YEARLY LESSON PLAN OF SCIENCE FORM 2 2012 SEMESTER 1 WEEK LEARNING AREA LEARNING OBJECTIVES LEARNING OUTCOMES The

students are able to: i.) identify and relate a sensory organ to its stimulus, ii.) state the pathway from stimulus to response: Stimulus Sensory organs Nerves Brain Nerves Response The students are able to: i.) identify the structure of the human skin involved in stimuli detection, ii.) state the function of different receptors pressure, heat, pain, iii.) draw conclusion on the sensitivity of the skin at different parts of the body towards stimuli. LEARNING ACTIVITIES Carry out activities to make connection between the five senses, the sensory organs and the stimuli. Discuss what happens in our body after a stimulus is detected. Carry out activities to study the following: i.) structure of the human skin involved in stimuli detection, ii.) sensitivity of the skin at different parts of the body towards stimuli Discuss the sensitivity of the skin in connection to the following situations: i.) receiving an injection, ii.) using Braille.
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SCIENTIFIC ATTITUDES AND NOBLE VALUES Being thankful to God Being responsible about the safety of one self, others and the environment Being cooperative Being thankful to God Thinking rationally Being honest and accurate in recording and validating data Being responsible about the safety of one self, others and the environment Being cooperative

Chapter 1: The world through our senses

1.1 Understanding the sensory organs and their functions.

1.2 Understanding the sense of touch.

WEEK

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES The students are able to: i.) identify the structure of the nose, ii.) identify the position of the sensory cells in the detection of smell. The students are able to: i.) identify the different areas of the tongue that respond to different taste, ii.) relate the sense of taste with the sense of smell.

LEARNING ACTIVITIES Discuss the structure of the nose and the position of the sensory cells using models, charts, computer software and other teaching aids. Carry out activities to detect the different areas of the tongue that respond to different tastes. Carry out activities to find how taste is related to smell. Observe and identify the structure of the human ear. Discuss the function of each part of the ear. Discuss the hearing mechanism.

1.3 Understanding the sense of smell.

SCIENTIFIC ATTITUDES AND NOBLE VALUES Being thankful to God Thinking rationally

1.4 Understanding the sense of taste.

Being honest and accurate in recording and validating data Being responsible about the safety of one self, others and the environment Being diligent and persevering Being thankful to God Daring to try

1.5 Understanding the sense of hearing.

The students are able to: i.) identify the structure of the human ear, ii.) explain the function of the different parts of the ear, iii.) describe how we hear.

1.6 Understanding the sense of sight.

CUTI TAHUN BARU CINA The students are able to: i.) identify the structure of the human eye, ii.) explain the functions of different parts of the eye, iii.) describe how we see

Collect information on structure and function of each part of the eye. Discuss how we see.

Being systematic Being confident and independent

WEEK

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES

The students are able to: i.) describe the properties of light i.e. reflection and refraction, ii.) state the various defects of vision, iii.) explain ways to correct vision defects, iv.) state and give examples of the limitations of sight, v.) connect stereoscopic and monocular visions with the survival of animals, vi.) identify the appropriate 1.7 device to overcome the Understanding light limitations of sight. and sight.

SCIENTIFIC LEARNING ACTIVITIES ATTITUDES AND NOBLE VALUES Collect information about the Being systematic types of defects of vision and the contribution/use of Daring to try technology to rectify them. Being fair and just Carry out activities to show what short sightedness and Being honest and long sightedness are and how accurate in recording to correct them. and validating data Discuss what astigmatism is and the way to correct it. Carry out activities to investigatethe following: i.) optical illusion, ii.) blind-spot. Discuss the connection between stereoscopic vision and monocular vision with the survival of animals. Gather information about the device to overcome the limitation of sight. Being cooperative Having critical and analytical thinking Appreciating the contribution of science and technology Thankful to God

PEKA 1

WEEK

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES The students are able to: i.) describe the properties of sound, ii.) explain the reflection and absorption of sound, iii.) explain the defects of hearing, iv.) explain ways of rectifying the defects in hearing,

LEARNING ACTIVITIES Carry out activities to investigate: i.) the production of sound, ii.) the need of medium for sound to travel, iii.) the reflection and absorption of sound. Collect information about i.) the defects of hearing, ii.) ways to rectify the defects of hearing. Discuss the limitations of hearing and ways of improving it. Carry out activities to investigate the need for stereophonic hearing in determining the direction of sound.

