SEKOLAH MENENGAH KEBANGSAAN RAJA PEREMPUAN, IPOH SCHEME OF WORK : FORM 4 PHYSICS LEARNING AREA: INTRODUCTION TO PHYSICS Week

Learn n! Learn n! O'%$()e* O"#e$% &e 1 Or en%a% (n /401012340101255 2 11.1.1 0 15.1.1 0 1.1 Understanding Physics A student is able to: explain what physics is S'!!e*%e+ A$% & % e* N(%e* ,($a"'-ar.

#bser e e eryday ob!ects such as table$ a pencil$ a "irror etc and discuss how they are related to physics concepts. %iew a ideo on natural pheno"ena and discuss how they relate to physics concepts. &iscuss 'ields o' study in physics such as 'orces$ "otion$ heat$ light etc. &iscuss base *uantities and deri ed *uantities. +ro" a text passage$ identi'y physical *uantities then classi'y the" into base *uantities and deri ed *uantities. ,ist the alue o' pre'ixes and their abbre iations 'ro" nano to giga$ eg. nano -10-./$ n"-nano"eter/ &iscuss the use o' scienti'ic notation 0ase *uantities are: length -l/$ "ass-"/$ ti"e -t/$ te"perature -1/ and current -2/ 3uggested deri ed *uantities: 'orce -+/ &ensity - / $ olu"e -%/ and elocity - / 4ore co"plex deri ed *uantities "ay be discussed 0ase *uantities5uantiti asas &eri ed *uantities 6 5uantiti terbitan ,ength- pan!ang 4ass 6 !isi" 1e"perature 6 suhu 7urrent 6 arus +orce 6 daya &ensity 6 5etu"patan %olu"e 6 isipadu

recognize the physics in e eryday ob!ects and natural pheno"ena

( 1).1.1 0 22.1.1 0

1.2 Understanding base *uantities and deri ed *uantities

A student is able to: explain what base *uantities and deri ed *uantities are list base *uantities and their units list so"e deri ed *uantities and their units. express *uantities using pre'ixes. express *uantities using scienti'ic notation

Week

Learn n! O"#e$% &e

Learn n! O'%$()e*

S'!!e*%e+ A$% & % e* to express large and s"all nu"bers. &eter"ine the base *uantities- and units/ in a gi en deri ed *uantity -and unit/ 'ro" the related 'or"ula. 3ol e proble"s that in ol e the con ersion o' units.

N(%e* 8hen these *uantities are introduced in their related learning areas.

,($a"'-ar. %elocity - hala!u 3cienti'ic notation 6 bentu5 piawai Pre'ix- i"buhan

express deri ed *uantities as well as their units in ter"s o' base *uantities and base units. sol e proble"s in ol ing con ersion o' units

1.( A student is able to: Understanding de'ine scalar and ector scalar and ector *uantities *uantities 9 25.1.1 0 2..1.1 0 1.9 Understanding "easure"ent

7arry out acti ities to show that so"e *uantities can be de'ined by "agnitude only whereas other *uantities need to be de'ined by "agnitude as well as direction. 7o"pile a list o' scalar and ector *uantities. 7hoose the appropriate instru"ent 'or a gi en "easure"ent &iscuss consistency and accuracy using the distribution o' gunshots on a target as an exa"ple &iscuss the sensiti ity o' arious instru"ents Accuracy- 5e!ituan 7onsistency5epersisan 3ensiti ity-5epe5aan :rror- ralat ;ando" - rawa5

gi e exa"ples o' scalar and ector *uantities.

A student is able to 4easure physical *uantities using appropriate instru"ents :xplain accuracy and consistency :xplain sensiti ity

Week

Learn n! O"#e$% &e

Learn n! O'%$()e* :xplain types o' experi"ental error

S'!!e*%e+ A$% & % e* &e"onstrate through exa"ples syste"atic errors and rando" errors. &iscuss what syste"atic and rando" errors are. Use appropriate techni*ues to reduce error in "easure"ents such as repeating "easure"ents to 'ind the a erage and co"pensating 'or zero error. #bser e a situation and suggest *uestions suitable 'or a scienti'ic in estigation. &iscuss to: a/ identi'y a *uestion suitable 'or scienti'ic in estigation b/ identi'y all the ariables c/ 'or" a hypothesis d/ plan the "ethod o' in estigation including selection o' apparatus and wor5 procedures 7arry out an experi"ent and: a/ collect and tabulate data b/ present data in a suitable 'or" c/ interpret the data and draw conclusions d/ write a co"plete report

N(%e*

,($a"'-ar.

