SOW Physics Form 1 (2021)

Physics
Form 1

(Ver. 2021)

Scheme of Work Summary 1
Physics Form 1 (Ver. 2021)
PBL
Semester Content Standard Must do Experiment -
1. Exp. 1.6 KAS module 9
1 1. INTRODUCTION TO SCIENTIFIC 1
INVESTIGATION 1
1
2. ENERGY TRANSFORMATIONS

3. STARS AND GALAXIES IN THE UNIVERSE

2 1. LIGHT AND OPTIC 1. Exp 8.1 textbook KSSM F1 Pg 231
2. Exp 8.2 textbook KSSM F1 Pg 235
2. SOUND WAVE
3. HEAT
4. SOLAR SYSTEM
5. METEOROID, ASTEROID, COMET

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 1 SEMESTER 1

Learning Area : 1.0 Introduction to scientific investigation

Week Content Learning Standard Framework Remarks PBD
Standard Course
KAS MODULE 1
1 Pre-Test Basic Science Skills (BSS) (SCIENCE & I)
12 – 16 1.1 Science is
1.1.1 Relate daily activities to Discuss daily life activities that lead to the definition of Science.

Apr part of daily Science.

life. 1.1.2 Generalise the meaning of Science as a discipline that involves systematic observation and

Science. experiments on natural phenomena.

1.1.3 Summarise the importance of

science in everyday life. Brainstorm ideas using concept maps such as i-Think concerning:

1.1.4 Describe the fields of Science. • the importance of science in understanding ourselves and the
1.1.5 Communicate about careers in environment to admire God's creations.

Science. • fields of science and examples of field of science such as
1.1.6 Relate subjects to be studied zoology, astronomy, microbiology, geology, physiology,
botany, engineering, pharmacology, oceanography, forensics
with science careers of interest. etc.
1.1.7 Describe innovation in
• careers in the field of science
technology

• subjects to be learnt for a chosen career.

19- 23 1.3 Physical 1.3.1 Identify and use the correct Group discussions and multimedia presentations on examples of KAS MODULE 5
Apr quantities units for different physical innovation in technology to solve problems in daily life. (SI )
and their quantities. Measure physical quantities of length, mass, time, electric current
units and temperature. Take note of values and units used in the
1.3.2 Identify the symbols and values specification and labels of products.
of prefixes use in measurement.
Collect and interpret data about symbols and values of symbols
1.3.3 Convert base quantity units for for prefixes of nano-, micro-, mili_, centi_, kilo_, mega_, giga _.
mass, length and time such as
grams to kilograms, centimeters Solve problems of conversion of base quantity units.
to meters, seconds to hours and
vice versa. Appreciate the effort of experts in creating S.I. units (Système
International d'Unités) to facilitate international understanding.
1.3.4 Justify the importance of the use Carry out a multimedia presentation to show the implications of
of S.I. units in daily life. using inconsistent units in daily life.

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Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
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Week Content Learning standard Framework Remarks PBD
Standard Course
1.4.1 Use the right measuring
26 Apr – 1.4 The use of instrument and use it in the right way, to • Carry out station activities using measuring instruments such as KAS MODULE 6
measure accurately and consistently the
7 May measuring quantities of length, mass, time, rulers, measuring tapes, thermometers, stopwatches, triple (PERFECT 10)
temperature and electric current.
instruments 1.4.2 Use measuring instruments with beam balances, ammeters, voltmeters and measuring cylinders.
higher accuracies and compare the
, accuracy, measurements in terms of accuracy, Emphasise the following: KAS MODULE 7
consistency and sensitivity.
consistency 1.4.3 Explain how to overcome - taking readings several times to get an accurate reading. (GUESS?)
systematic errors and random errors.
, sensitivity 1.4.4 Estimate the length, area, mass - relate the smallest scale value on the measuring device to the
or volume of an object before taking
and errors actual measurements. accuracy of the readings.
1.4.5 Explain with examples
innovations of various types of • Carry out activities using instruments such as a Vernier calipers,
measuring instruments through a
multimedia presentation. micrometer screw gauges, electronic balances, digital

micrometer screw gauges, digital Vernier calipers, digital

thermometer, clinical thermometer, digital range finder.

