SEKOLAH MENENGAH KEBANGSAAN SEKSYEN 7, SHAH ALAM
MONTH
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WEEK
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DATE
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LEARNING OBJECTIVES
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SUGGESTED LEARNING ACTIVITIES
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LEARNING OUTCOMES
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JANUARY
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1
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2/1/13 – 4/1/13
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LEARNING AREA: 1. WAVES
1.1 Understanding
Waves.
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Observe situations to
gain an idea of waves as illustrated by vibrations in ropes, slinky springs,
or a ripple tank.
Carry out activities
using a ripple tank and a slinky spring to demonstrate:
a) that waves transfer
energy without transferring matter,
b) transverse and
longitudinal waves,
c) wavefronts,
d) the direction of
propagation of waves in relation to wavefronts.
View computer
simulation to gain an idea of:
a) transverse and
longitudinal waves,
b) wavefronts,
c) direction of
propagation of waves in relation to wavefronts for transverse and longitudinal waves.
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A student is able to :
·
Describe what is meant by wave motion.
·
Recognise that waves transfer energy without transferring matter.
·
Compare transverse and longitudinal waves and give examples of each.
·
State what is meant by a wavefront.
·
State the direction of propagation of waves in relation to wavefronts
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2
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7/1/13 – 11/1/13
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Observe an oscillating
system such as a simple pendulum or a loaded spring to define amplitude,
period and frequency.
View computer
simulations to gain an understanding of:
a) amplitude (a),
b) period (T),
c) frequency (f),
d) wavelength (
 ),
e) wave speed (V).
Discuss amplitude and
period with the aid of a displacement-time graph for a wave.
Discuss amplitude and
wavelength with the aid of a displacement-distance graph for a wave.
Discuss the
relationship between speed, wavelength and frequency.
Discuss to solve
problems involving speed, wavelength and frequency.
Observe and discuss the
effect of:
a) damping in an
oscillating system
b) Resonance in an
oscillating system such as a Barton’s pendulum.
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·
define
i.
amplitude
ii.
period,
iii.
frequency,
iv.
wavelength,
v.
wave speed.
·
Sketch and interpret a displacement-time graph for a wave.
·
Sketch and interpret a displacement-distance graph for a wave,
·
Clarify the relationship between speed, wavelength and frequency
Solve problems
involving speed, wavelength and frequency.
·
Describe damping in a oscillating system.
·
Describe resonance in a oscillating system.
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3
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14/1/13 – 18/1/13
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1.2
Analysing reflection of waves
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Carry out activities to observe reflection of :
a) plane waves in a ripple tank,
b) light
c) sound waves
Discuss the characteristics of the reflected
wave in terms of the angle of reflection, wavelength, frequency, speed and
direction of propagation in relation to the incident wave.
View computers simulations on reflection of
waves
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A student is able to :
·
Describe reflection of waves in terms of the
angle of incidence, angle of reflection, wavelength, frequency, speed and direction
of propagation.
·
Draw a diagram to show reflection of waves.
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4
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21/1/13 – 25/1/13
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1.3 Analysing refraction of
waves
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Carry out activities to observe refraction of
a)
plane water waves in a ripple tank,
b)
light waves,
c)
sound waves.
Discuss the characteristics of the refracted
wave in terms of the angle of refraction, wavelength, frequency, speed and
direction of propagation in relation to the incident waves.
View computer simulations on refraction of
waves.
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A student is able to :
·
describe refraction of waves in terms angle of
incidence, angle of refraction, wavelength, frequency , speed and direction
of propagation.
·
Draw a diagram to show refraction of waves.
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FEBRUARY
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5
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28/1/13 – 1/2/13
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1.4 Analysing diffraction of
waves
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Carry out activities to observe diffraction of
a)
water waves in a ripple tank,
b)
light waves
c)
sound waves.
Discuss the characteristics of the diffracted
waves in terms if wavelengths, frequency, speed, direction of propagation and
the shape of waves.
View computers simulations on diffraction of
waves
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A student is able to
·
describe diffraction of waves in terms of
wavelength, frequency, speed, direction of propagation and shape of waves,
·
draw a diagram to show diffraction of waves.
