Yearly Lesson Plan Physics Form 4
Yearly Lesson Plan Physics Form 4
Yearly Lesson Plan Physics Form 4
PHYSICS FORM 4
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
(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 From the aquarium, list out the CCTS
are physical quantities. Sequencing
• List base quantities Visualizing
and their units What are the differences between
• List some derived base quantities and derived Moral Values
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
and their units quantities. Honesty
• Express quantities Systematic
using prefixes Why is it important to use S.I.
unit? Vocabulary
Density
Pupils fill a table with base and Volume,
derived quantities Velocity
Scientific notation,
Pupils recite mnemonic with Prefix
abbreviation unit with scientific Base quantities
notation Derive quantities
Length
From a text passage, identify Time
physical quantities then classify Temperature,
them into base quantities and Current
derived quantities Force
(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
scalar and vector • Define scalar and some quantities can be defined by Clock, Voltmeter, Ammeter
(40 mins) 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?
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
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 displacement a) distance and displacement
( 4 PERIOD) b) speed and velocity CCTS
• define speed and velocity c) acceleration and deceleration Comparing and contrasting
and state that v = s
t Examples: MORAL VALUE
• define acceleration and 1. Use pictures to show the motion Having critical and analytical
deceleration and state of an object moving over a hill and thinking
that a = v - u through a tunnel.
t
Carry out activities using a data
logger/graphing calculator/ticker
• calculate speed and
timer to:
velocity
a) identify when a body is at rest,
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 ACTIVITIES
i. v = u + at equation of motion:
ii. s = ut + ½at2 v = u + at
iii. v2 = u2 + 2as s = ut + ½at2
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 displacement-time and timer to plot motion.
velocity-time graphs. i. displacement-time graph
• deduce from the shape ii. velocity-time graph CCTS
of a displacement-time Making hypothesis, analyzing
graph when a body is: Examples: and conclusion.
i. at rest Students practice plotting
ii. moving with uniform displacement-time graph and MORAL VALUE
velocity velocity – time graph from a set of Having critical and analytical
iii. moving with non- given data. thinking
uniform velocity
• Determine distance, Describe and interpret:
displacement and a) displacement-time graph and
velocity for a b) velocity-time graph
displacement-time graph.
• Deduce from the shape Determine distance, displacement,
of a velocity-time graph velocity and acceleration from
when a body is: displacement-time and velocity-
i. at rest time graphs.
ii. moving with uniform
velocity Solve problems on linear motion
iii. moving with non- with uniform acceleration involving
uniform velocity graphs.
• Determine distance,
displacement, velocity
and acceleration from a
velocity-time graph.
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
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.
2.4 A student is able to: Carry out activities/view computer TEACHING AID
160 MINUTES Analysing • Define the momentum of simulations to gain an idea of Picture showing skateboard
( 4 PERIOD) momentum an object. momentum by comparing the motion.
effect of stopping two objects:
• Define momentum (p) as a) of the same mass moving at CCTS
the product of mass (m) different speeds Making inferences, comparing
and velocity (v) i.e. p= b) of different masses moving at and contrasting.
mv the same speed
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
Examples: MORAL VALUES
• State the principle of Experiment to determine : Being responsible about the
conservation of a. The momentum of 500g safety of oneself, others, and
momentum mass and 300g mass the environment
falling from the same
• Describe applications of height.
conservation of b. The momentum of two
momentum. 500g mass falling from the
different height.
• Solve problem involving Discuss momentum as the
momentum. product of mass and velocity.
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 balanced forces acting object:
on an object. a) at rest CCTS
b) moving at constant velocity Making inferences, hypothesis,
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
• Describe the effects of c) accelerating analyzing and making
unbalanced forces acting conclusion.
on an object. Examples:
Use a remote control car to show MORAL VALUE
• Determine the the effect of a force acting on an Being systematic
relationship between object
force, mass and a) at rest
acceleration i.e. F = ma. b) moving at constant velocity
c) accelerating
• Solve problems using
F = ma 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
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 impulsive force is. an idea on impulsive force. pole vault
• Give examples of
situations involving Discuss CCTS
impulsive forces. a) impulse as change of Making generalizations and
• Define impulsive as an momentum generating ideas.
explosion. i.e. change of b) an impulsive force as the rate
momentum, i.e. of change of momentum in a MORAL VALUES
Ft = mv - mu collision or explosion Being systematic
• 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. force
F = mv – mu
t Research and report situations
• Explain the effect of where:
increasing or decreasing a) an impulsive force needs to be
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 of safety features in safety features in vehicles in terms internet
features in vehicles vehicles of physics concepts.
CCTS
Discuss the importance of safety Evaluating and generating
features in vehicles. ideas.
