1

SMK TAMAN PELANGI INDAH

SCHEME OF WORK FOR PHYSICS FORM 5
YEARLY TEACHING PLAN 2016
LEARNING AREA: 1. WAVES
Week

Learning Area

1.1
Understanding Waves.

Suggested Learning Activities

Observe situations to gain an idea of waves
as illustrated by vibrations in ropes, slinky
springs, or a ripple tank.

(3/1-7/1)
Carry out activities using a ripple tank and a
slinky spring to demonstrate:
a) that waves transfer energy without
transferring matter,
b) transverse and longitudinal waves,
c) wavefronts,
d) the direction of propagation of waves
in relation to wavefronts.

Learning Outcomes
A student is able to :
Describe what is meant by wave
motion.
Recognise that waves transfer energy
without transferring matter.
Compare transverse and longitudinal
waves and give examples of each.
State what is meant by a wavefront.
State the direction of propagation of
waves in relation to wavefronts

View computer simulation 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.

2
(10- 14/1)

Observe an oscillating system such as a

simple pendulum or a loaded spring to
define amplitude, period and frequency.
View computer simulations to gain an
understanding of:
a) amplitude (a),
b) period (T),
c) frequency (f),
d) wavelength ( ),
e) wave speed (V).

Notes
Teaching aids
- Slinky spring
- Ripple tank
- Courseware
- Computer animations
CCTS
- Relating
- Generating Ideas
- Predicting
Making
generalizations
Teaching Aids
- Pendulum
- Teaching courseware
- Hand-out
displacement-time
graph and
displacementdistance graph.

define
i.
amplitude
ii.
period,
iii.
frequency,
iv.
wavelength,
v.
wave speed.
Sketch and interpret a displacementtime graph for a wave.
Sketch and interpret a displacementdistance graph for a wave,

V = f. can be derived
from
v=

s
t

2
Week

Learning Area

Suggested Learning Activities

Discuss amplitude and period with the aid of
a displacement-time graph for a wave.
Discuss amplitude and wavelength with the
aid of a displacement-distance graph for a
wave.
Discuss the relationship between speed,
wavelength and frequency.
Discuss to solve problems involving speed,
wavelength and frequency.

3
(17-21/1)

1.2
Analysing reflection
of waves

1.3
Analysing refraction
of waves

Observe and discuss the effect of:

a) damping in an oscillating system
b) resonance in an oscillating system such as
a Bartons pendulum.
Carry out activities to observe reflection of :
a) plane waves in a ripple tank,
b) light
c) sound 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 computers simulations on reflection of
waves
Carry out activities to observe refraction of
a) plane water waves in a ripple tank,
b) light waves,
c) sound 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
waves.
View computer simulations on refraction of
waves.

Learning Outcomes

Clarify the relationship between

speed, wavelength and frequency
Solve problems involving speed,
wavelength and frequency.
Describe damping in a oscillating
system.
Describe resonance in a oscillating
system.

A student is able to :
Describe reflection of waves in
terms of the angle of incidence,
angle of reflection, wavelength,
frequency, speed and direction of
propagation.
Draw a diagram to show reflection
of waves.

A student is able to :
describe refraction of waves in terms
angle of incidence, angle of
refraction, wavelength, frequency ,
speed and direction of propagation.
Draw a diagram to show refraction
of waves.

Notes

Bartons pendulum or
computer animation

Reflection of circular
water waves and the use
of curved reflectors are
not required.
Teaching Aids
- Ripple tank
- Computer animation
CCTS
Relating
Refraction of water
waves over straight,
concave and convex
transparent blocks is
required.
Teaching Aids
- Ripple tank
- Computer animation
CCTS
Relating

3
Week
4
(24-28/1)

Learning Area
1.4
Analysing diffraction
of waves

*
24/1 THAIPUSAM

Suggested Learning Activities

Carry out activities to observe diffraction of
a) water waves in a ripple tank,
b) light waves
c) sound waves.
Discuss the characteristics of the diffracted
waves in terms if wavelength, frequency,
speeds, direction of propagation and the
shape of waves.

