1

LEARNING AREA : 1.0 INTRODUCTION TO PHYSICS

WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
1
(1/2 week )
(80 mins.)
1.1 Understanding physics A student is able to
!"plain what physics is.
#ecogni$e the physics in
e%eryday ob&ects and natural
phenomena.
'bser%e e%eryday ob&ects such as a
table( a pencil( a mirror etc and
discuss how they are related to
physics concepts.
)iew a %ideo on natural phenomena
or e%eryday li*e e"periences and
discuss how they are related to
physics concepts.
+iscuss *ields o* study in physics
such as *orces( motion( heat( light etc.

Why the colour of leave is green?
Why you feel cool when you walk
under roof but feel hot under the
sun?
What can you say about our tallest
building (Petronas twin tower) relating
with physics?
Teaching Aids
,ower point slides about
bird *ly( how the bird *ly(
engineer building an aero
plane( aero plane in the
air
(use o* -./ or
courseware integration is
pre*erable)
CCTS
#elating
oral !alues
0a%ing an interest and
curiosity towards the
en%ironment.
2
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
(80 mins)
1.2 Understanding base
1uantities and deri%ed
1uantities
A student is able to
!"plain what base
1uantities and deri%ed
1uantities are
2ist base 1uantities
and their units
2ist some deri%ed and
their units
!"press 1uantities
using pre*i"es
+iscuss base 1uantities and deri%ed
1uantities are.
What are the differences between
base "uantities and derived
"uantities#
Why is it i$portant to use S#%# unit?
Pupils fill a table with base and
derived "uantities
Pupils recite $ne$onic with
abbreviation unit with scientific
notation
3rom a te"t passage( identi*y physical
1uantities then classi*y them into base
1uantities and deri%ed 1uantities
2ist the %alue o* pre*i"es and their
abbre%iations *rom nano to giga( e.g
nano ( 10
45
)( nm ( nanometer )
+iscuss the use o* scienti*ic notation
to e"press large and small numbers
6ur* the net about the base 1uantities
pre*i"es ( con%ertion o* unit and
deri%ed 1uantities.
(http//www.bipm.*r./enus/746-/si.html)
Teaching Aids
A1uarium with
accessories
CCTS
6e1uencing
)isuali$ing
oral !alues
0onesty
6ystematic
!ocabulary
+ensity
)olume(
)elocity
6cienti*ic notation(
,re*i"
8ase 1uantities
+eri%e 1uantities
2ength
/ime
/emperature(
.urrent
3orce
3
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
9 week
(:0 mins)
1.7 Understanding scalar and
%ector 1uantities
A student is able to
+e*ine scalar and
%ector 1uantities
;i%e e"amples o*
scalar and %ector
1uantities
.arry out acti%ities to show that some
1uantities can be de*ined by
magnitude only whereas other
1uantities need to be de*ined by
magnitude as well as direction
What does the nu$ber indicate?
What do the pointers indicate?
Can you calculate the ti$e you spend
to study physics in a day in $inute?
Surf the net about duration ti$e taken
by an aero plane (Air Asia) for a
destination#
(www.airasia.com)
6how a plan o* location o* a housing
area
to determine displacement and
distance (the di**erences between
scalar and %ector)
.an you identi*y physical 1uantities in
your school compound. 2ist out all the
1uantities into scalar and %ector
1uantities
.ompile a list o* scalar and %ector
1uantities
Teaching Aids
.lock( )oltmeter(
Ammeter
CCTS
.omparing( contrasting
oral !alues
Appreciating contribution
o* science and technology
!ocabulary
1 9 week
(120 mins)
1.: Understanding
measurement
A student is able to
<easure physical
1uantities using
appropriate
.hoose the appropriate instrument *or
a gi%en measurement
,upils throw plasticine balls on the
Teaching Aids
)ernier caliper(
micrometer gauge( meter
ruler( ammeter( %oltmeter(
4
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
instruments
!"plain accuracy and
consistency
!"plain sensiti%ity
!"plain types o*
e"perimental error
Use appropriate
techni1ues to reduce
errors
bull=s eyes on the board to
understand the concept o*
consistency and accuracy
+iscuss consistency and accuracy
using the distribution o* gunshots on a
target as an e"ample
+iscuss the sensiti%ity o* %arious
instruments
.reate models *or time( mass
measurement
,upils make obser%ation on di**erent
instrument to measure the same
ob&ect.
+emonstrate through e"amples
systematic errors and random errors.
