The document provides the scheme of work for Form 4 Physics at SMK Convent Bukit Nanas for the first term in 2012. It covers 14 topics related to physics over 15 weeks, beginning with an introduction to physics and then focusing on forces and motion. Key concepts to be covered include linear motion, motion graphs, inertia, momentum, forces, gravity, and work, energy and power. Learning outcomes and suggested learning activities are provided for each topic to help students understand physics concepts.

1. SEKOLAH MENENGAH KEBANGSAAN CONVENT BUKIT NANAS,
KUALA LUMPUR
RANCANGAN PELAJARAN TAHUNAN
FIZIK
TINGKATAN 4
2012
Disediakan oleh,
……………………………….
(CIK SAZLIN AINA BT
ABDUL GHANI)
Penyelaras Fizik Tingkatan 4
Disemak oleh,
…………………………..
(PN. TAN SHIM YU)
Ketua Panitia Fizik
Disahkan oleh,
……………………….....
(PN. PARIDAH YAACOB)
Guru Kanan Sains dan Matematik
……………………………………..
(PN. MYSTRICAL ROSE A/P
K.S. FERNANDEZ
Pengetua SMK Convent Bukit Nanas

2. SCHEME OF WORK FORM 4 PHYSICS
YEAR 2012
FIRST TERM (04.01.2011 - 25.05.2011) ( 20 WEEKS )
1. INTRODUCTION TO PHYSICS
WK
1
(4/1
6/1)
LEARNING
AREA
INTRODUCTION
TO PHYSICS
LEARNING
OBJECTIVES
1.1 Understanding
physics
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
A student is able to:
-explain what physics is
Observe everyday objects such as a table, a
pencil, a mirror, etc and discuss how they are
related to physics concepts.
-recognize the physics in everyday
objects and natural phenomena
View a video on natural phenomena and
discuss how they are related to physics
concepts.
Discuss fields of study in physics such as
force, motion, heat, light, etc.
Constructing concept map about physics field
Collecting and interpreting data about physics
field and career options
Learning Aids:
- magazine
- internet
http://www.geocities.com/TheTropics/Shoes/
5055/
SCIENTIFIC ATT.
& NOBLE VALUES
observing
concept
having an interest and
curiosity
appreciating the
contribution of science
and technology

3. WK
2
(9/1
13/1)
LEARNING
AREA
Introduction to
physics
LEARNING
OBJECTIVES
1.2 Understanding
base quantities and
derived quantities
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
A student is able to:
-explain what base quantities and
derived quantities are
-list base quantities and their units
-list some derived quantities and
their units
-express quantities using prefixes
Discuss base quantities and derived quantities
-express quantities using scientific
notation.
-express derived quantities as well
as their units in terms of base
quantities and base units.
-solve problems involving conversion
of units.
3
(16/1
–
20/1)
Introduction to
physics
1.3 Understanding
scalar and vector
quantities
A student is able to:
-define scalar and vector quantities
From a text passage, identify physical
quantities then classify them into base
quantities and derived quantities
List the value of prefixes and their
abbreviations from nano to giga
Discuss the use of scientific notation to
express large and small numbers.
SCIENTIFIC ATT.
& NOBLE VALUES
Observing
Defining operationally
Problem solving
Determine the base quantities (and units) in a
given derived quantity (and unit) from the
related formula
Solve problems that involve the conversion of
units.
Learning Aids:
internet
http://www.bipm.fr/enus/3_SI/si.html
Carry out activities to show the some
Observing
quantities can be defined by magnitude only
Generating ideas
whereas other quantities need to be defined by
magnitude as well as direction.
Compile a list of scalar and vector quantities.

