Documente Academic
Documente Profesional
Documente Cultură
Learning O%#"&'e( O !e"#i$e 1 PENGENALAN KEPADA TOPIK-TOPIK FI.IK 2 1.1 Understanding Physics A student is able to: explain what physics is S%gge(#e) A"#i$i#ie( N&#e( *&"a %+ar,
bserve everyday objects such as table! a pencil! a mirror etc and discuss how they are related to physics concepts. "iew a video on natural phenomena and discuss how they relate to physics concepts. #iscuss $ields o$ study in physics such as $orces! motion! heat! light etc. #iscuss base &uantities and derived &uantities. 'rom a text passage! identi$y physical &uantities then classi$y them into base &uantities and derived &uantities. (ist the value o$ pre$ixes and their abbreviations $rom nano to giga! eg. nano )1*+,-! nm)nanometer#iscuss the use o$ scienti$ic notation .ase &uantities are: length )l-! mass)m-! time )t-! temperature )/- and current )01uggested derived &uantities: $orce )'#ensity ) - ! volume )"- and velocity )v2ore complex derived &uantities may be discussed .ase &uantities+ 3uantiti asas #erived &uantities 4 3uantiti terbitan (ength+ panjang 2ass 4 jisim /emperature 4 suhu 5urrent 4 arus 'orce 4 daya #ensity 4 3etumpatan "olume 4 isipadu
A student is able to: explain what base &uantities and derived &uantities are list base &uantities and their units list some derived &uantities and their units. express &uantities using pre$ixes. express &uantities using scienti$ic notation
Week
Learning O !e"#i$e
Learning O%#"&'e(
S%gge(#e) A"#i$i#ie( to express large and small numbers. #etermine the base &uantities) and units- in a given derived &uantity )and unit- $rom the related $ormula. 1olve problems that involve the conversion o$ units.
N&#e( 6hen these &uantities are introduced in their related learning areas.
*&"a %+ar, "elocity + halaju 1cienti$ic notation 4 bentu3 piawai Pre$ix+ imbuhan
express derived &uantities as well as their units in terms o$ base &uantities and base units. solve problems involving conversion o$ units
1.% A student is able to: Understanding de$ine scalar and vector scalar and vector &uantities &uantities 7 1.7 Understanding measurement
5arry out activities to show that some &uantities can be de$ined by magnitude only whereas other &uantities need to be de$ined by magnitude as well as direction. 5ompile a list o$ scalar and vector &uantities. 5hoose the appropriate instrument $or a given measurement #iscuss consistency and accuracy using the distribution o$ gunshots on a target as an example #iscuss the sensitivity o$ various instruments Accuracy+ 3ejituan 5onsistency+ 3epersisan 1ensitivity+3epe3aan 8rror+ ralat 9andom + rawa3
A student is able to 2easure physical &uantities using appropriate instruments 8xplain accuracy and consistency 8xplain sensitivity
Week
Learning O !e"#i$e
S%gge(#e) A"#i$i#ie( #emonstrate through examples systematic errors and random errors. #iscuss what systematic and random errors are. Use appropriate techni&ues to reduce error in measurements such as repeating measurements to $ind the average and compensating $or zero error. bserve a situation and suggest &uestions suitable $or a scienti$ic investigation. #iscuss to: a- identi$y a &uestion suitable $or scienti$ic investigation b- identi$y all the variables c- $orm a hypothesis d- plan the method o$ investigation including selection o$ apparatus and wor3 procedures 5arry out an experiment and: acollect and tabulate data bpresent data in a suitable $orm cinterpret the data and draw conclusions dwrite a complete report
N&#e(
*&"a %+ar,
A student is able to: 0denti$y variables in a given situation 0denti$y a &uestion suitable $or scienti$ic investigation 'orm a hypothesis #esign and carry out a simple experiment to test the hypothesis 9ecord and present data in a suitable $orm 0nterpret data to draw a conclusion 6rite a report o$ the investigation
LEARNING AREA: /0FORCES AND MOTION Week ; Learning O !e"#i$e 2.1 Analysing linear motion Learning O%#"&'e( A student is able to: #e$ine distance and displacement #e$ine speed and velocity and state that
