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8/14/2019 Yearly Planning F4 Physics 2010
1/13
Week Date No LearningObjectives
Learning Outcomes Suggested Learning Activities Notes
LEARNING AREA 1.0 INTRODUCTION TO PHYSICS
1 04.01.10
08.01.10
1.1 UnderstandingPhysics
A student is able to:
explain what physics is
recognize the physics in everyday objectsand natural phenomena
Observe everyday objects such as a table, a pencil, amirror etc and discuss how they are related to physicsconcepts
View a video on natural phenomena and discuss howthey are related to physics concepts
Discuss fields of study in physics such as forces, motion,heat, light etc
2 11.01.10
15.01.10
1.2 Understandingbasequantities andderived
quantities
A student is able to:
explain what base quantities andderived quantities are
list base quantities and their units
list some derived quantities and theirunits
express quantities using prefixes
express quantities using scientificnotation
express derived quantities as well astheir units in terms of base quantitiesand base units solve problems involving conversionof units
Discuss base quantities and derived quantities
From a text passage, identify physical quantitiesthen classify them into base quantities and derivedquantities
List the value of prefixes and their abbreviationsfrom Tera to piko
Discuss the use of scientific notation to expresslarge and small numbers
Determine the base quantities (and units) in a givenderived quantity (and unit) from the related formula
Solve problems that involve the conversion of units
Base quantities are:
i)length ( l )
ii) time ( t)
iii) temperature ( T)
iv) mass ( m )
v) current ( I )
Suggested derivedquantities:Force ( F)
Density ( )Volume ( V)Velocity ( v)
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3 18.01.10
22.01.10
1.3 Understandingscalar andvectorquantities
A student is able to:
define scalar and vector quantities
give examples of scalar and vectorquantities
Carry out activities to show that some quantities can bedefined by magnitude only whereas other quantitiesneed to be defined by magnitude as well as direction
Compile a list of scalar and vector quantities
4 25.01.10 29.01.1
0
1.4 Understandingmeasurements A student is able to:
measure physical quantities usingappropriate instruments
explain accuracy and consistency
explain sensitivity
explain types of experimental error
use appropriate techniques to reduceerrors
choose the appropriate instrument for a givenmeasurement
Discuss consistency and accuracy using thedistribution of gunshots on a target as an example
Discuss the sensitivity of various instruments
Demonstrate through examples systematic errorsand random errors.
Discuss what systematic and random errors are
Use appropriate techniques to reduce error inmeasurements such as repeating measurements to findthe average and compensating for zero error
30.01.10
Thaipusam
5 01.02.10
05.02.10
1.5 AnalyzingScientificInvestigations
A student is able to:
Identify variables in a given situation Identify a question suitable for scientific
investigation
Form a hypothesis Design and carry out a simple
experiment to test the hypothesis
Record and present data in a suitableform
Interpret data to draw a conclusion
Write a report of the investigation
Observe a situation and suggest questions suitable for ascientific investigation. Discuss to:
a) Identify a question suitable for scientific investigationb) Identify all the variablesc) Form a hypothesisd) Plan the method of investigation including selection of
apparatus and work proceduresCarry out an experiment and:a) collect and tabulate datab) present data in a suitable formc) write a complete report
2.0 FORCES AND MOTION
6 08.02.10
12.02.10
2.1 Analyzinglinear motion
A student is able to:
Define distance and displacement
Define speed and velocity and state that
t
sv =
Define acceleration and deceleration
and state that
t
uva
=
Carry out activities to gain an idea of:a) distance and displacementb) speed and velocityc) 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 uniformvelocity or nonuniform velocity
b) determine displacement, velocity and acceleration
Average speed =total distance / timetaken
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Calculate speed and velocity
Calculate acceleration / deceleration
7 15.02.10
19.02.10
Solve problems on linear motion withuniform acceleration usingi) v = u + at ii) s = ut + at2
iii) v2 = u2 + 2as
Solve problems using the following equations of motion:a) v = u + at
b) s = ut + at2
c) v2 = u2 + 2as
14 15.02.10Chinese New Year
8 22.01.10
26.02.10
2.2 Analyzingmotion graphs
A student is able to:
