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SEKOLAH MENENGAH KEBANGSAAN DATO PERMAISURI, MIRI

ANNUAL LESSON PLAN (2009)


SCIENCE FORM 5

Theme : Man & The Variety of Living Things


Learning Area : CHAPTER 1 : MICROORGANISMS & THEIR EFFECTS ON LIVING THINGS
Week Learning Objectives Learning Outcomes Suggested Activities
1 1.1: Understanding the classification A student is able to: 1. View computer simulations & discuss the
of microorganisms • List the characteristics of various types of following:
microorganisms (a) various group of microorganisms-
• Classify the microorganisms into bacteria, bacteria, viruses, protozoa, algae, fungi
fungi, protozoa, viruses & algae (b) characteristics of each group of
• Describe the characteristics of each group of microorganisms in terms of appearance,
microorganisms shape, size, method of reproduction, nutrition
& habitat

2 1.2 : Synthesising ideas about the A student is able to: 1. Design & conduct experiments to study how
factors that affect the growth of • Identify the factors that affect the growth of each of the following factors affects the
microorganisms microorganisms growth of microorganisms:
• Design an experiments to study how nutrient (a) nutrient
affect the growth of microorganisms (b) humidity
• Design an experiments to study how humidity (c) light
affect the growth of microorganisms (d) temperature
• Design an experiments to study how light (e) pH
affect the growth of microorganisms 2. Discuss how each factor affects the growth of
• Design an experiments to study how microorganisms.
temperature affect the growth of
microorganisms
• Design an experiments to study how pH
affect the growth of microorganisms
• Explain how each factor affect the growth of
microorganisms
2 1.3 : Applying knowledge about A student is able to: 1. View computer simulations & discuss the
useful microorganisms • State examples of uses of microorganisms uses & roles of microorganisms:
• Explain with examples the roles of useful (a) food digestion
microorganisms (b) decaying process
• Suggest potential uses of microorganisms in (c) medicine
various field (d) agriculture
(e) industry
2. Gather information from books & internet &
discuss the potential uses of microorganisms
in various field.

