1

SCHEME OF WORK AND ANNUAL TEACHING PLAN PHYSICS FORM 4 2011

LEARNING AREA: 1. INTRODUCTION TO PHYSICS

Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
1.1 0:2
Understanding Observe everyday objects such as − Explain what physics is. S :1
Physics a table, a pencil, a mirror etc and E:0
discuss how they are related to
physics concepts.

View a video on natural − Recognize the physics in

phenomena and discuss how everyday objects and natural
they are related to physics phenomena. 1
concepts.
( 3 – 6 JAN)
Discuss fields of study in physics
such as forces, motion, heat, light
etc.
A student is able to:
1.2 Discuss base quantities and − explain what base quantities
Understanding and derived quantities are. 0:1
derived quantities. S:2
base quantities − List base quantities and their
and derived units. E:0
From a text passage, identify
quantities physical quantities then classify − List some derived quantities
them into base quantities and and their units.
derived quantities. − express quantities using
prefixes.
List the value of prefixes and their − express quantities using 2
abbreviations from nano to giga, scientific notation. ( 9 – 13 JAN)
-9
e.g. nano (10 ), nm (nanometer). − express derived quantities as
well as their units in terms of
Discuss the use of scientific base quantities and base
notation to express large and units.
small numbers.

1
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective

Determine the base quantities − solve problems involving

(and units) in a given derived conversion of units.
quantity (and unit) from the related
formula.

Solve problems that involve the

conversion of units.

HARI KEPUTERAAN SULTAN KEDAH

16/1/2011

1.3 A student is able to:

Understanding Carry out activities to show that some − define scalar and vector
scalar and vector quantities can be defined by quantities. 0:2
quantities magnitude only whereas other S:3
quantities need to be defined by E:0
magnitude as well as direction.
3
( 17 – 20 JAN)
Compile a list of scalar and vector − give examples of scalar
quantities. and vector quantities.

3
 1.4 − Choose the A student is able to:
Understanding appropriate instrument for a − Measure physical quantities
measurements given measurement. using appropriate 0:2
instruments. S:3
− Discuss consistency and
accuracy using the distribution of − explain accuracy E:0
gunshots on a target as an example. and consistency.
− Discuss the sensitivity of − explain sensitivity.
various instruments.
− Demonstrate through − explain types of 4
examples systematic errors and experimental error. (23-27 JAN)
random errors. Discuss what
systematic and random errors are.
− Use appropriate techniques
to reduce error in measurements − use appropriate techniques to
such as repeating measurements to reduce errors.
find the average and compensating
for zero error
1.5
Analysing scientific Observe a situation and suggest A student is able to: 0:0
investigations questions suitable for a scientific − identify variables in a S:3
investigation. Discuss to: given situation. E:1
a) identify a question suitable for − identify a question suitable
scientific investigation for scientific investigation.
b) identify all the variables − form a hypothesis.
c) form a hypothesis d) − design and carry out a 5
plan the method of simple experiment to test (30 JAN-3 FEB)
investigation including the hypothesis.
selection of apparatus and ** Cuti Tahun Baru
work procedures Cina
(1 FEB- 3 FEB)
Carry out an experiment and: - Record and present data
a) collect and tabulate data in a suitable form.
b) present data in a suitable form c) −interpret data to draw a
interpret the data and draw conclusion.
conclusions − write a report of the
d) write a complete report investigation.

1
LEARNING AREA: 2. FORCES AND MOTION

Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
2.1
Analysing linear Carry out activities to gain an idea − define distance and
motion of: displacement 0:2
a) Distance and displacement. − define speed and velocity and S:3
b) speed and velocity state that average E:0
c) acceleration and deceleration s
Velocity, v = .
t
Carry out activities using a data − define acceleration and
logger/graphing calculator/ ticker deceleration and state that
timer to: v −u
a= .
a) identify when a body is at t
rest, moving with uniform
velocity or non-uniform − calculate speed and velocity.
velocity − calculate acceleration/
Deceleration.
6
b) Determine displacement,
(6-10 FEB)
velocity and acceleration.

