KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
5.1.4 Explain the characteristics of waves: Suggested activity:
(i) Amplitude (a) Define the following wave terms:
(ii) Period (T) Amplitude (a)
(iii) Frequency (f) Period (T)
(iv) wavelength (λ) Frequency (f)
(v) wave speed (v) wavelength (λ)
wave speed (v)
5.1.5 Sketch and interpret wave graphs:
Introduce the formula of wave speed
(i) displacement - time
(ii) displacement - distance v=fλ
5.1.6 Determine wavelength, λ , frequency, f and Suggested activity:
wave speed, v.
Determine the value of the following from the graph:
Amplitude (a)
Period (T)
Frequency (f)
wavelength (λ)
wave speed (v)
Suggested activity:
Carry out an activity using ripple tank and digital
xenon stroboscope to determine wavelength and
frequency of a wave, and hence, calculate the wave
speed
using the wave formula, v = f λ.
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
5.2 Damping and Pupils are able to: Suggested activity:
Resonance
5.2.1 Describe damping and resonance for an Observe the phenomenon of damping in an oscillating
oscillating/ vibrating system system such as a simple pendulum and sketch an
amplitude–time graph.
5.2.2 Justify the effects of resonance in our daily
lives. Discuss the cause and ways to overcome damping in
an oscillating/ vibrating system.
Carry out activities/ view computer simulations/ make
observations using a Tuning Fork Kit and Barton’s
pendulum to investigate how resonance occurs.
Note:
During damping, the oscillating frequency remains
constant.
For Barton’s pendulum, the pendulum in resonance
oscillates with maximum amplitude.
Suggested activity:
View videos of an event or incident, for example the
collapse of Tacoma Narrows Bridge,USA in 1940 and
the tuning of musical instruments.
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
5.3 Reflection of Pupils are able to: Suggested activity:
Waves
5.3.1 Describe reflection of waves from the Carry out activities on the reflection of plane water
following aspects: waves in a ripple tank to determine:
(i) angle of incidence (i) angle of incidence (i)
(ii) angle of reflection (r) angle of reflection(r)
(iii) wavelength (λ), wavelength (λ)
(iv) frequency (f), frequency (f)
(v) speed (v) speed (v)
(vi) direction of propagation of waves. direction of propagation of waves.
Note:
Wave fronts should be introduced.
5.3.2 Draw a diagram to show the
reflection of plane water waves by
through a plane reflector.
5.3.3 Justify the application of reflection of waves in Suggested activity:
daily life.
Discuss the applications of reflection of waves in the
following fields:
Telecommunication
Medicine
Aquaculture
Oil exploration
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
Solve problems involving reflection of waves. Note:
5.4 Refraction of 5.3.4
Waves
Pupils are able to: Problem solving is limited to the reflection of water
waves and sound waves.
5.4.1 Describe refraction of waves from the
following aspects: Suggested activity:
(i) angle of incidence (i)
(ii) angle of refraction (r) Carry out activities on refraction of waves for plane
(iii) wavelength (λ) water waves using a ripple tank.
(iv) frequency (f) Discuss refraction of waves is due to the change of
(v) speed (v) wave velocity propagating through two different
(vi) direction of propagation of waves. densities or depths.
5.4.2 Draw diagrams to show the refraction of Suggested activity:
waves for two different depths.
Discuss by drawing the refraction of plane water
waves propagating at a particular incident angle at the
boundary of two different depths.
5.4.3 Explain natural phenomena of refraction of Suggested activity:
waves in daily life.
Discuss natural phenomena of refraction waves such
as:
sound is heard more clearly at night compared to
during the day
wavefronts follow the shape of the shoreline as it
moves towards the beach
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
Solve problems involving refraction of waves. Note:
5.5 Diffraction of 5.4.4
Waves
Pupils are able to: Formula:
v=fλ
5.5.1 Describe diffraction of waves from the v1 v2
following aspects:
λ1 λ2
(i) wavelength (λ)
(ii) frequency (f) Suggested activity:
(iii) speed (v)
(iv) direction of propagation of waves Carry out activities/ view computer stimulations to
show diffraction of:
water waves
light waves, and
sound waves
5.5.2 Determine factors affecting diffraction of Suggested activity:
waves.
