1. MINISTRY OF EDUCATION MALAYSIA
Integrated Curriculum for Secondary Schools
Curriculum Specifications
PHYSICS
Form 4
Curriculum Development Centre
Ministry of Education Malaysia
2005

3. First Edition 2005
© Ministry of Education Malaysia
All Rights reserved. No part of this book may be reproduced or transmitted in any form or by
any means electronic or mechanical, including photocopying, recording or by any information
or storage retrieval system without permission in writing from the Director of the Curriculum
Development Centre, Ministry of Education Malaysia, Level 4-8, Block E9, Government
Complex Parcel E, 62604 Putrajaya.
Perpustakaan Negara Malaysia Data Pengkatalogan-dalam-Penerbitan
Malaysia. Pusat Perkembangan Kurikulum
Physics Form 4: Integrated Kurikulum for secondary school:
curriculum specification / Pusat Perkembangan Kurikulum
ISBN

5. TABLE OF CONTENTS
Page
The National Philosophy v
The National Philosophy of Education vii
National Science Education Philosophy ix
Preface xi
Introduction 1
Aims and Objectives 2
Scientific Skills 3
Thinking Skills 4
Scientific Attitudes and Noble Values 9
Teaching and Learning Strategies 11
Content Organisation 14
Introduction to Physics 15
Forces and Motion 18
Forces and Pressure 27
Heat 32
Light 36
Acknowledgements 41
Panel of Writers 42

7. THE NATIONAL PHILOSOPHY
OUR NATION, MALAYSIA, being dedicated
to achieving a greater unity of all her people;
to maintaining a democratic way of life;
to creating a just society in which the wealth of the nation shall be equitably shared;
to ensuring a liberal approach to her rich and diverse cultural traditions;
to building a progressive society which shall be oriented toward modern science and technology;
We, her people, pledge our united efforts to attain these ends guided by these principles:
BELIEF IN GOD
LOYALTY TO KING AND COUNTRY
UPHOLDING THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
v

9. NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards further developing the potential of individuals
in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually,
emotionally and physically balanced and harmonious based on a firm belief in and devotion to
God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and
competent, who possess high moral standards and who are responsible and capable of
achieving a high level of personal well-being as well as being able to contribute to the betterment
of the family, society and the nation at large.
vii

11. NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy,
science education in Malaysia nurtures a
Science and Technology Culture by focusing
on the development of individuals who are competitive,
dynamic, robust and resilient and able to
master scientific knowledge and technological competency
ix

13. PREFACE
The aspiration of the nation to become an In a recent development, the Government has made a
industrialised society depends on science and decision to introduce English as the medium of
technology. It is envisaged that success in providing instruction in the teaching and learning of science and
quality science education to Malaysians from an early mathematics. This measure will enable students to
age will serve to spearhead the nation into becoming a keep abreast of developments in science and
knowledge society and a competitive player in the technology in contemporary society by enhancing their
global arena. Towards this end, the Malaysian capability and know-how to tap the diverse sources of
education system is giving greater emphasis to science information on science written in the English language.
and mathematics education. At the same time, this move would also provide
opportunities for students to use the English language
The Physics curriculum has been designed not only to and hence, increase their proficiency in the language.
provide opportunities for students to acquire science Thus, in implementing the science curriculum, attention
knowledge and skills, develop thinking skills and is given to developing students’ ability to use English
thinking strategies, and to apply this knowledge and for study and communication, especially in the early
skills in everyday life, but also to inculcate in them years of learning.
noble values and the spirit of patriotism. It is hoped that
the educational process en route to achieving these The development of this curriculum and the preparation
aims would produce well-balanced citizens capable of of the corresponding Curriculum Specifications have
contributing to the harmony and prosperity of the nation been the work of many individuals over a period of
and its people. time. To all those who have contributed in one way or
another to this effort, may I, on behalf of the Ministry of
The Physics curriculum aims at producing active Education, express my sincere gratitude and thanks for
learners. To this end, students are given ample the time and labour expended.
opportunities to engage in scientific investigations
through hands-on activities and experimentations. The
inquiry approach, incorporating thinking skills, thinking
strategies and thoughtful learning, should be
emphasised throughout the teaching-learning process. (MAHZAN BIN BAKAR SMP, AMP)
The content and contexts suggested are chosen based Director
on their relevance and appeal to students so that their Curriculum Development Centre
interest in the subject is enhanced. Ministry of Education Malaysia
xi

15. students to continue their science education at the
INTRODUCTION upper
As articulated in the National Education
Policy, education in Malaysia is an on-going effort secondary level. Core Science at the upper secondary
towards developing the potential of individuals in a level is designed to produce students who are literate in
holistic and integrated manner to produce individuals science, innovative, and able to apply scientific knowledge
who are intellectually, spiritually, emotionally and in decision-making and problem solving in everyday life.
physically balanced and harmonious. The primary
and secondary school science curriculum is The elective science subjects prepare students who
developed with the aim of producing such individuals. are more scientifically inclined to pursue the study of
science at post-secondary level. This group of students
As a nation that is progressing towards a would take up careers in the field of science and
developed nation status, Malaysia needs to create a technology and play a leading role in this field for national
society that is scientifically oriented, progressive, development.
knowledgeable, having a high capacity for change,
forward-looking, innovative and a contributor to For every science subject, the curriculum for the
scientific and technological developments in the year is articulated in two documents: the syllabus and the
future. In line with this, there is a need to produce curriculum specifications. The syllabus presents the aims,
citizens who are creative, critical, inquisitive, open- objectives and the outline of the curriculum content for a
minded and competent in science and technology. period of 2 years for elective science subjects and 5 years
for core science subjects. The curriculum specifications
The Malaysian science curriculum comprises provide the details of the curriculum which includes the
three core science subjects and four elective science aims and objectives of the curriculum, brief descriptions on
subjects. The core subjects are Science at primary thinking skills and thinking strategies, scientific skills,
school level, Science at lower secondary level and scientific attitudes and noble values, teaching and learning
Science at upper secondary level. Elective science strategies, and curriculum content. The curriculum content
subjects are offered at the upper secondary level and provides the learning objectives, suggested learning
consist of Biology, Chemistry, Physics, and activities, the intended learning outcomes, and vocabulary.
Additional Science.
The core science subjects for the primary and
lower secondary levels are designed to provide
students with basic science knowledge, prepare
students to be literate in science, and enable
1

