PUSAT TUISYEN MINDA CAHAYA MSOC

Lesson Plan for Form Four Physics

LEARNING AREA: 1. INTRODUCTION TO PHYSICS

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
1 1.1 A student is able to: Observe everyday objects such as table,
Understanding • explain what physics is a pencil, a mirror etc and discuss hoe
Physics they are related to physics concepts.

• recognize the physics in everyday View a video on natural phenomena and

objects and natural phenomena discuss how they related to physics
concepts.

Discuss fields of study in physics such as

forces, motion, heta, light etc.

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

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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
2 • express derived quantities as well as Determine the base quantities( and units) When these quantities are Scientific notation –
their units in terms of base quantities in a given derived quantity (and unit) introduced in their related bentuk piawai
and base units. from the related formula. learning areas. Prefix- imbuhan

• solve problems involving conversion of Solve problems that involve the

units conversion of units.

2 1.3 A student is able to: Carry out activities to show that some
Understanding scalar • define scalar and vector quantities quantities can be defined by magnitude
and vector quantities only whereas other quantities need to be
defined by magnitude as well as direction.

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

3 1.4 A student ia able to Accuracy

Understanding • Measure physical quantities using Choose the appropriate instrument for a Consistency
measurement appropriate instruments given measurement Sensitivity
Error
• Explain accuracy and consistency Discuss consistency and accuracy using Random
the distribution of gunshots on a target
as an example

• Explain sensitivity Discuss the sensitivity of various

instruments

• Explain types of experimental Demonstrate through examples

error systematic errors and random errors.
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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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
4 1.5 Analysing A student is able to: Observe a situation and suggest questions
scientific • Identify variables in a given suitable for a scientific investigation. Scientific skills are
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
experiment to test the hypothesis d) plan the method of investigation
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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PUSAT TUISYEN MINDA CAHAYA MSOC

LEARNING AREA: 2. FORCES AND MOTION

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
5, 6 2.1 A student is able to: Carry out activities to gain an idea of: Average speed = total Distance – jarak
Analysing linear • Define distance and displacement a) distance and displacement distance / time taken Displacement –
motion • Define speed and velocity and b) speed and velocity sesaran
c) acceleration and deceleration Speed – laju
s
state that v= Velocity – halaju
t Acceleration –
• Define acceleration and pecutan
deceleration and state that Deceleration,
v −u retardation –
a= Carry out activities usisng a data nyahpecutan
t logger/graphing calculator/ticker timer
• Calculate speed and velocity to
• Calculate a) identify when a body is at rest, moving
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
Analysing motion • plot and interpret displacement- time logger/graphing calculator/ ticker timer
graphs and velocity-time graphs to plot
a) displacement-time graphs
• deduce from the shape of a b) velocity-time graphs
displacement-time graph when a body is:
i. at rest Describe and interpret:
ii. moving with uniform velocity a) displacement-time graphs
iii. moving with non-uniform velocity b) velocity-time graphs

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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective

• determine distance, displacement and Determine distance, displacement Reminder

velocity from a displacement –time graph velocity and acceleration from a Velocity is determined from
• deduce from the shape of velocity- displacement –time and velocity–time the gradient of
time graph when a body is: graphs. displacement –time graph.
a. at rest Acceleration is determined
b. moving with uniform velocity from the gradient of
c. moving with uniform velocity –time graph
acceleration
• determine distance, displacement Distance is etermined from
velocity and acceleration from a the area under a velocity –
velocity–time graph time graph.
• solve problems on linear motion with
uniform acceleration.
Solve problems on linear motion with
uniform acceleration involving graphs.
8 2.3 A student is able to: Carry out activities/view computer
Understanding • explain what inertia is simulations/ situations to gain an idea on Newton’s First Law of Motion Inertia - inersia
Inertia inertia. maybe introduced here.

• relate mass to inertia Carry out activities to find out the

relationship between inertia and mass.

• give examples of situations Research and report on

involving inertia a) the positive effects of inertia
• suggest ways to reduce the b) ways to reduce the negative effects
negative side effects of inertia. of inertia.

