Disediakan oleh Disemak oleh Disahkan oleh

----------------------------------------------------------- -------------------------------------------------
--------------------------------------------------------- (Pn Norhafiza Binti Mustapa) (Pn Krishna Kumarie A/P Naidu)
(Pn Hasniza Binti Ab Aziz) Guru Kanan Matapelajaran Sains dan Pengetua SMK La Salle Sentul
Matematik

SCHEME OF WORK : FORM 4 PHYSICS

LEARNING AREA: INTRODUCTION TO PHYSICS

Week Learning Learning Outcomes Suggested Activities Notes Remarks
Objective
1 Orientation (4.1.10-8.1.10))
2 1.1 A student is able to: Observe everyday objects such as
11.1.10 Understanding  explain what physics table, a pencil, a mirror etc and discuss
- Physics is how they are related to physics
15.1.10 concepts.

View a video on natural phenomena

 recognize the physics in
everyday objects and natural
phenomena
and discuss how they relate to physics
concepts.
Discuss fields of study in physics such
as forces, motion, heat, light etc.

3 1.2 A student is able to: Discuss base quantities and derived Base quantities are:
18.1.10 Understanding  explain what base quantities. length (l), mass(m),
- base quantities quantities and derived time (t), temperature
22.1.10 and derived From a text passage, identify physical (T) and current (I)
2
 quantities quantities are
 list base quantities and
their units
 list some derived
quantities and their units.
 express quantities using
prefixes.
 express quantities using
scientific notation
Week Learning Learning Outcomes
Objective
 express derived quantities
as well as their units in
terms of base quantities and
base units.
 solve problems involving
conversion of units
1.3 A student is able to:
Understanding  define scalar and vector
scalar and vector quantities
quantities
 give examples of scalar
and vector quantities.
4 1.4 A student is able to
25.1.10 Understanding  Measure physical
- measurement quantities using appropriate
quantities then classify them into base
quantities and derived quantities. Suggested derived
quantities: force (F)
List the value of prefixes and their Density ( ρ ) ,
abbreviations from nano to giga, eg. volume (V) and
nano (10-9), nm(nanometer) velocity (v)
More complex
Discuss the use of scientific notation derived quantities
may be discussed
Suggested Activities Notes Remarks
to express large and small numbers.
Determine the base quantities( and When these
units) in a given derived quantity (and quantities are
unit) from the related formula. introduced in their
related learning
Solve problems that involve the areas.
conversion of units.
Carry out activities to show that some
quantities can be defined by magnitude
only whereas other quantities need to
be defined by magnitude as well as
direction.
Compile a list of scalar and vector
quantities.
Choose the appropriate instrument for a
given measurement
3
29.1.10 instruments
Discuss consistency and accuracy
 Explain accuracy and using the distribution of gunshots on a
consistency target as an example

 Explain sensitivity Discuss the sensitivity of various

instruments

Week Learning Learning Outcomes Suggested Activities Notes Remarks

Objective
 Explain types of Demonstrate through examples
experimental error systematic errors and random errors.
Discuss what systematic and random
errors are.

Use appropriate techniques to Use appropriate techniques to reduce

reduce errors error in measurements such as repeating
measurements to find the average and
compensating for zero error.

5 1.5 Analysing A student is able to: Observe a situation and suggest

1.2.10 scientific  Identify variables in a
- investigations given situation
5.2.10  Identify a question
suitable for scientific
investigation
 Form a hypothesis
 Design and carry out a
simple experiment to test the
hypothesis
 Record and present
questions suitable for a scientific Scientific skills are
investigation. Discuss to: applied throughout
a) identify a question suitable for
scientific investigation
b) identify all the variables
c) form a hypothesis
d) plan the method of investigation
including selection of apparatus and
work procedures
4
 data in a suitable form Carry out an experiment and:
 Interpret data to draw a) collect and tabulate data
a conclusion b) present data in a suitable form
 Write a report of the c) interpret the data and draw
investigation conclusions
d) write a complete report

