YEARLY LESSON PLAN PHYSICS F4 2021

SMK BUKIT JELUTONG
SCHEME OF WORK
PHYSICS
FORM 4
2021

1

SMK BUKIT JELUTONG
SCHEME OF WORK : FORM 4 PHYSICS 2021

Week CONTENT LEARNING STANDARD PERFORMANCE LEVEL Suggested Activities
STANDARD Notes
WEEK THEME : ELEMENTARY PHYSICS
1 1.1 Physical LEARNING AREA: 1.0 Measurement Note:
Quantities Physical quantities consist of base quantities and
20 – 22 Jan Pupils are able to: PL 1 : Recall knowledge and scientific skills derived quantities.
on Measurement. Physical quantities involve metric and imperial units.
1.1.1 Explain physical quantities. Examples of imperial unit: foot, inch, yard, mile, gallon, psi, etc.
Note:
1.1.2 Explain with examples base PL 2 : Understand Measurement, and able Seven base quantities and their corresponding S.I units:
quanti to comprehend the concept. ● length, (m)
● mass, m (kg)
1.1.3 Describe derived quantities PL 3 : Apply knowledge of Measurement to ● time, t (s)
in terms of base quantities and explain the occurrences or ● absolute temperature, T (K)
their phenomena of nature and perform ● electric current, I (A)
simple tasks. ● luminous intensity, Iv (cd)
corresponding S.I. units.ties ● quantity of matter, n (mol)
and derived quantities. PL 4 : Analyse information about
Measurement in daily life problem Suggested activity:
1.1.4 Explain with examples, solving about natural phenomena Discuss derived quantities in terms of base quantities and their
scalar quantities and vector corresponding S.I. units.
quantities. PL 5 : Evaluate to make judgement about Note:
Measurement in daily life problem Formulas are used to describe derived quantities in terms of base
solving and decision making to carry quantities and to determine their base
out a task. S.I. units.

PL 6 : Invent by applying the knowledge
and skills about Measurement in daily
life problem solving or decision
making to carry out activities/
assignments in a new situation
creatively and innovatively; giving due
consideration to the social/ economic/
cultural aspects.

2

WEEK 1.2 Scientific Pupils are able to: PL 1 : Recall knowledge and scientific skills Suggested activity:
1 Investigation on Measurement. Discuss different shape of graphs to show the relationship
1.2.1 Interpret graph to determine between two physical quantities such as:
20 – 22 Jan the relationship between two PL 2 : Understand Measurement, and able ● directly proportional
physical quantities. to comprehend the concept. ● increase linearly
● decrease linearly
1.2.2 Analyse graph to summarise PL 3 : Apply knowledge of Measurement to ● increase non-linearly
an investigation. explain the occurrences or ● decrease non-linearly
phenomena of nature and perform ● inversely proportional
simple tasks. Suggested activity:
Plot a graph from given data to:
PL 4 : Analyse information about ● state the relationship between two given variables
Measurement in daily life problem ● determine the gradient that represents a physical quantity
solving about natural phenomena ●determine the area under the graph that represents a physical
quantity
1.2.3 Carry out a scientific PL 5 : Evaluate to make judgement about ● determine the value of a physical quantity from interpolation
investigation and write a Measurement in daily life problem ● make predictions through extrapolation
complete report for the solving and decision making to carry
Simple Pendulum out a task. Suggested activity:
Experiment. Carry out a Simple Pendulum Experiment to
PL 6 : Invent by applying the knowledge investigate the relationship between the length of
and skills about Measurement in daily pendulum, and the period of oscillation, T from the
life problem solving or decision graph:
making to carry out activities/ ● T against l
assignments in a new situation ● T2against l
creatively and innovatively; giving due The graphs plotted must:
consideration to the social/ economic/ ● have a suitable scale based on the range of data obtained
cultural aspects. ● be drawn using the best fit line method
The value of g is determined from the gradient of the
graph of T2 against l using the formula:

The value of g obtained from the experiment is compared to the

standard value. The difference in the obtained value and the
standard value has to be justified.

3

Week CONTENT LEARNING STANDARD PERFORMANCE LEVEL Suggested Activities Notes
STANDARD

THEME : NEWTONIAN MECHANICS
LEARNING AREA: 2.0 Force and Motion I

3.0 Gravitation1.0 Measurement

WEEK 2 2.1 Linear Pupils are able to: PL 1 : Recall knowledge and
25-29 Jan Motion 2.1.1 Describe the type of scientific skills on Force and
Motion.
Cuti linear motion of an Note:
HARI object in the following PL 2 : Understand Force and Motion, Discuss motion in terms of its displacement, velocity
THAIPUSAM states: and able to comprehend the and acceleration.
28 Jan 2021 (i) stationary concept.
(ii) uniform velocity Suggested activity:
(iii) non-uniform velocity PL 3 : Apply knowledge of Force and
Motion to explain the Carry out activities using a ticker timer and ticker tapes to
2.1.2 Determine: occurrences or phenomena of determine the displacement, velocity, acceleration and
(i) distance and displacement nature and perform simple tasks. deceleration for an object in linear motion.
(ii) speed and velocity Introduce photogates and electronic timer to determine
PL 4 : Analyse information about displacement, velocity, acceleration and deceleration with
(iii) acceleration/deceleration Force and Motion in daily life higher accuracy.
problem solving about natural
2.1.3 Solve problems phenomena. Note:
involving linear motion
using the following PL 5: Evaluate to make judgement Derivation of the formulas is required.
equations: about Force and Motion in daily Problem solving involves linear motion with uniform
life problem solving and acceleration only.
decision making to carry out a
task.

PL 6 : Invent by applying the
knowledge and skills about
Force and Motion in daily life
problem solving or ecision
making to carry out activities/
assignments in a new situation
creatively and innovatively;
giving due consideration to the
social/ economic/ cultural
aspects.

4

Week 2.2 Linear Pupils are able to: PL 1 : Recall knowledge and Suggested activity:
3&4 Motion scientific skills on Force
2.2.1 Interpret types of motion Pupils use "Data Logger" or appropriate smartphone
1-5 Feb Graphs from the following: and applications such as "Tracker" to map the motion of an object
8-12 Feb Motion. in the form of the following:
(i) displacement-time graph
(ii) velocity-time graph PL 2 : Understand Force and • displacement-time graph
(iii) acceleration-time graph Motion, • velocity-time graph
• acceleration-time graph
and able to comprehend the
concept.

2.2.2 Analyse displacement- PL 3 : Apply knowledge of Force Subsequently, analyse motion from the graphs.
time graph to determine and Motion to explain the
distance, displacement and occurrences or phenomena Note:
velocity. of nature and perform
simple tasks. Average speed and average velocity can be determined using
2.2.3 Analyse velocity-time displacement-time and velocity-time graph.
graph to determine PL 4 : Analyse information about
distance, displacement, Force and Motion in daily Note:
velocity and life problem solving about
acceleration. natural phenomena. Problem-solving involves linear motion with uniform
acceleration only.
2.2.4 Convert and sketch: PL 5: Evaluate to make judgement
(i) displacement-time graph to about Force and Motion in
velocity-time graph and daily life problem solving
vice-versa and decision making to carry
(ii) velocity-time graph to out a task.
acceleration-time
graph and vice-versa. PL 6 : Invent by applying the
knowledge and skills about
2.2.5 Solve problems involving Force and Motion in daily
linear motion graphs. life problem solving or
decision
making to carry out
activities/ assignments in a
new situation creatively and
innovatively; giving due
consideration to the social/
economic/ cultural aspects.

