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LEARNING AREA : 1. INTRODUCTION TO PHYSICS

WEEK LEARNING OBJECTIVE LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES

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 phenomenon and discuss how they are related to physics concepts. Discuss fields of study in physics such as forces, motion, heat, light etc.

1.2 Understanding base A student is able to: quantities and Explain what base quantities and derived derived quantities. are.

3 16/1/2012 to 20/1/2012

List base quantities and their units. List some derived quantities and their units. Express quantities using prefixes. Express quantities using scientific notation. Express derived quantities as well as their unit terms of base quantities and base units. Solve problems involving conversion of units.

Discuss base quantities and derived quantities. and current (I). From a text passage, identify quantities then classify them

into base quantities and derived quantities.

Base quantities are: length (l), mass (m), time (t), temperature (T),

Suggested derived quantities: force (F), density ( ), volume (V) and velocity (v). More complex derived quantities may be discussed when the quantities are introduced in their related learning area.

giga. eg nano (10-9), nm (nanometer). 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 the related formula. Solve problem that involved thz conversion of units.

4 23/1/2012 to 27/1/2012

23/1 24/1 Chinese New Year 25/1 Cuti Peristiwa 26/1 27/1 Cuti berganti

WEEK

LEARNING OBJECTIVE

LEARNING OUTCOMES

NOTES

5 30/1/2012 to 3/2/2012

1.3 Understanding scalar A student is able to: and vector quantities. Define scalar and vector quantities.

Carry out activities to show that some quantities can be defined by magnitude only whereas other quantities need to be defined by magnitude as well as direction. Compile a list of scalar and vector and vector quantities.

6 6/2/2012 to 10/2/2012

A student is able to: Measure physical quantities using appropriate instruments. Explain accuracy and consistency.

Choose the appropriate instrument for a given measurement. Discuss consistency and accuracy using the distribution of gunshots on the target as an example. Discuss the sensitivity of various instruments. Demonstrate through examples systematic errors and random errors. Discuss what systematic and random errors are. Use appropriate techniques to reduce error in measurements such as repeating measurements to find the average and compensating for zero error.

6/2 - Maulidurrasul

7 13/2/2012 to 17/2/2012

A student is able to: Identify variable 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.

Observe a situation and suggest questions suitable for a Scientific skills are applied throughout. 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 the experiment and:

3

Record and present data in a suitable form. Interpret data to draw a conclusion. Write a report of the investigation.

a. b. c. d.

Collect and tabulate data. Present data in a suitable form. Interpret the data and draw conclusions. Write a complete report.

WEEK LEARNING OBJECTIVE LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES NOTES

1.

8 20/2/2012 to 24/2/2012

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= vu -------t Calculate speed and velocity. Calculate acceleration and deceleration.

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 problems using the following equations of motion: i v = u + at ii s = ut + at2

4

ii. iii.

s = ut + at2 v2 = u2 = 2as iii v2 = u2 = 2as

24/2 Cuti Peristiwa 1 2.2 Analyzing motion graphs. A student is able to: Plot and interpret displacement-time and velocity-time graphs. Reminder: Velocity is determined from the gradient of displacement-time graph. Acceleration is determined from the gradient of velocity-time graph. Distance is determined from the area under a displacement-time graph.

9 27/2/2012 to 2/3/2012

Deduce from the shape of a displacementtime graph when a body is: i. at rest. ii. moving with uniform velocity iii. moving with non-uniform velocity Determine distance, displacement and velocity from 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 uniform acceleration determine distance, displacement, velocity and acceleration from a velocity-time graph. Solve problems on linear motion with uniform acceleration.

Carry out activities using a data logger/graphing calculator/ticker timer to plot: a. Displacement-time graph. b. Velocity-time graph. Describe and interpret: a. Displacement-time and b. Velocity-time graphs.

Determine distance, displacement, velocity and acceleration from displacement-time and velocity-time graphs.

