THEME: INTRODUCING SCIENCELEARNING AREA: 1. SCIENTIFIC INVESTIGATIONWeek Learning

ObjectivesLearning

ObjectivesLearning Outcomes Notes Vocabulary

1 1.1 Analysingmethod inscientificinvestigation

Carry out a scientificinvestigation, e.g. investigate howsurface area affects the rate ofcooling.Students will:a) identify the problem,b) identify the variables,c) make a hypothesis,d) plan the investigation to:i. determine the apparatus andmaterials needed,ii. determine the procedure ofthe investigation, themethod in data collectionand data analysis.e) carry out the investigation,f) collect data,g) analyse and interpret data,h) draw conclusions,i) write a report.Discuss the importance ofscientific investigation method inacquiring scientific knowledge.

A student is able to:explain the steps in scientificinvestigation,carry out a scientificinvestigation,write a report on a scientificinvestigation,explain the importance ofscientific investigation.

analyse – menganalisisapparatus – radasconduct – jalankanconclusion – kesimpulandetermine – tentukanhypothesis – hipotesisidentify – kenal pastiinterpret – tafsirkaninvestigate – siasatmaterial – bahanobserve – memerhatiplanning – merancangprocedure – prosedur,tatacarasteps – langkah-langkahvariables – pembolehubah

1.2Realising theneed topractisescientificattitudes andnoble valueswhen carryingout scientificinvestigations

View videos or computersimulations then gather andinterpret data on the scientificattitudes and noble valuespractised by scientists.Discuss the need to practisescientific attitudes and noblevalues when carrying out scientificinvestigations.

A student is able to:identify scientific attitudes andnoble values practised byscientists,explain the need to practisescientific attitudes and noblevalues when carrying out ascientific investigation,practise scientific attitudesand noble values whencarrying out a scientificinvestigation.

practise – mengamalkanscientific attitudes – sikapsaintifik

THEME: MAINTENANCE AND CONTINUITY OF LIFELEARNING AREA: 1. BODY COORDINATION

Week LearningObjectives

LearningObjectives

Learning Outcomes Notes Vocabulary

1.1Understandingbodycoordination

Carry out activities to observe anddiscuss body coordination.Examine models, view charts orvideos to identify the bodysystems which controlcoordination, i.e. the nervoussystem and the endocrine system.Discuss the importance of bodycoordination in daily activities.

A student is able to:describe what body coordinationis,identify the body systems thatcontrol and regulatecoordination,state the importance of bodycoordination.

body coordination –koordinasi badanendocrine system – sistemendokrinnervous system – sistemsaraf

1.2Understandingthe humannervoussystem

Observe models, view charts orvideos and identify the humannervous system which consists of:a) central nervous system, i.e.brain and spinal cord,b) peripheral nervous system, i.e.cranial nerves and spinalnerves and their brancheswhich link the receptors andeffectors with the centralnervous system.Discuss the function of eachcomponent part of the nervoussystem.

A student is able to:identify the component parts ofthe human nervous system,state the function of eachcomponent part of the nervoussystem,state what a neurone is,identify the parts of a neurone,state the function of

axon – aksoncell body – badan selcentral nervous system –sistem saraf pusatmotor neurone – neuronmotormyelin sheath – salutmielin

each part of the neurone,View videos, charts or examinemodels and discuss the following:a) neurone as the basic unit of thenervous system,b) parts of a neurone namelycell body, axon, dendrite, andmyelin sheathc) functions of various parts of aneurone,d) types of neurone namely thesensory neurone, motorneurone, and the relay neurone,e) functions of various types ofneurones,Draw a labelled diagram of thesensory neurone, the motorneuron and the relay neurone.Carry out an activity to compareand contrast the different types ofneurone and present thesimilarities and differences in agraphic organiser.

identify the different types ofneurone,state the function of each type ofthe neurone,compare and contrast thedifferent types of neurone.

peripheral nervous system– sistem saraf periferi relay neurone – neuronperantaraansensory neurone – neuronderia

1.3Analysingnervouscoordination

Discuss the following:a) meaning of receptors andeffectors,b) functions of receptors andeffectors.

A student is able to:state what receptors andeffectors are,state the functions of receptorsand effectors,

reflex action – tindakanrefleksreflex arc – arka refleks

Carry out activities to demonstratethe reactions of sense organs tovarious stimuli.

explain with examples what areflex action is,

Carry out activities and discussreflex actions such as knee-jerkand reaction to touching a hot orsharp object.View computer simulations orcharts showing the path taken byan impulse in a reflex arc.Draw a diagram to show the pathtaken by an impulse in a reflex arc.

describe a reflex arc,illustrate the path taken by animpulse in the reflex arc.

1.4Understandingthe role ofproprioceptorsin maintainingbalance andcoordination

Carry out the following activities toshow the importance ofproprioceptors:a) stacking objects with both eyesclosed,b) maintaining balance of thebody.View charts, videos or computersimulations and discuss thefollowing:a) proprioceptors and theirfunctions,b) the importance ofproprioceptors in maintainingbalance and coordination.

