YPL F4 2013

7/30/2019 YPL F4 2013

http://slidepdf.com/reader/full/ypl-f4-2013 1/17

SEKOLAH MENENGAH KEBANGSAAN SINAR BINTANG, SEGAMBUT KUALA LUMPURSCHEME OF WORK : FORM 4 PHYSICS YEAR 2013

LEARNING AREA: INTRODUCTION TO PHYSICS

Week LearningObjective

Learning Outcomes Suggested Activities Notes Vocabulary

1

2/1/13 –

4/1/13

1.1

UnderstandingPhysics

A student is able to:

• explain what physics is

• recognize the physics ineveryday objects and naturalphenomena

Observe everyday objects such as table, a

pencil, a mirror etc and discuss how theyare related to physics concepts.

View a video on natural phenomena anddiscuss how they relate to physicsconcepts.

Discuss fields of study in physics such asforces, motion, heat, light etc.

27/1/13

–11/1/13

1.2Understandingbase quantitiesand derivedquantities


•

explain what base quantities andderived quantities are

• list base quantities and their units

• list some derived quantities andtheir units.

• express quantities usingprefixes.

express quantities using scientificnotationexpress derived quantities as well

as their units in terms of basequantities and base units.

• solve problems involvingconversion of units

Discuss base quantities and derivedquantities.

From a text passage, identify physicalquantities then classify them into basequantities and derived quantities.

List the value of prefixes and their abbreviations from nano to giga, eg. nano(10-9), nm(nanometer)

Discuss the use of scientific notationto express large and smallnumbers.Determine the base

quantities( and units) in a given derivedquantity (and unit) from the relatedformula.

Solve problems that involve the conversionof units.

Base quantitiesare: length (l),mass(m), time (t),temperature (T)and current (I)

Suggested derivedquantities: force (F)Density ( ρ ) ,volume (V) andvelocity (v)

More complexderived quantities

may be discussedWhen thesequantities areintroduced in their related learningareas.

Base quantities-kuantiti asasDerived quantities –kuantiti terbitanLength- panjangMass – jisimTemperature – suhuCurrent – arusForce – dayaDensity – ketumpatanVolume – isipaduVelocity – halaju

Scientific notation –bentuk piawai

Prefix- imbuhan

1

7/30/2019 YPL F4 2013


314/1/13

–18/1/13

1.3Understandingscalar and vector quantities


• define scalar and vector quantities

• give examples of scalar andvector quantities.

Carry out activities to show that somequantities can be defined by magnitudeonly whereas other quantities need to bedefined by magnitude as well as direction.

Compile a list of scalar and vector quantities.

421/1/13-25/1/1

3

1.4Understandingmeasurement

A student is able to

• Measure physical quantitiesusing appropriate instruments

• Explain accuracy andconsistency

• Explain sensitivity

• Explain types of experimental error

Use appropriate techniques toreduce errors

Choose the appropriate instrument for agiven measurement

Discuss consistency and accuracy usingthe distribution of gunshots on a target asan example

Discuss the sensitivity of variousinstruments

Demonstrate through examples systematic

errors and random errors.Discuss what systematic and randomerrors are.

Use appropriate techniques to reduce error in measurements such as repeatingmeasurements to find the average andcompensating for zero error.

Accuracy- kejituanConsistency-kepersisanSensitivity-kepekaanError- ralatRandom – rawak

529/1/13

-

31/1/13

1.5 Analysingscientificinvestigations


• Identify variables in a givensituation

• Identify a question suitablefor scientific investigation

• Form a hypothesis

• Design and carry out asimple experiment to test thehypothesis

• Record and present data ina suitable form

• Interpret data to draw a

Observe a situation and suggest questionssuitable for a scientific investigation.Discuss to:

a) identify a question suitable for scientificinvestigation

b) identify all the variablesc) form a hypothesisd) plan the method of investigation

including selection of apparatus andwork procedures

Carry out an experiment and:

