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:
microorganisms
3 1.5 : Analysing ways to prevent A student is able to:
infection caused by microorganisms
• state the harmful effects of microorganisms
on human being
• relate each group of microorganisms to the
diseases caused by it
• describe the major symptoms of diseases
caused by each group of microorganisms
• describe the various ways how
microorganisms can cause infection
• List ways to prevent infection
• Relate the control of vectors to their habits &
life cycles
• Explain with examples various methods of
sterilisation
• State what immunity is
• State with examples types of immunity
• Compare & contrast the various types of
immunity
• State the importance of immunity
1. Gather information from books,
magazines & internet & discuss other
harmful effects of microorganisms on human
being such as causing food poisoning &
diseases.
2. View computer simulations & discuss the
various ways microorganisms can infect
human being such as through air, water, food,
contact & vector.
1. Carry out the following activities:
(a) draw the life cycles of vectors such as
mosquito & housefly
(b) describe the habits of these vectors
(c) relate the life cycles & habits of these
vectors to the control & prevention of
infection
2. Discuss the following methods of
sterilisation:
(a) the use of heat: heating, boiling &
using autoclave
(b) the use of chemicals: antiseptics &
disinfectants.

3.
3 1.6 : Understanding how diseases A student is able to:
caused by microorganisms are treated • state the ways to treat diseases caused by
microorganisms
• state the effects of antibiotics on 2.
microorganisms
• describe the dangers of using drugs without
medical advice & through unauthorised
prescription
3 1.7 : Realising that microorganisms A student is able to:
have profound effects on human • Describe the roles & effects of
being & the balance in nature microorganisms on human & the balance in
nature
4 CHINESE NEW YEAR (26/01/09 – 01/02/09)
(c) The use of radiations: gamma ray &
ultraviolet light.
View computer simulations & discuss the
following:
(a) the meaning of immunity
(b) types of immunity & their examples
(c) the importance of immunity
1. Discuss the ways to treat diseases caused by
microorganisms such as the use of antibiotics
& antifungal drugs.
Discuss the effects of antibiotics on bacteria.
3. Conduct an experiment to study the effects of
antibiotics on bacteria.
1. Discuss the effects of microorganisms in
relation to:
(a) human life
(b) balance in nature
 Theme : Maintenance & Continuity of Life
Learning Area : CHAPTER 2 : NUTRITION & FOOD PRODUCTION
5 2.1 : Evaluating the importance of A student is able to:
taking good nutrition & practising • identify the calorific values of the different
good eating habits classes of food
• estimate the calorific values in various meals
• explain the factors that affect total calories
required by an individual
• relate health problems to nutrition & eating
habits
• justify the importance of taking good
nutrition & practising good eating habits
6 2.2 : Analysing the nutrient A student is able to:
requirements of plants • State what macronutrients are
• List macronutrients
• State what micronutrients are
• List micronutrients
• State the effects of nitrogen, phosphorous &
potassium deficiency on plant growth
• State the major functions of nitrogen,
phosphorous & potassium in plant growth
1. Carry out an activity to determine the
following:
(a) the calorific values of the different
classes of food such as protein,
carbohydrate & fat
(b) the calorific values of meals taken
for breakfast, lunch & dinner
2. View computer simulations & discuss:
(a) factors that affect the calories
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
1. Gather information from books and:
(a) discuss what macronutrients are
(b) give a list of macronutrients (carbon,
hydrogen, oxygen, nitrogen,
phosphorous, calcium, magnesium &
sulphur)
(c) discuss what micronutrients are
(d) give a list of micronutrients (boron,
molybdenum, zinc, manganese,
copper & iron)
2. View computer simulations & discuss:

6 2.3 : Analysing nitrogen cycle & its A student is able to:
importance • describe nitrogen cycle
• explain the processes involved in nitrogen
cycle
• explain the importance of nitrogen cycle
6 2.4 : Appreciating the importance of A student is able to:
having good nutrition • practise healthy eating habits
