Fizik Form 4

7/29/2019 Fizik Form 4

1/25

1


2/25

LEARNING AREA : 1.0 INTRODUCTION TO PHYSICS

WEEKSLEARNING OBJECTIVES

LEARNING OUTCOMESTEACHING AND LEARNING

ACTIVITIES

STRATEGIES

1

(1/2 week )

(80 mins.)

1.1 Understanding physics A student is able to:

Explain what physics is.

Recognize the physics ineveryday objects and naturalphenomena.

Observe everyday objects such as atable, a pencil, a mirror etc anddiscuss how they are related tophysics concepts.

View a video on natural phenomenaor everyday life experiences anddiscuss how they are related tophysics 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 walkunder roof but feel hot under thesun?

What can you say about our tallestbuilding (Petronas twin tower) relatingwith physics?

Teaching AidsPower point slides aboutbird fly, how the bird fly,engineer building an aeroplane, aero plane in theair

(use of ICT orcourseware integration ispreferable)

CCTSRelating

Moral ValuesHaving an interest andcuriosity towards theenvironment.

2


3/25



ACTIVITIES

STRATEGIES

(80 mins)

1.2 Understanding basequantities and derivedquantities

A student is able to :

Explain what basequantities and derivedquantities are

List base quantitiesand their units

List some derived andtheir units

Express quantitiesusing prefixes

Discuss base quantities and derivedquantities are.

What are the differences betweenbase quantities and derivedquantities.

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

Pupils fill a table with base andderived quantities

Pupils recite mnemonic with

abbreviation unit with scientificnotation

From a text passage, identify physicalquantities then classify them into basequantities and derived quantities

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

Discuss the use of scientific notation

to express large and small numbers

Surf the net about the base quantitiesprefixes , convertion of unit andderived quantities.

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

)

Teaching AidsAquarium withaccessories

CCTSSequencingVisualizing

Moral ValuesHonestySystematic

Vocabulary

DensityVolume,VelocityScientific notation,PrefixBase quantitiesDerive quantitiesLengthTimeTemperature,Current

Force

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


4/25



ACTIVITIES

STRATEGIES

week

(40 mins)

1.3 Understanding scalar andvector quantities


Define scalar andvector quantities

Give examples ofscalar and vectorquantities

Carry out activities to show that somequantities can be defined bymagnitude only whereas otherquantities need to be defined bymagnitude as well as direction

What does the number indicate?What do the pointers indicate?Can you calculate the time you spendto study physics in a day in minute?

Surf the net about duration time takenby an aero plane (Air Asia) for a

destination.(www.airasia.com)

Show a plan of location of a housingareato determine displacement anddistance (the differences betweenscalar and vector)

Can you identify physical quantities inyour school compound. List out all thequantities into scalar and vector

quantitiesCompile a list of scalar and vectorquantities

Teaching AidsClock, Voltmeter,

Ammeter

CCTSComparing, contrasting

Moral ValuesAppreciating contributionof science and technology

Vocabulary

1 week(120 mins)

1.4 Understandingmeasurement


Measure physicalquantities usingappropriate

Choose the appropriate instrument fora given measurement

Pupils throw plasticine balls on the

Teaching AidsVernier caliper,micrometer gauge, meterruler, ammeter, voltmeter,

4
http://www.airasia.com/http://www.airasia.com/


5/25



ACTIVITIES

STRATEGIES

instruments

Explain accuracy andconsistency

Explain sensitivity

Explain types ofexperimental error

Use appropriatetechniques to reduceerrors

bulls eyes on the board tounderstand the concept of

consistency and accuracy

Discuss consistency and accuracyusing the distribution of gunshots on atarget as an example

Discuss the sensitivity of variousinstruments

Create models for time, massmeasurement

Pupils make observation on differentinstrument to measure the sameobject.

Demonstrate through examplessystematic errors and random errors.Discuss what systematic and randomerrors are

Use appropriate techniques to reduceerror in measurement such asrepeating measurements to find the

average and compensating for zeroerror

thermometer(neraca peka)

CCTSComparing

Moral ValuesBeing honest, systematic

VocabularyAccuracy, consistency,systematic error, randomerror, sensitivity

1 week(80 mins)

1.5 Analysing scientificinvestigations


Identify variables in agiven situation

Identify a questionsuitable for scientificinvestigation

Induction set:Why the helicopter fall and crash. Tryto investigate the reason. Discuss ingroup how to plan a strategy ofinvestigation.

