Yearly Plan F4

Physics Department SSI
LEARNING
AREA/WEEKS
1. INTRODUCTION
TO PHYSICS
LEARNING
OBJECTIVES
1.1 Understanding
physics
TEACHING AND LEARNING

ACTIVITIES
LEARNING OUTCOMES
A student is able to:
Observe everyday objects such as a table, a

pencil, a mirror etc and discuss how they are
related to physics concepts.
Explain what physics is.

(1/2 week )
View a video on natural phenomena or

everyday life experiences and discuss how
they are related to physics concepts.
(80 min)
STRATEGIES
Teaching Aids
Power point slides about bird
fly, how the bird fly, engineer
building an aero plane, aero
plane in the air
(use of ICT or courseware
integration is preferable)
Discuss fields of study in physics such as

forces, motion, heat, light etc.
Recognize the physics in

everyday objects and
natural phenomena.
Why the colour of leave is green?

Why you feel cool when you walk under roof
but feel hot under the sun?
What can you say about our tallest building
(Petronas twin tower) relating with physics?
CCTS
Relating
Moral Values
Having an interest and curiosity
towards the environment.
Vocabulary
- phenomena
(80 min)
1.2 Understanding
base quantities and
derived quantities.
A student is able to :
Explain what base

quantities and derived
quantities are
List base quantities and

their units
List some derived and

their units
Express quantities using
Discuss base quantities and derived

quantities are.
Teaching Aids
Aquarium with accessories
From the aquarium, list out the physical

quantities.
CCTS
Sequencing
Visualizing
What are the differences between base

quantities and derived quantities.
Why is it important to use S.I. unit?
Moral Values
Honesty
Systematic
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES

ACTIVITIES
LEARNING OUTCOMES
STRATEGIES
prefixes
Pupils fill a table with base and derived
quantities
Pupils recite mnemonic with abbreviation
unit with scientific notation
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, e.g nano
( 10-9 ), nm ( nanometer )
Vocabulary
Density
Volume,
Velocity
Scientific notation,
Prefix
Base quantities
Derive quantities
Length
Time
Temperature,
Current
Force
Discuss the use of scientific notation to

express large and small numbers
Surf the net about the base quantities
prefixes, convertion of unit and derived
quantities.
week
(40 min)
1.3 Understanding
scalar and vector
quantities
Define scalar and vector
quantities
Give examples of scalar
and vector quantities
Carry out activities to show that some

quantities can be defined by magnitude only
whereas other quantities need to be defined
by magnitude as well as direction
What does the number indicate?
What do the pointers indicate?
Can you calculate the time you spend to
study physics in a day in minute?
Teaching Aids
Clock, Voltmeter, Ammeter
CCTS
Comparing, contrasting
Moral Values
Appreciating contribution of
science and technology
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES

ACTIVITIES
Surf the net about duration time taken by an
aero plane (Air Asia) for a destination.
(www.airasia.com)
LEARNING OUTCOMES
STRATEGIES
Vocabulary
Show a plan of location of a housing area

to determine displacement and distance (the
differences between scalar and vector)
Can you identify physical quantities in your
school compound. List out all the quantities
into scalar and vector quantities
Compile a list of scalar and vector quantities
1 week
(120 min)
1.4 Understanding
measurement
Measure physical
quantities using
appropriate instruments
Explain accuracy and
consistency
Explain sensitivity
Explain types of
experimental error
Use appropriate
techniques to reduce
errors
Choose the appropriate instrument for a

given measurement
Pupils throw plasticine balls on the bulls
eyes on the board to understand the concept
of consistency and accuracy
Discuss consistency and accuracy using the
distribution of gunshots on a target as an
example
Teaching Aids
Vernier caliper, micrometer
gauge, meter ruler, ammeter,
voltmeter, thermometer
(neraca peka)
CCTS
Comparing
Moral Values
Being honest, systematic
Discuss the sensitivity of various instruments

