PHYSICS YEARLY LESSON PLAN form 5

8/8/2019 PHYSICS YEARLY LESSON PLAN form 5

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SMK BANDAR BARU SINTOK PHYSIC DEPARTMENT

PHYSICS YEARLY LESSON PLAN 2011 (FORM 5)

LEARNING AREA : 1 WAVE

Learning Objective Learning Outcomes Notes Date1.1

UnderstandingWaves

A student is able to :

describe what is meant by wave motion. recognize that waves transfer energy

without transferring matter. compare transverse and longitudinal

waves and give examples of each. state what is meant by wavefront. state the direction of propagation of

waves in relation to wavefronts. Define

o amplitudeo periodo frequencyo wavelengtho wave speed

sketch and interpret a displacement-timegraph for a wave.

sketch and interpret a displacement-distance graph for a wave.

clarify the relationship between speed,Wavelength and frequency.

solve problems involving speed,wavelength and frequency.

describe damping in a oscillating system. describe resonance in a oscillating

system.

v = f can be derived from v = s/t

2-6/1

1.2Analysing reflectionof waves

A student is able to : describe reflection of waves in terms of

the angle of incidence, angle of reflection,wavelength,

frequency, speed and direction of propagation.

Draw a diagram to show reflection of waves.

Reflection of circular water waves and the use of curved reflectors are not required.

9-13/1


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1.3Analysing refractionof waves

A student is able to : describe refraction of waves in terms of

the angle of incidence, angle of refraction,wavelength,

frequency, speed and direction of propagation.

Draw a diagram to show refraction of waves.

Include refraction of water waves over straight,concave and convex transparent blocks.

16-20/1

1.4Understandingmeasurements

Choose the appropriate instrument for a givenmeasurement.Discuss consistency and accuracy using thedistribution of gunshots on a target as anexample.

Discuss the sensitivity of various instruments.

Demonstrate through examples systematic errorsand random errors

Discuss what systematic and random errors are.

Use appropriate techniques to reduce error inmeasurements such as repeating measurementsto fine the average and compensating for zeroerror

A student is able to : measure physical quantities using appropriate

instruments. explain accuracy and consistency. explain sensitivity. explain types of experimental error. use appropriate techniques to reduce errors.

23-27/1

1.5Analysing scientificinvestigations

Observe a situation and suggest questionssuitable for a scientific investigation. Discuss to :(a) identify a question suitable for scientificinvestigation(b) identify all the variables(c) form a hypothesis

(d) plan the method of investigation includingselection of apparatus and work procedures.

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.

A student is able to : identify variables in a given situation. identify a question suitable for scientific

investigation. form a hypothesis design and carry out a simple experiment to

test the hypothesis. record and present data in a suitable form interpret data to draw a conclusion write a report of the investigation.

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LEARNING AREA : 2 FORCES AND MOTION

Learning Objective Suggested Learning Activities Learning Outcomes Date2.1 Carry out activities to gain an idea of : A student is able to :


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Analysing linear motion

(a) distance and displacement(b) speed and velocity(c) acceleration and deceleration

Carry out activities using a data logger / graphingcalculator / ticker timer to :(a) identify when a body is at rest, moving withuniform velocity or non-uniform velocity

(b) determine displacement, velocity andacceleration.

Solve problems using the following equations of motion :(a) v = u + at(b) s = ut + at 2

(c) v 2 = u 2 + 2as

define distance and displacement define speed and velocity and state that that v

= s/t define acceleration and deceleration and state

that a = v u/t calculate acceleration / deceleration calculate speed and velocity solve problems on linear motion with uniform

acceleration usingv = u + ats = ut + at 2

v2 = u 2 + 2as

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2.2Analysing motiongraphs

Carry out activities using a data logger /graphing calculator / ticker timer to plot(a) displacement-time graphs

(b) velocity-time graphsDescribe and interpret :(a) displacement-time and(b) velocity-time graphs

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

Solve problems on linear motion withuniform acceleration involving graphs.

