JABATAN PELAJARAN NEGERI PAHANG

SCHEME OF WORK FOR FORM 4 PHYSICS

YEARLY TEACHING PLAN 2010

LEARNING AREA: 1. INTRODUCTION TO PHYSICS

Minimum
Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
1 1.1 A student is able to: Observe everyday objects such as table, JPNP Module
Understanding • explain what physics is a pencil, a mirror etc and discuss hoe Ex: Vernier
Physics they are related to physics concepts. Callipers And
Micrometer Screw
• recognize the physics in everyday View a video on natural phenomena and
Gauge
objects and natural phenomena discuss how they related to physics
concepts.

Discuss fields of study in physics such as

forces, motion, heta, light etc.

2 1.2 A student is able to: Discuss base quantities and derived Base quantities are: length JPNP MODULE
Understanding base • explain what base quantities and quantities. (l), mass(m), time (t),
quantities and derived derived quantities are temperature (T) and current
quantities • list base quantities and their units From a text passage, identify physical (I)
• list some derived quantities and their quantities then classify them into base Paper 1
units. quantities and derived quantities. Suggested derived - 10 questions
quantities: force (F) Paper 2
• express quantities using prefixes. List the value of prefixes and their Density ( ρ ) , volume (V) Structure
• express quantities using scientific abbreviations from nano to giga, eg. nano and velocity (v) - 2 questions
notation (10-9), nm(nanometer) More complex derived
quantities may be discussed
Discus the use of scientific notation to
express large and small numbers.

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Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
• express derived quantities as well as Determine the base quantities( and units) When these quantities are
their units in terms of base quantities in a given derived quantity (and unit) introduced in their related
and base units. from the related formula. learning areas.

• solve problems involving conversion of Solve problems that involve the

units conversion of units.

3 1.3 A student is able to: Carry out activities to show that some JPNP MODULE
Understanding scalar • define scalar and vector quantities quantities can be defined by magnitude
and vector quantities only whereas other quantities need to be Paper 1
defined by magnitude as well as direction. - 10 questions

• give examples of scalar and vector Compile a list of scalar and vector
quantities. quantities.

4 1.4 A student ia able to JPNP MODULE

Understanding • Measure physical quantities using Choose the appropriate instrument for a Ex: Vernier Callipers
measurement appropriate instruments given measurement And Micrometer
Screw Gauge
• Explain accuracy and consistency Discuss consistency and accuracy using
the distribution of gunshots on a target ENRICHMENT
as an example MODULE

• Explain sensitivity Discuss the sensitivity of various Paper 1

instruments - 10 questions
Paper 2
• Explain types of experimental Demonstrate through examples Structure
error systematic errors and random errors. - 2 questions
Discuss what systematic and random
errors are.

Use appropriate techniques to reduce

• Use appropriate techniques to error in measurements such as repeating
reduce errors measurements to find the average and
compensating for zero error.

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Week Learning Outcomes Suggested Activities Notes Requirement &
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Sources
5 1.5 Analysing A student is able to: Observe a situation and suggest questions JPNP MODULE
scientific • Identify variables in a given suitable for a scientific investigation. Scientific skills are Ex: Reinforcement
investigations situation Discucc to: applied throughout
• Identify a queation suitable for a) identify a question suitable for
scientific investigation scientific investigation
• Form a hypothesis b) identify all the variables
• Design and carry out a simple c) form a hypothesis Paper 1
experiment to test the hypothesis d) plan the method of investigation - 10 questions
including selection of apparatus and
work procedures

Carry out an experiment and:

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

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LEARNING AREA: 2. FORCES AND MOTION