A student is able to:explain what proprioceptors are,explain the importance ofproprioceptors.

proprioceptors – reseptorregang

1.5Understandingthe humanbrain and itscomplexity

Examine models, view videos orcomputer simulations to identifythe structure of the human brain,i.e. the cerebrum, cerebellum andmedulla oblongata. Discuss thefunctions of the various parts ofthe brain.Draw and label the main parts of

A student is able to:identify the main parts of thehuman brain,state the functions of each mainpart of the human brain,explain what voluntary

constriction –penguncupandilation – pembesaran,heart beat- degupanjantunginvoluntary actions –tindakan luar

the human brain.Carry out activities and discuss thefollowing:a) voluntary actions such aswriting and dancing,b) involuntary actions such asdilation and constriction of thepupil and the beating of theheart.Discuss the effects of injuries tospecific parts of the human brain.

action is,give examples of voluntaryaction,explain what involuntary actionis,give examples of involuntaryaction ,explain the effects of injuries tospecific parts of the humanbrain.

kawalvoluntary actions –tindakan terkawal

1.6Understandinghormonalcoordination inthe body

Carry out activities such as “matchand win” or puzzles to identify thefollowing:a) hormones and the mainendocrine glands, i.e. thepituitary gland, thyroid gland,adrenal gland, pancreas, ovary,b) and testes,c) the hormones secreted by eachof the main endocrine glands,d) functions of the hormonessecreted by each of the mainendocrine glands.Draw a labelled diagram to showthe locations of the mainendocrine glands in the humanendocrine system.Discuss the effects of hormonalimbalance on health and present

A student is able to:describe what a hormone is,describe what endocrine glandsare,identify the main endocrineglands and their respectivelocations in the body,state the functions of hormonessecreted by the endocrineglands,describe the effects of hormonalimbalance on health.

Only adrenaline,insulin, thyroxineoestrogen,progesterone andtestosterone arerequired.

adrenal gland – kelenjaradrenalovary – ovaripancreas – pankreaspituitary gland – kelenjarpituitaritestes – testisthyroid gland – kelenjartiroid

the information in a graphicorganiser.

1.7Analysingcoordinationbetween thenervoussystem andthe endocrinesystem

Carry out an activity to compareand contrast nervous coordinationwith hormonal coordination andpresent the similarities anddifferences in a graphic organiser.Simulate “fright and flight”situations or relate an incident todiscuss the following:a) coordination between thenervous system and theendocrine system in producinga response to a stimulus,b) the importance of coordinationbetween the nervous systemand the endocrine system inensuring a smooth andappropriate response to aspecific stimulus.

A student is able to:compare and contrast nervouscoordination with hormonalcoordination,explain with examples thecoordination between thenervous system and theendocrine system in responseto a specific stimulus,explain the importance ofcoordination between thenervous system and theendocrine system in responseto a specific stimulus.

response – gerak balasstimulus – rangsangan

1.8Evaluating theeffects of drugabuse on bodycoordinationand health

Invite a representative from AgensiDadah Kebangsaan (ADK), PolisDi Raja Malaysia (PDRM),Persatuan Mencegah DadahMalaysia (PEMADAM) or otherappropriate institutions to give atalk or an exhibition on drugs, drugabuse and the effects of drugabuse on body coordination andhealth.

A student is able to:define what drugs are,list examples of drugs,explain what drug abuse is,describe the effects of drugabuse on body coordination,describe the effects of drug

drug abuse –penyalahgunaan dadah

Students make presentations ondrug abuse through publicspeaking, exhibiting folio ormultimedia PowerPointpresentation.

abuse on health.

1.9Analysing theeffects ofexcessiveconsumptionof alcohol onbodycoordinationand health

Gather information from books,newspapers, magazines orInternet and discuss thefollowing:a) examples of alcoholic drinks,b) effects of excessiveconsumption of alcohol on bodycoordination (effect on reactiontimes) and health.c) the importance of avoidingexcessive consumption ofalcohol.Present and exhibit the collectedinformation.

A student is able to:list examples of alcoholicdrinks,describe the effects ofexcessive consumption ofalcohol on body coordination,describe the effects ofexcessive consumption ofalcohol on health,justify the importance ofavoiding excessiveconsumption of alcohol.

alcoholic drinks – minumanberalkoholexcessive consumption –pengambilan berlebihanreaction time – masatindak balas

1.10Realising theimportance ofa sound andhealthy mind

Gather information from books,magazines, newspapers andInternet and discuss the following:a) the meaning of mind,b) factors that affect the mind,which include, hormoneimbalance, excessiveconsumption of alcohol, drugabuse, mental stress and braininjury, c) how hormone imbalance,excessive consumption ofalcohol and drug abusecan affect the mind,

A student is able to:state what mind is,identify factors that affect themind,explain how substance abusecan affect the mind,justify the importance of asound and healthy mind.

hormonal imbalance –ketidakseimbanganhormonmind – mindamental stress – tekananmentalhealthy and sound mind –minda yang sihatdan baik

d) the importance of a healthyand sound mind.

THEME: MAINTENANCE AND CONTINUITY OF LIFELEARNING AREA: 2. HEREDITY AND VARIATION

Week LearningObjectives

LearningObjectives

Learning Outcomes Notes Vocabulary

2.1Understandingcell division

View videos, computersimulations or charts to studythe following:a) gene, DNA andchromosome,b) mitosis and meiosis.Simulate the process of mitosisand meiosis.Carry out an activity to compareand contrast mitosis withmeiosis and present thesimilarities and differences in agraphic organiser.Discuss the importance ofmitosis and meiosis.

A student is able to:state what genes,deoxyribonucleic acids (DNA)and chromosomes are,describe the relationshipbetween gene, DNA andchromosome,state what mitosis is,describe the process of mitosis,state what meiosis is,describe the process of meiosis,compare and contrast mitosiswith meiosis,explain the importance of mitosis and meiosis.

Names of thephases in mitosisand meiosis are notrequired.Only a briefdiscussion isrequired for thefollowing:a) separation andpolarisation ofchromosomes,b) functions ofspindle fibresandcentromeres,c) formation of newcells.

cell division –pembahagian selcentromeres – sentromerchromosome – kromosomdeoxyribonucleic acid –asid deoksiribonukleikgene – genpolarisation – pengutubanspindle fibres – gentianspindel/gelendung

2.2Understandingthe principlesand mechanism

Observe and identify dominantand recessive traits amongstudents and their familymembers.