• Carry out activities to reduce systematic error (eg: zero error) and

random error (eg: parallax error).

• Carry out problem solving activities that involve the skill of

making estimations and then compare with actual

measurements.

• Gather information and carry out multimedia presentations on

innovations in measuring instruments.

10 -14 HARI RAYA AIDILFITRI
May
17 -21 1.5 Density 1.5.1 Arrange sequentially materials 9Pf2 • Conduct a scientific investigation of the relationship between mass KAS MODULE
May based on density.
1.5.2 Predict whether the materials will and density for a variety of solids which have the same volume, for 8 (FLOAT OR
float and sink according to density.
1.5.3 Define operational definition of example by using density cubes. SINK)
density.
1.5.4 Calculate density using formula • Solve problems by using formula of density.
(density = mass/ volume) and water
displacement method. • Carry out an activity to determine the density of irregular solids using
1.5.5 Explain the phenomena related to
the density difference in everyday life. water displacement method.
1.5.6 Innovate objects, food or
beverage using the concept of density. • Discuss the phenomena in everyday life that involve differences in

density and presents the results of discussions using multimedia.

• Entrepreneurial element can be applied and practiced in this activity.

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Week Content Standard Learning standard Framework Remarks PBD
Course KAS MODULE 9
Teachers are recommended to use station method of the twelve (LSI)
1.6 Steps in a 1.6.1 Differentiate each science science process skills.
scientific process skills. • Design and conduct an experiment for each group to explain Must do
Investigation KSSM F1 LA1
1.6.2 Make a sequence on the steps the steps and the scientific method, namely: experiment 1.6
of carrying out a scientific • Identify a problem that could be tested by a scientific
investigation in the correct Carry out
order. investigation Assessment
• Construct hypothesis KSSM F1 LA1
1.6.3 Conduct a scientific • Outline how variable are manipulated and the method of
investigation to solve a simple
problem. collecting data
• Design and conduct scientific investigations
• Present the data collected
• Interpreting data and results with scientific reasoning
• Make a conclusion and present a report.

24 – 28 FINAL EXAMINATION SEMESTER 1
May OKAT 1 ( 24 – 26 Mei 2021)

31 May SEMESTER 1 SCHOOL HOLIDAY
–

13 June

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

CHECKPOINT PHYSICS

FORM 1 SEMESTER 2

Week Content Standard Learning standard Framework Remarks PBD
Course
14 – 18 Stage 7.3 Energy Recognise different energy types 7Pe1 Students can brainstorm their own ideas about what is
June Transformations and energy transfers. meant by ‘energy’. Examples to illustrate their definition
need to be given in their explanation.

Knowing the names science uses for the different types of
energy:
heat (thermal), light, sound, electrical, chemical, kinetic
(movement), potential (stored)

Knowing by using formula of kinetic energy = ½mv2
Knowing by using formula of Gravitational potential energy =
mgh

Compare the transfer of energy from several different
examples such as a burner, an electric light, lifting weights
for 5 minutes, to find that energy is wasted in the form of
heat and dispersed in the atmosphere.

Discussion on what energy is used for in the modern world
and what alternatives for each use (if any) were available
say, 100 years ago.
Illustrate ideas with examples. e.g. electric light compared
with oil lamps, cars compared with carts etc.

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Week Content Standard Learning standard Framework Remarks PBD
Course
21 – 25 Stage 7.3 Energy Understand that energy cannot be 7Pe2 The alternatives available in 100 years’ time might also be
June Transformations2 created or destroyed and that considered

energy is always conserved

Interpret and draw energy transfer diagrams.

Lots of examples can be provided here so that as many
different types of energy and transfer are covered as
possible. Examples include; catapult, Bunsen burner,
clockwork toys, electric motors lifting small weights,
blowing up and releasing balloons, dynamos, the use of
batteries heating or lighting circuits, light sensitive paper,
musical instruments.