Carry out activities of diffraction of plane water waves
by changing:
width of the gap
wavelength
5.5.3 Draw diagrams to show the pattern of Suggested activity:
diffraction of water waves and the effect of
diffraction of light waves. Draw a diagram to show the pattern of diffraction of
plane water waves for different widths of gap and
different wavelengths.
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
5.6 Interference of Carry out an activity with red laser light (λ= 700 nm) to
Waves observe and draw the effects of diffraction through a
single slit and a pin hole.
5.5.4 Explain the applications of diffraction of waves Suggested activity:
5.6.1 in daily life.
Gather information and discuss situations on
Pupils are able to: diffraction of water waves, light waves and sound
Explain the principle of superposition of waves in daily life.
waves.
Suggested activity:
Investigate superposition of waves using computer
simulations/ transparency slides.
Carry out activities to show the interference of waves
with two coherent sources of waves for:
water waves
light waves
sound waves using an Audio Generator Kit.
Discuss constructive (antinode) and destructive (node)
interference using the superposition principle.
Note:
Two waves sources are coherent when:
both waves have the same frequency
their phase difference is constant
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
5.6.2 Describe the pattern of interference for: Suggested activity:
5.6.3 (i) water waves
(ii) sound waves Draw the pattern of interference of waves for different
5.6.4 (iii) light waves distance of separation of slits / sources and for
5.6.5 different wavelengths.
Relate , a, x and D for the wave interference Suggested activity:
pattern.
Carry out activites to investigate the relationship
between , a, x and D for the wave interference
pattern of:
Water waves
Sound waves
Light waves (Young’s double-slit experiment)
Introduce λ ax
D
Solve problems involving interference of Note:
waves.
Formula:
λ ax
D
Communicate on the applications of Suggested activity:
interference of waves in daily life.
Gather information on the applications of interference
of waves in daily life.
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
5.7 Electromagnetic For example : non-reflective glasses, design of theater
Waves hall involving seating arrangement and other related
examples.
Pupils are able to: Suggested activity:
5.7.1 Characterise electromagnetic waves
Gather information on the properties of
electromagnetic waves.
Note:
Electromagnetic waves are formed from magnetic and
electric fields oscillating perpendicularly to each other.
5.7.2 State the components of the electromagnetic
spectrum according to wavelengths and
frequencies.
5.7.3 Communicate to explain about the Suggested activity:
applications of each component in the
electromagnetic spectrum in daily life. Gather information on the daily life applications of
components of the electromagnetic spectrum,
such as:
radio waves, example: radio communication,
television and communication devices
micro waves, example : microwave oven, cellular
telephone, wifi, Bluetooth, zigBee, z-wave and
satellite television.
Infrared, example : remote control, infrared
camera and infrared binocular
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CONTENT STANDARD LEARNING STANDARD KSSM PHYSICS FORM 4
NOTES
visible light, example : laser technology,
photography and optical devices
ultraviolet rays, example : counterfeit note
detection, and sterilisation
X-ray, example: security at airports, forensics and
medicine
Gamma rays, example : industrial, medical and
other applications
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KSSM PHYSICS FORM 4
PERFORMANCE STANDARD
WAVES
PERFORMANCE LEVEL DESCRIPTOR
1 Recall knowledge and scientific skills on Waves.
2 Understand Waves, and able to comprehend the concept.
3 Apply knowledge of Waves to explain the occurrences or phenomena of nature and perform simple tasks.
4 Analyse information about Waves in daily life problem solving about natural phenomena.
5 Evaluate to make judgement about Waves in daily life problem solving and decision making to carry out a
task.
Invent by applying the knowledge and skills about Waves in daily life problem solving or decision making to
6 carry out activities/ assignments in a new situation creatively and innovatively; giving due consideration to
the social/ economic/ cultural aspects.
