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Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

1 1.1 A student is able to: Observe everyday objects such as table,

Understanding • explain what physics is a pencil, a mirror etc and discuss hoe

Physics they are related to physics concepts.

objects and natural phenomena discuss how they related to physics

concepts.

forces, motion, heta, light etc.

1 1.2 A student is able to: Discuss base quantities and derived Base quantities are: length Base quantities

Understanding base • explain what base quantities and quantities. (l), mass(m), time (t), Derived quantities

quantities and derived derived quantities are temperature (T) and current Length

quantities • list base quantities and their units From a text passage, identify physical (I) Mass

• list some derived quantities and their quantities then classify them into base Temperature

units. quantities and derived quantities. Suggested derived Current

quantities: force (F) Force

• express quantities using prefixes. List the value of prefixes and their Density ( ρ ) , volume (V) and Density

• express quantities using scientific abbreviations from nano to giga, eg. nano velocity (v) Volume

notation (10-9), nm(nanometer) More complex derived Velocity

quantities may be discussed

Discus the use of scientific notation to

express large and small numbers.

1/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

2 • express derived quantities as well as Determine the base quantities( and units) When these quantities are Scientific notation –

their units in terms of base quantities in a given derived quantity (and unit) introduced in their related bentuk piawai

and base units. from the related formula. learning areas. Prefix- imbuhan

units conversion of units.

2 1.3 A student is able to: Carry out activities to show that some

Understanding scalar • define scalar and vector quantities quantities can be defined by magnitude

and vector quantities only whereas other quantities need to be

defined by magnitude as well as direction.

• give examples of scalar and vector Compile a list of scalar and vector

quantities. quantities.

Understanding • Measure physical quantities using Choose the appropriate instrument for a Consistency

measurement appropriate instruments given measurement Sensitivity

Error

• Explain accuracy and consistency Discuss consistency and accuracy using Random

the distribution of gunshots on a target

as an example

instruments

systematic errors and random errors.

Discuss what systematic and random

errors are.

errors error in measurements such as repeating

measurements to find the average and

compensating for zero error.

2/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

4 1.5 Analysing A student is able to: Observe a situation and suggest questions

scientific • Identify variables in a given situation suitable for a scientific investigation. Scientific skills are

investigations • Identify a queation suitable for Discucc to: applied throughout

scientific investigation a) identify a question suitable for

• Form a hypothesis scientific investigation

• Design and carry out a simple b) identify all the variables

experiment to test the hypothesis c) form a hypothesis

d) plan the method of investigation

including selection of apparatus and

work procedures

form a) collect and tabulate data

• Interpret data to draw a conclusion b) present data in asuitable form

• Write a report of the investigation c) interpret the data and draw

conclusions

d) write a complete report

3/23

LEARNING AREA: 2. FORCES AND MOTION

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

5, 6 2.1 A student is able to: Carry out activities to gain an idea of: Average speed = total Distance – jarak

Analysing linear • Define distance and displacement a) distance and displacement distance / time taken Displacement –

motion • Define speed and velocity and state b) speed and velocity sesaran

c) acceleration and deceleration Speed – laju

s Velocity – halaju

that v=

t Acceleration –

pecutan

• Define acceleration and deceleration

Deceleration,

v−u retardation –

and state that a= Carry out activities usisng a data nyahpecutan

t

logger/graphing calculator/ticker timer

• Calculate speed and velocity

to

• Calculate acceleration/deceleration

a) identify when a body is at rest,

moving

with uniform velocity or non-uniform

velocity

b) determine displacement, velocity and

Solve problems on linear motion with

acceleration

uniform acceleration using

Solve problems using the following

equations of motion:

• v = u + at

• v = u + at

1

• s = ut + at 2 1

2 • s = ut + at 2

2

• v = u + 2as

2 2

v = u + 2as

2 2

Analysing motion • plot and interpret displacement- time logger/graphing calculator/ ticker timer

graphs and velocity-time graphs to plot

a) displacement-time graphs

• deduce from the shape of a b) velocity-time graphs

displacement-time graph when a body

is: Describe and interpret:

i. at rest a) displacement-time graphs

ii. moving with uniform velocity b) velocity-time graphs

4/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

iii. moving with non-uniform velocity

velocity from a displacement –time velocity and acceleration from a Velocity is determined from

graph displacement –time and velocity–time the gradient of

• deduce from the shape of velocity- graphs. displacement –time graph.

time graph when a body is: Acceleration is determined

a. at rest from the gradient of

b. moving with uniform velocity velocity –time graph

c. moving with uniform acceleration

• determine distance, displacement Distance is etermined from

velocity and acceleration from a the area under a velocity –

velocity–time graph time graph.