WEEK

10 5/3/2012 to 9/3/2012 10/3/2012 to 18/3/2012

LEARNING OBJECTIVE

LEARNING OUTCOMES

NOTES

Ujian Pengesanan 1

1.

Understanding inertia.

Carry out activities/view computer simulations/situations Newtons First Law of Motion may

5

11 19/3/2012 to 23/3/2012 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 effects of inertia. b. Ways to reduce the negative effect of inertia. be introduced here.

Give examples of situations involving inertia. Suggest way to reduce the negative effects of inertia. 24/3 LADAP 1

2.

Analyzing momentum.

Define momentum (p) as the product of mass (m) and velocity (v). i.e. p = mv State the principle of conservation of momentum

Carry out activities/view computer simulations to gain an idea of momentum by comparing the effect of stopping Reminder: two objects: Momentum as a vector quantity need to be emphasized in problem a. Of the same mass moving at different speeds. solving. b. Of different masses moving at the same speed. Discuss momentum as the product of mass and velocity. View computer simulations on collision 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. Solve problems involving linear momentum.

WEEK

LEARNING OBJECTIVE 3.

Understanding the effects of 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.

NOTES

14 9/4/2012

With the aid of diagrams describe the forces acting on an object: a. At rest. b. Moving at constant velocity.

6

to 14/4/2012

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

c.

Accelerating. Conduct 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.

4.

Analyzing impulse A student is able to: and impulsive force. Explain what an impulsive force is.

Give examples of situations involving impulsive forces. Define impulsive as a 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 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 need to be reduced and suggest ways to reduce it. Describe situations where an impulsive force is beneficial. Solve problems involving impulse forces.

View computer simulations of collisions and explosions to gain and idea on impulsive forces. Discuss a. Impulse as change of momentum. b. An impulsive force as the rate of change of momentum in a collision or explosion, c. How increasing or decreasing time of impact affects the magnitude of the impulsive 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 forces

5.

17 30/4/2012 to 4/5/2012 Being aware of the A student is able to: need for safety Describe the importance of safety features features in vehicles in vehicles. 1/5 - Labour Day 5/5 LADAP 2

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.

7

WEEK

18,19,20 7/5/2012 to 25/5/2012 26/5/2012 to 10/6/2012

LEARNING OBJECTIVE

LEARNING OUTCOMES

16/5 Hari Guru 17/5 Hari Wesak

NOTES

MIDYEAR EXAMINATION

6.

2nd Term

Understanding gravity.

1 11/6/2012 to 15/6/2012

State what a gravitational field is. Define gravitational field strength. 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. Solve problems involving acceleration due to gravity.

a body falling Carry out an activity or view computer simulations to gain When considering-2 freely, g (= 9.8 ms ) is its an idea of acceleration due to gravity. acceleration but when it is rest, g (= Discuss 9.8N/kg) is the Earths gravitational a. Acceleration due to gravity. field strength acting on it. b. A gravitational field as a region in which an object experiences force due to gravitational attraction and c. Gravitational field strength (g) as gravitational force per unit mass. Carry out an activity to determine the value of acceleration due to gravity. Discuss weight as the Earths gravitational force on an The weight of an object of fixed object. mass is dependent on the g exerted on it. Solve problems involving acceleration due to gravity.

7.

2 18/6/2012 to 22/6/2012

State what a resultant force it. Add to forces to determine the resultant force. Resolve a force into the effective component forces. Solve problems involving forces in equilibrium. 23/6 LADAP 3

With the aid of diagrams, 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 aid of diagrams, discuss the resolution and addition of forces to determine the resultant force.

WEEK

LEARNING OBJECTIVE 8.

LEARNING OUTCOMES

NOTES

Understanding work, A student is able to: energy, power and Define work (W) as the product of an efficiency. applied force (F) and displacement (s) of an object in the direction of the applied force i.e. W = Fs.