98
6.0 LIGHT AND OPTICS LEARNING STANDARD KSSM PHYSICS FORM 4
Pupils are able to:
CONTENT STANDARD 6.1.1 Describe refraction of light NOTES
6.1 Refraction of Light
Note:
6.1.2 Explain refractive index, n. Refraction of light occurs due to the change in velocity
of light when traversing through mediums of different
optical density.
Suggested activity:
Compare the refractive index of different materials such
as air, water, oil, glass and diamond.
Relate the refractive index of a material to its optical
density.
Note:
Refractive index, n is the degree to which light bends
when traversing from vacuum to a medium.
Refractive index is defined as the ratio of speed of light
in vacuum to speed of light in the medium:
n =speed of light in vacuum = c
speed of light in medium v
where c= 3.0 X 108 ms-1
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
6.1.3 Conceptualize Snell's Law
Note:
Law of refraction of light states that for light traversing
between two mediums:
The incident ray, refractive ray and normal line meet
at a point and lies in the same plane.
Snell’s Law:
n1sinθ1 n2sinθ2
therefore, n2 sinθ1
n1 sinθ2
where,
n1 = refractive index of medium 1
n2 = refractive index of medium 2
1 = incident angle
2 = refracted angle
If medium 1 is air (n1=1),
n sin i
sin r
n = refractive index of particular medium
i = incident angle in the air
r = refracted angle in the particular medium
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
6.1.4 Experiment to determine the refractive index, Suggested activity:
n for glass block or perspex.
Carry out an experiment to determine the refractive
index, n for glass block/ perspex using laser beam/ ray
box and semicircular glass/ perspex block.
6.1.5 Explain real depth and apparent depth. Suggested activity:
Draw a ray diagram to show real depth, H and
apparent depth, h.
Note:
The relationship between refractive index, n with real
depth, H and apparent depth, h is:
n real depth H
apparent depth h
6.1.6 Experiment to determine refractive index of a Suggested Activity:
medium using real depth and apparent depth.
Carry out an activity to determine the refractive index of
water by using real depth and apparent depth using a
non-parallax method.
6.1.7 Solve problems related to refraction of light. Note:
Problem solving is limited to light traversing between
two different mediums.
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
6.2 Total Internal Pupils are able to: Suggested Activity:
Reflection
6.2.1 Describe critical angle and total internal Carry out activities to observe the phenomenon of total
reflection. internal reflection.
6.2.2 Relate critical angle with refrative index, n, Suggested Activity:
Discuss the relationship between critical angle and
n 1 c refractive index using Snell’s Law with the aid of a ray
sin diagram.
6.2.3 Communicate to explain natural phenomena Suggested activity:
and applications of total internal reflection in
daily life. Gather information and discuss natural phenomena
that involve total internal reflection.
Carry out activities to observe total internal reflection in
a water stream or optical fibre kit.
Note:
Example of natural phenomena:
Formation of rainbow
Mirage
Example of application:
Prism periscope
Optical fibre
Cat’s eye reflector
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
6.3 Image Formation by 6.2.4 Solve problems involving total internal
Lenses reflection.
Pupils are able to:
6.3.1 Identify convex lenses as converging lenses Suggested Activity:
and concave lenses as diverging lenses
Carry out activities with Optical Ray Kit to show convex
lens as converging lens and concave lens as diverging
lens.
Introduce terms used in optics:
principle axis
lens axis
optical centre, O
focal point, F
object distance,u
image distance, v
focal length, f
6.3.2 Estimate focal length for a convex lens using Suggested Activity:
distant object.
Carry out activities to observe real images and
estimate the focal length of a convex lens using distant
objects.
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CONTENT STANDARD LEARNING STANDARD KSSM PHYSICS FORM 4
6.3.3 Determine the position and features of NOTES
images formed by :
(i) convex lens Suggested Activity:
(ii) concave lens
Carry out activities and draw ray diagrams to determine
6.3.4 Explain linear magnification, m as: features of images formed by convex lens and concave
lens for different object distance:
m v u>2f
u u = 2f
f<u< 2f
u=f
u< f
Note:
Virtual image is an image that cannot be formed on the
screen.
Suggested Activitiy:
Carry out activities or observe computer simulations to
generate ideas about image magnification with the aid
of a ray diagram.