SCIENTIFIC ATTITUDES AND NOBLE VALUES Being diligent and persevering Being systematic Being objective Being cooperative Being fair and just

1.8 Understanding sound and hearing.

CLASS TEST 1

WEEK

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES The students are able to; i.) state the stimuli that cause response in plants, ii.) identify the parts of plants sensitive to specific stimulus, iii.) relate the response in plants to their survival.

LEARNING ACTIVITIES Carry out experiments to investigate and identify: i.) stimuli detected by plants, ii.) the parts of the plants sensitive to specific stimulus. Discuss in what ways the response of plants towards stimuli are important for their survival. Discuss the classes of food i.e. carbohydrate, protein, fats, vitamins, minerals, fibre and water and state their functions.

SCIENTIFIC ATTITUDES AND NOBLE VALUES Having an interest and curiosity towards the environment Realising that science is a means to understand nature Appreciating the balance of nature Appreciating and practising clean healthy living Appreciating the balance of nature Being objective

1.9 Understanding the stimuli and responses in plants.

The students are able to: i.) explain through examples the classes of food, ii.) state the function of each class of food, iii.) test for starch, glucose, protein and fats. 9 Chapter 2: Nutrition 2.1 Analysing the classes of food.

PEKA 2

Carry out activities to test for starch (iodine solution), glucose (Benedict solution), protein (Millons reagent) and fats (alcohol-emulsion test).

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PROGRESSIVE TEST 1
5

WEEK

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES The students are able to; i.)state what a balanced diet is, ii.)state the factors that must be considered when planning a balanced diet, iii.)explain how the factors affect a balanced diet, iv.)state the quantity of energy in each gram of carbohydrate, protein and fats,

LEARNING ACTIVITIES Discuss: i.)What a balanced diet is, ii.)The factors that determine a persons balanced diet: age, size, sex, job, climate, state of health. Collect food wrappers that show calorific value of food and make a list to show the calorific value for each type of food. Discuss to estimate the calories of food taken in a meal. Plan a balanced diet for a day. (breakfast, lunch and dinner) Discuss that digestion is the breakdown of large food molecules into smaller soluble molecules that can be readily absorbed by the body.

SCIENTIFIC ATTITUDES AND NOBLE VALUES Being diligent and persevering Being responsible about the safety of oneself, others and the environment Having critical and analytical thinking Being flexible and open-minded

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2.2 Evaluating the importance of a balanced diet.

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2.3 Understanding the digestive system in man.

The students are able to: i.)explain what digestion is, ii.)identify the parts of the digestive system, iii.)describe the flow of food particles in the alimentary canal, iv.)state the functions of the organs in the digestive system, v.)describe the process of digestion
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Being diligent and persevering Being responsible about the safety of oneself, others and the environment

Identify parts of the digestive system and the flow of food Having critical and particles in the alimentary analytical thinking

WEEK

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES in the alimentary canal, vi.)list the end products of digestion of carbohydrate, protein and fats.

LEARNING ACTIVITIES canal using model/chart/CD ROM. Discuss the functions of the various organs in the digestive system and the enzymes found. Carry out activities to show the action of the enzyme in the saliva on starch.

SCIENTIFIC ATTITUDES AND NOBLE VALUES Being flexible and open-minded

13 2.4 Understanding the process of absorption of digested food.

The students are able to: i.)explain the process of absorption of the products of digestion, ii.)make inference about the absorption of glucose through a Visking tube. GOOD FRIDAY

Discuss the process of absorption of the products of digestion in the small intestine. Carry out an experiment to showthe absorption of glucose througha Visking tube. Discuss the reabsorption of water by the large intestine and the process of defecation.

Being diligent and persevering Being responsible about the safety of oneself, others and the environment Having critical and analytical thinking Realising that science is a means to understand nature Having critical and analytical thinking Appreciating and practising clean and

14 2.5 Understanding the reabsorption of water and defecation.

The students are able to: i.)state how water is reabsorbed in the large intestine, ii.)explain defecation, iii.)relate the problem of defecation with eating habits.