Teaching AidsYoyo, Pendulum

CCTSAnalyzing,Relating,

5


6/25



ACTIVITIES

STRATEGIES

Form a hypothesis

Design and carry out asimple experiment totest the hypothesis

Record and presentdata in a suitable form

Interpret data to drawa conclusion

Write a report of theinvestigation

Observed a situation and suggestquestions suitable for a scientific

investigation. Discuss to :a) identify a question suitable for

scientific investigationb) identify all the variablesc) form a hypothesisd) plan the method of

investigation includingselection of apparatus andwork procedures

Find out why the elongation of thespring is longer when a 10 kg

baby is placed in a swingcompare to 5 kg baby.

Design an experiment toinvestigate how the mass of thecar affect the acceleration.

Carry out an experiment and: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

Making conclusion,inference,

Visualizing,ExperimentingMaking decisionProblem solving

Moral ValuesThinking rationally,Critical and analyticalthinking,Being fair and just

Vocabulary

6


7/25

LEARNING AREA: 2. FORCES AND MOTION


LEARNING OUTCOMESTEACHING AND LEARNING ACTIVITIES STRATEGIES

160MINUTES( 4 PERIOD)

2.1Analysing linear motion

A student is able to:

define distance anddisplacement

define speed and velocity

and state that v = st

define acceleration anddeceleration and state that a= v - u

t calculate speed and velocity

calculate acceleration/deceleration

solve problems on linearmotion with uniformacceleration using

i. v = u + at

ii. s = ut + at2

iii. v2 = u2 + 2as

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 anobject moving over a hill and through atunnel.

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-uniformvelocity

b) determine displacement, velocity andacceleration

Solve problem using the following equationof motion

TEACHING AIDPhotos

CCTSComparing andcontrasting

MORAL VALUEHaving critical andanalytical thinking

80MINUTES(2 PERIOD)

2.2Analysing motion graphs


Plot and interpretdisplacement-time andvelocity-time graphs.

deduce from the shape of adisplacement-time graphwhen a body is:

i. at restii. moving with uniform

Carry out activities using a datalogger/graphing calculator/ticker timer toploti. displacement-time graphii. velocity-time graph

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

TEACHING AIDGraph from internet, CDabout motion.

CCTSMaking hypothesis,analyzing andconclusion.

MORAL VALUE

7


8/25



velocityiii. moving with non-

uniform velocity Determine distance,

displacement and velocity fora displacement-time graph.

Deduce from the shape of avelocity-time graph when abody is:

i. at restii. moving with uniform

velocityiii. moving with non-

uniform velocity

Determine distance,displacement, velocity andacceleration from a velocity-time graph.

Solve problems on linearmotion with uniformacceleration.

Describe and interpret:

a) displacement-time graph andb) velocity-time graph

Determine distance, displacement, velocityand acceleration from displacement-timeand velocity-time graphs.

Solve problems on linear motion withuniform acceleration involving graphs.

Having critical andanalytical thinking

80MINUTES

( 2 PERIOD)

2.3Understanding inertia


Explain what inertia is.

Relate mass to inertia.

Give examples of situationinvolving inertia.

Suggest ways to reduce thenegative effect of inertia.

Carry out activities/view computersimulations/ situations to gain an idea oninertia.

Carry out activities to find out therelationship between inertia and mass.

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

inertia

TEACHING AIDPictures showing aboxer and his trainingtools.

CCTSRelating.

MORAL VALUERealising that science isa mean to understand

8


9/25



nature

160MINUTES

( 4 PERIOD)

2.4Analysing momentum


Define the momentum of anobject.

Define momentum (p) as theproduct of mass (m) andvelocity (v) i.e.p= mv

State the principle ofconservation of momentum

Describe applications ofconservation of momentum.

Solve problem involvingmomentum.

Carry out activities/view computersimulations to gain an idea of momentumby comparing the effect of stopping twoobjects:a) of the same mass moving at different

speedsb) of different masses moving at the same

speed

Discuss momentum as the product of massand velocity.

View computer simulations on collisionsand explosions to gain an idea on theconservation of momentum.

Conduct an experiment to show that thetotal momentum of a closed system is aconstant.

Carry out activities that demonstrate theconservation of momentum e.g. waterrockets.

Research and report on the applications ofconservation of momentum such as inrockets or jet engines.