Scientific skills areapplied throughout

2

7/30/2019 YPL F4 2013


conclusion

• Write a report of theinvestigation

a) collect and tabulate datab) present data in a suitable formc) interpret the data and draw

conclusionsd) write a complete report

LEARNING AREA: 2.FORCES AND MOTION

Week LearningObjective

Learning Outcomes Suggested Activities Notes Vocabulary

64/2/13

-7/2/13

2.1 Analysing linear motion


• Define distance anddisplacement

• Define speed and velocity

and state thatt

sv =

• Define acceleration anddeceleration and state that

t

uva

−=

• Calculate speed and velocity

• Calculateacceleration/deceleration

Solve problems on linear motion withuniform acceleration using

• at uv +=

•2

2

1at ut s +=

• asuv 222+=

Carry out activities to gain an idea of:a) distance and displacementb) speed and velocityc) acceleration and deceleration

Carry out activities using a datalogger/graphing calculator/ticker timer toa) identify when a body is at rest, moving

with uniform velocity or non-uniformvelocity

b) determine displacement, velocity andacceleration

Solve problems using the followingequations of motion:

• at uv +=

•2

2

1at ut s +=

• asuv 222+=

Average speed =total distance / timetaken

Distance – jarakDisplacement –sesaranSpeed – lajuVelocity – halaju Acceleration – pecutanDeceleration,retardation –nyahpecutan

3

7/30/2019 YPL F4 2013


818/2/13

-22/2/13

2.2 Analysing motiongraphs


• plot and interpret displacement-time and velocity-time graphs

• deduce from the shape of adisplacement-time graph when abody is:i. at restii. moving with uniform velocityiii. moving with non-uniform

velocity

• determine distance,displacement and velocity from adisplacement –time graph

• deduce from the shape of velocity- time graph when a bodyis:a. at restb. moving with uniform velocityc. moving with uniform

acceleration

• determine distance,displacement velocity andacceleration from a velocity–timegraph

• solve problems on linear motionwith uniform acceleration.

Carry out activities using a datalogger/graphing calculator/ ticker timer toplota) displacement-time graphsb) velocity-time graphs

Describe and interpret:a) displacement-time graphs

b) velocity-time graphs

Determine distance, displacement velocityand acceleration from a displacement –time and velocity–time graphs.

Solve problems on linear motion withuniform acceleration involving graphs.

Reminder Velocity isdetermined fromthe gradient of displacement –timegraph. Acceleration isdetermined from

the gradient of velocity –timegraph

Distance isdetermined fromthe area under avelocity – timegraph.

925/3/13

-1/3/13

2.3UnderstandingInertia


• explain what inertia is

• relate mass to inertia

• give examples of situationsinvolving inertia

• suggest ways to reduce thenegative side effects of inertia.

Carry out activities/view computer simulations/ situations to gain an idea oninertia.

Carry out activities to find out therelationship between inertia and mass.

Research and report ona) the positive effects of inertiab) ways to reduce the negative effects of inertia.

Newton’s First Lawof Motion maybeintroduced here.

Inertia - inersia

4

7/30/2019 YPL F4 2013


104/3/13

-8/3/13

2.4 Analysingmomentum


• define the momentum of anobject

• define momentum ( )p as the

product of mass (m) and velocity

(v) i.e.mv p =

• state the principle of conservation of momentum

• describe applications of conservation of momentum

• solve problems involvingmomentum

Carry out activities/view computer simulations to gain an idea of momentumby comparing the effect of stopping twoobjects:a) of the same mass moving at

different speedsb) of different masses moving at the samespeeds

Discuss momentum as the product of massand velocity.View computer simulations on collision andexplosions to gain an idea on theconservation of momentum

Conduct an experiment to show that thetotal momentum of a closed system is aconstantCarry out activities that demonstrate theconservation of momentum e.g. water rockets.

