SMK SERI HARTAMAS

SCHEME OF WORK FOR FORM 4 PHYSICS

YEARLY TEACHING PLAN 2016

LEARNING AREA: 1. INTRODUCTION TO PHYSICS

Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
1.1 A student is able to: Observe everyday objects such as table, a pencil, a
Understanding explain what physics is mirror etc and discuss hoe they are related to
Physics physics concepts.
1
recognize the physics in everyday objects View a video on natural phenomena and discuss
(4/1/16 -
and natural phenomena how they related to physics concepts.
8/1/16)
Discuss fields of study in physics such as forces,
motion, heta, light etc.

1.2 A student is able to: Discuss base quantities and derived quantities. Base quantities are: Circle Map
Understanding explain what base quantities and derived length (l), mass(m),
base quantities quantities are From a text passage, identify physical quantities time (t), temperature KBAT
and derived list base quantities and their units then classify them into base quantities and derived (T) and current (I) SSA
quantities list some derived quantities and their units. quantities. (Sosio-Science
2 Approach)
Suggested derived
(11/1/16- express quantities using prefixes. List the value of prefixes and their abbreviations quantities: force (F)
15/1/16) express quantities using scientific notation from nano to giga, eg. nano (10-9), nm(nanometer) Density ( ) , volume
(V) and velocity (v)
Discus the use of scientific notation to express large More complex
and small numbers. derived quantities
may be discussed
express derived quantities as well as their Determine the base quantities( and units) in a given When these quantities
units in terms of base quantities and base derived quantity (and unit) from the related formula. are introduced in their
units. related learning areas.
Solve problems that involve the conversion of units.
solve problems involving conversion of units

1.3 A student is able to: Carry out activities to show that some quantities can
Understanding define scalar and vector quantities be defined by magnitude only whereas other
scalar and vector quantities need to be defined by magnitude as well
quantities as direction.

give examples of scalar and vector Compile a list of scalar and vector quantities.
quantities.

1/19
 Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
1.4 A student ia able to
Understanding Measure physical quantities using Choose the appropriate instrument for a given
measurement appropriate instruments measurement

Explain accuracy and consistency Discuss consistency and accuracy using the
distribution of gunshots on a target as an example

Discuss the sensitivity of various instruments

3
Explain sensitivity
(18/1/16-
Demonstrate through examples systematic errors
22/1/16)
and random errors.
Explain types of experimental error 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.
Use appropriate techniques to reduce
errors

1.5 Analysing A student is able to: Observe a situation and suggest questions suitable Bridge Map
scientific Identify variables in a given situation for a scientific investigation. Discucc to: Scientific skills are
investigations Identify a queation suitable for scientific a) identify a question suitable for scientific applied throughout
investigation investigation
Form a hypothesis b) identify all the variables
Design and carry out a simple experiment c) form a hypothesis
4
to test the hypothesis d) plan the method of investigation including
(25/1/16 -
selection of apparatus and work procedures
29/1/16)
Carry out an experiment and:
a) collect and tabulate data
Record and present data in a suitable form b) present data in asuitable form
Interpret data to draw a conclusion c) interpret the data and draw conclusions
Write a report of the investigation d) write a complete report

2/19
LEARNING AREA: 2. FORCES AND MOTION

Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
2.1 A student is able to: Carry out activities to gain an idea of: Average speed = Circle maps
Analysing linear Define distance and displacement a) distance and displacement total distance / time
motion Define speed and velocity and state that b) speed and velocity taken
s c) acceleration and deceleration
v
t
Define acceleration and deceleration and
vu
state that a
t Carry out activities usisng a data
Calculate speed and velocity logger/graphing calculator/ticker timer to
5 Calculate acceleration/deceleration a) identify when a body is at rest, moving
(1/2 -5/2) with uniform velocity or non-uniform
velocity
b) determine displacement, velocity and
acceleration
Solve problems on linear motion with uniform Solve problems using the following
acceleration using equations of motion:
v u at
v u at 1
1 s ut at 2
s ut at 2 2
2 v u 2as
2 2