Create models for time, mass measurement
Pupils make observation on different
instrument to measure the same object.
Demonstrate through examples systematic
Vocabulary
Accuracy, consistency,
systematic error, random error,
sensitivity
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES

ACTIVITIES
errors and random errors. Discuss what
systematic and random errors are
LEARNING OUTCOMES
STRATEGIES
Use appropriate techniques to reduce error in

measurement such as repeating
measurements to find the average and
compensating for zero error
1 week
(80 min)
1.5 Analysing scientific

investigations.
Identify variables in a
given situation
Identify a question
suitable for scientific
investigation
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
Induction set:
Why the helicopter fall and crash. Try to
investigate the reason. Discuss in group how
to plan a strategy of investigation.
Observed a situation and suggest questions
suitable for a scientific
investigation. Discuss to :
a) identify a question suitable for scientific
investigation
b) identify all the variables
c) form a hypothesis
d) plan the method of investigation
including selection of apparatus and work
procedures
Find out why the elongation of the spring is
longer when a 10 kg baby is placed in a
swing compare to 5 kg baby.
An archer shoot an arrow. Why the arrow go
further when we stretch the string harder?
Design an experiment to investigate how the
Teaching Aids
Yoyo, Pendulum
CCTS
Analyzing,
Relating,
Making conclusion, inference,
Visualizing,
Experimenting
Making decision
Problem solving
Moral Values
Thinking rationally,
Critical and analytical thinking,
Being fair and just
Vocabulary
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES

ACTIVITIES
mass of the car affect the acceleration.
LEARNING OUTCOMES
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
Suggested experiment:
pendulum
yoyo
STRATEGIES
LEARNING
AREA/WEEK
2. FORCES AND
MOTION
160 Minutes
( 4 Period)
LEARNING
OBJECTIVES
2.1 Analysing linear
motion.
LEARNING OUTCOMES

define distance and displacement
define speed and velocity and
state that v = s
t
define acceleration and
deceleration and state that a = v
-u
t
calculate speed and velocity
calculate acceleration/
deceleration
solve problems on linear motion
with uniform acceleration using
i.
v = u + at
ii.
s = ut + at2
iii.
v2 = u2 + 2as
TEACHING & LEARNING

ACTIVITIES
Carry out activities to gain an idea of:
a) distance and displacement
b) speed and velocity
c) acceleration and deceleration
Examples:
1. Use pictures to show the motion of an
object moving over a hill and through a
tunnel.
Carry out activities using a data
logger/graphing 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
Solve problem using the following equation
of motion:
a)
v = u + at
b)
s = ut + at2
c)
v2 = u2 + 2as
STRATEGIES
TEACHING AID
Photos
CCTS
Comparing and
contrasting
MORAL VALUE
Having critical and
analytical thinking
LEARNING AREA/
WEEK
LEARNING
OBJECTIVES
80 Minutes
(2 Period)
2.2 Analysing motion

graphs.
LEARNING OUTCOMES
Plot 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 for a
displacement-time 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 non-uniform
velocity
Determine distance,
displacement, velocity and
acceleration from a velocitytime graph.
Solve problems on linear motion
with uniform acceleration.
TEACHING & LEARNING

ACTIVITIES
Carry out activities using a data
logger/graphing calculator/ticker timer to
plot
i.
displacement-time graph
ii.
velocity-time graph
Examples:
Students practice plotting displacement-time
graph and velocity time graph from a set of
given data.
Describe and interpret:
a) displacement-time graph and
b) velocity-time graph
Determine distance, displacement, velocity
and acceleration from displacement-time and
velocity-time graphs.
Solve problems on linear motion with
uniform acceleration involving graphs.
STRATEGIES
Teaching aid
Graph from internet, CD
about motion.
Ccts
Making hypothesis,
analyzing and conclusion.
Moral Value
Having critical and
analytical thinking
LEARNING AREA/
WEEK
80 Minutes
( 2 Period)
LEARNING
OBJECTIVES
2.3 Understanding
inertia
LEARNING OUTCOMES

