SEKOLAH MENENGAH KEBANGSAAN CONVENT JALAN PEEL

55100 KUALA LUMPUR

SCHEME OF WORK 2015

PHYSICS

FORM 5

PREPARED BY:
MOHD SABRI BIN CHE NOH

1
 SCHEME OF WORK PHYSICS
FORM 5 YEAR 2015

CHAPTER LEARNING AREA NO. OF WEEK

1 WAVES 7
2 ELECTRICITY 6
3 ELECTROMAGNETISM 5
4 ELECTRONICS 5
5 RADIOACTIVITY 3
TOTAL 16

NUMBER AND TYPE OF EXERCISES FOR PHYSICS FORM 5 YEAR 2015

NO LEARNING AREA TYPE OF EXERCISES NO. OF EXERCISE NOTES

1 OBJECTIVES 20
WAVES STRUCTURE 5
ESSAY 2
2 ELECTRICITY OBJECTIVES 20
STRUCTURE 5
ESSAY 2
3 ELECTROMAGNETISM OBJECTIVES 20
STRUCTURE 5
ESSAY 2
4 ELECTRONICS OBJECTIVES 20
STRUCTURE 5
ESSAY 2
5 RADIOACTIVITY OBJECTIVES 20
STRUCTURE 5
ESSAY 2
2
 TOTAL 135

LESSON PLAN FORMAT 2015

A. YEARLY LESSON PLAN

WEEK LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES SUGGESTED LEARNING NOTES/ I-
ACTIVITIES THINK/ HOTS

B. WEEKLY LESSON PLAN

SUBJECT FORM LEARNING AREA / LEARNING OBJECTIVES

C. DAILY LESSON PLAN

SUBJECT / FORM / TIME Learning area:

Learning objectives:
Learning outcomes:
Learning activities:
Scientific Att. & Noble Value:
Learning Aid:
CCTS:
Reflection:

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 SCIENTIFIC SKILLS MANIPULATIVE SCIENTIFIC ATTITUDES AND
SKILLS MORAL VALUES
I. OBSERVING I. Use and handle I. Having an interest and
Using the sense of hearing, touch, smell, taste and sight to collect information science apparatus and curiosity towards the environment.
about an object of a phenomenon. laboratory substance II. Being honest and accurate in
II. CLASSIFYING correctly. recording and validating data.
Using observations to group objects or events according to similarities and II. Handle specimens III. Being diligent and
differences. correctly and carefully. persevering.
III. MEASURING AND USING NUMBERS III. Draw specimens, IV. Being responsible about
Making quantitative observations using numbers and tools with standardized apparatus and laboratory safety of oneself, other and the
units. Measuring makes observation more accurate. substances accurately. environment.
IV. INFERRING IV. Clean science V. Realizing that science is a
Using past experience of previously collected data or draw conclusion and apparatus correctly. means to understand nature.
makes explanation of events. V. Store science VI. Appreciating and practicing
V. PREDICTING apparatus and laboratory clean and healthy living.
Stating the outcome of a future event based on prior knowledge gained through substances correctly and VII. Appreciating the balance of
experiences or collected data. safely. nature.
VI. COMMUNICATING VIII. Being respectful and well
Using words or graphic symbols such as tables, graph, figures or models to mannered.
describe an action, object or event. IX. Appreciating the contribution
VII. USING SPACE-TIME RELATIONSHIP of science and technology.
Describing changes in parameter with time. Examples of parameter are X. Being thankful to God.
location, direction, shape, size, volume, weight, mass. XI. Having critical and analytical
VIII. INTERPRETING DATA thinking.
Giving rational explanations about an object, event or pattern derived from XII. Being flexible le and open
collected data. minded.
IX. DEFINING OPERATIONALLY XIII. Being objective
Defining all variables as they are used in the experiment by describing what XIV. Being systematic
must be done and what should be observed. XV. Being cooperative
X. CONTROLLING VARIABLES XVI. Being fair and just
Identifying the fixed variable, manipulated variable and responding variable in XVII. Thinking rationally
an investigation. The manipulated variable is changed to observe its relationship XVIII. Being confident and
with the responding variable. At the same time the fixed variable is kept independent.
constant.
XI. HYPOTHESISING
Making a general statement about the relationship between a manipulated
variable and a responding variable in order to explain an observation. This
statement can be tested to determine its validity.
XII. EXPERIMENTING
Planning and conducting activities to test a certain hypothesis. These activities
include collecting, analyzing, interpreting data and making conclusion.
4
 I-THINK MIND MAP

