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MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum for Secondary Schools

Curriculum Specifications

PhysicsForm 5

Curriculum Development Centre

Ministry of Education Malaysia2006



First Edition 2006 © Ministry of Education Malaysia

All Rights reserved. No part of this book may be reproduced or transmitted in any form or by anymeans electronic or mechanical, including photocopying, recording or by any information or storageretrieval system without permission in writing from the Director of the Curriculum DevelopmentCentre, Ministry of Education Malaysia, Level 4-8, Block E9, Government Complex Parcel E, 62604Putrajaya.

Perpustakaan Negara Malaysia Data Pengkatalogan-dalam-Penerbitan

Malaysia. Pusat Perkembangan KurikulumPhysics Form 5: Integrated Kurikulum for secondary school:curriculum specification / Pusat Perkembangan KurikulumISBN



TABLE OF CONTENTS

Page

The National Philosophy vThe National Philosophy of Education vii

National Science Education Philosophy ix

Preface xi

Introduction 1

Aims and Objectives 2

Scientific Skills 3

Thinking Skills 4Scientific Attitudes and Noble Values 10

Teaching and Learning Strategies 11

Content Organisation 14

Waves 16

Electricity 24

Electromagnetism 29

Electronics 35

Radioactivity 39

Acknowledgements 43

Panel of writers 45



v

THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; 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 towards modern science and technology;

We, her peoples, pledge our united efforts to attain these ends guided by the following principles:

BELIEF IN GOD

LOYALTY TO KING AND COUNTRY

SUPREMACY OF THE CONSTITUTION

RULE OF LAW

GOOD BEHAVIOUR AND MORALITY



vii

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.



ix

NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy, scienceeducation in Malaysia nurtures a

Science and Technology Culture by focusingon the development of individuals who are competitive, dynamic,

robust and resilient and able tomaster scientific knowledge and technological competency



xi

PREFACE

The aspiration of the nation to become an industrialised societydepends on science and technology. It is envisaged that successin providing quality science education to Malaysians from an earlyage will serve to spearhead the nation into becoming a knowledgesociety and a competitive player in the global arena. Towards thisend, the Malaysian education system is giving greater emphasis toscience and mathematics education.

The Physics curriculum has been designed not only to provideopportunities for students to acquir e science knowledge and skills,develop thinking skills and thinking strategies, and to apply thisknowledge and skills in everyday life, but also to inculcate in themnoble values and the spirit of patriotism. It is hoped that the

educational process en r oute to achieving these aims wouldproduce well-balanced citizens capable of contributing to theharmony and prosperity of the nation and its people.

The Physics curriculum aims at producing active learners. To thisend, students are given ample opportun ities to engage in scientificinvestigations through hands -on activities and experimentations.The inquiry approach, incorporating thinking skills, thinkingstrategies and thoughtful learning, should be emphasisedthroughout the teaching -learning process. The content andcontexts suggested are chosen based on their relevance andappeal to students so that their interest in the subject is enhanced.

In a recent development, the Government has made a decision tointroduce English as the medium of i nstruction in the teaching andlearning of science and mathematics. This measure will enablestudents to keep abreast of developments in science andtechnology in contemporary society by enhancing their capabilityand know-how to tap the diverse sources of information on sciencewritten in the English language. At the same time, this move wouldalso provide opportunities for students to use the English languageand hence, increase their proficiency in the language. Thus, inimplementing the science curricul um, attention is given todeveloping students’ ability to use English for study andcommunication, especially in the early years of learning.

The development of this curriculum and the preparation of thecorresponding Curriculum Specifications have been the work ofmany individuals over a period of time. To all those who havecontributed in one way or another to this effort, may I, on behalf ofthe Ministry of Education, express my sincere gratitude and thanksfor the time and labour expended.

(MAHZAN BIN BAKAR SMP, AMP)Director

Curriculum Development CentreMinistry of Education Malaysia



1

INTRODUCTION

As articulated in the National Education Policy, education inMalaysia is an on -going effort towards developing the potential of

individuals in a holistic and integrated manner to produce individualswho are intellectually, spiritually, emotionally and physicallybalanced and harmonious. The primary and secondary schoolscience curriculum is developed with the aim of producing suchindividuals.

As a nation that is progressing towards a developed nationstatus, Malaysia needs to create a society that is scientificallyoriented, progressive, knowledgeable, having a high capacity forchange, forward-looking, innovative and a contributor to scientif icand technological developments in the future. In line with this, thereis a need to produce citizens who are creative, critical, inquisitive,open-minded and competent in science and technology.

The Malaysian science curriculum comprises three corescience subjects and four elective science subjects. The coresubjects are Science at primary school level, Science at lowersecondary level and Science at upper secondary level. Electivescience subjects are offered at the upper secondary level andconsist of Biology, Chemistry, Physics, and Additional Science.

The core science subjects for the primary and lowersecondary levels are designed to provide students with basic

science knowledge, prepare students to be literate in science, andenable students to continue their science education at the uppersecondary level. Core Science at the upper secondary level isdesigned to produce students who are literate in science,

innovative, and able to apply scientific knowledge in decision -making and problem solving in everyday life.

The elective science subjects prepare students who aremore scientifically inclined to pursue the study of science at post -secondary level. This group of students would take up careers inthe field of science and technology and play a leading role in thisfield for national development.

For every science subject, the curriculum for the year isarticulated in two documents: the syllabus and the curriculumspecifications. The syllabus presents the aims, objectives and theoutline of the curriculum content for a period of 2 years for electivescience subjects and 5 years for core science subjects. Thecurriculum specifications provide the details of the curriculumwhich includes the aims and objectives of the curriculum, briefdescriptions on thinking skills and thinking strategies, scientificskills, scientific attitudes and noble values, teaching and learningstrategies, and curriculum content. The curriculum contentprovides the learning objectives, suggested learning activities, theintended learning outcomes, and vocabulary.



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AIMS

The aims of the physics curriculum for secondary school are toprovide students with the knowledge and skills in science andtechnology and enable them to solve problems and makedecisions in everyday life based on scientific attitudes and noblevalues.

Students who have followed the physics curriculum will have abasic foundation in physics to enable them to pursue formal andinformal further education in science and technology.

The curriculum also aims to develop a dynamic and progressivesociety with a science and technology culture that values natureand works towards the preservation and conservation of theenvironment.

OBJECTIVES

The physics curriculum for secondary school enables stud ents to:

1. Acquire knowledge in physics and technology in thecontext of natural phenomena and everyday lifeexperiences.

2. Understand developments in the field of physics andtechnology.

3. Acquire scientific and thinking skills.

4. Apply knowledge and skills in a creative and critical mannerto solve problems and make decisions.

5. Face challenges in the scientific and technological worldand be willing to contribute towards the development ofscience and technology.