Use appropriate techni*ues to reduce errors

5 1.2.1 0 5.2.1 0

1.5 Analysing scienti'ic in estigations

A student is able to: 2denti'y ariables in a gi en situation 2denti'y a *uestion suitable 'or scienti'ic in estigation +or" a hypothesis &esign and carry out a si"ple experi"ent to test the hypothesis ;ecord and present data in a suitable 'or" 2nterpret data to draw a conclusion 8rite a report o' the in estigation

3cienti'ic s5ills are applied throughout

LEARNING AREA: 60FORCES AND MOTION Week < ).2.10 12.2.1 0 Learn n! O"#e$% &e 2.1 Analysing linear "otion Learn n! O'%$()e* A student is able to: &e'ine distance and displace"ent &e'ine speed and elocity and state that
v= s t

S'!!e*%e+ A$% & % e* 7arry out acti ities to gain an idea o': a/ distance and displace"ent b/ speed and elocity c/ acceleration and deceleration

N(%e* A erage speed > total distance = ti"e ta5en

,($a"'-ar. &istance 6 !ara5 &isplace"ent 6 sesaran 3peed 6 la!u %elocity 6 hala!u Acceleration 6 pecutan &eceleration$ retardation 6 nyahpecutan

&e'ine acceleration and deceleration and state that a =

v u t

7alculate speed and elocity 7alculate acceleration=deceleration

3ol e proble"s on linear "otion with uni'or" acceleration using

7arry out acti ities using a data logger=graphing calculator=tic5er ti"er to a/ identi'y when a body is at rest$ "o ing with uni'or" elocity or nonuni'or" elocity b/ deter"ine displace"ent$ elocity and acceleration 3ol e proble"s using the 'ollowing e*uations o' "otion: v = u + at
1 2 at 2 v 2 = u 2 + 2as s = ut +

v = u + at
s = ut + 1 2 at 2 v 2 = u 2 + 2as

Week ? 15.2.1 0 1..2.1 0

Learn n! O"#e$% &e 2.2 Analysing "otion graphs

Learn n! O'%$()e* A student is able to: plot and interpret displace"ent- ti"e and elocity-ti"e graphs deduce 'ro" the shape o' a displace"ent-ti"e graph when a body is: i. at rest ii. "o ing with uni'or" elocity iii. "o ing with nonuni'or" elocity deter"ine distance$ displace"ent and elocity 'ro" a displace"ent 6ti"e graph deduce 'ro" the shape o' elocity- ti"e graph when a body is: a. at rest b. "o ing with uni'or" elocity c. "o ing with uni'or" acceleration deter"ine distance$ displace"ent elocity and acceleration 'ro" a elocity6ti"e graph

S'!!e*%e+ A$% & % e* 7arry out acti ities using a data logger=graphing calculator= tic5er ti"er to plot a/ displace"ent-ti"e graphs b/ elocity-ti"e graphs &escribe and interpret: a/ displace"ent-ti"e graphs b/ elocity-ti"e graphs &eter"ine distance$ displace"ent elocity and acceleration 'ro" a displace"ent 6ti"e and elocity6ti"e graphs.

N(%e* ;e"inder %elocity is deter"ined 'ro" the gradient o' displace"ent 6ti"e graph. Acceleration is deter"ined 'ro" the gradient o' elocity 6ti"e graph &istance is eter"ined 'ro" the area under a elocity 6 ti"e graph.

,($a"'-ar.

3ol e proble"s on linear "otion with uni'or" acceleration in ol ing graphs.

sol e proble"s on linear "otion with uni'or" acceleration. Learn n! O'%$()e* S'!!e*%e+ A$% & % e* 7arry out acti ities= iew co"puter si"ulations= situations to gain an idea on inertia. 7arry out acti ities to 'ind out the relationship between inertia and "ass. ;esearch and report on a/ the positi e e''ects o' inertia b/ ways to reduce the negati e e''ects o' inertia. 7arry out acti ities= iew co"puter si"ulations to gain an idea o' "o"entu" by co"paring the e''ect o' stopping two ob!ects: a/ o' the sa"e "ass "o ing at di''erent speeds b/ o' di''erent "asses "o ing at the sa"e speeds &iscuss "o"entu" as the product o' "ass and elocity. %iew co"puter si"ulations on collision and explosions to gain an idea on the conser ation o' "o"entu" N(%e* @ewtonAs +irst ,aw o' 4otion "aybe introduced here. ,($a"'-ar. 2nertia - inersia

Week ) 22.2.1 0 2<.2.1 0

Learn n! O"#e$% &e 2.( Understanding 2nertia 2.9 Analysing "o"entu"