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6
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4/2/13 – 8/2/13
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1.5 Analysing interference of
waves
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Use a slinky spring to present the idea on the
superposition of waves.
Carry out activities to observe interference
patterns of
a)
water waves in a ripple tank,
b)
light waves,
c)
sound waves.
Discuss constructive and destructive
interference.
Discuss
 |
A student is able to :
·
state the principle of superposition
·
explain the interference of waves
·
draw interference patterns
·
interpret interference patterns
·
apply the following formula in problem solving
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11/2/13 – 15/2/13
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CUTI TAHUN BARU CINA
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7
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18/2/13 – 22/2/13
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1.6 Analysing sound waves.
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Discuss
a)
the production of sound by vibrating sources
b)
sound waves as a longitudinal wave requiring a
medium for propagation
View computer simulations or carry out
activities to observe the effect of :
a)
amplitude on loudness,
b)
frequency on pitch.
View computer simulations or video to gain an
idea of applications of sound waves.
Research and report on applications of the
reflection of sound waves, e.g. sonar and ultrasound scanning
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A student is able to :
·
describe sound waves
·
explain how the loudness relates to amplitude.
·
explain how the pitch relates to frequency.
·
describe applications of reflection of sound
waves.
·
calculate distances using the reflection of
sound waves.
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8
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25/2/13 – 1/3/13
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1.7Analysing electromagnetic waves
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Research and report on the components of the
electromagnetic spectrum in terms of:
a)
decreasing wavelength and increasing frequency,
b)
sources.
Discuss the properties of electromagnetic waves.
Discuss applications of electromagnetic waves
such as:
a)
radio waves in broadcasting and communications,
b)
microwaves in satellites and cellular
telephones,
c)
infra-red rays in household appliances, remote
controls and night-vision devices,
d)
visible light in optical fibres and
photography,
e)
ultraviolet rays in fluorescent lamps and
sterilisation,
f)
X-rays in hospital and engineering
applications,
g)
gamma rays in medical treatment.
Research and report on the detrimental effects
of excessive exposure to certain components of the electromagnetic spectrum.
|
A student is able to :
·
describe the electromagnetic spectrum
·
state the visible light is a part of the
electromagnetic spectrum
·
list sources of electromagnetic waves.
·
describe the properties of electromagnetic
waves
·
describe applications of electromagnetic waves
·
describe the detrimental effects of excessive
exposure to certain components of the electromagnetic spectrum.
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MARCH
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9
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4/3/13 – 8/3/13
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LEARNING AREA:
2. ELECTRICITY
2.1 Analysing electric fields and charge flow
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Discuss electric current as the rate of charge
flow, i.e
Carry out activities / view computer
simulations to study electric field lines for different arrangements of
charges.
Observe the effect of an electric field on:
a)
a ping-pong ball coated with conducting
material,
b)
a candle flame.
Discuss to solve problems involving electric
charge and current
|
A student is able to :
·
state the relationship between electron flow
and electric current.
·
define an electric current
·
describe an electric filed.
·
sketch electric filed lines showing the
direction of the field.
·
describe the effect of an electric filed on
charge.
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10
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11/3/13 – 15/3/13
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2.2 Analysing the relationship between electric
current and potential difference
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View computer simulations to gain an
understanding of potential difference.
Discuss potential difference(V) as work done (W) when moving 1C of charge (Q)
between two points in electric field, i.e
 .
Plan and conduct an experiment to find the
relationship between current and potential difference for an ohmic conductor.
Discuss Ohm,’s Law as the relationship between
potential difference and current at constant temperature.
Discuss resistance as the ratio of potential
difference to current for an ohmic conductor.
Conduct experiment s to study and discuss
factors that effect resistance, i,e the type of material, cross-sectional
area, length and temperature.
Discuss to solve problems involving potential
difference, current and resistance.
Research and report on superconductor |
A student is able to :
·
define potential difference.
·
plan and conduct an experiment to find the
relationship between current and potential difference.
·
describe the relationship between current and
potential difference.
A student is
able to :
·
state Ohm’s Law
·
define resistance
·
explain factors that affect resistance
·
solve problems involving potential difference,
current and resistance.
·
describe superconductors
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11
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18/3/13 – 22/3/13
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2.3 Analysing series and parallel circuits
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Carry out activities to identify series and
parallel circuits.
