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# SCHEME OF WORK FOR FORM 4 PHYSICS

## YEARLY TEACHING PLAN 2013

LEARNING AREA: 1. INTRODUCTION TO PHYSICS

Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Observe everyday objects such as table, a pencil, a
1 1.1  explain what physics is mirror etc and discuss hoe they are related to physics
02.01 - 04.01 Understanding Physics concepts.

 recognize the physics in everyday View a video on natural phenomena and discuss how
objects and natural phenomena they related to physics concepts.

## Discuss fields of study in physics such as forces, motion,

heat, light etc.

A student is able to: Discuss base quantities and derived quantities. Base quantities are: length (l),
2 1.2  explain what base quantities and mass(m), time (t), temperature
07.01 - 12.01 Understanding base derived quantities are From a text passage, identify physical quantities then (T) and current (I)
quantities and derived  list base quantities and their units classify them into base quantities and derived quantities.
quantities  list some derived quantities and their Suggested derived quantities:
units. List the value of prefixes and their abbreviations from force (F)
 express quantities using prefixes. nano to Giga, eg. nano (10-9), nm(nanometer) Density ( ρ ) , volume (V) and
 express quantities using scientific velocity (v)
notation Discus the use of scientific notation to express large and
More complex derived quantities
small numbers.
may be discussed
 express derived quantities as well as Determine the base quantities( and units) in a given
their units in terms of base quantities derived quantity (and unit) from the related formula.
and base units.
 solve problems involving conversion Solve problems that involve the conversion of units.
of units

A student is able to: Carry out activities to show that some quantities can be
3 1.3  define scalar and vector quantities defined by magnitude only whereas other quantities need
14.01 - 18.01 Understanding scalar  give examples of scalar and vector to be defined by magnitude as well as direction.
and vector quantities quantities.
Compile a list of scalar and vector quantities.

## A student ia able to Choose the appropriate instrument for a given

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
4 1.4  Measure physical quantities measurement
21.01 - 25.01 Understanding using appropriate instruments
measurement  Explain accuracy and Discuss consistency and accuracy using the distribution
consistency of gunshots on a target as an example

## Discuss the sensitivity of various instruments

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

## Use appropriate techniques to reduce error in

measurements such as repeating measurements to find
 Use appropriate techniques to the average and compensating for zero error.
reduce errors
A student is able to: Observe a situation and suggest questions suitable for a
5 1.5 Analysing scientific  Identify variables in a given scientific investigation. Discuss to:
28-01 - 01.02 investigations situation a) identify a question suitable for scientific investigation
 Identify a question suitable for b) identify all the variables
scientific investigation c) form a hypothesis
d) plan the method of investigation including selection PEKA 1:
 Form a hypothesis
of apparatus and work procedures Experiment: To study the
 Design and carry out a simple
experiment to test the hypothesis relationship between length of
Carry out an experiment and: pendulum and period of
a) collect and tabulate data oscilation.
b) present data in a suitable form
c) interpret the data and draw conclusions
 Record and present data in a d) write a complete report
suitable form
 Interpret data to draw a
conclusion
 Write a report of the
investigation

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LEARNING AREA: 2. FORCES AND MOTION

Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Carry out activities to gain an idea of: Average speed = total distance /
6 2.1 Analysing linear  Define distance and a) distance and displacement time taken
04.02 - 08.02 motion displacement b) speed and velocity
 Define speed and velocity and c) acceleration and deceleration
s
state that v Carry out activities using a data logger/graphing
t calculator/ticker timer to
 Define acceleration and a) identify when a body is at rest, moving
deceleration and state that with uniform velocity or non-uniform
velocity
v u
a b) determine displacement, velocity and acceleration
t Solve problems using the following equations of motion:
 Calculate speed and velocity  v  u  at
 Calculate 1 2
acceleration/deceleration  s  ut  at
2
Solve problems on linear motion with
uniform acceleration using
 v 2  u 2  2as

 v  u  at
1 2
 s  ut  at
2
 v 2  u 2  2as
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CUTI TAHUN BARU CINA
11.02 - 15.02

