SMK SERI MAHKOTA, KUANTAN

Lesson Plan for Form Four Physics (2008)

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) and Density
• express quantities using scientific abbreviations from nano to giga, eg. nano 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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 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 error Demonstrate through examples

systematic errors and random errors.
Discuss what systematic and random
errors are.

• Use appropriate techniques to reduce Use appropriate techniques to reduce

errors error in measurements such as repeating
measurements to find the average and
compensating for zero error.

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 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 situation suitable for a scientific investigation. Scientific skills are
investigations • Identify a queation suitable for Discucc to: applied throughout
scientific investigation a) identify a question suitable for
• Form a hypothesis scientific investigation
• Design and carry out a simple b) identify all the variables
experiment to test the hypothesis c) form a hypothesis
d) plan the method of investigation
including selection of apparatus and
work procedures

• Record and present data in a suitable Carry out an experiment and:

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

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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 state b) speed and velocity sesaran
c) acceleration and deceleration Speed – laju
s Velocity – halaju
that v=
t Acceleration –
pecutan
• Define acceleration and deceleration
Deceleration,
v−u retardation –
and state that a= Carry out activities usisng a data nyahpecutan
t
logger/graphing calculator/ticker timer
• Calculate speed and velocity
to
• Calculate acceleration/deceleration
a) identify when a body is at rest,
moving
with uniform velocity or non-uniform
velocity
b) determine displacement, velocity and
Solve problems on linear motion with
acceleration
uniform acceleration using
Solve problems using the following
equations of motion:
• v = u + at
• v = u + at
1
• s = ut + at 2 1
2 • s = ut + at 2
2
• v = u + 2as
2 2
v = u + 2as
2 2

7 2.2 A student is able to: Carry out activities using a data

Analysing motion • plot and interpret displacement- time
graphs and velocity-time graphs
• deduce from the shape of a
displacement-time graph when a body
is:
i. at rest
ii. moving with uniform velocity
logger/graphing calculator/ ticker timer
to plot
a) displacement-time graphs
b) velocity-time graphs
Describe and interpret:
a) displacement-time graphs
b) velocity-time graphs

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 Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
iii. moving with non-uniform velocity

• determine distance, displacement and Determine distance, displacement Reminder

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

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

relationship between inertia and mass.

• give examples of situations involving Research and report on

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

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 Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
speeds
9 • define momentum ( p ) as the product Discuss momentum as the product of Conservation of
mass and velocity. linear momentum-
of mass (m) and velocity (v) i.e.
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

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 Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
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
relationship between: Newton’s Second Law of
force, mass and acceleration i.e. F =
a) acceleration and mass of an object Motion may be introduced
ma.
under constant force here
b) acceleration and force for a
constant mass.

Solve problems using F = ma

• Solve problem using F = ma

11 2.6 Analysing impulse A student is able to:
and impulsive force • explain what an impulsive force is .
• give examples of situations involving
impulsive forces
• define impulse as a change of
momentum, i.e.
Ft = mv - mu
• define impulsive forces as the rate of
change of momentum in a collision or
explosion, i.e.
mv - mu
F =
t
• explain the effect of increasing or
decreasing time of impact on the
magnitude of the impulsive force.
• Describe situation where an impulsive
force needs to be reduced and
suggest ways to reduce it.
• describe situation where an impulsive
force is beneficial
View computer simulations of collision Accuracy- kejituan
and explosions to gain an idea on Consistency-
impulsive forces. kepersisan
Sensitivity-kepekaan
Discuss Error- ralat
a) impulse as a change of momentum Random - rawak
b) an impulsive force as the rate of
change of momentum in a collision or
explosion
c) how increasing or decreasing time of
impact affects the magnitude of the
impulsive force.
Research and report situations where:
a) an impulsive force needs to be
reduced and how it can be done
b) an impulsive force is beneficial

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 Learning
Week Learning Outcomes Suggested Activities Notes Vocabulary
Objective
• 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 safety of vehicle collision and safety
safety features in features in vehicles features in vehicles in terms of
vehicles physics concepts.
Discuss the importance of safety
features in vehicles.

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 Learning
Week Learning Outcomes
Objective
12 2.8 Understanding A student is able to:
gravity • explain acceleration due to gravity
• state what a gravitational field is
• define gravitational field strength
• determine the value of
acceleration due to gravity
• 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.
13 2.9 Analysing A student is able to:
forces in • describe situations where forces
equilibrium are in equilibrium
• state what a resultant force is
• add two forces to determine the
Suggested Activities Notes Vocabulary
Carry out activity or view computer When considering a body
simulations to gain an idea of falling freely, g (= 9.8 Gravitational field
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
b) a gravitational field as a region gravitational field
in which an object experiences a strength acting on it.
force due to gravitational The weight of an object
attraction and of fixed mass is
c) gravitational field strength (g) dependent on the g
as gravitational force per unit exerted on it.
mass
Carry out an activity to determine
the value of acceleration due to
gravity.
Discuss weight as the Earth’s
gravitational force on an object
Solve problems involving acceleration
due to gravity.
With the aid of diagrams, describe Resultant – daya
situations where forces are in paduan
equilibrium , e.g. a book at rest on a Resolve- lerai
table, an object at rest on an
inclined plane.
With the aid of diagrams, discuss
the resolution and addition of forces
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 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, energy, of an applied force (F) and
power and displacement (s) of an object in
efficiency. the direction of the applied force
i.e. W = Fs.
• State that when work is done
energy is transferred from one
object to another.
work is done.
Discuss that no work is done when:
a) a force is applied but no
displacement occurs
b) an object undergoes a
displacement with no applied
force acting on it.
Give examples to illustrate how
energy is transferred from one
object to another when work is done