3 1.4 : Analysing the harmful effects of A student is able to: 1. Gather information from books,
microorganisms • state the harmful effects of microorganisms magazines & internet & discuss other
on human being harmful effects of microorganisms on human
• relate each group of microorganisms to the being such as causing food poisoning &
diseases caused by it diseases.
• describe the major symptoms of diseases 2. View computer simulations & discuss the
caused by each group of microorganisms various ways microorganisms can infect
• describe the various ways how human being such as through air, water, food,
microorganisms can cause infection contact & vector.
3 1.5 : Analysing ways to prevent A student is able to: 1. Carry out the following activities:
infection caused by microorganisms • List ways to prevent infection (a) draw the life cycles of vectors such as
• Relate the control of vectors to their habits & mosquito & housefly
life cycles (b) describe the habits of these vectors
• Explain with examples various methods of (c) relate the life cycles & habits of these
sterilisation vectors to the control & prevention of
• State what immunity is infection
• State with examples types of immunity 2. Discuss the following methods of
sterilisation:
• Compare & contrast the various types of
(a) the use of heat: heating, boiling &
immunity
using autoclave
• State the importance of immunity (b) the use of chemicals: antiseptics &
disinfectants.
(c) The use of radiations: gamma ray &
ultraviolet light.
3. View computer simulations & discuss the
following:
(a) the meaning of immunity
(b) types of immunity & their examples
(c) the importance of immunity
3 1.6 : Understanding how diseases A student is able to: 1. Discuss the ways to treat diseases caused by
caused by microorganisms are treated • state the ways to treat diseases caused by microorganisms such as the use of antibiotics
microorganisms & antifungal drugs.
• state the effects of antibiotics on 2. Discuss the effects of antibiotics on bacteria.
microorganisms 3. Conduct an experiment to study the effects of
• describe the dangers of using drugs without antibiotics on bacteria.
medical advice & through unauthorised
prescription
3 1.7 : Realising that microorganisms A student is able to: 1. Discuss the effects of microorganisms in
have profound effects on human • Describe the roles & effects of relation to:
being & the balance in nature microorganisms on human & the balance in (a) human life
nature (b) balance in nature
4 CHINESE NEW YEAR (26/01/09 – 01/02/09)
Theme : Maintenance & Continuity of Life
Learning Area : CHAPTER 2 : NUTRITION & FOOD PRODUCTION
5 2.1 : Evaluating the importance of A student is able to: 1. Carry out an activity to determine the
taking good nutrition & practising • identify the calorific values of the different following:
good eating habits classes of food (a) the calorific values of the different
• estimate the calorific values in various meals classes of food such as protein,
• explain the factors that affect total calories carbohydrate & fat
required by an individual (b) the calorific values of meals taken
• relate health problems to nutrition & eating for breakfast, lunch & dinner
habits 2. View computer simulations & discuss:
• justify the importance of taking good (a) factors that affect the calories
nutrition & practising good eating habits requirement of an individual such as
sex, body size, age, state of health,
physical activities & surrounding
temperature
(b) health problems related to nutrition
such as malnutrition, obesity,
anorexia & diseases resulted from
unhealthy eating habits.
3. Group discussion & presentation on the
importance of taking good nutrition &
practising good eating habits
6 2.2 : Analysing the nutrient A student is able to: 1. Gather information from books and:
requirements of plants • State what macronutrients are (a) discuss what macronutrients are
• List macronutrients (b) give a list of macronutrients (carbon,
• State what micronutrients are hydrogen, oxygen, nitrogen,
• List micronutrients phosphorous, calcium, magnesium &
• State the effects of nitrogen, phosphorous & sulphur)
potassium deficiency on plant growth (c) discuss what micronutrients are
(d) give a list of micronutrients (boron,
• State the major functions of nitrogen,
molybdenum, zinc, manganese,
phosphorous & potassium in plant growth
copper & iron)
2. View computer simulations & discuss:
(a) the effects of nitrogen, phosphorous
& potassium deficiency on plant
growth
(b) the major functions of nitrogen,
phosphorous & potassium in plant
growth
6 2.3 : Analysing nitrogen cycle & its A student is able to: 1. Discuss the following:
importance • describe nitrogen cycle (a) the nitrogen cycle
• explain the processes involved in nitrogen (b) the processed involved in nitrogen
cycle cycle
• explain the importance of nitrogen cycle (c) the importance of nitrogen cycle
6 2.4 : Appreciating the importance of A student is able to: 1. Discuss the following:
having good nutrition • practise healthy eating habits (a) healthy eating habits
• plan how to manage food resources to avoid (b) plan how to manage food resources to
wastage avoid wastage
• describe the benefits of having healthy eating (c) the benefits of having healthy eating
habits habits
Theme : Balance & Management of The Environment
Learning Area : CHAPTER 3 : PRESERVATION & CONSERVATION OF THE ENVIRONMENT
7 3.1 : Analysing the balance in nature
A student is able to: 1. Discuss the following:
• describe what balance in nature is (a) what balance in nature is
• state the natural cycles that help to maintain (b) the natural cycles (i.e. carbon/ water/
balance in nature nitrogen cycle)
• explain how these natural cycles help to (c) food webs
maintain balance in nature (d) the effects of natural disasters on
• explain how food webs help to maintain balance in nature
balance in nature (e) ways to maintain balance in nature
• explain with examples the effects of natural 2. Draw a label diagram of:
disasters on balance in nature (a) the carbon cycle
(b) the water cycle
• suggest ways to maintain balance in nature
(c) the nitrogen cycle
7 3.2 : Analysing the effects of A student is able to: 1. Gather information from books, newspapers,
environmental pollution • identify the sources of environmental magazines & internet & discuss:
pollution (a) the sources of environmental
• explain the effects of environmental pollution pollution such as:
• describe global warming i) the uncontrolled of fossil fuels
• relate greenhouse effect to global warming ii) the disposal of byproducts,
• state what ozone layer is waste, toxic substances,
radioactive substances, smoke
• explain the importance of ozone layer
& heat from factories
• state the chemicals that damage the ozone iii) the uncontrolled use of
layer chemicals fertilisers, pesticides
• list the sources of chemicals that can damage & fungicides in agriculture
the ozone layer iv) the production of noises, smoke
• explain how damaging ozone layers affects & poisonous gases from
living things vehicles & machinery
v) the disposal of rubbish such as
plastics, leftover food & solid
substances, the disposal of
sewage
vi) the use of chlorofluorocarbon
(CFC) in aerosols, air
conditioners & refrigerators &
the improper disposal of
electrical appliances such as air
conditioners & refrigerators that
contain CFC
(b) the effects of environmental pollution
from the aspect of:
i) human health
ii) habitats & nature
iii) the extinction of species
iv) the loss of economic resources
2. View computer simulations & discuss:
(a) global warming
(b) greenhouse effects & its relation to
global warming
(c) ozone layer & its importance
(d) chemicals such as CFC & oxides of
nitrogen that can damage the ozone
layer
(e) chemicals in styrofoam coolant &
aerosol that can damage the ozone
layer
(f) how damaging ozone layer affects
living things
8 3.3 : Synthesising the idea of A student is able to: 1. Discuss the following:
preservation & conservation of the • state the importance of preservation & (a) environmental pollution control
environment & pollution control conservation of the environment (b) examples of how preservation &
• generate ideas on environmental pollution conservation can contribute to a clean &
control healthy environment
• explain with examples how preservation & 2. Carry out a project to study:
conservation of the environment can (a) what efforts are taken to preserve &
contribute to a clean & healthy environment conserve the environment
(b) what are the impacts produced by these
efforts
8 3.4 : Evaluating the importance of A student is able to: 1. Discuss proper ways of managing natural
proper management of natural • generate ideas on proper ways to manage resources to maintain balance in nature.
resources in maintaining balance in 2. View computer simulations & write a
naturals resources in order to maintain
nature balance in nature report on:
• explain with examples the effects of improper (a) the efforts of improper
management of natural resources management of natural resources
• justify the need for proper management of the (b) the need for proper management
environment of the environment
8 3.5 : Practising responsible attitudes A student is able to: 1. Plan & practise good habits to preserve &
to preserve & conserve the • practise good habits to preserve & conserve conserve the environment through the
environment the environment following activities:
(a) awareness campaigns on
reducing, reusing & recycling
(b) jungle trekking to appreciate the
beauty of nature & an unspoilt
environment
(c) adopt part of an area such as
beach, river, hill & forest to
practise responsible & caring
attitudes to preserve & conserve
(d) write a proposal on how to
preserve & conserve the
environment in a local
community
9-10 MID SEMESTER 1 EXAMINATION (02/03/09- 13/03/09)
11 SCHOOL HOLIDAYS (14/03/09 - 22/03/09)
12 CORRECTION ON EXAM PAPER
Theme : Matter In Nature
Learning Area : CHAPTER 4 : CARBON COMPOUND
Week Learning Objectives Learning Outcomes Suggested Activities
13 4.1 : Analysing various carbon A student is able to: 1. Observe various samples of carbon &
compound • state what carbon compounds are non- carbon compounds. Discuss what
• state what organic compounds are carbon compounds are.
• give examples of organic compounds 2. View computer simulations & discuss
• state what inorganic compounds are organic & inorganic compounds in terms of:
• give examples of inorganic compounds (a) their sources
(b) their characteristics, i.e.,
• compare & contrast organic compounds with
i) elements present
inorganic compounds
ii) metallic or non- metallic
• classify substances into organic & inorganic iii) changes upon heating
compounds 3. Carry out an activity to compare &
• state what hydrocarbons are contrast organic & inorganic compounds.
• list sources of hydrocarbons Illustrate the similarities & differences in a
graphic organiser.
4. Classify samples of carbon compounds
into organic & inorganic compounds.
5. Gather information from books,
magazines & internet & discuss
hydrocarbons & their sources.
13 4.2 : Analysing alcohol & its effects A student is able to: 1. Gather information from books,
on health • State the elements found in alcohol newspapers, magazines & internet on
• Give examples of alcohol alcohol.
• Describe the process of producing alcohol 2. Discuss the following:
• State the general characteristic of alcohol (a) elements found in alcohol
• List the uses of alcohol (b) examples of alcohol such as
methanol & ethanol
• Explain with examples the effects of alcohol
3. Carry out the following activities:
on health
(a) the production of pure ethanol
through the process of
fermentation & distillation
(b) study the characteristics of alcohol
in terms of:
i) solubility & miscibility with
water
ii) combustibility
iii) reaction with acids to form
esters
4. View computer simulations & discuss the
following:
(a) various uses of alcohol
(b) the effects of alcohol on the brain,
the nervous system & the liver

