SMJK PEREMPUAN PERAK

SCHEME OF WORK
PHYSICS
FORM 4
2020

1
 SMJK PEREMPUAN PERAK, IPOH
SCHEME OF WORK : FORM 4 PHYSICS,2020

CONTENT Suggested Activities

Week STANDARD
LEARNING STANDARD PERFORMANCE LEVEL
THEME : ELEMENTARY PHYSICS
LEARNING AREA: 1.0 Measurement
1.1 Physical Pupils are able to:
(1) Quantities PL 1 : Recall knowledge and scientific skills
1.1.1 Explain physical quantities. on Measurement.
2 Jan -3 Jan
PL 2 : Understand Measurement, and able
1.1.2 Explain with examples base to comprehend the concept.
quanti
PL 3 : Apply knowledge of Measurement to
1.1.3 Describe derived quantities explain the occurrences or
in terms of base quantities and phenomena of nature and perform
their simple tasks.
corresponding S.I. units.ties
and derived quantities. PL 4 : Analyse information about
Measurement in daily life problem
solving about natural phenomena
1.1.4 Explain with examples,
scalar quantities and vector PL 5 : Evaluate to make judgement about
quantities. Measurement in daily life problem
solving and decision making to carry
out a task.
PL 6 : Invent by applying the knowledge
and skills about Measurement 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.
Notes
Note:
Physical quantities consist of base quantities and
derived quantities.
Physical quantities involve metric and imperial units.
Examples of imperial unit: foot, inch, yard, mile, gallon, psi, etc.
Note:
Seven base quantities and their corresponding S.I units:
● length, (m)
● mass, m (kg)
● time, t (s)
● absolute temperature, T (K)
● electric current, I (A)
● luminous intensity, Iv (cd)
● quantity of matter, n (mol)
Suggested activity:
Discuss derived quantities in terms of base quantities and their
corresponding S.I. units.
Note:
Formulas are used to describe derived quantities in terms of base
quantities and to determine their base
S.I. units.

2

(2) 1.2 Scientific Pupils are able to:
Investigation
6 Jan -11 Jan 1.2.1 Interpret graph to determine
the relationship between two
physical quantities.
1.2.2 Analyse graph to summarise
an investigation.
1.2.3 Carry out a scientific
investigation and write a
complete report for the
Simple Pendulum
Experiment.
PL 1 : Recall knowledge and scientific skills
on Measurement.
PL 2 : Understand Measurement, and able
to comprehend the concept.
PL 3 : Apply knowledge of Measurement to
explain the occurrences or
phenomena of nature and perform
simple tasks.
PL 4 : Analyse information about
Measurement in daily life problem
solving about natural phenomena
PL 5 : Evaluate to make judgement about
Measurement in daily life problem
solving and decision making to carry
out a task.
PL 6 : Invent by applying the knowledge
and skills about Measurement 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.
Suggested activity:
Discuss different shape of graphs to show the relationship
between two physical quantities such as:
● directly proportional
● increase linearly
● decrease linearly
● increase non-linearly
● decrease non-linearly
● inversely proportional
Suggested activity:
Plot a graph from given data to:
● state the relationship between two given variables
● determine the gradient that represents a physical quantity
●determine the area under the graph that represents a physical
quantity
● determine the value of a physical quantity from interpolation
● make predictions through extrapolation
Suggested activity:
Carry out a Simple Pendulum Experiment to
investigate the relationship between the length of
pendulum, and the period of oscillation, T from the
graph:
● T against l
● T2against l
The graphs plotted must:
● have a suitable scale based on the range of data obtained
● 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:
The value of g obtained from the experiment is compared to the
standard value. The difference in the obtained value and the
standard value has to be justified.
3
 CONTENT
Week STANDARD LEARNING STANDARD PERFORMANCE LEVEL Suggested Activities Notes

THEME : NEWTONIAN MECHANICS

LEARNING AREA: 2.0 Force and Motion I
3.0 Gravitation1.0 Measurement

LEARNING AREA: 2.0 Force and Motion I

2.1 Linear Pupils are able to:
(3) Motion
2.1.1 Describe the type of
13 Jan – linear motion of an
17 Jan
object in the following
states:
(i) stationary
(ii) uniform velocity
(iii) non-uniform velocity
2.1.2 Determine:
(i) distance and displacement
(ii) speed and velocity
(iii) acceleration/deceleration
2.1.3 Solve problems
involving linear motion
using the following
equations:
PL 1 : Recall knowledge and Note:
scientific skills on Force and
Motion.
Discuss motion in terms of its displacement, velocity
and acceleration.
PL 2 : Understand Force and Motion, and
able to comprehend the concept.
Suggested activity:
PL 3 : Apply knowledge of Force and
Motion to explain the occurrences or
phenomena of nature and perform
Carry out activities using a ticker timer and ticker tapes
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
and Motion in daily life problem displacement, velocity, acceleration and deceleration
solving about natural phenomena.
with higher accuracy.
PL 5: Evaluate to make judgement about
Force and Motion in daily life Note:
problem solving and decision
making to carry out a task. Derivation of the formulas is required.
Problem solving involves linear motion with uniform
PL 6 : Invent by applying the knowledge
and skills about Force and Motion in acceleration only.
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