A student is able to : plot and interpret displacement time and

velocity time graphs.

deduce from the shape of adisplacement-timegraph with a body is :at restmoving with uniform velocity.moving with non-uniform velocity

determine distance, displacement andvelocityfrom a displacement-time graph.

deduce from the shape of a velocity-timegraphwhen a body is :at rest.moving with uniform velocity.moving with non-uniform velocity

determine distance, displacement,velocity andacceleration from a velocity-time graph

solve problems on linear motion withuniformacceleration.

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2.3Understanding

inertia

Carry out activities / view computersimulations / situations to gain an idea on

inertia.

A student is able to : explain what inertia is. relate mass to inertia. give examples of situation involving

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

Research and report on(a) the positive effects of inertia(b) ways to reduce the negative effects of inertia

inertia. suggest ways to reduce the negative

effects of inertia

2.4

Analysingmomentum

Carry out activities / view computer

simulation to gain an idea of momentum bycomparing the effect of stopping twoobjects :(a) of the same mass moving at differentspeeds(b) of different masses moving at the samespeed.

Discuss momentum as the product of massand velocity.

View computer simulation on collisions and

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 momentume.g water rockets.

Research and report on the application of

conservation of momentum such as inrockets or jet engines.

Solve problems involving linear momentum.

A student is able to :

define the momentum of an object. define momentum (p) as the product of

mass (m) and velocity (v) i.e p=mv state the principle of conservation of

momentum. describe application of conservation of

momentum. solve problems involving momentum.

6/3 10/3

2.5Understanding theeffects of a force

With the aid of diagrams, describe theforces acting on an object :(a) at rest(b) moving at constant velocity(c) acceleration

Conduct experiment to fine the relationshipbetween :

(a) acceleration and mass of an objectunder constant force

A student is able to : describe the effects of balanced force on

an object. describe the effect on an object. determine the relationship between

force, mass and acceleration i.e F=ma solve problems using F=ma

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(b) acceleration and force for a constantmassSolve problems using F=ma.

2.6Analysing impulseand impulsiveforce

View computer simulations of collision andexplosions to gain an idea on impulsiveforces.

Discuss

(a) impulse as change of momentum(b) an impulsive force as the rate of changeof momentum in a collision or explosion,(c) how increasing or decreasing themagnitude of the impulsive force.

Research and report situations where :(a) an impulsive force needs to be reducedand how it can be done(b) an impulsive force is beneficial

Solve problems involving impulsive force.

A student is able to : explain what an impulsive force is. give examples of situations involving

impulsive forces define impulse as a change of

momentum, i.e Ft=mv-mu define impulsive force as the rate of

change of momentum in a collision orexplosion, i.eF = mv-mu/t

Explain the effect of increasing ordecreasing time of impact on themagnitude of the impulsive force

describe situation where an impulsiveforce needs to be reduced and suggestways to reduce it.

describe situation where an impulsiveforce is beneficial. solve problems involving impulsive force.

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2.7Being aware of theneed for safetyfeatures invehicles

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

Discuss the importance of safety features invehicles.

A student is able to : describe the importance of safety

features in vehicles

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2.8Understanding

gravity

Carry out activity or view computersimulations to gain an idea of acceleration

due to gravity.

Discuss(a) acceleration due to gravity(b) a gravitational field as a region in whichan object experiences a force due togravitational attraction and(c) gravitational field strength (g) asgravitational force per unit mass.

Carry out an activity to determine the valueof acceleration due to gravity.

Discuss weight as the Earths gravitational

A student is able to : 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 (g0i.e w=mg

solve problems involving accelerationdue to gravity

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force on an object.

Solve problems involving acceleration dueto gravity.

2.9Analysing forcesinequilibrium

With the aid of diagrams, describe situationwhere forces are in equilibrium, e.g a bookat rest on a table, an object at rest on aninclined plane.

With the aid of diagrams, discuss theresolution and addition of forces todetermine the resultant force.

Solve problems involving forces inequilibrium (limited to 3 forces)

A student is able to : describe situation where forces are in

equilibrium. state what a resultant force is. add two forces to determine the

resultant force. resolve a force into the effective

component force. solve problems involving forces in

equilibrium.

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2.10Understandingwork,energy, powerand

efficiency

Observe and discuss situation where work isdone.

Discuss that no work is done when :(a) a force is applied but no displacement

occurs(b) an object undergoes a displacementwith no applied force acting on it.

