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SMK SINAR BINTANG KL, 2018

LEARNING AREA: INTRODUCTION TO PHYSICS

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(1) 1.1 A student is able to: Observe everyday objects such as table, a pencil, a mirror
2.1.18 Understanding ∙ explain what physics is etc and discuss hoe they are related to physics concepts.
- Physics
5.1.18 View a video on natural phenomena and discuss how they
∙recognize the physics in everyday objects and related to physics concepts.
natural phenomena
Discuss fields of study in physics such as forces, motion,
heat, light etc.

(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

Discuss the sensitivity of various instruments

∙Explain sensitivity Demonstrate through examples systematic errors and random


errors.
Discuss what systematic and random errors are.
∙Explain types of experimental error
Use appropriate techniques to reduce error in measurements such
as repeating measurements to find the average and compensating
for zero error.

∙Use appropriate techniques to reduce errors


Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
(5) 1.5 Analysing A student is able to: Observe a situation and suggest questions suitable for a scientific
29.1.18 scientific ∙Identify variables in a given situation investigation. Discuss to: Scientific skills are
- investigations ∙Identify a question suitable for scientific a)identify a question suitable for scientific investigation applied throughout
2.2.18 investigation b)identify all the variables
∙Form a hypothesis c)form a hypothesis
∙Design and carry out a simple experiment to d)plan the method of investigation including selection of
test the hypothesis apparatus and work procedures

Carry out an experiment and:


a) collect and tabulate data
b) present data in a suitable form
∙Record and present data in a suitable form c) interpret the data and draw conclusions
∙Interpret data to draw a conclusion d) write a complete report
∙Write a report of the investigation

Use appropriate technique to answer questions


(6) Teknik
5.2.18 Menjawab A student is able to:
- Soalan . Identify the correct technique in answering
9.2.18 (kertas 3) paper 3 question based on SPM marking scheme.

(7) CUTI TAHUN BARU CINA 2018


12.2.18
-
16.2.18
LEARNING AREA: 2.FORCES AND MOTION

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(8) 2.1 A student is able to: Carry out activities to gain an idea of: Average speed = total Distance – jarak
19.2.18 Analysing ∙Define distance and displacement a)distance and displacement distance / time taken Displacement –
- linear motion ∙ Define speed and velocity and state b)speed and velocity sesaran
23.2.18 c)acceleration and deceleration Speed – laju
Velocity – halaju
that Acceleration –
∙Define acceleration and deceleration and state pecutan
Carry out activities using a data logger/graphing calculator/ticker Deceleration,
timer to retardation –
that a)identify when a body is at rest, moving with uniform velocity nyahpecutan
∙Calculate speed and velocity or non-uniform
∙Calculate acceleration/deceleration velocity
b) determine displacement, velocity and acceleration
Solve problems on linear motion with uniform Solve problems using the following equations of motion:
acceleration using ∙



(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.

Research and report on


∙give examples of situations involving inertia a) the positive effects of inertia
∙suggest ways to reduce the negative side b) ways to reduce the negative effects of inertia.
effects of inertia.
(13) 2.4 A student is able to: Carry out activities/view computer simulations to gain an idea of Momentum –
Analysing ∙define the momentum of an object momentum by comparing the effect of stopping two objects: momentum
2.4.18
momentum a) of the same mass moving at different speeds Collision –
- b) of different masses moving at the same pelanggaran
6.4.18 speeds Explosion – letupan

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
Discuss momentum as the product of mass and velocity. Conservation of
∙ define momentum as the product of
linear
mass (m) and velocity (v) i.e. Reminder momentum-
∙state the principle of conservation of View computer simulations on collision and explosions to gain an idea Momentum as a vector keabadian
momentum on the conservation of momentum quantity needs to be momentum
emphasized in problem
Conduct an experiment to show that the total momentum of a solving
closed system is a constant

Carry out activities that demonstrate the conservation of


momentum e.g. water rockets.

Research and report on the applications of conservation of


momentum such as in rockets or jet engines .