9 2.4 A student is able to: Carry out activities/view computer Momentum –

Analysing momentum • define the momentum of an object simulations to gain an idea of momentum momentum
by comparing the effect of stopping two Collision –
objects: pelanggaran
a) of the same mass moving at Explosion – letupan
different speeds
b) of different masses moving at the
same
speeds

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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
9 • ( )
define momentum p as the product Discuss momentum as the product of Conservation of
of mass (m) and velocity (v) i.e. mass and velocity. linear momentum-
p = mv Reminder keabadian momentum
Momentum as a vector
• state the principle of conservation of
View computer simulations on collision and quantity needs to be
momentum
xplosions to gain an idea on the emphasized in problem
conservation of momentum solving

Conduct an experiment to show that the

total momentum of a closed system is a
constant

Carry out activities that demonstrate the

conservation of momentum e.g. water
rockets.

• describe applications of conservation

Research and report on the applications
of momentum
of conservation of momentum such as in
rockets or jet engines .

Solve problems involving linear momentum

• solve problems involving momentum

10 2.5 A student is able to: With the aid of diagrams, describe the When the forces acting on
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
• describe the effects of unbalanced b) moving at constant velocity force = 0). The object then
forces acting on an object c) accelerating behaves as if there is no
force acting on it.
• determine the relationship between Conduct experiments to find the
force, mass and acceleration i.e. F = ma. relationship between: Newton’s Second Law of
a) acceleration and mass of an object Motion may be introduced
under constant force here
b) acceleration and force for a
constant mass.

• Solve problem using F = ma Solve problems using F = ma

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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
11 2.6 Analysing impulse A student is able to: View computer simulations of collision Accuracy- kejituan
and impulsive force • explain what an impulsive force is . and explosions to gain an idea on Consistency-
• give examples of situations involving impulsive forces. kepersisan
impulsive forces Sensitivity-kepekaan
• define impulse as a change of Discuss Error- ralat
momentum, i.e. a) impulse as a change of Random - rawak
Ft = mv - mu momentum
• define impulsive forces as the rate of b) an impulsive force as the rate
change of momentum in a collision or of change of momentum in a collision
explosion, i.e. or explosion
mv - mu c) how increasing or decreasing
F = time of impact affects the magnitude
t of the impulsive force.
• explain the effect of increasing or
decreasing time of impact on the Research and report situations where:
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

11 2.7 Being aware of A student is able to: Research and report on the physics
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
vehicles physics concepts.
Discuss the importance of safety
features in vehicles.

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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
12 2.8 Understanding A student is able to: Carry out activity or view computer When considering a body
gravity • explain acceleration due to simulations to gain an idea of falling freely, g (= 9.8 Gravitational field
gravity acceleration due to gravity. m/s2) is its acceleration – medan gravity
Discuss but when it is at rest, g
a) acceleration due to gravity (=9.8 N/kg) is the Earth’s
• state what a gravitational field is b) a gravitational field as a gravitational field
• define gravitational field region in which an object strength acting on it.
strength experiences a force due to The weight of an object
gravitational attraction and of fixed mass is
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.
13 2.9 Analysing A student is able to: With the aid of diagrams, describe Resultant – daya
forces in • describe situations where forces situations where forces are in paduan
equilibrium are in equilibrium equilibrium , e.g. a book at rest on a Resolve- lerai
table, an object at rest on an
inclined plane.
• state what a resultant force is With the aid of diagrams, discuss
• add two forces to determine the the resolution and addition of forces

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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
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).

14 2.10 A student is able to: Observe and discus situations where

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:
power and displacement (s) of an object in the a) a force is applied but no
efficiency. direction of the applied force i.e. W displacement occurs
= Fs. b) an object undergoes a
displacement with no applied
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

15 • Define gravitational potential Discuss the relationship between 2.10

energy and state that Ep = mgh work done against gravity and Have students recall the Understanding
gravitational potential energy. different forms of work, energy,
• State the principle of Carry out an activity to show the energy. power and
conservation of energy. principle of conservation of energy efficiency.
• Define power and state that State that power is the rate at
P = W/t which work is done, P = W/t.
Carry out activities to measure
power.
• Explain what efficiency of a Discuss efficiency as:
device is. Useful energy output x 100 %

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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
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.

