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HSP Physics F4 2019
HSP Physics F4 2019
SCHEME OF WORK
PHYSICS
FORM 4
2020
1
SMJK PEREMPUAN PERAK, IPOH
SCHEME OF WORK : FORM 4 PHYSICS,2020
2
PL 1 : Recall knowledge and scientific skills Suggested activity:
(2) 1.2 Scientific Pupils are able to: on Measurement. Discuss different shape of graphs to show the relationship
Investigation between two physical quantities such as:
6 Jan -11 Jan 1.2.1 Interpret graph to determine PL 2 : Understand Measurement, and able ● directly proportional
the relationship between two to comprehend the concept. ● increase linearly
physical quantities. ● decrease linearly
PL 3 : Apply knowledge of Measurement to ● increase non-linearly
explain the occurrences or ● decrease non-linearly
phenomena of nature and perform ● inversely proportional
1.2.2 Analyse graph to summarise simple tasks. Suggested activity:
an investigation. Plot a graph from given data to:
PL 4 : Analyse information about ● state the relationship between two given variables
Measurement in daily life problem ● determine the gradient that represents a physical quantity
solving about natural phenomena ●determine the area under the graph that represents a physical
quantity
PL 5 : Evaluate to make judgement about ● determine the value of a physical quantity from interpolation
Measurement in daily life problem ● make predictions through extrapolation
solving and decision making to carry
out a task. Suggested activity:
Carry out a Simple Pendulum Experiment to
1.2.3 Carry out a scientific
PL 6 : Invent by applying the knowledge investigate the relationship between the length of
investigation and write a
and skills about Measurement in daily pendulum, and the period of oscillation, T from the
complete report for the
life problem solving or decision graph:
Simple Pendulum
making to carry out activities/ ● T against l
Experiment.
assignments in a new situation ● T2against l
creatively and innovatively; giving due The graphs plotted must:
consideration to the social/ economic/ ● have a suitable scale based on the range of data obtained
cultural aspects. ● be drawn using the best fit line method
The value of g is determined from the gradient of the
graph of T2 against l using the formula:
3
CONTENT
Week STANDARD LEARNING STANDARD PERFORMANCE LEVEL Suggested Activities Notes
2.1 Linear Pupils are able to: PL 1 : Recall knowledge and Note:
(3) Motion scientific skills on Force and
Motion.
2.1.1 Describe the type of Discuss motion in terms of its displacement, velocity
13 Jan – linear motion of an and acceleration.
PL 2 : Understand Force and Motion, and
17 Jan
object in the following able to comprehend the concept.
states: Suggested activity:
(i) stationary PL 3 : Apply knowledge of Force and
Motion to explain the occurrences or
(ii) uniform velocity phenomena of nature and perform
Carry out activities using a ticker timer and ticker tapes
(iii) non-uniform velocity simple tasks. to determine the displacement, velocity, acceleration and
deceleration for an object in linear motion.
PL 4 : Analyse information about Force Introduce photogates and electronic timer to determine
2.1.2 Determine: and Motion in daily life problem displacement, velocity, acceleration and deceleration
(i) distance and displacement solving about natural phenomena.
with higher accuracy.
(ii) speed and velocity
(iii) acceleration/deceleration PL 5: Evaluate to make judgement about
Force and Motion in daily life Note:
problem solving and decision
2.1.3 Solve problems making to carry out a task. Derivation of the formulas is required.
involving linear motion
Problem solving involves linear motion with uniform
using the following PL 6 : Invent by applying the knowledge
and skills about Force and Motion in acceleration only.
equations:
daily life problem solving or ecision
making to carry out activities/
assignments in a new situation
creatively and innovatively; giving
due consideration to the social/
economic/ cultural aspects.