• plan how to manage food resources to avoid
wastage
• describe the benefits of having healthy eating
habits
(a) the effects of nitrogen, phosphorous
& potassium deficiency on plant
growth
(b) the major functions of nitrogen,
phosphorous & potassium in plant
growth
1. Discuss the following:
(a) the nitrogen cycle
(b) the processed involved in nitrogen
cycle
(c) the importance of nitrogen cycle
1. Discuss the following:
(a) healthy eating habits
(b) plan how to manage food resources to
avoid wastage
(c) the benefits of having healthy eating
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

8 3.3 : Synthesising the idea of A student is able to:
preservation & conservation of the • state the importance of preservation &
environment & pollution control conservation of the environment
• generate ideas on environmental pollution
control
• explain with examples how preservation &
conservation of the environment can
contribute to a clean & healthy environment
(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
1. Discuss the following:
(a) environmental pollution control
(b) examples of how preservation &
conservation can contribute to a clean &
healthy environment
2. Carry out a project to study:
(a) what efforts are taken to preserve &
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

14 4.3 : Analysing fats & their effects on A student is able to:
health • give examples of fats
• state the sources of fats
• state the elements found in fats
• state what saturated fats are
• state what unsaturated fats are
• compare & contrast saturated fats with
unsaturated fats
• explain with examples the effects of
consuming food rich in saturated fats on 3. Gather information from books, magazines,
health
• explain with examples the effects of
consuming food rich in unsaturated fats on
health
14 4.4 : Analysing oil palm & its A student is able to:
importance to national development • Describe the structure of an oil palm fruit
• Describe the process of extracting palm oil
from the oil palm fruit
• List the uses of palm oil
• List the nutritional substances found in palm
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
1. Observe various samples of fats such as
butter, cooking oil, cheese, ghee &
margarine. From the food labels,
(a) identify their sources (plant or animal
fats)
(b) classify them into saturated &
unsaturated fats
2. Discuss the following:
(a) elements found in fats
(b) saturated & unsaturated fats
internet, newspaper or view computer
simulations. Present & discuss the effects of
consuming food rich in saturated &
unsaturated fats on health.
1. Observe the structure of an oil palm fruit
2. Draw a labelled diagram of the oil palm
fruit
3. Gather information from books,
newspaper, magazines & internet to prepare a
folio on:
(a) the uses of palm oil
 oil
• Describe the local R & D activities on oil
palm
• Suggest the potential uses of oil palm
15 4.5 : Analysing the process of making A student is able to:
soap from oil & the cleansing action • State that oil contain fatty acids & glycerol
of soap • Give an example of fatty acids
• Describe the process of making soap
• State that soap is a salt produced by the
reaction between sodium hydroxide & fatty
acids
• State the characteristics of the components of
a soap molecule
• Explain the cleansing action of soap
molecules
15 4.6 : Understanding natural polymers A student is able to:
• state what a polymers is
• give examples of polymers
• state what a monomer is
• gives examples of monomer
• describe polymerisation
• describe depolymerisation
• state what natural polymer is
• give examples of natural polymer
• state what synthetic polymer is
• give examples of synthetic polymer
• state the characteristics of natural rubber
• explain the action of acids on latex
• explain the action of ammonia solution on
latex
(b) nutritional substances found in palm oil
such as fats, vitamins & antioxidants
4. Discuss the potential uses of oil palm.
1. Discuss the following:
(a) oils contain fatty acids & glycerol
(b) examples of fatty acids
2. Carry out an activity to study the process
of making soap through the reaction between
fatty acids & sodium hydroxide solution.
3. Discuss soap as a salt produced by the
reaction between sodium hydroxide & fatty
acids.
4. View computer simulations & discuss:
(a) the characteristics of the
components of a soap molecule
(b) the cleansing action of soap
molecules.