Solve problems using the

following equations of motion:
a) v = u + at
2
b) s = ut + ½ at − solve problems on linear
2 2
c) v = u + 2as motion with uniform
acceleration using
i. v = u + at.
2
ii. s = ut + ½ at .
2 2
iii. v = u + 2as.

5
 Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
2.2
Analysing motion Carry out activities using a data − plot and interpret 0:0
graphs logger/graphing calculator/ticker displacement-time and S:3
timer to plot velocity-time graphs. E:1
a) displacement-time graphs
b) velocity-time graphs

Describe and interpret: − deduce from the shape of a

a) displacement-time and displacement-time graph
b) velocity-time graphs when a body is:
i. at rest.
ii. moving with uniform
velocity.
iii. moving with non-uniform
velocity. 7
Determine distance, displacement, − determine distance, (13-17 FEB)
velocity and acceleration from displacement and velocity
displacement-time and velocity- from a displacement-time ** CUTI MAULIDUR
time graphs. graph. RASUL
− deduce from the shape of a (15 FEB)
velocity-time graph when a
body is:
i. at rest.
ii. moving with uniform
velocity.
iii. moving with uniform
acceleration.
− determine distance,
Solve problems on linear displacement, velocity and
motion with uniform acceleration from a velocity-
acceleration involving graphs. time graph.
− solve problems on linear
motion with uniform
acceleration.

1
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
2.3
Understanding Carry out activities/view computer − explain what inertia is. 0:2
inertia simulations /situations to gain an S:3
idea on inertia. E:1

Carry out activities to find out the − relate mass to inertia.

relationship between inertia and
mass.
Research and report on
a) the positive effects of inertia
b) ways to reduce the negative
effects of inertia
8
(20-24 FEB)
− give examples of situations
involving inertia.
− suggest ways to reduce the
negative effects of inertia.

A student is able to:

2.4 Carry out activities/view computer
Analysing simulations to gain an idea of - define the momentum of an
momentum momentum by comparing the object.
effect of stopping two objects: 0:2
a) of the same mass moving at S:3
different speeds E:1
b) of different masses moving at
the same speed.

Discuss momentum as the 9

product of mass and velocity. (27 FEB-6 MAC)
− define momentum (p) as the
product of mass (m) and
View computer simulations on velocity (v) i.e. p = mv.
collisions and explosions to gain
an idea on the conservation of
− state the principle of
momentum
conservation of momentum.
Conduct an experiment to show
that the total momentum of a
closed system is a constant.
.

7
 Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective

Carry out activities that

demonstrate the conservation of
momentum e.g. water rockets.

Research and report on

the applications of conservation of − describe applications of
momentum such as in rockets or conservation of momentum.
jet engines.

Solve problems involving linear − solve problems involving

momentum. momentum.

10
UJIAN 1 (7 -10 MAC)

11
CUTI PERTENGAHAN PENGGAL PERTAMA (13-17 MAC)

With the aid of diagrams, describe A student is able to:

2.5 the forces acting on an object: 0:2
Understanding the a) at rest − describe the effects of S:3
effects of a force b) moving at constant velocity balanced forces acting on an E:
c) Accelerating. object.
− describe the effects of
unbalanced forces acting on
an object. 12
Conduct experiments to find the (20-24 MAC)
relationship between:
a) acceleration and mass of an − determine the relationship
object under constant force between force, mass and
b) acceleration and force for a acceleration i.e. F = ma.
constant mass.
− solve problems using F =
ma.
Solve problems using F = ma.