Explain what inertia is.
Relate mass to inertia.
Give examples of situation
involving inertia.
Suggest ways to reduce the
negative effect of inertia.
TEACHING & LEARNING

ACTIVITIES
Carry out activities/view computer
simulations/ situations to gain an idea on
inertia.
TEACHING AID
Pictures showing a boxer
and his training tools.
Carry out activities to find out the

relationship between inertia and mass.
CCTS
Relating.
Examples:
1. Experiment about oscillations of metal
blade.
2. Experiment about oscillation of a full pail
and empty pail.
MORAL VALUE
Realising that science is a
mean to understand
nature
Research and report on

a) the positive effect of inertia
b) ways to reduce the negative effects of
inertia
STRATEGIES
LEARNING AREA/
WEEK
160 Minutes
( 4 Period)
LEARNING
OBJECTIVES
2.4 Analysing
momentum
LEARNING OUTCOMES
Define the momentum of an
object.
Define momentum (p) as the
product of mass (m) and velocity
(v) i.e. p= mv
State the principle of
conservation of momentum
Describe applications of
conservation of momentum.
Solve problem involving
momentum.
TEACHING & LEARNING

ACTIVITIES
Carry out activities/view computer
simulations to gain an idea of momentum by
comparing the effect of stopping two objects:
c) of the same mass moving at different
speeds
d) of different masses moving at the same
speed
Examples:
Experiment to determine :
a. The momentum of 500g mass and
300g mass falling from the same
height.
b. The momentum of two 500g mass
falling from the different height.
Discuss momentum as the product of mass
and velocity.
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 a closed system is a constant.
Carry out activities that demonstrate the
conservation of momentum e.g. water
rockets.
Research and report on the applications of
conservation of momentum such as in
rockets or jet engines.
STRATEGIES
Teaching Aid
Picture showing
skateboard motion.
CCTS
Making inferences,
comparing and
contrasting.
Moral Values
Being responsible about
the safety of oneself,
others, and the
environment
LEARNING AREA/
WEEK
LEARNING
OBJECTIVES
160 Minutes
( 4 Period)
2.5 Understanding the

effects of a force
LEARNING OUTCOMES
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.
Solve problems using
ma
F=
TEACHING & LEARNING

ACTIVITIES
With the aim of diagrams, describe the forces
acting on an object:
a) at rest
b) moving at constant velocity
c) accelerating
Examples:
Use a remote control car to show the effect
of a force acting on an object
a) at rest
b) moving at constant velocity
c) accelerating
Conducting 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 problem using F = ma
10
STRATEGIES
Teaching Aid
Movie showing a bicycle
racing.
CCTS
Making inferences,
hypothesis, analyzing and
making conclusion.
Moral Value
Being systematic
LEARNING
AREA/WEEK
LEARNING
OBJECTIVES
LEARNING OUTCOMES
TEACHING & LEARNING

ACTIVITIES
80 MINUTES
( 2 PERIOD)
2.6 Analysing impulse

and impulsive
force

Explain what an impulsive force
is.
Give examples of situations
involving impulsive forces.
Define impulsive as an
explosion. i.e. 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 decreasing 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 situation where an
impulsive force is beneficial
solve problems involving
impulsive force
View computer simulations of collisions and

explosions to gain an idea on impulsive
force.
TEACHING AID
Photos showing high
jump and pole vault
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 or decreasing time of
impact affects the magnitude of the
impulsive force
CCTS
Making generalizations
and generating ideas.
11
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
Solve problems involving impulsive force
STRATEGIES
MORAL VALUES
Being systematic
LEARNING
AREA/WEEK
80 MINUTES
( 2 PERIOD)
LEARNING
OBJECTIVES
2.7 Being aware of the
need for safety
features in vehicles
LEARNING OUTCOMES
describe the importance of
safety features in vehicles
TEACHING & LEARNING