Learning Outcomes
A student is able to
describe diffraction of waves in
terms of wavelength, frequency,
speed, direction of propagation and
shape of waves,
draw a diagram to show diffraction
of waves.

View computers simulations on diffraction

of waves
1.5
Analysing
interference of waves

Use a slinky spring to present the idea on the

superposition of waves.
Carry out activities to observe interference
patterns of
a) water waves in a ripple tank,
b) light waves,
c) sound waves.
Discuss constructive and destructive
interference.
ax
Discuss
D

5
(31/1-4/2)

1.6
Analysing sound
waves.

Discuss
a) the production of sound by vibrating
sources
b) sound waves as a longitudinal wave
requiring a medium for propagation
View computer simulations or carry out
activities to observe the effect of :
a) amplitude on loudness,
b) frequency on pitch.

A student is able to :
state the principle of superposition
explain the interference of waves
draw interference patterns
interpret interference patterns
apply the following formula in
problem solving
ax

A student is able to :
describe sound waves
explain how the loudness relates to
amplitude.
explain how the pitch relates to
frequency.
describe applications of reflection of
sound waves.
calculate distances using the

Notes
Discuss the effect of size
of gap on the degree of
diffraction
Teaching Aids:
Laptop
LCD Projector
Ripple Tank
Slinky Spring
CCTS:
Observation
Comparing
Moral Value:
Appreciate Youngs
Experiment
Youngs double slit
experiment may be used
to show interference of
light.
wavelength
x the distance between
two consecutive nodes
a the distance between
the two wave sources
D the perpendicular
distance from the source
to the position where x
is measured
Teaching Aids:
Laptop
LCD Projector
CCTS:
Comparing &
Contrasting
Relating
Moral Value:

4
Week

Learning Area

Suggested Learning Activities

Learning Outcomes
reflection of sound waves.

View computer simulations or video to gain

an idea of applications of sound waves.

Week6 (CNY)
school holiday
7
( 14/2-18/2 )

1.7
Analysing
electromagnetic
waves

Research and report on applications of the

reflection of sound waves, e.g. sonar and
ultrasound scanning.
Research and report on the components of
the electromagnetic spectrum in terms of:
a) decreasing wavelength and increasing
frequency,
b) sources.
Discuss the properties of electromagnetic
waves.
Discuss applications of electromagnetic
waves such as:
a) radio waves in broadcasting and
communications,
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,
g) gamma rays in medical treatment.
Research and report on the detrimental
effects of excessive exposure to certain
components of the electromagnetic
spectrum.

A student is able to :
describe the electromagnetic
spectrum
state the visible light is a part of the
electromagnetic spectrum
list sources of electromagnetic
waves.
describe the properties of
electromagnetic waves
describe applications of
electromagnetic waves
describe the detrimental effects of
excessive exposure to certain
components of the electromagnetic
spectrum.

Notes
Appreciate the
application of sound
wave.

Emphasise that the

electromagnetic
spectrum is continuous.
Teaching Aids:
Laptop
LCD Projector
CCTS:
Comparing
Sequencing
Moral Value:
Appreciate the
application of
electromagnetic wave

5
LEARNING AREA: 2. ELECTRICITY
Week
8
(21-25/2)

9
(28/2-3/3)

Learning Area
2.1
Analysing electric
fields and charge
flow

2.2
Analysing the
relationship between
electric current and
potential difference

Suggested Learning Activities

Discuss electric current as the rate of charge
Q
flow, i.e I
t
Carry out activities / view computer
simulations to study electric field lines for
different arrangements of charges.
Observe the effect of an electric field on:
a) a ping-pong ball coated with conducting
material,
b) a candle flame.
Discuss to solve problems involving electric
charge and current.
View computer simulations to gain an
understanding of potential difference
Discuss potential difference(V) as work done
(W) when moving 1C of charge (Q) between
W
two points in electric field, i.e V
Q

Plan and conduct an experiment to find the

relationship between current and potential
difference for an ohmic conductor.
Discuss Ohms Law 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 experiment s to study and discuss
factors that effect 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

Learning Outcomes
A student is able to :
state the relationship between
electron flow and electric current.
define an electric current
describe an electric filed.
sketch electric filed lines showing
the direction of the field.
describe the effect of an electric filed
on charge.

