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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 Date


1.1 A student is able to :
Understanding
Waves • 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. 2-6/1
• state the direction of propagation of
waves in relation to wavefronts.
• Define
o amplitude
o period
o frequency
o wavelength
o wave speed v = f‫ ג‬can be derived from v = s/t
• sketch and interpret a displacement-time
graph 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.

1.2 A student is able to :


Analysing reflection • describe reflection of waves in terms of
of waves the angle of incidence, angle of reflection,
wavelength, Reflection of circular water waves and the use of 9-13/1
• frequency, speed and direction of curved reflectors are not required.
propagation.
• Draw a diagram to show reflection of
waves.
1.3 A student is able to :
Analysing refraction • describe refraction of waves in terms of
of waves the angle of incidence, angle of refraction, Include refraction of water waves over straight, 16-20/1
wavelength, concave and convex transparent blocks.
• frequency, speed and direction of
propagation.
• Draw a diagram to show refraction of
waves.

1.4 Choose the appropriate instrument for a given A student is able to :


Understanding measurement. • measure physical quantities using appropriate
measurements Discuss consistency and accuracy using the instruments. 23-27/1
distribution of gunshots on a target as an • explain accuracy and consistency.
example. • explain sensitivity.
• explain types of experimental error.
Discuss the sensitivity of various instruments. • use appropriate techniques to reduce errors.
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 fine the average and compensating for zero
error
1.5 Observe a situation and suggest questions A student is able to :
Analysing scientific suitable for a scientific investigation. Discuss to : • identify variables in a given situation.
investigations (a) identify a question suitable for scientific • identify a question suitable for scientific
investigation investigation. 23-27/1
(b) identify all the variables • form a hypothesis
(c) form a hypothesis • design and carry out a simple experiment to
(d) plan the method of investigation including test the hypothesis.
selection of apparatus and work procedures. • record and present data in a suitable form
• interpret data to draw a conclusion
Carry out an experiment and :
• write a report of the investigation.
(a) collect and tabulate data
(b) present data in a suitable form
(c) interpret the data and draw conclusions
(d) write a complete report.

LEARNING AREA : 2 FORCES AND MOTION

Learning Objective Suggested Learning Activities Learning Outcomes Date


2.1 Carry out activities to gain an idea of : A student is able to :
Analysing linear (a) distance and displacement • define distance and displacement
motion (b) speed and velocity • define speed and velocity and state that that v
(c) acceleration and deceleration = s/t 30/1 – 10/2
• define acceleration and deceleration and state
Carry out activities using a data logger / graphing that a = v – u/t
calculator / ticker timer to : • calculate acceleration / deceleration
(a) identify when a body is at rest, moving with
• calculate speed and velocity
uniform velocity or non-uniform velocity
(b) determine displacement, velocity and • solve problems on linear motion with uniform
acceleration. acceleration using
v = u + at
Solve problems using the following equations of s = ut + ½at2
motion : v2 = u2 + 2as
(a) v = u + at
(b) s = ut + ½at2
(c) v2 = u2 + 2as

2.2 Carry out activities using a data logger / A student is able to :


Analysing motion graphing calculator / ticker timer to plot • plot and interpret displacement time and
graphs (a) displacement-time graphs velocity time graphs.
(b) velocity-time graphs • deduce from the shape of a 13/2 – 24/2
Describe and interpret : displacement-time
(a) displacement-time and graph with a body is :
(b) velocity-time graphs  at rest
 moving with uniform velocity.
Determine distance, displacement, velocity  moving with non-uniform velocity
and acceleration from displacement-time
• determine distance, displacement and
and velocity-time graphs.
velocity
from a displacement-time graph.
Solve problems on linear motion with
uniform acceleration involving graphs. • deduce from the shape of a velocity-time
graph
when a body is :
 at rest.
 moving with uniform velocity.
 moving with non-uniform velocity
• determine distance, displacement,
velocity and
acceleration from a velocity-time graph
• solve problems on linear motion with
uniform
acceleration.
2.3 Carry out activities / view computer A student is able to :
Understanding simulations / situations to gain an idea on • explain what inertia is.
inertia inertia. • relate mass to inertia. 27/2 – 3/3
• give examples of situation involving
Carry out activities to fine out the inertia.
relationship between inertia and mass. • suggest ways to reduce the negative
effects of inertia
Research and report on
(a) the positive effects of inertia
(b) ways to reduce the negative effects of
inertia
2.4 Carry out activities / view computer A student is able to :
Analysing simulation to gain an idea of momentum by • define the momentum of an object.
momentum comparing the effect of stopping two • define momentum (p) as the product of 6/3 – 10/3
objects : mass (m) and velocity (v) i.e p=mv
(a) of the same mass moving at different • state the principle of conservation of
speeds momentum.
(b) of different masses moving at the same • describe application of conservation of
speed. momentum.
• solve problems involving momentum.
Discuss momentum as the product of mass
and velocity.