A student is able to:explain what dominant genesand recessive genes are,

dominant – dominangenotype – genotipinheritance – pewarisan

of inheritance Discuss the following:a) dominant genes anddominant traits,b) recessive genes andrecessive traits.View videos or computersimulations on geneticexperiments carried out byGregor Mendel to study themechanism of trait inheritance.Use schematic diagrams toillustrate monohybrid crossesand predict the following usingMendel’s law:a) genotype ratio of the ‘first filial’or F1 generation and the‘second filial’ or F2 generation,b) b) phenotype ratio of the ‘firstfilial’ or F1 generation and the‘second filial’ or F2 generation.

identify dominant traitsandrecessive traits in human,llustrate the mechanism ofinheritance of traits using aschematic diagram,predict the genotype andphenotype ratios of amonohybrid cross.

Mendel’s law – hukumMendelmonohybrid cross –kacukan monohibridphenotype – fenotiprecessive traits – sifatresesif

2.3Understandingsexdeterminationand theoccurrence oftwins in humanbeings_

View computer simulations,videos or charts and discussthe following:a) sex chromosomes,b) determination of sex,c) the occurrence of identicalandnon-identical twins,d) the occurrence of siamesetwins.Use schematic diagrams toillustrate the following :a) how sex is determined,b) how identical and nonidentical

A student is able to:explain what sexchromosomes are,explain how sex is determined,explain the formation ofidentical and non-identicaltwins,compare and contrastidentical with non-identicaltwins,explain what siamese

identical twins – kembarseirasnon-identical twins –kembar tak seirassex chromosomes –kromosom sekssex determination –penentuan sekssiamese twins – kembarsiam

twins are formed.Carry out an activity to compareand contrast identical twins withnon-identical twins and illustratethe similarities and differences ina graphic organiser.Read and interpret data frombooks, articles, magazines orInternet on siamese twins.

twinsare.

2.4Understandingmutation

View videos, computersimulations or charts anddiscuss the following:a) mutation and types ofmutation such aschromosomemutations and genemutations,b) consequences ofchromosome mutations inhumans such as Down’ssyndrome, Klinefelter’ssyndrome, and Turner’ssyndrome,c) consequences of genemutations in humans such ascolour blindnes, albinism andthalassaemia.Carry out an activity to testcolour blindness among pupilsDiscuss the advantages anddisadvantages of mutation.

A student is able to:state what mutation is,state the types of mutation,list examples of mutation,identify causes of mutation,state the advantages anddisadvantages of mutation.

Change in genesand chromosomesat the molecularlevel is notrequired.

albinism – albinismecolour blindness – butawarnaDown’s syndrome –sindrom DownKlinefelter’s syndrome –sindrom KlinefelterMutation – mutasiTurner’s syndrome –sindrom Turner

2.5Evaluating the

magazines and newspapers forinformations on genetic research

A student is able to:list the contributions

livestock – ternakanselective breeding –

effects ofgenetic researchonhuman life

and discuss the following:a) genetic research in the field ofmedicine, such as thediscovery of various types ofhereditary diseases and thelatest techniques for treatingspecific diseases, andHuman Genome Project.b) genetic research in the field ofagriculture such as genetically- modified food (GMF),cloning, selective breeding inplants such as paddy, oilpalm, papaya, durian, chilli,and livestock such as dairycow and chicken.Discuss the following:a) selective breeding in plantsand livestock,b) the importance of selectivebreeding in plants andlivestock,View videos or computersimulations on the technologyused for selective breeding.Debate on genetic researchand its effects.Compile materials on geneticresearch in a scrap book.

of genetic research in variousfields,explain selective breeding inplants and livestock,state the importance ofselective breeding in plantsand livestock,describe the technology usedfor selective breeding,present arguments for andagainst genetic research.

pembiakbakaan pilihan

2.6Analysingvariation amongliving things

Carry out activities to identifyand classify variation amongstudents in a class.Discuss the following:

A student is able to:state what variation is,list variation in humans,classify variation into

continuous variation –variasi selanjardiscontinuous variation –

a) continuous variation anddiscontinuous variation,b) examples of continuousvariation and discontinuousvariation,c) factors which cause variation,d) the importance of variation.Carry out an activity to compareand contrast continous variationwith discontinous variation andillustrate the similarities anddifferences in a graphicorganiser.Construct a family tree basedon variation among familymembers such as havingstraight or curly hair, being righthandedor left- handed, thepresence or absence of earlobes, and the ability to roll thetongue.

continuous and discontinuousvariation,compare and contrastcontinuous and discontinuousvariation,identify factors that causevariation,explain the importance ofvariation.

variasi tak selanjarfamily tree – salasilahleft-handed – kidalvariation – variasi

2.7Realising theneed to adhereto a code ofethics in geneticresearch

Read books, articles, magazinesor search the Internet anddiscuss how misuse ofknowledge in the field ofgenetics can endanger life.Discuss the importance ofestablishing and adhering toethics and morals in scientificresearch for the benefit ofmankind.

A student is able to:explain how the misuse ofknowledge in the field ofgenetics can endanger life,describe the importance ofestablishing and adhering to ethics and morals in scientificresearch for the benefit of mankind.

THEME: MATTER IN NATURELEARNING AREA: 1. MATTER AND SUBSTANCE

Week LearningObjectives

LearningObjectives

Learning Outcomes Notes Vocabulary

1.1Analysingchanges in thestates of matter

Carry out an activity to observechanges in the states of matterwhen heat is absorbed or released.View videos or computersimulations and discuss thefollowing:a) the kinetic theory of matter,b) changes in kinetic energy ofparticles in matter during heatchange,c) changes in the states of matterinvolving the absorption orrelease of heat,d) changes in matter during melting,boiling, condensation, freezingand sublimation based on thekinetic theory of matter.

A student is able to:explain the kinetic theory ofmatter,a) relate changes in heat tochanges in kinetic energy ofthe particles in matter,b) explain the interconversionof the three states of matterbased on the kinetic theoryof matter.