4. WK
LEARNING
AREA
Introduction to
physics
LEARNING
OBJECTIVES
1.4 Understanding
measurement
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
A student is able to:
Choose the appropriate instrument for
-measure physical quantities using measurement
appropriate instruments
Discuss consistency and accuracy using the
-explain accuracy and consistency distribution of gunshots on a target as an
example.
SCIENTIFIC ATT.
& NOBLE VALUES
Defining operationally
Decision making
Measuring and using
numbers
Discuss the sensitivity of various instruments.
-explain sensitivity
-explain types of experimental
error
Use appropriate techniques to
reduce errors.
4
5
(30/1
3/2)
Demonstrate through examples systematic
errors and random errors. Discuss what
systematic and random errors are.
Being honest and
accurate in recording
and validating data.
Use appropriate techniques to reduce error in
measurements such as repeating
measurements to find the average and
compensating for zero error.
Learning Aids:
Rule
Vernier calipers
Micrometer screw gauge
Stopwatch
Thermometer
Ammeter
CUTI TAHUN BARU CINA (23-24/1) , CUTI PERISTIWA 1 (25/1) , CUTI GANTI (26,27/1)
Introduction to
physics
1.5 Analyzing scientific
Investigations
A student is able to:
-identify variables in a given
situation.
-identify a question suitable for
Observe a situation and suggest questions
suitable for a scientific investigation. Discuss
to:
a) identify a question suitable for scientific
investigation.
Being honest and
accurate in recording
and validating data.

5. WK
(6/2
11/2)
2.0 FORCES
AND MOTION
LEARNING
OBJECTIVES
2.1 Analysing linear
motion
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
scientific investigations.
-form a hypothesis
-design and carry out a simple
experiment to test the hypothesis
-record and present data in a
suitable form
-interpret data to draw a
conclusion
-write a report of the investigation
6
LEARNING
AREA
b) observing the situation of the simple
pendulum oscillation for:
-making inferences
-determine variables
-form a hypothesis
-plan the method of investigation including
selection of apparatus and work procedures
A student is able to:
-define distance and displacement.
-define speed and velocity and
s
state the v =
t
-define acceleration and
deceleration and state that
v-u
a=
t
-calculate speed and velocity
-calculate acceleration and
deceleration
Observe and discuss moving objects.
-solve simple problems on linear
motion with uniform
acceleration using
v = u + at
Solve problems using the following equations
v = u + at
1
s = ut +
at
2
SCIENTIFIC ATT.
& NOBLE VALUES
Carry out an experiment and:
a) collect and tabulate data
b) present data in a suitable form
c) interpret the data and draw conclusions
d) write a complete report
Carry out activities to gain an idea of
a) distance and displacement
b) speed and velocity
c) acceleration and deceleration
Carry out activities using a data logger /
graphic calculator / ticker timer to :
a) identify when a body is at rest, moving
with uniform velocity or non-uniform
velocity
b) determine displacement, velocity and
acceleration.
Realising that science
is a means to
understand nature.
Being cooperative.
Being systematic

6. WK
LEARNING
AREA
LEARNING
OBJECTIVES
LEARNING OUTCOMES
1
s = ut +
at
(Text books, other sources)
FIRST TEST (13.02.2011 – 20.02.2011)
7
(20/2
24/2)
SCIENTIFIC ATT.
& NOBLE VALUES
v = u + 2as
2
v = u + 2as
8
SUGGESTED LEARNING ACTIVITIES
Forces and
motion
2.2 Analysing motion
graphs
A sudent is able to:
-pilot and interpret displacementtime and velocity-time graphs.
-deduce from the shape of a
displacement-time graph when a
body is:
i. at rest
ii. moving with uniform
velocity
iii. moving with non-uniform
velocity
-determine distance, displacement
and velocity from displacementtime graph
-deduce from the shape of a
velocity-time graph when a body
is:
i. at rest
ii. moving with uniform
velocity
ii. moving with non-uniform
acceleration.
-solve problems on linear motion
with uniform acceleration
Carry out activities using a data logger/
graphic calculator/ ticker timer to plot
a) displacement-time graphs
b) velocity-time graphs
Having critical
analytical thinking.
Describe and interpret
a) displacement-time graphs
b) velocity-time graphs
Having critical and
analytical thinking.
Determine distance, displacement, velocity
and acceleration from displacement time and
velocity-time graphs.
Thinking rationally.
Being systematic.
Solve problems on linear motion with
uniform acceleration involving graphs

