SOW Physics Form 2, 2021

SCIENCE CURRICULUM
SCHEME OF WORK

National Curriculum (KSSM) / Cambridge Lower Secondary

Physics
Form 2

(Ver. 2021)

Scheme of Work Summary 1
Physics Form 2 (Ver. 2021)

Semester Content Standard Must do Experiment
PBL

2 1. ELECTRICITY AND MAGNETISM 1. Exp. 6.1 Textbook KSSM F3 Pg.178 1

2. WORK, POWER AND ENERGY

3. FORCE AND MOTION 2. Exp. 8.1 Textbook KSSM F2 Pg.179

Notes to all teachers:
1. PBD must be completed for each Content Standard

2. Topics that will be assessed in final semester exam are based on corresponding semester only.
3. Teachers must strictly follow the Content Standard allocated for each semester.

Bold writing – referring to topics in Checkpoint (IGCSE) syllabus only, not in KSSM syllabus.
Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
Italic and PURPLE writing – referring to topics in KSSM syllabus only, not in Checkpoint syllabus.

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SCIENCE CURRICULUM SCHEME OF WORK
CAMBRIDGE LOWER SECONDARY / NATIONAL CURRICULUM (KSSM)

CHECKPOINT PHYSICS

FORM 2 SEMESTER 2
Learning Area : 4 ELECTRICITY AND MAGNETISM

Week Content Learning Standard Framework Remarks PBD
14–25 Standard 4.1.1 Describe energy sources in Course
JUN 4.1 Generation terms of renewable energy and non- KSSM F3 LA 6 Must do
of Electricity renewable energy. Examples of renewable energy sources are hydropower, waves, solar, experiment
28 tides, winds, biomass, and geothermal. KSSM F3
JUN – 4.2Transformer 4.1.2 Explain with examples the Examples of non-renewable energy sources are nuclear energy, coal, LA6 (6.2.1)
9 JUL process of generating electricity from natural gas and diesel.
various sources of energy. Build a simple generator that can light up LEDs, using magnets and coils
of wire. It should be stressed that current is induced only when the
4.1.3 Differentiate between direct magnetic field is cut.
current and alternating current. Carry out group discussion on how electricity is generated in power
stations using various sources of energy.
4.1.4 Solve problems related to Use a cathode ray oscilloscope to show the difference in the shape of the
electricity supply in life. graph, direction of the current and voltage change for direct current (d.c.)
and alternating current(a.c.).
4.2.1 Carry out an experiment to Note: Most generators generate a.c. while solar cells and batteries
build a step-up and a step-down produce d.c.
transformer. Make a model or innovation to solve problems involving the generation of
electricity in rural areas, using turbines and generators, without affecting
4.2.2 Communicate about the environment.
transformers and the use of Make a creative presentation about transformers:
transformers in electrical home
appliances. • Describe that transformers only work with alternating current.
4.2.3 Solve numerical problems • Build a simple transformer using a laminated iron core.
using formula involving transformers. Control variables such as the ratio of the number of secondary coils to the
number of primary coils in building step-up and step-down transformers.
Make a multimedia presentation about the use of transformers in home
appliances. Note: Introduce the formula:
Np = Vp
Ns Vs
Np - Number of turns of primary coil.
Ns - Number of turns of secondary coil.
Vp - Input voltage of primary coil.
Vs - Output voltage of secondary coil.

Bold writing – referring to topics in Checkpoint (IGCSE) syllabus only, not in KSSM syllabus.
Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
Italic and PURPLE writing – referring to topics in KSSM syllabus only, not in Checkpoint syllabus.