LEARNING AREA: 2.FORCES AND MOTION

Week Learning Learning Outcomes Suggested Activities Notes Remarks

Objective
6 2.1 A student is able to: Carry out activities to gain an idea of: Average speed = total
8.2.10 Analysing linear  Define distance and a) distance and displacement distance / time taken
- motion displacement b) speed and velocity
12.2.10  Define speed and c) acceleration and deceleration
velocity and state that
s
v
t
 Define acceleration
and deceleration and state
v u Carry out activities using a data
that a  logger/graphing calculator/ticker timer
t
 Calculate speed and to
velocity a) identify when a body is at rest,
 Calculate moving
acceleration/deceleration with uniform velocity or non-
uniform
velocity
b) determine displacement, velocity and
acceleration
5
 Solve problems on linear
motion with uniform
acceleration using
 v  u  at
1 2
 s  ut  at
2
 v 2  u 2  2as
Week Learning Learning Outcomes
Objective
7 2.2 A student is able to:
15.2.10 Analysing  plot and interpret
- motion graphs displacement- time and
19.2.10 velocity-time graphs
 deduce from the shape of
a displacement-time graph
when a body is:
i. at rest
ii. moving with uniform
velocity
iii. moving with non-
uniform velocity
 determine distance,
displacement and velocity
from a displacement –time
graph
 deduce from the shape of
velocity- time graph when a
body is:
a. at rest
Solve problems using the following
equations of motion:
 v  u  at
1 2
 s  ut  at
2
v 2  u 2  2as
Suggested Activities Notes Remarks
Carry out activities using a data Reminder
logger/graphing calculator/ ticker timer Velocity is
to plot determined from the
a) displacement-time graphs gradient of
b) velocity-time graphs displacement –time
graph.
Describe and interpret: Acceleration is
a) displacement-time graphs determined from the
b) velocity-time graphs gradient of
Determine distance, displacement velocity –time graph
velocity and acceleration from a
displacement –time and velocity–time Distance is
graphs. etermined from the
area under a velocity
– time graph.
6
 b. moving with uniform
velocity
c. moving with uniform
acceleration Solve problems on linear motion with
 determine distance, uniform acceleration involving graphs.
displacement velocity and
acceleration from a
velocity–time graph
 solve problems on linear
motion with uniform
acceleration.

Week Learning Learning Outcomes Suggested Activities Notes Remarks

Objective

7
 8 2.3 A student is able to:
22.2.10 Understanding  explain what inertia is
- Inertia
26.2.10 2.4
Analysing  relate mass to inertia
momentum
 give examples of
situations involving inertia
 suggest ways to reduce
the negative side effects of
inertia.
A student is able to:
 define the momentum of
an object
 define momentum  p  as
the product of mass (m) and
velocity (v) i.e. p  mv
 state the principle of
conservation of momentum
Week Learning Learning outcomes
Objective
Carry out activities/view computer
simulations/ situations to gain an idea Newton’s First Law
on inertia. of Motion maybe
introduced here.
Carry out activities to find out the
relationship between inertia and mass.
Research and report on
a) the positive effects of inertia
b) ways to reduce the negative effects
of inertia.
Carry out activities/view computer Reminder
simulations to gain an idea of Momentum as a
momentum by comparing the effect of vector quantity
stopping two objects: needs to be
a) of the same mass moving at emphasized in
different speeds problem solving
b) of different masses moving at the
same speeds
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
Suggested Activities Notes Remarks
8
  describe applications of
conservation of momentum
 solve problems involving
momentum
9 2.5 A student is able to:
1.3.10 Understanding  describe the effects of
- the effects of a balanced forces acting on an
5.3.10 force object
 describe the effects of
unbalanced forces acting on
an object
 determine the relationship
between force, mass and
acceleration i.e. F = ma.
 Solve problem using F=ma
Week Learning Learning Outcomes
Objective
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.
Research and report on the applications
of conservation of momentum such as
in rockets or jet engines .
Solve problems involving linear
momentum
With the aid of diagrams, describe the When the forces
forces acting on an object: acting on an objects
a) at rest are balanced they
b) moving at constant velocity cancel each other
c) accelerating out (net force = 0).
The object then
Conduct experiments to find the behaves as if there
relationship between: is no force acting on
a) acceleration and mass of an object it.
under constant force
b) acceleration and force for a Newton’s Second
constant mass. Law of Motion may
be introduced here
Solve problems using F = ma
Suggested Activities Notes Remarks
9
 10
9.3.10 Ujian Selaras Berfokus 1
-
12.3.10
MID TERM BRAEAK ( 15.3.108– 19.3.10)
11 2.6 Analysing A student is able to: View computer simulations of collision
22.3.10 impulse and  explain what an impulsive and explosions to gain an idea on
- impulsive force force is . impulsive forces.
26.3.10  give examples of
situations involving Discuss
impulsive forces a) impulse as a change of
 define impulse as a change momentum
of momentum, i.e. b) an impulsive force as the rate of
Ft  mv - mu change of momentum in a collision
 define impulsive forces as or explosion
the rate of change of c) how increasing or decreasing
momentum in a collision or time of impact affects the magnitude
explosion, i.e. of the impulsive force.
mv - mu
F  Research and report situations where:
t
 explain the effect of a) an impulsive force needs to be
increasing or decreasing reduced and how it can be done
time of impact on the b) an impulsive force is beneficial
magnitude of the impulsive
force.