7. WK
9
(27/2
3/3)
10
(5/3
9/3)
LEARNING
AREA
Forces and
motion
Forces And
Motion
LEARNING
OBJECTIVES
2.3 Understanding
inertia
2.4 Analysing
momentum
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
SCIENTIFIC ATT.
& NOBLE VALUES
-determine distance, displacement, Solve problems on linear motion with uniform
velocity and acceleration from a
acceleration involving graphs
velocity-time graph
Carry out activities/view computer simulations/
A sudent is able to:
situations to gain an idea on inertia.
-explain what inertia is.
Introduce Newton’s First Law of Motion.
Carry out activities to find out the relationship
-relate mass to inertia
between inertia and mass.
Research and report on
-give examples of situations
a) the positive effects of inertia using two
involving inertia
cans, one is empty and the other one filled of
-suggest ways to reduce the
sand.
negative effects of inertia.
b) ways to reduce the negative effects of inertia.
Being honest and
accurate in recording
and validating data
A student is able to:
-define the momentum of an
object.
Having an interest and
curiosity towards the
environment.
-define momentum (p) as the
product of mass (m) and velocity
(v) i.e p=mv
Carry out activities/view computer simulations to
gain an idea of momentum by comparing the
effect of stopping two objects:
a) of the same mass moving at different
speeds
b) of different masses moving at the same speed
Discuss momentum as the product of mass and
-state the principle of conservation velocity
of momentum.
View computer simulations on collisions and
explosions to gain an idea on the conservation of
momentum.
Conduct an experiment to show that the total
momentum of closed system is a constant.
Being cooperative.
Having critical and
analytical thinking.

8. WK
LEARNING
AREA
LEARNING
OBJECTIVES
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
-describe application of
conservation of momentum.
Carry out activities that demonstrate the
conservation of momentum e.g. water rockets.
-solve problems involving
momentum.
Research and report on the applications of
conservation of momentum such as in rockets
or jet engines
SCIENTIFIC ATT. &
NOBLE VALUES
Systematic
Cooperative
Accurate
Response
Cooperative
Solve problems involving momentum
Accurate
Responsible
Systematic
CUTI PERTENGAHAN PENGGAL 10.3.2012 SEHINGGA 18.3.2012
11
(19/3
23/3)
Forces and
Motion
2.5 The Effects of A
Force
A student is able to:
-describe the effects of balanced
forces acting on an object.
-describe the effects of
unbalanced forces acting on an
object.
-determine the relationship
between force, mass and
acceleration i.e.
F = ma
With the aid of diagrams, describe the forces
acting on an object:
Cooperative
a)
at rest
Open minded
b)
moving at constant velocity
c)
accelerating
Accurate

9. WK
LEARNING
AREA
LEARNING
OBJECTIVES
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
Conduct experiments to find the relationship
between:
a) acceleration and mass of an object under
constant force
b) acceleration and force for a constant
mass.
-solve problems using F = ma
12
(26/3
30/3)
Forces And
Motion
2.6 Analysing
impulse and
impulsive force
Demonstrate eggs falling on sponge and glass
basin to gain an idea on impulsive forces.
Discuss
a) impulse as change of momentum,
b) an impulsive force as the rate of change of
momentum in a collision or explosion,
c) how increasing time of impact affects the
magnitude of the impulsive force.
Systematic
Solve problems using F = ma
A student is able to:
-explain what an impulsive force
is.
Give examples of situations
involving impulsive forces.
-define impulse as a change of
momentum, i.e.
Ft = mv – mu
-define impulsive force as the rate
of change of momentum in a
collision or explosion, i.e.
F = mv - mu
t
-explain the effect of increasing or
descreasing time of impact on the
magnitude of the impulsive force.
-describe situations where an
impulsive force needs to be
reduced and suggest ways to
reduce it.
-describe situations where an
impulsive force is beneficial.
-solve problems involving
impulsive forces.
SCIENTIFIC ATT. &
NOBLE VALUES
Cooperative
Research and report situations where:
a) an impulsive force needs to be reduced and
how it can be done
b) an impulsive force is beneficial
Group discussion on
a) situations where an impulsive force need to
be reduced and how it can be done.
b) Where an impulse force is beneficial.
Solve problems involving impulsive forces.
Teaching aids:
Pictures on impulse situation.
Observing
Inferring
Relating