∙describe applications of conservation of Solve problems involving linear momentum


momentum

∙solve problems involving momentum


(14) 2.5 A student is able to: With the aid of diagrams, describe the forces acting on an object: When the forces
9.4.18 Understanding ∙describe the effects of balanced forces acting a) at rest acting on an objects
- the effects of on an object b) moving at constant velocity are balanced they
13.4.18 a force ∙describe the effects of unbalanced forces c) accelerating cancel each other out
acting on an object (nett force = 0). The
Conduct experiments to find the relationship between: object then behaves
∙determine the relationship between force, a) acceleration and mass of an object under constant force as if there is no force
mass and acceleration i.e. F = ma. b) acceleration and force for a constant mass. acting on it.

Solve problems using F = ma Newton’s Second Law


of Motion may be
introduced here
∙Solve problem using F = ma

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(15) 2.6 Analysing A student is able to: View computer simulations of collision and explosions to gain an idea Accuracy- kejituan
16.4.18 impulse and ∙explain what an impulsive force is . on impulsive forces. Consistency-
- impulsive force ∙give examples of situations involving impulsive kepersisan
20.4.18 forces Discuss Sensitivity-
∙define impulse as a change of momentum, i.e. a)impulse as a change of momentum kepekaan
b)an impulsive force as the rate of change of momentum in a Error- ralat
∙define impulsive forces as the rate of change collision or explosion Random - rawak
of momentum in a collision or explosion, i.e. c) how increasing or decreasing time of impact affects the
magnitude of the impulsive force.

∙ 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.

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(17) 2.9 Analysing A student is able to: With the aid of diagrams, describe situations where forces are in Resultant – daya
30.4.18 forces in ∙ describe situations where forces are in equilibrium , e.g. a book at rest on a table, an object at rest on an paduan
- equilibrium equilibrium inclined plane. Resolve- lerai
4.5.18 With the aid of diagrams, discuss the resolution and addition of
forces to determine the resultant force.
∙state what a resultant force is
∙add two forces to determine the resultant
force. Solve problems involving forces in equilibrium (limited to 3 forces).
∙Resolve a force into the effective component
forces .
(18-20) ∙Solve problems involving forces in equilibrium
7.5.18
- PEPERIKSAAN PERTENGAHAN TAHUN
25.5.18
(21) 2.10 Understa A student is able to: Observe and discus situations where work is done.
28.5.18 nding work, ∙ Define work (W) as the product of an applied Discuss that no work is done when:
- energy, power force (F) and displacement (s) of an object in a) a force is applied but no displacement occurs
1.6.18 and efficiency. the direction of the applied force i.e. W = Fs. b) an object undergoes a displacement with no applied force
acting on it.
Give examples to illustrate how energy is transferred from one
∙ State that when work is done energy is object to another when work is done
transferred from one object to another.
Discuss the relationship between work done to accelerate a body
∙Define kinetic energy and state that and the change in kinetic energy
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective

∙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.

Week Learning Objective Learning Outcomes Suggested Activities Notes Vocabulary


(22) 2.12 Understanding A student is able to: Carry out activities to gain an idea on elasticity.
4.6.18 elasticity. ∙define elasticity
- Plan and conduct an experiment to find the relationship between
8.6.18 ∙define Hooke’s Law force and extension of a spring.
∙define elastic potential energy and state
Relate work done to elastic potential energy to obtain
.
that Describe and interpret force- extension graphs.
∙ determine the factors that affect
elasticity. Investigate the factors that affects elasticity.

∙Describe applications of elasticity Research and report on applications of elasticity.