+iscuss what systematic and random
errors are
Use appropriate techni1ues to reduce
error in measurement such as
repeating measurements to *ind the
a%erage and compensating *or $ero
error
thermometer
(neraca peka)
CCTS
.omparing
oral !alues
8eing honest( systematic
!ocabulary
Accuracy& consistency&
syste$atic error& rando$
error& sensitivity
1 week
(80 mins)
1.> Analysing scienti*ic
in%estigations
A student is able to
-denti*y %ariables in a
gi%en situation
-denti*y a 1uestion
suitable *or scienti*ic
in%estigation
%nduction set
?hy the helicopter *all and crash. /ry
to in%estigate the reason. +iscuss in
group how to plan a strategy o*
in%estigation.
Teaching Aids
@oyo( ,endulum
CCTS
Analy$ing(
#elating(
5
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
3orm a hypothesis
+esign and carry out a
simple e"periment to
test the hypothesis
#ecord and present
data in a suitable *orm
-nterpret data to draw
a conclusion
?rite a report o* the
in%estigation
'bser%ed a situation and suggest
1uestions suitable *or a scienti*ic
in%estigation. +iscuss to
a) identi*y a 1uestion suitable *or
scienti*ic in%estigation
b) identi*y all the %ariables
c) *orm a hypothesis
d) plan the method o*
in%estigation including
selection o* apparatus and
work procedures
3ind out why the elongation o* the
spring is longer when a 10 kg
baby is placed in a swing
compare to > kg baby.
+esign an e"periment to
in%estigate how the mass o* the
car a**ect the acceleration.
.arry out an e"periment and
a) collect and tabulate data
b) present data in a suitable
*orm
c) interpret the data and draw
conclusions
d) write a complete report
6uggested e"periment
pendulum
yoyo
<aking conclusion(
in*erence(
)isuali$ing(
!"perimenting
<aking decision
,roblem sol%ing
oral !alues
/hinking rationally(
.ritical and analytical
thinking(
8eing *air and &ust
!ocabulary
6
LEARNING AREA: 2. FORCES AND MOTION
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING ACTIVITIES STRATEGIES
1A0
<-BU/!6
( : ,!#-'+)
2.1
Analysing linear motion
A student is able to
de*ine distance and
displacement
de*ine speed and %elocity
and state that v ' s
t
de*ine acceleration and
deceleration and state that a
' v ( u
t
calculate speed and %elocity
calculate acceleration/
deceleration
sol%e problems on linear
motion with uni*orm
acceleration using
i. % C u D at
ii. s C ut D 9at
2
iii. %
2
C u
2
D 2as
.arry out acti%ities to gain an idea o*
a) distance and displacement
b) speed and %elocity
c) acceleration and deceleration
!"amples
1. Use pictures to show the motion o* an
ob&ect mo%ing o%er a hill and through a
tunnel.
.arry out acti%ities using a data
logger/graphing calculator/ticker timer to
a) identi*y when a body is at rest( mo%ing
with uni*orm %elocity or non4uni*orm
%elocity
b) determine displacement( %elocity and
acceleration
6ol%e problem using the *ollowing e1uation
o* motion
/!A.0-B; A-+
,hotos
../6
.omparing and
contrasting
<'#A2 )A2U!
0a%ing critical and
analytical thinking
80
<-BU/!6
(2 ,!#-'+)
2.2
Analysing motion graphs
A student is able to
,lot and interpret
displacement4time and
%elocity4time graphs.
deduce *rom the shape o* a
displacement4time graph
when a body is
i. at rest
ii. mo%ing with uni*orm
.arry out acti%ities using a data
logger/graphing calculator/ticker timer to
plot
i. displacement4time graph
ii. %elocity4time graph
!"amples
6tudents practice plotting displacement4
time graph and %elocity E time graph *rom a
set o* gi%en data.
/!A.0-B; A-+
;raph *rom internet( .+
about motion.
../6
<aking hypothesis(
analy$ing and
conclusion.
<'#A2 )A2U!
7
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING ACTIVITIES STRATEGIES
%elocity
iii. mo%ing with non4
uni*orm %elocity
+etermine distance(
displacement and %elocity *or
a displacement4time graph.
+educe *rom the shape o* a
%elocity4time graph when a
body is
i. at rest
ii. mo%ing with uni*orm
%elocity
iii. mo%ing with non4
uni*orm %elocity
+etermine distance(
displacement( %elocity and
acceleration *rom a %elocity4
time graph.