10. WK
(2/4
6/4)
LEARNING
OBJECTIVES
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
SCIENTIFIC ATT.
& NOBLE VALUES
Forces And
Motion
13
LEARNING
AREA
2.7 Being aware of
the need for
safety features in
vehicles
A student is able to:
-describe the importance of safety
features in vehicles.
Report on the safety features and the
importance of safety features in F1 cars.
Teaching aids:
Pictures of F1 cars.
Appreciating the
contribution of science
and technology.
Forces And
Motion
2.8 Understanding
gravity
A student is able to:
-explain acceleration due to gravity.
Carry out an activity or view computer
simulations to gain an idea of acceleration due
to gravity
Comparing and
contrasting being cooperative
-state what a gravitational field is
-define gravitational field strength
Discuss:
a) acceleration due to gravity
b) a gravitational field as a region in which an
object experiences a force due to
gravitational attraction.
c) gravitational field strength (g) as
gravitational force per unit mass.
-determine the value of
acceleration due to gravity.
-define weight (W) as the product
of mass (m) and acceleration due
to gravity (g) i.e W = mg
Carry out activity to determine the value of
acceleration due to gravity.
Discuss weight as the Earth’s gravitational
force on an object.
-solve problem involving
acceleration due to gravity
Solve problem involving acceleration due to
gravity
Experimenting
Interpreting data,
making decision.

11. WK
14
LEARNING
AREA
Forces And
Motion
LEARNING
OBJECTIVES
2.9 Analyzing forces
in equilibrium
(9/4
14/4)
LEARNING OUTCOMES
Having an interest and
curiosity towards the
environment
With the aid of diagrams, discuss the resolution
and addition of forces to determine the resultant
force.
Realizing that science
is a means to
understand nature.
-solve problems involving forces
in equilibrium.
(16/4
20/4)
Forces And
Motion
2.10 Understanding
work energy,
power and
efficiency
SCIENTIFIC ATT.
& NOBLE VALUES
A student is able to:
With the aid of diagrams, describe situations
-describe situations where forces are where forces are in equilibrium, e.g. a book at a
in equilibrium.
rest on the table, an object at rest or an inclined
plane.
-state what a resultant force is.
-add two forces to determine the
resultant force.
-resolve a force into the effective
component forces.
15
SUGGESTED LEARNING ACTIVITIES
A student is able to:
-define work (W) as the product
of an applied force (F) and
displacement (s) of an object in
the direction of the applied force
i.e. W = Fs
-state that when work is done
energy is transferred from one
object to another
Sole problems involving forces in equilibrium
(limited to 3 forces).
Observe and discuss situations where work is
done.
Discuss that no work is done when
a) a force is applied but no displacement
occurs.
b) an object undergoes a displacement with
no applied force acting on it.
Carry out the following activities to determine
the idea of work.
a) Push the wall
b) Lift different loads to the same height
c) Lift the same load to different heights.
Being objective
Give examples to illustrate how energy is
transferred from one object to another when
work is done.
Appreciating the
contribution of science
and technology
Thinking rationally

12. WK
LEARNING
AREA
LEARNING
OBJECTIVES
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
-define kinetic energy and state
that
Ek = ½ mv2
-define gravitational potential
energy and state that
Ep = mgh
15
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.
-state the principle of conservation
of energy.
Use the pendulum to illustrate how energy is
transferred from one form to another when
work is done.
&
Carry out an experiment to determine the
relationship between loss of gravitational
potential energy and gain in kinetic energy
16
(23/4
28/4)
-define power and state that
P = W/t
State that power is the rate at which work is
done P =W/t
Carry out activities to measure power.
-explain what efficiency of a
device is
Evaluate and report the efficiencies of various
devices such as a diesel engine, a petrol engine
and an electric engine.
-make a folio
-discussion
-solve problems involving work,
energy, power and efficiency
Solve problems involving work, energy, power
and efficiency
SCIENTIFIC ATT.
& NOBLE VALUES

