1. LEARNING AREA: 1. INTRODUCTION TO PHYSICS
Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
A student is able to:
1.1
Understanding Physics Observe everyday objects such • explain what physics is.
as a table, a pencil, a mirror etc
and discuss how they are
related to physics concepts.
View a video on natural • recognize the physics in
phenomena and discuss how everyday objects and natural
they are related to physics phenomena.
concepts.
Discuss fields of study in
physics such as forces, motion,
heat, light etc.
A student is able to:
1.2
Understanding base Discuss base quantities and • explain what base quantities and Base quantities base quantities –
quantities and derived derived quantities. derived quantities are. are: length (l), kuantiti asas
quantities • list base quantities and their mass (m), time (t),
From a text passage, identify units. temperature (T) derived quantities –
physical quantities then classify • list some derived quantities and and current (I). kuantiti terbitan
them into base quantities and their units.
derived quantities. Suggested derived length – panjang
quantities: force
List the value of prefixes and (F), density (ρ) mass – jisim
their abbreviations from nano to • express quantities using volume (V) and
16

2. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
giga, e.g. nano (10-9), nm prefixes. velocity (v). time – masa
(nanometer).
More complex temperature – suhu
Discuss the use of scientific derived quantities
notation to express large and may be discussed current – arus
small numbers. • express quantities using when these
scientific notation. quantities are force – daya
Determine the base quantities introduced in their
(and units) in a given derived related learning density – ketumpatan
quantity (and unit) from the • express derived quantities as areas.
related formula. well as their units in terms of volume – isipadu
base quantities and base units.
Solve problems that involve the velocity – halaju
conversion of units. • solve problems involving
conversion of units. scientific notation –
bentuk piawai
prefix - imbuhan
A student is able to:
1.3
Understanding scalar Carry out activities to show that • define scalar and vector
and vector quantities some quantities can be defined quantities.
by magnitude only whereas
other quantities need to be
defined by magnitude as well as
direction.
Compile a list of scalar and • give examples of scalar and
vector quantities. vector quantities.
17

3. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
A student is able to:
1.4
Understanding Choose the appropriate • measure physical quantities accuracy – kejituan
measurements instrument for a given using appropriate instruments.
measurement. consistency –
kepersisan
Discuss consistency and • explain accuracy and
accuracy using the distribution consistency. sensitivity – kepekaan
of gunshots on a target as an
example. error – ralat
Discuss the sensitivity of various random - rawak
instruments. • explain sensitivity.
Demonstrate through examples
systematic errors and random • explain types of experimental
errors. Discuss what systematic error.
and random errors are.
Use appropriate techniques to
reduce error in measurements • use appropriate techniques to
such as repeating reduce errors.
measurements to find the
average and compensating for
zero error.
18

4. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
A student is able to:
1.5
Analysing scientific Observe a situation and suggest • identify variables in a given Scientific skills are
investigations questions suitable for a scientific situation. applied
investigation. Discuss to: • identify a question suitable for throughout.
a) identify a question suitable scientific investigation.
for scientific investigation • form a hypothesis.
b) identify all the variables • design and carry out a simple
c) form a hypothesis experiment to test the
d) plan the method of hypothesis.
investigation including
selection of apparatus and
work procedures
Carry out an experiment and:
a) collect and tabulate data
b) present data in a suitable • record and present data in a
form suitable form.
c) interpret the data and draw • interpret data to draw a
conclusions conclusion.
d) write a complete report
• write a report of the
investigation.
19