• solve problems on linear motion with

uniform acceleration.

Solve problems on linear motion with

uniform acceleration involving graphs.

8 2.3 A student is able to: Carry out activities/view computer

Understanding • explain what inertia is simulations/ situations to gain an idea on Newton’s First Law of Motion Inertia - inersia

Inertia inertia. maybe introduced here.

relationship between inertia and mass.

inertia a) the positive effects of inertia

• suggest ways to reduce the negative b) ways to reduce the negative effects

side effects of inertia. of inertia.

Analysing momentum • define the momentum of an object simulations to gain an idea of momentum momentum

by comparing the effect of stopping two Collision –

objects: pelanggaran

a) of the same mass moving at Explosion – letupan

different speeds

b) of different masses moving at the

same

5/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

speeds

9 • define momentum ( p ) as the product Discuss momentum as the product of Conservation of

mass and velocity. linear momentum-

of mass (m) and velocity (v) i.e.

p = mv Reminder keabadian momentum

Momentum as a vector

• state the principle of conservation of

View computer simulations on collision and quantity needs to be

momentum

xplosions to gain an idea on the emphasized in problem

conservation of momentum solving

total momentum of a closed system is a

constant

conservation of momentum e.g. water

rockets.

Research and report on the applications

of momentum

of conservation of momentum such as in

rockets or jet engines .

• solve problems involving momentum

6/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

10 2.5 A student is able to: With the aid of diagrams, describe the When the forces acting on

Understanding the • describe the effects of balanced forces acting on an object: an objects are balanced they

effects of a force forces acting on an object a) at rest cancel each other out (nett

• describe the effects of unbalanced b) moving at constant velocity force = 0). The object then

forces acting on an object c) accelerating behaves as if there is no

force acting on it.

• determine the relationship between Conduct experiments to find the

relationship between: Newton’s Second Law of

force, mass and acceleration i.e. F =

a) acceleration and mass of an object Motion may be introduced

ma.

under constant force here

b) acceleration and force for a

constant mass.

• Solve problem using F = ma

11 2.6 Analysing impulse A student is able to: View computer simulations of collision Accuracy- kejituan

and impulsive force • explain what an impulsive force is . and explosions to gain an idea on Consistency-

• give examples of situations involving impulsive forces. kepersisan

impulsive forces Sensitivity-kepekaan

• define impulse as a change of Discuss Error- ralat

momentum, i.e. a) impulse as a change of momentum Random - rawak

Ft = mv - mu b) an impulsive force as the rate of

• define impulsive forces as the rate of change of momentum in a collision or

change of momentum in a collision or explosion

explosion, i.e. c) how increasing or decreasing time of

mv - mu impact affects the magnitude of the

F = impulsive force.

t

• explain the effect of increasing or

decreasing time of impact on the Research and report situations where:

magnitude of the impulsive force. a) an impulsive force needs to be

• Describe situation where an impulsive reduced and how it can be done

force needs to be reduced and b) an impulsive force is beneficial

suggest ways to reduce it.

• describe situation where an impulsive

force is beneficial

7/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

• solve problems involving impulsive Solve problems involving impulsive forces

forces

11 2.7 Being aware of A student is able to: Research and report on the physics

the need for • describe the importance of safety of vehicle collision and safety

safety features in features in vehicles features in vehicles in terms of

vehicles physics concepts.

Discuss the importance of safety

features in vehicles.

8/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

12 2.8 Understanding A student is able to: Carry out activity or view computer When considering a body

gravity • explain acceleration due to gravity simulations to gain an idea of falling freely, g (= 9.8 Gravitational field

acceleration due to gravity. m/s2) is its acceleration – medan gravity

Discuss but when it is at rest, g

• state what a gravitational field is a) acceleration due to gravity (=9.8 N/kg) is the Earth’s

• define gravitational field strength b) a gravitational field as a region gravitational field

in which an object experiences a strength acting on it.

force due to gravitational The weight of an object

attraction and of fixed mass is

c) gravitational field strength (g) dependent on the g

as gravitational force per unit exerted on it.

mass

• determine the value of Carry out an activity to determine

acceleration due to gravity the value of acceleration due to

gravity.

• define weight (W) as the product Discuss weight as the Earth’s

of mass (m) and acceleration due gravitational force on an object

to gravity (g) i.e. W =mg.