View computer simulation 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 application of


conservation of momentum such as in
rockets or jet engines.

Solve problems involving linear momentum.


2.5 With the aid of diagrams, describe the A student is able to :
Understanding the forces acting on an object : • describe the effects of balanced force on
effects of a force (a) at rest an object. 20/3 – 24/3
(b) moving at constant velocity • describe the effect on an object.
(c) acceleration • determine the relationship between
force, mass and acceleration i.e F=ma
Conduct experiment to fine the relationship • solve problems using F=ma
between :
(a) acceleration and mass of an object
under constant force
(b) acceleration and force for a constant
mass
Solve problems using F=ma.
2.6 View computer simulations of collision and A student is able to :
Analysing impulse explosions to gain an idea on impulsive • explain what an impulsive force is.
and impulsive forces. • give examples of situations involving 27/3 – 7/4
force impulsive forces
Discuss • define impulse as a change of
(a) impulse as change of momentum momentum, i.e Ft=mv-mu
(b) an impulsive force as the rate of change • define impulsive force as the rate of
of momentum in a collision or explosion, change of momentum in a collision or
(c) how increasing or decreasing the explosion, i.e
magnitude of the impulsive force. F = mv-mu/t
• Explain the effect of increasing or
Research and report situations where :
decreasing time of impact on the
(a) an impulsive force needs to be reduced
magnitude of the impulsive force
and how it can be done
(b) an impulsive force is beneficial • describe situation where an impulsive
force needs to be reduced and suggest
Solve problems involving impulsive force. ways to reduce it.
• describe situation where an impulsive
force is beneficial.
• solve problems involving impulsive force.
2.7 Research and report on the physics of A student is able to :
Being aware of vehicle collisions and safety features in • describe the importance of safety 10/4 – 14/4
the vehicles in terms of physics concepts. features in vehicles
need for safety
features in Discuss the importance of safety features in
vehicles vehicles.

2.8 Carry out activity or view computer A student is able to :


Understanding simulations to gain an idea of acceleration • explain acceleration due to gravity. 17/4 – 21/4
gravity due to gravity. • determine the value of acceleration due
to gravity.
Discuss • define weight (w) as the product of mass
(a) acceleration due to gravity (m) and acceleration due to gravity (g0
(b) a gravitational field as a region in which i.e w=mg
an object experiences a force due to
• solve problems involving acceleration
gravitational attraction and due to gravity
(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 Earth’s gravitational


force on an object.

Solve problems involving acceleration due


to gravity.
2.9 With the aid of diagrams, describe situation A student is able to :
Analysing forces where forces are in equilibrium, e.g a book • describe situation where forces are in
in at rest on a table, an object at rest on an equilibrium. 17/4 – 21/4
equilibrium inclined plane. • state what a resultant force is.
• add two forces to determine the
With the aid of diagrams, discuss the resultant force.
resolution and addition of forces to • resolve a force into the effective
determine the resultant force. component force.
• solve problems involving forces in
Solve problems involving forces in equilibrium.
equilibrium (limited to 3 forces)
2.10 Observe and discuss situation where work is A student is able to :
Understanding done. • state that when work is done energy is
work, transferred from one object to another.
energy, power Discuss that no work is done when : • define kinetic energy and state then Ek = 24/4 – 28/4
and (a) a force is applied but no displacement ½mv2
efficiency occurs
• define gravitational potential energy and
(b) an object undergoes a displacement
state that Ep = mgh
with no applied force acting on it.
• state the principle of conservation of
energy.
Give examples to illustrate how energy is
transferred from one object to another • define power and start that P=W/t
when work is done. • explain what efficiency of a device is.
• solve problems involving work, energy,
Discuss the relationship between work done power and efficiency.
to accelerate a body and the change in
kinetic energy.

