Week Date No Learning Learning Outcomes Suggested Learning Activities Notes

Objectives

LEARNING AREA 1.0 INTRODUCTION TO PHYSICS

1 04.01.1 1.1 Understanding A student is able to:

0– Physics
08.01.1  explain what physics is  Observe everyday objects such as a table, a pencil, a
0 mirror etc and discuss how they are related to physics
 recognize the physics in everyday objects concepts
and natural phenomena  View a video on natural phenomena and discuss how
they are related to physics concepts
 Discuss fields of study in physics such as forces, motion,
heat, light etc

2 11.01.1 1.2 Understanding A student is able to:

0– base
15.01.1 quantities and  explain what base quantities and  Discuss base quantities and derived quantities Base quantities are:
0 derived derived quantities are  From a text passage, identify physical quantities i) length ( l )
quantities  list base quantities and their units then classify them into base quantities and derived
 list some derived quantities and their quantities
ii) ti
me ( t )
units
 express quantities using prefixes  List the value of prefixes and their abbreviations iii) te
mperature ( T )
 express quantities using scientific from Tera to piko
notation  Discuss the use of scientific notation to express iv) m
ass ( m )
large and small numbers
v) cu
 express derived quantities as well as  Determine the base quantities (and units) in a given rrent ( I )
their units in terms of base quantities derived quantity (and unit) from the related formula Suggested derived
and base units  Solve problems that involve the conversion of units quantities:
Force ( F )
 solve problems involving conversion
Density ( ρ )
of units Volume ( V )
Velocity ( v )
3 18.01.1 1.3 Understanding A student is able to:
0– scalar and
22.01.1 vector  define scalar and vector quantities  Carry out activities to show that some quantities can be
0 quantities defined by magnitude 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
30.01.10
4 25.01.1 1.4 Understanding A student is able to: Thaipusam
0– measurements
29.01.1  measure physical quantities using  choose the appropriate instrument for a given
0 appropriate instruments measurement
 explain accuracy and consistency
 Discuss consistency and accuracy using the
 explain sensitivity distribution of gunshots on a target as an example
 explain types of experimental error  Discuss the sensitivity of various instruments
 Demonstrate through examples systematic errors
 use appropriate techniques to reduce and random errors.
errors  Discuss what systematic and random errors are
 Use appropriate techniques to reduce error in
measurements such as repeating measurements to find
the average and compensating for zero error

5 01.02.1 1.5 Analyzing A student is able to:

0– Scientific
05.02.1 Investigations  Identify variables in a given situation  Observe a situation and suggest questions suitable for a
0  Identify a question suitable for scientific scientific investigation. Discuss to:
investigation
 Form a hypothesis a) Identify a question suitable for 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 a) collect and tabulate data
b) present data in a suitable form
 Interpret data to draw a conclusion
c) write a complete report
 Write a report of the investigation

2.0 FORCES AND MOTION

6 08.02.1 2.1 Analyzing A student is able to:

0– linear motion
12.02.1  Define distance and displacement Carry out activities to gain an idea of: Average speed =
total distance / time
0 a) distance and displacement
 Define speed and velocity and state that b) speed and velocity
taken

s c) acceleration and deceleration

v=
t Carry out activities using a data logger / graphing calculator /
 Define acceleration and deceleration ticker timer to:
a) identify when a body is at rest, moving with uniform
v −u
and state that a= velocity or non–uniform velocity
t b) determine displacement, velocity and acceleration
  Calculate speed and velocity
 Calculate acceleration / deceleration
14 – 15.02.10
7 15.02.1  Solve problems on linear motion with Solve problems using the following equations of motion: Chinese New Year
0– uniform acceleration using a) v = u + at
19.02.1 i) v = u + at ii) s = ut + ½ at2 b) s = ut + ½ at 2
0 iii) v2 = u2 + 2as
c) v = u + 2as
2 2

