pdfslide.net_yearly-lesson-plan-physics-form-4

SMK SUNGAI LIMAU
06910 YAN

KEDAH DARULAMAN

Yearly Lesson Plan
PHYSICS FORM 4

2021

4 IBNU SINA

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

Chapter 1 1.1 Understanding A student is able to: Teaching Aids
 Explain what physics is. Power point slides about bird
INTRODUCTION physics Observe everyday objects such as fly, how the bird fly, engineer
a table, a pencil, a mirror etc and building an aero plane, aero
TO PHYSICS discuss how they are related to plane in the air
physics concepts.
(1/2 week )

(80 mins.) View a video on natural (use of ICT or courseware
phenomena or everyday life integration is preferable)
 Recognize the physics in experiences and discuss how they
everyday objects and are related to physics concepts.
natural phenomena.

Discuss fields of study in physics CCTS
such as forces, motion, heat, light Relating
etc.

Why the colour of leave is green? Moral Values
Why you feel cool when you walk Having an interest and curiosity
under roof but feel hot under the towards the environment.
sun?
Vocabulary
What can you say about our tallest - phenomena
building (Petronas twin tower)
relating with physics?

(80 mins) 1.2 Understanding A student is able to : Discuss base quantities and Teaching Aids
base quantities and  Explain what base derived quantities are. Aquarium with accessories
derived quantities quantities and
derived quantities
are From the aquarium, list out the CCTS
 List base quantities physical quantities. Sequencing
and their units Visualizing
 List some derived What are the differences between
base quantities and derived Moral Values

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
and their units Honesty
 Express quantities quantities. Systematic

using prefixes Why is it important to use S.I. Vocabulary
unit? Density
Volume,
Pupils fill a table with base and Velocity
derived quantities Scientific notation,
Prefix
Pupils recite mnemonic with Base quantities
abbreviation unit with scientific Derive quantities
notation Length
Time
From a text passage, identify Temperature,
physical quantities then classify Current
them into base quantities and Force
derived quantities

List the value of prefixes and their

abbreviations from nano to giga,
e.g nano ( 10-9 ), nm ( nanometer )

Discuss the use of scientific
notation to express large and
small numbers

Surf the net about the base
quantities prefixes , convertion of
unit and derived quantities.

(http://www.bipm.fr./enus/3-
SI/si.html)

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

½ week 1.3 Understanding A student is able to : Carry out activities to show that Teaching Aids
(40 mins) scalar and vector  Define scalar and some quantities can be defined by Clock, Voltmeter, Ammeter
quantities vector quantities magnitude only whereas other
 Give examples of quantities need to be defined by CCTS
scalar and vector magnitude as well as direction Comparing, contrasting
quantities

What does the number indicate? Moral Values
What do the pointers indicate? Appreciating contribution of
Can you calculate the time you science and technology
spend to study physics in a day in
minute?

Surf the net about duration time Vocabulary
taken by an aero plane (Air Asia)
for a destination.
(www.airasia.com)

Show a plan of location of a
housing area
to determine displacement and
distance (the differences between
scalar and vector)

Can you identify physical
quantities in your school
compound. List out all the
quantities into scalar and vector
quantities
Compile a list of scalar and vector
quantities

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

1 ½ week 1.4 Understanding A student is able to : Choose the appropriate Teaching Aids
(120 mins) measurement  Measure physical instrument for a given Vernier caliper, micrometer
quantities using measurement gauge, meter ruler, ammeter,
appropriate voltmeter, thermometer
instruments Pupils throw plasticine balls on the (neraca peka)
 Explain accuracy bull’s eyes on the board to
and consistency understand the concept of CCTS
 Explain sensitivity consistency and accuracy Comparing
 Explain types of
experimental error Discuss consistency and accuracy Moral Values
 Use appropriate using the distribution of gunshots Being honest, systematic
techniques to reduce on a target as an example
errors Vocabulary
Discuss the sensitivity of various Accuracy, consistency,
instruments systematic error, random error,
sensitivity
Create models for time, mass
measurement

Pupils make observation on
different instrument to measure
the same object.

