YEARLY LESSON PLAN PHYSICS F5 2021

FORM 5

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 1

THEME : NEWTONIAN MECHANICS
LEARNING AREA : 1.0 FORCE AND MOTION II

Week CONTENT LEARNING Performance Level Suggested Activities Notes
STANDARD STANDARD

WEEK 1.1 Resultant Pupils are able to: PL 1 : Recall facts, concepts A Vector Force Table Kit
1&2 Force 1.1.1 Describe resultant and scientific skills on is used to determine the
force Force and Motion II. resultant force.
20 -22 Jan Use two spring balance to pull a block
25-29 Jan 1.1.2 Determine the PL 2 : Understand concepts to generate an idea of resultant force and
resultant force of Force and Motion II and determine its direction.
CUTI able to comprehend them.
HARI Calculate the resultant force of two
Thaipusam PL 3 : Apply concept of forces that act upon an object on a plane
28 Jan 21 Force and Motion II to :
explain occurrences of • in the same direction
natural phenomenon and • in the opposite direction
perform simple tasks. • perpendicular to each other
• when the two forces are acting at an
PL 4 : Analyse information angle (using scale diagrams of the
and draw connections on triangle and parallelogram methods)
Force and Motion II in the
1.1.3 Communicate context of problem solving Discuss resultant force that acts on an
about resultant force, F on occurrences of natural
when an object is : phenomenon. object using free body diagrams. Relate
(i) stationary, F = 0 N resultant force to Newton’s laws of
(ii) moving with PL 5 : Evaluate to make
constant velocity, F = 0 judgement on Force and motion.
N Motion II in the context of
problem solving and

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 2

(iii) moving with decision making to Solve problems involving resultant
constant acceleration, F complete a task. force that acts on:
≠0N • an object that is moving horizontally
1.1.4 Solve problems PL 6 : Create new or original or vertically
involving resultant work on Force and Motion • a person in the elevator
force, mass and II in the context of problem • an object that is pulled using a pulley
acceleration of an object solving and decision making
to complete activities / Resolve a force into two components
Pupils are able to: assignments creatively and when
1.2.1 Describe innovatively in a new
resolution of forces situation; taking into the object does not move in the direction
consideration the social / of
1.2.2 Solve problems economic / cultural values
involving resultant force of society. the force, such as :
and resolution of forces • pulled or pushed at an inclined angle
WEEK 1.2 • slides on an inclined plane due to its
3 Resolution of
Forces weight
1-5 Feb

WEEK 1.3 Forces in Pupils are able to : Sketch a triangle of forces in A Vector Force Table Kit
4 Equilibrium 1.3.1 Explain forces in equilibrium for: is used to demonstrate the
equilibrium • a stationary object on an inclined forces in equilibrium.
8-12 Feb plane

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 3

1.3.2 Sketch a triangle • a hanging picture frame The direction of forces in
the triangle of forces must
of forces in • a ship pulled by two tugboats at be in sequence.
equilibrium constant velocity
1.3.3 Solve problems Solve problems involving forces in Sine and cosine rules can
involving forces in equilibrium using these methods: be used to solve problems
equilibrium • resolution of forces involving forces in
equilibrium.
• drawing scale diagrams of triangle of

forces

CUTI PERAYAAN YANG DIPERUNTUKKAN KPM 10-11 FEB 2011
CUTI TAHUN BARU CINA 12 – 13 FEB 2021

WEEK 1.4 Elasticity Pupils are able to :
5
1.4.1 Describe elasticity Conduct activities to generate ideas on
15-19 elasticity using objects such as spring,
Feb 1.4.2 Experiment to sponge and rubber band.
investigate the Plan and conduct an experiment to
relationship between determine the relationship between
force, F and extension force and extension of spring. Introduce
of spring, x Hooke’s law, F = kx

1.4.3 Communicate Analyse the graph of F against x to
about the law related to determine:
force, F and extension (i) value of spring constant, k from the
of spring, x gradient of graph
(ii) elastic potential energy from the
area under the graph:

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 4

1.4.4 Solve problems Discuss factors that affect the value of
involving force and spring constant, k :
extension of spring • length • diameter • thickness • type of
material
Solve problems involving combinations
of series and parallel springs.

LEARNING AREA : 2.0 PRESSURE

WEEK Pupils are able to : PL 1 : Recall facts, concepts
6 2.1.1 Communicate
2.1 Pressure about the concept of and scientific skills on Derive formula P = hg from:
22-26 in Liquids pressure in liquids
Feb P = hg Pressure.

