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3 1.3 A student is able to: Carry out activities to show that some
17.1.1 Understanding • define scalar and vector quantities can be defined by magnitude
1 scalar and vector quantities only whereas other quantities need to
- quantities be defined by magnitude as well as
22.1.1 direction.
1
• give examples of scalar Compile a list of scalar and vector
22.1.1 and vector quantities. quantities.
1
School
(Ganti
CNY 1
31 Jan)
4 1.4 A student is able to Accuracy- kejituan
24.1.1 Understanding • Measure physical Choose the appropriate instrument for a Consistency- kepersisan
1 measurement quantities using appropriate given measurement Sensitivity-kepekaan
- instruments Error- ralat
28.1.1 Hands-On Discuss consistency and accuracy Random - rawak
1 Activity 1.1 • Explain accuracy and using the distribution of gunshots on a
Experiment 1.1 consistency target as an example
(PEKA)
• Explain sensitivity Discuss the sensitivity of various
instruments
2
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
• Explain types of Demonstrate through examples
experimental error systematic errors and random errors.
Discuss what systematic and random
errors are.
6
Week Learning Learning outcomes Suggested Activities Notes Vocabulary
Objective
• describe applications of Conduct an experiment to show that the
conservation of momentum total momentum of a closed system is a
constant
7
• solve problems involving Carry out activities that demonstrate
momentum the conservation of momentum e.g.
water rockets.
8
• describe the effects of c) accelerating out (net force = 0).
unbalanced forces acting on The object then
an object Conduct experiments to find the behaves as if there
• determine the relationship relationship between: is no force acting on
between force, mass and a) acceleration and mass of an object it.
acceleration i.e. F = ma. under constant force
• Solve problem using F=ma b) acceleration and force for a Newton’s Second
constant mass. Law of Motion may
be introduced here
Solve problems using F = ma
14 2.6 Analysing A student is able to: View computer simulations of collision Accuracy- kejituan
4.4.11 impulse and • explain what an impulsive and explosions to gain an idea on Consistency-
- impulsive force force is . impulsive forces. kepersisan
8.4.11 • give examples of Sensitivity-kepekaan
situations involving Discuss Error- ralat
impulsive forces a) impulse as a change of Random - rawak
• define impulse as a change momentum
of momentum, i.e. b) an impulsive force as the rate of
Ft = mv - mu change of momentum in a collision
• define impulsive forces as or explosion
the rate of change of c) how increasing or decreasing
momentum in a collision or time of impact affects the magnitude
explosion, i.e. of the impulsive force.
mv - mu
F = Research and report situations where:
t
• explain the effect of a) an impulsive force needs to be
increasing or decreasing reduced and how it can be done
time of impact on the b) an impulsive force is beneficial
magnitude of the impulsive
force.
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
15 • Describe situation where Solve problems involving impulsive
11.4.11 an impulsive force needs to forces
- be reduced and suggest ways
9
15.4.11 to reduce it.
• describe situation where
an impulsive force is
beneficial
• Solve problems
involving
impulsive force
15 2.7 Being aware
11.4.11 of the need for Research and report on the physics of
- safety features in A student is able to: vehicle collision and safety features in
15.4.11 vehicles • describe the importance of vehicles in terms of physics concepts.
safety features in vehicles Discuss the importance of safety
features in vehicles.
16 2.8 A student is able to: Carry out activity or view computer When considering a
18.4.11 Understanding • explain acceleration due to simulations to gain an idea of body falling freely, Gravitational field –
– gravity gravity acceleration due to gravity. g (= 9.8 m/s2) is its medan gravity
21.4.11 Discuss acceleration but
Hands-On • state what a gravitational a) acceleration due to gravity when it is at rest, g
22Apr Activity 2.8 field is b) a gravitational field as a region (=9.8 N/kg) is the
Good (PEKA) in which an object experiences a Earth’s gravitational
Friday • define gravitational field force due to gravitational attraction field strength acting
Holiday strength and on it.
c) gravitational field strength (g) The weight of an
as gravitational force per unit mass object of fixed mass
is dependent on the
Carry out an activity to determine the g exerted on it.
value of acceleration due to gravity.