The kinetic theoryof matter should beexplained in termsof particlemovement.

absorbed – diserapboiling – pendidihancondensation –kondensasifreezing – pembekuaninterconversion –perubahan dari satukeadaan ke keadaan laindan sebaliknyakinetic energy – tenagakinetikkinetic theory of matter –teori kinetik jirimmelting – peleburanparticle movement –pergerakan zarahparticles in matter – zarahzarahdalam jirim

1.2Understandingthe structure of

Examine models , view computersimulations and discuss thefollowing:

A student is able to:describe the structure of an

released – dibebaskanstates of matter –

an atom a) the structure of an atom,b) the subatomic particles namelyproton, electron, and neutron.Draw a labelled diagram of a modelof an atom.Carry out an activity to compare andcontrast the subatomic particles interms of location, relative mass andcharge. Illustrate the similarities anddifferences of subatomic particles ina graphic organiser.

atom,identify the subatomicparticles,compare and contrast thesubatomic particles.

keadaanjirimsublimation –pemejalwapancharge – casrelative mass – jisim relatifsubatomic particles – zarahzarahsubatom

1.3Applying theidea of protonnumber andnucleon numberin atoms ofelements

Collect and interpret data on thefollowing:__ proton number,__ nucleon number,__ isotopes.Construct a table to show therelationship between the number ofprotons, neutrons and electrons inan atom and its proton number andnucleon number.Discuss and make ageneralisation that atoms ofdifferent elements consist ofdifferent numbers of protons andelectrons.Discuss the following:a) isotopes,b) examples of isotopes such asisotopes of hydrogen andcarbon.

A student is able to:state what proton numberis,state what nucleon numberis,relate the number ofprotons, neutrons andelectrons in an atom to itsproton number and nucleonnumber,deduce the number ofprotons, electrons andneutrons in atoms ofdifferent elements,make a generalisation on thenumbers of protons andelectrons in atoms of differentelements,

Only elements withproton numbers inthe range of 1 – 10are required.

isotopes – isotop-isotopmake generalisation –membuat pengitlakannucleon number – nombornukleonproton number – nomborproton

state what isotopes are,give examples of isotopes.

1.4Understandingtheclassification ofelements in thePeriodic Table

View computer simulations orcharts and discuss the followingaspects of the Periodic Table:a) arrangement of elementsbased on increasing protonnumber,b) group as vertical columncontaining elements withsimilar chemical properties,c) period as horizontal rowcontaining elements thatchange their chemical andphysical properties graduallyfrom those reflecting metal tothose reflecting non-metal,d) locations of metals, non-metalsand semimetals.Carry out a card game to fill up themissing elements in the PeriodicTable. The cards contain thefollowing details:a) proton number,b) nucleon number,c) metal, non-metal andsemimetal.Discuss the importance of thePeriodic Table in terms of:a) assisting in an orderly andsystematic approach to thestudy of elements,b) knowing the properties of the

A student is able to:describe the arrangement ofelements in the Periodic Table,describe what is meant bygroups and periods in thePeriodic Table,identify the locations of metals,non-metals and semimetals inthe Periodic Table,state the importance of thePeriodic Table.

card game – permainankadchemical properties – sifatkimiagroup – kumpulanhorizontal rows – barismendatarmetals – logamnon-metals – bukan logamperiod – kalaPeriodic Table – JadualBerkala

elements,c) predicting the properties anduses of elements.

1.5Understandingthe propertiesof substancesbased on theparticlespresent inthem

View computer simulations orcharts to study the following:a) atoms, molecules and ions,b) substances which are made ofatoms, molecules and ions,c) physical properties ofsubstances made of atoms,molecules and ions such as:i) physical state at roomtemperature,ii) melting point,iii) boiling point,iv) electrical conductivity.d) arrangement of particles andthe forces of attractionbetween particles insubstances made of atoms,molecules and ions.Carry out an activity to study themelting point and electricalconductivity of substances madeup of:a) atoms such as lead,b) molecules such as sulphur,c) ions such as lead bromide.Carry out an activity to compareand contrast substances that aremade of atoms, molecules andions based on their physicalproperties. Illustrate thesimilarities and differences in a

A student is able to:describe what atoms, moleculesand ions are,identify the particles insubstances as atoms, moleculesand ions,state examples of substancesmade of atoms,molecules and ions,compare and contrastsubstances that are made ofatoms, molecules and ionsbased on their physicalproperties,relate the physical properties ofsubstances made up of atoms,molecules and ions to thearrangement of particles and theforces of attraction betweenthem.

boiling point -takat didihelectrical conductivity –kekonduksian elektrikforces of attraction – dayatarikanmelting point – takat leburroom temperature – suhubilik

graphic organiser.Discuss the arrangement ofparticles and the forces ofattraction between particles inrelation to the physical propertiesof substances made up of atoms,molecules and ions.

1.6Understandingthe propertiesand uses ofmetals andnon-metals

Carry out an activity to identifyobjects in the classroom which aremade of metals and non-metals.Collect and interpret data on theproperties and uses of metalssuch as iron, aluminium, zinc,copper, lead, tin, gold andnon-metals such as carbon,sulphur and chlorine.Carry out an activity to compareand contrast the properties ofthings made of metal and nonmetaland illustrate the similaritiesand differences in a graphicorganiser.Carry out an activity to study thephysical properties of metals andnon-metals such as:a) luminosity,b) ductility,c) malleability,d) tensile strength,e) electrical and heat conductivity.Discuss the physical properties ofmetals and non-metals relating totheir uses in daily life.