A student is able to: explain what inertia is relate "ass to inertia

gi e exa"ples o' situations in ol ing inertia suggest ways to reduce the negati e side e''ects o' inertia. A student is able to: de'ine the "o"entu" o' an ob!ect de'ine "o"entu" ( p ) as the product o' "ass -"/ and elocity - / i.e. p = mv state the principle o' conser ation o' "o"entu"

;e"inder 4o"entu" as a ector *uantity needs to be e"phasized in proble" sol ing

4o"entu" 6 "o"entu" 7ollision 6 pelanggaran :xplosion 6 letupan 7onser ation o' linear "o"entu"5eabadian "o"entu"

<

Week

Learn n! O"#e$% &e

Learn n! ('%$()e* describe applications o' conser ation o' "o"entu"

S'!!e*%e+ A$% & % e* 7onduct an experi"ent to show that the total "o"entu" o' a closed syste" is a constant 7arry out acti ities that de"onstrate the conser ation o' "o"entu" e.g. water roc5ets. ;esearch and report on the applications o' conser ation o' "o"entu" such as in roc5ets or !et engines . 3ol e proble"s in ol ing linear "o"entu"

N(%e*

,($a"'-ar.

sol e proble"s in ol ing "o"entu"

. 1.(.10 5.(.10

2.5 Understanding the e''ects o' a 'orce

A student is able to: describe the e''ects o' balanced 'orces acting on an ob!ect describe the e''ects o' unbalanced 'orces acting on an ob!ect deter"ine the relationship between 'orce$ "ass and acceleration i.e. F = ma.

8ith the aid o' diagra"s$ describe the 'orces acting on an ob!ect: a/ at rest b/ "o ing at constant elocity c/ accelerating 7onduct experi"ents to 'ind the relationship between: a/ acceleration and "ass o' an ob!ect under constant 'orce b/ acceleration and 'orce 'or a constant "ass.

8hen the 'orces acting on an ob!ects are balanced they cancel each other out -net 'orce > 0/. 1he ob!ect then beha es as i' there is no 'orce acting on it. @ewtonAs 3econd ,aw o' 4otion "ay ?

be introduced here 3ol e proble" using F=ma Week 10 ..(.10 12.(.1 0 11 22.(.1 0 2<.(.1 0 2.< Analysing i"pulse and i"pulsi e 'orce Learn n! O"#e$% &e Learn n! O'%$()e* 3ol e proble"s using F = ma

S'!!e*%e+ A$% & % e* U!ian 3elaras 0er'o5us 1

N(%e*

,($a"'-ar.

MID TERM BRAEAK / 170801249 1:080125 A student is able to: %iew co"puter si"ulations o' collision explain what an i"pulsi e and explosions to gain an idea on i"pulsi e 'orces. 'orce is . gi e exa"ples o' &iscuss situations in ol ing a/ i"pulse as a change o' i"pulsi e 'orces "o"entu" de'ine i"pulse as a change b/ an i"pulsi e 'orce as the rate o' o' "o"entu"$ i.e. change o' "o"entu" in a collision Ft = mv - mu or explosion de'ine i"pulsi e 'orces as c/ how increasing or decreasing the rate o' change o' ti"e o' i"pact a''ects the "agnitude "o"entu" in a collision or o' the i"pulsi e 'orce. explosion$ i.e.
F = mv - mu t

Accuracy- 5e!ituan 7onsistency5epersisan 3ensiti ity-5epe5aan :rror- ralat ;ando" - rawa5

explain the e''ect o' increasing or decreasing ti"e o' i"pact on the "agnitude o' the i"pulsi e 'orce.

;esearch and report situations where: a/ an i"pulsi e 'orce needs to be reduced and how it can be done b/ an i"pulsi e 'orce is bene'icial

Week 12 2..(.1 0 2.9.10

Learn n! O"#e$% &e

Learn n! O'%$()e*

S'!!e*%e+ A$% & % e*

N(%e*

,($a"'-ar.

3ol e proble"s in ol ing i"pulsi e &escribe situation where 'orces an i"pulsi e 'orce needs to be reduced and suggest ways to reduce it. describe situation where an i"pulsi e 'orce is bene'icial 3ol e proble"s in ol ing i"pulsi e 'orce

2.? 0eing aware o' the need 'or sa'ety 'eatures in A student is able to: ehicles describe the i"portance o' sa'ety 'eatures in ehicles

;esearch and report on the physics o' ehicle collision and sa'ety 'eatures in ehicles in ter"s o' physics concepts. &iscuss the i"portance o' sa'ety 'eatures in ehicles. 8hen considering a body 'alling 'reely$ g -> ..) "=s2/ is its acceleration but when it is at rest$ g ->..) @=5g/ is the Bra itational 'ield 6 "edan gra ity

1( 5.9.10 6 ..9.10

2.) Understanding gra ity

A student is able to: 7arry out acti ity or iew co"puter explain acceleration due to si"ulations to gain an idea o' acceleration due to gra ity. gra ity &iscuss a/ acceleration due to gra ity b/ a gra itational 'ield as a region state what a gra itational

'ield is de'ine gra itational 'ield strength

in which an ob!ect experiences a 'orce due to gra itational attraction and c/ gra itational 'ield strength -g/ as gra itational 'orce per unit "ass 7arry out an acti ity to deter"ine the alue o' acceleration due to gra ity.