5. LEARNING AREA: 2. FORCES AND MOTION
Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
A student is able to:
2.1
Analysing linear motion Carry out activities to gain an • define distance and distance – jarak
idea of: displacement average speed =
a) distance and displacement. • define speed and velocity and total distance displacement – sesaran
b) speed and velocity s time taken
c) acceleration and state that average velocity, v = speed – laju
deceleration t
. velocity – halaju
• define acceleration and
Carry out activities using a data deceleration and state that acceleration – pecutan
logger/graphing calculator/ ticker v−u
timer to:
a= deceleration –
t
a) identify when a body is at nyahpecutan
rest, moving with uniform • calculate speed and velocity.
velocity or non-uniform • calculate acceleration/
velocity deceleration.
b) determine displacement,
velocity and acceleration.
Solve problems using the
following equations of motion:
a) v = u + at
• solve problems on linear motion
b) s = ut + ½ at2 with uniform acceleration using
c) v2 = u2 + 2as i. v = u + at.
ii.s = ut + ½ at2.
iii.v2 = u2 + 2as.
20

6. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
A student is able to:
2.2
Analysing motion graphs Carry out activities using a data • plot and interpret displacement- Reminder:
logger/graphing calculator/ticker time and velocity-time graphs. Velocity is
timer to plot determined from
a) displacement-time graphs the gradient of
b) velocity-time graphs displacement-time
• deduce from the shape of a graph.
Describe and interpret: displacement-time graph when a
a) displacement-time and body is: Acceleration is
b) velocity-time graphs i. at rest. determined from
ii. moving with uniform velocity. the gradient of
iii. moving with non-uniform velocity-time
velocity. graph.
Determine distance, • determine distance,
displacement, velocity and displacement and velocity from a Distance is
acceleration from displacement- displacement-time graph. determined from
time and velocity-time graphs. • deduce from the shape of a the area under a
velocity-time graph when a body velocity-time
is: graph.
i. at rest.
ii. moving with uniform velocity.
iii.moving with uniform
acceleration.
• determine distance,
displacement, velocity and
acceleration from a velocity-time
Solve problems on linear motion graph.
with uniform acceleration
21

7. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
involving graphs. • solve problems on linear motion
with uniform acceleration.
A student is able to:
2.3
Understanding inertia Carry out activities/view • explain what inertia is. Newton’s First inertia - inersia
computer simulations /situations Law of Motion
to gain an idea on inertia. may be introduced
here.
Carry out activities to find out • relate mass to inertia.
the relationship between inertia
and mass.
Research and report on • give examples of situations
a) the positive effects of inertia involving inertia.
b) ways to reduce the negative • suggest ways to reduce the
effects of inertia negative effects of inertia.
A student is able to:
2.4
Analysing momentum Carry out activities/view • define the momentum of an momentum –
computer simulations to gain an object. momentum
idea of momentum by
comparing the effect of collision – pelanggaran
stopping two objects:
a) of the same mass moving at explosion – letupan
different speeds
b) of different masses moving conservation of linear
at the same speed. momentum – keabadian
• define momentum (p) as the momentum linear
Discuss momentum as the product of mass (m) and velocity
22

8. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
product of mass and velocity. (v) i.e. p = mv.
View computer simulations on • state the principle of
collisions and explosions to gain conservation of momentum.
an idea on the conservation of
momentum.
Conduct an experiment to show Reminder:
that the total momentum of a Momentum as a
closed system is a constant. vector quantity
needs to be
Carry out activities that emphasised in
demonstrate the conservation of problem solving.
momentum e.g. water rockets.
Research and report on • describe applications of
the applications of conservation conservation of momentum.
of momentum such as in rockets
or jet engines.
Solve problems involving linear • solve problems involving
momentum. momentum.
A student is able to:
2.5
Understanding the With the aid of diagrams, • describe the effects of balanced When the forces balanced – seimbang
effects of a force describe the forces acting on an forces acting on an object. acting on an object
object: • describe the effects of are balanced they unbalanced – tidak
a) at rest unbalanced forces acting on an cancel each other seimbang
b) moving at constant velocity object. out (nett force =
23

9. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
c) accelerating. 0). The object then nett force – daya bersih
behaves as if
Conduct experiments to find the • determine the relationship there is no force resultant – daya paduan
relationship between: between force, mass and acting on it.
a) acceleration and mass of an acceleration i.e. F = ma.
object under constant force Newton’s Second
b) acceleration and force for a Law of Motion
constant mass. may be introduced
here.
Solve problems using F = ma. • solve problems using F = ma.
A student is able to:
2.6
Analysing impulse and View computer simulations of • explain what an impulsive force impulse – impuls
impulsive force collisions and explosions to gain is.
an idea on impulsive forces. • give examples of situations impulsive forces – daya
involving impulsive forces. impuls
Discuss • define impulse as a change in
a) impulse as change in momentum, i.e.
momentum Ft = mv – mu .
b) an impulsive force as the
• define impulsive force as the
rate of change of momentum
rate of change of momentum in
in a collision or explosion,
a collision or explosion, i.e.
c) how increasing or
mv − mu
decreasing time of impact F= .
affects the magnitude of the t
impulsive force. • explain the effect of increasing
or decreasing time of impact on
Research and report situations the magnitude of the impulsive
where: force.
24

10. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
a) an impulsive force needs to • describe situations where an
be reduced and how it can be impulsive force needs to be
done reduced and suggest ways to
b) an impulsive force is reduce it.
beneficial
• describe situations where an
Solve problems involving impulsive force is beneficial.
impulsive forces.
• solve problems involving
impulsive forces.
A student is able to:
2.7
Being aware of the need Research and report on the • describe the importance of
for safety features in physics of vehicle collisions and safety features in vehicles.
vehicles safety features in vehicles in
terms of physics concepts.
Discuss the importance of safety
features in vehicles.
A student is able to:
2.8
Understanding gravity Carry out an activity or view • explain acceleration due to When considering gavitational field –
computer simulations to gain an gravity. a body falling medan graviti
idea of acceleration due to freely, g (= 9.8 m
gravity. s-2) is its weight - berat
Discuss acceleration but
a) acceleration due to gravity. • state what a gravitational field is. when it is at rest,
25

11. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
b) a gravitational field as a • define gravitational field g (= 9.8 N kg-1) is
region in which an object strength. the Earth’s
experiences a force due to gravitational field
gravitational attraction strength acting on
it.
c) gravitational field strength
(g) as gravitational force per
unit mass.
Carry out an activity to
determine the value of • determine the value of
acceleration due to gravity. acceleration due to gravity.
The weight of an
Discuss weight as the Earth’s • define weight (W) as the product object of fixed
gravitational force on an object. of mass (m) and acceleration mass is dependent
due to gravity (g) i.e. W = mg. on the g exerted
Solve problems involving on it.
acceleration due to gravity. • solve problems involving
acceleration due to gravity.
A student is able to:
2.9
Analysing forces in With the aid of diagrams, • describe situations where forces resultant force – daya
equilibrium describe situations where forces are in equilibrium. paduan
are in equilibrium, e.g. a book at
rest on a table, an object at rest • state what a resultant force is. resolve - lerai
on an inclined plane. • add two forces to determine the
resultant force.
With the aid of diagrams, • resolve a force into the effective
discuss the resolution and component forces.
26

12. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
addition of forces to determine • solve problems involving forces
the resultant force. in equilibrium.
Solve problems involving forces
in equilibrium (limited to 3
forces).
A student is able to:
2.10
Understanding work, Observe and discuss situations • define work (W) as the product work – kerja
energy, power and where work is done. of an applied force (F) and
efficiency Discuss that no work is done displacement (s) of an object in kinetic energy – tenaga
when: the direction of the applied force kinetik
a) a force is applied but no i.e. W = Fs.
displacement occurs gravitational potential
b) an object undergoes a energy – tenaga
displacement with no keupayaan graviti
applied force acting on it.
conservation of energy
Give examples to illustrate how • state that when work is done Have students – keabadian tenaga
energy is transferred from one energy is transferred from one recall the different
object to another when work is object to another. forms of energy.
done.
Discuss the relationship • define kinetic energy and state
between work done to that Ek = ½mv2
accelerate a body and the
change in kinetic energy.
Discuss the relationship
• define gravitational potential
between work done against
energy and state that Ep = mgh.
gravity and gravitational
27

13. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
potential energy.
Carry out an activity to show the
principle of conservation of • state the principle of
energy. conservation of energy.
State that power is the rate at • define power and state that
which work is done, P = W/t. P = W/t.
Carry out activities to measure
power.
Discuss efficiency as: • explain what efficiency of a
useful energy output device is.
x100%
energy input
Evaluate and report the
efficiencies of various devices
such as a diesel engine, a petrol
engine and an electric engine.
• solve problems involving work,
Solve problems involving work, energy, power and efficiency.
energy, power and efficiency.
A student is able to:
2.11
Appreciating the Discuss that when an energy • recognise the importance of
importance of transformation takes place, not maximising efficiency of devices
maximising the all of the energy is used to do in conserving resources.
28

14. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
efficiency of devices useful work. Some is converted
into heat or other types of
energy. Maximising efficiency
during energy transformations
makes the best use of the
available energy. This helps to
conserve resources.
A student is able to:
2.12
Understanding elasticity Carry out activities to gain an • define elasticity. elasticity – kekenyalan
idea on elasticity.
intra-molecular force –
Plan and conduct an experiment • define Hooke’s law. daya antara molekul
to find the relationship between
force and extension of a spring. extension –
pemanjangan
Relate work done to elastic • define elastic potential energy
potential energy to obtain and state that Ep= ½ kx2. elastic potential energy-
Ep=½ kx2. tenaga keupayaan
kenyal
Describe and interpret force-
extension graphs.
Investigate the factors that affect • determine the factors that affect
elasticity. elasticity.
Research and report on • describe applications of
applications of elasticity. elasticity.
Solve problems involving
29

15. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
elasticity. • solve problems involving
elasticity.
30

16. LEARNING AREA: 3. FORCES AND PRESSURE
Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
A student is able to:
3.1
Understanding pressure Observe and describe the effect • define pressure and state that Introduce the unit pressure - tekanan
of a force acting over a large F of pressure pascal
area compared to a small area, P= . (Pa).
e.g. school shoes versus high A (Pa = N m-2)
heeled shoes.
Discuss pressure as force per
unit area.
Research and report on • describe applications of
applications of pressure. pressure.
Solve problems involving
pressure. • solve problems involving
pressure.
A student is able to:
3.2
Understanding pressure Observe situations to form ideas • relate depth to pressure in a depth – kedalaman
in liquids that pressure in liquids: liquid.
a) acts in all directions density – ketumpatan
b) increases with depth
liquid - cecair
Observe situations to form the • relate density to pressure in a
idea that pressure in liquids liquid.
increases with density.
31

17. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
Relate depth (h), density (ρ) • explain pressure in a liquid and
and gravitational field strength state that P=hρg.
(g) to pressure in liquids to
obtain P=hρg.
Research and report on • describe applications of pressure
a) the applications of pressure in liquids.
in liquids
b) ways to reduce the negative
effects of pressure in liquids.
Solve problems involving • solve problems involving
pressure in liquids. pressure in liquids.
A student is able to:
3.3
Understanding gas Carry out activities to gain an • explain gas pressure. Students need to
pressure and idea of gas pressure and be introduced to
atmospheric pressure atmospheric pressure. instruments used
to measure gas
Discuss gas pressure in terms pressure (Bourdon
of the behaviour of gas Gauge) and
molecules based on the kinetic atmospheric
theory. pressure (Fortin
barometer,
Discuss atmospheric pressure in • explain atmospheric pressure. aneroid
terms of the weight of the barometer).
atmosphere acting on the Working principle
Earth’s surface. of the instrument
32

18. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
is not required.
Discuss the effect of altitude on Introduce other
the magnitude of atmospheric units of
pressure. atmospheric
Research and report on the • describe applications of pressure:
applications of atmospheric atmospheric pressure.
pressure. 1 atmosphere =
760 mm Hg = 10.3
Solve problems involving • solve problems involving m water = 101 300
atmospheric and gas pressure atmospheric pressure and gas Pa
including barometer and pressure.
manometer readings. 1milibar= 100 Pa
A student is able to:
3.4
Applying Pascal’s Observe situations to form the • state Pascal’s principle. enclosed – tertutup
principle idea that pressure exerted on an
enclosed liquid is transmitted force multiplier –
equally to every part of the pembesar daya
liquid.
hydraulic systems –
Discuss hydraulic systems as a • explain hydraulic systems. sistem hidraulik
force multiplier to obtain:
output force = output piston area transmitted - tersebar
input force input piston area
Research and report on the • describe applications of
applications of Pascal’s principle Pascal’s principle.
(hydraulic systems). • solve problems involving
Solve problems involving Pascal’s principle.
Pascal’s principle.
33

19. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
A student is able to:
3.5
Applying Archimedes’ Carry out an activity to measure • explain buoyant force. Recall density and buoyancy – keapungan
principle the weight of an object in air and buoyancy.
the weight of the same object in buoyant force – daya
water to gain an idea on Apparent weight apung
buoyant force. equals actual
weight minus submerged – tenggelam
Conduct an experiment to • relate buoyant force to the buoyant force.
investigate the relationship weight of the liquid displaced. fluid – bendalir
between the weight of water
displaced and the buoyant force. apparent weight – berat
ketara
Discuss buoyancy in terms of: • state Archimedes’ principle.
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 fluid displaced
c) a floating object has a
density less than or equal to
the density of the fluid in
which it is floating.
Research and report on the • describe applications of
applications of Archimedes’ Archimedes principle.
principle, e.g. submarines,
34

20. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
hydrometers, hot-air balloons.
Solve problems involving • solve problem involving
Archimedes’ principle. Archimedes’ principle.
Build a cartesian diver. Discuss
why the diver can be made to
move up and down.
A student is able to:
3.6
Understanding Carry out activities to gain the • state Bernoulli’s principle. fluid – bendalir
Bernoulli’s principle idea that when the speed of a
flowing fluid increases its • explain that a resultant force lifting force – daya
pressure decreases. e.g. exists due to a difference in fluid angkat
blowing above a strip of paper, pressure.
blowing through straw between
two ping-pong balls suspended
on strings.
Discuss Bernoulli’s princple.
Carry out activities to show that
a resultant force exists due to a
difference in fluid pressure.
View a computer simulation to • describe applications of
observe air flow over an aerofoil Bernoulli’s principle.
to gain an idea on lifting force.
35

21. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
Research and report on the • solve problem involving
applications of Bernoulli’s Bernoulli’s principle.
principle.
Solve problems involving
Bernoulli’s principle.
36

22. LEARNING AREA: 4. HEAT
Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
A student is able to:
4.1
Understanding thermal Carry out activities to show that • explain thermal equilibrium. thermal equilibrium –
equilibrium thermal equilibrium is a keseimbangan terma
condition in which there is no
nett heat flow between two
objects in thermal contact.
Use the liquid-in-glass • explain how a liquid-in-glass
thermometer to explain how the thermometer works.
volume of a fixed mass of liquid
may be used to define a
temperature scale.
A student is able to:
4.2
Understanding specific Observe the change in • define specific heat capacity (c). Heat capacity only specific heat capacity –
heat capacity temperature when: Q relates to a muatan haba tentu
a) the same amount of heat is • state that c = . particular object
used to heat different mθ whereas specific
masses of water. heat capacity
b) the same amount of heat is relates to a
used to heat the same mass material.
of different liquids.
Discuss specific heat capacity.
37

23. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
Plan and carry out an activity to • determine the specific heat Guide students to
determine the specific heat capacity of a liquid. analyse the unit of
capacity of • determine the specific heat c as J kg-1 K-1 or
a) a liquid capacity of a solid. J kg-1 0 C -1
b) a solid
Research and report on • describe applications of specific
applications of specific heat heat capacity.
capacity.
Solve problems involving • solve problems involving specific
specific heat capacity. heat capacity.
A student is able to:
4.3
Understanding specific Carry out an activity to show • state that transfer of heat during melting – peleburan
latent heat that there is no change in a change of phase does not
temperature when heat is cause a change in temperature. solidification –
supplied to: pemejalan
a) a liquid at its boiling point.
b) a solid at its melting condensation –
point. kondensasi
With the aid of a cooling and specific latent heat –
heating curve, discuss melting, haba pendam tentu
solidification, boiling and
condensation as processes specific latent heat of
involving energy transfer without fusion – haba pendam
a change in temperature. tentu pelakuran
38

24. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
• define specific latent heat (l) Guide students to specific latent heat of
Discuss Q analyse the unit of vaporisation - haba
a) latent heat in terms of • state that l = . l as J kg-1 pendam tentu
molecular behaviour. m pengewapan
b) specific latent heat. • determine the specific latent
heat of fusion.
Plan and carry out an activity to • determine the specific latent
determine the specific latent heat of vaporisation.
heat of:
c) fusion
d) vaporisation
• solve problems involving specific
Solve problems involving latent heat.
specific latent heat.
A student is able to:
4.4
Understanding the gas Use a model or view computer • explain gas pressure, Kelvin scale – skala
laws simulations on the behaviour of temperature and volume in Kelvin
molecules of a fixed mass of terms of the behaviour of gas
gas to gain an idea about gas molecules. absolute zero – sifar
pressure, temperature and mutlak
volume.
Discuss gas pressure, volume
and temperature in terms of the
behaviour of molecules based
on the kinetic theory.
Plan and carry out an
experiment on a fixed mass of
39

25. Learning Objective Suggested Learning Activities Learning Outcomes Notes Vocabulary
gas to determine the • determine the relationship
relationship between: between pressure and volume at
a) pressure and volume at constant temperature for a fixed
constant temperature mass of gas i.e. pV = constant.
b) volume and temperature at • determine the relationship
constant pressure between volume and
c) pressure and temperature at temperature at constant
constant volume pressure for a fixed mass of gas
V
Extrapolate P-T and V-T graphs i.e. = constant.
or view computer simulations to T
show that when pressure and • determine the relationship
volume are zero the between pressure and
temperature on a P-T and V-T temperature at constant volume
graph is -273oC. for a fixed mass of gas i.e.
Discuss absolute zero and the p
= constant.
Kelvin scale of temperature. T
• explain absolute zero.
• explain the absolute/Kelvin scale
of temperature.
Solve problems involving the
pressure, temperature and
volume of a fixed mass of gas.
• solve problems involving
pressure, temperature and
volume of a fixed mass of gas.
40

26. LEARNING AREA: 5. LIGHT
Suggested Learning
Learning Objective Learning Outcomes Notes Vocabulary
Activities
A student is able to:
5.1
Understanding Observe the image formed in a • describe the characteristics of the plane mirror – cermin
reflection of light plane mirror. Discuss that the image formed by reflection of light. satah
image is:
a) as far behind the mirror as reflection – pantulan
the object is in front and the
line joining the object and image – imej
image is perpendicular to
the mirror, virtual – maya
b) the same size as the
object, laterally inverted –
c) virtual, songsang sisi
d) laterally inverted.
• state the laws of reflection of light. convex mirror – cermin
Discuss the laws of reflection. cembung
• draw ray diagrams to show the
Draw ray diagrams to position and characteristics of the concave mirror –
determine the position and image formed by a cermin cekung
characteristics of the image i. plane mirror,
formed by a ii. convex mirror,
a) plane mirror, iii.concave mirror.
b) convex mirror,
c) concave mirror.
• describe applications of reflection
Research and report on of light.
applications of reflection of
light.
41