1. Carry out an activity using beads & string
to show the following structures or processes:
(a) polymer
(b) monomer
(c) polimersation
(d) depolymerisation
2. Discuss the following:
(a) what polymers & monomers are
(b) examples of polymer & monomer
(c) what polimerisation
(d) what depolimerisation
3. Prepare folios or scrap books on the
various uses of natural & synthetic polymers
4. Carry out activities to study the
following:
(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
16 5.1 : Analysing the motion of A student is able to:
vehicles on land • Describe the structure & principle of
operation vehicles without engines
• Describe the structure & principle of
operation vehicles with engines
• Explain the structure & operation of the four
stroke petrol engine
• Explain the structure & operation of the four
stroke diesel engine
• Explain the structure & operation of a two
stroke petrol engine
• Compare & contrast the four stroke petrol
engine with the four stroke diesel engine
• Compare & contrast the four stroke petrol
engine with the two stroke petrol engine
• Relate the structure & operation of the engine
to the movement of vehicles
16 5.2 : Analysing the concepts of A student is able to:
speed, velocity & acceleration • state what distance is
• define speed
• define velocity
• state the unit for speed & velocity
• define acceleration
• state the unit for acceleration
• explain the relationship between speed,
velocity & acceleration
• compare & contrast speed, velocity &
Suggested Activities
1. View computer simulations & discuss the
following:
(a) the structure & principle of
operation of vehicles with engines
(b) the structure & operation of:
i) four stroke petrol engine
ii) four stroke diesel engine
iii) two stroke petrol engine
2. Compare & contrast the following in
terms of structure, operation & the efficiency
of the engines:
(a) the four stroke petrol engine with
the four stroke diesel engine
(b) the four stroke petrol engine with
the two stroke petrol engine
3. Discuss the relationship between the structure
& operation of the engine & movement of
vehicles.
1. View computer simulations & discuss:
(a) distance, speed, velocity,
acceleration & their units
(b) the relationship between speed,
velocity & acceleration
2. Carry out an activity to compare &
contrast speed, velocity & acceleration.
Illustrate the similarities & differences in a
graphic organiser.
3. Carry out an activity to solve problems
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
• solve problems involving pressure
18 5.6 : Applying the principle of A student is able to:
hydraulic system in everyday life • State the principle of transmission of pressure
in liquids
• Relate pressure on the small piston to that on
the large piston in the operation of the
hydraulic system
• Explain the effects of transmission of
pressure in liquids
• Solve problems on transmission of pressure in
liquids
• Explain with examples the application of the
hydraulic system in everyday life
18 5.7 : Analysing the motion of A student is able to:
vehicles in water • state the principle of operation of vehicles in
water
• identify the shape of vehicles to facilitate
motion in water
• relate shapes to the design of vehicles in
water
• state Archimedes’ principle
• explain with examples the applications of
Archimedes’ principle
3. Discuss the applications of pressure in
everyday life.
4. Carry out activity to solve problems
involving pressure.
1. Observe models/ view computer
simulations & discuss the following:
(a) the principle of transmission of
pressure in liquids
(b) the relationship of pressure
exerted on the small piston to that
on the large piston in the
operation of the hydraulic system
2. Conduct experiments to study the effect
of transmission of pressure in liquids.
3. Carry out an activity to solve problems on
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
1. View computer simulations & discuss the
principle of operation of vehicles in water
such as ships, hovercrafts & hydrofoils.
2. Discuss the relationship between shapes
& the design of vehicles in water.
3. Conduct experiments to study
Archimedes’ principle:
(a) the change in weight of an object
when it is immersed in a liquid
(b) the relationship between upthrust
& the weight of the liquid

19 5.8 : Analysing the motion of A student is able to:
vehicles in the air • State the principle of operation of vehicles in
the air
• Compare & contrast how forces of motion are
generated by the jet engine & the rocket
• State Bernoulli’s principle
• Explain the application of Bernoulli’s
principle in air flight
19 5.9 : Appreciating the ability & A student is able to:
creativity of mankind in inventing & • Justify the need to invent vehicles
designing vehicles for the betterment • Relate the creativity of humans to the
of life designing of vehicles
• Practise good habits in handling vehicles
• Practise caring attitudes when using public
transport 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
displaced
4. Discuss the application of Archimedes’
principle in ships & submarines.
