PD PC

STRATEGI PdPc
Versi Bahasa Melayu

BAB
Pengukuran
1 Measurement
Panduan RPH
Soalan dan Tahap
Standard Kandungan (SK) Standard Pembelajaran (SP) Halaman
Penguasaan (TP)
1.1 Kuantiti Fizik Buku Teks 1.1.1 Menerangkan kuantiti fizik S1 TP1
m.s 4 – 9
1.1.2 Menerangkan dengan contoh kuantiti asas dan S2 TP2
kuantiti terbitan 3–4
S3 TP1
S4 TP2
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EMK i-THINK Nilai Murni
Kemahiran belajar cara belajar Peta Buih Berganda Kerjasama

Cadangan PdPc
1. Murid menonton video berkenaan pengenalan fizik (cadangan video youtube: “what is physics”).
2. Secara berpasangan, murid dengan ringkas berbincang kepentingan dan perbezaan antara Fizik, Kimia, dan Biologi (hasil perbincangan
ditulis dalam peta buih berganda dan beberapa murid diminta menerangkan kepada kelas).
3. Guru menerangkan “kuantiti fizik”.
4. Secara berpasangan (atau berkumpulan), murid mencari maklumat berkenaan kuantiti asas dan kuantiti terbitan serta contoh-contohnya.
Hasil dibentangkan di dalam kelas melalui aktiviti Stand-n-Share.
5. Murid menjawab soalan 1- 4.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
1.1 Kuantiti Fizik Buku Teks 1.1.3. Memerihalkan kuantiti terbitan dalam sebutan kuantiti S5 TP3
m.s 4 – 9
asas dan unit asas S.I. S6 TP2
1.1.4. Menerangkan dengan contoh kuantiti skalar dan 4–5
kuantiti vektor S7 TP4
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– – Kerjasama
Cadangan PdPc
1. Murid dibahagikan kedalam beberapa kumpulan.

2. Dalam kumpulan masing-masing, murid menjalankan aktiviti Fan-n-Pick. Secara bergilir-gilir, murid menjawab soalan-soalan lisan untuk
mengingat kembali isi kandungan tajuk yang dipelajari dalam kelas sebelumnya (kuantiti fizik/ kuantiti asas/ kuantiti terbitan).
3. Murid diterangkan dengan contoh cara memerihalkan kuantiti terbitan dalam sebutan kuantiti asas dan unit asas S.I.
4. Murid menjawab soalan 5 melalui proses perbincangan dan analisis (dalam kumpulan yang sama).
5. Murid diterangkan mengenai kuantiti skalar dan kuantiti vektor.
6. Dalam kumpulan, murid menjawab soalan 6 dan soalan 7.
7. Murid membandingkan hasil jawapan (soalan 5 – 7) dengan kumpulan lain melalui aktiviti Gallery Walk.
BAB 1 EG 1 © Penerbitan Pelangi Sdn. Bhd.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
1.2 Penyiasatan Saintifik Buku Teks 1.2.1. Mentafsir bentuk-bentuk graf untuk menentukan S1 TP4
m.s 10 – 17
hubungan antara dua kuantiti fizik
1.2.2. Menganalisis graf untuk mendapatkan rumusan S2 TP5 6–9
siasatan
S3 TP5
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– Rally Robin Menganalisis, Menilai
– – Berdikari
Cadangan PdPc
1. Secara berpasangan, murid berkongsi jawapan bagi soalan 1 hasil daripada pencarian maklumat masing-masing (aktiviti Rally Robin).
2. Murid diterangkan berkenaan kaedah analisis graf.
3. Murid menjawab soalan 2 dan soalan 3.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
1.2 Penyiasatan Saintifik Buku Teks 1.2.3. Menjalankan penyiasatan saintifik dan menulis S4 TP5
m.s 10 – 17
laporan lengkap melalui eksperimen bandul ringkas 9 – 13
S5 TP6
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Radas makmal – Menilai, Mencipta
– – Berdikari, Kerjasama, Jujur

Cadangan PdPc
1. Murid menjawab soalan 4 melalui kaedah pembelajaran kendiri.

2. Murid diberikan penerangan ringkas berkenaan aktiviti/ eksperimen yang akan dijalankan.
3. Murid diberi peringatan terhadap peraturan dan etika ketika menjalankan penyiasatan saintifik.
4. Murid menjalankan aktiviti dalam soalan 5 (individu/berpasangan/ berkumpulan).
5. Murid melengkapkan laporan dalam soalan 5.
© Penerbitan Pelangi Sdn. Bhd. EG 2 BAB 1

STRATEGI PdPc
Versi Bahasa Melayu
BAB
Daya dan Gerakan I
2 Force and Motion I
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.1 Gerakan Linear Buku Teks 2.1.1. Menghuraikan jenis gerakan linear bagi objek yang S1 TP1
m.s 26 – 36
berada dalam keadaan pegun, halaju seragam, dan
halaju tidak seragam. S2 TP2
2.1.2 Menentukan jarak dan sesaran, laju dan halaju.
S3 TP1 23 – 25
S4 TP3
S5 TP3
BBM PAK-21 KBAT
Komputer, LCD Stand-n-Share Mengaplikasi
Kemahiran belajar cara belajar Peta buih berganda Kerjasama

Cadangan PdPc
1. Murid menonton video berkenaan gerakan linear (cadangan video youtube: (https://www.youtube.com/watch?v=OUigBEpDh2o)
2. Secara berpasangan, murid berbincang ciri-ciri gerakan linear. Seterusnya, murid berbincang berkenaan gerakan suatu objek dalam
keadaan pegun, halaju seragam, dan halaju tidak seragam. Hasil dibentangkan di dalam kelas melalui aktiviti Stand-n-Share.
3. Murid diterangkan dengan konsep jarak dan sesaran; serta laju dan halaju (perbandingan dalam peta buih berganda)
4. Murid menjawab soalan 1-5.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.1 Gerakan Linear Buku Teks 2.1.2 Menentukan pecutan dan nyahpecutan. S6 TP1
m.s 26 – 36
S7 TP2, TP3 25 – 26
S8 TP3
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Komputer, LCD, Jangka masa detik Spin-n-Think Mengaplikasi
– – Kerjasama, Menghargai masa

Cadangan PdPc
1. Dalam kumpulan kecil, murid bersoal jawab untuk mengingat semula isi kandungan pembelajaran dalam pembelajaran lepas (aktiviti Spin-
n-Think).
2. Murid diperkenalkan dengan jangka masa detik sebagai alat untuk mengkaji dan menganalisis gerakan melalui simulasi video atau
demonstrasi guru (https://www.youtube.com/watch?v=mzf_Q7GOKSE).
3. Murid diterangkan dengan konsep pecutan dan nyahpecutan.
4. Murid menjawab soalan 6 - 8.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.1 Gerakan Linear Buku Teks 2.1.3. Menyelesaikan masalah geraakan linear dengan
m.s 26 – 36
menggunakan persamaan.
i) v = u = at
1
ii) s = (u + v) t S9 TP3 26 – 27
2
1
iii) s = ut + at2
2
iv) v2 = u2 + 2as
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Lembaran soalan contoh Spin-n-Think, Gallery Walk Mengaplikasi
– – Kerjasama
Cadangan PdPc
1. Dalam kumpulan kecil, murid bersoal jawab untuk mengingat semula isi kandungan pembelajaran dalam pembelajaran lepas (aktiviti Spin-
n-Think).
2. Murid diterangkan mengenai persamaan gerakan linear.
3. Dalam kumpulan, murid berbincang untuk menyelesaikan beberapa soalan contoh berkaitan persamaan gerakan linear. Murid
membandingkan jawapan dengan kumpulan lain melalui aktiviti Gallery Walk.
4. Murid menjawab soalan 9.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.2 Graf Gerakan Linear Buku Teks 2.2.1. Mentafsir gerakan jenis gerakan dari graf S1 TP2
m.s 37 – 45
i) sesaran-masa
ii) halaju-masa
iii) pecutan-masa S2 TP3
2.2.2. Menganalisis graf sesaran masa untuk menentukan 28 – 31
jarak, sesaran dan halaju. S3 TP2
2.2.3. Menganalisis graf halaju masa untuk menentukan
jarak, sesaran, halaju dan pecutan.
S4 TP3
BBM PAK-21 KBAT
– Team Stand-n-Share Mengaplikasi
– – Kerjasama, Yakin pada diri sendiri
Cadangan PdPc
1. Berdasarkan pengetahuan sedia ada murid berkenaan kemahiran mentafsir graf secara umum, murid berbincang dalam kumpulan untuk
menerangkan maksud bagi bentuk-bentuk graf sesaran-masa dan halaju-masa yang berbeza. Setiap kumpulan menjawab soalan 1 dan
soalan 3.
2. Hasil jawapan akan dikongsikan dengan murid/kumpulan lain melalui aktiviti Team Stand-n-Share (satu ahli kumpulan berdiri, guru
mengemukakan soalan dan kumpulan yang lain akan memberikan maklum balas terhadap jawapan).
3. Murid diterangkan berkenaan maklumat lain yang boleh diperolehi daripada analisis graf sesaran-masa dan graf halaju-masa.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.2 Graf Gerakan Linear Buku Teks 2.2.4. Menterjemah dan melakar:
m.s 37 – 45
i) graf sesaran-masa kepada graf halaju-masa dan S5 TP4
sebaliknya
ii) graf halaju-masa kepada graf pecutan masa dan 32 – 33
sebaliknya
2.2.5. Menyelesaikan masalah melibatkan graf gerakan. S6 TP3
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Cadangan PdPc
1. Murid membandingkan hasil jawapan bagi tugasan pembelajaran lepas dengan kumpulan lain melalui aktiviti Gallery Walk. Guru memberi
respon terhadap hasil kerja murid setelah murid kembali ke kumpulan masing-masing.
2. Berdasarkan pengetahuan yang dipelajari berkenaan graf sesaran-masa, halaju-masa dan pecutan-masa, murid diberi masa berbincang
dan menjawab soalan 5 dan soalan 6. Aktiviti boleh melibatkan kaedah Rally Table.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.3 Gerakan Jatuh Bebas Buku Teks 2.3.1. Menjelaskan gerakan jatuh bebas dan pecutan graviti S1 TP1
m.s 46 – 51
melalui contoh.
2.3.2. Mengeksperimen untuk menentukan nilai pecutan S2 TP1
graviti. 34 – 37
2.3.3. Menyelesaikan masalah yang melibatkan pecutan S3 TP6
graviti Bumi bagi objek yang jatuh bebas.
S4 TP3, TP4
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Alat dan radas makmal, Komputer, LCD – Mengaplikasi, Menganalisis, Mencipta
– – Kerjasama, Teliti, Jujur

Cadangan PdPc
1. Murid menonton video berkenaan jatuh bebas sebagai set induksi.
2. Murid diterangkan dengan konsep istilah “Gerakan Jatuh Bebas”.
3. Murid menjalankan aktiviti dalam soalan 3 untuk menentukan nilai pecutan graviti.
4. Perbincangan dibuat berkenaan dapatan eksperimen.
5. Murid menjawab soalan 1, 2 dan 4. (boleh dijadikan sebagai kerja rumah)
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.4 Inersia Buku Teks 2.4.1. Menerangkan konsep inersia melalui contoh. S1 TP1
m.s 52 – 57
2.4.2. Mengeksperimen untuk mengenal pasti hubungan
antara inersia dan jisim. S2 TP2
2.4.3. Mewajarkan kesan inersia dalam kehidupan harian.
38 – 41
S3 TP6
S4 TP3
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Alat dan radas makmal, Komputer, LCD – Mengaplikasi, Mencipta

Kemahiran untuk belajar – Kerjasama, Teliti, Jujur, Berdikari

Cadangan PdPc
1. Murid menonton video berkenaan inersia sebagai set induksi. Tajuk video “Topi Inersia”. (https://www.youtube.com/watch?v=-imkre2jIQ4)
2. Murid diterangkan dengan konsep “inersia”.
3. Murid menjalankan aktiviti dalam soalan 22 untuk menentukan hubungan antara inersia dan jisim.
4. Perbincangan dibuat berkenaan dapatan eksperimen.
5. Murid menjawab soalan 1, 2 dan 4 melalui pembelajaran kendiri. (boleh dijadikan sebagai kerja rumah).
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.5 Momentum Buku Teks 2.5.1. Menerangkan momentum, p, sebagai hasil darab S1 TP1
m.s 56 – 63
jisim, m dan halaju, v.
2.5.2 Mengaplikasi Prinsip Keabadian Momentum dalam S2 TP1
perlanggaran dan letupan.
42 – 44
S3 TP3
S4 TP3
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Komputer, LCD Fan-n-Pick Mengaplikasi
Kemahiran untuk belajar – Bertindak pantas, Menjaga kesihatan,

Bekerjasama
Cadangan PdPc
1. Murid menonton video berkenaan pelanggaran untuk menjana idea momentum “Bubble Soccer” (https://www.youtube.com/
watch?v=f92yfPFl9NY)
2. Murid berbincang dan menjawab soalan berikut melalui aktiviti Fan-n-Pick:
- Apa terjadi apabila pelanggaran berlaku?
- Apa perlu dibuat untuk meningkatkan impak pelanggaran?
- Apa berlaku jika orang yang melanggar mempunyai jisim lebih tinggi?
- Apa berlaku jika orang yang melanggar bergerak lebih laju?
4. Murid diterangkan berkenaan Prinsip Keabadian Momentum dalam situasi perlanggaran kenyal, perlanggaran tak kenyal dan letupan.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.6 Daya Buku Teks 2.6.1. Mendefinisikan daya sebagai kadar perubahan S1 TP1
m.s 64 – 66
momentum S2 TP1
2.6.2. Menyelesaikan masalah melibatkan rumus F=ma
S3 TP2
45 – 47
S4 TP3
S5 TP3
S6 TP3
BBM PAK-21 KBAT
Komputer, LCD Gallery Walk Mengaplikasi
Kemahiran untuk belajar Peta Minda Bekerjasama, Tekun