Discuss the relationship between work done


against gravity and gravitational potential
energy.

Carry out an activity to show the principle


of conservation of energy.

State that power is the rate at which work is


done. P=W/t.

Carry out activity to measure power.

Discuss efficiency as:


useful energy output X 100%
energy input

Evaluate and report the efficiencies of


various devices such as a diesel engine, a
petrol engine and an electric engine.

Solve problems involving work, energy,


power and efficiency.
2.11 Discuss that when an energy transformation A student is able to :
Appreciating the takes place, not all of the energy is used to • recognize the importance of maximizing
importance of do useful work. Some is converted into heat efficiency of devices in conserving 24/4 – 28/4
maximising the or other types of energy. resources.
efficiency of
devices Maximizing efficiency during energy
transformations makes the best use of the
available energy. This helps to conserve
resources.
2.12 Carry activities to gain an idea on elasticity. A student is able to :
Understanding • define elasticity
elasticity Plan and conduct an experiment to fine the • define Hooke’s law 1/5 – 5/5
relationship between force and extension of • define elastic potential energy and state
a spring. that
Ep = ½kx2

Relate work done to elastic potential energy • determine the factors that affect
to obtain Ep = ½kx2 elasticity.
Describe and interpret force-extension • describe applications of elasticity
graphs. • solve problems involving elasticity

Investigate the factors that affect elasticity.

Research and report on application of


elasticity.

Solve problems involving elasticity.

LEARNING AREA : 3 FORCES AND PRESSURE

Learning Suggested Learning Activities Learning Outcomes Date


Objective
3.1 Observe and describe the effect of a force A student is able to :
Understanding acting over a large area compared to a • define pressure and state that P =F/A 8/5 – 12/5
pressure small area, e.g. school shoes versus high • describe application of pressure.
healed shoes. • solve problems involving pressure.

Discuss pressure as force per unit area.

Research and report on applications of


pressure.

Solve problems involving pressure.


3.2 Observe situation to form ideas that A student is able to :
Understanding pressure in liquids : • relate depth to pressure in a liquid.
pressure in liquids (a) acts in all directions • relate density to pressure in a liquid. 8/5 – 12/5
(b) increases with depth • explain pressure in a liquid and state that
P= þgh.
Observe situation to form idea that • describe applications of pressure in
pressure in liquids increases with density. liquids.
• Solve problems involving pressure in
Relate depth (h), density (þ) and
liquids.
gravitational fields strength (g) to pressure
in liquids to obtain P= þgh

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 in


liquids.
3.3 Carry out activities to gain an idea of gas A student is able to :
Understanding pressure and atmospheric pressure. • explain gas pressure.
gas • explain atmospheric pressure 15/5 – 19/5
pressure and Discuss gas pressure in terms of the • describe applications of atmospheric
atmospheric behavior of gas molecules based on the pressure.
pressure kinetic theory. • solve problems involving atmospheric
pressure
Discuss atmospheric pressure in terms of and gas pressure.
the weight of the atmosphere acting on the
Earth’s 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.
3.4 Observe situation to form the idea that A student is able to :
Applying Pascal’s pressure exerted on an enclosed liquid is • state Pascal’s principle.
principle transmitted equally to every part of the • explain hydraulic systems. 12/6 – 16/6
liquid. • describe applications of Pascal’s
principle.
Discuss hydraulic systems as a force • Solve problems involving Pascal’s
multiplier to obtain :
principle.
output force = output piston area
input force input piston area

Research and report on the application of


Pascal’s principle (hydraulic system).

Solve problems involving Pascal’s principle.