• solve problems involving

acceleration due to gravity.

due to gravity.

13 2.9 Analysing A student is able to: With the aid of diagrams, describe Resultant – daya

forces in • describe situations where forces situations where forces are in paduan

equilibrium are in equilibrium equilibrium , e.g. a book at rest on a Resolve- lerai

table, an object at rest on an

inclined plane.

• state what a resultant force is With the aid of diagrams, discuss

• add two forces to determine the the resolution and addition of forces

9/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

resultant force. to determine the resultant force.

• Resolve a force into the effective

component forces .

• Solve problems involving foces in Solve problems involving forces in

equilibrium equilibrium (limited to 3 forces).

Understanding • Define work (W) as the product work is done.

work, energy, of an applied force (F) and Discuss that no work is done when:

power and displacement (s) of an object in a) a force is applied but no

efficiency. the direction of the applied force displacement occurs

i.e. W = Fs. b) an object undergoes a

displacement with no applied

force acting on it.

• State that when work is done Give examples to illustrate how

energy is transferred from one energy is transferred from one

object to another. object to another when work is done

1 2

work done to accelerate a body and

that Ek = mv the change in kinetic energy

2

energy and state that Ep = mgh work done against gravity and Have students recall the Understanding

gravitational potential energy. different forms of work, energy,

• State the principle of Carry out an activity to show the energy. power and

conservation of energy. principle of conservation of energy efficiency.

• Define power and state that State that power is the rate at

P = W/t which work is done, P = W/t.

Carry out activities to measure

power.

• Explain what efficiency of a Discuss efficiency as:

device is. Useful energy output x 100 %

10/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

Energy input

Evaluate and report the efficiencies

of various devices such as a diesel

engine, a petrol engine and an

electric engine.

• Solve problems involving work, Solve problems involving work,

energy, power and efficiency energy, power and efficiency.

the importance of • recognize the importance of transformation takes place, not all

maximising the maximising efficiency of devices the energy is used to do useful work.

efficiency of in conserving resources. Some is converted into heat or other

devices. types of energy. Maximising

efficiency during energy

transformations makes the best use

of the available energy. This helps to

conserve resources

16 2.12 A student is able to: Carry out activities to gain an idea

Understanding • define elasticity on elasticity.

elasticity.

• define Hooke’s Law Plan and conduct an experiment to

find the relationship between force

and extension of a spring.

1 1 2

and state that E p = kx

2 energy to obtain E p = kx .

2 2

Describe and interpret force-

extension graphs.

• determine the factors that elasticity.

affect elasticity.

11/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

Research and report on applications

• Describe applications of elasticity of elasticity.

• Solve problems involving elasticity

12/23

LEARNING AREA: 3. FORCES AND PRESSURE

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

17 3.1 Understanding A student is able to: Observe and describe the effect of Introduce the unit of Pressure

pressure • Define pressure and state that a force acting over a large area pressure pascal (Pa)

F compared to a small area, e.g. school (Pa = N/m2)

P = shoes versus high heeled shoes.

A

Discuss pressure as force per unit

area

• Describe applications of pressure Research and report on applications

• solve problems involving pressure of pressure.

Solve problems involving pressure

17 3.2 Understanding A student is able to: Observe situations to form ideas Depth

pressure in liquids • relate depth to pressure in a that pressure in liquids: Density

liquid a) acts in all directions Liquid

b) increases with depth

• relate density to pressure in a Observe situations to form the idea

liquid that pressure in liquids increases

with density

• explain pressure in a liquid and Relate depth (h) , density (ρ) and

state that P = hρg gravitational field strength (g) to

pressure in liquids to obtain P = hρg

• describe applications of pressure Research and report on

in liquids. a) the applications of pressure in

liquids

b) ways to reduce the negative

effect of pressure in liquis

• Solve problems involving pressure Solve problems involving pressure in

in liquids. liquids.

13/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

18 3.3 Understanding A student is able to: Carry out activities to gain an idea Student need to be

gas pressure and • explain gas pressure of gas pressure and atmospheric introduced to instruments

atmospheric used to measure gas

pressure Discuss gas pressure in terms of the pressure (Bourdon Gauge)

behaviour of gas molecules based on and atmospheric pressure

the kinetic theory (Fortin barometer,

aneroid barometer).

• explain atmospheric pressure Discuss atmospheric pressure in Working principle of the

terms of the weight of the instrument is not

atmosphere acting on the Earth’s required.

surface Introduce other units of

atmospheris pressure.