2.1.2 Experiment to PL 2 : Understand concepts Carry out experiments to investigate
investigate factors of Pressure, and able to factors affecting pressure in liquids:
affecting pressure in comprehend them. • depth
liquids • density Carry out an activity to show
PL 3 : Apply concept of that cross sectional area and shape of
Pressure to explain container do not affect pressure in
occurrences of natural liquids.
phenomenon and perform Discuss :
simple tasks. • pressure in liquids at a point acts in all
directions
PL 4 : Analyse information • points at the same level have the same
and draw connections on pressure Determine the density of an
Pressure in the context of unknown liquid using a liquid with
problem solving on the
occurrences of natural
phenomenon.

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 5

2.1.3 Solve problems PL 5 : Evaluate to make known density and a U-tube (h11g = Implement STEM project
involving pressure in judgement on Pressure in h22g). related to pressure in
liquids the context of problem Atmospheric pressure should be liquids (Source:Bahan
solving and decision making considered when calculating the actual Sumber PdP STEM
2.1.4 Communicate to complete a task. pressure on an object in liquids. Fizik),
about applications of www.bpk.moe.gov.my
pressure in liquids in PL 6 : Create new or original Discuss applications of pressure in
daily life work on Pressure in the liquids such as :
context of problem solving • position of water tank
and decision making to • position of intravenous liquid which is
complete higher than a patient’s body
activities/assignments • construction of a dam (thickness of the
creatively and innovatively wall and position of penstock)
in a new situation; taking • use of siphon Conduct a study to
into consideration the social determine the highest transfer rate of
/ economic / cultural values fluid using a siphon based on factors
of society. such as:
• diameter of tube
• length of tube
• relative height of containers

2.2 Pupils are able to: Discuss atmospheric pressure based on Pressure units such as: •
Atmospheric the weight of the air column that acts on Pascal, Pa
Pressure 2.2.1 Describe an object on the surface of the earth. • mm Hg
atmospheric pressure • m H2O
Discuss how the value of atmospheric • milibar
2.2.2 Communicate pressure is determined using the height
about the value of of a mercury column supported by
atmospheric pressure atmospheric pressure (Torricelli
experiment / mercury barometer).

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 6

2.2.3 Solve problems in Patm = 760 mm Hg
daily life involving Describe pressure measuring tools such
various pressure units as Fortin barometer and aneroid
barometer.
2.2.4 Describe the
effects of atmospheric Discuss the pressure that acts at:
pressure on objects at • high altitudes such as on mountain
high altitude and climbers, planes and astronauts
underwater • extreme depths such as on divers and
submarine

LATIHAN PEMANTAPAN MINDA PASCA PdPR
1-17 MAC

WEEK 7, 8 & 9

WEEK 2.3 Gas Pupils are able to: Carry out an activity to determine gas
9 Pressure pressure in a container using a water
2.3.1 Determine gas manometer
18-19 pressure using a
Mac manometer Calculate gas pressure in a container
using a mercury manometer in mm Hg
2.3.2 Solve problems and Pa.
involving gas pressure
in daily life

.

WEEK 2.4 Pascal’s Pupils are able to: Make an observation using Pascal’s
10 Principle piston to generate an idea that pressure
2.4.1 Describe the acting on an enclosed liquid is
22-26 principle of pressure uniformly transmitted in all directions.
Mac transmission in an
enclosed fluid
State Pascal’s principle.

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 7

2.4.2 Communicate Carry out activities using a simple
about hydraulic system hydraulic system and hydraulic press.
as a force multiplier Derive a force multiplier formula from
Pascal’s principle:

therefore,

2.4.3 Communicate whereby, F1 = force acting on surface
about applications of area A1
Pascal’s principle F2 = force acting on surface area A2
Discuss applications of Pascal’s
2.4.4 Solve problems principle in:
involving Pascal’s • hydraulic brake
principle in daily life • hydraulic jack

WEEK 2.5 Pupils are able to: CUTI PERTENGAHAN PENGGAL 1
11 Archimedes’ 27 MAC – 4 APRIL 2021
2.5.1 Describe the
5-9 April Principles relationship between Discuss buoyant force as a result of the
buoyant force and the difference in liquid pressure between
difference in liquid two levels of depth for a submerged
pressure at different object.

Derive buoyant force, FB = Vg
whereby,  = density of liquid

V = volume of liquid displaced

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 8

depths for a submerged g = gravitational acceleration
object State Archimedes’ principle.

