YEARLY LESSON PLAN 2019

PHYSICS (FORM 4 AMANAH)

SM ST. MICHAEL, PENAMPANG

LEARNING AREA: 1. INTRODUCTION TO PHYSICS

1ST SEMESTER
W1: DIAGNOSTIC TEST & DISCUSSION (2 Jan – 4 Jan 2019)

Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

W2 1.1 A student is able to: Observe everyday objects such as table, a

[7/1-11/1] Understanding Physics ● explain what physics is pencil, a mirror etc. and discuss how they are
related to physics concepts.
● recognize the physics in everyday objects and
* Introduction of paper 3 natural phenomena View a video on natural phenomena and discuss
(laboratory – report) how they related to physics concepts.

Discuss fields of study in physics such as forces,

motion, beta, light etc.

1.5 Analyzing scientific A student is able to:
investigations ● Identify variables in a given situation
● Identify a question suitable for scientific
investigation
● Form a hypothesis
● Design and carry out a simple experiment to
test the hypothesis
● Record and present data in a suitable form
● Interpret data to draw a conclusion
● Write a report of the investigation
Observe a situation and suggest questions Scientific skills are applied
suitable for a scientific investigation. Discuss to: throughout
a) identify a question suitable for scientific
investigation Experiment 1 (PKS Kategori A)
b) identify all the variables
c) form a hypothesis To study the relationship
d) plan the method of investigation including between length of pendulum and
selection of apparatus and work procedures the period of oscillation.
Carry out an experiment and: Drawing of graph Length against
a) collect and tabulate data T2 are shown.
b) present data in a suitable form
c) interpret the data and draw conclusions Determine the relationship.
d) write a complete report

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 Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

W3 1.2 A student is able to: Discuss base quantities and derived quantities. Base quantities are: length (l), Base quantities- kuantiti asas
[14/1-18/1] Understanding base ● explain what base quantities and derived mass(m), time (t), temperature Derived quantities – kuantiti terbitan
quantities and derived quantities are From a text passage, identify physical quantities (T) and current (I) Length- panjang
quantities ● list base quantities and their units then classify them into base quantities and Mass – jisim
● list some derived quantities and their units. derived quantities. Suggested derived quantities: Temperature – suhu
● express quantities using prefixes. force (F) Current – arus
● express quantities using scientific notation List the value of prefixes and their abbreviations Density ( ) , volume (V) and Force – daya
● express derived quantities as well as their from nano to giga, eg. nano (10-9), velocity (v) Density – ketumpatan
units in terms of base quantities and base nm(nanometer) More complex derived quantities Volume – isipadu
units. may be discussed Velocity - halaju
Discus the use of scientific notation to express When these quantities are Scientific notation – bentuk piawai
● solve problems involving conversion of units large and small numbers. introduced in their related Prefix- imbuhan
Determine the base quantities (and units) in a learning areas.
given derived quantity (and unit) from the related
formula.

Solve problems that involve the conversion of

units.

W4 1.3 A student is able to: Carry out activities to show that some quantities
[21/1-25/1] Understanding scalar and ● define scalar and vector quantities can be defined by magnitude only whereas other
vector quantities ● give examples of scalar and vector quantities. quantities need to be defined by magnitude as
well as direction.
Compile a list of scalar and vector quantities.

W4 1.4 A student is able to Choose the appropriate instrument for a given Activity 1.0 : To find out the Accuracy- kejituan
[21/1-25/1] Understanding ● Measure physical quantities using appropriate measurement correct way to used the Consistency- kepersisan
measurement instruments measuring instrument. Sensitivity-kepekaan
Discuss consistency and accuracy using the Error- ralat
● Explain accuracy and consistency distribution of gunshots on a target as an 1. Micrometer screw Random - rawak
example gauge
2. Vernier Callipers
Discuss the sensitivity of various instruments 3. metre rule
● Explain sensitivity 4. measuring tape
Demonstrate through examples systematic errors 5. thermometer
and random errors. 6. Digital and analog
● Explain types of experimental error Discuss what systematic and random errors are. stopwatch
Use appropriate techniques to reduce error in
● Use appropriate techniques to reduce errors measurements such as repeating measurements
to find the average and compensating for zero
error.

