1

LEARNING AREA : 1.0 INTRODUCTION TO PHYSICS WEEKS 1 (1/2 week ) (80 mins.) Recognize the physics in everyday objects and natural phenomena. LEARNING OBJECTIVES 1.1 Understanding physics LEARNING OUTCOMES A student is able to: Explain what physics is. TEACHING AND LEARNING ACTIVITIES Observe everyday objects such as a table, a pencil, a mirror etc and discuss how they are related to physics concepts. View a video on natural phenomena or everyday life experiences and discuss how they are related to physics concepts. Discuss fields of study in physics such as forces, motion, heat, light etc. Why the colour of leave is green? Why you feel cool when you walk under roof but feel hot under the sun? What can you say about our tallest building (Petronas twin tower) relating with physics? STRATEGIES 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 integration is preferable)

CCTS Relating Moral Values Having an interest and curiosity towards the environment.

WEEKS

LEARNING OBJECTIVES 1.2 Understanding base quantities and derived quantities

LEARNING OUTCOMES A student is able to : Explain what base quantities and derived quantities are List base quantities and their units List some derived and their units Express quantities using prefixes

TEACHING AND LEARNING ACTIVITIES Discuss base quantities and derived quantities are. What are the differences between base quantities and derived 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/3-SI/si.html)

STRATEGIES Teaching Aids Aquarium with accessories CCTS Sequencing Visualizing Moral Values Honesty Systematic Vocabulary Density Volume, Velocity Scientific notation, Prefix Base quantities Derive quantities Length Time Temperature, Current Force

(80 mins)

WEEKS week (40 mins)

LEARNING OBJECTIVES 1.3 Understanding scalar and vector quantities

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

TEACHING AND LEARNING ACTIVITIES 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 What does the number indicate? What do the pointers indicate? Can you calculate the time you spend to study physics in a day in minute? Surf the net about duration time taken by an aero plane (Air Asia) for a destination. (www.airasia.com) Show a plan of location of a housing area to determine displacement and distance (the differences between scalar and vector) Can you identify physical quantities in your school compound. List out all the quantities into scalar and vector quantities Compile a list of scalar and vector quantities

STRATEGIES Teaching Aids Clock, Voltmeter, Ammeter CCTS Comparing, contrasting Moral Values Appreciating contribution of science and technology

Vocabulary

1 week (120 mins)

1.4 Understanding measurement

A student is able to : Measure physical quantities using appropriate

Choose the appropriate instrument for a given measurement Pupils throw plasticine balls on the

Teaching Aids Vernier caliper, micrometer gauge, meter ruler, ammeter, voltmeter,

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES instruments Explain accuracy and consistency Explain sensitivity Explain types of experimental error Use appropriate techniques to reduce errors

TEACHING AND LEARNING ACTIVITIES bulls 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

STRATEGIES thermometer (neraca peka) CCTS Comparing Moral Values Being honest, systematic Vocabulary Accuracy, consistency, systematic error, random error, sensitivity

A student is able to : 1 week (80 mins) 1.5 Analysing scientific investigations Identify variables in a given situation Identify a question suitable for scientific investigation Induction set: Why the helicopter fall and crash. Try to investigate the reason. Discuss in group how to plan a strategy of investigation. Teaching Aids Yoyo, Pendulum CCTS Analyzing, Relating,

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES 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

TEACHING AND LEARNING ACTIVITIES 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 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. Design an experiment to investigate how the mass of the car affect the acceleration. 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

STRATEGIES Making conclusion, inference, Visualizing, Experimenting Making decision Problem solving Moral Values Thinking rationally, Critical and analytical thinking, Being fair and just Vocabulary

WEEKS 160 MINUTES ( 4 PERIOD)

LEARNING OBJECTIVES 2.1 Analysing linear motion

LEARNING AREA: 2. FORCES AND MOTION TEACHING AND LEARNING ACTIVITIES LEARNING OUTCOMES 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 i. v = u + at ii. s = ut + at2 iii. v2 = u2 + 2as Carry out activities to gain an idea of: a) distance and displacement b) speed and velocity c) acceleration and deceleration Examples: 1. Use pictures to show the motion of an object moving over a hill and through a tunnel. Carry out activities using a data logger/graphing calculator/ticker timer to: a) identify when a body is at rest, moving with uniform velocity or non-uniform velocity b) determine displacement, velocity and acceleration Solve problem using the following equation of motion

STRATEGIES TEACHING AID Photos CCTS Comparing and contrasting MORAL VALUE Having critical and analytical thinking

80 MINUTES (2 PERIOD)

2.2 Analysing motion graphs

A student is able to: Plot and interpret displacement-time and velocity-time graphs. deduce from the shape of a displacement-time graph when a body is: i. at rest ii. moving with uniform

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 displacementtime graph and velocity time graph from a set of given data.