14 4.3 : Analysing fats & their effects on A student is able to: 1. Observe various samples of fats such as
health • give examples of fats butter, cooking oil, cheese, ghee &
• state the sources of fats margarine. From the food labels,
• state the elements found in fats (a) identify their sources (plant or animal
• state what saturated fats are fats)
• state what unsaturated fats are (b) classify them into saturated &
unsaturated fats
• compare & contrast saturated fats with
2. Discuss the following:
unsaturated fats
(a) elements found in fats
• explain with examples the effects of (b) saturated & unsaturated fats
consuming food rich in saturated fats on 3. Gather information from books, magazines,
health internet, newspaper or view computer
• explain with examples the effects of simulations. Present & discuss the effects of
consuming food rich in unsaturated fats on consuming food rich in saturated &
health unsaturated fats on health.

14 4.4 : Analysing oil palm & its A student is able to: 1. Observe the structure of an oil palm fruit
importance to national development • Describe the structure of an oil palm fruit 2. Draw a labelled diagram of the oil palm
• Describe the process of extracting palm oil fruit
from the oil palm fruit 3. Gather information from books,
• List the uses of palm oil newspaper, magazines & internet to prepare a
• List the nutritional substances found in palm folio on:
(a) the uses of palm oil
oil (b) nutritional substances found in palm oil
• Describe the local R & D activities on oil such as fats, vitamins & antioxidants
palm 4. Discuss the potential uses of oil palm.
• Suggest the potential uses of oil palm
15 4.5 : Analysing the process of making A student is able to: 1. Discuss the following:
soap from oil & the cleansing action • State that oil contain fatty acids & glycerol (a) oils contain fatty acids & glycerol
of soap • Give an example of fatty acids (b) examples of fatty acids
• Describe the process of making soap 2. Carry out an activity to study the process
• State that soap is a salt produced by the of making soap through the reaction between
reaction between sodium hydroxide & fatty fatty acids & sodium hydroxide solution.
acids 3. Discuss soap as a salt produced by the
• State the characteristics of the components of reaction between sodium hydroxide & fatty
a soap molecule acids.
4. View computer simulations & discuss:
• Explain the cleansing action of soap
(a) the characteristics of the
molecules
components of a soap molecule
(b) the cleansing action of soap
molecules.
15 4.6 : Understanding natural polymers A student is able to: 1. Carry out an activity using beads & string
• state what a polymers is to show the following structures or processes:
• give examples of polymers (a) polymer
• state what a monomer is (b) monomer
• gives examples of monomer (c) polimersation
• describe polymerisation (d) depolymerisation
2. Discuss the following:
• describe depolymerisation
(a) what polymers & monomers are
• state what natural polymer is (b) examples of polymer & monomer
• give examples of natural polymer (c) what polimerisation
• state what synthetic polymer is (d) what depolimerisation
• give examples of synthetic polymer 3. Prepare folios or scrap books on the
• state the characteristics of natural rubber various uses of natural & synthetic polymers
• explain the action of acids on latex 4. Carry out activities to study the
• explain the action of ammonia solution on following:
latex (a) the characteristics of natural
• describe vulcanisation of rubber rubber
• relate the characteristics of vulcanised rubber (b) the coagulation of latex by the
to the structure of its molecule action of acids
• list the uses of vulcanised rubber (c) the prevention of coagulation of
latex by ammonia solution.
5. View computer simulations & discuss the
vulcanisation of rubber.
6. Draw a schematic diagram & relate the
characteristics of vulcanised rubber to the
structure of its molecule.
7. Discuss the uses of vulcanised rubber.
15 4.7 : Appreciating scientific research A student is able to: 1. Gather information from books,
on the use of carbon compounds for • Describe the importance of scientists’ magazines & internet on scientists’