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 LEARNING AREA: 2. FORCES AND MOTION

Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

W5 2.1 A student is able to: Carry out activities to gain an idea of: Average speed = total distance / Distance – jarak
[28/1 – 1/2] Analysing linear motion ● Define distance and displacement a) distance and displacement time taken Displacement – sesaran
● Define speed and velocity and state that b) speed and velocity Speed – laju
c) acceleration and deceleration Activity : 1 (PKS Kategori B) Velocity – halaju
To find out how to get, distance, Acceleration – pecutan
Carry out activities using a data logger/graphing displacement, speed, velocity and Deceleration, retardation –
● Define acceleration and deceleration and state calculator/ticker timer to acceleration from a ticker tape. nyahpecutan
a) identify when a body is at rest, moving
with uniform velocity or non-uniform Activity: 2
that velocity Solving problems associated with
● Calculate speed and velocity b) determine displacement, velocity and equation of motion.
● Calculate acceleration/deceleration acceleration
Solve problems using the following equations of
Solve problems on linear motion with uniform motion:
acceleration using ●

● , ● ,
●

W6 A student is able to: Carry out activities using a data logger/graphing Activity : 1
[4/2-8/2] 2.2 ● plot and interpret displacement- time and calculator/ ticker timer to plot Differentiate the graph of
Analysing motion graphs velocity-time graphs a) displacement-time graphs distance/displacement-time graph
● deduce from the shape of a displacement-time b) velocity-time graphs and velocity time graph also
until graph when a body is: acceleration time graph.
i. at rest Describe and interpret:
ii. moving with uniform velocity a) displacement-time graphs
W8 iii. moving with non-uniform velocity b) velocity-time graphs
[18/2-22/2] ● determine distance, displacement and velocity Determine distance, displacement velocity and Reminder
from a displacement –time graph acceleration from a displacement –time and Velocity is determined from the
● deduce from the shape of velocity- time graph velocity–time graphs. gradient of
* Chinese New when a body is: Displacement –time graph.
Year (5 Feb – 6 a. at rest Solve problems on linear motion with uniform Acceleration is determined from the
Feb 2019) b. moving with uniform velocity acceleration involving graphs. gradient of
c. moving with uniform acceleration velocity –time graph
● determine distance, displacement velocity and
acceleration from a velocity–time graph Distance is determined from the
● solve problems on linear motion with uniform area under a velocity – time Graph.
acceleration.

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 Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

W8 2.3 A student is able to: Carry out activities/view computer simulations/ Newton’s First Law of Motion maybe Inertia - inersia
[18/2-22/2] Understanding Inertia ● explain what inertia is situations to gain an idea on inertia. introduced here.
● relate mass to inertia Carry out activities to find out the relationship Activity : 1
● give examples of situations involving inertia between inertia and mass. Magic and inertia.
● suggest ways to reduce the negative side Research and report on Experiment 2 (PKS Kategori A)
effects of inertia. a) the positive effects of inertia To find out the relationship between
b) ways to reduce the negative effects of inertia. mass and inertia.

W9 2.4 A student is able to: Carry out activities/view computer simulations to Reminder Momentum – momentum
[25/2 – 1/3] Analysing momentum ● define the momentum of an object gain an idea of momentum by comparing the Momentum as a vector quantity Collision – pelanggaran
effect of stopping two objects: needs to be emphasized in problem Explosion – letupan
a) of the same mass moving at different speeds solving. Conservation of linear momentum-
b) of different masses moving at the same Factor that affect Momentum are: keabadian momentum
● define momentum as the product of mass speeds 1. Mass
(m) and velocity (v) i.e. Discuss momentum as the product of mass and 2. Veloci
● state the principle of conservation of velocity. ty
momentum 3.
View computer simulations on collision and Activity : 1
explosions to gain an idea on the conservation of To show /get an idea to reveal the
momentum arts of momentum.
Exp: - Collision
Conduct an experiment to show that the total - Water Gun
momentum of a closed system is a constant - Water rockets
Physical concept of momentum
● describe applications of conservation of Carry out activities that demonstrate the
momentum 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 momentum Solve problems involving linear momentum