Week Learning Learning Outcomes Suggested Activities Notes Remarks

10
 Objective
12  Describe situation where Solve problems involving impulsive
29.3.10 an impulsive force needs to forces
- be reduced and suggest ways
2.4.10 to reduce it.
 describe situation where
an impulsive force is
beneficial

 Solve problems
involving
impulsive force
2.7 Being aware
of the need for
safety features in A student is able to: Research and report on the physics of
vehicles  describe the importance of vehicle collision and safety features in
safety features in vehicles vehicles in terms of physics concepts.
Discuss the importance of safety
features in vehicles.

13 2.8 A student is able to: Carry out activity or view computer When considering a
5.4.10 Understanding  explain acceleration due to simulations to gain an idea of body falling freely, Gravitational field –
– gravity gravity acceleration due to gravity. g (= 9.8 m/s2) is its medan gravity
9.4.10 Discuss acceleration but
a) acceleration due to gravity when it is at rest, g
 state what a gravitational b) a gravitational field as a region (=9.8 N/kg) is the
field is in which an object experiences a Earth’s gravitational
 define gravitational field force due to gravitational attraction field strength acting
strength and on it.
c) gravitational field strength (g) The weight of an
as gravitational force per unit mass object of fixed mass
Carry out an activity to determine the is dependent on the
value of acceleration due to gravity. g exerted on it.

11
Week Learning Learning Outcomes Suggested Activities Notes Remarks
Objective
 determine the value of Discuss weight as the Earth’s.
acceleration due to gravity gravitational force on an object

 define weight (W) as the

product of mass (m) and Solve problems involving acceleration
acceleration due to gravity due to gravity
(g) i.e. W =mg.
solve problems involving
acceleration due to gravity
14 2.9 A student is able to: With the aid of diagrams, describe
12.4.10 Analysing  describe situations where situations where forces are in
- forces in forces are in equilibrium equilibrium , e.g. a book at rest on a
16.4.10 equilibrium table, an object at rest on an inclined
plane.
 state what a resultant force With the aid of diagrams, discuss the
is resolution and addition of forces to
 add two forces to determine the resultant force.
determine the resultant
force.
 Resolve a force into the Solve problems involving forces in
effective component forces . equilibrium (limited to 3 forces).
 Solve problems involving
forces in equilibrium