2.5.2 Relate the balance Carry out an experiment to determine
of forces with the state the relationship between buoyant force
of floatation of an object and weight of liquid displaced.
in a fluid Discuss the state of floatation of an
object in a fluid:
2.5.3 Communicate • weight of object, W = buoyant force,
about applications of object floats at a constant level
Archimedes’ principle • weight of object, W > buoyant force,
in daily life object moves downward with an
acceleration
2.5.4 Solve problems • weight of object, W < buoyant force,
involving Archimedes’ object moves upward with an
principle and buoyancy acceleration
Carry out activities to determine the
Yearlylessonplan2021Physics density of various liquids using
hydrometer.
Build a Cartesian diver to understand
the principle of ballast tanks in a
submarine.

Research and report on applications of
Archimedes’ principle such as:
• ship and Plimsoll line
• submarine
• hot air balloon and weather balloon

Prepared by Norbaizora Binti Salim 9

WEEK 2.6 Pupils are able to: Carry out activities to generate an idea
12 Bernoulli’s that fluid at high velocity creates a low
2.6.1 Describe the effect pressure area such as:
12 – 16 Principle of fluid velocity on • blowing on the top surface of a piece
April pressure of paper
• using straw to blow air in between two
balloons hung with thread The direction of force
• using Venturi tube to observe the flow produced is from high to
of water or air low pressure areas.

State Bernoulli’s principle.

2.6.2 Explain lift as a Carry out activities to investigate the
result of the difference
in pressure due to effects of lift using:
different velocity of
fluids • a filter funnel with ping pong ball

• an aerofoil kit

Explain lift on an aerofoil by applying
Bernoulli’s principle and Newton’s third

law :
• Bernoulli’s principle:

• Newton’s third law: aerofoil’s angle of Proposed STEM project:
attack contributes to lift.
design a paper plane
Research and report on Bernoulli's
principle in daily life such as Bunsen capable of flying at a

distance by applying
Bernoulli’s principle and

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 10

2.6.3 Communicate burners, racing cars, sports and Newton's third law of
aeronautics. motion.
about applications of
Bernoulli’s principle in

daily life

THEME : ELECTRICITY AND ELECTROMAGNETISM
LEARNING AREA: 3.0 Electricity

WEEK CONTENT LEARNING Performance Level Suggested Activities Notes
STANDARD STANDARD
WEEK Direction of
13 3.1 Current Pupils are able to: PL 1 : Recall facts, concepts and electric field is
and Potential scientific skills on Electricity. Define electric field as a region where an given by direction
19 – 23 Difference of force acting on
April electric charge experiences a force.

3.1.1 Explain electric PL 2 : Understand concepts of Carry out activities to explain electric
field Electricity and able to field using an electric field kit.
comprehend them. Draw electric field lines from:
• two spherical charged electrodes

3.1.2 Define strength of PL 3 : Apply concept of • a spherical electrode and a plane
electric field, E Electricity to explain charged plate
occurrences of natural • two parallel plane charged plates
phenomenon and perform simple
tasks.. Define strength of electric field, E as
force acting on a unit positive charge in
PL 4 : Analyse information and electric field:
draw connections on Electricity

in the context of problem solving

on occurrences of natural

phenomenon.

PL 5 : Evaluate to make
judgement on Electricity in the
context of problem solving and
decision making to complete a
task.

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 11

PL 6 Create new or original work Discussion is limited to two parallel a positive test
on Electricity in the context of charged plates where the strength of charge.
problem solving and decision electric field, E is:
making to complete activities/ Electric field
assignments creatively and between two
innovatively in a new situation; parallel charged
taking into consideration the plates is constant.
social/ economic/ cultural values
of society.

3.1.3 Explain behaviour Carry out activities to explain effects of
of charged particles in electric field on :
an electric field • candle flame
• metal coated polystyrene ball
3.1.5 Define potential Current, I is the rate of flow of electric
difference, V charge, Q in a conductor:

Charge of an electron, e = 1.6 x 10-19 C
Quantity of charge, Q = ne
whereby, n = number of electron

e = charge of an electron
The potential difference, V between two
points, is defined as a work done, W to
move one coulomb of charge, Q between
two points in an electric field.

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 12

WEEK 3.2 3.2.1 Compare and Conduct experiments to compare V-I
14 Resistance contrast ohmic and non- graphs for:
ohmic conductor • constantan wire (ohmic conductor)
26 – 30 • filament bulb (non-ohmic conductor)
April 3.2.2 Solve problems Calculate current, potential difference
involving combination and effective resistance for combination
CUTI of series and parallel of series and parallel circuits.
HARI circuits
NUZUL
AL 3.2.3 Define resistivity
QURAN of wire, 
29 April 3.2.4 Describe factors
that affect resistance of
CUTI a wire through Define resistivity of wire,  and state its
HARI experiments to conclude unit (Ω m).
PEKERJA
1 MEI Conduct experiments to study factors that
affect resistance. The factors are limited
3.2.5 Communicate to : Assumption:
about applications of • length of wire, temperature of
resistivity of wire in • cross-sectional area of wire, A conductor is
daily life • resistivity of wire,  constant
throughout the
Research and explain applications of experiment.
wire resistivity for : The value of s.w.g
• heating element (standard wire
• electrical wiring at home Research and gauge) represents
report on resistivity of conductors, diameter of the
insulators, semiconductors and wire.
superconductors.
Research and report on studies of
superconductors such as :
• resistance-thermodynamic temperature
graph
• critical temperature (Tc)