Discuss the importance of good eating habits to avoid

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WEEK

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES

LEARNING ACTIVITIES constipation. Plan and carry out a healthy eating habit. Discuss the following topics: i.)practicing good eating habits i.e. eating nutritious food and eating in moderation, ii.)the generous distribution of food to the underprivileged / needy, iii.)cultural practices in dining conforming to sensitivities and religious beliefs. Discuss the diversity in the general characteristics of living organisms. Collect and classify various plants and animals into a system based on common characteristics. Animal: Invertebrate, vertebrate, mammal, fish, bird, amphibian, reptile. Plant: Flowering plant,

The students are able to: i.)justify the importance of eating nutritious food, ii.)put in practice good eating habits, iii.)justify the generous distribution 2.6 of food to the underprivileged / Put into practice the needy, habits of healthy iii.)relate the dining culture of eating. different people conforming to sensitivities and religious beliefs.

SCIENTIFIC ATTITUDES AND NOBLE VALUES healthy living Realising that science is a means to understand nature Appreciating and practising clean and healthy living Having critical and analytical thinking Being flexible and open-minded

15 16

Chapter 3: Biodiversity

3.1 Understanding variety of living organisms and their classification.

CLASS TEST II The students are able to: i.)explain the diversity of living organisms in a habitat, ii.)classify various animals based on common characteristics, iii.)classify various plants based on common characteristics, iv.)explain the importance of biodiversity to the environment.

Having an interest and curiosity towards the environment Appreciating the balance of nature Having critical and analytical thinking Being flexible and open-minded

WEEK

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES

LEARNING ACTIVITIES nonflowering plant, monocotyledon, dicotyledonous. Build a concept map on living organisms based on the classification above. Discuss the importance of maintaining the biological diversity as one of the countrys natural heritage. Carry out a field work to study species, habitat, population, community in an ecosystem. Carry out a discussion on interdependence among living organisms and the environment to create a balanced ecosystem. Collect and interpret data on the types of interactions between living organisms as follows: i.)prey-predator, ii.)symbiosis: iii.)commensalisms,

SCIENTIFIC ATTITUDES AND NOBLE VALUES Being systematic Thinking rationally

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Chapter 4: Interdependence Among Living Organism And The Environment

4.1 Analysing the interdependence among living organisms.

18 4.2 Evaluating the interaction between living organisms.

The students are able to: i.)state what species, population and community are, ii.)state what habitat and ecosystem are, iii.)identify various habitats in one ecosystem, iv.)explain through examples the interdependence among living organisms and the environment to create a balanced ecosystem. The students are able to: i.)list the types of interactions between living organisms, ii.)explain with examples the interactions between living organisms, iii.)justify the importance of
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Having an interest and curiosity towards the environment Realising that science is a means to understand nature Appreciating the balance of nature Having an interest and curiosity towards the environment Realising that science is a means to

WEEK

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES interaction between living organisms and the environment, iv.)explain through examples the advantages and disadvantages of biological control in regulating the number of pest in certain areas.

LEARNING ACTIVITIES iv.)mutualism and parasitism e.g. remora and shark, algae and fungi, tape worm and man, v.)competition. Conduct an activity to show the importance of the interaction between organisms and the environment

SCIENTIFIC ATTITUDES AND NOBLE VALUES understand nature Appreciating the balance of nature Being responsible about the safety of oneself, others and the environment Having critical and analytical thinking

19,20

HARI WESAK REVISION AND FIRST TERM EXAMINATION SEMESTER II 2012

WEEK 1

LEARNING AREA

LEARNING OBJECTIVES

LEARNING OUTCOMES The students are able to: i.)explain what producers, consumers and decomposers are, ii.)combine a few food chains to construct a food web, iii.)identify the producer, consumer and decomposer in a food web, iv.)construct a pyramid number from a food chain,
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LEARNING ACTIVITIES Collect and interpret data on the producer, consumer, decomposer and pyramid number. Construct a food web from a few food chains and identify the producer, consumer and decomposer.

Chapter 4: Interdependence Among Living Organism And The Environment

4.3 Synthesising food web.

SCIENTIFIC ATTITUDES AND NOBLE VALUES Having an interest and curiosity towards the environment Realising that science is a means to understand nature Appreciating the

v.)relate the food web and the pyramid number to energy flow, vi.)predict the consequences if a certain component of living organisms in the ecosystem are missing.