6ol%e problems on linear
motion with uni*orm
acceleration.
+escribe and interpret
a) displacement4time graph and
b) %elocity4time graph
+etermine distance( displacement( %elocity
and acceleration *rom displacement4time
and %elocity4time graphs.
6ol%e problems on linear motion with
uni*orm acceleration in%ol%ing graphs.
0a%ing critical and
analytical thinking
80
<-BU/!6
( 2 ,!#-'+)
2.7
Understanding inertia
A student is able to
!"plain what inertia is.
#elate mass to inertia.
;i%e e"amples o* situation
in%ol%ing inertia.
6uggest ways to reduce the
negati%e e**ect o* inertia.
.arry out acti%ities/%iew computer
simulations/ situations to gain an idea on
inertia.
.arry out acti%ities to *ind out the
relationship between inertia and mass.
#esearch and report on
a) the positi%e e**ect o* inertia
b) ways to reduce the negati%e e**ects o*
/!A.0-B; A-+
,ictures showing a
bo"er and his training
tools.
../6
#elating.
<'#A2 )A2U!
#ealising that science is
8
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING ACTIVITIES STRATEGIES
inertia a mean to understand
nature
1A0
<-BU/!6
( : ,!#-'+)
2.:
Analysing momentum
A student is able to
+e*ine the momentum o* an
ob&ect.
+e*ine momentum (p) as the
product o* mass ($) and
%elocity (v) i.e. p' $v
6tate the principle o*
conser%ation o* momentum
+escribe applications o*
conser%ation o* momentum.
6ol%e problem in%ol%ing
momentum.
.arry out acti%ities/%iew computer
simulations to gain an idea o* momentum
by comparing the e**ect o* stopping two
ob&ects
a) o* the same mass mo%ing at di**erent
speeds
b) o* di**erent masses mo%ing at the same
speed
+iscuss momentum as the product o* mass
and %elocity.
)iew computer simulations on collisions
and e"plosions to gain an idea on the
conser%ation o* momentum.
.onduct an e"periment to show that the
total momentum o* a closed system is a
constant.
.arry out acti%ities that demonstrate the
conser%ation o* momentum e.g. water
rockets.
#esearch and report on the applications o*
conser%ation o* momentum such as in
rockets or &et engines.
/!A.0-B; A-+
,icture showing
skateboard motion.
../6
<aking in*erences(
comparing and
contrasting.
<'#A2 )A2U!6
8eing responsible about
the sa*ety o* onesel*(
others( and the
en%ironment
9
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING ACTIVITIES STRATEGIES
1A0
<-BU/!6
( : ,!#-'+)
2.>
Understanding the e**ects
o* a *orce
A student is able to
+escribe the e**ects o*
balanced *orces acting on an
ob&ect.
+escribe the e**ects o*
unbalanced *orces acting on
an ob&ect.
+etermine the relationship
between *orce( mass and
acceleration i.e. ) ' $a.
6ol%e problems using )
' $a
?ith the aim o* diagrams( describe the
*orces acting on an ob&ect
a) at rest
b) mo%ing at constant %elocity
c) accelerating
!"amples
Use a remote control car to show the e**ect
o* a *orce acting on an ob&ect
a) at rest
b) mo%ing at constant %elocity
c) accelerating
.onducting e"periments to *ind the
relationship between
a) acceleration and mass o* an ob&ect
under constant *orce
b) acceleration and *orce *or a
constant mass
6ol%e problem using ) ' $a
/!A.0-B; A-+
<o%ie showing a
bicycle racing.
../6
<aking in*erences(
hypothesis( analy$ing
and making conclusion.
<'#A2 )A2U!
8eing systematic
80
<-BU/!6
( 2 ,!#-'+)
2.A
Analysing impulse and
impulsi%e *orce
A student is able to
!"plain what an impulsi%e
*orce is.
;i%e e"amples o* situations
in%ol%ing impulsi%e *orces.
+e*ine impulsi%e as an
e"plosion. i.e. change o*
momentum( i.e.
)t ' $v ( $u
+e*ine impulsi%e *orce as the
)iew computer simulations o* collisions
and e"plosions to gain an idea on
impulsi%e *orce.
+iscuss
a) impulse as change o* momentum
b) an impulsi%e *orce as the rate o*
change o* momentum in a collision or
e"plosion
c) how increasing or decreasing time o*
impact a**ects the magnitude o* the
/!A.0-B; A-+
,hotos showing high
&ump and pole %ault
../6
<aking generali$ations
and generating ideas.