ACTIVITIES
Research and report on the physics of vehicle
collisions and safety features in vehicles in
terms of physics concepts.
TEACHING AID
Pamphlets from car
company, internet
Discuss the importance of safety features in

vehicles.
CCTS
Evaluating and generating
ideas.
Examples: group presentation about the

safety features in vehicles.
12
STRATEGIES
MORAL VALUES
Being responsible about
the safety of oneself,
others, and the
environment
LEARNING
AREA/WEEKS
3. FORCE AND
MOTION
( 1 week )
(160 mins.)
LEARNING
OBJECTIVES
2.8 Understanding
gravity
LEARNING
OUTCOMES
Explain acceleration due
to gravity.
State what a
gravitational field is.
Define gravitational
field strength.

ACTIVITIES
Carry out activity or view computer
simulations to gain an idea of
acceleration due to gravity.
Discuss
a) acceleration due to gravity
b) a gravitational field as a region in
which an object experiences a
force due to gravitational
attraction and
c) gravitational field strength (g) as a
gravitational force per unit mass.
Carry out an activity to determine the
value of acceleration due to gravity.
STRATEGIES
Teaching Aids
video clip, movie
(use of ICT or courseware integration is
preferable)
CCTS
Relating
Carry out an experiment to find the value

of g
Discuss weight as the Earths

gravitational force on an object.
Solve problems involving
acceleration due to gravity.
Problems solving
Moral Values
Having an interest and curiosity towards
the environment.
Vocabulary
Gravitational field medan graviti
13
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
( 1 week)
2.9 Analyzing forces in

equilibrium
(160 mins.)
LEARNING
OUTCOMES
describe situations
where forces are
equilibrium.
State what a resultant
force is.
Add two forces to
determine the resultant
force.
Resolve a force into the
effective component
forces.
Solve problems
involving forces in
equilibrium.
Determine the
relationship between
force, mass and
acceleration.
i.e F = ma.
Solve problems using F
= ma.

ACTIVITIES
With the aid of diagrams, describe
situations where forces are in
equilibrium, e.g a book at rest on a
table, an object at rest on an incline
plane.
STRATEGIES
Teaching Aids
ICT courseware
Discussion
With the aid of diagrams, discuss the
resolution and addition of forces to
determine the resultant force.
Problems solving
Solve problems involving forces in
equilibrium ( limited to 3 forces)
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.
CCTS
Predicting
Relating
Moral Values
the environment.
Vocabulary
Resultant- daya paduan
Resolve - lerai
14
LEARNING
AREA/WEEKS
(2 weeks )
(320 mins.)
LEARNING
OBJECTIVES
2.10 Understanding
work, energy,
power and
efficiency
LEARNING
OUTCOMES
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.
define kinetic energy

and state that Ek =
mv2
define gravitational
potential energy and
state that Ep = mgh
state the principle of
conservation of energy
define power and state
that
P = W/t

ACTIVITIES
Observe and discuss situations where
work is done. Discuss that no work is
done when :
STRATEGIES
Teaching Aids
video clip, movie
Discussion
a) a force is applied but no

displacement occurs
CCTS
Relating
b) an object undergoes a displacement

with no applied force acting on it.
Give examples to illustrate how
energy is transferred from one object
to another when work is done.
Discuss the relationship between
work done to accelerate a body and
the change in kinetic energy.
Carry out an activity to show the
principle of conservation of energy.
Carry out an experiment to show the

principle of conservation of energy.
State that power is the rate at which

work is done , P = W/t.
Carry out activities to measure power.
Discuss efficiency as :
Useful energy output x
100%
Energy input
15
Measuring power
Discussion
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING
OUTCOMES
( 1 week )
(160 mins.)
( 1 week )
( 160 mins.)
explain what efficiency

of a device is.
Solve problem
involving work, energy,
power and efficiency.