5

CUTI PERAYAAN YANG DIPERUNTUKKAN KPM 10 – 11 FEB 2021

CUTI TAHUN BARU CINA 12 – 13 FEB 2021

Suggested activity:

WEEK 5 2.3 Free Fall Pupils are able to: PL 1 : Recall knowledge and
15-19Feb Motion
scientific skills on Force Watch a video on free fall motion.

and Motion. Carry out an activity for an object falling with and without air

2.3.1 Explain with examples free resistance.

fall motion and PL 2 : Understand Force and Note:
gravitational acceleration Motion, and able to Qualitative explanation on the motion of an object falling in a

comprehend the concept.

PL 3 : Apply knowledge of Force uniform gravitational field.

and Motion to explain the

occurrences or phenomena Suggested activity:

of nature and perform

simple tasks. Use photogates to determine gravitational acceleration, g.

2.3.2 Experiment to determine the PL 4 : Analyse information about Compare the value of g obtained to the actual value of g at the
value of gravitational Force and Motion in daily Equator.
acceleration. life problem solving about
natural phenomena. Note:

2.3.3 Solve problems involving PL 5: Evaluate to make judgement The value of g is approximately 9.78 m s-2 at the Equator and
the Earth’s gravitational about Force and Motion in 9.83 m s-2 at the poles.
acceleration for objects in daily life problem solving
free fall. and decision making to carry Note:
out a task.
Value of g is positive when the object is moving downwards
PL 6 : Invent by applying the and negative when it is moving upwards.
knowledge and skills about
Force and Motion in daily
life problem solving or
decision
making to carry out
activities/ assignments in a
new situation creatively and
innovatively; giving due
consideration to the social/
economic/ cultural aspects.

6

WEEK 6 2.4 Inertia Pupils are able to: PL 1 : Recall knowledge and Suggested activity:
22-26 Feb scientific skills on Force
2.4.1 Explain with examples Carry out an activity to demonstrate the concept of inertia.
the concept of inertia and Introduce Newton’s first law of motion
Motion.
2.4.2 Experiment to find the Note:
relationship between PL 2 : Understand Force and
inertia and mass. Motion, and able to
comprehend the concept.
2.4.3 Justify the effects of
inertia in daily life.. PL 3 : Apply knowledge of Force Newton's First Law of motion states that an object will remain
and Motion to explain the stationary or move with constant velocity if no external force
occurrences or phenomena acts on it.
of nature and perform Inertia is not a physical quantity.
simple tasks.
Suggested activity:
PL 4 : Analyse information about
Force and Motion in daily Carry out an experiment using an inertial balance to determine
life problem solving about the relationship between mass and inertia.
natural phenomena. Discuss why an inertial balance can be used to measure mass
in outer space.
PL 5: Evaluate to make judgement
about Force and Motion in Suggested activity
daily life problem solving :
and decision making to carry Discuss:
out a task. ● Examples of situations in daily life

PL 6 : Invent by applying the involving inertia.
knowledge and skills about ● Positive and negative effects of
Force and Motion in daily
life problem solving or inertia.
decision ● Methods of reducing the negative
making to carry out
activities/ assignments in a effects of inertia.
new situation creatively and
innovatively; giving due
consideration to the social/
economic/ cultural aspects.

7

WEEK 7 2.5 Pupils are able to: PL 1 : Recall knowledge and Suggested activity:
1-5 Mac Momentum scientific skills on Force Carry out activities to investigate how the mass and velocity
2.5.1 Explain momentum, p as the of an object influence the effect of stopping the object.
product of mass, m and and Motion. Discuss the definition of momentum, the unit of momentum
velocity, v. and momentum as a vector quantity.
p = mv PL 2 : Understand Force and Discuss the applications of the concept of momentum in daily
Motion, and able to comprehend life .
2.5.2 Apply the Principle of the concept.
Conservation of Momentum Suggested activity:
in collision and explosion PL 3 : Apply knowledge of Force Investigate situations involving the Principle of Conservation
and Motion to explain the of Momentum in everyday life.
occurrences or phenomena Use the Dynamic Trolley Kit to investigate the Principle of
of nature and perform Conservation of Momentum.
simple tasks.

PL 4 : Analyse information about Carry out project based learning:
Force and Motion in daily ● Research on rocket launching technology, based on the
life problem solving about
natural phenomena. Principle of Conservation of Momentum.
● Design, build and launch water rockets.
PL 5: Evaluate to make judgement ● Write a report on the application of the Principle of
about Force and Motion in
daily life problem solving Conservation of Momentum in water rocket launching
and decision making to carry technology
out a task. Note:
Discussion is restricted to collision and explosion in one
dimension.

PL 6 : Invent by applying the • PBL(1)
knowledge and skills about
Force and Motion in daily
life problem solving or
decision
making to carry out
activities/ assignments in a
new situation creatively and
innovatively; giving due
consideration to the social/
economic/ cultural aspects.

8

WEEK 8 2.6 Force Pupils are able to: Suggested activity:
8-12 Mac
2.6.1 Define force as the rate of Carry out activities to generate ideas on the relationship
change of momentum. between:
● force and acceleration
2.6.2 Solve problems involving ● mass and acceleration
F= ma
Introduce Newton’s second law of motion.

Note:

Newton’s second law of motion states that the rate of change
of momentum is directly proportional to the force and acts in
the direction of the force:

WEEK 9 2.7 Impulse Pupils are able to: PL 1 : Recall knowledge and Suggested activity:
15-19 Mac and scientific skills on Force
Impulsive 2.7.1 Communicate to explain Carry out activities and discuss:
Force impulse and impulsive force. and
Motion. ● the effect of increasing or decreasing time of impact on the
2.7.2 Solve problems involving magnitude of impulsive force.
impulse and impulsi PL 2 : Understand Force and
ve force. Motion,and able to ● situations and applications involving impulse in daily life.
comprehend the concept. ● situations and applications involving impulsive force in the

safety features in vehicles.

PL 3 : Apply knowledge of Force Introducing Newton’s third law of motion.
and Motion to explain the
occurrences or phenomena Note:
of nature and perform Newton’s third law of motion states that for every action,
simple tasks. there is an equal but opposite reaction.

9

PL 4 : Analyse information about Impulse is the change of momentum:
Force and Motion in daily Impulse, Ft = mv – mu
life problem solving about
natural phenomena. Impulsive force is the rate of change of momentum in
collisions that happen in a short period of time.
PL 5: Evaluate to make judgment
about Force and Motion in
daily life problem solving
and decision making to carry
out a task.