4
PL 1 : Recall knowledge and Suggested activity:
2.2 Linear Pupils are able to: scientific skills on Force and
Motion Motion. Pupils use "Data Logger" or appropriate smartphone
Graphs 2.2.1 Interpret types of motion applications such as "Tracker" to map the motion of an object
from the following: PL 2 : Understand Force and Motion, in the form of the following:
(i) displacement-time graph and able to comprehend the
(ii) velocity-time graph concept. • displacement-time graph
(iii) acceleration-time graph • velocity-time graph
PL 3 : Apply knowledge of Force and • acceleration-time graph
Motion to explain the
2.2.2 Analyse displacement- occurrences or phenomena of Subsequently, analyse motion from the graphs.
time graph to determine nature and perform simple
distance, displacement and tasks. Note:
velocity.
PL 4 : Analyse information about Average speed and average velocity can be determined using
Force and Motion in daily life displacement-time and velocity-time graph.
2.2.3 Analyse velocity-time problem solving about natural
graph to determine phenomena. Note:
distance, displacement,
velocity and PL 5: Evaluate to make judgement Problem-solving involves linear motion with uniform
acceleration. about Force and Motion in daily acceleration only.
life problem solving and
decision making to carry out a
2.2.4 Convert and sketch: task.
(i) displacement-time graph to PL 6 : Invent by applying the
velocity-time graph and knowledge and skills about
vice-versa Force and Motion in daily life
(ii) velocity-time graph to problem solving or decision
acceleration-time making to carry out activities/
graph and vice-versa. assignments in a new situation
creatively and innovatively;
giving due
2.2.5 Solve problems involving consideration to the social/
linear motion graphs. economic/ cultural aspects.
5
Suggested activity:
(4) 2.3 Free Fall Pupils are able to: PL 1 : Recall knowledge and
Motion scientific skills on Force and Watch a video on free fall motion.
20 Jan – Motion. Carry out an activity for an object falling with and without air
24 Jan 2.3.1 Explain with examples free resistance.
fall motion and PL 2 : Understand Force and Motion,
gravitational acceleration and able to comprehend the Note:
concept. Qualitative explanation on the motion of an object falling in a
uniform gravitational field.
PL 3 : Apply knowledge of Force and
Motion to explain the Suggested activity:
occurrences or phenomena of
nature and perform simple Use photogates to determine gravitational acceleration, g.
2.3.2 Experiment to determine the tasks. Compare the value of g obtained to the actual value of g at the
value of gravitational Equator.
acceleration. PL 4 : Analyse information about
Force and Motion in daily life Note:
problem solving about natural
phenomena. The value of g is approximately 9.78 m s-2 at the Equator and
9.83 m s-2 at the poles.
PL 5: Evaluate to make judgement
about Force and Motion in daily Note:
life problem solving and
2.3.3 Solve problems involving
decision making to carry out a Value of g is positive when the object is moving downwards
the Earth’s gravitational
task. and negative when it is moving upwards.
acceleration for objects in
free fall.
PL 6 : Invent by applying the
knowledge and skills about
Force and Motion in daily life
problem solving or decision
making to carry out activities/
assignments in a new situation
creatively and innovatively;
giving due
consideration to the social/
economic/ cultural aspects.
6
PL 1 : Recall knowledge and
(5) 2.4 Inertia Pupils are able to: scientific skills on Force and Suggested activity:
Motion.
27 Jan – 2.2.1 Interpret types of motion PL 2 : Understand Force and Motion, Carry out an activity to demonstrate the concept of inertia.
31 Jan from the following: and able to comprehend the Introduce Newton’s first law of motion
(i) displacement-time graph concept.
(ii) velocity-time graph Note:
(iii) acceleration-time Graph PL 3 : Apply knowledge of Force and
Motion to explain the Newton's First Law of motion states that an object will remain
occurrences or phenomena of stationary or move with constant velocity if no external force
2.2.2 Analyse displacement- nature and perform simple acts on it.
time graph to determine tasks. Inertia is not a physical quantity.
distance, displacement and
velocity. PL 4 : Analyse information about Suggested activity:
Force and Motion in daily life
2.2.3 Analyse velocity-time problem solving about natural Carry out an experiment using an inertial balance to determine
graph to determine phenomena. the relationship between mass and inertia.
distance, displacement, Discuss why an inertial balance can be used to measure mass
velocity and acceleration. PL 5: Evaluate to make judgement in outer space.
about Force and Motion in daily
life problem solving and Suggested activity
2.2.4 Convert and sketch: decision making to carry out a :
(i) displacement-time graph task. Discuss:
to velocity-time graph ● Examples of situations in daily life
and vice-versa PL 6 : Invent by applying the involving inertia.