Discuss the energy flow in the food web constructed. Conduct a game to show the effects of an increase or decrease in the number of organisms in a pyramid number. Discuss the consequences if a component of living organisms in an ecosystem is missing. Carry out discussion on what photosynthesis is.

balance of nature Being responsible about the safety of oneself, others and the environment Thinking rationally

4.4 Analysing photosynthesis.

The students are able to: i.)state what photosynthesis is, ii.)state the factors required for photosynthesis, iii.)state the products of photosynthesis, iv.)control the variables that are required for photosynthesis, v.)explain the role of photosynthesis in maintaining a balanced ecosystem.

Having interest and curiosity towards the environment

4.5 Evaluating the importance of conservation and preservation of living

The students are able to: i.)explain what conservation and preservation are, ii.)explain the steps taken to preserve and conserve living
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Carry out experiments to determine the factors needed Being diligent and for photosynthesis i.e. carbon persevering dioxide, water, light and chlorophyll. Having critical and analytical thinking Discuss the importance of photosynthesis in Appreciating the maintaining a balanced contribution of ecosystem. science and technology Discuss the carbon and oxygen cycles. Being systematic Collect and interpret data on Having interest and the conservation and curiosity towards the preservation of living environment organisms. Being diligent and

organisms.

organisms, iii.)justify the importance of conservation and preservation ofliving organisms, iv.)support activities organised by various parties to preserve and conserve the living organisms.

Carry out a field work in a natural forest reserve (wetlands, highland forest or tropical rain forest) or an animal sanctuary to study the conservation and preservation of living organisms. Carry out a discussion on how the improvement in science and technology helps in the conservation and preservation of living organisms. Run a campaign to stress on the importance of conservation and preservation / Carry out a role play involving the parties concerned in solving problems related to the conservation and preservation of living organisms. Carry out a brainstorming session to discuss the environmental issues affecting the balance in nature and how to solve it. Carry out a discussion to justify that man needs stable

persevering Being responsible about the safety of oneself, others and environment Being systematic Being confident and independent Thinking rationally

OLAHRAGA TAHUNAN SEKOLAH

4 4.6 Evaluating the role of man in maintaining the balance in nature.

The students are able to: i.)explain the effects of human activities on the balance in nature, ii.)describe how man solves problems related to environment, iii.)justify that human need a table, productive and balanced
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Being diligent and persevering Being responsible about the safety of oneself, others and environment

ecosystem.

and productive ecosystem to ascertain a harmonious life. Carry out activities to determinethe following: i.)the freezing point of water, ii.)the boiling point of water. Carry out an activity to observe the effects of impurities on the physical characteristics of water.

Chapter 5: Water and solution

The students are able to: i.)state the meaning of the freezing point of water, ii.)state the meaning of the boiling 5.1 point of water, Analysing the physical iii.)describe the physical characteristics of characteristics of water, water. iv.)explain through examples the effects of impurities on the physical characteristics of water. The students are able to: i.)determine the composition of water, 5.2 ii.)test the presence of hydrogen Analysing the and oxygen. composition of water. CLASS TEST III The students are able to: i.)explain what evaporation is, ii.)explain through examples the factors that affect the rate of evaporation of water with reference to the Kinetic Theory, iii.)compare and contrast between evaporation and boiling, iv.)describe the application of the evaporation of water in daily life.
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Realising that science is a means to understand nature Having an interest and curiosity towards the environment Being honest and accurate in recording and validating data Daring to try

Carry out electrolysis to determine the ratio of hydrogen to oxygen in a molecule of water.

Having an interest and curiosity towards the environment Being honest and accurate in recording and validating data Being diligent and persevering Being responsible about the safety of oneself, others and environment Realising that science is a means to understand nature

5.3 Analysing the process of evaporation of water.

Carry out experiments to study the factors affecting the rate of evaporation of water i.e. humidity, the temperature of the surrounding, surface area and the movement of air. Discuss the factors affecting the rate of evaporation in

relation to the Kinetic Theory. Discuss the similarities and differences between evaporation and boiling.