Research and report on the applications of conservation of momentum such as inrockets or jet engines .

Solve problems involving linear momentum

Reminder Momentum as avector quantityneeds to beemphasized inproblem solving

Momentum –momentumCollision – pelanggaranExplosion – letupan

Conservation of linear momentum- keabadianmomentum

131/4/13

-5/4/13

2.5Understanding theeffects of a force


• describe the effects of balancedforces acting on an object

• describe the effects of unbalanced forces acting on anobject

• determine the relationshipbetween force, mass andacceleration i.e. F = ma.

• Solve problem using F=ma

With the aid of diagrams, describe theforces acting on an object:

- at rest- moving at constant velocity- accelerating

Conduct experiments to find therelationship between:- acceleration and mass of an object

under constant force- acceleration and force for a constant

mass.

Solve problems using F = ma

When the forcesacting on anobjects arebalanced theycancel each other out (net force = 0).

The object thenbehaves as if thereis no force actingon it.

Newton’s SecondLaw of Motion maybe introduced here

5

7/30/2019 YPL F4 2013


148/4/13

-12/4/13

1515/4/13

-19/4/13

2.6 Analysingimpulse andimpulsive force

2.7 Being awareof the need for safety features invehicles


• explain what an impulsive forceis .

• give examples of situationsinvolving impulsive forces

• define impulse as a change of momentum, i.e.

mu - mv Ft =

• define impulsive forces as therate of change of momentum in acollision or explosion, i.e.

t

mu - mv F =

• explain the effect of increasing or decreasing time of impact on themagnitude of the impulsive force.

• Describe situation where animpulsive force needs to bereduced and suggest ways toreduce it.

• describe situation where animpulsive force is beneficial

• Solve problems involvingimpulsive force


• describe the importance of safety features in vehicles

View computer simulations of collision andexplosions to gain an idea on impulsiveforces.

Discussa) impulse as a change of momentumb) an impulsive force as the rate of

change of momentum in a collision or

explosionc) how increasing or decreasing time

of impact affects the magnitude of theimpulsive force.

Research and report situations where:a) an impulsive force needs to be reduced

and how it can be doneb) an impulsive force is beneficial

Solve problems involving impulsive forces

Research and report on the physics of vehicle collision and safety features invehicles in terms of physics concepts.Discuss the importance of safety featuresin vehicles.

Accuracy- kejituanConsistency-kepersisanSensitivity-kepekaanError- ralatRandom – rawak

1622/4/13

-26/4/13

2.8Understandinggravity


• explain acceleration due togravity

• state what a gravitational field is

• define gravitational field strength

Carry out activity or view computer simulations to gain an idea of accelerationdue to gravity.Discussa) acceleration due to gravityb) a gravitational field as a region in

which an object experiences a force due

When consideringa body fallingfreely, g (= 9.8m/s2) is itsacceleration butwhen it is at rest, g(=9.8 N/kg) is the

Gravitational field –medan gravity

6

7/30/2019 YPL F4 2013


• determine the value of acceleration due to gravity

• define weight (W) as the productof mass (m) and acceleration dueto gravity (g) i.e. W =mg.

• solve problems involvingacceleration due to gravity

to gravitational attraction andc) gravitat ional f ield strength (g) as

gravitational force per unit massCarry out an activity to determine the valueof acceleration due to gravity.

Discuss weight as the Earth’s.gravitational force on an object

Solve problems involving acceleration dueto gravity

Earth’sgravitational fieldstrength acting onit.The weight of anobject of fixedmass is dependenton the g exerted onit.

1729/4/13

-3/5/13

2.9 Analysingforces inequilibrium


• describe situations where forcesare in equilibrium

• state what a resultant force is

• add two forces to determine theresultant force.

• Resolve a force into the effectivecomponent forces .

• Solve problems involving forcesin equilibrium

With the aid of diagrams, describesituations where forces are in equilibrium ,e.g. a book at rest on a table, an object atrest on an inclined plane.