Carry out activities to study the current, I,
and potential difference, V, in series and parallel circuits using ammeters
and voltmeters to shoe the value of I
and V.
Calculate the effective resistance of resistors
connected in :
a) series,
b) parallel.
Discuss and apply principles of current,
potential difference and resistance in series and parallel circuits to new
situations and to solve problems.
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A students
is able to :
·
identify series and parallel circuits.
·
compare the current and potential difference of
series circuits and parallel circuits.
·
determine the effective resistance of resistors
connected in series.
·
determine the effective resistance of resistors
connected in parallel.
·
solve problems involving current, potential
difference and resistance in series circuit, parallel circuits and their
combinations.
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25/3/13 – 30/3/13
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CUTI PERTENGAHAN PENGGAL 1 2013
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APRIL
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12
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1/4/13 – 5/4/13
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2.4 Analysing electromotive force and internal
resistance
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Discuss e.m.f. as the work done by source in
driving a unit charge around a complete circuit.
Carry out activities to distinguish between
e.m.f. and potential difference.
Carry out activity to study internal
resistance.
Carry out activity to determine e.m.f. and
internal resistance of a battery by plotting a voltage against current graph.
Discuss to solve problems involving e.m.f. and
internal resistance.
|
A student is
able to :
·
define electromotive force (e.m.f.)
·
compare e.m.f. and potential difference.
·
Explain internal resistance.
·
Determine e.m.f. and internal resistance.
·
Solve problems involving e.m.f. and internal
resistance
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13
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8/4/13 – 12/4/13
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2.5 Analysing electrical energy and power
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Discuss the relationship between :
a)energy (E), voltage (V), current(I) and time(t),
b)power (P), voltage (V), and current (I)
Discuss to solve problems involving electrical
energy and power.
Compare the power rating of various household
appliances and calculate energy used for a fixed period of time.
Carry out activities to compare household
electrical appliances that perform the same function such as an
‘energy-saver’ bulb in terms of efficient used of energy.
Research and report on ways of increasing
energy efficiency in the home or school.
Discuss the importance of maintenance in
ensuring efficiency of electrical appliances.
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A student is
able to :
Define
electrical energy
Define
electric power
Solve
problems involving electrical energy and power
Compare
power rating and energy consumption of various electrical appliances.
Compare various
electrical appliances in terms of efficient use of energy.
Describe
ways of increasing energy efficiency.
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14
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15/4/12 – 19/4/13
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LEARNING AREA: 3. ELECTROMAGNETISM 3.1 Analysing the
magnetic effect of a current-carrying conductor.
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Recall what an electromagnet
is.
Carry out activities to
study the pattern and direction of the magnetic field due to a current in a:
a) straight wire,
b) coil,
c) solenoid.
Plan and conduct
experiments to study factors that effect the strength of a magnetic field of
an electromagnet, i.e.:
a) the number of turns
on the coil,
b) the size of current
carried by the coil,
c) the use of a soft
iron core.
Research and report on
applications of electromagnets such as in electric bells, circuit breakers,
electromagnetic relays and telephone ear-pieces.
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A student is able to :
·
State what an electromagnet is.
·
Draw the magnetic field pattern due to a current in a :
i)
straight wire,
ii)
coil,
iii)
solenoid.
·
Plan and conduct experiments to study factors that affect the strength
of the magnetic field of electromagnet.
·
Describe applications of electromagnets.
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15
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22/4/13 – 26/4/13
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3.2 Understanding the force on a
current-carrying conductor in a magnetic field.
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Carry out activities to
show the force on a current-carrying conductor in a magnetic field including
the effect of reversing the direction of the current and magnetic field.
View computer
simulations to gain an understanding of the resultant magnetic field obtained
by combining the magnetic fields due to a current-carrying conductor and a magnet.
Carry out experiments
to study factors that affect the force on a current-carrying conductor in a
magnetic field and discuss how they affect the force on a current-carrying
conductor in a magnetic field.
Carry out activities to
observe the turning effect of a current-carrying coil in a magnetic field.
Discuss how the turning
effect of a current-carrying coil in magnetic field is used in the action of
a motor.