3.5 Carry out an activity to measure the weight A student is able to :
Applying of an object in air and the weight of the • explain buoyant force.
Archimedes’ same object in water to gain an idea on • relate buoyant force to the weight of the 19/6 – 23/6
principle buoyant force. liquid
displaced.
Conduct an experiment to investigate the • state Archimedes’ principle
relationship between the weight of water • describe applications of Archimedes’
displaced and the buoyant force. principle.
• solve problems involving Archimedes’
Discuss buoyancy in terms of : principle
(a) an object that is totally or 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. submarines, hydrometers, hot-air
balloons.

Solve problems involving Archimedes’


principle.

Build a Cartesian diver. Discuss why the


diver can be made to move up and down.
3.6 Carry out activities to gain the idea that A student is able to :
Understanding when the speed of a flowing fluid increases • state Bernoulli’s principle.
Bernoulli’s its pressure decreases. E.g. blowing above • explain that a resultant force exists due 26/6 – 30/6
principle a strip of to a
paper, blowing through straw between two difference in fluid pressure.
ping-pong balls suspended on string. • describe applications of Bernoulli’s
principle.
Discuss Bernoulli’s principle.
• Solve problems involving Bernoulli’s
principle.
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 on
lifting force.

Research and report on the applications of


Bernoulli’s principle.

Solve problems involving Bernoulli’s


principle.

LEARNING AREA : 4 HEAT

Learning Suggested Learning Activities Learning Outcomes Date


Objective
4.1 Carry out activities to show that thermal A student is able to :
Understanding equilibrium is a condition in which there is • explain thermal equilibrium.
thermal no net heat flow between two objects in • explain how a liquid-in-glass 3/7 – 7/7
equilibrium thermal contact. thermometer work

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.
4.2 Observe the change in temperature when : A student is able to :
Understanding (a) the same amount of heat is used to heat • define specific heat capacity.
specific heat different masses of water. • State that c = Q / mθ 10/7 – 14/7
capacity (b) The same amount of heat is used to • determine the specific heat capacity of a
heat the same mass of different liquids. liquid.
• determine the specific heat capacity of a
Discuss specific heat capacity.
solid
Plan and carry out an activity to determine • Describe application of specific heat
the specific heat capacity of capacity.
(a) a liquid • Solve problems involving specific heat
(b) a solid capacity.

Research and report on applications of


specific heat capacity.

Solve problems involving specific heat


capacity.
4.3 Carry out an activity to show that there is A student is able to :
Understanding no change in temperature when heat is • state that transfer of heat during a
specific latent supplied to : change of phase does not cause a 17/7 – 21/7
heat (a) a liquid at its boiling point change in temperature.
(b) a solid at its melting point. • define specific latent heat (l).
• state that l = Q/m
With the aid of a cooling and heating curve,
• determine the specific latent heat of
discuss melting, solidification, boiling and fusion.
condensation as processes involving energy
transfer without a change in temperature. • determine the specific latent heat of
vaporisation.
Discuss • solve problems involving specific latent
(a) latent heat in terms of molecular heat.
behavior
(b) specific latent heat

Plan and carry out an activities to


determine the specific latent heat of :
(a) fusion
(b) vaporization

Solve problems involving specific latent


heat
4.4 Use a model or view computer simulation A student is able to :
Understanding the on the behavior of molecules of a fixed • explain gas pressure, temperature and
gas law mass of gas to gain an idea about gas volume in terms of the behavior of gas 24/7 – 28/7
pressure, temperature and volume. molecules.
• determine the relationship between
Discuss gas pressure, volume and pressure and volume at constant
temperature in terms of the behavior of temperature for a fixed mass of gas i.e.
molecules based on the kinetic theory. pV = constant.
Plan and carry out an experiment on a fixed
• determine the relationship between
volume and emperature at constant
mass of gas to determine
pressure for a fixed mass of gas i.e. V/T
the relationship between :
= constant.
(a) pressure and volume at constant
temperature. • determine the relationship between
(b) Volume and temperature at constant pressure and temperature at constant
pressure. volume for a fixed mass of gas i.e.
(c) Pressure and temperature at constant p/T=constant.
volume. • explain absolute zero.
• explain the absolute / Kelvin scale of
Extrapolate P-T and V-T graphs or view temperature.
computer simulation to show that when • explain absolute zero.
pressure and volume are zero the
• explain the absolute / Kelvin scale of
temperature on a P-T and V-T graph is temperature.
-273 C.
o