v= s t
S%gge(#e) A"#i$i#ie( 5arry out activities to gain an idea o$: a- distance and displacement b- speed and velocity c- acceleration and deceleration
*&"a %+ar, #istance 4 jara3 #isplacement 4 sesaran 1peed 4 laju "elocity 4 halaju Acceleration 4 pecutan #eceleration! retardation 4 nyahpecutan
5arry out activities using a data logger<graphing calculator<tic3er timer to a- identi$y when a body is at rest! moving with uni$orm velocity or non+ uni$orm velocity b- determine displacement! velocity and acceleration 1olve problems using the $ollowing e&uations o$ motion: v = u + at
1 2 at 2 v 2 = u 2 + 2as s = ut +
v = u + at
s = ut + 1 2 at 2 v 2 = u 2 + 2as
Week >
Learning O%#"&'e( A student is able to: plot and interpret displacement+ time and velocity+time graphs deduce $rom the shape o$ a displacement+time graph when a body is: i. at rest ii. moving with uni$orm velocity iii. moving with non+ uni$orm velocity determine distance! displacement and velocity $rom a displacement 4time graph deduce $rom the shape o$ velocity+ time graph when a body is: a. at rest b. moving with uni$orm velocity c. moving with uni$orm acceleration determine distance! displacement velocity and acceleration $rom a velocity4time graph
S%gge(#e) A"#i$i#ie( 5arry out activities using a data logger<graphing calculator< tic3er timer to plot a- displacement+time graphs b- velocity+time graphs #escribe and interpret: a- displacement+time graphs b- velocity+time graphs #etermine distance! displacement velocity and acceleration $rom a displacement 4time and velocity4time graphs.
N&#e( 9eminder "elocity is determined $rom the gradient o$ displacement 4time graph. Acceleration is determined $rom the gradient o$ velocity 4time graph #istance is etermined $rom the area under a velocity 4 time graph.
*&"a %+ar,
solve problems on linear motion with uni$orm acceleration. Learning O%#"&'e( A student is able to: explain what inertia is relate mass to inertia S%gge(#e) A"#i$i#ie( 5arry out activities<view computer simulations< situations to gain an idea on inertia. 5arry out activities to $ind out the relationship between inertia and mass. 9esearch and report on a- the positive e$$ects o$ inertia b- ways to reduce the negative e$$ects o$ inertia. 5arry out activities<view computer simulations to gain an idea o$ momentum by comparing the e$$ect o$ stopping two objects: ao$ the same mass moving at di$$erent speeds b- o$ di$$erent masses moving at the same speeds #iscuss momentum as the product o$ mass and velocity. "iew computer simulations on collision and explosions to gain an idea on the conservation o$ momentum N&#e( @ewtonAs 'irst (aw o$ 2otion maybe introduced here. *&"a %+ar, 0nertia + inersia
Week ?
give examples o$ situations involving inertia suggest ways to reduce the negative side e$$ects o$ inertia. A student is able to: de$ine the momentum o$ an object de$ine momentum ( p ) as the product o$ mass )m- and velocity )v- i.e. p = mv state the principle o$ conservation o$ momentum
2omentum 4 momentum 5ollision 4 pelanggaran 8xplosion 4 letupan 5onservation o$ linear momentum+ 3eabadian momentum
Week
Learning O !e"#i$e
S%gge(#e) A"#i$i#ie( 5onduct an experiment to show that the total momentum o$ a closed system is a constant 5arry out activities that demonstrate the conservation o$ momentum e.g. water roc3ets. 9esearch and report on the applications o$ conservation o$ momentum such as in roc3ets or jet engines . 1olve problems involving linear momentum
N&#e(
*&"a %+ar,
A student is able to: describe the e$$ects o$ balanced $orces acting on an object describe the e$$ects o$ unbalanced $orces acting on an object determine the relationship between $orce! mass and acceleration i.e. F = ma.
6ith the aid o$ diagrams! describe the $orces acting on an object: aat rest bmoving at constant velocity caccelerating 5onduct experiments to $ind the relationship between: a- acceleration and mass o$ an object under constant $orce b- acceleration and $orce $or a constant mass.