6. Evaluate science and technology related information wiselyand effectively.

7. Practise and internalise scientific attitudes and good moralvalues.

8. Appreciate the contributions of science and technologytowards national development and the well -being ofmankind.

9. Realise that scientific discoveries are the result of

human endeavour to the best of his or her intellectualand mental capabilities to understand naturalphenomena for the betterment of mankind.

10. Be aware of the need to love and care for the environmentand play an active role in its preservation and conservation.



3

SCIENTIFIC SKILLS

Science emphasises inquiry and problem solving. In inquiry andproblem solving processes, scientific and thinking skills are

utilised. Scientific skills are important in any scientific investigationsuch as conducting experiments and carrying out projects.

Scientific skills encompass science process skills and manipulativeskills.

Science Process Skills

Science process skills enable students to formulate their questionsand find out the answers systematically.

Descriptions of the science process skills are as follows:

Observing Using the sense of hearing, touch,smell, taste and sight to collectinformation about an object or aphenomenon.

Classifying Using observations to groupobjects or events according tosimilarities or differences.

Measuring andUsingNumbers

Making quantitative observationsusing numbers and tools withstandardised unit s. Measuringmakes observation more accurate.

Inferring Using past experiences orpreviously collected data to draw

conclusions and explain events.

Predicting Stating the outcome of a futureevent based on prior knowledgegained through experiences orcollected data.

Communicating Using words or graphic symbolssuch as tables, graphs, figuresor models to describe an action,

object or event.

Using Space-TimeRelationship

Describing changes inparameter with time. Examplesof parameters are location,direction, shape, size, volume,weight and mass.

Interpreting Data Giving rational explanationsabout an object, event or patternderived from collected data.



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DefiningOperationally

Defining concepts by describingwhat must be done and whatshould be observed.

Controlling

VariablesIdentifying the fixed variables,manipulated variable, andresponding variable in aninvestigation. The manipulatedvariable is changed to observeits relationship with theresponding variable. At thesame time, the fixed variablesare kept constant.

Hypothesising Making a general statement

about the relationship between amanipulated variable and aresponding variable in order toexplain an event or observation.This statement can be tested todetermine its validity.

Experimenting Planning and conductingactivities to test a certainhypothesis. These activitiesinclude collecting, analysing

and interpreting data andmaking conclusions.

Manipulative Skills

Manipulative skills in scientific investigation are psycho motor skillsthat enable students to:

? use and handle science apparatus and laboratory substancescorrectly.

? handle specimens correctly and carefully.

? draw specimens, apparatus and laboratory substancesaccurately.

? clean science apparatus correctly, and

? store science apparatus and laboratory substances correctlyand safely.

THINKING SKILLS

Thinking is a mental process that requires an individual to integrateknowledge, skills and attitude in an effort to understand theenvironment.

One of the objectives of the national education system is toenhance the thinking ability of students. This objective can beachieved through a curriculum that emphasises thoughtfullearning. Teaching and learning that emphasises thinking skills is afoundation for thoughtful learning.

Thoughtful learning is achieved if students are actively involved inthe teaching and learning process. Activities should be organised

to provide opportunities for students to apply thinking skills inconceptualisation, problem solving and decision-making.



5

Thinking skills can be categorised into critical thinking skills andcreative thinking skills. A person who thinks critically alwaysevaluates an idea in a systematic manner before accepting it. Aperson who thinks creatively has a high level of imagination, isable to generate original and innovative ideas, and modify ideasand products.

Thinking strategies are higher order thinking processes thatinvolve various steps. Each step involves various critical andcreative thinking skills. The ability to formulate thinking strategiesis the ultimate aim of introducing thinking activities in the teachingand learning process.

Critical Thinking Skills

A brief description of each critical thinking skill is as follows:

Attributing Identifying criteria such ascharacteristics, features,qualities and elements of aconcept or an object.

Comparing andContrasting

Finding similarities anddifferences based on criteriasuch as characteristics,features, qualities andelements of a concept orevent.

Grouping andClassifying

Separating and groupingobjects or phenomena intocategories based on certaincriteria such as commoncharacteristics or features.

Sequencing Arranging objects andinformation in order based onthe quality or quantity o fcommon characteristics orfeatures such as size, time,shape or number.

Prioritising Arranging objects andinformation in order based ontheir importance or priority.

Analysing Examining information in detailby breaking it down intosmaller parts to find implicitmeaning and relationships.

Detecting Bias Identifying views or opinionsthat have the tendency tosupport or oppose somethingin an unfair or misleading way.

Evaluating Making judgements on thequality or value of somethin gbased on valid reasons orevidence.

MakingConclusions

Making a statement about theoutcome of an investigationthat is based on a hypothesis.



6

Creative Thinking Skills

A brief description of each creative thinking skill is as follows:

Generating Ideas Producing or giving ideas in adiscussion.

Relating Making connections in asituation to determine astructure or pattern ofrelationship.

MakingInferences

Using past experiences orpreviously collected data todraw conclusions and makeexplanations of events.

Predicting Stating the outcome of a futureevent based on priorknowledge gained throughexperiences or collected data.

MakingGeneralisations

Making a general conclusionabout a group based onobservations made on, orsome information from,samples of the group.

Visualising Recalling or forming mental

images about a particular idea,concept, situation or vision.

Synthesising Combining separate elements

or parts to form a generalpicture in various forms suchas writing, drawing or artefact.

MakingHypotheses

Making a general statementon the relationship betweenmanipulated variables andresponding variables in orderto explain a certain thing orhappening. This statement isthought to be true and can be

tested to determine its validity.

Making Analogies Understanding an abstract ora complex concept by relatingit to a simpler or concreteconcept with similarcharacteristics.

Inventing Producing something new oradapting something already inexistence to overcomeproblems in a systematicmanner.



7

Thinking Strategy

Description of each thinking strategy is as follows:

Conceptualising Making generalisations basedon inter-related and commoncharacteristics in order toconstruct meaning, concept ormodel.

Making Decisions Selecting the best solution fromvarious alternatives based onspecific criteria to achieve aspecific aim.

Problem Solving Finding solutions to challengingor unfamiliar situations orunanticipated difficulties in asystematic manner.

Besides the above thinking skills and thinking strategies,another skill emphasised is reasoning. Reasoning is a skillused in making logical, just and rational judgements.Mastering of critical and creative thinking skills and think ingstrategies is made simpler if an individual is able to reason inan inductive and deductive manner. Figure 1 gives a generalpicture of thinking skills and thinking strategies.

Mastering of thinking skills and thinking strategies (TSTS)through the teaching and learning of science can be developed

through the following phases:

1. Introducing TSTS.2. Practising TSTS with teacher’s guidance.3. Practising TSTS without teacher’s guidance.4. Applying TSTS in new situations with teacher’s guidance.5. Applying TSTS together with other skills to accomplish

thinking tasks.