Cadangan PdPc
1. Murid menonton video berkenaan jenis-jenis daya untuk menjana idea (https://www.youtube.com/watch?v=7_Uo7RufH4c).
2. Dalam kumpulan, murid melengkapkan peta minda dalam soalan 1. Seterusnya, Murid mencari maklumat berkenaan Hukum Gerakan
Newton Kedua untuk menjawab soalan 2. Hasil perbincangan dipaparkan kepada kumpulan lain melalui aktiviti Gallery Walk.
3. Murid dibimbing untuk menerbitan rumus daya daripada Hukum Gerakan Newton Kedua. (soalan 3).
4. Berdasarkan rumus, murid menjawab soalan 4-6.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.7 Impuls dan Daya Impuls 2.7.1. Berkomunikasi untuk menerangkan impuls dan daya S1 TP1
Buku Teks impuls.
m.s 67 – 69
2.7.2. Menyelesaikan masalah melibatkan impuls dan daya S2 TP4
impuls.
S3 TP5
S4 TP3 48 – 52
S5 TP3
S6 TP3
S7 TP4
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Kemahiran untuk belajar Peta Buih Berganda Bekerjasama, Tekun, Yakin diri
Cadangan PdPc
1. Dalam kumpulan, murid melengkapkan peta buih berganda dalam soalan 1. Hasil perbincangan dipaparkan kepada kumpulan lain melalui
aktiviti Gallery Walk.
2. Murid menjawab pecahan-pecahan dalam soalan 2 melalui aktiviti Fan-n-Pick.
3. Murid berbincang situasi dalam soalan 3 dan soalan 4 melalui aktiviti Rally Robin.
4. Berdasarkan perbincangan dan rumus yang dipelajari, murid menjawab soalan 5 dan soalan 6.
5. Hasil perbincangan dikongsi dan dibentang kepada kumpulan lain secara lisan.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
2.8 Berat Buku Teks 2.8.1. Menyatakan berat sebagai daya graviti yang bertindak S1 TP2
m.s 70 – 72
ke atas suatu objek, W = mg
S2 TP1 53 – 54
S3 TP3
BBM PAK-21 KBAT
Komputer, LCD Talking Chips Mengaplikasi
– – –
Cadangan PdPc
1. Murid menonton video berkenan gerakan angkasawan di Bulan untuk menjana idea (https://www.youtube.com/watch?v=93DxZ_NmZB8).
2. Murid melengkapkan soalan 1 dan soalan 2 secara individu. Hasil jawapan dikongsi dalam kumpulan melalui aktiviti Talking Chips. Guru
memantau dan memberi bimbingan sepanjang perkongsian berjalan.
3. Berdasarkan rumus dan perbincangan, murid menjawab soalan 3.

STRATEGI PdPc
Versi Bahasa Melayu
BAB
Kegravitian
3 Gravitation
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.1 Hukum Kegravitian Semesta 3.1.1 Menjelaskan Hukum Kegravitian Newton. S1 TP1
Newton Buku Teks
m.s 78 – 95 S2 TP2
65 – 66
S3 TP2
S4 TP3
BBM PAK-21 KBAT
Buku teks, kalkulator, kertas sebak, pen penanda Think-Pair-Share Mengaplikasi
Bahasa – Berkolaborasi dengan rakan
Cadangan PdPc
1. Secara berpasangan, murid-murid membincangkan soalan 1 – 3.
2. Murid membincangkan aktiviti dalam soalan 4 bersama rakan.
3. Setelah semua masalah dapat diselesaikan, murid berkongsi jawapan dengan murid lain.
4. Murid melengkapkan aktiviti pada soalan 4.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.1 Hukum Kegravitian Semesta 3.1.2 Menyelesaikan masaalah yang melibatkan Hukum
Newton Buku Teks Kegravitian Semesta Newton untuk
m.s 78 – 95
(i) dua objek pegun di Bumi
(ii) objek di permukaan Bumi
S5 TP3 67
(iii) Bumi dan Satelit
(iv) Bumi dan Matahari
BBM PAK-21 KBAT
Buku teks, kalkulator, kertas dan pen Round Table Mengaplikasi
Bahasa – Fleksibel dan berfikiran terbuka
Cadangan PdPc
1. Secara berkumpulan, murid menjawab soalan 5 dalam kertas jawapan masing-masing.
2. Murid memberikan jawapan kepada rakan sebelah untuk rakan membetulkan atau menambah jawapan.
3. Setelah selesai disemak, murid melengkapkan soalan 5.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.1 Hukum Kegravitian Semesta 3.1.3 Menghubung pecutan graviti, g di atas permukaan S6 TP2
Newton Buku Teks Bumi dengan pemalar Graviti Semesta, G
m.s 78 – 95 S7 TP3 67 – 69
S8 TP2, TP3
BBM PAK-21 KBAT
Buku teks, kalkulator, kertas dan pen. Pair and Check Mengaplikasi
Algoritma Peta Alir Minat dan sifat ingin tahu

Cadangan PdPc
1. Secara berpasangan, murid membincangkan soalan 6 – 8.
2. Murid menyelesaikan masalah bersama rakan pasangan.
3. Setelah semua masalah dapat diselesaikan, murid berkongsi jawapan dengan pasangan murid yang lain.
4. Murid melengkapkan aktiviti pada soalan 6 – 8.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.1 Hukum Kegravitian Semesta 3.1.4 Mewajarkan kepentingan mengetahui nilai pecutan
Newton Buku Teks graviti planet dalam sistem Suria S9 TP3 70
m.s 78 – 95
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Buku teks, Internet, Laman sesawang. Round Table Mengaplikasi
Teknologi Maklumat Peta Buih Menyedari bahawa Sains kaedah

memahami alam semulajadi
Cadangan PdPc
1. Secara kumpulan berempat, murid menjalankan aktiviti sumbang saran tentang kesan graviti terhadap tumbesaran manusia.
2. Murid mencari maklumat dengan melayari laman sesawang yang berkaitan atau bahan bacaan yang sesuai.
3. Murid membentangkan maklumat dalam bentuk persembahan multimedia.
4. Murid melengkapkan aktiviti pada soalan 9.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.1 Hukum Kegravitian Semesta 3.1.5 Memperihalkan gerakan daya memusat satelit dan S10 TP1, TP3
Newton Buku Teks sistem planet
m.s 78 – 95 S11 TP2
71 – 73
S12 TP2
S13 TP3
BBM PAK-21 KBAT
Kit daya Memusat, pembaris, kertas, pen dan Buku Hot Seats Mengaplikasi
Teks.
Bahasa – Sistematik, yakin dan beretika

Cadangan PdPc
1. Secara kumpulan berempat, murid menjalankan aktiviti menggunakan kit daya memusat dengan merujuk video penggunaan kit daya
memusat.
2. Seorang murid dari setiap kumpulan akan duduk di kerusi yang disediakan dan menerangkan mengenai kaedah menggunakan Kit Daya
Memusat dan hubungan antara laju linear dengan daya memusat.
3. Murid akan menjawab soalan-soalan dari rakan sekelas.
4. Murid melengkapkan soalan 10 – 13.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.1 Hukum Kegravitian Semesta 3.1.6 Menentukan jisim Bumi dan Matahri menggunakan
Newton Buku Teks Hukum Kegravitian Semesta Newton dan Daya S14 TP1, TP3 73 – 74
m.s 78 – 95
memusat
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Buku teks, papan putih, pen penanda, pemadam Window-pane Mengaplikasi

papan putih.
Bahasa Peta Alir Tabah dan bersungguh menyelesaikan

masalah
Cadangan PdPc
1. Guru melukis suatu peta alir mengenai kaedah menentukan formula jisim Bumi.
2. Murid dalam pasukan berempat, bergilir menyambung melengkapkan peta alir tersebut.
3. Murid memberi penerangan mengenai formula yang diterbitkan dari peta alir tersebut.
4. Murid melengkapkan soalan 14.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.2 Hukum Kepler Buku Teks 3.2.1 Menerangkan Hukum Kepler S1 TP2
m.s 96 – 102
75
S2 TP2
BBM PAK-21 KBAT
Buku teks, kertas sebak, pen penanda. Rotating Review –
Bahasa Peta Pokok Bekerjasama, minat dan ingin tahu

Cadangan PdPc
1. Murid secara kumpulan berempat, mengumpul maklumat melalui internet atau buku teks mengenai berikut,
a) Hukum Kepler Pertama
b) Hukum Kepler Kedua
c) Hukum Kepler Ketiga
2. Murid mempersembahkan maklumat mengenai hukum itu di dalam kertas sebak dalam bentuk peta pokok dan ditampalkan di meja
kumpulan masing-masing.
3. Murid meletakkan pen untuk pasukan yang melawat memberi komen mengenai hasil kerja mereka.
4. Setiap kumpulan bergerak dari satu kumpulan ke kumpulan lain untuk membuat penilaian(review) setiap pasukan.
5. Murid kembali ke meja dan melihat penilaian yang diperolehi.
6. Murid membuat kesimpulan dengan menjawab soalan 1 dan soalan 2.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.2 Hukum Kepler Buku Teks 3.2.2 Merumuskan Hukum Kepler Ketiga S3 TP2 75 – 76
m.s 96 – 102

BBM PAK-21 KBAT
Buku teks Pair and Check –
Bahasa – Bekerjasama dan keyakinan diri

Cadangan PdPc
1. Secara berpasangan, murid menyelesaikan soalan 3.

2. Setelah semua masalah dapat diselesaikan, murid menyemak jawapan dengan pasangan murid lain.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.2 Hukum Kepler Buku Teks 3.2.3 Menyelesaikan masalah menggunakan Hukum Kepler
m.s 96 – 102
Ketiga
S4 TP3, TP4 76 – 77
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Bahasa – Rajin dan konsisten melaksanakan tugas

Cadangan PdPc
1. Secara berkumpulan, murid menyelesaikan soalan 4.
2. Murid menyelesaikan masalah dengan bimbingan rakan dalam kumpulan.
3. Setelah semua masalah dapat diselesaikan, murid menyemak jawapan dengan kumpulan lain.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.3 Satelit Buatan Manusia Buku Teks 3.3.1 Memperihalkan bagaimana suatu orbit satelit S1 TP1
m.s 103 – 111
mengekalkan kedudukan di ketinggian tertentu
dengan menggunakan halaju satelit yang diperlukan S2 TP1
78 – 79
S3 TP2
S4 TP3, TP4
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Teknologi maklumat – Menghargai sumbangan sains dan

teknologi
Cadangan PdPc
1. Secara kumpulan, murid mengumpul maklumat mengenai hubungan daya memusat dan daya graviti.
2. Murid mencatatkan maklumat dan diperolehi dari laman sesawang atau buku teks di atas kertas yang sama.
3. Murid menyelesaikan masalah dengan bimbingan rakan dan menyemak jawapan dengan rakan sekumpulan.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.3 Satelit Buatan Manusia Buku Teks 3.3.2 Berkomunikasi mengenai satelit geopegun dan satelit S5 TP1
m.s 103 – 111
bukan geopegun
79
S6 TP4

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Teknologi Maklumat Peta Buih Berganda Minat dan sifat ingin tahu
Cadangan PdPc
1. Murid secara berpasangan mencari maklumat mengenai satelit geopegun dan satelit bukan geopegun.
2. Murid bergilir-gilir berkongsi jawapan dan membina peta buih berganda.
3. Murid melengkapkan soalan 4 dan soalan 5.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.3 Satelit Buatan Manusia Buku Teks 3.3.3 Mengkonsepsi halaju lepas. S7 TP1, TP2
m.s 103 – 111
79 – 81
S8 TP4
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Bahasa – Bekerjasama, fleksibel dan bersikap

terbuka
Cadangan PdPc
1. Murid secara kumpulan berempat, membincangkan soalan 7 dan soalan 8.
2. Murid menyelesaikan masalah dengan bimbingan rakan.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
3.3 Satelit Buatan Manusia Buku Teks 3.3.4 Menyelesaikan masalah yang melibatkan halaju lepas
m.s 103 – 111
bagi roket dari permukaan Bumi, permukaan Bulan, S9 TP3 81 – 82
permukaan Marikh dan permukaan Matahari.
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Bahasa – Rajin dan bersungguh melaksanakan

tugas
Cadangan PdPc
1. Secara berpasangan, murid membincangkan soalan 9.
2. Murid menyelesaikan masalah bersama rakan pasangan,
4. Murid melengkapkan soalan 9 .

STRATEGI PdPc
Versi Bahasa Melayu
BAB
Haba
4 Heat
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.1 Keseimbangan Terma Buku Teks 4.1.1 Menjelaskan melalui contoh keseimbangan terma S1, S2,
TP1
m.s 120 – 124
dalam kehidupan seharian S3
S4, S5 TP2
93 – 94
S6 TP3
S7 TP4
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Buku teks, Kalkulator, Kertas sebak, pen penanda Gallery Walk Mengaplikasi, Menganaliis
Bahasa Peta buih, peta pokok Berkolaborasi dengan rakan

Cadangan PdPc
1. Secara berkumpulan, murid membincangkan aplikasi keseimbangan terma dalam kehidupan.

2. Murid menulis hasil perbincangan dalam bentuk peta i-think di atas kertas sebak dan membentangkan pada kumpulan lain.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.1 Keseimbangan Terma Buku Teks 4.1.2 Menentu ukur sebuah termometer cecair dalam kaca S8 TP2, TP4
m.s 120 – 124
S9 TP2
S10 TP1 94 – 97
S11 TP4
S12 TP3
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Bahasa – Fleksibel dan berfikiran terbuka

Cadangan PdPc
1. Secara kumpulan berempat, murid menjalankan aktiviti soalan 11.

2. Murid berbincang dalam kumpulan.
3. Setelah berbincang murid membentangkan hasil perbincangan.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.2 Muatan Haba Tentu Buku Teks 4.2.1 Menerangkan muatan haba, C S1 TP1
m.s 125– 136
S2 TP2 97 – 98
S3 TP4
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Bahasa – Minat dan sifat ingin tahu

Cadangan PdPc

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.2 Muatan Haba Tentu Buku Teks Q S4 TP1

m.s 125– 136 4.2.2 Mendefinisi muatan haba tentu bahan, c = m (Δθ)
S5 TP2
S6 TP1 98 – 99
S7 TP2
S8 TP3
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Algoritma – Tabah dan bersungguh menyelesaikan

masaalah
Cadangan PdPc
1. Secara berpasangan, murid menyelesaikan soalan yang diberikan.

