JABATAN PELAJARAN NEGERI PAHANG

SCHEME OF WORK FOR FORM 4 PHYSICS

YEARLY TEACHING PLAN 2010

LEARNING AREA: 1. INTRODUCTION TO PHYSICS

Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
1 1.1 A student is able to: Observe everyday objects such as table, a JPNP Module
4–8 Understanding Physics • explain what physics is pencil, a mirror etc and discuss hoe they are Ex: Vernier Calipers
Jan 2010 related to physics concepts. And Micrometer
Screw Gauge
• recognize the physics in everyday View a video on natural phenomena and discuss
objects and natural phenomena how they related to physics concepts.

Discuss fields of study in physics such as

forces, motion, heat, light etc.

2 1.2 A student is able to: Discuss base quantities and derived quantities. Base quantities are: length JPNP MODULE
11 – 15 Understanding base • explain what base quantities and (l), mass(m), time (t),
Jan 2010 quantities and derived derived quantities are From a text passage, identify physical temperature (T) and
quantities • list base quantities and their units quantities then classify them into base current (I)
• list some derived quantities and quantities and derived quantities. Paper 1
their units. Suggested derived - 10 questions
List the value of prefixes and their quantities: force (F) Paper 2
• express quantities using prefixes. abbreviations from nano to Giga, eg. nano (10- Density ( ρ ) , volume (V) Structure
• express quantities using scientific 9
), nm(nanometer) and velocity (v) - 2 questions
notation More complex derived
Discus the use of scientific notation to quantities may be discussed
express large and small numbers.

1/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
• express derived quantities as well as Determine the base quantities( and units) in a When these quantities are
their units in terms of base quantities given derived quantity (and unit) from the introduced in their related
and base units. related formula. learning areas.

• solve problems involving conversion Solve problems that involve the conversion of
of units units.

3 1.3 A student is able to: Carry out activities to show that some JPNP MODULE
18- 22 Understanding scalar and • define scalar and vector quantities quantities can be defined by magnitude only
Jan 2010 vector quantities whereas other quantities need to be defined Paper 1
by magnitude as well as direction. - 10 questions

• give examples of scalar and vector Compile a list of scalar and vector quantities.
quantities.
4 1.4 A student ia able to JPNP MODULE
25 – 29 Understanding • Measure physical quantities Choose the appropriate instrument for a given Ex: Vernier Calipers And
Jan 2010 measurement using appropriate instruments measurement Micrometer Screw
Gauge
• Explain accuracy and Discuss consistency and accuracy using the
consistency distribution of gunshots on a target as an ENRICHMENT
example MODULE

Discuss the sensitivity of various instruments Paper 1

• Explain sensitivity - 10 questions
Demonstrate through examples systematic Paper 2
errors and random errors. Structure
• Explain types of experimental Discuss what systematic and random errors - 2 questions
error are.

Use appropriate techniques to reduce error in

measurements such as repeating measurements
to find the average and compensating for zero
• Use appropriate techniques to error.
reduce errors

2/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
5 1.5 Analysing scientific A student is able to: Observe a situation and suggest questions JPNP MODULE
1–5 investigations • Identify variables in a given suitable for a scientific investigation. Discuss Scientific skills are Ex: Reinforcement
Feb situation to: applied throughout
• Identify a question suitable for a) identify a question suitable for scientific
2010
scientific investigation investigation
• Form a hypothesis b) identify all the variables
c) form a hypothesis Paper 1
• Design and carry out a simple
d) plan the method of investigation including - 10 questions
experiment to test the hypothesis
selection of apparatus and work procedures PEKA 1:
Experiment: To study
Carry out an experiment and: the relationship
a) collect and tabulate data between the length of
• Record and present data in a b) present data in a suitable form pendulum and the period
suitable form c) interpret the data and draw
of oscillation.
• Interpret data to draw a conclusions
conclusion d) write a complete report
• Write a report of the
investigation

