SEKOLAH MENENGAH KEBANGSAAN SEKSYEN 7, SHAH ALAM
SCHEME OF WORK: FORM 4 PHYSICS
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Month
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Week
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Date
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Learning Objective
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Learning Outcomes
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Suggested Activities
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January
February
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1
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2/1/13 – 4/1/13
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Orientation
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LEARNING AREA: INTRODUCTION TO PHYSICS
1.1
Understanding Physics
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A student is able to:
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explain what physics is
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recognize the physics in
everyday objects and natural phenomena
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·
Observe everyday objects
such as table, a pencil, a mirror etc and discuss how they are related to
physics concepts.
·
View a video on natural
phenomena and discuss how they relate to physics concepts.
·
Discuss fields of study
in physics such as forces, motion, heat, light etc.
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2
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7/1/13 – 11/1/13
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1.2
Understanding base quantities and derived
quantities
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A student is able to:
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explain what base
quantities and derived quantities are
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list base quantities and
their units
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list some derived
quantities and their units.
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express quantities using
prefixes.
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express quantities using
scientific notation
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·
Discuss base quantities
and derived quantities.
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From a text passage,
identify physical quantities then classify them into base quantities and
derived quantities.
·
List the value of
prefixes and their abbreviations from nano to giga, eg. nano (10-9),
nm(nanometer)
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Discuss the use of
scientific notation to express large and small numbers.
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Express derived
quantities as well as their units in terms of base quantities and base units.
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solve problems involving
conversion of units
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Determine the base
quantities (and units) in a given derived quantity (and unit) from the
related formula.
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Solve problems that
involve the conversion of units.
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3
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14/1/13 – 18/1/13
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1.3
Understanding scalar and vector quantities
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A student is able to:
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Define scalar and vector
quantities
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Give examples of scalar
and vector quantities.
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Carry out activities to
show that some quantities can be defined by magnitude only whereas other
quantities need to be defined by magnitude as well as direction.
·
Compile a list of scalar
and vector quantities.
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4
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21/1/13 – 25/1/13
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1.4
Understanding measurement
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A student is able to
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Measure physical
quantities using appropriate instruments
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Explain accuracy and
consistency
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Explain sensitivity
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·
Choose the appropriate
instrument for a given measurement
·
Discuss consistency and
accuracy using the distribution of gunshots on a target as an example
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Discuss the sensitivity
of various instruments
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·
Explain types of
experimental error
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Use appropriate
techniques to reduce errors
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·
Demonstrate through
examples systematic errors and random errors.
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Discuss what systematic
and random errors are.
· Use appropriate techniques to
reduce error in measurements such as repeating measurements to find the
average and compensating for zero error.
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5
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28/1/13 – 1/2/13
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1.5
Analysing scientific investigations
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A student is able to:
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Identify variables in a
given situation
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Identify a question
suitable for scientific investigation
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Form a hypothesis
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Design and carry out a
simple experiment to test the hypothesis
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Record and present data
in a suitable form
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Interpret data to draw a
conclusion
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Write a report of the
investigation
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· Observe a situation and suggest questions suitable for a scientific
investigation. Discuss to:
a)
identify a question
suitable for scientific investigation
b)
identify all the variables
c)
form a hypothesis
d)
plan the method of
investigation including selection of
apparatus and work procedures
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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
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6
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4/2/13 – 8/2/13
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LEARNING AREA: 2.
FORCES AND MOTION
2.1
Analysing linear motion
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A student is able to:
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Define distance and
displacement
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Define speed and
velocity and state that
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Define acceleration and
deceleration and state that
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Calculate speed and
velocity
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Calculate
acceleration/deceleration
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Solve problems on linear
motion with uniform acceleration using
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·
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Carry out activities to
gain an idea of:
a)
distance and
displacement
b)
speed and velocity
c)
acceleration and
deceleration
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Carry out activities
using a data logger/graphing calculator/ticker timer to
a) identify when a body is at rest, moving with uniform
velocity or non-uniform velocity
b) determine displacement, velocity and acceleration
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Solve problems using the
following equations of motion:
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·
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7
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11/2/13 – 15/2/13
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2.2
Analysing motion graphs
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A student is able to:
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Plot and interpret
displacement- time and velocity-time graphs
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Deduce from the shape of
a Displacement-time graph when a body is:
i.
at rest
ii.
moving with uniform velocity
iii. moving with non-uniform velocity
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Determine distance,
displacement and velocity from a displacement –time graph
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Deduce from the shape of
velocity- time graph when a body is:
a. at rest
b. moving with uniform velocity
c. moving with uniform acceleration
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Determine distance,
displacement velocity and acceleration from a
velocity–time graph
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Solve problems on linear
motion with uniform acceleration.