● W7: School Sport Day (13 Feb – 14 Feb 2019) & Cuti Peristiwa (15 Feb 2019)
● W10: Revision Week (4 March – 8 March 2019)
● W11: 1ST EXAMINATION (11 March – 15 March 2019)
● W12: Discussion of 1st Examination (18 March – 22 March 2019)
● W13: School Holiday (25 March – 29 March 2019)

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 Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

W14 2.5 A student is able to: With the aid of diagrams, describe the forces When the forces acting on an
[1/4-5/4] Understanding the effects of ● describe the effects of balanced forces acting acting on an object: objects are balanced they cancel
a force on an object a) at rest each other out (net force = 0). The
● describe the effects of unbalanced forces b) moving at constant velocity object then behaves as if there is no
acting on an object c) accelerating force acting on it.

● determine the relationship between force,
mass and acceleration i.e. F = ma.
● Solve problem using F = ma
Conduct experiments to find the relationship
between:
a) acceleration and mass of an object under
constant force
b) acceleration and force for a constant mass.
Solve problems using F = ma
Newton’s Second Law of Motion
may be introduced here.
Experiment 3 & 4 (PKS Kategori
A) To find out the relationship
between force ,F, acceleration, a,
and mass, m.

W15 2.6 Analysing impulse and A student is able to:
[8/4-12/4] impulsive force ● explain what an impulsive force is .
● give examples of situations involving impulsive
forces
● define impulse as a change of momentum, i.e.
● define impulsive forces as the rate of change
of momentum in a collision or explosion, i.e.
● 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 and suggest ways to
reduce it.
● describe situation where an impulsive force is
beneficial
● solve problems involving impulsive forces
View computer simulations of collision and Accuracy- kejituan
explosions to gain an idea on impulsive forces. Activity : 1 Consistency- kepersisan
Problem solving related to Force, Sensitivity-kepekaan
Discuss impulse and impulsive force. Error- ralat
a) impulse as a change of momentum Structured Question so that student Random - rawak
b) an impulsive force as the rate of change of would have a clear understanding
momentum in a collision or explosion regarding impulsive Force.
c) how increasing or decreasing time of impact
affects the magnitude of the impulsive force. Note that student must understand
the principle of Impulsive Force,
Research and report situations where: factor that affect the Magnitude of
a) an impulsive force needs to be reduced and the impulsive force.
how it can be done The factor is:
b) an impulsive force is beneficial 1. Collision time
Solve problems involving impulsive forces

W16 2.7 Being aware of the A student is able to: Research and report on the physics of vehicle Activity : 1
[15/4-17/4] need for safety features in ● describe the importance of safety features in collision and safety features in vehicles in terms Doing exercises in a form of essay
vehicles vehicles of physics concepts. writing, with correct answering
Discuss the importance of safety features in technique guided with teacher.
vehicles.

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 Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

W16 2.8 Understanding gravity A student is able to: Carry out activity or view computer simulations When considering a body falling Gravitational field – medan gravity
[15/4-17/4] ● explain acceleration due to gravity to gain an idea of acceleration due to gravity. freely, g (= 9.8 m/s2) is its
● state what a gravitational field is Discuss acceleration but when it is at rest, g
● define gravitational field strength a) acceleration due to gravity (=9.8 N/kg) is the Earth’s
Cuti Peristiwa – ● determine the value of acceleration due to b) a gravitational field as a region in which an gravitational field strength acting on
Holy Thursday gravity object experiences a force due to it.
(18 April 2019) ● define weight (W) as the product of mass (m) gravitational attraction and The weight of an object of fixed
& and acceleration due to gravity (g) i.e. W =mg. c) gravitational field strength (g) as gravitational mass is dependent on the g exerted
Good Friday ● solve problems involving acceleration due to force per unit mass on it.
(19 april 2019) gravity. Carry out an activity to determine the value of
acceleration due to gravity.
Discuss weight as the Earth’s gravitational force
on an object
Solve problems involving acceleration due to
gravity.