3/24
LEARNING AREA: 2. FORCES AND MOTION

Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
6 2.1 Analysing linear A student is able to: Carry out activities to gain an idea of: Average speed = total JPNP MODULE
8 – 12 motion • Define distance and displacement a) distance and displacement distance / time taken
Feb 2010 • Define speed and velocity and b) speed and velocity Text Book
c) acceleration and deceleration
s
state that v=
t
• Define acceleration and
deceleration and state that
v −u Paper 1
a= Carry out activities using a data - 20 questions
t logger/graphing calculator/ticker timer to
• Calculate speed and velocity a) identify when a body is at rest, moving Paper 2
• Calculate with uniform velocity or non-uniform - 5 questions
acceleration/deceleration velocity
b) determine displacement, velocity and
acceleration
Solve problems using the following equations
of motion:
Solve problems on linear motion with
• v = u + at
uniform acceleration using
1 2
• s = ut + at
• v = u + at 2
1 2 v 2 = u 2 + 2as
• s = ut + at
2
• v 2 = u 2 + 2as
Cuti Perayaan Tahun Baru Cina 14 -15 Feb 2010
7 2.2 A student is able to: Carry out activities using a data Reminder JPNP MODULE
17 –19 Analysing motion graphs • plot and interpret displacement- time logger/graphing calculator/ ticker timer to Velocity is determined
Feb 2010 and velocity-time graphs plot from the gradient of
a) displacement-time graphs displacement –time graph.
• deduce from the shape of a b) velocity-time graphs
displacement-time graph when a body is: Acceleration is determined

4/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
i. at rest Describe and interpret: from the gradient of
ii. moving with uniform velocity a) displacement-time graphs velocity –time graph
iii. moving with non-uniform velocity b) velocity-time graphs
• determine distance, displacement and Determine distance, displacement velocity and
velocity from a displacement –time graph acceleration from a displacement –time and
velocity–time graphs.

8
22 – 26 Ujian 1
Feb 2010
9 A student is able to: JPNP MODULE
1–5 • deduce from the shape of velocity-
Mac time graph when a body is: Distance is determined
a. at rest from the area under a
2010
b. moving with uniform velocity velocity – time graph.
c. moving with uniform Solve problems on linear motion with uniform
acceleration acceleration involving graphs.
• determine distance, displacement
velocity and acceleration from a
velocity–time graph
• solve problems on linear motion with
uniform acceleration.

10 2.3 Understanding A student is able to: Carry out activities/view computer JPNP MODULE
8 – 12 Inertia • explain what inertia is simulations/ situations to gain an idea on Newton’s First Law of
Mac 2010 inertia. Motion maybe introduced ENRICHMENT
here. MODULE
• relate mass to inertia Carry out activities to find out the
relationship between inertia and mass. Paper 1
- 10 questions
• give examples of situations Research and report on Paper 2
involving inertia a) the positive effects of inertia Structured
• suggest ways to reduce the b) ways to reduce the negative effects of - 2 questions
negative side effects of inertia. inertia Essay
- 2 questions
Paper 3

5/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
Essay
- 1 question
11
13 – 21 1st Mid Term Break
Mac 2010
12 2.4 Analysing momentum A student is able to: Carry out activities/view computer JPNP MODULE
22 – 26 • define the momentum of an object simulations to gain an idea of momentum by
Mac 2010 • ( )
define momentum p as the comparing the effect of stopping two objects:
product of mass (m) and velocity (v) i.e. a) of the same mass moving at
p = mv different speeds
b) of different masses moving at the
• state the principle of conservation of
same speeds.
momentum
- need to be emphasized different
Direction
Discuss momentum as the product of mass and
velocity.

View computer simulations on collision and

explosions to gain an idea on the conservation
of momentum

Conduct an experiment to show that the total

momentum of a closed system is a constant

Carry out activities that demonstrate the

conservation of momentum e.g. water rockets.

A student is able to: Research and report on the applications of Reminder JPNP MODULE
• describe applications of conservation conservation of momentum such as in rockets Momentum as a vector
of momentum or jet engines. quantity needs to be Paper 1
emphasized in problem - 10 questions
Solve problems involving linear momentum solving Paper 2
Structured
solve problems involving momentum - 5 questions
Essay

6/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
- 2 questions
Paper 3
Q2 – 1 question
13 2.5 Understanding the A student is able to: With the aid of diagrams, describe the forces When the forces acting on JPNP MODULE
29 Mac – effects of a force • describe the effects of balanced acting on an object: an objects are balanced
2 Apr 2010 forces acting on an object a) at rest they cancel each other out ENRICHMENT
• describe the effects of unbalanced b) moving at constant velocity (nett force = 0). The MODULE
forces acting on an object c) accelerating object then behaves as if
there is no force acting on Paper 1
• determine the relationship between Conduct experiments to find the relationship it. - 10 questions
force, mass and acceleration i.e. F = ma. between: Paper 2
a) acceleration and mass of an object under Newton’s Second Law of Structured
constant force Motion may be introduced - 2 questions
b) acceleration and force for a constant here Essay
mass. - 2 questions
Paper 3
Solve problems using F = ma Q2 – 1 question
• Solve problem using F = ma