BUBBLE MAP
DOUBLE
BUBBLE MAP

CIRCLE MAP FLOW MAP

BRACE MAP

BRIDGE MAP
MULTI FLOW TREE MAP
MAP

5
 SCHEME OF WORK FORM 5 PHYSICS
YEAR 2015

LEARNING AREA : 1. WAVES

PENGGAL 1
Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
Objectives

1-2 1.1 Understanding Observe situations to gain an idea of waves as A student is able to : 1. Circle map
(5/1-9/1)- Waves. illustrated by vibrations in ropes, slinky  Describe what is meant
(12/1-16/1) springs, or a ripple tank. 2. Bubble map
by wave motion.

Carry out activities using a ripple tank and a

slinky spring to demonstrate:  Recognise that waves
transfer energy without
a) that waves transfer energy without transferring matter.
transferring matter,
b) transverse and longitudinal waves,
 Compare transverse
and longitudinal waves
c) wavefronts, and give examples of
each. HOTs
d) the direction of propagation of waves  State what is meant by Classify with examples
in relation to wavefronts. a wavefront. Compare and contrast
View computer simulation to gain an idea of:  State the direction of Generalise
a) transverse and longitudinal waves, propagation of waves
b) wavefronts, in relation to
c) direction of propagation of waves in wavefronts
relation to wavefronts for transverse
and longitudinal waves.

6
 PENGGAL 1
Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
Objectives

Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/

Objectives HOTs

Observe an oscillating system such as a simple  define

pendulum or a loaded spring to define amplitude, i. amplitude 1. Circle map
period and frequency. ii. period,
iii. frequency,
View computer simulations to gain an understanding iv. wavelength,
of: v. wave speed.
a) amplitude (a),
b) period (T),
c) frequency (f),
d) wavelength (  ),
e) wave speed (V).

Discuss amplitude and period with the aid of a  Sketch and interpret a
displacement-time graph for a wave. displacement-time graph for a v = f.  can be
wave. derived from
Discuss amplitude and wavelength with the aid of a
displacement-distance graph for a wave.  Sketch and interpret a s
v=
displacement-distance graph for a t
Discuss the relationship between speed, wavelength wave,
and frequency.
 Clarify the relationship between
Discuss to solve problems involving speed, speed, wavelength and frequency
wavelength and frequency. . HOTs
 Solve problems involving speed, Generating idea
Observe and discuss the effect of: wavelength and frequency. Justify

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 Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/
Objectives HOTs
a) damping in an oscillating system
b) resonance in an oscillating system such as a  Describe damping in a oscillating
Barton’s pendulum. system.
 Describe resonance in a oscillating
system.

Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/

Objectives HOTs

3 1.2 Carry out activities to observe reflection of : A student is able to : 1. Bubble map
Analysing a) plane waves in a ripple tank,
(19/1-23/1) reflection of b) light  Describe reflection of waves in Reflection of
waves c) sound waves terms of the angle of incidence, circular water
angle of reflection, wavelength, waves and the use
Discuss the characteristics of the reflected wave in frequency, speed and direction of of curved reflectors
terms of the angle of reflection, wavelength, propagation. are not required.
frequency, speed and direction of propagation in .
relation to the incident wave.  Draw a diagram to show reflection HOTs
of waves. Predict
View computers simulations on reflection of waves Generating idea
Exprementing