Students can list some home appliances and say what
energy transfers take place.

Study some Sankey diagrams and suggest what energy is
wasted i.e. passed to the surroundings by various
processes.

Provide pupils with the outline of the processes in a power
station to complete the stages and transfers by cutting and
pasting.

A Sankey diagram showing the wasted energy and so the
rather low efficiency of the process should be shown

Swinging a pendulum starting at the teacher’s nose gives
the opportunity to see that the bob does not lose a
noticeable amount of energy but simply transfers it from
‘moving’ to ‘stored’ and back again.

Sankey diagrams also help in the explanation that energy is
not used up but simply transferred to something else.

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Week Content Standard Learning standard Framework Remarks PBD
Course
28 June Stage 9.9 The Use knowledge of energy sources 9Pe1 Explain why the world’s energy needs is increasing. Discuss
– 2 July Energy Crisis and including fossil fuels and why the world’s energy needs is increasing.
Human renewable energy resources to
Influences consider the world’s energy needs, Relate to the increase in population and the increased use of
including research from secondary modern technology.
sources.
Explain why fossil fuels are non-renewable fuels. Explain
. why there might be an energy crisis.

Investigate the problem of atmospheric pollution caused by
the combustion of fossil fuels e.g. the effects of acid (rain)
on limestone or chalk (buildings).

Research different renewable fuels. Discuss whether
‘nuclear fuels’ are renewable or non-renewable.

Discuss the advantages and disadvantages of using ‘nuclear
fuels’ to generate electricity.

Use secondary sources to find out about different renewable
energy resources.

Assess the advantages and disadvantages of each energy
resource and how the energy resource is used to generate
electricity. Present findings to the whole class as a poster,
PowerPoint presentation or a hand-out.

Discuss and list the problems of using all kinds of energy
sources. These might include suitability of site, climate, cost
of converting to electrical energy, pollution of any kind and
destruction of habitats.

Consider the energy sources most used in your region and
whether there would be benefit in changing to other energy
resources.

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Normal writing – referring to topics that exist in both syllabus of Checkpoint and KBSM
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LEARNING AREA: 2.0 STARS AND GALAXIES IN THE UNIVERSE

WEEK CONTENT STANDARD LEARNING STANDARD Framework REMARKS PBD
5 – 9 July Course
2.1 Stars and galaxies in 2.1.1 Communicate about the KSSM F2 LA 11 SUGGESTED
the universe characteristics of objects in space. Gather information from technology devices such as ACTIVITY:
the telescope to expand ideas about objects in space, PAK21
for example: (e.g: 2 stray 1
stay, Role
- galaxies including the Milky Way, playing,
- nebula, Learning
- life cycle of stars (Nebula Hypothesis). games,
Cooperative
Galaxies and types of galaxies, such as, eliptical, learning, Small
spiral and irregular galaxies. group
discussions)
State the position of the Solar System in the Milky
Way Galaxy.

Compare the relative sizes between Earth , planets,
Solar System, Milky Way Galaxy and the Universe.

2.1.2 Compare and contrast the Amazed by the universe that God has created. Carry out
characteristics of stars (including Characteristics of stars include temperature, size, Assessment
the Sun) and relate them to the distance, colour and brightness. KSSM F2 LA11
obsevation of stars on the Earth.
Surf Skychart, Stellarium (free astronomy software),
and Earth Centred
Universe (ECU) to get information about the
similarities and differences on the characteristics of
stars.

Visit an Observatory or planetarium to observe
objects in the sky during the day and night.

