LEARNING AREA: 1.

INTRODUCTION TO PHYSICS
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
1 1.1 A student is able to: Having an interest Teaching Aids
Understanding • explain what physics is Observe everyday objects such and curiosity towards video clip, movie
Physics as a table, a pencil, a mirror etc the environment. (use of ICT or
and discuss how they are related courseware
to physics concepts. integration is
preferable)
• recognize the physics in View a video on natural
everyday objects and phenomena and discuss how CCTS
natural phenomena they are related to physics Relating
concepts.
Moral Values
Discuss fields of study in Having an interest
physics such as forces, motion, and curiosity
heat, light etc. towards the
environment.

Vocabulary
-

2 1.2 A student is able to: Realizing that science

Understanding base • explain what base quantities
quantities and and derived quantities are.
derived quantities • list base quantities and their
units.
• list some derived quantities
and their units.
Discuss based quantities and is a means to
derived quantities. understand nature.
Form a text passage, identify
physical quantities then classify
them into based quantities and
derived quantities.

• express quantities using List the value of prefixes and

prefixes. their abbreviations from nano to
-9
• express quantities using giga, eg. Nano (10 ), nm
scientific notation. (nanometer).

1
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
Discuss the use of scientific
notation to express large and
small numbers.

• express derived quantities Determine the base quantities

as well as their units in (and units) in a given derived
terms of base quantities and quantity (and unit) from the
base units. related formula.

• solve problems involving Solve problems that involve the

conversion of units. conversion of units.

3 1.3 A student is able to: Being systematic.

Understanding • define scalar and vector Carry out activities to show that
scalar and vector quantities. some quantities can be defined
quantities by magnitude only whereas
other quantities need to be
defined by magnitude as well as
direction.

• give examples of scalar and Compile a list of scalar and

vector quantities. vector quantities.

4 1.4 A student is able to: Being honest and

Understanding • measure physical quantities Choose the appropriate accurate in recording
measurements using appropriate instrument for a given and validating data.
instruments. measurement.

• explain accuracy and Discuss consistency and

consistency. accuracy using distribution of
gunshots on a target as an
example.

2
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• explain sensitivity. Discuss the sensitivity of various
instruments.

• explain types of Demonstrate through examples

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

• use appropriate techniques Use appropriate technique to

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

5 1.5 A student is able to: Thinking rationally Teaching Aids

Analysing scientific • identify variables in a given Observe a situation and suggest Apparatus of the
investigations situation. questions suitable for a scientific experiment.
• identify a question suitable investigation. Discuss to: Worksheet of past
for scientific investigation. a) identify a question suitable years questions.
• form a hypothesis. for scientific investigation Tutorial
• design and carry out a b) identify all the variables questions.
simple experiment to test c) form a hypothesis
the hypothesis. d) plan the method of CCTS
investigation including Problem solving,
selection of apparatus and Comparing
work procedures Experimenting

• record and present data in a Carry out an experiment and: Moral Values
suitable form. a) collect and tabulate data Cooperative
b) present data in a suitable
• interpret data to draw a
form Vocabulary
conclusion.
c) interpret the data and draw -
• write a report of the conclusion
investigation. d) write a complete data

3
 LEARNING AREA: 2. FORCES AND MOTION
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
6 2.1 A student is able to: Having critical and
Analysing linear • define distance and Carry out activities to gain an analytical thinking
motion displacement idea of:
• define speed and velocity a) distance and displacement
and state that v = s b) speed and velocity
t c) acceleration and deceleration
• define acceleration and
deceleration and state that
a=v-u
t

• calculate speed and velocity Carry out activities using a data

• calculate acceleration/ logger/graphing calculator/ticker
deceleration timer to:
a) identify when a body is at
rest, moving with uniform
velocity or non-uniform
velocity
b) determine displacement,
velocity and acceleration

Solve problem using the

• solve problems on linear
following equation of motion:
motion with uniform
v = u + at
acceleration using
s = ut + ½at2
i. v = u + at
v2 = u2 + 2as
ii. s = ut + ½at2
iii. v2 = u2 + 2as