Demonstrate through examples
systematic errors and random
errors. Discuss what systematic
and random errors are

Use appropriate techniques to
reduce error in measurement such
as repeating measurements to
find the average and
compensating for zero error

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

1 week 1.5 Analysing A student is able to : Induction set: Teaching Aids
(80 mins) scientific  Identify variables in Why the helicopter fall and crash. Yoyo, Pendulum
investigations a given situation Try to investigate the reason.
 Identify a question Discuss in group how to plan a CCTS
suitable for scientific strategy of investigation. Analyzing,
investigation Relating,
 Form a hypothesis Observed a situation and suggest Making conclusion, inference,
 Design and carry out questions suitable for a scientific Visualizing,
a simple experiment investigation. Discuss to : Experimenting
to test the Making decision
hypothesis a) identify a question suitable Problem solving
for scientific investigation
 Record and present Moral Values
data in a suitable b) identify all the variables Thinking rationally,
form c) form a hypothesis Critical and analytical thinking,
d) plan the method of Being fair and just
 Interpret data to
draw a conclusion investigation including Vocabulary
selection of apparatus and
 Write a report of the work procedures
investigation
Find out why the elongation of
the spring is longer when a 10
kg baby is placed in a swing
compare to 5 kg baby.

An archer shoot an arrow.
Why the arrow go further when
we stretch the string harder?

Design an experiment to
investigate how the mass of
the car affect the acceleration.

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

Carry out an experiment and:
a) collect and tabulate data
b) present data in a suitable
form
c) interpret the data and draw
conclusions
d) write a complete report

Suggested experiment:
 pendulum
 yoyo

2. FORCES 2.1 A student is able to: Carry out activities to gain an idea TEACHING AID
AND MOTION Analysing linear  define distance and of: Photos
160 MINUTES motion a) distance and displacement
( 4 PERIOD) displacement b) speed and velocity CCTS
c) acceleration and deceleration Comparing and contrasting
 define speed and velocity
and state that v = s Examples: MORAL VALUE
t 1. Use pictures to show the motion Having critical and analytical
of an object moving over a hill and thinking
 define acceleration and through a tunnel.
deceleration and state
that a = v - u Carry out activities using a data
t logger/graphing calculator/ticker
timer to:
 calculate speed and a) identify when a body is at rest,
velocity
moving with uniform velocity or
 calculate acceleration/ non-uniform velocity
deceleration b) determine displacement,
velocity and acceleration
 solve problems on linear
motion with uniform Solve problem using the following
acceleration using

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES
i. v = u + at ACTIVITIES
ii. s = ut + ½at2
iii. v2 = u2 + 2as equation of motion:

a) v = u + at
b) s = ut + ½at2
c) v2 = u2 + 2as

80 MINUTES 2.2 A student is able to: Carry out activities using a data TEACHING AID
(2 PERIOD) Analysing motion  Plot and interpret logger/graphing calculator/ticker Graph from internet, CD about
graphs timer to plot motion.
displacement-time and i. displacement-time graph
velocity-time graphs. ii. velocity-time graph CCTS
 deduce from the shape Making hypothesis, analyzing
of a displacement-time Examples: and conclusion.
graph when a body is: Students practice plotting
displacement-time graph and MORAL VALUE
i. at rest velocity – time graph from a set of Having critical and analytical
ii. moving with uniform given data. thinking

velocity Describe and interpret:
iii. moving with non- a) displacement-time graph and
b) velocity-time graph
uniform velocity
 Determine distance, Determine distance, displacement,
velocity and acceleration from
displacement and displacement-time and velocity-
velocity for a time graphs.
displacement-time graph.
 Deduce from the shape Solve problems on linear motion
of a velocity-time graph with uniform acceleration involving
when a body is: graphs.

i. at rest
ii. moving with uniform

velocity
iii. moving with non-

uniform velocity
 Determine distance,

displacement, velocity
and acceleration from a
velocity-time graph.

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
 Solve problems on linear
motion with uniform
acceleration.