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

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES 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 velocitytime graph. Solve problems on linear motion with uniform acceleration.

TEACHING AND LEARNING ACTIVITIES 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.

STRATEGIES Having critical and analytical thinking

80 MINUTES ( 2 PERIOD)

2.3 Understanding inertia

A student is able to: Explain what inertia is. Relate mass to inertia. Give examples of situation involving inertia. Suggest ways to reduce the negative effect of inertia.

Carry out activities/view computer simulations/ situations to gain an idea on inertia. Carry out activities to find out the relationship between inertia and mass. Research and report on a) the positive effect of inertia b) ways to reduce the negative effects of inertia

TEACHING AID Pictures showing a boxer and his training tools. CCTS Relating. MORAL VALUE Realising that science is a mean to understand

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES

TEACHING AND LEARNING ACTIVITIES

STRATEGIES nature

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 Discuss momentum as the product of mass and velocity. View computer simulations on collisions and explosions to gain an idea on the conservation of momentum. Conduct an experiment to show that the total momentum of a closed system is a constant. Carry out activities that demonstrate the conservation of momentum e.g. water rockets. Research and report on the applications of conservation of momentum such as in rockets or jet engines.

TEACHING AID Picture showing skateboard motion. CCTS Making inferences, comparing and contrasting. MORAL VALUES Being responsible about the safety of oneself, others, and the environment

State the principle of conservation of momentum Describe applications of conservation of momentum. Solve problem involving momentum.

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WEEKS 160 MINUTES ( 4 PERIOD)

LEARNING OBJECTIVES 2.5 Understanding the effects of a force

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

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

STRATEGIES TEACHING AID Movie showing a bicycle racing. CCTS Making inferences, hypothesis, analyzing and making conclusion. MORAL VALUE Being systematic

Determine the relationship

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

Solve problems using

= 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

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 a collision or explosion c) how increasing or decreasing time of impact affects the magnitude of the

TEACHING AID Photos showing high jump and pole vault CCTS Making generalizations and generating ideas. MORAL VALUES Being systematic

11

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES rate of change of momentum in a collision 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

TEACHING AND LEARNING ACTIVITIES impulsive force Research and report situations where: a) an impulsive force needs to be reduced and how it can be done b) an impulsive force is beneficial Solve problems involving impulsive force

STRATEGIES

80 MINUTES ( 2 PERIOD)

2.7 Being aware of the need for safety features in vehicles

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

Research and report on the physics of vehicle collisions and safety features in vehicles in terms of physics concepts. Discuss the importance of safety features in vehicles. Examples: group presentation about the safety features in vehicles.

TEACHING 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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LEARNING AREA : WEEKS LEARNING OBJECTIVES 3.1 Understanding pressure

3.0 FORCES AND PRESSURE TEACHING AND LEARNING LEARNING OUTCOMES ACTIVITIES Pressure is defined as force per unit area. Unit = Nm-2 / Pascal (Pa) Activities: Observe the effects of the force acting on the area of different sizes by using a) a single / many thumbtacks b) sharp / blunt knife reflexology Discuss pressure as force per unit area Research and report on applications of pressure Solve problems involving pressure

STRATEGIES Teaching Aids video clip pictures - ski - tractor / army tank - high heel shoes / sports shoes CCTS Relating and application Moral Values Having an interest and appreciate the presence of pressure in every day life. CCTS Application and problems solving. Teaching Aids Video pressure increases with depth - swimming at different depth ( pressure increase, pain increase) CCTS Relating

A student is able to: Define pressure and state that

(.40 min.)

P=

F A

Describe applications of pressure. Solve problems involving pressure

( 80 mins.)