plot and interpret displacement timeand velocity time graphs
deduce from the shape of adisplacement time graph when a bodyis:i. at restii. moving with uniform velocityiii. moving with non uniform velocity
determine distance, displacement andvelocity from a displacement time
graph deduce from the shape of a velocity
time graph when a body is:i. at restii. moving with uniform velocityiii. moving with uniform acceleration
determine distance, displacement,velocity and acceleration from a velocity time graph
solve problems on linear motion withuniform acceleration
Carry out activities using a data logger / graphingcalculator / ticker timer to plot:
i. displacement time graphsii. velocity time graphs
Describe and interpret:i. displacement time andii. velocity time graphs
Determine distance, displacement, velocity andacceleration from displacement time and velocity time graphs
Solve problems on linear motion with uniformacceleration involving graphs
26.02.10Maulidur Rasul
Velocity isdetermined fromthe gradient ofdisplacement timegraph
Acceleration isdetermined fromthe gradient ofvelocity timegraph
Distance isdetermined fromthe are under a
displacement timegraph
9 01.03.10
05.03.10
2.3 Understandinginertia
A student is able to:
explain what inertia is
relate mass to inertia
give examples of situations involvinginertia
suggest ways to reduce the negativeeffects of inertia
Carry out activities / view computer simulations /situations to gain an idea on inertia
Carry out activities to find out the relationship betweeninertia and mass
Research and report ona) the positive effects of inertiab) ways to reduce the negative effects of inertia
Newtons First Law
of Motion may beintroduced here
2.4 Analyzingmomentum
A student is able to:
define the momentum of an object
define momentum (p ) as the product of
Carry out activities / view computer simulations to gain anidea of momentum by comparing the effects of stopping twoobjects:a) of the same mass moving at different speedsb) of different masses moving at the same speed
Momentum as a
vector quantity
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mass ( m ) and velocity ( v);p = mv
State the principle of conservation ofmomentum
Describe applications of conservation of
momentum Solve problems involving momentum
Discuss momentum as the product of mass and velocity
View computer simulations on collisions and explosionsto gain an idea on the conservation of momentum
Conduct an experiment to show that the totalmomentum of a closed system is a constant
Carry out activities that demonstrate the conservationof momentum ( eg: water rockets )
Research and report on the applications of conservationof momentum such as in rockets or jet engines
Solve problems involving linear momentum
needs to beemphasized inproblem solving
10 08.03.10
12.03.10
2.5 Understandingthe effects of aforce
A student is able to:
describe the effects of balanced forcesacting on an object
describe the effects of unbalancedforces acting on an object
determine the relationship betweenforce, mass and acceleration ( F = ma )
Solve problems using F = ma
With the aid of diagrams, describe the forces acting on anobject:a) at restb) moving at constant velocityc) 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 problems using F = ma
When the forcesacting on an objectare balanced theycancel each otherout ( nett force =0 ).The object thenbehaves as if thereis no force acting onit.
Newtons Second
Law of Motion maybe introduced here.
11 15.03.10 19.03.10
MID 1ST SEMESTER BREAK
1222.03.10 26.03.10
UJIAN PENILAIAN SERAGAM 1
13 29.03.10
02.04.10
2.6 Analyzingimpulse and
impulsiveforce
A student is able to:
explain what an impulsive force is give examples of situations involving
impulsive forces
define impulse as a change ofmomentum ( Ft = mv mu )
define impulsive force as the rate ofchange of momentum in a collision or
explosion (t
mumvF
=
)
explain the effect of increasing ordecreasing time of impact on themagnitude of the impulsive force
Describe situations where an impulsive
View computer simulations of collisions andexplosions to gain an idea on impulsive forces
Discussa) impulse as change of momentumb) an impulsive force as the rate of change ofmomentum in a collision or explosionc) how increasing or decreasing time of impact affectsthe magnitude of the impulsive force
Research and report situations where:a) an impulsive force needs to be reduced and how itcan be doneb) an impulsive force is beneficial
8/14/2019 Yearly Planning F4 Physics 2010
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force needs to be reduced and suggestways to reduce it.