W17 2.9 Analysing forces in A student is able to: With the aid of diagrams, describe situations Resultant – daya paduan
[22/4-26/4] equilibrium ● describe situations where forces are in where forces are in equilibrium, e.g. a book at Resolve- lerai
equilibrium rest on a table, an object at rest on an inclined
● state what a resultant force is plane.
● add two forces to determine the resultant With the aid of diagrams, discuss the resolution
force. and addition of forces to determine the resultant
● Resolve a force into the effective component force.
forces. Solve problems involving forces in equilibrium
● Solve problems involving forces in equilibrium (limited to 3 forces).

W18 2.10 Understanding work, A student is able to:
[29/4-3/5] energy, power and ● Define work (W) as the product of an applied
efficiency. force (F) and displacement (s) of an object in
the direction of the applied force i.e. W = Fs.
● State that when work is done energy is
transferred from one object to another.
● Define kinetic energy and state that
Observe and discus situations where work is
done.
Discuss that no work is done when:
a) a force is applied but no displacement occurs
b) an object undergoes a displacement with no
applied force acting on it.
Give examples to illustrate how energy is
transferred from one object to another when work
is done.
Discuss the relationship between work done to
accelerate a body and the change in kinetic
energy

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 Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary
.
W18 2.10 Understanding work, ● Define gravitational potential energy and state Discuss the relationship between work done Have students recall the different
[29/4-3/5] energy, power and that Ep = mgh against gravity and gravitational potential energy. forms of energy.
efficiency. ● State the principle of conservation of energy. Carry out an activity to show the principle of
● Define power and state that conservation of energy Activity 1: Problem solving
P = W/t State that power is the rate at which work is regarding Power, Energy and
● Explain what efficiency of a device is. done, P = W/t. Energy efficiency.
● Solve problems involving work, energy, power Carry out activities to measure power.
and efficiency 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.

W19 2.11 Appreciating the A student is able to: Discuss that when an energy transformation
[6/5-10/5] importance of maximising ● recognize the importance of maximising takes place, not all the energy is used to do
the efficiency of devices. efficiency of devices in conserving resources. useful work. Some is converted into heat or other
Labour Day types of energy. Maximising efficiency during
(1 May 2019) energy transformations makes the best use of the
available energy. This helps to conserve
resources

W19 2.12 Understanding A student is able to: Carry out activities to gain an idea on elasticity. Experiment 5 (PKS Kategori A)
[6/5-10/5] elasticity. ● define elasticity To find out the relationship between
Plan and conduct an experiment to find the force and the extension of a spring.
● define Hooke’s Law relationship between force and extension of a
spring. Make sure STUDENT know what is
● define elastic potential energy and state that meant by an elastic limit of a
Relate work done to elastic potential energy to spring.

Drawing of Graph, determine the

● determine the factors that affect elasticity.
● Describe applications of elasticity
● Solve problems involving elasticity
obtain . Physical Quantity that can be
Describe and interpret force- extension graphs. observed from the graph.
Investigate the factors that affect elasticity. (Interpretations of Graph)
Research and report on applications of elasticity.
Solve problems involving elasticity.

● W20 & W21: 2nd Examination (13 May – 24 May 2019)

● Wesak (19 May – 20 May 2019)
● W22 – W23: School Holiday (27 May – 7 June 2019), Kaamatan Festival (30 May – 31 May 2019), Hari Raya Aidilfitri (5 June – 6 June 2019)

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 2ND SEMESTER

LEARNING AREA: 3. FORCES & PRESSURE

Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

W24 3.1 Understanding pressure A student is able to:
[10/6-14/6]
● Define pressure and state that
● Describe applications of pressure
● solve problems involving pressure
Observe and describe the effect of force acting Introduce the unit of pressure Pressure = tekanan
over a large area compared to a small area, e.g. pascal (Pa)
school shoes versus high heeled shoes. (Pa = N/m2)
Discuss pressure as force per unit area
Research and report on applications of pressure.
Solve problems involving pressure