Week Content Learning Standard Framework Remarks 3
12 – 16 Standard 4.3.1 Explain the function of Course
4.3Transmision components in the transmission and Arrange in order the components in the transmission and distribution of
JUL and distribution distribution of electricity by drawing. electricity such as power stations, step-up transformer stations,
of electricity National Grid Network, step-down transformer stations, distribution PBD
4.3.2 Explain with examples electricity sub-stations, switches, main intake sub-stations.
supply and wiring systems in homes. Discuss the issues and impact of National Grid Network pylons near
residential area.
4.3.3 Distinguish between safety Discuss single phase and 3-phase wiring systems in homes.
components in a home electrical Note:
wiring system. Components of home wiring system include a fuse box, circuit breaker,
main switch, live wire, neutral wire, earth wire, electrical meter and the
4.3.4 Communicate about safety in usage of international color codes in wiring.
transmission and distribution of Introduce 2 pin and 3 pin plugs and its suitability of use in different
electricity and the use of electrical countries.
appliances. Carry out an activity to identify the functions, types and rating of fuses,
and to determine the suitable value of fuse to be used.
Make a group discussion to identify:

• Function of earth wire.
• Function of the Miniature Circuit Breaker (MCB), and Earth

Leakage Circuit Breaker (ELCB).

• Lightning conductor.
• Switch.
Make brochures or posters for the following:

• Cause of electrical short circuit.
• Cause of electrical accidents.
• Safety measures when using electricity.

• Steps to take when electrical shock occurs.







Bold writing – referring to topics in Checkpoint (IGCSE) syllabus only, not in KSSM syllabus.
Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
Italic and PURPLE writing – referring to topics in KSSM syllabus only, not in Checkpoint syllabus.

Week Content Learning Standard Framework Remarks 4
Standard Course
26 JUL 4.4 Calculate 4.4.1 Define energy efficiency.
–6 the cost of 4.4.2 List examples of technology Introduce the role of the Energy Commision in the labelling of electrical
AUG electricity that applies the concept of energy equipments using Energy Efficiency Rating and Labelling. PBD
consumption efficiency.
4.4.3 Determine the amount of PBL
electricity used in electrical • List down the power and voltage values of electrical appliances at
appliances. home.

• Calculate the current used by each electrical appliances.
Note:
Introduce formula:
Power (W) = Electrical energy used (J) / Time (s) Power (W) = Voltage
(V) x Electric current (A)

4.4.4 Relate electrical energy Introduce the formula:
consumption, power and time by Energy Consumption (kWh) = Power (kW) x Time(h)
calculating the cost of electrical
energy used by electrical appliances. Interpret data on electricity use with reference to the electricity bill
4.4.5 Conduct a home energy audit collected within a specified period of time. Make conclusions about
of electrical appliances used as a usage patterns observed and suggest saving measures that need to be
measure to save electricity usage at taken.
home.

4.4.6 Communicate about ways of Make a multimedia presentation on the concept of green building in a
saving electrical energy usage at local or global context.
home. Design or innovate a model of a green building that applies the concept
of energy conservation, through project base learning, using STEM
approach.
Emphasis is given to:

• Energy efficiency.
• Power sales
• Appliances with Energy Efficiency Rating and Labelling





Bold writing – referring to topics in Checkpoint (IGCSE) syllabus only, not in KSSM syllabus.
Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
Italic and PURPLE writing – referring to topics in KSSM syllabus only, not in Checkpoint syllabus.

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Learning Area : 5.0 WORK, POWER AND ENERGY