Give examples to illustrate how energy istransferred from one object to anotherwhen work is done.

Discuss the relationship between work doneto accelerate a body and the change inkinetic energy.

Discuss the relationship between work doneagainst gravity and gravitational potentialenergy.

Carry out an activity to show the principleof conservation of energy.

State that power is the rate at which work isdone. P=W/t.

Carry out activity to measure power.

Discuss efficiency as:

A student is able to : state that when work is done energy is

transferred from one object to another. define kinetic energy and state then E k =

mv 2 define gravitational potential energy and

state that E p = mgh state the principle of conservation of

energy. define power and start that P=W/t explain what efficiency of a device is. solve problems involving work, energy,

power and efficiency.

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useful energy output X 100%energy input

Evaluate and report the efficiencies of various devices such as a diesel engine, apetrol engine and an electric engine.

Solve problems involving work, energy,

power and efficiency.2.11Appreciating theimportance of maximising theefficiency of devices

Discuss that when an energy transformationtakes place, not all of the energy is used todo useful work. Some is converted into heator other types of energy.

Maximizing efficiency during energytransformations makes the best use of theavailable energy. This helps to conserveresources.

A student is able to : recognize the importance of maximizing

efficiency of devices in conservingresources.

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2.12Understanding

elasticity

Carry activities to gain an idea on elasticity.

Plan and conduct an experiment to fine therelationship between force and extension of a spring.

Relate work done to elastic potential energyto obtain E p = kx 2

Describe and interpret force-extensiongraphs.

Investigate the factors that affect elasticity.

Research and report on application of elasticity.

Solve problems involving elasticity.

A student is able to : define elasticity define Hookes law define elastic potential energy and state

thatEp = kx 2

determine the factors that affectelasticity.

describe applications of elasticity solve problems involving elasticity

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LEARNING AREA : 3 FORCES AND PRESSURE

LearningObjective

Suggested Learning Activities Learning Outcomes Date

3.1Understanding Observe and describe the effect of a forceacting over a large area compared to a A student is able to : define pressure and state that P =F/A 8/5 12/5


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pressure small area, e.g. school shoes versus highhealed shoes.

Discuss pressure as force per unit area.

Research and report on applications of pressure.

Solve problems involving pressure.

describe application of pressure. solve problems involving pressure.

3.2Understandingpressure in liquids

Observe situation to form ideas thatpressure in liquids :(a) acts in all directions(b) increases with depth

Observe situation to form idea thatpressure in liquids increases with density.

Relate depth (h), density () andgravitational fields strength (g) to pressurein liquids to obtain P= gh

Research and report on(a) the applications of pressure in liquids.(b) Ways to reduce the negative affects of pressure in liquids.

Solve problems involving pressure inliquids.

A student is able to : relate depth to pressure in a liquid. relate density to pressure in a liquid. explain pressure in a liquid and state that

P= gh. describe applications of pressure in

liquids. Solve problems involving pressure in

liquids.

8/5 12/5

3.3Understandinggaspressure and

atmosphericpressure

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

Discuss gas pressure in terms of the

behavior of gas molecules based on thekinetic theory.

Discuss atmospheric pressure in terms of the weight of the atmosphere acting on theEarths surface.

Discuss the effect of altitude on themagnitude of atmospheric pressure.

Research and report on the applications of atmospheric pressure.

Solve problems involving atmospheric and

A student is able to : explain gas pressure. explain atmospheric pressure describe applications of atmospheric

pressure. solve problems involving atmospheric

pressureand gas pressure.

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gas pressure including barometer andmanometer readings.

3.4Applying Pascalsprinciple

Observe situation to form the idea thatpressure exerted on an enclosed liquid istransmitted equally to every part of theliquid.

Discuss hydraulic systems as a force

multiplier to obtain :output force = output piston areainput force input piston area

Research and report on the application of Pascals principle (hydraulic system).

Solve problems involving Pascals principle.

A student is able to : state Pascals principle. explain hydraulic systems. describe applications of Pascals

principle. Solve problems involving Pascals

principle.

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3.5ApplyingArchimedesprinciple

Carry out an activity to measure the weightof an object in air and the weight of thesame object in water to gain an idea onbuoyant force.