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Carry out activities using a data logger/graphing Reminder
8 2.2  plot and interpret displacement- time calculator/ ticker timer to plot Velocity is determined from the
18.02 - 22.02 Analysing motion graphs and velocity-time graphs a) displacement-time graphs gradient of
 deduce from the shape of a b) velocity-time graphs displacement –time graph.
displacement-time graph when a body
is: Describe and interpret: Acceleration is determined from
i. at rest a) displacement-time graphs the gradient of
ii. moving with uniform velocity b) velocity-time graphs velocity –time graph
iii. moving with non-uniform velocity Determine distance, displacement velocity and
 determine distance, displacement acceleration from a displacement –time and velocity–time
and velocity from a displacement –time graphs.
graph

## A student is able to:

9  deduce from the shape of velocity-
25.02 - 01.03 time graph when a body is: Distance is determined from the
a. at rest area under a velocity – time
b. moving with uniform velocity graph.
c. moving with uniform acceleration Solve problems on linear motion with uniform acceleration
 determine distance, displacement involving graphs.
velocity and acceleration from a
velocity–time graph
 solve problems on linear motion with
uniform acceleration.

## A student is able to: Carry out activities/view computer simulations/ situations

10 2.3 Understanding  explain what inertia is to gain an idea on inertia. Newton’s First Law of Motion
04.03 - 08.03 Inertia maybe introduced here.
 relate mass to inertia Carry out activities to find out the relationship between
inertia and mass.
 give examples of situations
involving inertia Research and report on
 suggest ways to reduce the a) the positive effects of inertia
negative side effects of inertia. b) ways to reduce the negative effects of inertia

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Carry out activities/view computer simulations to gain an
11 2.4 Analysing  define the momentum of an object idea of momentum by comparing the effect of stopping
11.03 - 15.03 momentum   
define momentum p as the two objects:
a) of the same mass moving at different speeds
product of mass (m) and velocity (v) i.e. b) of different masses moving at the
p  mv same speeds.
 state the principle of conservation of - need to be emphasized different
momentum 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. Reminder
 describe applications of Research and report on the applications of conservation Momentum as a vector quantity
conservation of momentum of momentum such as in rockets or jet engines. needs to be emphasized in
 solve problems involving momentum Solve problems involving linear momentum problem solving

12
UJIAN PENGESANAN 1 (TKN 3,4,5)
18.03 - 22.03

## 25.03 - 31.03 CUTI PERTENGAHAN PENGGAL 1

A student is able to: With the aid of diagrams, describe the forces acting on an When the forces acting on an
13 2.5 Understanding the  describe the effects of balanced object: objects are balanced they cancel
01.04 - 05.04 effects of a force forces acting on an object a) at rest each other out (nett force = 0).
 describe the effects of unbalanced b) moving at constant velocity The object then behaves as if
forces acting on an object c) accelerating there is no force acting on it.

 determine the relationship between Conduct experiments to find the relationship between: Newton’s Second Law of Motion
force, mass and acceleration i.e. F = a) acceleration and mass of an object under constant may be introduced here
ma. force
b) acceleration and force for a constant mass.

##  Solve problem using F = ma Solve problems using F = ma

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: View computer simulations of collision and explosions to
14 2.6 Analysing impulse  Explain what an impulsive force is . gain an idea on impulsive forces.
08.04 - 12.04 and impulsive force  give examples of situations involving
impulsive forces Discuss
 Define impulse as a change of a) impulse as a change of momentum
momentum, i.e. b) an impulsive force as the rate of change of
momentum in a collision or explosion
Ft  mv - mu c) how increasing or decreasing time of impact
 Define impulsive forces as the rate of affects the magnitude of the impulsive force.
change of momentum in a collision or
explosion, i.e. Research and report situations where:
mv - mu a) an impulsive force needs to be reduced and how it
F  can be done
t b) an impulsive force is beneficial
 Explain the effect of increasing or
decreasing time of impact on the
magnitude of the impulsive force.
 Describe situation where an
impulsive force needs to be reduced Solve problems involving impulsive forces
and suggest ways to reduce it.
 describe situation where an
impulsive force is beneficial