(ii) velocity-time graph to knowledge and skills about ● Positive and negative effects of
acceleration-time graph Force and Motion in daily life inertia.
and vice-versa. problem solving or decision ● Methods of reducing the negative
making to carry out activities/ effects of inertia.
assignments in a new situation
2.2.5 Solve problems involving creatively and innovatively;
linear motion graphs. giving due consideration to the
social/ economic/ cultural
aspects.
7
2.5 Pupils are able to: Suggested activity:
(5) Momentum Carry out activities to investigate how the mass and velocity
2.5.1 Explain momentum, p as the of an object influence the effect of stopping the object.
27 Jan – product of mass, m and Discuss the definition of momentum, the unit of momentum
31 Jan velocity, v. PL 1 : Recall knowledge and and momentum as a vector quantity.
p = mv scientific skills on Force and Discuss the applications of the concept of momentum in daily
Motion. life .
2.5.2 Apply the Principle of
Conservation of Momentum PL 2 : Understand Force and Motion, Suggested activity:
in collision and explosion and able to comprehend the Investigate situations involving the Principle of Conservation
concept. of Momentum in everyday life.
Use the Dynamic Trolley Kit to investigate the Principle of
PL 3 : Apply knowledge of Force and Conservation of Momentum.
Motion to explain the
occurrences or phenomena of Carry out project based learning:
nature and perform simple ● Research on rocket launching technology, based on the
tasks. Principle of Conservation of Momentum.
● Design, build and launch water rockets.
PL 4 : Analyse information about ● Write a report on the application of the Principle of
Force and Motion in daily life Conservation of Momentum in water rocket launching
problem solving about natural technology
phenomena. Note:
Discussion is restricted to collision and explosion in one
PL 5: Evaluate to make judgement dimension.
about Force and Motion in daily
life problem solving and PBL(1)
8
decision making to carry out a Suggested activity:
(6) 2.6 Force Pupils are able to: task.
Carry out activities to generate ideas on the relationship
3 Feb – 2.6.1 Define force as the rate of PL 6 : Invent by applying the between:
7 Feb change of momentum. knowledge and skills about ● force and acceleration
Force and Motion in daily life ● mass and acceleration
problem solving or decision
making to carry out activities/ Introduce Newton’s second law of motion.
assignments in a new situation
creatively and innovatively; Note:
2.6.2 Solve problems involving giving due consideration to the
F= ma social/ economic/ cultural Newton’s second law of motion states that the rate of change
aspects. of momentum is directly proportional to the force and acts in
the direction of the force:
9
Suggested activity:
(7) 2.7 Impulse Pupils are able to:
and Carry out activities and discuss:
10 Feb - 2.7.1 Communicate to explain
14Feb
Impulsive
impulse and impulsive force. ● the effect of increasing or decreasing time of impact on the
Force
magnitude of impulsive force.
2.7.2 Solve problems involving ● situations and applications involving impulse in daily life.
impulse and impulsive force. ● situations and applications involving impulsive force in the
PL 1 : Recall knowledge and safety features in vehicles.
scientific skills on Force and
Motion. Introducing Newton’s third law of motion.
10
PL 5: Evaluate to make judgment about Note:
(8) 2.8 Weight Pupils are able to: Force and Motion in daily life
problem solving and decision Gravitational field strength, g is the force on a unit
17 Feb – 2.8.1 Describe weight as the making to carry out a task. mass due to gravitational attraction.
21 Feb gravitational force that acts For an object on Earth, g = 9.81 N kg-1
on an object, W = mg PL 6 : Invent by applying the
knowledge and skills about Suggested Project:
Force and Motion in daily life
problem solving or decision Design a model of a vehicle that applies Newton’s laws
making to carry out activities/ of motion.
assignments in a new situation
creatively and innovatively;
giving due consideration to the
social/ economic/ cultural
aspects.