the betterment of life discoveries on the use of carbon compounds discoveries on the use of carbon compounds.
Theme : Force & Motion
Learning Area : CHAPTER 5 : MOTION
Week Learning Objectives Learning Outcomes Suggested Activities
16 5.1 : Analysing the motion of A student is able to: 1. View computer simulations & discuss the
vehicles on land • Describe the structure & principle of following:
operation vehicles without engines (a) the structure & principle of
• Describe the structure & principle of operation of vehicles with engines
operation vehicles with engines (b) the structure & operation of:
• Explain the structure & operation of the four i) four stroke petrol engine
stroke petrol engine ii) four stroke diesel engine
• Explain the structure & operation of the four iii) two stroke petrol engine
stroke diesel engine 2. Compare & contrast the following in
• Explain the structure & operation of a two terms of structure, operation & the efficiency
stroke petrol engine of the engines:
(a) the four stroke petrol engine with
• Compare & contrast the four stroke petrol
the four stroke diesel engine
engine with the four stroke diesel engine
(b) the four stroke petrol engine with
• Compare & contrast the four stroke petrol the two stroke petrol engine
engine with the two stroke petrol engine 3. Discuss the relationship between the structure
• Relate the structure & operation of the engine & operation of the engine & movement of
to the movement of vehicles vehicles.
16 5.2 : Analysing the concepts of A student is able to: 1. View computer simulations & discuss:
speed, velocity & acceleration • state what distance is (a) distance, speed, velocity,
• define speed acceleration & their units
• define velocity (b) the relationship between speed,
• state the unit for speed & velocity velocity & acceleration
• define acceleration 2. Carry out an activity to compare &
contrast speed, velocity & acceleration.
• state the unit for acceleration
Illustrate the similarities & differences in a
• explain the relationship between speed, graphic organiser.
velocity & acceleration 3. Carry out an activity to solve problems
• compare & contrast speed, velocity & involving velocity & acceleration.
acceleration
• determine the velocity & acceleration of a
moving object
• solve problems involving velocity &
accelertion
17 5.3 : Understanding the concept of A student is able to: 1. Carry out activities & discuss the
inertia • State what inertia is following:
• Give examples of everyday occurrences that (a) the meaning of inertia
involve inertia (b) the occurrences of inertia in
• Explain with examples the relationship everyday life
between mass & inertia 2. Design & conduct an experiment to study
• State the safety features used in vehicles to the relationship between mass & inertia.
reduce negative effects of inertia 3. View computer simulations & discuss
safety features used in vehicles to reduce
negative effects of inertia.
17 5.4 : Applying the concept of A student is able to: 1. Discuss the following:
momentum • Define momentum (a) the meaning of momentum
• Explain the relationship between momentum, (b) events involving momentum in
mass & velocity everyday life
• State the Principle of Conservation of 2. Conduct experiments to study the
Momentum relationship between momentum, mass &
• Explain with examples the application of velocity
momentum in everyday life 3. View computer simulations & discuss the
applications of momentum in the following:
(a) vehicles design that incorporates
safety features
(b) the use of the pile driver
(c) the speed & weight limits for
heavy vehicles
17 5.5 : Synthesising the concept of A student is able to: 1. Carry out activities & discuss what
pressure • define pressure pressure is.
• explain the relationship between pressure, 2. Design & conduct experiments to study
force & surface area the relationship between pressure, force &
• explain with examples the application of surface area
pressure in everyday life 3. Discuss the applications of pressure in
• solve problems involving pressure everyday life.
4. Carry out activity to solve problems
involving pressure.
18 5.6 : Applying the principle of A student is able to: 1. Observe models/ view computer
hydraulic system in everyday life • State the principle of transmission of pressure simulations & discuss the following:
in liquids (a) the principle of transmission of
• Relate pressure on the small piston to that on pressure in liquids
the large piston in the operation of the (b) the relationship of pressure
hydraulic system exerted on the small piston to that
• Explain the effects of transmission of on the large piston in the
pressure in liquids operation of the hydraulic system
• Solve problems on transmission of pressure in 2. Conduct experiments to study the effect
liquids of transmission of pressure in liquids.
• Explain with examples the application of the 3. Carry out an activity to solve problems on
hydraulic system in everyday life the transmission of pressure in liquids.
4. Discuss the following:
(a) examples on the use of the
hydraulic system
(b) principle of the operation of the
hydraulic system
(c) the application of the hydraulic
system in a hydraulic jack & a
hydraulic brake
18 5.7 : Analysing the motion of A student is able to: 1. View computer simulations & discuss the
vehicles in water • state the principle of operation of vehicles in principle of operation of vehicles in water
water such as ships, hovercrafts & hydrofoils.
• identify the shape of vehicles to facilitate 2. Discuss the relationship between shapes
motion in water & the design of vehicles in water.
• relate shapes to the design of vehicles in 3. Conduct experiments to study
water Archimedes’ principle:
• state Archimedes’ principle (a) the change in weight of an object
• explain with examples the applications of when it is immersed in a liquid
Archimedes’ principle (b) the relationship between upthrust
& the weight of the liquid
displaced
4. Discuss the application of Archimedes’
principle in ships & submarines.
19 5.8 : Analysing the motion of A student is able to: 1. View computer simulations & discuss:
vehicles in the air • State the principle of operation of vehicles in (a) the principle of operation of
the air vehicles in the air
• Compare & contrast how forces of motion are (b) forces of motion generated by the
generated by the jet engine & the rocket jet engine & the rocket
• State Bernoulli’s principle 2. Carry out activities to study Bernoulli’s
• Explain the application of Bernoulli’s principle
principle in air flight 3. View computer simulations & discuss the
application of Bernoulli’s principle in air
flight.
19 5.9 : Appreciating the ability & A student is able to: 1. Discuss the need to invent vehicles such
creativity of mankind in inventing & • Justify the need to invent vehicles as:
designing vehicles for the betterment • Relate the creativity of humans to the (a) to shorten the time of traveling
of life designing of vehicles (b) to transport goods, people &
• Practise good habits in handling vehicles animals
• Practise caring attitudes when using public 2. View computer simulations on vehicle
transport system designs & discuss the relationship between
the creativity of human to the design of
vehicles to fulfill the needs of human
3. Participate in campaigns on the
importance of:
(a) practising good habits in handling
vehicles
(b) practising caring attitudes when
using public transportation system
20-21 SEMESTER 1 EXAMINATION (19/05/09 - 29/05/09)
22-23 SCHOOL HOLODAYS (30/05/09- 14/06/09)
24 CORRECTION ON EXAM PAPER
Theme : Technological & Industrial Development In Society
Learning Area : CHAPTER 6 : FOOD TECHNOLOGY & PRODUCTION
Week Learning Objectives Learning Outcomes Suggested Activities
25 6.1 : Analysing the methods & A student is able to: 1. Observe samples of fresh food &
substances used in food technology • describe what processed food is processed food. Discuss the following:
• give examples of processed food (a) processed food & examples of
• explain the purpose of processing food processed food
• state the chemicals used in food processing (b) the purpose of processing food
• explain the functions of the chemicals used in (c) chemicals used in food processing
food processing such as preservatives, colouring,
bleach, flavouring, stabiliser,
• explain with examples the technology used in
sweetener, antioxidants &
food processing & packaging
emulsifier
• explain the effects of excessive use of (d) functions of the chemicals used in
chemicals in food processing food processing
2. View computer simulations & discuss the