Carry out activities or
view computer simulations to study factors that affect the speed of rotation
of an electric motor.
|
A student is able to :
·
Describe what happens to current-carrying conductor in a magnetic
field.
·
Draw the pattern of the combined magnetic field due to a
current-carrying conductor in magnetic field.
·
Describe how a current-carrying conductor in magnetic field
experiences a force.
·
Explain the factors that affect the magnitude of the force on a
current-carrying conductor in magnetic field.
·
Describe how a current-carrying coil in a magnetic field experiences a
turning force.
·
Describe how a direct current motor works.
·
State factors that affect the speed of rotation of an electric motor.
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MAY
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16
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29/4/13 – 3/5/13
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3.3 Analysing electromagnetic induction.
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Carry out activities to
observe electromagnetic induction in a:
a) straight wire,
b) solenoid.
Discuss electromagnetic
induction as the production of an electromotive force in a conductor when
there is relative motion of the conductor across a magnetic field.
Discuss the direction
of the induced
current in a:
a) straight wire, b) solenoid
Carry out activities to
study factors that affect the magnitude of the induced current and discuss
how they affect of the magnitude of the induced current.
Research and report
applications of electromagnetic induction such as in direct current (d.c.)
and alternating current (a.c.) generators.
Observe and discuss the
output generated by a direct current and alternating current source on a
display unit such as a cathode ray oscilloscope.
|
A student is able to :
·
Describe electromagnetic induction.
·
Indicate the direction of the induced current in a:
i)
straight wire,
ii) solenoid
·
Explain factors that affect the magnitude of the induced current.
·
Describe applications of electromagnetic induction.
·
Compare direct current and alternating current.
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17 - 19
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6/5/13 – 24/5/13
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PEPERIKSAAN PERTENGAHAN TAHUN 2013
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27/5/13 – 7/6/13
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CUTI PERTENGAHAN TAHUN 2013
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JUNE
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20
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10/6/13 – 14/6/13
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3.4 Analysing transformers
|
Carry out activities to gain an understanding
of the structure and the operating principle of a simple step-up transformer
and a step-down transformer.
Carry out activities to study the relationship
between number and turns of the primary coil (Np), number of turns of the secondary coil (Ns) primary voltage (Vp) and secondary voltage (Vs).
Discuss the relationship between output and
input power in an ideal transformer, i.e. VpIp
= VsIs.
Discuss
a) energy losses in a transformer.
b) ways to improve the efficiency of a transformer.
Discuss to solve problems involving
transformers.
|
A student is able to :
describe the structure and the operating
principle of a simple transformer.
compare and contrast a step-up transformer and
a step-down transformer.
state that
 =  for an ideal
transformer.
state that VpIp
= VsIs for
an ideal transformer.
describe the energy losses in a transformer.
describe ways to improve the efficiency of a
transformer.
solve problems involving transformers.
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21
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17/6/13 – 21/6/13
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3.5 Understanding the generation and
transmission of electricity
|
Research and report on various sources of
energy used to generate electricity such as hydro, gas, nuclear, diesel,
coal, biomass, sun and wind.
View computer simulations to gain an
understanding on the use of various sources to generate electricity.
Study a model of electricity transmission.
Discuss the energy loss in cables and the
advantage of high voltage transmission.
View computer simulations to gain an
understanding of the National Grid Network.
Research and report on :
a) the importance of the National Grid
Network in terms of efficient energy
distribution,
b) the importance of energy efficiency
and renewable energy resources in
view of limited energy sources,
c) the effects on the environment caused by the
use of various sources to generate
electricity.
|
A student is able to :
list sources of energy used to generate
electricity.
describe the various ways of generating
electricity.
describe the transmission of electricity.
describe the energy loss in electricity
transmission cables and deduce the advantage of high voltage transmission.
state the importance of the National Grid
Network.
solve problems involving electricity
transmission
explain the importance of renewable energy
explain the effects on the environment caused
by the use of various sources to generate electricity
|
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22
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24/6/13 – 28/6/13
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LEARNING AREA: 4. ELECTRONICS 4.1Understanding the uses of the Cathode Ray Oscilloscope (C.R.O)
|
View computer simulation to gain an
understanding of thermionic emission.