A student is able to:list examples of metals andnon-metals,list the properties of metals andnon-metals,list the uses of metals andnon-metals in daily life,compare and contrast metalsand non-metals based on theirphysical properties,relate the physical properties ofmetals and non-metals to theiruses in daily life.

chlorine – klorincopper – kuprumductility – kemuluranelectrical and heatconductivity –kekonduksian elektrik danhabagold – emasiron – besilead – plumbumluminosity – kekilauanmalleability –ketertempaansulphur – sulfurtensile strength – kekuatanregangantin – timah

1.7Analysingmethods ofpurifyingsubstances

Collect and interpret data on thefollowing:a) characteristics of puresubstances,b) different methods ofpurification of substances.Carry out activities to study thefollowing:__ how the presence of impuritiessuch as salts affects theboiling point of water,__ purification of substances bythe following methods:i. distillation, e.g. purifyingalcohol from a mixture ofalcohol and water,ii. crystallisation,e.g. purifyingsalt from a saturated solutionof common salt._Gather information and discussthe following:a) factors to be considered whenselecting the methods ofpurification. Examples are asfollow:i. separating a liquid from asolution of a solid in a liquid,such as producing purewater from sea water,ii. separating a liquid from amixture of miscible liquidssuch as removing ethanolfrom a mixture of ethanoland water,

A student is able tostate the characteristics of puresubstances,describe the different methods ofpurification of substances,relate the characteristics ofsubstances to the methods ofpurification used,explain with examples themethods of purification used toproduce substances used indaily life.

cystallisation –penghablurandistillation – penyulingandistilled water – air sulingimpurities – bendasingpetroleum fractions –pecahan petroleumpure substances – bahantulenpurification of substances–penulenan bahansaturated solutions –larutan tepusolutes – zat-zat terlarutmiscible – larut campur

iii. separating insolubleimpurities from a solublesubstance such asremoving sand and otherimpurities from salt._b) methods of purification used inproducing substances neededdaily such as salt, sugar,petroleum fractions and distilledwater.

1.8Appreciatingthe existenceand uses ofvarioussubstances ofdifferentcharacteristics

Discuss the following:a) how various substances ofdifferent characteristics canbeutilised to benefit mankind,b) the importance of theexistance of varioussubstances of differentcharacteristics.

A student is able to:describe how man uses varioussubstances of differentcharacteristics and states ineveryday life,justify the importance of theexistence of various substancesof different characteristics andstates that benefit mankind.

THEME: ENERGY IN LIFELEARNING AREA: 1. ENERGY AND CHEMICAL CHANGES

Week LearningObjectives

LearningObjectives

Learning Outcomes Notes Vocabulary

1.1Understanding

Discuss the following in terms ofphysical and chemical changes:

A student is able to:explain what physical

chemical changes –perubahan kimia

physical andchemicalchanges

a) burning of paper,b) melting of ice,c) change in colour of sliced apples,d) evaporation of water.Carry out the following activities tostudy physical and chemical changes:a) heating iron with sulphur,b) burning magnesium in air,c) mixing zinc with copper sulphatesolution,d) soaking clean iron nails in wateruntil they rust,e) heating copper carbonate,f) mixing potassium iodide with leadnitrate,g) dissolving sugar in water,h) crystallising sodium chloride fromits saturated solution,i) heating iodine crystals in a closedcontainer,j) slow heating of wax.Carry out an activity to compare andcontrast physical change andchemical change and illustrate thesimilarities and differences in agraphic organiser.

change is,explain what chemicalchange is,give examples of physicalchanges in daily life,give examples of chemicalchanges in daily life,compare and contrastphysical changes andchemical changes.

copper carbonate salt –garam kuprum karbonatcopper sulphate solution -larutan kuprum sulfatevaporation of water –penyejatan airlead nitrate – plumbumnitratphysical changes –perubahan fizikpotassium iodide – kaliumiodidareaction – tindak balasrust – karat

1.2Analysing heatchange inchemicalreactions

Carry out the following activities tostudy heat changes in chemicalreactions:a) dissolving ammonium chloride inwater,b) dissolving sodium hydroxide inwater.Discuss the following:

A student is able to:state that chemical reactionsinvolve heat change,identify reactions involvingheat loss,identify reactions

ammonium chloride –ammonium kloridachemical reaction –tindak balas kimiaendothermic – serap habaexothermic – buang haba

a) the relationship between heat lossor heat gain and changes intemperature,b) exothermic and endothermicreactions based on changes inheat.View computer simulations thengather and interpret data on heatchanges that occur during industrialchemical reactions, such as:a) the production of ammonia fromammonium productsb) the production of sulphuric acid.

involvingheat gain,relate changes in temperatureof reactants to exothermicreactions,relate changes in temperatureof reactants to endothermicreactions,explain through examples heatchanges that occur duringindustrial chemical reactions.

heat change – perubahanhabareactant – bahan tindakbalassodium hydroxide –natrium hidroksidasulphuric acid – asidsulfurik

1.3Synthesisingthe reactivityseries ofmetals

Carry out activities to study thefollowing reactions:a) sodium, calcium, magnesium,aluminium, zinc and copper withwater.b) magnesium, aluminium, zinc andcopper with dilute acids.c) magnesium, aluminium, zinc,copper with oxygen.Carry out activities to compare andcontrast the reactivity of metals withwater, acids and oxygen. Illustrate thesimilarities and differences in agraphic organiser.Discuss and arrange metals in orderof reactivity.

A student is able to:describe the reactivity ofmetals with water,describe the reactivity ofmetals with acids,describe the reactivity ofmetals with oxygen,compare and contrast thereactivity of metals with water,acids and oxygen,arrange metals in order

Sodium shouldbe used in verysmall quantityonly.

dilute acids – asid cairreactivity series – sirikereaktifan.

Collect and interpret data on thereactivity of metals with oxygen toconstruct the reactivity series ofmetals.Carry out an experiment to determinethe position of carbon in the reactivityseries.

ofreactivity,construct the reactivity seriesof metals based on reactivityof metals with oxygen,identify the position of carbonin the reactivity series.

1.4Applying theconcepts ofreactivityseries ofmetals

View computer simulations or videoson methods of extracting metals fromtheir ores and then carry out thefollowing activities:a) relate the position of metals inthe reactivity series to themethod of extracting metalsfrom their ores, such as usingcarbon and by electrolysis,b) discuss the process of extractingtin from its ore.Discuss the importance of thereactivity series.

