Week Date No Learning Learning Outcomes Suggested Learning Activities Notes

Objectives

LEARNING AREA 5.0 LIGHT

1 04.01.1 5.2 Understanding A student is able to:

0– refraction of
08.01.1 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
 Describe phenomena due to refraction
twinkling of stars)
 Carry out activities to gain an idea of apparent
depth. With the aid of diagrams, discuss real
depth and apparent depth.
 Solve problems involving the refraction of light.
 Solve problems involving the
refraction of light

2 11.01.1 5.3 Understanding A student is able to:

0– total internal
15.01.1 reflection of  Explain total internal reflection of light  Carry out activities to show the effect of increasing
0 light  Define critical angle (c) the angle of incidence on the angle of refraction
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:

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

3 18.01.1 5.4 Understanding A student is able to:

0– lenses  Explain focal point and focal length
22.01.1  Determine the focal point and focal
0 length of a convex lens
 Determine the focal point and focal
length of a concave lens
 Draw ray diagrams to show the
positions and characteristics of the
images formed by a convex lens
 Draw ray diagrams to show the
positions and characteristics of the
images formed by a concave lens
 Use an optical kit to observe and measure lights
ray traveling through convex and concave lenses
to gain an idea of focal point and focal length
 Determine the focal point and focal length of
convex and concave lenses
 With the help of ray diagrams, discuss focal point
and focal length
 Draw ray diagrams to show the positions and
characteristics of the image formed by a
a) convex lens
b) concave lens

A student is able to:

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

A student is able to:

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

4 25.01.1 5.4 Understanding A student is able to:

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

LEARNING AREA 1.0 WAVES

30.01.10
4 25.01.1 1.1 Understanding A student is able to: Thaipusam
0– Waves
29.01.1  Describe what is meant by wave  Observe situations to gain an idea of waves as
0 motion illustrated by vibrations in ropes, slinky springs or
a ripple tank.
 Recognise that waves transfer energy  Carry out activities using a ripple tank and a slinky
without transferring matter spring to demonstrate:
 Compare transverse and longitudinal a) that waves transfer energy without transferring
waves and give examples of each matter
 State what is meant by a wavefront b) transverse and longitudinal waves
 State the direction of propagation of c) wavefronts
waves in relation to wavefronts d) the direction of propagation of waves in relation to
wavefronts
 View computer simulations to gain an idea of:
a) transverse and longitudinal waves
b) wavefronts
c) direction of propagation of waves in relation to
wavefronts for transverse and longitudinal waves

5 01.02.1  Define  Observe an oscillating system such as a simple

0– i) amplitude pendulum or a loaded spring to define amplitude,
05.02.1 ii) period period and frequency
0 iii) frequency  View computer simulations to gain an
iv) wavelength understanding of:
v) wave speed a) amplitude (a)
b) period (T)
c) frequency (f)
d) wavelength (λ )
e) wave speed (v)
 Sketch and interpret a displacement-
time graph for a wave
 Discuss amplitude and period with the aid of a
 Sketch and interpret a displacement-
displacement-time graph for a wave
distance graph for a wave v = fλ can be
 Discuss amplitude and wavelength with the aid of derived from
a displacement-distance graph for a wave s
 Clarify the relationship between
speed, wavelength and frequency v =
 Solve problems involving speed,
 Discuss the relationship between speed, t
wavelength and frequency
wavelength and frequency
 Discuss to solve problems involving speed,
 Describe damping in a oscillating
wavelength and frequency
system
 Observe and discuss the effect of:
 Describe resonance in a oscillating
a) damping in an oscillating system
system
b) resonance in an oscillating system such as a
Barton’s pendulum
6 08.02.1 1.2 Analysing A student is able to:
0– reflection of
12.02.1 waves  Describe reflection of waves in terms  Carry out activities to observe reflection of: Reflection of
circular water
0 of the angle of incidence, angle of a) plane waves in a ripple tank waves and the use
reflection, wavelength, frequency, b) light of curved
speed and direction of propagation c) sound waves reflectors are not
required
 Draw a diagram to show reflection of
waves  Discuss the characteristics of the reflected wave in
terms of the angle of reflection, wavelength,
frequency, speed and direction of propagation in
relation to the incident wave.
 View computer simulations of reflection of waves