TEACHING AIDPicture showingskateboard motion.

CCTSMaking inferences,comparing andcontrasting.

MORAL VALUESBeing responsible aboutthe safety of oneself,

others, and theenvironment

9


10/25



160

MINUTES( 4 PERIOD)

2.5

Understanding the effectsof a force


Describe the effects ofbalanced forces acting on anobject.

Describe the effects ofunbalanced forces acting onan object.

Determine the relationshipbetween force, mass andacceleration i.e. F = ma.

Solve problems using F= ma

With the aim of diagrams, describe the

forces acting on an object:a) at restb) moving at constant velocityc) accelerating

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

a) at restb) moving at constant velocityc) accelerating

Conducting experiments to find therelationship between:

a) acceleration and mass of an objectunder constant force

b) acceleration and force for aconstant mass

Solve problem using F = ma

TEACHING AID

Movie showing abicycle racing.

CCTSMaking inferences,hypothesis, analyzingand making conclusion.

MORAL VALUEBeing systematic

80MINUTES

( 2 PERIOD)

2.6Analysing impulse andimpulsive force


Explain what an impulsiveforce is.

Give examples of situationsinvolving impulsive forces.

Define impulsive as anexplosion. i.e. change ofmomentum, i.e.Ft = mv - mu

Define impulsive force as the

View computer simulations of collisionsand explosions to gain an idea onimpulsive force.

Discussa) impulse as change of momentumb) an impulsive force as the rate of

change of momentum in a collision orexplosion

c) how increasing or decreasing time ofimpact affects the magnitude of the

TEACHING AIDPhotos showing high

jump and pole vault

CCTSMaking generalizationsand generating ideas.

MORAL VALUESBeing systematic

10


11/25



rate of change of momentumin a collision or explosion, i.e.

F = mv mut

Explain the effect ofincreasing or decreasing timeof impact on the magnitudeof the impulsive force.

Describe situations where animpulsive force needs to bereduced and suggest ways toreduce it.

describe situation where animpulsive force is beneficial

solve problems involvingimpulsive force

impulsive force

Research and report situations where:a) an impulsive force needs to be reduced

and how it can be doneb) an impulsive force is beneficial

Solve problems involving impulsive force

80MINUTES

( 2 PERIOD)

2.7Being aware of the need forsafety features in vehicles


describe the importance ofsafety features in vehicles

Research and report on the physics ofvehicle collisions and safety features invehicles in terms of physics concepts.

Discuss the importance of safety featuresin vehicles.

Examples: group presentation about thesafety features in vehicles.

TEACHING AIDPamphlets from carcompany, internet

CCTSEvaluating andgenerating ideas.

MORAL VALUESBeing responsible aboutthe safety of oneself,others, and theenvironment

11


12/25

LEARNING AREA : 3.0 FORCES AND PRESSURE



ACTIVITIES

STRATEGIES

(.40 min.)

3.1Understanding pressure


Define pressure and statethat

P =A

F

Describe applications ofpressure.

Solve problems involvingpressure

Pressure is defined as force per unitarea.Unit = Nm-2 / Pascal (Pa)

Activities:Observe the effects of the force actingon the area of different sizes by using

a) a single / many thumbtacksb) sharp / blunt knifereflexology

Discuss pressure as force per unitarea

Research and report on applicationsof pressure

Solve problems involving pressure

Teaching Aidsvideo clip pictures- ski- tractor / army tank- highheelshoes / sportsshoes

CCTSRelating and application

Moral Values

Having an interest andappreciate the presenceof pressure in every daylife.

CCTSApplication and problemssolving.

( 80 mins.) 3.2

Understanding pressurein liquids


relate depth to pressure ia aliquid

relate density to pressure ina liquid

Observe situations to form ideas thatpressure in liquids :

a) acts in all directionsb) increases with depth

Using a plastic container with holes atdifferent height filled with water toshow pressure increases with depth;

Using a balloon poked with a fewholes, attach to the water tap and turn

Teaching AidsVideo

pressure increaseswith depth- swimming at different

depth ( pressureincrease, pain increase)

CCTSRelating

12
http://var/www/apps/conversion/tmp/scratch_3/APPPRES.ppthttp://var/www/apps/conversion/tmp/scratch_3/APPPRES.ppthttp://var/www/apps/conversion/tmp/scratch_3/APPPRES.ppthttp://var/www/apps/conversion/tmp/scratch_3/APPPRES.ppthttp://var/www/apps/conversion/tmp/scratch_3/APPPRES.ppthttp://var/www/apps/conversion/tmp/scratch_3/APPPRES.ppt


13/25



ACTIVITIES

STRATEGIES

explain pressure in a liquidand state that P = hg

describe applications ofpressure in liquids

solve problems involvingpressure in liquids

it on to show that the pressure acts inall directions.