Week Content Learning Standard Framework Remarks PBD
Course
Standard KSSM F3 LA 7 Carry out
8Pf1 Carry out activities and solve numerical problems such as calculating Assessment
9 – 13 5.1 Work, 5.1.1 Define work and solve problems 8Pf2 the work done for: KSSM F3
AUG Energy And related to energy in the context of daily - Moving objects horizontally, LA7
Power life. - Moves the object vertically (opposing gravity).
23 – 27 Discuss the relationship between the amount of work done with the
AUG energy used.
Carry out activities and solve numerical problems to calculate the
5.1.2 Relate power with work and solve power required to:
problems in the context of daily life. - Moving objects horizontally,
- Moving objects vertically,using spring balance & stopwatch
Calculate average speeds, including Pupils measure their walking, hopping, running pace etc. They
through the use of timing gates. can estimate the speed of various objects such as a snail, a
Interpret simple distance/time graphs plane, or research the speed of athletes, to practice the use of
different units.
30 AUG 5.2 Potential 5.2.1 Explain with examples Calculate average speed using timing gates.
–3 Energy and gravitational potential energy and solve Produce distance-time graphs.
SEP Kinetic problems in the context of daily life. Carry out activities to solve numerical problems related to potential
Energy energy.
5.2.2 Calculate elastic potential energy Power of gravity as work performed to lift an object to an altitude, h
in the context of daily life. from the surface of the earth.
Discuss that elastic potential energy is the energy stored in a
5.3 Principal 5.2.3 Explain with examples kinetic compressed or stretched spring.
of energy in the context of daily life. Relate elastic potential energy, Ep as work done, W to compress or
Conservation stretch a spring over a displacement, x from the position of
of Energy 5.3.1 Explain with examples The Principle equilibrium.
of Conservation of Energy. Discuss that kinetic energy is the energy possessed by a moving
object
5.3.2 solve qualitative and quantitative Conduct an activity to demonstrate The Principle of Conservation of
problem involving change of kinetic Energy, by observing an oscillating system such as a simple
energy and gravitational potential pendulum and loaded spring.
energy in closed system. Discuss daily situations involved energy changes such as swings,
objects falling from an altitude, "roller-coaster" and tool spinning toys
such as toy cars and pistols.
Solve quantitative problems using mathematics equation.

Bold writing – referring to topics in Checkpoint (IGCSE) syllabus only, not in KSSM syllabus.
Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
Italic and PURPLE writing – referring to topics in KSSM syllabus only, not in Checkpoint syllabus.

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LEARNING AREA : 2.0 FORCE AND MOTION

WEEK CONTENT STANDARD LEARNING STANDARD Framework REMARKS PBD
6 – 10 2.1 Force 2.1.1 Elaborate and communicate Course
SEP about force KSSM F2 LA 8
7Ep5 • Carry out an indoor or outdoor activity to show the
20 – 24 2.1.2 Explain that force has 7Pf1
SEP magnitude, direction and point of presence of different types of forces such as
application. gravitational force, weight, normal force, frictional
force, elastic force, buoyant force.
2.1.3 Measure force in S.I. unit. Sketch a diagram to show that force has magnitude,
direction and point of application.
2.1.4 Explain with examples that every
action force has an equal (same Carry out an activity using a spring balance to measure
magnitude) reaction force but in the force for example, weight of object, frictional force.
opposite direction. Discussion may involve the following situations:
• A stationary object on a table, Weight (action force) is
Investigate balanced and
unbalanced the same as normal force (reaction force),
forces on Objects • An object floating on water, Weight (action force) is the

Describe the effects of forces on same as buoyant force (reaction force),
motion, including friction and air • Two trolleys placed on a horizontal runway with a
resistance.
compressed spring between them will move in
opposite directions of the same distance when
released.
• First trolley acts on the second trolley (action force)
and at the same time the second trolley exerts a force
of the same magnitude but in different direction
(reaction force).

• Find out that forces change the speed and
direction of objects.

• Pupils should try activities to show the effect on
speed of pushing and pulling forces.

Bold writing – referring to topics in Checkpoint (IGCSE) syllabus only, not in KSSM syllabus.
Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
Italic and PURPLE writing – referring to topics in KSSM syllabus only, not in Checkpoint syllabus.

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WEEK CONTENT LEARNING STANDARD Framework REMARKS PBD
STANDARD 2.2.1 Elaborate and communicate Course
27 SEP about the effects of force. 7Pf2 KSSM F2 LA 8
–8 2.2 Effect Of Force Carry out activities to study the effects of force on change in
OCT Describe the effect of gravity on shape, position, speed and direction such
objects. • moving a stationary toy car,
• changing the speed of a moving toy car,
2.2.2 Explain and communicate the • stopping a moving toy car,
relationship between the differences in • changing the direction of a moving toy car,
densities and the effects of buoyancy • changing the shape of plasticine
in daily life.
The relationship between gravity and weight.
11 – 22 2.2.3 Classify and solve problems on
OCT levers based on the position of Hang kilogram masses on Newton meters to find their
fulcrum, load and effort. weight

1.2.4 Explain and communicate about 9Pf4 • Carry out an activity to determine the buoyant force using a
the moment of force. spring balance.