<'#A2 )A2U!6
8eing systematic
10
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING ACTIVITIES STRATEGIES
rate o* change o* momentum
in a collision or e"plosion( i.e.
) ' $v * $u
t
!"plain the e**ect o*
increasing or decreasing time
o* impact on the magnitude
o* the impulsi%e *orce.
+escribe situations where an
impulsi%e *orce needs to be
reduced and suggest ways to
reduce it.
describe situation where an
impulsi%e *orce is bene*icial
sol%e problems in%ol%ing
impulsi%e *orce
impulsi%e *orce
#esearch and report situations where
a) an impulsi%e *orce needs to be reduced
and how it can be done
b) an impulsi%e *orce is bene*icial
6ol%e problems in%ol%ing impulsi%e *orce
80
<-BU/!6
( 2 ,!#-'+)
2.F
8eing aware o* the need *or
sa*ety *eatures in %ehicles
A student is able to
describe the importance o*
sa*ety *eatures in %ehicles
#esearch and report on the physics o*
%ehicle collisions and sa*ety *eatures in
%ehicles in terms o* physics concepts.
+iscuss the importance o* sa*ety *eatures
in %ehicles.
!"amples group presentation about the
sa*ety *eatures in %ehicles.
/!A.0-B; A-+
,amphlets *rom car
company( internet
../6
!%aluating and
generating ideas.
<'#A2 )A2U!6
8eing responsible about
the sa*ety o* onesel*(
others( and the
en%ironment
11
LEARNING AREA : 3.0 FORCES AND PRESSURE
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
(.:0 min.)
7.1
Understanding pressure
A student is able to
+e*ine pressure and state
that
, C
A
F

+escribe applications o*
pressure.
6ol%e problems in%ol%ing
pressure
,ressure is de*ined as *orce per unit
area.
Unit C Bm
42
/ ,ascal (,a)
Acti%ities
'bser%e the e**ects o* the *orce acting
on the area o* di**erent si$es by using
a) a single / many thumbtacks
b) sharp / blunt kni*e
re*le"ology
+iscuss pressure as *orce per unit
area
#esearch and report on applications
o* pressure
6ol%e problems in%ol%ing pressure
Teaching Aids
%ideo clip pictures
4 ski
4 tractor / army tank
4 high heel shoes / sports
shoes
CCTS
#elating and application
oral !alues
0a%ing an interest and
appreciate the presence
o* pressure in e%ery day
li*e.
CCTS
Application and problems
sol%ing.
( 80 mins.)
7.2
Understanding pressure in
li1uids
A student is able to
relate depth to pressure ia a
li1uid
relate density to pressure in
a li1uid
'bser%e situations to *orm ideas that
pressure in li1uids
a) acts in all directions
b) increases with depth
Using a plastic container with holes at
di**erent height *illed with water to
show pressure increases with depthG
Using a balloon poked with a *ew
holes( attach to the water tap and turn
Teaching Aids
)ideo
E pressure increases
with depth
4 swimming at di**erent
depth ( pressure
increase( pain increase)
CCTS
#elating
12
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
e"plain pressure in a li1uid
and state that , C h+g
describe applications o*
pressure in li1uids
sol%e problems in%ol%ing
pressure in li1uids
it on to show that the pressure acts in
all directions.
'bser%e situations to *orm the ideas
that pressure in li1uids increases with
density.
!"periment /o in%estigate the e**ects
o* pressure depends on
a) depth
b) density
#elate depth ( h )& density (+) and
gra%itational *ield strength (g) to
obtain
, C h+g
#esearch and report on
a) the applications o* pressure in
li1uids
b) ways to reduce the negati%e
e**ects o* pressure in li1uids
!"amples o* 1uestions in%ol%ing
pressure in li1uids
oral !alues
8eing honest and
accurate in recording and
%alidating data.
!ocabulary
+epth 4 kedalaman
,icture on the structure o*
a water dam and the
water supply systems.
CCTS
Application and problems
sol%ing
( 9 week)
(80 min)
7.7 Understanding gas
pressure and atmospheric
pressure
A student is able to
e"plain gas pressure.
e"plain atmospheric
pressure.
.arry out acti%ities to gain an idea o*
gas pressure and atmospheric
pressure.
