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express
deried
*uantities as
well as theirunits in ter"s
o' base
*uantities and
base units.
sole
proble"s
inoling
conersion o'
units
&eter"ine the base
*uantities and
units in a gien
deried *uantityand unit 'ro" the
related 'or"ula.
3ole proble"s that
inole the
conersion o' units.
8hen these
*uantities are
introduced in
their relatedlearning
areas.
3cienti'ic
notation
bentu5 piawai
Pre'ix-i"buhan
26/1
-
)/1
1.)
Understanding
scalar and
ector
*uantities
A student is able
to:
de'ine scalar
and ector
*uantities
gie
exa"ples o'scalar and
ector
*uantities.
7arry out actiities
to show that so"e
*uantities can be
de'ined by
"agnitude only
whereas other
*uantities need to be
de'ined by
"agnitude as well
as direction.
7o"pile a list o'
scalar and ector
*uantities.
4
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1.9
Understanding
"easure"ent
A student is able
to
4easure
physical
*uantities
usingappropriate
instru"ents
xplain
accuracy and
consistency
xplain
sensitiity
7hoose the
appropriate
instru"ent 'or a
gien "easure"ent
&iscuss consistency
and accuracy using
the distribution o'
gunshots on a target
as an exa"ple
&iscuss the
sensitiity o'
arious instru"ents
Accuracy-
5e!ituan
7onsistency-
5epersisan
3ensitiity-
5epe5aanrror- ralat
;ando" -
rawa5
2
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-1)/2
xplain
types o'
experi"entalerror
Use appropriate
techni*ues to
reduce errors
&e"onstrate through
exa"ples syste"atic
errors and rando"errors.
&iscuss what
syste"atic and
rando" errors are.
Use appropriate
techni*ues to reduce
error in
"easure"ents such
as repeating
"easure"ents to'ind the aerage and
co"pensating 'or
zero error.
16/2
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co"plete report
LEARNING AREA: 23FORCES AND MOTION
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2.1Analysing
linear
"otion
A student is able to: &e'ine distance
and displace"ent
&e'ine speed and
elocity and state that
t
sv =
&e'ine
acceleration and
deceleration and state
thatt
uva
=
7alculate speed
and elocity
7alculate
acceleration/deceleratio
n
3ole proble"s on linear
"otion with uni'or"
acceleration using
atuv +=
2
2
1atuts +=
asuv 222 +=
7arry out actiitiesto gain an idea o':
a distance and
displace"ent
b speed and
elocity
c acceleration and
deceleration
7arry out actiities
using a data
logger/graphing
calculator/tic5er
ti"er to
a identi'y when a
body is at rest$
"oing
with uni'or"elocity or non-
uni'or"
elocity
b deter"ine
displace"ent$
elocity and
acceleration
3ole proble"s
using the 'ollowing
e*uations o'
"otion: atuv +=
2
2
1atuts +=
asuv 222 +=
Aeragespeed ?
total
distance /
ti"e ta5en
&istance !ara5
&isplace"ent
sesaran
3peed la!u
%elocity
hala!u
Acceleration
pecutan
&eceleration$
retardation
nyahpecutan
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8
(/)-
1)/)
2.2
Analysing"otion
graphs
A student is able to:
plot andinterpret
displace"ent-
ti"e and elocity-
ti"e graphs
deduce 'ro"
the shape o' a
displace"ent-
ti"e graph when
a body is:
i. at rest ii. "oing with
uni'or"
elocity
iii. "oing with
non-uni'or"
elocity
deter"ine
distance$
displace"ent and
elocity 'ro" a
displace"ent ti"e graph
deduce 'ro"
the shape o'
elocity- ti"e
graph when a
body is:
a. at rest
b. "oing with
uni'or"
elocity
c. "oing withuni'or"
acceleration
deter"ine
distance$
displace"ent
elocity and
acceleration 'ro"
a elocityti"e
graph
sole proble"son linear "otion
with uni'or"
acceleration.
7arry out actiities
using a datalogger/graphing
calculator/ tic5er
ti"er to plot
a displace"ent-ti"e
graphs
b elocity-ti"e
graphs
&escribe and
interpret:
a displace"ent-ti"e graphs
b elocity-ti"e
graphs
&eter"ine distance$
displace"ent
elocity and
acceleration 'ro" a
displace"ent ti"e
and elocityti"e
graphs.
3ole proble"s onlinear "otion with
uni'or" acceleration
inoling graphs.
;e"inder
%elocity isdeter"ined
'ro" the
gradient o'
displace"ent
ti"e graph.
Acceleration
is deter"ined
'ro" the
gradient o'
elocity ti"e
graph
&istance is
eter"ined
'ro" the area
under a
elocity
ti"e graph.
=
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-1)/)
2.)
Understanding
nertia2.9
Analysing
"o"entu"
A student is able
to:
explainwhat inertia is
relate
"ass to inertia
gie
exa"ples o'
situationsinoling
inertia
suggest
ways to reduce
the negatie
side e''ects o'
inertia.