ACTIVITIES
Evaluate and report the efficiencies of
various devices such as diesel engine,
a petrol engine and an electric engine.
Solve problems involving work,
energy, power and efficiency.
2.11 Appreciating the

importance of
maximizing the
efficiency of
devices

recognize the
importance of
maximizing efficiency
of devices in conserving
resources.
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 helps to
conserve resources.
2.12 Understanding
elasticity
A student should be able to

:
Carry out activities to gain an idea on

elasticity.
define elasticity .
define Hooke's law.
define elastic potential
Plan and conduct an experiment to

find the relationship between force
and extension of a spring.
STRATEGIES
Moral Values
Appreciating the contribution of science
and technology.
Discussion
Moral Values
and technology.
Carry out an experiment to verify

Hookes Law
Relate work done to elastic potential

energy to obtain Ep = kx.
Describe and interpret force-extension
16
Vocabulary
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING
OUTCOMES
energy and state that Ep
= kx.
determine the factors

that affect elasticity.
describe applications of
elasticity.

ACTIVITIES
graphs.
STRATEGIES
Elasticity kekenyalan
Investigate the factors that affect

elasticity.
Intra molecular force daya antara

molekul
Research and report on applications

of elasticity.
Extension pemanjangan
Elastic potential energy tenaga
keupayaan kenyal
Solve problems involving elasticity.

Moral Values
Being systematic and cooperative
LEARNING
AREA/WEEKS
3. FORCES AND
PRESSURE
(.40 min.)
LEARNING
OBJECTIVES
3.1 Understanding
pressure
Solve problems
involving elasticity.
LEARNING OUTCOMES
Define pressure and state
that
F
P=
A

ACTIVITIES
Pressure is defined as force per unit
area.
Unit = Nm-2 / Pascal (Pa)
Activities:
Observe the effects of the force acting
on the area of different sizes by using
a) a single / many thumbtacks
b) sharp / blunt knife
reflexology
Discuss pressure as force per unit area
17
STRATEGIES
Teaching Aids
video clip pictures
- ski
- tractor / army tank
- high heel shoes / sports
shoes
preferable)
CCTS
Relating and application
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOMES
pressure.

ACTIVITIES
Research and report on applications
of pressure
STRATEGIES
Moral Values
Having an interest and appreciate the
presence of pressure in every day life.
CCTS
Application and problems solving.
Solve problems involving pressure
( 80 mins.)
3.2 Understanding
pressure in
liquids
Vocabulary
- Pressure- tekanan

pressure
relate depth to pressure ia a

liquid
Observe situations to form ideas that

pressure in liquids :
(i) acts in all directions
(ii)increases with depth
Activities:
Using a plastic container with holes at
different height filled with water to
show
pressure increases with depth;
relate density to pressure in

a liquid
Using a balloon poked with a few

holes, attach to the water tap and turn
it on to show that the pressure acts in
18
Teaching Aids
Video
pressure increases with
depth
- swimming at different
depth ( pressure increase,
pain increase)
CCTS
Relating
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOMES
explain pressure in a liquid

and state that P = hg

ACTIVITIES
all directions.
Observe situations to form the ideas
that pressure in liquids increases with
density.
Experiment: To investigate the
effects of pressure depends on
a) depth
b) density
Relate depth ( h ), density () and
gravitational field strength (g) to
obtain
P = hg
describe applications of
pressure in liquids

pressure in liquids

a) the applications of pressure in
liquids
b) ways to reduce the negative
effects of pressure in liquids
Examples of questions involving

pressure in liquids
19
STRATEGIES
Moral Values
Being honest and accurate in recording
and validating data.
Vocabulary
Depth - kedalaman
Picture on the structure of a water dam
and the water supply systems.
CCTS
Application and problems solving
LEARNING
AREA/WEEKS
( week)
(80 min)
LEARNING
OBJECTIVES
3.3 Understanding
gas pressure
and
atmospheric
pressure
LEARNING OUTCOMES