3.2 Understanding pressure A student is able to:
W25
in liquids ● relate depth to pressure in a liquid
[17/6-21/6]
● relate density to pressure in a liquid
● explain pressure in a liquid and state that P =
hpg
● describe applications of pressure in liquids.
● Solve problems involving pressure in liquids.
Observe situations to form ideas that pressure in Experiment 6 (PKS Kategori A) Depth – kedalaman
liquids: Density – ketumpatan
a) acts in all directions To study the relationship between Liquid - cecair
b) increases with depth depth of water and pressure
Observe situations to form the idea that pressure
in liquids increases with density
Relate depth (h), density (p) and gravitational
field strength (g) to pressure in liquids to obtain
P = hpg
Research and report on
a) the applications of pressure in
liquids
b) ways to reduce the negative effect of
pressure in liquid
Solve problems involving pressure in liquids.

W26 3.3 Understanding gas A student is able to: Carry out activities to gain an idea of gas
[24/6-28/6] pressure and atmospheric ● explain gas pressure pressure and atmospheric.
pressure Discuss gas pressure in terms of the behavior of
● explain atmospheric pressure gas molecules based on the kinetic theory
Discuss atmospheric pressure in terms of the
● describe applications of atmospheric pressure weight of the atmosphere acting on the Earth’s
surface.
● solve problems involving atmospheric Discuss the effect of altitude on the magnitude of
pressure and gas pressure atmospheric pressure.
Research and report on the application of
atmospheric pressure.
Solve problems involving atmospheric and gas
pressure including barometer and manometer
Student need to be introduced to Activity 3.3 Problem solving
instruments used to measure gas involving atmospheric and gas
pressure (Bourdon Gauge) and pressure.
atmospheric pressure (Fortin
barometer, aneroid barometer). Student will be able to understand
Working principle of the instrument better about pressure in gas and the
is not required. relationship to atmospheric
Introduce other units of atmospheric pressure.
pressure.
1 atmosphere = 760 mmHg = 10.3
m water= 101300 Pa
1 millibar = 100 Pa

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 readings.

Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

3.4 Applying Pascal’s A student is able to: Observe situations to form the idea that pressure Enclosed- tertutup
principle ● state Pascal’s principle. exerted on an enclosed liquid is transmitted Force multiplier- pembesar daya
equally to every part of the liquid Hydraulic systems – system
haudraulik
W27
Discuss hydraulic systems as a force multiplier to Transmitted – tersebar
[1/7-5/7]
● Explain hydraulic system obtain:
● Describe applications of Pascal’s principle. Output force = output piston area
Input force input piston area
● Solve problems involving Pascal’s principle. Research and report on the application of
Pascal’s principle (hydraulic systems)
Solve problems involving Pascal’s principle
W28
[8/7-12/7] 3.5 Applying Archimedes’ A student is able to: Carry out an activity to measure the weight of an Have students recall the different
principle. ● Explain buoyant force object in air and the weight of the same object in forms of energy.
water to gain an idea on buoyant force.
● Relate buoyant force to the weight of the liquid Conduct an experiment to investigate the Activity 2 (PKS Kategori B)
displaced relationship between the weight of water To investigate the relationship
displaced and the buoyant force. between the weight of water
● State Archimedes’ principle. Discuss buoyancy in terms of: displaced and the buoyant force.
a) An object that is totally or partially submerged
● Describe applications of Archimedes principle in a fluid experiences a buoyant force equal
to the weight of fluid displaced
● Solve problems involving 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 wy the diver can
be made to move up and down.
W29
[15/7-19/7] 3.6 Understanding A student is able to: Carry out activities to gain the idea that when the
Bernoulli’s principle. ● State Bernoulli’s principle speed of a flowing fluid increases its pressure
● Explain that resultant force exists due to a decreases, e.g. blowing above a strip of paper,
difference in fluid pressure blowing through straw, between two ping pong
● Describe applications of Bernoulli’s principle balls suspended on strings.
● Solve problems involving Bernoulli’s principle Discuss Bernoulli’s principle

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 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

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

LEARNING AREA: 4. HEAT

Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

W30 4.1 Understanding thermal A student is able to: Carry out activities to show that thermal thermal equilibrium – keseimbangan
[22/7-26/7] equilibrium. ● Explain thermal equilibrium equilibrium is a condition in which there is no nett terma
heat flow between two objects in thermal contact
● Explain how a liquid in glass thermometer Use the liquid-in-glass thermometer to explain
works how the volume of a fixed mass of liquid may be
used to define a temperature scale.