80 MINUTES 2.3 A student is able to: Carry out activities/view computer TEACHING AID
( 2 PERIOD) Understanding inertia  Explain what inertia is. simulations/ situations to gain an Pictures showing a boxer and
idea on inertia. his training tools.
 Relate mass to inertia.
Carry out activities to find out the CCTS
 Give examples of relationship between inertia and Relating.
situation involving inertia. mass.
MORAL VALUE
 Suggest ways to reduce Examples: Realising that science is a
the negative effect of 1. Experiment about oscillations of mean to understand nature
inertia. metal blade.
2. Experiment about oscillation of
a full pail and empty pail.

Research and report on
a) the positive effect of inertia
b) ways to reduce the negative

effects of inertia

160 MINUTES 2.4 A student is able to: Carry out activities/view computer TEACHING AID
( 4 PERIOD) Analysing  Define the momentum of simulations to gain an idea of Picture showing skateboard
momentum momentum by comparing the motion.
an object. effect of stopping two objects:
a) of the same mass moving at CCTS
 Define momentum (p) as Making inferences, comparing
the product of mass (m) different speeds and contrasting.
and velocity (v) i.e. p= b) of different masses moving at
mv
the same speed

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
 State the principle of MORAL VALUES
conservation of Examples: Being responsible about the
momentum Experiment to determine : safety of oneself, others, and
the environment
 Describe applications of a. The momentum of 500g
conservation of mass and 300g mass
momentum. falling from the same
height.
 Solve problem involving
momentum. b. The momentum of two
500g mass falling from the
different height.

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 e.g. water rockets.
Research and report on the
applications of conservation of
momentum such as in rockets or
jet engines.

160 MINUTES 2.5 A student is able to: With the aim of diagrams, TEACHING AID
( 4 PERIOD) Understanding the  Describe the effects of describe the forces acting on an Movie showing a bicycle racing.
effects of a force object:
balanced forces acting a) at rest CCTS
on an object. b) moving at constant velocity Making inferences, hypothesis,

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
 Describe the effects of analyzing and making
unbalanced forces acting c) accelerating conclusion.
on an object.
Examples: MORAL VALUE
 Determine the Use a remote control car to show Being systematic
relationship between the effect of a force acting on an
force, mass and object
acceleration i.e. F = ma.
a) at rest
 Solve problems using b) moving at constant velocity
F = ma c) accelerating

Conducting experiments to find
the relationship between:

a) acceleration and mass of
an object under constant
force

b) acceleration and force for
a constant mass

Solve problem using F = ma

80 MINUTES 2.6 A student is able to: View computer simulations of TEACHING AID
( 2 PERIOD) Analysing impulse  Explain what an collisions and explosions to gain Photos showing high jump and
and impulsive force an idea on impulsive force. pole vault
impulsive force is.
 Give examples of Discuss CCTS
a) impulse as change of Making generalizations and
situations involving generating ideas.
impulsive forces. momentum
 Define impulsive as an b) an impulsive force as the rate MORAL VALUES
explosion. i.e. change of Being systematic
momentum, i.e. of change of momentum in a
Ft = mv - mu collision or explosion
 Define impulsive force as c) how increasing or decreasing
the rate of change of time of impact affects the
momentum in a collision magnitude of the impulsive

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
or explosion, i.e.
F = mv – mu force

t Research and report situations
 Explain the effect of where:
a) an impulsive force needs to be
increasing or decreasing
time of impact on the reduced and how it can be
magnitude of the done
impulsive force. b) an impulsive force is beneficial
 Describe situations
where an impulsive force Solve problems involving
needs to be reduced and impulsive force
suggest ways to reduce
it.
 describe situation where
an impulsive force is
beneficial
 solve problems involving
impulsive force

80 MINUTES 2.7 A student is able to: Research and report on the TEACHING AID
( 2 PERIOD) Being aware of the  describe the importance physics of vehicle collisions and Pamphlets from car company,
need for safety safety features in vehicles in terms internet
features in vehicles of safety features in of physics concepts.
vehicles CCTS
Discuss the importance of safety Evaluating and generating
features in vehicles. ideas.