14
5–9 Ujian 2
Apr 2010
15 2.6 Analysing impulse and A student is able to: View computer simulations of collision and JPNP MODULE
12 – 16 impulsive force • Explain what an impulsive force is . explosions to gain an idea on impulsive forces.
April 2010 • give examples of situations involving ENRICHMENT
impulsive forces Discuss MODULE
a) impulse as a change of momentum
• Define impulse as a change of b) an impulsive force as the rate of Paper 1
momentum, i.e. change of momentum in a collision or - 10 questions
Ft = mv - mu explosion Paper 2
• Define impulsive forces as the rate of c) how increasing or decreasing time of Structured
change of momentum in a collision or impact affects the magnitude of the - 2 questions
explosion, i.e. impulsive force. Essay
mv - mu - 2 questions
F = Research and report situations where:
t a) an impulsive force needs to be reduced

7/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
• Explain the effect of increasing or and how it can be done
decreasing time of impact on the b) an impulsive force is beneficial
magnitude of the impulsive force.
• Describe situation where an impulsive
force needs to be reduced and suggest
ways to reduce it.
• describe situation where an impulsive Solve problems involving impulsive forces
force is beneficial

• solve problems involving impulsive

forces

2.7 Being aware of the A student is able to: Research and report on the physics of JPNP MODULE
need for safety • describe the importance of vehicle collision and safety features in
features in vehicles safety features in vehicles vehicles in terms of physics concepts. ENRICHMENT
MODULE
Discuss the importance of safety
features in vehicles. Paper 2
Essay
- 1 questions

8/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
16 2.8 Understanding A student is able to: Carry out activity or view computer When considering a JPNP MODULE
19 – 23 Apr gravity • explain acceleration due to simulations to gain an idea of body falling freely, g (=
2010 gravity acceleration due to gravity. 9.8 m/s2) is its
Paper 1
Discuss acceleration but when it
- 10 questions
a) acceleration due to gravity is at rest, g (=9.8 N/kg) Paper 2
• state what a gravitational field is b) a gravitational field as a region is the Earth’s Structured
• define gravitational field in which an object experiences a gravitational field - 2 questions
strength force due to gravitational attraction strength acting on it. Essay
and The weight of an object - 1 questions
• determine the value of c) gravitational field strength (g) of fixed mass is
acceleration due to gravity as gravitational force per unit mass dependent on the g
Carry out an activity to determine the exerted on it.
• define weight (W) as the product value of acceleration due to gravity.
of mass (m) and acceleration due to Discuss weight as the Earth’s
gravity (g) i.e. W =mg. gravitational force on an object
• solve problems involving
acceleration due to gravity.

Solve problems involving acceleration due

to gravity.
17 2.9 Analysing forces in A student is able to: With the aid of diagrams, describe JPNP MODULE
26 – 30 equilibrium • describe situations where forces situations where forces are in
Apr 2010 are in equilibrium equilibrium, e.g. a book at rest on a table,
Paper 1
an object at rest on an inclined plane.
- 10 questions
• state what a resultant force is With the aid of diagrams, discuss the Paper 2
• Add two forces to determine the resolution and addition of forces to Structured
resultant force. determine the resultant force. - 2 questions
• Resolve a force into the effective
component forces.
Solve problems involving forces in
• Solve problems involving forces in
equilibrium (limited to 3 forces).
equilibrium

9/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
18 2.10 Understanding A student is able to: Observe and discus situations where JPNP MODULE
3–6 work, energy, power • Define work (W) as the product work is done.
May 2010 and efficiency. of an applied force (F) and Discuss that no work is done when:
Paper 1
displacement (s) of an object in the a) a force is applied but no
- 10 questions
direction of the applied force i.e. W displacement occurs Paper 2
= Fs. b) an object undergoes a Structured
displacement with no applied force - 2 questions
• State that when work is done acting on it.
energy is transferred from one Give examples to illustrate how energy is
object to another. transferred from one object to another
when work is done
• Define kinetic energy and state
1 Discuss the relationship between work
that Ek = mv 2 done to accelerate a body and the
2
change in kinetic energy.

