PHYSICS UNIT, MRSM KUBANG PASU, KEDAH

LEARNING AREA: INTRODUCTION TO PHYSICS

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
1.1 A student is able to: Observe everyday objects such
Understanding ∙ explain as table, a pencil, a mirror etc
Physics what physics is and discuss hoe they are related
to physics concepts.

View a video on natural

∙ recognize the
physics in everyday
objects and natural
phenomena
phenomena and discuss how they
related to physics concepts.
Discuss fields of study in
physics such as forces, motion,
heat, light etc.

1.2 A student is able to: Discuss base quantities and Base quantities are: Base quantities-
Understanding ∙ explain what base derived quantities. length (l), mass(m), kuantiti asas
base quantities quantities and derived time (t), Derived
and derived quantities are From a text passage, identify temperature (T) and quantities –
quantities current (I) kuantiti terbitan
∙ list base quantities physical quantities then classify
them into base quantities and Length- panjang
and their units
derived quantities. Suggested derived Mass – jisim
∙ list some derived
quantities: force (F) Temperature –
quantities and their units. suhu
List the value of prefixes and Density ( ) ,
Current – arus
their abbreviations from nano volume (V) and
∙ express quantities to giga, eg. nano (10-9), Force – daya
velocity (v)
using prefixes. Density –
nm(nanometer) More complex
ketumpatan
∙ express quantities derived quantities
Volume – isipadu
using scientific notation Discus the use of scientific may be discussed
Velocity - halaju
notation to express large and
small numbers.

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
∙ express derived
quantities as well as their
units in terms of base
quantities and base units.
∙ solve problems
involving conversion of
Determine the base quantities( When these Scientific
and units) in a given derived quantities are notation – bentuk
quantity (and unit) from the introduced in their piawai
related formula. related learning Prefix- imbuhan
areas.
Solve problems that involve the
conversion of units.
 units
1.3 A student is able to:
Understanding ∙ define scalar and
scalar and vector vector quantities
quantities
∙ give examples of
scalar and vector
quantities.
1.4 A student ia able to
Understanding ∙ Measure
measurement physical quantities using
appropriate instruments
∙ Explain
accuracy and consistency
∙ Explain
sensitivity
∙ Explain
types of experimental
error
∙ Use
appropriate techniques to
reduce errors
Wee Learning Learning Outcomes
k Objective
1.5 Analysing A student is able to:
scientific Identify
∙ Scientific skills
investigations variables in a given
situation
∙ Identify a
question suitable for
scientific investigation
∙ Form a
hypothesis
∙ Design and
carry out a simple
Carry out activities to show that
some quantities can be defined
by magnitude only whereas
other quantities need to be
defined by magnitude as well as
direction.
Compile a list of scalar and
vector quantities.
Accuracy-
Choose the appropriate kejituan
instrument for a given Consistency-
measurement kepersisan
Sensitivity-
kepekaan
Discuss consistency and
Error- ralat
accuracy using the distribution
Random - rawak
of gunshots on a target as an
example
Discuss the sensitivity of
various instruments
Demonstrate through examples
systematic errors and random
errors.
Discuss what systematic and
random errors are.
Use appropriate techniques to
reduce error in measurements
such as repeating measurements
to find the average and
compensating for zero error.
Suggested Activities Notes Vocabulary
Observe a situation and suggest
questions suitable for a
scientific investigation. Discuss
to: are applied
a) identify a question throughout
suitable for scientific
investigation
b) identify all the
variables
c) form a hypothesis
d) plan the method of
 experiment to test the investigation including
hypothesis selection of apparatus and
work procedures

Carry out an experiment and:

a) collect and
tabulate data
∙ Record and
b) present
present data in a suitable
data in a suitable form
form
c) interpret
∙ Interpret
the data and draw
data to draw a conclusion
conclusions
∙ Write a
d) write a
report of the investigation
complete report

