PHYSICS FORM 4

YEARLY PLAN FOR 2011

LEARNING AREA: 1. INTRODUCTION TO PHYSICS

LEARNING
WEEK OBJECTIVES LEARNING ACTIVITIES LEARNING OUTCOMES Notes

FIRST Program Orientation Form 4 Students. •

TERM
Week 1

Week 2 1.1 • Observe everyday objects such as a table, A student is able to : • Contextual
Understanding a pencil, a mirror etc and discuss how • Explain what physics is Learning
Physics they are related to physics concepts • Recognize the physics in • STS
• View a video on natural phenomena and everyday objects and
discuss how they are related to physics natural phenomena
concepts
• Discuss fields of study in physics such as
forces, motion, heat, light etc
Act. 1.1A pg 3, Act. 1.1B pg 3

Week 3 1.2 Understanding • Discuss base quantities and derived A student is able to: • ICT
base quantities • Explain what base • Mastery learning
quantities and Ex. 1.2 pg 6 quantities and derived
derived • From a text passage identify physical quantities are
quantities quantities then classify them into base • List base quantities and • Constructivism
quantities and derived quantities their units
• • List some derived
List the values of prefixes and their quantities and their units
• Express quantities using
abbreviations from nano to giga eg prefixes
nano(10-9), nm (nanometer)
• Express quantities using
• Discuss the use of scientific notation to scientific notation
express large and small numbers
• Express derived
• Determine the base quantities(and units) quantities as well as their
in a given derived quantity (and unit) from units in terms of base
the related formula quantities and base units
• Solve problems that involve the • Solve problems involving
conversion of units conversion of units
 Ex. 1.3 pg 8

Week 4 1.3 Understanding • Carry out activities to show that some A student is able to : • Contextual
scalar and quantities can be defined by magnitude • define scalar and vector learning
vector only whereas other quantities need to be quantities
quantities defined by magnitude as well as direction • give examples of scalar
• Compile a list of scalar and vector and vector quantities
quantities
Week 5 Chinese New Year Holiday •

Week 6 1.4 Understanding • Choose the appropriate instrument for a A student is able to : • Experiment
measurement given measurement • Measure physical
s • Discuss consistency and accuracy using quantities using Expt. 1.1 pg 1
the distribution of gunshots on a target as appropriate instruments Expt. 1.2 pg 3
an example • Explain accuracy and
• Discuss the sensitivity of various consistency Expt. 1.3 pg 4
instruments • Explain sensitivity Expt. 1.4 pg 6
• Demonstrate through examples • Explain types of
systematic errors and random errors. experimental error
Discuss what systematic and random • Use appropriate
errors are techniques to reduce
• Use appropriate techniques to reduce errors
error in measurements such as repeating
measurements to find the average and
compensating for zero error
Week 7 1.5 Analysing • Observe a situation and suggest questions A student is able to : Scientific skills are
scientific suitable for a scientific investigation. • identify variables in a applied throughout
 investigations Discuss to: given situation
a) identify a question suitable for • identify a question • Inquiry learning
scientific investigation suitable for scientific
b) identify all the variables investigation Expt. 1.5 pg 8
c) form a hypothesis • form a hypothesis
d) plan the method of investigation • design and carry out a
including selection of apparatus and simple experiment to test
work procedures the hypothesis
• Carry out an experiment and: • record and present data
a) collect and tabulate data in a suitable form
b) present data in a suitable form • interpret data to draw a
c) interpret the data and draw conclusion
conclusions • write a report of the
d) write a complete report investigation
Formative Review Questions pg 17