W31 4.2 Understanding specific A student is able to: Observe th change in temperature when: Heat capacity only relates to a specific heat capacity – muatan haba
[29/7-2/8] heat capacity ● Define specific heat capacity ( c) a) the same amount of heat is used to heat particular object whereas specific tentu
different masses of water. heat capacity relates to a
b) the same amount of heat is used to heat the material
● State that same mass of different liquids.
● Determine the specific heat capacity of a Discuss specific heat capacity
liquid. Plan and carry out an activity to determine the
● Determine the specific heat capacity of a solid specific heat capacity of
● Describe applications of asepsific heat a) a liquid b) a solid Guide students to analyse the
capacity Research and report on applications of specific
● Solve problems involving specific heat heat capacity. unit of c as or
capacity. Solve problems involving specific heat capacity.

● W32 & W34: 3rd Examination (5 Aug – 9 Aug & 19 Aug – 23 Aug 2019)
● W34: School Holiday (12 Aug – 16 Aug 2019)
Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

W35 4.3 Understanding specific A student is able to: Carry out an activity to show that there is no Melting –peleburan
[26/8-30/8] latent heat ● State that transfer of heat during a change of change in temperature when heat is supplied to: Solidification- pemejalan
phase does not cause a change in a) a liquid at its boiling point. Condensation – kondensasi
temperature b) a solid at its melting point. Specific latent heat – haba pendam
With the aid of a cooling and heating curve, tentu
● Define specific latent heat
10

● State that
● Determine the specific latent heat of a fusion.
● Determine the specific latent heat of
vaporization
● Solve problems involving specific latent heat
discuss melting, solidification, boiling and
condensation as processes involving energy
transfer without a change in temperature. Guide students to analyse the
Discuss Specific latent heat of fusion – haba
unit of
a) latent heat in terms of molecular behaviour pendam tentu pelakuran
b) specific latent heat Specific latent heat of vaporisation –
as
Plan and carry out an activity to determine the haba pendam tentu pepengewapan
specific latent heat of
a) fusion b) vaporisation
Solve problems involving specific latent heat.

W36 4.4 Understanding the gas A student is able to:
[3/9-6/9] laws ● explain gas pressure, temperature and volume
in 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
Awal and temperature at constant pressure for a
Muharram (1 fixed mass of gas, i.e V/T = constant.
Sept – 2 Sept ● Determine the relationship between pressure
2019) 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 pressure,
temperature and volume of a fixed mass of
gas.
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 therelationship
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 fixed mass of gas.

● Hari Keputeraan DYMM (9 Sept 2019)

● Malaysia Day (16 Sept 2019)