4
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
7 2.2 A student is able to: Having critical and Teaching Aids
Analysing motion • plot and interpret Carry out activities using a data analytical thinking Apparatus of the
graphs displacement-time and logger/graphing calculator/ticker experiment.
velocity-time graphs. timer to plot Worksheet of past
• deduce from the shape of a i. displacement-time graph years questions.
displacement-time graph ii. velocity-time graph Tutorial
when a body is: questions.
i. at rest Describe and interpret:
ii. moving with uniform a) displacement-time graph and CCTS
velocity b) velocity-time graph Problem solving,
iii. moving with non- Comparing
uniform velocity Experimenting
• determine distance, Determine distance,
displacement and velocity displacement, velocity and Moral Values
for a displacement-time acceleration from displacement- Cooperative
graph. time and velocity-time graphs.
• deduce from the shape of a Vocabulary
velocity-time graph when a -
body is:
i. at rest
ii. moving with uniform
velocity
iii. moving with non-
uniform velocity

• determine distance,
displacement, velocity and
acceleration from a
velocity-time graph.
Solve problems on linear motion
• solve problems on linear
with uniform acceleration
motion with uniform
involving graphs.
acceleration.

5
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
8 2.3 A student is able to: Realising that science Teaching Aids
Understanding • explain what inertia is. Carry out activities/view is a mean to Apparatus of the
inertia computer simulations/ situations understand nature experiment.
to gain an idea on inertia. Worksheet of past
years questions.
• relate mass to inertia. Carry out activities to find out Tutorial
the relationship between inertia questions.
and mass.
CCTS
• give examples of situation Research and report on Problem solving,
involving inertia. a) the positive effect of inertia Comparing
• suggest ways to reduce the b) ways to reduce the negative Experimenting
negative effect of inertia. effects of inertia
Moral Values
Cooperative

Vocabulary
-
9 2.4 A student is able to: Being responsible
Analysing • define the momentum of an Carry out activities/view about the safety of
momentum object. computer simulations to gain an oneself, others, and
idea of momentum by the environment
comparing the effect of stopping
two objects:
c) of the same mass moving at
different speeds
d) of different masses moving
at the same speed

• define momentum (p) as the Discuss momentum as the

product of mass (m) and product of mass and velocity.
velocity (v) i.e. p = mv

6
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• state the principle of View computer simulations on
conservation of momentum. 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.

• describe applications of Carry out activities that

conservation of momentum. demonstrate the conservation of
momentum e.g. water rockets.

• solve problem involving Research and report on the

momentum. applications of conservation of
momentum such as in rockets or
jet engines.

10 2.5 A student is able to: Being systematic

Understanding the • describe the effects of With the aim of diagrams,
effects of a force balanced forces acting on describe the forces acting on an
an object. object:
• describe the effects of a) at rest
unbalanced forces acting on b) moving at constant velocity
an object. c) accelerating

• determine the relationship Conducting experiments to find

between force, mass and the relationship between:
acceleration i.e. F = ma. a) acceleration and mass of
• solve problems using an object under constant
F = ma force
b) acceleration and force for
a constant mass
Solve problem using F = ma
7
Week Learning Objectives Learning Outcomes
11 2.6 A student is able to:
Analysing impulse • explain what an impulsive
and impulsive force force is.
• give examples of situations
involving impulsive forces.
• define impulsive as an
explosion. i.e. change of
momentum, i.e.
Ft = mv - mu
• define impulsive force as
the rate of change of
momentum in a collision or
explosion, i.e.
F = mv – mu
t force
• explain the effect of
increasing or decreasing
time of impact on the
magnitude of the impulsive
force.
• describe situations where an
impulsive force needs to be
reduce and suggest ways to
reduce it.
• describe situation where an
impulsive force is beneficial
• solve problems involving
impulsive force
Activities Noble Values Pedagogies
Being systematic
View computer simulations of
collisions and explosions to gain
an idea on impulsive force.
Discuss
a) impulse as change of
momentum
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
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
Solve problems involving
impulsive force
8
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
12 2.7 A student is able to: Being responsible
Being aware of the • describe the importance of Research and report on the about the safety of
need for safety safety features in vehicles physics of vehicle collisions and oneself, others, and
features in vehicles safety features in vehicles in the environment
terms of physics concepts.

Discuss the importance of safety

features in vehicles.