3 25/6/2012 to 29/6/2012

State that when the work is done energy is transferred from one object to another. Define kinetic energy and state that Ek = mv2. Define gravitational potential energy and state that Ep = mgh State the principle of conservation of energy. Define power and state that P = W/t Explain what efficiency of device is.

Solve problems involving work, energy, power and efficiency. 29/6 Cuti Peristiwa 3

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 example to illustrate how energy is transferred from Have students recall the different one object to another when work is done. forms of energy. 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 Discuss efficiency as : Useful energy output x 100% Energy input Evaluate and report the efficiency of various devices such as a diesel engine, a petrol engine and an electric engine. Solve problems involving work, energy, power and efficiency.

9.

A student is able to: Appreciating the importance of Recognize the importance of maximizing maximizing the efficiency of devices in conserving efficiency of devices. resources.

4 2/7/2012 to 6/7/2012

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 another types of energy. Maximizing efficiency during energy transformations make the best use of the available energy. This help to conserve resources.

10. Understanding

elasticity.

A student is able to: Define elasticity. Define Hookes Law. Define elastic potential energy and state that Ep = kx2

Determine the factors that effect elasticity Describe applications of elasticity. Solve problems involving elasticity.

Carry out activities to gain an idea on elasticity. Plan an conduct an experiment to find the relationship between force and extension of a spring. Relate work done to elastic potential energy to obtain Ep = kx2 Describe and interpret force-extension graphs. Investigate the factors that affect elasticity. Research and report on applications of elasticity. Solve problems involving elasticity.

WEEK

LEARNING OBJECTIVE

3.1 Understanding pressure.

LEARNING OUTCOMES

A student is able to: Define pressure and state that P = F/A

NOTES

Observe and describe the effect of a force acting over a Introduce the unit of pressure large area compared to a small area, e.g school shoes pascal (Pa). (Pa = Nm-2) versus high heeled shoes. Discuss pressure as force per unit area. Research and report on applications of pressure. Solve problems involving pressure.

10

5 9/7/2012 to 13/7/2012

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.

Observe situations to form ideas that pressure in liquids: a. Acts in all directions. b. Increases with depth. Observe situations to form idea that pressure in liquids increases with density. Relate depth (h), density ( ) and gravitational field strength (g) to pressure in liquids to obtain P = gh. Research and report on a. The applications of pressure in liquids. b. Way to reduce the negative effects of pressure in liquids. Solve problems involving pressure in liquids.

Describe applications of atmospheric pressure. Solve problems involving atmospheric pressure and gas pressure.

Carry out activities to gain an 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 term of the weight of the atmospheric acting on the Earths surface. Discuss the effect of altitude on the magnitude of atmospheric pressure. Research and report on the applications of atmospheric pressure. Solve problems involving atmospheric and gas pressure including barometer and manometer readings.

Student need to be introduced to instruments used to measure gas pressure (Bourdon Gauge) and atmospheric pressure (Fortin barometer, aneroid barometer). Working principle of the instrument is not required. Introduce other units of atmospheric pressure. 1 atmosphere = 760mmHg = 10.3 m water = 101 300 Pa. 1 millibar = 100 Pa.

11

WEEK

LEARNING OBJECTIVE

3.4 Applying Pascals principle.

LEARNING OUTCOMES

NOTES

6 16/7/2012 to 20/7/2012

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. Research and report on the applications of Pascals principle (hydraulic systems) Solve problems involving Pascals principle.

3.5 Applying Archimedes A student is able to: principle. Explain buoyant force.

7 23/7/2012 to 27/7/2012

Relate buoyant force to the weigh of the liquid displaced. State Archimedes principle. Describe applications of Archimedes principle.

Solve problems involving Archimedes principle. Build Cartesian diver. Discuss why the diver can be made to move up and down.