Carry out activities to study the properties of
cathode rays using apparatus such as the Maltese Cross tube.
Discuss the cathode ray oscilloscope from the
following aspects:
a)
electron gun,
b)
deflection system,
c)
fluorescent screen,
d)
Energy changes.
Carry out activities using a C.R.O. to:
a)
measure potential difference,
b)
measure short time intervals,
c)
Waveforms display.
Discuss to solve problems based on the C.R.O.
display.
|
A student is able to :
explain thermionic emission.
Describe the working properties of chatode
rays.
Describe the working principle of cathode ray
oscilloscope.
Measure potential difference using the C.R.O.
Measure short time intervals using the C.R.O.
Display wave forms using the C.R.O.
Solve problems based on the C.R.O. display.
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JULY
|
23
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1/7/13 – 5/7/13
|
4.2Understanding
semiconductor diodes
|
View computer simulations to gain an
understanding of properties of semiconductors in terms of its resistance and
free electrons
View computer simulations to gain an
understanding of:
a) n – type and p – type semiconductors,
b) semiconductor diodes
Carry out activities to observe current flow
through a semiconductor diode (p-n junction) in forward bias or reverse bias.
Build a
half – wave rectifier circuit and
a full – wave rectifier circuit.
Observe half – wave rectification and
full – wave rectification using an instrument
such as a C.R.O.
Observe and discuss the effect or outing a
capacitor in a:
a) half – wave rectifier circuit
b) full – wave rectifier circuit
|
A student is able to :
Describe semiconductors in terms of resistance
and free electrons
Describe n-type and p-type semiconductors.
Describe semiconductor diodes.
Describe the function of diodes.
Describe the use of diodes as rectifiers.
Describe the use of a capacitor to smooth out
output current and output voltage in a
rectifier circuit.
|
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24
|
8/7/13 – 12/7/13
|
4.3
Understanding
transistors.
|
With the aid of diagrams, discuss a transistor
in terms of its terminals, i.e. base, collector and emitter.
Carry out activities to show a transistor as a
current amplifier.
Set up a transistor- based electronic circuit
that functions as a light, heat or sound- controlled switch.
|
A student is able to:
Describe a transistor in terms of its
terminals.
Describe how a transistor can be used as a
current amplifier.
Describe how a transistor can be used as
an automatic switch.
|
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25
|
15/7/13 – 19/7/13
|
4.4 Analysing logic gates
|
Discuss logic gates as switching circuits in
computers and other electronic systems.
Research and report on symbols for the
following logic gates:
- AND
- OR - NOT
- NAND
- NOR
Carry out activities to study the action of the
following logic gates:
- AND
- OR -
NOT
- NAND -
NOR
Build truth tables for logic gates and their
combinations.
Research and report on logic gates control
systems such as in security systems, safety systems and street lights.
|
A student is able to:
State that logic gates are switching circuits
in computers and other electronic systems.
List and draw symbols for the following logic
gates
- AND - OR
- NOT
- NAND - NOR
A student is able to:
State the action of the following logic gates
in truth table
- AND -
OR - NO - NAND - NOR
Build truth tables for logic gates in
combination for a maximum of 2 inputs.
Describe applications of logic gates control
systems
|
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26
|
22/7/13 – 26/7/13
|
LEARNING AREA: 5.
RADIOACTIVITY 5.1 Understanding the
nucleus of an atom
|
View computer simulations or models to gain an
understanding of:
the composition of the nucleus,
isotopes.
Research and report on the terms nuclide and
isotope.
|
A student is able to :
describe the composition of the nucleus of an
atoms in terms of protons and neutrons.
define proton numbers (Z) and nucleon
number (A).
explain the terms nuclide
use the nuclide notation
 .
define the term isotope.
|
||
26
|
22/7/13 – 26/7/13
|
5.2 Analyzing radioactive decay
|
View computer simulations to gain an
understanding of radioactivity.