:arthAs gra itational 'ield strength acting on it. 1he weight o' an ob!ect o' 'ixed "ass is dependent on the g exerted on it.

Week

Learn n! O"#e$% &e

Learn n! O'%$()e* deter"ine the alue o' acceleration due to gra ity

S'!!e*%e+ A$% & % e* &iscuss weight as the :arthAs. gra itational 'orce on an ob!ect 3ol e proble"s in ol ing acceleration due to gra ity

N(%e*

,($a"'-ar.

19 12.9.10 1<.9.10

2.. Analysing 'orces in e*uilibriu"

de'ine weight -8/ as the product o' "ass -"/ and acceleration due to gra ity -g/ i.e. 8 >"g. sol e proble"s in ol ing acceleration due to gra ity A student is able to: describe situations where 'orces are in e*uilibriu"

8ith the aid o' diagra"s$ describe situations where 'orces are in e*uilibriu" $ e.g. a boo5 at rest on a table$ an ob!ect at rest on an inclined plane. state what a resultant 'orce 8ith the aid o' diagra"s$ discuss the resolution and addition o' 'orces to is deter"ine the resultant 'orce. add two 'orces to deter"ine the resultant 'orce. ;esol e a 'orce into the e''ecti e co"ponent 'orces . 3ol e proble"s in ol ing 'orces in e*uilibriu" -li"ited to ( 'orces/.

;esultant 6 daya paduan ;esol e- lerai

10

 15 1..9.10 2(.9.10 2.10 Understandin g wor5$ energy$ power and e''iciency. Learn n! O"#e$% &e

3ol e proble"s in ol ing 'orces in e*uilibriu" #bser e and discus situations where wor5 is done. &iscuss that no wor5 is done when: a/ a 'orce is applied but no displace"ent occurs b/ an ob!ect undergoes a displace"ent S'!!e*%e+ A$% & % e* N(%e* ,($a"'-ar.

A student is able to: &e'ine wor5 -8/ as the product o' an applied 'orce -+/ and displace"ent -s/ o' an ob!ect in the direction o' the applied 'orce i.e. 8 >+s. Learn n! O'%$()e*

Week

11

with no applied 'orce acting on it. Bi e exa"ples to illustrate how energy is trans'erred 'ro" one ob!ect to another when wor5 is done. &iscuss the relationship between wor5 &e'ine 5inetic energy and done to accelerate a body and the 1 state that Ek = mv 2 change in 5inetic energy. 2 &iscuss the relationship between wor5 &e'ine gra itational done against gra ity and gra itational potential energy and state potential energy. that :p > "gh 7arry out an acti ity to show the principle o' conser ation o' energy 3tate the principle o' 3tate that power is the rate at which conser ation o' energy. wor5 is done$ P > 8=t. &e'ine power and state 7arry out acti ities to "easure power. that &iscuss e''iciency as: P > 8=t Use'ul energy output x 100 C :nergy input : aluate and report the e''iciencies o' :xplain what e''iciency o' arious de ices such as a diesel engine$ a de ice is. a petrol engine and an electric engine. 3ol e proble"s in ol ing wor5$ energy$ power and e''iciency. 3tate that when wor5 is done energy is trans'erred 'ro" one ob!ect to another.

Da e students recall the di''erent 'or"s o' energy.

2.10 Understanding wor5$ energy$ power and e''iciency.

Week 1< 2<.9.1

Learn n! O"#e$% &e

Learn n! O'%$()e* 3ol e proble"s in ol ing

S'!!e*%e+ A$% & % e*

N(%e*

,($a"'-ar.