6hen the $orces acting on an objects are balanced they cancel each other out )net $orce = *-. /he object then behaves as i$ there is no $orce acting on it. @ewtonAs 1econd (aw o$ 2otion may >
be introduced here 1olve problem using F=ma Week 1* 11 2.; Analysing impulse and impulsive $orce A student is able to: explain what an impulsive $orce is . give examples o$ #iscuss situations involving aimpulse as a change o$ impulsive $orces momentum de$ine impulse as a change ban impulsive $orce as the rate o$ o$ momentum! i.e. change o$ momentum in a collision Ft = mv - mu or explosion de$ine impulsive $orces as chow increasing or decreasing the rate o$ change o$ time o$ impact a$$ects the magnitude momentum in a collision or o$ the impulsive $orce. explosion! i.e.
F = mv - mu t
Learning O !e"#i$e
Learning O%#"&'e(
S%gge(#e) A"#i$i#ie( Ujian 1elaras 1 MID TERM BRAEAK 12 "iew computer simulations o$ collision and explosions to gain an idea on impulsive $orces.
N&#e(
*&"a %+ar,
explain the e$$ect o$ increasing or decreasing time o$ impact on the magnitude o$ the impulsive $orce.
9esearch and report situations where: a- an impulsive $orce needs to be reduced and how it can be done b- an impulsive $orce is bene$icial
Week 12
Learning O !e"#i$e
Learning O%#"&'e(
S%gge(#e) A"#i$i#ie(
N&#e(
*&"a %+ar,
1olve problems involving impulsive #escribe situation where $orces an impulsive $orce needs to be reduced and suggest ways to reduce it. describe situation where an impulsive $orce is bene$icial 1olve problems involving impulsive $orce
2.> .eing aware o$ the need $or sa$ety $eatures in A student is able to: vehicles describe the importance o$ sa$ety $eatures in vehicles
9esearch and report on the physics o$ vehicle collision and sa$ety $eatures in vehicles in terms o$ physics concepts. #iscuss the importance o$ sa$ety $eatures in vehicles. 6hen considering a body $alling $reely! Bravitational $ield 4 g )= ,.? m<s2- is its medan gravity acceleration but when it is at rest! g )=,.? @<3g- is the 8arthAs gravitational ,
1%
A student is able to: 5arry out activity or view computer explain acceleration due to simulations to gain an idea o$ acceleration due to gravity. gravity #iscuss aacceleration due to gravity ba gravitational $ield as a region state what a gravitational in which an object experiences a $ield is
$orce due to gravitational attraction and cgravitational $ield strength )gas gravitational $orce per unit mass 5arry out an activity to determine the value o$ acceleration due to gravity.
$ield strength acting on it. /he weight o$ an object o$ $ixed mass is dependent on the g exerted on it.
Week
Learning O !e"#i$e
S%gge(#e) A"#i$i#ie( #iscuss weight as the 8arthAs. gravitational $orce on an object 1olve problems involving acceleration due to gravity
N&#e(
*&"a %+ar,
17
de$ine weight )6- as the product o$ mass )m- and acceleration due to gravity )g- i.e. 6 =mg. solve problems involving acceleration due to gravity A student is able to: describe situations where $orces are in e&uilibrium
6ith the aid o$ diagrams! describe situations where $orces are in e&uilibrium ! e.g. a boo3 at rest on a table! an object at rest on an inclined plane. state what a resultant $orce 6ith the aid o$ diagrams! discuss the resolution and addition o$ $orces to is determine the resultant $orce. add two $orces to determine the resultant $orce. 9esolve a $orce into the e$$ective component $orces . 1olve problems involving 1olve problems involving $orces in e&uilibrium )limited to % $orces-.