11
m2 = mass of second object
PL 4: Analyse information about r = distance between the centre of the two objects
Gravitation in daily life problem G = universal gravitational constant
solving about natural (G= 6.67 x10-11 N m2 kg-2)
phenomena.
Note:
3.1.2 Solve problems involving PL 5 :Evaluate to make judgement Discuss the effects of mass and distance between
Newton’s Universal Law of about Gravitation in daily life two objects on the gravitational force.
Gravitation for: problem solving and decision
making to carry out a task
(i) two static objects on the .
Earth PL 6 : Invent by applying the
(ii) objects on the Earth’s surface knowledge and skills about Note:
(iii) Earth and satelites Gravitation in daily life problem
(iv) Earth and Sun solving or decision making to Deriving gravitational acceleration, g from:
carry out activities/ assignments
in a new situation creatively and
innovatively; giving due
3.1.3 Relate gravitational consideration to the social/
acceleration, g on the economic/ cultural aspects.
surface of the Earth with
the universal gravitational Thus, the gravitational acceleration,g is:
constant, G
12
Suggested activity:
v = linear velocity
r = radius of orbit
● centripetal force:
13
● speed of the Earth orbiting the Sun:
where,
r = average radius of orbit
T = period of the Earth orbiting the Sun
(10) UJIAN 1
2 Mac –
6 Mac
(11) UJIAN 1
9 Mac –
13 Mac
Note:
Kepler’s first law: All planets move in elliptical orbits, with
PL 1 : Recall knowledge and scientific the sun at one focus (Law of Orbits). Kepler’s second law: A
skills on Gravitation. line that connects a planet to the sun sweeps out equal areas in
equal times (Law of Areas).
PL 2: Understand Gravitation, and Kepler’s third law: The square of the period of any planet is
able to comprehend the concept. directly proportional to the cube of the radius of its orbit (Law
of Periods).
14
PL 3: Apply knowledge of Gravitation
to explain the occurrences or Note:
phenomena of nature and Derivation of the relationship is required. Kepler’s third law,
perform simple tasks. T2 ∝ r3 can be derived from:
15
(13) 3.3 Man Made Pupils are able to: Suggested activity:
Satellite
30 Mac – 3.3.1 Describe how an orbit of a Orbital velocity of satellite is derived and determined
04 Apr satellite is maintained at a using centripetal force and Newton’s universal law of
specific height by setting the gravitation.
necessary satellite’s velocity.
Suggested activity:
Note:
Examples of satelites : MEASAT, TiungSAT, RazakSAT, Pipit,
ISS and others.
16
Suggested activity:
3.3.3 Conceptualize escape PL 1 : Recall knowledge and scientific
Velocity skills on Gravitation. Describe the escape velocity of an object from the
Earth’s surface.
PL 2: Understand Gravitation, and
able to comprehend the concept. Note:
PL 3: Apply knowledge of Gravitation The escape velocity,v is the minimum velocity required by an
to explain the occurrences or object on the Earth surface to overcome gravitational force
phenomena of nature and and escape to space.
perform simple tasks. Escape velocity is achieved when the minimum kinetic energy
supplied to the object overcomes gravitational potential
PL 4: Analyse information about energy.
Gravitation in daily life problem Gravitational Potential Energy + Minimum Kinetic
solving about natural Energy = 0
phenomena. The gravitational potential energy, U gained by an
object at a distance, r from the centre of the Earth is:
PL 5 :Evaluate to make judgement
about Gravitation in daily life
problem solving and decision
making to carry out a task
.
PL 6 : Invent by applying the Where
knowledge and skills about m = mass of object
Gravitation in daily life problem M = mass of The Earth
solving or decision v = escape velocity
making to carry out activities/
assignments in a new situation ● Derivation of U is not required.
creatively and innovatively;
giving due consideration to the Formula of escape velocity of an object from the
social/ economic/ cultural Earth’s surface is derived using U and EK:
aspects.