LEARNING AREA: 2.FORCES AND MOTION

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
2.1 A student is able to: Carry out activities to gain an Average speed = Distance – jarak
Analysing linear ∙ Define idea of: total distance / Displacement –
motion distance and displacement a) distance and time taken sesaran
displacement Speed – laju
∙ Define
Velocity – halaju
speed and velocity and b) speed and velocity
Acceleration –
c) acceleration and pecutan
deceleration Deceleration,
state that
retardation –
∙ Define
nyahpecutan
acceleration and
deceleration and state

that Carry out activities using a data

∙ Calculate logger/graphing
speed and velocity calculator/ticker timer to
 ∙ Calculate
acceleration/deceleration
Solve problems on linear
motion with uniform
acceleration using
a) identify when a body is
at rest, moving
with uniform velocity
or non-uniform
velocity
b) determine displacement,
velocity and acceleration
Solve problems using the
following equations of motion:
∙

∙
2.2 A student is able to: Carry out activities using a data
Analysing motion ∙ plot and interpret logger/graphing calculator/
graphs displacement- time and ticker timer to plot
velocity-time graphs a) displacemen
t-time graphs
∙ deduce from the b) velocity-
shape of a displacement- time graphs
time graph when a body is:
i. at rest Describe and interpret:
ii. moving with uniform a) displacement-time
velocity graphs
iii. moving with non-
b) velocity-time graphs
uniform velocity

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
∙ determine distance, Determine distance, Reminder
displacement and velocity displacement velocity and Velocity is
from a displacement –time acceleration from a determined from
graph displacement –time and velocity– the gradient of
time graphs. displacement –time
∙ deduce from the
graph.
shape of velocity- time
Acceleration is
graph when a body is:
determined from
a. at rest
the gradient of
b. moving with uniform
velocity –time graph
velocity
c. moving with uniform
acceleration Distance is
determined from
∙ determine distance,
the area under a
displacement velocity and
velocity – time
acceleration from a
graph.
velocity–time graph
∙ solve problems on
Solve problems on linear motion
linear motion with uniform
with uniform acceleration
acceleration.
involving graphs.
 2.3 A student is able to: Carry out activities/view
Understanding ∙ explain computer simulations/ situations Newton’s First Law Inertia - inersia
Inertia what inertia is to gain an idea on inertia. of Motion maybe
introduced here.
Carry out activities to find out
the relationship between inertia
∙ relate mass and mass.
to inertia

Research and report on

a) the positive effects of
∙ give inertia
examples of situations b) ways to reduce the negative
involving inertia effects of inertia.
∙ suggest
ways to reduce the
negative side effects of
inertia.
2.4 A student is able to: Carry out activities/view Momentum –
Analysing ∙ define the computer simulations to gain an momentum
momentum momentum of an object idea of momentum by comparing Collision –
the effect of stopping two pelanggaran
objects: Explosion –
a) of the same letupan
mass moving at different
speeds
b) of different masses moving
at the same
speeds

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary

Objective
∙ define momentum Discuss momentum as the Conservation of
product of mass and velocity. linear
as the product of mass momentum-
(m) and velocity (v) i.e. Reminder
keabadian
Momentum as a
momentum
View computer simulations on vector quantity
∙ state the principle collision and explosions to gain needs to be
of conservation of an idea on the conservation of emphasized in
momentum momentum problem solving

Conduct an experiment to show

that the total momentum of a
closed system is a constant

Carry out activities that

demonstrate the conservation
of momentum e.g. water
rockets.

Research and report on the

applications of conservation of
∙ describe
momentum such as in rockets or
applications of
jet engines .
conservation of momentum
 Solve problems involving linear
momentum

∙ solve problems
involving momentum
2.5 A student is able to: With the aid of diagrams, When the forces
Understanding ∙ describe the describe the forces acting on an acting on an objects
the effects of a effects of balanced forces object: are balanced they
force acting on an object a) at rest cancel each other
out (nett force = 0).
∙ describe the b) moving at
The object then
effects of unbalanced constant velocity
behaves as if there
forces acting on an object c) accelerating is no force acting on
it.
∙ determine the Conduct experiments to find
relationship between the relationship between: Newton’s Second
force, mass and a) acceleration and mass Law of Motion may
acceleration i.e. F = ma. of an object under constant be introduced here
force
b) acceleration and force
for a constant mass.

