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SCHEME OF WORK AND ANNUAL TEACHING PLAN PHYSICS FORM 4 LEARNING AREA: 1.

INTRODUCTION TO PHYSICS
Weeks Learning Objective 1.1 Understanding Physics Suggested Learning Activities Learning Outcomes Minimum exercises

Observe everyday objects such as a A student is able to: table, a pencil, a mirror etc and discuss how they are related to explain what physics is. physics concepts. View a video on natural phenomena and discuss how they are related to physics concepts. Discuss fields of study in physics such as forces, motion, heat, light etc.

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recognize the physics in everyday objects and natural phenomena.

1.2 Understandin g base quantities and derived quantities


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Discuss base quantities and derived quantities.

A student is able to: explain what base quantities From a text passage, identify and derived quantities are. physical quantities then classify list base quantities and their them into base quantities and units. derived quantities. list some derived quantities and their units. List the value of prefixes and their abbreviations from nano to giga, express quantities using -9 e.g. nano (10 ), nm (nanometer). prefixes. express quantities using Discuss the use of scientific scientific notation. notation to express large and express derived quantities as small numbers. well as their units in terms of base quantities and base units.

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SCHOOL HOLIDAY

Weeks

Learning Objective

Suggested Learning Activities Determine the base quantities (and units) in a given derived quantity (and unit) from the related formula. Solve problems that involve the conversion of units.

Learning Outcomes solve problems involving conversion of units.

Minimum exercises

1.3 Understanding scalar and vector quantities 5

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.

A student is able to: define scalar and vector quantities.

give examples of scalar and vector quantities. A student is able to: measure physical quantities using appropriate instruments. explain accuracy and consistency. explain sensitivity.

1.4 Understanding measurements

Choose the appropriate instrument for a given measurement. Discuss consistency and accuracy using the distribution of gunshots on a target as an example. Discuss the sensitivity of various instruments.

Weeks

Learning Objective

Suggested Learning Activities Demonstrate through examples systematic errors and random errors. 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.

Learning Outcomes explain types of experimental error.

Minimum exercises

use appropriate techniques to reduce errors.

1.5 Analysing scientific investigations

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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 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

A student is able to: identify variables in a given situation. identify a question suitable for scientific investigation. form a hypothesis. design and carry out a simple experiment to test the hypothesis.

record and present data in a suitable form. interpret data to draw a conclusion. write a report of the investigation.

LEARNING AREA: 2. FORCES AND MOTION


Weeks Learning Objective 2.1 Analysing linear motion Suggested Learning Activities Learning Outcomes A student is able to: Carry out activities to gain an idea of: a) distance and displacement. b) speed and velocity c) acceleration and deceleration Carry out activities using a data logger/graphing calculator/ ticker timer to: define distance and displacement define speed and velocity and state that average velocity, v = Minimum exercises
0 : 15 S : 30 E : 1

define acceleration and deceleration and state that

s . t

a) identify when a body is at rest, moving with uniform velocity or non-uniform velocity
b) determine displacement, velocity and acceleration. Solve problems using the following equations of motion: a) v = u + at 2 b) s = ut + at 2 2 c) v = u + 2as

a=

v u . t

calculate speed and velocity. calculate acceleration/ deceleration. solve problems on linear motion with uniform acceleration using i. v = u + at. 2 ii. s = ut + at . 2 2 iii. v = u + 2as.

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EXAM SCHOOL HOLIDAY

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Learning Learning Objective Objective W17 W12-13 2.7 2.2 W14 2.3 W17 2.6 Being aware of Analysing Understanding Analysingfor the need motion graphs inertia features in impulse and safety impulsive force vehicles