2. Murid secara bergilir memberikan jawapan masing-masing.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.2 Muatan Haba Tentu 4.2.3 Mengeksperimen untuk menentukan ;

Buku Teks
100 –
m.s 125 – 136
(i) Muatan haba tentu air S9 TP4
(ii) Muatan haba tentu aluminium 103
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Bahasa – Jujur dan tepat dalam merekodkan data

Cadangan PdPc
1. Secara kumpulan berempat, murid menjalankan eksperimen.

2. Seorang murid dari setiap kumpulan akan bergerak ke kumpulan lain untuk melihat hasil kerja rakan-rakan kumpulan lain.
3. Murid akan kembali ke kumpulan dan berkongsi dapatan dari kumpulan lain dengan ahli kumpulan.
4. Murid melengkapkan eksperimen-eksperimen dan soalan.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.2 Muatan Haba Tentu Buku Teks 4.2.4 Berkomunikasi untuk menerangkan aplikasi muatan S10 TP3
m.s 125– 136
haba tentu dalam kehidupan harian, kejuruteraan 103 –
bahan dan fenomena alam. S11 TP3
106
S12 TP6
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Bahasa Peta Buih Menyedari bahawa Sains kaedah

memahami alam semula jadi
Cadangan PdPc
1. Murid dalam kumpulan berempat membincangkan aplikasi muatan haba tentu berkaitan.
(a) Kehidupan seharian
(b) Kejuruteraan bahan
(c) Fenomena alam
2. Murid membuat peta buih untuk memaparkan hasil kerja kumpulan.
3. Murid mencatatkan maklumat di atas kertas yang sama.
4. Murid mempersembahkan hasil dapatan.
6. Murid menjalankan aktiviti projek STEM berdasarkan soalan 12.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.2 Muatan Haba Tentu 4.2.5 Menyelesaikan masaalah melibatkan muatan haba TP2, TP3,
Buku Teks
m.s 125– 136
tentu menggunakan rumus Q = mcΔӨ
S13
TP4
107
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Buku teks, kertas dan pen. Pair and check Mengaplikasi, Manganalisis
Bahasa – Bekerjasama, minat dan ingin tahu

Cadangan PdPc
1. Murid secara berpasangan diberikan soalan untuk diselesaikan.
2. Murid berbincang dengan rakan.
3. Murid berkongsi jawapan yang telah dibincangkan dengan rakan-rakan lain.
4. Murid menyelesaikan masalah dalam soalan 13.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.3 Haba Pendam Tentu Buku Teks 4.3.1 Menerangkan haba pendam S1 TP1
m.s 137– 147
108 –
S2 TP2
109
S3 TP2

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Bahasa Peta alir Bekerjasama dan keyakinan diri

Cadangan PdPc
1. Secara berpasangan, murid dikehendaki menerangkan mengenai proses-proses pendidihan, pembekuan, penyejatan, pemejalwapan dan
kondensasi.
2. Setelah selesai perbincangan, murid menulis jawapan dalam kertas yang sama.
3. Murid berkongsi jawapan dengan rakan-rakan.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.3 Haba Pendam Tentu Buku Teks 4.3.2 Mendefinisikan, S4 TP2

m.s 137– 147 Q
(i) haba pendam tentu, l =
m Q S5 TP1, TP4 109 –
(ii) haba pendam tentu pelakuran, lf=
m Q 111
(iii) haba pendam tentu pengewapan, lv= TP1, TP2
m S6
TP3, TP4
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sesawang, bahan bacaan di perpustakaan
Teknologi Maklumat – Rajin dan konsisten melaksanakan tugas

Cadangan PdPc
1. Secara kumpulan berempat, murid dikehendaki menerangkan

(a) Haba pendam tentu pelakuran
(b) Haba pendam tentu pengewapan
(c) Graf lengkung pemanasan
(d) Graf lengkung penyejukan berdasarkan teori kinetik jirim.
2. Murid berbincang dan setiap ahli kumpulan mencatat dapatan pada kertas yang sama.
3. Setelah semua masalah selesai, murid menyemak jawapan dengan kumpulan lain.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.3 Haba Pendam Tentu 4.3.3 Mengeksperimen untuk menetukan ,

Buku Teks
112 –
m.s 137– 147
(i) haba pendam tentu pelakuran ais, lf S7 TP4
(ii) haba pendam tentu pengewapan air, lv 114
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Buku teks, alat radas dan bahan Think-Pair-Share Menganalisis

Cadangan PdPc
1. Secara berpasangan, menjalankan eksperimen berdasarkan soalan 7.

2. Murid membincangkan hasil dapatan eksperimen dengan pasangan.
3. Murid berkongsi dapatan eksperimen dengan rakan kumpulan yang lain.
4. Murid melengkapkan eksperimen pada soalan 7.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.3 Haba Pendam Tentu Buku Teks 4.3.4 Berkomunikasi untuk menerangkan aplikasi haba S8 TP3 115 –
m.s 137– 147
pendam tentu dalam kehidupan seharian
S9 TP4 116
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Teknologi Maklumat Gallery Walk Mengaplikasi, Menganalisis
Bahasa Peta Buih Berkolaborasi, menghargai sumbangan

Sains dan Teknologi
Cadangan PdPc
1. Murid dalam kumpulan berempat, mendapatkan maklumat mengenai aplikasi haba pendam tentu seperti berikut;
(a) Penyejatan peluh
(b) Pengukusan makanan
(c) Sistem penyejukan dalam peti sejuk
2. Murid membincangkan maklumat dan menulis dalam bentuk peta buih di atas kertas sebak.
3. Hasil kerja kumpulan ditampal atas meja.
4. Murid akan bergerak melihat hasil kerja rakan lain.
5. Murid kembali ke pasukan dan melaporkan pembelajaran dari kumpulan lain.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.3 Haba Pendam Tentu 4.3.5 Menyelesaikan masalah yang melibatkan haba
Buku Teks
m.s 137– 147
pendam
S10 TP3 116
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Bahasa -– Berusaha dan bersungguh melaksanakan

tugas
Cadangan PdPc
1. Murid secara berpasangan, membincangkan soalan yang diberikan guru.

2. Murid menyelesaikan masalah dengan bimbingan rakan.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.4 Hukum Gas 4.4.1 Menerangkan tekanan, suhu dan isi padu gas dari segi
Buku Teks
m.s 148– 164
kelakuan molekul gas berdasarkan Teori Kinetik Gas
S1 TP1 117
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Bahasa – Rajin dan bersungguh melaksanakan

tugas

Cadangan PdPc
1. Murid dalam kumpulan berempat, diberikan kad atau batang aiskrim.

2. Guru menyoal mengenai istilah-istilah dan formula hukum gas.
3. Murid menjawab soalan dan meletakkan chip ditengah kumpulan masing-masing dan tidak boleh bercakap lagi.
4. Murid yang masih memegang chip akan cuba menjawab.
5. Setelah selesai aktiviti, murid melengkapkan soalan 1.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.4 Hukum Gas Buku Teks 4.4.2 Mengeksperimen untuk menentukan hubungan antara
m.s 148– 164
tekanan dan isi padu bagi suatu gas berjisim tetap
S2 TP4
pada suhu malar.
4.4.3 Mengeksperimen untuk menentukan hubungan antara
117 –
isi padu dan suhu bagi suatu gas berjisim tetap pada
tekanan malar. 120
4.4.4 Mengeksperimen untuk menentukan hubungan antara
S3 TP2
tekanan dan suhu bagi suatu gas berjisim tetap pada
isi padu malar.
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Cadangan PdPc
1. Secara berpasangan, murid menjalankan eksperimen berdasarkan soalan 2.

2. Murid menyelesaikan masalah bersama rakan pasangan,
3. Setelah semua masalah dapat diselesaikan, murid berkongsi jawapan dengan kumpulan yang lain.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
4.4 Hukum Gas Buku Teks 4.4.5 Menyelesaikan masalah melibatkan tekanan, S4 TP3
m.s 148– 164
suhu dan isi padu suatu gas berjisim tetap dengan 120 –
menggunakan rumus dari hukum-hukum gas S5 TP3
121
S6 TP3
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Bahasa, Algoritma – Berkolaborasi, rajin dan bersungguh

melaksanakan tugas
Cadangan PdPc
1. Secara kumpulan berlima, murid bina/mendapatkan soalan dan diberikan pada kumpulan lain.
2. Murid menyelesaikan masalah bersama rakan kumpulan.

STRATEGI PdPc
Versi Bahasa Melayu
BAB
Gelombang
5 Waves
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
5.1 Asas Gelombang Buku Teks 5.1.1 Memerihalkan gelombang. S1 TP1, TP2
m.s 172– 183
5.1.2 Menyatakan jenis gelombang.
5.1.3 Membandingkan gelombang melintang dan 133 –
gelombang membujur. S2 TP1
134
5.1.4 Menerangkan ciri-ciri gelombang.
S3 TP2
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Objek Sebenar: Tangki riak digital, spring slinki Fan-n-Pick –
– Peta Pokok Bekerjasama

Cadangan PdPc
1. Menjalankan uji kaji getaran menghasilkan gelombang dengan spring slinki.
2. Demonstrasi dengan tangki riak untuk membuktikan bahawa zarah tidak dipindahkan oleh rambatan gelombang.
3. Murid dibahagikan kepada beberapa kumpulan.
4. Dalam kumpulan masing-masing, murid menjalankan aktiviti Fan-n-Pick.
5. Secara bergilir-gilir, murid menjawab soalan 1 untuk mengingat isi kandungan tentang asas gelombang.
6. Murid diterangkan dengan contoh kriteria mengelaskan gelombang.
7. Murid menjawab soalan 2 melalui proses perbincangan.
8. (Kerja rumah: murid mencari maklumat berkenaan tafsiran graf gelombang dan menjawab soalan 3).
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
5.1 Asas Gelombang Buku Teks 5.1.5 Melakar dan mentafsir graf gelombang S4 TP2, TP3
m.s 172– 183
5.1.6 Menentukan panjang gelombang, λ, frekuensi, f dan
laju gelombang, v.
134
S5 TP3, TP4
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– – Bekerjasama
Cadangan PdPc
1. Murid diterangkan ciri-ciri gelombang daripada graf sesaran melawan jarak.
3. Dalam kumpulan masing-masing, murid membincangkan jawapan soalan 4.
4. Murid diterangkan mengenai persamaan gelombang.
5. Dalam kumpulan, murid menjawab soalan 5.
6. Murid membandingkan hasil jawapan (soalan 4 dan soalan 5) dengan kumpulan lain melalui aktiviti Gallery Walk.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
5.2 Pelembapan dan Resonans 5.2.1 Memerihalkan pelembapan dan resonans bagi satu S1 TP2
Buku Teks sistem ayunan
m.s 184– 187
5.2.2 Mewajarkan kesan resonans terhadap kehidupan. S2 TP1 135 –
S3 TP1 136
S4 TP3
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ICT: Komputer riba dan projektor LCD Team Stand and Share, Gallery Walk Mengaplikasi
Objek Sebenar: Kit Tala Bunyi
Model: bandul Barton
Pendidikan Alam Sekitar Peta Buih Berganda Bersyukur

Cadangan PdPc
1. Murid-murid dibahagikan kepada beberapa kumpulan.
2. Murid-murid menjalankan aktiviti Team Stand and Share untuk menjawab soalan 1 dan soalan 2 bagi mengingat isi kandungan pelembapan
dan resonans.
3. Murid-murid diterangkan perkaitan pelembapan dengan faktor kehilangan tenaga dalam sistem ayunan.
4. Murid-murid menjawab soalan 3 melalui perbincangan dalam kumpulan masing-masing.
5. Murid-murid mencari maklumat dari buku teks mengenai mekanisme resonans.
6. Murid-murid membandingkan hasil jawapan soalan 4 melalui Gallery Walk.
7. Rumusan pelajaran dibuat dengan menegaskan isi penting sesi pelajaran ini berdasarkan ayunan bandul Barton.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
5.3 Pantulan Gelombang Buku Teks 5.3.1 Menghuraikan pantulan gelombang S1 TP1
m.s 188– 193
5.3.2 Melukis gambar rajah untuk menunjukkan pantulan
gelombang air satah bagi pemantul satah.
S2 TP2
5.3.3 Mewajarkan aplikasi pantulan gelombang dalam 137 –
kehidupan harian. S3 TP3
5.3.4 Menyelesaikan masalah melibatkan pantulan 139
gelombang. S4 TP3
S5 TP3
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Sains dan Teknologi Peta Buih Berdikari

Cadangan PdPc
1. Menjalankan aktiviti atau menonton video tentang pantulan gelombang bagi gelombang air satah dengan menggunakan tangki riak untuk
melihat muka gelombang sebelum dan selepas pantulan dari segi panjang gelombang dan arah rambatan.
3. Secara berpasangan, murid berkongsi jawapan bagi soalan 1 dan 2 hasil daripada pencarian maklumat masing-masing (aktiviti Rally Robin).
4. Murid diterangkan berkenaan hukum pantulan.
6. (Kerja rumah: murid menjawab soalan 5 melalui kaedah pembelajaran kendiri).