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Carry out activities
using a data logger/graphing calculator/ ticker timer to plot
a) displacement-time graphs
b)
velocity-time graphs
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Describe and interpret:
a) displacement-time graphs
b) velocity-time graphs
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Determine distance,
displacement velocity and acceleration from a displacement –time and
velocity–time graphs.
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Solve problems on linear
motion with uniform acceleration involving graphs.
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Februari
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8
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18/2/13 – 22/2/13
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2.3
Understanding Inertia
2.4
Analysing momentum
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A student is able to:
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Explain what inertia is
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Relate mass to inertia
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Give examples of
situations involving inertia
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Suggest ways to reduce
the negative side effects of inertia.
A student is able to:
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Define the momentum of
an object
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Define momentum
 as the product of mass (m) and velocity (v) i.e. 
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State the principle of
conservation of momentum
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·
Carry out
activities/view computer simulations/ situations to gain an idea on inertia.
·
Carry out activities to
find out the relationship between inertia and mass.
·
Research and report on
a) the positive effects of inertia
b) ways to reduce the negative effects of
inertia.
·
Carry out
activities/view computer simulations to gain an idea of momentum by comparing
the effect of stopping two objects:
a) of the same mass moving at different
speeds
b) of different masses moving at the
same speeds
·
Discuss momentum as the
product of mass and velocity.
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View computer
simulations on collision and explosions to gain an idea on the conservation
of momentum
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·
Describe applications of
conservation of momentum
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solve problems involving
momentum
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·
Conduct an experiment to
show that the total momentum of a closed system is a constant.
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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.
·
Solve problems involving
linear momentum.
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9
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25/2/13 – 1/3/13
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2.5
Understanding the effects of a force
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A student is able to:
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Describe the effects of
balanced forces acting on an object
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Describe the effects of
unbalanced forces acting on an object
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Determine the
relationship between force, mass and acceleration i.e. F = ma.
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Solve problem using F=ma
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With the aid of
diagrams, describe the forces acting on an object:
a) at rest
b) moving at constant velocity
c) accelerating
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Conduct experiments to
find the relationship between acceleration and mass of an object under
constant force
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Acceleration and force
for a constant mass.
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Solve problems using F
= ma
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March
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10
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4/3/13 - 8/3/13
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Test 1
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11
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11/3/13 - 15/3/13
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2.6
Analysing impulse and impulsive force
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A student is able to:
·
Explain what an
impulsive force is.
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Give examples of
situations involving impulsive forces
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Define impulse as a
change of momentum, i.e.
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Define impulsive forces
as the rate of change of momentum in a collision or explosion, i.e.
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Explain the effect of increasing
or decreasing time of impact on the magnitude of the impulsive force.
·
Describe situation where
an impulsive force needs to be reduced and suggest ways to reduce it.
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describe situation where
an impulsive force is beneficial
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Solve problems involving
impulsive force.
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·
View computer
simulations of collision and explosions to gain an idea on impulsive forces.
·
Discuss :
a) impulse as a change of momentum
b) an impulsive force as the rate of change of momentum in a collision
or explosion
c) how increasing or decreasing time of impact affects the magnitude of
the impulsive force.
·
Research and report
situations where:
d) an impulsive force needs to be reduced and how it can be done
e) an impulsive force is beneficial
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Solve problems involving
impulsive forces.
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2.7
Being aware of the need for safety features in
vehicles
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A student is able to:
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Describe the importance
of safety features in vehicles
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·
Research and report on
the physics of vehicle collision and safety features in vehicles in terms of
physics concepts.
·
Discuss the importance
of safety features in vehicles.
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12
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18/3/13 - 22/3/13
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2.8
Understanding gravity
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A student is able to:
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Determine the value of
acceleration due to gravity
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Define weight (W) as the
product of mass (m) and acceleration due to Gravity (g) i.e. W =mg.