13 2.8 A student is able to: Being thankful to god

Understanding • explain acceleration due to Carry out an activity or view
gravity gravity computer simulations to gain an
idea of acceleration due to
gravity.
Discuss
a) acceleration due to gravity.
b) a gravitational field as a
region in which an object
experiences a force due to
gravitational attraction and
c) gravitational field strength
(g) as gravitational force per
unit mass

• determine the value of Carry out activity to determine

acceleration due to gravity. the value of acceleration due to
gravity.
• define weight (W) as the
product of mass (m) and Discuss weight as the Earth’s
acceleration due to gravity gravitational force on an object.
(g) i.e. W = mg
• solve problems involving Solve problem involving
acceleration due to gravity acceleration due to gravity.

9
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
14 2.9 A student is able to:
Analysing forces in • describe situation where With the aid of diagram, Appreciating the
equilibrium forces are in equilibrium. describe situations where forces balance of nature
are in equilibrium, e.g. a book at
rest on a table, an object at rest
on an inclined plane.

• state what a result force is.
• add two forces to determine
the resultant force.
• resolve a force into the
effective component forces.
• solve problems involving
forces in equilibrium.
With the aim of diagram, discuss
the resolution and addition of
forces to determine the resultant
force.
Solve problems involving forces
in equilibrium (limited to 3
forces)

15 2.10 A student is able to: Having an interest

Understanding • define work (W) as the
work, energy, product of an applied force
power and (F) and displacement (s) of
efficiency an object in the direction of
the applied force i.e. W=Fs.
Observe and discuss situations and curiosity towards
where work is done. the environment
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.

• state that when work is Give examples to illustrate how

done energy is transferred energy is transferred from one
from one object to another. object to another when work is
done.

10
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• define kinetic energy and Discuss the relationship between
state that Ek = ½mv2. work done to accelerate a body
and the change in kinetic energy.

• define gravitational Discuss the relationship between

potential energy and state work done against gravity and
that Ep = mgh. gravitational potential energy.

• state the principle of Carry out an activity to show the

conservation of energy. principle of conservation of
energy.

• define power and state that State that power is the rate at
P = W/t. which work is done, P = W/t.

Carry out activities to measure

power.

• explain what efficiency of a Discuss efficiency as:

device is. useful energy output x 100%
energy output

Evaluate and report the

efficiencies of various devices
such as a diesel engine, a petrol
engine and an electric engine.

Solve problem involving work,

• solve problems involving
energy, power and efficiency.
work, energy, power and
efficiency.

11
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
16 2.11 A student is able to: Appreciating the
Appreciating the • recognize the importance of Discuss that when an energy contribution of
importance of maximizing efficiency of transformation takes place, not science and
maximizing the devices in conserving all of the energy is used to do technology
efficiency of resources. useful work. Some is converted
devices into heat or other types of
energy. Maximizing efficiency
during energy transformations
makes the best use of the
available energy. This helps to
conserve resources.

17 2.12 A student is able to: Carry out activities to gain an Being thankful to god Teaching Aids
Understanding • define elasticity. idea on elasticity. Apparatus of the
elasticity experiment.
Plan and produce an experiment Worksheet of past
• define Hooke’s law. to find the relationship between years questions.
force and extension of a spring. Tutorial
questions.
Relate work done to elastic
• define elastic potential potential2energy to obtain CCTS
energy and state that Ep=½ kx . Problem solving,
Ep=½ kx 2 Comparing
Describe and interpret force- Experimenting
extension graphs.
• determine the forces that Moral Values
affect elasticity. Investigate the factors that affect Cooperative
elasticity.
• describe applications of Vocabulary
elasticity. Research and report on -
applications of elasticity.

Solve problems involving

• solve problems involving
elasticity.
elasticity.
12
 LEARNING AREA: 3. FORCES AND PRESSURE
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
18 3.1 A student is able to:
Understanding • define pressure and state Observe and describe the effect Thinking rationally
pressure that P = F of a force acting over a large
A area compared to a small area,
e.g. school shoes versus high
heeled shoes.

Discuss pressure as force per

unit area.

• describe applications of Research and report on

pressure. applications of pressure.

• solve problems involving Solve problems involving

pressure. pressure.

