KSSM PHYSICS FORM 4

THEME

WAVES, LIGHT AND OPTICS

LEARNING AREA
PEMBELAJARAN
5.0 Waves
6.0 Light and Optics

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Theme 4: WAVES, LIGHT AND OPTICS

This theme provides an understanding of the concepts and phenomena of wave, light and optics, and its
applications in life. This theme covers nature of the wave in terms of wave propagation, light characteristics and
electromagnetic waves. The knowledge is applied in wireless communication, home appliances, medicine, industry
and so on. Light-related experiments are focused on understanding the concepts and principles associated with
geometrical optics and their applications in life.

Learning Area: 5.0 Waves

5.1 Fundamentals of Waves
5.2 Damping and Resonance
5.3 Reflection of Waves
5.4 Refraction of Waves
5.5 Diffraction of Waves
5.6 Wave Interference
5.7 Electromagnetic Waves

6.0 Light and Optics

6.1 Fundamentals of Light
6.2 Refraction of Light
6.3 Total Internal Reflection
6.4 Image Formation by Lens
6.5 Thin Lens Formula
6.6 Optical instruments
6.7 Image Formation by Spherical Mirrors

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5.0 WAVES

CONTENT STANDARD LEARNING STANDARD NOTES

5.1 Fundamentals of Pupils are able to:
Waves
5.1.1 Describe waves. Suggested activity:

Carry out activities to investigate the production of

waves through oscillating systems or vibrations.

Carry out activities using ripple tank/ slinky/ computer

simulations to generate the idea that wave transfers
energy without transfering matter.

5.1.2 State the types of waves. Note:

Two types of waves:

 Progressive waves
 Stationary waves

Progressive waves are waves where the profile of the

wave changes with time.

Progressive waves consist of:

 Transverse waves
 Longitudinal waves

Stationary waves are waves where the profile of the

waves does not change with time.

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CONTENT STANDARD LEARNING STANDARD NOTES

Examples of stationary waves are waves produced by
musical instruments.

Discussion on stationary waves is restricted to its

meaning and shape only.

Waves are categorized into

 Mechanical waves
 Electromagnetic waves

For example:
Mechanical waves – water and sound waves
Electromagnetic waves – light and radio waves

5.1.3 Compare transverse waves and longitudinal Suggested activity :

waves. Carry out activities using ripple tank/ slinky spring/
computer simulations to explain transverse waves and
longitudinal waves.

Give examples of transverse waves and longitudinal

waves.

Note:

Examples of transverse waves are water waves, radio

waves and light waves.

An example of longitudinal wave is sound waves.

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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)

Introduce the formula of wave speed

v=fλ

5.1.5 Sketch and interpret wave graphs: Suggested activity:

(i) displacement - time Determine the value of the following from the graph:
(ii) displacement - distance  Amplitude (a)
 Period (T)
 Frequency (f)
 wavelength (λ)
 wave speed (v)

5.1.6 Determine wavelength, λ , frequency, f and Suggested activity:

wave speed, v.
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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CONTENT STANDARD LEARNING STANDARD NOTES

5.2 Damping and Pupils are able to:
Resonance
5.2.1 Describe damping and resonance for an Suggested activity:
oscillating/ vibrating system
Observe the phenomenon of damping in an oscillating
system such as a simple pendulum and sketch an
amplitude–time graph.

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.

5.2.2 Justify the effects of resonance in our daily Suggested activity:

lives.
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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CONTENT STANDARD LEARNING STANDARD NOTES

5.3 Reflection of Pupils are able to:
Waves
5.3.1 Describe reflection of waves from the Suggested activity:
following aspects:
Carry out activities on the reflection of plane water
(i) angle of incidence (i) waves in a ripple tank to determine:
(ii) angle of reflection (r)
(iii) wavelength (λ),  angle of incidence (i)
(iv) frequency (f),  angle of reflection(r)
(v) speed (v)
 wavelength (λ)
(vi) direction of propagation of waves.
 frequency (f)
 speed (v)
 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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CONTENT STANDARD LEARNING STANDARD NOTES

5.3.4 Solve problems involving reflection of waves. Note:

Problem solving is limited to the reflection of water

waves and sound waves.