A student is able to:relate the position of metals inthe reactivity series to themethod of extraction of metalsfrom their ores,explain with examples theprocess of extraction of ametal from its ore usingcarbon,state the importance of thereactivity series.

electrolysis – elektrolisisextraction –pengekstrakanore – bijihtin – timah

1.5Understandingelectrolysis

Carry out activities on electrolysis anddiscuss the following:a) definition of electrolysis,b) what anode, cathode, anion, cationand electrolyte are,c) the process and product ofelectrolysis of an electrolyte usingcarbon electrodes,

A student is able to:state what electrolysis is,state what anode, cathode,anion, cation and electrolyteare,

Chemicalequations forreactionsoccurring atelectrodes arenot required.

anode – anodcathode – katodelectrode – elektrodelectrolyte – elektrolitelectroplating –penyaduran elektrik

d) use of electrolysis in electroplatingmetal objects.View computer simulations and studythe following processes:a) electrolysis of molten lead bromideusing carbon electrodes,b) electroplating objects made of ironwith copper.View videos or computer simulationsand discuss the uses of electrolysis inindustry, including the extraction ofmetals, purification of metals andelectroplating.

describe the electrolysis of anelectrolyte using carbonelectrodes,explain the uses of electrolysisin industry.

lead bromide – plumbumbromidamolten – lebur

1.6Understandingthe productionof electricalenergy fromchemicalreactions

Carry out an activity to study theproduction of electrical energy by asimple cell.Examine various types of cells suchas dry cells, lead-acid accumulators,alkaline batteries, silver oxide-mercurybatteries and nickel-cadmiumbatteries and discuss:a) their uses,b) the advantages and disadvantagesin using each of these types ofcells.

A student is able to:describe how a simple cellworks,list the various types of cellsand their uses,state the advantages anddisadvantages of various typesof cells.

Equations toshow thereactions at thepositive andnegativeterminals of asimple cell arenot required

alkaline batteries – baterialkalilead-acid accumulators –akumulator asid-plumbumnickel cadmium batteries –bateri nikel-kadmiumsilver oxide-mercurybatteries – bateri argentumoksida-merkurisimple cell – sel ringkas

1.7Understandingchemical

Discuss the following:a) chemical reactions which requirelight for example photosynthesis in

A student is able to:give examples of chemical

Only a briefdescription ofsplitting of water

photographic paper –kertas fotografiphotosensitive

reactions thatoccur in thepresence oflight

green plants,b) the effect of light on photosensitivechemicals.Carry out an activity to study the effectof light on photographic paper andsilver chloride.Discuss how photosensitive chemicalsare stored by relating to the effect oflight on these chemicals.

reactions which require light,explain the effect of light onphotosensitive chemicals,explain why certain chemicalsare stored in dark bottles.

molecules bylight energy inphotosynthesisis required.Chemicalequations arenot required.

chemicals –bahan kimia yang pekacahayaphotosynthesis –fotosintesissilver chloride – argentumklorida

1.8Appreciatingthe innovativeefforts in thedesign ofequipmentusing chemicalreactions assources ofenergy

Prepare folio and scrap book on thefollowing topics:a) how energy obtained fromchemical reactions should beused efficiently to preventwastage,b) how equipment utilising chemicalreactions as sources of energyshould be disposed to reduceenvironmental pollution,Carry out a brainstorming session onnew ways of using chemical reactionsas sources of energy for equipment.Carry out activities to illustrate goodhabits of using and disposingequipment that uses chemical reactionas a source of energy.

A student is able to:describe how energy obtainedfrom chemical reactionsshould be used efficiently toprevent wastage,describe how equipmentutilising chemical reactions assources of energy should bedisposed to reduceenvironmental pollution,give suggestions on new waysof using chemical reactions assources of energy forequipment,put into practise good habitswhen using and disposing

equipment that uses chemicalreaction as a source of energy.

THEME : ENERGY IN LIFELEARNING AREA: 2. NUCLEAR ENERGY

Week LearningObjectives

LearningObjectives

Learning Outcomes Notes Vocabulary

2.1Understandingradioactivesubstances

View computer simulations, videos orcharts and study:a) radioactive substances,b) radioactive radiations,c) radioisotopes.Discuss the following:a) radioactive substances,b) radioisotopes of carbon, cobalt andiodine,c) the process of radioactive decayand the emission of alpha particles,beta particles and gammaradiation.Carry out an activity to compare andcontrast the characteristics of thethree types of radioactive radiationsi.e. alpha, beta and gamma radiationin terms of:a. type of particles,b. charge,c. penetrating powers.Illustrate the similarities anddifferences in a graphic organiser.View computer simulations, videos or

A student is able to:state what radioactivesubstances are,give examples of radioactivesubstances,describe the process ofradioactive decay,name the three types ofradioactive radiations,describe the characteristics ofeach type of radioactiveradiation,compare and contrastradioactive radiations,explain what radioisotopes are,give examples ofradioisotopes,explain the uses of radioactivesubstances.

Half-life is notrequired.

penetration power – kuasapenembusanradiation – sinaranradioactive decay –pereputan radioaktifradioisotope – radioisotop

charts and discuss the uses ofradioactive substances in the followingfields:a) agriculture,b) medicine,c) archaeology,d) industry,e) food preservation.Access websites or visitMalaysian Institute of NuclearTechnology (MINT) to collectinformation on radioactive substancesand nuclear energy.

2.2Understandingthe productionof nuclearenergy and itsuses

View computer simulations, videosand charts and discuss the productionof nuclear energy through thefollowing:a) fission,b) fusion.Discuss the process of generatingelectricity from nuclear energy.Read articles and do a grouppresentation on the following:a) the uses of nuclear energy,b) the effects of nuclear energyproduction.