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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 : 3.0 Light and Optic

Week Content Learning standard Framework Remarks PBD
Standard Course
Folio :
12 – 16 3.1 The use of 3.1.1 Differentiate between a real image KSSM F1 LA 8 Topic
KSSM F2
July mirrors and a virtual image. ⚫ Use the screen and plane mirror to show the difference LA12 &
LA13
3.1.2 Communicate about the between real images and virtual images.

characteristics of image formed by a ⚫ Carry out an activity to determine:

plane mirror, concave mirror and • characteristics of the image formed when the light

convex mirror. incident on the plane mirror. concave mirror (enlarge

3.1.3 State that the object distance is equal image) & convex mirror (shrink image).

to the image distance in a plane • the object distance and image distance in a plane mirror

mirror with a sketch diagram

3.1.4 Use the plane mirror to apply the ⚫ Discuss by using a multimedia presentation about these

concept of reflection of light. application:

3.1.5 Justify the application of concave - plane mirror

mirror and convex mirror in daily life. - concave mirror

3.1.6 Construct an optical instrument to - convex mirrors

appreciate the use these of optical ⚫ Carry out an activity to design an optical instruments eg.

instruments to enhance the ability of periscope or kaleidoscope.
the human senses. ⚫ The use of mirrors such as:

3.1.7 Solve problems in daily life involving • the side mirror and rear view mirror in the car.

the application of plane mirror, • the plane mirror use by dentist during treatment.

concave mirror and convex mirror. • the convex mirror placed at the dangerous roads.

17 – 25 HARI RAYA AIDILADHA
July

26 – 30 3.2 Properties 3.2.1 Communicate about the properties of 8Pl1 ⚫ Properties such as the speed of light and natural
July of light light. 8Pl2 phenomena (the formation of shadows, lightning appearing
before thunder, rainbows).

⚫ Carry out the activities to shows light travelling in the
straight line and can form shadows. Make use of a pin-
hole camera. A simple box can be made light-tight and
have a pin-hole in the centre of a sheet of black paper at
one end and a screen at the other.

• Carry out activities to show how non-luminous object
are seen.

Describe how non-luminous objects are seen

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Week Content Learning standard Framewo PBD
2–6 Standard
Aug 3.3 Reflection 3.3.1 State the characteristics of image rk Remarks Must do
of light formed by a plane mirrors experimen
9 – 13 (The Law of Course t KSSM F1
Aug Reflection) 3.3.2 Communicate about the Law of 8Pl3 ⚫ Identify the characteristics of image formed by a plane mirror LA8
Reflection. and sketch the image observed (vertical, lateral inversion, (8.3 and
16 – 20 3.4 Refraction same size, same object distance with the image distance) 8.4)
Aug of light 3.3.3 Draw ray diagrams to show the ⚫ Carry out an experiment to measure the angle of incidence, i
reflection of light and angle of reflection, r, using the plane mirror and determine
23 - 27 the relationship between angle of incidence, i and angle of
Aug 3.3.4 Solve problems in daily life with the reflection, r.
application of reflection of light. ⚫ Introducing The Law Of Reflection.
⚫ Example on the use of the concept of reflection of light:
3.4.1 Generalize that refraction occurs
when light moves through medium of • Road signboard reflectors so that it can be seen at night.
different densities. • Safety jackets with reflector strips for construction site

3.4.2 Draw ray diagrams to show refraction workers.
of light when light propagate from
one medium to another medium of • Triangle shaped emergency reflector for cars that
different densities. breakdown on the road.

3.4.3 Generalise the relationship between ACTIVITY WEEK
the angle of incidence, i and angle of
refraction, r, when light travels from a 8Pl4 ⚫ Collect and interpret these information about the following
medium of low density to a medium • Refraction of light
of high density. • Natural phenomena such as the apparent depth and real
depth, straw seem bent in water-filled glasses.
3.4.4 Justify the applications of refraction
of light in daily life. ⚫ Carry out activities to show that light refract away from the
normal when light travels from a dense medium to a less
dense and bent toward the normal when light travels from a
medium of low density to a medium of high density

• Carry out an experiment to study the relationship between the
angle of incidence, i and angle of refraction, r, when light travels
from a medium of low density (air) to a medium of high density
(glass block)

• Conduct a library research and make the presentation of the
phenomenon of refraction, for example, twinkling stars, spoon
appear to bend in the water, bottom of a swimming pool looks
more shallow.