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
5.4 Pembiasan Gelombang 5.4.1 Menghuraikan pembiasan gelombang S1 TP1

Buku Teks 5.4.2 Melukis gambar rajah untuk menunjukkan pembiasan
m.s 194– 201
gelombang bagi dua kedalaman yang berbeza S2 TP2
5.4.3 Menjelaskan fenomena semula jadi akibat pembiasan
S3 TP2
gelombang dalam kehidupan harian.
140 –
5.4.4 Menyelesaikan masalah melibatkan pembiasan S4 TP3
gelombang 142
S5 TP3
TP2, TP3,
S6
TP4
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Pendidikan Alam Sekitar Peta Buih Berdikari

Cadangan PdPc
1. Menjalankan aktiviti atau menonton video tentang pembiasan gelombang bagi gelombang air satah dengan menggunakan tangki riak untuk
melihat muka gelombang sebelum dan selepas pembiasan dari segi panjang gelombang dan arah rambatan.
3. Murid diterangkan berkenaan konsep pembiasan.
4. Dalam kumpulan, murid menjawab soalan 3 – 5.
5. Murid membandingkan hasil jawapan (soalan 3 – 5) dengan kumpulan lain melalui aktiviti Galery Walk.
6. (Kerja rumah: murid menjawab soalan 6 melalui kaedah pembelajaran kendiri).
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
5.5 Pembelauan Gelombang 5.5.1 Menghuraikan pembelauan gelombang S1 TP1

Buku Teks 5.5.2 Menentukan faktor-faktor yang mempengaruhi
m.s 202– 209
pembelauan gelombang S2 TP2
5.5.3 Melukis gambar rajah untuk menunjukkan corak
S3 TP2 143 –
pembelauan gelombang air dan kesan pembelauan
cahaya. S4 TP2 144
5.5.4 Menjelaskan aplikasi pembelauan gelombang dalam
kehidupan harian. S5 TP4
S6 TP2
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ICT: Komputer riba dan projektor LCD Team Stand and Share Menganalisis
Objek Sebenar: Tangki riak, Set eksperimen celah
tunggal
Pendidikan Alam Sekitar Peta Buih Berganda –

Cadangan PdPc
1. Menonton video atau menjalankan eksperimen tangki riak untuk memerhati corak pembelauan gelombang air.
2. Murid-murid menjalankan aktiviti Team Stand and Share untuk menjawab soalan 1 dan soalan 2.
3. Murid-murid diterangkan faktor-faktor yang mempengaruhi kesan pembelauan gelombang.
4. Murid-murid menjawab soalan 3 – 5 melalui perbincangan dalam kumpulan masing-masing.
5. Murid-murid mencari maklumat dari buku teks mengenai kejadian melibatkan pembelauan gelombang.
6. Murid-murid menjawab soalan 6.
7. Rumusan pelajaran dibuat dengan menegaskan isi penting sesi pelajaran ini berdasarkan dapatan uji kaji celah tunggal.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
5.6 Interferens Gelombang 5.6.1 Menghuraikan prinsip superposisi gelombang S1 TP1

Buku Teks 5.6.2 Menghuraikan corak gelombang interferens
m.s 210– 219
5.6.3 Menghubung kait λ, a, x dan D berdasarkan corak S2 TP2
intereferens gelombang.
145 –
S3 TP4 147
S4 TP2
BBM PAK-21 KBAT
ICT: Komputer riba dan projektor LCD Fan-n-Pick Menganalisis

Objek Sebenar: Tangki riak digital, spring slinki
Keusahawanan Peta Buih Berganda Bekerjasama
Cadangan PdPc
1. Menjalankan ujikaji superposisi gelombang dengan spring slinki.

2. Menonton video tangki riak untuk memerhati corak interferes gelombang air.
4. Dalam kumpulan masing-masing, murid menjalankan aktiviti Fan-N-Pick.
5. Secara bergilir-gilir, murid menjawab soalan 1 dan soalan 2.
6. Murid diterangkan dengan langkah menganalisa corak gelombang air.
7. Murid menjawab soalan 3 melalui proses perbincangan kumpulan.
8. Murid diterangkan mengenai rumus interferens gelombang. Kemudian, murid menjawab soalan 4 secara individu.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
5.6 Interferens Gelombang Murid boleh S5 TP3

Buku Teks 5.6.4 Menyelesaikan masalah yang melibatkan interferens S6 TP3
m.s 210– 219
gelombang
147 –
5.6.5 Berkomunikasi untuk menerangkan aplikasi S7 TP4 150
interferens gelombang dalam kehidupan harian S8 TP6
BBM PAK-21 KBAT
ICT: Komputer riba dan projektor LCD, buku teks Gallery Walk Mengaplikasi, Menganalisis, Mencipta
Keusahawanan Peta Buih Berganda Bekerjasama

Cadangan PdPc
1. Menonton video animasi yang menunjukkan aplikasi inteferens dalam kehidupan harian .
2. Murid diimbas semula tentang rumus interferens gelombang.
3. Dalam kumpulan, murid menjawab soalan 5 dan soalan 6.
4. Murid merujuk buku teks untuk mencari maklumat tentang aplikasi interferens gelombang untuk menjawab soalan 7.
5. Murid dibimbing untuk melakukan eksperimen berdasarkan soalan 8.
7. Murid menjawab soalan membandingkan hasil jawapan (soalan 7 dan soalan 8) dengan kumpulan lain melalui aktiviti Gallery Walk.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
5.7 Gelombang Elektromagnet 5.7.1 Mencirikan gelombang elektromagnet. S1 TP1

Buku Teks 5.7.2 Menyatakan komponen-komponen spektrum S2 TP2
m.s 220– 224
elektromagnet mengikut urutan dari segi panjang
gelombang dan frekuensi. S3 TP2 151 –
5.7.3 Berkomunikasi untuk menerangkan aplikasi setiap 152
komponen spektrum elektromagnet dalam kehidupan. S4 TP2
BBM PAK-21 KBAT
Projektor LCD Rally Robin –
Sains dan Teknologi Peta Alir Bertanggungjawab

Cadangan PdPc
1. Menonton video yang memperkenalkan gelombang elektromagnet.
4. Murid diterangkan berkenaan sumber gelombang elektromagnet.

STRATEGI PdPc
Versi Bahasa Melayu
BAB
Cahaya dan Optik
6 Light and Optics
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.1 Pembiasan Cahaya Buku Teks 6.1.1 Memerihalkan fenomena pembiasan cahaya. S1 TP1
m.s 232– 241
S2 TP1
S3 TP2
165 –
166
S4 TP2
S5 TP3
BBM PAK-21 KBAT
Buku teks, kalkulator, kertas sebak, pen penanda Pair and Check Mengaplikasi

Cadangan PdPc
4. Murid melengkapkan aktiviti pada soalan 1 –5.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.1 Pembiasan Cahaya Buku Teks 6.1.2 Menerangkan indeks biasan, n.

m.s 232– 241 S6 TP2 166
BBM PAK-21 KBAT

Buku teks, kertas dan pen Rally table –
Bahasa Peta Buih Fleksibel dan berfikiran terbuka

Cadangan PdPc
1. Secara berpasangan, murid mencari maklumat mengenai indeks biasan.
2. Murid berbincang dengan pasangan dan melukis peta i-think.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.1 Pembiasan Cahaya Buku Teks 6.1.3 Mengkonsepsikan Hukum Snell.

m.s 232– 241 S7 TP2, TP3 167

BBM PAK-21 KBAT
Buku teks, laman sesawang, bahan bacaan, pen Round table Mengaplikasi
penanda dan kertas sebak
Bahasa, teknologi maklumat – Berkolaborasi, Minat dan Ingin tahu

Cadangan PdPc
1. Dalam kumpulan berempat, murid mengumpul maklumat mengenai indeks biasan beberapa bahan seperti minyak, ais,kaca dan berlian.
Kemudian hubung kaitkan indeks biasan dengan ketumpatan.
2. Bincangkan dalam kumpulan.
3. Persembahkan hasil perbincangan.
4. Murid lengkapkan soalan 7.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.1 Pembiasan Cahaya Buku Teks 6.1.4 Mengeksperimen untuk menentukan indeks biasan, n S8 TP5
m.s 232– 241
bagi blok kaca atau perspeks 168 –
S9 TP1
170
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Alat radas dan bahan, kertas, pen dan buku teks. Roam the room Menilai
Matematik , Bahasa – Jujur dan tepat dalam merekodkan data

Cadangan PdPc
1. Secara kumpulan berempat, murid menjalankan eksperimen berdasarkan soalan 8.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.1 Pembiasan Cahaya Buku Teks 6.1.5 Menerangkan dalam nyata dan dalam ketara. S10 TP2
m.s 232– 241
S11 TP3
170 –
S12 TP2
171
S13 TP3
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Kertas, pen dan Buku Teks. Rally table Mengaplikasi
Bahasa – Tabah dan bersungguh menyelesaikan

masaalah
Cadangan PdPc
1. Secara berpasangan, murid melengkapkan soalan 10 dan melengkapkan gambarajah sinar dalam soalan 11.
2. Setelah selesai, murid menulis formula dalam soalan 12 dan menyelesaikan masalah dalam soalan 13.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.1 Pembiasan Cahaya 6.1.6 Mengeksperimen untuk menentukan indeks biasan

Buku Teks
m.s 232– 241
menggunakan dalam nyata dan dalam ketara.
171 –
S14 TP5
174
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Alat radas dan bahan, kertas, pen dan buku teks. Roam the room Menilai
Matematik , Bahasa – Jujur dan tepat dalam merekodkan data
Cadangan PdPc
1. Secara kumpulan berempat, murid menjalankan eksperimen berdasarkan soalan 14.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.1 Pembiasan Cahaya Buku Teks 6.1.7 Menyelesaikan masalah yang berkaitan dengan 174 –
m.s 232– 241
pembiasan cahaya. S15 TP3
175
BBM PAK-21 KBAT
Buku teks, kertas, kalkulator dan pen . Pair and check Mengaplikasi
Bahasa – Minat dan ingin tahu

Cadangan PdPc
1. Murid secara berpasangan diberikan soalan untuk diselesaikan.
2. Murid berbincang dengan rakan.
3. Murid berkongsi jawapan yang telah dibincangkan dengan rakan-rakan lain.
4. Murid menyelesaikan masalah dalam soalan 15.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.2 Pantulan dalam Penuh Buku Teks 6.2.1 Menerangkan sudut genting dan pantulan dalam S1 TP1, TP2
m.s 242– 250
penuh.
S2 TP1 176
S3 TP1, TP2
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Buku teks, kertas, pen dan kalkulator Think-Pair-Share –
Bahasa Peta Bulatan Bekerjasama dan Keyakinan diri

Cadangan PdPc
1. Secara berpasangan, murid dikehendaki berbincang mengenai syarat-syarat pantulan dalam penuh.
2. Setelah selesai perbincangan, murid menjawab saoalan 1 – 3.
3. Murid melukis peta i-think bagi mendefinisi pantulan dalam penuh dan sudut genting.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.2 Pantulan dalam Penuh Buku Teks 6.2.2 Menghubung kait sudut genting dengan indeks
m.s 242– 250 1
biasan, n = sin c
S4 TP3 177
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Buku teks, kertas dan pen penanda Think-Pair-Share Menganalisis, Mengaplikasi
Bahasa – Berkerjasama, rajin dan konsisten

melaksanakan tugas
Cadangan PdPc
1. Secara berpasangan, murid menjalankan aktiviti dalam soalan 4.
2. Murid berbincang dengan pasangan.
3. Murid menulis formula bagi sudut genting dan menghitung sudut genting didalam aktiviti.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.2 Pantulan dalam Penuh Buku Teks 6.2.3 Berkomunikasi untuk menerangkan fenomena S5 TP2
m.s 242– 250
semula jadi dan aplikasi pantulan dalam penuh dalam
kehidupan harian S6 TP1
177 –
S7 TP3
180
S8 TP3
S9 TP4
BBM PAK-21 KBAT
Buku teks, laman sesawang, bahan bacaan di Gallery Walk Mengaplikasi, Menganalisis
perpustakaan, kertas sebak dan pen penanda.
Bahasa – Menyedari bahawa Sains sebagai kaedah

memahami alam semula jadi
Cadangan PdPc
1. Murid dalam kumpulan berempat membincangkan aplikasi pantulan dalam penuh pada
(a) Kejadian logamaya
(b) Kejadian pelangi
(c) Periskop dan gentian optik
2. Murid membuat peta i-think untuk memaparkan hasil kerja kumpulan.
3. Murid menampal maklumat di atas kertas sebak pada meja.
4. Murid bergerak melihat hasil kerja kumpulan lain.
5. Murid kembali ke kumpulan dan melaporkan dapatan dari kumpulan lain.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.2 Pantulan dalam Penuh Buku Teks 6.2.4 Menyelesaikan masalah yang melibatkan pantulan S10 TP3
m.s 242– 250
dalam penuh.
180 –
S11 TP3
181
S12 TP3
BBM PAK-21 KBAT
Buku teks, kertas dan pen penanda Think-Pair-Share Mengaplikasi
Bahasa – Berkerjasama, rajin dan konsisten

melaksanakan tugas
Cadangan PdPc
1. Secara berpasangan, murid berbincang soalan 10 – 12.
2. Murid menulis jawapan dalam kertas yang sama.
3. Murid melengkapkan jawapan bagi soalan 10 – 12.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.3 Pembentukan Imej oleh Kanta 6.3.1 Mengenal pasti kanta cembung sebagai kanta
Buku Teks
m.s 251– 258
penumpu dan kanta cekung sebagai kanta pencapah. S1 TP1, TP2 182
BBM PAK-21 KBAT
Buku teks, kanta, kotak sinar, kertas putih dan pen Pair and Check Mengaplikasi
Cadangan PdPc
1. Murid secara berpasangan, menjalankan aktiviti untuk menunjukkan
(a) kanta cembung sebgai kanta penumpu.
(b) kanta cekung sebagai kanta pencapah.
2. Murid berbincang mengenai istilah-istilah seperti paksi utama, pusat kanta dan lain-lain.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.3 Pembentukan Imej oleh Kanta 6.3.2 Mengganggar panjang fokus bagi suatu kanta S2 TP4
Buku Teks cembung menggunakan objek jauh. 183 –
m.s 251– 258
S3 TP2
184
BBM PAK-21 KBAT
Buku teks, pen, kertas, alat radas dan kalkulator Round Table Menganalisis

Bahasa – Berkolaborasi, rajin dan bersungguh

melaksanakan tugas
Cadangan PdPc
1. Murid dalam kumpulan berempat, menjalankan aktiviti pada soalan 2.
2. Murid berkongsi jawapan dengan kumpulan lain hasil aktiviti.
3. Setelah itu, murid berbincang dalam kumpulan mengenai peraturan melukis gambar rajah sinar.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.3 Pembentukan Imej oleh Kanta 6.3.3 Menentukan kedudukan imej dan ciri-ciri imej yang S4 TP4
Buku Teks dibentuk oleh:
m.s 251– 258
(i) kanta cembung 185 –
S5 TP4
(ii) kanta cekung 186
S6 TP4
BBM PAK-21 KBAT
Buku teks, kanta, pembaris, pemegang kanta, kotak Think-Pair Share Menganalisis
sinar kertas putih dan pen
Bahasa – Berusaha dan bersungguh melaksanakan

tugas
Cadangan PdPc
1. Secara berpasangan, murid menjalankan menjalankan aktiviti menggunakan alat radas untuk mengkaji ciri-ciri imej bagi kanta cembung dan
kanta cekung.
2. Murid membincangkan dapatan aktiviti bersama rakan pasangan.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.3 Pembentukan Imej oleh Kanta 6.3.4 Menyatakan pembesaran linear, m sebagai: 187 –
v S7 TP2
Buku Teks
m.s 251– 258 m= u 188
BBM PAK-21 KBAT
Buku teks, Laman sesawang, bahan bacaan di Pair and Check Mengaplikasi
perpustakaan, kertas dan pen
Bahasa Peta Pokok Jujur dan tepat dalam merekodkan data
Cadangan PdPc
1. Secara berpasangan, murid menjalankan simulasi pembesaran linear.