v u 2as
2 2

6
(8/2 - 12/2)
CUTI TAHUN BARU CINA
2.2 A student is able to: Carry out activities using a data Reminder
Analysing motion plot and interpret displacement- time and logger/graphing calculator/ ticker timer to Velocity is
graphs velocity-time graphs plot determined from the
a) displacement-time graphs gradient of
deduce from the shape of a displacement- b) velocity-time graphs displacement time
time graph when a body is: graph.
7 i. at rest Describe and interpret:
(15/2 -19/2) ii. moving with uniform velocity a) displacement-time graphs Acceleration is
iii. moving with non-uniform velocity b) velocity-time graphs determined from the
determine distance, displacement and Determine distance, displacement velocity gradient of
velocity from a displacement time graph and acceleration from a displacement velocity time graph
time and velocitytime graphs.

A student is able to:

deduce from the shape of velocity- time graph

3/19
 Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
when a body is: Distance is etermined
a. at rest from the area under
b. moving with uniform velocity a velocity time
c. moving with uniform acceleration Solve problems on linear motion with graph.
determine distance, displacement velocity uniform acceleration involving graphs.
and acceleration from a velocitytime graph
solve problems on linear motion with uniform
acceleration.

8 2.3 A student is able to: Carry out activities/view computer Bridge maps
(22/2-26/2) Understanding explain what inertia is simulations/ situations to gain an idea on Newtons First Law of
Inertia inertia. Motion maybe
introduced here.
relate mass to inertia Carry out activities to find out the
relationship between inertia and mass.

give examples of situations involving inertia Research and report on

suggest ways to reduce the negative side a) the positive effects of inertia
effects of inertia. b) ways to reduce the negative effects of
inertia

9 2.4 A student is able to: Carry out activities/view computer Reminder

(29/2-4/3) Analysing define the momentum of an object simulations to gain an idea of momentum Momentum as a
momentum
define momentum p as the product of mass by comparing the effect of stopping two vector quantity
objects: needs to be
(m) and velocity (v) i.e. p mv a) of the same mass moving at different emphasized in
state the principle of conservation of speeds problem solving
momentum b) of different masses moving at the
describe applications of conservation of same speeds.
momentum - need to be emphasized different
solve problems involving momentum Direction

Discuss momentum as the product of mass

and velocity.

View computer simulations on collision and

xplosions to gain an idea on the
conservation of momentum

Conduct an experiment to show that the

4/19
 Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
total momentum of a closed system is a
constant

Carry out activities that demonstrate the

conservation of momentum e.g. water
rockets.

10 2.5 A student is able to: With the aid of diagrams, describe the When the forces
(7/3 - 11/3) Understanding describe the effects of balanced forces acting forces acting on an object: acting on an objects
the effects of a on an object a) at rest are balanced they
force describe the effects of unbalanced forces b) moving at constant velocity cancel each other
acting on an object c) accelerating out (nett force = 0).
The object then
determine the relationship between force, Conduct experiments to find the behaves as if there is
mass and acceleration i.e. F = ma. relationship between: no force acting on it.
a) acceleration and mass of an object
under constant force Newtons Second
b) acceleration and force for a constant Law of Motion may
mass. be introduced here
Solve problem using F = ma
Solve problems using F = ma

CUTI PERTENGAHAN PENGGAL 1

(12/3 - 20/3)
11 2.6 Analysing A student is able to: View computer simulations of collision and
(21/3-25/3) impulse and explain what an impulsive force is . explosions to gain an idea on impulsive
impulsive force give examples of situations involving impulsive forces.
forces
define impulse as a change of momentum, i.e. Discuss
Ft mv - mu a) impulse as a change of momentum
define impulsive forces as the rate of change b) an impulsive force as the rate of
of momentum in a collision or explosion, i.e. change of momentum in a collision or
mv - mu explosion
F c) how increasing or decreasing time of
t
impact affects the magnitude of the
explain the effect of increasing or decreasing impulsive force.
time of impact on the magnitude of the
impulsive force. Research and report situations where:
Describe situation where an impulsive force a) an impulsive force needs to be reduced
needs to be reduced and suggest ways to and how it can be done
reduce it. b) an impulsive force is beneficial
describe situation where an impulsive force is Solve problems involving impulsive forces
beneficial