Describe situations where an impulsiveforce is beneficial
Solve problems involving impulsiveforces
Solve problems involving impulsive forces
14 05.04.1
0 09.04.10
2.7 Being aware of
the need forsafety featuresin vehicles
A student is able to:
describe the importance of safetyfeatures in vehicles
research and report on the physics of vehicle collisionsand safety features in vehicles in term of physicsconcepts
discuss the importance of safety features in vehicles
2.8 Understandinggravity
A student is able to:
explain acceleration due to gravity
state what a gravitational field is
define gravitational field strength
determine the value of acceleration dueto gravity
Define weight ( W) as the product ofmass ( m ) and acceleration due togravity ( g ). ( W = mg )
Solve problems involving accelerationdue to gravity.
carry out an activity or view computer simulations togain an idea of acceleration due to gravity
discussa) acceleration due to gravityb) a gravitational field as a region in which an objectexperiences a force due to gravitational attraction andc) gravitational field strength ( g ) as gravitational force
per unit mass
Carry out an activity to determine the value ofacceleration due to gravity
Discuss weight as the Earths gravitational force onan object
Solve problems involving acceleration due to gravity
When considering abody falling freely,g = 9.8 ms-2 is itsacceleration,but when it is atrest, g = 9.8 N kg-1
is the Earthsgravitational fieldstrength acting on
it.
The weight of anobject of fixed massis dependent on theg exerted on it.
15 12.04.10
16.04.10
2.9 Analyzingforces inequilibrium
A student is able to:
describe situations where forces are inequilibrium
state what a resultant force is
add two forces to determine theresultant force
resolve a force into the effectivecomponent forces
solve problems involving forces inequilibrium
With the aid of diagrams, describe situations whereforces are in equilibrium ( eg: a book at rest on a table,
an object at rest on an inclined plane ) With the aid of diagrams, discuss the resolution andaddition of forces to determine the resultant force
Solve problems involving forces in equilibrium
16 19.04.10
23.04.10
2.10 Understandingwork, energy,power andefficiency
A student is able to:
define work ( W) as the product ofan applied force ( F) and displacement (
s ) of an object in the direction of the
Observe and discuss situations where work is done.
Discuss that no work is done when:
a) a force is applied but no displacement occurs
8/14/2019 Yearly Planning F4 Physics 2010
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applied force ( W = Fs )
state that when work is done energyis transferred from one object to another
define kinetic energy and state thatEk= mv2
define gravitational potential energyand state that Ep = mgh
state the principle of conservation ofenergy
define power and state that
t
WP=
explain what efficiency of a device is
solve problems involving work,energy, power and efficiency
b) an object undergoes a displacement with no appliedforce acting on it
Give examples to illustrate how energy is transferredfrom one object to another when work is done
Discuss the relationship between work done toaccelerate 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 ofconservation of energy
State that power is the rate at which work is done (
t
WP= )
Carry out activities to measure power
Discuss efficiency as: useful energy output x 100 %Energy input
Evaluate and report the efficiencies of variousdevices such as a diesel engine, a petrol engine and anelectric engine
Solve problems involving work, energy, power and
efficiency
Have studentsrecall the differentforms of energy
17 26.04.10
30.04.10
2.11 Appreciatingtheimportance ofmaximizingthe efficiencyof devices
A student is able to:
recognize the importance ofmaximizing efficiency of devices inconserving resources
discuss that when an energy transformation takesplace, not all of the energy is used to do useful work.Some is converted into heat or other types of energy.Maximizing efficiency during energy transformationsmakes the best use of the available energy, This helps toconserve resources.