8
 Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/
Objectives HOTs

1.3 Analysing Carry out activities to observe refraction of A student is able to : 1. Bubble map
refraction of a) plane water waves in a ripple tank,
waves b) light waves,  describe refraction of waves in Refraction of water
c) sound waves. terms angle of incidence, angle waves over straight,
of refraction, wavelength, concave and convex
Discuss the characteristics of the refracted wave in frequency , speed and direction transparent blocks
terms of the angle of refraction, wavelength, of propagation. is required.
frequency, speed and direction of propagation in
relation to the incident waves.  Draw a diagram to show
refraction of waves. HOTs
View computer simulations on refraction of waves. Predict
Generating idea
Exprementing

Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/

Objectives HOTs

4 1.4 Analysing Carry out activities to observe diffraction of A student is able to 1. Bubble map
(26/1-30/1) diffraction of a) water waves in a ripple tank, 2. Multi flow
waves b) light waves  describe diffraction of waves map
c) sound waves. in terms of wavelength,
frequency, speed, direction of Discuss the effect of
Discuss the characteristics of the diffracted waves in propagation and shape of size of gap on the
terms if wavelength, frequency, speed, direction of waves, degree of diffraction
propagation and the shape of waves.  draw a diagram to show
View computers simulations on diffraction of waves diffraction of waves. HOTs
Predict
Generating idea
Exprementing

9
 Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/
Objectives HOTs

5 1.5 Analysing Use a slinky spring to present the idea on the A student is able to : 1. Bubble map
interference of superposition of waves. 2. Tree map
(2/2-6/2) waves  state the principle of 3. Double
Carry out activities to observe interference patterns superposition bubble map.
of  explain the interference of
a) water waves in a ripple tank, waves
b) light waves,  draw interference patterns
c) sound waves.  interpret interference patterns
 apply the following formula in
Discuss constructive and destructive interference. problem solving HOTs
Explain
ax ax Compare and
Discuss   
D D
contrast
Solving problem

Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/

Objectives HOTs

6 1.6 Analysing Discuss A student is able to : 1. Circle map

(9/2-13/2) sound waves. a) the production of sound by vibrating sources  describe sound waves
b) sound waves as a longitudinal wave requiring 2. Bubble map
a medium for propagation

View computer simulations or carry out activities to

observe the effect of :
a) amplitude on loudness,  explain how the loudness relates to
b) frequency on pitch. amplitude.
 explain how the pitch relates to
View computer simulations or video to gain an idea frequency.
of applications of sound waves.
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 Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/
Objectives HOTs
 describe applications of reflection HOTs
Research and report on applications of the reflection of sound waves. Generating idea
of sound waves, e.g. sonar and ultrasound scanning.  calculate distances using the
reflection of sound waves.

Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/

Objectives HOTs

7 1.7 Analysing Research and report on the components of the A student is able to : 1. Bubble map
(16/2-20/2) electromagneti electromagnetic spectrum in terms of:
c waves a) decreasing wavelength and increasing  describe the electromagnetic Emphasise that the
frequency, spectrum electromagnetic
b) sources.  state the visible light is a part of spectrum is
the electromagnetic spectrum continuous.
Discuss the properties of electromagnetic waves.  list sources of electromagnetic
waves.
Discuss applications of electromagnetic waves such
as:  describe the properties of
a) radio waves in broadcasting and electromagnetic waves
communications,
b) microwaves in satellites and cellular
telephones,  describe applications of
c) infra-red rays in household appliances, electromagnetic waves
remote controls and night-vision devices, HOTs
d) visible light in optical fibres and Describe
photography,  describe the detrimental effects of Making decision
e) ultraviolet rays in fluorescent lamps and excessive exposure to certain
sterilisation, components of the electromagnetic
f) X-rays in hospital and engineering spectrum.
applications,

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 Week Learning Suggested Learning Activities Learning Outcomes Notes/ I-Think/
Objectives HOTs
g) gamma rays in medical treatment.