Further information about phases of implementing TSTS can befound in the guidebook “Buku Panduan Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan Pembelajaran

Sains” (Curriculum Development Centre, 1999).



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Figure 1 : TSTS Model in Science

Relationship between Thinking Skills andScience Process Skills

Science process skills are skills that are required in the process offinding solutions to a pro blem or making decisions in a systematic

manner. It is a mental process that promotes critical, creative,analytical and systematic thinking. Mastering of science processskills and the possession of suitable attitudes and knowledgeenable students to think effectively.

The mastering of science process skills involves themastering of the relevant thinking skills. The thinking skills that arerelated to a particular science process skill are as follows:

Science Process Skills Thinking Skills

Observing AttributingComparing and contrastingRelating

Classifying AttributingComparing and contrasting Groupingand classifying

Measuring and UsingNumbers

RelatingComparing and contrasting

Making Inferences RelatingComparing and contrastingAnalysingMaking inferences

Predicting RelatingVisualising

Using Space-TimeRelationship

SequencingPrioritising

Thinking Skills

Critical

?Attributing

?Comparing andcontrasting

?Grouping andclassifying

?Sequencing?Prioritising

?Analysing

?Detecting bias

?Evaluating?Making

conclusions

Creative

?Generating ideas

?Relating?Making inferences

?Predicting

?Making hypotheses

?Synthesising?Making

generalisations

?Visualising

?Making analogies? Inventing

Thinking Strategies

? Conceptualising

? Making decisions

? Problem solving

Reasoning



9

Science Process Skills Thinking Skills

Interpreting data Comparing and contrasting AnalysingDetecting bias

Making conclusionsGeneralisingEvaluating

Defining operationally RelatingMaking analogyVisualisingAnalysing

Controlling variables AttributingComparing and contrasting

RelatingAnalysing

Making hypothesis AttributingRelatingComparing and contrastingGenerating ideasMaking hypothesisPredictingSynthesising

Experimenting All thinking skills

Communicating All thinking skills

Teaching and Learning based on Thinking Skillsand Scientific Skills

This science curriculum emphasises thoughtful learning based onthinking skills and scientific skills. Mastery of thinking skills andscientific skills are integrated with the acquisition of knowledge inthe intended learning outcomes. Thus, in teaching and learning,teachers need to emphasise the mastery of skills together with theacquisition of knowledge and the inculcation of noble values andscientific attitudes.

The following is an example and explanation of a learning outcomebased on thinking skills and scientific skills.

Example:

Learning Outcome: Deduce from the shape of a velocity -time graph when a body is:i. at restii. moving with uniform velocityiii. moving with uniform acceleration.

Thinking Skills: analysing, relating

Explanation:

To achieve the above learning outcome, students must firstanalyse graphs to relate the shape of the graph to the motion ofan object.



10

SCIENTIFIC ATTITUDES AND NOBLE VALUES

Science learning experiences can be used as a means to inculcatescientific attitudes and noble values in students. These attitudesand values encompass the following:

? having an interest and curiosity towards the environment.

? being honest and accurate in recording and validating data.? being diligent and persevering.

? being responsible about the safety of oneself, others, and theenvironment.

? realising that science is a means to unders tand nature.? appreciating and practising clean and healthy living.

? appreciating the balance of nature.

? being respectful and well -mannered.

? appreciating the contribution of science and technology.

? being thankful to god.? having critical and analytical think ing.

? being flexible and open-minded.

? being kind-hearted and caring.

? being objective.

? being systematic.? being cooperative.

? being fair and just.

? daring to try.

? thinking rationally.

? being confident and independent.

The inculcation of scientific attitudes a nd noble values generallyoccurs through the following stages:

? being aware of the importance and the need for scientificattitudes and noble values.

? giving emphasis to these attitudes and values.? practising and internalising these scientific attitudes and noble

values.

When planning teaching and learning activities, teachersneed to give due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes andvalues. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experiments ina careful, cooperative and honest manner.

Proper planning is required for effective inculcation ofscientific attitudes and noble value s during science lessons. Beforethe first lesson related to a learning objective, teachers shouldexamine all related learning outcomes and suggested teaching -learning activities that provide opportunities for the inculcation of

scientific attitudes and n oble values.

The following is an example of a learning outcomepertaining to the inculcation of scientific attitudes and values.

Example:

Year:

Learning Area:

Form Four

2. Forces and Motion

Learning Objective: 2.7 Being aware of the need forsafety features in vehicles



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Learning Outcome: describe the importance of safetyfeatures in vehicles.

Suggested LearningActivities

Research and report on the physicsof vehicle collisions and safetyfeatures in vehicles in terms of

physics concepts.

Discuss the importance of safetyfeatures in vehicles.

Scientific attitudes andnoble values

Appreciating the contribution ofscience and technology.

Having critical and analyticalthinking.

Inculcating Patriotism

The science curriculum provides an opportunity for thedevelopment and strengthening of patriotism among students. Forexample, in learning about the earth’s resources, the richness andvariety of living things and the development of science andtechnology in the country, students will appreciate the diversity ofnatural and human resources of the country and deepen their lovefor the country.

TEACHING AND LEARNING STRATEGIES

Teaching and learning strategies in the science curriculumemphasise thoughtful learning. Thoughtful le arning is a processthat helps students acquire knowledge and master skills that willhelp them develop their minds to the optimum level. Thoughtful

learning can occur through various learning approaches such asinquiry, constructivism, contextual learning , and mastery learning.Learning activities should therefore be geared towards activatingstudents’ critical and creative thinking skills and not be confined toroutine or rote learning. Students should be made aware of thethinking skills and thinking str ategies that they use in their learning.

They should be challenged with higher order questions andproblems and be required to solve problems utilising their creativityand critical thinking. The teaching and learning process shouldenable students to acqu ire knowledge, master skills and developscientific attitudes and noble values in an integrated manner.

Teaching and Learning Approaches in Science

Inquiry-Discovery

Inquiry-discovery emphasises learning through experiences.Inquiry generally means to find information, to question and toinvestigate a phenomenon that occurs in the environment.Discovery is the main characteristic of inquiry. Learning throughdiscovery occurs when the main concepts and principles ofscience are investigated and discover ed by students themselves.Through activities such as experiments, students investigate aphenomenon and draw conclusions by themselves. Teachers thenlead students to understand the science concepts through theresults of the inquiry. Thinking skills and scientific skills are thusdeveloped further during the inquiry process. However, the inquiryapproach may not be suitable for all teaching and learning

situations. Sometimes, it may be more appropriate for teachers topresent concepts and principles dir ectly to students.



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Constructivism

Constructivism suggests that students learn about somethingwhen they construct their own understanding. The importantattributes of constructivism are as follows:

? taking into account students’ prior knowledge.? learning occurring as a result of students’ own effort.