• Define kinetic energy and state Discuss the relationship between

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

15 • Define gravitational potential Discuss the relationship between 2.10

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

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 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 the energy is used to do useful work.
efficiency of in 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 2
and state that E p = kx
2 energy to obtain E p = kx .
2 2
Describe and interpret force-
extension graphs.

Investigate the factors that affects

• determine the factors that elasticity.
affect elasticity.

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 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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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
• Describe applications of pressure Research and report on applications
• solve problems involving pressure of 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 = hρg gravitational field strength (g) to
pressure in liquids to obtain P = hρg
• 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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 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:
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
weight of an object in air and the Have students recall the
weight of the same object in water different forms of
to gain an idea on buoyant force. energy.
Conduct an experiment to
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.

Research and report on the

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

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 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

• Describe applications of
Bernoulli’s principle
• Solve problems involving
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

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 = mc to heat different masses of water. heat capacity relates to a
b) the same amount of heat is used material
to heat the same mass of different
liquids.

Discuss specific heat capacity

• Determine the specific heat
capacity of a liquid.
• Determine the specific heat
capacity of a solid
Plan and carry out an activity to
determine the specific heat capacity
of
a) a liquid b) a solid
Guide students to analyse
the unit of c as
Jkg −1 K −1 or Jkg −1 o C −1

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 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:
specific latent heat • State that transfer of heat during
a change of phase does not cause a
change in temperature
• Define specific latent heat (l )
Q Discuss
• State that l =
m
• Determine the specific latent
heat of a fusion.
• Determine the specific latent heat
of vaporization
• Solve problems involving specific
latent heat
Carry out an activity to show that Melting
there is no change in temperature Solidification
when heat is supplied to: Condensation
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
heat of fusion
Guide students to analyse Specific latent
a) latent heat in terms of the unit of (l ) heat of
molecular behaviour as Jkg −1 vaporisation
b) specific latent heat
Plan and carry out an activity to
determine the specific latent heat
of
a) fusion b) vaporisation
Solve problems involving specific
latent heat.

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 Learning
Week Learning Outcomes
Objective
27 4.4 Understanding A student is able to:
the gas laws • explain gas pressure, temperature
and volume in terms of gas
molecules.
• Determine the relationship
between pressure and volume at
constant temperature for a fixed
mass of gas, i.e pV = constant
• Determine the relationship
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
Suggested Activities Notes Vocabulary
Use a model or view computer
simulations on the bahaviour of
molecules of a fixed mass of gas to
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.
Plan and carry out an experiment on
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

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 the mirror. Discuss that the image is:
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 reflection Research and report on applications

of light of reflection of light

• Solve problems involving reflection Solve problems involving 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.

• Determine the refractive index of Carry out an activity to determine

a glass or Perspex block the refractive index of a glass or
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
• Describe natural phenomenon angle and refractive angle
involving total internal reflection Research and report on
• Describe applications of total a) natural phenomena involving total
internal reflection internal reflection
b) the applications of total
reflection e.g. in
telecommunication using fibre
• Solve problems involving total optics.
internal reflection Solve problems involving total
internal reflection

31 5.4 Understanding A student is able to:
lenses. • Explain focal point and focal
length
• determine the focal point and
focal length of a convex lens
• determine the focal point and
focal length of a concave lens
Use an optical kit to observe and
measure light rays traveling through
convex and concave lenses to gain an
idea of focal point and focal length.
Determine the focal point and focal
length of convex and concave lenses.

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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 discuss focal point and focal length
the images formed by a convex
lens. Draw ray diagrams to show the
• Draw ray diagrams to show the positions and characteristic of the
positions and characteristics of images formed by a
the images formed by a concave a) convex lens b) concave lens
lens.

v Carry out activities to gain an idea

• Define magnification as m =
u of magnification.
• Relate focal length (f) to the With the help of ray diagrams,
object distance (u) and image discuss magnification.
distance (v) Carry out activities to find the
1 1 1 relationship between u, v and f
i.e. = +
f u v

• Describe, with the aid of ray
diagrams, the use of lenses in
optical devices.
• Construct an optical device that
uses lenses.
• Solve problems involving to lenses.
Carry out activities to gain an idea
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
microscope
Construct an optical device that uses
lenses.
Solve problems involving to lenses

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