Conduct an experiment to investigate therelationship between the weight of waterdisplaced and the buoyant force.

Discuss buoyancy in terms of :(a) an object that is totally or partiallysubmerged in a fluid experiences a buoyantforce equal to the weight of fluid displaced(b) the weight of a freely floating objectbeing equal to the weight of fluid displaced(c) a floating object has a density less than

or equal to the density of the fluid in whichit is floating

Research and report on the applications of Archimedes principle,e.g. submarines, hydrometers, hot-airballoons.

Solve problems involving Archimedesprinciple.

Build a Cartesian diver. Discuss why the

diver can be made to move up and down.

A student is able to : explain buoyant force. relate buoyant force to the weight of the

liquid

displaced. state Archimedes principle describe applications of Archimedes

principle. solve problems involving Archimedes

principle

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3.6 Carry out activities to gain the idea that A student is able to :


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UnderstandingBernoullisprinciple

when the speed of a flowing fluid increasesits pressure decreases. E.g. blowing abovea strip of paper, blowing through straw between twoping-pong balls suspended on string.

Discuss Bernoullis principle.

Carry out activities to show that a resultantforce exists due to a difference in fluidpressure.

View a computer simulation to observe airflow over an aerofoil to gain an idea onlifting force.

Research and report on the applications of Bernoullis principle.

Solve problems involving Bernoullis

principle.

state Bernoullis principle. explain that a resultant force exists due

to adifference in fluid pressure.

describe applications of Bernoullisprinciple.

Solve problems involving Bernoullisprinciple.

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LEARNING AREA : 4 HEAT

LearningObjective


4.1Understandingthermalequilibrium

Carry out activities to show that thermalequilibrium is a condition in which there isno net heat flow between two objects inthermal contact.

Use the liquid-in-glass thermometer toexplain how the volume of a fixed mass of liquid may be used to define a temperaturescale.

A student is able to : explain thermal equilibrium. explain how a liquid-in-glass

thermometer work3/7 7/7

4.2Understandingspecific heatcapacity

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

Discuss specific heat capacity.

Plan and carry out an activity to determinethe specific heat capacity of

A student is able to : define specific heat capacity. State that c = Q / m determine the specific heat capacity of a

liquid. determine the specific heat capacity of a

solid

Describe application of specific heatcapacity.

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(a) a liquid(b) a solid

Research and report on applications of specific heat capacity.

Solve problems involving specific heatcapacity.

Solve problems involving specific heatcapacity.

4.3Understandingspecific latentheat

Carry out an activity to show that there isno change in temperature when heat issupplied to :(a) a liquid at its boiling point(b) a solid at its melting point.

With the aid of a cooling and heating curve,discuss melting, solidification, boiling andcondensation as processes involving energytransfer without a change in temperature.

Discuss

(a) latent heat in terms of molecularbehavior(b) specific latent heat

Plan and carry out an activities todetermine the specific latent heat of :(a) fusion(b) vaporization

Solve problems involving specific latentheat

A student is able to : state that transfer of heat during achange of phase does not cause achange in temperature.

define specific latent heat (l). state that l = Q/m determine the specific latent heat of

fusion. determine the specific latent heat of

vaporisation. solve problems involving specific latent

heat.

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4.4

Understanding thegas law

Use a model or view computer simulation

on the behavior of molecules of a fixedmass of gas to gain an idea about gaspressure, temperature and volume.

Discuss gas pressure, volume andtemperature in terms of the behavior of molecules based on the kinetic theory.

Plan and carry out an experiment on a fixedmass of gas to determinethe relationship between :(a) pressure and volume at constant

temperature.(b) Volume and temperature at constant

A student is able to : explain gas pressure, temperature and

volume in terms of the behavior of gasmolecules.

determine the relationship betweenpressure and volume at constanttemperature for a fixed mass of gas i.e.pV = constant.

determine the relationship betweenvolume and emperature at constantpressure for a fixed mass of gas i.e. V/T= constant.

determine the relationship betweenpressure and temperature at constant

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pressure.(c) Pressure and temperature at constantvolume.