15 2.10 A student is able to: Observe and discus situations where

19.4.10 Understandin  Define work (W) as the work is done.
- g work, product of an applied force Discuss that no work is done when:
23.4.10 energy, (F) and displacement (s) of a) a force is applied but no
power and an object in the direction of displacement occurs
12
 efficiency. the applied force i.e. W =Fs.
Week Learning Learning Outcomes
Objective
 State that when work is
done energy is transferred
from one object to another.
Define kinetic energy and
1 done to accelerate a body and the
state that Ek  mv 2
2 change in kinetic energy.
 Define gravitational
potential 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.
b) an object undergoes a displacement
Suggested Activities Notes Remarks
with no applied force acting on it.
Give examples to illustrate how energy Have students recall
is transferred from one object to the different forms
another when work is done. of energy.
Discuss the relationship between work
Discuss the relationship between work
done against gravity and gravitational
potential energy.
Carry out an activity to show the
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.
13
Week Learning Objective Learning Outcomes Suggested Activities Notes Remarks
16
26.4.10  Solve problems involving
- work, energy, power and
30.4.10 efficiency

2.11 Appreciating the A student is able to: Discuss that when an energy
importance of  recognize the importance of transformation takes place, not all the
maximising the maximising efficiency of energy is used to do useful work.
efficiency of devices. devices in conserving Some is converted into heat or other
resources. types of energy. Maximising
efficiency during energy
transformations makes the best use of
the available energy. This helps to
conserve resources
17 2.12 Understanding A student is able to: Carry out activities to gain an idea on
3.5.10 elasticity.  define elasticity elasticity.
-
7.5.10  define Hooke’s Law Plan and conduct an experiment to
find the relationship between force
and extension of a spring.

 define elastic potential Relate work done to elastic potential

energy and state that 1
energy to obtain E p  kx 2 .
1 2
Ep  kx 2
2 Describe and interpret force-
extension graphs.

 determine the factors that Investigate the factors that affects

affect elasticity elasticity.
 Describe applications of
elasticity Research and report on applications
 Solve problems involving of elasticity
14
 elasticity Solve problems involving elasticity.

18-20 MID YEAR EXAMINATION (13.5.10-27.5.10)

MID TERM BREAK ( 28.5.10 – 13.6.10)

LEARNING AREA: 3. FORCES AND PRESSURE

Week Learning Objective Learning Outcomes Suggested Activities Notes Remarks

21 3.1 Understanding A student is able to: Observe and describe the effect of a Introduce the Pressure = tekanan
14.6.10 pressure  Define pressure and state force acting over a large area unit of
- F compared to a small area, e.g. school pressure
that P 
18.6.10 A shoes versus high heeled shoes. pascal (Pa)
Discuss pressure as force per unit (Pa = N/m2)
area
 Describe applications of
pressure Research and report on applications
of pressure.
 solve problems involving
pressure Solve problems involving pressure

22 3.2 Understanding A student is able to: Observe situations to form ideas that Depth – kedalaman
21.6.10 pressure in liquids  relate depth to pressure in a pressure in liquids: Density – ketumpatan
- liquid a) acts in all directions Liquid - cecair
25.6.10 b) increases with depth
 relate density to pressure in Observe situations to form the idea
a liquid that pressure in liquids increases with
density
 explain pressure in a liquid Relate depth (h) , density ( and

15
Week Learning Objective Learning Outcomes Suggested Activities Notes Remarks
3.3 Understanding gas and state that P = hg gravitational field strength (g) to Student need to
pressure and pressure in liquids to obtain P = hg be introduced to
atmospheric pressure  describe applications of Research and report on instruments used
pressure in liquids. a) the applications of pressure in to measure gas
liquids pressure
b) ways to reduce the negative effect (Bourdon Gauge)
of pressure in liquis and atmospheric
Solve problems involving Solve problems involving pressure in pressure (Fortin
pressure in liquids. liquids barometer,
A student is able to: Carry out activities to gain an idea ofaneroid
 explain gas pressure gas pressure and atmospheric barometer).
Working
Discuss gas pressure in terms of the principle of the
behaviour of gas molecules based on instrument is not
the kinetic theory required.
Introduce other
 explain atmospheric Discuss atmospheric pressure in terms units of
pressure of the weight of the atmosphere acting atmospheric
on the Earth’s surface pressure.
1 atmosphere =
Discuss the effect of altitude on the 760 mmHg =
magnitude of atmospheric pressure 10.3 m water=
101300 Pa
Research and report on the 1 milibar = 100
 describe applications of application of atmospheric pressure Pa
atmospheric pressure
Solve problems involving
 solve problems involving atmospheric and gas pressure
atmospheric pressure and gas including barometer and manometer
pressure readings.