##  solve problems involving impulsive

forces

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

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Carry out activity or view computer simulations to When considering a body
15 2.8 Understanding  explain acceleration due to gain an idea of acceleration due to gravity. falling freely, g (= 9.8 m/s2) is
16.04 - 19.04 gravity gravity Discuss its acceleration but when it is
a) acceleration due to gravity at rest, g (=9.8 N/kg) is the
 state what a gravitational field is b) a gravitational field as a region in which Earth’s gravitational field
 define gravitational field strength an object experiences a force due to strength acting on it.
gravitational attraction and The weight of an object of
 determine the value of c) gravitational field strength (g) as fixed mass is dependent on
acceleration due to gravity gravitational force per unit mass the g exerted on it.
Carry out an activity to determine the value of
 define weight (W) as the product acceleration due to gravity.
of mass (m) and acceleration due Discuss weight as the Earth’s gravitational force on
to gravity (g) i.e. W =mg. an object
 solve problems involving
acceleration due to gravity. Solve problems involving acceleration due to
gravity.

A student is able to: With the aid of diagrams, describe situations where
16 2.9 Analysing forces  describe situations where forces forces are in equilibrium, e.g. a book at rest on a
22.04 - 26.04 in equilibrium are in equilibrium table, an object at rest on an inclined plane.
With the aid of diagrams, discuss the resolution
 state what a resultant force is and addition of forces to determine the resultant
 Add two forces to determine the force.
resultant force.
 Resolve a force into the effective
component forces. Solve problems involving forces in equilibrium
 Solve problems involving forces (limited to 3 forces).
in equilibrium

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
17 2.10 Understanding A student is able to: Observe and discus situations where work is done.
29.04 - 03.05 work, energy, power  Define work (W) as the product Discuss that no work is done when:
and efficiency. of an applied force (F) and a) a force is applied but no displacement
displacement (s) of an object in the occurs
direction of the applied force i.e. W b) an object undergoes a displacement with
= Fs. no applied force acting on it.
Give examples to illustrate how energy is
 State that when work is done transferred from one object to another when work
energy is transferred from one is done
object to another.
Discuss the relationship between work done to
 Define kinetic energy and state accelerate a body and the change in kinetic energy.
1
that Ek  mv 2 Discuss the relationship between work done
2 against gravity and gravitational potential energy.
 Define gravitational potential
energy and state that Ep = mgh Carry out an activity to show the principle of
conservation of energy
 State the principle of State that power is the rate at which work is done, Have students recall the
conservation of energy. P = W/t. different forms of energy.
 Define power and state that Carry out activities to measure power.
P = W/t
Discuss efficiency as:
Useful energy output x 100 %
 Explain what efficiency of a Energy input
device is. Evaluate and report the efficiencies of various
devices such as a diesel engine, a petrol engine
and an electric engine.
 Solve problems involving work, Solve problems involving work, energy, power and
energy, power and efficiency efficiency.

2.11 Appreciating the A student is able to: Discuss that when an energy transformation takes
importance of  Recognize the importance of place, not all the energy is used to do useful work.
maximising the maximising efficiency of devices in Some is converted into heat or other types of
efficiency of devices. conserving resources. energy. Maximising efficiency during energy
transformations makes the best use of the available
energy. This helps to conserve resources

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Carry out activities to gain an idea on elasticity.
18 2.12 Understanding  define elasticity Plan and conduct an experiment to find the
06.05 - 10.05 elasticity.  define Hooke’s Law relationship between force and extension of a
 define elastic potential energy spring.
1 Relate work done to elastic potential energy to PEKA 2:
and state that E p  kx 2 1 Experiment: To study the
2 2
obtain E p  kx . relationship between weight
 Determine the factors that affect 2 of load and the extension of
elasticity. Describe and interpret force- extension graphs. spring.
Investigate the factors that affect elasticity.
19
13.05 - 17.05 PEPERIKSAAN PERTENGAHAN TAHUN
20
20.05 - 23.05 PEPERIKSAAN PERTENGAHAN TAHUN
24.05- 09.06
CUTI PERTENGAHAN TAHUN
A student is able to: Research and report on applications of elasticity.
21  Describe applications of Solve problems involving elasticity.
10.06 - 14.06 elasticity
 Solve problems involving
elasticity