1
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
2.6
Analysing impulse View computer simulations of − explain what an impulsive
and impulsive collisions and explosions to gain force is. 0:3
force an idea on impulsive forces. − give examples of situations S:2
involving impulsive forces. E:0
Discuss − define impulse as a change in
a) impulse as change in momentum, i.e.
momentum Ft = mv –mu .
b) an impulsive force as the rate of − define impulsive force as the
change of momentum in a rate of change of momentum
collision or explosion, in a collision or explosion, i.e.
c) how increasing or decreasing mv − mu
time of impact affects the F= .
magnitude of the impulsive t
force.
13
(27 – 31 MAC)
Research and report situations − explain the effect of increasing
** MAJLIS ANUGERAH
where: CEMERLANG SMKDLP
or decreasing time of impact
a) an impulsive force needs to be (27 MAC)
on the magnitude of the
reduced and how it can be done ** CUTI PERISTIWA
impulsive force.
b) an impulsive force is beneficial (28 MAC)
− describe situations where an
impulsive force needs to be
Solve problems involving
reduced and suggest ways to
impulsive forces.
reduce it.

− describe situations where an

impulsive force is beneficial.

− solve problems involving

impulsive forces.

9
 Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
2.7
Being aware of the Research and report on the − describe the importance of 0:2 14
need for safety physics of vehicle collisions and safety features in vehicles. S:0
(3 – 7 APRIL)
features in safety features in vehicles in terms E:2
vehicles of physics concepts.

Discuss the importance of safety

features in vehicles.
2.8
Understanding Carry out an activity or view
gravity computer simulations to gain an
idea of acceleration due to gravity.
Discuss
a) acceleration due to gravity.
b) a gravitationa l field as a region
in which an object experiences
a force due to gravitational
attraction
c) gravitational field strength (g)
as gravitational force per unit
mass.
Carry out an activity to determine
the value of acceleration due to
gravity.
Discuss weight as the Earth’s
gravitational force on an object.
Solve problems involving
acceleration due to gravity.
A student is able to:
− explain acceleration due to
gravity.
− state what a gravitational field 0:0
is. S:5
− define gravitational field E:0
strength.
15
(10-14 APR)
− determine the value of
acceleration due to gravity.
− define weight (W) as the
product of mass (m) and
acceleration due to gravity (g)
i.e. W = mg.
− solve problems involving
acceleration due to gravity.

1
Learning
Suggested Learning Activities
Objective
2.9
Analysing forces in With the aid of diagrams, describe
equilibrium situations where forces are in
equilibrium, e.g. a book at rest on
a table, an object at rest on an
inclined plane.
With the aid of diagrams, discuss
the resolution and addition of
forces to determine the resultant
force.
Solve problems involving forces in
equilibrium (limited to 3 forces).
2.10
Understanding Observe and discuss situations
work, energy, where work is done.
power and Discuss that no work is done
efficiency when:
a) a force is applied but no
displacement occurs
b) an object undergoes a
displacement with no applied
force acting on it.
Give examples to illustrate how
energy is transferred from one
object to another when work is
done.
Learning Outcomes Minimum exercises Weeks
A student is able to:
− describe situations where
forces are in equilibrium. 0:0
S:5
E:0
16
− state what a resultant force is.
(17-21 APR)
− add two forces to determine
the resultant force.
− resolve a force into the
effective component forces.
− solve problems involving
forces in equilibrium.
A student is able to:
− define work (W) as the
product of an applied force (F)
and displacement (s) of an
object in the direction of the
0:2
applied force i.e. W = Fs.
S:3
E:0
17-18
(24 APR-5 MEI)
− state that when work is done
energy is transferred from one
object to another.
11
 Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
Discuss the relationship between
work done to accelerate a body
and the change in kinetic energy.

Discuss the relationship between

work done against gravity and
gravitational potential energy.

Carry out an activity to show the − define kinetic energy and state
2
principle of conservation of that Ek = ½mv
energy.

State that power is the rate at

which work is done, P = W/t. − define gravitational potential
energy and state that Ep =
Carry out activities to measure mgh.
power.

Discuss efficiency as:

useful energy output − state the principle of
x100%
energy input conservation of energy.

− define power and state that

Evaluate and report the P = W/t.
efficiencies of various devices
such as a diesel engine, a petrol
engine and an electric engine.

Solve problems involving work, − explain what efficiency of a

energy, power and efficiency. device is.

solve problems involving work,

energy, power and efficiency.