Note:
Linear magnification can also be:
m hi v
ho u
where :
hi = height of the image
ho = height of the object
v = image distance
u = object distance
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
6.4 Thin Lens Formula
Pupils are able to:
6.5 Optical Instruments
6.4.1 Experiment to: Note:
(i) Investigate the relationship between
Focal length, f of a convex lens is determined from the
object distance, u and image distance, v
for a convex lens. graph of 1 against 1 .
(ii) Determine the focal length of a thin lens v u
using lens formula:
1 1 1
f uv
6.4.2 Solve problems using lens formula for convex Note:
and concave lens.
The value of f for convex lens is always positive and
concave lens is always negative.
Pupil are able to:
6.5.1 Justify the usage of lenses in optical Suggested Activity:
instruments such as magnifying lens,
telescope and microscope. Carry out ‘hands on’ activities, active reading and/ or
internet search to justify the usage of lenses in optical
instruments.
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KSSM PHYSICS FORM 4
CONTENT STANDARD 6.5.2 LEARNING STANDARD NOTES
6.6 Image Formation by Design and build a compound microscope Suggested Activity:
Spherical Mirror and astronomical telescope.
Carry out project-based learning:
Gather information about compound microscope
and astronomical telescope.
Draw ray diagrams to show image formation in
compound microscope and astronomical telescope.
Design and build compound microscope and
astronomical telescope using convex lenses.
6.5.3 Communicate application of small lenses in Suggested Activity:
optical instrument technology.
Discuss about small lens application in optical
Pupils are able to: instruments such as cameras in smart phone and
CCTV.
6.6.1 Determine position and features of image
formed by: Discuss about the limitation to the thickness of a smart
(i) concave mirror phone due to the thickness of the camera’s lens.
(ii) convex mirror
Suggested Activity:
Introduce terms used in optics:
principal axis
focal point, F
object distance, u
image distance, v
focal length, f
centre of curvature, C
radius of curvature, r
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KSSM PHYSICS FORM 4
CONTENT STANDARD LEARNING STANDARD NOTES
6.6.2 Explain the applications of concave and Draw ray diagrams to determine the position and
convex mirrors in life. features of image formed by:
concave mirror
convex mirror
Carry out activities and draw ray diagrams to determine
the features of images formed by concave and convex
mirrors for different object distances:
u>2f
u = 2f
f<u< 2f
u=f
u< f
Note:
The radius of curvature of a mirror is twice the focal
length:
r = 2f
Suggested activity:
Gather information to justify the use of concave and
convex mirrors in life.
107
KSSM PHYSICS FORM 4
PERFORMANCE STANDARD
LIGHT AND OPTICS
PERFORMANCE LEVEL DESCRIPTOR
1 Recall knowledge and scientific skills on Light and Optics.
2 Understand Light and Optics, and able to comprehend the concept.
3 Apply knowledge of Light and Optics to explain the occurrences or phenomena of nature and perform
simple tasks.
4 Analyse information about Light and Optics in daily life problem solving about natural phenomena.
5 Evaluate to make judgement about Light and Optics in daily life problem solving and decision making to
carry out a task.
Invent by applying the knowledge and skills about Light and Optics in daily life problem solving or decision
6 making to carry out activities/ assignments in a new situation creatively and innovatively; giving due
consideration to the social/ economic/ cultural aspects.
108
KSSM PHYSICS FORM 5
Content Standard,
Learning Standard
and Performance Standard
Form 5
109
KSSM PHYSICS FORM 5
110
KSSM PHYSICS FORM 5
THEME
NEWTONIAN MECHANICS
LEARNING AREA
1.0 FORCE AND MOTION II
2.0 PRESSURE
111
Theme 1: KSSM PHYSICS FORM 5
NEWTONIAN MECHANICS
This theme introduces the concept of resultant force, resolution of forces and forces in equilibrium in order to explain
the motion of an object. Focus is given on the concept of elasticity and pressure that is related to force. Emphasis
is also given on problem solving as well as the contextual applications of forces in daily life.