LEARNING AREA: 2. FORCES AND MOTION

Week 8 2.1 Analysing • Carry out activities to gain an idea of: A student is able to : Average speed
linear a) distance and displacement • Define distance and displacement = total distance / time
motion b) speed and velocity • Define speed and velocity and taken
c) acceleration and deceleration state that v = s/t
• Carry out activities using a data • Define acceleration and • Mastery learning
logger/graphic calculator / ticker timer to: deceleration and state that
a) identify when a body is at rest, moving a=v-u Expt. 2.1 pg 10
with uniform velocity or non-uniform t
velocity • Calculate speed and velocity
b) determine displacement, velocity and • Calculate acceleration /
acceleration deceleration
• Solve problems using the following • Solve probles on linear motion
equations of motion: with uniform acceleration using
(a) v = u + at (b) s = ut + ½ at2 (c) v2 (i) v = u + at (ii) s = ut + ½ at2
2
= u + 2as (iii) v = u2 + 2as
2

Ex. 2.1 pg 22
Week 9 2.2 Analysing • Carry out activities using a data A student is able to : Reminder:
motion logger/graphic calculator / ticker timer to • Velocity is determined
graphs plot: from the gradient of
Plot and interpret displacement-
a) displacement-time graphs displacement-time graph
 b) velocity-time graphs
• Describe and interpret:
(a) displacement-time (b) velocity-time
graphs
• Determine distance, displacement,
velocity and acceleration from
displacement-time and velocity-time
graphs
• Solve problems on linear motion with
uniform acceleration involving graphs
Ex. 2.2 pg 26
time(s-t) and velocity-time graphs Expt. 2.2 pg 12
• Deduce from the shape of a Expt. 2.3 pg 14
displacement-time graph when a Acceleration is
body is: determined from the
(i) at rest (ii) moving with uniform gradient of velocity-time
velocity graph
(iii) moving with non-uniform Expt. 2.4 pg 16
velocity Distance is determined
• determine distance, from the area under a
displacement and velocity from a velocity-time graph
displacement-time graph
• deduce from the shape
of a velocity-time graph when a • Mastery learning
body is:
(i) at rest (ii) moving with
uniform velocity
iii) moving with uniform
acceleration
• determine distance,
displacement and velocity and
acceleration from a velocity-time
graph
• Solve problems on linear motion
with uniform acceleration