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LEARNING AREA: 3. FORCES AND PRESSURE

Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Observe and describe the effect of a force acting Introduce the unit of pressure
22 3.1 Understanding  Define pressure and state that over a large area compared to a small area, e.g. Pascal (Pa)
17.06 - 21.06 pressure F school shoes versus high heeled shoes. (Pa = N/m2)
P  Discuss pressure as force per unit area
A Research and report on applications of pressure.
 Describe applications of Solve problems involving pressure
pressure
 solve problems involving
pressure

3.2 Understanding A student is able to: Observe situations to form ideas that pressure in
pressure in liquids  Relate depth to pressure in a liquids:
liquid a) acts in all directions
b) increases with depth
 Relate density to pressure in a Observe situations to form the idea that pressure in
liquid liquids increases with density
Relate depth (h) , density ( and gravitational
 Explain pressure in a liquid and field strength (g) to pressure in liquids to obtain P =
state that P = hg hg
Research and report on
 Describe applications of a) the applications of pressure in
pressure in liquids. liquids
b) ways to reduce the negative effect of pressure
 Solve problems involving in liquid
pressure in liquids. Solve problems involving pressure in liquids.

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Carry out activities to gain an idea of gas pressure Student need to be
23 3.3 Understanding  explain gas pressure and atmospheric introduced to instruments
24.06 - 28.06 gas pressure and used to measure gas
atmospheric pressure Discuss gas pressure in terms of the behaviour of pressure (Bourdon Gauge)
gas molecules based on the kinetic theory and atmospheric pressure
(Fortin barometer, aneroid
 explain atmospheric pressure Discuss atmospheric pressure in terms of the barometer). Working principle
weight of the atmosphere acting on the Earth’s of the instrument is not
 describe applications of surface required.
atmospheric pressure Introduce other units of
Discuss the effect of altitude on the magnitude of atmospheric pressure.
 solve problems involving atmospheric pressure 1 atmosphere = 760 mmHg =
atmospheric pressure and gas 10.3 m water= 101300 Pa
pressure Research and report on the application of 1 milibar = 100 Pa
atmospheric pressure

## Solve problems involving atmospheric and gas

pressure including barometer and manometer

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Observe situations to form the idea that pressure
24 3.4 Applying Pascal’s  State Pascal’s principle. exerted on an enclosed liquid is transmitted equally
01.07 - 05.07 principle to every part of the liquid

## Discuss hydraulic systems as a force multiplier to

 Explain hydraulic system obtain:
Output force = output piston area
Input force input piston area
 Describe applications of Pascal’s Research and report on the application of Pascal’s
principle. principle (hydraulic systems)
Solve problems involving Pascal’s principle
 Solve problems involving
Pascal’s principle.

## A student is able to: Carry out an activity to measure the weight of an

3.5 Applying  Explain buoyant force object in air and the weight of the same object in Have students recall the
Archimedes’ principle. water to gain an idea on buoyant force. different forms of energy.
Conduct an experiment to investigate the
 Relate buoyant force to the relationship between the weight of water displaced
weight of the liquid displaced and the buoyant force.
Discuss buoyancy in terms of:
a) An object that is totally or partially
 State Archimedes principle. 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

 Describe applications of Archimedes’ principle, e.g. submarines,
Archimedes principle hydrometers, hot air balloons
Solve problems involving Solve problems involving Archimedes’ principle.
Archimedes principle Build a Cartesian diver. Discuss way the diver can
be made to move up and down.

A student is able to: Carry out activities to gain the idea that when the

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
25 3.6 Understanding  State Bernoulli’s principle speed of a flowing fluid increases its pressure
08.07 - 12.07 Bernoulli’s principle.  Explain that resultant force decreases, e.g. blowing above a strip of paper,
exists due to a difference in fluid blowing through straw, between two ping pong
pressure balls suspended on strings.