solve problems involving impulsive forces

5/19
 Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective

2.7 Being A student is able to: Research and report on the physics of
aware of the describe the importance of safety vehicle collision and safety features in
need for safety features in vehicles vehicles in terms of physics concepts.
features in Discuss the importance of safety
vehicles features in vehicles.

12 2.8 A student is able to: Carry out activity or view computer When considering
(28/3-1/4) Understanding explain acceleration due to gravity simulations to gain an idea of a body falling
gravity acceleration due to gravity. freely, g (= 9.8
Discuss m/s2) is its
state what a gravitational field is a) acceleration due to gravity acceleration but
define gravitational field strength b) a gravitational field as a region in when it is at rest, g
which an object experiences a (=9.8 N/kg) is the
force due to gravitational Earths
attraction and gravitational field
c) gravitational field strength (g) as strength acting on
gravitational force per unit mass it.
Carry out an activity to determine the The weight of an
determine the value of acceleration due value of acceleration due to gravity. object of fixed
to gravity Discuss weight as the Earths mass is dependent
gravitational force on an object on the g exerted
define weight (W) as the product of mass on it.
(m) and acceleration due to gravity (g)
i.e. W =mg.
solve problems involving acceleration 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
(4/4-8/4) forces in describe situations where forces are in situations where forces are in
equilibrium equilibrium equilibrium , e.g. a book at rest on a
table, an object at rest on an inclined
plane.
state what a resultant force is With the aid of diagrams, discuss the
add two forces to determine the resultant resolution and addition of forces to

6/19
 Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
force. 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).

14 2.10 A student is able to: Observe and discus situations where

(11/4-15/4) Understanding Define work (W) as the product of an work is done.
work, energy, applied force (F) and displacement (s) of Discuss that no work is done when:
power and an object in the direction of the applied a) a force is applied but no
efficiency. force i.e. W = Fs. displacement occurs
b) an object undergoes a
displacement with no applied force
State that when work is done energy is acting on it.
transferred from one object to another. Give examples to illustrate how energy
is transferred from one object to
Define kinetic energy and state that another when work is done
1
Ek mv 2
2 Discuss the relationship between work
done to accelerate a body and the
change in kinetic energy

15 Define gravitational potential energy and Discuss the relationship between work
(18/4-22/4) state that Ep = mgh done against gravity and gravitational Have students
potential energy. recall the different
State the principle of conservation of Carry out an activity to show the forms of energy.
energy. principle of conservation of energy
Define power and state that State that power is the rate at which
P = W/t work is done, P = W/t.
Carry out activities to measure power.
Discuss efficiency as:
Explain what efficiency of a device is. Useful energy output x 100 %
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, energy, Solve problems involving work, energy,
power and efficiency power and efficiency.

7/19
 Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
16 2.11 A student is able to: Discuss that when an energy
(25/4-29/4) Appreciating recognize the importance of maximising transformation takes place, not all the
the importance efficiency of devices in conserving energy is used to do useful work. Some
of maximising resources. is converted into heat or other types of
the efficiency energy. Maximising efficiency during
of devices. energy transformations makes the best
use of the available energy. This helps
to conserve resources
17 2.12 A student is able to: Carry out activities to gain an idea on Double Buble map
(2/5-6/5) Understanding define elasticity elasticity. Circle map
elasticity.
define Hookes Law Plan and conduct an experiment to
find the relationship between force
and extension of a spring.

define elastic potential energy and state Relate work done to elastic potential
1 1
that E p kx 2 energy to obtain E p kx 2 .
2 2
Describe and interpret force-
extension graphs.

determine the factors that affect Investigate the factors that affects
elasticity. elasticity.