Acti%ities
a) ,ush a piston into the
cylinder o* a syringe with its
no$$le closed.
b) Use a kinetic theory model to
,nit-
1 atmosphere C FA0
mm0g C 10.7 m water C
101700 ,a
1 milibar C 100 ,a
CCTS-
#elating( comparing
13
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
describe application o*
atmospheric pressure.
sol%e problems in%ol%ing
atmospheric pressure and
gas pressure
show motion o* gas
molecules produces a
pressure.
+e*inition
.ollisions o* gas molecules on any
sur*ace produce an impulsi%e *orce(
creating the gas pressure.
Acti%ities
a) ,laced a cardboard o%er the
mouth o* a glass *illed with
water and turn it upside
down.
b) 0itting one end with meter
ruler co%ered with a *ew sheet
o* newspaper.
c) Using a straw to suck water
*rom a glass. #eplace the
straw with another straw
poked with a hole( compare
both situations.
d) ,ull a piston *rom the cylinder
o* a syringe with its no$$le
immersed in water.
+e*inition
/he atmospheric pressure is
produced by
a) .ollisions o* air molecules on
any sur*ace.
b) weight o* air abo%e any
sur*ace
oral values
#ealising that science is a
means to understand
nature

Teaching aids
,owerpoint
<oral %alues
Appreciating the
contribution o* science
ang technology
Teaching aids-
-B6/#U<!B/6 3'#
<!A6U#-B; ;A6
,#!66U#!.ppt .ourdon
/auge& )ortin .aro$eter
and Aneroid .aro$eter
Teaching aids-
<o%ie clip showing
people tracking up a
mountain e"periencing
di**iculties in breathing.
<easuring instruments.
CCTS
Application and proble$s
solving
14
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
+o a research and report on the
application o* gas and atmospheric
pressure.
Acti%ity
6how and introduce %arious type
o* instruments to measure gas
pressure (8ourdon ;auge) and
atmospheric pressure (3ortin
8arometer( Aneroid 8arometer)
Acti%ity
?atch a mo%ie clip and answer
1uestions regarding decreasing
atmospheric pressure with
altitudes.
+e*inition
/he atmospheric pressure decreases
with altitudes because the density o*
air is reduced at higher altitudes.
6ol%e problems in%ol%ing atmospheric
and gas pressure including barometer
and manometer readings.
(1 week )
(1A0 mins.)
7.:
Applying ,ascal=s ,rinciple
A student is able to
6tate ,ascal=s ,rinciple
!"plain hydraulic system.
'bser%e situations to *orm the idea
that pressure e"erted on an enclosed
li1uid is transmitted e1ually to e%ery
part o* the li1uid.
+iscuss hydraulic system as a *orce
multiplier to obtain
+emonstrate e"periment
(,iston and .onical *lask
with hole( pressing
toothpaste)
+emonstrate e"periment
(0ydraulic system)
%ideo clip 4
15
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
+escribe application o*
,ascal=s ,rinciple
6ol%e problems in%ol%ing
,ascal=s ,rinciple
force input
force Output
C
area piston input
area piston Output
#esearch and report on the
applications o* ,ascal=s ,rinciple
6ol%e problems in%ol%ing ,ascal=s
,rinciple
Application o* hydraulic
system and brake system
CCTS
#elating
oral !alues
0a%ing an interest and
curiosity towards the
en%ironment.
(1 ?eek)
(1A0 min)
7.> Applying Archimedes=s
,rinciple
A student is able to
!"plain buoyant *orce
#elate buoyant *orce
to the weight o* the
li1uid displaced
6tate Archimedes=s
,rinciple
+escribe applications
o* Archimedes=s
,rinciple
6ol%e problem
in%ol%ing
Archimedes=s ,rinciple
.arry out an acti%ity to measure the
weight o* an ob&ect in air and the
weight o* the same ob&ect in water to
gain an idea on buoyant *orce
.onduct an e"periment to in%estigate
the relationship between the weight o*
water displaced and buoyant *orce
+iscuss buoyant in terms o*
a) an ob&ect that is totally or
partially submerged in a *luid
e"periences a buoyant *orce
e1ual to the weight *orce e1ual to
the weight o* *luid displaced
b) the weight o* a *reely *loating
ob&ect being e1ual to the weight o*
*luid displaced
c) a *loating ob&ect has a density
less that or e1ual to the density o*
the *luid in which it is *loating
.onduct e"periment
(8uoyant 3orce)
+emonstrate e"periment
+emonstrate e"periment
+emonstrate e"periment
)ideo clip
Animations o*
submarines( hydrometer(
hot air balloons(
ad%ertisement balloon
and ship
../6
#elating
16
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
#esearch and report on the
applications o* Archimedes=s ,rinciple
6ol%e problems in%ol%ing
Archimedes=s ,rinciple
<oral %alues
0a%ing an interest and
curiosity towards the
en%ironment.