Week 10 1st Pre Semester Exam

Week 11 1St Pre Semester School Holiday
Week 12 2.3 • Carry out activities/view computer A student is able to : Expt. 2.5 pg 20
Understan simulations/situations to gain an idea on • Explain what inertia is Newton’s First law may
ding inertia inertia • Relate mass to inertia be introduced
• Carry out activities to find out the • Give examples to reduce the Expt. 2.6 pg 21
relationship between inertia and mass negative effects of inertia • Contextual learning
• Research and report on
the positive effects of inertia
ways to reduce the negative effects of inertia
Ex. 2.3 pg 30
Week 13 2.4 Analysing • Carry out activities/view computer A student is able to : Momentum as a vector
momentu simulations to gain an idea of momentum • Define the momentum of an object quantity needs to be
m by comparing the effect of stopping 2 • Define momentum(p) as the emphasesed in problem
 objects: product of mass (m) and solving
a) of the same mass moving at different velocity(v) ie p=mv Expt. 2.7 pg 24
speeds • State the principle of conservation • ICT
b) of different masses moving at the of momentum • Experiment
same speed • Describe the applications of Expt. 2.8 pg 26
Act. 2.4A pg 31 conservation of momentum
• Solve problems involving
momentum
• Discuss momentum as the product of
mass and velocity
• View computer simulations on collisions
and explosions to gain an idea on the
conservation of momentum
• Conduct an experiment to show that the
total momentum of a closed system is a
constant
• Carry out activities that demonstrate the
conservation of momentum eg water
rockets
• Research and report on the applications of
conservation of momentum such as in
rockets or jet engines
• Solve problems involving linear
momentum
Ex. 2.4 pg 34
Week 14 2.5 • With the aid of diagrams, describe the A student is able to : When the forces acting
Understan forces acting on an object: • describe the effects of balanced on an object are
ding the a) at rest forces acting on an object balanced they cancel
effects of a b) moving at a constant velocity • describe the effects of unbalanced each other out (nett
force c) accelerating forces acting on an object force=0). The object then
Ex. 2.5 pg 37 • determine the relationship behaves as if there is no
between force, mass and force acting on it.
Conduct experiments to find the relationship acceleration ie F=ma Expt. 2.9 pg 29
between: • Solve problems using F=ma Newton’s Second Law of
a) acceleration and mass of an object Motion may be
under constant force introduced.
b) acceleration and force for a constant • Inquiry Learning
mass
 Solve problems using F=ma
Week 15 2.6 Analysing • View computer simulations of collisions A student is able to : • ICT
impulse and explosions to gain an idea on • Explain what an impulsive force is
and impulsive forces • Give examples of situations Inquiry Learning
impulsive • Discuss involving impulsive forces Expt. 2.10 pg 31
force a) impulse as change of momentum • Define impulse as a change of Contextual Learning
b) an impulsive force as the rate of momentum ie Ft=mv-mu
change of momentum in a collision or
explosion
•
c) how increasing or decreasing time of Define impulsive force as the rate
impact affects the magnitude of the of change of momentum in a
impulsive force collision or explosion ie F= mv-mu
Research and report situations where: t
a) an impulsive force needs to be • Explain the effect of
reduced and how it can be done increasing or decreasing time of
b) an impulsive force is beneficial impact on the magnitude of the
Solve problems involving impulsive forces impulsive force
Ex. 2.6 pg 40 • Describe situations where
an impulsive force needs to be
reduced and suggest ways to
reduce it
• Describe situations where
an impulsive force is beneficial
• Solve problems involving
impulsive forces
Week 16 2.7 Being • Research and report on the physics of A student is able to : • STS
aware of vehicle collisions and safety features in • Describe the importance of safety • Future
the need vehicles in terms of physics concepts features in vehicles Research
for safety • Discuss the importance of safety features
features in in vehicles Expt. 2.11 pg 34
vehicles
Week 17 2.8 • Carry out an activity or view A student is able to : •
Understan computer simulations to gain an idea of • Explain acceleration due to gravity When
ding acceleration due to gravity • State what a gravitational field is
gravity considering a body
• Discuss • Define gravitational field strength
acceleration due to gravity falling freely, g
• Determine the value of (=9.8ms-2) is its
b) a gravitational field as a region in which acceleration due to gravity
an object experiences a force due to acceleration but when
• Define weight (W) as the product
 gravitational attraction and of mass (m) and acceleration due it is at rest, g (=9.8
c) gravitational field strength (g) as to gravity (g) ie W=mg Nkg-1) is the Earth’s
gravitational force per unit mass • Solve problems involving gravitational field
• Carry out an activity to determine the acceleration due to gravity strength acting on it.
value of acceleration due to gravity • Experiment
Act. 2.8A pg 46 Act. 2.8B pg 48 Expt. 2.12 pg 36
• Discuss weight as the Earth’s gravitational The weight of an object of
force on an object fixed mass is dependent
• Solve problems involving acceleration due on the g exerted on it.
to gravity
Ex. 2.8 pg 49 Expt. 2.13 pg 38
Week 18 2.9 Analysing • With the aid of diagrams, describe A student is able to : • Mastery learning
forces in situations where forces are in equilibrium • Describe situations where forces • Contextual learning
equilibrium eg a book at rest on a table, an object at are in equilibrium
rest on an inclined plane • State what a resultant force is Expt. 2.14 pg 39
Act. 2.9A pg 50 • 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 forces
Act. 2.9B pg 52 • Solve problems involving forces in
Act. 2.9C pg 53 equilibrium
• Solve problems involving forces in
equilibrium (limited to 3 forces)
Ex. 2.9 pg 53
Week 19 2.10 • Observe and discuss situations where A student is able to: Have students recall the
Understanding work is done • Explain the process of define work different forms of
work, energy, • Discuss that no work is done when: (W) as the product of an applied energy.
power and a) a force is applied but no displacement force (F) and displacement (s) of
efficiency occurs an object in the direction of the • Constructivism
b) an object undergoes a displacement applied force ie W = Fs
with no applied force acting on it • State that when work is done Expt. 2.15 pg 42
• Give examples to illustrate how energy is transferred from one Expt. 2.16 pg 44
energy is transferred from one object to object to another
another when work is done •
• Discuss the relationship Define kinetic energy and state
between work done to accelerate a body
and the change in kinetic energy that Ek = ½ mv2
• Discuss the relationship •
between work done against gravity and Define gravitational potential
gravitational potential energy • Mastery Learning
energy and state that Ep = mgh
 • Carry out an activity to show • State the principle of conservation • Contextual learning
the principle of conservation of energy of energy
Act. 2.10A pg 57 • Define power and state that P=W/t
• State that power is the rate at • Explain what efficiency of a device
which work is done, P=W/t is
• Carry out activities to measure • Solve problems involving work,
power energy, power and efficiency
• Discuss efficiency as:
Useful energy output x 100%
Energy input
Act. 2.10B pg 59
• Evaluate and report the efficiencies of
various devices such as diesel engine, a
petrol engine and an electric engine
• Solve problems involving work, energy,
power and efficiency
Ex. 2.10 pg 59
Week 20 •
Week 21 •
1st Semester Exam