16
Week Learning Learning Outcomes
Objective
23 3.4 Applying A student is able to:
28.6.10 Pascal’s principle  state Pascal’s principle.
- is transmitted equally to every part of
1.7.10
 Explain hydraulic system
 Describe applications of
Pascal’s principle.
 Solve problems involving
Pascal’s principle.
A student is able to:
 Explain buoyant force
 Relate buoyant force to the
weight of the liquid displaced
Suggested Activities Notes Remarks
Observe situations to form the idea that Have students
pressure exerted on an enclosed liquid recall the
different forms
the liquid of energy.
Discuss hydraulic systems as a force
multiplier to obtain:
Output force = output piston area
Input force input piston area
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
weight of an object in air and the
weight of the same object in water to
gain an idea on buoyant force.
Conduct an experiment to investigate
the relationship between the weight of
water displaced and the buoyant force.
17
Week Learning Learning Outcomes Suggested Activities Notes Remarks
Objective
24 3.5 Applying  State Archimedes’ principle. Discuss buoyancy in terms of:
5.7.10 Archimedes’  Describe applications a) An object that is totally or
- principle. Archimedes principle partially submerged in a fluid
9.7.10 experiences a buoyant force equal
Solve problems involving to the weight of fluid displaced
Archimedes principle 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 why
the diver can be made to move up and
down.

25 3.6 Understanding A student is able to: Carry out activities to gain the idea
12.7.10 Bernoulli’s  State Bernoulli’s principle that when the speed of a flowing fluid
- principle.  Explain that resultant force increases its pressure decreases, e.g.
16.7.10 exists due to a difference in blowing above a strip of paper,
fluid pressure blowing through straw, between two
pingpong balls suspended on strings.

Discuss Bernoulli’s principle

18

Week Learning Learning Outcomes
Objective
 Describe applications of
Bernoulli’s principle
 Solve problems involving
Bernoulli’s principle
Carry out activities to show that a
Suggested Activities Notes Remarks
resultant force exists due to a
difference in fluid pressure.
View a computer simulation to
observe air flow over an arofoil to
gain an idea on lifting force.
Research and report on the
applications of Bernoulli’s principle.
Solve problems involving Bernoulli’s
principle.
19
LEARNING AREA: 4.HEAT
Week Learning Learning Outcomes Suggested Activities Notes Remarks
Objective
26 4.1 Understanding A student is able to: Carry out activities to show that Heat capacity
19.7.10 thermal  Explain thermal equilibrium thermal equilibrium is a condition in only relates to a
- equilibrium. which there is no net heat flow particular object
23.7.10 4.2 Understanding between two objects in thermal whereas specific
specific heat contact heat capacity
capacity relates to a
 Explain how a liquid in Use the liquid-in-glass thermometer material
glass thermometer works to explain how the volume of a fixed
A student is able to: mass of liquid may be used to define a
 Define specific heat temperature scale.
capacity Observe th change in temperature
( c) when: Guide students to
Q a) the same amount of heat is used to analyse the unit
 State that c  heat different masses of water. of c as
mc
b) the same amount of heat is used to Jkg 1 K 1 or
heat the same mass of different Jkg 1 o C 1
liquids.

Discuss specific heat capacity

 Determine the specific heat
capacity of a liquid.
Plan and carry out an activity to
determine the specific heat capacity
of
a) a liquid

20
Week Learning Learning Outcomes Suggested Activities Notes Remarks
Objective
27  Determine the specific heat b) a solid
26.7.10 capacity of a solid Research and report on applications
- of specific heat capacity.
30.7.10  Describe applications of
specific heat capacity Solve problems involving specific
heat capacity.
 Solve problems involving
specific heat capacity.