8 22.01.1 2.2 Analyzing A student is able to: 26.02.10

Maulidur Rasul
0– motion graphs
26.02.1  plot and interpret displacement – time  Carry out activities using a data logger / graphing Velocity is
0 and velocity – time graphs calculator / ticker timer to plot: determined from
the gradient of
i. displacement – time graphs displacement – time
ii. velocity – time graphs graph
 deduce from the shape of a  Describe and interpret: Acceleration is
displacement – time graph when a body i. displacement – time and determined from
is: ii. velocity – time graphs the gradient of
velocity – time
i. at rest graph
ii. moving with uniform velocity
iii. moving with non – uniform velocity  Determine distance, displacement, velocity and
Distance is
 determine distance, displacement and acceleration from displacement – time and velocity – determined from
velocity from a displacement – time time graphs the are under a
graph displacement – time
graph
 deduce from the shape of a velocity –
time graph when a body is:
i. at rest
ii. moving with uniform velocity
iii. moving with uniform acceleration
 determine distance, displacement,
velocity and acceleration from a velocity  Solve problems on linear motion with uniform
– time graph acceleration involving graphs
 solve problems on linear motion with
uniform acceleration

9 01.03.1 2.3 Understanding A student is able to:

0– inertia
05.03.1  explain what inertia is  Carry out activities / view computer simulations / Newton’s First Law
of Motion may be
0 situations to gain an idea on inertia 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 of inertia
effects of inertia

2.4 Analyzing A student is able to:

momentum Carry out activities / view computer simulations to gain an
 define the momentum of an object idea of momentum by comparing the effects of stopping two
objects:
a) of the same mass moving at different speeds
b) of different masses moving at the same speed
Momentum as a
 define momentum ( p ) as the product of vector quantity
 mass ( m ) and velocity ( v ); p = mv
 State the principle of conservation of
momentum
 Describe applications of conservation of
momentum
 Solve problems involving momentum
 Discuss momentum as the product of mass and velocity needs to be
emphasized in
problem solving
 View computer simulations on collisions and explosions
to gain an idea on the conservation of momentum
 Conduct an experiment to show that the total
momentum of a closed system is a constant
 Carry out activities that demonstrate the conservation
of momentum ( eg: water rockets )
 Research and report on the applications of conservation
of momentum such as in rockets or jet engines
 Solve problems involving linear momentum

10 08.03.1 2.5 Understanding A student is able to:

0– the effects of a When the forces
acting on an object
12.03.1 force  describe the effects of balanced forces With the aid of diagrams, describe the forces acting on an are balanced they
0 acting on an object object: cancel each other
 describe the effects of unbalanced a) at rest out ( nett force =
0 ).
forces acting on an object b) moving at constant velocity The object then
c) accelerating behaves as if there
is no force acting on
 determine the relationship between Conduct experiments to find the relationship between: it.
force, mass and acceleration ( F = ma ) a) acceleration and mass of an object under constant force Newton’s Second
b) acceleration and force for a constant mass Law of Motion may
be introduced here.

 Solve problems using F = ma  Solve problems using F = ma

11 15.03.10 –
MID 1ST SEMESTER BREAK
19.03.10

22.03.10 –
12 UJIAN PENILAIAN SERAGAM 1
26.03.10

13 29.03.1 2.6 Analyzing A student is able to:

0– impulse and
02.04.1 impulsive  explain what an impulsive force is  View computer simulations of collisions and
0 force  give examples of situations involving explosions to gain an idea on impulsive forces
impulsive forces
 Discuss
 define impulse as a change of
a) impulse as change of momentum
momentum ( Ft = mv – mu ) b) an impulsive force as the rate of change of
 define impulsive force as the rate of momentum in a collision or explosion
change of momentum in a collision or c) how increasing or decreasing time of impact affects
the magnitude of the impulsive force
mv − mu
explosion ( F =
t
)  Research and report situations where:
 explain the effect of increasing or a) an impulsive force needs to be reduced and how it
decreasing time of impact on the can be done
magnitude of the impulsive force b) an impulsive force is beneficial
 Describe situations where an impulsive
 force needs to be reduced and suggest  Solve problems involving impulsive forces
ways to reduce it.
 Describe situations where an impulsive
force is beneficial
 Solve problems involving impulsive
forces

14 05.04.1 2.7 Being aware of A student is able to:

0– the need for
09.04.1 safety features  describe the importance of safety  research and report on the physics of vehicle collisions
0 in vehicles features in vehicles and safety features in vehicles in term of physics
concepts
 discuss the importance of safety features in vehicles