Week 22 • •
Week 23 st
1 Semester School Holiday

Second 2.11 • Discuss that when an energy A student is able to: • STS
Term Appreciatin transformation takes place, not all of the • Recognize the importance of
Week 24 g the energy is used to do useful work. Some is maximizing efficiency of devices in
importance converted into heat or other types of conserving resources
of energy. Maximising efficiency during
maximizin energy transformations makes the best
g the use of the available energy. This helps to
efficiency conserve resources
of devices Act. 2.11A pg 61 , Act. 2.11B pg 62
Ex. 2.11 pg 62
Week 25 2.12 • Carry out activities to gain an idea on A student is able to: • Relate the dining
Understanding elasticity • Define elasticity culture of different
elasticity • Plan and conduct an experiment to find • Define Hooke’s Law people conforming to
the relationship between force and • sensitivities and
religious beliefs
extension of a spring
Define elastic potential energy and
• state that Ep = ½ kx2 Expt. 2.17 pg 46
Relate work done to elastic potential • Determine the factors that affect
energy to obtain Ep = ½ kx2 elasticity Formative Ex. Pg 58-
• Describe and interpret force-extension • Describe applications of elasticity 59, MyCD e-Test 2
graphs • Solve problems involving elasticity
• Investigate the factors that affect
elasticity
Act. 2.12A pg 64, Act. 2.12B pg 65
Ex. 2.12 pg 66
• Solve problems involving elasticity