• Define gravitational potential Discuss the relationship between work

energy and state that Ep = mgh
• State the principle of
conservation of energy.
• Define power and state that
P = W/t
• Explain what efficiency of a
device is.
• Solve problems involving work,
energy, power and efficiency
done against gravity and gravitational Have students recall the
potential energy. different forms of
Carry out an activity to show the energy.
principle of conservation of energy
State that power is the rate at which
work is done, P = W/t.
Carry out activities to measure power.
Discuss efficiency as:
Useful energy output x 100 %
Energy input
Evaluate and report the efficiencies of
various devices such as a diesel engine, a
petrol engine and an electric engine.
Solve problems involving work, energy,
power and efficiency.

10/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
2.11 Appreciating the A student is able to: Discuss that when an energy JPNP MODULE
importance of • Recognize the importance of transformation takes place, not all the
maximising the maximising efficiency of devices in energy is used to do useful work. Some is
Paper 1
efficiency of devices. conserving resources. converted into heat or other types of
- 5 questions
energy. Maximising efficiency during
energy transformations makes the best
use of the available energy. This helps to
conserve resources
19
10 - 14 Mid Year Exam 2010
May 2010
20
17 – 21 Mid Year Exam 2010
May 2010
21
24 – 28 Mid Year Exam 2010
May 2010
22- 23
29 May – 13 2nd Mid Year Break
Jun 2010
24 2.12 Understanding A student is able to: Carry out activities to gain an idea on JPNP MODULE
14 – 18 elasticity. • define elasticity elasticity.
Jun 2010
Paper 1
• define Hooke’s Law Plan and conduct an experiment to find
- 10 questions
the relationship between force and Paper 2
extension of a spring. Structured
- 2 questions
• define elastic potential energy Relate work done to elastic potential PEKA 2: Essay
1 1 2 Experiment: To study - 2 questions
and state that E p = kx 2 energy to obtain E p = kx . Paper 3
2 the relationship
2 Q1 – 1 questions
Describe and interpret force- extension between weight of load
Q2 – 1 questions
graphs. and the extension of

11/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
spring. Essay
Investigate the factors that affect - 1 question

• Determine the factors that elasticity.

affect elasticity.
25 • Describe applications of elasticity Research and report on applications of
21 – 25 elasticity.
Jun 2010
• Solve problems involving elasticity Solve problems involving elasticity.

12/24
LEARNING AREA: 3. FORCES AND PRESSURE

Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
26 3.1 Understanding A student is able to: Observe and describe the effect of a Introduce the unit of JPNP MODULE
28 Jun – 2 pressure • Define pressure and state that force acting over a large area compared pressure Pascal (Pa)
July 2010 F to a small area, e.g. school shoes versus (Pa = N/m2)
P = high heeled shoes.
Paper 1
A - 10 questions
Discuss pressure as force per unit area Paper 2
Research and report on applications of Structured
pressure. - 2 questions
• Describe applications of pressure
Solve problems involving pressure Essay
• solve problems involving pressure
- 1 questions
Paper 3
Essay
- 1 question

3.2 Understanding A student is able to: Observe situations to form ideas that JPNP MODULE
pressure in liquids • Relate depth to pressure in a pressure in liquids:
liquid a) acts in all directions
Paper 1
b) increases with depth
- 10 questions
• Relate density to pressure in a Observe situations to form the idea that Paper 2
liquid pressure in liquids increases with density Structured
Relate depth (h) , density (ρ ) and - 2 questions
• Explain pressure in a liquid and gravitational field strength (g) to Essay
state that P = hρ g pressure in liquids to obtain P = hρ g - 1 questions
Research and report on Paper 3
Q1 -1
• Describe applications of pressure a) the applications of pressure in
Essay
in liquids. liquids
- 1 question
b) ways to reduce the negative effect
of pressure in liquid
Solve problems involving pressure in
• Solve problems involving pressure liquids.
in liquids.