With the aid of diagrams, discuss theresolution and addition of forces todetermine the resultant force.

Solve problems involving forces inequilibrium (limited to 3 forces).

Resultant – dayapaduanResolve- lerai

21

10/6/13-

14/6/13

2.10Understandingwork, energy,power andefficiency.


• Define work (W) as the productof an applied force (F) anddisplacement (s) of an object in thedirection of the applied force i.e. W=Fs.

• State that when work is doneenergy is transferred from oneobject to another.

Define kinetic energy and state that

2 k mv 2

1 E =

• Define gravitational potentialenergy and state that Ep = mgh

• State the principle of

Observe and discus situations where workis done.Discuss that no work is done when:a) a force is applied but no

displacement occursb) an object undergoes displacementwith no applied force acting on it.

Give examples to illustrate how energy istransferred from one object to another

when work is done.Discuss the relationship between workdone to accelerate a body and the changein kinetic energy.Discuss the relationship between workdone against gravity and gravitationalpotential energy.Carry out an activity to show the principleof conservation of energy

Have studentsrecall the differentforms of energy.

7

7/30/2019 YPL F4 2013


conservation of energy.

• Define power and state thatP = W/t

• Explain what efficiency of adevice is.

State that power is the rate at which workis done, P = W/t.Carry out activities to measure power.Discuss efficiency as:Useful energy output x 100 %Energy inputEvaluate and report the efficiencies of various devices such as a diesel engine, apetrol engine and an electric engine.

Solve problems involving work, energy,power and efficiency.

2217/6/13

-21/6/13

2.11 Appreciatingthe importance of maximising theefficiency of devices.

• Solve problems involving work,energy, power and efficiency


• recognize the importance of maximising efficiency of devices inconserving resources.

Discuss that when an energytransformation takes place, not all theenergy is used to do useful work. Some isconverted into heat or other types of energy. Maximising efficiency duringenergy transformations makes the bestuse of the available energy. This helps toconserve resources.

2324/6/13

-27/6/13

2.12Understandingelasticity.


• define elasticity

• define Hooke’s Law

• define elastic potential energy

and state that2

p kx 2

1 E =

• determine the factors that affectelasticity

• Describe applications of elasticity

• Solve problems involvingelasticity

Carry out activities to gain an idea onelasticity.

Plan and conduct an experiment to find therelationship between force and extensionof a spring.

Relate work done to elastic potential

energy to obtain2

p kx 2

1 E = .

Describe and interpret force- extensiongraphs.

Investigate the factors that affectselasticity.

Research and report on applications of elasticitySolve problems involving elasticity.

8

7/30/2019 YPL F4 2013


LEARNING AREA: 3. FORCES AND PRESSURE

Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

24

1/7/13-

5/7/13

3.1 Understandingpressure


• Define pressure and state that

A

F P =

• Describe applications of pressure

• solve problems involvingpressure

Observe and describe the effect of aforce acting over a large area compared

to a small area, e.g. school shoes versushigh heeled shoes.Discuss pressure as force per unit area

Research and report on applications of pressure.

Solve problems involving pressure

Introduce the unitof pressure pascal

(Pa)(Pa = N/m2)

Pressure = tekanan

3.2 Understandingpressure in liquids


• relate depth to pressure in aliquid

• relate density to pressure in aliquid

• explain pressure in a liquid andstate that P = hρg

• describe applications of pressure in liquids.

• solve problems involving

pressure in liquids.