16. AIMS
The aims of the physics curriculum for secondary 4. Apply knowledge and skills in a creative and critical
school are to provide students with the knowledge manner for problem solving and decision making.
and skills in science and technology and enable them
to solve problems and make decisions in everyday 5. Face challenges in the scientific and technological
life based on scientific attitudes and noble values. world and be willing to contribute towards the
development of science and technology.
Students who have followed the physics curriculum
will have a foundation in physics to enable them to 6. Evaluate science and technology related
pursue formal and informal further education in information wisely and effectively.
science and technology.
7. Practise and internalise scientific attitudes and
The curriculum also aims to develop a concerned, good moral values.
dynamic and progressive society with a science and
technology culture that values nature and works 8. Appreciate the contributions of science and
towards the preservation and conservation of the technology towards national development and the
environment. well-being of mankind.
9. Realise that scientific discoveries are the result
OBJECTIVES of human endeavour to the best of his or her
intellectual and mental capabilities to
understand natural phenomena for the
The physics curriculum for secondary school enables betterment of mankind.
students to:
10. Be aware of the need to love and care for the
1. Acquire knowledge in physics and technology environment and play an active role in its
in the context of natural phenomena and preservation and conservation.
everyday life experiences.
2. Understand developments in the field of
physics and technology.
3. Acquire scientific and thinking skills.
2

17. SCIENTIFIC SKILLS
Inferring Using past experiences or
Science emphasises inquiry and problem solving. In previously collected data to draw
inquiry and problem solving processes, scientific and conclusions and explain events.
thinking skills are utilised. Scientific skills are
important in any scientific investigation such as Predicting Stating the outcome of a future
conducting experiments and carrying out projects. event based on prior knowledge
gained through experiences or
Scientific skills encompass science process skills and collected data.
manipulative skills.
Communicating Using words or graphic symbols
Science Process Skills such as tables, graphs, figures or
models to describe an action, object
Science process skills enable students to formulate or event.
their questions and find out the answers
systematically. Using Space- Describing changes in parameter
Time with time. Examples of parameters
Descriptions of the science process skills are as Relationship are location, direction, shape, size,
follows: volume, weight and mass.
Interpreting Data Giving rational explanations about
Observing Using the sense of hearing, touch, an object, event or pattern derived
smell, taste and sight to collect from collected data.
information about an object or a
phenomenon. Defining Defining concepts by describing
Operationally what must be done and what should
Classifying Using observations to group be observed.
objects or events according to
similarities or differences. Controlling Identifying the fixed variables,
Variables manipulated variable, and
Measuring and Making quantitative observations responding variable in an
Using using numbers and tools with investigation. The manipulated
Numbers standardised units. Measuring variable is changed to observe its
makes observation more accurate. relationship with the responding
variable. At the same time, the
3

18. fixed variables are kept constant. THINKING SKILLS
Hypothesising Making a general statement about
the relationship between a
manipulated variable and a Thinking is a mental process that requires an individual to
responding variable in order to integrate knowledge, skills and attitude in an effort to
explain an event or observation. understand the environment.
This statement can be tested to One of the objectives of the national education system is to
determine its validity. enhance the thinking ability of students. This objective can
be achieved through a curriculum that emphasises
Experimenting Planning and conducting activities thoughtful learning. Teaching and learning that
to test a certain hypothesis. These emphasises thinking skills is a foundation for thoughtful
activities include collecting, learning.
analysing and interpreting data and
making conclusions. Thoughtful learning is achieved if students are actively
involved in the teaching and learning process. Activities
should be organised to provide opportunities for students
to apply thinking skills in conceptualisation, problem
Manipulative Skills solving and decision-making.
Manipulative skills in scientific investigation are
Thinking skills can be categorised into critical thinking skills
psychomotor skills that enable students to:
and creative thinking skills. A person who thinks critically
always evaluates an idea in a systematic manner before
? use and handle science apparatus and laboratory
accepting it. A person who thinks creatively has a high
substances correctly.
level of imagination, is able to generate original and
? handle specimens correctly and carefully. innovative ideas, and modify ideas and products.
? draw specimens, apparatus and laboratory Thinking strategies are higher order thinking processes
substances accurately. that involve various steps. Each step involves various
? clean science apparatus correctly, and critical and creative thinking skills. The ability to formulate
thinking strategies is the ultimate aim of introducing
? store science apparatus and laboratory thinking activities in the teaching and learning process.
substances correctly and safely.
4