WEEK 10 2.8 Weight Pupils are able to: PL 6 : Invent by applying the Note:
22-26 Mac knowledge and skills about
2.8.1 Describe weight as the Force and Motion in daily Gravitational field strength, g is the force on a unit
gravitational force that acts life problem solving or mass due to gravitational attraction.
on an object, W = mg decision For an object on Earth, g = 9.81 N kg-1
making to carry out
activities/ assignments in a Suggested Project:
new situation creatively and
innovatively; giving due Design a model of a vehicle that applies Newton’s laws
consideration to the social/ of motion.
economic/ cultural aspects.

CUTI PERTENGAHAN PENGGAL
27 Mac - 4 April 2021

10

LEARNING AREA: 3.0 Gravitation

WEEK 3.1 Law of Pupils are able to: Suggested activity:
11 & 12
Universal 3.1.1 Explain Newton’s PL 1 : Recall knowledge and Discuss that the gravitational force exists between two objects
5-9 April Gravitation Universal Law of scientific skills on in the universe.
12-16 April Gravitation: Gravitation.
Note:
PL 2: Understand Gravitation,
and able to comprehend the Gravitational force can be explained by Newton’s universal
concept. law of gravitation.
F is directly proportional to the product of mass of the objects
PL 3: Apply knowledge of and inversely proportional to the square of the distance
Gravitation to explain the between them. From the law:
occurrences or phenomena
of nature and perform simple
tasks.

3.1.2 Solve problems involving PL 4: Analyse information about where,
Newton’s Universal Law of Gravitation in daily life F = gravitational force between two objects
Gravitation for: problem solving about m1 = mass of first object
natural phenomena. m2 = mass of second object
(i) two static objects on the r = distance between the centre of the two objects
Earth PL 5 :Evaluate to make G = universal gravitational constant
judgement about Gravitation (G= 6.67 x10-11 N m2 kg-2)
(ii) objects on the Earth’s surface in daily life problem solving
(iii) Earth and satelites and decision making to carry Note:
(iv) Earth and Sun out a task Discuss the effects of mass and distance between
two objects on the gravitational force.
.
PL 6 : Invent by applying the Note:

knowledge and skills about
Gravitation in daily life
problem solving or decision
making to carry out
activities/ assignments in a

11

3.1.3 Relate gravitational new situation creatively and Deriving gravitational acceleration, g from:
acceleration, g on the innovatively; giving due
surface of the Earth with consideration to the social/
the universal gravitational economic/ cultural aspects.
constant, G

Thus, the gravitational acceleration,g is:

3.1.4 Justify the importance of M = mass of the Earth
knowing the values of r = distance between the centre of the Earth and centre of an
gravitational acceleration object (r = R+h)
of the planets in the R = radius of the Earth
Solar System h = height of an object from the surface of the Earth
Discuss the variation of g with h using the graph g
3.1.5 Describe the centripetal against h for:
force in the motion of ● r<R
satellites and planets ● r≥R
system.
Suggested activity:

Compare the values of gravitational acceleration for the moon,
the Sun and the planets in the solar system
Discuss the importance of knowing the gravitational
acceleration of planets in space exploration and sustainability
of life.
Carry out a multimedia presentation on the effects of gravity
on human growth based on:
● difference in density
● bone fragility
● size of lungs
● blood circulation system and blood pressure

12

3.1.6 Determine the mass of the Suggested activity:
Earth and the Sun using Carry out activities to understand centripetal force using a
Newton’s universal law of Centripetal Force Kit.
gravitation and centripetal Note:
force. Objects that orbit the Earth will experience free fall toward the
centre of the Earth.
13 Satellite and planetary motion systems are circular motions
which are constantly experiencing a centripetal acceleration, a
where:

v = linear velocity
r = radius of orbit
Suggested activity:
To determine the mass of the Earth and the Sun using:
● Newton’s universal law of gravitation

● centripetal force:

● speed of the Earth orbiting the Sun:

where,
r = average radius of orbit
T = period of the Earth orbiting the Sun

CUTI PERTENGAHAN PENGGAL
27 Mac – 4 April 2021

WEEK 13 3.2 Kepler’s Pupils are able to: PL 1 : Recall knowledge and Suggested activity:
Law scientific skills on Gravitation.
19-23
April 3.2.1 Explain Kepler’s Laws. PL 2: Understand Gravitation, Sketch an elliptical shape based on the elliptical dualfocus
and able to comprehend the concept using thread and pencil.
3.2.2 Express Kepler’s Third concept. Discuss that the elliptical orbits of the planets in the solar
Law system are almost circular.
T2 ∝ r3 PL 3: Apply knowledge of
Gravitation to explain the Note:
occurrences or phenomena Kepler’s first law: All planets move in elliptical orbits, with
of nature and perform simple the sun at one focus (Law of Orbits). Kepler’s second law: A
tasks. line that connects a planet to the sun sweeps out equal areas in
equal times (Law of Areas).
PL 4: Analyse information about Kepler’s third law: The square of the period of any planet is
Gravitation in daily life directly proportional to the cube of the radius of its orbit (Law
problem solving about of Periods).
natural phenomena.
Note:
PL 5 :Evaluate to make Derivation of the relationship is required. Kepler’s third law,
judgement about Gravitation T2 ∝ r3 can be derived from:
in daily life problem solving
and decision making to carry
out a task

.
PL 6 : Invent by applying the

knowledge and skills about
Gravitation in daily life
problem solving or decision
making to carry out
activities/ assignments in a
new situation creatively and
innovatively; giving due
consideration to the social/
economic/ cultural aspects.

14

3.2.3 Solve problems using
Kepler’s Third Law

Therefore, Kepler’s thrid law is expressed as T2 ∝ r3,
where,
● M is mass of the Sun; for the Sun and planetary

system
● M is mass of the Earth; for the Earth and satelite

system

Note:
From Kepler’s third law:

● For a planet that orbits the Sun;
r = the distance between the center of the planet and the
center of the Sun.

● For satellites orbiting the Earth; r = R + h (distance
between center of Earth and satellite center)
R = Earth radius = 6370 km
h = satellite elevation from Earth's surface

15

WEEK 14 3.3 Man Made Pupils are able to: Suggested activity:
26-30 April Satellite Orbital velocity of satellite is derived and determined
3.3.1 Describe how an orbit of a using centripetal force and Newton’s universal law of
Cuti Nuzul satellite is maintained at a gravitation.
Al-Quran specific height by setting the
necessary satellite’s Orbital velocity is calculated for satellites, such as,
velocity. ISS and Measat.
Discuss the effect on the satellite if the satellite’s velocity is
29 April less than its orbital velocity.
2021
Suggested activity:
3.3.2 Communicate on Search for information on geostationary and nongeostationary
geostationary and satellites in terms of its function and life span.
Present ideas in the form of folios, multimedia presentation
nongeostationary satellites. and others.
Note:
Examples of satelites : MEASAT, TiungSAT, RazakSAT,
Pipit, ISS and others.

16

3.3.3 Conceptualize escape PL 1 : Recall knowledge and Suggested activity:
Velocity scientific skills on
Describe the escape velocity of an object from the
Gravitation. Earth’s surface.

