Professional Documents
Culture Documents
(2) 1.2 A student is able to: Discuss base quantities and derived quantities. Base quantities are: Base quantities-
8.1.18- Understanding ∙explain what base quantities and derived length (l), mass(m), kuantiti asas
12.1.18 base quantities quantities are From a text passage, identify physical quantities then time (t), temperature Derived quantities
and derived ∙list base quantities and their units classify them into base quantities and derived quantities. (T) and current (I) – kuantiti terbitan
quantities ∙list some derived quantities and their units. Length- panjang
∙express quantities using prefixes. List the value of prefixes and their abbreviations from Suggested derived Mass – jisim
∙express quantities using scientific notation nano to giga, eg. nano (10-9), nm(nanometer) quantities: force (F) Temperature –
Density ( ) , volume suhu
Discus the use of scientific notation to express large and (V) and velocity (v) Current – arus
small numbers. More complex derived Force – daya
quantities may be Density –
discussed ketumpatan
Volume – isipadu
Velocity - halaju
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
(3) ∙express derived quantities as well as their units Determine the base quantities( and units) in a given derived quantityWhen these Scientific notation –
15.1.18- in terms of base quantities and base units. (and unit) from the related formula. quantities are bentuk piawai
19.1.18 introduced in Prefix- imbuhan
∙solve problems involving conversion of units Solve problems that involve the conversion of units. their related
learning areas.
1.3 A student is able to: Carry out activities to show that some quantities can be defined by
Understanding ∙define scalar and vector quantities magnitude only whereas other quantities need to be defined by
scalar and magnitude as well as direction.
vector
quantities Compile a list of scalar and vector quantities.
∙ give examples of scalar and vector quantities.
(4) 1.4 A student ia able to Accuracy- kejituan
22.1.18 Understanding ∙Measure physical quantities using appropriate Choose the appropriate instrument for a given measurement Consistency- kepersisan
- measurement instruments Sensitivity-kepekaan
26.1.18 Discuss consistency and accuracy using the distribution of gunshots Error- ralat
∙Explain accuracy and consistency on a target as an example Random - rawak
∙
∙
∙
(9) 2.2 A student is able to: Carry out activities using a data logger/graphing calculator/ ticker
26.2.18 Analysing ∙ plot and interpret displacement- time and timer to plot
- motion graphs velocity-time graphs a) displacement-time graphs
2.3.18 b) velocity-time graphs
∙ deduce from the shape of a displacement-time
graph when a body is: Describe and interpret:
i. at rest a) displacement-time graphs
ii. moving with uniform velocity b) velocity-time graphs
iii. moving with non-uniform velocity
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
∙determine distance, displacement and velocity Determine distance, displacement velocity and acceleration from a Reminder
from a displacement –time graph displacement –time and velocity–time graphs. Velocity is determined
∙deduce from the shape of velocity- time graph from the gradient of
when a body is: displacement –time
a. at rest graph.
b. moving with uniform velocity Solve problems on linear motion with uniform acceleration involving Acceleration is
c. moving with uniform acceleration graphs. determined from the
∙determine distance, displacement velocity and gradient of
acceleration from a velocity–time graph velocity –time graph
∙solve problems on linear motion with uniform
acceleration. Distance is
(10-11) determined from the
5.3.18 area under a velocity –
UJIAN 1
- time graph.
CUTI PERTENGAHAN PENGGAL
16.3.18
PERTAMA (17.3.18-25.3.18)
(12) 2.3 A student is able to: Carry out activities/view computer simulations/ situations to gain an
26.3.18 Understandi ∙ explain what inertia is idea on inertia. Newton’s First Law of Inertia - inersia
- ng Inertia Motion maybe
30.3.18 Carry out activities to find out the relationship between inertia and introduced here.
∙relate mass to inertia mass.
∙ explain the effect of increasing or decreasing Research and report situations where:
time of impact on the magnitude of the a)an impulsive force needs to be reduced and how it can be done
impulsive force. b)an impulsive force is beneficial
∙Describe situation where an impulsive force
needs to be reduced and suggest ways to reduce
it.