Notes
Recall the activity
carried out using a Van
De Graff generator to
show the relationship
between electric charge
and current flow.

A student is able to :
define potential difference.
plan and conduct an experiment to
find the relationship between current
and potential difference.
describe the relationship between
current and potential difference.
state Ohms Law
define resistance
explain factors that affect resistance
solve problems involving potential
difference, current and resistance.
describe superconductors
.

Potential difference and

voltage may be used
interchangeably here.

I current
Q- charge
t - time

Teaching Aids
video clip, movie
(use of ICT or
courseware integration
is preferable)
CCTS
Relating
Moral Values
Having an interest and
curiosity towards the
environment.
Vocabulary
electric charge- cas
elektrik
electric current arus
elektrik
electric field medan

6
Week

Learning Area

Suggested Learning Activities

Learning Outcomes

Notes
elektrik
electron flow aliran
elektron

10
6/3-10/3

11
(20/3-24/3)

MONTHLY TEST 1

2.3
Analysing series and
parallel circuits

*23/3 hari
keputeraan
sultan johor

12
(27-31/3)

13

2.4
Analysing
electromotive force
and internal
resistance

2.5

FIRST SEMESTER BREAK

13/3 17/3
Carry out activities to identify series and
A students is able to :
parallel circuits.
identify series and parallel circuits.
compare the current and potential
Carry out activities to study the current, I,
difference of series circuits and
and potential difference, V, in series and
parallel circuits.
parallel circuits using ammeters and
determine the effective resistance of
voltmeters to shoe the value of I and V.
resistors connected in series.
Calculate the effective resistance of resistors
determine the effective resistance of
connected in :
resistors connected in parallel.
a)
series,
solve problems involving current,
b)
parallel.
potential difference and resistance in
Discuss and apply principles of current,
series circuit, parallel circuits and their
potential difference and resistance in series
combinations.
and parallel circuits to new situations and to
solve problems.
Discuss e.m.f. as the work done by source in
driving a unit charge around a complete
circuit.
Carry out activities to distinguish between
e.m.f. and potential difference.
Carry out activity to study internal
resistance.
Carry out activity to determine e.m.f. and
internal resistance of a battery by plotting a
voltage against current graph.
Discuss to solve problems involving e.m.f.
and internal resistance.
Discuss the relationship between :

A student is able to :
define electromotive force (e.m.f.)
compare e.m.f. and potential
difference.
Explain internal resistance.
Determine e.m.f. and internal
resistance.
Solve problems involving e.m.f. and
internal resistance

A student is able to :

Teaching Aids
use of ICT or
courseware integration
is preferable
CCTS
Relating
Observing
Moral Values
Noble value
Vocabulary
Potential difference
beza keupayaan
Resistance rintangan
Voltage voltan
Work kerja
Clarify that e.m.f. is not
a force but energy per
unit charge.

7
Week
(3/4-7/4)

Learning Area
Analysing electrical
energy and power

a)
b)

Suggested Learning Activities

energy (E), voltage (V), current(I) and
time(t),
power (P), voltage (V), and current (I)

Discuss to solve problems involving

electrical 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
electrical appliances that perform the same
function such as an energy-saver bulb in
terms of efficient used of energy.
Research and report on ways of increasing
energy efficiency in the home or school.
Discuss the importance of maintenance in
ensuring efficiency of electrical appliances.

LEARNING AREA: 3. ELECTROMAGNETISM

Learning Outcomes
Define electrical energy
Define electric power
Solve problems involving electrical
energy and power
Compare power rating and energy
consumption of various electrical
appliances.
Compare various electrical
appliances in terms of efficient use
of energy.
Describe ways of increasing energy
efficiency.

Notes

Week
14
(10/4 -14/4)

15
(17 -21/4)

Learning
Objectives
3.1 Analysing
the magnetic
effect of a
currentcarrying
conductor.