PL 2: Understand Gravitation, Note:
and able to comprehend the
concept. The escape velocity,v is the minimum velocity required by an
object on the Earth surface to overcome gravitational force
PL 3: Apply knowledge of and escape to space.
Gravitation to explain the Escape velocity is achieved when the minimum kinetic energy
occurrences or phenomena supplied to the object overcomes gravitational potential
of nature and perform simple energy.
tasks. Gravitational Potential Energy + Minimum Kinetic
Energy = 0
PL 4: Analyse information about The gravitational potential energy, U gained by an
Gravitation in daily life object at a distance, r from the centre of the Earth is:
problem solving about
natural phenomena.

PL 5 :Evaluate to make Where
judgement about Gravitation m = mass of object
in daily life problem solving M = mass of The Earth
and decision making to carry v = escape velocity
out a task
● Derivation of U is not required.
.
PL 6 : Invent by applying the Formula of escape velocity of an object from the
Earth’s surface is derived using U and EK:
knowledge and skills about
Gravitation in daily life Discuss why:
problem solving or decision ● Earth can maintain its atmospheric surface
making to carry out
activities/ assignments in a
new situation creatively and
innovatively; giving due
consideration to the social/
economic/ cultural aspects.

17

3.3.4 Solve problems involving ● aeroplane cannot escape from the Earth based on the Earth’s
the escape velocity,v for a escape velocity.
rocket from the Earth’s Escape velocity of the Earth = 11.2 km s-1
surface, the Moon’s
surface, Mars’ surface and Suggested activity:
the Sun’s surface.
Discuss escape velocity from the Earth’s surface, the Moon’s
surface, Mars’ surface and the Sun’s surface

PENTAKSIRAN SUMATIF 1
Week 15-18

3 Mei-28 Mei 2021

CUTI PERAYAAN YANG DIPERUNTUKKAN KPM
11-12 Mei 2021

CUTI HARI RAYA AIDIL FITRI
13-14 Mei 2021

CUTI PERTENGAHAN TAHUN
29 Mei -13 Jun 2021

18

THEME : HEAT
LEARNING AREA: 4.0 HEAT

WEEK 19 4.1 Thermal Pupils are able to: PL 1 : Recall knowledge and Suggested activity:
14-18 Jun Equilibrium 4.1.1 Explain with examples scientific skills on
Gravitation. Carry out an activity that shows thermal equilibrium
4.2 Specific thermal equilibrium in between two bodies in thermal contact.
Heat Capacity daily life. PL 2: Understand Gravitation, Discuss situations and applications of thermal equilibrium in
and able to comprehend the daily life.
4.1.2 Calibrate a liquid-in-glass concept.
thermometer using two fixed Suggested activity:
points. PL 3: Apply knowledge of
Gravitation to explain the Carry out an activity to calibrate a liquid-in-glass
Pupils are able to: occurrences or phenomena thermometer by using boiling point and melting point of
4.2.1 Explain heat capacity, C. of nature and perform simple distilled water for calibration.
tasks.
4.2.2 Define specific heat Suggested activity:
capacity of a material, c PL 4: Analyze information about
Gravitation in daily life Discuss heat capacity and examples of daily life situations
problem solving about involving heat capacity.
natural phenomena.
Suggested activity:
PL 5 :Evaluate to make judgment
about Gravitation in daily Gather information to compare the specific heat capacity of
life problem solving and different materials such as water, oil, aluminum, copper, and
decision making to carry out other materials.
a task Note:

.
PL 6 : Invent by applying the

knowledge and skills about
Gravitation in daily life
problem solving or decision
making to carry out
activities/ assignments in a

19

4.2.3 Experiment to determine: new situation creatively and
(i) the specific heat capacity innovatively; giving due
of water consideration to the social/
(ii) the specific heat capacity economic/ cultural aspects.
of aluminum
Suggested activity:
4.2.4 Communicate to explain the
applications of specific Gather information and report on the applications of specific
heat capacity in daily life, heat capacity in daily life, material engineering and natural
material engineering and phenomena.
natural phenomena.
Note:

Examples of specific heat capacity application in daily life:

● selection of traditional building materials in various climate
zones

● cooking utensils
● car radiator system

Examples of application of specific heat capacity in material
engineering:
● outer layer of a spacecraft
● production of the latest materials in the construction of

green buildings
● cooking utensils
Examples of natural phenomena involving specific heat
capacity:
● land breeze
● sea breeze

20

4.2.5 Solve problems involving Note:
specific heat capacity using
formula: Problem solving involving:
Q = mc ΔѲ
Q = mc ΔѲ
Pt = mc ΔѲ
P = electric power (W)
t = time (s)
Assumptions made in problem solving should be explained.
Carry out project-based learning:

Build a model of a cluster home that can reduce the
problem of extreme temperatures (refer to PdP STEM
Physics Resources at www.bpk.moe.gov.my).

• PBL (2)

WEEK 20 4.3 Specific Pupils are able to: Suggested activity:
21-25 Jun Latent 4.3.1 Explain latent heat.
Explain the concept of latent heat in terms of molecular
Heat 4.3.2 Define: bonding during melting and boiling.
(i) specific latent heat, l
PL 1 : Recall knowledge and Suggested activity:
(ii) specific latent heat of fusion, scientific skills on
ℓf Gravitation. Compare and discuss:
● Specific latent heat of fusion of ice and wax
(iii) specific latent heat of PL 2: Understand Gravitation, ● Specific latent heat of evaporation of water, oil and
evaporization, ℓv and able to comprehend the
concept. other substances

PL 3: Apply knowledge of Note:
Gravitation to explain the
Specific latent heat, ℓ is the quantity of heat, Q absorbed or
21 released during change of phase of 1 kg of a substance at
constant temperature.

occurrences or phenomena of

nature and perform simple

4.3.3 Experiment to determine: tasks. Suggested activity:
(i) specific latent heat, ℓf of
PL 4: Analyse information about Compare and discuss the value of the
fusion of ice. Gravitation in daily life ● specific latent heat of fusion of ice, ℓf and specific latent
problem solving about
(ii) specific latent heat of natural phenomena. heat of vaporization of water, ℓv
evaporation, ℓv of water ● the values of ℓf and ℓv obtained from experiments with

standard values.

4.3.4 Communicate to explain PL 5 :Evaluate to make Suggested activity:
the applications of specific judgement about Gravitation
latent heat in daily life. in daily life problem solving Carry out an activity to show that evaporation causes
and decision making to carry cooling such as blowing air into alcohol.
4.3.5 Solve problems involving out a task Discuss the applications of specific latent heat in daily
latent heat. life such as:
. ● the cooling system in a refrigerator
PL 6 : Invent by applying the ● sweat evaporation from certain fabrics
● the steaming of food
knowledge and skills about
Gravitation in daily life Note:
problem solving or decision The formula used is:
making to carry out Q=mℓ
activities/ assignments in a Pt = m ℓ
new situation creatively and Assumptions made in problem solving should be stated.
innovatively; giving due
consideration to the social/
economic/ cultural aspects.

WEEK 21 4.4 Gas Laws Pupils are able to: Suggested activity:

28 Jun – 2 4.4.1 Explain pressure, Observe computer simulations or models to understand the
July temperature and volume of behaviour of gas molecules.
gas in terms of the
behaviour of gas molecules
based on the Kinetic
Theory of Gas.