Research and report on the detrimental effects of

excessive exposure to certain components of the
electromagnetic spectrum.

TEST 1
(23/2- 27/2/15)

LEARNING AREA: 2. ELECTRICITY

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs

9 2.1 Analysing Discuss electric current as the rate of charge A student is able to : 1. Circle map
(2/3-6/3) electric fields Q  state the relationship between
flow, i.e I 
and charge flow t electron flow and electric current. 2. Bubble map
Carry out activities / view computer simulations  define an electric current
to study electric field lines for different  describe an electric filed. Recall the activity carried
arrangements of charges.  sketch electric filed lines showing out using a Van De Graff
the direction of the field. generator to show the
Observe the effect of an electric field on: relationship between
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Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
a) a ping-pong ball coated with conducting  describe the effect of an electric electric charge and
material, filed on charge. current flow.
b) a candle flame.

Discuss to solve problems involving electric

charge and current.

13
 10 2.2 Analysing the View computer simulations to gain an A student is able to : 1. Circle map
(9/3-13/3) relationship between understanding of potential difference.  define potential difference.
electric current and Discuss potential difference(V) as work done  plan and conduct an experiment 2. Flow map
potential difference (W) when moving 1C of charge (Q) between two to find the relationship between
W current and potential difference. 3.Bubble map
points in electric field, i.e V  Q .
 describe the relationship between
current and potential difference. Potential difference and
Plan and conduct an experiment to find the voltage may be used
relationship between current and potential A student is able to : interchangeably here.
difference for an ohmic conductor.  state Ohm’s Law

Discuss Ohm,’s Law as the relationship between  define resistance

potential difference and current at constant
temperature.
 explain factors that affect
Discuss resistance as the ratio of potential resistance
difference to current for an ohmic conductor. HOTs
Describe
Conduct experiment s to study and discuss Compare and contrast
factors that effect resistance, i,e the type of  solve problems involving
material, cross-sectional area, length and potential difference, current and
temperature. resistance.
Discuss to solve problems involving potential
 describe superconductors
difference, current and resistance.

Research and report on superconductor

14
 Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
11 MID TERM BREAK 1
(14/3- 22/3)

12-13 2.3 Analysing series Carry out activities to identify series and parallel A students is able to : 1. Double bubble
(23/3-27/3)- and parallel circuits circuits.  identify series and parallel map
(30/3-3/4) 2. Circle map
circuits.
Carry out activities to study the current, I, and  compare the current and
potential difference, V, in series and parallel potential difference of series
circuits using ammeters and voltmeters to shoe circuits and parallel circuits.
the value of I and V.  determine the effective
resistance of resistors
Calculate the effective resistance of resistors connected in series.
connected in :  determine the effective
a) series, resistance of resistors
b) parallel. connected in parallel. HOTs
 solve problems involving Describe
Discuss and apply principles of current, current, potential difference Compare and contrast
potential difference and resistance in series and and resistance in series
parallel circuits to new situations and to solve circuit, parallel circuits and
problems. their combinations.

14-15 2.4 Analysing Discuss e.m.f. as the work done by source in A student is able to : 1. Bubble map
(6/4-10/4)- electromotive force driving a unit charge around a complete circuit.
(13/4-17/4) and internal Carry out activities to distinguish between e.m.f.  define electromotive force Clarify that e.m.f. is not a
resistance and potential difference. (e.m.f.) force but energy per unit
Carry out activity to study internal resistance.  compare e.m.f. and potential charge.
Carry out activity to determine e.m.f. and difference.
internal resistance of a battery by plotting a  Explain internal resistance. HOTs
voltage against current graph.  Determine e.m.f. and Solving problem
internal resistance.
Discuss to solve problems involving e.m.f. and  Solve problems
internal resistance. involving e.m.f. and internal
15
 Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
resistance

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
2.5 Analysing Discuss the relationship between : A student is able to : 1. Circle map
15 electrical energy a) energy (E), voltage (V), current(I) and
(6/4-10/4)- and power time(t),  Define electrical energy 2. Flow map
b) power (P), voltage (V), and current (I)
Discuss to solve problems involving electrical 3. Tree map
energy and power.  Define electric power
4. Brace map
Compare the power rating of various household
appliances and calculate energy used for a  Solve problems involving
fixed period of time. electrical energy and power

Carry out activities to compare household  Compare power rating and

electrical appliances that perform the same energy consumption of various
function such as an ‘energy-saver’ bulb in electrical appliances.
terms of efficient used of energy.