3.2
Understanding
the force on a
currentcarrying
conductor in a
magnetic field.

Suggested Learning Activities

Recall what an electromagnet is.
Carry out activities to study the pattern and
direction of the magnetic field due to a current in
a:
a) straight wire,
b) coil,
c) solenoid.
Plan and conduct experiments to study factors that
effect the strength of a magnetic field of an
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.
Research and report on applications of
electromagnets such as in electric bells, circuit
breakers, electromagnetic relays and telephone
ear-pieces.
Carry out activities to show the force on a currentcarrying conductor in a magnetic field including
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.
Carry out experiments to study factors that affect
the force on a current-carrying conductor in a
magnetic field and discuss how they affect the
force on a current-carrying conductor in a
magnetic field.
Carry out activities to observe the turning effect
of a current-carrying coil in a magnetic field.

Learning Outcomes

Notes

A student is able to :
State what an electromagnet is.
Draw the magnetic field pattern due
to a current in a :
i)
straight wire,
ii)
coil,
iii)
Solenoid.
Plan and conduct experiments to
study factors that affect the strength
of the magnetic field of
electromagnet.
Describe applications of
electromagnets.

The right-hand grip rule

may be introduced.

A student is able to :
Describe what happens to currentcarrying conductor in a magnetic
field.
Draw the pattern of the combined
magnetic field due to a currentcarrying conductor in magnetic field.
Describe how a current-carrying
conductor in magnetic field
experiences a force.
Explain the factors that affect the
magnitude of the force on a currentcarrying conductor in magnetic field.
Describe how a current-carrying coil
in a magnetic field experiences a
turning force.
Describe how a direct current motor
works.

Flemings left-hand rule

may be introduced.
The working principle
of a moving-coil
ammeter may also be
discussed.
Comparisons to an
alternating current motor
may also be discussed.

9
Week

Learning
Objectives

Suggested Learning Activities

Discuss how the turning effect of a currentcarrying coil in magnetic field is used in the
action of a motor.

Learning Outcomes

Notes

State factors that affect the speed of

rotation of an electric motor.

Carry out activities or view computer simulations

to study factors that affect the speed of rotation of
an electric motor.

16
(24 - 28/4)

3.3
Analysing
electromagneti
c induction.

Carry out activities to observe electromagnetic

induction in a:
a) straight wire,
b) solenoid.
Discuss electromagnetic induction as the
production of an electromotive force in a
conductor when there is relative motion of the
conductor across a magnetic field.
Discuss the direction of the induced current in a:
a) straight wire,
b) solenoid
Carry out activities to study factors that affect the
magnitude of the induced current and discuss how
they affect of the magnitude of the induced
current.
Research and report 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.

A student is able to :
Describe electromagnetic induction.
indicate the direction of the induced
current in a:
i) straight wire,
ii) solenoid
Explain factors that affect the
magnitude of the induced current.
Describe applications of
electromagnetic induction.
Compare direct current and
alternating current.

Faradays law and

Lenzs law may be
introduced.
Flemings right-hand
rule may be introduced.

10
Week
17
(1/5-4/5)

Learning
Objectives
3.4
Analysing
transformers

*1/5 Labour
Day

Suggested Learning Activities

Carry out activities to gain an understanding of
the structure and the operating principle of a
simple step-up transformer and a step-down
transformer.
Carry out activities to study the relationship
between number and turns of the primary coil
(Np), number of turns of the secondary coil (Ns)
primary voltage (Vp) and secondary voltage (Vs).
Discuss the relationship between output and input
power in an ideal transformer, i.e. VpIp = VsIs.
Discuss
a) energy losses in a transformer.
b) ways to improve the efficiency of a
transformer.
Discuss to solve problems involving transformers.

18
(8/5-12/5)

3.5
Understanding
the generation
and
transmission
of 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.
Discuss the energy loss in cables and the
advantage of high voltage 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,

Learning Outcomes
A student is able to :
describe the structure and the
operating principle of a simple
transformer.
compare and contrast a step-up
transformer and a step-down
transformer.
Vp
Np
state that
=
for an ideal
Vs
Ns
transformer.
state that VpIp = VsIs for an ideal
transformer.
describe the energy losses in a
transformer.
describe ways to improve the
efficiency of a transformer.
solve problems involving
transformers
A student is able to :
list sources of energy used to
generate 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

Notes

11
Week

Learning
Objectives

Suggested Learning Activities

b) the importance of energy efficiency
and renewable energy resources in
view of limited energy sources,
c) the effects on the environment caused
by the use of various sources to
generate electricity.