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 13

3.2.6 Solve problems • latest research about Tc
involving the formula of
wire resistance,

3.3 Pupils are able to: Carry out an activity to compare e.m.f
Electromotive and potential difference.
Force (e.m.f) 3.3.1 Define
and Internal electromotive force, Ɛ
Resistance
3.3.2 Explain internal
resistance, r Carry out an activity to study the effect
of internal resistance on voltage drop, Ir.
3.3.3 Conduct an e.m.f is work done
experiment to determine Determine r and  from the V-I graph by an electrical
e.m.f and internal using linear equation. V = - Ir +  source to move
resistance in a dry cell one coulomb of
Carry out an activity to compare the charge in a closed
3.3.4 Solve problems magnitude of current when batteries are circuit.
involving e.m.f and connected in series and parallel
internal resistance in a arrangements. Investigate : Ir =  - V
dry cell • internal resistance of battery
• the effect of connecting batteries in
Pupils are able to: series or parallel arrangement that affects
3.4 Electrical effective internal resistance to provide
Energy and maximum current in the circuit.
Power Discuss the connections of solar cell and
batteries to start the engine of an electric
Yearlylessonplan2021Physics car that requires high current.

Prepared by Norbaizora Binti Salim 14

3.4.1 Formulate Derive formula E = VIt from the
relationship between definition of potential difference and
electrical energy (E), current.
voltage (V), current (I)
and time (t)

3.4.2 Formulate Derive formula P=VI from E=VIt Then,
relationship between use Ohm’s law, R = V/I to derive formula:
power (P), voltage (V),
and current (I) This formula is used to
calculate the resistance of an electrical
3.4.3 Solve problems appliances based on its power rating when
involving electrical it is functioning optimally.
energy and power in
daily life This formula is used to
calculate power loss in an electrical
wiring system

3.4.4 Compare power Perform an energy audit on the
and rate of energy consumption of electrical energy based on
consumptions in various power rating in electrical appliances at
electrical appliances home such as rice cooker, television,

3.4.5 Suggest ways to electrical oven, light, fan and air-
save usage of electrical conditioner.

energy in household

PENTAKSIRAN SUMATIF 1

3 -28 Mei 2021

CUTI HARI WESAK 26 Mei 2021

WEEK 15-18

CUTI PERAYAAN DIPERUNTUKKAN KPM 11 -12 MEI 2021
CUTI HARI RAYA AIDILFITRI 13 – 14 MEI

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 15

CUTI PERTENGAHAN TAHUN
29 Mei – 13 Jun 2021

LEARNING AREA 4.0 ELECTROMAGNETISM

WEEK CONTENT LEARNING STANDARD PERFORMANCE LEVEL Suggested activities Notes
STANDARD

WEEK 4.1 Force on Pupils are able to: PL 1 : Recall facts, concepts and Carry out an activity to study the effect
19 a Current 4.1.1 Describe the effect scientific skills on of a current carrying conductor in a
carrying of a current-carrying Electromagnetism. magnetic field.
14-18 Jun Conductor in conductor in a magnetic Observe the direction of force due to the
a Magnetic field PL 2 : Understand concepts of changes in :
Field Electromagnetism and able to • direction of the current
comprehend them. • direction of the magnetic field

4.1.2 Draw the pattern PL 3 : Apply concept of View computer simulation to show the
of the combined Electromagnetism to explain pattern of the combined magnetic field.
magnetic field (catapult occurrences of natural Use Fleming’s Left Hand Rule.
field) to indicate the phenomenon and perform simple
direction of force on a tasks. Carry out activities to show factors that
current-carrying affect the magnitude of force on a
conductor in a magnetic PL 4 : Analyse information and current-carrying conductor in a magnetic
field draw connections on field.
Electromagnetism in the context
4.1.3 Explain factors of problem solving on View video/computer simulation to show
that affect the magnitude occurrences of natural the turning effect on a current-carrying
of force on a current- phenomenon. coil in a magnetic field.
carrying conductor in a
magnetic field PL 5 : Evaluate to make
judgement on Electromagnetism
in the context of problem solving Suggested STEM
project:

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 16

4.1.4 Describe the effect and decision making to complete Gather information related to the Design a model of
of a current-carrying a task. working principle of a direct current simple homopolar
coil in a magnetic field motor. motor using:
PL 6 : Create new or original Carry out activities to identify factors • neodymium
4.1.5 Describe the work on Electromagnetism in the that affect the speed of rotation in an magnet • AA size
working principle of a context of problem solving and electric motor. batery
direct current motor decision making to complete Study the electric motor of used electrical • copper wire (swg
activities/assignments creatively appliances to identify the arrangement of 18-22)
4.1.6 Describe factors and innovatively in a new coil and commutator. Discuss methods
that affect the speed of situation; taking into on how to build an
rotation in an electric consideration the Research and report the advantages of efficient motor at
motor social/economic/cultural values brushless motor compared to brushed low cost.
of society. motor.

WEEK 4.2 Pupils are able to: Carry out activities to produce induced
20 Electromagn 4.2.1 Describe current in a straight wire and solenoid.
etic electromagnetic Discuss electromagnetic induction as the
21-25 Induction induction in : (i) straight production of emf in a conductor when
Jun wire (ii) solenoid there is relative motion of the conductor
in a magnetic field.
4.2.2 Explain factors Carry out activities to study factors that Suggested STEM
that affect magnitude of affect magnitude of induced emf . project:
induced emf Explain Faraday’s law. Design a
functional current
4.2.3 Determine the Carry out activities to study the direction generator
direction of induced of induced current in: (dynamo)
current in : (i) straight • straight wire prototype by: •
wire (ii) solenoid • solenoid modifying electric
Introduce Lenz’s law and Fleming’s motor to function
right-hand rule. as dynamo •
studying the

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 17

4.2.4 Design a direct Gather information on the structure and method to convert
current and alternating working principle of a direct current or the function of a
current generator alternating current generator. motor to dynamo
Pupils are able to:
WEEK 4.3 4.3.1 Describe the Gather information related to the
21 Transformer working principle of a principle of a simple transformer
simple transformer
28 Jun – Efficiency of a transformer, η:
4.3.2 Describe an ideal
2 Julai transformer

For an ideal transformer there is no

energy loss, therefore,
η = 100%,

Input power = Output power

4.3.3 Describe energy Gather information and discuss factors Note:
loss and ways to that cause energy loss in a transformer Induction cooker
increase the efficiency such as: produces eddy
of a transformer • resistance currents in a
• eddy current cooking pot
4.3.4 Communicate • hysteresis causing it to heat
about the use of • flux leakage Discuss ways to increase up quickly.
transformers in daily life the efficiency of a transformer.

Gather information on the use of
transformers in daily life in: • electrical
appliances • transmission and
distribution of electrical energy
THEME : APPLIED PHYSICS
LEARNING AREA : 5.0 Electronics

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 18

WEEK CONTENT LEARNING Performance Level Suggested Activities Notes
STANDARD STANDARD

WEEK 5.1 Electron Pupils are able to : PL 1 : Recall facts, concepts and
22 5.1.1 Describe scientific skills on Electronic.
thermionic emission and View video/computer simulation on
5-9 Julai cathode rays . PL 2 : Understand concepts of thermionic emission. Discuss production
Electronic and able to of cathode rays in vacuum tube using
5.1.2 Describe effects of comprehend it. extra high tension power supply (EHT). Note:
electric and magnetic Characteristics of
fields on cathode rays PL 3 : Apply concept of Carry out an activity or view computer cathode rays:
Electronic to explain simulation to observe the effect of • negatively
5.1.3 Determine velocity occurrences of natural electric field on cathode rays using charged • can be
of an electron in cathode phenomenon and perform simple apparatus such as deflection tube. Carry deflected by
ray tube tasks. out an activity or view computer electric and
simulation to observe the effect of magnetic fields
PL 4 : Analyse information and magnetic field on cathode rays using • produces
draw connections on Electronic apparatus such as Maltese cross tube. fluorescent effect
in the context of problem solving • can be stopped
on occurrences of natural Calculate maximum velocity of an by thin metal
phenomenon. electron in cathode ray tube using the
formula: e = charge of an
PL 5 : Evaluate to make Electric Potential Energy = Maximum electron (1.6 x 10-
judgement on Electronic in the 19 C)
context of problem solving and Kinetic Energy m = mass of an
decision making to complete a electron (9.1 x 10-
task. 31 kg)

PL 6 : Create new or original
work on Electronic in the
context of problem solving and
decision making to complete

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 19

activities/ assignments creatively V = potential
and innovatively in a new difference between
situation; taking into anode and cathode
consideration the social/ vmax = maximum
economic/ cultural values of velocity obtained
society. by an electron
before hitting the
anode

WEEK 5.2 Pupils are able to : Discuss the function of semiconductor
23 Semiconduct 5.2.1 Describe the diode as an electronic component that
or Diode function of allows current to flow in one direction.
12-16 July semiconductor diode Carry out activities using dry cell, diode
and bulb to observe the effect of a diode
in: • forward biased circuit
• reverse biased circuit
Draw a simple circuit for forward and
reverse biased diodes.