(1 ?eek)
( 1A0 min.)
7.A Understanding 8ernoulli=s
,rinciple
Understanding base
1uantities and deri%ed
1uantities
A student is able to
6tate 8ernoulli=s ,rinciple
!"plain that a resultant *orce
e"its due to a di**erence in
*luid pressure
+escribe applications o*
8ernoulli=s ,rinciple
6ol%e problem in%ol%ing
8ernoulli=s ,rinciple
.arry out acti%ities to gain the idea
when the speed o* a *lowing *luid
increases its pressure decreases
.arry out acti%ities to show that a
resultant *orce e"ists due to a
di**erence in *luid pressure
)iew a computer simulation to
obser%e air *low o%er an aero*oil to
gain an idea an li*ting *orce
#esearch and report an the
applications o* 8ernoulli=s ,rinciple
6ol%e problems in%ol%ing 8ernoulli=s
,rinciple
+emonstrate
(blowing abo%e a strip o*
paper( blowing through
between two ping pong
balls suspended on
strips)
Applications o* 8ernoulli=s
,rinciple
8unsen 8urner (
insecticide spray and
carburetor
CCTS
#elating
oral !alues
0a%ing an interest and
curiosity towards the
en%ironment
17
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
(80
minutes)

(1 week)
(1A0
minutes)
:.1
Understanding /hermal
!1uilibrium
:.2 Understanding 6peci*ic
0eat .apacity.
A student is able to
!"plain thermal
e1uilibrium
!"plain how a li1uid4in4
glass thermometer works.
A student is able to
+e*ine speci*ic heat
capacity (c).
6tate that c C H/mI
+iscuss the de*inition o*
thermal e1uilibrium the
trans*ormation o* energy *rom A to 8
and 8 to A are same.
+emonstrate acti%ities to
show that thermal e1uilibrium is a
condition in which there is not heat
*low between two ob&ects in thermal
contact.
+iscuss the e"pansion o*
li1uid with the increase o* it
temperature and *actors a**ecting
the increase in %olume.
+iscuss how a thermometer
is calibrated.
'bser%e and discuss the
change in temperature when
- di**erent mass o*
water is being heated by the
same heater *or the same
amount o* time.
- 6ame mass o*
di**erent types o* li1uid by the
same heater *or the same
amount o* time.
,lan and
carry out an e"periment to
Teaching Aids
<ercury thermometer
(use o* -./ or courseware
integration is pre*erable)
CCTS
#elating( -n%enting(
,redicting
oral !alues
.ooperati%e
!ocabulary
/hermal e1uilibrium
Teaching Aids
Apparatus o* the
e"periment.
?orksheet o* past years
1uestions.
/utorial 1uestions.
CCTS
,roblem sol%ing(
.omparing
!"perimenting
18
LEARNING AREA : 4.0 HEAT
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
:.7 6peci*ic
2atent
0eat
:.7 Understanding 6peci*ic
2atent 0eat
A student is able to
6tate that trans*er o*
heat during a change o*
phase does not cause a
change in temperature.
+e*ine speci*ic latent
heat ( l )
6tate that l C H / m
+etermine the speci*ic
latent heat o* *usion
6ol%e the problem
in%ol%ing speci*ic latent heat
determine the speci*ic heat capacity
o*
- A li1uid
- A solid
-
.ollect and interpret data on
applications o* speci*ic heat
capacity *rom the internet.
;i%e handouts to the students
containing past years 1uestions
related to speci*ic heat capacity.
+emonstrate and discuss
these
4 Bo change in temperature
when heat is supplied to boiling
water and melting ice.
+iscuss melting( solidi*ication(
boiling and condensation as
processes in%ol%ing energy trans*er
without the change in temperature
with the aid o* a cooling and heating
cur%e ( computer simulation )
+iscuss
4 2atent heat in term o*
molecular
beha%ior
4 6peci*ic latent heat
,lan and carry out
e"periment to determine speci*ic
oral !alues
.ooperati%e
!ocabulary
0eat .apacity
6peci*ic 0eat .apacity
Teaching Aids
-./
Apparatus o* the
e"periments.
?orksheet o* past years
1uestions.
/utorial 1uestions
CCTS
,roblem sol%ing(
.omparing(
!"perimenting
oral !alues
.ooperation.