Research and report on ways of increasing  Compare various electrical

energy efficiency in the home or school. appliances in terms of efficient
use of energy.
Discuss the importance of maintenance in HOTs
ensuring efficiency of electrical appliances. Describe
Compare and contrast
 Describe ways of increasing Solving problem
energy efficiency.

16
LEARNING AREA: 3. ELECTROMAGNETISM

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs

16 3.1 Analysing the Recall what an electromagnet is. A student is able to : 1. Circle map
(20/4-24/4) magnetic effect of a Carry out activities to study the pattern and  State what an electromagnet is.
current-carrying direction of the magnetic field due to a current  Draw the magnetic field pattern 2. Bubble map
conductor. in a: due to a current in a :
a) straight wire, i) straight wire, 3. Multi Flow map
b) coil, ii) coil,
c) solenoid. iii) solenoid. The right-hand grip rule
Plan and conduct experiments to study factors  Plan and conduct experiments to may be introduced.
that effect the strength of a magnetic field of an study factors that affect the
electromagnet, i.e.: strength of the magnetic field of
a) the number of turns on the coil, electromagnet.
b) the size of current carried by the coil, HOTs
c) the use of a soft iron core. Describe
Research and report on applications of  Describe applications of Compare and contrast
electromagnets such as in electric bells, circuit electromagnets. Justify
breakers, electromagnetic relays and telephone
ear-pieces.

17
 Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs

3.2 Understanding Carry out activities to show the force on a A student is able to : 1. Bubble map
17 the force on a current-carrying conductor in a magnetic field  Describe what happens to current-
(27/4-30/4) current-carrying including the effect of reversing the direction of carrying conductor in a magnetic 2. Flow map
conductor in a the current and magnetic field. field.
magnetic field.  Draw the pattern of the combined 3. Multi Flow map
View computer simulations to gain an magnetic field due to a current-
understanding of the resultant magnetic field carrying conductor in magnetic Fleming’s left-hand rule
obtained by combining the magnetic fields due field. may be introduced.
to a current-carrying conductor and a magnet.  Describe how a current-carrying
conductor in magnetic field
Carry out experiments to study factors that experiences a force. The working principle of
affect the force on a current-carrying conductor a moving-coil ammeter
in a magnetic field and discuss how they affect  Explain the factors that affect the may also be discussed.
the force on a current-carrying conductor in a magnitude of the force on a
magnetic field. current-carrying conductor in
magnetic field.
Carry out activities to observe the turning effect
of a current-carrying coil in a magnetic field. Comparisons to an
alternating current motor
Discuss how the turning effect of a current-  Describe how a current-carrying may also be discussed.
carrying coil in magnetic field is used in the coil in a magnetic field
action of a motor. experiences a turning force.
Carry out activities or view computer  Describe how a direct current
simulations to study factors that affect the speed motor works. HOTs
of rotation of an electric motor. Describe
Experimenting
Making analogy
 State factors that affect the speed
of rotation of an electric motor.
18
 Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
18-20
MID YEAR EXAMINATION
(4-19/5/2015)

21 3.3 Analysing Carry out activities to observe electromagnetic A student is able to : 1. Bubble map
electromagnetic induction in a:
(25/5-29/5) induction. a) straight wire,  Describe electromagnetic 2. Flow map
b) solenoid. induction.
Discuss electromagnetic induction as the  Indicate the direction of the 3. Tree map
production of an electromotive force in a induced current in a:
conductor when there is relative motion of the i) straight wire, Faraday’s law and Lenz’s
conductor across a magnetic field. ii) solenoid law may be introduced.