A student is able to:describe the production ofnuclear energy through fission,describe the production ofnuclear energy through fusion,state the uses of nuclear energy,describe the process ofgenerating electricity fromnuclear energy,explain the effects of nuclear energy production.

The concept ofchain reaction isnot required.

Fission – pembelahanfusion – pelakurannuclear energy – tenaganuclear

2.3Awareness ofthe need for

Read articles, view videos or chartsand discuss the following:a. Chernobyl nuclear disaster and

A student is able to:state the effects of radioactive

Radioactive wastes – sisabahan radioaktif

properhandling ofradioactivesubstances

other nuclear disasters,b. handling of radioactivesubstances and radioactivewaste.Discuss the following:

(ii) the short term and long termeffects of radioactive substanceson living things,(ii) the need for proper handling ofradioactive substances andradioactive waste.Debate on the need to have nuclearpower stations.

radiations on living things,describe the correct way ofhandling radioactivesubstances and radioactivewaste,explain the need for properhandling of radioactivesubstances and radioactivewaste.

nuclear power station –stesen tenaga nuclear

THEME : ENERGY IN LIFELEARNING AREA: 3. LIGHT, COLOUR AND SIGHT

Week LearningObjectives

LearningObjectives

Learning Outcomes Notes Vocabulary

3.1Synthesisingthe formationof image byplane mirrorsand lenses

Carry out activities to observe thefollowing:a) Images formed by a planemirror,b) Images formed by convex andconcave lenses.Carry out an activity to compareand contrast images of distantobjects formed by convex lensesand concave lenses. Illustrate thesimilarities and differences in agraphic organiser.Use computer simulations,videosor charts to demonstrate the

A student is able to:state the characteristics ofimages formed by a planemirror,state the characteristics ofimages formed by a convex lens,state the characteristics ofimages formed by a concave

concave lens – kantacekungconvex lens – kantacembungdistant object – objek jauhfocal length – panjangfokusfocal point – titik fokus

construction of ray diagrams.Draw ray diagrams for lightpassing through:a) convex lens with objectslocated at various distances,b) concave lens.Label the following on the raydiagrams:a) principal axis,b) optical centre,c) focal point,d) focal length,e) object distance,f) image distance.Discuss how characteristics ofimages formed by convex lensesvary with object distance,Plan and carry out an activity todetermine the focal length of aconvex lens.

lens,compare and contrast images ofdistant objects formed by convexlenses and concave lenses,draw a labelled ray diagram toshow the formation of image bylight rays passing through aconvex lens,draw a labelled ray diagram toshow the formation of image bylight rays passing through aconcave lens,draw ray diagrams to explainhow characteristics of imagesformed by convex lenses varywith object distance,determine the focal length of a convex lens.

image – imejimage distance – jarakimejobject distance – jarakobjekoptical centre – pusatoptikplane mirror – cerminsatahprinciple axis –paksi utamaray diagram – rajah sinar

3.2Synthesisingthe formationof image byoptical

Investigate the image formed in acamera using a pin-hole camerawith and without lens.Construct a simple periscope and

A student is able to:identify the parts of opticalinstruments involved in image

image formation –pembentukan imejmagnifying glass – kantapembesar

instruments telescope. Discuss the formationof image by these opticalinstruments.Use computer simulations todemonstrate construction of raydiagrams for the light rays passingthrough the eye and opticalinstruments.Based on the simulations, drawand label ray diagrams to showthe formation of images in thefollowing optical instruments:a) camera,b) periscope,c) telescope.d) eyeDiscuss the similarities anddifferences between camera andeye in terms of focusing andcontrolling the amount of light.Examine a model camera andrelate its structure and functions tothose of the eyes.

formation,draw ray diagrams for light rayspassing through an opticalinstrument,compare and contrast themechanisms in focusing andcontrolling the amount of lightthat enters human eyes and acamera,explain the structure andfunction of various parts of theeye using a camera as ananalogy.

optical instruments –alatan optikpin-hole camera – kameralubang jarum

3.3Analysing lightdispersion

Carry out activities to investigatethe following :a) light dispersion using a prism,b) rainbow formation.Discuss what light dispersion is.Use computer simulations todemonstrate light dispersion.Draw a labelled diagram to showdispersion of light.Discuss light dispersion in aphenomenon, such as the

A student is able to:state what light dispersionis,explain through exampleshow dispersion of lightoccurs.

light dispersion –penyebaran cahayaphenomenon – fenomenarainbow – pelangi

formation of rainbow.

3.4Analysing lightscattering

Carry out an activity to study lightscattering and its effects.Use computer simulations todemonstrate the process of lightscattering.Discuss light scattering inphenomena such as blue skiesand red sunset.

A student is able to:state what light scattering is,give examples of phenomenarelated to light scattering,explain through examples howscattering of light occurs innatural phenomena.

light scattering –penyerakan cahaya

3.5Analysing theaddition andsubtraction ofcoloured lights

Carry out an activity to introduceprimary and secondary colours.Carry out activities to:a) investigate the addition ofprimary colours to formsecondary colours,b) investigate the effects ofprimary and secondarycoloured filters on whiteand coloured light.Use computer simulations todemonstrate the addition andsubtraction of coloured lights.Discuss the following:a) how secondary colours areobtained from the addition ofprimary colours,b) subtraction of coloured lights bycoloured filters.