Minimum
Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
6 2.1 A student is able to: Carry out activities to gain an idea of: Average speed = total JPNP MODULE
Analysing linear • Define distance and displacement a) distance and displacement distance / time taken
motion • Define speed and velocity and b) speed and velocity Text Book
c) acceleration and deceleration
s
state that v=
t
• Define acceleration and
deceleration and state that
v −u Paper 1
a= Carry out activities usisng a data - 20 questions
t logger/graphing calculator/ticker timer
• Calculate speed and velocity to Paper 2
• Calculate a) identify when a body is at rest, moving - 5 questions
acceleration/deceleration with uniform velocity or non-uniform
velocity
b) determine displacement, velocity and
acceleration
Solve problems using the following
Solve problems on linear motion with equations of motion:
uniform acceleration using
• v = u + at
v = u + at 1 2
• • s = ut + at
1 2 2
• s = ut + at v 2 = u 2 + 2as
2
• v 2 = u 2 + 2as
7 2.2 A student is able to: Carry out activities using a data Reminder JPNP MODULE
Analysing motion • plot and interpret displacement- time logger/graphing calculator/ ticker timer Velocity is determined from
graphs and velocity-time graphs to plot the gradient of
a) displacement-time graphs displacement –time graph.
• deduce from the shape of a b) velocity-time graphs
displacement-time graph when a body is: Acceleration is determined
i. at rest Describe and interpret: from the gradient of
ii. moving with uniform velocity a) displacement-time graphs velocity –time graph

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Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
iii. moving with non-uniform velocity b) velocity-time graphs
• determine distance, displacement and Determine distance, displacement
velocity from a displacement –time graph velocity and acceleration from a
displacement –time and velocity–time
graphs.

8 A student is able to: JPNP MODULE

• deduce from the shape of velocity-
time graph when a body is: Distance is etermined from
a. at rest the area under a velocity –
b. moving with uniform velocity time graph.
c. moving with uniform Solve problems on linear motion with
acceleration uniform acceleration involving graphs.
• determine distance, displacement
velocity and acceleration from a
velocity–time graph
• solve problems on linear motion with
uniform acceleration.

9 2.3 A student is able to: Carry out activities/view computer JPNP MODULE
Understanding • explain what inertia is simulations/ situations to gain an idea on Newton’s First Law of Motion
Inertia inertia. maybe introduced here. ENRICHMENT
MODULE
• relate mass to inertia Carry out activities to find out the
relationship between inertia and mass. Paper 1
- 10 questions
• give examples of situations Research and report on Paper 2
involving inertia a) the positive effects of inertia Structured
• suggest ways to reduce the b) ways to reduce the negative effects - 2 questions
negative side effects of inertia. of inertia Essay
- 2 questions
Paper 3
Essay
- 1 question

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Week Learning Outcomes Suggested Activities Notes Requirement &
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10 2.4 A student is able to: Carry out activities/view computer JPNP MODULE
Analysing momentum • define the momentum of an object simulations to gain an idea of momentum
• ( )
define momentum p as the product by comparing the effect of stopping two
of mass (m) and velocity (v) i.e. objects:
p = mv a) of the same mass moving at
different speeds
• state the principle of conservation of
b) of different masses moving at the
momentum
same speeds.
- need to be emphasized different
Direction

Discuss momentum as the product of

mass and velocity.

View computer simulations on collision and

xplosions to gain an idea on the
conservation of momentum

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.

11 A student is able to: Research and report on the applications Reminder JPNP MODULE
• describe applications of conservation of conservation of momentum such as in Momentum as a vector
of momentum rockets or jet engines . quantity needs to be Paper 1
emphasized in problem - 10 questions
Solve problems involving linear momentum solving Paper 2
Structured

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Week Learning Outcomes Suggested Activities Notes Requirement &
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Sources
solve problems involving momentum - 5 questions
Essay
- 2 questions
Paper 3
Q2 – 1 question

12 2.5 A student is able to: With the aid of diagrams, describe the When the forces acting on JPNP MODULE
Understanding the • describe the effects of balanced forces acting on an object: an objects are balanced they
effects of a force forces acting on an object a) at rest cancel each other out (nett ENRICHMENT
• describe the effects of unbalanced b) moving at constant velocity force = 0). The object then MODULE
forces acting on an object c) accelerating behaves as if there is no
force acting on it. Paper 1
• determine the relationship between Conduct experiments to find the - 10 questions
force, mass and acceleration i.e. F = ma. relationship between: Newton’s Second Law of Paper 2
a) acceleration and mass of an object Motion may be introduced Structured
under constant force here - 2 questions
b) acceleration and force for a Essay
constant mass. - 2 questions
Paper 3
• Solve problem using F = ma Solve problems using F = ma Q2 – 1 question