Discuss why:
● Earth can maintain its atmospheric surface
● aeroplane cannot escape from the Earth based on the Earth’s
escape velocity.
Escape velocity of the Earth = 11.2 km s-1
17
3.3.4 Solve problems involving Suggested activity:
the escape velocity,v for a
rocket from the Earth’s Discuss escape velocity from the Earth’s surface, the Moon’s
surface, the Moon’s surface, Mars’ surface and the Sun’s surface
surface, Mars’ surface and
the Sun’s surface.
THEME : HEAT
LEARNING AREA: 4.0 HEAT
18
Suggested activity:
(15) 4.2 Specific Pupils are able to: PL 2: Understand Gravitation, and
Heat Capacity able to comprehend the concept. Discuss heat capacity and examples of daily life situations
13 Apr - 4.2.1 Explain heat capacity, C. involving heat capacity.
17Apr PL 3: Apply knowledge of Gravitation
to explain the occurrences or Suggested activity:
4.2.2 Define specific heat phenomena of nature and
capacity of a material, c perform simple tasks. Gather information to compare the specific heat capacity of
different materials such as water, oil, aluminum, copper, and
PL 4: Analyze information about other materials.
Gravitation in daily life problem Note:
solving about natural
phenomena.
Note:
21
Suggested activity:
4.4.3 Experiment to determine PL 5 :Evaluate to make judgement
the relationship between the about Gravitation in daily life Discuss the experimental results including:
volume and temperature of problem solving and decision
a fixed mass of gas at making to carry out a task ● extrapolation of V-θ graph, to show that when
constant pressure. . V=0, θ = - 273 0C
PL 6 : Invent by applying the ● absolute zero temperature and Kelvin scale
knowledge and skills about ● V-T graph where T is absolute temperature
Gravitation in daily life problem ● deduce Charles's law
solving or decision
making to carry out activities/ Note:
assignments in a new situation
creatively and innovatively; Charle’s law states that for a fixed mass of gas, volume is
giving due consideration directly proportional to absolute temperature at constant
to the social/ pressure. ,where
economic/ cultural aspects.
4.4.4 Experiment to determine
the relationship between
the pressure and
temperature of a fixed
mass of gas at constant k is a constant
volume. T = absolute temperature (K)
Suggested activity:
Note:
4.4.5 Solve problems involving
pressure, temperature and Gay-Lussac’s law states that for a fixed mass of gas, pressure
volume for a fixed mass of is directly proportional to absolute temperature at constant
gas using Gas law formulas. volume (p ∝ T).
22
Note:
23
5.1
Fundamentals of Pupils are able to: PL 1: Recall knowledge and scientific Suggested activity:
(18)
Waves skills on Waves. Carry out activities to investigate the
5.1.1 Describe waves. production of waves through oscillating
4 Mei -8Mei PL 2 Understand Waves, and able to systems or vibrations.
comprehend the concept. Carry out activities using ripple tank/
slinky/ computer simulations to generate
PL 3: Apply knowledge of Waves to explain the idea that wave transfers energy without
the occurrences or phenomena of nature transferring matter.
and perform simple tasks.
5.1.2 State the types of waves. Note:
PL 4: Analyze information about Waves in Two types of waves:
daily life problem solving about natural ● Progressive waves
phenomena. ● Stationary waves
PL 5 : Evaluate to make judgment about Progressive waves are waves where the
Waves in daily life problem solving and profile of the wave changes with time.
decision making to carry out a Progressive waves consist of:
task. ● Transverse waves
● Longitudinal waves
PL 6: Invent by applying the knowledge and
skills about Waves in daily life problem Stationary waves are waves where the
solving or decision making to carry out profile of the waves does not change with
activities/ assignments in a new situation time.
creatively and innovatively; giving due
consideration to the social/ economic/ Examples of stationary waves are waves
cultural aspects. produced by musical instruments.
Discussion on stationary waves is
restricted to its meaning and shape only.