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Suggested Learning Activities Learning Outcomes Minimum exercises Suggested Learning Activities Learning Outcomes Minimum exercises Suggested Learning Activities Learning Outcomes Suggested Learning Activities Minimum exercises A student is able to: 0 : 10 E : 1 Research and report on the data Carry out activities using a S : 20 S : :20 0 10 1 Carry out vehiclecalculator/ticker activities/view computer AA student is able to: student is able to: View computer simulations of S : 20 E 2 logger/graphing collisions and physics of 0 : 15 S : 10 E : 1 Conduct an /situations to show simulations explosions to in terms 0 : 20 collisions andexperiment to gain an plot and interpret gain safety plot timer to features in vehicles describe the importance of that the total momentum of idea on inertia. explainfeatures in vehicles. inertia is. an idea on impulsive forces. a a) displacement-time graphs of physics concepts. safety what an impulsive displacement-time and closed system is a constant. force is. b) velocity-time graphs velocity-time graphs. Carry Discussout activities to findsafety give examples of situations Discuss the importance of out Carry outand change in the relationshi p between describe applications of a) impulseactivities that inertia involving impulsive forces. Describein as interpret: features vehicles. demonstrate the conservation of and mass. conservation as a change in define mass toof momentum. relate impulse inertia. a)momentum displacement-time and momentum e.g. water rockets. b) an impulsive force as the rate of deduce from i.e. shape of a b) velocity-time graphs momentum, the Researchof momentum in a change and report on Ft = mv is able to: A displacement-time graph student mu . E:1 2.8 Carry out an activity or view Research andexplosion, inertia a) the positive effects of solve problems involving the collision or report on when aimpulsive force as 0 : 10 computer simulationsthe gain an idea define body is: to negative of Understanding the applications of or decreasing give examples of situations b) ways to reduce momentum. c) how increasing conservation i. atof acceleration due to rate rest. of accelerationinertia in rockets or due to S : 30 gravity momentumof impact gravity. the explain change of momentum effects such as affects time of involving inertia. ii. moving with explosion, in a collision or uniform i.e. Discuss gravity. jet magnitude of the impulsive suggest ways to reduce the engines. velocity.mu mv a) acceleration due to gravity. force. F moving with. non-uniform Determine distance, displacement, negative effects of inertia. iii. = b) a gravitational field aslinear a region Solve problems involving t velocity and acceleration from velocity.a gravitationa l field in which momentum. an object experiences state what able to: displacement-time gravitational and velocityA student is S : 30 2.4 Carryforceactivities/view computer determine distance, out Research and report situations is. 0 : 10 E : 1 2.5 Withagraphs.of diagrams, describe A student is able to: the aiddue to timeattraction gain an idea of 0 : 15 E : 1 simulations to Analysing displacement and velocity where: define gravitational field S : 30 Understanding the the forces acting on an object: momentum by field needs momentum of from a displacement-time c) gravitational force strengthto be - define the momentum of an a) an impulsivecomparing the(g) strength. effect of increasing effects of a force a) at of stopping two objects: rest describe explain thethe effects effect gravitational it can be done object. graph. as b) reduced and howforce per unit moving at constant velocity orbalanced forces acting on an decreasing time of impact a) mass. b) an of the same mass moving impulsive force is beneficial deducemagnitudeshape of a c) accelerating.speeds object. on the from the of the at different velocity-time graph when a describe the effects of impulsive force. b) of different involvingmoving Carry out an activity to determine body is: Solve problems masses unbalanced forces acting on describe situations where an at the same the value forces. speed. i. an object. at rest. impulsive of acceleration due to impulsive force needs to be gravity. experiments to find the ii. moving the value of determine with uniform Conduct momentum as the reduced and suggest ways to Discuss velocity. acceleration due to gravity. relationshi p mass and velocity. reduce it. productweight as the Earths of between: Discuss iii. moving with uniform determine the relationship a) acceleration and mass of an Solve problems on linear define momentummass and gravitational force on an object. acceleration. between force, (p) as the object under simulations on constant force define weight (W) where an the describe situationsas = ma. View with uniform motioncomputer and force for a product ofdistance, and mass (m) acceleration i.e. F b) accelerationexplosions to gain determine force is beneficial. product of impulsive mass (m) and collisions and velocity (v) i.e. p = mv. accelerationmass. Solve problems involving displacement, velocity and (g) constant involving graphs. acceleration due to gravity an idea on the conservation of acceleration fromusing F = solve problems a velocityacceleration due to gravity. i.e. W = mg. momentum. ma. stategraph. time the principle of Solve problems using F = ma. solve problems involving conservation ofon linear solve problems involving solve problems momentum. impulsive forces. motion with uniform gravity. acceleration due to acceleration.