19. Critical Thinking Skills Detecting Bias Identifying views or opinions that
have the tendency to support or
A brief description of each critical thinking skill is as oppose something in an unfair or
follows: misleading way.
Attributing Identifying characteristics, Evaluating Making judgements on the quality
features, qualities and elements of or value of something based on
a concept or an object. valid reasons or evidence.
Comparing and Finding similarities and Making Making a statement about the
Contrasting differences based on criteria such Conclusions outcome of an investigation that is
as characteristics, features, based on a hypothesis.
qualities and elements of a
concept or event.
Grouping and Separating objects or phenomena Creative Thinking Skills
Classifying into categories based on certain
criteria such as common A brief description of each creative thinking skill is as
characteristics or features. follows:
Sequencing Arranging objects and information Generating Ideas Producing or giving ideas in a
in order based on the quality or discussion.
quantity of common
characteristics or features such as Relating Making connections in a situation
size, time, shape or number. to determine a structure or pattern
of relationship.
Prioritising Arranging objects and information
in order based on their importance Making Using past experiences or
or priority. Inferences previously collected data to draw
conclusions and explain events.
Analysing Examining information in detail by
breaking it down into smaller parts
Predicting Stating the outcome of a future
to find implicit meaning and
event based on prior knowledge
relationships.
gained through experiences or
collected data.
5

20. Making Making a general conclusion Thinking Strategy
Generalisations about a group based on
observations on, or information
Description of each thinking strategy is as follows:
from, samples of the group.
Visualising Recalling or forming mental
Conceptualising Making generalisations based
images about a particular idea,
on inter-related and common
concept, situation or vision.
characteristics in order to
Synthesising construct meaning, concept or
Combining separate elements or
model.
parts to form a general picture in
various forms such as writing,
Making Decisions Selecting the best solution from
drawing or artefact.
various alternatives based on
Making specific criteria to achieve a
Making a general statements
Hypotheses specific aim.
about the relationship between
manipulated variables and
Problem Solving Finding solutions to challenging
responding variables to explain an
or unfamiliar situations or
observation or event. The
unanticipated difficulties in a
statements can be tested to
systematic manner.
determine validity.
Making Analogies Understanding abstract or a
complex concepts by relating
Besides the above thinking skills and thinking
them to a simpler or concrete
strategies, another skill emphasised is reasoning.
concepts with similar
Reasoning is a skill used in making logical, just and
characteristics.
rational judgements. Mastering of critical and creative
Inventing thinking skills and thinking strategies is made simpler
Producing something new or
if an individual is able to reason in an inductive and
adapting something already in
deductive manner. Figure 1 gives a general picture of
existence to overcome problems
thinking skills and thinking strategies.
in a systematic manner.
6

21. Mastering of thinking skills and thinking Figure 1 : TSTS Model in Science
strategies (TSTS) through the teaching and learning
of science can be developed through the following
phases: Thinking Skills
1. Introducing TSTS.
2. Practising TSTS with teacher’ guidance.
s
Critical Creative
3. Practising TSTS without teacher’ guidance.
s
? Attributing ? Generating ideas
4. Applying TSTS in new situations with
? Comparing and ? Relating
teacher’ guidance.
s
contrasting ? Making inferences
5. Applying TSTS together with other skills to ? Grouping and ? Predicting
accomplish thinking tasks. classifying
Reasoning ? Making
? Sequencing hypotheses
Further information about phases of implementing ? Prioritising ? Synthesising
TSTS can be found in the guidebook “Buku Panduan ? Analysing ? Making
Penerapan Kemahiran Berfikir dan Strategi Berfikir ? Detecting bias generalisations
dalam Pengajaran dan Pembelajaran Sains” ? Evaluating ? Visualising
(Curriculum Development Centre, 1999). ? Making ? Making analogies
conclusions ? Inventing
Thinking
Strategies
? Conceptualising
? Making decisions
? Problem solving
7

22. Relationship between Thinking Skills and Science Process Skills Thinking Skills
Science Process Skills
Science process skills are skills that are required in Predicting Relating
the process of finding solutions to a problem or Visualising
making decisions in a systematic manner. It is a
mental process that promotes critical, creative, Using Space-Time Sequencing
analytical and systematic thinking. Mastering of Relationship Prioritising
science process skills and the possession of suitable
attitudes and knowledge enable students to think Interpreting data Comparing and contrasting
effectively. Analysing
Detecting bias
The mastering of science process skills Making conclusions
involves the mastering of the relevant thinking skills. Generalising
The thinking skills that are related to a particular Evaluating
science process skill are as follows:
Defining operationally Relating
Making analogy
Visualising
Science Process Skills Thinking Skills
Analysing
Observing Attributing Controlling variables Attributing
Comparing and contrasting Comparing and contrasting
Relating Relating
Analysing
Classifying Attributing
Comparing and contrasting Making hypotheses Attributing
Grouping and classifying Relating
Comparing and contrasting
Measuring and Using Relating Generating ideas
Numbers Comparing and contrasting Making hypotheses
Predicting
Making Inferences Relating Synthesising
Comparing and contrasting
Analysing Experimenting All thinking skills
Making inferences Communicating All thinking skills
8

23. Teaching and Learning based on Thinking SCIENTIFIC ATTITUDES AND NOBLE VALUES
Skills and Scientific Skills
This science curriculum emphasises thoughtful Science learning experiences can be used as a means to
learning based on thinking skills and scientific skills. inculcate scientific attitudes and noble values in students.
Mastery of thinking skills and scientific skills are These attitudes and values encompass the following:
integrated with the acquisition of knowledge in the
intended learning outcomes. Thus, in teaching and ? having an interest and curiosity towards the
learning, teachers need to emphasise the mastery of environment.
skills together with the acquisition of knowledge and ? being honest and accurate in recording and validating
the inculcation of noble values and scientific data.
attitudes.
? being diligent and persevering.
The following is an example and explanation of a ? being responsible about the safety of oneself, others,
learning outcome based on thinking skills and and the environment.
scientific skills. ? realising that science is a means to understand nature.
? appreciating and practising clean and healthy living.
Example: ? appreciating the balance of nature.
Learning Outcome: Deduce from the shape of a ? being respectful and well-mannered.
velocity-time graph when a ? appreciating the contribution of science and
body is: technology.
i. at rest ? being thankful to god.
ii. moving with uniform ? having critical and analytical thinking.
velocity
? being flexible and open-minded.
iii. moving with uniform
acceleration. ? being kind-hearted and caring.
? being objective.
Thinking Skills: analysing, relating
? being systematic.
Explanation: ? being cooperative.
? being fair and just.
To achieve the above learning outcome, students must ? dare to try.
first analyse graphs to relate the shape of the graph to
the motion of an object. ? thinking rationally.
? being confident and independent.
9