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Week Content Standard Learning standard Framework Remarks PBD
Course
30 Aug 3.5 Dispersion of 3.5.1 Communicate about the 8Pl5 • Collect and interpret information about the dispersion of light
–3 light dispersion of light and phenomena related to the dispersion of light.
Sept
3.5.2 Explain with an example the Carry out activities to study the following:
dispersion of light in daily life. • dispersion of light by using prism
• formation of rainbow
3.6 Scattering of 3.6.1 Communicate about scattering • A spectrum can be demonstrated using a good prism.
light of light
They can also be observed using cheap diffraction
3.6.2 Explain with an example
scattering of light in daily life gratings. They can be compared with a rainbow to try to

emphasise that light is a mixture of all the colours.

⚫ Using various forms of multimedia for interpreting
information about scattering of light.

⚫ Carry out activities to study the effect of scattering of light.
⚫ Collect and interpret information about the following:

• scattering of light
• natural phenomena such as blue sky and reddish
sunset.

6 – 10 3.7 Addition 3.7.1 Identify primary colours 8Pl6 ⚫ Carry out activities to study: Carry out
Sept
and 3.7.2 Identify the addition of primary • the addition of light using the primary color filter to Assessment
13 – 17 produce secondary color (cyan, magenta and yellow) KSSM F1 LA8
Sept subtracti colours to produce secondary colours.

on of 3.7.3 Communicate about • subtraction of light that occurs when light is absorbed or

light subtraction of light. subtracted by colour filters.

3.7.4 Record the colours formed on • the difference between the addition and subtraction of

the screen when light passes through light.
⚫ Gather information and do a multimedia presentation.
colour filters. ⚫ Investigate filters and explain that some colours are

3.7.5 Differentiate the addition and

subtraction of light. absorbed and some transmitted.

3.7.6 Explain with examples addition

and subtraction of light in daily life.

MID SEM II BREAK

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Learning Area : 4.0 Sound Waves

Week Content Standard Learning standard Framework Remarks PBD
Course
20 – 24 4.1 Characteristics 4.1.1 Communicate about the basic 8Ps1 KSSM F2 LA 10
Sept of sound waves characteristics of sound waves. ⚫ Carry out an activity to explain that sound waves:
8Ps2
27 Sept 4.2 Loudness and 4.2.1 Explain frequency and its unit, • Need a medium to travel.
and amplitude of vibration. • Can be reflected.
– 1 Oct pitch of sound 4.2.2 Relate frequency to pitch. • Can be absorbed by different types of Surface.
4.2.3 Relate amplitude to loudness. • Have different speed in different médium.
4.2.4. Explain with examples
loudness and pitch using musical ⚫ Investigate how sounds are made
instruments. ⚫ Demonstrate a ‘slinky spring’ pushed

4–8 4.3 Phenomena 4.3.1 Explain with example rhythmically along its length to show rarefaction Carry out
Oct and phenomena related to reflection of Assessment
applications of sound waves such as echo and and compression KSSM F2 LA10
reflection of Doppler effect ⚫ Relate sound to hearing
sound waves 4.3.2 Explain with example the
applications of reflection of sound • Carry out scientific investigations using audio
waves
4.3.3 Elaborate and communicate generator, oscilloscope and amplifier to study the
about limitations of hearing for humans
and animals characteristics of sound waves where the oscilloscope
4.3.4 Explain with examples ways to
overcome human limitations of hearing shows the different patterns of sound waves

(amplitude and frequency) and loudness of sound

(amplitude).

• Carry out activities to show loudness and pitch using

musical instruments such as piano, recorder, drum

and guitar.
⚫ Explain with example/video on echo phenomena in

daily life.
⚫ Carry out an activity to compare the pitch of an

ambulance siren/air horn/ a fast moving motorcycle

engine passes an observer.
⚫ An increase (or decrease) in the frequency of sound

as the moving source and observer move towards (or

away from) each other is known as Doppler Effect.
⚫ Conduct video simulation to show the uses of sonar in

shipping industry and fisheries, sonogram in medical

field and how bats estimate distance while flying.
⚫ Make a multimedia presentation on the following:

- The limitations of hearing for human & animals.

- Ways to overcome human limitations of hearing.

