Download as doc, pdf, or txt
Download as doc, pdf, or txt
You are on page 1of 39

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

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.
physical quantities.
PL 3 : Apply knowledge of Measurement to ● increase linearly
explain the occurrences or ● decrease linearly
phenomena of nature and perform ● increase non-linearly
1.2.2 Analyse graph to summarise simple tasks. ● decrease non-linearly
an investigation. ● inversely proportional
PL 4 : Analyse information about Suggested activity:
Measurement in daily life problem Plot a graph from given data to:
solving about natural phenomena ● state the relationship between two given variables
● determine the gradient that represents a physical quantity
PL 5 : Evaluate to make judgement about ●determine the area under the graph that represents a physical
Measurement in daily life problem quantity
solving and decision making to carry ● determine the value of a physical quantity from interpolation
out a task. ● make predictions through extrapolation
1.2.3 Carry out a scientific Suggested activity:
PL 6 : Invent by applying the knowledge
investigation and write a Carry out a Simple Pendulum Experiment to
and skills about Measurement in daily
complete report for the investigate the relationship between the length of
life problem solving or decision
Simple Pendulum pendulum, and the period of oscillation, T from the
making to carry out activities/
Experiment. graph:
assignments in a new situation
creatively and innovatively; giving due ● T against l
consideration to the social/ economic/ ● T2against l
cultural aspects. 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: 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
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
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,
31 Jan from the following: and able to comprehend the
(i) displacement-time graph concept. Carry out an activity to demonstrate the concept of inertia.
(ii) velocity-time graph Introduce Newton’s first law of motion
(iii) acceleration-time Graph PL 3 : Apply knowledge of Force and
Motion to explain the Note:
occurrences or phenomena of
2.2.2 Analyse displacement- nature and perform simple Newton's First Law of motion states that an object will remain
time graph to determine tasks. stationary or move with constant velocity if no external force
distance, displacement and acts on it.
velocity. PL 4 : Analyse information about Inertia is not a physical quantity.
Force and Motion in daily life
2.2.3 Analyse velocity-time problem solving about natural Suggested activity:
graph to determine phenomena.
distance, displacement, Carry out an experiment using an inertial balance to determine
velocity and acceleration. PL 5: Evaluate to make judgement the relationship between mass and inertia.
about Force and Motion in daily Discuss why an inertial balance can be used to measure mass
life problem solving and in outer space.
2.2.4 Convert and sketch: decision making to carry out a
(i) displacement-time graph task. Suggested activity
to velocity-time graph :
and vice-versa PL 6 : Invent by applying the Discuss:
(ii) velocity-time graph to knowledge and skills about ● Examples of situations in daily life
acceleration-time graph Force and Motion in daily life involving inertia.
and vice-versa. problem solving or decision ● Positive and negative effects of
making to carry out activities/ inertia.
assignments in a new situation ● Methods of reducing the negative
2.2.5 Solve problems involving creatively and innovatively; effects of inertia.
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)
decision making to carry out a Suggested activity:
Pupils are able to: task.
(6) 2.6 Force
Carry out activities to generate ideas on the relationship
2.6.1 Define force as the rate of PL 6 : Invent by applying the between:
3 Feb –
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

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
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

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
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
3.1.4 Justify the importance of of life.
knowing the values of Carry out a multimedia presentation on the effects of gravity
gravitational acceleration on human growth based on:
of the planets in the ● difference in density
Solar System ● bone fragility
● size of lungs
● blood circulation system and blood pressure
Suggested activity:
3.1.5 Describe the centripetal
force in the motion of Carry out activities to understand centripetal force using a
satellites and planets Centripetal Force Kit.
system.
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

3.1.6 Determine the mass of the Suggested activity:


Earth and the Sun using
Newton’s universal law of To determine the mass of the Earth and the Sun using:
gravitation and centripetal
force. ● 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.