5.2.2 Communicate Carry out activities to build rectification
about the function of circuits or use rectification kit for:
semiconductor diode • half-wave rectification using one diode
and capacitor as a • full-wave rectification using four
rectifier diodes and observe the display on a
cathode-ray oscilloscope (CRO).
Pupils are able to : Discuss current flow in rectification
circuits.
Research and discuss the function of
capacitor as a current smoother in a
rectification circuit.

Research and discuss on:

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 20

5.3 5.3.1 Explain the • terminals of a transistor; base (B),
Transistor function and use of a collector (C) and emitter (E).
transistor as a current • npn and pnp transistors Discuss
amplifier characteristics of a transistor circuit:
• consists of a common base circuit and a
common collector circuit Note:
• turns on when a minimum voltage is Minimum voltage,
achieved in the common base circuit Vbe to turn on a
• needs a high resistance in the common silicon and
base circuit, Rb to limit the base current germanium
Discuss connections of npn and pnp transistor are 0.7 V
transistor in a circuit. Calculate minimum and 0.3 V
voltage for common base circuit that is respectively
required to turn on the transistor using
the potential divider method.

Carry out an activity using transistor kit
to study the use of a transistor as a
current amplifier. Calculate amplification
factor of an amplifier, β :

5.3.2 Describe circuits Carry out an activity with transistor kits
that consist of a to show the function of transistor as an
transistor as an automatic switch. Discuss transistor
automatic switch circuits as an automatic switch using:
• light dependent resistor (LDR) in a
Yearlylessonplan2021Physics light controlled switch
• thermistor in a heat controlled switch
The discussion of current flow

Prepared by Norbaizora Binti Salim 21

mechanism in a transistor is not

necessary.

CUTI PERTENGAHAN PENGGAL

17-25 JULAI 2021

THEME : MODERN PHYSICS

LEARNING AREA : 6.0 Nuclear Physics

WEEK CONTENT LEARNING Performance Level Suggested Activities Notes
STANDARD
WEEK STANDARD PL 1 : Recall facts, concepts and Discuss changes in nucleus composition
24 6.1 scientific skills on Nuclear
Radioactive Pupils are able to: after decay using the decay equation.
26-30 July Decay Physics.
6.1.1 Explain with
PL 2 : Understand concepts of
examples decay Nuclear Physics and able to
comprehend them.
equations:
(i) α decay
(ii) β decay
(iii) γ decay

6.1.2 Explain half-life PL 3 : Apply concept of Nuclear View an animation to gain ideas about whereby,
through examples Physics to explain the half-life. No = initial
occurrences of natural Discuss the radioactive decay series of a number of
6.1.3 Determine half-life phenomenon and perform simple radioactive source such as uranium undecayed nucleus
of radioactive sources tasks. considering the elements produced, types n = number of
from decay curve of radiation emitted and period of decay.
PL 4 : Analyse information and Explain qualitatively the importance of
draw connections on Nuclear the uranium decay series in determining
Physics in the context of the age of various stones and earth.
problem solving on occurrences
of natural phenomenon. Carry out an activity using dice to plot
decay curve. Introduce decay series and
PL 5 Evaluate to make half-life equation:
judgement on Nuclear Physics in
the context of problem solving

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 22

and decision making to complete Number of undecayed nuclei, N half-life (limited to
a task . positive integer)
T1/2 = half-life of
6.1.4 Solve problems PL 6 : Create new or original Solve problems involving: radioactive
involving half-life in work on Nuclear Physics in the • radioactive decay curve substances
daily life context of problem solving and • half-life equation
decision making to complete Note:
Pupils are able to: activities/ assignments creatively View videos on: The source of
6.2.1 Communicate and innovatively in a new • nuclear fission energy in the Sun
about nuclear reactions: situation; taking into • nuclear fusion is the result of
(i) nuclear fission consideration the social/ Compare nuclear fission to nuclear nuclear fusion of
(ii) nuclear fusion economic/ cultural values of fusion. hydrogen nuclei.
society
Note:
WEEK 6.2 Nuclear Nuclear energy,
26 Energy E = mc2
whereby,
9-13 Ogos m = mass defect
(kg) E = nuclear
CUTI AWAL 6.2.2 Describe Discuss atomic mass unit (amu) using energy(J)
MUHARAM relationship between mass of 1 atom Carbon-12 and the c = speed of light
energy released during Avogadro number. (m s-1 )
10 Ogos nuclear reaction and (1 amu is also known as 1 u) Nuclear energy
mass defect: E = mc2 1 u = 1.66 x 10-27 kg can be stated in