22

4.4.2 Experiment to determine PL 1 : Recall knowledge and Suggested activity:
the relationship between scientific skills on
the pressure and volume of Gravitation. Deduce Boyle’s law by discussing the experimental results
a fixed mass of gas at based on the P-V graph.
constant temperature PL 2: Understand Gravitation, Note:
and able to comprehend the Boyle's law states that for a fixed mass of gas, pressure is
concept. inversely proportional to volume at constant temperature.

4.4.3 Experiment to determine PL 3: Apply knowledge of PV = k, k is a constant
the relationship between Gravitation to explain the P = gas pressure (Pa)
the volume and occurrences or phenomena V = gas volume (m3)
temperature of a fixed mass of nature and perform simple
of gas at constant pressure. tasks. Suggested activity:

4.4.4 Experiment to determine PL 4: Analyse information about Discuss the experimental results including:
Gravitation in daily life
the relationship between problem solving about ● extrapolation of V-θ graph, to show that when
the pressure and natural phenomena. V=0, θ = - 273 0C

temperature of a fixed PL 5 :Evaluate to make ● absolute zero temperature and Kelvin scale
judgement about Gravitation ● V-T graph where T is absolute temperature
mass of gas at constant in daily life problem solving ● deduce Charles's law
volume. and decision making to carry
out a task Note:

. Charle’s law states that for a fixed mass of gas, volume is
PL 6 : Invent by applying the directly proportional to absolute temperature at constant
pressure. ,where
knowledge and skills about
Gravitation in daily life k is a constant
problem solving or decision T = absolute temperature (K)
making to carry out
activities/ assignments in a
new situation creatively and
innovatively; giving due
consideration to the social/
economic/ cultural aspects.

23

4.4.5 Solve problems involving Suggested activity:
pressure, temperature and
volume for a fixed mass of Discuss experimental results that include:
gas using Gas law formulas. ● extrapolation of p-θ graph to indicate when

p=0, θ= -273 0C.
● p-T graph, where T is absolute temperature
● deduce Gay-Lussac law

Note:

Gay-Lussac’s law states that for a fixed mass of gas, pressure
is directly proportional to absolute temperature at constant
volume (p ∝ T).

Note:

The formulas used:

24

Week CONTENT LEARNING STANDARD PERFORMANCE LEVEL Suggested Activities
STANDARD Notes
WEEK
22 5.1 THEME : WAVES, LIGHT AND OPTICS
Fundamentals of
5-9 July Waves LEARNING AREA: 5.0 WAVE
6.0 LIGHT AND OPTICS

Pupils are able to: PL 1: Recall knowledge and scientific Suggested activity:
5.1.1 Describe waves. skills on Waves. Carry out activities to investigate the
production of waves through oscillating
5.1.2 State the types of waves. PL 2 Understand Waves, and able to systems or vibrations.
comprehend the concept. Carry out activities using ripple tank/
slinky/ computer simulations to generate
PL 3: Apply knowledge of Waves to explain the idea that wave transfers energy without
the occurrences or phenomena of nature transferring matter.
and perform simple tasks.
Note:
PL 4: Analyze information about Waves in Two types of waves:
daily life problem solving about natural ● Progressive waves
phenomena. ● Stationary waves

PL 5 : Evaluate to make judgment about Progressive waves are waves where the
Waves in daily life problem solving and profile of the wave changes with time.
decision making to carry out a Progressive waves consist of:
task. ● Transverse waves
● Longitudinal waves
PL 6: Invent by applying the knowledge and
skills about Waves in daily life problem Stationary waves are waves where the
solving or decision making to carry out profile of the waves does not change with
activities/ assignments in a new situation time.
creatively and innovatively; giving due
consideration to the social/ economic/ Examples of stationary waves are waves
cultural aspects. produced by musical instruments.
Discussion on stationary waves is
restricted to its meaning and shape only.

Waves are categorized into

25

● Mechanical waves
● Electromagnetic waves
For example:
Mechanical waves – water and sound
waves
Electromagnetic waves – light and radio
waves

5.1.3 Compare transverse waves and PL 1: Recall knowledge and scientific Suggested activity :
longitudinal waves. skills on Waves.
Carry out activities using ripple tank/
5.1.4 Explain the characteristics of PL 2 Understand Waves, and able to slinky spring/ computer simulations to
waves: comprehend the concept. explain transverse waves and longitudinal
(i) Amplitude (a) waves.
(ii) Period (T) PL 3: Apply knowledge of Waves to explain Give examples of transverse waves and
(iii) Frequency (f) the occurrences or phenomena of nature longitudinal waves.
(iv) wavelength (λ) and perform simple tasks.
(v) wave speed (v) Note:

PL 4: Analyse information about Waves in Examples of transverse waves are water
daily life problem solving about natural waves, radio waves and light waves.
phenomena. An example of longitudinal wave is sound
waves.
PL 5 : Evaluate to make judgement about
Waves in daily life problem solving and Suggested activity:
decision making to carry out a
task. Define the following wave terms:

PL 6: Invent by applying the knowledge and ● Amplitude (a)
skills about Waves in daily life problem ● Period (T)
solving or decision making to carry out ● Frequency (f)
activities/ assignments in a new situation ● wavelength (λ)
creatively and innovatively; giving due ● wave speed (v)
consideration to the social/ economic/ Introduce the formula of wave speed
cultural aspects.

26

v=fλ

5.1.5 Sketch and interpret wave Suggested activity:
graphs:
(i) displacement - time Determine the value of the following from
(ii) displacement - distance the graph:
● Amplitude (a)
● Period (T)
● Frequency (f)
● wavelength (λ)
● wave speed (v)

WEEK 23 5.2 Damping and 5.1.6 Determine wavelength, λ , PL 1: Recall knowledge and scientific Suggested activity:
12-16 July Resonance frequency, f and wave speed, v. skills on Waves.
Carry out an activity using ripple tank and
Pupils are able to: PL 2 Understand Waves, and able to digital xenon stroboscope to determine
5.2.1 Describe damping and resonance comprehend the concept. wavelength and frequency of a wave, and
hence, calculate the wave speed using the
for an oscillating/ vibrating PL 3: Apply knowledge of Waves to explain wave formula, v = f λ.
system the occurrences or phenomena of nature
and perform simple tasks. Suggested activity:

PL 4: Analyse information about Waves in Observe the phenomenon of damping in
daily life problem solving about natural an oscillating system such as a simple
phenomena. pendulum and sketch an amplitude–time
graph.
Discuss the cause and ways to overcome
damping in an oscillating/ vibrating
system.
Carry out activities/ view computer
simulations/ make observations using a
Tuning Fork Kit and Barton’s pendulum to
investigate how resonance occurs.

PL 5 : Evaluate to make judgement about Note:
Waves in daily life problem solving and
decision making to carry out a

27

task. During damping, the oscillating frequency
remains constant.
5.2.2 Justify the effects of resonance in PL 6: Invent by applying the knowledge and For Barton’s pendulum, the pendulum in
our daily lives. skills about Waves in daily life problem resonance oscillates with maximum
solving or decision making to carry out amplitude.
activities/ assignments in a new
situation creatively and innovatively; Suggested activity:
giving due consideration to the social/
economic/ cultural aspects. View videos of an event or incident, for
example the collapse of Tacoma Narrows
Bridge, USA in 1940 and the tuning of
musical instruments.