Discuss the effect of altitude on 1 atmosphere = 760

the magnitude of atmospheric mmHg = 10.3 m water=

• describe applications of pressure 101300 Pa

atmospheric pressure 1 milibar = 100 Pa

Research and report on the

• solve problems involving application of atmospheric pressure

atmospheric pressure and gas

pressure Solve problems involving atmospheric

and gas pressure including

barometer and manometer readings.

19 3.4 Applying A student is able to: Observe situations to form the idea Enclosed

Pascal’s principle • state Pascal’s principle. that pressure exerted on an Force multiplier

enclosed liquid is transmitted equally Hydraulic systems

to every part of the liquid Transmitted

multiplier to obtain:

Outpur force = output piston area

Input force input piston area

14/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

20 • Describe applications of Pascal’s Research and report on the

principle. application of Pascal’s principle

(hydraulic systems)

• Solve problems involving Pascal’s Solve problems involving Pascal’s

principle. principle

21, 22 3.5 Applying A student is able to: Carry out an activity to measure the

Archimedes’ • Explain buoyant force weight of an object in air and the Have students recall the

principle. weight of the same object in water different forms of

to gain an idea on buoyant force. energy.

• Relate buoyant force to the Conduct an experiment to

weight of the liquid displaced investigate the relationship between

the weight of water displaced and

the buoyant force.

• State Archimedes’ principle. 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

• Describe applications of than or equal to the density of

Archimedes principle the

fluid in which it is floating.

applications of Archimedes’

principle, e.g. submarines,

15/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

hydrometers, hot air balloons

22 Solve problems involving Archimedes Solve problems involving Archimedes’

principle principle.

Build a Cartesian diver. Discuss wy

the diver can be made to move up

and down.

23 3.6 Understanding A student is able to: Carry out activities to gain the idea

Bernoulli’s • State Bernoulli’s principle that when the speed of a flowing

principle. • Explain that resultant force fluid increases its pressure

exists due to a difference in fluid decreases, e.g. blowing above a strip

pressure of paper, blowing through straw,

between two pingpong balls

suspended on strings.

Carry out activities to show that a

resultant force exists due to a

difference in fluid pressure.

• Describe applications of

Bernoulli’s principle View a computer simulation to

observe air flow over an arofoil to

gain an idea on lifting force.

Research and report on the

applications of Bernoulli’s principle.

• Solve problems involving

Bernoulli’s principle Solve problems involving Bernoulli’s

principle.

16/23

LEARNING AREA:4. HEAT

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

24 4.1 Understanding A student is able to: Carry out activities to show that thermal equilibrium

thermal • Explain thermal equilibrium thermal equilibrium is a condition in

equilibrium. which there is no nett heat flow

between two objects in thermal

contact

thermometer works to explain how the volume of a fixed

mass of liquid may be used to define

a temperature scale.

24, 25 4.2 Understanding A student is able to: Observe th change in temperature Heat capacity only specific heat

specific heat • Define specific heat capacity ( c) when: relates to a particular capacity

capacity Q a) the same amount of heat is used object whereas specific

• State that c = mc to heat different masses of water. heat capacity relates to a

b) the same amount of heat is used material

to heat the same mass of different

liquids.

• Determine the specific heat Guide students to analyse

capacity of a liquid. Plan and carry out an activity to the unit of c as

• Determine the specific heat determine the specific heat capacity Jkg −1 K −1 or Jkg −1 o C −1

capacity of a solid of

a) a liquid b) a solid

17/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

25 • Describe applications of asepsific Research and report on applications

heat capacity of specific heat capacity.

heat capacity. heat capacity.

26 4.3 Understanding A student is able to: Carry out an activity to show that Melting

specific latent heat • State that transfer of heat during there is no change in temperature Solidification

a change of phase does not cause a when heat is supplied to: Condensation

change in temperature a) a liquid at its boiling point. Specific latent

b) a solid at its melting point. heat

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. Specific latent

• Define specific latent heat (l ) heat of fusion

Q Discuss Guide students to analyse Specific latent

• State that l = a) latent heat in terms of the unit of (l ) heat of

m

molecular behaviour as Jkg −1 vaporisation

b) specific latent heat

• Determine the specific latent

heat of a fusion. Plan and carry out an activity to

• Determine the specific latent heat determine the specific latent heat

of vaporization of

a) fusion b) vaporisation

• Solve problems involving specific

latent heat

Solve problems involving specific

latent heat.