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).
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 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

Suggested activity:
3.3.4 Solve problems involving
the escape velocity,v for a
Discuss escape velocity from the Earth’s surface, the Moon’s
rocket from the Earth’s
surface, Mars’ surface and the Sun’s surface
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: assignments in a new situation
(i) the specific heat capacity creatively and innovatively;
of water giving due
(ii) the specific heat capacity consideration to the social/
of aluminum economic/ cultural aspects.

4.2.4 Communicate to explain the Suggested activity:


applications of specific heat
capacity in daily life, Gather information and report on the applications of specific
material engineering and heat capacity in daily life, material engineering and natural
natural phenomena. 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
4.2.5 Solve problems involving Note:
specific heat capacity using
formula: Problem solving involving:
Q = mc ΔѲ 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
Compare and discuss:
PL 1 : Recall knowledge and scientific ● Specific latent heat of fusion of ice and wax
skills on Gravitation. ● Specific latent heat of evaporation of water, oil and
(ii) specific latent heat of fusion, other substances
𝓁f PL 2: Understand Gravitation, and
(iii) specific latent heat of able to comprehend the concept. Note:
evaporization, 𝓁v
PL 3: Apply knowledge of Gravitation Specific latent heat, 𝓁 is the quantity of heat, Q absorbed or
to explain the occurrences or released during change of phase of 1 kg of a substance at
phenomena of nature and constant temperature.
perform simple tasks.

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


(i) specific latent heat, 𝓁f of Gravitation in daily life problem
fusion of ice. solving about natural Compare and discuss the value of the
(ii) specific latent heat of phenomena. ● specific latent heat of fusion of ice, 𝓁f and specific latent
evaporation, 𝓁v of water heat of vaporization of water, 𝓁v
PL 5 :Evaluate to make judgement ● the values of 𝓁f and 𝓁v obtained from experiments with
about Gravitation in daily life standard values.
problem solving and decision
making to carry out a task Suggested activity:
.
19
4.3.4 Communicate to explain the PL 6 : Invent by applying the
applications of specific knowledge and skills about Carry out an activity to show that evaporation causes
latent heat in daily life. Gravitation in daily life problem cooling such as blowing air into alcohol.
solving or decision Discuss the applications of specific latent heat in daily
making to carry out activities/ life such as:
assignments in a new situation ● the cooling system in a refrigerator
creatively and innovatively; ● sweat evaporation from certain fabrics
giving due ● the steaming of food
consideration to the social/
4.3.5 Solve problems involving economic/ cultural aspects. Note:
latent heat. The formula used is:
Q=m𝓁
Pt = m 𝓁
Assumptions made in problem solving should be stated.

(17) Pupils are able to: Suggested activity:


4.4 Gas Laws
27 Apr- 4.4.1 Explain pressure, Observe computer simulations or models to understand the
1 Mei temperature and volume of behaviour of gas molecules.
gas in terms of the
behaviour of gas molecules
based on the Kinetic
Theory of Gas.

4.4.2 Experiment to determine PL 1 : Recall knowledge and scientific Suggested activity:


the relationship between the skills on Gravitation.
pressure and volume of a Deduce Boyle’s law by discussing the experimental results
fixed mass of gas at PL 2: Understand Gravitation, and based on the P-V graph.
constant temperature able to comprehend the concept. Note:
Boyle's law states that for a fixed mass of gas, pressure is
PL 3: Apply knowledge of Gravitation inversely proportional to volume at constant temperature.
to explain the occurrences or
phenomena of nature and
perform simple tasks.
20
PL 4: Analyse information about
Gravitation in daily life problem
solving about natural
phenomena.
PV = k, k is a constant
P = gas pressure (Pa)
4.4.3 Experiment to determine PL 5 :Evaluate to make judgement
V = gas volume (m3)
the relationship between the about Gravitation in daily life
volume and temperature of problem solving and decision
Suggested activity:
a fixed mass of gas at making to carry out a task
constant pressure. .
Discuss the experimental results including:
PL 6 : Invent by applying the
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
4.4.4 Experiment to determine
directly proportional to absolute temperature at constant
the relationship between
pressure. ,where
the pressure and
temperature of a fixed
mass of gas at constant
volume.