13 2.6 Analysing impulse A student is able to: View computer simulations of collision JPNP MODULE
and impulsive force • explain what an impulsive force is . and explosions to gain an idea on
• give examples of situations involving impulsive forces. ENRICHMENT
impulsive forces MODULE
• define impulse as a change of Discuss
momentum, i.e. a) impulse as a change of Paper 1
Ft = mv - mu momentum - 10 questions
• define impulsive forces as the rate of b) an impulsive force as the rate Paper 2
change of momentum in a collision or of change of momentum in a collision Structured
explosion, i.e. or explosion - 2 questions
mv - mu c) how increasing or decreasing Essay
F = time of impact affects the magnitude - 2 questions
t of the impulsive force.
• explain the effect of increasing or
decreasing time of impact on the Research and report situations where:

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 Minimum
Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
magnitude of the impulsive force. a) an impulsive force needs to be
• Describe situation where an impulsive reduced and how it can be done
force needs to be reduced and suggest b) an impulsive force is beneficial
ways to reduce it.
• describe situation where an impulsive
force is beneficial

• solve problems involving impulsive Solve problems involving impulsive forces

forces

14 2.7 Being aware of A student is able to: Research and report on the physics JPNP MODULE
the need for • describe the importance of of vehicle collision and safety
safety features in safety features in vehicles features in vehicles in terms of ENRICHMENT
MODULE
vehicles physics concepts.
Discuss the importance of safety Paper 2
features in vehicles. Essay
- 1 questions

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 Minimum
Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
15 2.8 Understanding A student is able to: Carry out activity or view computer When considering a body JPNP MODULE
gravity • explain acceleration due to simulations to gain an idea of falling freely, g (= 9.8
gravity acceleration due to gravity. m/s2) is its acceleration
Paper 1
Discuss but when it is at rest, g
- 10 questions
a) acceleration due to gravity (=9.8 N/kg) is the Earth’s Paper 2
• state what a gravitational field is b) a gravitational field as a gravitational field Structured
• define gravitational field region in which an object strength acting on it. - 2 questions
strength experiences a force due to The weight of an object Essay
gravitational attraction and of fixed mass is - 1 questions
c) gravitational field strength dependent on the g
(g) as gravitational force per unit exerted on it.
mass
Carry out an activity to determine
the value of acceleration due to
• determine the value of gravity.
acceleration due to gravity Discuss weight as the Earth’s
gravitational force on an object
• define weight (W) as the product
of mass (m) and acceleration due to
gravity (g) i.e. W =mg.
• solve problems involving
acceleration due to gravity.

Solve problems involving acceleration

due to gravity.
16 2.9 Analysing A student is able to: With the aid of diagrams, describe JPNP MODULE
forces in • describe situations where forces situations where forces are in
equilibrium are in equilibrium equilibrium , e.g. a book at rest on a
Paper 1
table, an object at rest on an
- 10 questions
inclined plane. Paper 2
• state what a resultant force is With the aid of diagrams, discuss Structured

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Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
• add two forces to determine the the resolution and addition of forces - 2 questions
resultant force. to determine the resultant force.
• Resolve a force into the effective
component forces .
• Solve problems involving foces in Solve problems involving forces in
equilibrium equilibrium (limited to 3 forces).

17 2.10 A student is able to: Observe and discus situations where JPNP MODULE
Understanding • Define work (W) as the product work is done.
work, energy, of an applied force (F) and Discuss that no work is done when:
Paper 1
power and displacement (s) of an object in the a) a force is applied but no
- 10 questions
efficiency. direction of the applied force i.e. W displacement occurs Paper 2
= Fs. b) an object undergoes a Structured
displacement with no applied - 2 questions
force acting on it.
• State that when work is done Give examples to illustrate how
energy is transferred from one energy is transferred from one
object to another. object to another when work is done

• Define kinetic energy and state Discuss the relationship between

1 work done to accelerate a body and
that Ek = mv 2 the change in kinetic energy
2

• Define gravitational potential Discuss the relationship between

energy and state that Ep = mgh
• State the principle of
conservation of energy.
• Define power and state that
P = W/t
work done against gravity and Have students recall the
gravitational potential energy. different forms of
Carry out an activity to show the energy.
principle of conservation of energy
State that power is the rate at
which work is done, P = W/t.
Carry out activities to measure

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Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
power.
• Explain what efficiency of a Discuss efficiency as:
device is. Useful energy output x 100 %
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.