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Learning Area: 5.0 Heat

Week Content Standard Learning standard Framework Remarks PBD
5.1 Temperature and heat Course
11 – 15 5.1.1 Make a comparison between KSSM F2 LA 9
Oct heat and temperature. 9Pe2 ⚫ Discuss and share about the following:

5.2 Heat flow and thermal 5.2.1 Explain how heat flows from a hot • Definition of temperature.
• Differences between temperature and heat.

⚫ Carry out activities to show heat transfer by

equilibrium region to a cold region. - Conduction. - Convection.

- Radiation.

5.2 Heat flow and thermal 5.2.2 Explain and communicate about ⚫ Carry out group activities to discuss natural
equilibrium heat flow in natural phenomena.
phenomena such as land breeze, sea breeze and
5.2.3 Communicate about heat
conductors and heat insulators and their warming of earth by the sun.
uses in daily life.
⚫ Carry out group activities to discuss the following:

• Definition of heat conductor.
• Definition of heat insulator.
• Various uses of heat conductors and insulators

in daily life.
⚫ Carry out investigations to study the uses of

different materials as heat insulators.
⚫ Discuss everyday uses of heat transfer by:

-conduction, include the use of bad conductor

(insulators)

• convection e.g solar heating panels
• radiation and also ways of preventing it

⚫ A vacuum flask - Ensure that students understand

that the flask can be used for keeping things hot

18 – 22 5. 3 Principle of expansion 5.3. 1 Explain how heat can cause the or cold
expansion and contraction in solid, liquid ⚫ Carry out activities to show heat can cause solid,
Oct and contraction of and gas.
matter liquid and gas to expand and contract.
5.3.2 Communicate about the various ⚫ Discuss the uses of expansion and contraction of
uses of expansion and contraction of
matter in daily life. matter:

• Mercury in thermometers.
• Bimetallic strip in fire alarms.
• Gap between railway tracks.
• Roller on steel bridges.

⚫ Discuss the uses of principle of expansion and

contraction of matter in solving simple problems.

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Week Content Standard Learning standard Framework Remarks PBD
5.4 1 Demonstrate how dark, dull PBL
25 – 29 5.4 Relation between the objects absorb heat better than white, Course Carry out an activity to show:
Oct types of surfaces of shiny objects. Carry out
objects to heat 9Pe2 ⚫ • Dark and dull objects absorb heat better than Assessment
absorption and 5.4.2 Demonstrate how dark, dull KSSM F2 LA9
emission. objects radiate heat better than white, white and shiny objects.
shiny objects.
5.4.3 Conceptualise and design using • Dark and dull objects radiate heat better than
the heat concept in daily life.
white and shiny objects.
Explain cooling by evaporation
5.5 Evaporation 9Pe3 ⚫ Project-based learning:
The Green House Concept fulfills a few criteria
such as energy efficiency, water efficiency,
sustainable construction site, construction
materials, innovation, etcetera.
Design a ‘Green Home’ which uses minimum
energy to keep the house cool or vice-versa. A
pupil is able to design or make innovation in the
local or global context.

⚫ Investigate which conditions aid the rate of
evaporation using tissues or small pieces of
cloth, dampened. Factors which can be tested
are temperature and moving air.

LEARNING AREA: 6.0 SOLAR SYSTEM

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WEEK CONTENT LEARNING STANDARD Framework REMARKS PBD
STANDARD 6.1.1 Compare distances between the Course
Sun and the planets in the Solar System
1 – 12 Nov 6.1 Solar System using astronomical units (a.u.) and KSSM F2 LA 12 SUGGESTED
light years. • Astronomical unit and light years as measures of distance ACTIVITY:
6.1.2 Construct a table to compare and PAK21
contrast the planets in the Solar System in space. (e.g: 2 stray 1
with the Earth. • Carry out calculations by converting units between a.u or stay, Role
playing,
6.1.3 Explore the possible relationship light years to kilometres. Learning
based on the planets’ characteristics Characteristics used for comparisons: games,
and explain the relationship Size, distance, temperature, density, relative gravitational pull Cooperative
including anomalies that may arise. to the Earth, atmospheric layers, surface condition, direction learning,
and speed of planet rotation and revolvement of planets in Small group
6.1.4 Reason and make analogies in their own orbits including natural satellites of each planet. discussions)
hypothetical situations related to the
Solar System. Examples of relationships between characteristics: PBL
• Temperature and distance from the Sun,
6.1.5 Justify the Earth as the most ideal • Density and gravitational pull,
planet for life based on data collected. • Distance, time and speed,
• Direction of rotation.