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
4.4.5 Solve problems involving
pressure, temperature and
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 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.

Waves are categorized into

● Mechanical waves
● Electromagnetic waves
For example:
Mechanical waves – water and sound
waves
Electromagnetic waves – light and radio
23
waves

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:

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
5.1.4 Explain the characteristics of Waves in daily life problem solving and Suggested activity:
waves: decision making to carry out a
(i) Amplitude (a) task. Define the following wave terms:
(ii) Period (T)
(iii) Frequency (f) PL 6: Invent by applying the knowledge and ● Amplitude (a)
(iv) wavelength (λ) skills about Waves in daily life problem ● Period (T)
(v) wave speed (v) 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

5.1.5 Sketch and interpret wave Suggested activity:


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

25
PL 5 : Evaluate to make judgement about Note:
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
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
PL 1: Recall knowledge and scientific ● water waves
13 Julai- 17 skills on Waves. ● light waves
Julai ● sound waves using an Audio Generator
PL 2 Understand Waves, and able to Kit.
comprehend the concept. Discuss constructive (antinode) and
destructive (node) interference using the
PL 3: Apply knowledge of Waves to explain superposition principle.
the occurrences or phenomena of nature
and perform simple tasks. Note:

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

PL 5 : Evaluate to make judgement about


5.6.2 Describe the pattern of Waves in daily life problem solving and Suggested activity:
interference for decision making to carry out a task.
(i) water waves Draw the pattern of interference of waves
(ii) sound waves PL 6:Invent by applying the knowledge and for different distance of separation of slits /
(iii) light waves skills about Waves in daily life problem sources and for different wavelengths.
solving or decision making to carry out
activities/ assignments in a new situation Suggested activity:
5.6.3 Relate λ, a, x and D for the creatively and innovatively; giving due
wave interference pattern. consideration to the social/ economic/ Carry out activites to investigate the
cultural aspects. relationship between , a, x and D for the
wave interference pattern of:

● Water waves
● Sound waves
● Light waves (Young’s double-slit
experiment)

5.6.4 Solve problems involving


Note:
interference of waves.
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. Gather information on the properties of
Julai electromagnetic waves.
Waves
PL 2 Understand Waves, and able to
comprehend the concept.
Note:
5.7.2 State the components of the PL 3: Apply knowledge of Waves to explain
Electromagnetic spectrum the occurrences or phenomena of nature Electromagnetic waves are formed from
according to wavelengths and and perform simple tasks. magnetic and electric fields oscillating
frequencies. perpendicularly to each other.
PL 4: Analyse information about Waves in
5.7.3 Communicate to explain about daily life problem solving about natural Suggested activity:
the applications of each phenomena.
component in the Gather information on the daily life
electromagnetic spectrum in PL 5 : Evaluate to make judgement about applications of components of the
daily life. Waves in daily life problem solving and electromagnetic spectrum, such as:
decision making to carry out a task. ● radio waves, example: radio
communication, television and
PL 6: Invent by applying the knowledge and communication devices
skills about Waves in daily life problem ● micro waves, example : microwave
solving or decision making to carry out oven, cellular telephone, wifi,
activities/ assignments in a new Bluetooth, zig Bee, z-wave and
situation creatively and innovatively; satellite television.
giving due consideration to the social/ ● Infrared, example : remote control,
economic/ cultural aspects. 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 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

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 PL 3:Apply knowledge of Light and Optics to Gather information and discuss natural
total internal reflection in daily explain the occurrences or phenomena of phenomena that involve total internal
life. 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 positive and concave lens is always
skills about Light and Optics in daily negative.
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: 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
36
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
(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:

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

You might also like