∙describe situation where an impulsive force is
beneficial Solve problems involving impulsive forces
∙solve problems involving impulsive forces
2.7 Being A student is able to: Research and report on the physics of vehicle collision and safety
(15) aware of the ∙ describe the importance of safety features in vehicles in terms of physics concepts.
16.4.18 need for features in vehicles Discuss the importance of safety features in vehicles.
-20.4.18 safety
features in
vehicles
2.8 Underst A student is able to: Carry out activity or view computer simulations to gain an idea of When considering a
anding ∙explain acceleration due to gravity acceleration due to gravity. body falling freely, g Gravitational
(16)
gravity Discuss (= 9.8 m/s2) is its field – medan
23.4.18 a)acceleration due to gravity acceleration but when gravity
- ∙state what a gravitational field is b)a gravitational field as a region in which an object experiences it is at rest, g (=9.8
∙define gravitational field strength a force due to gravitational attraction and N/kg) is the Earth’s
27.4.18
c)gravitational field strength (g) as gravitational force per unit gravitational field
∙determine the value of acceleration due to mass strength acting on it.
gravity Carry out an activity to determine the value of acceleration due to The weight of an
∙define weight (W) as the product of mass (m) gravity. object of fixed mass
and acceleration due to gravity (g) i.e. W =mg. Discuss weight as the Earth’s gravitational force on an object is dependent on the g
∙solve problems involving acceleration due to exerted on it.
gravity. Solve problems involving acceleration due to gravity.
∙Define gravitational potential energy and Discuss the relationship between work done against gravity and 2.10 Understandin
state that Ep = mgh gravitational potential energy. Have students recall g work, energy,
Carry out an activity to show the principle of conservation of the different forms power and
∙State the principle of conservation of energy. energy of energy. efficiency.
∙Define power and state that State that power is the rate at which work is done, P = W/t.
P = W/t Carry out activities to measure power.
Discuss efficiency as:
Useful energy output x 100 %
∙Explain what efficiency of a device is. Energy input
Evaluate and report the efficiencies of various devices such as a
diesel engine, a petrol engine and an electric engine.
∙Solve problems involving work, energy, power Solve problems involving work, energy, power and efficiency.
and efficiency
(21) 2.11 Appreciatin A student is able to: Discuss that when an energy transformation takes place, not all the
28.5.18 g the importance ∙ recognize the importance of maximising energy is used to do useful work. Some is converted into heat or
- of maximising efficiency of devices in conserving resources. other types of energy. Maximising efficiency during energy
1.6.18 the efficiency of transformations makes the besT
devices.
(23)
Solve problems involving elasticity.
25-
∙Solve problems involving elasticity
29.6.18
PERBINCANGAN KERTAS SOALAN
(25) 3.2 A student is able to: Observe situations to form ideas that pressure in liquids: Depth – kedalaman
9.7.18 Understanding ∙ relate depth to pressure in a liquid a) acts in all directions Density –
- pressure in b) increases with depth ketumpatan
13.7.18 liquids ∙ relate density to pressure in a liquid Observe situations to form the idea that pressure in liquids Liquid - cecair
increases with density
∙ explain pressure in a liquid and state that P Relate depth (h) , density (ρ) and gravitational field strength (g) to
= hρg pressure in liquids to obtain P = hρg
Research and report on
∙ describe applications of pressure in liquids a) the applications of pressure in
liquids
∙ Solve problems involving pressure in b) ways to reduce the negative effect of pressure in liquids
liquids. Solve problems involving pressure in liquids.
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
(26) 3.3 A student is able to: Carry out activities to gain an idea of gas pressure and atmospheric Student need to be
16.7.18 Understanding ∙ explain gas pressure introduced to
- gas pressure and Discuss gas pressure in terms of the behaviour of gas molecules instruments used to
20.7.18 atmospheric based on the kinetic theory measure gas pressure
pressure (Bourdon Gauge) and
Discuss atmospheric pressure in terms of the weight of the atmospheric pressure
atmosphere acting on the Earth’s surface (Fortin barometer,
∙ explain atmospheric pressure aneroid barometer).
Discuss the effect of altitude on the magnitude of atmospheric Working principle of
pressure the instrument is not
required.