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Learning Learning Objective Learning Objective 2.9 Objective 2.11 Analysing forces 3.1 equilibrium Appreciating in Understandin the importance of pressure g maximising the efficiency of devices

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2.12 Understandin g elasticity

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3.2 Understanding pressure in liquids 2.10 Understandin g work, energy, power and efficiency

Suggested Learning Activities Suggested Learning Activities With the aid of diagrams, describe Suggested Learning Activities Discuss the relationship between Discuss that when an energy situations where forces are in work done to takes place, body Observe and describe at not all transformation accelerate aeffect ofof equilibrium, e.g. a bookthe rest on a and acting over a kinetic energy. thetable, anis used at restuseful force the change into do area a energy object large on an compared to a small area, e.g. work. Some is converted into heat inclined plane. Discuss the of energy. heeled or othershoes relationshipMaximising school types versus high between work shoes.done against gravity and efficiency duringdiagrams, discuss With the aid of gravitational potential energy. energy transformations makes the the resolution and addition of best use pressure as force per unit Discuss determine the resultant forces to of the available energy. Carry out to conserve show the This helpsan activity to resources. area. force. principle of conservation of energy. and report on Research Carry out activities to gain forces in Solve problems involving an idea applications on elasticity. (limited to 3 forces). equilibrium of pressure. State that power is the rate at which problems involving Solve work is done, P = W/t. Plan and conduct an experiment pressure. to find the relationshi p between Carry out activities of a spring. force and extensionto measure MID YEAR EXAMINATION ideas power. Observe situations to form that pressure done to elastic Relate work in liquids: Discuss in all directions potentialefficiency as: a) acts energy to obtain Ep= 2 useful energy with depth kx . increases output b) x100% Describe and interpret forceObserve andinput energy discuss situations extensionsituations where workgraphs. to form the Observe is done. Investigate the work is done Discuss that no factors that affect idea that pressure in liquids elasticity. with density. when: increases Evaluate is applied on Researchand report the no a) a force and report but efficiencies ofvarious devices applications of(h), density (? ) and displacement occurs Relate depth elasticity. such problems engine, Solveas a dieselinvolving a(g) to b) an object undergoes a petrol gravitational field strength engine and elasticity. in an electric engine. displacement with obtain pressure liquids to no applied force acting on it. P=h problems involving work, Solve g. energy, power and efficiency. Give examples to illustrate how energy is transferred from one object to another when work is done.

Learning Outcomes Learning Outcomes A student is able to: Learning Outcomes A student is able to: A student is able to: describe situations where recognise theequilibrium. of forces are in importance maximising efficiency of define pressure and state that devices in conserving F P= . resources.

Minimum exercises Minimum exercises S : 20 Minimum exercises

0 : 10 E : 1 0 : 10 E : 1 S : 20 E:1 0 : 10 S : 30

LEARNING AREA: 3. FORCES AND

state what a resultantand state describe applications of define kinetic energy force is. add two=forces2 to determine pressure.mv that Ek the resultant force. A student is able to: resolve a force into the define elasticity. effective component forces. solve problems involving solve problems involving pressure. define gravitational potential forces in equilibrium. Ep = energy and state that define Hookes law. mgh. A student is able to: define elastic potential energy 2 and state that pressure relate depth toEp= kx .in a state the principle of liquid. A determine ablefactors that student is the ofto: conservation energy. affect density to relate elasticity. pressure in a liquid. define work (W) as the that define power and state describeof an applied of product applications force (F) P = W/t. explain pressure in a liquid elasticity. and displacement (s) of an and state that P=h of object in the directiong. the applied force i.e. W = Fs. solve problems involving elasticity. explain what efficiency of a device is. solve problems involving work, state that when work is done energy, power and efficiency. energy is transferred from one object to another.

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0 : 20 E : 1 S : 20

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PRESSURE
Weeks Learning Objective

Suggested Learning Activities Research and report on a) the applications of pressure in liquids b) ways to reduce the negative effects of pressure in liquids. Solve problems involving pressure in liquids.

Learning Outcomes describe applications of pressure in liquids.