18 2.11 Appreciating A student is able to: Discuss that when an energy JPNP MODULE
the importance of • recognize the importance of transformation takes place, not all
maximising the maximising efficiency of devices in the energy is used to do useful work.
Paper 1
efficiency of conserving resources. Some is converted into heat or other
- 5 questions
devices. types of energy. Maximising
efficiency during energy
transformations makes the best use
of the available energy. This helps to
conserve resources
19 2.12 A student is able to: Carry out activities to gain an idea JPNP MODULE
Understanding • define elasticity on elasticity.
elasticity.
Paper 1
• define Hooke’s Law Plan and conduct an experiment to
- 10 questions
find the relationship between force Paper 2
and extension of a spring. Structured
- 2 questions
• define elastic potential energy Relate work done to elastic potential Essay
1 1 - 2 questions
and state that E p = kx 2 energy to obtain E p = kx 2 . Paper 3
2 2
Q1 – 1 questions
Describe and interpret force-
extension graphs.

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Sources
Q2 – 1 questions
Investigate the factors that affects Essay
elasticity. - 1 question

• determine the factors that

affect elasticity.

20 • Describe applications of elasticity Research and report on applications

of elasticity.

• Solve problems involving elasticity Solve problems involving elasticity.

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LEARNING AREA: 3. FORCES AND PRESSURE

Minimum
Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
21 3.1 Understanding A student is able to: Observe and describe the effect of Introduce the unit of JPNP MODULE
pressure • Define pressure and state that a force acting over a large area pressure pascal (Pa)
F compared to a small area, e.g. school (Pa = N/m2)
P = shoes versus high heeled shoes.
Paper 1
A - 10 questions
Discuss pressure as force per unit Paper 2
area Structured
Research and report on applications - 2 questions
• Describe applications of pressure
of pressure. Essay
• solve problems involving pressure
Solve problems involving pressure - 1 questions
Paper 3
Essay
- 1 question

22 3.2 Understanding A student is able to: Observe situations to form ideas JPNP MODULE
pressure in liquids • relate depth to pressure in a that pressure in liquids:
liquid a) acts in all directions
Paper 1
b) increases with depth
- 10 questions
• relate density to pressure in a Observe situations to form the idea Paper 2
liquid that pressure in liquids increases Structured
with density - 2 questions
• explain pressure in a liquid and Relate depth (h) , density (ρ ) and Essay
state that P = hρ g gravitational field strength (g) to - 1 questions
pressure in liquids to obtain P = hρ g Paper 3
Q1 -1
• describe applications of pressure Research and report on
Essay
in liquids. a) the applications of pressure in
- 1 question
liquids
b) ways to reduce the negative
effect of pressure in liquis
• Solve problems involving pressure Solve problems involving pressure in
in liquids. liquids.