Describe applications of elasticity Research and report on applications

of elasticity.

Solve problems involving elasticity Solve problems involving elasticity.

8/19
LEARNING AREA: 3. FORCES AND PRESSURE
Week Learning Objective Learning Outcomes
18 3.1 Understanding A student is able to:
(9/5 -13/5) pressure Define pressure and state that
F compared to a small area, e.g.
P
A school shoes versus high heeled
Describe applications of
pressure
solve problems involving
pressure
19 3.2 Understanding A student is able to:
(16/5 -20/5) pressure in liquids relate depth to pressure in a
liquid
relate density to pressure in a
liquid
explain pressure in a liquid
and state that P = h g
describe applications of
pressure in liquids.
Solve problems involving
pressure in liquids.
Suggested Activities Notes KBAT/ I-THINK
Observe and describe the effect of a Introduce the unit Double Buble
force acting over a large area of pressure pascal map
Circle map
(Pa)
(Pa = N/m2)
shoes.
Discuss pressure as force per unit
area
Research and report on applications
of pressure.
Solve problems involving pressure
Observe situations to form ideas that
pressure in liquids:
a) acts in all directions
b) increases with depth
Observe situations to form the idea
that pressure in liquids increases with
density
Relate depth (h) , density ( and
gravitational field strength (g) to
pressure in liquids to obtain P = h g
Research and report on
a) the applications of pressure in
liquids
b) ways to reduce the negative
effect of pressure in liquis
Solve problems involving pressure in
liquids.
9/19
 Week Learning Objective Learning Outcomes Suggested Activities Notes KBAT/ I-THINK
20 3.3 Understanding gas A student is able to: Carry out activities to gain an idea of Student need to
(23/5 - 27/5) pressure and explain gas pressure gas pressure and atmospheric be introduced to
atmospheric pressure instruments used to
Discuss gas pressure in terms of the measure gas
behaviour of gas molecules based pressure (Bourdon
on the kinetic theory Gauge) and
atmospheric
explain atmospheric pressure Discuss atmospheric pressure in terms pressure (Fortin
of the weight of the atmosphere barometer,
acting on the Earths surface aneroid
barometer).
Discuss the effect of altitude on the Working principle
magnitude of atmospheric pressure of the instrument is
not required.
describe applications of Research and report on the Introduce other
atmospheric pressure application of atmospheric pressure units of
atmospheris
solve problems involving Solve problems involving atmospheric pressure.
atmospheric pressure and gas and gas pressure including 1 atmosphere =
pressure barometer and manometer readings. 760 mmHg = 10.3
m water= 101300
Pa
1 milibar = 100 Pa
CUTI PERTENGAHAN TAHUN 2016
(28 /5 - 12 /6)
6/6 - 1 RAMADHAN (ISNIN)
21 3.4 Applying Pascals A student is able to: Observe situations to form the idea
(13/6 -17/6) principle state Pascals principle. that pressure exerted on an enclosed
liquid is transmitted equally to every
part of the liquid

Explain hydraulic system Discuss hydraulic systems as a force

multiplier to obtain:
Outpur force = output piston area
Input force input piston area