2.12 Understandingelasticity
A student is able to:
Define elasticity
Define Hookes Law
Define elastic potential energy andstate that Ep = kx2
Determine the factors that affectelasticity
Describe applications of elasticity
Solve problems involving elasticity
Carry out activities to gain an idea on elasticity
Plan and conduct an experiment to find therelationship between force and extension of a spring
Relate work done to elastic potential energy toobtain 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
3.0 FORCES AND PRESSURE
18 03.05.10
07.05.1
3.1 Understandingpressure
A student is able to:
Define pressure and state that Observe and describe the effect of a force acting Introduce the unit ofpressure pascal ( Pa
8/14/2019 Yearly Planning F4 Physics 2010
7/13
0
A
FP=
Describe applications of pressure
Solve problems involving pressure
over a large area compared to a small area (eg: schoolshoes versus high heeled shoes)
Discuss pressure as force per unit area
Research and report on applications of pressure
Solve problems involving pressure
)
Pa = Nm-2
19 10.05.1
0 14.05.10
3.2 Understanding
pressure inliquids
A student is able to:
Relate depth to pressure in a liquid
Relate density to pressure in a liquid
Explain pressure in a liquid and state
that P = h g
Describe applications of pressure inliquids
Solve problems involving pressure inliquids
Observe situations to form ideas that pressure inliquids:a) acts in all directionsb) increases with depth
Observe situations to form the idea that pressure inliquids increases with density
Relate depth ( h ), density ( ) and gravitationalfield strength ( g ) to pressure in liquids to obtain P =
h g
Research and report on:a) the applications of pressure in liquids
b) ways to reduce the negative effects of pressure inliquids
Solve problems involving pressure in liquids
3.3 Understandinggas pressureandatmosphericpressure
A student is able to:
Explain gas pressure
Explain atmospheric pressure
Describe applications of atmosphericpressureSolve problems involving atmosphericpressure and gas pressure
Carry out activities to gain an idea of gas pressureand atmospheric pressure
Discuss gas pressure in terms of the behavior of gasmolecules based on the kinetic theory
Discuss atmospheric pressure in terms of the weightof the atmosphere acting on the Earths surface
Discuss the effect of attitude on the magnitude ofatmospheric pressure
Research and report on the applications ofatmospheric pressure
Solve problems involving atmospheric and gaspressure including barometer and manometer readings.
Students need to beintroduced toinstruments used tomeasure gas pressure(Bourdon Gauge) andatmospheric pressure(Fortin barometer,aneroid barometer)
Working Principle of theinstrument is notrequired
Introduce other units ofatmospheric pressure:
1 atmosphere = 760mm Hg= 10.3 m water= 101300 Pa
1 milibar = 100 Pa
20 17.05.10 21.05.10
MID YEAR EXAM
21 24.05.10 28.05.10
MID YEAR EXAM28.05.10Wesak Day
22 31.05.10 04.06.10
MID YEAR EXAM
MID SEMESTER BREAK
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23 07.06.10 11.06.10
24 14.06.10 18.06.10
MID SEMESTER BREAK
25 21.06.10
25.06.10
3.4 ApplyingPascalsprinciple
A student is able to:
State Pascals principle
Explain hydraulic systems
Describe applications of Pascalsprinciple
Solve problems involving Pascalsprinciple
Observe situations to form the idea that pressureexerted on an enclosed liquid is transmitted equally toevery part of the liquid
Discuss hydraulic systems as a force multiplier toobtain:Output force = output piston areaInput force input piston area
Research and report on the applications of Pascalsprinciple (hydraulic systems)
Solve problems involving Pascals principle
26 28.06.10
02.07.10
3.5 ApplyingArchimedesprinciple
A student is able to:
Explain buoyant force
Relate buoyant force to the weight ofthe liquid displaced
State Archimedes principle
Describe applications of Archimedesprinciple
Solve problems involving Archimedesprinciple
Carry out an activity to measure the weight of anobject in air and the weight of the same object in water to
gain an idea on buoyant force Conduct an experiment to investigate therelationship between the weight of water displaced andthe buoyant force
Discuss buoyancy in terms of:a) an object that is totally or partially submerged in afluid experiences a buoyant force equal to the weight offluid displacedb) the weight of a freely floating object being equal tothe weight of fluid displacedc) a floating object has a density less than or equal tothe density of the fluid in which it is floating
Research and report on the applications ofArchimedes principle (eg: submarines, hydrometers, hot