1
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
PEPERIKSAAN PENGGAL PERTAMA 19-20
(8-20 MEI)
A student is able to:
2.11
Appreciating the Discuss that when an energy − recognise the importance of 0:4
importance of transformation takes place, not all of maximising efficiency of S:1
maximizing the the energy is used to do useful devices in conserving E:0
efficiency of work. Some is converted into heat resources. 21
devices or other types of energy. (22-26 MEI)
Maximising efficiency during
energy transformations makes the
best use of the available energy.
This helps to conserve resources.
22-23
CUTI PERTENGAHAN TAHUN (29MEI-9 JUN)
2.12 A student is able to:
Understanding Carry out activities to gain an idea − define elasticity.
elasticity on elasticity.

Plan and conduct an experiment − define Hooke’s law. 0:2

to find the relationshi p between S:5
force and extension of a spring. E:0
− define elastic potential energy
2
Relate work done to elastic and state that Ep= ½ kx .
24
potential energy to obtain Ep=½ (12-17 MEI)
2
kx . − determine the factors that
Describe and interpret force- affect elasticity.
extension graphs.
Investigate the factors that affect − describe applications of
elasticity. elasticity.
Research and report on
applications of elasticity. − solve problems involving
Solve problems involving elasticity.
elasticity.

13
 LEARNING AREA: 3. FORCES AND PRESSURE

Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
3.1
Understanding Observe and describe the effect of − define pressure and state that
pressure a force acting over a large area F
compared to a small area, e.g. P= .
A
school shoes versus high heeled 25
shoes. 0:2
(19-23 JUN)
S:3
Discuss pressure as force per unit E:1 ** Kejohanan Olahraga
area. (22 JUN)
** Cuti Peristiwa
Research and report on − describe applications of
(23 JUN)
applications of pressure. pressure.

Solve problems involving

pressure. − solve problems involving
pressure.

A student is able to:

3.2
Understanding Observe situations to form ideas − relate depth to pressure in a
pressure in liquids that pressure in liquids: liquid.
a) acts in all directions
b) increases with depth 0:2
S:3 26
Observe situations to form the E:1 (26-30 JUN)
− relate density to pressure in a
idea that pressure in liquids liquid.
increases with density.

Relate depth (h), density (? ) and − explain pressure in a liquid

gravitational field strength (g) to and state that P=hρ g.
pressure in liquids to obtain
P=hρ g.

1
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective

Research and report on − describe applications of

a) the applications of pressure in pressure in liquids.
liquids
b) ways to reduce the negative
effects of pressure in liquids.

Solve problems involving pressure − solve problems involving

in liquids. pressure in liquids.
3.3 A student is able to:
Understanding gas Carry out activities to gain an idea − explain gas pressure.
pressure and of gas pressure and atmospheric
atmospheric pressure.
pressure Discuss gas pressure in terms of − explain atmospheric pressure.
the behaviour of gas molecules
based on the kinetic theory.
Discuss atmospheric pressure in
terms of the weight of the
atmosphere acting on the Earth’s 0:2
surface. S:3
Discuss the effect of altitude on E:2
27
the magnitude of atmospheric − describe applications of (3 -7 JULAI)
pressure. atmospheric pressure.
Research and report on the
applications of atmospheric
pressure. − solve problems involving
atmospheric pressure and gas
Solve problems involving pressure.
atmospheric and gas pressure
including barometer and
manometer readings.

15
 Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
3.4
Applying Pascal’s Observe situations to form the − state Pascal’s principle.
principle idea that pressure exerted on an
enclosed liquid is transmitted
equally to every part of the liquid.

Discuss hydraulic systems as a 0:2 28

force multiplier to obtain: − explain hydraulic systems. S:4 (10-15 JULAI)
output force = output piston area E:1
input force input piston area

Research and report on the

applications of Pascal’s principle − describe applications of
(hydraulic systems). Pascal’s principle.
Solve problems involving − solve problems involving
Pascal’s principle. Pascal’s principle.