Solve problems using F = ma

∙ Solve problem using
F = ma

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
2.6 Analysing A student is able to: View computer simulations of Accuracy-
impulse and ∙ explain what an collision and explosions to gain kejituan
impulsive force impulsive force is . an idea on impulsive forces. Consistency-
kepersisan
∙ give examples of
Discuss Sensitivity-
situations involving
kepekaan
impulsive forces a) impulse as a
Error- ralat
∙ define impulse as a change of momentum
Random - rawak
change of momentum, i.e. b) an impulsive
force as the rate of change
∙ define impulsive of momentum in a collision or
forces as the rate of explosion
change of momentum in a c) how
collision or explosion, i.e. increasing or decreasing
time of impact affects the
magnitude of the impulsive
force.
∙ explain the effect
of increasing or decreasing
time of impact on the Research and report situations
magnitude of the impulsive where:
force. a) an impulsive force
∙ Describe situation needs to be reduced and how
where an impulsive force it can be done
needs to be reduced and b) an impulsive force is
suggest ways to reduce it. beneficial
∙ describe situation
 where an impulsive force is
beneficial

∙ solve problems Solve problems involving

involving impulsive forces impulsive forces

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

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

2.8 Understa A student is able to: Carry out activity or view When
nding gravity ∙ explain computer simulations to considering a Gravitational
acceleration due to gain an idea of body field – medan
gravity acceleration due to falling freely, g gravity
gravity. (= 9.8 m/s2) is
Discuss its acceleration
∙ state what a a) acceleratiobut when it is at
gravitational field is n due to gravity rest, g (=9.8
∙ define b) a N/kg) is the
gravitational field gravitational field as a Earth’s
strength region in which an gravitational
object experiences a field strength
force due to acting on it.
gravitational The weight of
attraction and an object of
c) gravitation fixed mass is
al field strength (g) as dependent on
 ∙ determine the gravitational force per the g exerted
value of acceleration unit mass on it.
due to gravity Carry out an activity to
determine the value of
∙ define weight acceleration due to
(W) as the product of gravity.
mass (m) and Discuss weight as the
acceleration due to Earth’s gravitational
gravity (g) i.e. W =mg. force on an object
∙ solve problems
involving acceleration
due to gravity.

Solve problems involving

acceleration due to
gravity.

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

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

2.10 Underst A student is able to: Observe and discus

anding work, ∙ Define work situations where work is
energy, power (W) as the product of done.
and an applied force (F) Discuss that no work is
efficiency. and displacement (s) done when:
 of an object in the a) a force is
direction of the applied but no
applied force i.e. W = displacement occurs
Fs. b) an object
undergoes a
displacement with no
∙ State that applied force acting on
when work is done it.
energy is transferred Give examples to
from one object to illustrate how energy is
another. transferred from one
object to another when
∙ Define kinetic work is done
energy and state that
Discuss the relationship
between work done to
accelerate a body and the
change in kinetic energy

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
∙ Define Discuss the relationship 2.10 Underst
gravitational between work done Have students anding work,
potential energy and against gravity and recall the energy, power
state that Ep = mgh gravitational potential different forms and
energy. of energy. efficiency.
∙ State the Carry out an activity to
principle of show the principle of
conservation of conservation of energy
energy. State that power is the
∙ Define power rate at which work is
and state that done, P = W/t.
P = W/t Carry out activities to
measure power.
Discuss efficiency as:
∙ Explain what Useful energy output x
efficiency of a device 100 %
is. Energy input
Evaluate and report the
efficiencies of various
devices such as a diesel
engine, a petrol engine
 and an electric engine.
∙ Solve problems Solve problems involving
involving work, work, energy, power and
energy, power and efficiency.
efficiency
2.11 Apprecia A student is able to: Discuss that when an
ting the ∙ recognize the energy transformation
importance of importance of takes place, not all the
maximising maximising efficiency energy is used to do
the of devices in useful work. Some is
efficiency of conserving resources. converted into heat or
devices. other types of energy.
Maximising efficiency
during energy
transformations makes
the best use of the
available energy. This
helps to conserve
resources

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
2.12 Understandin A student is able to: Carry out activities to
g elasticity. ∙ define elasticity gain an idea on elasticity.

