Yearly Plan Physics Form 4

8/8/2019 Yearly Plan Physics Form 4

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Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies

• express derived quantities

as well as their units in

terms of base quantities and base units.

• solve problems involving

conversion of units.

Discuss the use of scientific

notation to express large and

small numbers.

Determine the base quantities

(and units) in a given derived

quantity (and unit) from therelated formula.

Solve problems that involve theconversion of units.

3 1.3

Understanding

scalar and vector

quantities

A student is able to:

• define scalar and vector

quantities.

• give examples of scalar andvector quantities.

Carry out activities to show that

some quantities can be defined

by magnitude only whereas

other quantities need to bedefined by magnitude as well as

direction.

Compile a list of scalar and

vector quantities.

Being systematic.

4 1.4

Understanding

measurements


• measure physical quantities

using appropriateinstruments.

• explain accuracy and

consistency.

Choose the appropriate

instrument for a givenmeasurement.

Discuss consistency and

accuracy using distribution of

gunshots on a target as an

example.

Being honest and

accurate in recording

and validating data.

2




• explain sensitivity.

• explain types of

experimental error.

• use appropriate techniques

to reduce errors.

Discuss the sensitivity of various

instruments.

Demonstrate through examples

systematic errors and random

errors. Discuss what systematic

and random errors are.

Use appropriate technique to

reduce error in measurementssuch as repeating measurements

to find the average and

compensating for zero error.

5 1.5

Analysing 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 asuitable form.

• interpret data to draw aconclusion.

• write a report of the

investigation.

Observe 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

Carry out an experiment and:a) collect and tabulate data

b) present data in a suitableform

c) interpret the data and draw

conclusion

d) write a complete data

Thinking rationally Teaching Aids

Apparatus of the

experiment.

Worksheet of pastyears questions.

Tutorial

questions.

CCTS

Problem solving,

Comparing

Experimenting

Moral ValuesCooperative

Vocabulary

-

3



LEARNING AREA: 2. FORCES AND MOTION


6 2.1

Analysing linear

motion


• define distance and

displacement

• define speed and velocity

and state that v = s

t

• define acceleration and

deceleration and state thata = v - u

t

• calculate speed and velocity

• calculate acceleration/

deceleration

• solve problems on linear

motion with uniform

acceleration using

i. v = u + at

ii. s = ut + ½at2

iii. v2 = u2 + 2as

Carry out activities to gain an

idea of:

a) distance and displacement

b) speed and velocity

c) acceleration and deceleration

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:

v = u + at

s = ut + ½at2

v2 = u2 + 2as

Having critical and

analytical thinking

4




7 2.2

Analysing motion

graphs


• 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 non-

uniform velocity

• determine distance,displacement and velocity

for a displacement-time

graph.

•deduce from the shape of avelocity-time graph when a body is:

i. at rest

ii. moving with uniform

velocity

iii. moving with non-

uniform velocity

• determine distance,

displacement, velocity and

acceleration from avelocity-time graph.

• solve problems on linear

motion with uniform

acceleration.

Carry out activities using a data

logger/graphing calculator/ticker

timer to plot

i. displacement-time graph

ii. velocity-time graph

Describe and interpret:

a) displacement-time graph and

b) 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.

Having critical and

analytical thinking

Teaching Aids

Apparatus of the

experiment.

Worksheet of past

years questions.

Tutorial

questions.

CCTS

Problem solving,Comparing

Experimenting

Moral Values

Cooperative

Vocabulary

-

5




8 2.3

Understanding

inertia


• 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 inertiaand mass.

Research and report ona) the positive effect of inertia

b) ways to reduce the negative

effects of inertia

Realising that science

is a mean to

understand nature

Teaching Aids

Apparatus of the

experiment.

Worksheet of past

years questions.

Tutorial

questions.

CCTS


Experimenting

Moral Values

Cooperative

Vocabulary

-

9 2.4

Analysing

momentum


• 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:

c) of the same mass moving at

different speeds

d) of different masses moving

at the same speed

Discuss momentum as the product of mass and velocity.

Being responsible

about the safety of

oneself, others, and

the environment

6




• state the principle of

conservation of momentum.

• describe applications of

conservation of momentum.

• solve problem involving

momentum.

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 aclosed system is a constant.

Carry out activities thatdemonstrate 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.