2.2 Linear Pupils are able to:
Motion
Graphs 2.2.1 Interpret types of motion
from the following:
(i) displacement-time graph
(ii) velocity-time graph
(iii) acceleration-time graph
2.2.2 Analyse displacement-
time graph to determine
distance, displacement and
velocity.
2.2.3 Analyse velocity-time
graph to determine
distance, displacement,
velocity and
acceleration.
2.2.4 Convert and sketch:
(i) displacement-time graph to
velocity-time graph and
vice-versa
(ii) velocity-time graph to
acceleration-time
graph and vice-versa.
2.2.5 Solve problems involving
linear motion graphs.
PL 1 : Recall knowledge and Suggested activity:
scientific skills on Force and
Motion. Pupils use "Data Logger" or appropriate smartphone
applications such as "Tracker" to map the motion of an object
PL 2 : Understand Force and Motion, in the form of the following:
and able to comprehend the
concept. • displacement-time graph
• velocity-time graph
PL 3 : Apply knowledge of Force and • acceleration-time graph
Motion to explain the
occurrences or phenomena of Subsequently, analyse motion from the graphs.
nature and perform simple
tasks. Note:
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.
problem solving about natural
phenomena. Note:
PL 5: Evaluate to make judgement Problem-solving involves linear motion with uniform
about Force and Motion in daily acceleration only.
life problem solving and
decision making to carry out a
task.
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.
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
PL 3 : Apply knowledge of Force and uniform gravitational field.
Motion to explain the
occurrences or phenomena of Suggested activity:
nature and perform simple
2.3.2 Experiment to determine the tasks. Use photogates to determine gravitational acceleration, g.
value of gravitational Compare the value of g obtained to the actual value of g at the
acceleration. PL 4 : Analyse information about Equator.
Force and Motion in daily life
problem solving about natural Note:
phenomena.
The value of g is approximately 9.78 m s-2 at the Equator and
PL 5: Evaluate to make judgement 9.83 m s-2 at the poles.
about Force and Motion in daily
life problem solving and Note:
2.3.3 Solve problems involving
decision making to carry out a
the Earth’s gravitational
task. Value of g is positive when the object is moving downwards
acceleration for objects in
free fall. and negative when it is moving upwards.
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

(5) 2.4 Inertia Pupils are able to:
27 Jan – 2.2.1 Interpret types of motion
31 Jan from the following:
(i) displacement-time graph
(ii) velocity-time graph
(iii) acceleration-time Graph
2.2.2 Analyse displacement-
time graph to determine
distance, displacement and
velocity.
2.2.3 Analyse velocity-time
graph to determine
distance, displacement,
velocity and acceleration.
2.2.4 Convert and sketch:
(i) displacement-time graph
to velocity-time graph
and vice-versa
(ii) velocity-time graph to
acceleration-time graph
and vice-versa.
2.2.5 Solve problems involving
linear motion graphs.
PL 1 : Recall knowledge and
scientific skills on Force and
Motion.
PL 2 : Understand Force and Motion,
and able to comprehend the
concept.
PL 3 : Apply knowledge of Force and
Motion to explain the
occurrences or phenomena of
nature and perform simple
tasks.
PL 4 : Analyse information about
Force and Motion in daily life
problem solving about natural
phenomena.
PL 5: Evaluate to make judgement
about Force and Motion in daily
life problem solving and
decision making to carry out a
task.
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.
Suggested activity:
Carry out an activity to demonstrate the concept of inertia.
Introduce Newton’s first law of motion
Note:
Newton's First Law of motion states that an object will remain
stationary or move with constant velocity if no external force
acts on it.
Inertia is not a physical quantity.
Suggested activity:
Carry out an experiment using an inertial balance to determine
the relationship between mass and inertia.
Discuss why an inertial balance can be used to measure mass
in outer space.
Suggested activity
:
Discuss:
● Examples of situations in daily life
involving inertia.
● Positive and negative effects of
inertia.
● Methods of reducing the negative
effects of inertia.
7
 2.5 Pupils are able to:
(5) Momentum
2.5.1 Explain momentum, p as the
27 Jan – product of mass, m and
31 Jan velocity, v. PL 1 : Recall knowledge and
p = mv scientific skills on Force and
Motion.
2.5.2 Apply the Principle of
Conservation of Momentum PL 2 : Understand Force and Motion,
in collision and explosion and able to comprehend the
concept.
PL 3 : Apply knowledge of Force and
Motion to explain the
occurrences or phenomena of
nature and perform simple
tasks.
PL 4 : Analyse information about
Force and Motion in daily life
problem solving about natural
phenomena.
PL 5: Evaluate to make judgement
about Force and Motion in daily
life problem solving and
decision making to carry out a
Pupils are able to: task.
(6) 2.6 Force
2.6.1 Define force as the rate of PL 6 : Invent by applying the
3 Feb –
7 Feb change of momentum. 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;
2.6.2 Solve problems involving giving due consideration to the
F= ma social/ economic/ cultural
aspects.
Suggested activity:
Carry out activities to investigate how the mass and velocity
of an object influence the effect of stopping the object.
Discuss the definition of momentum, the unit of momentum
and momentum as a vector quantity.
Discuss the applications of the concept of momentum in daily
life .
Suggested activity:
Investigate situations involving the Principle of Conservation
of Momentum in everyday life.
Use the Dynamic Trolley Kit to investigate the Principle of
Conservation of Momentum.
Carry out project based learning:
● Research on rocket launching technology, based on the
Principle of Conservation of Momentum.
● Design, build and launch water rockets.
● Write a report on the application of the Principle of
Conservation of Momentum in water rocket launching
technology
Note:
Discussion is restricted to collision and explosion in one
dimension.
 PBL(1)
Suggested activity:
Carry out activities to generate ideas on the relationship
between:
● force and acceleration
● mass and acceleration
Introduce Newton’s second law of motion.
Note:
Newton’s second law of motion states that the rate of change
of momentum is directly proportional to the force and acts in
8
 the direction of the force:

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.

