3 1.3 A student is able to: Carry out activities to show that some
16.1.1 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
20.1.1 direction.
1
• give examples of scalar Compile a list of scalar and vector
and vector quantities. quantities.
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.
3
LEARNING AREA: CHAPTER 2 FORCES AND MOTION
4
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
8 2.2 A student is able to: Carry out activities using a data Reminder
20.2.1 Analysing • plot and interpret logger/graphing calculator/ ticker timer Velocity is
1 motion graphs displacement time and to plot determined from the
 velocitytime graphs a) displacementtime graphs gradient of
24.2.1 • deduce from the shape of b) velocitytime graphs displacement –time
1 a displacementtime graph graph.
when a body is: Describe and interpret: Acceleration is
i. at rest a) displacementtime graphs determined from the
ii. moving with uniform b) velocitytime graphs gradient of
velocity velocity –time graph
iii. moving with non
uniform velocity Distance is
• determine distance, Determine distance, displacement determined from the
displacement and velocity velocity and acceleration from a area under a velocity
from a displacement –time displacement –time and velocity–time – time graph.
graph graphs.
• deduce from the shape of
velocity time graph when a
body is:
a. at rest
b. moving with uniform
velocity
c. moving with uniform
acceleration
• determine distance,
displacement velocity and
acceleration from a
velocity–time graph
• solve problems on linear
Solve problems on linear motion with
motion with uniform
uniform acceleration involving graphs.
acceleration.
5
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
9 2.3 A student is able to: Carry out activities/view computer
27.2.11 Understanding • explain what inertia is simulations/ situations to gain an idea Newton’s First Law Inertia  inersia
 Inertia. on inertia. of Motion maybe
3.3.11 introduced here.
• relate mass to inertia Carry out activities to find out the
relationship between inertia and mass.
6
conservation of momentum Discuss momentum as the product of
mass and velocity.
7
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
13 2.5 A student is able to: With the aid of diagrams, describe the When the forces
27.3.11 Understanding • describe the effects of forces acting on an object: acting on an objects
 the effects of a balanced forces acting on an a) at rest are balanced they
31.3.11 force object b) moving at constant velocity cancel each other
• 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 A student is able to: View computer simulations of collision Accuracy kejituan
3.4.11 Analysing • explain what an impulsive and explosions to gain an idea on Consistency
 impulse and force is . impulsive forces. kepersisan
7.4.11 impulsive force • give examples of Sensitivitykepekaan
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
8
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
• Describe situation where Solve problems involving impulsive
an impulsive force needs to forces
be reduced and suggest ways
to reduce it.
• describe situation where
an impulsive force is
beneficial
• Solve problems
involving
impulsive force
14 2.7
3.4.11 Being aware of Research and report on the physics of
 the need for A student is able to: vehicle collision and safety features in
7.4.11 safety features in • describe the importance of vehicles in terms of physics concepts.
vehicles safety features in vehicles Discuss the importance of safety
features in vehicles.
15 2.8 A student is able to: Carry out activity or view computer When considering a
10.4.11 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
14.4.11 Discuss acceleration but
• state what a gravitational a) acceleration due to gravity when it is at rest, g
field is b) a gravitational field as a region (=9.8 N/kg) is the
in which an object experiences a Earth’s gravitational
• define gravitational field force due to gravitational attraction field strength acting
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
9
Carry out an activity to determine the g exerted on it.
value of acceleration due to gravity.
11
Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary
.
Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary
22  23
27.5.11 FIRST TERM BREAK

11.6.11
25 3.2 A student is able to: Observe situations to form ideas that Depth – kedalaman
19.6.1 Understanding • relate depth to pressure in a pressure in liquids: Density – ketumpatan
1 pressure in liquids liquid a) acts in all directions Liquid  cecair
 b) increases with depth
23.6.1 • relate density to pressure in Observe situations to form the idea
1 a liquid that pressure in liquids increases with
density
• explain pressure in a liquid Relate depth (h) , density (ρ) and
and state that P = h ρ g gravitational field strength (g) to
pressure in liquids to obtain P = h ρ g
15
26 3.3
26.6.1 Understanding gas • describe applications of Research and report on Student need to
1 pressure and pressure in liquids. a) the applications of pressure in be introduced to
 atmospheric pressure liquids instruments used
30.6.1 b) ways to reduce the negative effect to measure gas
1 of pressure in liquis pressure
Solve problems involving Solve problems involving pressure in (Bourdon Gauge)
pressure in liquids. liquids and atmospheric
A student is able to: Carry out activities to gain an idea ofpressure (Fortin
• explain gas pressure gas pressure and atmospheric barometer,
aneroid
Discuss gas pressure in terms of the barometer).