13. WK
LEARNING
AREA
Forces And
motion
LEARNING
LEARNING OUTCOMES
OBJECTIVES
2.11 Appreciating
A student is able to:
the importance
of maximizing -recognise the importance of
the efficiency of maximizing efficiency of devices
devices
in conversing resources.
18
19
20
(21/5
25/5)
SUGGESTED LEARNING ACTIVITIES
Discuss that when an energy transformation
takes place, not all of the energy is used to do
useful work. Some is converted into heat or
other types of energy. Maximizing efficiency
during energy transformations makes the best
use of the available energy. This help to
conserve resources.
SCIENTIFIC ATT.
& NOBLE VALUES
Appreciating the
contribution of science
and technology.
Mid - Year Examination ( 07.05.2012 – 18.05-2012 )
Forces And
Motion
2.12 Understanding
elasticity
A student is able to:
-define elasticity
-define Hooke’s Law
-define elastic potential energy
and state that Ep = ½ kx2
-determine the factors that effect
elasticity
-describe applications of elasticity
-solve problems involving
Elasticity
Carry out activities to gain an idea on elasticity,
e.g.
a) stretch the rubber band
b) squeeze a sponge
Plan and conduct an experiment to find the
relationship between force and extension of a
spring
Relate work done to elastic potential energy to
obtain Ep = ½ kx2
Describe and interpret force-extension graph
investigate the factors that affect elasticity
activity:
Using springs with the different spring
diameter, length, material and wire diameter.
Research and report on application of elasticity
Solve problems involving elasticity
Being cooperative
Being systematic
Realizing that science
is a means to
understand nature

14. WK
LEARNING
AREA
3. FORCES AND
PRESSURE
LEARNING
OBJECTIVES
3.1 Understanding
Pressure
LEARNING OUTCOMES
A student is able to:
-define pressure and state that
F
P=
A
-describe applications of pressure.
-solve problems involving pressure
SUGGESTED LEARNING ACTIVITIES
SCIENTIFIC ATT.
& NOBLE VALUES
Observe, describe and discuss the effect of a
force acting over a large area compared to a
small area e.g.
- using sharp point and the head of the thumb
- flat shoe and high heels shoe
- using pen point and bottom of pen
Having an interest and
curiosity towards the
environment
Daring to try
Realising that science
is a means to
understand nature
CUTI PERTENGAHAN TAHUN 26 MEI 2012 SEHINGGA 10 JUN 2012

15. SECOND TERM – 11.06.2012 - 09.11.2012( 21 WEEKS )
WK
21
LEARNING
AREA
Forces and
pressure
(11/6
15/6)
LEARNING
OBJECTIVES
3.1 Understanding
Pressure In
Liquids
LEARNING OUTCOMES
A student is able to:
-relate depth to pressure in a
liquid.
-relate density to pressure in a
liquid.
-explain pressure in a liquid and
state that P = h p g
-describe applications of pressure
in liquids.
-solve problems involving
pressure in liquids.
SUGGESTED LEARNING ACTIVITIES
SCIENTIFIC ATT.
& NOBLE VALUES
Observe situation to form ideas that pressure in
liquids
a) act in all direction
e.g ; using balloon / plastic bag with holes
all round
b) increases with depth
e.g ; using tin with different depth level of
hole
Observe situations to form the idea that pressure
in liquids increases with density.
Relate depth (h), density (p) and gravitational
field strength (g) to pressure in liquids to obtain
P = hpg.
Research and report on
a) the applications of pressure in liquids
b) ways to produce the negative effects of
pressure in liquids.
Being responsible
about the safety of
oneself, others and the
environment
Having critical and
analytical thinking
Solve problems involving pressure in liquids.
22
(18/6
22/6)
Force and
pressure
3.3 Applying
Pascal’s
Principle
A student is able to:
-state Pascal’s Principle
-explain Hydraulic Systems.
-describe applications of Pascal’s
Principle
Observe situation to form the idea that pressure
exerted on an enclosed liquid is transmitted
equally to every part of the liquid
e.g – using hydraulic jack
Discuss hydraulic systems as a force multiplier
to obtain:
output force = output piston area
input force
input piston area
Research and report on the applications of
Pascal’s principle (hydraulic systems).
Thinking rationally
Realising that science
is a mean to
understand nature