Minimum exercises

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3.3

Carry out activities to gain an idea Understanding of gas pressure and atmospheric gas pressure and pressure. atmospheric pressure Discuss gas pressure in terms of the behaviour of gas molecules based on the kinetic Discuss atmospheric pressure in terms of the weight of the atmosphere acting on the Earths surface. Discuss the effect of altitude on the magnitude of atmospheric - pressure. Research and report on the applications of atmospheric pressure. Solve problems involving atmospheric and gas pressure including barometer and manometer readings.

solve problems involving pressure in liquids. A student is able to: explain gas pressure.
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explain atmospheric pressure.

describe applications of atmospheric pressure. solve problems involving atmospheric pressure and gas pressure.

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Learning Learning Learning Objective Objective Objective W29 Weeks 3.4Learning Applying Objective Pascals W31 principle 4.1 Understanding thermal equilibrium

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3.5 Applying 4.2 Archimedes Understandin gprinciple specific heat capacity

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3.6 Understanding Bernoulli s principle

Suggested Learning Activities Learning Outcomes Suggested Learning Activities Learning Outcomes Suggested Learning Activities Learning Outcomes Discuss Bernoullisto form Observe situations princple. Discuss buoyancy in terms the idea A student is able to: of: Learning Outcomes that pressure exerted on an totally describe applications of a) Suggested Learning show that anout activities to Activities object that is Carry enclosed liquid issubmerged in a state Pascals principle. transmitted Bernoullis able to: or partially A student is principle. a resultant force exists liquid. equally toexperiences the due to a of a buoyant fluid every part pressure. difference in fluid force equal to the weight Carry out activities to show that explain thermal equilibrium. Discuss hydraulic systems as a explain hydraulic systems. of a fluid displaced thermal equilibrium is a condition View multiplier simulation to force computer a freely floating b) inthe weight to obtain: aerofoil to which is nett observe airthereof noan heat flow output forceflow over pistonto the - solve problem involving = output area object being equal thermal between two objectsforce. gain an idea on lifting in area describe applications of input forceof fluid displaced input piston Bernoullis principle. weight contact. Pascals principle. c) a floating object has a density solve problems involving Researchthan report on the to the less and or equal Use the liquid-in-glass explain how a liquid-in-glass Pascals principle. applications of Pascals principleis density of the explain how it thermometer to fluid in whichthe thermometer works. (hydraulic systems). floating. volume of a fixed mass of liquid Research and report involving Solve problems on the may be used to define a applications of Bernoullis Pascals principle. Research and report on the temperature scale. principle. applications of Archimedes describe applications of Solve problems involving A Archimedes principle. student is able to: Carry out e.g. activity to measure principle, an submarines, A student is able to: Bernoullis principle. the weight of an object in air and hydrometers, hot-air balloons. theObserve of the samein weight the involving Solve problemschange object in define buoyant force. explain specific heat capacity water to gain an idea on buoyant Archimedesprinciple. solve problem involving temperature when: (c). force. the same amount of heat is relate buoyant force to the Archimedesprinciple. a) Build a cartesian diver. Discuss weight of the liquid displaced. used to heat different masses why Conduct an experiment to the diver can be made to of water. move up and down.relationship investigate amount of heat is determine the specific heat state Archimedesprinciple. b) the samethe betweento heat the same mass of the weight of water capacity of a liquid. used displaced and the buoyant determine the specific heat different liquids. force. Carry out activities to gain the idea A student is able to: capacity of a solid. that when the speedheat capacity. of a flowing Discuss specific fluid increases its pressure state Bernoullis principle. decreases. e.g. blowing above a to Plan and carry out an activity strip of paper,the specific heat determine blowing through explain that a resultant force straw between two ping-pong balls capacity of exists due to a difference in suspended on strings. a) a liquid fluid pressure. b) a solid

Notes/Concepts Minimum exercises Minimum exercises Minimum exercises 0 : 15


S : 20 E:1

LEARNING AREA: 4. HEAT

0 : 10 S : 10 E:1

0 : 15 S : 40

E:1

0 : 20 S : 40 E:2

S : 30 0 : 10 E : 2

10

Weeks

Learning Objective

Suggested Learning Activities Research and report on applications of specific heat capacity. Solve problems involving specific heat capacity.