3.2 Understanding pressure in liquids

A student is able to: relate depth to pressure ia a liquid relate density to pressure in a liquid

Observe situations to form ideas that pressure in liquids : a) acts in all directions b) increases with depth Using a plastic container with holes at different height filled with water to show pressure increases with depth; Using a balloon poked with a few holes, attach to the water tap and turn

13

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES

TEACHING AND LEARNING ACTIVITIES it on to show that the pressure acts in all directions. Observe situations to form the ideas that pressure in liquids increases with density. Experiment: To investigate the effects of pressure depends on a) depth b) density Relate depth ( h ), density () and gravitational field strength (g) to obtain P = hg Research and report on a) the applications of pressure in liquids b) ways to reduce the negative effects of pressure in liquids Examples of questions involving pressure in liquids

STRATEGIES

explain pressure in a liquid

and state that P = hg describe applications of pressure in liquids solve problems involving pressure in liquids

Moral Values Being honest and accurate in recording and validating data. Vocabulary Depth - kedalaman Picture on the structure of a water dam and the water supply systems. CCTS Application and problems solving

( week) (80 min)

3.3 Understanding gas pressure and atmospheric pressure

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

Unit: 1 atmosphere = 760 mmHg = 10.3 m water = 101300 Pa 1 milibar = 100 Pa CCTS: Relating, comparing

explain atmospheric pressure.

14

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES

describe application of atmospheric pressure. solve problems involving atmospheric pressure and gas pressure

TEACHING AND LEARNING ACTIVITIES show motion of gas molecules produces a pressure. Definition: Collisions of gas molecules on any surface produce an impulsive force, creating the gas pressure. Activities: a) Placed a cardboard over the mouth of a glass filled with water and turn it upside down. b) Hitting one end with meter ruler covered with a few sheet of newspaper. c) Using a straw to suck water from a glass. Replace the straw with another straw poked with a hole, compare both situations. d) Pull a piston from the cylinder of a syringe with its nozzle immersed in water. Definition: The atmospheric pressure is produced by: a) Collisions of air molecules on any surface. b) weight of air above any surface

STRATEGIES Moral values Realising that science is a means to understand nature 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 tracking up a mountain experiencing difficulties in breathing. Measuring instruments. CCTS Application and problems solving

15

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES

TEACHING AND LEARNING ACTIVITIES Do a research and report on the application of gas and atmospheric pressure. Activity Show and introduce various type of instruments to measure gas pressure (Bourdon Gauge) and atmospheric pressure (Fortin Barometer, Aneroid Barometer) Activity : Watch a movie clip and answer questions regarding decreasing atmospheric pressure with altitudes. Definition: The atmospheric pressure decreases with altitudes because the density of air is reduced at higher altitudes. Solve problems involving atmospheric and gas pressure including barometer and manometer readings.

STRATEGIES

(1 week ) (160 mins.)

3.4 Applying Pascals Principle

A student is able to: State Pascals 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 system as a force multiplier to obtain:

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

Explain hydraulic system.

16

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES Describe application of Pascals Principle Solve problems involving Pascals Principle

TEACHING AND LEARNING ACTIVITIES

STRATEGIES Application of hydraulic system and brake system CCTS Relating Moral Values Having an interest and curiosity towards the environment.

Output force = input force Output piston area input piston area
Research and report on the applications of Pascals Principle Solve problems involving Pascals Principle

(1 Week) (160 min)

3.5 Applying Archimedess Principle

A student is able to : Explain buoyant force Relate buoyant force to the weight of the liquid displaced State Archimedess Principle Describe applications of Archimedess Principle Solve problem involving Archimedess Principle

Carry out an activity to measure the weight of an object in air and the weight of the same object in water to gain an idea on buoyant force Conduct an experiment to investigate the relationship between the weight of water displaced and buoyant force Discuss buoyant in terms of: a) an object that is totally or 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

Conduct experiment (Buoyant Force) Demonstrate experiment

Demonstrate experiment Demonstrate experiment Video clip Animations of submarines, hydrometer, hot air balloons, advertisement balloon and ship CCTS Relating

17

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES

TEACHING AND LEARNING ACTIVITIES Research and report on the applications of Archimedess Principle Solve problems involving Archimedess Principle

STRATEGIES Moral values Having an interest and curiosity towards the environment.

(1 Week) ( 160 min.)