5.4 Refraction of Pupils are able to:

Waves
5.4.1 Describe refraction of waves from the Suggested activity:
following aspects:
(i) angle of incidence (i) Carry out activities on refraction of waves for plane
(ii) angle of refraction (r)
water waves using a ripple tank.
(iii) wavelength (λ)
(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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CONTENT STANDARD LEARNING STANDARD NOTES

5.4.4 Solve problems involving refraction of waves. Note:

Formula:
 v=fλ
v1 v 2
 
λ1 λ 2
5.5 Diffraction of Pupils are able to:
Waves
5.5.1 Describe diffraction of waves from the Suggested activity:
following aspects:
Carry out activities/ view computer stimulations to
(i) wavelength (λ) show diffraction of:
(ii) frequency (f)
(iii) speed (v)  water waves
(iv) direction of propagation of 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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CONTENT STANDARD LEARNING STANDARD NOTES

Carry out an activity with red laser light (λ= 700 nm) to
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:

in daily life.
Gather information and discuss situations on
diffraction of water waves, light waves and sound
waves in daily life.
5.6 Interference of Pupils are able to:
Waves 5.6.1 Explain the principle of superposition of Suggested activity:
waves.
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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CONTENT STANDARD LEARNING STANDARD NOTES

5.6.2 Describe the pattern of interference for: Suggested activity:
(i) water waves
(ii) sound waves Draw the pattern of interference of waves for different
(iii) light waves distance of separation of slits / sources and for
different wavelengths.

5.6.3 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)

ax
Introduce λ 
D

5.6.4 Solve problems involving interference of Note:

waves.
Formula:
ax
λ
D

5.6.5 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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CONTENT STANDARD LEARNING STANDARD NOTES

For example : non-reflective glasses, design of theater
hall involving seating arrangement and other related
examples.

5.7 Electromagnetic Pupils are able to:

Waves 5.7.1 Characterise electromagnetic waves Suggested activity:

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 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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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.

Evaluate to make judgement about Waves in daily life problem solving and decision making to carry out a
5
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.

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6.0 LIGHT AND OPTICS

CONTENT STANDARD LEARNING STANDARD NOTES

6.1 Refraction of Light Pupils are able to:

6.1.1 Describe refraction of light Note:

Refraction of light occurs due to the change in velocity

of light when traversing through mediums of different
optical density.
6.1.2 Explain refractive index, n. 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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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  n 2 sinθ 2

n2 sinθ1
therefore, 
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),

sin i
n
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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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:

real depth H
n 
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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CONTENT STANDARD LEARNING STANDARD NOTES

6.2 Total Internal Pupils are able to:
Reflection
6.2.1 Describe critical angle and total internal Suggested Activity:
reflection.
Carry out activities to observe the phenomenon of total
internal reflection.

6.2.2 Relate critical angle with refrative index, n, Suggested Activity:

1 Discuss the relationship between critical angle and
n refractive index using Snell’s Law with the aid of a ray
sin c
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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CONTENT STANDARD LEARNING STANDARD NOTES

6.2.4 Solve problems involving total internal
reflection.

6.3 Image Formation by Pupils are able to:

Lenses
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 NOTES

6.3.3 Determine the position and features of Suggested Activity:
images formed by :
(i) convex lens Carry out activities and draw ray diagrams to determine
(ii) concave lens features of images formed by convex lens and concave
lens for different object distance:
 u>2f
 u = 2f
 f<u< 2f
 u = f
 u< f

Note:
Virtual image is an image that cannot be formed on the
screen.

6.3.4 Explain linear magnification, m as: Suggested Activitiy:

v
m Carry out activities or observe computer simulations to
u
generate ideas about image magnification with the aid
of a ray diagram.
Note:

Linear magnification can also be:

h v
m i 
ho u
where :
hi = height of the image
ho = height of the object
v = image distance
u = object distance

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CONTENT STANDARD LEARNING STANDARD NOTES

6.4 Thin Lens Formula Pupils are able to:
6.4.1 Experiment to: Note:
(i) Investigate the relationship between
object distance, u and image distance, v Focal length, f of a convex lens is determined from the
for a convex lens. 1 1
(ii) Determine the focal length of a thin lens graph of against .
v u
using lens formula:

1 1 1
 
f u v

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.

6.5 Optical Instruments Pupil are able to:

6.5.1 Justify the usage of lenses in optical Suggested Activity:

instruments such as magnifying lens, Carry out ‘hands on’ activities, active reading and/ or
telescope and microscope. internet search to justify the usage of lenses in optical
instruments.

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CONTENT STANDARD LEARNING STANDARD NOTES

6.5.2 Design and build a compound microscope Suggested Activity:
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
instruments such as cameras in smart phone and
CCTV.

Discuss about the limitation to the thickness of a smart

phone due to the thickness of the camera’s lens.

6.6 Image Formation by Pupils are able to:

Spherical Mirror
6.6.1 Determine position and features of image Suggested Activity:
formed by:
(i) concave mirror Introduce terms used in optics:
(ii) convex mirror  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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CONTENT STANDARD LEARNING STANDARD NOTES

Draw ray diagrams to determine the position and
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

6.6.2 Explain the applications of concave and Suggested activity:

convex mirrors in life.
Gather information to justify the use of concave and
convex mirrors in life.

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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.

Apply knowledge of Light and Optics to explain the occurrences or phenomena of nature and perform
3
simple tasks.

4 Analyse information about Light and Optics in daily life problem solving about natural phenomena.

Evaluate to make judgement about Light and Optics in daily life problem solving and decision making to
5
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.

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