16. WK
LEARNING
AREA
LEARNING
OBJECTIVES
LEARNING OUTCOMES
-solve problems involving
Pascal’s principle.
23
Forces and
Pressure
3.4 Applying
Archimedes
principle
A student is able to:
-explain buoyant force
SUGGESTED LEARNING ACTIVITIES
SCIENTIFIC ATT.
& NOBLE VALUES
Solve problems involving Pascal’s principle.
Carry out an activity to measure the weight of
an object in air and the weight of the same
object in water to gain an idea on buoyant
force.
1. Having an interest
and curiosity towards
the environment
-relate buoyant force to the
weight of the liquid
displaced.
Conduct an experiment to investigate the
relationship between the weight of water
displaced and the buoyant force.
2. Being honest and
accurate in
recording and
validating data
-state Archimedes principle.
Discuss buoyancy in terms of:
a) an object that is totally or partially
3. Having critical and
submerged in a fluid experiences a buoyant
analytical thinking
b) force equal to the weight of fluid displaced
the weight of a freely floating object being 4. Being systematic
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.
(25/6
29/6)
-describe applications of
Archimedes principle.
-solve problem involving
Arhimedes principle
Research and report on the applications of
Archimedes’ principle, e.g. submarines,
hydrometers, hot-air balloons.
Solve problems involving Archimedes’
principle.
Build a cartesan diver. Discuss why the diver
can be made to move up and down.

17. WK
24
LEARNING
AREA
Forces and
Pressure
(2/7
7/7)
LEARNING
OBJECTIVES
3.5 Understanding
gas pressure and
atmospheric
pressure
LEARNING OUTCOMES
A student is able to:
-explain gas pressure
(9/7
13/7)
Forces and
Pressure
3.6 Understanding
Bernoulli’s
principle
A student is able to:
-state Bernoulli’s principle
-explain that a resultant force
exists due to a difference in fluid
pressure
-describe applications of
Bernoulli’s Principle
-solve problems involving
Bernoulli’s principle
26
Carry out activities to gain an idea of gas
pressure and atmospheric pressure.
Discuss gas pressure in terms of behaviour of
gas molecules based on the kinetic theory.
SCIENTIFIC ATT.
& NOBLE VALUES
Thinking rationally
Being thankful to God
Being cooperative
-explain atmospheric pressure
25
SUGGESTED LEARNING ACTIVITIES
Discuss atmospheric pressure in terms of the
weight of atmosphere acting on the Earth’s
surface.
Discuss the effect of altitude on the magnitude
of atmospheric pressure.
Carry out activities to gain an idea that when
the speed of a flowing fluid increases its
pressure decreases, e.g.
1. Blowing above a strip of paper
2. Blowing through straw between two ping
pong balls suspended on string
Discuss Bernoulli’s principle.
Carry out activities to show that a resultant
force exists due to a difference in fluid pressure.
View a computer simulation to observe air flow
over an aerofoil to gain an idea on lifting force
Research and report on the applications of
Bernoulli’s principle
Solve problems involving Bernoulli’s principle.
SECOND TEST (16.07.2012 – 20.07.2012)
Being objective
Having an interest and
curiosity towards the
environment
Appreciating the
contribution of science
and technology

18. WK
27
(23/7
27/7)
LEARNING
AREA
4. Heat
LEARNING
OBJECTIVES
4.1 Understanding
thermal
equilibrium
LEARNING OUTCOMES
A student is able to:
-explain thermal equilibrium
-explain how a liquid in glass
thermometer works.
SUGGESTED LEARNING ACTIVITIES
Carry out activities to show that thermal
equilibrium is a condition in which there is no
nett heat flow between two objects in thermal
contact.
SCIENTIFIC ATT.
& NOBLE VALUES
Having an interest and
curiosity towards the
environment
Use the liquid-in-glass thermometer to explain
how the volume of a fixed mass of liquid may be
used to define a temperature scale.
Teacher bring a cup of coffee.
Explain how steel spoon become hot after we put
in the cup.
Ask one student to touch the spoon
4.2 Understanding
specific heat
capacity
A student is able to:
-define specific heat capacity ( c )
Q
-stae that c =
Observe the change in temperature when:
a) the same amount of heat is used to heat
different masses of water. Two beakers with
two different volume of water. Heat it for
two minutes and read the temperature.
Thinking rationally
mθ
b) the same amount of heat is used to heat the
same mass of different liquids. Two beakers
with two different liquid but same volume.
Heat it for two minutes and read the
temperature
Do experiment to determine the specific heat
capacity of aluminium cylinder.
Being thankful to God