27. Suggested Learning
Learning Objective Learning Outcomes Notes Vocabulary
Activities
• solve problems involving reflection
Solve problems involving of light.
reflection of light.
• construct a device based on the
Construct a device based on application of reflection of light.
the application of reflection of
light.
A student is able to:
5.2
Understanding Observe situations to gain an • explain refraction of light. refraction – pembiasan
refraction of light idea on refraction.
• define refractive index as refractive index –
Conduct an experiment to find sin i indeks pembiasan
the relationship between the n= .
angle of incidence and angle of sin r real depth – dalam
refraction to obtain Snell’s law. nyata
Carry out an activity to • Determine the refractive index of a apparent depth – dalam
determine the refractive index glass or perspex block. ketara
of a glass or perspex block.
Discuss the refractive index, n, • state the refractive index, n, as
speed of light in a vacuum speed of light in a vacuum
as . .
speed of light in a medium speed of light in a medium
Research and report on • describe phenomena due to
phenomena due to refraction, refraction.
e.g. apparent depth, the
twinkling of stars.
42

28. Suggested Learning
Learning Objective Learning Outcomes Notes Vocabulary
Activities
Carry out activities to gain an
idea of apparent depth. With the
aid of diagrams, discuss real
depth and apparent depth.
Solve problems involving the
refraction of light. • solve problems involving the
refraction of light.
A student is able to:
5.3
Understanding total Carry out activities to show the • explain total internal reflection of total internal reflection –
internal reflection of effect of increasing the angle of light. pantulan dalam penuh
light incidence on the angle of
refraction when light travels • define critical angle (c). critical angle – sudut
from a denser medium to a less genting
dense medium to gain an idea
about total internal reflection
and to obtain the critical angle.
Discuss with the aid of • relate the critical angle to the
diagrams:
1
a) total internal reflection and refractive index i.e. n = .
critical angle. sin c
b) the relationship between
critical angle and refractive
index.
Research and report on • describe natural phenomenon
43

29. Suggested Learning
Learning Objective Learning Outcomes Notes Vocabulary
Activities
a) natural phenomenon involving total internal reflection.
involving total internal
reflection • describe applications of total
c) the applications of total internal reflection.
internal reflection, e.g. in
telecommunication using
fibre optics.
Solve problems involving total • solve problems involving total
internal reflection. internal reflection.
A student is able to:
5.4
Understanding lenses Use an optical kit to observe • explain focal point and focal light rays – sinar
and measure light rays traveling length. cahaya
through convex and concave • determine the focal point and focal
lenses to gain an idea of focal length of a convex lens. convex lens – kanta
point and focal length. • determine the focal point and focal cembung
Determine the focal point and length of a concave lens.
focal length of convex and concave lens – kanta
concave lenses. cekung
With the help of ray diagrams, focal point - titik fokus
discuss focal point and focal
length. focal length – panjang
fokus
Draw ray diagrams to show the
positions and characteristics of • draw ray diagrams to show the ray diagrams – gambar
the images formed by a positions and characteristics of the rajah sinar.
a) convex lens images formed by a convex lens.
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30. Suggested Learning
Learning Objective Learning Outcomes Notes Vocabulary
Activities
b) concave lens. • draw ray diagrams to show the magnification -
positions and characteristics of the pembesaran
Carry out activities to gain an images formed by a concave lens. object distance – jarak
idea of magnification. v objek
With the help of ray diagrams, • define magnification as m = .
u
discuss magnification. image distance – jarak
Carry out an activity to find the imej
relationship between u, v and f. • relate focal length (f) to the object
distance (u) and image
1 1 1
distance(v), i.e. = + .
f u v
Carry out activities to gain an
idea on the use of lenses in • describe, with the aid of ray
optical devices. diagrams, the use of lenses in
optical devices.
With the help of ray diagrams
discuss the use of lenses in
optical devices such as a
telescope and a microscope.
Construct an optical device that
uses lenses.
• construct an optical device that
uses lenses.
Solve problems involving
lenses.
• solve problems involving lenses.
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