Formative Review Questions pg 69

LEARNING AREA : 3 FORCES AND PRESSURE

LEARNING
WEEK LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
OBJECTIVES
Week 3.1 • Observe and describe the effect of a force A student is able to: • Contextual learning
26 Understanding acting over a large area compared to a • Define pressure and state that P Expt. 3.1 pg 48
pressure small area, eg school shoes versus high = F/A Introduce the unit of
heeled shoes • Describe applications of pressure pressure, pascal (Pa)
 • Discuss pressure as force per unit area • Solve problems involving pressure (Pa = N/m2)
• Research and report on applications of
pressure
• Solve problems involving pressure
Ex. 3.1 pg 74
Week 3.2 • Observe situations to form ideas that A student is able to: • Contextual learning
27 Understanding pressure in liquids: • Relate depth to pressure in a • Inquiry learning
pressure in a) acts in all directions liquid
liquids b) increases with depth • Relate density to pressure in a Expt. 3.2 pg 49
• Observe situations to form the idea that liquid
pressure in liquids increases with density • Describe applications of pressure
• Relate depth (h) , density (ρ) and • Solve problems involving pressure
gravitational fiels strength (g) to pressure in liquids
in liquids to obtain P = hρg
Act. 3.2A pg 76
• Research and report on
a) the applications of pressure in liquids
b) ways to reduce the negative effects of
pressure in liquids
• Solve problems involving pressure in
liquids
Ex. 3.2 pg 78
Week 3.3 • Carry out activities to gain an idea of gas A student is able to: • Constructivism
28 Understanding pressure and atmospheric pressure • Explain gas pressure Expt. 3.3 pg 51
gas pressure • Discuss gas pressure in terms of the • Explain atmospheric pressure Students need to be
and behaviour of gas molecules based on the • Describe applications of pressure introduced to
atmospheric kinetic theory • Solve problems involving pressure instruments used to
pressure • Discuss atmospheric pressure in terms of in liquids measure gas pressure
the weight of the atmosphere acting on the • Describe applications of (Bourdon Gauge) and
Earth’s surface atmospheric pressure atmospheric pressure
• Discuss the effect of altitude on the (Fortin barometer,
• Solve problems involving
magnitude of atmospheric pressure aneroid barometer).
atmospheric pressure and gas
• Research and report on the applications of Working principle of the
pressure
atmospheric pressure instrument is not
Act. 3.3D pg 85 required.
Introduce other units of
• Solve problems involving atmospheric and
atmospheric pressure.
gas pressure including barometer and
1 atmosphere = 760mm
manometer readings
Hg = 10.3 m water =
Ex. 3.3 pg 86
101300 Pa
 1 millibar = 100 Pa
Week 3.4 Applying • Observe situations to form the idea that A student is able to: • Contextual learning
29 Pascal’s pressure exerted on an enclosed liquid is • State Pascal’s principle
Principle transmitted equally to every part of the • Explain hydraulic systems
liquid • Describe applications of Pascal’s
Act. 3.4A pg 87 principle
• Discuss hydraulic systems as a force • Solve problems involving Pascal’s
multiplier to obtain: principle
Output force = output piston area • Relate density to pressure in a
Input force input piston area liquid
Act. 3.4B pg 88 • Describe applications of pressure
• Research and report on the applications of • Solve problems involving pressure
Pascal’s principle (hydraulic systems). in liquids
• Solve problems involving Pascal’s principle
Ex. 3.4 pg 92
Week 3.5 Applying • Carry out an activity to measure the weight A student is able to: • Inquiry learning
30 Archimede of an object in air and the weight of the • Explain bouyant force
s’ principle same object in water to gain an idea on • Relate buoyant force to the Recall density and
buoyant force weight of the liquid displaced buoyancy.
• Conduct an experiment to investigate the • State Archimedes’ principle Apparent weight =
relationship between the weight of water • Describe applications of Actual weight – Bouyant
displaced and the buoyant force Archimedes’ principle force
Act. 3.5B pg 94, Act. 3.5C pg 94 • Solve problems involving pressure
• Discuss buoyancy in terms of: in liquids Expt. 3.4 pg 53
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