## Discuss Bernoulli’s principle

Carry out activities to show that a resultant force
exists due to a difference in fluid pressure.

## View a computer simulation to observe air flow

 Describe applications of over an aerofoil to gain an idea on lifting force.
Bernoulli’s principle Research and report on the applications of
Bernoulli’s principle.
 Solve problems involving
Bernoulli’s principle Solve problems involving Bernoulli’s principle.

## LEARNING AREA:4. HEAT

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Carry out activities to show that thermal equilibrium
26 4.1 Understanding  Explain thermal equilibrium is a condition in which there is no nett heat flow
15.07 - 19.07 thermal equilibrium. between two objects in thermal contact

## Use the liquid-in-glass thermometer to explain how

the volume of a fixed mass of liquid may be used to
 Explain how a liquid in glass define a temperature scale.
thermometer works

A student is able to: Observe the change in temperature when: Heat capacity only relates to
27 4.2 Understanding  Define specific heat capacity ( c) a) the same amount of heat is used to heat a particular object whereas
22.07 - 26.07 specific heat capacity Q different masses of water. specific heat capacity relates
 State that c  b) the same amount of heat is used to heat the to a material
mc same mass of different liquids.

## Discuss specific heat capacity Guide students to analyse the

 Determine the specific heat Plan and carry out an activity to determine the unit of c as Jkg 1 K 1 or
capacity of a liquid. specific heat capacity of
 Determine the specific heat a) a liquid b) a solid Jkg 1 o C 1

## capacity of a solid Research and report on applications of specific

 Describe applications of a heat capacity.
specific heat capacity
Solve problems involving specific heat capacity.
 Solve problems involving
specific heat capacity.

28
29.07 - 02.08 UJIAN PENGESANAN 2 (TKN 3,4,5)

## A student is able to: Carry out an activity to show that there is no

29 4.3 Understanding  State that transfer of heat change in temperature when heat is supplied to:

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
05.08 - 06.08 specific latent heat during a change of phase does not a) A liquid at its boiling point.
cause a change in temperature b) A solid at its melting point.
With the aid of a cooling and heating curve, discuss
 Define specific latent heat l  melting, solidification, boiling and condensation as
processes involving energy transfer without a
Q
 State that l  change in temperature.
m Discuss
a) latent heat in terms of molecular
 Determine the specific latent behaviour
heat of a fusion. b) specific latent heat Guide students to analyse the
 Determine the specific latent unit of l 
heat of vaporization Plan and carry out an activity to determine the
specific latent heat of as Jkg 1
 Solve problems involving
specific latent heat a) fusion b) vaporisation

## A student is able to: Use a model or view computer simulations on the

30 4.4 Understanding  Explain gas pressure, bahaviour of molecules of a fixed mass of gas to
19.08 - 23.08 the gas laws temperature and volume in terms gain an idea about gas pressure, temperature and
of gas molecules. volume.

##  Determine the relationship Discuss gas pressure, volume and temperature in

between pressure and volume at terms of the behaviour of molecules based on the
constant temperature for a fixed kinetic theory.
mass of gas, i.e pV = constant
.

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
31 4.4 Understanding  Determine the relationship Plan and carry out an experiment on a fixed mass
26.08 - 30.08 the gas laws between volume and temperature of gas to determine the relationship between:
at constant pressure for a fixed a) pressure and volume at constant
mass of gas, i.e V/T = constant temperature
b) volume and temperature at constant
 Determine the relationship pressure
between pressure and temperature c) pressure and temperature at constant
at constant volume for a fixed volume
mass of gas, i.e p/T = constant
Extrapolate P-T and V-T graphs or view computer
simulations to show that when pressure and
 Explain absolute zero volume are zero the temperature on a P-T and V-T
 Explain the absolute/Kelvin scale graph is – 2730C.
of temperature Discuss absolute zero and the Kelvin scale of
temperature
 Solve problems involving
pressure, temperature and volume Solve problems involving the pressure,
of a fixed mass of gas temperature and volume of a fixed mass of gas