16 2.11 Appreciating A student is able to: Discuss that when an energy

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.
efficiency of conserving resources. Some is converted into heat or other
devices. types of energy. Maximising
efficiency during energy
transformations makes the best use
of the available energy. This helps to
conserve resources
16 2.12 A student is able to: Carry out activities to gain an idea
Understanding • define elasticity on elasticity.
elasticity.
• define Hooke’s Law Plan and conduct an experiment to
find the relationship between force
and extension of a spring.

• define elastic potential energy Relate work done to elastic potential

1 1
and state that E p = kx 2 energy to obtain E p = kx 2 .
2 2
Describe and interpret force-
extension graphs.

Investigate the factors that affects

• determine the factors that elasticity.
affect elasticity.

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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
Research and report on applications
• Describe applications of elasticity of elasticity.

Solve problems involving elasticity.

• Solve problems involving elasticity

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PUSAT TUISYEN MINDA CAHAYA MSOC

LEARNING AREA: 3. FORCES AND PRESSURE

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
17 3.1 Understanding A student is able to: Observe and describe the effect of Introduce the unit of Pressure
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.
A
Discuss pressure as force per unit
area
Research and report on applications
• Describe applications of pressure
of pressure.
• solve problems involving pressure
Solve problems involving pressure

17 3.2 Understanding A student is able to: Observe situations to form ideas Depth
pressure in liquids • relate depth to pressure in a that pressure in liquids: Density
liquid a) acts in all directions Liquid
b) increases with depth
• relate density to pressure in a Observe situations to form the idea
liquid that pressure in liquids increases
with density
• explain pressure in a liquid and Relate depth (h) , density (ρ ) and
state that P = hρ g gravitational field strength (g) to
pressure in liquids to obtain P = hρ g
• describe applications of pressure Research and report on
in liquids. a) the applications of pressure in
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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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
18 3.3 Understanding A student is able to: Carry out activities to gain an idea Student need to be
gas pressure and • explain gas pressure of gas pressure and atmospheric introduced to instruments
atmospheric used to measure gas
pressure Discuss gas pressure in terms of the pressure (Bourdon Gauge)
behaviour of gas molecules based on and atmospheric pressure
the kinetic theory (Fortin barometer,
aneroid barometer).
• explain atmospheric pressure 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=
• describe applications of pressure 101300 Pa
atmospheric pressure 1 milibar = 100 Pa
Research and report on the
• solve problems involving application of atmospheric pressure
atmospheric pressure and gas
pressure Solve problems involving atmospheric
and gas pressure including
barometer and manometer readings.
19 3.4 Applying A student is able to: Observe situations to form the idea Enclosed
Pascal’s principle • state Pascal’s principle. that pressure exerted on an Force multiplier
enclosed liquid is transmitted equally Hydraulic systems
to every part of the liquid Transmitted

• Explain hydraulic system Discuss hydraulic systems as a force

multiplier to obtain:
Outpur force = output piston area
Input force input piston area

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Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
20 • 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

21, 22 3.5 Applying A student is able to: Carry out an activity to measure the
Archimedes’ • Explain buoyant force weight of an object in air and the Have students recall the
principle. weight of the same object in water different forms of
to gain an idea on buoyant force. energy.
• Relate buoyant force to the Conduct an experiment to
weight of the liquid displaced investigate the relationship between
the weight of water displaced and
the buoyant force.
• State Archimedes’ principle. 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
• Describe applications of than or equal to the density of
Archimedes principle the
fluid in which it is floating.

Research and report on the

applications of Archimedes’
principle, e.g. submarines,

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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
hydrometers, hot air balloons
22 Solve problems involving Archimedes Solve problems involving Archimedes’
principle principle.
Build a Cartesian diver. Discuss wy
the diver can be made to move up
and down.