Carry out an activity to measure the weight of an object Recall density and buoyancy. in air and the weight of same object in water to gain an Apparent weight equals actual weight minus buoyant force. idea on buoyant force. Conduct an experiment to investigate the relationship between the weight of water displaced and the buoyant force. Discuss buoyancy in terms of: a. an object that is totally of partially submerged in a fluid experiences a buoyant 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 than or equal to the density of the fluid in which it is floating. Research and report on the applications of Archimedes principle, e.g. submarine, hydrometer, hot-air ballon. Describe applications of Archimedes principle.

12

WEEK

LEARNING OBJECTIVE

LEARNING OUTCOMES

NOTES

3.6 Understanding A student is able to: Bernoullis principle. State Bernoullis principle.

8 30/7/2012 to 3/8/2012

Describe applications of Bernoullis principle.

Carry out activities to gain the idea that when the speed of a flowing fluid increases its pressure decreases e.g. blowing above a strip of paper, blowing through straw between two ping-pong balls suspended on strings. Discuss Bernoullis principle. Carry out activities to show that the 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 on lifting force. Research and report on the applications of Bernoullis principle Solve problem involving Bernoullis principle

Solve problem involving Bernoullis principle. 1/8 3/8 Ujian Pengesanan 3 9 6/8/2012 to 10/8/2012

Ujian Pengesanan 3

4.1 Understanding A student is able to : thermal equilibrium. Explain thermal equilibrium.

Carry out activities to show that the thermal equilibrium is a condition in which there is no net heat flow between two objects in thermal contact. Use the liquid-in-glass thermometer to explain how the volume of a fixed mass of liquid may be used to define a temperature scale.

10 13/8/2012 to 17/8/2012

13

1.

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

Plan and carry out an activity to determine the specific heat capacity of a. a liquid. b. A solid. Research and report on applications of specific heat capacity. Solve problem involving specific heat capacity

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

Heat capacity only related to a particular object whereas specific heat capacity related to a material. Guide students to analyze the unit of c as Jkg-1K-1 or Jkg-1 oC-1 Guide students to analyze the unit of l as Jkg-1

Describe applications of specific heat capacity. Solve problems involving specific heat capacity.

WEEK

18/8/2012 To 26/8/2012

LEARNING OBJECTIVE

2nd Semester Break

LEARNING OUTCOMES

NOTES

A student is able to: State that transfer of heat during a change of phasedoes not cause a change in temparature.

11 27/8/2012 to 31/8/2012

Carry out an activity to show that there is no change in temperature when heat is supplied to: a. A liquid at its boiling point. b. A solid at its melting point. With the aid of a cooling and heat curve, discuss melting, solidification, boiling and condensation as processes involving energy transfer without a change in temperature. Discuss a. Latent heat in terms of molecular behavior. b. Specific latent heat.

14

Determine the specific latent heat of fusion. Determine the specific latent heat of vaporization. Solve problem involving specific latent heat. 31/8 Merdeka Day

Plan and carry out an activity to determine the specific latent heat of a. Fusion. b. Vaporization. Solve problem involving specific latent heat.

WEEK

LEARNING OBJECTIVE

LEARNING OUTCOMES

NOTES

1.

A student is able to: Explain gas pressure, temperature and volume in term of the behavior of gas molecules.

12 3/9/2012 to 7/9/2012

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 temperature. Solve problem involving pressure, temperature and volume of a fixed mass of gas.

Use a model or view computer simulations on the behavior of molecules of a fixed mass of gas to gain an idea about gas pressure, temperature and volume. Discuss gas pressure, volume and temperature in terms of the behavior of molecules based on the kinetic theory. Plan and carry out an experiment on a fixed mass of gas to determine the relationship between: a. Pressure and volume at constant temperature. b. Volume and temperature at constant pressure. c. Pressure and temperature at a constant volume. Extrapolate P-T and V-T graphs or view computer simulations to show that when pressure and volume are zero the temperature on a P-T and V-T graphs is 273oC. Discuss absolute zero and the Kelvin scale of temperature.