W19 & W20

Learning Outcomes

Notes

energy
explain the effects on the
environment caused by the use of
various sources to generate
electricity.

MID YEAR EXAM

10/5 25/5
MID YEAR BREAK
27/5 11/6

LEARNING AREA: 4. ELECTRONICS

Week
21
(12/6 16/6)

22
(19/6-23/6)

Learning
Objectives
4.1
Understanding
the uses of the
Cathode Ray
Oscilloscope
(C.R.O)

4.2
Understanding
semiconductor

Suggested Learning Activities

Learning Outcomes

View computer simulation to gain an

understanding of thermionic emission.
Carry out activities to study the properties of
cathode rays using apparatus such as the Maltese
Cross tube.
Discuss the cathode ray oscilloscope from the
following aspects:
a) electron gun,
b) deflection system,
c) fluorescent screen,
d) Energy changes.
Carry out activities using a C.R.O. to:
a) measure potential difference,
b) measure short time intervals,
c) Waveforms display.
Discuss to solve problems based on the C.R.O.
display.
View computer simulations to gain an
understanding of properties of semiconductors in
terms of its resistance and free electrons

A student is able to :
explain thermionic emission.
Describe the working properties of
cathode rays.
Describe the working principle of
cathode ray oscilloscope.
Measure potential difference using
the C.R.O.
Measure short time intervals using
the C.R.O.
Display wave forms using the C.R.O.
Solve problems based on the C.R.O.
display

A student is able to :
Describe semiconductors in terms of
resistance and free electrons

Notes
Thermionic emissionpancaran termion
Cathode rays-sinar katod
Cathode rays
oscilloscope-osiloskop
sinar katod
Fluorescent- pendaflour

The term doping may be

introduced

12
Week

Learning
Objectives
diodes

Suggested Learning Activities

View computer simulations to gain an
understanding of:
a) n type and p type semiconductors,
b) semiconductor diodes
Carry out activities to observe current flow
through a semiconductor diode ( p-n junction) in
forward bias or reverse bias.

Learning Outcomes

Describe n-type and p-type

semiconductors.
Describe 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.

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 or outing a
capacitor in a:
a) half wave rectifier circuit
b) full wave rectifier circuit
23
(26/6- 30/6)

4.3
Understanding
transistors.

24
25
(10/7 - 14/7)

4.4
Analysing logic
gates

With the aid of diagrams, discuss a transistor in

terms of its terminals, i.e. base, collector and
emitter.
Carry out activities to show a transistor as a
current amplifier.
Set up a transistor- base electronic circuit that
functions as a light, heat or sound- controlled
switch.

A student is able to:

Describe a transistor in terms of its
terminals.
Describe how a transistor can be
used as a current amplifier.
Describe how a transistor can be
used as an automatic switch.

HARI RAYA AIDILFITRI

3/7 7/7
Discuss logic gates as switching circuits in
A student is able to:
computers and other electronic systems.
State that logic gates are switching
circuits in computers and other

Notes

13
Week

Learning
Objectives

Suggested Learning Activities

Research and report on symbols for the
following logic gates:
a) AND
b) OR
c) NOT
d) NAND
e) NOR

25
(10/7 - 14/7)

4.4
Analysing logic
gates

Carry out activities to study the action of the

following logic gates:
a. AND
b. OR
c. NOT
d. NAND
e. NOR
Build truth tables for logic gates and their
combinations.
Research and report on logic gates control
systems such as in security systems, safety
systems and street lights.

Learning Outcomes

Notes

electronic systems.
List and draw symbols for the
following logic gates
i.
AND
ii.
OR
iii.
NOT
iv.
NAND
v.
NOR

A student is able to:

State the action of the following
logic gates in truth table
i.
AND
ii.
OR
iii.
NOT
iv.
NAND
v.
NOR
Build truth tables for logic gates in
combination for a maximum of 2
inputs.
Describe applications of logic gates
control systems.