18/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

27 4.4 Understanding A student is able to: Use a model or view computer

the gas laws • explain gas pressure, temperature simulations on the bahaviour of

and volume in terms of gas molecules of a fixed mass of gas to

molecules. gain an idea about gas pressure,

temperature and volume.

Discuss gas pressure, volume and

temperature in terms of the

behaviour of molecules based on the

kinetic theory.

between pressure and volume at a fixed mass of gas to determine

constant temperature for a fixed therelationship between:

mass of gas, i.e pV = constant a) pressure and volume at constant

• Determine the relationship temperature

between volume and temperature b) volume and temperature at

at constant pressure for a fixed constant pressure

mass of gas, i.e V/T = constant c) pressure and temperature at

• Determine the relationship constant volume

between pressure and

temperature at constant volume Extrapolate P-T and V-T graphs or

for a fixed mass of gas, i.e p/T = view computer simulations to show

constant that when pressure and volume are

• Explain absolute zero zero the temperature on a P-T and

• Explain the absolute/Kelvin scale V-T graph is – 2730C.

of temperature Discuss absolute zero and the Kelvin

scale of temperature

• Solve problems involving pressure,

temperature and volume of a fixed Solve problems involving the

mass of gas pressure, temperature and volume of

a fixed mass of gas.

19/23

LEARNING AREA:5. LIGHT

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

28 5.1 Understanding A student is able to: Observe the image formed in a plane

reflection of light. • Describe the characteristic of the mirror. Discuss that the image is:

image formed by reflection of a) as far behind the mirror as the

light 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

light

• Draw ray diagrams to show the Draw the ray diagrams to determine

position and characteristics of the the position and characteristics of

image formed by a the image formed by a

i. plane mirror a) plane mirror

ii. convex mirror b) convex mirror

iii. concave mirror c) concave mirror

of light of reflection of light

of light of light

application of reflection of light application of reflection of light

20/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

29 5.2 Understanding A student is able to: Observe situations to gain an idea of Real depth

refraction of light. • Explain refraction of light refraction Apparent depth

• Define refractive index as Conduct an experiment to find the

sini relationship between the angle of

η= incidence and angle of refraction to

sinr

obtain Snell’s law.

a glass or Perspex block the refractive index of a glass or

perspex block

• State the refractive index, η , as

Speed of light in a vacuum

Speed of light in a vacuum

Speed of light in a medium

Speed of light in a medium

• Describe phenomena due to

due to refraction, e.g. apparent

refraction

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

of light

refraction of light

21/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

30 5.3 Understanding A student is able to: Carry out activities to show the

total internal • Explain total internal reflection of effect of increasing the angle of

reflection of light. light incidence on the angle of refraction

• Define critical angle (c) 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.

• Relate the critical angle to the

1 Discuss with the aid of diagrams:

refractive index i.e η = a) total internal reflection and

sin c

critical angle

b) the relationship between critical

• Describe natural phenomenon angle and refractive angle

involving total internal reflection Research and report on

• Describe applications of total a) natural phenomena involving total

internal reflection internal reflection

b) the applications of total

reflection e.g. in

telecommunication using fibre

• Solve problems involving total optics.

internal reflection Solve problems involving total

internal reflection

31 5.4 Understanding A student is able to: Use an optical kit to observe and

lenses. • Explain focal point and focal measure light rays traveling through

length convex and concave lenses to gain an

• determine the focal point and idea of focal point and focal length.

focal length of a convex lens Determine the focal point and focal

• determine the focal point and length of convex and concave lenses.

focal length of a concave lens

22/23

Learning

Week Learning Outcomes Suggested Activities Notes Vocabulary

Objective

31, • Draw ray diagrams to show the With the help of ray diagrams,

32 positions and characteristics of discuss focal point and focal length

the images formed by a convex

lens. Draw ray diagrams to show the

• Draw ray diagrams to show the positions and characteristic of the

positions and characteristics of images formed by a

the images formed by a concave a) convex lens b) concave lens

lens.

• Define magnification as m =

u of magnification.

• Relate focal length (f) to the With the help of ray diagrams,

object distance (u) and image discuss magnification.

distance (v) Carry out activities to find the

1 1 1 relationship between u, v and f

i.e. = +

f u v

• Describe, with the aid of ray Carry out activities to gain an idea

diagrams, the use of lenses in on the use of lenses in optical

optical devices. devices.

With the help of ray diagrams,

discuss the use of lenses in optical

devices such as a telescope and

microscope

• Construct an optical device that

uses lenses. Construct an optical device that uses

lenses.

• Solve problems involving to lenses.

Solve problems involving to lenses

23/23

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