? learning occurring when students restructure theirexisting ideas by relating new ideas to old ones.

? providing opportunities to cooperate, sharing ideas andexperiences, and reflecting on their learni ng.

Science, Technology and Society

Meaningful learning occurs if students can relate their learning withtheir daily experiences. Meaningful learning occurs in learningapproaches such as contextual learning, and Science, Technology

and Society (STS).

Learning themes and learning objectives that carry elements ofSTS are incorporated into the curriculum. STS approach suggeststhat science learning takes place through investigation anddiscussion based on science and technology issues in society. Inthe STS approach, knowledge in science and technology is to belearned with the application of the principles of science andtechnology and their impact on society.

Contextual Learning

Contextual learning is an approach that associates learning withdaily experiences of students. In this way, students are able toappreciate the relevance of science learning to their lives. Incontextual learning, students learn through investigations as in theinquiry-discovery approach.

Mastery Learning

Mastery lea rning is an approach that ensures all students are ableto acquire and master the intended learning objectives. Thisapproach is based on the principle that students are able to learn if

they are given adequate opportunities. Students should be allowedto learn at their own pace, with the incorporation of remedial andenrichment activities as part of the teaching -learning process.

Teaching and Learning Methods

Teaching and learning approaches can be implemented throughvarious methods such as experiments, discussions, simulations,projects, and visits. In this curriculum, the teaching -learningmethods suggested are stated under the column “SuggestedLearning Activities.” However, teachers can modify the suggestedactivities when the need arises.

The use of a variety of teaching and learning methods canenhance students’ interest in science. Science lessons that arenot interesting will not motivate students to learn and subsequentlywill affect their performance. The choice of teaching methodsshould be based on the curriculum content, students’ abilities,students’ repertoire of intelligences, and the availability ofresources and infrastructure. Besides playing the role ofknowledge presenters and experts, teachers need to act asfacilitators in th e process of teaching and learning. Teachers need

to be aware of the multiple intelligences that exist among students.Different teaching and learning activities should be planned tocater for students with different learning styles and intelligences.



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The following are brief descriptions of some teaching and learningmethods.

Experiment

An experiment is a method commonly used in science lessons. In

experiments, students test hypotheses through investigations todiscover specific science concepts and principles. Conducting anexperiment involves thinking skills, scientific skills, andmanipulative skills.

Usually, an experiment involves the following steps:

? identifying a problem.? making a hypothesis.? planning the experiment

- controlling variables.

- determining the equipment and materials needed.- determining the procedure of the experiment andthe method of data collection and analysis.

? conducting the experiment.? collecting data.? analysing data.? interpreting data.? making conclusions.? writing a report.

In the implementation of this curriculum, besides guiding studentsto do an experiment, where appropriate, teachers should provide

students with the opportunities to design their own experiments.This involves students drawing up plans as to how to co nductexperiments, how to measure and analyse data, and how topresent the outcomes of their experiment.

Discussion

A discussion is an activity in which students exchange questionsand opinions based on valid reasons. Discussions can beconducted before, during or after an activity. Teachers should playthe role of a facilitator and lead a discussion by asking questions

that stimulate thinking and getting students to express themselves.

Simulation

In simulation, an activity that resembles the actu al situation iscarried out . Examples of simulation are role-play, games and theuse of models. In role -play, students play out a particular rolebased on certain pre -determined conditions. Games requireprocedures that need to be followed. Students play g ames in orderto learn a particular principle or to understand the process ofdecision-making. Models are used to represent objects or actual

situations so that students can visualise the said objects orsituations and thus understand the concepts and prin ciples to belearned.

Project

A project is a learning activity that is generally undertaken by anindividual or a group of students to achieve a certain learningobjective. A project generally requires several lessons to complete.The outcome of the project either in the form of a report, anartefact or in other forms needs to be presented to the teacher andother students. Project work promotes the development ofproblem-solving skills, time management skills, and independentlearning.



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Visits and Use of External Resources

The learning of science is not limited to activities carried out in theschool compound. Learning of science can be enhanced throughthe use of external resources such as zoos, museums, sciencecentres, research institutes, mangro ve swamps, and factories.

Visits to these places make the learning of science more interesting, meaningful and effective. To optimise learningopportunities, visits need to be carefully planned. Students may beinvolved in the planning process and specific educational tasksshould be assigned during the visit. No educational visit iscomplete without a post -visit discussion.

Use of Technology

Technology is a powerful tool that has great potential in enhancing

the learning of science. Through the use o f technology such astelevision, radio, video, computer, and Internet, the teaching andlearning of science can be made more interesting and effective.Computer simulation and animation are effective tools for theteaching and learning of abstract or diffi cult science concepts.Computer simulation and animation can be presented throughcourseware or Web page. Application tools such, as wordprocessors, graphic presentation software and electronicspreadsheets are valuable tools for the analysis and present ationof data.The use of other tools such as data loggers and computerinterfacing in experiments and projects also enhance the

effectiveness of teaching and learning of science .

CONTENT ORGANISATION

The science curriculum is organised around th emes. Each themeconsists of various learning areas, each of which consists of anumber of learning objectives. A learning objective has one ormore learning outcomes.

Learning outcomes are written based on the hierarchy of thecognitive and affective domains. Levels in the cognitive domainare: knowledge, understanding, application, analysis, synthesisand 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 tothe affective domain are explicitly stated. The inculcation ofscientific attitudes and noble values should be integrated intoevery learning activity. This ensures a more spontaneous and

natural inculcation of attitudes and values. Learning areas in thepsychomotor domain are implicit in the learning activities.

Learning outcomes are written in the form of measurablebehavioural terms. In general, the learning outcomes for aparticular learning object ive are organised in order of complexity.However, in the process of teaching and learning, learningactivities should be planned in a holistic and integrated mannerthat enables the achievement of multiple learning outcomesaccording to needs and context. Teachers should avoid employinga teaching strategy that tries to achieve each learning outcomeseparately according to the order stated in the curriculum

specifications.



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The Suggested Learning Activities provide information on thescope and dimension of learning outcomes. The learning activitiesstated under the column Suggested Learning Activities are givenwith the intention of providing some guidance as to how learningoutcomes can be achieved. A suggested activity may cover one ormore learning outcomes. At the same time, more than one activity

may be suggested for a particular learning outcome. Teachersmay modify the suggested activity to suit the ability and style oflearning of their students. Teachers are encouraged to designother innovative and effective learning activities to enhance thelearning of science.



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WAVES

LearningObjective

Suggested Learning Activities Learning Outcomes Notes Vocabulary

1.1

A student is able to:

UnderstandingWaves

Observe situations to gain anidea of waves as illustrated byvibrations in ropes, slinkysprings, or a ripple tank.

Carry out activities using a rippletank and a slinky spring todemonstrate:a) that waves transfer energy

without transferring matter,

b) transverse and longitudinalwaves,c) wavefronts,d) the direction of propagation

of waves in relation towavefronts.