6.2.3 Solve problems Solve problems involving:
involving nuclear • radioactive decay
energy due to • nuclear fission
radioactive decay and • nuclear fusion
nuclear reactions

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 23

6.2.4 Describe Search for information on generation of electron-volt (eV):
generation of electrical electrical energy in nuclear reactor. 1 eV = 1.6 x 10-19
energy in nuclear reactor Discuss chain reaction in nuclear reactor.
Discuss ways to control energy produced J
from chain reaction in nuclear reactor.

6.2.5 Justify the use of Search for information to make
nuclear energy as an comparisons on generation of electrical
alternative energy to energy from power station that uses coal,
generate electrical hydropower and nuclear energy.
energy Aspects that can be considered:
• cost (construction, operation and
maintenance)
• location of power station
• effects on ecosystem and carbon
footprint
• health and safety issues
• use of technology and expertise
• waste management issues
Discuss the suitability of building a
nuclear power plant in Malaysia.

PENTAKSIRAN SUMATIF 2
16 OGOS – 3 SEPTEMBER 2021

WEEK 27-29
CUTI HARI KEBANGSAAN

31 OGOS 2021
CUTI PERTENGAHAN PENGGAL

11 – 19 SEPTEMBER 2021

LEARNING AREA : 7.0 Quantum Physics

WEEK CONTENT LEARNING Performance Level Suggested Activities Notes
STANDARD STANDARD

Yearlylessonplan2021Physics Prepared by Norbaizora Binti Salim 24

WEEK 7.1 Quantum Pupils are able to: PL1 : Recall facts, concepts and Research and report on development of Note:
31 Theory of 7.1.1 Explain the scientific skills on Quantum Blackbody is an
Light initiation of the quantum Physics. quantum theory and classical theory ideal absorber and
20-24 Sept theory emitter of
PL2 : Understand concepts of incorporating findings from physicists: electromagnetic
Quantum Physics and able to radiation
comprehend them. • Isaac Newton • Thomas Young (including light
and heat).
PL3 : Apply concept of • John Dalton • J.J. Thomson
Quantum Physics to explain
occurrences of natural • Max Planck • Albert Einstein
phenomenon and perform simple
tasks. • Niels Bohr • Louis de Broglie

PL4 : Analyse infromation and Discuss the blackbody radiation
draw connections on Quantum
Physics in the context of phenomenon which could not be
problem solving on occurrences
of natural phenomenon. explained by classical theory, thus

PL5 : Evaluate to make initiating the idea of quantum physics.
judgement on Quantum Physics
in the context of problem solving The characteristics of blackbody
and decision making to complete radiation can be investigated by
a task. sketching the graph of radiation intensity
against wavelength.
PL6 : Create new or original Classical theory explains that light
work on Quantum Physics in the behaves as a wave with continuous
context of problem solving and energy. It cannot explain the graph at a
decision making to complete shorter range of wavelength (ultraviolet).
activities/assignments creatively Planck introduces the idea of quanta
(discrete packet of energy) which
explains the part of the graph that could
not be explained by classical theory.
Einstein further expanded Planck’s
theory by stating that light exists in
quanta known as photon.
de Broglie introduces a hypothesis that
particles also show wave behavior.
Einstein and de Broglie’s ideas led to
wave-particle duality.

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WEEK 7.1.2 Describe quantum and innovatively in a new Gather information to compare the Note:
32 of energy situation; taking into concept of continuous energy and Energy, E is
consideration the discrete energy using observed spectrum directly
27 Sept- 1 social/economic/cultural values (continuous energy) and line spectrum proportional to
Okt of society. from mercury lamp (discrete energy). frequency, f, E  f
Explain quantum of energy as a discrete Therefore, E = hf,
7.1.3 Explain wave- packet of energy which is dependant on whereby h is
particle duality frequency. Planck’s constant.
h = 6.63 x 10-34 J s
Introduce de Broglie’s hypothesis to
explain wave behaviour of particles using Note: The value of
the relationship between momentum, p h is extremely
(particle behaviour) and wavelength, small, therefore de
(wave behaviour): Broglie’s
wavelength is too
whereby is known as de Broglie’s small for objects
wavelength. with greater mass
Based on a computer simulation, (more than mass
conclude how de Broglie’s wavelength of an atom), hence
changes with: the characteristics
• mass of particles of wave cannot be
• velocity of particles observed. Only
Discuss application of wave behavior of small mass
an electron in the operation of an electron particles such as
microscope based on de Broglie’s electron shows
wavelength. observable wave
Compare images produced by electron characteristics.
microscope and light microscope.