LEARNING AREA: 5. LIGHT

Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary

W37 5.1 Understanding reflection A student is able to: Observe the image formed in a plane mirror. Activity 3 (PKS Kategori B)
[10/9-13/9] of light. ● Describe the characteristic of the image Discuss that the image is: To study the relationship
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 formed by 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
● Construct a device based on the application of
reflection of light
5.2 Understanding A student is able to:
refraction of light. ● Explain refraction of light
W37
[10/9-13/9]
● Define refractive index as
● Determine the refractive index of a glass or
Perspex block
● State the refractive index, , as
Speed of light in a vacuum
Speed of light in a medium
● Describe phenomena due to refraction
● Solve problems involving refraction of light
Week Learning Objective Learning Outcomes
W38 5.3 Understanding total A student is able to:
[17/9-20/9] internal reflection of light. ● Explain total internal reflection of light
● Define critical angle (c)
a) as far behind the mirror as the between object distance and
object is in front and the line image distance on the plane
joining the object and image is mirror
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
Construct a device based on the application of
reflection of light
Observe situations to gain an idea of refraction Experiment : Real depth – Dalam nyata
Conduct an experiment to find the relationship To study the relationship Apparent depth – dalam ketara
between the angle of incidence and angle of between angle of incidence and
refraction to obtain Snell’s law. angle of refraction, and to
Carry out an activity to determine the refractive determine the refractive index of
index of a glass or perspex block a glass block.
Student are able to understand
Discuss the refractive index, , as
Speed of light in a vacuum better on refraction of light, total
Speed of light in a medium internal reflection, critical angle.
Research and report on phenomena due to Student also able to relate the
refraction, e.g. apparent depth, the twinkling of application of total internal
stars. reflection in our daily life and
Carry out activities to gain an idea of apparent instrument such as periscope
depth. With the aid of diagrams, discuss real and binocular
depth and apparent depth.
Activity 4 (PKS Kategori B)
Solve problems involving refraction of light To determine the critical angle
Suggested Activities Notes Vocabulary
Carry out activities to show the effect of Experiment :
increasing the angle of incidence on the angle of To study the relationship
refraction when light travels from a denser between angle of incidence and
medium to a less dense medium to gain an idea angle of refraction, and to
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 ● Relate the critical angle to the refractive index
i.e
● Describe natural phenomenon involving total
internal reflection
● Describe applications of total internal reflection
● Solve problems involving total internal
reflection
about total internal reflection and to obtain the
critical angle.
Discuss with the aid of diagrams:
a) total internal reflection and
critical angle
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
determine the refractive index of
a glass block.
Student are able to understand
better on refraction of light, total
internal reflection, critical angle.
Student also able to relate the
application of total internal
reflection in our daily life and
instrument such as periscope
and binocular

W39 5.4 Understanding lenses. A student is able to: Use an optical kit to observe and measure light Experiment :
[23/9 – 27/9] ● Explain focal point and focal length rays traveling through convex and concave To find out the characteristic of
● determine the focal point and focal length of a lenses to gain an idea of focal point and focal images formed by convex lens
convex lens length. and concave lens.
● determine the focal point and focal length of a Determine the focal point and focal length of
concave lens convex and concave lenses. Student also able to relate the
Cuti Peristiwa ● Draw ray diagrams to show the positions and With the help of ray diagrams, discuss focal point application of convex lens and
(Hari St. Michael: characteristics of the images formed by a and focal length concave lens from the image that
1 Oct 2019) convex lens. Draw ray diagrams to show the positions and is formed.
● Draw ray diagrams to show the positions and characteristic of the images formed by a
characteristics of the images formed by a a) convex lens b) concave lens Experiment :
concave lens. Carry out activities to gain an idea of To find out the relationship
magnification. between object distance, u,
With the help of ray diagrams, discuss image distance, v, and focal
● Define magnification as magnification.
● Relate focal length (f) to the object distance (u) length, f of a lens.
Carry out activities to find the relationship
and image distance (v) between u, v and f
Carry out activities to gain an idea on the use of
i.e. lenses in optical devices.
● Describe, with the aid of ray diagrams, the use With the help of ray diagrams, discuss the use of
of lenses in optical devices. lenses in optical devices such as a telescope and
● Construct an optical device that uses lenses. microscope
● Solve problems involving to lenses. Construct an optical device that uses lenses.
Solve problems involving to lenses

W40 – W42: 4th Examination (2 Oct – 18 Oct 2019)

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 W43: Discussion of 4th Examination (21 Oct – 25 Oct 2019)

W44 – W47: SYSTEMATIC REVISION FOR SPM 2020 (29 Oct – 22 Nov 2019)

SCHOOL HOLIDAY: 25 Nov 2019 – 1 Jan 2020

Prepared by, Checked by, Approved by,

……………………………………
………………………… ………………………
(HILDAH JOSEPHINE G KUYUN)
(CYPRIAN RIAN JOKINOL) (NESTRE POLINON)
Subject Teacher
Head of Science Panel Head of Science and Mathematics Departments

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