ACTIVITIES
STRATEGIES
explain gas pressure.
Carry out activities to gain an idea of

gas pressure and atmospheric
pressure.
Activities:
a) Push a piston into the
cylinder of a syringe with its
nozzle closed.
b) Use a kinetic theory model to
show motion of gas
molecules produces a
pressure.
explain atmospheric
pressure.
Definition:
Collisions of gas molecules on any
surface produce an impulsive force,
creating the gas pressure.
Activities:
a) Placed a cardboard over the
mouth of a glass filled with
water and turn it upside
down.
b) Hitting one end with meter
ruler covered with a few sheet
of newspaper.
c) Using a straw to suck water
20
Unit:
1 atmosphere = 760 mmHg = 10.3 m
water = 101300 Pa
1 milibar = 100 Pa
CCTS:
Relating, comparing
Moral values
Realising that science is a means to
understand nature
Teaching aids
Powerpoint
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOMES

ACTIVITIES
from a glass. Replace the
straw with another straw
poked with a hole, compare
both situations.
d) Pull a piston from the
cylinder of a syringe with its
nozzle immersed in water.
Definition:
The atmospheric pressure is produced
by:
a) Collisions of air molecules on
any surface.
b) weight of air above any
surface
describe application of
atmospheric pressure.
Do a research and report on the

application of gas and atmospheric
pressure.
Activity
Show and introduce various type
of instruments to measure gas
pressure (Bourdon Gauge) and
atmospheric pressure (Fortin
Barometer, Aneroid Barometer)
Activity :
Watch a movie clip and answer
questions regarding decreasing
atmospheric pressure with
21
STRATEGIES
Moral values
ang technology
Teaching aids:
INSTRUMENTS FOR MEASURING
GAS PRESSURE.ppt Bourdon Gauge,
Fortin Barometer and Aneroid Barometer
Teaching aids:
Movie clip showing people tracking up a
mountain experiencing difficulties in
breathing.
Measuring instruments.
CCTS
Application and problems solving
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOMES

ACTIVITIES
altitudes.
STRATEGIES
Definition:
The atmospheric pressure decreases
with altitudes because the density of
air is reduced at higher altitudes.
atmospheric pressure and
gas pressure
(1 week )
(160 mins.)
3.4 Applying
Pascals
Principle

State Pascals Principle
Explain hydraulic system.

atmospheric and gas pressure
including barometer and manometer
readings.
Observe situations to form the idea

that pressure exerted on an enclosed
liquid is transmitted equally to every
part of the liquid.
Demonstrate experiment
(Piston and Conical flask with hole,
pressing toothpaste)
Discuss hydraulic system as a force

multiplier to obtain:
(Hydraulic system)
Output force
=
input force
Output piston area
input piston area
Describe application of
Pascals Principle
Research and report on the

applications of Pascals Principle
Solve problems involving Pascals
22
video clip Application of hydraulic system and brake

system
LEARNING
AREA/WEEKS
(1 Week)
LEARNING
OBJECTIVES
3.5 Applying
Archimedess
Principle
LEARNING OUTCOMES
Pascals Principle
Explain buoyant force
(160 min)
Relate buoyant force to the
weight of the liquid
displaced
State Archimedess
Principle

ACTIVITIES
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
Conduct an experiment to investigate
the relationship between the weight of
water displaced and buoyant force
Discuss buoyant in terms of:
a) an object that is totally or
partially submerged in a fluid
experiences a buoyant force
equal to the weight 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 that or equal to the
density of the fluid in which
it is floating
STRATEGIES
CCTS
Relating
Moral Values
the environment.
Conduct experiment
(Buoyant Force)
Archimedess Principle
Research and report on the

applications of Archimedess
Principle


Video clip
Animations of submarines, hydrometer,
23
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOMES

ACTIVITIES
STRATEGIES
hot air balloons, advertisement balloon
and ship
Movie of the diver
CCTS
Relating
Moral values
the environment.
(1 Week)
( 160 min.)
3.6 Understanding
Bernoullis
Principle
State Bernoullis Principle
Carry out activities to gain the idea

when the speed of a flowing fluid
increases its pressure decreases
Demonstrate
(blowing above a strip of paper, blowing
through between two ping pong balls
suspended on strips)
Explain that a resultant force

exits due to a difference in
fluid pressure
Carry out activities to show that a

resultant force exists due to a
difference in fluid pressure
Demonstrate
(aerofoil model, hair dryer with ping pong
balls)
Bernoullis Principle
View a computer simulation to

observe air flow over an aerofoil to
gain an idea an lifting force
Computer simulation
Research and report an the

applications of Bernoullis Principle
Applications of Bernoullis Principle

Bunsen Burner , insecticide spray and
carburetor
Questions on problem solving
24
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOMES

Bernoullis Principle

ACTIVITIES
Solve problems involving Bernoullis
Principle
STRATEGIES
CCTS
Relating
Moral Values
the environment
LEARNING
AREA/WEEKS
5. LIGHT
(2 weeks )
LEARNING
OBJECTIVES
LEARNING OUTCOMES
5.1 Understanding
reflection of light

- describe the characteristics
of the image formed by
reflection of light.

ACTIVITIES
Observe the image formed in a plane
mirror.
Discuss characteristics of the image .
- State the Laws of reflection

of light.
i = r
Incident ray, reflected ray
and the normal are on the
same plane.
Discuss the Laws of reflection.

Examples : Reflection on a plane
mirror
.Carry out experiment to study the
reflection of light on a plane mirror.
- Draw ray diagrams to show

the position and
characteristics of the image
formed by :
(i) plane mirror
(ii) convex mirror
(iii) concave mirror
Draw ray diagrams to determine the

position and characteristics of the
image formed by :
a. plane mirror
b .convex mirror
c. concave mirror
- Describe applications of
Discuss the examples :
25
STRATEGIES
Teaching Aids
video clip, movie
preferable)
Experiment
(Ray box, plane mirror, white paper,
protractor).
CCTS
Generating ideas
Making generalizations.
Manipulative skills
Moral Values
Being honest and accurate .
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOMES

ACTIVITIES
Plane mirror
- Dressing mirror
- Optical device OHP and
periscope.
STRATEGIES
and
technology
Convex mirror
- side mirror of cars
5.2 Understanding
Refraction
Of Light
- Solve problems involving

- Solve problems involving

- Construct a device based on

the applications of
reflection of light .
- Construct a device based on the

application of reflection of light
Examples : periscope and
kaleidoscope.

- Explain Understanding
Refraction Of Light
Observe situations to gain an idea

on refraction.
Discuss examples:
Sunset And Straw in the water
(2 week )
- Define refractive index as
i
Sin
n=
r
Sin
- Determine the refractive
index of a glass or Perspex
block.
- State the refractive , n as
Conduct an experiment to find the

relationship between the angle of
incidence and angle of refraction
to obtain Snell Law.
Discuss the refractive index as
Speed Of Light In A Vacuum
-----------------------------------Speed Of Light In A Medium
26
Be cooperative .
Teaching Aids
video clip, movie

(use of ICT or
courseware
integration is
preferable)
Lab Apparatus
CCTS
Relating
Generating Ideas
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOMES
Speed Of Light In A
Vacuum
-------------------------------Speed Of Light In A
Medium
- Describe phenomena due to
refraction

ACTIVITIES
Carry out research and write a
report on phenomena of refraction.
Example : apparent depth and
twinkling of the stars.
STRATEGIES
Moral Values
Carry out activities to gain idea of

apparent depth.
Example : Present the report
5.3 Understanding
total internal
reflection of light