1.3 Analysing A student is able to:

refraction of
waves  Describe refraction of waves in terms  Carry out activities to observe refraction of: Include refraction
of water waves
of the angle of incidence, angle of a) plane water waves in a ripple tank over straight,
refraction, wavelength, frequency, b) light waves concave and
speed and direction of propagation c) sound waves convex
transparent blocks
 Draw a diagram to show refraction of
waves  Discuss the characteristics of the refracted wave
in terms of the angle of refraction, wavelength,
frequency, speed and direction of propagation in
relation to the incident wave
 View computer simulations of refraction of waves

14 – 15.02.10
7 15.02.1 1.4 Analysing A student is able to: Chinese New Year
0– diffraction of
19.02.1 waves  Describe diffraction of waves in terms  Carry out activities to observe diffraction of: Discuss the effect
of size of gap on
0 of wavelength, frequency, speed, a) water waves in a ripple tank, the degree of
direction of propagation and shape of b) light waves, diffraction
waves. c) sound waves
 Draw a diagram to show diffraction of
waves.  Discuss the characteristics of the diffracted waves
in terms of wavelength, frequency, speed,
direction of propagation and shape of waves in
relation to the incident wave.
 View computer simulations on diffraction of waves.

26.02.10
8 22.01.1 1.5 Analysing A student is able to: Maulidur Rasul
0– interference of
26.02.1 waves  State the principle of superposition  Observe a mechanical model such as a slinky Young’s double-slit
experiment may
0 spring to gain an idea of superposition be used to show
 Explain the interference of waves  Carry out activities to observe interference interference of
light
 Draw interference patterns patterns of:
 Interpret interference patterns a) water waves in a ripple tank λ - wavelength
b) light waves X – the distance
 c) sound waves between two
consecutive nodes
ax  Discuss constructive and destructive interference a – the distance
 Solve problems involving λ= ax between the two
D  Discuss λ= wave sources
D – the
D perpendicular
distance from the
source to the
position where x is
measured

9 01.03.1 1.6 Analysing A student is able to:

0– sound waves
05.03.1  Describe sound waves  Discuss
0 a) The production of sound by vibrating sources
b) Sound waves as a longitudinal wave requiring a
medium for propagation

 Explain how the loudness relates to  View computer simulations or carry out activities
amplitude to observe the effect of:
 Explain how the pitch relates o a) amplitude on loudness
frequency b) frequency on pitch

 View computer simulations or video to gain an

 Describe applications of reflection of
sound waves
 Calculate distances using the
reflection of sound waves
idea of applications of sound waves
 Research and report on applications of the
reflection of sound waves, e.g. sonar and
ultrasound scanning

10 08.03.1 1.7 Analysing A student is able to:

0– electromagneti
12.03.1 c waves  Describe the electromagnetic  Research and report on the components of the Emphasise that
the
0 spectrum electromagnetic spectrum in terms of: electromagnetic
 State that visible light is a part of the a) decreasing wavelength and increasing frequency spectrum is
b) sources continous
electromagnetic spectrum
 List sources of electromagnetic waves
 Discuss the properties of electromagnetic waves
 Describe the properties of  Discuss applications of electromagnetic waves
electromagnetic waves such as:
 Describe applications of a) radio waves in broadcasting and communications
electromagnetic waves b) microwaves in satellites and cellular telephones
c) infra-red rays in household appliances, remote
controls and night-vision devices
d) visible light in optical fibres and photography
e) ultraviolet rays in fluorescent lamps and
sterilization
f) X-rays in hospital and engineering applications
 Describe the detrimental effects of g) Gamma rays in medical treatment
excessive exposure to certain  Research and report on the detrimental effects of
components of the electromagnetic excessive exposure to certain components of the
 spectrum electromagnetic spectrum

11 15.03.10 –
MID 1ST SEMESTER BREAK
19.03.10

2.0 ELECTRICITY

22.03.10 –
12 UJIAN PENILAIAN SERAGAM 1
26.03.10

13 29.03.1 2.1 Analysing A student is able to:

0– electric fields
02.04.1 and charge  State the relationship between Recall the activity
0 flow electron flow and electric current
 Discuss electric current as the rate of charge flow, carried out using a
Van de Graff
 Define electric current Q generator to show
i.e. I = the relationship
 Describe an electric field t between electric
 Sketch electric field lines showing the  Carry out activities/view computer simulations to charge and
direction of the field current flow
study electric field lines for different arrangements
 Describe the effect of an electric field of charges
on a charge
I – current
 Observe the effect of an electric field on: Q – charge
a) a ping pong ball coated with conducting material t - time
 Solve problems involving electric b) a candle flame
charge and current
 Discuss to solve problems involving problems
involving electric charge and current