A student is able
to:
de'ine the
"o"entu" o'an ob!ect
de'ine
"o"entu" ( )p
as the product
o' "ass " and
elocity i.e.mvp =
state theprinciple o'
conseration o'
"o"entu"
7arry out
actiities/iew
co"putersi"ulations/
situations to gain
an idea on inertia.
7arry out actiities
to 'ind out the
relationship
between inertia and
"ass.
;esearch andreport on
a the positie
e''ects o' inertia
b ways to reduce
the negatie e''ects
o' inertia.
7arry out
actiities/iew
co"puter
si"ulations to gain
an idea o'
"o"entu" by
co"paring the
e''ect o' stopping
two ob!ects:
a o' the sa"e
"ass "oing at
di''erent speeds
b o' di''erent
"asses "oing at
the sa"e speeds&iscuss "o"entu"
as the product o'
"ass and elocity.
%iew co"puter
si"ulations on
collision and
explosions to gain
an idea on the
conseration o'
"o"entu"
@ewtons
+irst ,aw o'4otion
"aybe
introduced
here.
;e"inder
4o"entu"
as a ector
*uantity
needs to be
e"phasized
in proble"
soling
nertia - inersia
4o"entu"
"o"entu"
7ollision pelanggaran
xplosion
letupan
7onseration
o' linear
"o"entu"-
5eabadian
"o"entu"
6
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describe
applications o'conseration
o' "o"entu"
sole
proble"s
inoling
"o"entu"
7onduct an experi"ent
to show that the total"o"entu" o' a closed
syste" is a constant
7arry out actiities that
de"onstrate the
conseration o'
"o"entu" e.g. water
roc5ets.
;esearch and report on
the applications o'conseration o'
"o"entu" such as in
roc5ets or !et engines .
3ole proble"s
inoling linear
"o"entu"
11
2)/)
-
2>/)
2.=
Understanding
the e''ects o' a
'orce
A student is able
to:
describe the
e''ects o'
balanced
'orces acting
on an ob!ect
describe thee''ects o'
unbalanced
'orces acting
on an ob!ect
8ith the aid o'
diagra"s$ describe the
'orces acting on an
ob!ect:
a at rest
b "oing at
constant elocity
c accelerating
8hen the
'orces
acting on
an ob!ects
are
balanced
they cancel
each otherout net
'orce ? .
>
CUTI PENGGAL 1
1 19/) 22/)
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)/)
-)/9
deter"ine
the
relationshipbetween 'orce$
"ass and
acceleration
i.e.F = ma.
3ole proble"
usingF=ma
7onduct experi"ents to
'ind the relationship
between:a acceleration and
"ass o' an
ob!ect under
constant 'orce
b acceleration and
'orce 'or a constant
"ass.
3ole proble"s usingF
= ma
he ob!ect
then behaes
as i' there isno 'orce
acting on it.
@ewtons
3econd ,aw
o' 4otion
"ay be
introduced
here
1
6/9-
1/9
2.6
Analysingi"pulse
and
i"pulsie
'orce
A student is able
to:
explain what
an i"pulsie
'orce is .
gie
exa"ples o'
situations
inoling
i"pulsie
'orces
de'ine
i"pulse as a
change o'
"o"entu"$
i.e.mu-mvFt =
de'ine
i"pulsie
'orces as the
rate o' change
o' "o"entu"
in a collisionor explosion$
i.e.
t
mu-mvF =
explain the
e''ect o'
increasing or
decreasing
ti"e o' i"pact
on the"agnitude o'
the i"pulsie
'orce.
%iew co"puter
si"ulations o' collisionand explosions to gain
an idea on i"pulsie
'orces.
&iscuss
a i"pulse as a
change o' "o"entu"
b an i"pulsie
'orce as the rate o'
change o' "o"entu"
in a collision or
explosion
c how increasing
or decreasing ti"e o'
i"pact a''ects the
"agnitude o' the
i"pulsie 'orce.
;esearch and report
situations where:
a an i"pulsie 'orceneeds to be reduced
and how it can be
done
b an i"pulsie 'orce is
bene'icial
Accuracy-
5e!ituan7onsistency-
5epersisan
3ensitiity-
5epe5aan
rror- ralat
;ando" -
rawa5
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-
1>/9
2.> 0eing
aware o' the
need 'or sa'ety
'eatures in
ehicles
&escribe
situation where
an i"pulsie
'orce needs to be
reduced and
suggest ways to
reduce it.
describe
situation where
an i"pulsie'orce is bene'icial
3ole
proble"s
inoling
i"pulsie 'orce
A student is able to:
describe the
i"portance o'sa'ety 'eatures in
ehicles
3ole proble"s
inoling i"pulsie
'orces
;esearch and report
on the physics o'
ehicle collision and
sa'ety 'eatures in
ehicles in ter"s o'
physics concepts.
&iscuss thei"portance o' sa'ety
'eatures in ehicles.
2.
).= Applying
Archi"edes
principle.
3tate
Archi"edes
principle.