12

0 (0.9.1 0

wor5$ energy$ power and e''iciency 2.11 Appreciating the i"portance o' "axi"ising the e''iciency o' de ices. A student is able to: recognize the i"portance o' "axi"ising e''iciency o' de ices in conser ing resources. &iscuss that when an energy trans'or"ation ta5es place$ not all the energy is used to do use'ul wor5. 3o"e is con erted into heat or other types o' energy. 4axi"ising e''iciency during energy trans'or"ations "a5es the best use o' the a ailable energy. 1his helps to conser e resources 7arry out acti ities to gain an idea on elasticity. Plan and conduct an experi"ent to 'ind the relationship between 'orce and extension o' a spring. ;elate wor5 done to elastic potential energy to obtain E p =
1 kx 2 . 2

1? (.5.10 ?.5.10

2.12 Understanding elasticity.

A student is able to: de'ine elasticity de'ine Doo5eAs ,aw

de'ine elastic potential energy and state that

Ep = 1 kx 2 2

&escribe and interpret 'orceextension graphs. 2n estigate the 'actors that a''ects elasticity. ;esearch and report on applications o' elasticity 3ol e proble"s in ol ing elasticity.

1)-20

deter"ine the 'actors that a''ect elasticity &escribe applications o' elasticity 3ol e proble"s in ol ing elasticity

MID YEAR E;AMINATION /180701236<070125 1(

MID TERM BREAK / 6407012 9 180=0125

LEARNING AREA: 80 FORCES AND PRESSURE Week 21 19.<.1 0 1).<.1 0 Learn n! O"#e$% &e (.1 Understanding pressure Learn n! O'%$()e* A student is able to: &e'ine pressure and state that P =
F A

S'!!e*%e+ A$% & % e* #bser e and describe the e''ect o' a 'orce acting o er a large area co"pared to a s"all area$ e.g. school shoes ersus high heeled shoes. &iscuss pressure as 'orce per unit area ;esearch and report on applications o' pressure. 3ol e proble"s in ol ing pressure #bser e situations to 'or" ideas that pressure in li*uids: a/ acts in all directions b/ increases with depth #bser e situations to 'or" the idea that pressure in li*uids increases with density ;elate depth -h/ $ density -E and

N(%e* 2ntroduce the unit o' pressure pascal -Pa/ -Pa > @="2/

,($a"'-ar. Pressure > te5anan

&escribe applications o' pressure sol e proble"s in ol ing pressure

22 21.<.1 0 25.<.1 0

(.2 Understanding pressure in li*uids

A student is able to: relate depth to pressure in a li*uid relate density to pressure in a li*uid explain pressure in a li*uid

&epth 6 5edala"an &ensity 6 5etu"patan ,i*uid - cecair

19

Week

Learn n! O"#e$% &e (.( Understanding gas pressure and at"ospheric pressure

Learn n! O'%$()e* and state that P > hg describe applications o' pressure in li*uids.

3ol e proble"s in ol ing pressure in li*uids. A student is able to: explain gas pressure

S'!!e*%e+ A$% & % e* gra itational 'ield strength -g/ to pressure in li*uids to obtain P > hg ;esearch and report on a/ the applications o' pressure in li*uids b/ ways to reduce the negati e e''ect o' pressure in li*uis 3ol e proble"s in ol ing pressure in li*uids 7arry out acti ities to gain an idea o' gas pressure and at"ospheric

explain at"ospheric pressure

describe applications o' at"ospheric pressure sol e proble"s in ol ing at"ospheric pressure and gas pressure

N(%e* 3tudent need to be introduced to instru"ents used to "easure gas pressure -0ourdon Bauge/ and at"ospheric pressure -+ortin baro"eter$ aneroid baro"eter/. 8or5ing &iscuss gas pressure in ter"s o' the principle o' the beha iour o' gas "olecules based on instru"ent is not the 5inetic theory re*uired. 2ntroduce other &iscuss at"ospheric pressure in ter"s units o' o' the weight o' the at"osphere acting at"ospheric on the :arthAs sur'ace pressure. 1 at"osphere > &iscuss the e''ect o' altitude on the ?<0 ""Dg > "agnitude o' at"ospheric pressure 10.( " water> 101(00 Pa ;esearch and report on the 1 "ilibar > 100 application o' at"ospheric pressure Pa 3ol e proble"s in ol ing at"ospheric and gas pressure including baro"eter and "ano"eter readings.

,($a"'-ar.

15

Week 2( 2).<.10 1.?.10

Learn n! O"#e$% &e (.9 Applying PascalAs principle

Learn n! O'%$()e* A student is able to: state PascalAs principle. :xplain hydraulic syste" &escribe applications o' PascalAs principle.

S'!!e*%e+ A$% & % e* #bser e situations to 'or" the idea that pressure exerted on an enclosed li*uid is trans"itted e*ually to e ery part o' the li*uid &iscuss hydraulic syste"s as a 'orce "ultiplier to obtain: #utput 'orce > output piston area 2nput 'orce input piston area ;esearch and report on the application o' PascalAs principle -hydraulic syste"s/ 3ol e proble"s in ol ing PascalAs principle 7arry out an acti ity to "easure the weight o' an ob!ect in air and the weight o' the sa"e ob!ect in water to gain an idea on buoyant 'orce. 7onduct an experi"ent to in estigate the relationship between the weight o' water displaced and the buoyant 'orce.