Discuss the direction of the induced  Explain factors that affect the
current in a: magnitude of the induced current.
a) straight wire, b) solenoid Fleming’s right-hand rule
 Describe applications of may be introduced.
Carry out activities to study factors that affect electromagnetic induction.
the magnitude of the induced current and discuss
how they affect of the magnitude of the induced  Compare direct current and
current. alternating current.
Research and report applications of
electromagnetic induction such as in direct
current (d.c.) and alternating current (a.c.) HOTs
19
Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
generators. Justify
Solving problem
Observe and discuss the output generated by a
direct current and alternating current source on a
display unit such as a cathode ray oscilloscope.

22 – 23
MID YEAR BREAK

(30/5-14/6/2015)

20
SECOND – TERM

(23 WEEKS)

21
 Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs

1 3.4 Analysing Carry out activities to gain an understanding of A student is able to : 1. Bubble map
(15/6-19/6) transformers the structure and the operating principle of a
simple step-up transformer and a step-down  describe the structure and the 2. Tree map
transformer. operating principle of a simple
transformer. 3. Double Bubble map
Carry out activities to study the relationship  compare and contrast a step-up
between number and turns of the primary coil transformer and a step-down 4. Flow map
(Np), number of turns of the secondary coil (Ns) transformer.
primary voltage (Vp) and secondary voltage (Vs).
Vp Np
Discuss the relationship between output and  state that = for an ideal
Vs Ns
input power in an ideal transformer, i.e. VpIp = transformer.
VsIs. HOTs
Discuss  state that VpIp = VsIs for an ideal
a) energy losses in a transformer. transformer. Compare and contrast
b) ways to improve the efficiency of a  describe the energy losses in a Predict
transformer. transformer. Experimenting
Discuss to solve problems involving  describe ways to improve the
transformers. efficiency of a transformer.
 solve problems involving
transformers.

22
 Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
2 3.5 Understanding Research and report on various sources of A student is able to :
(22/6-26/6) the generation and energy used to generate electricity such as  list sources of energy used to 1. Tree map
transmission of hydro, gas, nuclear, diesel, coal, biomass, sun generate electricity.
electricity and wind.  describe the various ways of 2. Flow map
View computer simulations to gain an generating electricity.
understanding on the use of various sources to 3. Brace map
generate electricity.  describe the transmission of
Study a model of electricity transmission. electricity.
Discuss the energy loss in cables and the  describe the energy loss in
advantage of high voltage transmission. electricity transmission cables and
View computer simulations to gain an deduce the advantage of high
understanding of the National Grid Network. voltage transmission.
Research and report on :  state the importance of the
a) the importance of the National Grid National Grid Network.
Network in terms of efficient energy  solve problems involving
distribution, electricity transmission
b) the importance of energy efficiency
 explain the importance of
and renewable energy resources in HOTs
renewable energy
view of limited energy sources, Justify
 explain the effects on the
c) the effects on the environment caused Conceptualize
environment caused by the use of
by the use of various sources to
various sources to generate
generate electricity.
electricity

23
LEARNING AREA: 4. ELECTRONICS

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs

3 4.1Understanding View computer simulation to gain an A student is able to : 1. Bubble map

(29/6-3/7) the uses of the understanding of thermionic emission.
Cathode Ray  explain thermionic emission. 2. Flow map
Oscilloscope Carry out activities to study the properties of
(C.R.O) cathode rays using apparatus such as the Maltese
Cross tube.  Describe the working properties Thermionic emission-
of cathode rays. pancaran termion

Cathode rays-sinar katod

Discuss the cathode ray oscilloscope from the  Describe the working principle of
following aspects: cathode ray oscilloscope. Cathode rays
a) electron gun, oscilloscope-osiloskop
b) deflection system, sinar katod
c) fluorescent screen,  Measure potential difference
d) Energy changes. using the C.R.O. Fluorescent- pendaflour