10 2.5

Understanding the

effects of a force


• describe the effects of

balanced forces acting on

an object.

• 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

With the aim of diagrams,

describe the forces acting on an

object:

a) at rest

b) moving at constant velocity

c) accelerating

Conducting experiments to findthe 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

Being systematic

7




11 2.6

Analysing impulse

and impulsive force


• 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 – mut

• explain the effect of

increasing or decreasingtime of impact on the

magnitude of the impulsive

force.

• describe situations where an

impulsive force needs to bereduce and suggest ways to

reduce it.

• describe situation where an

impulsive force is beneficial


impulsive force

View computer simulations of

collisions and explosions to gain

an idea on impulsive force.

Discuss

a) impulse as change of momentum

b) an impulsive force as the rate

of change of momentum in acollision or explosion

c) how increasing or decreasing

time of impact affects the

magnitude of the 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 involvingimpulsive force

Being systematic

8




12 2.7

Being aware of the

need for safety

features in vehicles


• describe the importance of

safety features in vehicles


physics of vehicle collisions and

safety features in vehicles in

terms of physics concepts.

Discuss the importance of safetyfeatures in vehicles.

Being responsible

about the safety of

oneself, others, and

the environment

13 2.8

Understanding

gravity


• explain acceleration due to

gravity

• determine the value of

acceleration due to gravity.

• define weight (W ) as the

product of mass (m) and

acceleration due to gravity

( g ) i.e. W = mg


acceleration due to gravity

Carry out an activity or view

computer simulations to gain an

idea of acceleration due to

gravity.

Discuss

a) acceleration due to gravity.

b) a gravitational field as aregion in which an object

experiences a force due to

gravitational attraction and

c) gravitational field strength

( g ) as gravitational force per

unit mass

Carry out activity to determine

the value of acceleration due to

gravity.

Discuss weight as the Earth’sgravitational force on an object.

Solve problem involving

acceleration due to gravity.

Being thankful to god

9




14 2.9

Analysing forces in

equilibrium


• describe situation where

forces are in equilibrium.

• state what a result force is.

• add two forces to determine

the resultant force.

• resolve a force into the

effective component forces.


forces in equilibrium.

With the aid of diagram,

describe situations where forces

are in equilibrium, e.g. a book at

rest on a table, an object at rest

on an inclined plane.

With the aim of diagram, discuss

the resolution and addition of

forces to determine the resultantforce.

Solve problems involving forces

in equilibrium (limited to 3

forces)

Appreciating the

balance of nature

15 2.10Understanding

work, energy,

power and

efficiency


• define work (W ) as the

product of an applied force

( F ) and displacement ( s) of

an object in the direction of

the applied force i.e. W=Fs.

• state that when work is

done energy is transferred

from one object to another.

Observe and discuss situations

where work is done.

Discuss that no work is done

when:

a) a force is applied but no

displacement occurs.

b) An object undergoes a

displacement with no applied

force acting on it.

Give examples to illustrate how

energy is transferred from oneobject to another when work is

done.

Having an interestand curiosity towards

the environment

10




• define kinetic energy and

state that E k = ½mv2.

• define gravitational

potential energy and state

that E p = mgh.

• state the principle of

conservation of energy.

• define power and state that

P = W/t .

• explain what efficiency of a

device is.

• solve problems involvingwork, energy, power and

efficiency.

Discuss the relationship between

work done to accelerate a body

and the change in kinetic energy.

Discuss the relationship between

work done against gravity and

gravitational potential energy.

Carry out an activity to show the

principle of conservation of energy.

State that power is the rate at

which work is done, P = W/t .

Carry out activities to measure

power.

Discuss efficiency as:

useful energy output x 100%

energy output

Evaluate and report the

efficiencies of various devices

such as a diesel engine, a petrol

engine and an electric engine.

Solve problem involving work,energy, power and efficiency.

11




16 2.11

Appreciating the

importance of

maximizing the

efficiency of

devices


• recognize the importance of

maximizing efficiency of

devices in conserving

resources.

Discuss that when an energy

transformation takes place, not

all of the energy is used to do

useful work. Some is converted

into heat or other types of

energy. Maximizing efficiencyduring energy transformations

makes the best use of the

available energy. This helps toconserve resources.