3.1
Chapter 3: Understanding A student is able to: Pressure is defined as force per Teaching Aids
FORCES AND pressure unit area. video clip pictures
PRESSURE Define pressure and state Unit = Nm-2 / Pascal (Pa) - ski
that - tractor / army tank
F Activities: - high heel shoes / sports
P= Observe the effects of the force shoes
A
(.40 min.) acting on the area of different
sizes by using (use of ICT or courseware
a) a single / many integration is preferable)
thumbtacks
b) sharp / blunt knife
reflexology CCTS
Relating and application
Discuss pressure as force per unit
Describe applications of area
pressure. Moral Values
Research and report on Having an interest and
applications of pressure appreciate the presence of
pressure in every day life.
CCTS
Solve problems involving
Application and problems
pressure
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.) Understanding Observe situations to form ideas Video
pressure in relate depth to pressure ia that pressure in liquids : – pressure increases with
liquids a liquid a) acts in all directions depth
b) increases with depth - swimming at different
depth ( pressure increase,
pain increase)
Activities:
Using a plastic container with
holes at different height filled with
water to show
pressure increases with depth; CCTS
relate density to pressure Relating
in a liquid 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.
Activities:
a) Push a piston into the Unit:
cylinder of a syringe with 1 atmosphere = 760 mmHg =
its nozzle closed. 10.3 m water = 101300 Pa
b) Use a kinetic theory model
to show motion of gas 1 milibar = 100 Pa
molecules produces a
pressure.
CCTS:
Definition: Relating, comparing
Collisions of gas molecules on any
surface produce an impulsive
force, creating the gas pressure.
explain atmospheric Moral values
pressure. Realising that science is a
means to understand nature
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
Activities:
a) Placed a cardboard over
the mouth of a glass filled Teaching aids
with water and turn it Powerpoint
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.
Moral values
Definition: Appreciating the contribution of
describe application The atmospheric pressure is science ang technology
of atmospheric pressure. produced by:
a) Collisions of air molecules
on any surface.
b) weight of air above any Teaching aids:
surface INSTRUMENTS FOR
MEASURING GAS
PRESSURE.ppt Bourdon
Do a research and report on the Gauge, Fortin Barometer and
application of gas and Aneroid Barometer
atmospheric pressure.
Teaching aids:
Movie clip showing people
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
Activity tracking up a mountain
Show and introduce various experiencing difficulties in
type of instruments to measure breathing.
gas pressure (Bourdon Measuring instruments.
Gauge) and atmospheric
pressure (Fortin Barometer,
Aneroid Barometer)
CCTS
Activity : Application and problems
Watch a movie clip and solving
solve problems answer questions regarding
involving atmospheric decreasing atmospheric
pressure and gas pressure with altitudes.
pressure
Definition:
The atmospheric pressure
decreases with altitudes because
the density of air is reduced at
higher altitudes.
Output force
=
input force
Output piston area
input piston area
Moral Values
Having an interest and curiosity
towards the environment.
Solve problem
involving Solve problems involving
Archimedes’s Archimedes’s Principle
Principle
Moral Values
Having an interest and curiosity
towards the environment
4.2 • define specific heat Observe the change in TSTS: problem solving, relating
1 WEEK Understanding capacity (c) temperature when :
Specific Heat • state that c = Q a) The same amount of heat Moral Values: being flexible and
(160 min) Capacity mӨ is used to heat different open-minded,
masses of water. thinking rationally.
b) The same amount of heat
is used to heat the same
mass of different liquids.
Contextual Learning
Discuss specific heat capacity. - Students are able to
appreciate the relevance of
• determine the specific Plan and carry out an activity to science learning to their lives
heat capacity of a liquid determine the specific heat e.g.: boiling water
• determine the specific capacity of :
heat of a solid a) a liquid
b) a solid
• describe applications of
specific heat capacity Research and report on
applications of specific heat
capacity.
• solve problems
involving specific heat
Solve problems involving specific
capacity
heat capacity
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
4.3 • state that transfer of Carry out an activity to show that TSTS: conceptualizing, making
1 WEEK Understanding heat during a change of there is no change in temperature conclusions
Specific Latent Heat phase does not cause a when heat is supplied to :
(160 min) change in temperature a) a liquid at its boiling point Moral values: being systematic,
b) a solid at its melting point being confident and
independent.
With the aid of a cooling and
heating curve, discuss melting, Experiment and Discussion
solidification, boiling and - Teacher should play the role
condensation as processes of a facilitator and lead a
involving energy transfer without a discussion by asking questions
change in temperature that stimulate thinking and
• define specific latent getting students to express
heat Discuss : themselves
(l ) a) latent heat in terms of
• state that l = Q molecular behavior
m b) specific latent heat
• determine the specific
latent heat of fusion Plan and carry out an activity to
determine the specific latent heat
• determine the specific
of :
latent heat of
a) fusion
vaporisation
b) vaporization
• solve problems Solve problems involving specific
involving specific latent latent heat
heat
4.4 • explain gas pressure, Use a model or view computer TSTS: making inferences,
2 WEEK Understanding The temperature and simulations on the behaviour of making decisions
Gas Laws volume in terms of the molecule of a fixed mass of gas to
(320 min) 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
temperature in terms of the accurate in
behaviour of molecules based on recording and
the kinetic theory. validating data.