10/19
 Week Learning Objective Learning Outcomes
Describe applications of
Pascals principle.
Solve problems involving
Pascals principle.
22 3.5 Applying A student is able to:
(19/6-23/6) Archimedes Explain buoyant force
principle.
Relate buoyant force to the
weight of the liquid displaced
State Archimedes principle.
Describe applications of
Archimedes principle
Solve problems involving
Archimedes principle
23 3.6 Understanding A student is able to:
(27/6 -1/7) Bernoullis principle. State Bernoullis principle
Suggested Activities Notes KBAT/ I-THINK
Research and report on the
application of Pascals principle
(hydraulic systems)
Solve problems involving Pascals
principle
Carry out an activity to measure the Circle maps
weight of an object in air and the Have students
weight of the same object in water to recall the different
gain an idea on buoyant force. forms of energy.
Conduct an experiment to
investigate the relationship between
the weight of water displaced and
the buoyant force.
Discuss buoyancy in terms of:
a) An object that is totally or partially
submerged in a fluid experiences
a buoyant force equal to the
weight of fluid displaced
b) The weight of a freely floating
object being equal to the weight
of
fluid displaced
c) a floating object has a density less
than or equal to the density of the
fluid in which it is floating.
Research and report on the
applications of Archimedes
principle, e.g. submarines,
hydrometers, hot air balloons
Solve problems involving Archimedes
principle.
Build a Cartesian diver. Discuss wy the
diver can be made to move up and
down.
Carry out activities to gain the idea
that when the speed of a flowing
11/19
Week Learning Objective Learning Outcomes
Explain that resultant force
exists due to a difference in
fluid pressure
Describe applications of
Bernoullis principle
Solve problems involving
Bernoullis principle
Suggested Activities Notes KBAT/ I-THINK
fluid increases its pressure decreases,
e.g. blowing above a strip of paper,
blowing through straw, between two
pingpong balls suspended on strings.
Discuss Bernoullis principle
Carry out activities to show that a
resultant force exists due to a
difference in fluid pressure.
View a computer simulation to
observe air flow over an arofoil to
gain an idea on lifting force.
Research and report on the
applications of Bernoullis principle.
Solve problems involving Bernoullis
principle.
12/19
LEARNING AREA:4. HEAT

Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
24 4.1 A student is able to: Carry out activities to show that
(4/7 - 8/7) Understanding Explain thermal equilibrium thermal equilibrium is a condition in
thermal which there is no nett heat flow
equilibrium. between two objects in thermal
contact

Explain how a liquid in glass Use the liquid-in-glass thermometer

thermometer works to explain how the volume of a
fixed mass of liquid may be used to
define a temperature scale.

25 4.2 A student is able to: Observe th change in temperature Heat capacity only
(11/7 - 15/7) Understanding Define specific heat capacity ( c) when: relates to a KBAT
specific heat Q a) the same amount of heat is used particular object IBSE
State that c
capacity mc to heat different masses of water. whereas specific Circle map
b) the same amount of heat is used heat capacity
to heat the same mass of different relates to a material
liquids.

Discuss specific heat capacity Guide students to

Determine the specific heat
capacity of a liquid.
Determine the specific heat
capacity of a solid
analyse the unit of c
Plan and carry out an activity to as Jkg 1 K 1 or
determine the specific heat
capacity of Jkg 1 oC 1
a) a liquid b) a solid

Describe applications of asepsific Research and report on

heat capacity applications of specific heat
capacity.
Solve problems involving specific
heat capacity. Solve problems involving specific
heat capacity.
26 4.3 A student is able to: Carry out an activity to show that
(18/7-22/7) Understanding State that transfer of heat during there is no change in temperature
specific latent a change of phase does not when heat is supplied to:
heat cause a change in temperature a) a liquid at its boiling point.
b) a solid at its melting point.

13/19
 Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
Define specific latent heat l With the aid of a cooling and
Q heating curve, discuss melting,
State that l solidification, boiling and
m
condensation as processes
Determine the specific latent
involving energy transfer without a
heat of a fusion.
change in temperature.
Determine the specific latent
Guide students to
heat of vaporization
Discuss analyse the unit of
Solve problems involving specific
a) latent heat in terms of molecular l
behaviour
latent heat
b) specific latent heat as Jkg 1

Plan and carry out an activity to

determine the specific latent heat
of
a) fusion b) vaporisation
Solve problems involving specific
latent heat.