3.6 Understanding Bernoullis Principle Understanding base quantities and derived quantities

A student is able to: State Bernoullis Principle Explain that a resultant force exits due to a difference in fluid pressure Describe applications of Bernoullis Principle Solve problem involving Bernoullis Principle

Carry out activities to gain the idea when the speed of a flowing fluid increases its pressure decreases Carry out activities to show that a resultant force exists due to a difference in fluid pressure View a computer simulation to observe air flow over an aerofoil to gain an idea an lifting force Research and report an the applications of Bernoullis Principle Solve problems involving Bernoullis Principle

Demonstrate (blowing above a strip of paper, blowing through between two ping pong balls suspended on strips) Applications of Bernoullis Principle Bunsen Burner , insecticide spray and carburetor CCTS Relating Moral Values Having an interest and curiosity towards the environment

18 LEARNING AREA : 4.0 HEAT

WEEKS (80 minutes) LEARNING OBJECTIVES LEARNING OUTCOMES A student is able to: Explain thermal equilibrium TEACHING AND LEARNING ACTIVITIES 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 not heat flow between two objects in thermal contact. Discuss the expansion of liquid with the increase of it temperature and factors affecting the increase in volume. Discuss how a thermometer is calibrated. Observe and discuss the change in temperature when : different mass of water is being heated by the same heater for the same amount of time. Same mass of different types of liquid by the same heater for the same amount of time. carry out an Plan and experiment to STRATEGIES Teaching Aids Mercury thermometer (use of ICT or courseware integration is preferable) CCTS Relating, Inventing, Predicting

4.1 Understanding Thermal Equilibrium

Explain how a liquid-inglass thermometer works.

Moral Values Cooperative Vocabulary Thermal equilibrium Teaching Aids Apparatus of the experiment. Worksheet of past years questions. Tutorial questions. CCTS Problem solving, Comparing Experimenting

(1 week) (160 minutes)

4.2 Understanding Specific Heat Capacity.

A student is able to: Define specific heat capacity (c). State that c = Q/m

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WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES

4.3 Specific Latent Heat

4.3 Understanding 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.

TEACHING AND LEARNING ACTIVITIES determine the specific heat capacity of A liquid 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.

STRATEGIES Moral Values Cooperative Vocabulary Heat Capacity Specific Heat Capacity Teaching Aids ICT Apparatus of the experiments. Worksheet of past years questions. Tutorial questions CCTS Problem solving, Comparing, Experimenting Moral Values Cooperation. Relating Working independently Vocabulary Latent Heat Specific Latent Heat

Define specific latent heat ( l ) State that l = Q / m Determine the specific latent heat of fusion Solve the problem involving specific latent heat

Demonstrate and discuss these : - No change in temperature when heat is supplied to boiling water and melting ice. 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 )

Discuss - Latent heat in term of molecular behavior - Specific latent heat Plan and carry out experiment to determine specific

20

WEEKS

LEARNING OBJECTIVES 4.4Understanding Gas Law

LEARNING OUTCOMES

(2 weeks) (320 minutes)

TEACHING AND LEARNING ACTIVITIES latent heat of - fusion - vaporization Give handouts to the students containing past year question related to specific latent heat 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 : pressure and volume at constant temperature for a fixed mass of gas i.e. PV= constant. volume and temperature at constant pressure for a fixed mass of gas i.e. V/T= constant 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 -273oC.

STRATEGIES Teaching Aids ICT Apparatus of the experiments. Worksheet of past years questions. Tutorial questions CCTS Relating. Analysing. Comparing. Moral Values Cooperation. Honesty. Thinking rationally. Working independently Vocabulary Absolute zero Charles Law Boyles Law Pressures Law Kinetic Theory

A student is able to: Explain gas pressure, temperature and volume in terms of the behaviour of gas molecule.

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. Determine the relationship between pressure and temperature at constant volume for a fixed mass of gas i.e. P/T= constant Explain absolute zero. Explain the absolute/Kelvin scale of

21

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES temperature. Solve problems involving pressure, temperature and volume of a fixed mass of gas.

TEACHING AND LEARNING ACTIVITIES Discuss absolute zero and the Kelvin scale of temperature. Give handouts to the students containing past years questions related to problems involving pressure, temperature and volume of a fixed mass of gas.