Learning Area: 1.0 Force and Motion II
1.1 Resultant Force
1.2 Resolution of Forces
1.3 Forces in Equilibrium
1.4 Elasticity
2.0 Pressure
2.1 Pressure in Liquids
2.2 Atmospheric Pressure
2.3 Gas Pressure
2.4 Pascal’s Principle
2.5 Archimedes’ Principle
2.6 Bernoulli’s Principle
112
1.0 FORCE AND MOTION II KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
1.1 Resultant Force Pupils are able to:
1.1.1 Describe resultant force Suggested activity:
Use two spring balance to pull a block to generate an
1.1.2 Determine the resultant force idea of resultant force and determine its direction.
Suggested activity:
Calculate the resultant force of two forces that act
upon an object on a plane :
in the same direction
in the opposite direction
perpendicular to each other
when the two forces are acting at an angle
(using scale diagrams of the triangle and
parallelogram methods)
A Vector Force Table Kit is used to determine the
resultant force.
113
KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
1.1.3 Communicate about resultant force, F when an Suggested activity:
object is :
Discuss resultant force that acts on an object using
(i) stationary, F = 0 N free body diagrams.
(ii) moving with constant velocity, F = 0 N
(iii) moving with constant acceleration, F ≠ 0 N Relate resultant force to Newton’s laws of motion.
1.1.4 Solve problems involving resultant force, mass Suggested activity:
and acceleration of an object
Solve problems involving resultant force that acts on:
an object that is moving horizontally or vertically
a person in the elevator
an object that is pulled using a pulley
114
KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
1.2 Resolution of Forces Pupils are able to:
1.2.1 Describe resolution of forces Suggested activity :
Resolve a force into two components when the
object does not move in the direction of the force,
such as :
pulled or pushed at an inclined angle
slides on an inclined plane due to its weight
1.2.2 Solve problems involving resultant force and
resolution of forces
1.3 Forces in Equilibrium Pupils are able to :
1.3.1 Explain forces in equilibrium
1.3.2 Sketch a triangle of forces in equilibrium Suggested activity:
Sketch a triangle of forces in equilibrium for:
a stationary object on an inclined plane
a hanging picture frame
a ship pulled by two tugboats at constant velocity
115
KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
A Vector Force Table Kit is used to demonstrate the
forces in equilibrium.
Note:
The direction of forces in the triangle of forces must
be in sequence.
1.3.3 Solve problems involving forces in equilibrium Suggested activity:
Solve problems involving forces in equilibrium using
these methods:
resolution of forces
drawing scale diagrams of triangle of forces
Note:
Sine and cosine rules can be used to solve problems
involving forces in equilibrium.
116
KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
1.4 Elasticity Pupils are able to :
1.4.1 Describe elasticity Suggested activity:
Conduct activities to generate ideas on elasticity
1.4.2 Experiment to investigate the relationship using objects such as spring, sponge and rubber
between force, F and extension of spring, x band.
Suggested activity:
Plan and conduct an experiment to determine the
relationship between force and extension of spring.
Introduce Hooke’s law, F = kx
1.4.3 Communicate about the law related to force, F Suggested activity:
and extension of spring, x
Analyse the graph of F against x to determine:
(i) value of spring constant, k from the gradient of
graph
(ii) elastic potential energy from the area under the
graph:
EP 1 Fx
2
EP 1 kx2
2
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KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
Discuss factors that affect the value of spring
constant, k :
length
diameter
thickness
type of material
1.4.4 Solve problems involving force and extension Suggested activity:
of spring
Solve problems involving combinations of series and
parallel springs.
118
KSSM PHYSICS FORM 5
PERFORMANCE STANDARD
FORCE AND MOTION II
PERFORMANCE LEVEL DESCRIPTOR
1 Recall facts, concepts and scientific skills on Force and Motion II.
2 Understand concepts of Force and Motion II and able to comprehend them.
Apply concept of Force and Motion II to explain occurrences of natural phenomenon and perform simple
3 tasks.
4 Analyse information and draw connections on Force and Motion II in the context of problem solving on
occurrences of natural phenomenon.
5 Evaluate to make judgement on Force and Motion II in the context of problem solving and decision
making to complete a task.