11
• State that when work is with no applied force acting on it. 2.10 Understanding
done energy is transferred Give examples to illustrate how energy Have students recall work, energy, power
from one object to another. is transferred from one object to the different forms and efficiency.
another when work is done. of energy.
Define kinetic energy and
1 Discuss the relationship between work
state that Ek = mv 2
2 done to accelerate a body and the
• Define gravitational change in kinetic energy.
potential energy and state
that Ep = mgh Discuss the relationship between work
done against gravity and gravitational
potential energy.
12
• Solve problems involving
work, energy, power and
efficiency
19 2.11 Appreciating the A student is able to: Discuss that when an energy
9.5.11 importance of • recognize the importance of transformation takes place, not all the
- maximising the maximising efficiency of energy is used to do useful work.
13.5.11 efficiency of devices. devices in conserving Some is converted into heat or other
resources. types of energy. Maximizing
efficiency during energy
transformations makes the best use of
the available energy. This helps to
conserve resources
19 2.12 Understanding A student is able to: Carry out activities to gain an idea on
9.5.11 elasticity. • define elasticity elasticity.
-
13.5.11 Experiment 2.4 • define Hooke’s Law Plan and conduct an experiment to
(PEKA) find the relationship between force
and extension of a spring.
30.5.11
-
12.6.11
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Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary
24 First Term Paper A student is able to:
13.6.1 Discussion -know their mistakes made in -Students will do the correction with
1 (Paper 1, 2, 3) exam and hence use correct the helps of explanation from teacher.
- method to solve
17.6.1 -use correct physics concept in
1 answering essay questions
-use correct formula in
calculation as well as writing
its unit
25 3.1 Understanding A student is able to: Observe and describe the effect of a Introduce the Pressure = tekanan
20.6.1 pressure • Define pressure and state force acting over a large area unit of
1 F compared to a small area, e.g. school pressure
- that P = shoes versus high heeled shoes. pascal (Pa)
A
24.6.1 Discuss pressure as force per unit (Pa = N/m2)
1 area
• Describe applications of
pressure Research and report on applications
of pressure.
• solve problems involving
pressure Solve problems involving pressure
26 3.2 Understanding A student is able to: Observe situations to form ideas that Depth – kedalaman
26.6.1 pressure in liquids • relate depth to pressure in a pressure in liquids: Density – ketumpatan
1 liquid a) acts in all directions Liquid - cecair
- Hands-On activity 3.1 b) increases with depth
1.7.11 • relate density to pressure in Observe situations to form the idea
a liquid that pressure in liquids increases with
density
• explain pressure in a liquid Relate depth (h) , density (ρ) and
15
Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary
and state that P = h ρ g gravitational field strength (g) to Student need to
pressure in liquids to obtain P = h ρ g be introduced to
instruments used
26 3.3 Understanding gas • describe applications of Research and report on to measure gas
26.6.1 pressure and pressure in liquids. a) the applications of pressure in pressure
1 atmospheric pressure liquids (Bourdon Gauge)
- b) ways to reduce the negative effect and atmospheric
1.7.11 of pressure in liquis pressure (Fortin
Solve problems involving Solve problems involving pressure in barometer,
pressure in liquids. liquids aneroid
A student is able to: Carry out activities to gain an idea of barometer).
• explain gas pressure gas pressure and atmospheric Working
principle of the
Discuss gas pressure in terms of the instrument is not
behaviour of gas molecules based on required.
the kinetic theory Introduce other
units of
• explain atmospheric Discuss atmospheric pressure in terms atmospheric
pressure of the weight of the atmosphere acting pressure.
on the Earth’s surface 1 atmosphere =
760 mmHg =
Discuss the effect of altitude on the 10.3 m water=
magnitude of atmospheric pressure 101300 Pa
1 milibar = 100
Research and report on the Pa
• describe applications of application of atmospheric pressure
atmospheric pressure
Solve problems involving
• solve problems involving atmospheric and gas pressure
atmospheric pressure and gas including barometer and manometer
pressure readings.