Examples: group presentation MORAL VALUES
about the safety features in Being responsible about the
vehicles. safety of oneself, others, and
the environment

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

Chapter 3: 3.1 A student is able to: Pressure is defined as force per Teaching Aids
FORCES AND Understanding  Define pressure and state unit area. video clip pictures
PRESSURE Unit = Nm-2 / Pascal (Pa) - ski
pressure that - tractor / army tank
Activities: - high heel shoes / sports
(.40 min.) P=F Observe the effects of the force
A acting on the area of different shoes
sizes by using
 Describe applications of (use of ICT or courseware
pressure. a) a single / many integration is preferable)
thumbtacks
CCTS
b) sharp / blunt knife Relating and application
reflexology
Moral Values
Discuss pressure as force per unit Having an interest and
area appreciate the presence of
pressure in every day life.
Research and report on
applications of pressure

 Solve problems involving CCTS
pressure Application and problems
Solve problems involving pressure solving.

Vocabulary
- Pressure- tekanan

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
3.2 A student is able to: Teaching Aids
( 80 mins.) Observe situations to form ideas Video
Understanding  relate depth to pressure ia that pressure in liquids : – pressure increases with
pressure in liquids a liquid
a) acts in all directions depth
b) increases with depth - swimming at different

 relate density to pressure Activities: depth ( pressure increase,
in a liquid Using a plastic container with pain increase)
holes at different height filled with
water to show CCTS
pressure increases with depth; Relating

Using a balloon poked with a few
holes, attach to the water tap and
turn it on to show that the
pressure acts in all directions.

 explain pressure in a Observe situations to form the Moral Values
liquid and state that P = ideas that pressure in liquids Being honest and accurate in
hρg increases with density. recording and validating data.

 describe applications of Experiment: To investigate the Vocabulary
pressure in liquids effects of pressure depends on Depth - kedalaman

a) depth
b) density

Relate depth ( h ), density (ρ) and Picture on the structure of a
water dam and the water
gravitational field strength (g) to supply systems.

obtain
P = hρg

Research and report on
a) the applications of

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES . ACTIVITIES
CCTS
 solve problems involving pressure in liquids Application and problems
pressure in liquids b) ways to reduce the solving

negative effects of
pressure in liquids

Examples of questions involving
pressure in liquids

( ½ week) 3.3 Understanding A student is able to:
(80 min) gas pressure and  explain gas pressure.
atmospheric
pressure Carry out activities to gain an idea
of gas pressure and atmospheric
pressure.

 explain atmospheric Activities: Unit:
pressure. a) Push a piston into the 1 atmosphere = 760 mmHg =
cylinder of a syringe with 10.3 m water = 101300 Pa
its nozzle closed.
b) Use a kinetic theory model 1 milibar = 100 Pa
to show motion of gas
molecules produces a CCTS:
pressure. Relating, comparing

Definition: Moral values
Collisions of gas molecules on any Realising that science is a
surface produce an impulsive means to understand nature
force, creating the gas pressure.

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
Teaching aids
Activities: Powerpoint
a) Placed a cardboard over
the mouth of a glass filled
with water and turn it
upside down.
b) Hitting one end with meter
ruler covered with a few
sheet of newspaper.
c) Using a straw to suck
water from a glass.
Replace the straw with
another straw poked with a
hole, compare both
situations.
d) Pull a piston from the
cylinder of a syringe with
its nozzle immersed in
water.

 describe application of Definition: Moral values
atmospheric pressure. The atmospheric pressure is Appreciating the contribution of
produced by: science ang technology

a) Collisions of air molecules Teaching aids:
on any surface. INSTRUMENTS FOR
MEASURING GAS
b) weight of air above any PRESSURE.ppt Bourdon
surface Gauge, Fortin Barometer and
Aneroid Barometer
Do a research and report on the
application of gas and Teaching aids:
atmospheric pressure. Movie clip showing people

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
 solve problems involving tracking up a mountain
atmospheric pressure Activity experiencing difficulties in
and gas pressure Show and introduce various breathing.
type of instruments to measure Measuring instruments.
gas pressure (Bourdon
Gauge) and atmospheric CCTS
pressure (Fortin Barometer, Application and problems
Aneroid Barometer) solving

Activity :
Watch a movie clip and
answer questions regarding
decreasing atmospheric
pressure with altitudes.

Definition:
The atmospheric pressure
decreases with altitudes because
the density of air is reduced at
higher altitudes.