14 05.04.1 2.2 Analysing the A student is able to:

0– relationship
09.04.1 between  Define potential difference  View computer simulations to gain an Potential
difference and
0 electric understanding of potential difference voltage may be
current and used
potential  Discuss potential difference (V) as work done (W) interchangeably
difference when moving 1 C of charge (Q) between two here

 Plan and conduct an experiment to
find the relationship between current
and potential difference
 Describe the relationship between
current and potential difference
 State Ohm’s law
 Define resistance
 Explain factors that affect resistance
W
points in an electric field, i.e. V =
Q
 Plan and conduct an experiment to find the
relationship between current and potential
difference for ohmic conductor
 Discuss Ohm’s laws as the relationship between
potential difference and current at constant
temperature
 Discuss resistance as the ratio of potential
difference to current for an ohmic conductor
 Conduct experiments to study and discuss factors
  Solve problems involving potential
difference, current and resistance
 Describe superconductors
that affect resistance, i.e. the type of material,
cross-sectional area, length and temperature
 Discuss to solve problems involving potential
difference, current and resistance
 Research and report on superconductors

2.3 Analysing A student is able to:

series and
parallel  Identify series and parallel circuits
circuits  Compare the current and potential
difference of series circuits and
parallel circuits
 Determine the effective resistance of
resistors connected in series
 Determine the effective resistance of
resistors connected in parallel
 Solve problems involving current,
potential difference and resistance in
series circuits, parallel circuits and
their combinations
 Carry out activities to identify series and parallel
circuits
 Carry out activities to study the current, I and
potential difference, V, in series and parallel
circuits using ammeters and voltmeters to show
the value of I and V
 Calculate the effective resistance of resistors
connected in:
a) series
b) parallel
 Discuss and apply principles of current, potential
difference and resistance in series and parallel
circuits to new situations and to solve problems

15 12.04.1 2.4 Analysing A student is able to:

0– electromotive
16.04.1 force and  Define electromotive force (e. m. f.)  Discuss e. m. f. as the work done by a source in Clarify that e. m. f.
is not a force but
0 internal driving a unit charge around a complete circuit energy per unit
resistance  Compare e. m. f. and potential  Carry out activities to distinguish between e. m. f. charge
difference and potential difference
 Carry out an activity to study internal resistance
 Explain internal resistance  Carry out an activity to determine e. m. f. and
 Determine e. m. f. and internal internal resistance of a battery by plotting a
resistance voltage against current graph
 Discuss to solve problems involving e. m. f. and
internal resistance
 Solve problems involving e. m. f. and
internal resistance

2.5 Analysing A student is able to:

electrical
energy and  Define electrical energy  Discuss the relationship between:
power  Define electric power a) energy (E), voltage (V), current (I), and time (t),
b) power (P), voltage (V) and current (I).

 Solve problems involving electrical  Discuss to solve problems involving electrical

energy and power
 Compare power rating and energy
consumption of various electrical
appliances
 Compare various electrical appliances
energy and power
 Compare the power rating of various household
appliances and calculate energy used for a fixed
period of time
 Carry out activities to compare household
 in terms of efficient use of energy electrical appliances that perform the same
function such as a tungsten-filament light bulb and
 Describe ways of increasing energy an ‘energy-saver’ bulb in terms of efficient use of
efficiency energy
 Research and report on ways of increasing energy
efficiency in the home or school
 Discuss the importance or maintenance in
ensuring efficiency of electrical appliances

3.0 ELECTROMAGNETISM

16 19.04.1 3.1 Analysing the A student is able to:

0– magnetic
23.04.1 effect of a  State what an electromagnet is  Recall what an electromagnet is The right-hand
grip rule may be
0 current-  Draw the magnetic field pattern due  Carry out activities to study the pattern and introduced
carrying to a current in a: direction of the magnetic field due to a current in
conductor a) straight wire a:
b) coil a) straight wire
c) solenoid b) coil
c) solenoid
 plan and conduct experiments to
study factors that affect the strength  plan and conduct experiments to study factors
of a magnetic field of an that affect the strength of a magnetic field of an
electromagnet electromagnet, i. e. :
a) the number of turns on the coil
b) the size of current carried by the coil
c) the use of a soft iron core
 Describe applications of
electromagnets  Research and report on applications of
electromagnets such as in electric bells, circuit
breakers, electromagnetic relays and telephone
ear-pieces