1*
$orces in e&uilibrium 1: 2.1* Understandin g wor3! energy! power and e$$iciency. Learning O !e"#i$e A student is able to: #e$ine wor3 )6- as the product o$ an applied $orce )'- and displacement )s- o$ an object in the direction o$ the applied $orce i.e. 6 ='s. Learning O%#"&'e( bserve and discus situations where wor3 is done. #iscuss that no wor3 is done when: aa $orce is applied but no displacement occurs b- an object undergoes a displacement S%gge(#e) A"#i$i#ie( N&#e( *&"a %+ar,
Week
11
with no applied $orce acting on it. Bive examples to illustrate how energy is trans$erred $rom one object to another when wor3 is done. #iscuss the relationship between wor3 #e$ine 3inetic energy and done to accelerate a body and the 1 state that Ek = mv 2 change in 3inetic energy. 2 #iscuss the relationship between wor3 #e$ine gravitational done against gravity and gravitational potential energy and state potential energy. that 8p = mgh 5arry out an activity to show the principle o$ conservation o$ energy 1tate the principle o$ 1tate that power is the rate at which conservation o$ energy. wor3 is done! P = 6<t. #e$ine power and state 5arry out activities to measure power. that #iscuss e$$iciency as: P = 6<t Use$ul energy output x 1** C 8nergy input 8valuate and report the e$$iciencies o$ 8xplain what e$$iciency o$ various devices such as a diesel engine! a device is. a petrol engine and an electric engine. 1olve problems involving wor3! energy! power and e$$iciency. 1tate that when wor3 is done energy is trans$erred $rom one object to another.
Week 1;
Learning O !e"#i$e
S%gge(#e) A"#i$i#ie(
N&#e(
*&"a %+ar,
12
wor3! energy! power and e$$iciency 2.11 Appreciating the importance o$ maximising the e$$iciency o$ devices. A student is able to: recognize the importance o$ maximising e$$iciency o$ devices in conserving resources. #iscuss that when an energy trans$ormation ta3es place! not all the energy is used to do use$ul wor3. 1ome is converted into heat or other types o$ energy. 2aximising e$$iciency during energy trans$ormations ma3es the best use o$ the available energy. /his helps to conserve resources 5arry out activities to gain an idea on elasticity. Plan and conduct an experiment to $ind the relationship between $orce and extension o$ a spring. 9elate wor3 done to elastic potential energy to obtain E p =
1 kx 2 . 2
1>
#escribe and interpret $orce+ extension graphs. 0nvestigate the $actors that a$$ects elasticity. 9esearch and report on applications o$ elasticity 1olve problems involving elasticity.
1?+2*
determine the $actors that a$$ect elasticity #escribe applications o$ elasticity 1olve problems involving elasticity
LEARNING AREA: 40 FORCES AND PRESSURE Week 21 Learning O !e"#i$e %.1 Understanding pressure Learning O%#"&'e( A student is able to: #e$ine pressure and state that P =
F A
S%gge(#e) A"#i$i#ie( bserve and describe the e$$ect o$ a $orce acting over a large area compared to a small area! e.g. school shoes versus high heeled shoes. #iscuss pressure as $orce per unit area 9esearch and report on applications o$ pressure. 1olve problems involving pressure bserve situations to $orm ideas that pressure in li&uids: aacts in all directions bincreases with depth bserve situations to $orm the idea that pressure in li&uids increases with density 9elate depth )h- ! density )E and
22
A student is able to: relate depth to pressure in a li&uid relate density to pressure in a li&uid explain pressure in a li&uid
17
Week
1olve problems involving pressure in li&uids. A student is able to: explain gas pressure
S%gge(#e) A"#i$i#ie( gravitational $ield strength )g- to pressure in li&uids to obtain P = hg 9esearch and report on a- the applications o$ pressure in li&uids b- ways to reduce the negative e$$ect o$ pressure in li&uis 1olve problems involving pressure in li&uids 5arry out activities to gain an idea o$ gas pressure and atmospheric
describe applications o$ atmospheric pressure solve problems involving atmospheric pressure and gas pressure
N&#e( 1tudent need to be introduced to instruments used to measure gas pressure ).ourdon Baugeand atmospheric pressure )'ortin barometer! aneroid barometer-. 6or3ing #iscuss gas pressure in terms o$ the principle o$ the behaviour o$ gas molecules based on instrument is not the 3inetic theory re&uired. 0ntroduce other #iscuss atmospheric pressure in terms units o$ o$ the weight o$ the atmosphere acting atmospheric on the 8arthAs sur$ace pressure. 1 atmosphere = #iscuss the e$$ect o$ altitude on the >;* mmDg = magnitude o$ atmospheric pressure 1*.% m water= 1*1%** Pa 9esearch and report on the 1 milibar = 1** application o$ atmospheric pressure Pa 1olve problems involving atmospheric and gas pressure including barometer and manometer readings.