Solve problem involving the pressure, temperature and volume of a fixed mass of gas.

8/9 LADAP 4

15

WEEK LEARNING OBJECTIVE 1.

Understanding reflection of light.

LEARNING OUTCOMES

A student is able to: Describe the characteristics of the image formed by reflection of light.

NOTES

13 10/9/2012 to 14/9/2012

State the laws of reflections of light. Draw ray diagrams to show the position and characteristics of the image formed by a i. Plane mirror. ii. Convex mirror. iii. Concave mirror. Describe applications of reflection of light. Solve problem involving reflection of light. Construct a device based on the application of reflection of light.

Observe the image formed in a plane mirror. Discuss that the image is: a. As far behind the mirror as the object is in front and the line joining the object and the image is perpendicular to the mirror. b. The same size as the object. c. Virtual. d. Laterally inverted. Discuss the laws of refection. Draw ray diagrams to determine the position and characteristics of the image formed by a: a. Plane mirror. b. Convex mirror. c. Concave mirror. Research and report on applications of reflection of light. Solve problem involving reflection of light Construct a device based on the application of reflection of light.

2.

Understanding

16

refraction of light.

14 17/9/2012 to 21/9/2012

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 vacuum Speed of light in a medium. Describe phenomena due to refraction.

Observe situations to gain an idea on refraction. Conduct an experiment to find the relationship between the angle of incidence and angle of refraction to obtain Snells law. Carry out an activity to find determine the refractive index of a glass or Perspex block. Discuss the refractive index, n, as Speed of light in vacuum Speed of light in a medium. Research and report on phenomena due to refraction, e.g. apparent depth, the twinkling of star. Carry out an activity to gain an idea of apparent depth. With the aid of diagrams, discuss real depth and apparent depth. Solve problems involving the refraction of light.

WEEK

LEARNING OBJECTIVE

LEARNING OUTCOMES

NOTES

3.

Understanding total A student is able to: internal reflection of Explain total internal reflection of light. light. Define critical angle (c).

14 17/9/2012 to 21/9/2012

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

Carry out activities to show the effect of increasing the angle of incidence on the angle of refraction when lights travel 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: a. Total internal reflection and critical angle. b. The relationship between critical angle and refractive index. Research and report on a. Natural phenomenon involving total internal reflection. b. The applications of total internal reflection, e.g. in telecommunication using fiber optics. Solve problems involving total internal reflection.

17

reflection

4.

Understanding lenses.

15 24/9/2012 to 28/9/2012

A student is able to: Explain focal point and focal length. Determine the focal point and focal length of a convex lens. Determine the focal point and focal length of a concave lens. Draw ray diagrams to show the positions and characteristics of the image formed by a convex lens. Draw ray diagrams to show the positions and characteristics of the image formed by a concave lens. Define magnification as m = v/u Relate focal length (f) to the object distance (u) and the image distance (v). i.e 1 1 1 --- = --- + --f u v Describe, with the aid of ray diagrams, the use of lenses in optical devices.

Use an optical kit to observe and measure light 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. Carry out activities to gain an idea of magnification. With the help of ray diagrams discuss magnification. Carry out an activity to find the relationship between u, v and f.

Construct an optical device that uses lenses. Solve problem involving to lenses

Carry out activities to gain an idea on the use of lenses in optical devices. With the help of ray diagrams discuss the use of lenses in optical devices such as a telescope and microscope. Construct an optical device that uses lenses. Solve problems involving lenses.

WEEK

LEARNING OBJECTIVE

LEARNING OUTCOMES

S U G G E S T E D

NOTES

18

L E A R N I N G A C T I V I T I E S

16 1/10/2012 to 5/10/2012

3/11 LADAP 6

21 5/11/2012 to 9/12/2012

19

10/11/2012 to 1/1/2013

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