LEARNING AREA: 5. RADIOACTIVITY

Week
26
(17/7 -21/7)

Learning
Objectives
5.1
Understanding
the nucleus of
an atom

Suggested Learning Activities

View computer simulations or models to gain an
understanding of:
a) the composition of the nucleus,
b) isotopes.
Research and report on the terms nuclide and
isotope.

Learning Outcomes
A student is able to :
describe the composition of the
nucleus of an atoms in terms of
protons and neutrons.
define proton numbers (Z) and
nucleon number (A).
explain the terms nuclide

Notes

14
Week

Learning
Objectives

Suggested Learning Activities

Learning Outcomes

26
(17/7 - 21/7)

5.2
Analysing
radioactive
decay

View computer simulations to gain an

understanding of radioactivity.
Discuss:
a) that radioactivity is the spontaneous
disintegration of an unstable nucleus
accompanied by the emission of
energetic particles or protons,
b) the detection of radioactive emission
using detectors such as cloud chambers
an Geiger-Muller tubes,
Discuss the characteristics of radioactive
emissions i.e. alpha particles, beta particles and
gamma rays in terms of their:
a) relative ionising effects
b) relative penetrating powers
c) deflection by electric and magnetic
fields

use the nuclide notation

define the term isotope.

A
Z

Notes
.

A student is able to:

state what radioactivity is.
name common detectors for
radioactive emissions.
compare the three kinds of
radioactive emissions in terms of
their nature
explain what radioactive decay is
use equation to represent change in
the composition of the nucleus when
particles are emitted
explain half-life
determine half-life from a decay
curve
solve problems involving half-life

Discuss radioactive decay with the aid of

equation
Carry out activities to gain an understanding of
half-life
Discuss a typical decay curve
Discuss to solve problem involving half-life
27
(24/7 - 28/7)

5.3
Understanding
the uses of
radioisotopes

Discuss radioisotopes.
Research and report on applications of
radioisotopes in the fields of:
a) medicine,
b) agriculture,
c) archaeology,
d) industry.
View computer simulations on applications of

A student is able to:

define radioisotopes.
name examples of radioisotopes.
Describe applications of
radioisotopes.

The structure of
detectors is not required.

15
Week

Learning
Objectives

Suggested Learning Activities

Learning Outcomes

radioisotopes.
Visit the Malaysian Institute for Nuclear
Technology Research (MINT) or other suitable
places to see various applications of
radioisotopes
28
(31/7 - 4/8)

5.4
Understanding
nuclear energy

View computer simulations to gain an

understanding of:
a) nuclear fission,
b) chain reactions,
c) nuclear fusion
Discuss:
a) atomic mass unit ( a.m.u),
b) nuclear fission,
c) chain reactions,
d) nuclear fusion.
Discuss the relationship between mass defect
and the nuclear energy produced in nuclear
fission and nuclear fusion, i.e. E=mc2.
Research and report on the generation of
electricity from nuclear energy.
Discuss the pros and cons of using nuclear
fission to generate electricity.
Discuss to solve problems involving nuclear
energy.

29
(7/8 11/8)

5.5
Realising the
importance of
proper
management of
radioactive
substances.

Research and report on:

a) the negative effects of radioactive
substances,
b) safety precautions that should be taken
when handling radioactive substances,
c) management of radioactive waste.

A student is able to:

define atomic mass unit ( a.m.u).
describe nuclear fission.
give examples of nuclear fission.
describe chain reactions.
describe nuclear fusion.
give examples of nuclear fusion.
relate the release of energy in a
nuclear reaction with a change of
mass according to the equation
E=mc2.
describe the generation of electricity
from nuclear fission.
justify the use of nuclear fission in
the generation of electricity.
solve problems involving nuclear
energy.

A student is able to:

describe the negative effects of

radioactive substances.

describe safety precautions

needed in the handling of radioactive
substances.

describe the management of

radioactive waste.

Notes

16
Week

Learning
Objectives

Suggested Learning Activities

Learning Outcomes

PEPERIKSAAN PERCUBAAN SPM 2016

14/8 30/8
ULANGKAJI SPM 2016
4/9 27/10
PEPERIKSAAN SPM 2016
30/10 10/12

Prepared by:
.
Mohd Helmi Bin Muhammad Tarmizi

Notes