• Research and report on the applications of
Archimedes’ principle eg submarines,
hydrometers, hot-air balloons
• Solve problems involving Archimedes’
principle
Ex. 3.5 pg 100
 LEARNING AREA : 4 HEAT
LEARNING
WEEK LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
OBJECTIVES
4.1 • Carry out activities to show that thermal A student is able to: • Constructivism
Understanding equilibrium is a condition in which there is • Explain thermal equilibrium
thermal no nett heat flow between two objects in • Explain how a liquid-in-glass Expt. 4.1 pg 57
equilibrium thermal contact thermometer works
Week Act. 4.1A pg 110
31 • 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
Act. 4.1B pg 111
Ex. 4.1 pg 112
Week 4.2 • Observe the change of temperature when: A student is able to: • Inquiry learning
32 Understanding a) The same amount of heat is used to • Define specific heat capacity I
specific heat
capacity
heat different masses of water • Heat capacity only
b) The same amount of heat is used to relates to a particular
State that c= Q
heat the same mass of different liquids object whereas specific
Act. 4.2A pg 114 mθ heat capacity relates to
• Discuss specific heat capacity a material.
• Plan and carry out an activity to determine • Determine the specific heat Expt. 4.2 pg 59
the specific heat capacity of capacity of a liquid Guide students to
(a) a solid (b) a liquid • Determine the specific heat analyse the unit of c as
capacity of a solid
• • Describe applications of specific
Jkg-1K-1 or
Jkg-1oC-1
Report on the applications of specific heat heat capacity Expt. 4.3 pg 60
capacity • Solve problems involving specific • Contextual learning
Act. 4.2B pg 116 heat capacity
• Solve problems involving specific heat
capacity
Ex. 4.2 pg 116
Week 4.3 • Carry out an activity to show that there is A student is able to: • Experiment
33 Understanding no change in temperature when heat is • State that transfer of heat during Guide students to
specific latent supplied to: a change of phase does not cause analyse the unit of l as
heat (a) a liquid at its boiling point (b) a solid at a change in temperature Jkg-1
its melting point • Define specific latent heat (l)
• With the aid of a cooling and heating curve, • State that l = Q / m Expt. 4.4 pg 62
discuss melting, solidification, boiling and
 condensation as processes involving
energy transfer without a change in
temperature
• Discuss
a) latent heat in terms of molecular
behaviour
b) specific latent heat
• Plan and carry out an activity to determine
the specific latent heat of:
(a) fusion (b) vaporization
Act. 4.3A pg 119, Act. 4.3B pg 120
• Solve problems involving specific latent
heat
Ex. 4.3 pg 121
Week 4.4 • Use a model or view computer simulations
34 Understanding on the behaviour of molecules of a fixed
the gas laws mass of gas to gain an idea about gas
pressure, temperature and volume
Act. 4.4A pg 123
• Discuss gas pressure, volume and
temperature in terms of the behaviour 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 constant
volume
Act. 4.4B pg 123
• • Explain about zero
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 graph is –
273oC.
• Discuss absolute zero and the Kelvin scale
• Determine the specific latent heat Expt. 4.5 pg 64
of fusion Expt. 4.6 pg 66
•
Determine the specific latent heat
of 13aporization
• Solve problems involving specific
latent heat
A student is able to: • Inquiry learning
• Explain gas pressure, • Mastery learning
temperature and volume in terms
of the behaviour of gas molecules Expt. 4.7 pg 67
• Determine the relationship
between pressure and volume at Expt. 4.8 pg 70
constant temperature for a fixed
mass of gas ie Pv = constant Expt. 4.9 pg 73
• Determine the relationship
between volume and temperature
at constant pressure for a fixed
mass of gas ie
V/T = constant
• Determine the relationship
between pressure and
temperature at constant volume
for a fixed mass of gas ie
p/T = constant
• Explain the absolute/Kelvin scale
of temperature
• Solve problems involving the
pressure, temperature and
volume of a fixed mass of gas
 of temperature
Act. 4.4C pg 126
• Solve problems involving the pressure,
temperature and volume of a fixed mass of
gas
Ex. 4.4 pg 126
Formative Review Questions pg 128