## LEARNING AREA:5. LIGHT

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Observe the image formed in a plane mirror.
32 5.1 Understanding  Describe the characteristic of the Discuss that the image is:
02.09 - 06.09 reflection of light. image formed by reflection of light 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

## A student is able to: Observe situations to gain an idea of refraction

33 5.2 Understanding  Explain refraction of light Conduct an experiment to find the relationship
09.09 - 13.09 refraction of light.  Define refractive index as between the angle of incidence and angle of PEKA 3:
sini refraction to obtain Snell’s law. Experiment: To study the
η  relationship between the
sinr Carry out an activity to determine the refractive angle of incidence and angle
index of a glass or perspex block of refraction.
 Determine the refractive index of
a glass or Perspex block Discuss the refractive index, η , as
Speed of light in a vacuum
Speed of light in a medium
 State the refractive index, η ,
as Research and report on phenomena due to
Speed of light in a vacuum refraction, e.g. apparent depth, the twinkling of
Speed of light in a medium stars.
Carry out activities to gain an idea of apparent
 Describe phenomena due to depth. With the aid of diagrams, discuss real depth
refraction and apparent depth.

## Solve problems involving refraction of light

 Solve problems involving
refraction of light

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
A student is able to: Carry out activities to show the effect of increasing
34 5.3 Understanding  Explain total internal reflection of the angle of incidence on the angle of refraction
17.09 - 20.09 total internal reflection light when light travels from a denser medium to a less
of light.  Define critical angle (c) 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
 Relate the critical angle to the critical angle
1 b) the relationship between critical
refractive index i.e η  angle and refractive angle
sin c Research and report on
a) natural phenomena involving total
internal reflection
 Describe natural phenomenon b) the applications of total
involving total internal reflection reflection e.g. in
 Describe applications of total telecommunication using fibre
internal reflection optics.
Solve problems involving total internal reflection

##  Solve problems involving total

internal reflection

A student is able to: Use an optical kit to observe and measure light
35 5.4 Understanding  Explain focal point and focal rays traveling through convex and concave lenses
23.09 - 27.09 lenses. length to gain an idea of focal point and focal length.
 determine the focal point and Determine the focal point and focal length of
focal length of a convex lens convex and concave lenses.
 determine the focal point and
focal length of a concave lens

 Draw ray diagrams to show the With the help of ray diagrams, discuss focal point

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Learning
Week Learning Outcomes Suggested Activities Notes
Objective
36 5.4 Understanding positions and characteristics of the and focal length
30.09 - 04.10 lenses. images formed by a convex lens.
Draw ray diagrams to show the positions and
 Draw ray diagrams to show the characteristic of the images formed by a
positions and characteristics of the a) convex lens b) concave lens
images formed by a concave lens.
 Define magnification as
v Carry out activities to gain an idea of magnification.
m With the help of ray diagrams, discuss
u magnification.
 Relate focal length (f) to the
object distance (u) and image Carry out activities to find the relationship between
distance (v) u, v and f
1 1 1
i.e.  
f u v

 .

37 5.4 Understanding  Describe, with the aid of ray Carry out activities to gain an idea on the use of
07.10 - 11.10 lenses. diagrams, the use of lenses in lenses in optical devices.
optical devices. With the help of ray diagrams, discuss the use of
lenses in optical devices such as a telescope and
 Construct an optical device that microscope
uses lenses. Construct an optical device that uses lenses.

##  Solve problems involving to Solve problems involving to lenses

lenses
38
14.10 - 18.10 PEPERIKSAAN AKHIR TAHUN
39
21.10 - 25.10 PEPERIKSAAN AKHIR TAHUN
40
28.10 - 01.11 PEPERIKSAAN AKHIR TAHUN
41
04.11 - 08.11 PEMBETULAN PEPERIKSAAN AKHIR TAHUN
42
11.11 - 15.11 PENYELARASAN PEKA

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