• solve problems involving pressure,


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

LEARNING AREA : 5 LIGHT

Learning Suggested Learning Activities Learning Outcomes Date


Objective
5.1 Observe the image formed in a plane A student is able to :
Understanding mirror. Discuss that the image is : • describe the characteristics of the image
reflection of light (a) as far behind the mirror as the object is formed by reflection of light. 7/8 – 11/8
in front and the line joining the object and • state the laws of reflection of light.
image is perpendicular to the mirror. • draw ray diagrams to show the position
(b) The same size as the object, and
(c) Virtual, characteristics of the image formed by a
(d) Laterally inverted.  plane mirror
 convex mirror
Discuss the laws of reflection.
 concave mirror
Draw ray diagrams and determine the • describe application of reflection of light.
position and characteristics of the image • solve problems involving reflection of
formed by a light.
(a) plane mirror • construct a device based on the
(b) convex mirror application of
(c) concave mirror. reflection of light.

Research and report on applications of


reflection of light.

Solve problems involving reflection of light.


Construct a device based on the application
of reflection of light.
5.2 Observe situation to gain an idea on A student is able to :
Understanding refraction. • explain refraction of light.
refraction of light Conduct an experiment to fine the • define refraction index as n = sin I / sin r 14/8 – 18/8
relationship between the angle of incidence • determine the refractive index of a glass
and angle of refraction to obtain Snell’s law. or
Perspex block
Carry out an activities to determine the • state the refractive index ,n, as
refraction index of a glass or Perspex block. speed of light in a vacuum
speed of light in a medium
Discuss the refractive index ,n, as speed of • describe phenomena due to refraction.
light in a vacuum / speed of light in a
• solve problems involving the refraction of
medium
light.
Research and report on phenomena due to
refraction, e.g. apparent depth, the
twinkling 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.
5.3 Carry out activities to show the effect of A student is able to :
Understanding increasing the angle of incidence on the • explain total internal reflection of light
total angle of refraction when light travels from a • define critical angle (c) 21/8 – 25/8
internal reflection denser medium to a less dense medium to • relate the critical angle to the refraction
of gain an idea about total internal index i.e. n = 1 /sin c
light reflection and to obtain the critical angle. • describe natural phenomenon involving
total
Discuss with the aid of diagrams : internal reflection
(a) total internal reflection and critical angle • describe application of total internal
(b) the relationship between critical angle reflection
and refractive index
• solve problems involving total internal
reflection
Research and report on
(a) natural phenomenon involving total
internal reflection
(b) the application of total internal
reflection, e.g. in telecommunication using
fiber optics.

Solve problems involving total internal


reflection.
5.4 Use an optical kit to observe and measure A student is able to :
Understanding light rays traveling through convex and • explain focal point and focal length 5/9 – 22/9
lenses concave lenses to gain an idea of focal • determine the focal point and focal
point and focal length. length of a
convex lens.
Determine the focal point and focal length • determine the focal point and focal
of convex and concave lenses. length of a
concave lens.
With the help of diagrams, discuss focal • draw ray diagrams to show the position
point and focal length. and
characteristics of the images formed by a
Draw ray diagrams to show the positions convex lens.
and characteristics of the images formed by • draw ray diagrams to show the position
a and
(a) convex lens characteristics of the images formed by a
(b) concave lens. concave lens.
• define magnification as m = v/u
Carry out activities to gain an idea of
magnification. • relate focal length (f) to the object
distance (u) and image distance (v)
With the help of ray diagrams, discuss • describe with the aid of ray diagrams,
magnification. the use of lenses in optical devices.
• construct an optical device that uses
Carry out an activity to fine the relationship lenses.
between u, v and f. • solve problems 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.

With the help of ray diagrams discuss the


use of lenses in optical devices such as a
telescope an microscope.

Construct an optical device that uses


lenses.

Solve problems involving to lenses.

Revision for SPM 25/9 –17/11

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