(23)
Solve problems involving elasticity.
25-
∙Solve problems involving elasticity
29.6.18
PERBINCANGAN KERTAS SOALAN

LEARNING AREA:3.FORCES AND PRESSURE

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(24) 3.1 A student is able to: Observe and describe the effect of a force acting over a large area Introduce the unit of Pressure = tekanan
2.7.18 Understanding compared to a small area, e.g. school shoes versus high heeled pressure pascal (Pa)
- pressure shoes. (Pa = N/m2)
∙ Define pressure and state that
6.7.18 Discuss pressure as force per unit area
Research and report on applications of pressure.
Solve problems involving pressure
∙ Describe applications of pressure
∙ solve problems involving pressure

(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

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(27) ∙ Describe applications of Pascal’s principle. Research and report on the application of Pascal’s principle
23.7.18 (hydraulic systems)
- ∙ Solve problems involving Pascal’s principle. Solve problems involving Pascal’s principle
27.7.18
3.5 Applying A student is able to: Carry out an activity to measure the weight of an object in air and
Archimedes’ ∙ Explain buoyant force the weight of the same object in water to gain an idea on buoyant Have students recall
principle. force. the different forms
Conduct an experiment to investigate the relationship between the of energy.
∙ Relate buoyant force to the weight of the weight of water displaced and the buoyant force.
liquid displaced Discuss buoyancy in terms of:
a) An object that is totally or partially submerged in a
fluid experiences a buoyant force equal to the weight of fluid
∙ State Archimedes’ principle. displaced
b) The weight of a freely floating
object being equal to the weight of
fluid displaced
c) a floating object has a density less
than or equal to the density of the
fluid in which it is floating.

∙ 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.

Discuss Bernoulli’s principle


∙ Describe applications of Bernoulli’s Carry out activities to show that a resultant force exists due to a
principle difference in fluid pressure.

View a computer simulation to observe air flow over an aerofoil to


gain an idea on lifting force.
Research and report on the applications of Bernoulli’s principle.
∙ Solve problems involving Bernoulli’s
principle Solve problems involving Bernoulli’s principle.
LEARNING AREA:5.LIGHT

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(33) 5.1 Understan A student is able to: Observe the image formed in a plane mirror. Discuss that the image
10.9.18 ding reflection ∙ Describe the characteristic of the image is:
- of light. formed by reflection of light a) as far behind the mirror as the
14.9.18 object is in front and the line
joining the object and image is
perpendicular to the mirror.
b) the same size as the object
c) virtual
d) laterally inverted
∙ State the laws of reflection of light
∙ Draw ray diagrams to show the position Discuss the laws of reflection
and characteristics of the image formed by a
i. plane mirror Draw the ray diagrams to determine the position and
ii. convex mirror characteristics of the image formed by a
iii. concave mirror a) plane mirror
b) convex mirror
∙ Describe applications of reflection of light c) concave mirror

∙ 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

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(31) 5.2 Understandi A student is able to: Observe situations to gain an idea of refraction Real depth –
27.8.18 ng refraction of ∙ Explain refraction of light Conduct an experiment to find the relationship between the angle Dalam nyata
- light. of incidence and angle of refraction to obtain Snell’s law. Apparent depth
31.8.18 – dalam ketara
∙ Define refractive index as
Carry out an activity to determine the refractive index of a glass or
perspex block
∙ Determine the refractive index of a glass
or Perspex block Discuss the refractive index, , as
Speed of light in a vacuum
∙ State the refractive index, , as
Speed of light in a medium
Speed of light in a vacuum
Speed of light in a medium
Research and report on phenomena due to refraction, e.g. apparent
depth, the twinkling of stars.
∙ Describe phenomena due to refraction
Carry out activities to gain an idea of apparent depth. With the aid
of diagrams, discuss real depth and apparent depth.

Solve problems involving refraction of light


∙ Solve problems involving refraction of light
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
(32) 5.3 Understandi A student is able to: Carry out activities to show the effect of increasing the angle of
3.9.18 ng total internal ∙ Explain total internal reflection of light incidence on the angle of refraction when light travels from a
- reflection of ∙ Define critical angle (c) denser medium to a less dense medium to gain an idea about total
7.9.18 light. internal reflection and to obtain the critical angle.