Observe situations to form the ideasthat pressure in liquids increases withdensity.

Experiment: To investigate theeffects of pressure depends on

a) depthb) density

Relate depth ( h ), density () andgravitational field strength (g) to

obtainP = hg

Research and report ona) the applications of pressure in

liquidsb) ways to reduce the negative

effects of pressure in liquids

Examples of questions involvingpressure in liquids

Moral ValuesBeing honest andaccurate in recording andvalidating data.

VocabularyDepth - kedalaman

Picture on the structure ofa water dam and the

water supply systems.

CCTSApplication and problemssolving

( week)(80 min)

3.3 Understanding gaspressure and atmosphericpressure


explain gas pressure.

explain atmosphericpressure.

Carry out activities to gain an idea ofgas pressure and atmosphericpressure.

Activities:a) Push a piston into the

cylinder of a syringe with itsnozzle closed.

b) Use a kinetic theory model to

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

1 milibar = 100 Pa

CCTS:Relating, comparing

13


14/25



ACTIVITIES

STRATEGIES

describe application ofatmospheric pressure.

solve problemsinvolving atmosphericpressure and gas pressure

show motion of gasmolecules produces a

pressure.

Definition:Collisions of gas molecules on anysurface produce an impulsive force,creating the gas pressure.

Activities:a) Placed a cardboard over the

mouth of a glass filled withwater and turn it upside

down.b) Hitting one end with meter

ruler covered with a few sheetof newspaper.

c) Using a straw to suck waterfrom a glass. Replace thestraw with another strawpoked with a hole, compareboth situations.

d) Pull a piston from the cylinderof a syringe with its nozzleimmersed in water.

Definition:The atmospheric pressure isproduced by:

a) Collisions of air molecules onany surface.

b) weight of air above anysurface

Moral values

Realising that science is ameans to understandnatureTeaching aidsPowerpoint

Moral valuesAppreciating thecontribution of scienceang technology

Teaching aids:INSTRUMENTS FORMEASURING GASPRESSURE.pptBourdonGauge, Fortin Barometerand Aneroid Barometer

Teaching aids:Movie clip showingpeople tracking up amountain experiencingdifficulties in breathing.

Measuring instruments.

CCTSApplication and problemssolving

14
http://var/www/apps/conversion/tmp/scratch_3/GAS%20PRESSURE.ppthttp://var/www/apps/conversion/tmp/scratch_3/INSTRUMENTS%20FOR%20MEASURING%20GAS%20PRESSURE.ppthttp://var/www/apps/conversion/tmp/scratch_3/INSTRUMENTS%20FOR%20MEASURING%20GAS%20PRESSURE.ppthttp://var/www/apps/conversion/tmp/scratch_3/INSTRUMENTS%20FOR%20MEASURING%20GAS%20PRESSURE.ppthttp://var/www/apps/conversion/tmp/scratch_3/INSTRUMENTS%20FOR%20MEASURING%20GAS%20PRESSURE.ppthttp://var/www/apps/conversion/tmp/scratch_3/GAS%20PRESSURE.ppthttp://var/www/apps/conversion/tmp/scratch_3/INSTRUMENTS%20FOR%20MEASURING%20GAS%20PRESSURE.ppthttp://var/www/apps/conversion/tmp/scratch_3/INSTRUMENTS%20FOR%20MEASURING%20GAS%20PRESSURE.ppthttp://var/www/apps/conversion/tmp/scratch_3/INSTRUMENTS%20FOR%20MEASURING%20GAS%20PRESSURE.ppt


15/25



ACTIVITIES

STRATEGIES

Do a research and report on theapplication of gas and atmospheric

pressure.

ActivityShow and introduce various typeof instruments to measure gaspressure (Bourdon Gauge) andatmospheric pressure (FortinBarometer, Aneroid Barometer)

Activity :Watch a movie clip and answerquestions regarding decreasing

atmospheric pressure withaltitudes.

Definition:The atmospheric pressure decreaseswith altitudes because the density ofair is reduced at higher altitudes.