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23 3.3 Understanding A student is able to:
gas pressure and • explain gas pressure
atmospheric
pressure
• explain atmospheric pressure
• describe applications of
atmospheric pressure
• solve problems involving
atmospheric pressure and gas
pressure
24 3.4 Applying A student is able to:
Pascal’s principle • state Pascal’s principle.
• Explain hydraulic system
Carry out activities to gain an idea Student need to be JPNP MODULE
of gas pressure and atmospheric introduced to instruments
used to measure gas
Paper 1
Discuss gas pressure in terms of the pressure (Bourdon Gauge)
- 10 questions
behaviour of gas molecules based on and atmospheric pressure Paper 2
the kinetic theory (Fortin barometer, Structured
aneroid barometer). - 2 questions
Discuss atmospheric pressure in Working principle of the
terms of the weight of the instrument is not
atmosphere acting on the Earth’s required.
surface Introduce other units of
atmospheris pressure.
Discuss the effect of altitude on 1 atmosphere = 760
the magnitude of atmospheric mmHg = 10.3 m water=
pressure 101300 Pa
1 milibar = 100 Pa
Research and report on the
application of atmospheric pressure
Solve problems involving atmospheric
and gas pressure including
barometer and manometer readings.
Observe situations to form the idea JPNP MODULE
that pressure exerted on an
enclosed liquid is transmitted equally
Paper 1
to every part of the liquid
- 10 questions
Paper 2
Discuss hydraulic systems as a force Structured
multiplier to obtain: - 1 question
Outpur force = output piston area Essay – 1
Input force input piston area P3- essay- 1

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Week Learning Outcomes Suggested Activities Notes Requirement &
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Sources

• Describe applications of Pascal’s Research and report on the

principle. application of Pascal’s principle
(hydraulic systems)
• Solve problems involving Pascal’s Solve problems involving Pascal’s
principle. principle

25 3.5 Applying A student is able to:
Archimedes’ • Explain buoyant force
principle.
• Relate buoyant force to the
weight of the liquid displaced
• State Archimedes’ principle.
• Describe applications of
Archimedes principle
Carry out an activity to measure the JPNP MODULE
weight of an object in air and the Have students recall the
weight of the same object in water different forms of
Paper 2
to gain an idea on buoyant force. energy.
Structured
Conduct an experiment to - 1 question
investigate the relationship between
the weight of water displaced and
the buoyant force.
Discuss buoyancy in terms 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
fluid displaced
c) a floating object has a density
less
than or equal to the density of
the
fluid in which it is floating.

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Research and report on the

Solve problems involving Archimedes
principle
applications of Archimedes’
principle, e.g. submarines,
hydrometers, hot air balloons
Solve problems involving Archimedes’
principle.
Build a Cartesian diver. Discuss wy
the diver can be made to move up
and down.

26 3.6 Understanding A student is able to:
Bernoulli’s • State Bernoulli’s principle
principle. • Explain that resultant force
exists due to a difference in fluid
pressure
• Describe applications of
Bernoulli’s principle
• Solve problems involving
Bernoulli’s principle
Carry out activities to gain the idea JPNP MODULE
that when the speed of a flowing
fluid increases its pressure
Paper 1
decreases, e.g. blowing above a strip
- 10 questions
of paper, blowing through straw, Paper 2
between two pingpong balls Structured
suspended on strings. - 2 question
Essay – 1
Discuss Bernoulli’s principle
Carry out activities to show that a
resultant force exists due to a
difference in fluid pressure.
View a computer simulation to
observe air flow over an arofoil to
gain an idea on lifting force.
Research and report on the
applications of Bernoulli’s principle.
Solve problems involving Bernoulli’s
principle.

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LEARNING AREA:4. HEAT

Minimun
Learning
Week Learning Outcomes Suggested Activities Notes requirement &
Objective
sources
27 4.1 Understanding A student is able to: Carry out activities to show that JPNP MODULE
thermal • Explain thermal equilibrium thermal equilibrium is a condition in
equilibrium. which there is no nett heat flow
Paper 1
between two objects in thermal
- 5 questions
contact Paper 2
Structured
• Explain how a liquid in glass Use the liquid-in-glass thermometer - 2 question
thermometer works to explain how the volume of a fixed Essay – 2
mass of liquid may be used to define
a temperature scale.