2.8 Understanding A student is able to:

gravity
 explain acceleration due to gravity  carry out an activity or view computer simulations to When considering a
gain an idea of acceleration due to gravity body falling freely,
g = 9.8 ms-2 is its
 state what a gravitational field is  discuss acceleration,
 define gravitational field strength a) acceleration due to gravity but when it is at
rest, g = 9.8 N kg-1
b) a gravitational field as a region in which an object is the Earth’s
experiences a force due to gravitational attraction and gravitational field
c) gravitational field strength ( g ) as gravitational force strength acting on
it.
per unit mass
 determine the value of acceleration due
to gravity  Carry out an activity to determine the value of
acceleration due to gravity The weight of an
 Discuss weight as the Earth’s gravitational force on object of fixed mass
 Define weight ( W ) as the product of
an object is dependent on the
mass ( m ) and acceleration due to g exerted on it.
gravity ( g ). ( W = mg )
 Solve problems involving acceleration due to gravity
 Solve problems involving acceleration
due to gravity.

15 12.04.1 2.9 Analyzing A student is able to:

0– forces in
16.04.1 equilibrium  describe situations where forces are in  With the aid of diagrams, describe situations where
0 equilibrium forces are in equilibrium ( eg: a book at rest on a table,
an object at rest on an inclined plane )
 With the aid of diagrams, discuss the resolution and
 state what a resultant force is addition of forces to determine the resultant force
 add two forces to determine the
resultant force  Solve problems involving forces in equilibrium
 resolve a force into the effective
component forces
 solve problems involving forces in
equilibrium

16 19.04.1 2.10 Understanding A student is able to:

0– work, energy,
23.04.1 power and  Observe and discuss situations where work is done.
0 efficiency
 define work ( W ) as the product of
an applied force ( F ) and displacement (  Discuss that no work is done when:
s ) of an object in the direction of the a) a force is applied but no displacement occurs
 applied force ( W = Fs )
 state that when work is done energy
is transferred from one object to another
 define kinetic energy and state that
Ek = ½ mv2
 define gravitational potential energy
and state that Ep = mgh
 state the principle of conservation of
energy
 define power and state that
W t
P=
t
 explain what efficiency of a device is
 solve problems involving work,
energy, power and efficiency
b) an object undergoes a displacement with no applied
force acting on it Have students
recall the different
forms of energy
 Give examples to illustrate how energy is transferred
from one object to another when work is done
 Discuss the relationship between work done to
accelerate a body and the change in kinetic energy
 Discuss the relationship between work done against
gravity and gravitational potential energy
 Carry out an activity to show the principle of
conservation of energy
 State that power is the rate at which work is done (
W
P= )
 Carry out activities to measure power
 Discuss efficiency as: useful energy output x 100 %
Energy input
 Evaluate and report the efficiencies of various
devices such as a diesel engine, a petrol engine and an
electric engine
 Solve problems involving work, energy, power and
efficiency

17 26.04.1 2.11 Appreciating A student is able to:

0– the
30.04.1 importance of  recognize the importance of  discuss that when an energy transformation takes
0 maximizing maximizing efficiency of devices in place, not all of the energy is used to do useful work.
the efficiency conserving resources Some is converted into heat or other types of energy.
of devices Maximizing efficiency during energy transformations
makes the best use of the available energy, This helps to
conserve resources.

2.12 Understanding A student is able to:

elasticity
 Define elasticity  Carry out activities to gain an idea on 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 and  Relate work done to elastic potential energy to
state that Ep = ½ kx2 obtain Ep = ½ kx2
 Determine the factors that affect  Describe and interpret force – extension graphs
elasticity  Investigate the factors that affect elasticity
 Describe applications of elasticity  Research and report on applications of elasticity
 Solve problems involving elasticity  Solve problems involving elasticity

3.0 FORCES AND PRESSURE

18 03.05.1 3.1 Understanding A student is able to:

0– pressure
07.05.1
 Define pressure and state that
 Observe and describe the effect of a force acting Introduce the unit of
pressure pascal ( Pa
 0 over a large area compared to a small area (eg: school )
F
P= shoes versus high heeled shoes) Pa = Nm-2
A  Discuss pressure as force per unit area
 Research and report on applications of pressure
 Describe applications of pressure  Solve problems involving pressure
 Solve problems involving pressure