A student is able to:

3.5
Applying Carry out an activity to measure − explain buoyant force.
Archimedes’ the weight of an object in air and
principle the weight of the same object in
water to gain an idea on buoyant
force. 0:2
S:3
29
Conduct an experiment to − relate buoyant force to the E:1 (17-21 JULAI)
investigate the relationship weight of the liquid displaced.
between the weight of water
displaced and the buoyant
force.
− state Archimedes’principle.

1
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective

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 − describe applications of

applications of Archimedes’
principle, e.g. submarines,
hydrometers, hot-air balloons.
Solve problems involving
Archimedes’principle.
Archimedes principle.
− solve problem involving
Archimedes’principle.

Build a cartesian diver. Discuss

why the diver can be made to
move up and down.

A student is able to:

3.6
Understanding Carry out activities to gain the idea − state Bernoulli’s principle. 30
Bernoulli’ that when the speed of a flowing 0:2 (24-28JULAI)
s principle fluid increases its pressure − explain that a resultant force S:4
decreases. e.g. blowing above a exists due to a difference in E:2
strip of paper, blowing through fluid pressure.
straw between two ping-pong balls
suspended on strings.

17
 Learning
Suggested Learning Activities Learning Outcomes Notes/Concepts Weeks
Objective

Discuss Bernoulli’s princple.

Carry out activities to show that

a resultant force exists due to a
difference in fluid pressure.

View a computer simulation to − describe applications of

observe air flow over an aerofoil to Bernoulli’s principle.
gain an idea on lifting force.

- solve problem involving

Research and report on the Bernoulli’s principle.
applications of Bernoulli’s
principle.
Solve problems involving
Bernoulli’s principle.

1
LEARNING AREA: 4. HEAT

Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
4.1
Understanding Carry out activities to show that − explain thermal equilibrium.
thermal equilibrium thermal equilibrium is a condition
in which there is no nett heat flow 0:2
between two objects in thermal S:3
contact. E:1
31
(25-29 JULAI)
Use the liquid-in-glass − explain how a liquid-in-glass
thermometer to explain how the thermometer works.
volume of a fixed mass of liquid
may be used to define a
temperature scale.

A student is able to:

4.2
Understanding Observe the change in − define specific heat capacity
specific heat temperature when: (c).
capacity a) the same amount of heat is Q
used to heat different masses − state that c = 0:3
of water.
m
. S:5
? E:2
b) the same amount of heat is 32
used to heat the same mass of (1-4 OGOS)
different liquids. ** CUTI AWAL
RAMADAN
Discuss specific heat capacity. (1 OGOS)
Plan and carry out an activity to
determine the specific heat − determine the specific heat
capacity of capacity of a liquid.
a) a liquid − determine the specific heat
b) a solid capacity of a solid.

19
Learning
Suggested Learning Activities
Objective
Research and report on
applications of specific heat
capacity.
Solve problems involving specific
heat capacity.
4.3
Understanding Carry out an activity to show that
specific latent heat 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.
Learning Outcomes Minimum exercises Weeks
− describe applications of
specific heat capacity.
− solve problems involving
specific heat capacity.
A student is able to:
− state that transfer of heat
during a change of phase
does not cause a change in
temperature.
0:3
S:5
E:2
33-34
− define specific latent heat (l) (7 -18 OGOS)
Q
− state that l = .
m
− determine the specific latent
heat of fusion.
− determine the specific latent
heat of vaporisation.
− solve problems involving
specific latent heat.
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
4.4
Understanding the Use a model or view computer − explain gas pressure,
gas laws simulations on the behaviour of temperature and volume in
molecules of a fixed mass of gas terms of the behavior of gas
to gain an idea about gas molecules.
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 − determine the relationship

on a fixed mass of gas to between pressure and volume 0:3
determine the relationship at constant temperature for a S:5
35
between: fixed mass of gas i.e. pV = E:1
(21-25 OGOS)
a) pressure and volume at constant.
constant temperature − determine the relationship
b) volume and temperature at between volume and
constant pressure temperature at constant
c) pressure and temperature at pressure for a fixed mass of
constant volume V
gas i.e. ? constant.
T
Extrapolate P-T and V-T graphs or
view computer simulations to − determine the relationship
show that when pressure and between pressure and
volume are zero the temperature temperature at constant
o volume for a fixed mass of gas
on a P-T and V-T graph is -273 C.
Discuss absolute zero and the i.e.
Kelvin scale of temperature. p
= constant.
T
− explain absolute zero.
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective

Solve problems involving the − explain the absolute/Kelvin

pressure, temperature and volume scale of temperature.
of a fixed mass of gas.