Research and report on the application of atmospheric pressure Introduce other units
of atmospheric
Solve problems involving atmospheric and gas pressure including pressure.
∙ describe applications of atmospheric pressure barometer and manometer readings. 1 atmosphere = 760
mmHg = 10.3 m water=
∙ solve problems involving atmospheric pressure 101300 Pa
and gas pressure 1 milibar = 100 Pa
(27) 3.4 Applying A student is able to: Observe situations to form the idea that pressure exerted on an Enclosed-
23.7.18 Pascal’s principle ∙ state Pascal’s principle. enclosed liquid is transmitted equally to every part of the liquid tertutup
- Force multiplier-
27.7.18 Discuss hydraulic systems as a force multiplier to obtain: pembesar daya
Output force = output piston area Hydraulic
∙Explain hydraulic system Input force input piston area systems –
system
haudraulik
Transmitted –
tersebar
∙ Describe applications of Archimedes Research and report on the applications of Archimedes’ principle,
principle e.g. submarines, hydrometers, hot air balloons
∙
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
Solve problems involving Archimedes principle Solve problems involving Archimedes’ principle.
Build a Cartesian diver. Discuss why the diver can be made to move
up and down.
(28) 3.6 Understandi A student is able to: Carry out activities to gain the idea that when the speed of a
30.7.18 ng Bernoulli’s ∙ State Bernoulli’s principle flowing fluid increases its pressure decreases, e.g. blowing above a
- principle. ∙ Explain that resultant force exists due to strip of paper, blowing through straw, between two ping pong balls
3.8.18 a difference in fluid pressure suspended on strings.
∙ Solve problems involving reflection of light Research and report on applications of reflection of light
∙ Construct a device based on the applicationSolve problems involving reflection of light
of reflection of light
Construct a device based on the application of reflection of light
(29) 5.4 Understandi A student is able to: Use an optical kit to observe and measure light rays traveling
6.8.18 ng lenses. ∙ Explain focal point and focal length through convex and concave lenses to gain an idea of focal point and
- ∙ determine the focal point and focal length focal length.
10.8.18 of a convex lens Determine the focal point and focal length of convex and concave
∙ determine the focal point and focal length lenses.
of a concave lens
i.e. Carry out activities to gain an idea on the use of lenses in optical
devices.
∙ Describe, with the aid of ray diagrams, the With the help of ray diagrams, discuss the use of lenses in optical
use of lenses in optical devices. devices such as a telescope and microscope
Construct an optical device that uses lenses.
LEARNING AREA:4.HEAT
(35) 4.2 Understandi A student is able to: Observe the change in temperature when: Heat capacity only specific heat
24.9.18 ng specific heat ∙ Define specific heat capacity a) the same amount of heat is used to heat different masses of relates to a particular capacity –
- capacity ( c) water. object whereas muatan haba
28.9.18 b) the same amount of heat is used to heat the same mass of specific heat capacity tentu
different liquids. relates to a material
∙ State that
Discuss specific heat capacity
4.3 Understandi A student is able to: Carry out an activity to show that there is no change in Melting –
ng specific ∙ State that transfer of heat during a temperature when heat is supplied to: peleburan
latent heat change of phase does not cause a change in a) a liquid at its boiling point. Solidification-
temperature b) a solid at its melting point. pemejalan
With the aid of a cooling and heating curve, discuss melting, Condensation –
solidification, boiling and condensation as processes involving kondensasi
energy transfer without a change in temperature. Specific latent
heat – haba
Discuss pendam tentu
a) latent heat in terms of molecular behaviour
b) specific latent heat
∙ Define specific latent heat
Guide students to
Plan and carry out an activity to determine the specific latent
analyse the unit of
∙ State that heat of Specific latent
a) fusion b) vaporisation as heat of fusion –
haba pendam
∙ Determine the specific latent heat of a tentu pelakuran
fusion. Solve problems involving specific latent heat. Specific latent
∙ Determine the specific latent heat of heat of
vaporization vaporisation –
haba pendam
∙ Solve problems involving specific latent heat tentu
pepengewapan