● Mechanical waves
● Electromagnetic waves
For example:
Mechanical waves – water and sound
waves
Electromagnetic waves – light and radio
waves
24
5.1.3 Compare transverse waves and Suggested activity :
longitudinal waves. PL 1: Recall knowledge and scientific
skills on Waves. Carry out activities using ripple tank/
slinky spring/ computer simulations to
PL 2 Understand Waves, and able to explain transverse waves and longitudinal
comprehend the concept. waves.
Give examples of transverse waves and
PL 3: Apply knowledge of Waves to explain longitudinal waves.
the occurrences or phenomena of nature
and perform simple tasks. Note:
25
5.1.6 Determine wavelength, λ , Suggested activity:
frequency, f and wave speed, v.
Carry out an activity using ripple tank and
digital xenon stroboscope to determine
wavelength and frequency of a wave, and
hence, calculate the wave speed using the
wave formula, v = f λ.
(19)
SEMESTER 2
26
Waves in daily life problem solving and
decision making to carry out a During damping, the oscillating frequency
task. remains constant.
For Barton’s pendulum, the pendulum in
PL 6: Invent by applying the knowledge and resonance oscillates with maximum
skills about Waves in daily life problem amplitude.
solving or decision making to carry out
5.2.2 Justify the effects of resonance in activities/ assignments in a new Suggested activity:
our daily lives. situation creatively and innovatively;
giving due consideration to the social/ View videos of an event or incident, for
economic/ cultural aspects. example the collapse of Tacoma Narrows
Bridge, USA in 1940 and the tuning of
musical instruments.
(22) 5.3 Reflection of Pupils are able to: PL 1: Recall knowledge and scientific Suggested activity:
Waves skills on Waves.
15 Jun -19 5.3.1 Describe reflection of waves f Carry out activities on the reflection of
Jun rom the following aspects: PL 2 Understand Waves, and able to plane water
(i) angle of incidence (i) comprehend the concept. waves in a ripple tank to determine:
(ii) angle of reflection (r) ● angle of incidence (i)
(iii) wavelength (λ), PL 3: Apply knowledge of Waves to explain ● angle of reflection(r)
(iv) frequency (f), the occurrences or phenomena of nature ● wavelength (λ)
(v) speed (v) and perform simple tasks. ● frequency (f)
(vi) direction of propagation of waves. ● speed (v)
PL 4: Analyse information about Waves in ● direction of propagation of waves.
daily life problem solving about natural
5.3.2Draw a diagram to show the phenomena. Note:
reflection of plane water waves by
through a plane reflector. PL 5 : Evaluate to make judgement about Wave fronts should be introduced.
Waves in daily life problem solving and
decision making to carry out a Suggested activity:
5.3.3 Justify the application of task.
reflection of waves in daily life. Discuss the applications of reflection of
PL 6: Invent by applying the knowledge and waves in the
skills about Waves in daily life problem following fields:
solving or decision making to carry out ● Telecommunication
activities/ assignments in a new situation ● Medicine
creatively and innovatively; giving due ● Aquaculture
27
consideration to the social/ economic/ ● Oil exploration
cultural aspects.
5.3.4 Solve problems involving Note:
reflection of waves. Problem solving is limited to the reflection
of water waves and sound waves.
PL 4: Analyse information about Waves in Two waves sources are coherent when:
daily life problem solving about natural ● both waves have the same frequency
phenomena. ● their phase difference is constant
● Water waves
● Sound waves
● Light waves (Young’s double-slit
experiment)
Suggested activity:
5.6.5 Communicate on the applications
of interference of waves in daily
30
life. Gather information on the applications of
interference of waves in daily life.
For example : non-reflective glasses,
design of theater hall involving seating
arrangement and other related examples.
PL 1: Recall knowledge and scientific skills on Refractive index, n is the degree to which
Light and Optics. light bends when traversing from vacuum
to a medium.
