic system and brake system CCTS  Relating

Moral Values Having an interest and curiosity towards the environment.

(1 Week)

3.5 Applying Archimedes’s Principle

A student is able to : Explain buoyant force 

(160 min) 

Relate buoyant force to the weight of the liquid displaced

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

Conduct experiment (Buoyant Force)

Demonstrate experiment

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



( 160 min.)

3.6 Understanding Bernoulli’s Principle

STRATEGIES

ACTIVITIES



(1 Week)

TEACHING AND LEARNING

State Archimedes’s Principle

Describe applications of  Archimedes’s Principle

Solve problem involving Archimedes’s Principle

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

Demonstrate experiment

Demonstrate experiment

Video clip Animations of submarines, hydrometer, hot air balloons, advertisement balloon and ship Movie of the diver  CCTS Relating Moral values Having an interest and curiosity towards the environment.

Solve problems involving Archimedes’s Principle

A student is able to: 

State Bernoulli’s Principle

Carry out activities to gain the idea when the speed of a flowing fluid

Demonstrate (blowing above a strip of paper,

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TEACHING AND LEARNING

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Understanding base quantities and derived quantities 



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

Describe applications of  Bernoulli’s Principle

increases its pressure decreases

blowing through between two ping pong balls suspended on strips)

Carry out activities to show that a resultant force exists due to a difference in fluid pressure

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

View a computer simulation to observe air flow over an aerofoil to gain an idea an lifting force

Computer simulation

Research and report an the applications of Bernoulli’s Principle

Applications of Bernoulli’s Principle Bunsen Burner , insecticide spray and carburetor  Questions on problem solving



Solve problem involving Bernoulli’s Principle

Solve problems involving Bernoulli’s Principle

CCTS  Relating

Moral Values Having an interest and curiosity towards the environment A student is able to: 4.

HEAT

1 WEEK

4.1 Understanding Thermal Equilibrium

•

explain thermal equilibrium

TSTS: attributing, generating ideas Carry out activities to show that thermal equilibrium is a condition in which there is no nett heat flow between two objects in thermal

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

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contact.

•

(160 min)

STRATEGIES

ACTIVITIES

(80 min)

1 WEEK

TEACHING AND LEARNING

4.2 Understanding Specific Heat Capacity

•

•

explain how a liquid-inglass thermometer  works

define specific heat capacity (c) state that c = Q mӨ

Use the liquid-in-glass thermometer to explain how the volume of a fixed mass of liquid may be used to define a temperature scale.

Observe the change in temperature when : a) The same amount of heat is used to heat different masses of water. b) The same amount of heat is used to heat the same mass of different liquids. Discuss specific heat capacity.

• •

determine the specific heat capacity of a liquid determine the specific heat of a solid

•

describe applications of  specific heat capacity

•

solve problems involving 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

Inquiry-Discovery - Try some virtual experiment on the thermal equilibrium at the following website :http://jersey.uorgan.edu/vlab/Th ermodynamics/

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 lives e.g.: boiling water 

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1 WEEK

4.3 Understanding Specific Latent Heat

LEARNING OUTCOMES

TEACHING AND LEARNING

•

(160 min)

Carry out an activity to show that state that transfer of  heat during a change of  there is no change in temperature phase does not cause a when heat is supplied to : a) a liquid at its boiling point change in temperature b) 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

•

• • •

2 WEEK (320 min)

4.4 Understanding The Gas Laws

STRATEGIES

ACTIVITIES

define specific latent heat (l ) state that l = Q m determine the specific latent heat of fusion determine the specific latent heat of  vaporisation

Discuss : a) latent heat in terms of  molecular behavior  b) specific latent heat

TSTS: conceptualizing, making conclusions 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

Plan and carry out an activity to determine the specific latent heat of : a) fusion b) vaporization

•

solve problems involving specific latent heat

Solve problems involving specific latent heat

•

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

TSTS: making inferences, making decisions Moral Values: being respectful and wellmannered, being honest and

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TEACHING AND LEARNING

temperature in terms of the behaviour of molecules based on the kinetic theory.

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5. LIGHT

(2 weeks )

5.1 Understanding reflection of light

STRATEGIES

ACTIVITIES

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

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

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

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 o C Discuss absolute zero and the Kelvin scale of temperature. Solve problems involving the pressure, temperature and volume of a fixed mass of gas

A student is able to: . describe the

accurate in recording and validating data.