technology used in:
(a) food processing such as:
i) pasteurisation
ii) dehydration
iii) freezing
iv) freeze drying
v) cooling
vi) irradition
(b) food packaging such as:
i) canning
ii) vacuum packaging
3. Gather information from books,
magazines, internet & discuss the effects of
excessive use of chemicals in food
processing on health.
25 6.2 : Analysing ways to improve food A student is able to: 1. Discuss the need to increase the quality &
production • Explain the need to increase the quality & quantity of food production.
quantity of food production 2. Gather information from books,
• Explain with examples ways to increase the magazines, internet & discuss ways to
quality & quantity of food production increase the quality & quantity of food
• Describe with examples what genetically production such as:
modified food is (a) use of quality breeds
• State the advantages & disadvantages of (b) use of modern technology
genetically modified food (c) education & guidance for farmers
(d) research & development
(e) optimum use of land & irrigated
areas
(f) efficient land management
3. View computer simulations & discuss:
(a) what genetically modified food is
(b) the characteristics of foods that
have been genetically modified
4. Debate on the advantages &
disadvantages of genetically modified food.
26 6.3 : Appreciating the contribution of A student is able to: 1. Visit institutions such as Malaysian
technology in food production for the • Describe the R & D activities in food Agriculture Research & Development
betterment of life production Institute (MARDI), Malaysian Palm Oil
• Predict what will happen if there is an Board (MPOB) & institutions of higher
imbalance between population increase & learning to gather information on R & D in
technological development in food production food production & make report on the
information gathered.
2. Discuss the consequences if population
increase is faster than the technological
development in food production or vice
versa.
26 6.4 : Practising critical & analytical A student is able to: 1. Gather information from consumer
thinking when selecting processed • Justify the need to educate consumers in associations or internet pertaining to the Food
food Act & Food Regulations.
selecting processed food 2. Discuss the need to educate consumers to be
• Practise critical & analytical thinking when critical & analytical when selecting
selecting processed food processed food.
3. Discuss information given on labels of
processed food such as:
(a) chemicals present in the food
(b) expiry date
(c) ingredients
4. Carry out an activity & discuss information
left out on food labels & packaging. Select a
processed food after analyzing the
information given on the label.
Theme : Technological & Industrial Development In Society
Learning Area : CHAPTER 7 : SYNTHETIC MATERIALS IN INDUSTRY
Week Learning Objectives Learning Outcomes Suggested Activities
27 7.1 : Understanding synthetic A student is able to: 1. Observe objects made from synthetic
polymers • List synthetic polymers polymers & discuss synthetic polymers &
• State uses of synthetic polymers their uses.
• Describe the process of making synthetic 2. View computer simulations & discuss the
polymers process of manufacturing synthetic polymers
• Relate the general characteristics of synthetic such as synthetic rubber, plastics & synthetic
rubber to its uses fibres.
• Give examples of goods made from synthetic 3. Discuss the general characteristics of
rubber synthetics rubber & relate these
characteristics to the uses of synthetic rubber.
• Give examples of goods made from
4. Gather information from books,
combination of natural & synthetic rubber
magazines, newspapers or internet on the
• Compare & contrast synthetic rubber with examples of goods made from synthetic
natural rubber rubber & combination of natural & synthetic
rubber.
5. Carry out an activity to compare &
contrast synthetic rubber & natural rubber.
Illustrate the similarities & differences in a
graphic organiser.
27 7.2 : Analysing plastics A student is able to: 1. Observe various samples of thermoplastic
• List examples of plastics & thermosetts:
• List the uses of plastics (a) Discuss the following:
• State the types of plastics i) examples of plastics