Solve problems involving atmosphericand gas pressure including barometerand manometer readings.

(1 week )

(160 mins.)

3.4Applying Pascals Principle


State Pascals Principle

Explain hydraulic system.

Observe situations to form the ideathat pressure exerted on an enclosedliquid is transmitted equally to everypart of the liquid.

Discuss hydraulic system as a forcemultiplier to obtain:

Demonstrate experiment(Piston and Conical flaskwith hole, pressingtoothpaste)

Demonstrate experiment(Hydraulic system)

video clip -

15


16/25



ACTIVITIES

STRATEGIES

Describe application ofPascals Principle

Solve problems involvingPascals Principle

forceinput

forceOutput=

areapistoninput

areapistonOutput

Research and report on theapplications of Pascals Principle

Solve problems involving PascalsPrinciple

Application of hydraulicsystem and brake system

CCTSRelating

Moral ValuesHaving an interest andcuriosity towards theenvironment.

(1 Week)

(160 min)

3.5 ApplyingArchimedess Principle


Explain buoyant force

Relate buoyant forceto the weight of theliquid displaced

State ArchimedessPrinciple

Describe applicationsof ArchimedessPrinciple

Solve probleminvolving

Archimedess Principle

Carry out an activity to measure theweight of an object in air and theweight of the same object in water togain an idea on buoyant force

Conduct an experiment to investigatethe relationship between the weight ofwater displaced and buoyant force

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

partially submerged in a fluid

experiences a buoyant forceequal to the weight force equal tothe weight of fluid displaced

b) the weight of a freely floatingobject being equal to the weight offluid displaced

c) a floating object has a densityless that or equal to the density ofthe fluid in which it is floating

Conduct experiment(Buoyant Force)

Demonstrate experiment



Video clip

Animations ofsubmarines, hydrometer,hot air balloons,advertisement balloonand ship

CCTSRelating

16
http://var/www/apps/conversion/tmp/scratch_3/submarine.ppthttp://var/www/apps/conversion/tmp/scratch_3/submarine.ppt


17/25



ACTIVITIES

STRATEGIES

Research and report on the

applications of Archimedess Principle

Solve problems involvingArchimedess Principle

Moral valuesHaving an interest and

curiosity towards theenvironment.

(1 Week)

( 160 min.)

3.6 UnderstandingBernoullis Principle

Understanding basequantities and derivedquantities


State Bernoullis Principle

Explain that a resultant forceexits due to a difference in

fluid pressure

Describe applications ofBernoullis Principle

Solve problem involvingBernoullis Principle

Carry out activities to gain the ideawhen the speed of a flowing fluidincreases its pressure decreases

Carry out activities to show that aresultant force exists due to a

difference in fluid pressure

View a computer simulation toobserve air flow over an aerofoil togain an idea an lifting force

Research and report an theapplications of Bernoullis Principle

Solve problems involving BernoullisPrinciple

Demonstrate(blowing above a strip ofpaper, blowing throughbetween two ping pongballs suspended onstrips)

Applications of BernoullisPrincipleBunsen Burner ,insecticide spray andcarburetor

CCTSRelating

Moral ValuesHaving an interest andcuriosity towards the

environment

17


18/25



ACTIVITIES

STRATEGIES

(80

minutes)

(1 week)

(160minutes)

4.1

Understanding ThermalEquilibrium

4.2 Understanding SpecificHeat Capacity.


Explain thermalequilibrium

Explain how a liquid-in-glass thermometer works.


Define specific heatcapacity (c).

State that c = Q/m

Discuss the definition of

thermal equilibrium thetransformation of energy from A toB and B to A are same.

Demonstrate activities toshow that thermal equilibrium is acondition in which there is not heatflow between two objects in thermalcontact.

Discuss the expansion ofliquid with the increase of it

temperature and factors affectingthe increase in volume.

Discuss how a thermometeris calibrated.

Observe and discuss thechange in temperature when :

- different mass ofwater is being heated by thesame heater for the sameamount of time.

- Same mass of different types of liquid by thesame heater for the sameamount of time.

Plan andcarry out an experiment to

Teaching Aids

Mercury thermometer

(use of ICT or coursewareintegration is preferable)

CCTSRelating, Inventing,Predicting

Moral Values

Cooperative

VocabularyThermal equilibrium

Teaching AidsApparatus of theexperiment.Worksheet of past yearsquestions.

Tutorial questions.

