1.2 A student is able to: Discuss base quantities and derived Base quantities are: Base quantities-
Understanding base • explain what base quantities and quantities. length (l), mass(m), time kuantiti asas
quantities and derived derived quantities are (t), temperature (T) and Derived quantities –
quantities • list base quantities and their units From a text passage, identify physical current (I) kuantiti terbitan
• list some derived quantities and quantities then classify them into base Length- panjang
their units. quantities and derived quantities. Suggested derived Mass – jisim
quantities: foce (F) Temperature – suhu
• express quantities using prefixes. List the value of prefixes and their Density ( ρ ) , volume (V) Current – arus
• express quantities using scientific abbreviations from nano to giga, eg. nano and velocity (v) Force – daya
notation (10-9), nm(nanometer) More complex derived Density – ketumpatan
quantities may be Volume – isipadu
Discus the use of scientific notation to discussed Velocity - halaju
express large and small numbers.
Week Learning Learning Outcomes Suggested Activities Notes Vocabulary
Objective
• express derived quantities as well Determine the base quantities( and units) When these quantities Scientific notation –
as their units in terms of base in a given derived quantity (and unit) from are introduced in their bentuk piawai
quantities and base units. the related formula. related learning areas. Prefix- imbuhan
1.3 A student is able to: Carry out activities to show that some
Understanding scalar • define scalar and vector quantities can be defined by magnitude
and vector quantities quantities only whereas other quantities need to be
defined by magnitude as well as direction.
• describe applications of
Research and report on the applications of
conservation of momentum
conservation of momentum such as in
rockets or jet engines .
2.8 Understanding A student is able to: Carry out activity or view computer When considering a
gravity • explain acceleration due to simulations to gain an idea of body falling freely, g Gravitational field –
gravity acceleration due to gravity. (= 9.8 m/s2) is its medan gravity
Discuss acceleration but when
a) acceleration due to gravity it is at rest, g (=9.8
• state what a gravitational b) a gravitational field as a N/kg) is the Earth’s
field is region in which an object gravitational field
• define gravitational field experiences a force due to strength acting on it.
strength gravitational attraction and The weight of an
c) gravitational field strength object of fixed mass
(g) as gravitational force per unit is dependent on the g
mass exerted on it.
Carry out an activity to determine the
value of acceleration due to gravity.
Discuss weight as the Earth’s
• determine the value of gravitational force on an object
acceleration due to gravity
3.2 Understanding A student is able to: Observe situations to form ideas that Depth – kedalaman
pressure in liquids • relate depth to pressure in a pressure in liquids: Density –
liquid a) acts in all directions ketumpatan
b) increases with depth Liquid - cecair
• relate density to pressure in a Observe situations to form the idea
liquid that pressure in liquids increases with
density
Relate depth (h) , density (ρ ) and
• explain pressure in a liquid and
gravitational field strength (g) to
state that P = hρ g
pressure in liquids to obtain P = hρ g
• describe applications of Research and report on
pressure in liquids. a) the applications of pressure in
liquids
b) ways to reduce the negative
effect of pressure in liquis
• Solve problems involving Solve problems involving pressure in
pressure in liquids. liquids.
3.5 Applying A student is able to: Carry out an activity to measure the
Archimedes’ • Explain buoyant force weight of an object in air and the Have students recall
principle. weight of the same object in water to the different forms of
gain an idea on buoyant force. energy.
• Relate buoyant force to the Conduct an experiment to investigate
weight of the liquid displaced the relationship between the weight
of water displaced and the buoyant
force.
• State Archimedes’ principle. 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 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.
3.6 Understanding A student is able to: Carry out activities to gain the idea
Bernoulli’s • State Bernoulli’s principle that when the speed of a flowing fluid
principle. • Explain that resultant force increases its pressure decreases, e.g.
exists due to a difference in blowing above a strip of paper, blowing
fluid pressure through straw, between two pingpong
balls suspended on strings.
LEARNING AREA:4.HEAT
4.2 Understanding A student is able to: Observe th change in temperature Heat capacity only specific heat
specific heat • Define specific heat capacity ( when: relates to a particular capacity – muatan
capacity c) a) the same amount of heat is used to object whereas haba tentu
Q heat different masses of water. specific heat capacity
• State that c = b) the same amount of heat is used to relates to a material
mc
heat the same mass of different
liquids.
Discuss specific heat capacity
Guide students to
• Determine the specific heat Plan and carry out an activity to analyse the unit of c
capacity of a liquid. determine the specific heat capacity as Jkg −1 K −1 or
• Determine the specific heat of Jkg −1 o
C −1
4.3 Understanding A student is able to: Carry out an activity to show that Melting –peleburan
specific latent heat • State that transfer of there is no change in temperature Solidification-
heat during a change of phase when heat is supplied to: pemejalan
does not cause a change in a) a liquid at its boiling point. Condensation –
temperature b) a solid at its melting point. kondensasi
With the aid of a cooling and heating Specific latent
curve, discuss melting, solidification, heat – haba pendam
boiling and condensation as processes tentu
involving energy transfer without a
change in temperature.
LEARNING AREA:5.LIGHT
• Relate the critical angle to the Discuss with the aid of diagrams:
1 a) total internal reflection and
refractive index i.e η = critical angle
sin c
b) the relationship between critical
angle and refractive angle
Research and report on
• Describe natural phenomenon
a) natural phenomena involving total
involving total internal reflection
internal reflection
• Describe applications of total
b) the applications of total
internal reflection reflection e.g. in
telecommunication using fibre
optics.
Solve problems involving total internal
• Solve problems involving total reflection
internal reflection
5.4 Understanding A student is able to: Use an optical kit to observe and
lenses. • Explain focal point and focal measure light rays traveling through
length convex and concave lenses to gain an
• determine the focal point and idea of focal point and focal length.
focal length of a convex lens Determine the focal point and focal
• determine the focal point and length of convex and concave lenses.
focal length of a concave lens