Carry out activities using a C.R.O. to:  Measure short time intervals
a) measure potential difference, using the C.R.O.
b) measure short time intervals,
c) Waveforms display.  Display wave forms using the
C.R.O.
Discuss to solve problems based on the C.R.O. HOTs
display. Conceptualize
 Solve problems based on the
Solving problem
C.R.O. display.
Experimenting

24
Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs

4 4.2 Understanding View computer simulations to gain an A student is able to : 1. Bubble map
(6/7-10/7) semiconductor understanding of properties of semiconductors
diodes in terms of its resistance and free electrons  Describe semiconductors in terms 2. Bridge map
of resistance and free electrons
View computer simulations to gain an 3. Flow map
understanding of:  Describe n-type and p-type
a) n – type and p – type semiconductors, semiconductors.
b) semiconductor diodes  Describe semiconductor diodes. The term doping may be
introduced
Carry out activities to observe current flow
through a semiconductor diode ( p-n junction) in  Describe the function of diodes.
forward bias or reverse bias.

Build a
half – wave rectifier circuit and
a full – wave rectifier circuit.  Describe the use of diodes as
rectifiers.
Observe half – wave rectification and
full – wave rectification using an instrument
such as a C.R.O. HOTs
Solving problem
Observe and discuss the effect or outing a Compare and contrast
capacitor in a:  Describe the use of a capacitor Design
a) half – wave rectifier circuit to smooth out output current and
b) full – wave rectifier circuit
25
 Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
output voltage in a rectifier
circuit.

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs

5 4.3 Understanding With the aid of diagrams, discuss a transistor A student is able to: 1. Flow map
(13/7-17/7) transistors. in terms of its terminals, i.e. base, collector and
emitter.  Describe a transistor in terms of
Carry out activities to show a transistor as a its terminals. HOTs
current amplifier.  Describe how a transistor can be Conceptualize
Set up a transistor- base electronic circuit that used as a current amplifier. Making analogy
functions as a light, heat or sound- controlled  Describe how a transistor can be Deign
switch. used as an automatic switch.

6 4.4 Analysing logic Discuss logic gates as switching circuits in A student is able to: 1. Circle map
(20/7-24/7) gates computers and other electronic systems.  State that logic gates are
switching circuits in 2. Flow map
Research and report on symbols for the computers and other
following logic gates: electronic systems.
- AND - OR - NOT  List and draw symbols for the
- NAND - NOR following logic gates
- AND - OR - NOT HOTs
Carry out activities to study the action of the - NAND - NOR Compare and contrast
following logic gates: A student is able to: Experimenting
- AND - OR - NOT  State the action of the Justify
- NAND - NOR following logic gates in truth
table
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Week Learning Objectives Suggested Learning Activities
Build truth tables for logic gates and their
combinations.
Research and report on logic gates control
systems such as in security systems, safety
systems and street lights.
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Learning Outcomes Notes/ I-Think/ HOTs
- AND - OR - NO - NAND - NOR
 Build truth tables for logic
gates in combination for a
maximum of 2 inputs.
 Describe applications of logic
gates control systems.
LEARNING AREA: 5. RADIOACTIVITY

Week Learning Objectives Suggested Learning Activities Learning Outcomes Notes/ I-Think/ HOTs
7 5.1 Understanding the View computer simulations or models to gain A student is able to :
(27/7-31/7) nucleus of an an understanding of:  describe the composition of the 1. Bubble map
atom a) the composition of the nucleus, nucleus of an atoms in terms of
b) isotopes. protons and neutrons.
 define proton numbers (Z) and HOTs
Research and report on the terms nuclide and nucleon number (A). Solving problem
isotope.  explain the terms nuclide
A
 use the nuclide notation Z X .
 define the term isotope.