∙ define Hooke’s Plan and conduct an

Law experiment to find the
relationship between
force and extension of a
spring.
∙ define elastic
potential energy and Relate work done to
elastic potential energy
state that
to obtain .
Describe and interpret
force- extension graphs.

∙ determine the Investigate the factors

factors that affect that affects elasticity.
 elasticity.
Research and report on
∙ Describe applications of elasticity.
applications of elasticity
Solve problems involving
elasticity.
∙ Solve problems
involving elasticity

LEARNING AREA:3.FORCES AND PRESSURE

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

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

3.2 A student is able to: Observe situations to Depth –

Understandin ∙ relate depth to form ideas that pressure kedalaman
g pressure in pressure in a liquid in liquids: Density –
liquids a) acts in all ketumpatan
∙ relate density directions Liquid - cecair
to pressure in a liquid b) increases
with depth
∙ explain Observe situations to
pressure in a liquid form the idea that
 and state that P = pressure in liquids
hρg increases with density
Relate depth (h) , density
∙ describe (ρ) and gravitational field
applications of strength (g) to pressure
pressure in liquids. in liquids to obtain P =
hρg
Research and report on
a) the applications
∙ Solve problems of pressure in
involving pressure in liquids
liquids. b) ways to reduce the
negative effect of
pressure in liquids
Solve problems involving
pressure in liquids.

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
3.3 A student is able to: Carry out activities to Student need to
Understandin ∙ explain gas gain an idea of gas be introduced
g gas pressure pressure and atmospheric to instruments
pressure and used to measure
atmospheric Discuss gas pressure in gas pressure
pressure terms of the behaviour of (Bourdon Gauge)
gas molecules based on and atmospheric
the kinetic theory pressure
∙ explain (Fortin
atmospheric pressure Discuss atmospheric barometer,
pressure in terms of the aneroid
weight of the atmosphere barometer).
acting on the Earth’s Working
surface principle of the
instrument is
Discuss the effect of not required.
∙ describe altitude on the magnitude Introduce other
applications of of atmospheric pressure units of
atmospheric pressure atmospheric
Research and report on pressure.
∙ solve problems the application of 1 atmosphere =
involving atmospheric atmospheric pressure 760 mmHg =
pressure and gas 10.3 m water=
pressure Solve problems involving 101300 Pa
atmospheric and gas 1 milibar = 100
 pressure including Pa
barometer and
manometer readings.
3.4 Applying A student is able to: Observe situations to Enclosed-
Pascal’s ∙ state Pascal’s form the idea that tertutup
principle principle. pressure exerted on an Force
enclosed liquid is multiplier-
transmitted equally to pembesar
every part of the liquid daya
∙ Explain Hydraulic
hydraulic system Discuss hydraulic systems systems –
as a force multiplier to system
obtain: haudraulik
Output force = output Transmitted –
piston area tersebar
Input force input
piston area

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
∙ Describe Research and report on
applications of the application of Pascal’s
Pascal’s principle. principle (hydraulic
systems)
∙ Solve problems Solve problems involving
involving Pascal’s Pascal’s principle
principle.

3.5 Applying A student is able to: Carry out an activity to

Archimedes’ ∙ Explain buoyant measure the weight of an Have students
principle. force object in air and the recall the
weight of the same different forms
object in water to gain an of energy.
∙ Relate buoyant idea on buoyant force.
force to the weight Conduct an experiment to
of the liquid investigate the
displaced relationship between the
weight of water displaced
and the buoyant force.
∙ State Discuss buoyancy in terms
Archimedes’ principle. of:
a) An object
that is totally or
partially submerged in
 a fluid experiences a
buoyant force equal to
the weight of fluid
displaced
b) The weight of a freely
floating
object being equal to
the weight of
∙ Describe fluid displaced
applications of c) a floating object has a
Archimedes principle density less
∙ than or equal to the
density of the
fluid in which it is
floating.