17 26.04.1 3.2 Understanding A student is able to:

0– the force on a
30.04.1 current-  Describe what happens to a current-
0 carrying carrying conductor in a magnetic field
conductor in a
magnetic field  Draw the pattern of the combined
magnetic field due to a current-
carrying conductor in a magnetic field
 Describe how a current-carrying
conductor in a magnetic field
experiences a force
 Explain the factors that affect the
magnitude of the force on a current-
carrying conductor in a magnetic field
 Describe how a current carrying coil in
 Carry out activities to show the force on a current- Flemming’s left-
hand rule may be
carrying conductor in a magnetic field including introduced
the effect of reversing the direction of the current
and magnetic field
 View computer simulations to gain an
understanding of the resultant magnetic field
obtained by combining the magnetic fields due to
a current carrying conductor and a magnet
The working
principle of a
moving coil
 Carry out experiments to study factors that affect ammeter may also
the force on a current-carrying conductor in a be discussed
magnetic field and discuss how they affect he
force on a current-carrying conductor in a Comparisons to an
 a magnetic field experiences a turning
force
 Describe how a direct current motor
works
 State factors that affect the speed of
rotation of an electric motor
magnetic field alternating current
motor may also be
 Carry out activities to observe the turning effect of discussed
a current-carrying coil in a magnetic field
 Discuss how the turning effect of a current-
carrying coil in a magnetic field is used in the
action of a motor
 Carry out activities or view computer simulations
to study factors that affect the speed of rotation of
an electric motor

18 03.05.1 3.3 Analysing A student is able to:

0– electromagneti  Carry out activities to observe electromagnetic
07.05.1 c induction  Describe electromagnetic induction induction in a: Faraday’s Law and
Lenz’s Law may
0 straight wire be introduced
solenoid

 Discuss electromagnetic induction as the Flemming’s right-

production of an electromotive force in a hand rule may be
introduced
conductor when there is relative motion of the
 Indicate the direction of the induced conductor across a magnetic field
current in a:  Discuss the direction of the induced current in a:
a) straight wire straight wire
b) solenoid solenoid

 Explain factors that affect the

magnitude of the induced current
 Describe applications of
electromagnetic induction
 Compare direct current and
alternating current
 Carry out activities to study factors that affect the
magnitude of the induced current and discuss how
they affect the magnitude of the induced current
 Research and report on applications of
electromagnetic induction such as in direct current
(d. c.) and alternating current (a. c.) generators
 Observe and discuss the output generated by a
direct current and alternating current source on a
display unit such as a cathode ray oscilloscope

19 10.05.1 3.4 Analysing A student is able to:

0– transformers
14.05.1  Describe the structure and the  Carry out activities to gain an understanding of
0 operating principle of a simple the structure and the operating principle of a
transformer simple step-up transformer and a step-down
 Compare and contrast a step-up transformer
transformer and a step-down
transformer
VP N  Carry out activities to study the relationship
 State that = P for an ideal between number of turns of the primary coil (NP),
VS NS number of turns of the secondary coil (NS), primary
transformer voltage (VP) and secondary voltage (VS)
 Discuss the relationship between output and input
 State that VPIP = VSIS for an ideal power in an ideal transformer, i. e. VPIP = VSIS.
transformer  Discuss
 a) energy losses in a transformer
 Describe the energy losses in a c) ways to improve the efficiency of a transformer
transformer
 Describe ways to improve the  Discuss to solve problems involving transformers
efficiency of a transformer
 Solve problems involving transformers

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

23 07.06.10 – MID SEMESTER BREAK

11.06.10

24 14.06.10 – MID SEMESTER BREAK

18.06.10

25 21.06.1 3.5 Understanding A student is able to:

0– the generation
25.06.1 and  List sources of energy used to
0 transmission generate electricity
of electricity  Describe the various ways of
generating electricity
 Describe the transmission of
electricity
 Describe the energy loss in electricity
transmission cables and deduce the
advantage of high voltage
transmission
 State the importance of the National
Grid Network
 Solve problems involving electricity
transmission
 Explain the importance of renewable
energy
 Explain the effects on the
environment caused by the use of
various sources to generate electricity
 Research and report on various sources of energy
used to generate electricity such as hydro, gas,
nuclear, diesel, coal, biomass, sun and wind
 View computer simulations to gain an
understanding on the use of various sources to
generate electricity
 Study a model of electricity transmission
 View computer simulations to gain an
understanding of the National Grid Network
 Research and report on:
a) the importance of the National Grid Network in
terms of efficient energy distribution
b) the importance of energy efficiency and
renewable energy sources in view of limited
energy sources
c) the effects on the environment caused by the use
of various sources to generate electricity

4.0 ELECTRONICS

26 28.06.1 4.1 Understanding A student is able to:

0– the uses of the
02.07.1 Cathode Ray  Explain thermionic emission  View computer simulations to gain an
 0 Oscilloscope
(C. R. O.)
understanding of thermionic emission
 Describe the properties of cathode  Carry out activities to study the properties of
rays cathode rays using apparatus such as the Maltese
Cross Tube
 Describe the working principle of the  Discuss the cathode ray oscilloscope from the
cathode ray oscilloscope following aspects:
a) electron gun
b) deflection system
c) fluorescent screen
d) energy changes

 Measure potential difference using the  Carry out activities using a C. R. O. to:
C. R. O. a) measure potential difference
 Measure short time intervals using the b) measure short time intervals
C. R. O. c) display wave forms
 Display wave forms using the C. R. O.
 Solve problems based on the C. R. O.  Discuss to solve problems based on the C. R. O.
display display

27 05.07.1 4.2 Understanding A student is able to:

0– semiconductor
09.07.1 diodes  Describe semiconductors in terms of  View computer simulations to gain an
0 resistance and free electrons understanding of properties of semiconductors in
terms of its resistance and free electrons The term doping
may be introduced
 Describe n-type and p-type  View computer simulations to gain an
semiconductors understanding of:
 Describe semiconductor diodes a) n-type and p-type semiconductors
b) semiconductor diodes

 Describe the function of diodes
 Describe the use of diodes as
rectifiers
 Describe the use of a capacitor to
smooth out output current and output
voltage in a rectifier circuit
 Carry out activities to observe current flow
through a semiconductor diode (p-n junction) in
forward bias or reverse bias
 Build a half-wave rectifier circuit and a full-wave
rectifier circuit
 Observe half-wave rectification and full-wave
rectification using an instrument such as a C. R. O.
 Observe and discuss the effect of putting a
capacitor in a:
half-wave rectifier circuit
full-wave rectifier circuit

4.3 Understanding A student is able to:

transistors
 Describe a transistor in terms of its  With the aid of diagrams, discuss a transistor in
terminals terms of its terminals, i. e. base, collector and
emitter
 Describe how a transistor can be used  Carry out activities to show a transistor as a
as a current amplifier current amplifier
 Describe how a transistor can be used
as an automatic switch  Set up a transistor-based electronic circuit that
functions as a light, heat or sound-controlled
 switch

28 12.07.1 4.4 Analysing logic A student is able to:

0– gates
16.07.1  State that logic gates are switching  Discuss logic gates as switching circuits in
0 circuits in computers and other computers and other electronic systems
electronic systems  Research and report on symbols for the following
 List and draw symbols for the logic gates:
following logic gates a) AND
a) AND b) OR
b) OR c) NOT
c) NOT d) NAND
d) NAND e) NOR
e) NOR
 Carry out activities to study the action of the
 State the action of the following logic following logic gates:
gates in a truth table: a) AND
a) AND b) OR
b) OR c) NOT
c) NOT d) NAND
d) NAND e) NOR
e) NOR  Build truth tables for logic gates and their
 Build truth tables for logic gates in combinations
combination for a maximum of 2
inputs  Research and report on logic gate control systems
 Describe applications of logic gate such as in security systems, safety systems and
control system street lights

5.0 RADIOACTIVITY

29 19.07.1 5.1 Understanding A student is able to:

0– the nuclear of
23.07.1 an atom  Describe the composition of the  View computer simulations or models to gain an
0 nucleus of an atom in terms of understanding of:
protons and neutrons the composition of the nucleus
 Define proton number (Z) and nucleon isotopes
number (A)
 Explain the term nuclide  Research and report on the terms nuclide and
A isotope
 Use the nuclide notation Z x
 Define the term isotope