13/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
27 3.3 Understanding gas A student is able to: Carry out activities to gain an idea of gas Student need to be JPNP MODULE
5–9 pressure and • explain gas pressure pressure and atmospheric introduced to
July 2010 atmospheric pressure instruments used to
Paper 1
Discuss gas pressure in terms of the measure gas pressure
- 10 questions
behaviour of gas molecules based on the (Bourdon Gauge) and Paper 2
kinetic theory atmospheric pressure Structured
(Fortin barometer, - 2 questions
• explain atmospheric pressure Discuss atmospheric pressure in terms aneroid barometer).
of the weight of the atmosphere acting Working principle of the
on the Earth’s surface instrument is not
required.
Discuss the effect of altitude on the Introduce other units of
magnitude of atmospheric pressure atmospheric pressure.
1 atmosphere = 760
• describe applications of Research and report on the application mmHg = 10.3 m water=
atmospheric pressure of atmospheric pressure 101300 Pa
1 milibar = 100 Pa
• solve problems involving Solve problems involving atmospheric and
atmospheric pressure and gas gas pressure including barometer and
pressure manometer readings.
28
12 – 16 Ujian 3
July 2010
29 3.4 Applying Pascal’s A student is able to: Observe situations to form the idea that JPNP MODULE
19 – 23 principle • State Pascal’s principle. pressure exerted on an enclosed liquid is
July 2010 transmitted equally to every part of the
Paper 1
liquid
- 10 questions
Paper 2
• Explain hydraulic system Discuss hydraulic systems as a force Structured
multiplier to obtain: - 1 question
Output force = output piston area Essay – 1
Input force input piston area P3- essay- 1

14/24

Week Learning Objective Learning Outcomes
• Describe applications of Pascal’s
principle.
• Solve problems involving Pascal’s
principle.
3.5 Applying A student is able to:
Archimedes’ principle. • Explain buoyant force
• Relate buoyant force to the
weight of the liquid displaced
• State Archimedes principle.
• Describe applications of
Archimedes principle
Solve problems involving Archimedes
principle
15/24
Minimum
Suggested Activities Notes Requirement &
Sources
Research and report on the application
of Pascal’s principle (hydraulic systems)
Solve problems involving Pascal’s
principle
Carry out an activity to measure the JPNP MODULE
weight of an object in air and the weight Have students recall the
of the same object in water to gain an different forms of
Paper 2
idea on buoyant force. energy.
Structured
Conduct an experiment to investigate - 1 question
the relationship between the weight of
water displaced and the buoyant force.
Discuss buoyancy in terms of:
a) An object that is totally or
partially submerged in a fluid
experiences a buoyant force equal to
the weight of fluid displaced
b) The weight of a freely floating
object being equal to the weight
of fluid displaced
c) A floating object has a density
less than or equal to the density of
the fluid in which it is floating.
Research and report on the applications
of Archimedes’ principle, e.g.
submarines, hydrometers, hot air
balloons
Solve problems involving Archimedes’
principle.
Build a Cartesian diver. Discuss way the
diver can be made to move up and down.
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
30 3.6 Understanding A student is able to: Carry out activities to gain the idea that JPNP MODULE
26 – 30 Bernoulli’s principle. • State Bernoulli’s principle when the speed of a flowing fluid
July 1010 • Explain that resultant force increases its pressure decreases, e.g.
Paper 1
exists due to a difference in fluid blowing above a strip of paper, blowing
- 10 questions
pressure through straw, between two ping pong Paper 2
balls suspended on strings. Structured
- 2 question
Discuss Bernoulli’s principle Essay – 1
Carry out activities to show that a
resultant force exists due to a
difference in fluid pressure.

• Describe applications of View a computer simulation to observe

Bernoulli’s principle air flow over an aerofoil to gain an idea
on lifting force.
Research and report on the applications
of Bernoulli’s principle.

• Solve problems involving Solve problems involving Bernoulli’s

Bernoulli’s principle principle.

16/24
LEARNING AREA:4. HEAT

Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes requirement &
sources
31 4.1 Understanding A student is able to: Carry out activities to show that thermal JPNP MODULE
2–6 thermal equilibrium. • Explain thermal equilibrium equilibrium is a condition in which there
Aug 2010 is no nett heat flow between two objects
Paper 1
in thermal contact
- 5 questions
Paper 2
Use the liquid-in-glass thermometer to Structured
• Explain how a liquid in glass explain how the volume of a fixed mass - 2 question
thermometer works of liquid may be used to define a Essay – 2
temperature scale.