1. View computer simulations & discuss:
(a) the principle of operation of
vehicles in the air
(b) forces of motion generated by the
jet engine & the rocket
2. Carry out activities to study Bernoulli’s
principle
3. View computer simulations & discuss the
application of Bernoulli’s principle in air
flight.
1. Discuss the need to invent vehicles such
as:
(a) to shorten the time of traveling
(b) to transport goods, people &
animals
2. View computer simulations on vehicle
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
 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

25 6.2 : Analysing ways to improve food A student is able to:
production • Explain the need to increase the quality &
quantity of food production
• Explain with examples ways to increase the
quality & quantity of food production
• Describe with examples what genetically
modified food is
• State the advantages & disadvantages of
genetically modified food
26 6.3 : Appreciating the contribution of A student is able to:
technology in food production for the • Describe the R & D activities in food
betterment of life production
• Predict what will happen if there is an
imbalance between population increase &
technological development in food production
26 6.4 : Practising critical & analytical A student is able to:
thinking when selecting processed • Justify the need to educate consumers in
food
excessive use of chemicals in food
processing on health.
1. Discuss the need to increase the quality &
quantity of food production.
2. Gather information from books,
magazines, internet & discuss ways to
increase the quality & quantity of food
production such as:
(a) use of quality breeds
(b) use of modern technology
(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.
1. Visit institutions such as Malaysian
Agriculture Research & Development
Institute (MARDI), Malaysian Palm Oil
Board (MPOB) & institutions of higher
learning to gather information on R & D in
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.
1. Gather information from consumer
associations or internet pertaining to the 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
plastic materials
• Classify various plastics goods into
thermoplastic & thermosetts
• Compare & contrast thermoplastics &
thermosetts
• Suggest potential uses of plastics
• Explain the effects of improper disposal of
plastic materials to the environment
• Describe proper management of disposal of
plastics
28 7.3 : Practising responsible attitudes A student is able to:
in the disposal of synthetic polymers • explain the importance of proper disposal of
synthetic polymers
• suggest ways to dispose synthetics polymers
in order to preserve the environment
• practise good habits in disposing synthetic
polymers
thermosetts)
iii) the characteristics of
thermoplastic &
thermosetts
(b) Classify plastic goods into
thermoplastic & thermosetts.
2. Carry out an activity to compare &
contrast thermoplastic & thermosetts.
Illustrate the similarities & differences in a
graphic organiser.
3. Gather information from books,
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
1. Carry out the following activities on ways
to dispose synthetic polymers in order to
preserve the environment:
(a) brainstorming
(b) awareness campaigns
(c) visiting waste management centre
(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
28 8.1 : Understanding radio waves A student is able to:
• describe the characteristics of wave
• identify the location of radio waves in the
electromagnetic spectrum
• relate the properties of radio waves to
communication
29 8.2 : Analysing radio communication A student is able to:
• Identify electronic components used in radio
& their symbols
• Explain the function of electronic component
in radio
• Describe the radio transmission system
• Describe the radio receiver system
• Explain transmission & reception of signals
in radio communication system
Suggested Activities
1. Use an oscilloscope & observe the
characteristics of waves i.e. amplitude,
frequency, wavelength & wave velocity.
2. View charts on electromagnetic spectrum to
locate the position of radio waves.
3. View computer simulations & discuss how
the properties of radio waves are applied in
communication.
1. Observe & identify the symbols of the
following electronic components in radios:
(a) resistors
(b) capacitors
(c) diodes
(d) transistors
(e) Inductors
(f) transformer
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