air balloons Solve problems involving Archimedes principle
Build a cartesian diver. Discuss why the diver can bemade to move up and down
27 05.07.10
09.07.10
3.6 UnderstandingBernoullisprinciple
A student is able to:
State Bernoullis principle Explain that a resultant force existsdue to a difference in fluid pressure
Describe applications of Bernoullis
Carry out activities to gain the idea that when thespeed of a flowing fluid increases its pressure decreases(eg: blowing above a strip of paper, blowing through strawbetween two ping pong balls suspended on strings
Discuss Bernoullis principle
Carry out activities to show that a resultant forceexists due to a difference in fluid pressure
View a computer simulation to observe air flow over
8/14/2019 Yearly Planning F4 Physics 2010
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principle
Solve problems involving Bernoullisprinciple
an aerofoil to gain an idea on lifting force
Research and report on the applications ofBernoullis principle
Solve problems involving Bernoullis principle
4. 0 HEAT
28 12.07.10
16.07.10
4.1 Understandingthermalequilibrium
A student is able to:
explain thermal equilibrium
explain how a liquid in glassthermometer works
Carry out activities to show that thermal equilibriumis a condition in which there is no net heat flow betweentwo objects in thermal contact
Use the liquid in glass thermometer to explainhow the volume of a fixed mass of liquid may be used todefine a temperature scale
4.2 Understandingspecific heatcapacity
A student is able to:
Define specific heat capacity ( c )
State thatm
Qc =
Determine the specific heat capacityof a liquid
Determine the specific heat capacityof a solid
Describe applications of specific heatcapacity
Solve problems involving specificheat capacity
Observe the change in temperature when:a) the same amount of heat is used to heat differentmasses of waterb) the same amount of heat is used to heat the same
mass of different liquids
Discuss specific heat capacity
Plan and carry out an activity to determine thespecific heat capacity of:a) a liquidb) a solid
Research and report on applications of specific heatcapacity
Solve problems involving specific heat capacity
Heat capacity onlyrelates to aparticular objectwhereas specificheat capacityrelates to a material
Guide students toanalyze the unit of c
as J kg-1C-1 or Jkg-1 K-1
29 19.07.10 23.07.1
0
4.3 Understandingspecific latentheat
A student is able to:
State that transfer of heat during achange of phase does not cause achange in temperature
Define specific latent heat ( l )
State thatm
Ql=
Carry out an activity to show that there is no changein temperature when heat is supplied to:a) a fluid at its boiling pointb) a solid at its melting point
With the aid of a cooling and heating curve, discussmelting, solidification, boiling and condensation asprocesses involving energy transfer without a change intemperature
Discussa) latent heat in terms of molecular behaviorb) specific latent heat
Plan and carry out an activity to determine the
Guide students toanalyze the unit oflas J kg-1
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Determine the specific latent heat offusion
Determine the specific latent heat ofvaporization
Solve problems involving specificlatent heat
specific latent heat of:a) fusionb) vaporization
Solve problems involving specific latent heat
30 26.07.10 30.07.1
0
4.4 Understandingthe gas laws A student is able to:
Explain gas pressure, temperatureand volume in terms of the behavior ofgas molecules
Determine the relationship betweenpressure and volume at constanttemperature for a fixed mass of gas ( PV= constant )
Determine the relationship betweenvolume and temperature at constant
pressure for a fixed mass of gas ( V / T=constant )
Determine the relationship betweenpressure and temperature at constantvolume for a fixed mass of gas ( P / T =constant ) Explain absolute zero
Explain the absolute / Kelvin scale oftemperature
Solve problems involving pressure,temperature and volume of a fixed massof gas
Use a model or view computer simulations on thebehavior of molecules of a fixed mass of gas to gain anidea about pressure, temperature and volume Discuss gas pressure, volume and temperature interms of the behavior of molecules based o the kinetictheory
Plan & carry out an experiment on a fixed mass ofgas to determine the relationship between:a) pressure and volume at constant temperatureb) volume and temperature at constant temperaturec) pressure and temperature at constant volume
Extrapolate P T and V T graphs or view computersimulations to show that when pressure and volume arezero the temperature on a P T and V T graph is 273
C.