PL 2: Understand Light and Optics, and able Refractive index is defined as the ratio of
to comprehend the concept. speed of light in vacuum to speed of light
in the medium:
PL 3:Apply knowledge of Light and Optics to
explain the occurrences or phenomena of
nature and perform simple tasks
32
. where c= 3.0 X 108 ms-1
PL 4: Analyse information about Light and
Optics in daily life problem solving Note:
6.1.3 Conceptualize Snell's Law about natural phenomena. Law of refraction of light states that for
light traversing between two mediums:
PL 5:Evaluate to make judgement about Light ● The incident ray, refractive ray and
and Optics in daily life problem solving normal line meet at a point and lies in
and decision making to carry out a task. the same plane.
● Snell’s Law:
PL 6:Invent by applying the knowledge and
skills about Light and Optics in daily life
problem solving or decision making to
carry out activities/ assignments in a new
situation creatively and innovatively;
giving due consideration to the social/ where,
economic/ cultural aspects. n = refractive index of medium 1
1
Ѳ1 = incident angle
Ѳ2 = refracted angle
If medium 1 is air (n1=1),
n = refractive index of particular medium
i = incident angle in the air
r = refracted angle in the particular
medium
Suggested activity:
6.1.4 Experiment to determine the
Carry out an experiment to determine the
refractive index,n for glass block
refractive index, n for glass block/ perspex
or perspex.
using laser beam/ ray box and semicircular
glass/ perspex block.
Suggested activity:
6.1.5 Explain real depth and apparent
depth.
Draw a ray diagram to show real depth, H
and apparent depth, h.
33
6.1.6 Experiment to determine Note:
refractive index of a medium The relationship between refractive index,
using real depth and apparent n with real depth, H and apparent depth, h
depth. is:
Suggested Activity:
6.1.7 Solve problems related to
Carry out an activity to determine the
refraction of light. refractive index of water by using real
depth and apparent depth using a
non-parallax method.
Note:
Problem solving is limited to light
traversing between two different mediums
34
and decision making to carry out a task. Example of application:
● Prism periscope
PL 6:Invent by applying the knowledge and ● Optical fibre
skills about Light and Optics in daily ● Cat’s eye reflector
6.2.4 Solve problems involving total life problem solving or decision making
internal reflection. to carry out activities/ assignments in a
new situation creatively and
innovatively; giving due consideration
to the social/ economic/ cultural aspects.
(30) 6.3 Total Internal Pupils are able to: Suggested Activity:
Reflection Carry out activities with Optical Ray Kit to
17 Ogos- 6.3.1 Identify convex lenses as show convex lens as converging lens and
21Ogos converging lenses and concave concave lens as diverging lens.
lenses as diverging lenses Introduce terms used in optics:
● principle axis
PL 1: Recall knowledge and scientific skills on ● lens axis
Light and Optics. ● optical centre, O
● focal point, F
PL 2: Understand Light and Optics, and able ● object distance,u
to comprehend the concept. ● image distance, v
● focal length, f
PL 3:Apply knowledge of Light and Optics to
6.3.2 Estimate focal length for a explain the occurrences or phenomena of Suggested Activity:
convex lens using distant object. nature and perform simple tasks Carry out activities to observe real images
. and estimate the focal length of a convex
PL 4: Analyse information about Light and lens using distant objects
Optics in daily life problem solving
about natural phenomena.
6.3.3 Determine the position and Suggested Activity:
features of images formed by : PL 5:Evaluate to make judgement about Light Carry out activities and draw ray diagrams
(i) convex lens and Optics in daily life problem solving to determine features of images formed by
(ii) concave lens and decision making to carry out a task. convex lens and concave
lens for different object distance:
PL 6:Invent by applying the knowledge and ● u>2f
skills about Light and Optics in daily life ● u = 2f
problem solving or decision making to ● f<u< 2f
carry out activities/ assignments in a new ●u=f
situation creatively and innovatively; ● u< f
giving due consideration to the social/ Note:
35
economic/ cultural aspects. Virtual image is an image that cannot be
formed on the screen.