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Solve problems involving
acceleration due to gravity
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·
Carry out activity or
view computer simulations to gain an idea of acceleration due to gravity.
·
Discuss
a) acceleration due to gravity
b) a gravitational field as a region in which an object experiences a
force due to gravitational attraction and
c) gravitational field strength (g) as gravitational force per unit
mass
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Carry out an activity to
determine the value of acceleration due to gravity.
·
Discuss weight as the
Earth’s.
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Gravitational force on
an object.
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Solve problems involving
acceleration due to gravity.
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25/3/13 – 30/3/13
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MID - TERM BREAK
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April
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13
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1/4/13 – 5/4/13
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2.9
Analysing forces in equilibrium
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A student is able to:
·
Describe situations
where forces are in equilibrium
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State what a resultant
force is
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Add two forces to
determine the resultant force.
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Resolve a force into the
effective component forces.
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Solve problems involving
forces in equilibrium.
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·
With the aid of
diagrams, describe situations where forces are in equilibrium, e.g. a book at
rest on a table, an object at rest on an inclined plane.
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With the aid of
diagrams, discuss the resolution and addition of forces to determine the
resultant force.
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Solve problems involving
forces in equilibrium (limited to 3 forces).
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14
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8/4/13 – 12/4/13
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2.10
Understanding work, energy, power and
efficiency.
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A student is able to:
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Define work (W) as the
product of an applied force (F) and displacement (s) of an object in the
direction of the applied force i.e. W =Fs.
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·
Observe and discus
situations where work is done.
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Discuss that no work is
done when:
a) a force is applied but no displacement occurs
b) an object undergoes a displacement with no applied force acting on it.
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State that when work is
done energy is transferred from one object to another.
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Define kinetic energy
and state that
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Define gravitational
potential energy and state that Ep = mgh
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State the principle of
conservation of energy.
·
Define power and state
that P = W/t
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Explain what efficiency
of a device is.
·
Solve problems involving
work, energy, power and efficiency
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·
Give examples to
illustrate how energy is transferred from one object to another when work is
done.
·
Discuss the relationship
between work done to accelerate a body and the change in kinetic energy.
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Discuss the relationship
between work done against gravity and gravitational potential energy.
·
Carry out an activity to
show the principle of conservation of energy
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State that power is the
rate at which work is done, P = W/t.
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Carry out activities to
measure power.
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Discuss efficiency as: Useful
energy output x 100 %
Energy input
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Evaluate and report the
efficiencies of various devices such as a diesel engine, a petrol engine and
an electric engine.
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Solve problems involving
work, energy, power and efficiency.
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15
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15/4/13 – 19/4/13
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2.11
Appreciating the importance of maximising the
efficiency of devices.
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A student is able to:
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Recognize the importance
of maximising efficiency of devices in conserving resources.
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Discuss that when an
energy transformation takes place, not all the energy is used to do useful
work. Some is converted into heat or other types of energy. Maximizing
efficiency during energy transformations makes the best use of the available
energy. This helps to conserve resources.
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16
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22/4/13 – 26/4/13
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2.12
Understanding elasticity.
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A student is able to:
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Define elasticity
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Define Hooke’s Law
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Define elastic potential
energy and state that
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Determine the factors
that affect elasticity
·
Describe applications of
elasticity
·
Solve problems involving
elasticity
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·
Carry out activities to
gain an idea on elasticity.
·
Plan and conduct an
experiment to find the relationship between force and extension of a spring.
·
Relate work done to
elastic potential energy to obtain
.
·
Describe and interpret
force- extension graphs.
·
Investigate the factors
that affect elasticity.
·
Research and report on
applications of elasticity
·
Solve problems involving
elasticity.
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17
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29/4/13 – 3/5/13
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Revision for Mid Year Examination
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May
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18
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6/5/13 – 10/5/13
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MID YEAR EXAMINATION
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19
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13/5/13 – 17/5/13
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MID YEAR EXAMINATION
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20
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20/5/13 – 24/5/13
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MID YEAR EXAMINATION
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27/5/13 – 31/5/13
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MID YEAR BREAK
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June
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3/6/13 – 7/6/13
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MID YEAR BREAK
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21
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10/6/13 – 14/6/13
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LEARNING AREA: 3. FORCES AND PRESSURE
3.1
Understanding pressure
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A student is able to:
·
Define pressure and
state that
·
Describe applications of
pressure
·
solve problems involving
pressure
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·
Observe and describe the
effect of force acting over a large area compared to a small area, e.g.
school shoes versus high heeled shoes.