Observe situations to form ideas thatpressure in liquids:a) acts in all directions

b) increases with depthObserve situations to form the idea thatpressure in liquids increases with densityRelate depth (h) , density (ρ) andgravitational field strength (g) to pressurein liquids to obtain P = hρgResearch and report ona) the applications of pressure in

liquids

b) ways to reduce the negative effect

of pressure in liquisSolve problems involving pressure inliquids

Depth – kedalamanDensity –ketumpatan

Liquid - cecair

25

8/7/13-

12/7/13

3.3 Understanding gaspressure andatmospheric pressure


• explain gas pressure

Carry out activities to gain an idea of gaspressure and atmospheric

Discuss gas pressure in terms of thebehaviour of gas molecules based on thekinetic theory

Student need to beintroduced toinstruments used tomeasure gaspressure (BourdonGauge) andatmospheric

9

7/30/2019 YPL F4 2013


• explain atmospheric pressure

• describe applications of atmospheric pressure

• solve problems involvingatmospheric pressure and gaspressure

Discuss atmospheric pressure in terms of the weight of the atmosphere acting onthe Earth’s surface

Discuss the effect of altitude on themagnitude of atmospheric pressure

Research and report on the application of atmospheric pressure

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

pressure (Fortinbarometer, aneroidbarometer).

Working principle of the instrument isnot required.Introduce other units of

atmosphericpressure.1 atmosphere =760 mmHg = 10.3m water= 101300Pa1 milibar = 100 Pa

2615/7/13

-20/7/13

3.4 Applying Pascal’sprinciple


• state Pascal’s principle.

• Explain hydraulic system

• Describe applications of Pascal’s principle.

• Solve problems involvingPascal’s principle.

Observe situations to form the idea thatpressure exerted on an enclosed liquid istransmitted equally to every part of theliquidDiscuss hydraulic systems as a force

multiplier to obtain:Output force = output piston areaInput force input piston areaResearch and report on the application of Pascal’s principle (hydraulic systems)Solve problems involving Pascal’sprinciple

Have studentsrecall the differentforms of energy.

Enclosed- tertutupForce multiplier-pembesar dayaHydraulic systems –system haudraulik

Transmitted –tersebar

2722/7/13

-26/7/13

3.5 Applying Archimedes’ principle.


• Explain buoyant force

• Relate buoyant force to theweight of the liquid displaced

Carry out an activity to measure theweight of an object in air and the weightof the same object in water to gain anidea on buoyant force.

Conduct an experiment to investigate therelationship 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 fluidexperiences a buoyant force equal tothe weight of fluid displaced

b) The weight of a freely floating

10

7/30/2019 YPL F4 2013


• State Archimedes’ principle.

• Describe applications Archimedes principle

• Solve problems involving Archimedes principle

object being equal to the weight of fluid displaced

c) a floating object has a density lessthan or equal to the density of thefluid in which it is floating.

Research and report on the applicationsof Archimedes’ principle, e.g.submarines, hydrometers, hot air

balloons

Solve problems involving Archimedes’principle.Build a Cartesian diver. Discuss why thediver can be made to move up and down

2919/8/13

-23/8/13

3.6 UnderstandingBernoulli’s principle.


• State Bernoulli’s principle

• Explain that resultant forceexists due to a difference in fluidpressure

• Describe applications of Bernoulli’s principle

• Solve problems involvingBernoulli’s principle

Carry out activities to gain the idea thatwhen the speed of a flowing fluidincreases its pressure decreases, e.g.blowing above a strip of paper, blowingthrough straw, between two pingpongballs suspended on strings.

Discuss Bernoulli’s principleCarry out activities to show that aresultant force exists due to a differencein fluid pressure.

View a computer simulation to observeair flow over an arofoil to gain an idea onlifting force.Research and report on the applicationsof Bernoulli’s principle.

Solve problems involving Bernoulli’sprinciple.

11

7/30/2019 YPL F4 2013


LEARNING AREA: 4.HEAT


3026/8/13

-30/8/13

4.1 Understandingthermal equilibrium.

4.2 Understandingspecific heat capacity


• Explain thermal equilibrium

• Explain how a liquid in glassthermometer works


• Define specific heat capacity( c)

• State that mc

Q c =

• Determine the specific heatcapacity of a liquid.