Note:
Linear magnification can also be:
where :
hi = height of the image
ho = height of the object
v = image distance
u = object distance
PL 1: Recall knowledge and scientific skills on
(31) 6.4 Image Pupils are able to: Light and Optics. Note:
Formation by
24 Ogos- 6.4.1 Experiment to: PL 2: Understand Light and Optics, and able Focal length, f of a convex lens is
28Ogos
Lens
(i) Investigate the relationship between to comprehend the concept. determined from the
object distance, u and image
distance, v for a convex lens. PL 3:Apply knowledge of Light and Optics to
(ii) Determine the focal length of a thin explain the occurrences or phenomena of
lens using lens formula: nature and perform simple tasks
.
PL 4: Analyse information about Light and
Optics in daily life problem solving
about natural phenomena.
(32) 6.5 Thin Lens Pupil are able to: Suggested Activity:
Formula PL 1: Recall knowledge and scientific skills on
31 Ogos -4 Light and Optics. Carry out ‘hands on’ activities, active
6.5.1 Justify the usage of lenses in
Sept reading and/ or internet search to justify
optical instruments such as
magnifying lens, telescope and PL 2: Understand Light and Optics, and able the usage of lenses in optical instruments
microscope. to comprehend the concept.
. Suggested Activity:
6.5.2 Design and build a compound PL 3:Apply knowledge of Light and Optics to
microscope and astronomical explain the occurrences or phenomena of Carry out project-based learning:
telescope. nature and perform simple tasks ● Gather information about compound
. . microscope and astronomical telescope.
PL 4: Analyse information about Light and ●Draw ray diagrams to show image
Optics in daily life problem solving formation in compound microscope and
about natural phenomena. astronomical telescope.
● Design and build compound microscope
PL 5:Evaluate to make judgement about Light and astronomical telescope using convex
and Optics in daily life problem solving lenses
and decision making to carry out a task.
6.5.3 Communicate application of Suggested Activity:
small lenses in optical instrument PL 6:Invent by applying the knowledge and
technology. skills about Light and Optics in daily life Discuss about small lens application in
problem solving or decision making to optical instruments such as cameras in
carry out activities/ assignments in a new smart phone and CCTV.
situation creatively and innovatively; Discuss about the limitation to the
giving due consideration to the social/ thickness of a smart phone due to the
economic/ cultural aspects. thickness of the camera’s lens.
PBL (3)
(33)
6.6 Optical Pupils are able to: Suggested Activity:
07 Sept -11 instruments Introduce terms used in optics:
Sept 6.6.1 Determine position and features PL 1: Recall knowledge and scientific skills on ● principal axis
of image formed by: Light and Optics. ● focal point, F
● object distance, u
(i) concave mirror PL 2: Understand Light and Optics, and able ● image distance, v
37
(ii) convex mirror to comprehend the concept. ● focal length, f
● centre of curvature, C
PL 3:Apply knowledge of Light and Optics to ● radius of curvature, r
explain the occurrences or phenomena of
nature and perform simple tasks Draw ray diagrams to determine the
. position and features of image formed by:
PL 4: Analyse information about Light and ● concave mirror
Optics in daily life problem solving ● convex mirror
about natural phenomena.
Carry out activities and draw ray diagrams
PL 5:Evaluate to make judgement about Light to determine the features of images formed
and Optics in daily life problem solving by concave and convex mirrors for
and decision making to carry out a task. different object distances:
6.7 Image
(34) Formation by
14 Sept-18
Spherical
Sept Mirrors
(35)
Intensive Revision Program
21 Sept-
25Sept
Intensive Revision Program
38
(36)
28 Sept -2Oct
(38)
(39)
FINAL YEAR EXAMINATION
19 Okt-23
Oct
(40)
FINAL YEAR EXAMINATION
26 Oct -30
Oct
(41)
Intensive Revision Program
2Nov-6 Nov
(42)
Intensive Revision Program
9 Nov-13 Nov
(43)
16Nov-
Intensive Revision Program
20 Nov
39
CUTI AKHIR TAHUN (21/11/2020- 31/12/2020)
40