*&"a %+ar,
1:
Week 2%
Learning O%#"&'e( A student is able to: state PascalAs principle. 8xplain hydraulic system #escribe applications o$ PascalAs principle.
S%gge(#e) A"#i$i#ie( bserve situations to $orm the idea that pressure exerted on an enclosed li&uid is transmitted e&ually to every part o$ the li&uid #iscuss hydraulic systems as a $orce multiplier to obtain: utput $orce = output piston area 0nput $orce input piston area 9esearch and report on the application o$ PascalAs principle )hydraulic systems1olve problems involving PascalAs principle 5arry out an activity to measure the weight o$ an object in air and the weight o$ the same object in water to gain an idea on buoyant $orce. 5onduct an experiment to investigate the relationship between the weight o$ water displaced and the buoyant $orce.
*&"a %+ar, 8nclosed+ tertutup 'orce multiplier+ pembesar daya Dydraulic systems 4 system haudrauli3 /ransmitted 4 tersebar
1olve problems involving PascalAs principle. A student is able to: 8xplain buoyant $orce 9elate buoyant $orce to the weight o$ the li&uid displaced
1;
Week 27
Learning O%#"&'e(
S%gge(#e) A"#i$i#ie(
N&#e(
*&"a %+ar,
1tate ArchimedesA principle. #iscuss buoyancy in terms o$: aAn object that is totally or #escribe applications partially submerged in a $luid Archimedes principle experiences a buoyant $orce e&ual to the weight o$ $luid displaced 1olve problems involving b- /he weight o$ a $reely $loating Archimedes principle object being e&ual to the weight o$ $luid displaced c- a $loating object has a density less than or e&ual to the density o$ the $luid in which it is $loating. 9esearch and report on the applications o$ ArchimedesA principle! e.g. submarines! hydrometers! hot air balloons 1olve problems involving ArchimedesA principle. .uild a 5artesian diver. #iscuss why the diver can be made to move up and down.
2:
A student is able to: 1tate .ernoulliAs principle 8xplain that resultant $orce exists due to a di$$erence in $luid pressure
5arry out activities to gain the idea that when the speed o$ a $lowing $luid increases its pressure decreases! e.g. blowing above a strip o$ paper! blowing through straw! between two pingpong balls suspended on strings. #iscuss .ernoulliAs principle 5arry out activities to show that a 1>
Week
Learning O !e"#i$e
S%gge(#e) A"#i$i#ie( resultant $orce exists due to a di$$erence in $luid pressure. "iew a computer simulation to observe air $low over an aro$oil to gain an idea on li$ting $orce. 9esearch and report on the applications o$ .ernoulliAs principle. 1olve problems involving .ernoulliAs principle.
N&#e(
*&"a %+ar,
1?
LEARNING AREA: 40HEAT Week Learning Learning O%#"&'e( O !e"#i$e 2; 7.1 Understanding A student is able to: thermal 8xplain thermal e&uilibrium e&uilibrium. 7.2 Understanding speci$ic heat capacity 8xplain how a li&uid in glass thermometer wor3s A student is able to: #e$ine speci$ic heat capacity ) c 1tate that c =
Q mc
S%gge(#e) A"#i$i#ie( 5arry out activities to show that thermal e&uilibrium is a condition in which there is no net heat $low between two objects in thermal contact
N&#e( Deat capacity only relates to a particular object whereas speci$ic heat capacity relates to a material
*&"a %+ar, thermal e&uilibrium 4 3eseimbangan terma speci$ic heat capacity 4 muatan haba tentu
Use the li&uid+in+glass thermometer to explain how the volume o$ a $ixed mass o$ li&uid may be used to de$ine a temperature scale. bserve th change in temperature when: Buide students to a- the same amount o$ heat is used to analyse the unit heat di$$erent masses o$ water. o$ c as 1 1 Jkg K b- the same amount o$ heat is used to or 1o 1 heat the same mass o$ di$$erent Jkg C li&uids. #iscuss speci$ic heat capacity
Plan and carry out an activity to determine the speci$ic heat capacity o$ a- a li&uid
1,
Week 2>
Learning O !e"#i$e
Learning O%#"&'e( #etermine the speci$ic heat capacity o$ a solid #escribe applications o$ speci$ic heat capacity 1olve problems involving speci$ic heat capacity.