Teaching Aids video clip, movie Observe the image formed in a

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TEACHING AND LEARNING

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ACTIVITIES

characteristics of the image formed by reflection of light . . State the Laws of  reflection of light. ‹ i = ‹ r  Incident 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 mirror  b. convex mirror  c. concave mirror  . Describe applications of  reflection of light.

plane mirror. Discuss characteristics of the image .

(use of ICT or courseware integration is preferable)

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

Experiment (Ray box, plane mirror, white paper, protractor). CCTS  Generating ideas Making generalizations. Manipulative skills Moral Values Being honest and accurate .

Draw ray diagrams to determine the position and characteristics of  the image formed by : a. plane mirror  b .convex mirror  c. concave mirror  Discuss the examples : Plane mirror  - Dressing mirror  - Optical device – OHP and periscope.

Appreciating the contribution of  science and technology

Convex mirror  -side mirror of cars - Solve problems involving reflection of light. 5.2 Understanding Refraction Of Light

- Construct a device based on the applications of 

Be cooperative . - Solve problems involving reflection of light. - Construct a device based on the

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TEACHING AND LEARNING

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reflection of light . 5. LIGHT

application of reflection of light Examples : periscope and kaleidoscope.

Teaching Aids •

A student is able to: (2 week )

• •

Explain Understanding Refraction Of Light

•

Observe situations to gain an idea on refraction. Discuss examples: Sunset And Straw in the water 

•

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

CCTS  •

Define refractive index as

•

i n=

•

Sin

r Sin

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

Discuss the refractive index as

Speed Of Light In Vacuum Speed Of Light In A Medium

•

5.3 Understanding total internal reflection of 

• • • •

Relating Generating Ideas Predicting Making generalisations

Moral Values

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Conduct an experiment to find the relationship between the angle of  incidence and angle of  refraction to obtain Snell’ Law.

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

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Cooperation Realising Science is a means to understand nature.. Having an interest and curiosity towards the environment.

LEARNING

LEARNING

AREA/WEEKS

OBJECTIVES

LEARNING OUTCOMES

TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

light

Teaching Aids •

Carry out activities to gain idea of apparent depth. Example : Present the

video clip

report

Experiment (Lab apparatus)

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.

ICT or courseware

5. LIGHT A student is able to:

( 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 η

1/sin c =

ICT Discuss with the aid of diagrams : i) ii)

-describe natural phenomenon involving total internal reflection.

total internal reflection and critical angle,c the relationship between critical angle and refractive index.

Research and report on i) natural phenomenon involving total internal reflection eg. mirage

ICT

CCT Relating Problem solving

Moral Values Appreciating natural

LEARNING

LEARNING

AREA/WEEKS

OBJECTIVES

LEARNING OUTCOMES

TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

-Describe applications of  total internal reflection. - solve problems involving total internal reflection.

ii)

The applications of   total internal reflection, e.g in telecommunication using fibre optics.

phenomenon.

Vocabulary  -Total internal reflection -critical angle

Problem solving

5. LIGHT

(1 week)

5.4 Understanding lenses

A student is able to: 1. Describe types of  lenses

(80 min) 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 kit 2. Observe light rays traveling through convex and concave lens 3. Draw ray diagrams to show 3.1 focus point 3.2 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

Teaching Aids 1. Optical kit 2. (use of ICT or courseware integration is preferable)

CCTS  1. Generating idea 2. Relating 3. visualising Moral Values Having an interest and curiousity towards the optical devices Vocabulary  1. magnification

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

LEARNING

LEARNING

AREA/WEEKS

OBJECTIVES

LEARNING OUTCOMES

TEACHING AND LEARNING

STRATEGIES

ACTIVITIES

m = v  u 

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

7. Carry out an experiment to find the relationship between u, v , and f  1 f

6. Describe with the aid of ray diagrams, the use of lenses in optical devices 7. Solve problems involving lenses

= 1 + 1 u v 

8. discuss the use of lenses in optical devices such as a telescope and microscope 9. Solve problems involving lenses

Teaching aids 1. Laboratory apparatus CCTS  1.Generating idea 2. Making hypothesis 3. Making inferences

Teaching Aids 1. ICT or courseware integration CCTS  1. Relating