32 4.2 Understanding A student is able to: Observe the change in temperature Heat capacity only JPNP MODULE
9 – 13 specific heat capacity • Define specific heat capacity ( c) when: relates to a particular
Aug 2010 Q a) the same amount of heat is used to object whereas specific
• State that c = heat different masses of water. heat capacity relates to
Paper 1
mc - 10 questions
b) the same amount of heat is used to a material Paper 2
heat the same mass of different liquids. Structured
- 2 question
Discuss specific heat capacity Essay – 2
P3- Q2- 1
Plan and carry out an activity to Guide students to
• Determine the specific heat
determine the specific heat capacity of analyse the unit of c as
capacity of a liquid.
a) a liquid b) a solid Jkg −1 K −1 or
• Determine the specific heat
−1 o −1
capacity of a solid Jkg C

17/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes requirement &
sources
• Describe applications of a Research and report on applications of
specific heat capacity specific heat capacity.

• Solve problems involving specific Solve problems involving specific heat

heat capacity. capacity.

33 4.3 Understanding A student is able to: Carry out an activity to show that there JPNP MODULE
16 – 20 specific latent heat • State that transfer of heat is no change in temperature when heat is
Aug 2010 during a change of phase does not supplied to:
Paper 1
cause a change in temperature a) A liquid at its boiling point. - 10 questions
b) A solid at its melting point. Paper 2
With the aid of a cooling and heating Structured
curve, discuss melting, solidification, - 2 question
boiling and condensation as processes Essay – 2
involving energy transfer without a P3- Q1- 1
change in temperature.
• Define specific latent heat (l )
Q Discuss Guide students to
• State that l = a) latent heat in terms of analyse the unit of (l )
m
molecular behaviour as Jkg −1

b) specific latent heat

• Determine the specific latent
heat of a fusion. Plan and carry out an activity to
• Determine the specific latent determine the specific latent heat of
heat of vaporization a) fusion b) vaporisation

• Solve problems involving specific Solve problems involving specific latent

latent heat heat.

34 Ujian 4
23 – 27

18/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes requirement &
sources
Aug 2010
35 4.4 Understanding the A student is able to: Use a model or view computer JPNP Module
30 Aug – gas laws • Explain gas pressure, simulations on the bahaviour of
3 Sep 2010 temperature and volume in terms of molecules of a fixed mass of gas to gain Paper 1
an idea about gas pressure, temperature - 10 questions
gas molecules.
and volume. Paper 2
Structured
Discuss gas pressure, volume and
- 5 question
temperature in terms of the behaviour
of molecules based on the kinetic theory. P3- Q2- 1
Essay - 3
Plan and carry out an experiment on a
• Determine the relationship fixed mass of gas to determine the
between pressure and volume at relationship between:
constant temperature for a fixed a) pressure and volume at constant
mass of gas, i.e pV = constant temperature
• Determine the relationship b) volume and temperature at
between volume and temperature at constant pressure
constant pressure for a fixed mass c) pressure and temperature at
of gas, i.e V/T = constant constant volume
• Determine the relationship
between pressure and temperature Extrapolate P-T and V-T graphs or view
at constant volume for a fixed mass computer simulations to show that when
of gas, i.e p/T = constant pressure and volume are zero the
• Explain absolute zero temperature on a P-T and V-T graph is –
• Explain the absolute/Kelvin scale 2730C.
of temperature Discuss absolute zero and the Kelvin
scale of temperature
• Solve problems involving pressure,
temperature and volume of a fixed Solve problems involving the pressure,
mass of gas temperature and volume of a fixed mass
of gas.

19/24
LEARNING AREA:5. LIGHT

Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
37
13 – 17 3nd Mid Term Break
Sep 2010
38 5.1 Understanding A student is able to: Observe the image formed in a plane JPNP Module
20 – 24 reflection of light. • Describe the characteristic of mirror. Discuss that the image is:
Sep 2010 the image formed by reflection of a) as far behind the mirror as the Paper 1
light object is in front and the line - 10 questions
joining the object and image is Paper 2
Structured
perpendicular to the mirror.
- 1 question
b) the same size as the object Essay
c) virtual - 1 question
d) laterally inverted Paper 3
- Q1- 1
• State the laws of reflection of Discuss the laws of reflection - Q2 - 1
light - Essay - 1
• Draw ray diagrams to show the Draw the ray diagrams to determine the
position and characteristics of the position and characteristics of the image
image formed by a formed by a
i. plane mirror a) plane mirror
ii. convex mirror b) convex mirror
iii. concave mirror c) concave mirror

• Describe applications of Research and report on applications of

reflection of light reflection of light

• Solve problems involving Solve problems involving reflection of

reflection of light light
Construct a device based on the
• Construct a device based on the application of reflection of light