#elating
?orking independently
!ocabulary
2atent 0eat
6peci*ic 2atent 0eat
19
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
(2
weeks)
(720
minutes)
:.:Understanding ;as 2aw
A student is able to
!"plain gas pressure(
temperature and %olume in
terms o* the beha%iour o*
gas molecule.
+etermine the
relationship between
pressure and %olume at
constant temperature *or a
*i"ed mass o* gas i.e. P!'
constant.
+etermine the
relationship between
%olume and temperature at
constant pressure *or a
*i"ed mass o* gas i.e. !0T'
constant.
+etermine the
relationship between
pressure and temperature
at constant %olume *or a
*i"ed mass o* gas i.e. P0T'
constant
!"plain absolute $ero.
!"plain the
latent heat o*
4 *usion
4 %apori$ation
;i%e handouts to the students
containing past year 1uestion
related to speci*ic latent heat
'bser%e computer simulation
and discuss the beha%iour o* gas
molecules in terms o* pressure(
temperature and %olume based on
Jinetic /heory.
,lan and carry out
e"periments to determine the
relationships between
- pressure and
%olume at constant temperature
*or a *i"ed mass o* gas i.e. P!'
constant.
- %olume and
temperature at constant
pressure *or a *i"ed mass o* gas
i.e. !0T' constant
- pressure and
temperature at constant %olume
*or a *i"ed mass o* gas i.e. P0T'
constant
)iew computer simulation to
show that when pressure and
%olume are $ero the temperature on
a ,4/ and )4/ graphs is 42F7
o
..
Teaching Aids
-./
Apparatus o* the
e"periments.
?orksheet o* past years
1uestions.
/utorial 1uestions
CCTS
#elating. Analysing.
.omparing.
oral !alues
.ooperation.
0onesty.
/hinking rationally.
?orking independently
!ocabulary
Absolute $ero
.harles 2aw
8oyle=s 2aw
,ressure=s 2aw
Jinetic /heory
20
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
absolute/Jel%in scale o*
temperature.
6ol%e problems
in%ol%ing pressure(
temperature and %olume o*
a *i"ed mass o* gas.
+iscuss absolute $ero and
the Jel%in scale o* temperature.
;i%e handouts to the students
containing past years 1uestions
related to problems in%ol%ing
pressure( temperature and %olume
o* a *i"ed mass o* gas.
LEARNING AREA : 5. 0 LIGHT
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES

(2 weeks )
>.1 Understanding re*lection
o* light
A student is able to
K describe the characteristics o*
the image *ormed by
re*lection o* light .
K 6tate the 2aws o* re*lection
o* light.
L i C L r
-ncident ray( re*lected ray and
the normal are on the same
plane.
K +raw ray diagrams to show
the position and characteristics
o* the image *ormed by
a. plane mirror
b. con%e" mirror
c. conca%e mirror
K'bser%e the image *ormed in a
plane mirror.

K+iscuss characteristics o* the image .
K+iscuss the 2aws o* re*lection.
K.arry out e"periment to study the
re*lection o* light on a plane mirror.
K+raw ray diagrams to determine the
position and characteristics o* the
image *ormed by
a. plane mirror
b .con%e" mirror
c. conca%e mirror
K+iscuss the e"amples
,lane mirror
4 +ressing mirror
Teaching Aids
%ideo clip( mo%ie
(use o* -./ or
courseware integration is
pre*erable)
!"periment
(#ay bo"( plane mirror(
white paper( protractor).
CCTS
;enerating ideas
<aking generali$ations.
<anipulati%e skills
oral !alues
8eing honest and
accurate .
21
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
(2 week )
>.2 Understanding #e*raction
'* 2ight
K +escribe applications o*
re*lection o* light.
K 6ol%e problems in%ol%ing
re*lection o* light.
K .onstruct a de%ice based on
the applications o* re*lection o*
light .
A student is able to
!"plain Understanding
#e*raction '* 2ight
+e*ine re*racti%e inde"
as
n C
Sin
Sin
+etermine the
re*racti%e inde" o* a
glass or ,erspe"
block.
6tate the re*racti%e ( n
as
6peed '* 2ight -n A
)acuum
4 'ptical de%ice E '0, and
periscope.

.on%e" mirror
4side mirror o* cars
K6ol%e problems in%ol%ing re*lection
o* light.
K.onstruct a de%ice based on the
application o* re*lection o* light
!"amples periscope
'bser%e situations to gain an idea on
re*raction.