·
Discuss pressure as
force per unit area
·
Research and report on
applications of pressure.
·
Solve problems involving
pressure
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3.2
Understanding pressure in liquids
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A student is able to:
·
Relate depth to pressure
in a liquid
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Relate density to
pressure in a liquid
·
Explain pressure in a
liquid and state that P = h ρ g
·
Describe applications of
pressure in liquids.
·
Solve problems involving
pressure in liquids.
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·
Observe situations to
form ideas that pressure in liquids:
a) acts in all directions
b) increases with depth
·
Observe situations to
form the idea that pressure in liquids increases with density
·
Relate depth (h) ,
density (ρ)and gravitational field strength (g) to pressure in liquids to
obtain P = h ρ g
·
Research and report on
a) the applications of pressure in liquids
b) ways to reduce the negative effect of pressure in liquids
·
Solve problems involving
pressure in liquids
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22
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17/6/13 – 21/6/13
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3.3
Understanding gas pressure and atmospheric
pressure
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A student is able to:
·
Explain gas pressure
·
Explain atmospheric
pressure
·
Describe applications of
atmospheric pressure
·
Solve problems involving
atmospheric pressure and gas pressure
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·
Carry out activities to
gain an idea of gas pressure and atmospheric
·
Discuss gas pressure in
terms of the behaviour of gas molecules based on the kinetic theory
·
Discuss atmospheric
pressure in terms of the weight of the atmosphere acting on the Earth’s
surface
·
Discuss the effect of
altitude on the magnitude of atmospheric pressure
·
Research and report on
the application of atmospheric pressure
·
Solve problems involving
atmospheric and gas pressure including barometer and manometer readings.
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23
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24/6/13 – 28/6/13
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3.4
Applying Pascal’s principle
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A student is able to:
·
State Pascal’s
principle.
·
Explain hydraulic system
·
Describe applications of
Pascal’s principle.
·
Solve problems involving
Pascal’s principle.
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·
Observe situations to
form the idea that pressure exerted on an enclosed liquid is transmitted
equally to every part of the liquid
·
Discuss hydraulic
systems as a force multiplier to obtain:
Output force = output piston area
Input
force input piston area
·
Research and report on
the application of Pascal’s principle (hydraulic systems)
·
Solve problems involving
Pascal’s principle
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July
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24
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1/7/13 – 5/7/13
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3.5
Applying Archimedes’ principle.
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A student is able to:
·
Explain buoyant force
·
Relate buoyant force to
the weight of the liquid displaced
·
State Archimedes’
principle.
·
Describe applications
Archimedes principle
·
Solve problems involving
Archimedes principle
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·
Carry out an activity to
measure the weight of an object in air and the weight of the same object in
water to gain an idea on buoyant force.
·
Conduct an experiment to
investigate the relationship between the weight of water displaced and the
buoyant force.
·
Discuss buoyancy in
terms of:
a) An object that is totally or partially submerged in a fluid
experiences a buoyant force equal to the weight of fluid displaced
b) The weight of a freely floating
object being equal to the weight of fluid displaced
c) A floating object has a density less
than or equal to the density of the fluid in which it is floating.
·
Research and report on
the applications of Archimedes’ principle, e.g. submarines, hydrometers, hot
air balloons
·
Solve problems involving
Archimedes’ principle.
·
Build a Cartesian diver.
Discuss why the diver can be made to move up and down.
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25
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8/7/13 – 12/7/13
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3.6
Understanding Bernoulli’s principle.
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A student is able to:
·
State Bernoulli’s principle
·
Explain that resultant
force exists due to a difference in fluid pressure
·
Describe applications of
Bernoulli’s principle
·
Solve problems involving
Bernoulli’s principle
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·
Carry out activities to
gain the idea that when the speed of a flowing fluid increases its pressure
decreases, e.g. blowing above a strip of paper, blowing through straw,
between two Ping-Pong balls suspended on strings.