28 Ujian Selaras Berfokus 2 ( 2.8.10- 6.8.10)

2.8.10
-
6.8.10

21
 29 4.3 Understanding A student is able to: Carry out an activity to show that Melting –
9.8.10 specific latent heat  State that transfer of there is no change in temperature peleburan
- heat during a change of phase when heat is supplied to: Solidification-
1 does not cause a change in a) a liquid at its boiling point. pemejalan
3.8.10 temperature b) a solid at its melting point. Condensation –
With the aid of a cooling and heating kondensasi
curve, discuss melting, solidification, Specific latent heat
boiling and condensation as processes – haba pendam
involving energy transfer without a tentu
change in temperature.

 Define specific latent heat Discuss Guide students to

l  a) latent heat in terms of analyse the unit
Q molecular behaviour of l  Specific latent heat
 State that l  b) specific latent heat as Jkg 1 of fusion – haba
m
pendam tentu
Plan and carry out an activity to pelakuran
 Determine the specific determine the specific latent heat of Specific latent heat
latent heat of a fusion. a) fusion b) vaporisation of vaporisation –
 Determine the specific Solve problems involving specific haba pendam tentu
latent heat of vaporization latent heat. pepengewapan
 Solve problems involving
specific latent heat

22
Week Learning Learning Outcomes
Objective
30 4.4 Understanding A student is able to:
16.8.10 the gas laws  explain gas pressure,
- temperature and volume in
20.8.10 terms of gas molecules.
 Determine the relationship
between pressure and volume
at constant temperature for a
fixed mass of gas,
i.e. pV = constant
 Determine the relationship
between volume and
temperature at constant
pressure for a fixed mass of
gas, i.e. V/T = constant
 Determine the relationship
between pressure and
temperature at constant
volume for a fixed mass of
gas, i.e. p/T = constant
 Explain absolute zero
 Explain the absolute/Kelvin
scale of temperature
 Solve problems involving
Suggested Activities Notes Remarks
Use a model or view computer
simulations on the bahaviour of
molecules of a fixed mass of gas to
gain an idea about gas pressure,
temperature and volume.
Discuss gas pressure, volume and
temperature in terms of the behaviour
of molecules based on the kinetic
theory.
Plan and carry out an experiment on a
fixed mass of gas to determine the
relationship between:
a) pressure and volume at
constant temperature
b) volume and temperature at
constant pressure
c) pressure and temperature at
constant volume
Extrapolate P-T and V-T graphs or
view computer simulations to show
that when pressure and volume are
zero the temperature on a P-T and V-T
graph is – 2730C.
Discuss absolute zero and the Kelvin
scale of temperature
Solve problems involving the
pressure, temperature and volume of a
23
Week Learning Learning Outcomes
Objective
pressure, temperature and
volume of a fixed mass of gas
LEARNING AREA:5.LIGHT
31 5.1 Understanding A student is able to:
23.8.10 reflection of light  Describe the characteristic
- of the image formed by
27.8.10) reflection of light
 State the laws of reflection
of light
 Draw ray diagrams to show
the position and
characteristics of the image
formed by a
i. plane mirror
ii. convex mirror
iii. concave mirror
 Describe applications of
reflection of light
Solve problems involving
reflection of light
Suggested Activities Notes Remarks
fixed mass of gas.
Observe the image formed in a plane
mirror. Discuss that the image is:
a) as far behind the mirror as the
object is in front and the line
joining the object and image is
perpendicular to the mirror.
b) the same size as the object
c) virtual
d) laterally inverted
Discuss the laws of reflection
Draw the ray diagrams to determine
the position and characteristics of the
image formed by a
a) plane mirror
b) convex mirror
c) concave mirror
Research and report on applications
of reflection of light
Solve problems involving reflection
of light
24
Week Learning Learning Outcomes Suggested Activities Notes Remarks
Objective
32 5.2 Understanding A student is able to: Observe situations to gain an idea of Real depth –
30.8.10 refraction of light.  Explain refraction of light refraction Dalam nyata
-  Define refractive index as Conduct an experiment to find the Apparent depth –
3.9.10 sini relationship between the angle of dalam ketara
η 
sinr incidence and angle of refraction to
obtain Snell’s law.