Manipulative skills
Moral Values
. Draw ray diagrams to Being honest and accurate .
show the position and Draw ray diagrams to determine
characteristics of the image the position and characteristics of
formed by : the image formed by :
a. plane mirror a. plane mirror
b. convex mirror b .convex mirror
c. concave mirror c. concave mirror Appreciating the contribution of
science and
. Describe applications of Discuss the examples : technology
reflection of light. Plane mirror
- Dressing mirror
- Optical device – OHP and
periscope.
Convex mirror
-side mirror of cars
- Solve problems involving Be cooperative .
reflection of light. - Solve problems involving
reflection of light.
5.2 Understanding - Construct a device based
Refraction on the applications of - Construct a device based on the
Of Light
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
reflection of light . application of reflection of light Teaching Aids
Examples : periscope and
5. LIGHT kaleidoscope. • video clip, movie
(use of ICT or
A student is able to: courseware
(2 week ) • Observe situations to gain integration is
• Explain an idea on refraction. preferable)
Understanding • Discuss examples: • Lab Apparatus
Refraction Of Light Sunset And Straw in the
water
CCTS
• Define refractive
index as • Conduct an experiment to • Relating
iSin
find the relationship • Generating Ideas
between the angle of • Predicting
n=
rSin incidence and angle of • Making generalisations
refraction to obtain Snell’
Law.
• Determine the
refractive index of a Moral Values
glass or Perspex
block. • Cooperation
• Discuss the refractive • Realising Science is a
• State the refractive , index as means to understand
n as nature..
Speed Of Light In Vacuum • Having an interest and
Speed Of Light In Vacuum Speed Of Light In A Medium curiosity towards the
------------------------------------ environment.
Speed Of Light In A Medium
• Carry out research and
5.3 Understanding write a report on
total • Describe phenomena of refraction.
internal phenomena due to Example : apparent depth
reflection of refraction and twinkling of the stars.
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
light Teaching Aids
• Carry out activities to gain
idea of apparent depth. video clip
Example : Present the
report Experiment (Lab apparatus)
5. LIGHT
-explain total internal Carry out activities to show the ICT or courseware
reflection of light effect of increasing the angle of
( 1 week )
incidence on the angle of
-define critical angle ,c refraction when light travels from a
denser medium to a less dense
medium to gain an idea about total
- draw ray diagrams internal reflection and to obtain the
critical angle.
η 1/sin
= c i) total internal reflection
and critical angle,c ICT
ii) the relationship
between critical angle
and refractive index. CCT
Relating
Problem solving
-describe natural Research and report on
phenomenon involving total i) natural phenomenon
internal reflection. involving total internal Moral Values
reflection eg. mirage Appreciating natural
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
-Describe applications of ii) The applications of phenomenon.
total internal reflection. total internal reflection,
e.g in
- solve problems involving telecommunication Vocabulary
total internal reflection. using fibre optics. -Total internal reflection
-critical angle
Problem solving
5. LIGHT 5.4 Understanding A student is able to: 1. Use an optical kit Teaching Aids
lenses 2. Observe light rays 1. Optical kit
1. Describe types of traveling through convex 2. (use of ICT or courseware
(1 week) lenses and concave lens integration is preferable)
3. Draw ray diagrams to
show
(80 min) 3.1 focus point CCTS
2. Explain the 3.2 focal length 1. Generating idea
difference between 2. Relating
focus point and focal 4. Determine the focal point 3. visualising
length and focal length of convex
and concave lenses Moral Values
3. Draw ray diagrams 5. Describe the characteristic Having an interest and
to show focal point, of images formed by curiousity towards the optical
focal length and convex and concave devices
characteristic of lenses
images formed by Vocabulary
convex and concave 1. magnification
lenses
6. Using ray diagram,
(i) discuss magnification and
hence
4. Define magnification (ii) determine magnification
by
using the formula :
LEARNING LEARNING LEARNING OUTCOMES TEACHING AND LEARNING STRATEGIES
AREA/WEEKS OBJECTIVES ACTIVITIES
m =v
u Teaching aids
1. Laboratory apparatus
CCTS
5. Determine the 1.Generating idea
relationship between 7. Carry out an experiment to 2. Making hypothesis
u, v, and f find the relationship 3. Making inferences
between u, v, and f
1 = 1 + 1
f u v Teaching Aids
1. ICT or courseware
integration
CCTS
6. Describe with the 1. Relating
aid of ray diagrams, 8. discuss the use of lenses
the use of lenses in in optical devices such as
optical devices a telescope and
7. Solve problems microscope
involving lenses 9. Solve problems involving
lenses