Solve problems involving
atmospheric and gas pressure
including barometer and
manometer readings.

3.4 A student is able to:
Applying Pascal’s
(1 week )  State Pascal’s Principle Observe situations to form the Demonstrate experiment
(160 mins.) Principle idea that pressure exerted on an (Piston and Conical flask with
enclosed liquid is transmitted hole, pressing toothpaste)
equally to every part of the liquid.
Demonstrate experiment
 Explain hydraulic system. Discuss hydraulic system as a (Hydraulic system)

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES

force multiplier to obtain:

 Describe application of Output force = video clip -
Pascal’s Principle input force Application of hydraulic system
Output piston area and brake system
input piston area

Research and report on the
applications of Pascal’s Principle

 Solve problems involving Solve problems involving Pascal’s CCTS
Pascal’s Principle Relating
Principle

Moral Values
Having an interest and curiosity
towards the environment.

(1 Week) 3.5 Applying A student is able to : Carry out an activity to measure Conduct experiment
(160 min) Archimedes’s  Explain buoyant the weight of an object in air and (Buoyant Force)
the weight of the same object in
Principle force water to gain an idea on buoyant Demonstrate experiment
force

 Relate buoyant force Conduct an experiment to
investigate the relationship
to the weight of the between the weight of water
liquid displaced
displaced and buoyant force

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES  State Archimedes’s ACTIVITIES
Principle Demonstrate experiment
Discuss buoyant in terms of:
 Describe a) an object that is totally or Demonstrate experiment
applications of partially submerged in a
Archimedes’s fluid experiences a Video clip
Principle buoyant force equal to the Animations of submarines,
weight force equal to the hydrometer, hot air balloons,
weight of fluid displaced advertisement balloon and ship
b) the weight of a freely
floating object being equal Movie of the diver
to the weight of fluid CCTS
displaced Relating
c) a floating object has a Moral values
density less that or equal Having an interest and curiosity
to the density of the fluid in towards the environment.
which it is floating

Research and report on the
applications of Archimedes’s
Principle

 Solve problem Solve problems involving
Archimedes’s Principle
involving
Archimedes’s

Principle

(1 Week) 3.6 Understanding A student is able to:
( 160 min.) Bernoulli’s
Principle  State Bernoulli’s Principle Carry out activities to gain the idea Demonstrate
when the speed of a flowing fluid (blowing above a strip of paper,
Understanding

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
base quantities blowing through between two
and derived increases its pressure decreases ping pong balls suspended on
quantities strips)

 Explain that a resultant Carry out activities to show that a Demonstrate
force exits due to a resultant force exists due to a (aerofoil model, hair dryer with
difference in fluid difference in fluid pressure ping pong balls)
pressure

View a computer simulation to Computer simulation

 Describe applications of observe air flow over an aerofoil to
Bernoulli’s Principle
gain an idea an lifting force

Research and report an the Applications of Bernoulli’s
applications of Bernoulli’s Principle
Bunsen Burner , insecticide
Principle spray and carburetor

 Solve problem involving Solve problems involving Questions on problem solving
Bernoulli’s Principle Bernoulli’s Principle
CCTS
Relating

Moral Values
Having an interest and curiosity
towards the environment

A student is able to: TSTS: attributing, generating
ideas
4. HEAT 4.1  explain thermal Carry out activities to show that
1 WEEK thermal equilibrium is a condition Moral values: being thankful to
Understanding equilibrium in which there is no nett heat flow God, realizing that science is a
between two objects in thermal means to understand nature.
Thermal Equilibrium

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
(80 min) Inquiry-Discovery
contact. - Try some virtual experiment
on the thermal equilibrium at
Use the liquid-in-glass the following website :-

 explain how a liquid-in- thermometer to explain how the http://jersey.uorgan.edu/vlab/Th
ermodynamics/
glass thermometer volume of a fixed mass of liquid

works may be used to define a

temperature scale.