5.3 Reflection of Pupils are able to: PL 1: Recall knowledge and scientific Suggested activity:
Waves skills on Waves.
5.3.1 Describe reflection of waves f Carry out activities on the reflection of
rom the following aspects: PL 2 Understand Waves, and able to plane water
comprehend the concept. waves in a ripple tank to determine:
(i) angle of incidence (i) ● angle of incidence (i)
(ii) angle of reflection (r) PL 3: Apply knowledge of Waves to explain ● angle of reflection(r)
(iii) wavelength (λ), the occurrences or phenomena of nature ● wavelength (λ)
(iv) frequency (f), and perform simple tasks. ● frequency (f)
(v) speed (v) ● speed (v)
(vi) direction of propagation of waves. PL 4: Analyse information about Waves in ● direction of propagation of waves.
daily life problem solving about natural
5.3.2Draw a diagram to show the phenomena. Note:
reflection of plane water waves by
through a plane reflector. PL 5 : Evaluate to make judgement about Wave fronts should be introduced.
Waves in daily life problem solving and
5.3.3 Justify the application of decision making to carry out a Suggested activity:
reflection of waves in daily life. task.
Discuss the applications of reflection of
PL 6: Invent by applying the knowledge and waves in the
skills about Waves in daily life problem following fields:
solving or decision making to carry out ● Telecommunication
activities/ assignments in a new situation ● Medicine
creatively and innovatively; giving due ● Aquaculture

28

consideration to the social/ economic/ ● Oil exploration
cultural aspects.
Note:
5.3.4 Solve problems involving Problem solving is limited to the reflection
reflection of waves. of water waves and sound waves.

CUTI PERTENGAHAN PENGGAL
11 Sept -19 Sept 2021

WEEK 24 5.4 Refraction of Pupils are able to: Suggested activity:
26-30 July Waves
5.4.1 Describe refraction of waves Carry out activities on refraction of waves
from the following aspects: PL 1: Recall knowledge and scientific for plane water waves using a ripple tank.
skills on Waves. Discuss refraction of waves is due to the
(i) angle of incidence (i) change of wave velocity propagating
(ii) angle of refraction (r) PL 2 Understand Waves, and able to through two different densities or depths.
(iii) wavelength (λ) comprehend the concept.
(iv) frequency (f) Suggested activity:
(v) speed (v) PL 3: Apply knowledge of Waves to explain
(vi) direction of propagation of waves. the occurrences or phenomena of nature Discuss by drawing the refraction of plane
and perform simple tasks. water waves propagating at a particular
5.4.2 Draw diagrams to show the incident angle at the boundary of two
refraction of waves for two PL 4: Analyse information about Waves in different depths.
different depths. daily life problem solving about natural
phenomena. Discuss natural phenomena of refraction
5.4.3 Explain natural phenomena of waves such as:
refraction of waves in daily life. PL 5 : Evaluate to make judgement about ● sound is heard more clearly at night
Waves in daily life problem solving and
5.4.4 Solve problems involving decision making to carry out a compared to during the day
refraction of waves. task. ● wavefronts follow the shape of the

PL 6: Invent by applying the knowledge and shoreline as it moves towards the beach
skills about Waves in daily life problem
solving or decision making to carry out Note:

29

activities/ assignments in a new
situation creatively and innovatively;
giving due consideration to the social/
economic/ cultural aspects.

5.5 Diffraction of Pupils are able to: PL 1: Recall knowledge and scientific Suggested activity:
Waves 5.5.1 Describe diffraction of waves skills on Waves.
Carry out activities/ view computer
from the following aspects: PL 2 Understand Waves, and able to stimulations to show diffraction of:
(i) wavelength (λ) comprehend the concept. ● water waves
(ii) frequency (f) ● light waves, and
(iii) speed (v) PL 3: Apply knowledge of Waves to explain ● sound waves
(iv) direction of propagation of waves the occurrences or phenomena of nature
5.5.2 Determine factors affecting and perform simple tasks. Suggested activity:

diffraction of waves. PL 4: Analyse information about Waves in Carry out activities of diffraction of plane
daily life problem solving about natural water waves by changing:
5.5.3 Draw diagrams to show the phenomena. ● width of the gap
pattern of diffraction of water ● wavelength
waves and the effect of PL 5 : Evaluate to make judgement about
diffraction of light waves. Waves in daily life problem solving and Suggested activity:
decision making to carry out a
5.5.4 Explain the applications of task. Draw a diagram to show the pattern of
diffraction of waves in daily life. diffraction of plane water waves for
PL 6: Invent by applying the knowledge and different widths of gap and different
skills about Waves in daily life problem wavelengths
solving or decision making to carry out
activities/ assignments in a new situation Carry out an activity with red laser light
creatively and innovatively; giving due (λ= 700 nm) to observe and draw the
consideration to the social/ economic/ effects of diffraction through a single slit
cultural aspects. and a pin hole.

Suggested activity:
Gather information and discuss situations
on diffraction of water waves, light waves
and sound waves in daily life.

30

WEEK 25 5.6 Interference of Pupils are able to: Suggested activity:
2-6 Ogos Waves
5.6.1 Explain the principle of
superposition of waves. PL 1: Recall knowledge and scientific Investigate superposition of waves using
skills on Waves. computer simulations/ transparency slides.
5.6.2 Describe the pattern of Carry out activities to show the
interference for PL 2 Understand Waves, and able to interference of waves with two coherent
comprehend the concept. sources of waves for:
(i) water waves ● water waves
(ii) sound waves PL 3: Apply knowledge of Waves to explain ● light waves
(iii) light waves the occurrences or phenomena of nature ● sound waves using an Audio Generator
and perform simple tasks.
5.6.3 Relate λ, a, x and D for the Kit.
wave interference pattern. PL 4: Analyse information about Waves in Discuss constructive (antinode) and
daily life problem solving about natural destructive (node) interference using the
phenomena. superposition principle.

PL 5 : Evaluate to make judgement about Note:
Waves in daily life problem solving and
decision making to carry out a task. Two waves sources are coherent when:
● both waves have the same frequency
PL 6:Invent by applying the knowledge and ● their phase difference is constant
skills about Waves in daily life problem
solving or decision making to carry out Suggested activity:
activities/ assignments in a new situation
creatively and innovatively; giving due Draw the pattern of interference of waves
consideration to the social/ economic/ for different distance of separation of slits
cultural aspects. / sources and for different wavelengths.

Suggested activity:

Carry out activites to investigate the

relationship between , a, x and D for the
wave interference pattern of:

● Water waves
● Sound waves

31

5.6.4 Solve problems involving ● Light waves (Young’s double-slit
interference of waves. experiment)

Note:
Formula:

5.6.5 Communicate on the applications Suggested activity:

of interference of waves in daily Gather information on the applications of
life. interference of waves in daily life.
For example : non-reflective glasses,
design of theater hall involving seating
arrangement and other related examples.