19 3.2 A student is able to:

Understanding • relate depth to pressure in a Observe situation to form ideas
pressure in liquids liquid. that pressure in liquids:
a) acts in all directions
b) increases with depth

• relate density to pressure in Observe situation to form the

a liquid. idea that pressure in liquids
increases with density.

• explain pressure in a liquid Relate depth (h), density (ρ) and

and state that P = hρg. gravitational field strength (g) to
pressure in liquids to obtain
P = hρg

13
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• describe applications of Research and report on
pressure in liquids. a) the applications of pressure
in liquids
b) ways to reduce the negative
effects of pressure in liquids

• solve problems involving Solve problems involving

pressure in liquids. pressure in liquids.

20 3.3 A student is able to:

Understanding gas • explain gas pressure. Carry out activities to gain an Thinking rationally
pressure and idea of gas pressure and
atmospheric atmospheric pressure. Being systematic
pressure
Discuss gas pressure in terms of
the behavior of gas molecules
based on the kinetic theory.

• explain atmospheric Discuss atmospheric pressure in

pressure. terms of the weight of the
atmosphere acting on the Earth’s
surface.

Discuss the effect of altitude on

the magnitude of atmospheric
pressure.

• describe applications of Research and report on the

atmospheric pressure. applications of atmospheric
pressure.

14
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
• solve problems involving Solving problems involving
atmospheric pressure and atmospheric and gas pressure
gas pressure. including barometer and
manometer readings.

21 3.4 A student is able to: Teaching Aids

Understanding • state Pascal’s principle.
Pascal’s principle
• explain hydraulic systems.
• describe applications
Pascal’s principle.
Observe situations to form the Having critical and Apparatus of the
idea that pressure exerted on an analytical thinking experiment.
enclosed liquid is transmitted Worksheet of past
equally to every part of the years questions.
liquid. Tutorial
questions.
Discuss hydraulic systems as a
force multiplier to obtain: CCTS
Output force = output piston area Problem solving,
Input force input piston area Comparing
Experimenting
of Research and report on the
applications of Pascal’s principle Moral Values
(hydraulic systems). Cooperative

• solve problems involving Solve problems involving Vocabulary

Pascal’s principle. Pascal’s principle. -

15
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
22 3.5 A student is able to: Teaching Aids
Understanding • explain buoyant force. Carry out an activity to measure Being honest and Apparatus of the
Archimedes’ the weight of an object in air and accurate in recording experiment.
principle the weight of the same object in and validating data. Worksheet of past
water to gain an idea on buoyant years questions.
force. Tutorial
questions.
• relate buoyant force to the Conduct an experiment to
weight of the liquid investigate the relationship CCTS
displaced. between the weight of water Problem solving,
displaced and the buoyant force. Comparing
Experimenting
• state Archimedes’ principle. Discuss buoyant in terms of:
a) an object that is totally or Moral Values
partially submerged in a Cooperative
fluid experiences a buoyant
force equal to the weight of Vocabulary
fluid displace. -
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.

• describe applications of Research and report on the

Archimedes’ principle. applications of Archimedes’
principle, e.g. submarines,
hydrometers, hot-air balloons.

16
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
23 3.6 A student is able to: Teaching Aids
Understanding • state Bernoulli’s principle Carry out activities to gain the Having critical and Apparatus of the
Bernoulli’s idea that when the speed of a analytical thinking experiment.
principle flowing fluid increases its Worksheet of past
pressure decreases. Eg. Blowing years questions.
above a strip of paper, blowing Tutorial
through straw between two ping- questions.
pong balls suspended on strings.
CCTS
Discuss Bernoulli’s principle. Problem solving,
Comparing
Experimenting
• explain that a resultant force Carry out activities to show that
exists due to a difference in a resultant force exists due to a Moral Values
fluid pressure difference in fluid pressure. Cooperative

Vocabulary
• describe applications of Research and report on the -
Bernoulli’s principle applications of Bernoulli’s
principle

• solve problem involving Solve problems involving

Bernoulli’s principle Bernoulli’s principle

17
LEARNING AREA: 4. HEAT
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
24 4.1 A student is able to :
Understanding • explain thermal Discuss the definition of thermal Thinking rationally Teaching Aids
thermal equilibrium equilibrium equilibrium- the transformation Mercury
of energy from A to B and B to thermometer
A are same.
(use of ICT or
Demonstrate activities to show courseware
that thermal equilibrium is a integration is
condition in which there is no preferable)
heat flow between two objects in
thermal contact. e.g. Ask a
student to hold the bulb of a CCTS
thermometer, the liquid in the Relating,
thermometer will rise until it Inventing,
reaches a certain point and Predicting
remains constant.