Research and report on

the applications of
Archimedes’ principle, e.g.
submarines, hydrometers,
hot air balloons

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
Solve problems Solve problems involving
involving Archimedes Archimedes’ principle.
principle Build a Cartesian diver.
Discuss why the diver can
be made to move up and
down.

3.6 Understa A student is able to: Carry out activities to

nding ∙ State gain the idea that when
Bernoulli’s Bernoulli’s principle the speed of a flowing
principle. ∙ Explain that fluid increases its
resultant force pressure decreases, e.g.
exists due to a blowing above a strip of
difference in fluid paper, blowing through
pressure straw, between two ping
pong balls suspended on
strings.

Discuss Bernoulli’s
 principle
Carry out activities to
show that a resultant
∙ Describe force exists due to a
applications of difference in fluid
Bernoulli’s principle pressure.

View a computer
simulation to observe air
flow over an aerofoil to
∙ Solve problems gain an idea on lifting
involving Bernoulli’s force.
principle Research and report on
the applications of
Bernoulli’s principle.

Solve problems involving

Bernoulli’s principle.

LEARNING AREA:4.HEAT

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
4.1 Understa A student is able to: Carry out activities to thermal
nding thermal ∙ Explain thermal show that thermal equilibrium –
equilibrium. equilibrium equilibrium is a condition keseimbangan
in which there is no net terma
heat flow between two
objects in thermal
contact
∙ Explain how a
liquid in glass Use the liquid-in-glass
thermometer works thermometer to explain
how the volume of a fixed
mass of liquid may be
used to define a
temperature scale.

4.2 Understa A student is able to: Observe the change in Heat capacity specific heat
nding specific ∙ Define specific temperature when: only relates to a capacity –
 heat capacity heat capacity a) the same amount of particular muatan haba
( c) heat is used to heat object whereas tentu
∙ State different masses of specific heat
water. capacity relates
that b) the same amount of to a material
heat is used to heat the
same mass of different
liquids.

Discuss specific heat Guide students

∙ Determine the capacity to analyse the
specific heat capacity unit of c as
of a liquid. Plan and carry out an
or
∙ Determine the activity to determine the
specific heat capacity specific heat capacity of
of a solid a) a liquid b) a solid

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
∙ Describe Research and report on
applications of applications of specific
specific heat capacity heat capacity.

∙ Solve problems Solve problems involving

involving specific heat specific heat capacity.
capacity.

4.3 Understa A student is able to: Carry out an activity to Melting –

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

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
4.4 Understa A student is able to: Use a model or view
nding the gas ∙ explain gas computer simulations on
laws pressure, the behaviour of
temperature and molecules of a fixed mass
volume in terms of gas to gain an idea
of gas molecules. about gas pressure,
temperature and volume.
Discuss gas pressure,
volume and temperature
in terms of the behaviour
of molecules based on the
kinetic theory.
∙ Determine the
relationship between Plan and carry out an
pressure and volume experiment on a fixed
at constant mass of gas to determine
temperature for a the relationship between:
fixed mass of gas, i.e a) pressure
pV = constant and volume at constant
∙ Determine the temperature
relationship between b) volume and
volume and temperature at
temperature at constant pressure
constant pressure for c) pressure
a fixed mass of gas, and temperature at
i.e V/T = constant constant volume
 ∙ Determine the
relationship between Extrapolate P-T and V-T
pressure and graphs or view computer
temperature at simulations to show that
constant volume for a when pressure and volume
fixed mass of gas, i.e are zero the temperature
p/T = constant on a P-T and V-T graph is
∙ Explain absolute – 2730C.
zero Discuss absolute zero and
∙ Explain the the Kelvin scale of
absolute/Kelvin scale temperature
of temperature
Solve problems involving
∙ Solve problems the pressure,
involving pressure, temperature and volume
temperature and of a fixed mass of gas.
volume of a fixed
mass of gas