PL 2 : Understand Force and

Motion,and able to comprehend
the concept. Note:
Newton’s third law of motion states that for every action,
PL 3 : Apply knowledge of Force and there is an equal but opposite reaction.
Motion to explain the
occurrences or phenomena of Impulse is the change of momentum:
nature and perform simple Impulse, Ft = mv – mu
tasks.
Impulsive force is the rate of change of momentum in
PL 4 : Analyse information about collisions that happen in a short period of time.
Force and Motion in daily life
problem solving about natural
phenomena.

9
 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.

LEARNING AREA: 3.0 Gravitation

(9) 3.1 Law of Pupils are able to: Suggested activity:

Universal
24Feb – Gravitation 3.1.1 Explain Newton’s Discuss that the gravitational force exists between two objects
28Feb Universal Law of in the universe.
Gravitation:
Note:

Gravitational force can be explained by Newton’s universal

law of gravitation.
PL 1 : Recall knowledge and scientific F is directly proportional to the product of mass of the objects
skills on Gravitation. and inversely proportional to the square of the distance
between them. From the law:
PL 2: Understand Gravitation, and
able to comprehend the
concept.

PL 3: Apply knowledge of Gravitation

to explain the occurrences or where,
phenomena of nature and F = gravitational force between two objects
perform simple tasks. m1 = mass of first object

10

3.1.2 Solve problems involving
Newton’s Universal Law of
Gravitation for:
(i) two static objects on the
Earth
(ii) objects on the Earth’s surface
(iii) Earth and satelites
(iv) Earth and Sun
3.1.3 Relate gravitational
acceleration, g on the
surface of the Earth with
the universal gravitational
constant, G
PL 4: Analyse information about
Gravitation in daily life problem
solving about natural
phenomena.
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
knowledge and skills about
Gravitation 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.
m2 = mass of second object
r = distance between the centre of the two objects
G = universal gravitational constant
(G= 6.67 x10-11 N m2 kg-2)
Note:
Discuss the effects of mass and distance between
two objects on the gravitational force.
Note:
Deriving gravitational acceleration, g from:
Thus, the gravitational acceleration,g is:
M = mass of the Earth
r = distance between the centre of the Earth and centre of an
object (r = R+h)
R = radius of the Earth
h = height of an object from the surface of the Earth
Discuss the variation of g with h using the graph g
against h for:
● r<R
● r≥R
11

3.1.4 Justify the importance of
knowing the values of
gravitational acceleration
of the planets in the
Solar System
3.1.5 Describe the centripetal
force in the motion of
satellites and planets
system.
3.1.6 Determine the mass of the
Earth and the Sun using
Newton’s universal law of
gravitation and centripetal
force.
Suggested activity:
Compare the values of gravitational acceleration for the moon,
the Sun and the planets in the solar system
Discuss the importance of knowing the gravitational
acceleration of planets in space exploration and sustainability
of life.
Carry out a multimedia presentation on the effects of gravity
on human growth based on:
● difference in density
● bone fragility
● size of lungs
● blood circulation system and blood pressure
Suggested activity:
Carry out activities to understand centripetal force using a
Centripetal Force Kit.
Note:
Objects that orbit the Earth will experience free fall toward the
centre of the Earth.
Satellite and planetary motion systems are circular motions
which are constantly experiencing a centripetal acceleration, a
where:
v = linear velocity
r = radius of orbit
Suggested activity:
To determine the mass of the Earth and the Sun using:
● Newton’s universal law of gravitation
● centripetal force:
12
 ● 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

CUTI PERTENGAHAN PENGGAL 1

(14 Mac 2020 – 22 Mac 2020)

(12) 3.2 Kepler’s Pupils are able to: Suggested activity:

Law
23 Mac- 3.2.1 Explain Kepler’s Laws. Sketch an elliptical shape based on the elliptical dualfocus
7 Mac concept using thread and pencil.
Discuss that the elliptical orbits of the planets in the solar
system are almost circular.

PL 1 : Recall knowledge and scientific
skills on Gravitation.
PL 2: Understand Gravitation, and
able to comprehend the concept.
Note:
Kepler’s first law: All planets move in elliptical orbits, with
the sun at one focus (Law of Orbits). Kepler’s second law: A
line that connects a planet to the sun sweeps out equal areas in
equal times (Law of Areas).
Kepler’s third law: The square of the period of any planet is
directly proportional to the cube of the radius of its orbit (Law
of Periods).
13
 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:

PL 4: Analyse information about

3.2.2 Express Kepler’s Third Gravitation in daily life problem
Law solving about natural
T2 ∝ r3 phenomena.

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
knowledge and skills about
Gravitation in daily life problem
solving or decision making to
carry out activities/ assignments
Therefore, Kepler’s thrid law is expressed as T2 ∝ r3,
in a new situation creatively and
where,
innovatively; giving due
● M is mass of the Sun; for the Sun and planetary
consideration to the social/
system
economic/ cultural aspects.
● M is mass of the Earth; for the Earth and satelite
system

3.2.3 Solve problems using Note:

Kepler’s Third Law From Kepler’s third law:

● For a planet that orbits the Sun;

r = the distance between the center of the planet and the
center of the Sun.
● For satellites orbiting the Earth; r = R + h (distance
between center of Earth and satellite center)
R = Earth radius = 6370 km
h = satellite elevation from Earth's surface

14
 (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.

Orbital velocity is calculated for satellites, such as,

ISS and Measat.

Discuss the effect on the satellite if the satellite’s velocity is

less than its orbital velocity.

Suggested activity:

Search for information on geostationary and nongeostationary

3.3.2 Communicate on satellites in terms of its function and life span.
geostationary and Present ideas in the form of folios, multimedia presentation
nongeostationary satellites. and others.

Note:
Examples of satelites : MEASAT, TiungSAT, RazakSAT,
Pipit, ISS and others.