Appreciating the

contribution of

science and

technology

17 2.12

Understanding

elasticity


• define elasticity.

•

define Hooke’s law.

• define elastic potentialenergy and state that

E p=½ kx2

• determine the forces thataffect elasticity.


elasticity.


elasticity.


idea on elasticity.

Plan and produce an experiment

to find the relationship between

force and extension of a spring.

Relate work done to elastic

potential energy to obtain

E p=½ kx2.

Describe and interpret force-

extension graphs.

Investigate the factors that affect

elasticity.

Research and report onapplications of elasticity.

Solve problems involving

elasticity.

Being thankful to god Teaching Aids

Apparatus of the

experiment.

Worksheet of past

years questions.

Tutorialquestions.

CCTS

Problem solving,

Comparing

Experimenting

Moral Values

Cooperative

Vocabulary

-

12



LEARNING AREA: 3. FORCES AND PRESSURE


18 3.1

Understanding

pressure


• define pressure and state

that P = F

A


pressure.


pressure.

Observe and describe the effect

of a force acting over a large

area compared to a small area,

e.g. school shoes versus high

heeled shoes.

Discuss pressure as force per

unit area.

Research and report on

applications of pressure.


pressure.

Thinking rationally

19 3.2

Understanding

pressure in liquids


• relate depth to pressure in a

liquid.

• relate density to pressure in

a liquid.

• explain pressure in a liquid

and state that P = hρg.

Observe situation to form ideas

that pressure in liquids:

a) acts in all directions

b) increases with depth

Observe situation to form the

idea that pressure in liquids

increases with density.

Relate depth (h), density ( ρ) and

gravitational field strength ( g ) to pressure in liquids to obtain

P = hρg

13





pressure in liquids.

• solve problems involving pressure in liquids.


a) the applications of pressure

in liquids

b) ways to reduce the negative

effects of pressure in liquids

Solve problems involving pressure in liquids.

20 3.3

Understanding gas

pressure and

atmospheric

pressure


• explain gas pressure.

• explain atmospheric

pressure.


atmospheric pressure.


idea of gas pressure and

atmospheric pressure.

Discuss gas pressure in terms of

the behavior of gas molecules

based on the kinetic theory.

Discuss atmospheric pressure in

terms of the weight of the

atmosphere acting on the Earth’s

surface.

Discuss the effect of altitude on

the magnitude of atmospheric

pressure.


applications of atmospheric pressure.

Thinking rationally

Being systematic

14





atmospheric pressure and

gas pressure.

Solving problems involving

atmospheric and gas pressure

including barometer and

manometer readings.

21 3.4Understanding

Pascal’s principle

A student is able to:• state Pascal’s principle.

• explain hydraulic systems.


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.

Discuss hydraulic systems as a

force multiplier to obtain:

Output force = output piston area

Input force input piston area


applications of Pascal’s principle

(hydraulic systems).



Having critical and

analytical thinking

Teaching AidsApparatus of the

experiment.

Worksheet of past

years questions.

Tutorial

questions.

CCTS

Problem solving,

Comparing

Experimenting

Moral Values

Cooperative

Vocabulary

-

15




22 3.5

Understanding

Archimedes’

principle


• explain buoyant force.

• relate buoyant force to the

weight of the liquid

displaced.

• state Archimedes’ principle.


Archimedes’ 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 the buoyant force.

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 of

fluid displace. b) the weight of a freely

floating object being equal to

the weight of fluid displaced.

c) a floating object has adensity less than or equal to

the density of the fluid in

which it is floating.


applications of Archimedes’ principle, e.g. submarines,

hydrometers, hot-air balloons.

Being honest and



Teaching Aids

Apparatus of the

experiment.

Worksheet of past

years questions.

Tutorial

questions.

CCTS


Experimenting

Moral Values

Cooperative

Vocabulary

-

16




23 3.6

Understanding

Bernoulli’s

principle


• state Bernoulli’s principle

• explain that a resultant force

exists due to a difference influid pressure


Bernoulli’s principle

• solve problem involving


Carry out activities to gain the

idea that when the speed of a

flowing fluid increases its

pressure decreases. Eg. Blowing

above a strip of paper, blowing

through straw between two ping- pong balls suspended on strings.

Discuss Bernoulli’s principle.

Carry out activities to show that

a resultant force exists due to a

difference in fluid pressure.