+iscuss e"amples
6unset And 6traw in the water
.onduct an e"periment to *ind the
relationship between the angle o*
incidence and angle o* re*raction to
obtain 6nell= 2aw.
+iscuss the re*racti%e inde" as
6peed '* 2ight -n A )acuum
444444444444444444444444444444444444
6peed '* 2ight -n A <edium
.arry out research and write a report
on phenomena o* re*raction.
!"ample apparent depth and
twinkling o* the stars.
Appreciating the
contribution o* science
and
technology
8e cooperati%e .
Teaching Aids
%ideo clip( mo%ie
(use o* -./ or
courseware
integration is
pre*erable)
2ab Apparatus
CCTS
#elating
;enerating -deas
,redicting
<aking
generalisations
oral !alues
.ooperation
22
i
r
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES

( 1 week )
>.7 Understanding total
internal re*lection o*
light
444444444444444444444444444444444444
6peed '* 2ight -n A
<edium
+escribe phenomena
due to re*raction
A student is able to
4e"plain total internal re*lection
o* light
K de*ine critical angle (c
Kdraw ray diagrams
Krelate the critical angle to the
re*lecti%e inde" i.e
C
Kdescribe natural phenomenon
in%ol%ing total internal
re*lection.
K+escribe applications o* total
internal re*lection.
.arry out acti%ities to gain idea o*
apparent depth.
!"ample ,resent the report
.arry out acti%ities to show the e**ect
o* increasing the angle o* incidence
on the angle o* re*raction when light
tra%els *rom a denser medium to a
less dense medium to gain an idea
about total internal re*lection and to
obtain the critical angle.
+iscuss with the aid o* diagrams
i) total internal re*lection
and critical angle(c
ii) the relationship between
critical angle and
re*racti%e inde".
#esearch and report on
i) natural phenomenon
in%ol%ing total internal
re*lection eg. mirage
ii) /he applications o* total
#ealising 6cience
is a means to
understand
nature..
0a%ing an
interest and
curiosity towards
the en%ironment.
Teaching Aids
%ideo clip
!"periment (2ab
apparatus)
-./ or courseware
../
#elating
,roblem sol%ing
oral !alues
Appreciating natural
phenomenon.
!ocabulary
4/otal internal re*lection
4critical angle
23
1/sin c
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
K sol%e problems in%ol%ing total
internal re*lection.
internal re*lection( e.g in
telecommunication using
*ibre optics.
(1 week)
(80 min)
>.: Understanding lenses A student is able to
K +escribe types o* lenses
K!"plain the di**erence
between *ocus point and *ocal
length
K+raw ray diagrams to show
*ocal point( *ocal length and
characteristic o* images *ormed
by con%e" and conca%e lenses
K+e*ine magni*ication
K+etermine the relationship
Use an optical kit
'bser%e light rays tra%eling through
con%e" and conca%e lens
+raw ray diagrams to show
1.1 *ocus point
1.2 *ocal length
+etermine the *ocal point and *ocal
length o* con%e" and conca%e lenses
+escribe the characteristic o* images
*ormed by con%e" and conca%e
lenses
Using ray diagram(
Teaching Aids
1. 'ptical kit
2. (use o* -./ or
courseware integration is
pre*erable)
CCTS
1. ;enerating idea
2. #elating
7. %isualising
oral !alues
0a%ing an interest and
curiousity towards the
optical de%ices
!ocabulary
24
WEEKS
LEARNING OBJECTIVES
LEARNING OUTCOMES
TEACHING AND LEARNING
ACTIVITIES
STRATEGIES
between u& v( and f
K+escribe with the aid o* ray
diagrams( the use o* lenses in
optical de%ices
K6ol%e problems in%ol%ing
lenses
(i) discuss magni*ication and
hence
(ii) determine magni*ication by
using the *ormula
$ ' v
u
.arry out an e"periment to *ind the
relationship between u& v( and f
1 C 1 D 1
f u v

+iscuss the use o* lenses in optical
de%ices such as a telescope and
microscope
6ol%e problems in%ol%ing lenses
1# $agnification
Teaching aids
1. 2aboratory apparatus
CCTS
1.;enerating idea
2. <aking hypothesis
7. <aking in*erences
Teaching Aids
1. -./ or
courseware
integration
CCTS
1. #elating
#e4prepared by 3ai$ah 8te -smail( J, 6ains 6<J6A( Bo%ember 200F.
25