• explain how a liquid- Discuss the expansion of liquid

in-glass thermometer works. with the increase of its Moral Values
temperature and factors affecting Cooperative
the increase in volume.

Discuss how a thermometer is

calibrated. Vocabulary
Thermal
equilibrium

18
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
25 4.2 A student is able to:
Understanding • define specific heat Observe and discuss the change Teaching Aids
specific heat capacity (c). in temperature when : Apparatus of the
capacity a) different mass of water is experiment.
being heated by the same Worksheet of past
heater for the same amount years questions.
of time. Tutorial
b) Same mass of different questions.
types of liquid by the same
heater for the same amount CCTS
of time. Problem solving,
• state that c = Q/mθ Comparing
Plan and carry out an experiment Being honest and Experimenting
to determine the specific heat accurate in recording
capacity of and validating data. Moral Values
a) A liquid Cooperative
b) A solid
Vocabulary
Collect and interpret data on Heat Capacity
applications of specific heat Specific Heat
capacity from the internet. Capacity

Give handouts to the students

containing past years questions
related to specific heat capacity.

26 4.3 A student is able to: Teaching Aids

Understanding • state that transfer of heat Demonstrate and discuss these: ICT. Apparatus of
specific latent during a change of phase No change in temperature when the experiment.
heat does not cause a change in heat is supplied to the boiling Worksheet of past
temperature. water and melting ice. years questions.
Tutorial questions

19
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies

Discuss melting, solidification, CCTS

boiling and condensation as Problem solving,
processes involving energy Comparing
transfer without the change in Experimenting
temperature with the aid of a
cooling and heating curve
(computer simulation) Moral Values
Relating
• define specific latent heat Discuss
(l) a) latent heat in terms of
molecular behaviour. Vocabulary
• state that l = Q/m b) specific latent heat. Latent Heat
Specific Latent
• determine the specific latent Plan and carry out experiment to Being systematic Heat
heat of fusion determine specific latent heat
of :
• determine the specific latent a) fusion
heat of vaporization. b) vaporization

Give handouts to the students

• solve problems involving containing past years questions
specific latent heat. related to specific latent heat.

20
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
27 4.4 A student is able to: Observe computer simulation
Understanding • explain gas pressure, and discuss the behaviour of gas Thinking rationally Teaching Aids
the gas laws temperature and volume in molecules in terms of pressure, ICT
terms of the behaviour of temperature and volume based Apparatus of the
gas molecule. on Kinetic Theory. experiments.
Worksheet of past
• determine the relationship Plan and carry out experiments years questions.
between pressure and to determine the relationships Tutorial questions
volume at constant between :
temperature for a fixed mass a) pressure and volume at CCTS
of gas i.e. PV= constant. constant temperature for a Relating.
fixed mass of gas i.e. Analysing.
• determine the relationship PV= constant. Comparing.
between volume and b) volume and temperature at
temperature at constant constant pressure for a fixed
pressure for a fixed mass of mass of gas i.e. Moral Values
gas i.e. V/T= constant. V/T= constant Cooperation.
c) pressure and temperature at Honesty.
• determine the relationship constant volume for a fixed Thinking
between pressure and mass of gas i.e. rationally.
temperature at constant P/T= constant Working
volume for a fixed mass of independently
gas i.e. P/T= constant View computer simulation to
show that when pressure and Vocabulary
• explain absolute zero. volume are zero the temperature Absolute zero
on a P-T and V-T graphs is Charles Law
−273oC. Boyle’s Law
• explain the absolute/Kelvin
Discuss absolute zero and the Pressure’s Law
scale of temperature.
Kelvin scale of temperature. Kinetic Theory
• solve problems involving Give handouts to the students
pressure, temperature and containing past years questions
volume of a fixed mass of related to problems involving
gas. pressure, temperature and
21
 volume of a fixed mass of gas.
LEARNING AREA: 5. LIGHT
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
28 5.1 A student is able to: Teaching Aids
Understanding • describe the characteristics Observe the image formed in a Having an interest ICT
reflection of light of the image formed by plane mirror. Discuss that the and curiosity towards Worksheet of past
reflection of light. image is: the environment years questions.
Tutorial questions