Create new or original work on Force and Motion II in the context of problem solving and decision
6 making to complete activities / assignments creatively and innovatively in a new situation; taking into
consideration the social / economic / cultural values of society.
119
KSSM PHYSICS FORM 5
2.0 PRESSURE LEARNING STANDARD NOTES
Pupils are able to :
CONTENT STANDARD 2.1.1 Communicate about the concept of pressure Suggested activity:
2.1 Pressure in Liquids Derive formula P = hg from:
in liquids
P = hg P F and ρ m
2.1.2 Experiment to investigate factors affecting AV
pressure in liquids Suggested activity:
Carry out experiments to investigate factors affecting
pressure in liquids:
depth
density
Carry out an activity to show that cross sectional area
and shape of container do not affect pressure in liquids.
Discuss :
pressure in liquids at a point acts in all directions
points at the same level have the same pressure
Determine the density of an unknown liquid using a
liquid with known density and a U-tube (h11g = h22g).
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KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
2.1.3 Solve problems involving pressure in liquids
Note:
Atmospheric pressure should be considered when
calculating the actual pressure on an object in liquids.
2.1.4 Communicate about applications of pressure Suggested activity:
in liquids in daily life
Discuss applications of pressure in liquids such as :
position of water tank
position of intravenous liquid which is higher than a
patient’s body
construction of a dam (thickness of the wall and
position of penstock)
use of siphon
Conduct a study to determine the highest transfer rate
of fluid using a siphon based on factors such as:
diameter of tube
length of tube
relative height of containers
Implement STEM project related to pressure in liquids
(Source:Bahan Sumber PdP STEM Fizik),
www.bpk.moe.gov.my
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KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
Pupils are able to:
2.2 Atmospheric
Pressure
2.2.1 Describe atmospheric pressure Suggested activity:
Discuss atmospheric pressure based on the weight of
the air column that acts on an object on the surface of
the earth.
2.2.2 Communicate about the value of atmospheric Suggested activity:
pressure
Discuss how the value of atmospheric pressure is
determined using the height of a mercury column
supported by atmospheric pressure (Torricelli
experiment / mercury barometer).
2.2.3 Solve problems in daily life involving various Patm = 760 mm Hg
pressure units
Describe pressure measuring tools such as Fortin
barometer and aneroid barometer.
Note:
Pressure units such as:
Pascal, Pa
mm Hg
m H2O
milibar
122
KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
2.3 Gas Pressure
2.4 Pascal’s Principle 2.2.4 Describe the effects of atmospheric pressure Suggested activity:
on objects at high altitude and underwater
Discuss the pressure that acts at:
high altitudes such as on mountain climbers, planes
and astronauts
extreme depths such as on divers and submarine
Pupils are able to:
2.3.1 Determine gas pressure using a manometer Suggested activity:
Carry out an activity to determine gas pressure in a
container using a water manometer
2.3.2 Solve problems involving gas pressure in Suggested activity:
daily life
Calculate gas pressure in a container using a mercury
manometer in mm Hg and Pa.
Pupils are able to: Suggested activity:
2.4.1 Describe the principle of pressure Make an observation using Pascal’s piston to generate
transmission in an enclosed fluid an idea that pressure acting on an enclosed liquid is
uniformly transmitted in all directions.
State Pascal’s principle.
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KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
Suggested activity:
2.4.2 Communicate about hydraulic system as a
force multiplier Carry out activities using a simple hydraulic system and
hydraulic press.
Derive a force multiplier formula from Pascal’s
principle:
F1 F2
A1 A2
therefore,
F2 A2 F1
A1
whereby,
F1 = force acting on surface area A1
F2 = force acting on surface area A2
2.4.3 Communicate about applications of Pascal’s Suggested activity:
principle
Discuss applications of Pascal’s principle in:
hydraulic brake
hydraulic jack
2.4.4 Solve problems involving Pascal’s principle in
daily life
124
KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
Pupils are able to:
2.5 Archimedes’
Principles
2.5.1 Describe the relationship between buoyant Suggested activity:
force and the difference in liquid pressure at
different depths for a submerged object Discuss buoyant force as a result of the difference in
liquid pressure between two levels of depth for a
submerged object.