·
Discuss Bernoulli’s
principle
·
Carry out activities to
show that a Resultant force exists due to a difference in fluid pressure.
·
View a computer
simulation to observe air flow over an airfoil to gain an idea on lifting
force.
·
Research and report on
the applications of Bernoulli’s principle.
·
Solve problems involving
Bernoulli’s principle.
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26
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15/7/13 – 19/7/13
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LEARNING AREA: 4.HEAT
4.1
Understanding thermal equilibrium.
4.2
Understanding specific heat capacity
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A student is able to:
·
Explain thermal
equilibrium
·
Explain how a liquid in
glass thermometer works
·
A student is able to:
·
Define specific heat
capacity (c)
·
State that
·
Determine the specific
heat capacity of a liquid.
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·
Carry out activities to
show that thermal equilibrium is a condition in which there is no net heat
flow between two objects in thermal contact
·
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.
·
Observe the change in
temperature when:
a) the same amount of heat is
used to heat different masses of water.
b) the same amount of heat is used to heat the same mass of different
liquids.
·
Discuss specific heat
capacity
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27
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22/7/13 – 26/7/13
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·
Determine the specific
heat capacity of a solid
·
Describe applications of
specific heat capacity
·
Solve problems involving
specific heat capacity.
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·
Plan and carry out an
activity to determine the specific heat capacity of
a) a liquid
b) a solid
·
Research and report on
applications of specific heat capacity.
·
Solve problems involving
specific heat capacity.
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28
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29/7/13 – 2/8/13
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TEST 2
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AUGUST
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29
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5/8/13 – 9/8/13
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MID - TERM 2 BREAK / CELEBRATION OF HARI RAYA AIDIL FITRI
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12/8/13 -16/8/13
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MID - TERM 2 BREAK
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30
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19/8/13 – 23/8/13
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4.3
Understanding specific latent heat
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A student is able to:
·
State that transfer of
heat during a change of phase does not cause a change in temperature
·
Define specific latent
heat
·
State that
·
Determine the specific
latent heat of a fusion.
·
Determine the specific
latent heat of vaporization
·
Solve problems involving
specific latent heat
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·
Carry out an activity to
show that there is no change in temperature when heat is supplied to:
a) a liquid at its boiling point.
b) a solid at its melting point.
·
With the aid of a
cooling and heating curve, discuss melting, solidification, boiling and
condensation as processes involving energy transfer without a change in
temperature.
·
Discuss
a) latent heat in terms of molecular behavior
b) specific latent heat
·
Plan and carry out an
activity to determine the specific latent heat of
a) fusion b) vaporisation
·
Solve problems involving
specific latent heat.
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31
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26/8/13 – 30/8/13
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4.4
Understanding the gas laws
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A student is able to:
·
Explain gas pressure, temperature and volume in terms
of the behaviour of gas molecules.
·
Determine the relationship between pressure and
volume at constant temperature for a fixed mass of gas i.e. pV = constant.
·
Determine the relationship between volume and temperature
at constant pressure for a fixed mass of gas i.e. V/T ?constant.
·
Determine the relationship between pressure and
temperature at constant volume for a fixed mass of gas i.e. P/T
?constant.
·
Explain absolute zero.
·
Explain the absolute/Kelvin scale of temperature.
·
Solve problems involving pressure, temperature
and volume of a fixed mass of gas.
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·
Discuss gas pressure, volume and temperature in
terms of the behaviour of molecules based onthe kinetic theory.
·
Plan and carry out an experimenton a fixed mass
of gas to determine the relationshipbetween:
a) pressure
and volume at constant temperature
b) volume
and temperature at constant pressure
c) pressure
and temperature at constant volume
·
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 of temperature.
·
Solve problems involving
pressure, temperature and volume of a fixed mass of gas
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Sept
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32
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2/9/13 – 6/9/13
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LEARNING AREA: 5.LIGHT 5.1
Understanding reflection of light
|
A student is able to:
·
Describe the
characteristic of the image formed by reflection of light
·
State the laws of
reflection of light
·
Draw ray diagrams to
show the position and characteristics of the image formed by a
i. plane mirror
ii. convex
mirror
iii. concave
mirror
·
Describe applications of
reflection of light
·
Solve problems involving
reflection of light
|
·
Observe the image formed
in a plane mirror. Discuss that the image is:
a) as far behind the mirror as the
object is in front and the line
joining the object and image is perpendicular to the mirror.
b) the same size as the object
c) virtual
d) laterally inverted
·
Discuss the laws of
reflection
·
Draw the ray diagrams to
determine the position and characteristics of the image formed by a
a) plane mirror
b) convex mirror
c) concave mirror
·
Research and report on
applications of reflection of light.