LEARNING AREA:5.LIGHT

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
5.1 Understa A student is able to: Observe the image
nding ∙ Describe the formed in a plane mirror.
reflection of characteristic of the Discuss that the image is:
light. image formed by a) as far behind the
reflection of light mirror as the
object is in front and
the line
joining the object and
image is
perpendicular to the
mirror.
∙ State the laws b) the same size as the
of reflection of light object
∙ Draw ray c) virtual
diagrams to show the d) laterally inverted
position and
characteristics of Discuss the laws of
the image formed by reflection
a
i. plane mirror Draw the ray diagrams to
ii. convex mirror determine the position
iii. concave mirror and characteristics of
the image formed by a
 ∙ Describe a) plane mirror
applications of b) convex mirror
reflection of light c) concave mirror

∙ Solve problems Research and report on

involving reflection of applications of reflection
light of light

∙ Construct a Solve problems involving

device based on the reflection of light
application of
reflection of light Construct a device based
on the application of
reflection of light

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
5.2 Understa A student is able to: Observe situations to Real depth –
nding ∙ Explain gain an idea of refraction Dalam nyata
refraction of refraction of light Conduct an experiment to Apparent
light. ∙ Define find the relationship depth – dalam
refractive index as between the angle of ketara
incidence and angle of
refraction to obtain
Snell’s law.

∙ Determine the Carry out an activity to

refractive index of a determine the refractive
glass or Perspex index of a glass or
block perspex block

Discuss the refractive

∙ State the index, , as
refractive index, , Speed of light in a
as vacuum
Speed of light in a Speed of light in a
vacuum medium
Speed of light in a
medium Research and report on
phenomena due to
∙ Describe refraction, e.g. apparent
phenomena due to depth, the twinkling of
refraction stars.
 Carry out activities to
gain an idea of apparent
depth. With the aid of
diagrams, discuss real
depth and apparent
depth.
∙ Solve problems
involving refraction Solve problems involving
of light refraction of light

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
5.3 Understa A student is able to: Carry out activities to
nding total ∙ Explain total show the effect of
internal internal reflection of increasing the angle of
reflection of light incidence on the angle of
light. ∙ Define critical refraction when light
angle (c) travels from a denser
medium to a less dense
medium to gain an idea
about total internal
reflection and to obtain
∙ Relate the the critical angle.
critical angle to the
refractive index Discuss with the aid of
diagrams:
i.e a) total internal
reflection and
critical angle
∙ Describe b) the relationship
natural phenomenon between critical
involving total angle and refractive
internal reflection angle
∙ Describe Research and report on
applications of total a) natural phenomena
internal reflection involving total
internal reflection
b) the applications of
total
 ∙ Solve problems reflection e.g. in
involving total telecommunication
internal reflection using fibre
optics.
Solve problems involving
total internal reflection

5.4 Understa A student is able to: Use an optical kit to

nding lenses. ∙ Explain focal observe and measure light
point and focal length rays traveling through
∙ determine the convex and concave lenses
focal point and focal to gain an idea of focal
length of a convex point and focal length.
lens Determine the focal point
∙ determine the and focal length of
focal point and focal convex and concave
length of a concave lenses.
lens

Wee Learning Learning Outcomes Suggested Activities Notes Vocabulary

k Objective
∙ Draw ray With the help of ray thermal
diagrams to show the diagrams, discuss focal equilibrium –
positions and point and focal length keseimbangan
characteristics of terma
the images formed by Draw ray diagrams to
a convex lens. show the positions and
∙ Draw ray characteristic of the
diagrams to show the images formed by a
positions and a) convex lens b) concave
characteristics of lens
the images formed by
a concave lens.
Carry out activities to
∙ Define gain an idea of
magnification as magnification.
With the help of ray
diagrams, discuss
∙ Relate focal magnification.
length (f) to the Carry out activities to
object distance (u) find the relationship
and image distance between u, v and f
(v)
 Carry out activities to
i.e. gain an idea on the use of
lenses in optical devices.
∙ Describe, with With the help of ray
the aid of ray diagrams, discuss the use
diagrams, the use of of lenses in optical
lenses in optical devices such as a
devices. telescope and microscope

Construct an optical
device that uses lenses.

∙ Construct an Solve problems involving

optical device that to lenses
uses lenses.

∙ Solve problems
involving to lenses.

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PHYSICS LESSON PELAN FORM 4