1. Curriculum Aims

The broad aims of the curriculum are to enable students to:

  1. develop interest in the physical world and maintain a sense of wonder and curiosity about it;
  2. construct and apply knowledge of physics, and appreciate the relationship between physical science and other disciplines;
  3. appreciate and understand the nature of science in physics-related contexts;
  4. develop skills for making scientific inquiries;
  5. develop the ability to think scientifically, critically and creatively, and to solve problems individually or collaboratively in physics-related contexts;
  6. understand the language of science and communicate ideas and views on physics-related issues;
  7. make informed decisions and judgments on physics-related issues; and
  8. be aware of the social, ethical, economic, environmental and technological implications of physics, and develop an attitude of responsible citizenship

2. Learning Targets

The learning targets of this curriculum are categorised into three domains:

A. Knowledge and Understanding

Students are expected to:

  1. understand phenomena, facts and patterns, principles, concepts, laws, theories and models in physics;
  2. learn the vocabulary, terminology and conventions used in physics;
  3. acquire knowledge of techniques and skills specific to the study of physics; and
  4. develop an understanding of technological applications of physics and of their social implications.

B. Skills and Processes

(1) Scientific thinking

Students are expected to:

  1. identify attributes of objects or natural phenomena;
  2. identify patterns and changes in the natural world and predict trends from them;
  3. examine evidence and apply logical reasoning to draw valid conclusions;
  4. present concepts of physics in mathematical terms whenever appropriate;
  5. appreciate the fundamental role of models in exploring observed natural phenomena;
  6. appreciate that models are modified as new or conflicting evidence is found;
  7. examine theories and concepts through logical reasoning and experimentation;
  8. recognise preconceptions or misconceptions with the aid of experimental evidence; and
  9. integrate concepts within a framework of knowledge, and apply this to new situations.

(2) Scientific investigation

Students are expected to:

  1. ask relevant questions;
  2. propose hypotheses for scientific phenomena and devise methods to test them;
  3. identify dependent and independent variables in investigations;
  4. devise plans and procedures to carry out investigations;
  5. select appropriate methods and apparatus to carry out investigations;
  6. observe and record experimental observations accurately and honestly;
  7. organise and analyse data, and infer from observations and experimental results;
  8. use graphical techniques appropriately to display experimental results and to convey concepts;
  9. produce reports on investigations, draw conclusions and make further predictions;
  10. evaluate experimental results and identify factors affecting their quality and reliability; and
  11. propose plans for further investigations, if appropriate.

(3) Practical work

Students are expected to:

  1. devise and plan experiments;
  2. select appropriate apparatus and materials for an experiment;
  3. follow procedures to carry out experiments;
  4. handle apparatus properly and safely;
  5. measure to the precision allowed by the instruments;
  6. recognise the limitations of instruments used;
  7. interpret observations and experimental data; and
  8. evaluate experimental methods and suggest possible improvements.

(4) Problem-solving

Students are expected to:

  1. clarify and analyse problems related to physics;
  2. apply knowledge and principles of physics to solve problems;
  3. suggest creative ideas or solutions to problems;
  4. propose solution plans and evaluate their feasibility; and
  5. devise appropriate strategies to deal with issues that may arise.

(5) Decision-making

Students are expected to:

  1. make decisions based on the examination of evidence and arguments;
  2. support judgments using appropriate scientific principles; and
  3. put forward suitable reasoning to choose between alternatives.

(6) Information handling

Students are expected to:

  1. search, retrieve, reorganise, analyse and interpret scientific information from libraries, the media, the Internet and multi-media software packages;
  2. use information technology to manage and present information, and to develop habits of self-directed learning;
  3. be cautious about the accuracy and credibility of information from secondary sources; and
  4. distinguish among fact, opinion and value judgment in processing scientific information.

(7) Communication

Students are expected to:

  1. read and understand articles involving physics terminology, concepts and principles;
  2. use appropriate terminology to communicate information related to physics in oral, written or other suitable forms; and
  3. organise, present and communicate physics ideas in a vivid and logical manner.

(8) Collaboration

Students are expected to:

  1. participate actively, share ideas and offer suggestions in group discussions;
  2. liaise, negotiate and compromise with others in group work;
  3. identify collective goals, and define and agree on the roles and responsibilities of members in science projects requiring team work;
  4. act responsibly to accomplish allocated tasks;
  5. be open and responsive to ideas and constructive criticism from team members;
  6. build on the different strengths of members to maximise the potential of the team;
  7. demonstrate willingness to offer help to less able team members and to seek help from more able members; and
  8. make use of strategies to work effectively as members of project teams.

 (9) Self-directed learning

Students are expected to:

  1. develop their study skills to improve the effectiveness and efficiency of their learning;
  2. engage in self-directed learning activities in the study of physics; and
  3. develop appropriate learning habits, abilities and positive attitudes that are essential to the foundation of lifelong and independent learning.

C. Values and Attitudes

(1) towards themselves and others

Students are expected to:

  1. develop and possess positive values and attitudes such as curiosity, honesty, respect for evidence, perseverance and tolerance of uncertainty through the study of physics;
  2. develop a habit of self-reflection and the ability to think critically;
  3. be willing to communicate and comment on issues related to physics and science;
  4. develop open-mindedness and be able to show tolerance and respect towards the opinions and decisions of others even in disagreement; and
  5. be aware of the importance of safety for themselves and others and be committed to safe practices in their daily lives.

(2) towards physics and the world we are living in

Students are expected to:

  1. appreciate achievements in physics and recognise their limitations;
  2. accept the provisional status of the knowledge and theory of physics;
  3. apply the knowledge and understanding of physics rationally in making informed decisions or judgments on issues in their daily lives; and
  4. be aware of the social, economic, environmental and technological implications of the achievements in physics.

(3) towards learning as a lifelong process

Students are expected to:

  1. recognise the consequences of the evolutionary nature of scientific knowledge and understand that constant updating of knowledge is important in the world of science and technology;
  2. be exposed to new developments in physics, science and technology and develop an interest in them; and
  3. recognise the importance of lifelong learning in our rapidly changing knowledge-based society.


Teaching methods

  1. Guided discovery approach will be adopted.  Some experiments will be performed by students while some are demonstrated by teachers.  Students will investigate and discover by themselves.  Worksheets will be set so that students will learn how to take readings, plot graphs, draw results and conclusions.
  2. Daily life examples will be given so as to arouse students‘ interest.  
  3. Student centered approach will be carried out so that the students will participate more in the class. Hence the teacher will know more about the standards of the students.
  4. Questions from past papers will be given to the students as examples, homework and revision exercises.  Students will know more about the standards of the public examination and they will have more confidence in Physics.
  5. Simple projects will be set to guide students discover that there are so many things around us relating to Physics and they can explain the phenomenon using the knowledge they have learned in Physics. The main purpose is to arouse their interests in learning Physics.

Teaching syllabus and teaching schedules
Refer to the enclosed teaching syllabus and schedules. Informal meetings among panel members should be held from time to time to discuss the progress of students.

Teaching syllabus and schedules should be followed as closely as possible . Still adjustment can be made whenever necessary.

Preparation for the public examination

  1. Discovery approach will be adopted so as to arouse the students‘ interests in Physics.
  2. Simple notes with various types of exercises will be given to students.
  3. Past papers will be discussed so that students will know the depth of knowledge they should know and be more familiar with the examination format.  This aims at giving them more confidence in preparing for the public examination.     
  4. In Physics, some questions in Paper I would contain a part requiring answers at paragraph length.  Students‘ ability in effective communication would be assessed.  Extra efforts should be paid to the training of students’ abilities in answering descriptive questions.