24. The inculcation of scientific attitudes and noble Example:
values generally occurs through the following stages:
Year: Form Four
? being aware of the importance and the need for
scientific attitudes and noble values. Learning Area: 2. Forces and Motion
? giving emphasis to these attitudes and values. Learning Objective: 2.7 Being aware of the need for
? practising and internalising these scientific safety features in vehicles
attitudes and noble values.
Learning Outcome: describe the importance of safety
When planning teaching and learning features in vehicles.
activities, teachers need to give due consideration to
the above stages to ensure the continuous and Suggested Learning Research and report on the physics
effective inculcation of scientific attitudes and values. Activities of vehicle collisions and safety
For example, during science practical work, the features in vehicles in terms of
teacher should remind pupils and ensure that they physics concepts.
carry out experiments in a careful, cooperative and
honest manner. Discuss the importance of safety
features in vehicles.
Proper planning is required for effective
inculcation of scientific attitudes and noble values Scientific attitudes and Appreciating the contribution of
during science lessons. Before the first lesson related noble values science and technology.
to a learning objective, teachers should examine all
related learning outcomes and suggested teaching- Having critical and analytical
learning activities that provide opportunities for the thinking.
inculcation of scientific attitudes and noble values.
The following is an example of a learning Inculcating Patriotism
outcome pertaining to the inculcation of scientific
attitudes and values. The science curriculum provides an opportunity for the
development and strengthening of patriotism among
students. For example, in learning about the earth’ s
resources, the richness and variety of living things and the
development of science and technology in the country,
students will appreciate the diversity of natural and human
resources of the country and deepen their love for the
country.
10

25. TEACHING AND LEARNING STRATEGIES and discovered by students themselves. Through activities
such as experiments, students investigate a phenomenon
and draw conclusions by themselves. Teachers then lead
Teaching and learning strategies in the science students to understand the science concepts through the
curriculum emphasise thoughtful learning. Thoughtful results of the inquiry. Thinking skills and scientific skills are
learning is a process that helps students acquire thus developed further during the inquiry process.
knowledge and master skills that will help them However, the inquiry approach may not be suitable for all
develop their minds to the optimum level. Thoughtful teaching and learning situations. Sometimes, it may be
learning can occur through various learning more appropriate for teachers to present concepts and
approaches such as inquiry, constructivism, principles directly to students.
contextual learning, and mastery learning. Learning
activities should therefore be geared towards Constructivism
activating students’critical and creative thinking skills
and not be confined to routine or rote learning. Constructivism suggests that students learn about
Students should be made aware of the thinking skills something when they construct their own understanding.
and thinking strategies that they use in their learning. The important attributes of constructivism are as follows:
They should be challenged with higher order
questions and problems and be required to solve ? taking into account students’prior knowledge.
problems utilising their creativity and critical thinking. ? learning occurring as a result of students’ own
The teaching and learning process should enable effort.
students to acquire knowledge, master skills and ? learning occurring when students restructure their
develop scientific attitudes and noble values in an existing ideas by relating new ideas to old ones.
integrated manner. ? providing opportunities to cooperate, sharing ideas
and experiences, and reflecting on their learning.
Teaching and Learning Approaches in Science Science, Technology and Society
Inquiry-Discovery Meaningful learning occurs if students can relate their
learning with their daily experiences. Meaningful learning
Inquiry-discovery emphasises learning through occurs in learning approaches such as contextual learning,
experiences. Inquiry generally means to find and Science, Technology and Society (STS).
information, to question and to investigate a
Learning themes and learning objectives that carry
phenomenon that occurs in the environment.
elements of STS are incorporated into the curriculum. STS
Discovery is the main characteristic of inquiry.
approach suggests that science learning takes place
Learning through discovery occurs when the main
through investigation and discussion based on science and
concepts and principles of science are investigated
technology issues in society. In the STS approach,
11

26. knowledge in science and technology is to be learned The use of a variety of teaching and learning methods can
with the application of the principles of science and enhance students’ interest in science. Science lessons
technology and their impact on society. that are not interesting will not motivate students to learn
and subsequently will affect their performance. The choice
of teaching methods should be based on the curriculum
Contextual Learning content, students’ abilities, students’ repertoire of
intelligences, and the availability of resources and
Contextual learning is an approach that associates infrastructure. Besides playing the role of knowledge
learning with daily experiences of students. In this presenters and experts, teachers need to act as facilitators
way, students are able to appreciate the relevance of in the process of teaching and learning. Teachers need to
science learning to their lives. In contextual learning, be aware of the multiple intelligences that exist among
students learn through investigations as in the students. Different teaching and learning activities should
inquiry-discovery approach. be planned to cater for students with different learning
styles and intelligences.
Mastery Learning
The following are brief descriptions of some teaching and
Mastery learning is an approach that ensures all learning methods.
students are able to acquire and master the intended
learning objectives. This approach is based on the Experiment
principle that students are able to learn if they are
given adequate opportunities. Students should be An experiment is a method commonly used in science
allowed to learn at their own pace, with the lessons. In experiments, students test hypotheses through
incorporation of remedial and enrichment activities as investigations to discover specific science concepts and
part of the teaching-learning process. principles. Conducting an experiment involves thinking
skills, scientific skills, and manipulative skills.
Teaching and Learning Methods
Usually, an experiment involves the following steps:
Teaching and learning approaches can be
implemented through various methods such as ? identifying a problem.
experiments, discussions, simulations, projects, and ? making a hypothesis.
visits. In this curriculum, the teaching-learning ? planning the experiment
methods suggested are stated under the column - controlling variables.
“Suggested Learning Activities.” However, teachers - determining the equipment and materials
can modify the suggested activities when the need needed.
arises. - determining the procedure of the experiment
and the method of data collection and analysis.
12