Discuss absolute zero and the Kelvin scale oftemperature
Solve problems involving the pressure, temperatureand volume of a fixed mass of gas
3102.08.10 06.08.10 UJIAN PENILAIAN SERAGAM 2 TRIAL SPM SBP
5.0 LIGHT
32 09.08.10
13.08.10
5.1 Understandingreflection oflight
A student is able to:
Describe the characteristic of theimage formed by reflection of light
Observe the image formed in a plane mirror. Discussthat the image is:
a) as far behind the mirror as the object is in front andthe line joining the object and image isperpendicular to the mirror
b) the same size as the objectc) virtuald) laterally inverted
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State the laws of reflection of light
Draw ray diagrams to show theposition and characteristics of theimage formed by a:
i) plane mirrorii) convex mirroriii) concave mirror
Describe applications of reflection oflight
Solve problems involving reflectionof light
Construct a device based on theapplication of reflection of light
Discuss the laws of reflection
Draw ray diagrams to determine the position andcharacteristics of the image formed by a
a) plane mirrorb) convex mirrorc) concave mirror
Research and report on applications of reflection oflight
Solve problems involving reflection of light
Construct a device based on the application ofreflection of light
33 16.08.10
20.08.10
5.2 Understandingrefraction oflight
A student is able to:
Explain refraction of light
Define refractive index as
r
in
sin
sin=
Determine the refractive index of aglass or perspex block
State the refractive index, n, asSpeed of light in a vacuumSpeed of light in a medium
Describe phenomena due torefraction
Solve problems involving therefraction of light
Observe situations to gain an idea on refraction
Conduct an experiment to find the relationshipbetween the angle of incidence and angle ofrefraction to obtain Snells Law.
Carry out an activity to determine the refractive
index of a glass or Perspex block. Discuss the refractive index, n, as
Speed of light in a vacuumSpeed of light in a medium
Research and report on phenomena due torefraction. (e.g.: apparent depth, the twinklingof stars)
Carry out activities to gain an idea of apparentdepth. With the aid of diagrams, discuss real depthand apparent depth.
Solve problems involving the refraction of light.
34 23.08.1
0 27.08.1
0
5.3 Understanding
total internalreflection oflight
A student is able to:
Explain total internal reflection oflight
Define critical angle (c)
Relate the critical angle to the
refractive index i.e.c
nsin
1=
Describe natural phenomenainvolving total internal reflection
Describe application of total internal
Carry out activities to show the effect of increasingthe angle of incidence on the angle of refractionwhen light travels from a denser medium to a lessdense medium to gain an idea about total internalreflection and to obtain the critical angle
Discuss with the aid of diagrams:a) total internal reflection and critical angleb) the relationship between critical angle and refractive
index
Research and report on:a) natural phenomena involving total internal reflectionb) the applications of total internal reflection (e.g.: in
telecommunication
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reflection
Solve problems involving totalinternal reflection
Solve problems involving total internal reflection
35 30.08.10
03.09.10
5.4 Understandinglenses
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 focallength of a concave lens
Draw ray diagrams to show thepositions and characteristics of theimages formed by a convex lens
Draw ray diagrams to show thepositions and characteristics of theimages formed by a concave lens
Use an optical kit to observe and measure lights raytraveling through convex and concave lenses to gainan idea of focal point and focal length
Determine the focal point and focal length of convexand concave lenses
With the help of ray diagrams, discuss focal pointand focal length
Draw ray diagrams to show the positions andcharacteristics of the image formed by a
a) convex lensb) concave lens
31.08.10National Day
36 06.09.10 10.09.10
MID 2ND SEMESTER BREAK10 11.09.10Hari Raya Puasa
37 13.09.10
17.09.10
5.4 Understandinglenses
A student is able to:
Define magnification asu
vm =
Relate focal length (f) to the object
distance (u) and image distance (v).
(i.e.:vuf
111+= )
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 betweenu, v and f
38 20.09.10
24.09.10
A student is able to:
Describe, with the aid of raydiagrams, the use of lenses in opticaldevices
Carry out activities to gain an idea on the use oflenses in optical devices
With the help of ray diagrams discuss the use oflenses in optical devices such as a telescope and amicroscope
39 27.09.10
01.10.10
5.4 Understandinglenses
A student is able to:
Construct an optical device that useslenses
Solve problems involving to lenses
Construct an optical device that uses lenses
Solve problems involving to lenses
40 04.10.10 08.10.10
REVISON WEEK (PREAPARATION FOR FINAL EXAM)
41 11.10.10 15.10.10
FINAL EXAM
42 18.10.10 22.10.10
FINAL EXAM
43 25.10.10 DISCUSSION ON FINAL EXAM PAPER
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29.10.10
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DISCUSSION ON FINAL EXAM PAPER05.11.10Deepavali
45 08.11.10 12.11.10
DISCUSSION ON FINAL EXAM PAPER
46 15.11.10 19.11.10 DISCUSSION ON FINAL EXAM PAPER
* SPM* 17.11.10
Hari Raya Haji
22.11.10 31.12.10 YEAR END BREAK