Discuss with the aid of diagrams:


a) total internal reflection and
∙ Relate the critical angle to the refractive critical angle
b) the relationship between critical
angle and refractive angle
index i.e
Research and report on
a) natural phenomena involving total
internal reflection
∙ Describe natural phenomenon involving
b) the applications of total
total internal reflection
reflection e.g. in
∙ Describe applications of total internal
telecommunication using fibre
reflection
optics.
Solve problems involving total internal reflection
∙ Solve problems involving total internal
reflection

(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

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(30) ∙ Draw ray diagrams to show the positions and With the help of ray diagrams, discuss focal point and focal thermal
13.8.18 characteristics of the images formed by a convex length equilibrium –
- lens. keseimbangan
17.8.18 ∙ Draw ray diagrams to show the positions and Draw ray diagrams to show the positions and characteristic of the terma
characteristics of the images formed by a concave images formed by a
lens. a) convex lens b) concave lens

Carry out activities to gain an idea of magnification.


∙ Define magnification as
With the help of ray diagrams, discuss magnification.
∙ Relate focal length (f) to the object
Carry out activities to find the relationship between u, v and f
distance (u) and image distance (v)

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.

Solve problems involving to lenses


∙ Construct an optical device that uses lenses.

∙ Solve problems involving to lenses.

LEARNING AREA:4.HEAT

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(34) 4.1 Understandi A student is able to: Carry out activities to show that thermal equilibrium is a condition thermal
17.9.18 ng thermal ∙ Explain thermal equilibrium in which there is no net heat flow between two objects in thermal equilibrium –
- equilibrium. contact keseimbangan
21.9.18 terma
Use the liquid-in-glass thermometer to explain how the volume of
a fixed mass of liquid may be used to define a temperature scale.
∙ Explain how a liquid in glass thermometer
works

(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

Plan and carry out an activity to determine the specific heat


capacity of Guide students to
a) a liquid b) a solid analyse the unit of c
∙ Determine the specific heat capacity of a as or
liquid.
∙ Determine the specific heat capacity of a
solid

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
(35) ∙ Describe applications of specific heat capacity Research and report on applications of specific heat capacity.
24.9.18
- ∙ Solve problems involving specific heat Solve problems involving specific heat capacity.
28.9.18 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

Week Learning Learning Outcomes Suggested Activities Notes Vocabulary


Objective
4.4 Understandi A student is able to: Use a model or view computer simulations on the behaviour of
(36) ng the gas laws ∙ explain gas pressure, temperature and molecules of a fixed mass of gas to gain an idea about gas pressure,
volume in terms of gas molecules. temperature and volume.
1.10.18 Discuss gas pressure, volume and temperature in terms of the
behaviour of molecules based on the kinetic theory.
-
∙ Determine the relationship between Plan and carry out an experiment on a fixed mass of gas to
5.10.1 pressure and volume at constant temperature determine the relationship between:
8 for a fixed mass of gas, i.e pV = constant a) pressure and volume at constant temperature
∙ Determine the relationship between volume b) volume and temperature at constant pressure
and temperature at constant pressure for a c) pressure and temperature at constant volume
fixed mass of gas, i.e V/T = constant
∙ Determine the relationship between Extrapolate P-T and V-T graphs or view computer simulations to
pressure and temperature at constant volume show that when pressure and volume are zero the temperature on a
for a fixed mass of gas, i.e p/T = constant P-T and V-T graph is – 2730C.
∙ Explain absolute zero Discuss absolute zero and the Kelvin scale of temperature
∙ Explain the absolute/Kelvin scale of
temperature Solve problems involving the pressure, temperature and volume of a
fixed mass of gas.
∙ Solve problems involving pressure,
temperature and volume of a fixed mass of gas

37-39 8 - 26.10.18 PEPERIKSAAN AKHIR TAHUN TINGKATAN 4


40-41 29.10 - 9.11.18 PERBINCANGAN KERTAS SOALAN & ONLINE SAPS
42 12 - 16.11.18 SPM BERMULA
43 19 - 23.11.18 HARI GANTI PERSEKOLAHAN

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