2. Murid berbincang bersama rakan pasangan, mengenai saiz imej berbanding jarak imej dan jarak objek.
3. Murid melengkapkan peta pokok soalan 7.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.4 Formula Kanta Nipis Buku Teks 6.4.1

Mengeksperimen untuk :
S1 TP1
m.s 259– 262
(i) mengkaji hubungan antara jarak objek, u dan
jarak imej, v bagi satu kanta cembung.
(ii) menentukan panjang fokus kanta nipis dengan S2 TP5
189 –
menggunakan formula kanta: 193
1 1 1
= + S3 TP4
f u v
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Alat radas dan bahan, kertas, pen dan buku teks. Roam the room Menganalisis, Menilai
Matematik, Bahasa Peta Buih Berganda Berkolaborasi, jujur dan tepat dalam
merekodkan data
Cadangan PdPc
1. Secara kumpulan berempat, murid menjalankan eksperimen dalam soalan 2.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.4 Formula Kanta Nipis 6.4.2 Menyelesaikan masalah yang melibatkan formula
Buku Teks
m.s 259– 262
kanta nipis bagi kanta cembung dan kanta cekung.
S4 TP3 193
BBM PAK-21 KBAT
Buku teks, kertas, pen, kalkulator Trade-A-Problem Mengaplikasi
Bahasa, Algoritma – Berkolaborasi, rajin dan bersungguh

melaksanakan tugas
Cadangan PdPc
1. Murid menyelesaikan masalah bersama rakan kumpulan.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.5 Peralatan Optik 6.5.1 Mewajarkan penggunaan kanta dalam peralatan S1 TP4
Buku Teks
m.s 263– 269
optik iaitu kanta pembesar, mikroskop majmuk dan
194 –
teleskop. 196
S2 TP2
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Buku teks, laman sesawang, bahan bacaan di Gallery Walk Menganalisis

perpustakaan, kertas sebak dan pen penanda

Cadangan PdPc
1. Murid dalam kumpulan berempat mencari maklumat dan membincangkan penggunaan kanta dalam peralatan optic seperti,
(a) kanta pembesar
(b) Mikroskop
(c) Teleskop
2. Murid menampal maklumat pada kertas sebak diatas mejakumpulan masing-masing.
3. Murid bergerak melihat hasil kerja kumpulan lain di stesen lain
4. Murid kembali ke kumpulan dan melaporkan dapatan dari kumpulan lain
5. Murid melengkapkan soalan 1dan 2 pada muka surat….
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.5 Peralatan Optik 6.5.2 Mereka bentuk dan membina mikroskop majmuk dan
Buku Teks
m.s 263– 269
teleskop.
S3 TP2 196
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Buku teks, kertas, pen, laman sesawang dan bahan Three stray, one stay –
bacaan di perpustakaan
Bahasa, Teknologi Maklumat Peta Buih Berganda Berkolaborasi, fleksibel dan berfikran
terbuka
Cadangan PdPc
1. Murid dalam kumpulan berempat, mengumpul maklumat mengenai peralatan optik seperti mikroskop majmuk dan teleskop dari laman
sesawang atau bahan di perpustakaan
2. Tiga ahli pasukan bergerak ke kumpulan lain untuk melihat hasil kerja kumpulan lain.
3. Seorang murid tinggal untuk memberi penerangan mengenai hasil perbincangan kumpulan.
4. Murid dalam kumpulan akan bergilir menyampaikan maklumat pada ahli kumpulan lain.
5. Setelah selesai, murid melengkapkan soalan 3.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.5 Peralatan Optik 6.5.3 Berkomunikasi untuk menerangkan aplikasi kanta

Buku Teks
m.s 263– 269
bersaiz kecil dalam teknologi peralatan optik.
S4 TP2 197
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Buku teks, laman sesawang, bahan bacaan di Think-Pair Share –

perpustakaan, kertas dan pen
Bahasa Peta Buih Menghargai sumbangan Sains dan

Teknologi
Cadangan PdPc
1. Secara berpasangan, murid mengumpul maklumat mengenai penggunaan kanta kecil dalam Kamera Litar tertutup dan Telefon Pintar.
2. Murid berbincang bersama rakan pasangan,mengenai saiz kanta yang sesuai dengan bantuan gambar rajah sinar.
4. Murid membuat persembahan dalam bentuk grafik mengenai hasil perbincangan.

Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.6 Pembentukan Imej oleh Cermin 6.6.1 Menentukan kedudukan imej dan ciri-ciri imej yang S1 TP2
Sfera Buku Teks dibentuk oleh:
m.s 270– 277
(i) cermin cekung S2 TP2
(ii) cermin cembung 197 –
S3 TP3
200
S4 TP4
BBM PAK-21 KBAT
Buku teks, kertas, pen, kalkulator Simultaneous Round table Mengaplikasi, Menganalisis
Bahasa – Berkolaborasi, beretika
Cadangan PdPc
1. Secara kumpulan berempat, murid membuat sumbang saran mengenai
(a) ciri-ciri imej cermin sfera
(b) kaedah melukis gambar rajah sinar untuk cermin sfera
2. Murid menyelesaikan soalan 1 – 4 secara kendiri.
3. Murid mengedarkan jawapan masing-masing pada arah pusingan jam untuk dibetulkan atau ditambah oleh rakan kumpulan.
3. Setelah selesai pusingan, murid berkongsi jawapan dengan kumpulan yang lain.
Panduan RPH
Soalan dan Tahap
Penguasaan (TP)
6.6 Pembentukan Imej oleh Cermin 6.6.2 Berkomunikasi menerangkan aplikasi cermin cekung 200 –
Sfera Buku Teks dan cermin cembung dalam kehidupan S5 TP3
m.s 270– 277 201
BBM PAK-21 KBAT
Buku teks, kertas, pen dan kalkulator Hot Seat Mengaplikasi
Bahasa Peta Buih Menghargai sumbangan sains dan

teknologi
Cadangan PdPc
1. Secara berkumpulan, murid membuat sumbang saran mengenai aplikasi cermin cekung dan cermin cembung.
2. Seorang murid dari kumpulan akan duduk dikerusi disediakan dan memberi penerangan serta menjawab soalan.

STRATEGY PdPc
Versi Bahasa Inggeris
CHAPTER
Measurement
1 Pengukuran
RPH Guidelines
Questions and
Content Standard (CS) Learning Standard (LS) Performance Levels Pages
(PL)
1.1 Physical Quantities Textbook 1.1.1 Explain physical quantities Q1 TP1

pg 4 – 9
1.1.2 Explain with example base quantities and derived Q2 TP2
quantities 3–4
Q3 TP1
Q4 TP2
Teaching Aid PAK-21 HOTS
Computer, LCD Stand-n-share –
CCE i-THINK Moral Values
Learning skills on how to learn Double Bubble Map Cooperation

PdPc Ideas
1. Students watch a video about the introduction to physics (youtube video suggestion: “what is physics”).
2. In pairs, students briefly discuss the importance and the differences between Physics, Chemistry, and Biology (the results of the discussion
will be written in a double bubble map and some students will be asked to explain their findings).
3. Teacher explains the “physical quantities”.
4. In pairs (or groups), students seek information on basic quantities and derived quantities and their examples. Results are presented in class
through stand-n-share activities.
5. Students answer questions 1- 4.
RPH Guidelines
Questions and
(PL)
1.1 Physical Quantities Textbook 1.1.3. Describe derived quantities in terms of base quantities Q5 TP3
pg 4– 9
and their corresponding S.I. units
1.1.4. Explain with examples, scalar quantities and vector Q6 TP2 4–5
quantities Q7 TP4
Cards for Fan-N-Pick activity Fan-N-Pick Analysing
– – Cooperation
PdPc Ideas
1. Students are divided into groups

2. In their respective groups, students conduct the Fan-N-Pick activity. Students take turn to answer oral questions to recall the content of the
previous lesson (physical quantities / base quantities / derived quantities)
3. Students are explained with examples on how to describe derived quantities in terms of basic quantities and basic S.I. units
4. Students answer question 5 through discussion and analysis (in the same group).
5. Students are explained about scalar quantities and vector quantities.
6. In groups, student answer question 6 and question 7.
7. Students compare their answers (for question 5 - 7) with other groups through a gallery walk activity.

RPH Guidelines
Questions and
(PL)
1.2 Scientific Investigation Textbook 1.2.1 Interpret graph to determine the relationship between Q1 TP4
pg 10– 17
two physical quantities
1.2.2 Analyse graph to summarise an investigation Q2 TP5 6–9
Q3 TP5
– Rally Robin Analysing
– – Being independent
PdPc Ideas
1. In pairs, students share the answers for question 1 from their information search (Robin Rally activity).
2. Students are explained about graph analysis techniques.
3. Students answer question 2 and question 3.
RPH Guidelines
Questions and
(PL)
1.2 Scientific Investigation Textbook 1.2.3 Carry out scientific investigation and write a complete Q4 TP5
pg 10– 17
report for a simple pendulum experiment 9 – 13
Q5 TP6
Laboratory equipments – Evaluating, Creating
– – Being independent, Cooperation, Honest

PdPc Ideas
1. Students answer question 4 through self-learning.

2. Students are given a briefing about the activities / experiments that will be carried out.
3. Students are reminded about the rules and ethics when conducting scientific investigations.
4. Students carry out the activity in question 5 (individual / pair / group).
5. Students complete the report in question 5.

STRATEGY PdPc
CHAPTER
Force and Motion I
2 Daya dan Gerakan I
RPH Guidelines
Questions and
(PL)
2.1 Linear Motion Textbook 2.1.1 Describe the type of linear motion of an object in the Q1 TP1
pg 26– 36
following states:
i) stationary Q2 TP3
ii) uniform velocity
iii) non-uniform velocity
Q3 TP1 23 – 25
2.1.2 Determine distance and displacement; speed and Q4 TP3
velocity.
Q5 TP4
Computer, LCD Stand-n-share Applying
Learning skills on how to learn Double Bubble Map Cooperation

PdPc Ideas
1. Students watch a video about linear motion (youtube video suggestion: (https://www.youtube.com/watch?v=OUigBEpDh2o).
2. In pairs, students discuss the characteristics of linear motion. Next, students discuss the motion of an object at rest, uniform velocity, and
non-uniform velocity. Results are presented in class through stand-n-share activities.
3. Students are introduced to the concepts of distance and displacement; as well as speed and velocity (comparison in double bubble map).
4. Students answer questions 1-5.
RPH Guidelines
Questions and
(PL)
2.1 Linear Motion Textbook 2.1.2 Determine acceleration and deceleration Q6 TP1
pg 26– 36
Q7 TP2, TP3 25 – 26
Q8 TP3
Computer, LCD, Ticker Timer Spin-n-Think Applying
– – Cooperation, Appreciating the time

PdPc Ideas
1. In small groups, students ask and answer questions to recall the content of learning in previous lesson (spin-n-think activity)
2. Students are introduced to ticker timer as a tool for studying and analyzing movement through video simulations or teacher demonstrations
(https://www.youtube.com/watch?v=mzf_Q7GOKSE)
3. Students are introduced to the concepts of acceleration and deceleration.
4. Students answer question 6 - 8.

RPH Guidelines
Questions and
(PL)
2.1 Linear Motion Textbook 2.1.3 Solve problems involving linear motion using the
pg 26– 36
following equations
i) v = u + at
1
ii) s = (u + v) t Q9 TP3 26 – 27
2
1
iii) s = ut + at2
2
iv) v2 = u2 + 2as
Example question worksheet Spin-n-Think, Gallery Walk Applying
– – Cooperation
PdPc Ideas
1. In small groups, students ask and answer questions to recall the content of learning in previous lesson (Spin-n-Think activity).
2. Students are explained with the linear motion equations.
3. In groups, students discuss to solve some example questions related to linear equations of motion. Students compare the answers with other
groups through a Gallery Walk activity.
4. Students answer question 9.
RPH Guidelines
Questions and
(PL)
2.2 Linear Motion Graphs Textbook 2.2.1 Interpret types of motion. from the following Q1 TP2
pg 37– 45
i) displacement-time graph
ii) velocity-time graph
Q2 TP3
iii) acceleration-time graph
2.2.2. Analyse displacement-time graph to determine 28 – 31
distance, displacement and velocity. Q3 TP2
2.2.3. Analyse velocity-time graph to determine distance,
displacement, velocity and acceleration.
Q4 TP3
– Team Stand-n-Share Applying
– – Cooperation, Self-confident
PdPc Ideas
1. Based on the students’ existing knowledge of the general skills of interpreting graphs, students discuss in groups to explain the interpretation
of the different shapes of displacement-time and velocity-time graphs. Each group answers question 1 and question 3.
2. The answers will be shared with other students/groups through the Team Stand-n-Share activity (one member of the group will stand up, the
teacher asks the question and the other group will provide feedbacks).
3. Students are explained about other information that can be obtained from the analysis of displacement-time graphs and velocity-time graphs.