• List the characteristics of thermoplastic & their uses
materials ii) types of plastic
(thermoplastic &
• List the characteristics of thermosetting thermosetts)
plastic materials iii) the characteristics of
• Classify various plastics goods into thermoplastic &
thermoplastic & thermosetts thermosetts
• Compare & contrast thermoplastics & (b) Classify plastic goods into
thermosetts thermoplastic & thermosetts.
• Suggest potential uses of plastics 2. Carry out an activity to compare &
• Explain the effects of improper disposal of contrast thermoplastic & thermosetts.
plastic materials to the environment Illustrate the similarities & differences in a
graphic organiser.
• Describe proper management of disposal of
3. Gather information from books,
plastics
magazines, newspaper or internet & make a
report on potential uses of plastics.
4. View computer simulations & discuss:
(a) the effects of improper disposal of
plastic materials to the environmet
(b) the proper management of
disposal of plastics
28 7.3 : Practising responsible attitudes A student is able to: 1. Carry out the following activities on ways
in the disposal of synthetic polymers • explain the importance of proper disposal of to dispose synthetic polymers in order to
synthetic polymers preserve the environment:
• suggest ways to dispose synthetics polymers (a) brainstorming
in order to preserve the environment (b) awareness campaigns
• practise good habits in disposing synthetic (c) visiting waste management centre
polymers (d) setting up disposal bins for
synthetic polymers
Theme : Technological & Industrial Development In Society
Learning Area : CHAPTER 8 : ELECTRONICS & INFORMATION & COMMUNICATION TECHNOLOGY (ICT)
Week Learning Objectives Learning Outcomes Suggested Activities
28 8.1 : Understanding radio waves A student is able to: 1. Use an oscilloscope & observe the
• describe the characteristics of wave characteristics of waves i.e. amplitude,
• identify the location of radio waves in the frequency, wavelength & wave velocity.
electromagnetic spectrum 2. View charts on electromagnetic spectrum to
• relate the properties of radio waves to locate the position of radio waves.
communication 3. View computer simulations & discuss how
the properties of radio waves are applied in
communication.
29 8.2 : Analysing radio communication A student is able to: 1. Observe & identify the symbols of the
• Identify electronic components used in radio following electronic components in radios:
& their symbols (a) resistors
• Explain the function of electronic component (b) capacitors
in radio (c) diodes
• Describe the radio transmission system (d) transistors
• Describe the radio receiver system (e) Inductors
• Explain transmission & reception of signals (f) transformer
in radio communication system 2. Discuss functions of each type of
electronic component.
3. Observe models or view charts on the
radio communication system.
4. Draw schematic diagrams & discuss the
following:
(a) the radio transmission system
(b) the radio receiver system
5. View computer simulations & discuss
the transmission & reception of signals in the
radio communication system.
6. Carry out project to build simple
functional model of radio receiver.
29 8.3 : Understanding satellite A student is able to: 1. View computer simulations & discuss:
communication • Describe how satellite communication system (a) satellite communication system
works (b) the advantages of using satellites
• State the advantages of using satellites for in transmitting information
communication (c) other uses of satellites
• List applications of satellite communication
29 8.4 : Be aware of the importance of A student is able to: 1. Discuss the use of communication system
using ICT for the benefit of mankind • justify the use of ICT for the benefit of instruments for the benefit of mankind.
mankind 2. Collect & interpret data on the
perserverance of scientist in inventing
modern communication methods & devices.
30 - 31 REVISION

32 - 33 SPM TRIAL 1 (11/08/09 - 21/08/09)

34 SCHOOL HOLIDAYS (22/08/09 - 30/08/09)

35 CORRECTION ON EXAM PAPER

36 - 37 REVISION

38 HARI RAYA AIDILFITRI (21/09/09 – 27/09/09)

39 REVISION

40 - 41 SPM TRIAL 2 (22/09/08 -27/09/08)

42 CORRECTION ON EXAM PAPER

43 - 44 REVISION
45 SPM 2009