View computer simulations togain an idea of:a) transverse and longitudinal

waves,b) wavefronts,

c) direction of propagation ofwaves in relation towavefronts for transverseand longitudinal waves.

? describe what is meant by wavemotion.

? recognise that waves transfer energywithout transferring matter.

? compare transverse and longitudinalwaves and give examples of each.

? state what is meant by a wavefront.

? state the direction of propagation ofwaves in relation to wavefronts.

amplitude - amplitud frequency- frekuensi longitudinal wave – gelombang membujur period - tempoh propagation – perambatan resonance - resonans transverse wave – gelombang melintang

vibration – getaran wavefront – muka gelombang wavelength – panjang gelombang wave – gelombang



17

LearningObjective


Observe an oscillating systemsuch as a simple pendulum or aloaded spring to define

amplitude, period andfrequency.

View computer simulations togain an understanding of:a) amplitude (a ),b) period (T ),c) frequency ( f ),

d) wavelength(? ),e) wave speed (v ).

Discuss amplitude and period

with the aid of a displacement-time graph for a wave.

Discuss amplitude andwavelength with the aid of adisplacement-distance graph fora wave.

Discuss the relationshipbetween speed, wavelength andfrequency.

Discuss to solve problemsinvolving speed, wavelength andfrequency.

? definei. amplitude,ii. period,

iii. frequency,iv. wavelength,v. wave speed.

? sketch and interpret a displacement-time graph for a wave.

? sketch and interpret a displacement-distance graph for a wave.

? clarify the relationship betwee nspeed, wavelength and frequency.

? solve problems involving speed,wavelength and frequency.

? f v ? can be

derived from

t

sv ?



18

LearningObjective


Observe and discuss the effectof:a) damping in an oscillating

systemb) resonance in an oscillating

system such as a Barton’spendulum.

? describe damping in a oscillatingsystem.

? describe resonance in a oscillatingsystem.

1.2A student is able to:

Analysingreflection ofwaves

Carry out activities to observereflection of:a) plane waves in a ripple

tank,b) light ,

c) sound waves.

Discuss the characterist ics ofthe reflected wave in terms ofthe angle of reflection,wavelength, frequency, speedand direction of propagation inrelation to the incident wave.

View computer simulations ofreflection of waves.

? describe reflection of waves in termsof the angle of incidence, angle ofreflection, wavelength, frequency,speed and direction of propagation.

? draw a diagram to show reflectionof waves.

Reflection ofcircular waterwaves and theuse of curvedreflectors are not

required.

angle of incidence – sudut tuju angle of reflection – sudut pantulan echo - gema

plane wave – gelombangsatahreflection – pantulan ripple tank – tangki riak sound wave – gelombang bunyi



19

LearningObjective



Analysing

refraction ofwaves

Carry out activities to obs erve

refraction of:a) plane water waves in a ripple

tank,b) light waves,c) sound waves.

Discuss the characteristics ofthe refracted wave in terms ofthe angle of refraction,wavelength, frequency, speedand direction of propagation inrelation to the incident wave.

View computer simulations ofrefraction of waves.

? describe refraction of waves in

terms of the angle of incidence,angle of refraction, wavelength,frequency, speed and direction ofpropagation.

? draw a diagram to show refractionof waves.

Include

refraction ofwater wavesover straight,concave andconvextransparentblocks.

angle of refraction –

sudut pembiasan refraction - pembiasan


Analysingdiffraction ofwaves

Carry out activities to observediffraction of:a) water waves in a ripple

tank,b) light waves,

c) sound waves.

Discuss the characteristics ofthe diffracted waves in terms ofwavelength, frequency, speed,direction of propagation and

? describe diffraction of waves interms of wavelength, frequency,speed, direction of propagation andshape of waves.

? draw a diagram to show diffraction

of waves.

Discuss theeffect of size ofgap on thedegree ofdiffraction.

diffraction - pembelauan



20

LearningObjective


shape of waves in relation to theincident wave.

View computer simulations ondiffraction of waves.


Analysinginterference ofwaves

Observe a mechanical modelsuch as a slinky spring to gainan idea of superposition.

Carry out activities to observeinterference patterns of:a) water waves in a ripple

tank,b) light waves,c) sound waves.

Discuss constructive anddestructive interference.

Discuss D

ax?? .

? state the principle of superposition.

? explain the interference of waves.

? draw interference patterns.

? interpret interference patterns.

? solve problems involving

D

ax?? .

Young’s double-slit experimentmay be used toshowinterference oflight.

? - w ave-lengthx - thedistancebetween twoconsecutivenodes

a - thedistancebetween thetwo wavesources

interference – interferens interference patterns– corak interferens superposition - superposisi



21

LearningObjective


D – theperpendiculardistance from

the source tothe positionwhere x ismeasured


Analysing soundwaves

Discussa) the production of sound by

vibrating sourcesb) sound waves as a

longitudinal wave requiring amedium for propagation.

View computer simulations orcarry out activities to observethe effect of:a) amplitude on loudness,b) frequency on pitch.

View computer simulations orvideo to gain an idea ofapplications of sound waves.

Research and report onapplications of the reflection ofsound waves, e.g. sonar andultrasound scanning.

? describe sound waves.

? explain how the loudness relates toamplitude.

? explain how the pitch relates tofrequency.

? describe applications of reflection ofsound waves.

? calculate distances using thereflection of sound waves.

loudness – kenyaringa npitch - kelangsingan vibration – getaran



22

LearningObjective



Analysing

electromagneticwaves

Research and report on the

components of theelectromagnetic spectrum interms of:a) decreasing wavelength and

increasing frequency,b) sources.

Discuss the properties ofelectromagnetic waves.

Discuss applications ofelectromagnetic waves such as:

a) radio waves in broadcastingand communications,

b) microwaves in satellites andcellular telephones,

c) infra-red rays in householdappliances, remote controlsand night-vision devices,

d) visible light in optical fibresand photography,

e) ultrav iolet rays in fluorescentlamps and sterilisation,

f) X-rays in hospital andengineering applications,

g) gamma rays in medicaltreatment.

? describe the electromagnetic

spectrum.? state that visible light is a part of the

electromagnetic spectrum.? list sources of electromagnetic

waves.

? describe the properties ofelectromagnetic waves.

? describe applications ofelectromagnetic waves.

Emphasise that

the electro-magneticspectrum iscontinuous.

electromagnetic

spectrum – spektrum electromagnet gamma rays – sinar gama infrared rays – sinar inframerah microwaves – gelombang mikrooptical fibres – gentian optik radio waves – gelombang radio

ultraviolet rays – sinar ultralembayung/ultraungu visible light – cahaya tampak X-rays – sinar X



23

LearningObjective


Research and report on thedetrimental effects of excessiveexposure to certain components

of the electromagnetic spectrum.