Problem-based learning:
Rotations, action forces and movement can be
predicted from data collected based on understanding
of the Solar System.
Discuss the example of hypothetical sitiuations as
follows:
-What will happen if the Earth stops rotating?
Rotates at a slower pace?
-Why are there planets with two or more moons?
-If you are on the Moon, explain your observation
on the shape of the Earth?
-Will you see phases of the Earth if you are on the
Moon?

• Conduct brainstorming session on the following:
• Whether other planets can sustain life if natural sources

on Earth have depleted – discussion is focused on
sustainable living.
• Realise the role of each individual as a prudent
consumer in managing nature and the importance of
reducing ecological footprint.

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.

16

WEEK CONTENT STANDARD LEARNING STANDARD Framework REMARKS PBD
6.1 Solar System Course
15 – 19 Describe how the movement of the 7Pb1 * Discuss what is meant by a day, a month and a Carry out
Nov Earth causes the apparent daily and year in terms of the Assessment
annual movement of the Sun and the 7Pb2 KSSM F2
stars. movement of objects in the solar system. LA12
7Pb3 * Discuss why a day and a year on other planet is
Describe the relative position and 7Pb4 different to that on Earth
movement of the planets and the Sun * Students to make explanations for these
in the solar system. movements and to check them against secondary
sources.
Discuss the impact of the ideas and * Appreciate that the Earth’s axis is tilted and
discoveries of Copernicus, Galileo explain how this causes
and more recent scientists.
seasons to occur.
Understand that the Sun and other * Name the planets of the solar system and to
stars are sources of light and that place them in order.
planets and other bodies are seen by * Appreciate that the planets orbit the Sun.
reflected light. * Use secondary data to find out about how and
when the planets were

discovered.
* Use secondary data to find out why Pluto is no
longer considered a

planet.
* Group the following objects according to whether
they are light sources or not – stars, planets,
moons, the Sun.
* Discuss how it is possible to see the planets and
the Moon even though they are not light sources.
* Illustrate answers with labelled diagrams.
* Discuss why we only see stars at night.
* Consider images of lunar and solar eclipses.
* Discuss what is happening during these eclipses.

LEARNING AREA: 7.0 METEOROID, ASTEROID, COMET

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.

17

WEEK CONTENT STANDARD LEARNING STANDARD Framework REMARKS PBD
22 – 26 Course
7.1 Other objects in the Solar 7.1.1 Communicate on other objects KSSM F2 LA 11 SUGGESTED
Nov System: in the solar system, such as Prepare and share a multimedia presentation to: ACTIVITY:
Meteoroids, Asteroids and meteoroids, asteroids and comets. a) compare and contrast between meteoroid, asteroid PAK21
29 Nov Comets and comet, (e.g: 2 stray 1
7.1.2 Discuss the movements of b) predict what will happen to the Earth if it is hit by stay, Role
meteoroids, asteroids and comets meteoroid, asteroid and comet. playing,
and their effects on the Earth based Make observations on meteors at night or visit a Learning
on data. planetarium. games,
7.1.3 Generate ideas on how to Use multimedia presentations on the movements of Cooperative
reduce or prevent the possibility of meteoroids. learning,
asteroids colliding with the Earth. Collect information and carry out multimedia Small group
presentation on the phenomena of asteroids and other discussions)
objects colliding with the Earth.
Meteorites is introduced. Carry out
Assessment
KSSM F2
LA13

Final Exam Semester 2

SEMESTER 2 SCHOOL HOLIDAY

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.