CCTSProblem solving,ComparingExperimenting

18

LEARNING AREA : 4.0 HEAT


19/25



ACTIVITIES

STRATEGIES

4.3 SpecificLatent

Heat

4.3 Understanding SpecificLatent Heat


State that transfer of

heat during a change ofphase does not cause achange in temperature.

Define specific latentheat ( l)

State that l= Q / m

Determine the specificlatent heat of fusion

Solve the probleminvolving specific latent heat

determine the specific heat capacityof

- A liquid- A solid-

Collect and interpret data onapplications of specific heatcapacity from the internet.

Give handouts to the studentscontaining past years questionsrelated to specific heat capacity.

Demonstrate and discussthese :

- No change in temperaturewhen heat is supplied to boilingwater and melting ice.

Discuss melting, solidification,boiling and condensation asprocesses involving energy transferwithout the change in temperaturewith the aid of a cooling and heatingcurve ( computer simulation )

Discuss- Latent heat in term of molecularbehavior- Specific latent heat

Plan and carry outexperiment to determine specific

Moral ValuesCooperative

VocabularyHeat CapacitySpecific Heat Capacity

Teaching AidsICT

Apparatus of theexperiments.Worksheet of past years

questions.Tutorial questions

CCTSProblem solving,Comparing,Experimenting

Moral ValuesCooperation.Relating

Working independently

VocabularyLatent HeatSpecific Latent Heat

19


20/25



ACTIVITIES

STRATEGIES

(2weeks)

(320minutes)

4.4Understanding Gas Law


Explain gas pressure,temperature and volume interms of the behaviour ofgas molecule.

Determine therelationship betweenpressure and volume atconstant temperature for afixed mass of gas i.e. PV=constant.

Determine the

relationship betweenvolume and temperature atconstant pressure for afixed mass of gas i.e. V/T=constant.

Determine the

relationship betweenpressure and temperatureat constant volume for afixed mass of gas i.e. P/T=constant

Explain absolute zero.

Explain theabsolute/Kelvin scale of

latent heat of- fusion

- vaporization

Give handouts to the studentscontaining past year questionrelated to specific latent heat

Observe computer simulationand discuss the behaviour of gasmolecules in terms of pressure,temperature and volume based onKinetic Theory.

Plan and carry outexperiments to determine therelationships between :

- pressure and

volume at constant temperaturefor a fixed mass of gas i.e. PV=constant.

- volume and

temperature at constantpressure for a fixed mass of gasi.e. V/T= constant

-pressure andtemperature at constant volume

for a fixed mass of gas i.e. P/T=constant

View computer simulation toshow that when pressure andvolume are zero the temperature ona P-T and V-T graphs is -273oC.

Teaching AidsICT

Apparatus of theexperiments.Worksheet of past yearsquestions.Tutorial questions

CCTSRelating. Analysing.Comparing.

Moral Values

Cooperation.Honesty.Thinking rationally.Working independently

VocabularyAbsolute zeroCharles LawBoyles LawPressures LawKinetic Theory

20


21/25



ACTIVITIES

STRATEGIES

temperature.

Solve problemsinvolving pressure,temperature and volume ofa fixed mass of gas.

Discuss absolute zero and

the Kelvin scale of temperature.

Give handouts to the studentscontaining past years questionsrelated to problems involvingpressure, temperature and volumeof a fixed mass of gas.

LEARNING AREA : 5. 0 LIGHT



ACTIVITIES

STRATEGIES

(2 weeks ) 5.1 Understandingreflection of light


* describe the characteristics ofthe image formed byreflection of light .

* State the Laws of reflectionof light.

i = rIncident ray, reflected ray andthe normal are on the same

plane.

* Draw ray diagrams to showthe position and characteristicsof the image formed by :

a. plane mirrorb. convex mirrorc. concave mirror

*Observe the image formed in aplane mirror.*Discuss characteristics of the image .

*Discuss the Laws of reflection.

*Carry out experiment to study thereflection of light on a plane mirror.

*Draw ray diagrams to determine the

position and characteristics of theimage formed by :

a. plane mirrorb .convex mirrorc. concave mirror

*Discuss the examples :Plane mirror- Dressing mirror

Teaching Aidsvideo clip, movie

(use of ICT orcourseware integration ispreferable)

Experiment(Ray box, plane mirror,white paper, protractor).CCTS

Generating ideasMaking generalizations.