Derive buoyant force,
FB = Vg
whereby,
= density of liquid
V = volume of liquid displaced
g = gravitational acceleration
State Archimedes’ principle.
Carry out an experiment to determine the relationship
between buoyant force and weight of liquid displaced.
125
KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
2.5.2 Relate the balance of forces with the state of Suggested activity:
floatation of an object in a fluid
Discuss the state of floatation of an object in a fluid:
weight of object, W = buoyant force,
object floats at a constant level
weight of object, W > buoyant force,
object moves downward with an acceleration
weight of object, W < buoyant force,
object moves upward with an acceleration
2.5.3 Communicate about applications of Suggested activity:
Archimedes’ principle in daily life
Carry out activities to determine the density of various
liquids using hydrometer.
Build a Cartesian diver to understand the principle of
ballast tanks in a submarine.
Research and report on applications of Archimedes’
principle such as:
ship and Plimsoll line
submarine
hot air balloon and weather balloon
2.5.4 Solve problems involving Archimedes’
principle and buoyancy
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KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
2.6 Bernoulli’s Principle Pupils are able to:
2.6.1 Describe the effect of fluid velocity on Suggested activity:
pressure
Carry out activities to generate an idea that fluid at high
velocity creates a low pressure area such as:
blowing on the top surface of a piece of paper
using straw to blow air in between two balloons
hung with thread
using Venturi tube to observe the flow of water or
air
State Bernoulli’s principle.
2.6.2 Explain lift as a result of the difference in Suggested activity:
pressure due to different velocity of fluids
Carry out activities to investigate the effects of lift
using:
a filter funnel with ping pong ball
an aerofoil kit
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CONTENT STANDARD LEARNING STANDARD KSSM PHYSICS FORM 5
2.6.3 Communicate about applications of NOTES
Bernoulli’s principle in daily life Explain lift on an aerofoil by applying Bernoulli’s
principle and Newton’s third law :
Bernoulli’s principle:
lift, F = (P2 - P1)A
whereby,
P2 - P1 = difference in pressure
A = surface area
Newton’s third law: aerofoil’s angle of attack
contributes to lift.
Note:
The direction of force produced is from high to low
pressure areas.
Suggested activity:
Research and report on Bernoulli's principle in daily life
such as Bunsen burners, racing cars, sports and
aeronautics.
Proposed STEM project: design a paper plane capable
of flying at a distance by applying Bernoulli’s principle
and Newton's third law of motion.
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KSSM PHYSICS FORM 5
PERFORMANCE STANDARD
PRESSURE
PERFORMANCE LEVEL DESCRIPTOR
1 Recall facts, concepts and scientific skills on Pressure.
2 Understand concepts of Pressure, and able to comprehend them.
Apply concept of Pressure to explain occurrences of natural phenomenon and perform simple tasks.
3
4 Analyse information and draw connections on Pressure in the context of problem solving on the
occurrences of natural phenomenon.
5 Evaluate to make judgement on Pressure in the context of problem solving and decision making to
complete a task.
Create new or original work on Pressure in the context of problem solving and decision making to
6 complete activities/assignments creatively and innovatively in a new situation; taking into consideration the
social / economic / cultural values of society.
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KSSM PHYSICS FORM 5
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KSSM PHYSICS FORM 5
THEME
ELECTRICITY AND ELECTROMAGNETISM
LEARNING AREA
3.0 Electricity
4.0 Electromagnetism
4.0 Keelektromagnetan
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Theme 2: KSSM PHYSICS FORM 5
Learning area:
ELECTRICITY AND ELECTROMAGNETISM
This theme provides an understanding of electric field and its effects on electric charge. Focus is given on current,
potential difference, electromotive force (e.m.f) and internal resistance as well as their applications in simple circuits.
Magnetic field generated from current establishes the relationship between electricity and magnetism. Emphasis is
also given to the phenomenon of induced current due to the change in magnetic field. These concepts will be used
in generation, transmission and distribution of electricity.