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
15
 to explain the occurrences or
phenomena of nature and
perform simple tasks.
PL 4: Analyse information about
Gravitation in daily life problem
solving about natural
phenomena.
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
knowledge and skills about
Gravitation 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.
3.3.4 Solve problems involving
the escape velocity,v for a
rocket from the Earth’s
surface, the Moon’s
surface, Mars’ surface and
the Sun’s surface.
object on the Earth surface to overcome gravitational force
and escape to space.
Escape velocity is achieved when the minimum kinetic energy
supplied to the object overcomes gravitational potential
energy.
Gravitational Potential Energy + Minimum Kinetic
Energy = 0
The gravitational potential energy, U gained by an
object at a distance, r from the centre of the Earth is:
Where
m = mass of object
M = mass of The Earth
v = escape velocity
● Derivation of U is not required.
Formula of escape velocity of an object from the
Earth’s surface is derived using U and EK:
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
Suggested activity:
Discuss escape velocity from the Earth’s surface, the Moon’s
surface, Mars’ surface and the Sun’s surface
16
 THEME : HEAT
LEARNING AREA: 4.0 HEAT

(14) 4.1 Thermal Pupils are able to: Suggested activity:

Equilibrium
6 Apr – 4.1.1 Explain with examples Carry out an activity that shows thermal equilibrium
10Apr thermal equilibrium in between two bodies in thermal contact.
daily life. Discuss situations and applications of thermal equilibrium in
daily life.

4.1.2 Calibrate a liquid-in-glass Suggested activity:

thermometer using two fixed
points. Carry out an activity to calibrate a liquid-in-glass
PL 1 : Recall knowledge and scientific thermometer by using boiling point and melting point of
skills on Gravitation. distilled water for calibration.

PL 2: Understand Gravitation, and Suggested activity:

(15) 4.2 Specific Pupils are able to: able to comprehend the concept.
Heat Capacity Discuss heat capacity and examples of daily life situations
13 Apr - 4.2.1 Explain heat capacity, C. PL 3: Apply knowledge of Gravitation involving heat capacity.
17Apr to explain the occurrences or
phenomena of nature and Suggested activity:
4.2.2 Define specific heat perform simple tasks.
capacity of a material, c Gather information to compare the specific heat capacity of
PL 4: Analyze information about different materials such as water, oil, aluminum, copper, and
Gravitation in daily life problem other materials.
solving about natural Note:
phenomena.

PL 5 :Evaluate to make judgment

about Gravitation in daily life
problem solving and decision
making to carry out a task
.
PL 6 : Invent by applying the
knowledge and skills about
Gravitation in daily life problem
solving or decision
making to carry out activities/
17
4.2.3 Experiment to determine:
(i) the specific heat capacity
of water
(ii) the specific heat capacity
of aluminum
4.2.4 Communicate to explain the
applications of specific heat
capacity in daily life,
material engineering and
natural phenomena.
4.2.5 Solve problems involving
specific heat capacity using
formula:
Q = mc ΔѲ
assignments in a new situation
creatively and innovatively;
giving due
consideration to the social/
economic/ cultural aspects.
Suggested activity:
Gather information and report on the applications of specific
heat capacity in daily life, material engineering and natural
phenomena.
Note:
Examples of specific heat capacity application in daily life:
● selection of traditional building materials in various climate
zones
● cooking utensils
● car radiator system
Examples of application of specific heat capacity in material
engineering:
● outer layer of a spacecraft
● production of the latest materials in the construction of
green buildings
● cooking utensils
Examples of natural phenomena involving specific heat
capacity:
● land breeze
● sea breeze
Note:
Problem solving involving:
Q = mc ΔѲ
Pt = mc ΔѲ
P = electric power (W)
t = time (s)
Assumptions made in problem solving should be explained.
18
 Carry out project-based learning:

Build a model of a cluster home that can reduce the

problem of extreme temperatures (refer to PdP STEM
Physics Resources at www.bpk.moe.gov.my).

 PBL (2)

(16) 4.3 Specific Pupils are able to:

Latent Suggested activity:
20 Apr - Heat 4.3.1 Explain latent heat.
24 Apr Explain the concept of latent heat in terms of molecular
bonding during melting and boiling.

4.3.2 Define: Suggested activity:

(i) specific latent heat, l
(ii) specific latent heat of fusion,
𝓁f
(iii) specific latent heat of
evaporization, 𝓁v
PL 1 : Recall knowledge and scientific
skills on Gravitation.
PL 2: Understand Gravitation, and
able to comprehend the concept.
PL 3: Apply knowledge of Gravitation
to explain the occurrences or
phenomena of nature and
perform simple tasks.
Compare and discuss:
● Specific latent heat of fusion of ice and wax
● Specific latent heat of evaporation of water, oil and
other substances
Note:
Specific latent heat, 𝓁 is the quantity of heat, Q absorbed or
released during change of phase of 1 kg of a substance at
constant temperature.