&escribe
applicationsArchi"edes
principle
3ole
proble"s
inoling
Archi"edes
principle
&iscuss buoyancy in ter"s
o':
a An ob!ect that is
totally or partially
sub"erged in a 'luidexperiences a buoyant
'orce e*ual to the
weight o' 'luid
displaced
b he weight o' a 'reely
'loating
ob!ect being e*ual to the
weight o'
'luid displaced
c a 'loating ob!ect has a
density lessthan or e*ual to the
density o' the
'luid in which it is
'loating.
;esearch and report on the
applications o'
Archi"edes principle$ e.g.
sub"arines$ hydro"eters$
hot air balloons
3ole proble"s inoling
Archi"edes principle.
0uild a 7artesian dier.
&iscuss why the dier can
be "ade to "oe up and
down.
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).6
Understanding
0ernoullis
principle
A student is able to:
3tate 0ernoullis
principle
xplain that resultant
'orce exists due to a
di''erence in 'luidpressure
&escribe applications
o' 0ernoullis principle
3ole proble"s
inoling 0ernoullisprinciple
7arry out actiities
to gain the idea that
when the speed o' a
'lowing 'luid
increases its
pressure decreases$e.g. blowing aboe
a strip o' paper$
blowing through
straw$ between two
pingpong balls
suspended on
strings.
&iscuss 0ernoullis
principle
7arry out actiitiesto show that a
resultant 'orce
exists due to a
di''erence in 'luid
pressure.
%iew a co"puter
si"ulation to
obsere air 'low
oer an aro'oil to
gain an idea on
li'ting 'orce.
;esearch and report
on the applications
o' 0ernoullis
principle.
3ole proble"s
inoling
0ernoullis
principle.
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CUTI HARI RAYA AIDILFITRI
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4 3HEAT
9.1 Understanding
ther"al
e*uilibriu".9.2 Understanding
speci'ic heat
capacity
A student is able to:
xplain ther"al
e*uilibriu"
xplain how a
li*uid in glass
ther"o"eter
wor5s
A student is able to:
&e'ine speci'ic
heat capacity
c 3tate that
mc
Qc =
&eter"ine the
speci'ic heat
capacity o' ali*uid.
7arry out
actiities to show
that ther"al
e*uilibriu" is a
condition inwhich there is no
net heat 'low
between two
ob!ects in ther"al
contact
Use the li*uid-in-
glass ther"o"eter
to explain how
the olu"e o' a
'ixed "ass o'li*uid "ay be
used to de'ine a
te"perature scale.
#bsere th
change in
te"perature
when:
a the sa"e
a"ount o' heat is
used to heat
di''erent "asses
o' water.
b the sa"e
a"ount o' heat is
used to heat the
sa"e "ass o'
di''erent li*uids.
&iscuss speci'ic
heat capacity
Plan and carry out
an actiity to
deter"ine the
speci'ic heat
capacity o'
a a li*uid
Deat
capacity
only
relates to
aparticula
r ob!ect
whereas
speci'ic
heat
capacity
relates to
a
"aterial
Buide
students
to
analyse
the unit
o' c as11KJkg
or o1 CJkg
ther"al
e*uilibriu"
5esei"bang
an ter"aspeci'ic heat
capacity
"uatan
haba tentu
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O$%e&'"(e
&eter"ine the
speci'ic heat
capacity o' a solid
&escribe
applications o'speci'ic heat
capacity
3ole proble"s
inoling speci'ic
heat capacity.
b a solid
;esearch and report
on applications o'
speci'ic heat capacity.
3ole proble"sinoling speci'ic heat
capacity.
28
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-)1/>
9.)
Understanding
speci'ic latentheat
A student is able to:
3tate that
trans'er o' heatduring a change o'
phase does not
cause a change in
te"perature
&e'ine speci'iclatent heat ( )l
3tate thatm
Ql =
&eter"ine the
speci'ic latent heat
o' a 'usion.
&eter"ine the
speci'ic latent heato' aporization
3ole proble"s
inoling speci'ic
latent heat
7arry out an actiity
to show that there is
no change inte"perature when heat
is supplied to:
a a li*uid at its
boiling point.
b a solid at its
"elting point.
8ith the aid o' a
cooling and heating
cure$ discuss
"elting$ solidi'ication$
boiling andcondensation as
processes inoling
energy trans'er
without a change in
te"perature.
&iscuss
a latent heat in
ter"s o' "olecular
behaiour
b speci'ic latentheat
Plan and carry out an
actiity to deter"ine
the speci'ic latent heat
o'
a 'usion b
aporisation
3ole proble"s
inoling speci'ic
latent heat.
Buide
student
s toanalyse
the unit
o' ( )l
as1Jkg
4elting
peleburan
3olidi'ication- pe"e!alan
7ondensatio
n
5ondensasi
3peci'ic
latent heat
haba penda"
tentu
3peci'ic
latent heat o'
'usion haba
penda"
tentu
pela5uran
3peci'ic
latent heat o'
aporisation
habapenda"
tentu
pepengewap
an
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