28 4.2 Understanding A student is able to: Observe th change in temperature Heat capacity only JPNP MODULE
specific heat • Define specific heat capacity ( c) when: relates to a particular
capacity Q a) the same amount of heat is used object whereas specific
• State that c = to heat different masses of water. heat capacity relates to a
Paper 1
mc - 10 questions
b) the same amount of heat is used material Paper 2
to heat the same mass of different Structured
liquids. - 2 question
Essay – 2
Discuss specific heat capacity P3- Q2- 1
Guide students to analyse
• Determine the specific heat
Plan and carry out an activity to the unit of c as
capacity of a liquid. −1 −1
determine the specific heat capacity Jkg K or
• Determine the specific heat
of Jkg −1 o
C −1
capacity of a solid
a) a liquid b) a solid

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 Minimun
Learning
Week Learning Outcomes Suggested Activities Notes requirement &
Objective
sources
• Describe applications of asepsific Research and report on applications
heat capacity of specific heat capacity.

• Solve problems involving specific Solve problems involving specific

heat capacity. heat capacity.

29 4.3 Understanding A student is able to: Carry out an activity to show that JPNP MODULE
specific latent heat • State that transfer of heat there is no change in temperature
during a change of phase does not when heat is supplied to:
Paper 1
cause a change in temperature a) a liquid at its boiling point.
- 10 questions
b) a solid at its melting point. Paper 2
With the aid of a cooling and heating Structured
curve, discuss melting, solidification, - 2 question
boiling and condensation as Essay – 2
processes involving energy transfer P3- Q1- 1
without a change in temperature.
• Define specific latent heat (l )
Q Discuss Guide students to analyse
• State that l = a) latent heat in terms of the unit of (l )
m
molecular behaviour as Jkg −1

b) specific latent heat

• Determine the specific latent

Plan and carry out an activity to
heat of a fusion.
determine the specific latent heat
• Determine the specific latent
of
heat of vaporization
a) fusion b) vaporisation

• Solve problems involving specific

latent heat
Solve problems involving specific
latent heat.

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Week Learning Outcomes Suggested Activities Notes requirement &
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sources
30 4.4 Understanding A student is able to: Use a model or view computer JPNP Module
the gas laws • explain gas pressure, temperature simulations on the bahaviour of
and volume in terms of gas molecules of a fixed mass of gas to Paper 1
molecules. gain an idea about gas pressure, - 10 questions
temperature and volume. Paper 2
Structured
Discuss gas pressure, volume and
- 5 question
temperature in terms of the
behaviour of molecules based on the P3- Q2- 1
kinetic theory. Essay - 3

• Determine the relationship Plan and carry out an experiment on

between pressure and volume at
constant temperature for a fixed
mass of gas, i.e pV = constant
• Determine the relationship
31 between volume and temperature at
constant pressure for a fixed mass
of gas, i.e V/T = constant
• Determine the relationship
between pressure and temperature
at constant volume for a fixed mass
of gas, i.e p/T = constant
• Explain absolute zero
• Explain the absolute/Kelvin scale
of temperature
• Solve problems involving pressure,
temperature and volume of a fixed
mass of gas
a fixed mass of gas to determine
therelationship between:
a) pressure and volume at
constant temperature
b) volume and temperature at
constant pressure
c) pressure and temperature
at constant volume
Extrapolate P-T and V-T graphs or
view computer simulations to show
that when pressure and volume are
zero the temperature on a P-T and
V-T graph is – 2730C.
Discuss absolute zero and the Kelvin
scale of temperature
Solve problems involving the
pressure, temperature and volume of
a fixed mass of gas.

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LEARNING AREA:5. LIGHT

Minimum
Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
28 5.1 Understanding A student is able to: Observe the image formed in a plane JPNP Module
reflection of light. • Describe the characteristic of mirror. Discuss that the image is:
the image formed by reflection of a) as far behind the mirror as the Paper 1
light object is in front and the line - 10 questions
joining the object and image is Paper 2
Structured
perpendicular to the mirror.
- 1 question
b) the same size as the object Essay
c) virtual - 1 question
d) laterally inverted Paper 3
- Q1- 1
• State the laws of reflection of Discuss the laws of reflection - Q2 - 1
light - Essay - 1
• Draw ray diagrams to show the Draw the ray diagrams to determine
position and characteristics of the the position and characteristics of
image formed by a the image formed by a
i. plane mirror a) plane mirror
ii. convex mirror b) convex mirror
iii. concave mirror c) concave mirror