Learning Outcomes describe applications of specific heat capacity. solve problems involving specific heat capacity.

Minimum exercises

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EXAM SCHOOL HOLIDAY

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4.3 Understanding specific latent heat

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 behaviour. b) specific latent heat. Plan and carry out an activity to determine the specific latent heat of: c) fusion d) vaporisation Solve problems involving specific latent heat.

A student is able to: state that transfer of heat during a change of phase does not cause a change in temperature.

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define specific latent heat (l) state that l =

determine the specific latent heat of fusion. determine the specific latent heat of vaporisation.

Q . m

solve problems involving specific latent heat.

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Learning Objective 4.4 Understanding the gas laws

Suggested Learning Activities Use a model or view computer simulations on the behaviour of molecules of a fixed mass of gas to 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. Plan and carry out an experiment on a fixed mass of gas to determine the relationship between: 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 o on a P-T and V-T graph is -273 C. Discuss absolute zero and the Kelvin scale of temperature.

Learning Outcomes 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.

Minimum exercises
0 : 10 S : 20 E:1

determine the relationship between pressure and temperature at constant volume for a fixed mass of gas i.e.

V ? constant. T

explain absolute zero.

p = constant. T

Weeks

Learning Objective

Suggested Learning Activities Solve problems involving the pressure, temperature and volume of a fixed mass of gas.

Learning Outcomes explain the absolute/Kelvin scale of temperature. solve problems involving pressure, temperature and volume of a fixed mass of gas.

Minimum exercises

LEARNING AREA: 5. LIGHT


Weeks Learning Objective 5.1 Understanding reflection of light Suggested Learning Activities 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 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. Learning Outcomes A student is able to: describe the characteristics 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. Minimum exercises

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Learning Objective

Suggested Learning Activities Construct a device based on the application of reflection of light.

Learning Outcomes describe applications of reflection of light. solve problems involving reflection of light. construct a device based on the application of reflection of light.

Minimum exercises

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A student is able to: explain refraction of light. define refractive index as


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S : 30 E:1

n=

sin i . sin r

Determine the refractive index of a glass or perspex block. state the refractive index, n, 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.

speed of light in a vacuum . speed of light in a medium

Weeks

Learning Objective

Suggested Learning Activities Carry out activities to gain an idea of apparent depth. With the aid of diagrams, discuss real depth and apparent depth. Solve problems involving the refraction of light.

Learning Outcomes describe phenomena due to refraction.

Minimum exercises

solve problems involving the refraction of light. A student is able to: explain total internal reflection of light. define critical angle (c).
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5.3 Understanding total internal reflection of light

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 index.

relate the critical angle to the refractive index i.e. n ?

1 . sin c

Weeks

Learning Objective

Suggested Learning Activities Research and report on a) natural phenomenon involving total internal reflection c) the applications of total internal reflection, e.g. in telecommunication using fibre optics. Solve problems involving total internal reflection. 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. Draw ray diagrams to show the positions and characteristics of the images formed by a a) convex lens b) concave lens.

Learning Outcomes describe natural phenomenon involving total internal reflection. describe applications of total internal reflection. solve problems involving total internal reflection. 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.

Notes/Concepts

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5.4 Understandin g lenses

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draw ray diagrams to show the positions and characteristics of the images formed by a convex lens. draw ray diagrams to show the positions and characteristics of the images formed by a concave lens.

Weeks

Learning Objective

Suggested Learning Activities Carry out activities to gain an idea of magnification. With the help of ray diagrams, discuss magnification. Carry out an activity to find the relationship between u, v and f. Carry out activities to gain an idea on the use of lenses in optical devices. With the help of ray diagrams discuss the use of lenses in optical devices such as a telescope and a microscope. Construct an optical device that uses lenses. Solve problems involving lenses.

Learning Outcomes define magnification as

Minimum exercises
S : 40 E:1

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v m=u.
relate focal length (f) to the object distance (u) and image distance(v), i.e.

0 : 20

1 1 1 = = . f u v

describe, with the aid of ray diagrams, the use of lenses in optical devices.

construct an optical device that uses lenses. solve problems involving lenses.

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FINAL YEAR EXAMINATION

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