Discuss:
a)
that radioactivity is the spontaneous
disintegration of an unstable nucleus accompanied by the emission of
energetic particles or protons,
b)
the detection of radioactive emission using
detectors such as cloud chambers an Geiger-Muller tubes,
Discuss the characteristics of radioactive
emissions i.e. alpha particles, beta particles and gamma rays in terms of
their:
relative ionising effects
relative penetrating powers
deflection by electric and magnetic fields
Discuss radioactive decay with the aid of
equation
Carry out activities to gain an understanding
of half-life
Discuss a typical decay curve
Discuss to solve problem involving half-life
|
A student is able to:
state what radioactivity is.
name common detectors for radioactive
emissions.
compare the three kinds of radioactive
emissions in terms of their nature
explain what radioactive decay is
use equation to represent change in the
composition of the nucleus when particles are emitted
explain half-life
determine half-life from a decay curve
solve problems involving half-life
|
||
26
|
22/7/13 – 26/7/13
|
5.3 Understanding the uses of radioisotopes
|
Discuss radioisotopes.
Research and report on applications of
radioisotopes in the fields of:
medicine,
agriculture,
archeology,
industry.
View computer simulations on applications of
radioisotopes.
Visit the Malaysian Institute for Nuclear
Technology Research (MINT) or other suitable places to see various
applications of radioisotopes
|
A student is able to:
·
define radioisotopes.
·
name examples of radioisotopes.
·
Describe applications of radioisotopes
|
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27
|
29/7/13 – 2/8/13
|
5.4
Understanding nuclear energy
|
View computer simulations to gain an
understanding of:
nuclear fission,
chain reactions,
nuclear fusion
Discuss:
atomic mass unit ( a.m.u),
nuclear fission,
chain reactions,
nuclear fusion.
|
A student is able to:
·
define atomic mass unit ( a.m.u).
·
describe nuclear fission.
·
give examples of nuclear fission.
·
describe chain reactions.
·
describe nuclear fusion.
give examples of nuclear fusion
|
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AUGUST
|
5/8/13 – 16/8/13
|
CUTI PERTENGAHAN PENGGAL 2 & CUTI HARI RAYA AIDILFITRI
|
||||
28
|
19/8/13 – 23/8/13
|
Discuss the relationship between mass defect
and the nuclear energy produced in nuclear fission and nuclear fusion, i.e.
E=mc2.
Research and report on the generation of
electricity from nuclear energy.
Discuss the pros and cons of using nuclear
fission to generate electricity.
Discuss to solve problems involving nuclear
energy.
|
·
relate the release of energy in a nuclear
reaction with a change of mass according to the equation E=mc2.
·
describe the generation of electricity from
nuclear fission.
·
justify the use of nuclear fission in the
generation of electricity.
solve problems involving nuclear energy.
|
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29
|
26/8/13 – 30/8/13
|
5.5
Realising the importance of proper management
of radioactive substances.
|
Research and report on:
the negative effects of radioactive substances,
safety precautions that should be taken when
handling radioactive substances,management of radioactive waste.
|
A student is able to:
describe the negative effects of radioactive
substances.
describe safety precautions needed in the
handling of radioactive substances.
describe the management of radioactive waste.
|
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SEPTEMBER
|
30
|
2/9/13 – 6/9/13
|
PERCUBAAN SPM 2013
|
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31
|
9/9/13 – 13/9/13
|
PERCUBAAN SPM 2013
|
||||
32
|
16/9/13 – 20/9/13
|
PERCUBAAN SPM 2013
|
||||
33
|
23/9/13 – 27/9/13
|
PERCUBAAN SPM 2013
|
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OCTOBER
|
34
|
30/9/13 – 4/10/13
|
PERCUBAAN SPM 2013
|
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35
|
7/10/13 – 11/10/13
|
Study week
|
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36
|
14/10/13 – 18/10/13
|
Study week
|
||||
37
|
21/10/13 – 25/10/13
|
Study week
|
||||
38
|
28/10/13 – 1/11/13
|
Study week
|
||||
NOVEMBER
|
39
|
4/11/13 – 8/11/13
|
Study week
|
|||
40
|
11/11/13 – 15/11/13
|
SPM 2013
|
||||
41
|
18/11/13 – 22/11/13
|
SPM 2013
|
||||
Prepared by, Certified
by,
………………………………….. ………………………………………
( NURBAZLIN BINTI ISMAIL) (
DATIN HJH MAHIDAH BT DATUK HJ ABDUL WAHAB )
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