20/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
application of reflection of light

39 5.2 Understanding A student is able to: Observe situations to gain an idea of JPNP Module
27 Sep – refraction of light. • Explain refraction of light refraction
1 Oct 2010 • Define refractive index as Conduct an experiment to find the PEKA 3: Paper 1
relationship between the angle of Experiment: To study - 10 questions
sini
η= incidence and angle of refraction to the relationship Paper 2
sinr Structured
obtain Snell’s law. between the angle of
- 2 questions
incidence and angle of Essay
Carry out an activity to determine the refraction. - 2 questions
• Determine the refractive index
refractive index of a glass or perspex Paper 3
of a glass or Perspex block
block - Q1- 1
- Q2 - 1
Discuss the refractive index, η , as - Essay - 1
• State the refractive index, η ,
Speed of light in a vacuum
as
Speed of light in a medium
Speed of light in a vacuum
Speed of light in a medium
Research and report on phenomena due
to refraction, e.g. apparent depth, the
• Describe phenomena due to
twinkling of stars.
refraction
Carry out activities to gain an idea of
apparent depth. With the aid of
diagrams, discuss real depth and
apparent depth.

Solve problems involving refraction of

light

• Solve problems involving

refraction of light

21/24
 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
40 5.3 Understanding A student is able to: Carry out activities to show the effect JPNP Module
4–8 total internal • Explain total internal reflection of increasing the angle of incidence on
Oct 2010 reflection of light. of light the angle of refraction when light Paper 1
• Define critical angle (c) travels from a denser medium to a less - 10 questions
dense medium to gain an idea about total Paper 2
Structured
internal reflection and to obtain the
- 2 question
critical angle. Essay
- 1 question
• Relate the critical angle to the Discuss with the aid of diagrams: Paper 3
1 a) total internal reflection and - Q1- 1
refractive index i.e η = critical angle
sin c
b) the relationship between critical
angle and refractive angle
Research and report on
• Describe natural phenomenon
a) natural phenomena involving total
involving total internal reflection
internal reflection
• Describe applications of total
b) the applications of total
internal reflection
reflection e.g. in
telecommunication using fibre
optics.
Solve problems involving total internal
• Solve problems involving total
reflection
internal reflection

41 5.4 Understanding A student is able to: Use an optical kit to observe and JPNP Module
11 – 15 lenses. • Explain focal point and focal measure light rays traveling through
Oct 2010 length convex and concave lenses to gain an idea Paper 1
• determine the focal point and of focal point and focal length. - 10 questions
focal length of a convex lens Determine the focal point and focal Paper 2
Structured
• determine the focal point and length of convex and concave lenses.
- 2 questions
focal length of a concave lens Essay
- 2 questions

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 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources
Paper 3
- Q1- 1
- Q2 - 1
- Essay - 1

Reinforcement
module.

42 • Draw ray diagrams to show the With the help of ray diagrams, discuss
18 – 22 positions and characteristics of the focal point and focal length
Oct 2010 images formed by a convex lens.
• Draw ray diagrams to show the Draw ray diagrams to show the positions
positions and characteristics of the and characteristic of the images formed
images formed by a concave lens. by a
a) convex lens b) concave lens
v
• Define magnification as m =
u
• Relate focal length (f) to the Carry out activities to gain an idea of
object distance (u) and image magnification.
distance (v) With the help of ray diagrams, discuss
1 1 1 magnification.
i.e. = +
f u v
Carry out activities to find the
relationship between u, v and f PEKA 4:
• Describe, with the aid of ray
Experiment: To study
diagrams, the use of lenses in
Carry out activities to gain an idea on the relationship
optical devices.
the use of lenses in optical devices. between the object
With the help of ray diagrams, discuss distance and image
the use of lenses in optical devices such distance of a lens.
as a telescope and microscope
• Construct an optical device that
Construct an optical device that uses
uses lenses.
lenses.

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 Minimum
Week Learning Objective Learning Outcomes Suggested Activities Notes Requirement &
Sources

• Solve problems involving to Solve problems involving to lenses

lenses.
43
25 – 29 Final Exam 2010
Oct 2010
44
1–5 Final Exam 2010
Nov 2010
45
8 – 12 Final Exam 2010
Nov 2010
46
15 – 19 Final Exam 2010
Nov 2010
20 Nov 2010
– End of Year Break
2 Jan 2011

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