Research and report on theapplications of Bernoulli’s

principle



Having critical and

analytical thinking

Teaching Aids

Apparatus of the

experiment.

Worksheet of past

years questions.

Tutorial

questions.

CCTS


Experimenting

Moral Values

Cooperative

Vocabulary

-

17



LEARNING AREA: 4. HEAT


24 4.1

Understanding

thermal equilibrium

A student is able to :

• explain thermal

equilibrium

• explain how a liquid-

in-glass thermometer works.

Discuss the definition of thermal

equilibrium- the transformation

of energy from A to B and B to

A are same.

Demonstrate activities to show

that thermal equilibrium is a

condition in which there is no

heat flow between two objects in

thermal contact. e.g. Ask astudent to hold the bulb of a

thermometer, the liquid in the

thermometer will rise until it

reaches a certain point and

remains constant.

Discuss the expansion of liquid

with the increase of its

temperature and factors affecting

the increase in volume.

Discuss how a thermometer iscalibrated.


Mercury

thermometer

(use of ICT or courseware

integration is

preferable)

CCTS

Relating,

Inventing,

Predicting

Moral Values

Cooperative

Vocabulary

Thermal

equilibrium

18




25 4.2

Understanding

specific heat

capacity


• define specific heat

capacity (c).

• state that c = Q/mθ

Observe and discuss the change

in temperature when :

a) different mass of water is

being heated by the same

heater for the same amount

of time. b) Same mass of different

types of liquid by the same

heater for the same amountof time.

Plan and carry out an experiment

to determine the specific heat

capacity of

a) A liquid

b) A solid

Collect and interpret data on

applications of specific heat

capacity from the internet.

Give handouts to the students

containing past years questions

related to specific heat capacity.

Being honest and



Teaching Aids

Apparatus of the

experiment.

Worksheet of past

years questions.

Tutorialquestions.

CCTS

Problem solving,

Comparing

Experimenting

Moral Values

Cooperative

VocabularyHeat Capacity

Specific Heat

Capacity

26 4.3Understanding

specific latent

heat

A student is able to:• state that transfer of heat

during a change of phase

does not cause a change in

temperature.

Demonstrate and discuss these:

No change in temperature when

heat is supplied to the boiling

water and melting ice.

Teaching AidsICT. Apparatus of

the experiment.

Worksheet of past

years questions.

Tutorial questions

19




• define specific latent heat

(l)

• state that l = Q/m

• determine the specific latent

heat of fusion

• determine the specific latentheat of vaporization.


specific latent heat.

Discuss melting, solidification,

boiling and condensation as

processes involving energy

transfer without the change in

temperature with the aid of a

cooling and heating curve(computer simulation)

Discussa) latent heat in terms of

molecular behaviour.

b) specific latent heat.

Plan and carry out experiment to

determine specific latent heat

of :

a) fusion b) vaporization


containing past years questionsrelated to specific latent heat.

Being systematic

CCTS

Problem solving,

Comparing

Experimenting

Moral Values

Relating

Vocabulary

Latent Heat

Specific Latent

Heat

20




27 4.4

Understanding

the gas laws


• explain gas pressure,

temperature and volume in

terms of the behaviour of gas molecule.

• determine the relationship

between pressure and

volume at constanttemperature for a fixed mass

of gas i.e. PV= constant.


between volume and

temperature at constant

pressure for a fixed mass of

gas i.e. V/T= constant.


between pressure and

temperature at constant

volume for a fixed mass of

gas i.e. P/T= constant

• explain absolute zero.

• explain the absolute/Kelvinscale of temperature.


pressure, temperature and

volume of a fixed mass of

gas.

Observe computer simulation

and discuss the behaviour of gas

molecules in terms of pressure,

temperature and volume based

on Kinetic Theory.

Plan and carry out experiments

to determine the relationships

between :

a) pressure and volume at

constant temperature for a

fixed mass of gas i.e.

PV= constant.

b) volume and temperature at

constant pressure for a fixed

mass of gas i.e.

V/T= constantc) pressure and temperature at

constant volume for a fixed

mass of gas i.e.

P/T= constant

View computer simulation 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.



related to problems involving

pressure, temperature and


ICT

Apparatus of the

experiments.


Tutorial questions

CCTS

Relating.

Analysing.