? describe the detrimental effects ofexcessive exposure to certain

components of the electromagneticspectrum.



24

ELECTRICITY

LearningObjective


2.1


Analysing electricfields and chargeflow

Discuss electric current as the

rate of charge flow, i.e.t

Q I ?

Carry out activities/viewcomputer simulations to studyelectric field lines for differentarrangements of charges.

Observe the effect of an electric

field on:a) a ping-pong ball coated with

conducting material,b) a candle flame.

Discuss to solve problemsinvolving problems involvingelectric charge and current.

? state the relationship betweenelectron flow and electric current.

? define electric current.? describe an electric field.

? sketch electric field lines showingthe direction of the field.

? describe the effect of an electric fieldon a charge.

? solve problems involving electriccharge and current.

Recall theactivity carriedout using a Vande Graffgenerator toshow therelationshipbetween electriccharge andcurrent flow.

I – currentQ – charget - time

electric charge – cas elektrik electric current – arus elektrik electric field – medan elektrik electron flow – aliran elektron


Analysing the

relationshipbetween electriccurrent andpotentialdifference

View computer simulations to

gain an understanding ofpotential difference.

? define potential difference. Potential

difference andvoltage may beused inter-changeablyhere.

potential difference –

beza keupayaan resistance – rintangan voltage – voltan work – kerja



25

LearningObjective


Discuss potential difference( V )as work done (W ) when moving1C of charge(Q ) between two

points in an electric field, i.e.

Q

W V ? .

Plan and conduct an experimentto find the rela tionship betweencurrent and potential differencefor an ohmic conductor.

Discuss Ohm’s law as therelationship between potential

difference and current atconstant temperature.

Discuss resistance as the ratioof potential difference to currentfor an ohmic conductor.

Conduct experiments to studyand discuss factors that affectresistance, i.e. the type ofmaterial, cross-sectional area,length and temperature.

Discuss to solve problemsinvolving potential difference,current and resistance.

? plan and conduct an experiment tofind the relationship between currentand potential difference.

? describe the relationship betweencurrent and potential difference.

? state Ohm’s law.

? define resistance.

? explain factors that affect resistance.

? solve problems involving potentialdifference, current and resistance.



26

LearningObjective


Research and report onsuperconductors.

? describe superconductors.


Analysing seriesand parallelcircuits

Carry out activities to identifyseries and parallel circuits.

Carry out activities to study thecurrent, I , and potentialdifference, V , in series andparallel circuits using ammetersand voltmeters to show thevalue of I and V .

Calculate the effectiveresistance of resistorsconnected in:a) series,b) parallel.

Discuss and apply principles ofcurrent, potential difference andresistance in series and parallelcircuits to new situations and tosolve problems.

? identify series and parallel circuits.

? compare the current and potentialdifference of series circuits andparallel circuits.

? determine the effective resistance ofresistors connected in series.

? determine the effective resistance ofresistors connected in parallel.

? solve problems involving current,potential difference and resistancein series circuits, parallel circuitsand their combinations.

effective resistance – rintangan berkesan parallel circuits – litar selari series circuit – litar sesiri



27

LearningObjective



Analysing

electromotiveforce and internalresistance

Discuss e.m.f. as the work done

by a source in drivi ng a unitcharge around a completecircuit.

Carry out activities to distinguishbetween e.m.f. and potentialdifference.

Carry out an activity to studyinternal resistance.

Carry out an activity to

determine e.m.f. and internalresistance of a battery b yplotting a voltage against currentgraph.

Discuss to solve problemsinvolving e.m.f. and internalresistance.

? define electromotive force (e.m.f.).

? compare e.m.f. and potentialdifference.

? explain internal resistance.

? determine e.m.f. and internalresistance.

? solve problems involving e.m.f. andinternal resistance.

Clarify that e.m.f.

is not a force butenergy per unitcharge.

electromotive force –

daya gerak elektrik internal resistance – rintangan dalam


Analysingelectrical energyand power

Discuss the relationshipbetween:a) energy (E ), voltage (V ),

current (I ) and time (t ),b) power (P ), voltage (V ) and

current( I ),

? define electrical energy.

? define electric power.

energy efficiency – kecekapan tenaga power – kuasa



28

LearningObjective


Discuss to solve problemsinvolving electrical energy andpower.

Compare the power rating ofvarious household appliancesand calculate energy used for afixed period of time.

Carry out activities to comparehousehold electrical appliancesthat perform the same functionsuch as a tungsten-filament lightbulb and an ‘energy-saver’ bulbin terms of efficient use of

energy.

Research and report on ways ofincreasing energy efficiency inthe home or school.

Discuss the importance ofmaintenance in ensuringefficiency of electricalappliances.

? solve problems involving electricalenergy and power.

? compare power rating and energyconsumption of various electricalappliances.

? compare various electricalappliances in terms of efficient useof energy.

? describe ways of increasing energyefficiency.



29

ELECTROMAGNETISM

LearningObjective


3.1


Analysing themagnetic effect ofa current-carryingconductor

Recall what an electromagnet is.

Carry out activities to study thepattern and direction of themagnetic field due to a current ina:a) straight wire,b) coil,c) solenoid.

Plan and conduct experimentsto study factors that affect thestrength of a magnetic field of anelectromagnet, i.e.:a) the number of turns on the

coil,b) the size of current carried by

the coil,c) the use of a soft iron core.

Research and report onapplications of electromagnets

such as in electric bells, circuitbreakers, electromagnetic relaysand telephone ear-pieces.

? state what an electromagnet is.

? draw the magnetic field pattern due toa current in a:i. straight wire,ii. coil,iii. solenoid.

?

plan and conduct experiments tostudy factors that affect the strengthof the magnetic field of anelectromagnet.

? describe applications ofelectromagnets.

The right-handgrip rule may beintroduced.

coil – gegelung solenoid – solenoid



30

LearningObjective



Understanding

the force on acurrent-carryingconductor in amagnetic field

Carry out activities to show the

force on a current -carryingconductor in a magnetic fieldincluding the effect of reversingthe direction of the current andmagnetic field.

View computer simulations togain an understanding of theresultant magnetic field obtainedby combining the magnetic fieldsdue to a current-carryingconductor and a magnet.

Carry out experiments to studyfactors that affect the force on acurrent-carrying conductor in amagnetic field and discuss howthey affect the force on acurrent-carrying conductor in amagnetic field.

Carry out activities to observethe turning effect of a current -carrying coil in a magnetic field.

? describe what happens to a current -

carrying conductor in a magnetic field.

? draw the pattern of the combinedmagnetic field due to a current-carrying conductor in a magnetic field.

? describe how a current -carryingconductor in a magnetic fieldexperiences a force.

? explain the factors that affect themagnitude of the force on a current -carrying conductor in a magnetic fi eld.