• Describe applications of Research and report on applications

reflection of light of reflection of light

• Solve problems involving Solve problems involving reflection

reflection of light of light

• Construct a device based on the Construct a device based on the

application of reflection of light application of reflection of light

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Sources
29 5.2 Understanding A student is able to: Observe situations to gain an idea of JPNP Module
refraction of light. • Explain refraction of light refraction
• Define refractive index as Conduct an experiment to find the Paper 1
relationship between the angle of - 10 questions
sini
η= incidence and angle of refraction to Paper 2
sinr Structured
obtain Snell’s law.
- 2 questions
Essay
Carry out an activity to determine - 2 questions
• Determine the refractive index of
the refractive index of a glass or Paper 3
a glass or Perspex block
perspex block - Q1- 1
- Q2 - 1
Discuss the refractive index, η , as - Essay - 1
• State the refractive index, η , as
Speed of light in a vacuum
Speed of light in a vacuum
Speed of light in a medium
Speed of light in a medium
Research and report on phenomena
• Describe phenomena due to
due to refraction, e.g. apparent
refraction
depth, the twinkling of 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

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Week Learning Outcomes Suggested Activities Notes Requirement &
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Sources
30 5.3 Understanding A student is able to: Carry out activities to show the JPNP Module
total internal • Explain total internal reflection of effect of increasing the angle of
reflection of light. light incidence on the angle of refraction Paper 1
• Define critical angle (c) when light travels from a denser - 10 questions
medium to a less dense medium to Paper 2
Structured
gain an idea about total internal
- 2 question
reflection and to obtain the critical Essay
angle. - 1 question
• Relate the critical angle to the Paper 3
1 Discuss with the aid of diagrams: - Q1- 1
refractive index i.e η = a) total internal reflection and
sin c
critical angle
b) the relationship between critical
angle and refractive angle
• Describe natural phenomenon
Research and report on
involving total internal reflection
a) natural phenomena involving total
• Describe applications of total
internal reflection
internal reflection
b) the applications of total
reflection e.g. in
telecommunication using fibre
optics.
• Solve problems involving total
Solve problems involving total
internal reflection
internal reflection

31 5.4 Understanding A student is able to: Use an optical kit to observe and JPNP Module
lenses. • Explain focal point and focal measure light rays traveling through
length convex and concave lenses to gain an Paper 1
• determine the focal point and idea of focal point and focal length. - 10 questions
focal length of a convex lens Determine the focal point and focal Paper 2
Structured
• determine the focal point and length of convex and concave lenses.
- 2 questions
focal length of a concave lens Essay
- 2 questions

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 Minimum
Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
Paper 3
- Q1- 1
- Q2 - 1
- Essay - 1

Reinforcement
module.

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 Minimum
Learning
Week Learning Outcomes Suggested Activities Notes Requirement &
Objective
Sources
31, • Draw ray diagrams to show the With the help of ray diagrams,
32 positions and characteristics of the discuss focal point and focal length
images formed by a convex lens.
• Draw ray diagrams to show the Draw ray diagrams to show the
positions and characteristics of the positions and characteristic of the
images formed by a concave lens. images formed by a
a) convex lens b) concave lens
v
• Define magnification as m =
u
• Relate focal length (f) to the Carry out activities to gain an idea
object distance (u) and image of magnification.
distance (v) With the help of ray diagrams,
1 1 1 discuss magnification.
i.e. = + Carry out activities to find the
f u v
relationship between u, v and f

• Describe, with the aid of ray

diagrams, the use of lenses in optical
Carry out activities to gain an idea
devices.
on 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
• Construct an optical device that
microscope
uses lenses.

Construct an optical device that uses

• Solve problems involving to lenses.
lenses.

Solve problems involving to lenses

Nota : 1. Minggu yang dicadangkan adalah minggu pengajaran sahaja, tidak termasuk minggu aktiviti dan minggu ujian dan peperiksaan.

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2. Ketua Panitia perlu menyesuaikan minggu pengajaran yang dicadangkan dengan aktiviti sekolah masing-masing.
3. Ketua Panitia perlu memasukkan tarikh setiap minggu berkenaan.

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