19. WK
28
&
LEARNING
AREA
Heat
LEARNING
OBJECTIVES
4.3 Understanding
specific latent
heat
LEARNING OUTCOMES
LEARNING OUTCOMES
A student is able to:
-state that transfer of heat during a
change of phase does not cause a
change in temperature
Generate the idea of specific latent heat through
observation
Example:
a) makes the drinks cool
b) makes the food cool
c) steaming the food
29
-define specific latent heat (I)
Q
-state that I =
m
-determine the specific latent heat
of fusion
-determine the specific latent heat
of vaporization
To carry out experiments to investigates the
changes in the state of matter through a timetemperature graph using naphthalene powder.
Discuss
a) latent heat of fusion
b) latent heat of evaporation
To carry out experiment to determine the specific
latent heat of:
a) fusion
b) vaporization
Solve problems involving specific latent heat.
Solve problems involving specific
latent heat
SCIENTIFIC ATT.
& NOBLE VALUES
Appreciating the
balance of nature.
Having critical &
analytical thinking.

20. WK
30
(13/8
17/8)
LEARNING
AREA
Heat
LEARNING
OBJECTIVES
4.4 Understanding
the gas laws
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
SCIENTIFIC ATT.
& NOBLE VALUES
A student is able to:
-explain gas pressure, temperature
and volume in term of the
behavior of gas moleculs.
Use a model or view computer simulations on
the behavior of molecules of a fixed mass of gas
to gain an idea about gas pressure, temperature
and volume.
Having an interest and
curiosity towards the
environment.
Thinking rationally.
-determine the relationship
between pressure and volume at
constant temperature for a fixed
mass of gas
i.e. pV = constant
-determine the relationship
between volume and temperature
at constant pressure for a fixed
mass of gas
i.e V/T =constant
-determine the relationship
between pressure and
temperature at constant volume
for a fixed mass of gas
i.e p/T = constant
-explain absolute zero
-explain the absolute/ Kelvin s
cale
- of temperature
-solve problems involving
pressure, temperature and volume
of a fixed mass of gas.
Discuss gas pressure, volume and temperature in
terms of the behavior of molecules based on the
kinetic theory.
Plan and carry out an experiment on a fixed mass
of gas to determine the relationship between:
a) pressure and volume at constant temperature
b) volume and temperature at constant pressure
c) pressure and temperature at constant volume
Extrapolate P-T and V-T graphs or view
computer simulations to show that when pressure
and volume are zero the temperature on a P-T and
V-T graph is -273C.
Discuss absolute zero and the Kelvin scale of
temperature.
Solve problems involving the pressure,
temperature and volume of a fixed mass of gas.
CUTI HARI RAYA PUASA 18 OGOS SEHINGGA 26 OGOS 2012

21. WK
31
(27/8
31/8)
LEARNING
AREA
5. Light
LEARNING
OBJECTIVES
LEARNING OUTCOMES
5.1 Understanding
A student is able to:
reflection of light -describe the characteristics of the
image formed by reflection of
light.
-state the laws of reflection of
light
-draw ray diagrams to show the
position and characteristics to the
image formed by a
. a. plane mirror
b. convex mirror
c. concave mirror
- describe aplications of
reflection of light
SUGGESTED LEARNING ACTIVITIES
SCIENTIFIC ATT.
& NOBLE VALUES
Observe the image formed in a plane mirror.
Discuss that the image is :
a) as far behind the mirror as the
object is in front and the line joining the
object and the image is perpendicular to the
mirror
b) the same size as the object
c) virtual
d) laterally inverted
Being systematic
Conduct an experiment to find the position and
characteristics of an image formed by a plane
mirror. ( chart, CD )
Being objective
Being objective
Being systematic
Daring to try
Discuss the laws of reflection.
Draw ray diagrams to determine the position and
state characteristics of the image formed by a
a. plane mirror
b. convex mirror
c. concave mirror
( transparency, graph paper, pencil, OHP, poster )
Appreciating the
contribution of S & T
Being confident and
independent
Thinking rationally
- solve problems involving
reflection of light
- construct a device based on the
application of reflection of light
Research and report on applications of reflection
of light.
(internet searching, newspaper cutting)
Solve problems involving reflection of light
State the device based on the application of
reflection of light