19 10.05.1 3.2 Understanding A student is able to:

0– pressure in
14.05.1 liquids  Relate depth to pressure in a liquid  Observe situations to form ideas that pressure in
0 liquids:
a) acts in all directions
b) increases with depth
 Relate density to pressure in a liquid
 Observe situations to form the idea that pressure in
liquids increases with density
 Explain pressure in a liquid and state
that P = hρ g  Relate depth ( h ), density (ρ ) and gravitational
field strength ( g ) to pressure in liquids to obtain P =
 Describe applications of pressure in hρ g
liquids
 Research and report on:
a) the applications of pressure in liquids
b) ways to reduce the negative effects of pressure in
 Solve problems involving pressure in liquids
liquids
 Solve problems involving pressure in liquids

3.3 Understanding A student is able to: Students need to be

introduced to
gas pressure instruments used to
and  Explain gas pressure  Carry out activities to gain an idea of gas pressure measure gas pressure
(Bourdon Gauge) and
atmospheric and atmospheric pressure atmospheric pressure
pressure  Discuss gas pressure in terms of the behavior of gas
(Fortin barometer,
aneroid barometer)
molecules based on the kinetic theory
Working Principle of the
 Explain atmospheric pressure  Discuss atmospheric pressure in terms of the weight instrument is not
required
of the atmosphere acting on the Earth’s surface
 Discuss the effect of attitude on the magnitude of Introduce other units of
atmospheric pressure:
atmospheric pressure
 Describe applications of atmospheric  Research and report on the applications of 1 atmosphere = 760
mm Hg
pressure atmospheric pressure = 10.3 m water
= 101300 Pa
Solve problems involving atmospheric  Solve problems involving atmospheric and gas
pressure and gas pressure pressure including barometer and manometer readings. 1 milibar = 100 Pa

20 17.05.10 – MID YEAR EXAM

21.05.10
28.05.10
21 24.05.10 – MID YEAR EXAM Wesak Day
28.05.10

22 31.05.10 – MID YEAR EXAM

04.06.10
MID SEMESTER BREAK
23 07.06.10 –
11.06.10

24 14.06.10 – MID SEMESTER BREAK

18.06.10

25 21.06.1 3.4 Applying A student is able to:

0– Pascal’s
25.06.1 principle  State Pascal’s principle  Observe situations to form the idea that pressure
0 exerted on an enclosed liquid is transmitted equally to
 Explain hydraulic systems every part of the liquid
 Discuss hydraulic systems as a force multiplier to
obtain:
 Describe applications of Pascal’s Output force = output piston area
principle Input force input piston area
 Research and report on the applications of Pascal’s
 Solve problems involving Pascal’s principle (hydraulic systems)
principle  Solve problems involving Pascal’s principle

26 28.06.1 3.5 Applying A student is able to:

0– Archimedes’
02.07.1 principle  Explain buoyant force  Carry out an activity to measure the weight of an
0 object in air and the weight of the same object in water to
gain an idea on buoyant force
 Relate buoyant force to the weight of  Conduct an experiment to investigate the
the liquid displaced relationship between the weight of water displaced and
 State Archimedes’ principle the buoyant force

 Discuss buoyancy in terms of:

 Describe applications of Archimedes
principle
 Solve problems involving Archimedes
principle
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 (eg: submarines, hydrometers, hot –
air balloons
 Solve problems involving Archimedes’ principle
 Build a cartesian diver. Discuss why the diver can be
made to move up and down

27 05.07.1 3.6 Understanding A student is able to:

0– Bernoulli’s
09.07.1 principle  State Bernoulli’s principle  Carry out activities to gain the idea that when the
0  Explain that a resultant force exists speed of a flowing fluid increases its pressure decreases
due to a difference in fluid pressure (eg: blowing above a strip of paper, blowing through straw
between two ping – pong 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  View a computer simulation to observe air flow over
 principle an aerofoil to gain an idea on lifting force
 Research and report on the applications of
Bernoulli’s principle
 Solve problems involving Bernoulli’s  Solve problems involving Bernoulli’s principle
principle

4. 0 HEAT

28 12.07.1 4.1 Understanding A student is able to:

0– thermal
16.07.1 equilibrium  explain thermal equilibrium  Carry out activities to show that thermal equilibrium
0 is a condition in which there is no net heat flow between
two objects in thermal contact
 explain how a liquid – in – glass  Use the liquid – in – glass thermometer to explain
thermometer works how the volume of a fixed mass of liquid may be used to
define a temperature scale

4.2 Understanding A student is able to:

specific heat
capacity  Observe the change in temperature when: Heat capacity only
 Define specific heat capacity ( c )
a) the same amount of heat is used to heat different
relates to a
particular object
masses of water whereas specific
b) the same amount of heat is used to heat the same heat capacity
relates to a material
mass of different liquids
Q
 State that c= Guide students to
analyze the unit of c
mθ  Discuss specific heat capacity
as J kg-1 °C-1 or J
 Plan and carry out an activity to determine the kg-1 K-1
specific heat capacity of:
 Determine the specific heat capacity
a) a liquid
of a liquid
b) a solid
 Determine the specific heat capacity
of a solid
 Research and report on applications of specific heat
capacity
 Describe applications of specific heat
 Solve problems involving specific heat capacity
capacity
 Solve problems involving specific
heat capacity

29 19.07.1 4.3 Understanding A student is able to:

0– specific latent
23.07.1 heat  State that transfer of heat during a  Carry out an activity to show that there is no change Guide students to
analyze the unit of l
0 change of phase does not cause a in temperature when heat is supplied to: as J kg-1
change in temperature a) a fluid at its boiling point
b) a solid at its melting point

 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
 Define specific latent heat ( l )  Discuss
a) latent heat in terms of molecular behavior
Q b) specific latent heat
 State that l=
m
 Plan and carry out an activity to determine the
  Determine the specific latent heat of specific latent heat of:
fusion a) fusion
 Determine the specific latent heat of b) vaporization
vaporization  Solve problems involving specific latent heat

 Solve problems involving specific

latent heat

30 26.07.1 4.4 Understanding A student is able to:

0– the gas laws
30.07.1  Explain gas pressure, temperature  Use a model or view computer simulations on the
0 and volume in terms of the behavior of behavior of molecules of a fixed mass of gas to gain an
gas molecules idea about pressure, temperature and volume
 Discuss gas pressure, volume and temperature in
terms of the behavior of molecules based o the kinetic
theory
 Determine the relationship between  Plan & carry out an experiment on a fixed mass of
pressure and volume at constant gas to determine the relationship between:
temperature for a fixed mass of gas ( PV a) pressure and volume at constant temperature
= constant ) b) volume and temperature at constant temperature
c) pressure and temperature at constant volume
 Determine the relationship between
volume and temperature at constant
pressure for a fixed mass of gas ( V / T =
constant )
 Determine the relationship between
pressure and temperature at constant
 Extrapolate P – T and V – T graphs or view computer
simulations to show that when pressure and volume are
volume for a fixed mass of gas ( P / T =
zero the temperature on a P – T and V – T graph is – 273
constant )
°C.
 Explain absolute zero
 Discuss absolute zero and the Kelvin scale of
 Explain the absolute / Kelvin scale of
temperature
temperature
 Solve problems involving the pressure, temperature
and volume of a fixed mass of gas
 Solve problems involving pressure,
temperature and volume of a fixed mass
of gas

02.08.10 –
UJIAN PENILAIAN SERAGAM 2 TRIAL SPM SBP
31 06.08.10

5.0 LIGHT

32 09.08.1 5.1 Understanding A student is able to:

0– reflection of
13.08.1 light  Describe the characteristic of the  Observe the image formed in a plane mirror. Discuss
0 image formed by reflection of light that the image is:
a) as far behind the mirror as the 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 light  Discuss the laws of reflection
 Draw ray diagrams to show the  Draw ray diagrams to determine the position and
position and characteristics of the characteristics of the image formed by a
image formed by a: a) plane mirror
i) plane mirror b) convex mirror
ii) convex mirror c) concave mirror
iii) concave mirror

 Describe applications of reflection of  Research and report on applications of reflection of

light
 Solve problems involving reflection
of light
 Construct a device based on the
application of reflection of light
light
 Solve problems involving reflection of light
 Construct a device based on the application of
reflection of light