- explain total internal
reflection of light
- define critical angle, c
- draw ray diagrams
( 1 week )
- relate the critical angle to

the reflective index i.e
=1/sin c
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 :
i) total internal reflection and
critical angle,c
ii) the relationship between critical
angle and refractive index.
i) natural phenomenon involving
total internal reflection eg. mirage
ii) The applications of total internal
27
Cooperation
Realising Science is a means to
understand nature..
Having an interest and curiosity
towards the environment.
Teaching Aids
video clip
Experiment (Lab apparatus)
ICT or courseware
ICT
- describe natural
phenomenon involving total
internal reflection.
Predicting
Making generalisations
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOMES

ACTIVITIES
reflection, e.g in
telecommunication using fibre
optics.
- Describe applications of
total internal reflection.
- solve problems involving
total internal reflection.
Problem solving
STRATEGIES
CCT
Relating
Problem solving
Moral Values
Appreciating natural phenomenon.
Vocabulary
- Total internal reflection
- critical angle
(1 week)
5.4 Understanding
lenses

1. Describe types of lenses
(80 min)
2. Explain the difference
between focus point and
focal length
3. Draw ray diagrams to show
focal point, focal length and
characteristic of images
formed by convex and
concave lenses
- Use an optical kit

- Observe light rays traveling
through convex and concave lens
- Draw ray diagrams to show
1.1 focus point
1.2 focal length
- Determine the focal point and
focal length of convex and
concave lenses
- Describe the characteristic of
images formed by convex and
concave lenses
- Using ray diagram,
(i)
discuss magnification and
hence
28
Teaching Aids
1. Optical kit
2. (use of ICT or courseware integration
is preferable)
CCTS
1. Generating idea
2. Relating
3. visualising
Moral Values
Having an interest and curiousity towards
the optical devices
Vocabulary
LEARNING
AREA/WEEKS
LEARNING
OBJECTIVES
LEARNING OUTCOMES
4. Define magnification

ACTIVITIES
(ii) determine magnification by
using the formula :
STRATEGIES
1. magnification
m =v
u
5. Determine the relationship
between u, v, and f
- Carry out an experiment to find

the relationship between u, v, and
f
1 = 1 + 1
f
u
v
6. Describe with the aid of

ray diagrams, the use of
lenses in optical devices
- discuss the use of lenses in optical

devices such as a telescope and
microscope
7. Solve problems involving

lenses
- Solve problems involving lenses
Disediakan oleh:
En. Adnan Shamsudin
29
Teaching aids
1. Laboratory apparatus
CCTS
1.Generating idea
2. Making hypothesis
3. Making inferences
Teaching Aids
ICT or courseware integration
CCTS
1. Relating

Dip. Sc (UiTM), BSc (UTM), Dip. Edu (UTM)
30

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Physics Department SSI

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Observe everyday objects such as a table, a

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Recognize the physics in

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List base quantities and

List some derived and

Express quantities using

Discuss base quantities and derived

From the aquarium, list out the physical

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Show a plan of location of a housing area

Choose the appropriate instrument for a

Discuss the sensitivity of various instruments

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Use appropriate techniques to reduce error in

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Carry out an experiment and:

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A student is able to:

TEACHING & LEARNING

Physics Department SSI

2.2 Analysing motion

TEACHING & LEARNING

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A student is able to:

TEACHING & LEARNING

Carry out activities to find out the

Research and report on

Physics Department SSI

TEACHING & LEARNING

Physics Department SSI

2.5 Understanding the

TEACHING & LEARNING

Physics Department SSI

TEACHING & LEARNING

2.6 Analysing impulse

A student is able to:

View computer simulations of collisions and

Research and report situations where:

Physics Department SSI

TEACHING & LEARNING

Discuss the importance of safety features in

Examples: group presentation about the

Physics Department SSI

TEACHING AND LEARNING

Carry out an experiment to find the value

Discuss weight as the Earths

Physics Department SSI

2.9 Analyzing forces in

TEACHING AND LEARNING