STRATEGIES

WEEKS (2 weeks )

LEARNING OBJECTIVES

LEARNING AREA : 5. 0 LIGHT TEACHING AND LEARNING LEARNING OUTCOMES ACTIVITIES A student is able to: * describe the 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 *Observe the image formed in a plane mirror. *Discuss characteristics of the image . *Discuss the Laws of reflection. *Carry out experiment to study the reflection of light on a plane mirror. *Draw ray diagrams to determine the position and characteristics of the image formed by : a. plane mirror b .convex mirror c. concave mirror *Discuss the examples : Plane mirror - Dressing mirror

STRATEGIES Teaching Aids video clip, movie (use of ICT or courseware integration is preferable) Experiment (Ray box, plane mirror, white paper, protractor). CCTS Generating ideas Making generalizations. Manipulative skills Moral Values Being honest and accurate .

5.1 Understanding reflection of light

22

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES * Describe applications of reflection of light.

TEACHING AND LEARNING ACTIVITIES - Optical device OHP and periscope. Convex mirror -side mirror of cars

STRATEGIES Appreciating the contribution of science and technology

* Solve problems involving reflection of light. * Construct a device based on the applications of reflection of light . A student is able to: 5.2 Understanding Refraction Of Light (2 week ) Explain Understanding Refraction Of Light Define refractive index as n=

*Solve problems involving reflection of light. *Construct a device based on the application of reflection of light Examples : periscope Observe situations to gain an idea on refraction. Discuss examples: Sunset And Straw in the water Conduct an experiment to find the relationship between the angle of incidence and angle of refraction to obtain Snell Law. Discuss the refractive index as Speed Of Light In A Vacuum -----------------------------------Speed Of Light In A Medium Carry out research and write a report on phenomena of refraction. Example : apparent depth and twinkling of the stars.

Be cooperative .

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

S in i Sr in

CCTS

Determine the refractive index of a glass or Perspex block. State the refractive , n as

Relating Generating Ideas Predicting Making generalisations

Moral Values Cooperation

Speed Of Light In A Vacuum

23

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES -----------------------------------Speed Of Light In A Medium Describe phenomena due to refraction

TEACHING AND LEARNING ACTIVITIES Carry out activities to gain idea of apparent depth. Example : Present the report

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

5.3 Understanding total internal reflection of light

A student is able to: -explain total internal reflection of light * define critical angle ,c *draw ray diagrams *relate the critical angle to the reflective index i.e =1/sin

Carry out activities to show the effect of increasing the angle of incidence on the angle of refraction when light travels from a denser medium to a less dense medium to gain an idea about total internal reflection and to obtain the critical angle. Discuss with the aid of diagrams : i) ii) total internal reflection and critical angle,c the relationship between critical angle and refractive index.

Teaching Aids video clip Experiment (Lab apparatus) ICT or courseware CCT Relating Problem solving Moral Values Appreciating natural phenomenon. Vocabulary -Total internal reflection -critical angle

( 1 week )

*describe natural phenomenon involving total internal reflection. *Describe applications of total internal reflection.

Research and report on i) natural phenomenon involving total internal reflection eg. mirage ii) The applications of total

24

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES * solve problems involving total internal reflection.

TEACHING AND LEARNING ACTIVITIES internal reflection, e.g in telecommunication using fibre optics.

STRATEGIES

5.4 Understanding lenses (1 week)

A student is able to: * Describe types of lenses

Use an optical kit Observe light rays traveling through convex and concave lens Draw ray diagrams to show 1.1 focus point 1.2 focal length Determine the focal point and focal length of convex and concave lenses Describe the characteristic of images formed by convex and concave lenses Using ray diagram,

(80 min)

*Explain the difference between focus point and focal length *Draw ray diagrams to show focal point, focal length and characteristic of images formed by convex and concave lenses *Define magnification *Determine the relationship

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

25

WEEKS

LEARNING OBJECTIVES

LEARNING OUTCOMES between u, v, and f *Describe with the aid of ray diagrams, the use of lenses in optical devices *Solve problems involving lenses

TEACHING AND LEARNING ACTIVITIES (i) discuss magnification and hence (ii) determine magnification by using the formula : m =v u Carry out an experiment to find the relationship between u, v, and f 1 f = 1 + 1 u v

STRATEGIES 1. magnification 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

Discuss the use of lenses in optical devices such as a telescope and microscope Solve problems involving lenses

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