N(%e* Da e students recall the di''erent 'or"s o' energy.

,($a"'-ar. :nclosed- tertutup +orce "ultiplierpe"besar daya Dydraulic syste"s 6 syste" haudrauli5 1rans"itted 6 tersebar

3ol e proble"s in ol ing PascalAs principle. A student is able to: :xplain buoyant 'orce ;elate buoyant 'orce to the weight o' the li*uid displaced

1<

Week 29 5.?.10 ..?.10

Learn n! O"#e$% &e (.5 Applying Archi"edesA principle.

Learn n! O'%$()e*

S'!!e*%e+ A$% & % e*

N(%e*

,($a"'-ar.

3tate Archi"edesA principle. &iscuss buoyancy in ter"s o': a/ An ob!ect that is totally or &escribe applications partially sub"erged in a 'luid Archi"edes principle experiences a buoyant 'orce e*ual to the weight o' 'luid displaced 3ol e proble"s in ol ing b/ 1he weight o' a 'reely 'loating Archi"edes principle ob!ect being e*ual to the weight o' 'luid displaced c/ a 'loating ob!ect has a density less than or e*ual to the density o' the 'luid in which it is 'loating. ;esearch and report on the applications o' Archi"edesA principle$ e.g. sub"arines$ hydro"eters$ hot air balloons 3ol e proble"s in ol ing Archi"edesA principle. 0uild a 7artesian di er. &iscuss why the di er can be "ade to "o e up and down.

25 12.?.10 1<.?.10

(.< Understanding 0ernoulliAs principle.

A student is able to: 3tate 0ernoulliAs principle :xplain that resultant 'orce exists due to a di''erence in 'luid pressure

7arry out acti ities to gain the idea that when the speed o' a 'lowing 'luid increases its pressure decreases$ e.g. blowing abo e a strip o' paper$ blowing through straw$ between two pingpong balls suspended on strings. &iscuss 0ernoulliAs principle 7arry out acti ities to show that a 1?

Week

Learn n! O"#e$% &e

Learn n! O'%$()e* &escribe applications o' 0ernoulliAs principle

S'!!e*%e+ A$% & % e* resultant 'orce exists due to a di''erence in 'luid pressure. %iew a co"puter si"ulation to obser e air 'low o er an aro'oil to gain an idea on li'ting 'orce. ;esearch and report on the applications o' 0ernoulliAs principle. 3ol e proble"s in ol ing 0ernoulliAs principle.

N(%e*

,($a"'-ar.

3ol e proble"s in ol ing 0ernoulliAs principle

1)

LEARNING AREA: 40HEAT Week Learn n! Learn n! O'%$()e* O"#e$% &e 2< 9.1 Understanding A student is able to: 1..?.10 ther"al :xplain ther"al e*uilibriu" e*uilibriu". 2(.?.10 9.2 Understanding speci'ic heat capacity :xplain how a li*uid in glass ther"o"eter wor5s A student is able to: &e'ine speci'ic heat capacity - c/ 3tate that c =
Q mc

S'!!e*%e+ A$% & % e* 7arry out acti ities to show that ther"al e*uilibriu" is a condition in which there is no net heat 'low between two ob!ects in ther"al contact

N(%e* Deat capacity only relates to a particular ob!ect whereas speci'ic heat capacity relates to a "aterial

,($a"'-ar. ther"al e*uilibriu" 6 5esei"bangan ter"a speci'ic heat capacity 6 "uatan haba tentu

Use the li*uid-in-glass ther"o"eter to explain how the olu"e o' a 'ixed "ass o' li*uid "ay be used to de'ine a te"perature scale. #bser e th change in te"perature when: Buide students to a/ the sa"e a"ount o' heat is used to analyse the unit heat di''erent "asses o' water. o' c as 1 1 Jkg K b/ the sa"e a"ount o' heat is used to or 1o 1 heat the sa"e "ass o' di''erent Jkg C li*uids. &iscuss speci'ic heat capacity

&eter"ine the speci'ic heat capacity o' a li*uid.

Plan and carry out an acti ity to deter"ine the speci'ic heat capacity o' a/ a li*uid

1.

Week 2? 2<.?.10 (0.?.10

Learn n! O"#e$% &e

Learn n! O'%$()e* &eter"ine the speci'ic heat capacity o' a solid &escribe applications o' speci'ic heat capacity 3ol e proble"s in ol ing speci'ic heat capacity.

S'!!e*%e+ A$% & % e* b/ a solid ;esearch and report on applications o' speci'ic heat capacity. 3ol e proble"s in ol ing speci'ic heat capacity.