Know that forces can cause objects (Buoyant force = actual weight – apparent weight)
to turn on a pivot and understand
the principle of moments • Carry out an investigation to prove that objects denser than
water will submerge by using density cubes.

• Solve problems on how cargo ships are able to maintain
afloat at a safe level when travelling in different oceans of
different temperatures and densities using a Plimsoll line as
a guidance.

Discuss various examples of levers according to the classes of
lever in daily life.
Solve numerical problems using the following formula:
Load x Load arm = Effort x Effort arm
*(Load arm –distance of load from fulcrum)
*(Effort arm – distance of effort from fulcrum)
When opening a door or loosening a nut using a spanner, we
use a force that produces a turning effect.
The turning effect is known as the moment of force.
Carry out activities to show the relationship between the moment
of force and the lever arm length in situations such as opening a
door or loosing a nut.
Moment of a force = force (N) x perpendicular distance (m)
(Demonstrate the existence of a centripetal force can be
shown by swinging a small object (a bung) around the head
on a string.)

Bold writing – referring to topics in Checkpoint (IGCSE) syllabus only, not in KSSM syllabus.
Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
Italic and PURPLE writing – referring to topics in KSSM syllabus only, not in Checkpoint syllabus.

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WEEK CONTENT STANDARD LEARNING STANDARD Framework • REMARKS PBD
2.2 Effect Of Force 2.2.5 Carry out an experiment and Course Must do
25 communicate about pressure and its 9Pf1 • To investigate how the changes in surface area KSSM F2 LA8
OCT – application in daily life. affects the pressure produced when a similar force experiment
5 NOV Revision is applied (8.2.5)
2.2.6 Elaborate and communicate
8 – 19 about gas pressure based on the • Introduce formula: Pressure = Force / Surface area Carry out
NOV kinetic theory of gas. • Make a multimedia presentation about applications Assessment
2.2.7 Explain and communicate about KSSM F2 LA8
22 – 26 the existence of atmospheric pressure of pressure in daily life.
NOV and the effects of altitude on the • Carry out an activity to show that air exerts
magnitude of pressure.
29NOV pressure.
– 2.2.8 Explain the effects of depth on • Carry out activities to show the factors that affect air
liquid pressure
9DEC pressure, that are volume and temperature
• Carry out activities to show the existence of

atmospheric pressure by using Magdeburg
hemisphere, suction pump, drinking straw, siphon,
syringe, vacuum cleaner.
• Active reading, video or data analysist to show the
relationship between altitude and atmospheric
pressure.
• Solve problems related to air pressure and
atmospheric pressure in daily life.
• Pupils need to use the term of air pressure and
atmospheric pressure correctly.
• Carry out an activity to show the changes in the size
of an air bubble when the depth of the liquid
changes by using a (1 metre) glass tube containing
water or oil.
• Explain with examples the effects of depth on fluid
pressure in daily life such as the thickness of walls
of the dam, design of the submarine

Final Exam Semester 2

SEMESTER 2 SCHOOL HOLIDAY

Bold writing – referring to topics in Checkpoint (IGCSE) syllabus only, not in KSSM syllabus.
Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
Italic and PURPLE writing – referring to topics in KSSM syllabus only, not in Checkpoint syllabus.

9



Scheme of work reviewer:
1. Noor Nasriyah Bt. Abdullah – Bahagian Pendidikan Menengah, MARA
2. Ismadey B. Ismail – Maktab Rendah Sains MARA Tun Abdul Razak, Pekan
3. Muhammad Fazwan B. Mohd Yusoff - Maktab Rendah Sains MARA Johor Bahru

Bold writing – referring to topics in Checkpoint (IGCSE) syllabus only, not in KSSM syllabus.
Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
Italic and PURPLE writing – referring to topics in KSSM syllabus only, not in Checkpoint syllabus.