4.3.3 Experiment to determine: PL 4: Analyse information about Suggested activity:

(i) specific latent heat, 𝓁f of
fusion of ice.
(ii) specific latent heat of
evaporation, 𝓁v of water
PL 5 :Evaluate to make judgement
.
Gravitation in daily life problem
solving about natural
phenomena.
about Gravitation in daily life
problem solving and decision
making to carry out a task
Compare and discuss the value of the
● specific latent heat of fusion of ice, 𝓁f and specific latent
heat of vaporization of water, 𝓁v
● the values of 𝓁f and 𝓁v obtained from experiments with
standard values.
Suggested activity:
19
 4.3.4 Communicate to explain the
applications of specific
latent heat in daily life.
4.3.5 Solve problems involving
latent heat.
(17) Pupils are able to:
4.4 Gas Laws
27 Apr- 4.4.1 Explain pressure,
1 Mei temperature and volume of
gas in terms of the
behaviour of gas molecules
based on the Kinetic
Theory of Gas.
4.4.2 Experiment to determine
the relationship between the
pressure and volume of a
fixed mass of gas at
constant temperature
PL 6 : Invent by applying the
knowledge and skills about
Gravitation 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.
PL 1 : Recall knowledge and scientific
skills on Gravitation.
PL 2: Understand Gravitation, and
able to comprehend the concept.
PL 3: Apply knowledge of Gravitation
to explain the occurrences or
phenomena of nature and
perform simple tasks.
Carry out an activity to show that evaporation causes
cooling such as blowing air into alcohol.
Discuss the applications of specific latent heat in daily
life such as:
● the cooling system in a refrigerator
● sweat evaporation from certain fabrics
● the steaming of food
Note:
The formula used is:
Q=m𝓁
Pt = m 𝓁
Assumptions made in problem solving should be stated.
Suggested activity:
Observe computer simulations or models to understand the
behaviour of gas molecules.
Suggested activity:
Deduce Boyle’s law by discussing the experimental results
based on the P-V graph.
Note:
Boyle's law states that for a fixed mass of gas, pressure is
inversely proportional to volume at constant temperature.
20

4.4.3 Experiment to determine
the relationship between the
volume and temperature of
a fixed mass of gas at
constant pressure.
PL 6 : Invent by applying the
4.4.4 Experiment to determine
the relationship between
the pressure and
temperature of a fixed
mass of gas at constant
volume.
4.4.5 Solve problems involving
pressure, temperature and
PL 4: Analyse information about
Gravitation in daily life problem
solving about natural
phenomena.
PV = k, k is a constant
P = gas pressure (Pa)
PL 5 :Evaluate to make judgement
V = gas volume (m3)
about Gravitation in daily life
problem solving and decision
Suggested activity:
making to carry out a task
.
Discuss the experimental results including:
knowledge and skills about
● extrapolation of V-θ graph, to show that when
Gravitation in daily life problem
V=0, θ = - 273 0C
solving or decision
● absolute zero temperature and Kelvin scale
making to carry out activities/
● V-T graph where T is absolute temperature
assignments in a new situation
● deduce Charles's law
creatively and innovatively;
giving due consideration
Note:
to the social/
economic/ cultural aspects.
Charle’s law states that for a fixed mass of gas, volume is
directly proportional to absolute temperature at constant
pressure. ,where
k is a constant
T = absolute temperature (K)
Suggested activity:
Discuss experimental results that include:
● extrapolation of p-θ graph to indicate when
p=0, θ= -273 0C.
● p-T graph, where T is absolute temperature
● deduce Gay-Lussac law
21
 volume for a fixed mass of
gas using Gas law formulas. Note:

Gay-Lussac’s law states that for a fixed mass of gas, pressure

is directly proportional to absolute temperature at constant
volume (p ∝ T).

Note:

The formulas used:

CONTENT Suggested Activities

Week STANDARD
LEARNING STANDARD PERFORMANCE LEVEL
Notes
THEME : WAVES, LIGHT AND OPTICS
LEARNING AREA: 5.0 WAVE
6.0 LIGHT AND OPTICS

22
 LEARNING AREA: 5.0 WAVE
5.1
Fundamentals of Pupils are able to: PL 1: Recall knowledge and scientific
(18)
Waves skills on Waves.
5.1.1 Describe waves.
4 Mei -8Mei PL 2 Understand Waves, and able to
comprehend the concept.
PL 3: Apply knowledge of Waves to explain
the occurrences or phenomena of nature
and perform simple tasks.
5.1.2 State the types of waves.
PL 4: Analyze information about Waves in
daily life problem solving about natural
phenomena.
PL 5 : Evaluate to make judgment about
Waves in daily life problem solving and
decision making to carry out a
task.
PL 6: Invent by applying the knowledge and
skills about Waves 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.
Suggested activity:
Carry out activities to investigate the
production of waves through oscillating
systems or vibrations.
Carry out activities using ripple tank/
slinky/ computer simulations to generate
the idea that wave transfers energy without
transferring matter.
Note:
Two types of waves:
● Progressive waves
● Stationary waves
Progressive waves are waves where the
profile of the wave changes with time.
Progressive waves consist of:
● Transverse waves
● Longitudinal waves
Stationary waves are waves where the
profile of the waves does not change with
time.
Examples of stationary waves are waves
produced by musical instruments.
Discussion on stationary waves is
restricted to its meaning and shape only.
Waves are categorized into
● Mechanical waves
● Electromagnetic waves
For example:
Mechanical waves – water and sound
waves
Electromagnetic waves – light and radio
23

5.1.3 Compare transverse waves and
longitudinal waves.
5.1.4 Explain the characteristics of
waves:
(i) Amplitude (a)
(ii) Period (T)
(iii) Frequency (f)
(iv) wavelength (λ)
(v) wave speed (v)
5.1.5 Sketch and interpret wave
graphs:
(i) displacement - time
(ii) displacement - distance
waves
Suggested activity :
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:
PL 4: Analyse information about Waves in Examples of transverse waves are water
daily life problem solving about natural waves, radio waves and light waves.
phenomena. An example of longitudinal wave is sound
waves.
PL 5 : Evaluate to make judgement about
Waves in daily life problem solving and Suggested activity:
decision making to carry out a
task. Define the following wave terms:
PL 6: Invent by applying the knowledge and ● Amplitude (a)
skills about Waves in daily life problem ● Period (T)
solving or decision making to carry out ● Frequency (f)
activities/ assignments in a new situation ● wavelength (λ)
creatively and innovatively; giving due ● wave speed (v)
consideration to the social/ economic/ Introduce the formula of wave speed
cultural aspects. v=fλ
Suggested activity:
Determine the value of the following from
the graph:
● Amplitude (a)
● Period (T)
● Frequency (f)
● wavelength (λ)
24
 ● wave speed (v)