14/19
 Learning
Week Learning Outcomes
Objective
27 4.4 A student is able to:
(25/7-29/7) Understanding explain gas pressure,
the gas laws temperature and volume in terms
of gas molecules.
Determine the relationship
between pressure and volume at
constant temperature for a fixed
mass of gas, i.e pV = constant
Determine the relationship
between volume and
temperature at constant pressure
for a fixed mass of gas, i.e V/T =
constant
Determine the relationship
between pressure and
temperature at constant volume
for a fixed mass of gas, i.e p/T =
constant
Explain absolute zero
Explain the absolute/Kelvin scale
of temperature
Solve problems involving pressure,
temperature and volume of a
fixed mass of gas
Suggested Activities Notes KBAT/I-THINK
Use a model or view computer
simulations on the bahaviour of
molecules of a fixed mass of gas to KBAT
gain an idea about gas pressure, IBSE
temperature and volume. Circle map
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 therelationship
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 on a P-T and
V-T graph is 2730C.
Discuss absolute zero and the
Kelvin scale of temperature
Solve problems involving the
pressure, temperature and volume
of a fixed mass of gas.
15/19
LEARNING AREA:5. LIGHT

Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
28 5.1 A student is able to: Observe the image formed in a
(1/8-5/8) Understanding Describe the characteristic of the plane mirror. Discuss that the image Double Bubble map
reflection of image formed by reflection of is:
light. light a) as far behind the mirror as the
State the laws of reflection of light object is in front and the line
Draw ray diagrams to show the joining the object and image is
position and characteristics of perpendicular to the mirror.
the image formed by a b) the same size as the object
i. plane mirror c) virtual
ii. convex mirror d) laterally inverted
iii. concave mirror
Discuss the laws of reflection
Describe applications of
reflection of light Draw the ray diagrams to
determine the position and
Solve problems involving characteristics of the image
reflection of light formed by a
a) plane mirror
Construct a device based on the b) convex mirror
application of reflection of light c) concave mirror

Research and report on

applications of reflection of light

Solve problems involving reflection

of light

Construct a device based on the

application of reflection of light

16/19
 Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
29 5.2 A student is able to: Observe situations to gain an idea
(8/8-12/8) Understanding Explain refraction of light of refraction
refraction of Define refractive index as Conduct an experiment to find the
light. sini relationship between the angle of

sinr incidence and angle of refraction
to obtain Snells law.

Determine the refractive index of Carry out an activity to determine

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

State the refractive index, , as Discuss the refractive index, , 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 Research and report on

refraction
Solve problems involving
refraction of light
phenomena due to refraction, e.g.
apparent depth, the twinkling of
stars.
Carry out activities to gain an idea
of apparent depth. With the aid of
diagrams, discuss real depth and
apparent depth.
Solve problems involving refraction
of light

17/19
 Learning
Week Learning Outcomes Suggested Activities Notes KBAT/I-THINK
Objective
30 5.3 A student is able to: Carry out activities to show the
(15/8-19/8) Understanding Explain total internal reflection of effect of increasing the angle of
Double Bubble map
total internal light incidence on the angle of
reflection of Define critical angle (c) refraction when light travels from a
light. 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
sin c a) total internal reflection and
critical angle
b) the relationship between critical
angle and refractive angle
Describe natural phenomenon
Research and report on
involving total internal reflection
a) natural phenomena involving
Describe applications of total
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 A student is able to: Use an optical kit to observe and

(22/8 -26/8) Understanding Explain focal point and focal
lenses. length
determine the focal point and
focal length of a convex lens
determine the focal point and
focal length of a concave lens
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.

18/19
 Learning
Week Learning Outcomes
Objective
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.
v Carry out activities to gain an idea
Define magnification as m
32 u of magnification.
(28/8 -2/9) Relate focal length (f) to the
object distance (u) and image
distance (v)
1 1 1
i.e.
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 to
lenses.
DISEDIAKAN OLEH:
ZULHISYAM BIN NORDIN
GURU SUBJEK FIZIK
Suggested Activities Notes KBAT/I-THINK
With the help of ray diagrams,
discuss focal point and focal length
Draw ray diagrams to show the
positions and characteristic of the
images formed by a
a) convex lens b) concave lens
With the help of ray diagrams,
discuss magnification.
Carry out activities 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
microscope
Construct an optical device that
uses lenses.
Solve problems involving to lenses
DISAHKAN OLEH:
PN ASWATI BT ISHAK
KETUA PANITIA FIZIK
19/19