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 5.2 Analyzing View computer simulations to gain an A student is able to: 1. Bubble map
radioactive decay understanding of radioactivity.
Discuss:  state what radioactivity is. 2. Tree map
a) that radioactivity is the spontaneous
disintegration of an unstable nucleus  name common detectors for
accompanied by the emission of radioactive emissions.
energetic particles or protons,
b) the detection of radioactive emission The structure of detectors
using detectors such as cloud chambers are not required.
an Geiger-Muller tubes,
Discuss the characteristics of radioactive
emissions i.e. alpha particles, beta particles and HOTs
gamma rays in terms of their:  compare the three kinds of Justify
a) relative ionising effects radioactive emissions in terms of Hypothesising
b) relative penetrating powers their nature Solving problem
c) deflection by electric and magnetic
field

 explain what radioactive decay is

Discuss radioactive decay with the aid of
equation
Carry out activities to gain an understanding of
half-life
Discuss a typical decay curve
Discuss to solve problem involving half-life
 use equation to represent change
in the composition of the nucleus
when particles are emitted
 explain half-life
 determine half-life from a decay
curve
 solve problems involving half-life

8 5.3 Understanding the Discuss radioisotopes. A student is able to: 1. Bridge map
(3/8-7/8) uses of radioisotopes Research and report on applications of 2. Circle map
radioisotopes in the fields of:  define radioisotopes.
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 a) medicine,
b) agriculture,  name examples of radioisotopes.
c) archeology,
d) industry.  Describe applications of
View computer simulations on applications of radioisotopes.
radioisotopes.
Visit the Malaysian Institute for Nuclear
Technology Research (MINT) or other suitable
places to see various applications of
radioisotopes. HOTs
Making space time
relationship
Conceptualize
Making decision

8 5.4 View computer simulations to gain an A student is able to:

(3/8-7/8) Understanding understanding of:  define atomic mass unit ( a.m.u). 1. Flow map
nuclear energy a) nuclear fission,  describe nuclear fission. 2. Double Bubble
b) chain reactions,  give examples of nuclear fission. map
c) nuclear fusion  describe chain reactions.
Discuss:  describe nuclear fusion.
a) atomic mass unit ( a.m.u),  give examples of nuclear fusion. HOTs
b) nuclear fission, Justify
c) chain reactions, Conceptualize
d) nuclear fusion. Solving problem

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 Discuss the relationship between mass defect
and the nuclear energy produced in nuclear
fission and nuclear fusion, i.e. E=mc2.
Research and report on the generation of
electricity from nuclear energy.
Discuss the pros and cons of using nuclear
fission to generate electricity.
Discuss to solve problems involving nuclear
energy.
9 5.5 Research and report on:
(10/8-14/8) Realising the a) the negative effects of radioactive
importance of proper substances,
management of b) safety precautions that should be taken
radioactive when handling radioactive substances,
substances. c) management of radioactive waste.
PERCUBAAN SPM
(WEEK 10-12) (20/8-7/9/2015)
ULANGKAJI TOPIKAL /TERANCANG/ BERFOKUS/
(WEEK 13-14) (7/9-18/7/2015)
CUTI PERTENGAHAN PENGGAL
(WEEK 15) (19/9-27/9)
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 relate the release of energy in a
nuclear reaction with a change of
mass according to the equation
E=mc2.
 describe the generation of
electricity from nuclear fission.
 justify the use of nuclear fission
in the generation of electricity.
 solve problems involving nuclear
energy.
A student is able to:
 describe the negative effects 1. Tree map
of radioactive substances. 2. Brace map
 describe safety precautions 3. Bridge map
needed in the handling of
radioactive substances. HOTs
 describe the management of Making decision
radioactive waste.
ULANGKAJI TOPIKAL /TERANCANG/ BERFOKUS/
GERAK GEMPUR SPM
(WEEK 16-20) (28/9-30/10)
PEPERIKSAAN SPM
(WEEK 21-23) (3/11- 1/12)

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