behaviour of gas molecules based on Working
the kinetic theory principle of the
instrument is not
• explain atmospheric Discuss atmospheric pressure in terms required.
pressure of the weight of the atmosphere acting Introduce other
on the Earth’s surface units of
atmospheric
Discuss the effect of altitude on the pressure.
magnitude of atmospheric pressure 1 atmosphere =
760 mmHg =
Research and report on the 10.3 m water=
• describe applications of application of atmospheric pressure 101300 Pa
atmospheric pressure 1 milibar = 100
Solve problems involving Pa
• solve problems involving atmospheric and gas pressure
atmospheric pressure and gas including barometer and manometer
pressure readings.
16
27 3.4 A student is able to: Observe situations to form the idea that Have students Enclosed tertutup
3.7.11 Applying Pascal’s • state Pascal’s principle. pressure exerted on an enclosed liquid recall the Force multiplier
 principle is transmitted equally to every part of different forms pembesar daya
7.7.11 the liquid of energy. Hydraulic systems
• Explain hydraulic system – system
• Describe applications of Discuss hydraulic systems as a force haudraulik
Pascal’s principle. multiplier to obtain: Transmitted –
Output force = output piston area tersebar
• Solve problems involving Input force input piston area
Pascal’s principle.
Research and report on the application
of Pascal’s principle (hydraulic
systems)
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 A student is able to: Carry out activities to show that Heat capacity thermal
24.7.11 Understanding • Explain thermal equilibrium thermal equilibrium is a condition in only relates to a equilibrium –
 thermal which there is no net heat flow particular object keseimbangan
28.7.11 equilibrium. between two objects in thermal whereas specific terma
contact heat capacity specific heat
relates to a capacity – muatan
31 4.2 • Explain how a liquid in Use the liquidinglass thermometer material haba tentu
31.7.11 Understanding glass thermometer works to explain how the volume of a fixed
 specific heat A student is able to: mass of liquid may be used to define a
4.8.11 capacity • Define specific heat temperature scale.
capacity Observe th change in temperature
( 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 4.4 A student is able to: Use a model or view computer
14.8.11 Understanding the • explain gas pressure, simulations on the behaviour of
 gas laws temperature and volume in molecules of a fixed mass of gas to
18.8.11 terms of gas molecules. 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.
21
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
34
21.8.11
 TOPICAL TEST 2
25.8.11
35
26.8.11 MID TERM BREAK 2

3.9.11
22
LEARNING AREA: CHAPTER 5 LIGHT
23
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
37 5.2 A student is able to: Real depth –
11.9.11 Understanding • Explain refraction of light Observe situations to gain an idea of Dalam nyata
 refraction of light. • Define refractive index as refraction Apparent depth –
15.9.11 sini Conduct an experiment to find the dalam ketara
η=
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
38 5.3 A student is able to:
18.9.11 Understanding • Explain total internal Carry out activities to show the effect
 total internal reflection of light of increasing the angle of incidence
22.9.11 reflection of light. • Define critical angle (c) on the angle of refraction when light
travels from a denser medium to a
• Relate the critical angle to less dense medium to gain an idea
the refractive index i.e. about total internal reflection and to
1 obtain the critical angle.
η=
sin c
Discuss with the aid of diagrams:
a) total internal reflection and
critical angle
b) the relationship between critical
angle and refractive angle
25
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
39 5.4 A student is able to: thermal
25.9.11 Understanding Explain focal point and focal Use an optical kit to observe and equilibrium –
 lenses. • length measure light rays traveling through keseimbangan
30.9.11 • 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
40 formed by a concave lens. Carry out activities to gain an idea of
2.10.11 • Define magnification as magnification.
 v With the help of ray diagrams, discuss
6.10.11 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
27