5.2 Analysing A student is able to:

radioactive
decay  State what radioactivity is  View computer simulations to gain an The structure of
detectors are not
 Name common detectors for understanding of radioactivity required
radioactive emissions  Discuss:
a) that radioactivity is the spontaneous disintegration
of an unstable nucleus accompanied by the

 Compare the 3 kinds of radioactive
emissions in terms of their nature
 Explain what radioactive decay is
 Use equations to represent changes 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
emission of energetic particles or photons
b) the detection of radioactive emission using
detectors such as cloud chambers and Geiger-
Muller tubes
 Discuss the characteristics of radioactive
emissions i. e. alpha particles, beta particles and
gamma rays in terms of their:
a) relative ionizing effects
b) relative penetrating powers
c) deflection by electric and magnetic fields
 Discuss radioactive decay with the aid of
equations
 Carry out activities to gain an understanding of
half-life
 Discuss a typical decay curve

 Discuss to solve problems involving half-life

5.3 Understanding A student is able to:

the uses of
radioisotopes  Define radioisotopes  Discuss radioisotopes
 Name examples of radioisotopes  Research and report on applications of
 Describe applications of radioisotopes radioisotopes in the fields of:
a) medicine
b) agriculture
c) archaeology
d) industry
 View computer simulations on applications of
radioisotopes
 Visit the Malaysian Institute for Nuclear
Technology Research (MINT) or other suitable
places to see various applications of radioisotopes

5.4 Understanding A student is able to:

nuclear energy
 Define atomic mass unit (a. m. u.)  View computer simulations to gain an
 Describe nuclear fission understanding of:
 Give examples of nuclear fission i. nuclear fission
 Describe chain reactions ii. chain reactions
 Describe nuclear fusion iii. nuclear fusion
 Give examples of nuclear fusion
 Discuss:
i. atomic mass unit (a. m. u.)
ii. nuclear fission
iii. chain reactions
iv. nuclear fusion
 Relate the release of energy in a
nuclear reaction with a change of  Discuss the relationship between mass defect and
 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
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

5.5 Realising the A student is able to:

importance of
proper  Describe the negative effects of  Research and report on:
management radioactive substances c) the negative effects of radioactive substances
of radioactive  Describe safety precautions needed in d) safety precautions that should be taken when
substances the handling of radioactive substances handling radioactive substances
 Describe the management of e) management of radioactive waste
radioactive waste

30 26.07.10 – REVISON WEEK (PREAPARATION FOR TRIAL SPM)

30.07.10
UPS 2
31 02.08.10 – TRIAL SPM SBP
06.08.10

32 09.08.10 – TRIAL SPM SBP

13.08.10

33 16.08.10 – REVISON WEEK (PREAPARATION FOR SPM)

20.08.10

34 23.08.10 – REVISON WEEK (PREAPARATION FOR SPM)

27.08.10
31.08.10
35 30.08.10 – REVISON WEEK (PREAPARATION FOR SPM) National Day
03.09.10
10 – 11.09.10
36 06.09.10 – MID 2ND SEMESTER BREAK Hari Raya Puasa
10.09.10

37 13.09.10 – REVISON WEEK (PREAPARATION FOR SPM)

17.09.10

38 20.09.10 – REVISON WEEK (PREAPARATION FOR SPM)

24.09.10

39 27.09.10 – REVISON WEEK (PREAPARATION FOR SPM)

01.10.10

40 04.10.10 – REVISON WEEK (PREAPARATION FOR SPM)

08.10.10
REVISON WEEK (PREAPARATION FOR SPM) FINAL EXAM
41 11.10.10 –
15.10.10

42 18.10.10 – REVISON WEEK (PREAPARATION FOR SPM) FINAL EXAM

22.10.10

43 25.10.10 – REVISON WEEK (PREAPARATION FOR SPM)

29.10.10

44 01.11.10 – REVISON WEEK (PREAPARATION FOR SPM) 05.11.10

Deepavali
05.11.10

45 08.11.10 – REVISON WEEK (PREAPARATION FOR SPM)

12.11.10

46 15.11.10 – SPM 17.11.10

Hari Raya Haji
19.11.10
YEAR END BREAK
22.11.10 – 31.12.10