Comparing.

Moral Values

Cooperation.Honesty.

Thinking

rationally.

Working

independently

Vocabulary

Absolute zero

Charles Law

Boyle’s LawPressure’s Law

Kinetic Theory

21



volume of a fixed mass of gas.

LEARNING AREA: 5. LIGHT


28 5.1Understanding

reflection of light


• describe the characteristics

of the image formed by

reflection of light.

• state the laws of reflection of

light.

• draw ray diagrams to show

the position and

characteristics of the image

formed by a

a) Plane mirror b) Convex mirror

c) Concave mirror

• describe applications of reflection of light.



Observe the image formed in a

plane mirror. Discuss that the

image is:

Discuss the laws of reflection.

Draw ray diagrams to determine

the position and characteristics

of the image.


applications of reflection of

light.


containing past years questionsrelated to reflection of light.

Having an interest

and curiosity towards

the environment

Being systematic

Teaching Aids

ICT

Worksheet of past

years questions.

Tutorial questions

CCTS

Relating

Analysing

Moral Values

Cooperation.

Honesty.Thinking

rationally.

Workingindependently

Vocabulary

Reflection

Convex

Concave

22




29 5.2

Understanding

refraction of light


• Explain refraction of light.

• Define refractive index as

n = sin i / sin r

• Determine the refractive

index of a glass or perspex block.

• State the refractive index, n,

as speed of light in a vacuum / speed of light in a medium

•

describe phenomena due torefraction

• solve problems involving the

refraction of light.

Observe situations to gain an

idea on refraction.

Conduct an experiment to find

the relationship between theangle of incidence and angle of

refraction to obtain Snell’s law.

Carry out an activity to

determine the refractive index of

a glass or perspex block.


phenomena due to refraction,e.g. apparent depth, the

twinkling of stars.

Solve problems involving the

refraction of light.



related to refraction of light.

Being honest and

accurate in recordingand validating data.

Teaching Aids

Apparatus of the

experiment.

Worksheet of past

years questions.

Tutorialquestions.

CCTS

Problem solving,

Comparing

Experimenting

Moral Values

Cooperative

VocabularyRefraction

Refractive Index

23




30 5.3

Understanding

internal reflection

of light


• explain total internal


• define critical angle (c).

• relate the critical angle tothe refractive index i.e.

n = 1 / sin c

• describe natural

phenomenon involving totalinternal reflection.

•

describe applications of total internal reflection.


total internal reflection.

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 lessdense medium to gain an idea

about total internal reflection and

to obtain the critical angle.

Solve problems involving total

internal reflection.



related to total internal

reflection.

.

Being systematic

24




31 5.4

Understanding

lenses


• explain focal point and focal

length.

• determine the focal point

and focal length of a convexlens.

• determine the focal point

and focal length of a

concave lens.

• draw ray diagrams to showthe position and

characteristics of the images

formed by a convex lens and

concave lens.

• define magnification as

m = v / u

• relate focal length ( f ) to the

object distance (u) and

image distance (v), i.e.

vu f

111+=

• describe, with the aid of ray

diagrams, the use of lenses

in optical devices.

Use an optical kit to observe and

measure light rays traveling

through convex and concave

lenses to gain an idea of focal

point and focal length.

With the help of ray diagrams,

discuss focal point and focal

length.

Draw ray diagrams to show the

positions and characteristics of

the images formed by a

a) Convex lens

b) Concave lens


idea of magnification.

With the help of ray diagrams,

discuss magnification.

Carry out an activity to find the

relationship between u, v and f .

Carry out activities to gain anidea on the use of lenses in

optical devices.

With the help of ray diagrams

discuss the use of lenses in

Having critical and

analytical thinking

Teaching Aids

ICT / Courseware

Integration

Apparatus of the

experiment.


Tutorial

questions.

CCTS

Relating,

Analysing,

Problem solving,

Experimenting

Moral ValuesCooperation.

Honesty.

Thinking.

rationally.

Working

independently.

Vocabulary

-

25



optical devices such as a


• construct an optical device

that uses lenses.

• solve problems involving tolenses.

telescope and a microscope.

Construct an optical device that

uses lenses.

Solve problems involving tolenses.



related to lenses.

26

Yearly Plan Physics Form 4

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Transcript of Yearly Plan Physics Form 4