• state the laws of reflection of Discuss the laws of reflection. CCTS

light. Relating
Analysing

• draw ray diagrams to show Draw ray diagrams to determine Moral Values
the position and the position and characteristics Cooperation.
characteristics of the image of the image. Being systematic Honesty.
formed by a Thinking
a) Plane mirror rationally.
b) Convex mirror Working
c) Concave mirror independently

Vocabulary
• describe applications of Research and report on Reflection
reflection of light. applications of reflection of Convex
light. Concave

• solve problems involving Give handouts to the students

reflection of light. containing past years questions
related to reflection of light.

22
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
29 5.2 A student is able to: Teaching Aids
Understanding • Explain refraction of light. Observe situations to gain an Apparatus of the
refraction of light idea on refraction. experiment.
• Define refractive index as Worksheet of past
n = sin i / sin r Conduct an experiment to find Being honest and years questions.
the relationship between the accurate in recording Tutorial
• Determine the refractive angle of incidence and angle of and validating data. questions.
index of a glass or perspex refraction to obtain Snell’s law.
block. CCTS
Carry out an activity to Problem solving,
• State the refractive index, n, determine the refractive index of Comparing
as a glass or perspex block. Experimenting
speed of light in a vacuum /
speed of light in a medium Moral Values
Cooperative
• describe phenomena due to Research and report on
refraction phenomena due to refraction, Vocabulary
e.g. apparent depth, the Refraction
twinkling of stars. Refractive Index

Solve problems involving the

• solve problems involving the
refraction of light.
refraction of light.

Give handouts to the students

containing past years questions
related to refraction of light.

23
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
30 5.3 A student is able to:
Understanding • explain total internal Carry out activities to show the Being systematic
internal reflection reflection of light. effect of increasing the angle of
of light incidence on the angle of
• define critical angle (c). refraction when light travels
from a denser medium to a less
dense medium to gain an idea
• relate the critical angle to about total internal reflection and
the refractive index i.e. to obtain the critical angle.
n = 1 / sin c

• describe natural
phenomenon involving total
internal reflection.

• describe applications of
total internal reflection.

• solve problems involving

Solve problems involving total
total internal reflection.
internal reflection.

Give handouts to the students

containing past years questions
related to total internal
reflection.

.
24
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
31 5.4 A student is able to: Teaching Aids
Understanding • explain focal point and focal Use an optical kit to observe and Having critical and ICT / Courseware
lenses length. measure light rays traveling analytical thinking Integration
through convex and concave Apparatus of the
• determine the focal point lenses to gain an idea of focal experiment.
and focal length of a convex point and focal length. Worksheet of past
lens. years questions.
Tutorial
• determine the focal point With the help of ray diagrams, questions.
and focal length of a discuss focal point and focal
concave lens. length. CCTS
Relating,
• draw ray diagrams to show Draw ray diagrams to show the Analysing,
the position and positions and characteristics of Problem solving,
characteristics of the images the images formed by a Experimenting
formed by a convex lens and a) Convex lens
concave lens. b) Concave lens Moral Values
Cooperation.
• define magnification as Carry out activities to gain an Honesty.
m=v/u idea of magnification. Thinking.
With the help of ray diagrams, rationally.
discuss magnification. Working
• relate focal length (f) to the
independently.
object distance (u) and
Carry out an activity to find the
image distance (v), i.e.
1 1 1
relationship between u, v and f. Vocabulary
= + -
f u v

• describe, with the aid of ray Carry out activities to gain an

diagrams, the use of lenses idea on the use of lenses in
in optical devices. optical devices.

With the help of ray diagrams

discuss the use of lenses in
25
 optical devices such as a
Week Learning Objectives Learning Outcomes Activities Noble Values Pedagogies
telescope and a microscope.

• construct an optical device Construct an optical device that

that uses lenses. uses lenses.

• solve problems involving to Solve problems involving to

lenses. lenses.

Give handouts to the students

containing past years questions
related to lenses.

26