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)

11 Mei -5Mei MID YEAR EXAMINATION

(20)

18 Mei -22 MID YEAR EXAMINATION

Mei

CUTI PERTENGAHAN TAHUN ( 23 May –07 June 2020)

CUTI RAYA AIDILFITRI (24 MAY-25 MAY 2020)

SEMESTER 2

(21) 5.2 Damping and Pupils are able to:

Resonance PL 1: Recall knowledge and scientific
8 Jun -12 Jun 5.2.1 Describe damping and resonance skills on Waves.
for an oscillating/ vibrating
system PL 2 Understand Waves, and able to
comprehend the concept.
PL 3: Apply knowledge of Waves to explain
the occurrences or phenomena of nature
and perform simple tasks.
PL 4: Analyse information about Waves in
daily life problem solving about natural
phenomena.
Suggested activity:
Observe the phenomenon of damping in an
oscillating system such as a simple
pendulum and sketch an amplitude–time
graph.
Discuss the cause and ways to overcome
damping in an oscillating/ vibrating
system.
Carry out activities/ view computer
simulations/ make observations using a
Tuning Fork Kit and Barton’s pendulum to
investigate how resonance occurs.

25
 PL 5 : Evaluate to make judgement about
Waves in daily life problem solving and
decision making to carry out a
task.
PL 6: Invent by applying the knowledge and
skills about Waves in daily life problem
solving or decision making to carry out
5.2.2 Justify the effects of resonance in activities/ assignments in a new
our daily lives. situation creatively and innovatively;
giving due consideration to the social/
economic/ cultural aspects.
Note:
During damping, the oscillating frequency
remains constant.
For Barton’s pendulum, the pendulum in
resonance oscillates with maximum
amplitude.
Suggested activity:
View videos of an event or incident, for
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:
Waves
15 Jun -19 5.3.1 Describe reflection of waves f
Jun rom the following aspects:
(i) angle of incidence (i)
(ii) angle of reflection (r)
(iii) wavelength (λ),
(iv) frequency (f),
(v) speed (v)
(vi) direction of propagation of waves.
5.3.2Draw a diagram to show the
reflection of plane water waves by
through a plane reflector.
5.3.3 Justify the application of
reflection of waves in daily life.
PL 1: Recall knowledge and scientific Suggested activity:
skills on Waves.
Carry out activities on the reflection of
PL 2 Understand Waves, and able to plane water
comprehend the concept. waves in a ripple tank to determine:
● angle of incidence (i)
PL 3: Apply knowledge of Waves to explain ● angle of reflection(r)
the occurrences or phenomena of nature ● wavelength (λ)
and perform simple tasks. ● frequency (f)
● speed (v)
PL 4: Analyse information about Waves in ● direction of propagation of waves.
daily life problem solving about natural
phenomena. Note:
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:
task.
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
26
 activities/ assignments in a new situation ● Medicine
creatively and innovatively; giving due ● Aquaculture
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.

(23) 5.4 Refraction of Pupils are able to: Suggested activity:

Waves
22 Jun- 5.4.1 Describe refraction of waves Carry out activities on refraction of waves
26Jun for plane water waves using a ripple tank.
from the following aspects:
(i) angle of incidence (i) Discuss refraction of waves is due to the
PL 1: Recall knowledge and scientific
(ii) angle of refraction (r) change of wave velocity propagating
skills on Waves.
(iii) wavelength (λ) through two different densities or depths.
(iv) frequency (f)
PL 2 Understand Waves, and able to
(v) speed (v)
comprehend the concept.
(vi) direction of propagation of waves.
Suggested activity:
PL 3: Apply knowledge of Waves to explain
5.4.2 Draw diagrams to show the
the occurrences or phenomena of nature
refraction of waves for two Discuss by drawing the refraction of plane
and perform simple tasks.
different depths. water waves propagating at a particular
incident angle at the boundary of two
PL 4: Analyse information about Waves in different depths.
daily life problem solving about natural
phenomena.
5.4.3 Explain natural phenomena of Discuss natural phenomena of refraction
refraction of waves in daily life. waves such as:
PL 5 : Evaluate to make judgement about ● sound is heard more clearly at night
Waves in daily life problem solving and compared to during the day
decision making to carry out a ● wavefronts follow the shape of the
task. shoreline as it moves towards the beach
PL 6: Invent by applying the knowledge and
5.4.4 Solve problems involving Note:
skills about Waves in daily life problem
refraction of waves.
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.

27
 Suggested activity:
(24) 5.5 Diffraction of Pupils are able to:
Waves PL 1: Recall knowledge and scientific Carry out activities/ view computer
29 Jun 5.5.1 Describe diffraction of waves skills on Waves. stimulations to show diffraction of:
-3Julai
from the following aspects: ● water waves
(i) wavelength (λ) PL 2 Understand Waves, and able to ● light waves, and
(ii) frequency (f) comprehend the concept. ● sound waves
(iii) speed (v)
(iv) direction of propagation of waves PL 3: Apply knowledge of Waves to explain Suggested activity:
the occurrences or phenomena of nature
5.5.2 Determine factors affecting and perform simple tasks. Carry out activities of diffraction of plane
diffraction of waves. water waves by changing:
PL 4: Analyse information about Waves in ● width of the gap
daily life problem solving about natural ● wavelength
phenomena.
Suggested activity:
PL 5 : Evaluate to make judgement about
5.5.3 Draw diagrams to show the Waves in daily life problem solving and Draw a diagram to show the pattern of
pattern of diffraction of water decision making to carry out a diffraction of plane water waves for
waves and the effect of task. different widths of gap and different
diffraction of light waves. wavelengths
PL 6: Invent by applying the knowledge and
skills about Waves in daily life problem Carry out an activity with red laser light
solving or decision making to carry out (λ= 700 nm) to observe and draw the
activities/ assignments in a new situation effects of diffraction through a single slit
creatively and innovatively; giving due and a pin hole.
consideration to the social/ economic/
5.5.4 Explain the applications of cultural aspects. Suggested activity:
diffraction of waves in daily life. Gather information and discuss situations
on diffraction of water waves, light waves
and sound waves in daily life.
.
(25)
5.6 Interference of Pupils are able to: Suggested activity:
6 Julai Waves
-10Julai 5.6.1 Explain the principle of Investigate superposition of waves using
superposition of waves. computer simulations/ transparency slides.
Carry out activities to show the
(26) interference of waves with two coherent
sources of waves for:
28