S%gge(#e) A"#i$i#ie( b- a solid 9esearch and report on applications o$ speci$ic heat capacity. 1olve problems involving speci$ic heat capacity.
N&#e(
*&"a %+ar,
2?
Ujian 1elaras
2*
2,
A student is able to: 1tate that trans$er o$ heat during a change o$ phase does not cause a change in temperature
5arry out an activity to show that there is no change in temperature when heat is supplied to: aa li&uid at its boiling point. ba solid at its melting point. 6ith the aid o$ a cooling and heating curve! discuss melting! solidi$ication! boiling and condensation as processes involving energy trans$er without a change in temperature. #iscuss alatent heat in terms o$ molecular behaviour bspeci$ic latent heat Plan and carry out an activity to determine the speci$ic latent heat o$ a- $usion b- vaporisation 1olve problems involving speci$ic latent heat. Buide students to analyse the unit o$ (l ) as Jkg 1
2elting 4 peleburan 1olidi$ication+ pemejalan 5ondensation 4 3ondensasi 1peci$ic latent heat 4 haba pendam tentu
(l )
#etermine the speci$ic latent heat o$ a $usion. #etermine the speci$ic latent heat o$ vaporization 1olve problems involving speci$ic latent heat
1peci$ic latent heat o$ $usion 4 haba pendam tentu pela3uran 1peci$ic latent heat o$ vaporisation 4 haba pendam tentu pepengewapan
21
Week %*
Learning O%#"&'e( A student is able to: explain gas pressure! temperature and volume in terms o$ gas molecules.
S%gge(#e) A"#i$i#ie( Use a model or view computer simulations on the bahaviour o$ molecules o$ a $ixed mass o$ gas to gain an idea about gas pressure! temperature and volume. #iscuss gas pressure! volume and temperature in terms o$ the behaviour o$ molecules based on the 3inetic theory. Plan and carry out an experiment on a $ixed mass o$ gas to determine the relationship between: apressure and volume at constant temperature bvolume and temperature at constant pressure cpressure and temperature at constant volume 8xtrapolate P+/ and "+/ graphs or view computer simulations to show that when pressure and volume are zero the temperature on a P+/ and "+ / graph is 4 2>%*5. #iscuss absolute zero and the Felvin scale o$ temperature 1olve problems involving the pressure! temperature and volume o$ a
N&#e(
*&"a %+ar,
#etermine the relationship between pressure and volume at constant temperature $or a $ixed mass o$ gas! i.e. p" = constant #etermine the relationship between volume and temperature at constant pressure $or a $ixed mass o$ gas! i.e. "</ = constant #etermine the relationship between pressure and temperature at constant volume $or a $ixed mass o$ gas! i.e. p</ = constant 8xplain absolute zero 8xplain the absolute<Felvin scale o$ temperature
22
N&#e(
*&"a %+ar,
LEARNING AREA:50LIGHT %1 :.1 Understanding A student is able to: re$lection o$ light #escribe the characteristic o$ the image $ormed by re$lection o$ light
bserve the image $ormed in a plane mirror. #iscuss that the image is: a- as $ar behind the mirror as the object is in $ront and the line joining the object and image is perpendicular to the mirror. b- the same size as the object c- virtual d- laterally inverted #iscuss the laws o$ re$lection #raw the ray diagrams to determine the position and characteristics o$ the image $ormed by a a- plane mirror b- convex mirror c- concave mirror 9esearch and report on applications o$ re$lection o$ light 1olve problems involving re$lection 2%
1tate the laws o$ re$lection o$ light #raw ray diagrams to show the position and characteristics o$ the image $ormed by a i. plane mirror ii. convex mirror iii. concave mirror #escribe applications o$ re$lection o$ light
o$ light
Week %2