RPH Guidelines
Questions and
(PL)
2.2 Linear Motion Graphs Textbook 2.2.4. Convert and sketch:
pg 37– 45
i) displacement-time graph to velocity-time graph Q5 TP4
and vice-verca.
ii) velocity-time graph to acceleration-time graph and 32 – 33
vice-verca. Q6 TP3
2.2.5. Solve problems involving linear motion graphs.
– Gallery Walk, Rally Table Applying, Analysing
– – Cooperation, Visiting each other

PdPc Ideas
1. Students compare the results of the answers for the previoius assignments with other groups through Gallery Walk activities. Teacher
responds to students’ work after students return to their respective groups.
2. Based on the knowledge learned about displacement-time, velocity-time and acceleration-time graphs, students are given time to discuss
and answer question 5 and question 6. Activity can involves the Rally Table method.
RPH Guidelines
Questions and
(PL)
2.3 Free Fall Motion Textbook 2.3.1. Explain with examples free fall motion and Q1 TP1
pg 46– 51
gravitational acceleration.
2.3.2. Experiment to determine the value of gravitational Q2 TP1
acceleration. 34 – 37
2.3.3. Sove problems involving the Earth’s gravitational Q3 TP6
acceleration for objects in free fall.
Q4 TP3, TP4
Laboratory tools and apparatus, Computer, LCD – Applying, Analysing
– – Cooperation, Thorough, Honest

PdPc Ideas
1. Students watch the video about the free fall as an induction set.
2. Students are explained with the concept of “Free Fall Motion”.
3. Students carry out the activity in question 3 to determine the value of gravitational acceleration.
4. Discussions will be made regarding the experimental findings.
5. Students answer questions 1, 2 and 4. (can be done as a homework).
RPH Guidelines
Questions and
(PL)
2.4 Inertia Textbook 2.4.1. Explain with examples the concept of inertia. Q1 TP1
pg 52– 57
2.4.2. Experiment to find the relationship between inertia.
2.4.3. Justify the effects of inertia in daily life. Q2 TP2
38 – 41
Q3 TP6
Q4 TP3
Laboratory tools and apparatus, Computer, LCD – Applying, Creating

Skills to learn – Cooperation, Thorough, Honest, Being

independent
PdPc Ideas
1. Students watch the video about inertia as an induction set. Video’s title “Inertia Hat”. (https://www.youtube.com/watch?v=-imkre2jIQ4)
2. Students are explained with the concept of “inertia”.
3. Students carry out the activity in question 3 to determine the relationship between inertia and mass.
4. Discussions will be made regarding the experimental findings.
5. Students answer questions 1, 2 and 4 through self-learning activity. (can be done as a homework).
RPH Guidelines
Questions and
(PL)
2.5 Momentum Textbook 2.5.1. Explain the momentum, p as the product of mass, m Q1 TP1
pg 58– 63
and velocity, v.
2.5.2. Apply the Principle of Conservation of Momentum in Q2 TP1
collision and explosion. 42 – 44
Q3 TP3
Q4 TP3
Computer, LCD – Applying
Skills to learn – Act Fast, Stay healthy, Cooperation

PdPc Ideas
1. Students watch the video about collision to generate the idea about momentum. “Bubble Soccer”. (https://www.youtube.com/
watch?v=f92yfPFl9NY)
2. Students discuss and answer the following questions through the Fan-n-Pick activity:
- What happens when a collision occurs?
- What needs to be done to increase the impact of the collision?
- What happens if the colliding person has a higher mass?
- What happens if the colliding person moves with higher velocity?
4. Students are explained about the Principle of Conservation of Momentum in elastic collision, inelastic collision and explosion.
RPH Guidelines
Questions and
(PL)
2.3 Force Textbook 2.6.1. Define force as the rate of change of momentum. Q1 TP1
pg 64– 66
2.6.2. Solve problems involving F=ma
Q2 TP1
Q3 TP2
45 – 47
Q4 TP3
Q5 TP3
Q6 TP3
Computer, LCD Gallery Walk Applying
Skills to learn Mind map Cooperation, Diligent

PdPc Ideas
1. Students watch a video on the types of forces to generate ideas (https://www.youtube.com/watch?v=7_Uo7RufH4c)
2. In groups, students complete the mind map in question 1. Next, students look for information on Newton’s Second Law of Motion to answer
question 2. The results of the discussion are displayed to other groups through the Gallery Walk activity.
3. Students are guided to derive force formula from Newton’s Second Law of Motion. (question 3)
4. Based on the formula, students answer questions 4 – 6.
RPH Guidelines
Questions and
(PL)
2.7 Impulse and Impulsive Force 2.7.1. Communicate to explain impulse and impulsive force Q1 TP1
Textbook 2.7.2. Sove problems involving impulse and impulsive force
pg 67– 69 Q2 TP4
Q3 TP5
Q4 TP3 48 – 52
Q5 TP3
Q6 TP3
Q7 TP3
– Gallery Walk, Fan-n-Pick, Rally Robin Applying, Analysing, Evaluating
Skills to learn Double Bubble Map Cooperation, Diligent, Self-Confident

PdPc Ideas
1. In groups, students complete the double bubble map in question 1. The results of the discussion are displayed to other groups through the
Gallery Walk activity.
2. Students answer the sub-questions in question 2 through the Fan-n-Pick activity.
3. Students discuss the situations in question 3 and question 4 through the Rally Robin activity.
4. Based on the discussion and formulas learned, students answer question 5 and question 6.
5. The results of the discussions are shared and presented to the other groups orally.
RPH Guidelines
Questions and
(PL)
2.8 Weight Textbook 2.8.1. Describe weight as the gravitational force that acts on Q1 TP2
pg 70– 72
an object, W = mg
Q2 TP1 53 – 54
Q3 TP3
Computer, LCD Talking Chips Applying
– – Cooperation, Diligent, Self-Confident

PdPc Ideas
1. Students watch a video of astronauts’ movements on the Moon to generate ideas (https://www.youtube.com/watch?v=93DxZ_NmZB8).
2. Students will complete question 1 and question 2 individually. Answers will be shared in groups through the Talking Chips activity. Teacher
will monitors and provides guidance throughout the sharing and discussion activities.
3. Based on the formula and previous discussion, students answered question 3.

STRATEGY PdPc
CHAPTER
Gravitation
3 Kegravitian
RPH Guidelines
Questions and
(PL)
3.1 Newtonʼs Universal Law of 3.1.1 Explain Newton’s Universal law of Gravitation Q1 TP1
Gravitation Textbook
pg 78– 95
Q2 TP2
65 – 66
Q3 TP2
Q4 TP3
Textbook, calculator, mahjong paper and marker Think-Pair-Share Applying
Language – Collaborate with friends and teachers

PdPc Ideas
1. In pairs, students discuss questions 1-3.
2. Students discuss activity in question 4 with friends.
3. After finish discussion, students share the answer with other students.
4. Students complete the activity in question 4.
RPH Guidelines
Questions and
(PL)
3.1 Newtonʼs Universal Law of 3.1.2 Solve problem involving Newton’s Universal Law of
Gravitation Textbook Gravitation for
pg 78– 95
(i) two static objects on the Earth
(ii) objects on the surface of the Earth
Q5 TP3 67
(iii) Earth and satellites
(iv) Earth and Sun
Textbook, Calculator, paper and pen Round Table Applying
Language – Flexible and open-minded
PdPc Ideas
1. In group of four, students write their answer to question 5 in their own paper.
2. Students pass the answer to their friend next to him to check or correct the answer.
3. After checking the answer, students complete question 5.

RPH Guidelines
Questions and
(PL)
3.1 Newtonʼs Universal Law of 3.1.3 Relate gravitational acceleration, g on the surface of Q6 TP2
Gravitation Textbook the Earth with universal gravitational constant, G.
pg 78– 95 Q7 TP3 67 – 69
Q8 TP2, TP3
Textbook, calculator, paper and pen Pair and Check Applying
Algorithm Flow map Interest and curious

PdPc Ideas
1. In pairs, students discuss questions 6 - 8.
2. Students solved problems with partners.
3. After solved the problems, students share their answer with other students.
4. Students complete questions 6 - 8.
RPH Guidelines
Questions and
(PL)
3.1 Newtonʼs Universal Law of 3.1.4 Justify the importance of knowing the values of
Gravitation Textbook gravitational acceleration of the planets in the Solar Q9 TP3 70
pg 78– 95
System.
Textbook and websites. Round Table Applying
ICT Bubble Map Realise that science as a means to

understand nature
PdPc Ideas
1. In group of four, students brainstorming about the effect of gravity on human growth.
2. Students look for information from websites or from relevant reading material.
3. Students present their findings in form of multimedia presentation.
4. Students complete question 9.
RPH Guidelines
Questions and
(PL)
3.1 Newtonʼs Universal Law of 3.1.5 Describe the centripetal force in the motion of Q10 TP1, TP3
Gravitation Textbook satellites and planets system
pg 78– 95 Q11 TP2
71 – 73
Q12 TP2
Q13 TP3
Centripetal Force Kit, ruler, paper, pen and textbook Hot Seats Applying
Language – Systematic, confident and ethical

PdPc Ideas
1. In group of four, students carry out activity using Centripetal Force Kit by referring to the video demonstrating the use of Centripetal Force Kit.
2. One student from each group will sit on a chair and explain about the method to use the Centripetal Force Kit and the relationship between
linear speed and centripetal force.
3. The student will answer questions from their friends.
4. Students complete questions 10-13.
RPH Guidelines
Questions and
(PL)
3.1 Newtonʼs Universal Law of 3.1.6 Determine the mass of the Earth and the Sun using
TP1, TP2,
Gravitation Textbook Newton’s universal law of gravitation and centripetal Q14
TP3
73 – 74
pg 78– 95
force
Textbook, white board, marker pen and white board Window-pane Applying
eraser
Language Flow Map Diligent and persistent when carry out task
PdPc Ideas
1. Teacher draws a flow map on white board about method to determine the formula for mass of the Earth.
2. Students in group of four, take turns to continue completing the flow map.
3. Students explain how the formula is derived from the flow map.
RPH Guidelines
Questions and
(PL)
3.2 Kepler´s Laws Textbook 3.2.1 Explain Kepler’s laws Q1 TP2
pg 96 – 102
75
Q2 TP2
Textbook, mahjong paper and marker. Rotating Review –
Language Tree map Collaboration, interested and curious

PdPc Ideas
1. In group of four, collect information from websites or text book about,

(a) Kepler’s First law
(b) Kepler’s Second law
(c) Kepler’s Third law
2. Students present information about Kepler’s law in form of tree map on mahjong paper and paste on the table.
3. Students put pen for visiting group to leave comments about their findings.
4. Each group moves from one group to another to make reviews of each groups.
5. Students return to their table and observe the reviews.
6. Students make conclusion by answering question 1 and question 2.
RPH Guidelines
Questions and
(PL)
3.2 Kepler´s Laws 3.2.2 Express Kepler’s Third law
Textbook
pg 96 – 102 Q3 TP2 75 – 76
Textbook Pair and Check –

Language – Collaboration and self confident

PdPc Ideas
1. In pairs, students solve question 3.

2. After solving the question, students check answer with other students.
RPH Guidelines
Questions and
(PL)
3.2 Kepler´s Laws Textbook 3.2.3 Solve problems using Kepler’s Third Law.
pg 96 – 102 Q4 TP3, TP4 76 – 77
Textbook, paper, pen and calculator. Round Table Applying, Analysing
Language – Diligent and persistent when carry out

tasks
PdPc Ideas
1. In group, students solve question 4.
2. Students solve problems with the guide from group members.
3. After problem solved, students check answer with other groups.
RPH Guidelines
Questions and
(PL)
3.3 Man-made Satellite Textbook 3.3.1 Describe how an orbit of a satellite is maintained at Q1 TP1
pg 103 – 111
a specific height by setting the necessary satellite’s
velocity. Q2 TP2
78 – 79
Q3 TP2
Q4 TP3, TP4
Textbook, websites. Round Table Applying , Analysing
ICT – Appreciate the contributions of science

and technology
PdPc Ideas
1. In group, students collect information about the relationship between centripetal force and gravitational force.
2. Students record information obtain from websites or reading materials in the same paper.
3. Students solve problems with partners.
4. Students complete questions 1 - 4.
RPH Guidelines
Questions and
(PL)
3.3 Man-made Satellite Textbook 3.3.2 Communicate on geostationary and non-geostationary Q5 TP1
pg 103 – 111
satellites 79
Q6 TP4
Textbook, websites. Rally Robin Analysing

ICT Double bubble map Interest and curious about the enviroment
PdPc Ideas
1. Students in pairs, collect information about geostationary satellite and non-geostationary satellite.
2. Students take turns in sharing answer and draw double bubble map.
3. Students complete question 4 and question 5.
RPH Guidelines
Questions and
(PL)
3.3 Man-made Satellites Textbook 3.3.3 Conceptualize escape velocity Q7 TP1, TP2
pg 103 – 111
79 – 81
Q8 TP4
Textbook, paper and pen Simultaneous Round Table Analysing
Language – Collaboration, flexible and open-minded
PdPc Ideas
1. In group of four, discuss question 7 and question 8.

2. Students solve the problems with partners.
RPH Guidelines
Questions and
(PL)
3.3 Man-made Satellites Textbook 3.3.4 Solve problems involving the escape velocity for a
pg 103 – 111
rocket from the Earth’s surface, the Moon’s surface, Q9 TP3 81 – 82
the Mars’surface and the Sun’s surface
Textbook, websites Pair and Check Applying
Language - Diligent and persistent in carry out tasks
PdPc Ideas
1. In pairs, students discuss question 9.

2. Students solve problems with partners
3. After solved all the problem, students share answers with partner from other group.

STRATEGY PdPc
CHAPTER
Heat
4 Haba
RPH Guidelines
Questions and
(PL)
4.1 Thermal Equilibrium Textbook 4.1.1 Explain with examples thermal equilibrium in daily life Q1, Q2,
pg 120 – 124 TP1
Q3
Q4, Q5 TP2
93 – 94
Q6 TP3
Q7 TP4
Textbook, websites, mahjong paper and marker Gallery Walk Applying, Analysing
Language Bubble map, Tree map Collaboration

PdPc Ideas
1. In groups, students discuss the application of thermal equilibrium in daily life.

2. Students write the information obtain in the form of bubble map or tree map on mahjong paper and present to other groups.
RPH Guidelines
Questions and
(PL)
4.1 Thermal Equilibrium Textbook 4.1.2 Calibrate a liquid-in-glass thermometer using two fixed Q8 TP2, TP4
pg 120 – 124
points
Q9 TP2
Q10 TP1 94 – 97
Q11 TP4
Q12 TP3
Textbook, calculator, mahjong paper and marker pen Round Table Applying, Analysing
Language – Flexible and open-minded

PdPc Ideas
1. In group of four, students carry out activity question 11.
2. Students discuss in group.
3. After discussion, students present the outcome of the discussions.