13 Julai- 17
Julai
5.6.2 Describe the pattern of
interference for
(i) water waves
(ii) sound waves
(iii) light waves
5.6.3 Relate λ, a, x and D for the
wave interference pattern.
5.6.4 Solve problems involving
interference of waves.
PL 1: Recall knowledge and scientific
skills on Waves.
PL 2 Understand Waves, and able to
comprehend the concept.
PL 3: Apply knowledge of Waves to explain
the occurrences or phenomena of nature
and perform simple tasks.
PL 4: Analyse information about Waves in
daily life problem solving about natural
phenomena.
PL 5 : Evaluate to make judgement about
Waves in daily life problem solving and
decision making to carry out a task.
PL 6:Invent by applying the knowledge and
skills about Waves 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.
● water waves
● light waves
● sound waves using an Audio Generator
Kit.
Discuss constructive (antinode) and
destructive (node) interference using the
superposition principle.
Note:
Two waves sources are coherent when:
● both waves have the same frequency
● their phase difference is constant
Suggested activity:
Draw the pattern of interference of waves
for different distance of separation of slits /
sources and for different wavelengths.
Suggested activity:
Carry out activites to investigate the
relationship between , a, x and D for the
wave interference pattern of:
● Water waves
● Sound waves
● Light waves (Young’s double-slit
experiment)
Note:
Formula:
29
 5.6.5 Communicate on the applications Suggested activity:
of interference of waves in daily
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.

(27) 5.7 Pupils are able to: Suggested activity:

Electromagnetic PL 1: Recall knowledge and scientific
20 Julai -24 Waves 5.7.1 Characteristics electromagnetic skills on Waves.
Julai
Waves
PL 2 Understand Waves, and able to
comprehend the concept.
5.7.2 State the components of the PL 3: Apply knowledge of Waves to explain
Electromagnetic spectrum the occurrences or phenomena of nature
according to wavelengths and and perform simple tasks.
frequencies.
PL 4: Analyse information about Waves in
5.7.3 Communicate to explain about daily life problem solving about natural
the applications of each phenomena.
component in the
electromagnetic spectrum in PL 5 : Evaluate to make judgement about
daily life. Waves in daily life problem solving and
decision making to carry out a task.
PL 6: Invent by applying the knowledge and
skills about Waves 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.
Gather information on the properties of
electromagnetic waves.
Note:
Electromagnetic waves are formed from
magnetic and electric fields oscillating
perpendicularly to each other.
Suggested activity:
Gather information on the daily life
applications of components of the
electromagnetic spectrum, such as:
● radio waves, example: radio
communication, television and
communication devices
● micro waves, example : microwave
oven, cellular telephone, wifi,
Bluetooth, zig Bee, z-wave and
satellite television.
● Infrared, example : remote control,
Infrared camera and infrared binocular
● visible light, example : laser
technology, photography and optical
devices
● ultraviolet rays, example : counterfeit
note detection, and sterilization
30
 ● X-ray, example: security at airports,
forensics and medicine
● Gamma rays, example : industrial,
medical and other applications

CUTI PERTENGAHAN PENGGAL 2 ( 25 July 2020 - 02 August 2020 )

HARI RAYA QURBAN (31 July 2020 - 01 August 2020)

LEARNING AREA : 6.0 LIGHT AND OPTICS

(28) 6.1 Fundamentals Pupils are able to: Note:

of Light
3Ogos- 7 6.1.1 Describe refraction of light Refraction of light occurs due to the
Ogos
change in velocity of light when traversing
through mediums of different optical
density.

6.1.2 Explain refractive index, n. Suggested activity:

Compare the refractive index of different

materials such as air, water, oil, glass and
diamond.
Relate the refractive index of a material to
its optical density.
Note:

PL 1: Recall knowledge and scientific skills on
Light and Optics.
PL 2: Understand Light and Optics, and able
to comprehend the concept.
PL 3:Apply knowledge of Light and Optics to
Refractive index, n is the degree to which
light bends when traversing from vacuum
to a medium.
Refractive index is defined as the ratio of
speed of light in vacuum to speed of light
in the medium:

31
 explain the occurrences or phenomena of
nature and perform simple tasks
.
PL 4: Analyse information about Light and
Optics in daily life problem solving where c= 3.0 X 108 ms-1
6.1.3 Conceptualize Snell's Law about natural phenomena.
Note:
PL 5:Evaluate to make judgement about Light Law of refraction of light states that for
and Optics in daily life problem solving light traversing between two mediums:
and decision making to carry out a task. ● The incident ray, refractive ray and
normal line meet at a point and lies in
PL 6:Invent by applying the knowledge and the same plane.
skills about Light and Optics in daily life ● Snell’s Law:
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.
where,
n = refractive index of medium 1
1

n = refractive index of medium 2

2

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

6.1.4 Experiment to determine the

refractive index,n for glass block Suggested activity:
or perspex. Carry out an experiment to determine the
refractive index, n for glass block/ perspex
using laser beam/ ray box and semicircular
glass/ perspex block.
6.1.5 Explain real depth and apparent
depth. Suggested activity:

32
 Draw a ray diagram to show real depth, H
and apparent depth, h.
6.1.6 Experiment to determine
refractive index of a medium Note:
using real depth and apparent The relationship between refractive index,
depth. n with real depth, H and apparent depth, h
is:

6.1.7 Solve problems related to

Suggested Activity:
refraction of light. Carry out an activity to determine the
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

(29) 6.2 Refraction of Pupils are able to:

Light Suggested Activity:
10 Ogos 6.2.1 Describe critical angle and total Carry out activities to observe the
-14Ogos
internal reflection. PL 1: Recall knowledge and scientific skills on phenomenon of total internal reflection
Light and Optics.
. Suggested Activity:
6.2.2 Relate critical angle with PL 2: Understand Light and Optics, and able Discuss the relationship between critical
refrative index, n, to comprehend the concept. angle and refractive index using Snell’s
Law with the aid of a ray diagram.

6.2.3 Communicate to explain natural Suggested activity:

phenomena and applications of
total internal reflection in daily
life.
PL 3:Apply knowledge of Light and Optics to Gather information and discuss natural
explain the occurrences or phenomena of phenomena that involve total internal
nature and perform simple tasks reflection.
. Carry out activities to observe total
PL 4: Analyse information about Light and internal reflection in a water stream or
Optics in daily life problem solving optical fibre kit.
about natural phenomena. Note:

33
 Example of natural phenomena:
PL 5:Evaluate to make judgement about Light ● Formation of rainbow
and Optics in daily life problem solving ● Mirage
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
34
 carry out activities/ assignments in a new ●u=f
situation creatively and innovatively; ● u< f
giving due consideration to the social/ Note:
economic/ cultural aspects. Virtual image is an image that cannot be
formed on the screen.

6.3.4 Explain linear magnification, m Suggested Activitiy:

as: Carry out activities or observe computer
simulations to
generate ideas about image magnification
with the aid of a ray diagram.

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.

PL 5:Evaluate to make judgement about Light

6.4.2 Solve problems using lens Note:
and Optics in daily life problem solving
formula for convex and concave
and decision making to carry out a task.
lens. The value of f for convex lens is always

35
 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/ economic/ cultural aspects.
(32) 6.5 Thin Lens Pupil are able to:
Formula PL 1: Recall knowledge and scientific skills on
31 Ogos -4 Light and Optics.
6.5.1 Justify the usage of lenses in
Sept
optical instruments such as
magnifying lens, telescope and PL 2: Understand Light and Optics, and able
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
telescope. nature and perform simple tasks
. .
PL 4: Analyse information about Light and
Optics in daily life problem solving
about natural phenomena.
PL 5:Evaluate to make judgement about Light
and Optics in daily life problem solving
and decision making to carry out a task.
6.5.3 Communicate application of
small lenses in optical instrument PL 6:Invent by applying the knowledge and
technology. 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/
economic/ cultural aspects.
(33)
6.6 Optical Pupils are able to:
07 Sept -11 instruments
Sept 6.6.1 Determine position and features PL 1: Recall knowledge and scientific skills on
positive and concave lens is always
negative.
Suggested Activity:
Carry out ‘hands on’ activities, active
reading and/ or internet search to justify
the usage of lenses in optical instruments
Carry out project-based learning:
● Gather information about compound
microscope and astronomical telescope.
●Draw ray diagrams to show image
formation in compound microscope and
astronomical telescope.
● Design and build compound microscope
and astronomical telescope using convex
lenses
Suggested Activity:
Discuss about small lens application in
optical instruments such as cameras in
smart phone and CCTV.
Discuss about the limitation to the
thickness of a smart phone due to the
thickness of the camera’s lens.
 PBL (3)
Suggested Activity:
Introduce terms used in optics:
● principal axis
36
 of image formed by:
(i) concave mirror
(ii) convex mirror
Light and Optics.
PL 2: Understand Light and Optics, and able
to comprehend the concept.
PL 3:Apply knowledge of Light and Optics to
explain the occurrences or phenomena of
nature and perform simple tasks
. position and features of image formed by:
PL 4: Analyse information about Light and
Optics in daily life problem solving
about natural phenomena.
PL 5:Evaluate to make judgement about Light
and Optics in daily life problem solving
and decision making to carry out a task.
● focal point, F
● object distance, u
● image distance, v
● focal length, f
● centre of curvature, C
● radius of curvature, r
Draw ray diagrams to determine the
● concave mirror
● convex mirror
Carry out activities and draw ray diagrams
to determine the features of images formed
by concave and convex mirrors for
different object distances:

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/
economic/ cultural aspects. Note:
The radius of curvature of a mirror is twice
the focal length:
r = 2f
6.6.2 Explain the applications of
concave and convex mirrors in Suggested activity:
life. Gather information to justify the use of
concave and convex mirrors in life.

6.7 Image
(34) Formation by
14 Sept-18
Spherical
Sept Mirrors

(35)
Intensive Revision Program

37
 21 Sept-
25Sept

(36) Intensive Revision Program

28 Sept -2Oct

(37) Intensive Revision Program

5 Oct -9 Oct

(38)

12 Oct -16 FINAL YEAR EXAMINATION

Oct

(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)
Intensive Revision Program
16Nov-

38
 20 Nov

CUTI AKHIR TAHUN (21/11/2020- 31/12/2020)

Prepared by :………………………………. Checked by :………………………….

39