23 3.6 Understanding A student is able to: Carry out activities to gain the idea
Bernoulli’s • State Bernoulli’s principle that when the speed of a flowing
principle. • Explain that resultant force fluid increases its pressure
exists due to a difference in fluid decreases, e.g. blowing above a strip
pressure of paper, blowing through straw,
between two pingpong balls
suspended on strings.

Discuss Bernoulli’s principle

Carry out activities to show that a
resultant force exists due to a
difference in fluid pressure.
• Describe applications of
Bernoulli’s principle 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 Solve problems involving Bernoulli’s
principle.

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PUSAT TUISYEN MINDA CAHAYA MSOC

LEARNING AREA:4. HEAT

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
24 4.1 Understanding A student is able to: Carry out activities to show that thermal equilibrium
thermal • Explain thermal equilibrium thermal equilibrium is a condition in
equilibrium. which there is no nett heat flow
between two objects in thermal
contact

• Explain how a liquid in glass Use the liquid-in-glass thermometer

thermometer works to explain how the volume of a fixed
mass of liquid may be used to define
a temperature scale.

24, 25 4.2 Understanding A student is able to: Observe th change in temperature Heat capacity only specific heat
specific heat • Define specific heat capacity ( c) when: relates to a particular capacity
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
mc
b) the same amount of heat is used material
to heat the same mass of different
liquids.

Discuss specific heat capacity

Guide students to analyse
• Determine the specific heat
Plan and carry out an activity to the unit of c as
capacity of a liquid.
determine the specific heat capacity Jkg −1 K −1 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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PUSAT TUISYEN MINDA CAHAYA MSOC

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
25 • 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.

26 4.3 Understanding A student is able to: Carry out an activity to show that Melting
specific latent heat • State that transfer of heat there is no change in temperature Solidification
during a change of phase does not when heat is supplied to: Condensation
cause a change in temperature a) a liquid at its boiling point. Specific latent
b) a solid at its melting point. heat
With the aid of a cooling and heating
curve, discuss melting, solidification,
boiling and condensation as
processes involving energy transfer
without a change in temperature. Specific latent
• Define specific latent heat (l ) heat of fusion
Q Discuss Guide students to analyse Specific latent
• State that l = a) latent heat in terms of the unit of (l ) heat of
m
molecular behaviour as Jkg −1 vaporisation
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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Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
27 4.4 Understanding A student is able to: Use a model or view computer
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
molecules. gain an idea about gas pressure,
temperature and volume.
Discuss gas pressure, volume and
temperature in terms of the
behaviour of molecules based on the
kinetic theory.

• Determine the relationship Plan and carry out an experiment on

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

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PUSAT TUISYEN MINDA CAHAYA MSOC

LEARNING AREA:5. LIGHT

Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
28 5.1 Understanding A student is able to: Observe the image formed in a plane
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
light object is in front 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

• State the laws of reflection of Discuss the laws of reflection

light
• 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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Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
29 5.2 Understanding A student is able to: Observe situations to gain an idea of Real depth
refraction of light. • Explain refraction of light refraction Apparent depth
• Define refractive index as Conduct an experiment to find the
sini relationship between the angle of
η= incidence and angle of refraction to
sinr
obtain Snell’s law.

Carry out an activity to determine

• Determine the refractive index of
the refractive index of a glass or
a glass or Perspex block
perspex block

Discuss the refractive index, η , as

• 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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Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
30 5.3 Understanding A student is able to: Carry out activities to show the
total internal • Explain total internal reflection of effect of increasing the angle of
reflection of light. light incidence on the angle of refraction
• Define critical angle (c) when light travels from a denser
medium to a less dense medium to
gain an idea about total internal
reflection and to obtain the critical
angle.
• Relate the critical angle to the
1 Discuss with the aid of diagrams:
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
lenses. • Explain focal point and focal measure light rays traveling through
length convex and concave lenses to gain an
• determine the focal point and idea of focal point and focal length.
focal length of a convex lens Determine the focal point and focal
• determine the focal point and length of convex and concave lenses.
focal length of a concave lens

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Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
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

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