?describe how a current -carrying coil ina magnetic field experiences a turningforce.

Fleming’s left-

hand rule maybe introduced.

The workingprinciple of amoving-coilammeter mayalso bediscussed.

current-carrying

conductor – konduktor membawa arus direct current motor – motor arus terus magnetic field – medan magnet moving-coil ammeter – ammeter gegelung bergerak



31

LearningObjective


Discuss how the turning effect ofa current carrying -coil in amagnetic field is used in the

action of a motor.

Carry out activities or viewcomputer simulations to studyfactors that affect the speed ofrotation of an electric motor.

? describe how a direct current motorworks.

? state factors that affect the speed ofrotation of an electric motor.

Comparisons toan alternating

current motormay also bediscussed.


Analysingelectromagneticinduction

Carry out activities to observeelectromagnetic induction in a:a) straight wire,

b) solenoid.

Discuss electromagneticinduction as the production ofelectromotive force in aconductor when there is relativemotion of the conductor across amagnetic field.

Discuss the direction of theinduced current in a:a) straight wire,b) solenoid.

? describe electromagnetic induction.

? indicate the direction of the inducedcurrent in a:

i. straight wire,ii. solenoid.

Faraday’s lawand Lenz’s lawmay be

introduced.

Fleming’s right-hand rule maybe introduced.

alternating current – arus ulang-alik direct current – arus

terus electromagneticinduction – aruhan elektromagnet



32

LearningObjective


Carry out activitie s to studyfactors that affect the magnitudeof the induced current and

discuss how they affect themagnitude of the inducedcurrent.

Research and report onapplications of electromagneticinduction such as in directcurrent (d.c.) and alternatingcurrent (a.c.) generators.

Observe and discuss the outputgenerated by a direct current

and alternating current sourceon a display unit such as acathode ray oscilloscope.

? explain factors that affect themagnitude of the induced current.

? describe applications ofelectromagnetic induction.

? compare direct current andalternating current


Analysingtransformers

Carry out activities to gain anunderstanding of the structureand the operating principle of asimple step-up transformer anda step-down transformer.

? describe the structure and theoperating principle of a simpletransformer.

? compare and contrast a step-uptransformer and a step-downtransformer.

primary – primer secondary - sekunder step-down transformer – transformer injak turun step-up transformer – transformer injak naik



33

LearningObjective


Carry out activities to study therelationship between number ofturns of the primary coil ( N p ),

number of turns of thesecondary coil ( N s ) primaryvoltage (V p ) and secondaryvoltage (V s ).

Discuss the relationship betweenoutput and input power in anideal transformer, i.e. V p I p =V s I s .

Discussa) energy losses in a

transformer,

b) ways to improve theefficiency of a transforme r.

Discuss to solve problemsinvolving transformers.

? state thats

p

s

p

N

N

V

V ? for an ideal

transformer.

? state that V p I p =V s I s for an idealtransformer.

? describe the energy losses in atransformer.

? describe ways to improve theefficiency of a transformer.

? solve problems involving transformers


Understandingthe generationand transmissionof electricity

Research and report on varioussources of energy used togenerate electrici ty such ashydro, gas, nuclear, diesel, coal,biomass, sun and wind.

View computer simulations togain an understanding on theuse of various sources to

? list sources of energy used togenerate electricity.

? describe the various ways ofgenerating electricity.

biomass – biojisim hydro – hidroNational Grid Network – Rangkaian Grid Nasional tranmission – penghantaran

renewable energy – tenaga diperbaharui



34

LearningObjective


generate electricity.

Study a model of electricity

transmission.

Discuss the energy loss incables and the advantage ofhigh voltage transmission.

View computer simulations togain an understanding of theNational Grid Network.

Research and report on:a) the importance of the

National Grid Network interms of efficient energydistribution,

b) the importance of energyefficiency and renewableenergy sources in view oflimited energy sources,

c) the effects on theenvironment caused by theuse of various sources togenerate electricity.

? describe the transmission of

electricity.

? describe the energy loss in electricitytransmission cables and deduce theadvantage of high voltagetransmission.

? state the importance of the NationalGrid Network.

? solve problems involving electricitytransmission.

? explain the importance of renewableenergy.

? explain the effects on theenvironment caused by the use ofvarious sources to generateelectricity.



35

ELECTRONICS

LearningObjective


4.1


Understandingthe uses of theCathode RayOscilloscope(C.R.O.)

View computer simulations togain an understanding ofthermionic emission.

Carry out activities to study theproperties of cathode rays usingapparatus such as the MalteseCross tube.

Discuss the cathode rayoscilloscope from the following

aspects:a) electron gun,b) deflection system,c) fluorescent screen,d) energy changes.

Carry out activities using aC.R.O. to:a) measure potential

difference,b) measure short time

intervals,c) display wave forms.

Discuss to solve problemsbased on the C.R.O. display.

? explain thermionic emission.

? describe the properties of cathoderays.

? describe the working principle of thecathode ray oscilloscope.

? measure potential difference usingthe C.R.O.

? measure short time intervals usingthe C.R.O.

? display wave forms using the C.R.O.

? solve problems based on the C.R.O.display.

thermionic emission – pancaran termion cathode rays – sinar katod cathode ray oscilloscope – osiloskop sinar katod fluorescent - pendafluor



36

LearningObjective



Understanding

semiconductordiodes

View computer simulations to

gain an understanding ofproperties of semiconductors interms of its resistance and freeelectrons.

View computer simulations togain an understanding of:a) n-type and p-type

semiconductors,b) semiconductor diodes.

Carry out activities to observe

current flow through asemiconductor diode (p -n junction) in forward bias orreverse bias.

Build a half -wave rectifier circuitand a full -wave rectifier circuit.

Observe half-wave rectificationand full-wave rectification usingan instrument such as a C.R.O.

Observe and discuss the effectof putting a capacitor in a:a) half-wave rectifier circuit,b) full-wave rectifier circuit.

? describe semiconductors in terms of

resistance and free electrons.

? describe n-type and p-typesemiconductors.

? describe semiconductor diodes.

? describe the function of diodes.

? describe the use of diodes asrectifiers.

? describe the use of a capacitor tosmooth out output current and outputvoltage in a rectifier circuit.

The term dopingmay beintroduced.

doping – pengedopan

diode - diod semiconductor – semikonductor rectification – retifikasi full wave – gelombang penuh half wave – gelombang setengah capacitor - kapasitor



37

LearningObjective



Understanding

transistors

With the aid of diagrams,

discuss a transistor in terms ofits terminals, i.e. base, collectorand emitter.

Carry out activities to show atransistor as a current amplifier.

Set up a transistor-basedelectronic circuit that functionsas a light, heat or sound-controlled switch.

? describe a transistor in terms of its

terminals.