 Determine the refractive Carry out an activity to determine the

index of a glass or Perspex refractive index of a glass or perspex
block block

Discuss the refractive index, η , as

 State the refractive index,
η , as
Speed of light in a vacuum
Speed of light in a medium
 Describe phenomena due to
refraction
 Solve problems involving
refraction of light
Speed of light in a vacuum
Speed of light in a medium
Research and report on phenomena
due to refraction, e.g. apparent depth,
the twinkling of stars.
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

25
Week Learning Learning Outcomes
Objective
MID TERM BREAK (6.9.10 – 10.9.10)
33 5.3 Understanding A student is able to:
13.9.10 total internal  Explain total internal
- reflection of light. reflection of light
17.9.10  Define critical angle (c)
 Relate the critical angle to
the refractive index i.e.
1 critical angle
η
sin c
 Describe natural
phenomenon involving total
internal reflection
 Describe applications of
total internal reflection
 Solve problems involving
Suggested Activities Notes Remarks
Carry out activities to show the effect
of increasing the angle of incidence
on the angle of refraction when light
travels from a denser medium to a
less dense medium to gain an idea
about total internal reflection and to
obtain the critical angle.
Discuss with the aid of diagrams:
a) total internal reflection and
b) the relationship between critical
angle and refractive angle
Research and report on
a) natural phenomena involving total
internal reflection
b) the applications of total
reflection e.g. in
telecommunication using fibre
optics.
Solve problems involving total
internal reflection
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 total internal reflection
Week Learning Learning Outcomes
Objective
34 5.4 Understanding A student is able to:
20.9.10 lenses. Explain focal point and focal
-  length
24.9.10  determine the focal point
and focal length of a convex
lens
determine the focal point and
focal length of a concave lens
 Draw ray diagrams to show
the positions and
characteristics of the images
formed by a convex lens.
Suggested Activities Notes Remarks
Use an optical kit to observe and thermal
measure light rays traveling through equilibrium –
keseimbangan
convex and concave lenses to gain an terma
idea of focal point and focal length.
Determine the focal point and focal
length of convex and concave lenses.
With the help of ray diagrams, discuss
focal point and focal length
27
Week Learning Learning Outcomes Suggested Activities Notes Remarks
Objective

35 A student is able to: Draw ray diagrams to show the

27.9.10 5.4 Understanding positions and characteristic of the
- lenses.  Draw ray diagrams to show images formed by a
1.10.10 the positions and a) convex lens b) concave lens
characteristics of the images
36 formed by a concave lens.
4.10.10 Carry out activities to gain an idea of
-  Define magnification as magnification.
8.10.10 v With the help of ray diagrams, discuss
m
u magnification.
37  Relate focal length (f) to the Carry out activities to find the
11.10.10 object distance (u) and image relationship between u, v and f
- distance (v)
16.10.10 1 1 1
i.e.   Carry out activities to gain an idea on
f u v
the use of lenses in optical devices.
 Describe, with the aid of ray With the help of ray diagrams, discuss
diagrams, the use of lenses in the use of lenses in optical devices
optical devices. such as a telescope and microscope

Construct an optical device that uses

28
Week Learning Learning Outcomes Suggested Activities Notes Remarks
Objective
 Construct an optical device lenses.
that uses lenses.
Solve problems involving to lenses
Solve problems involving to
lenses.
38 - 39 PEPERIKSAAN AKHIR TAHUN(18.10.10-29.10.10)

40-42 ULANGKAJI (3.11.10-19.11.10)

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