LEARNING AREA : 5 LIGHT

LEARNING
WEEK LEARNING ACTIVITIES LEARNING OUTCOMES NOTES
OBJECTIVES
Week • •
35
2nd Pre Semester School Holiday
Week 5.1 • Observe the image formed in a plane A student is able to: • Inquiry learning
36 Understanding mirror • Describe the characteristics of the • Contextual learning
reflection of • Discuss that the image is: image formed by reflection of
light a) as far behind the mirror as the object is light Expt 5.1 pg 76
in front and the line joining the object • State the laws of reflection of light
and image is perpendicular to the • Draw ray diagrams to show the Expt. 5.2 pg 78
mirror position and characteristics of the
b) the same size as the object image formed by a
c) virtual i) plane mirror
d) laterally inverted 5.. convex mirror
Act. 5.1A pg 130, Act. 5.1B pg 130 ii) concave mirror
• Discuss the laws of reflection
Act. 5.1C pg 134 • Describe applications of reflection
• Draw ray diagrams to determine the of light
position and characteristics of the image • Solve problems involving
formed by a reflection of light
(a) plane mirror (b) convex mirror (c) • Construct a device based on the
concave mirror application of reflection of light
Act. 5.1D pg 136
• Research and report on applications of
reflection of light
• Solve problems involving reflection of light
Ex. 5.1 pg 138
• Construct a device based on the
application of reflection of light
Week 5.2 • Observe situations to gain an idea on A student is able to: • Inquiry learning
37 Understanding refraction • Explain refraction of light • Mastery learning
refraction of
light
• • Define refractive index as
Conduct an experiment to find the η = sin i Expt 5.3 pg 81
sin r
relationship between the angle of incidence • Determine the refractive index of
and angle of refraction to obtain Snell’s a glass or Perspex block Expt 5.4 pg 83
Law
• State the refractive index,
• Carry out an activity to determine the η = speed of light in a vacuum
refractive index of a glass or Perspex block. speed of light in a medium
Act. 5.2A pg 143, Act. 5.2B pg 143 a) Describe phenomena due to
• Discuss the refractive index, refraction
η = speed of light in a vacuum
speed of light in a medium •
• Research and report on phenomena due to Solve problems involving the
refraction eg apparent depth, the twinkling refraction of light
of stars
Act. 5.2C pg 143
• Carry out activities to gain an idea of
apparent depth.
•
Discuss real depth and apparent depth
• Solve problems involving the refraction of
light
Ex. 5.2 pg 144
Week • •
38
2nd
Semester Examination
Week
39

Week 5.3 • Carry out activities to show the effect of A student is able to: • Constructivism
40 Understanding increasing the angle of incidence on the • Explain total internal reflection of • Contextual learning
Week total internal angle of refraction when light travels from light
41 reflection of a denser medium to a less dense medium Define critical angle (c)
light to gain an idea about total internal •
reflection and to obtain the critical angle Expt 5.5 pg 84
Relate the critical angle to the
Act. 5.3A pg 145
• Discuss with the aid of diagrams: refractive index ie η = 1
Total internal reflection and critical angle sin c
b) The relationship • Describe natural phenomenon
 between critical angle and refractive involving total inter reflection
index • Describe applications of total
• Research and report on internal reflection
a) Natural phenomenon involving total • Solve problems involving total
internal reflection internal reflection
b) The applications of total internal
reflection eg in telecommunication
using fibre optics
• Solve problems involving total internal
reflection
Ex. 5.3 pg 148
Week 5.4 • Use an optical kit to observe and measure A student is able to: • Contextual learning
42 Understanding light rays traveling through convex and • Explain focal point and focal • STS
Week lenses concave lenses to gain an idea of focal length
43 point and focal length • Determine the focal point and Expt 5.6 pg 87
• Determine the focal point and focal length focal length of a convex lens
of convex and concave lenses • Determine the focal point and
Act. 5.4A pg 150 focal length of a concave lens Expt 5.7 pg 89
• • Draw ray diagrams to show the
Discuss focal point and focal length positions and characteristics of
the images formed by a concave Physics Practical
• Draw ray diagrams to show the positions lens Review Questions 1-7
and characteristics of the images formed • Define magnification as m = v/u pg 92
by a
• Relate focal length (f) to the
a) convex lens
object distance, u and image
b) concave lens
distance, v ie
• Carry out activities to gain an idea of 1/f = 1/u + 1/v
magnification
• • Describe with the aid of ray
With the help of ray diagrams, discuss diagrams, the use of lenses in
magnification optical devices
•
• Construct an optical device that
uses lenses
Carry out activity to find the relationship
• Solve problems involving two
between u, v and f lenses
Act. 5.4B pg 154
• 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 a microscope
• Construct an optical device that uses
lenses
• Solve problems involving two lenses
Ex. 5.4 pg 157
Formative Review Questions pg 158
Week • Final Year Test
44
Week • Examination Correction
45
Week
46
Week
47
Week
48 • Year End School Holiday
Week
49
Week
50
Week
51
Week
52