17
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
c) a floating object has a density less
than or equal to the density of the
fluid in which it is floating.
Research and report on the
applications of Archimedes’ principle,
e.g. submarines, hydrometers, hot air
balloons
18
Objective
30 4.1 Understanding A student is able to: Carry out activities to show that Heat capacity thermal
25.7.11 thermal • Explain thermal equilibrium thermal equilibrium is a condition in only relates to a equilibrium –
- equilibrium. which there is no net heat flow particular object keseimbangan
29.7.11 between two objects in thermal whereas specific terma
contact heat capacity specific heat
relates to a capacity – muatan
4.2 Understanding • Explain how a liquid in Use the liquid-in-glass thermometer material haba tentu
specific heat glass thermometer works to explain how the volume of a fixed
capacity A student is able to: mass of liquid may be used to define a
• Define specific heat temperature scale.
Hands-On activity capacity Observe th change in temperature
4.3 ( c) when: Guide students to
Q a) the same amount of heat is used to analyse the unit
• State that c = mc heat different masses of water. of c as
b) the same amount of heat is used to Jkg −1 K −1 or
heat the same mass of different Jkg −1 o C −1
liquids.
20
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
33 15-16 Aug A student is able to: Discuss:
15.8.11 Revision for • state Pascal’s principle. Discuss hydraulic systems as a force
- 3.4 Applying multiplier to obtain:
19.8.11 Pascal’s principle • Explain hydraulic system Output force = output piston area
Input force input piston area
• Describe applications of
Pascal’s principle. Research and report on the
application of Pascal’s principle
• Solve problems involving (hydraulic systems)
Pascal’s principle.
Solve problems involving Pascal’s
principle
21
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
37 4.4 Understanding A student is able to:
12.9.11 the gas laws • explain gas pressure, Use a model or view computer
- temperature and volume in simulations on the behaviour of
16.9.11 Experiment 4.1, 4.2, terms of gas molecules. molecules of a fixed mass of gas to
4.3 (PEKA) gain an idea about gas pressure,
temperature and volume. Discuss gas
pressure, volume and temperature in
terms of the behaviour of molecules
based on the kinetic theory.
23
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
39 5.2 Understanding A student is able to: Real depth –
26.8.11 refraction of light. • Explain refraction of light Observe situations to gain an idea of Dalam nyata
- • Define refractive index as refraction Apparent depth –
30.9.11 Experiment 5.1 sini Conduct an experiment to find the dalam ketara
η=
(PEKA) sinr relationship between the angle of
incidence and angle of refraction to
obtain Snell’s law.
24
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
MID TERM BREAK (6.9.10 – 10.9.10)
25
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
41 5.4 Understanding A student is able to: thermal
10.10.11 lenses. Explain focal point and focal Use an optical kit to observe and equilibrium –
- • length measure light rays traveling through keseimbangan
14.10.11 • determine the focal point convex and concave lenses to gain an terma
and focal length of a convex idea of focal point and focal length.
lens Determine the focal point and focal
determine the focal point and length of convex and concave lenses.
focal length of a concave lens With the help of ray diagrams, discuss
• Draw ray diagrams to show focal point and focal length
the positions and
characteristics of the images Draw ray diagrams to show the
formed by a convex lens. positions and characteristic of the
• Draw ray diagrams to show images formed by a
the positions and a) convex lens b) concave lens
characteristics of the images
42 formed by a concave lens. Carry out activities to gain an idea of
17.10.11 Hands-On activity • Define magnification as magnification.
- 5.9 v With the help of ray diagrams, discuss
21.10.11 m= magnification.
u
Carry out activities to find the
• Relate focal length (f) to the
relationship between u, v and f
object distance (u) and image
distance (v)
Carry out activities to gain an idea on
1 1 1
i.e. = + the use of lenses in optical devices.
f u v
With the help of ray diagrams, discuss
• Describe, with the aid of ray the use of lenses in optical devices
diagrams, the use of lenses in such as a telescope and microscope
optical devices.
• Construct an optical device Construct an optical device that uses
that uses lenses. lenses.
26
Solve problems involving to
lenses. Solve problems involving to lenses
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