• Determine the specific heatcapacity of a solid

• Describe applications of specific heat capacity

• Solve problems involvingspecific heat capacity.

Carry out activities to show that thermalequilibrium is a condition in which there isno net heat flow between two objects in

thermal contactUse the liquid-in-glass thermometer toexplain how the volume of a fixed massof liquid may be used to define atemperature scale.

Observe th change in temperature when:a) the same amount of heat is used toheat different masses of water.b) the same amount of heat is used toheat the same mass of different liquids.Discuss specific heat capacity

Plan and carry out an activity todetermine the specific heat capacity of a)a liquid b) a solidResearch and report on applications of specific heat capacity.

Solve problems involving specific heatcapacity.

Heat capacity onlyrelates to aparticular object

whereas specificheat capacityrelates to amaterial

Guide students toanalyse the unit of

c as 1 1 K Jkg −− or

1 o 1 C Jkg −−

thermal equilibrium –keseimbanganterma

specific heatcapacity – muatanhaba tentu

12

7/30/2019 YPL F4 2013


312/9/13

-6/9/13

4.3 Understandingspecific latent heat


• State that transfer of heatduring a change of phase doesnot cause a change intemperature

• Define specific latent heat ( )l

• State that m

Q l =

• Determine the specific latentheat of a fusion.

• Determine the specific latent

heat of vaporization• Solve problems involving

specific latent heat

Carry out an activity to show that there isno change in temperature when heat issupplied to:a) a liquid at its boiling point.b) a solid at its melting point.With the aid of a cooling and heatingcurve, discuss melting, solidification,boiling and condensation as processes

involving energy transfer without achange in temperature.

Discussa) latent heat in terms of molecular

behaviour b) specific latent heat

Plan and carry out an activity todetermine the specific latent heat of a) fusion b) vaporisationSolve problems involving specific latentheat.

Guide students toanalyse the unit of

( )l

as 1 Jkg −

Melting –peleburanSolidification-pemejalanCondensation –kondensasiSpecific latent heat –haba pendam tentu

Specific latent heatof fusion – habapendam tentupelakuranSpecific latent heatof vaporisation –haba pendam tentupepengewapan

329/9/13

-13/9/13

4.4 Understandingthe gas laws


• explain gas pressure,temperature and volume in termsof gas molecules.

• Determine the relationshipbetween pressure and volume atconstant temperature for a fixedmass of gas,i.e. pV = constant

• Determine the relationshipbetween volume andtemperature at constant pressurefor a fixed mass of gas, i.e. V/T =constant

Use a model or view computer simulations on the bahaviour of molecules of a fixed mass of gas to gainan idea about gas pressure, temperatureand volume.Discuss gas pressure, volume andtemperature in terms of the behaviour of molecules based on the kinetic theory.

Plan and carry out an experiment on afixed mass of gas to determine therelationship between:a) pressure and volume at constant

temperatureb) volume and temperature at

constant pressure

13

7/30/2019 YPL F4 2013


• Determine the relationshipbetween pressure andtemperature at constant volumefor a fixed mass of gas, i.e. p/T= constant

• Explain absolute zero

• Explain the absolute/Kelvinscale of temperature

• Solve problems involving

pressure, temperature andvolume of a fixed mass of gas

c) pressure and temperature atconstant volume

Extrapolate P-T and V-T graphs or viewcomputer simulations to show that whenpressure and volume are zero thetemperature on a P-T and V-T graph is –2730C.Discuss absolute zero and the Kelvin

scale of temperatureSolve problems involving the pressure,temperature and volume of afixed mass of gas.