Extrapolate P-T and V-T graphs or viewcomputer simulation to show that whenpressure and volume are zero thetemperature on a P-T and V-T graph is

-273o

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

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

explain absolute zero. explain the absolute / Kelvin scale of

temperature. explain absolute zero. explain the absolute / Kelvin scale of

temperature. solve problems involving pressure,

temperature and volume of a fixed massof gas.

LEARNING AREA : 5 LIGHT

LearningObjective


5.1Understandingreflection of light

Observe the image formed in a planemirror. Discuss that the image is :(a) as far behind the mirror as the object isin front and the line joining the object andimage is perpendicular to the mirror.(b) The same size as the object,(c) Virtual,(d) Laterally inverted.

Discuss the laws of reflection.

Draw ray diagrams and determine theposition and characteristics of the imageformed by a(a) plane mirror(b) convex mirror(c) concave mirror.

Research and report on applications of reflection of light.

Solve problems involving reflection of light.

A student is able to : 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

andcharacteristics of the image formed by aplane mirrorconvex mirrorconcave mirror

describe application of reflection of light. solve problems involving reflection of

light. construct a device based on the

application of reflection of light.

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Construct a device based on the applicationof reflection of light.

5.2Understandingrefraction of light

Observe situation to gain an idea onrefraction.Conduct an experiment to fine therelationship between the angle of incidenceand angle of refraction to obtain Snells law.

Carry out an activities to determine therefraction index of a glass or Perspex block.

Discuss the refractive index ,n, as speed of light in a vacuum / speed of light in amedium

Research and report on phenomena due torefraction, e.g. apparent depth, thetwinkling of stars.

Carry out activities to gain an idea of

apparent depth. With the aid ofdiagrams,discuss real depth and apparent depth.Solve problems involving the refraction of light.

A student is able to : explain refraction of light. define refraction index as n = sin I / sin r determine the refractive index of a glass

orPerspex block

state the refractive index ,n, asspeed of light in a vacuumspeed of light in a medium

describe phenomena due to refraction. solve problems involving the refraction of

light.

14/8 18/8

5.3Understandingtotalinternal reflectionof light

Carry out activities to show the effect of increasing the angle of incidence on theangle of refraction when light travels from adenser medium to a less dense medium togain an idea about total internalreflection and to obtain the critical angle.

Discuss with the aid of diagrams :

(a) total internal reflection and critical angle(b) the relationship between critical angleand refractive index

Research and report on(a) natural phenomenon involving totalinternal reflection(b) the application of total internalreflection, e.g. in telecommunication usingfiber optics.

Solve problems involving total internal

reflection.

A student is able to : explain total internal reflection of light define critical angle (c) relate the critical angle to the refraction

index i.e. n = 1 /sin c describe natural phenomenon involving

totalinternal reflection

describe application of total internalreflection

solve problems involving total internalreflection

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5.4 Use an optical kit to observe and measure A student is able to :


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Understandinglenses

light rays traveling through convex andconcave lenses to gain an idea of focalpoint and focal length.

Determine the focal point and focal lengthof convex and concave lenses.

With the help of diagrams, discuss focalpoint and focal length.

Draw ray diagrams to show the positionsand characteristics of the images formed bya(a) convex lens(b) concave lens.

Carry out activities to gain an idea of magnification.

With the help of ray diagrams, discuss

magnification.Carry out an activity to fine the relationshipbetween u, v and f.

Carry out activities to gain an idea on theuse of lenses in optical devices.

With the help of ray diagrams discuss theuse of lenses in optical devices.

With the help of ray diagrams discuss theuse of lenses in optical devices such as atelescope an microscope.

Construct an optical device that useslenses.

Solve problems involving to lenses.

explain focal point and focal length determine the focal point and focal

length of aconvex lens.

determine the focal point and focallength of aconcave lens.

draw ray diagrams to show the position

andcharacteristics of the images formed by aconvex lens.

draw ray diagrams to show the positionandcharacteristics of the images formed by aconcave lens.

define magnification as m = v/u relate focal length (f) to the object

distance (u) and image distance (v) describe with the aid of ray diagrams,

the use of lenses in optical devices. construct an optical device that uses

lenses. solve problems involving to lenses.

5/9 22/9

Revision for SPM 25/9 17/11

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PHYSICS YEARLY LESSON PLAN form 5