·
Solve problems involving
reflection of light.
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33
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9/9/13 – 13/9/13
|
5.2
Understanding refraction of light.
|
A student is able to:
·
Explain refraction of
light
·
Define refractive index
as
·
Determine the refractive
index of a glass or Perspex block
·
State the refractive
index,
 , as
Speed of
light in a vacuum
Speed of
light in a medium
·
Describe phenomena due
to refraction
·
Solve problems involving
refraction of light
|
·
Observe situations to
gain an idea of refraction
·
Conduct an experiment to
find the relationship between the angle of incidence and angle of refraction
to obtain Snell’s law.
·
Carry out an activity to
determine the refractive index of a glass or perspex block
·
Discuss the refractive
index,
, as
Speed of
light in a vacuum
Speed of
light in a medium
·
Research and report on
phenomena due to refraction, e.g. apparent depth, the twinkling of stars.
·
Carry out activities to
gain an idea of apparent depth. With the aid of diagrams, discuss real depth
and apparent depth
·
Solve problems involving
refraction of light
|
|
|
34
|
16/9/13 – 20/9/13
|
5.3
Understanding total internal reflection of
light.
|
A student is able to:
·
Explain total internal
reflection of light
·
Define critical angle
(c)
·
Relate the critical
angle to the refractive index i.e.
·
Describe natural
phenomenon involving total internal reflection
·
Describe applications of
total internal reflection
·
Solve problems involving
total internal reflection
|
·
Carry out activities to
show the effect of increasing the angle of incidence on the angle of
refraction when light travels from a denser medium to a less dense medium to
gain an idea about total internal reflection and to obtain the critical
angle.
·
Discuss with the aid of
diagrams:
a) total internal reflection and
critical angle
b) the relationship between critical angle and refractive angle
·
Research and report on
a) natural phenomena involving total
internal reflection
b) the applications of total reflection e.g. in Telecommunication using fibre optics.
·
Solve problems involving
total internal reflection
|
|
|
35
|
23/9/13 – 27/9/13
|
5.4
Understanding lenses.
|
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 focal length of a concave lens
·
Draw ray diagrams to
show the positions and characteristics of the images formed by a convex lens.
·
Construct an optical
device that uses lenses.
·
Solve problems involving
to lenses.
|
·
Use an optical kit to
observe and measure light rays traveling through convex and concave lenses to
gain an idea of focal point and focal length.
·
Determine the focal
point and focal length of convex and concave lenses.
·
With the help of ray
diagrams, discuss focal point and focal length
·
Solve problems involving
to lenses
|
|
|
October
|
36
|
30/9/13 – 4/10/13
|
Revision For Final Year Examination
|
||
|
37
|
7/10/13 – 11/10/13
|
FINAL YEAR EXAMINATION
|
|||
|
38
|
14/10/13 – 18/10/13
|
FINAL YEAR EXAMINATION /
CELEBRATION FOR HARI RAYA AIDIL ADHA (15/10/13)
|
|||
|
39
|
21/10/13 – 25/10/13
|
FINAL YEAR EXAMINATION
|
|||
|
40
|
28/10/13 – 1/11/13
|
FINAL YEAR EXAMINATION
|
|||
|
November
|
41
|
4/11/13 – 8/11/13
|
DEEPAVALI (3/11/13) & AWAL MUHARRAM (5/11/13)
|
||
|
42
|
11/11/13 – 15/11/13
|
SPM EXAMINATION
|
|||
|
|
18/11/13 – 1/1/13
|
YEAR - END HOLIDAY
|
|||
Prepared by : Checked
by :
Certified by :
………..………………………………………………..…..... ….……………..…………..…………….…………… ……………………..….…………..…………………
(Datin Hjh Mahidah Bt Datuk Hj Ab Wahab)
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