27. ? conducting the experiment. understand the process of decision-making. Models are
? collecting data. used to represent objects or actual situations so that
? analysing data. students can visualise the said objects or situations and
? interpreting data. thus understand the concepts and principles to be learned.
? making conclusions.
? writing a report. Project
In the implementation of this curriculum, besides A project is a learning activity that is generally undertaken
guiding students to do an experiment, where by an individual or a group of students to achieve a certain
appropriate, teachers should provide students with learning objective. A project generally requires several
the opportunities to design their own experiments. lessons to complete. The outcome of the project either in
This involves students drawing up plans as to how the form of a report, an artefact or in other forms needs to
to conduct experiments, how to measure and be presented to the teacher and other students. Project
analyse data, and how to present the outcomes of work promotes the development of problem-solving skills,
their experiment. time management skills, and independent learning.
Visits and Use of External Resources
Discussion
The learning of science is not limited to activities carried
A discussion is an activity in which students
exchange questions and opinions based on valid out in the school compound. Learning of science can be
reasons. Discussions can be conducted before, enhanced through the use of external resources such as
zoos, museums, science centres, research institutes,
during or after an activity. Teachers should play the
mangrove swamps, and factories. Visits to these places
role of a facilitator and lead a discussion by asking
make the learning of science more interesting, meaningful
questions that stimulate thinking and getting students
and effective. To optimise learning opportunities, visits
to express themselves.
need to be carefully planned. Students may be involved in
the planning process and specific educational tasks should
Simulation be assigned during the visit. No educational visit is
complete without a post-visit discussion.
In simulation, an activity that resembles the actual
situation is carried out. Examples of simulation are
role-play, games and the use of models. In role-play,
students play out a particular role based on certain
Use of Technology
pre-determined conditions. Games require
Technology is a powerful tool that has great potential in
procedures that need to be followed. Students play
enhancing the learning of science. Through the use of
games in order to learn a particular principle or to
technology such as television, radio, video, computer, and
13

28. Internet, the teaching and learning of science can be affective domain are explicitly stated. The inculcation of
made more interesting and effective. scientific attitudes and noble values should be integrated
Computer simulation and animation are effective into every learning activity. This ensures a more
tools for the teaching and learning of abstract or spontaneous and natural inculcation of attitudes and
difficult science concepts. values. Learning areas in the psychomotor domain are
Computer simulation and animation can be implicit in the learning activities.
presented through courseware or Web page.
Application tools such, as word processors, graphic Learning outcomes are written in the form of measurable
presentation software and electronic spreadsheets behavioural terms. In general, the learning outcomes for a
are valuable tools for the analysis and presentation of particular learning objective are organised in order of
data. complexity. However, in the process of teaching and
The use of other tools such as data loggers and learning, learning activities should be planned in a holistic
computer interfacing in experiments and projects also and integrated manner that enables the achievement of
enhance the effectiveness of teaching and learning of multiple learning outcomes according to needs and
science. context. Teachers should avoid employing a teaching
strategy that tries to achieve each learning outcome
separately according to the order stated in the curriculum
specifications.
CONTENT ORGANISATION The Suggested Learning Activities provide information on
the scope and dimension of learning outcomes. The
learning activities stated under the column Suggested
Learning Activities are given with the intention of providing
The science curriculum is organised around themes. some guidance as to how learning outcomes can be
Each theme consists of various learning areas, each achieved. A suggested activity may cover one or more
of which consists of a number of learning objectives.
learning outcomes. At the same time, more than one
A learning objective has one or more learning activity may be suggested for a particular learning
outcomes. outcome. Teachers may modify the suggested activity to
suit the ability and style of learning of their students.
Learning outcomes are written based on the Teachers are encouraged to design other innovative and
hierarchy of the cognitive and affective domains. effective learning activities to enhance the learning of
Levels in the cognitive domain are: knowledge, science.
understanding, application, analysis, synthesis and
evaluation. Levels in the affective domain are: to be
aware of, to be in awe, to be appreciative, to be
thankful, to love, to practise, and to internalise.
Where possible, learning outcomes relating to the
14

29. LEARNING AREA: 1. INTRODUCTION TO PHYSICS
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
A student is able to:
1.1
Understanding Observe everyday objects such as ? explain what physics is.
Physics a table, a pencil, a mirror etc and
discuss how they are related to
physics concepts.
View a video on natural ? recognize the physics in
phenomena and discuss how everyday objects and natural
they are related to physics phenomena.
concepts.
Discuss fields of study in physics
such as forces, motion, heat, light
etc.
1.2 A student is able to:
Understanding Discuss base quantities and ? explain what base quantities Base quantities are: base quantities –
base quantities derived quantities. and derived quantities are. length (l), mass (m), kuantiti asas
and derived ? list base quantities and their time (t), temperature
quantities From a text passage, identify units. (T) and current (I). derived quantities –
physical quantities then classify ? list some derived quantities kuantiti terbitan
them into base quantities and and their units. Suggested derived
derived quantities. ? express quantities using quantities: force (F), length – panjang
prefixes. density (? ) volume
List the value of prefixes and their ? express quantities using (V) and velocity (v). mass – jisim
abbreviations from nano to giga, scientific notation.
e.g. nano (10-9), nm (nanometer). ? express derived quantities as time – masa
well as their units in terms of
Discuss the use of scientific base quantities and base temperature – suhu
notation to express large and units.
small numbers. current – arus
15

30. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
Determine the base quantities ? solve problems involving More complex force – daya
(and units) in a given derived conversion of units. derived quantities
quantity (and unit) from the related may be discussed density – ketumpatan
formula. when these
quantities are volume – isipadu
Solve problems that involve the introduced in their
conversion of units. related learning velocity – halaju
areas.
scientific notation –
bentuk piawai
prefix - imbuhan
1.3 A student is able to:
Understanding Carry out activities to show that ? define scalar and vector
scalar and vector some quantities can be defined by quantities.
quantities magnitude only whereas other
quantities need to be defined by
magnitude as well as direction.
Compile a list of scalar and vector ? give examples of scalar and
quantities. vector quantities.
1.4 A student is able to:
Understanding Choose the appropriate ? measure physical quantities accuracy – kejituan
measurements instrument for a given using appropriate instruments.
measurement. consistency –
kepersisan
Discuss consistency and accuracy ? explain accuracy and
using the distribution of gunshots consistency. sensitivity –
on a target as an example. kepekaan
Discuss the sensitivity of various ? explain sensitivity. error – ralat
instruments.
random - rawak
16

31. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
Demonstrate through examples ? explain types of experimental
systematic errors and random error.
errors. Discuss what systematic
and random errors are.
Use appropriate techniques to ? use appropriate techniques to
reduce error in measurements reduce errors.
such as repeating measurements
to find the average and
compensating for zero error.
1.5 A student is able to:
Analysing scientific Observe a situation and suggest ? identify variables in a given Scientific skills are
investigations questions suitable for a scientific situation. applied throughout.
investigation. Discuss to: ? identify a question suitable for
a) identify a question suitable for scientific investigation.
scientific investigation ? form a hypothesis.
b) identify all the variables ? design and carry out a simple
c) form a hypothesis experiment to test the
d) plan the method of hypothesis.
investigation including
selection of apparatus and
work procedures
Carry out an experiment and: ? record and present data in a
a) collect and tabulate data suitable form.
b) present data in a suitable form ? interpret data to draw a
c) interpret the data and draw conclusion.
conclusions ? write a report of the
d) write a complete report investigation.
17

32. LEARNING AREA: 2. FORCES AND MOTION
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
A student is able to:
2.1
Analysing linear Carry out activities to gain an idea ? define distance and distance – jarak
motion of: displacement average speed = total
a) distance and displacement. ? define speed and velocity and distance displacement –
b) speed and velocity state that average time taken sesaran
c) acceleration and deceleration s
velocity, v ? . speed – laju
t
Carry out activities using a data ? define acceleration and velocity – halaju
logger/graphing calculator/ ticker deceleration and state that
timer to: v? u acceleration –
a? .
a) identify when a body is at t pecutan
rest, moving with uniform
velocity or non-uniform ? calculate speed and velocity. deceleration –
velocity ? calculate acceleration/ nyahpecutan
b) determine displacement, deceleration.
velocity and acceleration.
Solve problems using the
following equations of motion:
a) v = u + at
b) s = ut + ½ at2 ? solve problems on linear
c) v2 = u2 + 2as motion with uniform
acceleration using
i. v = u + at.
ii. s = ut + ½ at2.
iii. v2 = u2 + 2as.
18

33. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
A student is able to:
2.2
Analysing motion Carry out activities using a data ? plot and interpret Reminder:
graphs logger/graphing calculator/ticker displacement-time and Velocity is
timer to plot velocity-time graphs. determined from the
a) displacement-time graphs gradient of
b) velocity-time graphs displacement-time
graph.
Describe and interpret: ? deduce from the shape of a
a) displacement-time and displacement-time graph Acceleration is
b) velocity-time graphs when a body is: determined from the
i. at rest. gradient of velocity-
ii. moving with uniform time graph.
velocity.
iii. moving with non-uniform Distance is
velocity. determined from the
Determine distance, displacement, ? determine distance, area under a
velocity and acceleration from displacement and velocity velocity-time graph.
displacement-time and velocity- from a displacement-time
time graphs. graph.
? deduce from the shape of a
velocity-time graph when a
body is:
i. at rest.
ii. moving with uniform
velocity.
iii. moving with uniform
acceleration.
? determine distance,
Solve problems on linear displacement, velocity and
motion with uniform acceleration from a velocity-
acceleration involving graphs. time graph.
? solve problems on linear
motion with uniform
acceleration.
19

34. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
A student is able to:
2.3
Understanding Carry out activities/view computer ? explain what inertia is. Newton’ First Law of
s inertia - inersia
inertia simulations /situations to gain an Motion may be
idea on inertia. introduced here.
Carry out activities to find out the ? relate mass to inertia.
relationship between inertia and
mass.
Research and report on ? give examples of situations
a) the positive effects of inertia involving inertia.
b) ways to reduce the negative ? suggest ways to reduce the
effects of inertia negative effects of inertia.
A student is able to:
2.4
Analysing Carry out activities/view computer ? define the momentum of an momentum –
momentum simulations to gain an idea of object. momentum
momentum by comparing the
effect of stopping two objects: collision –
a) of the same mass moving at pelanggaran
different speeds
b) of different masses moving at explosion – letupan
the same speed.
conservation of linear
Discuss momentum as the ? define momentum (p) as the momentum –
product of mass and velocity. product of mass (m) and keabadian
velocity (v) i.e. p = mv. momentum linear
View computer simulations on
collisions and explosions to gain ? state the principle of
an idea on the conservation of conservation of momentum.
momentum.
20

35. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
Conduct an experiment to show Reminder:
that the total momentum of a Momentum as a
closed system is a constant. vector quantity needs
to be emphasised in
Carry out activities that ? describe applications of problem solving.
demonstrate the conservation of conservation of momentum.
momentum e.g. water rockets.
Research and report on ? solve problems involving
the applications of conservation of momentum.
momentum such as in rockets or
jet engines.
Solve problems involving linear
momentum.
A student is able to:
2.5
Understanding the With the aid of diagrams, describe ? describe the effects of When the forces balanced – seimbang
effects of a force the forces acting on an object: balanced forces acting on an acting on an object
a) at rest object. are balanced they unbalanced – tidak
b) moving at constant velocity ? describe the effects of cancel each other out seimbang
c) accelerating. unbalanced forces acting on (nett force = 0). The
an object. object then behaves nett force – daya
as if there is no force bersih
acting on it.
Conduct experiments to find the ? determine the relationship resultant – daya
relationship between: between force, mass and Newton’ Second
s paduan
a) acceleration and mass of an acceleration i.e. F = ma. Law of Motion may
object under constant force be introduced here.
b) acceleration and force for a
constant mass.
Solve problems using F = ma. ? solve problems using F =
ma.
21

36. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
A student is able to:
2.6
Analysing impulse View computer simulations of ? explain what an impulsive impulse – impuls
and impulsive collisions and explosions to gain force is.
force an idea on impulsive forces. ? give examples of situations impulsive forces –
involving impulsive forces. daya impuls
Discuss ? define impulse as a change in
a) impulse as change in momentum, i.e.
momentum Ft = mv – mu .
b) an impulsive force as the rate of ? define impulsive force as the
change of momentum in a rate of change of momentum
collision or explosion, in a collision or explosion, i.e.
c) how increasing or decreasing mv ? mu
time of impact affects the F ? .
magnitude of the impulsive t
force.
Research and report situations ? explain the effect of increasing
where: or decreasing time of impact
a) an impulsive force needs to be on the magnitude of the
reduced and how it can be done impulsive force.
b) an impulsive force is beneficial ? describe situations where an
impulsive force needs to be
Solve problems involving reduced and suggest ways to
impulsive forces. reduce it.
? describe situations where an
impulsive force is beneficial.
? solve problems involving
impulsive forces.
22

37. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
A student is able to:
2.7
Being aware of the Research and report on the ? describe the importance of
need for safety physics of vehicle collisions and safety features in vehicles.
features in safety features in vehicles in terms
vehicles of physics concepts.
Discuss the importance of safety
features in vehicles.
A student is able to:
2.8
Understanding Carry out an activity or view ? explain acceleration due to When considering a gavitational field –
gravity computer simulations to gain an gravity. body falling freely, g medan graviti
idea of acceleration due to gravity. (= 9.8 m s-2) is its
Discuss acceleration but weight - berat
a) acceleration due to gravity. ? state what a gravitational field when it is at rest, g (=
b) a gravitational field as a region is. 9.8 N kg-1) is the
in which an object experiences ? define gravitational field Earth’ gravitational
s
a force due to gravitational strength. field strength acting
attraction on it.
c) gravitational field strength (g)
as gravitational force per unit
mass.
Carry out an activity to determine ? determine the value of The weight of an
the value of acceleration due to acceleration due to gravity. object of fixed mass
gravity. is dependent on the g
? define weight (W) as the exerted on it.
Discuss weight as the Earth’ s product of mass (m) and
gravitational force on an object. acceleration due to gravity (g)
i.e. W = mg.
Solve problems involving
acceleration due to gravity. ? solve problems involving
acceleration due to gravity.
23

38. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
A student is able to:
2.9
Analysing forces in With the aid of diagrams, describe ? describe situations where resultant force – daya
equilibrium situations where forces are in forces are in equilibrium. paduan
equilibrium, e.g. a book at rest on
a table, an object at rest on an resolve - lerai
inclined plane.
With the aid of diagrams, discuss ? state what a resultant force is.
the resolution and addition of ? add two forces to determine
forces to determine the resultant the resultant force.
force. ? resolve a force into the
effective component forces.
Solve problems involving forces in ? solve problems involving
equilibrium (limited to 3 forces). forces in equilibrium.
A student is able to:
2.10
Understanding Observe and discuss situations ? define work (W) as the work – kerja
work, energy, where work is done. product of an applied force (F)
power and Discuss that no work is done and displacement (s) of an kinetic energy –
efficiency when: object in the direction of the tenaga kinetik
a) a force is applied but no applied force i.e. W = Fs.
displacement occurs gravitational potential
b) an object undergoes a energy – tenaga
displacement with no applied keupayaan graviti
force acting on it.
conservation of
Give examples to illustrate how ? state that when work is done Have students recall energy – keabadian
energy is transferred from one energy is transferred from one the different forms of tenaga
object to another when work is object to another. energy.
done.
24

39. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
Discuss the relationship between
work done to accelerate a body
and the change in kinetic energy.
Discuss the relationship between
work done against gravity and
gravitational potential energy.
Carry out an activity to show the ? define kinetic energy and state
principle of conservation of that Ek = ½mv2
energy.
State that power is the rate at
which work is done, P = W/t. ? define gravitational potential
energy and state that Ep =
Carry out activities to measure mgh.
power.
Discuss efficiency as:
useful energy output ? state the principle of
x100% conservation of energy.
energy input
? define power and state that
P = W/t.
Evaluate and report the
efficiencies of various devices
such as a diesel engine, a petrol
engine and an electric engine.
Solve problems involving work, ? explain what efficiency of a
energy, power and efficiency. device is.
solve problems involving work,
energy, power and efficiency.
25

40. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
A student is able to:
2.11
Appreciating the Discuss that when an energy ? recognise the importance of
importance of transformation takes place, not all maximising efficiency of
maximising the of the energy is used to do useful devices in conserving
efficiency of work. Some is converted into heat resources.
devices or other types of energy.
Maximising efficiency during
energy transformations makes the
best use of the available energy.
This helps to conserve resources.
2.12 A student is able to:
Understanding Carry out activities to gain an idea ? define elasticity. elasticity –
elasticity on elasticity. kekenyalan
Plan and conduct an experiment ? define Hooke’ law.
s intra-molecular force
to find the relationship between – daya antara
force and extension of a spring. molekul
Relate work done to elastic ? define elastic potential energy extension –
potential energy to obtain Ep=½ and state that Ep= ½ kx2. pemanjangan
kx2.
elastic potential
Describe and interpret force- energy- tenaga
extension graphs. keupayaan kenyal
Investigate the factors that affect ? determine the factors that
elasticity. affect elasticity.
Research and report on ? describe applications of
applications of elasticity. elasticity.
Solve problems involving ? solve problems involving
elasticity. elasticity.
26

41. LEARNING AREA: 3. FORCES AND PRESSURE
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
A student is able to:
3.1
Understanding Observe and describe the effect of ? define pressure and state that Introduce the unit of pressure - tekanan
pressure a force acting over a large area F pressure pascal (Pa).
compared to a small area, e.g. P? . (Pa = N m-2)
A
school shoes versus high heeled
shoes.
Discuss pressure as force per unit
area.
? describe applications of
Research and report on
pressure.
applications of pressure.
Solve problems involving
pressure. ? solve problems involving
pressure.
A student is able to:
3.2
Understanding Observe situations to form ideas ? relate depth to pressure in a depth – kedalaman
pressure in liquids that pressure in liquids: liquid.
a) acts in all directions density – ketumpatan
b) increases with depth
liquid - cecair
Observe situations to form the ? relate density to pressure in a
idea that pressure in liquids liquid.
increases with density.
Relate depth (h), density (? ) and ? explain pressure in a liquid
gravitational field strength (g) to and state that P=h? g.
pressure in liquids to obtain
P=h? g.
27

42. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
Research and report on ? describe applications of
a) the applications of pressure in pressure in liquids.
liquids
b) ways to reduce the negative
effects of pressure in liquids.
Solve problems involving pressure ? solve problems involving
in liquids. pressure in liquids.
3.3 A student is able to:
Understanding gas Carry out activities to gain an idea ? explain gas pressure. Students need to be
pressure and of gas pressure and atmospheric introduced to
atmospheric pressure. instruments used to
pressure measure gas
Discuss gas pressure in terms of pressure (Bourdon
the behaviour of gas molecules Gauge) and
based on the kinetic theory. atmospheric pressure
(Fortin barometer,
Discuss atmospheric pressure in aneroid barometer).
terms of the weight of the ? explain atmospheric pressure. Working principle of
atmosphere acting on the Earth’
s the instrument is not
surface. required.
Introduce other units
Discuss the effect of altitude on of atmospheric
the magnitude of atmospheric pressure:
pressure.
Research and report on the ? describe applications of 1 atmosphere = 760
applications of atmospheric atmospheric pressure. mm Hg = 10.3 m
pressure. water = 101 300 Pa
Solve problems involving ? solve problems involving 1milibar= 100 Pa
atmospheric and gas pressure atmospheric pressure and gas
including barometer and pressure.
manometer readings.
28

43. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
A student is able to:
3.4
Applying Pascal’
s Observe situations to form the ? state Pascal’ principle.
s enclosed – tertutup
principle idea that pressure exerted on an
enclosed liquid is transmitted force multiplier –
equally to every part of the liquid. pembesar daya
Discuss hydraulic systems as a hydraulic systems –
force multiplier to obtain: ? explain hydraulic systems. sistem hidraulik
output force = output piston area
input force input piston area transmitted - tersebar
Research and report on the
applications of Pascal’ principle
s ? describe applications of
(hydraulic systems). Pascal’ principle.
s
Solve problems involving ? solve problems involving
Pascal’ principle.
s Pascal’ principle.
s
A student is able to:
3.5
Applying Carry out an activity to measure ? explain buoyant force. Recall density and buoyancy –
Archimedes’ the weight of an object in air and buoyancy. keapungan
principle the weight of the same object in
water to gain an idea on buoyant Apparent weight buoyant force – daya
force. equals actual weight apung
minus buoyant force.
Conduct an experiment to ? relate buoyant force to the submerged –
investigate the relationship weight of the liquid displaced. tenggelam
between the weight of water
displaced and the buoyant fluid – bendalir
force.
? state Archimedes’principle. apparent weight –
? berat ketara
29

44. Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objective
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.
Research and report on the ? describe applications of
applications of Archimedes’ Archimedes principle.
principle, e.g. submarines,
hydrometers, hot-air balloons.
Solve problems involving ? solve problem involving
Archimedes’principle. Archimedes’principle.
Build a cartesian diver. Discuss
why the diver can be made to
move up and down.
A student is able to:
3.6
Understanding Carry out activities to gain the idea ? state Bernoulli’ principle.
s fluid – bendalir
Bernoulli’s that when the speed of a flowing
principle fluid increases its pressure ? explain that a resultant force lifting force – daya
decreases. e.g. blowing above a exists due to a difference in angkat
strip of paper, blowing through fluid pressure.
straw between two ping-pong balls
suspended on strings.
30