N(%e*

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2) 2.).10 <.).10

U!ian 3elaras 0er'o5us 2 - 2.).10- <.).10/

20

2. 9.( Understanding ..).10 speci'ic latent heat 1 (.).10

A student is able to: 3tate that trans'er o' heat during a change o' phase does not cause a change in te"perature

7arry out an acti ity to show that there is no change in te"perature when heat is supplied to: a/ a li*uid at its boiling point. b/ a solid at its "elting point. 8ith the aid o' a cooling and heating cur e$ discuss "elting$ solidi'ication$ boiling and condensation as processes in ol ing energy trans'er without a change in te"perature. &iscuss a/ latent heat in ter"s o' "olecular beha iour b/ speci'ic latent heat Plan and carry out an acti ity to deter"ine the speci'ic latent heat o' a/ 'usion b/ aporisation 3ol e proble"s in ol ing speci'ic latent heat. Buide students to analyse the unit o' (l ) as Jkg 1

4elting 6 peleburan 3olidi'icationpe"e!alan 7ondensation 6 5ondensasi 3peci'ic latent heat 6 haba penda" tentu

(l )

&e'ine speci'ic latent heat 3tate that l =

Q m

&eter"ine the speci'ic latent heat o' a 'usion. &eter"ine the speci'ic latent heat o' aporization 3ol e proble"s in ol ing speci'ic latent heat

3peci'ic latent heat o' 'usion 6 haba penda" tentu pela5uran 3peci'ic latent heat o' aporisation 6 haba penda" tentu pepengewapan

21

Week (0 1<.).10 20.).10

Learn n! O"#e$% &e 9.9 Understanding the gas laws

Learn n! O'%$()e* A student is able to: explain gas pressure$ te"perature and olu"e in ter"s o' gas "olecules.

S'!!e*%e+ A$% & % e* Use a "odel or iew co"puter si"ulations on the baha iour o' "olecules o' a 'ixed "ass o' gas to gain an idea about gas pressure$ te"perature and olu"e. &iscuss gas pressure$ olu"e and te"perature in ter"s o' the beha iour o' "olecules based on the 5inetic theory. Plan and carry out an experi"ent on a 'ixed "ass o' gas to deter"ine the relationship between: a/ pressure and olu"e at constant te"perature b/ olu"e and te"perature at constant pressure c/ pressure and te"perature at constant olu"e :xtrapolate P-1 and %-1 graphs or iew co"puter si"ulations to show that when pressure and olu"e are zero the te"perature on a P-1 and %1 graph is 6 2?(07. &iscuss absolute zero and the Fel in scale o' te"perature 3ol e proble"s in ol ing the pressure$ te"perature and olu"e o' a

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&eter"ine the relationship between pressure and olu"e at constant te"perature 'or a 'ixed "ass o' gas$ i.e. p% > constant &eter"ine the relationship between olu"e and te"perature at constant pressure 'or a 'ixed "ass o' gas$ i.e. %=1 > constant &eter"ine the relationship between pressure and te"perature at constant olu"e 'or a 'ixed "ass o' gas$ i.e. p=1 > constant :xplain absolute zero :xplain the absolute=Fel in scale o' te"perature

22

 Week Learn n! O"#e$% &e

3ol e proble"s in ol ing

Learn n! O'%$()e* pressure$ te"perature and olu"e o' a 'ixed "ass o' gas

S'!!e*%e+ A$% & % e* 'ixed "ass o' gas.

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LEARNING AREA:70LIGHT (1 5.1 Understanding A student is able to: 2(.).10 re'lection o' light &escribe the characteristic o' the i"age 'or"ed by 2?.).10/ re'lection o' light

#bser e the i"age 'or"ed in a plane "irror. &iscuss that the i"age is: a/ as 'ar behind the "irror as the ob!ect is in 'ront and the line !oining the ob!ect and i"age is perpendicular to the "irror. b/ the sa"e size as the ob!ect c/ irtual d/ laterally in erted &iscuss the laws o' re'lection &raw the ray diagra"s to deter"ine the position and characteristics o' the i"age 'or"ed by a a/ plane "irror b/ con ex "irror c/ conca e "irror ;esearch and report on applications o' re'lection o' light 3ol e proble"s in ol ing re'lection 2(

3tate the laws o' re'lection o' light &raw ray diagra"s to show the position and characteristics o' the i"age 'or"ed by a i. plane "irror ii. con ex "irror iii. conca e "irror &escribe applications o' re'lection o' light

3ol e proble"s in ol ing re'lection o' light

o' light

Week (2 (0.).10 (...10

Learn n! O"#e$% &e 5.2 Understanding re'raction o' light.