A student is able to:identify primary and secondarycolours,explain how addition of primarycolours produces secondarycolours,explain the subtraction of coloursby coloured filters.

coloured filter – penapiswarnaprimary colour – warnaprimersecondary colour – warnasekundersubtraction of colouredlight – penolakan cahayaberwarna

3.6 Carry out activities to observe and A student is able to: cone cell – sel kon

Applying theprinciple ofsubtraction ofcoloured lightto explain theappearance ofcolouredobjects

study the colour of objects underwhite and coloured lights.View computer simulations anddiscuss the subtraction of colouredlights by coloured objects.Discuss the following:a) functions of rod and cone cells,b) the appearance of colouredobjects under white andcoloured light.

explain subtraction of colouredlights by coloured objects,explain the appearance ofcoloured objects under whitelight.explain the appearance ofcoloured objects under colouredlights,state the function of rod andcone cells in the eye.

rod cell – sel rod

3.7Analysing theeffect of mixingpigments

Carry out activities to observe andstudy pigment and the effect ofmixing pigments.View computer simulations anddiscuss the mixing of pigmentsand the effects of pigments onlight.Carry out an activity to compareand contrast the mixing ofpigments with the addition ofcoloured lights. Illustrate thesimilarities and differences in agraphic organiser.Based on the above activitiesmake conclusions about themixing of pigments and discussthe uses of pigments.

A student is able to :state what pigment is,list the uses of pigments,compare and contrast the mixingof pigments with the addition ofcoloured lights,explain through examples theeffects of pigments on light,make conclusions about themixing of pigments.

mixing of pigments –pencampuran pigmenpigment – pigmen

3.8Evaluating theimportance ofcolour in dailylife

View computer simulations orvideos to gather information anddiscuss the following:a) the uses of colour in printing,electrical wiring, traffic lights,symbols and signals,b) the importance of colour tohumans, animals and plants.Discuss what life is like withoutcolour.

A student is able to:list the uses of colour in dailylife,state with examples theimportance of colour to livingthings,justify the importance of colourto living things.

3.9Appreciatingthe benefits ofvarious typesof opticalinstruments tomankind

Discuss the advantages of havingvarious kinds of opticalinstruments such as:a) to overcome the limitation of thesense of sight,b) extending the capability orpower of vision,c) increasing human knowledgeand understanding aboutnature.

A student is able to:relate the inventions of varioustypes of optical instruments totheir contributions to mankind.

optical instruments –peralatan optik

THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLEARNING AREA : 1. CHEMICALS IN INDUSTRY

Week LearningObjectives

LearningObjectives

Learning Outcomes Notes Vocabulary

1.1Understandingthe propertiesof alloys andtheir uses in

Examine things made of alloysand discuss their composition,properties and uses.Collect and interpret data on thefollowing:

A student is able to:state what an alloy is,give examples of alloys,explain how the

alloy – aloibrass – loyangbronze – gangsacorrosion – pengkakisan

industry a) what an alloy is,b) examples of alloys,c) composition, properties and theuses of various alloys includingsteel, pewter, bronze, brass andduralumin.View videos or computersimulations and discuss:a) how formation of alloys canchange the properties ofmetals, such as to increasehardness, prevent corrosionand improve appearance,b) what superconductor alloys are.Discuss the importance of alloys inindustry.

formation ofalloy can change theproperties of metals,relate the changes in theproperties of metals whenthey are converted to alloysto the arrangment ofparticles in the alloys,relate the properties ofalloys to their uses in dailylife,describe the importance ofalloys in industry,state what superconductoralloys are.

steel – kelulisuperconductor alloy – aloisuperkonduktor

1.2Analysing theproduction anduses ofammonia inindustry

Collect and study product labels toidentify the ammoniumcompounds present.Discuss the uses of ammonia andits compounds in the making ofsubstances such as fertilisers,nitric acid, colouring, cleaningagents and explosives.View videos or computersimulations to gather and interpretdata on the following:a) the process of producingammonia in industry,

A student is able tolist the uses of ammonia and itscompounds in daily life,describe how ammonia isproduced in industry,state the factors which affect theproduction of ammonia inindustry,state the industrial uses of

ammonium salt – garamammoniumcatalyst – mangkincleaning agents – agenpencucicolouring – pewarnaexplosives – bahanletupanfertilisers – bajaf

b) factors which affect theoptimum production ofammonia such as temperature,pressure and catalysts.Draw a flow chart to show theproduction of ammonia.Collect and interpret data on thelarge scale uses of ammonia inindustry such as manufacturingfertilisers and nitric acid.Carry out an activity to prepareammonium fertiliser such asammonium sulphate, ammoniumnitrate and ammonium phosphate.

ammonia,describe how ammonia is usedto produce ammonium saltfertilisers and urea.

low chart – carta aliranpressure – tekanan

1.3Analysing theeffects ofindustrialwaste disposalon theenvironment

View videos or computersimulations to gather and interpretdata on environmental pollutionarising from:a) burning of fossil fuels,b) disposal of industrial wastesuch as toxic substances fromthe chemical industry,radioactive waste, oil palm andrubber waste from theagricultural industry,c) effects of improper industrialwaste disposal on theenvironment,d) methods of controlling industrialwaste disposal to avoidenvironmental pollution.Discuss and relate the effects ofimproper disposal of industrialwaste to the survival of living

A student is able toidentify manufacturing activitieswhich are sources of pollution,explain the effects of improperindustrial waste disposal,relate the effects of industrialwaste disposal to the survival ofliving things,state with examples themethods of controlling industrialwaste disposal to avoid pollution.

environmental pollution –pencemaran alam sekitarfossil fuels – bahan apifosilindustrial waste – bahansisa industry

things.Select an industry and do apresentation on how wastes aremanaged in the industry.

1.4Realising theneed forpreservationandconservation oftheenvironmentfrom industrialwaste pollutionfor the wellbeingofmankind

View videos or computersimulations on industrial wastepollution and its effects onenvironment.Discuss:a) consequences ofuncontrolled and haphazarddisposal of industrial waste,b) the need to treat industrialpollution seriously in order topreserve and conserve theenvironment,c) the importance of practisingresponsible way of disposingindustrial waste.

A student is able to:describe the consequences ofuncontrolled and haphazarddisposal of industrial waste,explain the importance ofpractising responsible way ofdisposing industrial waste.

environmental pollution –pencemaran alam sekitarconservation –pemuliharaanpreservation –pemeliharaan