22. WK
LEARNING
AREA
LEARNING
OBJECTIVES
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
SCIENTIFIC ATT.
& NOBLE VALUES
32
Light
5.2. Understanding
refraction of
light
A student is able to
- explain refraction of light.
Observe situation to gain an idea on refraction.
( glass block )
Having critical &
analytical thinking
(3/9
7/9)
- define refractive index as
n = sin i
sin r
- determine the refractive index
of a glass or Perspex block
- state the refractive index, n, as
speed of light in a vacuum
speed of light in a medium
- describe phenomena due to
refraction
Conduct an experiment to find the relationship
between the angle of incidence and angle of
refraction to obtain Snell’s Law.
State the condition of Snell’s Law.
Carry out an activity to determine the refractive
index of a glass or Perspex block.
Carry out web activity to verify the values for the
angle of incidence i and the angle of refraction r.
Research and report on phenomena due to
refraction, e.g. apparent depth, the twinkling of
stars.
Solve problems involving of refraction light
- solve problems involving the
refraction of light
33
(10/9
14/9)
Light
5.3 Understanding
total internal
reflection of
light
A student is able to :
-explain total internal reflection of
light
-define the critical angle (c)
Being confident and
independent
Thinking rationally
Being cooperative
Being thankful of God
Being flexible and
open-minded
Carry out activities to show the effect of
increasing the angle of incidence on the angle of
refraction when light travels from a denser
medium to a less dense medium to gain an idea
about total internal reflection and to obtain the
critical angle.
Discuss with the aid of diagrams:
total internal reflection and critical angle.
Observing

23. WK
LEARNING
AREA
LEARNING
OBJECTIVES
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
SCIENTIFIC ATT.
& NOBLE VALUES
-relate the critical angle to the
refractive index i.e.
1
n=
sin c
b) the relationship between critical angle and
refractive index
Experimenting
-describe natural phenomena
involving total internal reflection.
-describe applications of total
internal reflection.
-solve problems involving total
internal reflection.
34
(17/9
21/9)
Light
5.4 Understanding
lenses
A student is able to:
-explain focal point and focal
length
-determine the focal point and
focal length of convex lens
-determine the focal point and
focal length of a concave lens
-draw ray diagram to show the
position and characteristics of the
images formed by a convex lens
-draw ray diagrams to show the
position and characteristics of the
images formed a concave lens.
Inferring
Research and report on
a) natural phenomenon involving total internal
reflection.
b) the applications of total internal reflection,
e.g. in telecommunication using fibre optics.
Solve problems involving total internal reflection.
Sources:
http://www.physics.nwu.edu/ugrad/vpl/optics
/snell.html
http:eta.physics.uogeulph.ca/javapm/java/toti
ntrel/index.html
Use an optical kit to observe and measure light
rays traveling through convex and concave lenses
to gain an idea of local point and focal length of
concave lens.
Classifying
Experimenting
Problem Solving
With the help of ray diagrams, discuss focal point
and focal length.
Draw ray diagrams to show the positions and
characteristics of the images formed by a
a) Convex lens
b) Concave lens
Observing
Using Space TimeRelationship

24. WK
LEARNING
AREA
LEARNING
OBJECTIVES
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES
35
Light
5.4 Understanding
lenses
-define magnification as
v
m=
u
-relate focal length (f) to the
object distance (u) and image
distance (v), i.e
1
1
1
=
+
f
u
v
Carry out activities to gain an idea of
magnification.
With the help of ray diagrams, discuss
magnification.
Carry out an activity to find the relationship
between u, v and f.
(24/9
28/9)
-describe with the aid of ray
diagrams, the use of lenses in
optical devices.
Carry out activities to gain an idea on the use
of lenses in optical devices.
With the help of ray diagrams discuss the use
of lenses in optical devices such as a
telescope and microscope.
Construct an optical devices that uses lenses.
-construct an optical devices that
uses lenses.
Solve problems involving to lenses.
Internet
-solve problem involving to lenses Sources:
http://www.geocities.com/thesciencefiles/con
vexlens.html
36
&
37
38-41
YEAR END EXAMINATION (1.10.2012 – 12.10.2012)
INTENSIVE REVISION
SCIENTIFIC ATT.
& NOBLE VALUES