WEEK 26 5.7 Pupils are able to: PL 1: Recall knowledge and scientific Suggested activity:
9-13 Ogos skills on Waves.
Electromagnetic 5.7.1 Characteristics electromagnetic Gather information on the properties of
Cuti Awal Waves Waves PL 2 Understand Waves, and able to electromagnetic waves.
Muharam comprehend the concept.
5.7.2 State the components of the Note:
10 Ogos 2021 Electromagnetic spectrum PL 3: Apply knowledge of Waves to explain
according to wavelengths and the occurrences or phenomena of nature Electromagnetic waves are formed from
frequencies. and perform simple tasks. magnetic and electric fields oscillating
perpendicularly to each other.
5.7.3 Communicate to explain about PL 4: Analyse information about Waves in
the applications of each daily life problem solving about natural Suggested activity:
component in the phenomena.
electromagnetic spectrum in Gather information on the daily life
daily life. PL 5 : Evaluate to make judgement about applications of components of the
Waves in daily life problem solving and electromagnetic spectrum, such as:
decision making to carry out a task. ● radio waves, example: radio

32

PL 6: Invent by applying the knowledge and communication, television and
skills about Waves in daily life problem communication devices
solving or decision making to carry out ● micro waves, example : microwave
activities/ assignments in a new oven, cellular telephone, wifi,
situation creatively and innovatively; Bluetooth, zig Bee, z-wave and
giving due consideration to the social/ satellite television.
economic/ cultural aspects. ● Infrared, example : remote control,
Infrared camera and infrared binocular
● visible light, example : laser
technology, photography and optical
devices
● ultraviolet rays, example : counterfeit
note detection, and sterilization
● X-ray, example: security at airports,
forensics and medicine
● Gamma rays, example : industrial,
medical and other applications

PENTAKSIRAN SUMATIF 2
Week 27-29

16 Ogos-3 Sept 2021

Cuti Hari Kebangsaan
31 Ogos 2021

33

LEARNING AREA : 6.0 LIGHT AND OPTICS

WEEK 31 6.1 Fundamentals Pupils are able to: Note:
20-24 Sept
of Light 6.1.1 Describe refraction of light PL 1: Recall knowledge and scientific skills on Refraction of light occurs due to the
Light and Optics. change in velocity of light when traversing
6.1.2 Explain refractive index, n. through mediums of different optical
PL 2: Understand Light and Optics, and able density.
to comprehend the concept.
Suggested activity:
PL 3:Apply knowledge of Light and Optics to
explain the occurrences or phenomena of Compare the refractive index of different
nature and perform simple tasks materials such as air, water, oil, glass and
diamond.
. Relate the refractive index of a material to
PL 4: Analyse information about Light and its optical density.
Note:
Optics in daily life problem solving
about natural phenomena.

PL 5:Evaluate to make judgement about Light Refractive index, n is the degree to which
and Optics in daily life problem solving light bends when traversing from vacuum
and decision making to carry out a task. to a medium.
Refractive index is defined as the ratio of
PL 6:Invent by applying the knowledge and speed of light in vacuum to speed of light
skills about Light and Optics in daily life in the medium:
problem solving or decision making to
carry out activities/ assignments in a new where c= 3.0 X 108 ms-1
situation creatively and innovatively;
giving due consideration to the social/
economic/ cultural aspects.

Note:

Law of refraction of light states that for
light traversing between two mediums:

34

6.1.3 Conceptualize Snell's Law ● The incident ray, refractive ray and
normal line meet at a point and lies in
6.1.4 Experiment to determine the the same plane.
refractive index,n for glass block
● Snell’s Law:
or perspex.
where,
6.1.5 Explain real depth and apparent n1 = refractive index of medium 1
depth. n2 = refractive index of medium 2
Ѳ1 = incident angle
6.1.6 Experiment to determine Ѳ2 = refracted angle
refractive index of a medium If medium 1 is air (n1=1),
using real depth and apparent n = refractive index of particular medium
depth. i = incident angle in the air
r = refracted angle in the particular

medium

Suggested activity:
Carry out an experiment to determine the
refractive index, n for glass block/ perspex
using laser beam/ ray box and semicircular
glass/ perspex block.

Suggested activity:

Draw a ray diagram to show real depth, H
and apparent depth, h.

Note:
The relationship between refractive index,
n with real depth, H and apparent depth, h
is:

35

6.1.7 Solve problems related to Suggested Activity:
refraction of light. Carry out an activity to determine the
refractive index of water by using real
Pupils are able to: depth and apparent depth using a
6.2.1 Describe critical angle and total non-parallax method.

internal reflection. Note:
. Problem solving is limited to light
6.2.2 Relate critical angle with traversing between two different mediums

WEEK 32 6.2 Refraction of refrative index, n, Suggested Activity:
Light Carry out activities to observe the
27 Sept – 1 6.2.3 Communicate to explain natural phenomenon of total internal reflection
Okt phenomena and applications of PL 1: Recall knowledge and scientific skills on
total internal reflection in daily Light and Optics. Suggested Activity:
life. Discuss the relationship between critical
PL 2: Understand Light and Optics, and able angle and refractive index using Snell’s
to comprehend the concept. Law with the aid of a ray diagram.

PL 3:Apply knowledge of Light and Optics to Suggested activity:
explain the occurrences or phenomena of Gather information and discuss natural
nature and perform simple tasks phenomena that involve total internal
reflection.
. Carry out activities to observe total
PL 4: Analyse information about Light and internal reflection in a water stream or
optical fibre kit.
Optics in daily life problem solving Note:
about natural phenomena. Example of natural phenomena:
● Formation of rainbow
PL 5:Evaluate to make judgement about Light ● Mirage
and Optics in daily life problem solving Example of application:
and decision making to carry out a task. ● Prism periscope

36

PL 6:Invent by applying the knowledge and ● Optical fibre
skills about Light and Optics in daily ● Cat’s eye reflector
life problem solving or decision making
6.2.4 Solve problems involving total to carry out activities/ assignments in a
internal reflection. new situation creatively and
innovatively; giving due consideration
to the social/ economic/ cultural aspects.

WEEK 33 6.3 Total Internal Pupils are able to: PL 1: Recall knowledge and scientific skills on Suggested Activity:
4-8 Okt Reflection 6.3.1 Identify convex lenses as Light and Optics. Carry out activities with Optical Ray Kit
to show convex lens as converging lens
converging lenses and concave PL 2: Understand Light and Optics, and able and concave lens as diverging lens.
lenses as diverging lenses to comprehend the concept. Introduce terms used in optics:
● principle axis
6.3.2 Estimate focal length for a PL 3:Apply knowledge of Light and Optics to ● lens axis
convex lens using distant object. explain the occurrences or phenomena of ● optical centre, O
nature and perform simple tasks ● focal point, F
● object distance,u
. ● image distance, v
PL 4: Analyse information about Light and ● focal length, f

Optics in daily life problem solving Suggested Activity:
about natural phenomena. Carry out activities to observe real images
and estimate the focal length of a convex
PL 5:Evaluate to make judgement about Light lens using distant objects
and Optics in daily life problem solving
and decision making to carry out a task.