LEARNING AREA: 5. LIGHT


3317/9/13

-20/9/13

5.1 Understandingreflection of light


• Describe the characteristic of the image formed by reflection of light

• State the laws of reflection of light

• Draw ray diagrams to show theposition and characteristics of

the image formed by ai. plane mirror ii. convex mirror iii. concave mirror

• Describe applications of reflection of light

Solve problems involving

Observe the image formed in a planemirror. 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 isperpendicular to the mirror.

b) the same size as the objectc) virtuald) laterally inverted

Discuss the laws of reflection

Draw the ray diagrams to determine theposition and characteristics of the imageformed by aa) plane mirror b) convex mirror c) concave mirror

Research and report on applicationsof reflection of light

Solve problems involving reflection of

Real depth – Dalamnyata Apparent depth –dalam ketara

14

7/30/2019 YPL F4 2013


3423/9/13

-27/9/13

5.2 Understandingrefraction of ligt.

reflection of light


• Explain refraction of light

• Define refractive index as

sinr

sini η =

• Determine the refractive indexof a glass or Perspex block

• State the refractive index, η , as

Speed of light in a vacuumSpeed of light in a medium

• Describe phenomena due torefraction

• Solve problems involvingrefraction of light

light.

Observe situations to gain an idea of refractionConduct an experiment to find therelationship between the angle of incidence and angle of refraction toobtain Snell’s law.

Carry out an activity to determine therefractive index of a glass or perspexblock

Discuss the refractive index, η , asSpeed of light in a vacuumSpeed of light in a medium

Research and report on phenomena dueto refraction, e.g. apparent depth, thetwinkling of stars.Carry out activities to gain an idea of

apparent depth. With the aid of diagrams,discuss real depth and apparent depthSolve problems involving refraction of light

3530/9/13

-4/10/13

5.3 Understandingtotal internal reflectionof light.


• Explain total internal reflectionof light

• Define critical angle (c)

• Relate the critical angle to the

refractive index i.e.c sin

1 η =

Carry out activities to show the effect of increasing the angle of incidence on theangle of refraction when light travels froma denser medium to a less densemedium to gain an idea about totalinternal reflection and to obtain the criticalangle.

Discuss with the aid of diagrams:a) total internal reflection and

critical angleb) the relationship between critical

angle and refractive angle

15

7/30/2019 YPL F4 2013


• Describe natural phenomenoninvolving total internal reflection

• Describe applications of totalinternal reflection

• Solve problems involving totalinternal reflection

Research and report ona) natural phenomena involving total

internal reflectionb) the applications of total

reflection e.g. intelecommunication using fibreoptics.

Solve problems involving total internal

reflection

367/10/13

-11/10/13

5.4 Understandinglenses.


• Explain focal point andfocal length

• determine the focal point andfocal length of a convex lensdetermine the focal point andfocal length of a concave lens

• Draw ray diagrams to showthe positions and characteristicsof the images formed by aconvex lens.

• Draw ray diagrams to showthe positions and characteristicsof the images formed by aconcave lens.

• Define magnification as u

v m =

• Relate focal length (f) to theobject distance (u) and imagedistance (v)

i.e. v 1 u 1 f 1

+=

• Describe, with the aid of raydiagrams, the use of lenses inoptical devices.

• Construct an optical devicethat uses lenses.

Use an optical kit to observe andmeasure light rays traveling throughconvex and concave lenses to gain anidea of focal point and focal length.

Determine the focal point and focal lengthof convex and concave lenses.With the help of ray diagrams, discussfocal point and focal lengthDraw ray diagrams to show the positions

and characteristic of the images formedby aa) convex lens b) concave lens

Carry out activities to gain an idea of magnification.With the help of ray diagrams, discussmagnification.Carry out activities to find the relationshipbetween u, v and f

Carry out activities to gain an idea on theuse of lenses in optical devices.With the help of ray diagrams, discussthe use of lenses in optical devices suchas a telescope and microscopeConstruct an optical device that useslenses.

Solve problems involving to lenses

16

7/30/2019 YPL F4 2013


• Solve problems involving tolenses.

17

YPL F4 2013

Documents