RPH Guidelines
Questions and
(PL)
4.2 Specific Heat Capacity Textbook 4.2.1 Explain heat capacity, C Q1 TP1
pg 125 – 136
Q2 TP2 97 – 98
Q3 TP4
Textbook, calculator, paper and pen Pair and Check Analysing
Language – Interested and curious

PdPc Ideas
2. Students solve problems with partners.
3. After finished discussion, share answers with students from other groups.
4. Students complete activities in questions 1-3.
RPH Guidelines
Questions and
(PL)
4.2 Specific Heat Capacity Textbook Q Q4 TP1
pg 125 – 136 4.2.2 Define specific heat capacity of a material, c = m (Δθ)
Q5 TP2
Q6 TP1 98 – 99
Q7 TP2
Q8 TP3
Textbook, calculator, paper and pen Rally Robin Applying, Analysing
Algorithm – Diligent and persistent when carry out a task

PdPc Ideas
1. In pairs, students solve questions 4-8.
2. Students in turns give answers.
RPH Guidelines
Questions and
(PL)
4.2 Specific Heat Capacity Textbook 4.2.3 Experiment to determine the specific heat capacity of 100 –
pg 125 – 136
water and aluminium Q9 TP4
103
Apparatus and materials, paper, pen and textbook Roam the room Analysing
Language – Honest and accurate in recording data

PdPc Ideas
1. In group of four, students carry out the experiments.
2. One of the students of each group will move to other groups to observe the results obtain from other groups .
3. Students return to group and compare the results of other groups with theirs.
4. Students complete the experiments and questions.

RPH Guidelines
Questions and
(PL)
4.2 Specific Heat Capacity Textbook 4.2.4 Communicate to explain the applications of specific Q10 TP3
pg 125 – 136
heat capacity in daily life, material engineering and 103 –
natural phenomena Q11 TP3
106
Q12 TP6
Textbook, mahjong paper, maker pen, websites Round Table Applying, Creating
Language Bubble map Realise that science as a means to

understand nature
PdPc Ideas
1. Students in group of four, discuss the application of specific heat capacity related to;
(a) Daily life
(b) Material Engineering
(c) Natural phenomenon
2. Students draw bubble maps to present informations.
3. Students record the informations on the same paper and pass the paper clockwise.
4. Students present the informations in class.
RPH Guidelines
Questions and
(PL)
4.2 Specific Heat Capacity Textbook 4.2.5 Solve problems involving specific heat capacity TP2, TP3
pg 125 – 136
using formula Q = mc ∆θ
Q13
TP4
107
Textbook, paper and pen Pair and check Applying, Analysing
Language – Collabotration, interested and curious

PdPc Ideas
1. In pairs, students given a question.
2. Students discuss with partners.
3. Students share the answers with other groups in class.
4. Students solve problem in question 13.
RPH Guidelines
Questions and
(PL)
4.3 Specific Latent Heat Textbook 4.3.1 Explain latent heat Q1 TP1
pg 137 – 147
108 –
Q2 TP2
109
Q3 TP2
Textbook, websites, reading materials in the library, Rally table Applying

paper, pen
Language – Collaboration, self-confidence

PdPc Ideas
1. In pairs, students are required to find information about the process of boiling, melting, condensations, freezing, evaporation and solidifications.
2. After discussions, students write their explanations on the same paper.
3. Students share answers with other students.
RPH Guidelines
Questions and
(PL)
4.3 Specific Latent Heat Textbook 4.3.2 Define, Q4 TP2
pg 137 – 147 Q
(i) latent heat, lv = Q5 TP1, TP4
m Q 109 –
(ii) latent heat of fusion, lf=
m Q TP1, TP2 111
(iii) latent heat of vaporisation, lv = Q6
m TP3, TP4

Textbook, websites, reading materials from the library, Round Table Applying, Analysing
paper and pen.
Language – Diligent and persistent in carry out a task
PdPc Ideas
1. In group of four, students gather information to explain,
(a) Specific latent heat of fusion (c) Cooling curve graph
(b) Specific latent heat of vaporization (d) Heating curve graph based on kinetic theory of matter.
2. Students discuss and each member of group write findings on the same paper.
3. After finish solving the problems, students check answers with other groups.
RPH Guidelines
Questions and
(PL)
4.3 Specific Latent Heat 4.3.3 Experiment to determine
Textbook
112 –
pg 137 – 147
(i) specific latent heat of fusion of ice, lf Q7 TP4
(ii) specific latent heat of vaporisation of water, lv 114
Textbook, apparatus and materials, paper and pen. Think-Pair-Share Analysing
PdPc Ideas
1. In pairs, students carry out experiment based on question 7.
2. Students discuss the results of experiment with partner.
3. Students share to compare the results experiment with other groups in class.
4. Students complete the experiment in question 7.
RPH Guidelines
Questions and
(PL)
4.3 Specific Latent Heat 4.3.4 Communicate to explain the applications of specific Q8 TP3
Textbook
pg 137 – 147
latent heat in daily life.
115 –
Q9 TP4 116
Textbook, websites. Mahjong paper, marker, reading Gallery Walk Applying, Analysing
material from the library
ICT Bubble maps Collaboration, appreciates the contribution
of Science and Technology

PdPc Ideas
1. Students in group of four, gather information about the application of specific latent heat in;
(a) Evaporation of sweats
(b) Steaming of food
(c) Cooling systems of a refrigerator
2. Students discuss the information and write it in form of bubble map on mahjong paper.
3. Group findings is paste on the table.
4. Students will move to other observe other group fidings.
5. Students return to groups and share the findings from other groups.
RPH Guidelines
Questions and
(PL)
4.3 Specific Latent Heat Textbook 4.3.5 Solve problems involving latent heat Q10 TP3 116
pg 137 – 147
Textbooks, Calculator, paper and pen Pair and Check Applying
Language – Diligent and persistent in carry out a task

PdPc Ideas
1. Students in pairs discuss questions given by teacher.
2. Students solve problems with the help of friends.
RPH Guidelines
Questions and
(PL)
4.4 Gas Laws Textbook 4.4.1 Explain pressure, temperature and volume of gas in
pg 148 – 164
terms of the behaviour of gas molecules based on the Q1 TP1 117
Kinetic Theory of Gas.
Textbook, pen and paper Talking Chips –
Language – Dilligent and persistent in carry out a task

PdPc Ideas
1. Students in group of three are given chips.

2. Teacher asks questions about the terms and formula for gas laws.
3. Students answer the questions and after answering, put the chip in the middle and stay quite.
4. Students that still hold chips will try to answer.
RPH Guidelines
Questions and
(PL)
4.4 Gas Laws Textbook 4.4.2 Experiment to determine the relationship between
pg 148 – 164
the pressure and volume of a fixed mass of gas at Q2 TP4
constant temperature.
4.4.3 Experiment to determine the relationship between
117 –
the volume and temperature of a fixed mass of gas at
constant pressure. 120
4.4.4 Experiment to determine the relationship between the Q3 TP2
pressure and temperature of a fixed mass of gas at
constant volume.

Textbook, apparatus and materials, calculator, paper Pair and Check Analysing
and pen

PdPc Ideas
1. In pairs, students carry out experiment based on question 2.
2. Students solve problems with partner.
3. After complete the experiment and the solve problems, students share and compare the results of the experiment with other groups.
RPH Guidelines
Questions and
(PL)
4.4 Gas Laws Textbook 4.4.5 Solve problems involving pressure, temperature Q4 TP3
pg 148 – 164
and volume for a fixed mass of gas using Gas law
Q5 TP3
120 –
formulas. 121
Q6 TP3
Textbook, paper, pen and calculator Trade-A-Problem Applying
Language, Algorithm – Collaboration, dilligent and persistent in

carry out a task
PdPc Ideas
1. In group of five, students create / find questions and give the questions to other groups.
2. Students solve the problems with members of group.
3. After finished solve the problems, students share answers with other groups in class.

STRATEGY PdPc
CHAPTER
Wave
5 Gelombang
RPH Guidelines
Questions and
(PL)
5.1 Fundamentals of Waves 5.1.1 Describe waves Q1 TP1, TP2
5.1.2 State the types of waves
Textbook
pg 172 – 183
5.1.3 Compare transverse waves and longitudinal waves
133 –
Q2 TP1
5.1.4 Explain the characteristics of waves 134
Q3 TP2
Real object: Digital ripple tank, slinky spring Fan-n-Pick –
– Tree Map Cooperation

PdPc Ideas
1. Conduct simple hands on activity with slinky spring to show that oscillation produces wave.
2. Demonstration with ripple tank to prove that particle is not moved by wave propagation.
3. Students are divided into groups. In their respective groups, students conduct the Fan-N-Pick activity.
4. Students take turn to answer question 1 to memorise the content of fundamentals of wave.
5. Students are explained with examples on how to classify waves.
6. Students answer question 2 through discussion.
7. (Homework: Students look for information about the interpreting the graph of wave and answer question 3).
RPH Guidelines
Questions and
(PL)
5.1 Fundamentals of Waves 5.1.5 Sketch and interpret wave graphs Q4 TP2, TP3
5.1.6 Determine wavelength, λ, frequency, f and wave
Textbook
pg 172 – 183 134
speed, v. Q5 TP3, TP4
ICT: Laptop and LCD projector Gallery Walk Applying, Analysis
– – Cooperation
PdPc Ideas
1. Students are explained regarding characteristics of wave from the graph of displacement against distance.
2. Students are divided into groups. In their respective groups, students discuss the answer for question 4.
3. Students are explained about wave equation. In groups, students answer question 4 and question 5.
4. Students compare their answers (question 4 and question 5) with other groups through a Gallery Walk activity.

RPH Guidelines
Questions and
(PL)
5.2 Damping and Resonance 5.2.1 Describe damping and resonance for an oscillating Q1 TP2
Textbook system
pg 184 – 187
5.2.2 Justify the effects of resonance in our daily lives Q2 TP1 135 –
Q3 TP2 136
Q4 TP3
ICT: Laptop and LCD projector Team Stand and Share, Gallery Walk Applying
Real Object: Tuning forks
Model: Barton pendulums
Environmental Education Double Bubble Map Grateful

PdPc Ideas
1. Students are divided into groups.

2. Students conducts the Team Stand and Share activity to answer question 1 and question 2 to memorise the content of damping and
resonance.
3. Students are explained the relationship between damping and the factor of energy loss in oscillating system.
4. Students answer question 3 through discussion in their respective groups.
5. Students find information regarding the mechanism of resonance from textbook.
6. Students compare their answers for question 4 through Gallery Walk.
7. Conclusion of lesson is made by highlighting the main points of lesson based on the oscillation of Barton’s pendulums.
RPH Guidelines
Questions and
(PL)
5.3 Reflection of Waves Textbook 5.3.1 Describe reflection of waves Q1 TP1

pg 188 – 193
5.3.2 Draw a diagram to show the reflection of plane water Q2 TP2
waves by through a plane reflector
5.3.3 Justify the application of reflection of waves in daily Q3 TP3
137 –
life. 139
5.3.4 Solve problems involving reflection of waves Q4 TP3
Q5 TP3
Ripple tank or Laptop and LCD projector Rally Robin Applying
Science and Technology Bubble map Being independent

PdPc Ideas
1. Conduct the activity or watching video regarding reflection of plane water wave with ripple tank to see the wavefronts before and after
reflection in term of wave length and direction of wave propagation.
3. In pairs, students share the answers for question 1 and question 2 from their information search (Rally Robin activity).
4. Students are explained about Law of Reflection.
6. (Homework: Students answer question 5 through self-learning)

RPH Guidelines
Questions and
(PL)
5.4 Refraction of Waves Textbook 5.4.1 Describe refraction of waves Q1 TP1

pg 194 – 201
5.4.2 Draw diagrams to show the refraction of waves for two Q2 TP2
different depths
5.4.3 Explain natural phenomena of refraction of waves in Q3 TP2
daily life. 140 –
Q4 TP3
5.4.4 Solve problems involving refraction of waves 142
Q5 TP3
TP2, TP3,
Q6
TP4
Ripple tank or Laptop and LCD projector Rally Robin, Gallery Walk Applying, Analysing
Environmental education Bubble Map Being independent

PdPc Ideas
1. Conduct the activity or watching video regarding refraction of plane water wave with ripple tank to see the wavefronts before and after
refraction in term of wavelength and direction of wave propagation.
3. Students are explained about concept of Refraction.
4. In group, students answer questions 3-5.
5. Students compare their answers (for questions 3-5) with other groups through a Gallery Walk activity.
6. (Homework: Students answer question 6 through self-learning)
RPH Guidelines
Questions and
(PL)
5.5 Diffraction of Waves Textbook 5.5.1 Describe diffraction of waves Q1 TP1

pg 202 – 209
5.5.2 Determine factors affecting diffraction of waves Q2 TP2
5.5.3 Draw diagrams to show the pattern of diffraction of
water waves and the effect of diffraction of light waves Q3 TP2 143 –
5.5.4 Explain the applications of diffraction of waves in daily
life Q4 TP2 144
Q5 TP4
Q6 TP2
ICT: Laptop and LCD projector Team Stand and Share Analysing
Real Object: Ripple tank, single slit experiment set
Environmental education Double Bubble Map –

PdPc Ideas
1. Watching video or conduct experiment of ripple tank to observe the pattern of diffraction of water wave.
2. Students conducts the Team Stand and Share activity to answer question 1 and question 2.
3. Students are explained the factors that affect the effect diffraction.
4. Students answer questions 3-5 through discussion in their respective groups.
5. Students find information regarding occurrence involving diffraction of wave.
7. Conclusion of lesson is made by highlighting the outcome of single slit experiment.

RPH Guidelines
Questions and
(PL)
5.6 Interference of Waves Textbook 5.6.1 Describe the principle of superposition of waves Q1 TP1
pg 210 – 219
5.6.2 Describe the pattern of interference Q2 TP2
5.6.3 Relate λ, a, x and D for the wave interference pattern 145 –
Q3 TP4 147
Q4 TP2
ICT: Laptop and LCD projector Fan-N-Pick Analysing

Real object: Digital ripple tank, slinky spring
Entrepreneurship Double Bubble Map Cooperation

PdPc Ideas
1. Conduct the hands on activity regarding superposition with slinky spring or watch video of ripple tank to observe the pattern of interference
of water wave.
2. Students are divided into groups.
3. Students conducts the Fan-N-Pick activity.
4. According to turns, students answer question 1 and question 2.
5. Students are explained regarding the pattern of interference of waves.
6. Students answer question 3 through group discussion.
7. Students are explained regarding the formula of wave interference.
8. As homework, students answer question 4 individually.
RPH Guidelines
Questions and
(PL)
5.6 Interference of Waves Textbook 5.6.4 Solve problems involving interference of waves Q5 TP3
pg 210 – 219
5.6.5 Communicate on the applications of interference of
waves in daily life.
Q6 TP3
147 –
Q7 TP4
150
Q8 TP6
ICT: Laptop and LCD projector Gallery Walk Applying, Analysing, Creating
Entrepreneurship Double Bubble Map Cooperation

PdPc Ideas
1. Watch animation video to show the applications of interference in daily life.