? describe how a transistor can be usedas a current amplifier.

? describe how a transistor can be usedas an automatic switch.

base - tapak

emitter - pengeluar collector – pengumpul transistor - transistor


Analysing logicgates

Discuss logic gates as switchingcircuits in computers and otherelectronic systems.

Research and report on symbolsfor the following logic gates:a) AND,b) OR,c) NOT,d) NAND,

e) NOR

? state that logic gates are switchingcircuits in computers and otherelectronic systems.

? list and draw symbols for the followinglogic gates:

i. AND,ii. OR,iii. NOT,iv. NAND,v. NOR.

logic gate– get logik



38

LearningObjective


Carry out activities to study theaction of the following logicgates:

a. AND,b. OR,c. NOT,d. NAND,e. NOR.

Build truth tables for logic gatesand their combinations.

Research and report on logicgate control systems such as in

security systems, safety systemsand street lights.

? state the action of the following logicgates in a truth table:i. AND,

ii. OR,iii. NOT,iv. NAND,v. NOR.

? build truth tables for logic gates incombination for a maximum of 2inputs.

? describe applications of logic gatecontrol systems.



39

RADIOACTIVITY

LearningObjective


Learning Outcomes Notes Vocabulary

5.1


Understandingthe nucleus of anatom

View computer simulations ormodels to gain anunderstanding of:a) the composition of the

nucleus,b) isotopes.

Research and report on theterms nuclide and isotope.

? describe the composition of thenucleus of an atom in terms ofprotons and neutrons.

? define proton number (Z) andnucleon number (A).

? explain the term nuclide

? use the nuclide notation X A

Z .

? define the term isotope.

nuclide – nuklid isotope – isotop proton number – nombor proton mass number – nombor jisim

5.2


Analysingradioactive decay

View computer simulations togain an understanding ofradioactivity.

Discuss:a) that radioactivity is the

spontaneous disintegrationof an unstable nucleusaccompanied by theemission of energeticparticles or photons,

b) the detection of radioactiveemission using detectorssuch as cloud chambersand Geiger-Muller tubes,

? state what radioactivity is.? name common detectors for

radioactive emissions.

The structureof detectorsare notrequired.

radioactivity – keradioaktifan decay – reputan unstable – tidak stabil half-life – setengah- hayat



40

LearningObjective



Discuss the characteristics ofradioactive emissions i.e. alpha

particles, beta particles andgamma rays in terms of their:a) relative ionising effect s,b) relative penetrating powers,c) deflection by electric and

magnetic fields.

Discuss radioactive decay withthe aid of equations

Carry out activities to gain anunderstanding of half -life.

Discuss a typical decay curve.

Discuss to solve problemsinvolving half-life.

? compare the 3 kinds of radioactiveemissions in terms of their nature.

? explain what radioactive decay is.

? use equations to representchanges in the composition of thenucleus when particles areemitted.

? explain half-life.

? determine half-life from a decaycurve.

? solve problems involving half -life.


Understandingthe uses ofradioisotopes

Discuss radioisotopes.

Research and report onapplications of radioisotopes in

the fields of:a) medicine,b) agriculture,c) archaeology,d) industry.

? define radioisotopes.

? name examples of radioisotopes.

? describe applications ofradioisotopes.



41

LearningObjective



View computer simulations onapplications of radioisotopes.

Visit the Malaysian Institute forNuclear Technology Research(MINT) or other suitable placesto see various applications ofradioisotopes.


Understandingnuclear energy

View computer simulations togain an understanding of:a) nuclear fission,b) chain reactions,

c) nuclear fusion.

Discuss:a) atomic mass unit (a.m.u.),b) nuclear fission,c) chain reactions,d) nuclear fusion.

Discuss the relationshipbetween mass defect and thenuclear energy produced innuclear fission and nuclear

fusion, i.e. E=mc 2 .

Research and report on thegeneration of electricity fromnuclear energy.

? define atomic mass unit (a.m.u.).

? describe nuclear fission.? give examples of nuclear fission.

? describe chain reactions.

? describe nuclear fusion.? give examples of nuclear fusion.

? relate the release of energy in anuclear reaction with a change ofmass according to the equationE=mc 2 .

? describe the generation ofelectricity from nuclear fission.

chain reaction – tindak balas berantai nuclear fission – pembelahan nukleus

nuclear fusion – pelakuran nukleus



42

LearningObjective



Discuss the pros and cons ofusing nuclear fission togenerate electricity.

Discuss to solve problemsinvolving nuclear energy.

? justify the use of nuclear fissio n inthe generation of electricity.

?solve problems involving nuclearenergy.


Realising theimportance ofpropermanagement ofradioactivesubstances

Research and report on:

a) the negative effects ofradioactive substances,

b) safety precautions thatshould be taken whenhandling radioactive

substances,c) management of radioactive

waste.

? describe the negative effects ofradioactive substances.

? describe safety precautionsneeded in the handling ofradioactive substances.

? describe the management ofradioactive waste.



43

ACKNOWLEDGEMENTS

Advisors Mahzan Bakar SMP, AMP DirectorCurriculum Development Centre

Maznah Abdul Hamid Deputy DirectorCurriculum Development Centre

EditorialAdvisors

Cheah Eng Joo

Ho Heng Ling

Principal Assistant Director (Head of Science andMathematics Department)Curriculum Development Centre

Assistant Director (Head of Core Science Unit)

Curriculum Development Centre

Zaidah Mohd Yusoff Assistant Director (Head of Elective Science Unit)Curriculum Development Centre

Editor Salina Hanum Osman Mohamed Assistant DirectorCurriculum Development Centre



44

PANEL OF Writers

Cheah Eng Joo Curriculum Development Centre Lanita Md. Yusoff Curriculum Development Centre

Yeap Chin Heng (Ph.D) Curriculum Development Centre Yusof Ismail Curriculum Development Centre

Zaidi Yazid Curriculum Development Centre Zaidah Mohd Yusoff Curriculum Development Centre

Salina Hanum Osman Mohamed Curriculum Development Centre Zainon Abdul Majid Curriculum Development Centre

Ahmad Salihin Mat Saat Curriculum Development Centre Zainusham Yusuf Curriculum Development Centre

Aizatul Adzwa Mohd. Basri Curriculum Development Centre Zulkifli Baharudin Curriculum Development Centre

Fang Ken Din MP Temenggong Ibrahim Nurul Ain Tay Abdullah SMK Jalan Tiga

Nafisah Mohamad Kolej Tunku Kurshiah Rema Ragavan SMK Sultan Abd Samad

Koh Chee Kiat PPB Samarahan Suhaimi Jusoh SMK Machang

Mohd. Khirrudin Ideris SMS Pokok Sena



Curriculum Development CentreMinistry of Education

2006

Hsp Physics Frm5[1]

Documents

Transcript of Hsp Physics Frm5[1]