− solve problems involving

pressure, temperature and
volume of a fixed mass of gas.

CUTI PERTENGAHAN PENGGAL KEDUA

36-37
HARI RAYA PUASA
(28 OGOS- 1 SEP)
HARI KEMERDEKAAN
LEARNING AREA: 5. LIGHT

Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective
A student is able to:
5.1
Understanding Observe the image formed in a − describe the characteristics
reflection of light plane mirror. Discuss that the of the image formed by
image is: reflection of light.
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. 0:3
S:2
Discuss the laws of reflection. E:1

Draw ray diagrams to determine − state the laws of reflection of

the position and characteristics of light. 38-39
the image formed by a (4-15 SEPT)
a) plane mirror, − draw ray diagrams to show
b) convex mirror, the position and
c) concave mirror. characteristics of the image
formed by a
Research and report on i. plane mirror,
applications of reflection of light. ii. convex mirror,
iii. concave mirror.
Solve problems involving
reflection of light.
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective

Construct a device based on the − describe applications of

application of reflection of light. reflection of light.

− solve problems involving

reflection of light.

− construct a device based on

the application of reflection of
light.

A student is able to:

5.2
Understanding Observe situations to gain an idea − explain refraction of light.
refraction of light on refraction.
− define refractive index as
Conduct an experiment to find the sin i
relationship between the angle of n= .
incidence and angle of refraction sin r
to obtain Snell’s law.

Carry out an activity to determine − Determine the refractive 0:2

the refractive index of a glass or index of a glass or perspex S:5 40
perspex block. block. E:1 (18-22 SEPT)
Discuss the refractive index, n, as − state the refractive index, n,
speed of light in a vacuum as
.
speed of light in a medium 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.
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective

Carry out activities to gain an idea − describe phenomena due to

of apparent depth. With the aid of refraction.
diagrams, discuss real depth and
apparent depth.

Solve problems involving the − solve problems involving the

refraction of light. refraction of light.

A student is able to:

5.3
Understanding Carry out activities to show the − explain total internal
total internal effect of increasing the reflection of light.
reflection of light angle of 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 − relate the critical angle to the
obtain the critical angle. 1 0:2 41
refractive index i.e. n ? . S:5
Discuss with the aid of diagrams: sin c E:1
(25-29 SEPT)
a) total internal reflection and
critical angle.
b) the relationship between
critical angle and refractive
index.
Learning
Suggested Learning Activities
Objective
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.
5.4
Understanding Use an optical kit to observe and
lenses 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 Notes/Concepts Weeks
− describe natural
phenomenon involving total
internal reflection.
− describe applications of total
internal reflection.
− solve problems involving
total internal reflection.
TEST 2 (19-23 SEPT)
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.
0:5 42
S:3 (2-6 OKT)
E:1
− 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.
Learning
Suggested Learning Activities Learning Outcomes Minimum exercises Weeks
Objective

Carry out activities to gain an idea − define magnification as

of magnification.
m = uv .
With the help of ray diagrams,
discuss magnification.
− relate focal length (f) to the
Carry out an activity to find the object distance (u) and image
relationship between u, v and f. 1 1 1
distance(v), i.e. = = .
f u v 43-44
(9-17 OKTOBER)
Carry out activities to gain an idea − describe, with the aid of ray
on the use of lenses in optical diagrams, the use of lenses
devices. 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 − construct an optical device

uses lenses. that uses lenses.

Solve problems involving lenses. − solve problems involving

lenses.

44-47
PEPERIKSAAN AKHIR TAHUN (18 OKT-3 NOV)