33 16.08.1 5.2 Understanding A student is able to:

0– refraction of
20.08.1 light  Explain refraction of light  Observe situations to gain an idea on refraction
0
 Define refractive index as
 Conduct an experiment to find the relationship
sin i between the angle of incidence and angle of
n= refraction to obtain Snell’s Law.
sin r
 Carry out an activity to determine the refractive
index of a glass or Perspex block.
 Determine the refractive index of a
 Discuss the refractive index, n, as
glass or perspex block
Speed of light in a vacuum
 State the refractive index, n, as
Speed of light in a medium
Speed of light in a vacuum
 Research and report on phenomena due to
Speed of light in a medium
refraction. (e.g.: apparent depth, the twinkling
 Describe phenomena due to
of stars)
refraction
 Carry out activities to gain an idea of apparent
depth. With the aid of diagrams, discuss real depth
and apparent depth.
 Solve problems involving the refraction of light.
 Solve problems involving the
refraction of light

34 23.08.1 5.3 Understanding A student is able to:

0– total internal
27.08.1 reflection of  Explain total internal reflection of  Carry out activities to show the effect of increasing
0 light light the angle of 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

 Discuss with the aid of diagrams:

a) total internal reflection and critical angle
 Relate the critical angle to the
b) the relationship between critical angle and refractive
1 index
refractive index i.e. n=
sin c  Research and report on:
 Describe natural phenomena a) natural phenomena involving total internal reflection
involving total internal reflection b) the applications of total internal reflection (e.g.: in
 Describe application of total internal telecommunication
 reflection  Solve problems involving total internal reflection
 Solve problems involving total
internal reflection

31.08.10
35 30.08.1 5.4 Understanding A student is able to: National Day
0– lenses  Explain focal point and focal length  Use an optical kit to observe and measure lights ray
03.09.1  Determine the focal point and focal traveling through convex and concave lenses to gain
0 length of a convex lens an idea of focal point and focal length
 Determine the focal point and focal  Determine the focal point and focal length of convex
length of a concave lens and concave lenses
 Draw ray diagrams to show the  With the help of ray diagrams, discuss focal point
positions and characteristics of the and focal length
images formed by a convex lens  Draw ray diagrams to show the positions and
 Draw ray diagrams to show the characteristics of the image formed by a
positions and characteristics of the a) convex lens
images formed by a concave lens b) concave lens
10 – 11.09.10
36 06.09.10 – MID 2ND SEMESTER BREAK Hari Raya Puasa
10.09.10

37 13.09.1 5.4 Understanding A student is able to:

0– lenses v
17.09.1  Define magnification as m=  Carry out activities to gain an idea of magnification
0 u  With the help of ray diagrams, discuss magnification
 Relate focal length (f) to the object  Carry out an activity to find the relationship between
distance (u) and image distance (v). u, v and f
1 1 1
(i.e.: = + )
f u v

38 20.09.1 A student is able to:

0–  Describe, with the aid of ray  Carry out activities to gain an idea on the use of
24.09.1 diagrams, the use of lenses in optical lenses in optical devices
0 devices  With the help of ray diagrams discuss the use of
lenses in optical devices such as a telescope and a
microscope

39 27.09.1 5.4 Understanding A student is able to:

0– lenses  Construct an optical device that uses  Construct an optical device that uses lenses
01.10.1 lenses
0  Solve problems involving to lenses  Solve problems involving to lenses

40 04.10.10 – REVISON WEEK (PREAPARATION FOR FINAL EXAM)

08.10.10

41 11.10.10 – FINAL EXAM

15.10.10

42 18.10.10 – FINAL EXAM

22.10.10

43 25.10.10 – DISCUSSION ON FINAL EXAM PAPER

 29.10.10
05.11.10
44 01.11.10 – DISCUSSION ON FINAL EXAM PAPER Deepavali
05.11.10

45 08.11.10 – DISCUSSION ON FINAL EXAM PAPER

12.11.10
* SPM
46 15.11.10 – * 17.11.10
DISCUSSION ON FINAL EXAM PAPER Hari Raya Haji
19.11.10

22.11.10 – 31.12.10 YEAR END BREAK