1 WEEK 4.2  define specific heat Observe the change in TSTS: problem solving, relating
(160 min) Understanding temperature when :
Specific Heat capacity (c) Moral Values: being flexible
Capacity a) The same amount of heat and open-minded,
 state that c = Q is used to heat different thinking rationally.
mӨ masses of water.
Contextual Learning
b) The same amount of heat - Students are able to
is used to heat the same appreciate the relevance of
mass of different liquids. science learning to their lives
e.g.: boiling water
Discuss specific heat capacity.

 determine the specific Plan and carry out an activity to

heat capacity of a liquid determine the specific heat

 determine the specific capacity of :
a) a liquid
heat of a solid
b) a solid

 describe applications of
specific heat capacity Research and report on
applications of specific heat

 solve problems capacity.

involving specific heat Solve problems involving specific
capacity heat capacity

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
1 WEEK 4.3  state that transfer of TSTS: conceptualizing, making
(160 min) Understanding heat during a change of Carry out an activity to show that conclusions
Specific Latent Heat phase does not cause a there is no change in temperature
2 WEEK change in temperature when heat is supplied to : Moral values: being systematic,
(320 min) 4.4 being confident and
Understanding The  define specific latent a) a liquid at its boiling point independent.
Gas Laws heat b) a solid at its melting point
(l ) Experiment and Discussion
With the aid of a cooling and - Teacher should play the role
 state that l = Q heating curve, discuss melting, of a facilitator and lead a
m solidification, boiling and discussion by asking questions
condensation as processes that stimulate thinking and
 determine the specific involving energy transfer without a getting students to express
latent heat of fusion change in temperature themselves

 determine the specific Discuss :
latent heat of a) latent heat in terms of
vaporisation molecular behavior
b) specific latent heat
 solve problems
involving specific latent Plan and carry out an activity to
heat determine the specific latent heat
of :

a) fusion
b) vaporization

Solve problems involving specific
latent heat

 explain gas pressure, Use a model or view computer TSTS: making inferences,
temperature and simulations on the behaviour of making decisions
volume in terms of the molecule of a fixed mass of gas to
behavior of gas gain an idea about gas pressure, Moral Values: being respectful
molecules temperature and volume. and well-
mannered, being
Discuss gas pressure, volume and honest and

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
accurate in
temperature in terms of the recording and
behaviour of molecules based on validating data.
the kinetic theory.

Plan and carry out an experiment Simulations

 determine the on a fixed mass of gas to - An activity that resemble the

relationship between determine the relationship actual situation

pressure and volume at between : e.g.: syringe, bicycle pumps

constant temperature a) pressure and volume at

for a fixed mass of gas constant temperature

i.e. PV = constant b) volume and temperature at

 determine the constant pressure

relationship between c) pressure and temperature

volume and at constant volume

temperature at constant

pressure for a fixed Extrapolate P-T and V-T graphs or

mass of gas view computer simulations to

i.e. V/ T = constant show that when pressure and

 explain absolute zero volume are zero the temperature
 explain the absolute /
on a P-T and V-T graphs is -273
Kelvin scale of oC

temperature Discuss absolute zero and the

Kelvin scale of temperature.

 solve problems Solve problems involving the
involving pressure, pressure, temperature and volume
temperature and of a fixed mass of gas

volume of a fixed mass

of gas

5. LIGHT 5.1 Understanding A student is able to: Teaching Aids
(2 weeks ) reflection of light . describe the video clip, movie

Observe the image formed in a

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
characteristics of the (use of ICT or courseware
image formed by plane mirror. integration is preferable)
reflection of light . Discuss characteristics of the
image .

. State the Laws of Discuss the Laws of reflection. Experiment
reflection of light. Examples : Reflection on a plane (Ray box, plane mirror, white
mirror paper, protractor).
‹ i = ‹r .Carry out experiment to study the CCTS
Incident ray, reflected ray reflection of light on a plane Generating ideas
and the normal are on the mirror. Making generalizations.

same plane.

. Draw ray diagrams to Draw ray diagrams to determine Manipulative skills
show the position and the position and characteristics of Moral Values
characteristics of the image the image formed by : Being honest and accurate .
formed by :
a. plane mirror Appreciating the contribution of
a. plane mirror b .convex mirror science and
b. convex mirror c. concave mirror technology
c. concave mirror
Discuss the examples :
. Describe applications of Plane mirror
reflection of light. - Dressing mirror
- Optical device – OHP and

periscope.