6.3.3 Determine the position and PL 6:Invent by applying the knowledge and Suggested Activity:
features of images formed by : skills about Light and Optics in daily life Carry out activities and draw ray diagrams
(i) convex lens problem solving or decision making to to determine features of images formed by
(ii) concave lens carry out activities/ assignments in a new convex lens and concave
situation creatively and innovatively; lens for different object distance:
giving due consideration to the social/ ● u>2f
economic/ cultural aspects. ● u = 2f
● f<u< 2f
37 ●u=f
● u< f
Note:

6.3.4 Explain linear magnification, m Virtual image is an image that cannot be
as: formed on the screen.

Suggested Activitiy:
Carry out activities or observe computer
simulations to
generate ideas about image magnification
with the aid of a ray diagram.

Note:
Linear magnification can also be:

where :
hi = height of the image
ho = height of the object
v = image distance
u = object distance

WEEK 34 6.4 Image Pupils are able to: PL 1: Recall knowledge and scientific skills on Note:
11 – 15 Okt Formation by Light and Optics. Focal length, f of a convex lens is
6.4.1 Experiment to: determined from the
Lens (i) Investigate the relationship between PL 2: Understand Light and Optics, and able
to comprehend the concept. Note:
object distance, u and image
distance, v for a convex lens. PL 3:Apply knowledge of Light and Optics to
(ii) Determine the focal length of a thin explain the occurrences or phenomena of
lens using lens formula: nature and perform simple tasks

6.4.2 Solve problems using lens .
formula for convex and concave PL 4: Analyse information about Light and
lens.
Optics in daily life problem solving
about natural phenomena.

PL 5:Evaluate to make judgement about Light
and Optics in daily life problem solving
and decision making to carry out a task.

38

PL 6:Invent by applying the knowledge and The value of f for convex lens is always
skills about Light and Optics in daily
life problem solving or decision making positive and concave lens is always
to carry out activities/ assignments in a negative.
new situation creatively and
innovatively; giving due consideration
to the social/ economic/ cultural aspects.

WEEK 35 6.5 Thin Lens Pupil are able to: PL 1: Recall knowledge and scientific skills on Suggested Activity:
18-22 Okt Formula Light and Optics.
6.5.1 Justify the usage of lenses in Carry out ‘hands on’ activities, active
CUTI optical instruments such as PL 2: Understand Light and Optics, and able reading and/ or internet search to justify
MAULIDUR magnifying lens, telescope and to comprehend the concept. the usage of lenses in optical instruments
microscope.
RASUL PL 3:Apply knowledge of Light and Optics to Suggested Activity:
19 OKT . explain the occurrences or phenomena of
6.5.2 Design and build a compound nature and perform simple tasks Carry out project-based learning:
● Gather information about compound
microscope and astronomical .
telescope. PL 4: Analyse information about Light and microscope and astronomical telescope.
. ●Draw ray diagrams to show image
Optics in daily life problem solving
6.5.3 Communicate application of about natural phenomena. formation in compound microscope and
small lenses in optical instrument astronomical telescope.
technology. PL 5:Evaluate to make judgement about Light ● Design and build compound microscope
and Optics in daily life problem solving and astronomical telescope using convex
and decision making to carry out a task. lenses

PL 6:Invent by applying the knowledge and Suggested Activity:
skills about Light and Optics in daily life Discuss about small lens application in
problem solving or decision making to optical instruments such as cameras in
carry out activities/ assignments in a new smart phone and CCTV.
situation creatively and innovatively; Discuss about the limitation to the
giving due consideration to the social/ thickness of a smart phone due to the
economic/ cultural aspects. thickness of the camera’s lens.

• PBL (3)

39

WEEK 36 6.6 Optical Pupils are able to: PL 1: Recall knowledge and scientific skills on Suggested Activity:
Light and Optics. Introduce terms used in optics:
25 – 29 Okt instruments 6.6.1 Determine position and features ● principal axis
of image formed by: PL 2: Understand Light and Optics, and able ● focal point, F
to comprehend the concept. ● object distance, u
(i) concave mirror ● image distance, v
(ii) convex mirror PL 3:Apply knowledge of Light and Optics to ● focal length, f
explain the occurrences or phenomena of ● centre of curvature, C
nature and perform simple tasks ● radius of curvature, r

. Draw ray diagrams to determine the
PL 4: Analyse information about Light and position and features of image formed by:
● concave mirror
Optics in daily life problem solving ● convex mirror
about natural phenomena.
Carry out activities and draw ray diagrams
PL 5:Evaluate to make judgement about Light to determine the features of images formed
and Optics in daily life problem solving by concave and convex mirrors for
and decision making to carry out a task. different object distances:

PL 6:Invent by applying the knowledge and ● u>2f
skills about Light and Optics in daily life ● u = 2f
problem solving or decision making to ● f<u< 2f
carry out activities/ assignments in a new ●u=f
situation creatively and innovatively; ● u< f
giving due consideration to the social/
economic/ cultural aspects.

Note:
The radius of curvature of a mirror is twice
the focal length:

r = 2f

6.6.2 Explain the applications of Suggested activity:
concave and convex mirrors in Gather information to justify the use of

life. concave and convex mirrors in life.

40

WEEK 37 6.7 Image Pupils are able to: PL 1: Recall knowledge and scientific skills on Suggested Activity:
1 – 2 Nov Formation by Light and Optics. Introduce terms used in optics: •
6.6.1 Determine position and principal axis • focal point, F • object
Spherical features of image formed by: (i) PL 2: Understand Light and Optics, and able distance, u • image distance, v • focal
Mirrors concave mirror (ii) convex mirror to comprehend the concept. length, f • centre of curvature, C •
radius of curvature, r
6.6.2 Explain the applications of PL 3:Apply knowledge of Light and Optics to
concave and convex mirrors in life. explain the occurrences or phenomena of Draw ray diagrams to determine the
nature and perform simple tasks position and features of image formed
by: • concave mirror
.
PL 4: Analyse information about Light and • convex mirror

Optics in daily life problem solving
about natural phenomena.

PL 5:Evaluate to make judgement about Light Carry out activities and draw ray
and Optics in daily life problem solving diagrams to determine the features of
and decision making to carry out a task. images formed by concave and convex
mirrors for different object distances:
PL 6:Invent by applying the knowledge and • u>2f • u = 2f • f<u< 2f • u = f • u< f
skills about Light and Optics in daily
life problem solving or decision making Note: The radius of curvature of a
to carry out activities/ assignments in a mirror is twice the focal length: r = 2f
new situation creatively and
innovatively; giving due consideration Suggested activity:
to the social/ economic/ cultural aspects. Gather information to justify the use of
concave and convex mirrors in life.

CUTI PERAYAAN DIPERUNTUKKAN KPM 3 NOV 2021
CUTI HARI DEEPAVALI 4 NOV 2021

CUTI PERAYAAN DIPERUNTUKKAN KPM 3 NOV 2021

41

WEEK 38-40 PEPERIKSAAN AKHIR TAHUN
8 – 26 NOV 2021
WEEK 41
29 Nov – PERBINCANGAN SOALAN AKHIR TAHUN ( KERTAS 1 dan KERTAS 3)

3 Dis PERBINCANGAN SOALAN AKHIR TAHUN ( KERTAS 2 )

WEEK 42 CUTI AKHIR TAHUN
29 NOV – 3 11 – 31 DIS 2021

DIS

42