Learn n! O'%$()e* A student is able to: :xplain re'raction o' light &e'ine re'racti e index as
= sini sinr

S'!!e*%e+ A$% & % e* #bser e situations to gain an idea o' re'raction 7onduct an experi"ent to 'ind the relationship between the angle o' incidence and angle o' re'raction to obtain 3nellAs law. 7arry out an acti ity to deter"ine the re'racti e index o' a glass or perspex bloc5 &iscuss the re'racti e index$ $ as 3peed o' light in a acuu" 3peed o' light in a "ediu" ;esearch and report on pheno"ena due to re'raction$ e.g. apparent depth$ the twin5ling o' stars. 7arry out acti ities to gain an idea o' apparent depth. 8ith the aid o' diagra"s$ discuss real depth and apparent depth 3ol e proble"s in ol ing re'raction o' light

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&eter"ine the re'racti e index o' a glass or Perspex bloc5 3tate the re'racti e index$ $ as 3peed o' light in a acuu" 3peed o' light in a "ediu" &escribe pheno"ena due to re'raction

3ol e proble"s in ol ing re'raction o' light

29

25

Week

Learn n! O"#e$% &e

Learn n! O'%$()e*

S'!!e*%e+ A$% & % e*

N(%e*

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MID TERM BREAK /=0:012 9 120:0125 (( 1(...10 1?...10 5.( Understanding A student is able to: total internal :xplain total internal re'lection o' light. re'lection o' light &e'ine critical angle -c/ 7arry out acti ities to show the e''ect o' increasing the angle o' incidence on the angle o' re'raction when light tra els 'ro" a denser "ediu" to a less dense "ediu" to gain an idea about total internal re'lection and to obtain the critical angle. &iscuss with the aid o' diagra"s: a/ total internal re'lection and critical angle b/ the relationship between critical angle and re'racti e angle ;esearch and report on a/ natural pheno"ena in ol ing total internal re'lection b/ the applications o' total re'lection e.g. in teleco""unication using 'ibre optics. 3ol e proble"s in ol ing total internal re'lection

;elate the critical angle to the re'racti e index i.e.

= 1 sin c

&escribe natural pheno"enon in ol ing total internal re'lection &escribe applications o' total internal re'lection

3ol e proble"s in ol ing total internal re'lection

2<

Week 84 620:012 3 640:012

Learn n! Learn n! O'%$()e* O"#e$% &e 5.9 Understanding A student is able to: lenses. :xplain 'ocal point and 'ocal length deter"ine the 'ocal point and 'ocal length o' a con ex lens deter"ine the 'ocal point and 'ocal length o' a conca e lens &raw ray diagra"s to show the positions and characteristics o' the i"ages 'or"ed by a con ex lens.

S'!!e*%e+ A$% & % e* Use an optical 5it to obser e and "easure light rays tra eling through con ex and conca e lenses to gain an idea o' 'ocal point and 'ocal length. &eter"ine the 'ocal point and 'ocal length o' con ex and conca e lenses. 8ith the help o' ray diagra"s$ discuss 'ocal point and 'ocal length

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2?

Week

Learn n! O"#e$% &e

Learn n! O'%$()e*

S'!!e*%e+ A$% & % e*

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(5 2?...10 1.10.10 (< 9.10.10 ).10.10 (? 11.10.10 1<.10.10

A student is able to: 5.9 Understanding lenses. &raw ray diagra"s to show the positions and characteristics o' the i"ages 'or"ed by a conca e lens. &e'ine "agni'ication as
m= v u

&raw ray diagra"s to show the positions and characteristic o' the i"ages 'or"ed by a a/ con ex lens b/ conca e lens 7arry out acti ities to gain an idea o' "agni'ication. 8ith the help o' ray diagra"s$ discuss "agni'ication. 7arry out acti ities to 'ind the relationship between u, v and f 7arry out acti ities to gain an idea on the use o' lenses in optical de ices. 8ith the help o' ray diagra"s$ discuss the use o' lenses in optical de ices such as a telescope and "icroscope 7onstruct an optical de ice that uses

;elate 'ocal length -'/ to the ob!ect distance -u/ and i"age distance - / i.e.
1 1 1 = + f u v

&escribe$ with the aid o' ray diagra"s$ the use o' lenses in optical de ices.

2)

Week

Learn n! O"#e$% &e

Learn n! O'%$()e* 7onstruct an optical de ice that uses lenses. lenses.

S'!!e*%e+ A$% & % e*

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3ol e proble"s in ol ing to lenses

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3ol e proble"s in ol ing to lenses. PEPERIKSAAN AKHIR TAHUN/1401201236:0120125 ULANGKAJI /801101231:0110125

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