2. Students are recalled about the formula of wave interference.
3. In groups, students answer question 5 and question 6.
4. Students find the information regarding the application of wave interference from textbook to answer question 7.
5. Students are guided to do experiment based on question 8.
7. Students compare their answers for question 7 and question 8 through Gallery Walk.

RPH Guidelines
Questions and
(PL)
5.7 Electromagnetic Waves 5.7.1 Characterise electromagnetic waves Q1 TP1
Textbook 5.7.2 State the components of the electromagnetic
pg 220 – 224
spectrum according to wavelengths and frequencies. Q2 TP2
5.7.3 Communicate to explain about the applications of
151 –
each component in the electromagnetic spectrum in Q3 TP2 152
daily life.
Q4 TP2
LCD projector Rally Robin –
Science and technology Flow Chart Responsibility

PdPc Ideas
1. Watch video regarding the introduction to electromagnetic waves.

4. Students are explained about electromagnetic waves.

STRATEGY PdPc
CHAPTER
Light and Optics
6 Cahaya dan Optik
RPH Guidelines
Questions and
(PL)
6.1 Refraction of Light Textbook 6.1.1 Describe refraction of light Q1 TP1
pg 232 – 241
Q2 TP1
165 –
Q3 TP2
166
Q4 TP2
Q5 TP3
Textbook, calculator, mahjong paper and marker Pair and Check Applying
Language – Interested and curious to know more

PdPc Ideas

2. Students solve problems with their partner.
3. After solve all the problems, students share the answer to other students in class.
4. Students complete activities in questions 1-5.
RPH Guidelines
Questions and
(PL)
6.1 Refraction of Light 6.1.2 Explain refractive index, n.
Textbook
pg 232 – 241 Q6 TP2 166
Textbook, paper and pen Rally table –
Language Bubble map Flexible and open minded

PdPc Ideas
1. In pairs, students gather information about refractive index.

2. Students discuss with partner and draw bubble map.
RPH Guidelines
Questions and
(PL)
6.1 Refraction of Light 6.1.3 Conceptualize Snellʼs Law
Textbook
pg 232 – 241 Q7 TP2, TP3 167

Textbook, calculator, paper and pen Round table Applying
Language, ICT – Collaboration, interested and curious

PdPc Ideas
1. In group of four, students gather information about

(i) refractive index of a few substances such as oil, ice, glass and diamond
(ii) relationship between refractive index and density.
2. Discuss in group.
3. Present the findings
RPH Guidelines
Questions and
(PL)
6.1 Refraction of Light 6.1.4 Experiment to determine the refractive index, n for Q8 TP5
Textbook
pg 232 – 241
glass block or perspex
168 –
Q9 TP1 170
Apparatus and materials, textbook, paper and pen. Roam the room Evaluating
Language, Mathematics – Honest and accurate in recording and

validating data
PdPc Ideas
1. In group of four, students carry out experiment based on question 8.
2. One of the members of each group will move to other group to observe the other group findings.
3. Students return to group and share the findings from other group .
4. Students complete the question 8 and question 9.
RPH Guidelines
Questions and
(PL)
6.1 Refraction of Light Textbook 6.1.5 Explain real depth and apparent depth. Q10 TP2
pg 232 – 241
Q11 TP3
170 –
Q12 TP2 171
Q13 TP3
Textbook, paper and pen Rally table Applying
Language – Diligent and persistent in completing tasks

PdPc Ideas
1. In pairs, students complete question 10 and complete ray diagram in question 11.
2. After that, students write the formula in question 12 and solve problem in question 13.

RPH Guidelines
Questions and
(PL)
6.1 Refraction of Light Textbook 6.1.6 Experiment to determine refractive index of a medium 171 –
pg 232 – 241
using real depth and apparent depth. Q14 TP5
174
Apparatus and materials, textbook, calculator, paper Roam the room Evaluating
and pen.
Language, Mathematics – Honest and accurate in recording and

validating data
PdPc Ideas

2. One of the member of each group will move to other group to observe the other group findings.
3. Students return to group and share the findings from other group.
4. Students complete the experiment and question 14.
RPH Guidelines
Questions and
(PL)
6.1 Refraction of Light Textbook 6.1.7 Solve problems related to refraction of light. 174 –
pg 232 – 241 Q15 TP3
175
Textbook, calculator, paper and pen Pair and check Applying
Language – Interested and curious to know

PdPc Ideas
1. Students in pairs, given questions to solve.

2. Students discuss with partner.
3. Students share answer discussed with other group.
4. Students solve problem in question 15.
RPH Guidelines
Questions and
(PL)
6.2 Total Internal Reflection Textbook 6.2.1 Describe critical angle and total internal reflection. Q1 TP1, TP2
pg 242 – 250
Q2 TP1 176
Q3 TP1, TP2
Textbook, calculator, pen and paper Think-Pair-Share –
Language Circle Map Collaborate and self-confidence

PdPc Ideas
1. In pairs, students are required to discuss the conditions for total internal reflection.
2. After discussion, students write answer for question 1 and question 2.
3. Students draw circle map to define total internal reflection and critical angle.
RPH Guidelines
Questions and
(PL)
6.2 Total Internal Reflection Textbook 6.2.2 Relate critical angle with refrative index, n,
pg 242 – 250
n=
1 Q4 TP3 177
sin c
Textbook, paper and pen Think-Pair-Share Applying
Language – Cooperation, diligent and persistent in

completing tasks
PdPc Ideas
1. In pairs, students carry out activity in question 4.

2. Students discuss with partners the answers.
3. Students write formula for critical angle and calculate critical angle in the activity.
RPH Guidelines
Questions and
(PL)
6.2 Total Internal Reflection Textbook 6.2.3 Communicate to explain natural phenomena and Q5 TP2
pg 242 – 250
applications of total internal reflection in daily life.
Q6 TP1
177 –
Q7 TP3
180
Q8 TP3
Q9 TP4
Textbook, websites, reading materials from the library, Gallery Walk Applying, Analysing
mahjong paper and marker pen.
Language – Appreciating science as means to

understands nature
PdPc Ideas
1. Students in group of four, brainstorming about the application of total internal reflection in
(a) formation of mirage
(b) formation of rainbow
(c) periscope and fiber optics
2. Students draw mind map to show group findings.
3. Students paste the information on the table.
4. Students move to other station to observe findings of other groups.
5. Students return to group and report findings from other groups.
6. Students complete question 5-9.

RPH Guidelines
Questions and
(PL)
6.2 Total Internal Reflection Textbook 6.2.4 Solve problems involving total internal reflection Q10 TP3
pg 242 – 250
180 –
Q11 TP3
181
Q12 TP4
Textbook, paper and pen Think-pair share Applying, Analysing
Language – Collaboration and diligent

PdPc Ideas

2. Students write answers in the same paper
3. Students complete the answers for questions 10-12.
RPH Guidelines
Questions and
(PL)
6.3 Image Formation by Lenses 6.3.1 Identify convex lenses as converging lenses and
Textbook concave lenses as diverging lenses Q1 TP1, TP2 182
pg 251 – 258
Textbook, lenses, ray box, white paper and pen Pair-and-Check –
Language – Interested and curious to know

PdPc Ideas
1. Students in pairs, carry out activity to show

(i) convex lens as converging lens
(ii) concave lens as diverging lens
2. Students discuss about terms used such as principle axis, centre of lens and others.
RPH Guidelines
Questions and
(PL)
6.3 Image Formation by Lenses 6.3.2 Estimate focal length for a convex lens using distant Q2 TP4
object.
183 –
Textbook
pg 251 – 258
Q3 TP2 184
Textbook, pen, paper, apparatus and materials and Round Table Analysing
calculator
Language – Collaboration and ethical

PdPc Ideas
1. In group of four, students carry out activity in question 2.

2. Students share their findings for activity with other groups.
3. Then, students discuss in group, method to draw ray diagrams.
RPH Guidelines
Questions and
(PL)
6.3 Image Formation by Lenses 6.3.3 Determine the position and features of images formed Q4 TP4
Textbook by :
pg 251 – 258
(i) convex lens 185 –
Q5 TP4
(ii) concave lens 186
Q6 TP4
Textbook, lens, ruler, lens holder, ray box, white paper Think-Pair-Share Analysing
and pen
Language – Diligent and persistent in completing tasks

PdPc Ideas
1. In pairs, students carry out activity using apparatus and materials to investigate the image characteristics for convex lens and concave lens.
2. Students discuss findings of activity with partners.
3. After solve all problems, students share answers with other groups.
RPH Guidelines
Questions and
(PL)
6.3 Image Formation by Lenses
6.3.4 Explain linear magnification, m as m =
v 187 –
Q7 TP2
Textbook
pg 251 – 258
u 188
Textbook, websites, reading materials from the library, Pair and Check –
paper and pen.
Language Tree map Flexibe and open minded

PdPc Ideas
1. In pairs, students observe video simulations for linear magnification.
2. Students discuss with partner about the relationship between size of image with image distance and object distance.
3. Students complete tree map in question 7.
RPH Guidelines
Questions and
(PL)
6.4 Thin Lens Formula Textbook 6.4.1 Experiment to: Q1 TP1

pg 259 – 262
(i) Investigate the relationship between object
distance, u and image distance, v for a convex 189 –
lens. Q2 TP5
(ii) Determine the focal length of a thin lens using 193
1 1 1
lens formula: = + Q3 TP4
f u v

Apparatus and materials, text book, paper and pen. Roam the room Analysing, Evaluating
Language, Mathematics Double bubble map Honest and accurate in recording and
validating data
PdPc Ideas
2. One of the members of each group will move to other group to observe the other group findings.
3. Students return to group and share the findings from other group.
RPH Guidelines
Questions and
(PL)
6.4 Thin Lens Formula 6.4.2 Solve problems using thin lens formula for convex and
Textbook
pg 259 – 262
concave lens.
Q4 TP3 193
Textbook, pen, paper and calculator Trade-A-Problem Applying
Language, Algorithm – Collaboration, dilligent and persistent in

completing task
PdPc Ideas
1. In group of five, students create or find questions and give to other groups.
2. Students solve the questions with group members.
3. After all finished solve the problems, students share answers to other groups.
RPH Guidelines
Questions and
(PL)
6.5 Optical Instruments 6.5.1 Justify the usage of lenses in optical instruments such Q1 TP4
Textbook
pg 263 – 269
as magnifying lens, telescope and microscope.
194 –
Q2 TP2 196
Textbook, websites, reading materials from the library, Gallery Walk Analysing
mahjong paper and marker
Language – Appreciating the contributions of science

and technology
PdPc Ideas
1. In group of four, students gather information and discuss the application of lens in optical instrument such as,
(i) magnifying glass
(ii) Microscope
(ii) Telescope
2. Students write the information on mahjong paper and paste it on the table of their group.
3. Students moves to other station to observe the findings of other groups.
4. Students return to group and report the findings from other groups.

RPH Guidelines
Questions and
(PL)
6.5 Optical Instruments 6.5.2 Design and build a compound microscope and
Textbook
pg 263 – 269
astronomical telescope.
Q3 TP2 196
Textbook, websites, reading materials from the library, Three stray, one stay –
Language, Information technology Double Bubble Map Collaboration, flexible and open minded
PdPc Ideas
1. In group of four, students gather information about optical instruments suach as compound microscope and telescope.
2. Three of the group members will move to other groups to obtain informations
3. One of the member of the group will stay to give explanation to members of groups.
4. Students in group will alternately give explanation and go to other groups.
5. After finish all the explanations, students complete question 3.
RPH Guidelines
Questions and
(PL)
6.5 Optical Instruments 6.5.3 Communicate application of small lenses in optical

Textbook
pg 263 – 269
instrument technology.
Q4 TP2, TP6 197
Textbook, websites, reading materials from the library, Think-Pair-Share –

Language Bubble map Appreciating the contribution of science

and technology,
PdPc Ideas
1. In pairs, students gather informations about the use of small lenses in smartphone and closed circuit camera CCTV.
2. Students discuss with partners their findings using ray diagrams.
4. Students present in graphic form about their findings.
RPH Guidelines
Questions and
(PL)
6.6 Image Fromation by Spherical 6.6.1 Determine position and features of image formed by: Q1 TP2
Mirror Textbook (i) concave mirror
pg 270 – 277
(ii) convex mirror Q2 TP2 197 –
Q3 TP3 200
Q4 TP4
Textbook, paper, pen, calculator Simultaneous Round table Applying, Analysing
Language - Collaboration, ethical

PdPc Ideas
1. In group of four, students brainstorming about

(i) the characteristics of image of spherical mirror
(ii) method to draw ray diagram for spherical mirrors
2. Students solve problems in their paper.
3. Students pass the answer clockwise to other members of the group to add or to correct their answers.
3. After finish all the brainstorming, students share answers with other groups.
RPH Guidelines
Questions and
(PL)
6.6 Image Fromation by Spherical 6.6.2 Explain the applications of concave and convex 200 –
Mirror Textbook mirrors in life. Q5 TP3
pg 270 – 277 201
Textbook, paper and pen Hot Seat Applying
Language Bubble map Appreciating the contribution of Science

and Technology
PdPc Ideas
1. In group, students brainstorming about the application of convex mirror and concave mirror.
2. One student from the group will seat on the chair in front of class, then, explain and answer questions from class.
3. Students complete bubble map in question 5.

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EMK i-THINK Nilai Murni

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– – Kerjasama, Yakin pada diri sendiri

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Alat dan radas makmal, Komputer, LCD – Mengaplikasi, Mencipta

BAB 2 EG 5 © Penerbitan Pelangi Sdn. Bhd.

Kemahiran untuk belajar – Kerjasama, Teliti, Jujur, Berdikari

Komputer, LCD Fan-n-Pick Mengaplikasi

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Kemahiran untuk belajar – Bertindak pantas, Menjaga kesihatan,

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