Learning O%#"&'e( A student is able to: 8xplain re$raction o$ light #e$ine re$ractive index as
= sini sinr
S%gge(#e) A"#i$i#ie( bserve situations to gain an idea o$ re$raction 5onduct an experiment to $ind the relationship between the angle o$ incidence and angle o$ re$raction to obtain 1nellAs law. 5arry out an activity to determine the re$ractive index o$ a glass or perspex bloc3 #iscuss the re$ractive index! ! as 1peed o$ light in a vacuum 1peed o$ light in a medium 9esearch and report on phenomena due to re$raction! e.g. apparent depth! the twin3ling o$ stars. 5arry out activities to gain an idea o$ apparent depth. 6ith the aid o$ diagrams! discuss real depth and apparent depth 1olve problems involving re$raction o$ light
N&#e(
*&"a %+ar, 9eal depth 4 #alam nyata Apparent depth 4 dalam 3etara
#etermine the re$ractive index o$ a glass or Perspex bloc3 1tate the re$ractive index! ! as 1peed o$ light in a vacuum 1peed o$ light in a medium #escribe phenomena due to re$raction
27
2:
Week
Learning O !e"#i$e
Learning O%#"&'e(
S%gge(#e) A"#i$i#ie(
N&#e(
*&"a %+ar,
MID TERM BREAK 1607089 : 89070892 %% :.% Understanding A student is able to: total internal 8xplain total internal re$lection o$ light. re$lection o$ light #e$ine critical angle )c5arry out activities to show the e$$ect o$ increasing the angle o$ incidence on the angle o$ re$raction when light travels $rom a denser medium to a less dense medium to gain an idea about total internal re$lection and to obtain the critical angle. #iscuss with the aid o$ diagrams: a- total internal re$lection and critical angle b- the relationship between critical angle and re$ractive angle 9esearch and report on a- natural phenomena involving total internal re$lection b- the applications o$ total re$lection e.g. in telecommunication using $ibre optics. 1olve problems involving total internal re$lection
#escribe natural phenomenon involving total internal re$lection #escribe applications o$ total internal re$lection
2;
Week 44
Learning Learning O%#"&'e( O !e"#i$e :.7 Understanding A student is able to: lenses. 8xplain $ocal point and $ocal length determine the $ocal point and $ocal length o$ a convex lens determine the $ocal point and $ocal length o$ a concave lens #raw ray diagrams to show the positions and characteristics o$ the images $ormed by a convex lens.
S%gge(#e) A"#i$i#ie( Use an optical 3it to observe and measure light rays traveling through convex and concave lenses to gain an idea o$ $ocal point and $ocal length. #etermine the $ocal point and $ocal length o$ convex and concave lenses. 6ith the help o$ ray diagrams! discuss $ocal point and $ocal length
N&#e(
2>
Week
Learning O !e"#i$e
Learning O%#"&'e(
S%gge(#e) A"#i$i#ie(
N&#e(
*&"a %+ar,
%:
A student is able to: :.7 Understanding lenses. #raw ray diagrams to show the positions and characteristics o$ the images $ormed by a concave lens. #e$ine magni$ication as
m= v u
#raw ray diagrams to show the positions and characteristic o$ the images $ormed by a a- convex lens b- concave lens 5arry out activities to gain an idea o$ magni$ication. 6ith the help o$ ray diagrams! discuss magni$ication. 5arry out activities to $ind the relationship between u, v and f 5arry out activities to gain an idea on the use o$ lenses in optical devices. 6ith the help o$ ray diagrams! discuss the use o$ lenses in optical devices such as a telescope and microscope 5onstruct an optical device that uses
9elate $ocal length )$- to the object distance )u- and image distance )vi.e.
1 1 1 = + f u v
#escribe! with the aid o$ ray diagrams! the use o$ lenses in optical devices.
2?
Week
Learning O !e"#i$e
S%gge(#e) A"#i$i#ie(
N&#e(
*&"a %+ar,
2,