3.0 Electricity
3.1 Current and Potential Difference
3.2 Resistance
3.3 Electromotive Force (e.m.f) and Internal Resistance
3.4 Electrical Energy and Power
4.0 Electromagnetism
4.1 Force on a Current-carrying Conductor in a Magnetic Field
4.2 Electromagnetic Induction
4.3 Transformer
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3.0 ELECTRICITY KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
Pupils are able to:
3.1 Current and Potential 3.1.1 Explain electric field Suggested activity:
Difference
Define electric field as a region where an electric
3.1.2 Define strength of electric field, E charge experiences a force.
Carry out activities to explain electric field using an
electric field kit.
Draw electric field lines from:
two spherical charged electrodes
a spherical electrode and a plane charged plate
two parallel plane charged plates
Suggested activity:
Define strength of electric field, E as force acting on a
unit positive charge in electric field:
EF
q
whereby,
E = strength of electric field (N C-1)
F = electric force (N)
q = quantity of electric charge (C)
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KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
3.1.3 Explain behaviour of charged particles in an Discussion is limited to two parallel charged plates
electric field where the strength of electric field, E is:
134
E V
d
whereby,
V = potential difference between two parallel
plates
d = distance between two parallel plates in
meter
Unit for E is V m-1.
Note:
Direction of electric field is given by direction of force
acting on a positive test charge.
Electric field between two parallel charged plates is
constant.
Suggested activity:
Carry out activities to explain effects of electric field
on :
candle flame
metal coated polystyrene ball
KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
3.1.4 Define electric current
Note:
Current, I is the rate of flow of electric charge, Q in a
conductor:
IQ
t
Charge of an electron, e = 1.6 x 10-19 C
Quantity of charge, Q = ne
whereby,
n = number of electron
e = charge of an electron
3.1.5 Define potential difference, V Note:
135
The potential difference, V between two points, is
defined as a work done, W to move one coulomb of
charge, Q between two points in an electric field:
VW
Q
1 V = 1 J C-1
KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
3.2 Resistance Pupils are able to:
3.2.1 Compare and contrast ohmic and non-ohmic Suggested activity:
3.2.2 conductor
Conduct experiments to compare V-I graphs for:
Solve problems involving combination of series constantan wire (ohmic conductor)
and parallel circuits filament bulb (non-ohmic conductor)
Suggested activity:
Calculate current, potential difference and effective
resistance for combination of series and parallel
circuits.
3.2.3 Define resistivity of wire, Note:
Define resistivity of wire, and state its unit (Ω m).
3.2.4 Describe factors that affect resistance of a wire Suggested activity:
through experiments to conclude
Conduct experiments to study factors that affect
R ρ resistance. The factors are limited to :
A
length of wire,
cross-sectional area of wire, A
resistivity of wire,
Assumption: temperature of conductor is constant
throughout the experiment.
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KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
3.2.5 Communicate about applications of resistivity Note:
of wire in daily life
The value of s.w.g (standard wire gauge) represents
diameter of the wire.
Suggested activities:
Research and explain applications of wire resistivity
for :
heating element
electrical wiring at home
Research and report on resistivity of conductors,
insulators, semiconductors and superconductors.
Research and report on studies of superconductors
such as :
resistance-thermodynamic temperature graph
critical temperature (Tc)
latest research about Tc
3.2.6 Solve problems involving the formula of wire
resistance,
R ρ
A
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KSSM PHYSICS FORM 5
CONTENT STANDARD LEARNING STANDARD NOTES
Pupils are able to:
3.3 Electromotive Force 3.3.1 Define electromotive force, Ɛ Suggested activity:
(e.m.f) and Internal Carry out an activity to compare e.m.f and potential
Resistance 3.3.2 Explain internal resistance, r difference.
Note:
e.m.f is work done by an electrical source to move
one coulomb of charge in a closed circuit.
Suggested activity:
Carry out an activity to study the effect of internal
resistance on voltage drop, Ir.
Note:
Ir = - V
3.3.3 Conduct an experiment to determine e.m.f and Suggested activity:
internal resistance in a dry cell
Determine r and from the V-I graph using linear
equation.
V = - Ir +
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