Manipulative skillsMoral ValuesBeing honest andaccurate .

21


22/25



ACTIVITIES

STRATEGIES

(2 week )

5.2 Understanding RefractionOf Light

* Describe applications ofreflection of light.

* Solve problems involvingreflection of light.

* Construct a device based onthe applications of reflection oflight .


Explain UnderstandingRefraction Of Light

Define refractive indexas

n =Sin

Sin

Determine the

refractive index of aglass or Perspexblock.

State the refractive , nas

Speed Of Light In AVacuum

- Optical device OHP andperiscope.

Convex mirror-side mirror of cars

*Solve problems involving reflectionof light.

*Construct a device based on theapplication of reflection of lightExamples : periscope

Observe situations to gain an idea onrefraction.

Discuss examples:Sunset And Straw in the water

Conduct an experiment to find therelationship between the angle ofincidence and angle of refraction toobtain Snell Law.

Discuss the refractive index as

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

Carry out research and write a reporton phenomena of refraction.Example : apparent depth andtwinkling of the stars.

Appreciating thecontribution of science

andtechnology

Be cooperative .

Teaching Aids

video clip, movie(use of ICT orcoursewareintegration ispreferable)

Lab Apparatus

CCTS

Relating

Generating Ideas Predicting

Makinggeneralisations

Moral Values

Cooperation

22

ir


23/25



ACTIVITIES

STRATEGIES

( 1 week )

5.3 Understanding totalinternal reflection oflight

------------------------------------Speed Of Light In A

Medium

Describe phenomenadue to refraction


-explain total internal reflectionof light

* define critical angle ,c

*draw ray diagrams

*relate the critical angle to thereflective index i.e

=

*describe natural phenomenoninvolving total internalreflection.

*Describe applications of totalinternal reflection.

Carry out activities to gain idea of

apparent depth.Example : Present the report

Carry out activities to show the effectof increasing the angle of incidenceon the angle of refraction when lighttravels from a denser medium to aless dense medium to gain an ideaabout total internal reflection and toobtain the critical angle.

Discuss with the aid of diagrams :

i) total internal reflectionand critical angle,c

ii) the relationship betweencritical angle andrefractive index.

Research and report oni) natural phenomenon

involving total internalreflection eg. mirage

ii) The applications of total

Realising Scienceis a means to

understandnature..

Having aninterest andcuriosity towardsthe environment.

Teaching Aids

video clip

Experiment (Labapparatus)

ICT or courseware

CCTRelatingProblem solving

Moral ValuesAppreciating naturalphenomenon.

Vocabulary-Total internal reflection-critical angle

23

1/sin c


24/25



ACTIVITIES

STRATEGIES

* solve problems involving totalinternal reflection.

internal reflection, e.g intelecommunication using

fibre optics.

(1 week)

(80 min)

5.4 Understanding lenses A student is able to:

* Describe types of lenses

*Explain the differencebetween focus point and focallength

*Draw ray diagrams to showfocal point, focal length andcharacteristic of images formedby convex and concave lenses

*Define magnification

*Determine the relationship

Use an optical kit

Observe light rays traveling throughconvex and concave lens

Draw ray diagrams to show1.1 focus point1.2 focal length

Determine the focal point and focallength of convex and concave lenses

Describe the characteristic of imagesformed by convex and concavelenses

Using ray diagram,

Teaching Aids1. Optical kit2. (use of ICT orcourseware integration ispreferable)

CCTS1. Generating idea2. Relating3. visualising

Moral ValuesHaving an interest andcuriousity towards theoptical devices

Vocabulary

24


25/25



ACTIVITIES

STRATEGIES

between u, v, and f

*Describe with the aid of raydiagrams, the use of lenses inoptical devices

*Solve problems involvinglenses

(i) discuss magnification andhence

(ii) determine magnification byusing the formula :

m = vu

Carry out an experiment to find therelationship between u, v, and f

1 = 1 + 1 f u v

Discuss the use of lenses in opticaldevices such as a telescope andmicroscope

Solve problems involving lenses

1. magnification

Teaching aids1. Laboratory apparatus

CCTS1.Generating idea2. Making hypothesis3. Making inferences

Teaching Aids1. ICT or

coursewareintegration

CCTS1. Relating

Re-prepared by: Faizah Bte Ismail, KP Sains SMKSA, November 2007.

25

Fizik Form 4

Documents

Transcript of Fizik Form 4