- Solve problems involving Convex mirror Be cooperative .
reflection of light. -side mirror of cars
5.2 Understanding
Refraction - Construct a device based - Solve problems involving
Of Light on the applications of reflection of light.

- Construct a device based on the

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES reflection of light . ACTIVITIES
5. LIGHT Teaching Aids
application of reflection of light
(2 week ) Examples : periscope and  video clip, movie
kaleidoscope. (use of ICT or
courseware
A student is able to:  Observe situations to gain integration is
an idea on refraction. preferable)
 Explain
Understanding  Discuss examples:  Lab Apparatus
Refraction Of Light Sunset And Straw in the
water CCTS

 Define refractive  Conduct an experiment to  Relating
index as find the relationship  Generating Ideas
between the angle of  Predicting
n = Si in incidence and angle of  Making generalisations
Sr in refraction to obtain Snell’
Law. Moral Values
 Determine the
refractive index of a  Discuss the refractive  Cooperation
glass or Perspex index as  Realising Science is a
block.
Speed Of Light In Vacuum means to understand
 State the refractive , Speed Of Light In A Medium nature..
n as  Having an interest and
 Carry out research and curiosity towards the
Speed Of Light In Vacuum write a report on environment.
------------------------------------ phenomena of refraction.
5.3 Understanding Speed Of Light In A Medium Example : apparent depth
total and twinkling of the stars.
 Describe
internal phenomena due to
reflection of refraction

light

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES Teaching Aids
video clip
5. LIGHT  Carry out activities to gain Experiment (Lab apparatus)
idea of apparent depth.
Example : Present the

report

( 1 week )

A student is able to:

-explain total internal Carry out activities to show the ICT or courseware
reflection of light effect of increasing the angle of
-define critical angle ,c incidence on the angle of
refraction when light travels from a
- draw ray diagrams denser medium to a less dense
medium to gain an idea about total
internal reflection and to obtain the
critical angle.

- relate the critical angle to ICT

the reflective index i.e Discuss with the aid of diagrams :

 = 1/sin c i) total internal reflection ICT
and critical angle,c
-describe natural CCT
phenomenon involving total ii) the relationship Relating
internal reflection. between critical angle Problem solving
and refractive index.
Moral Values
Research and report on Appreciating natural
i) natural phenomenon
involving total internal
reflection eg. mirage

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
-Describe applications of phenomenon.
total internal reflection. ii) The applications of
total internal reflection, Vocabulary
- solve problems involving e.g in -Total internal reflection
total internal reflection. telecommunication -critical angle
using fibre optics.

Problem solving

5. LIGHT 5.4 Understanding A student is able to: 1. Use an optical kit Teaching Aids
(1 week) lenses 2. Observe light rays 1. Optical kit
(80 min) 1. Describe types of 2. (use of ICT or courseware
lenses traveling through convex integration is preferable)
and concave lens
2. Explain the 3. Draw ray diagrams to CCTS
difference between show 1. Generating idea
focus point and focal 3.1 focus point 2. Relating
length 3.2 focal length 3. visualising

3. Draw ray diagrams 4. Determine the focal point Moral Values
to show focal point, and focal length of convex Having an interest and
focal length and and concave lenses curiousity towards the optical
characteristic of devices
images formed by 5. Describe the characteristic
convex and concave of images formed by Vocabulary
lenses convex and concave 1. magnification
lenses

4. Define magnification 6. Using ray diagram,
(i) discuss magnification and

hence
(ii) determine magnification

by
using the formula :

LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
5. Determine the
relationship between m =v Teaching aids
u, v, and f u 1. Laboratory apparatus

6. Describe with the 7. Carry out an experiment to CCTS
aid of ray diagrams, find the relationship 1.Generating idea
the use of lenses in between u, v, and f 2. Making hypothesis
optical devices 3. Making inferences

7. Solve problems 1 =1 +1 Teaching Aids
involving lenses f uv 1. ICT or courseware
integration
8. discuss the use of lenses
in optical devices such as CCTS
a telescope and 1. Relating
microscope

9. Solve problems involving
lenses