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WEEK 7.1.4 Explain concept of Discuss that light shows wave and Note:
33 photon particle behavior using computer/video Photon is quanta
simulation. of light
4-8 Okt 7.1.5 Solve problems Discuss photon energy, E = hf whereby,
using : f = c / λ = therefore, E = hc / λ Note:
(i) photon energy, E=hf Number of
(ii) power, P=nhf ; photons emitted
n is number of photon per second by 50
emitted per second. W lamp for red
light (λ = 7.0 x 10-
7 m) is 1.77 x 1020

7.2 Pupils are able to: View computer simulation about

Photoelectric 7.2.1 Explain photoelectric effect. Carry out an activity
to determine the value of Planck’s
Effect photoelectric effect constant using the Planck’s constant kit.

7.2.2 Identify four Research and report on four
characteristics of characteristics of photoelectric effect that
photoelectric effect that cannot be explained using wave theory
cannot be explained such as: • the effect of frequency on
using wave theory photoelectric effect • existence of
threshold frequency • kinetic energy of
electron does not depend on light
intensity • photoelectron is emitted
instantly when light shines on a specific
material.

WEEK 7.3 Pupils are able to: Describe relationship between the kinetic
34 Einstein’s 7.3.1 State minimum energy of photoelectron and frequency of
work function needed by light using graph of kinetic energy
11-15 Okt Photoelectric a metal to emit an against frequency.

Theory

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electron using Einstein’s View computer simulation on violet, Note:
equation blue, green, yellow, orange and red light Threshold
7.3.2 Explain threshold to obtain an idea that metals have frequency, fo is
frequency, fo and work different threshold frequency. the minimum
function, W frequency to
Determine work function of metal such produce
7.3.3 Determine work as zinc, aluminium and steel using the photoelectric
function of metal, threshold frequency of that metal. effect on metal.
W=hfo Work function, W
7.3.4 Solve problems Determine the maximum kinetic energy is the minimum
involving Einstein’s of photoelectron from graph or formula. energy required to
equation for emit
photoelectric effect. View computer simulation of caesium or photoelectron.
lithium coated photocell to observe the
7.3.5 Explain production production of photoelectric current.
of photoelectric current
in a photocell circuit Research and report on the applications
7.3.6 Describe of photoelectric effect such as :
applications of • photocell
photoelectric effect • light sensor on automatic door
• image sensor
Yearlylessonplan2021Physics • solar panels on the International Space
Station (ISS)

Prepared by Norbaizora Binti Salim 28

WEEK PEPERIKSAAN PERCUBAAN SPM 2021
37 11-29 OKTOBER 2021
WEEK 34 -36
1-5 Nov
Teknik Menjawab Soalan Kertas 2 Fizik - Rujuk kepada Soalan-soalan tahun lepas Skema Permarkahan SPM

WEEK Teknik Menjawab Soalan Kertas 3 Fizik - Rujuk kepada Soalan-soalan tahun lepas Skema Permarkahan SPM
38 Perbincangan soalan-soalan tahun lepas dan skema pemarkahan Fizik SPM kertas 1 dan 3 dari negeri-negeri lain
Perbincangan soalan-soalan tahun lepas dan skema pemarkahan Fizik SPM kertas 1 dan 3 dari MRSM & SBP
8-12 Nov Perbincangan soalan-soalan tahun lepas dan skema pemarkahan Fizik SPM kertas 2 dari negeri-negeri lain
WEEK
Perbincangan soalan-soalan tahun lepas dan skema pemarkahan Fizik SPM kertas 2 dari MRSM & SBP
39
15-19 Nov CUTI AKHIR TAHUN
11 – 31 DIS 2021
WEEK
40

22-26 Nov
WEEK
41

29 Nov – 3
Dis

WEEK
42

6-10 Dis

DISEDIAKAN OLEH DISEMAK OLEH

…………………………………. ……………………………..
PN. NORBAIZORA BINTI SALIM PN SUHAILA BINTI ABU HASSAN
(KETUA PANITIA FIZIK) (GKMP SAINS & MATEMATIK)
SMK BUKIT JELUTONG
SMK BUKIT JELUTONG

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