Being systematic Being confident and independent Thinking rationally

5.4 Analysing solution and solubility.

The students are able to: i.)explain what solute, solvent and solution are, ii.)contrast and compare between dilute solution, concentrated and saturated solution, iii.)explain what suspension is, iv.)explain what solubility is, v.)explain the factors affecting the solubility of solutes in water, vi.)explain the importance of water as a universal solvent in life, vii.)give examples on the uses of organic solvents in our everyday life.
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Gather information on evaporation process and its application in daily life. i.e. drying of clothes, preservation of agricultural products and processing of food. Discuss the differences between solute, solvent and solution. Carry out activities to prepare a dilute solution, a concentrated solution and a saturated solution. Discuss the similarities and differences between dilute solution, concentrated solution and saturated solution. Carry out activities to illustrate the differences between a solution and a

Having interest and curiosity towards the environment Being diligent and persevering Being responsible about the safety of oneself, others and environment Realising that science is a means to understand nature Being systematic

suspension. Carry out experiments to determine the factors affecting the solubility of a solute. i.)nature of solvent, ii.)nature of solute, iii.)temperature. Carry out experiments to determine the factors affecting the rate of dissolving: i.)temperature, ii.)rate of stirring, iii.)size of solute particle. Discuss the importance of water as a universal solvent in life. Gather information on the application of organic solvents in daily life. Carry out activities to study: i.)the properties of acid in terms of pH value, taste, corrosive nature, effect on litmus paper, reaction with metals such as magnesium and zinc, ii.)the characteristics of

Being confident and independent Thinking rationally

PEKA 3

7 5.5 Analysing acid and alkali.

The students are able to: i.)identify the properties of acid, ii.)identify the properties of alkali, iii.)state that acid and alkali only show their properties in the presence of water, iv.)explain through examples the definition of acid and alkali,
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Having interest and curiosity towards the environment Being diligent and persevering Being responsible

v.)identify the substances which are acidic or alkaline in everyday life, vi.)state the uses of acid and alkali in daily life, vii.)explain the meaning of neutralisation, viii.)write an equation in words to describe the neutralisation process, ix.)explain through examples the uses of neutralisation in daily life.

alkali in terms of pH value, taste, corrosive nature, effect on litmus paper, Carry out a discussion to define acid and alkali operationally. Carry out activities to determine the acidic and alkaline substances in daily life. Gather information on the usage of acid and alkali in everyday life such as in agriculture and industry. Discuss on the meaning of neutralisation. Carry out an activity to show neutralisation using the hydrochloric acid and sodium hydroxide of the same concentration. Discuss the application of neutralisation in daily life e.g. using shampoo and conditioner and, insect bite. Make a visit to a water purification site.

about the safety of oneself, others and environment Realising that science is a means to understand nature Being systematic Being confident and independent Appreciating the contribution of science and technology Thinking rationally

5.6 The students are able to: Analysing the methods i.)list the natural sources of
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Having interest and curiosity towards the

of water purification.

water, ii.)state the reasons for water purification, iii.)describe the various types of water purification, iv.)compare the strengths and weaknesses of the various types of water purification.

environment Brainstorming on the following: i.)natural resources of water, ii.)the reasons for water purification. Realising that science is a means to understand nature Having critical and analytical thinking Appreciating the contribution of science and technology

Discuss the various types of water purification such as filtration, boiling, chlorination and distillation.

Carry out activities to study Being systematic the various types of water purification such as filtration, Being confident and boiling and distillation. independent Pupils present their findings to discuss the strengths and weaknesses of the various types of water purification. Make a visit to a water processing plant to study the water supply system and stages involved in water purification. Discuss the ways to save water. Do a project on how much water the average household
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Thinking rationally

The students are able to: i.)describe how the water supply system works, ii.)explain ways to save water. 5.7 Analysing the water supply system.

Having interest and curiosity towards the environment Having critical and analytical thinking Appreciating the contribution of science and technology

The students are able to; i.)give examples of water pollutants, ii.)explain the effect of water pollution on living things, iii.)explain ways to control water pollution, iv.)explain ways to preserve water and its quality.

5.8 Understanding the preservation of water quality.

uses. Collect and interpret data on types of water pollutants which include: i.)industrial waste such as chemical and radioactive residues, ii.)domestic waste such as garbage and sewage, iii.)chemicals from the agricultural activities such as fertilisers and pesticides, iv.)siltation caused by constructions and deforestation, v.)accidental spillage from tankers. Conduct discussion on the effect of water pollution on living things. Generate ideas on ways to control water pollution. Discuss ways to conserve and preserve water and its quality. Run a campaign on Love Our Rivers

Having interest and curiosity towards the environment Realising that science is a means to understand nature Having critical and analytical thinking Appreciating the contribution of science and technology Being systematic Thinking rationally

PROGRESSIVE TEST II
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10

Chapter 6: Air Pressure

6.1 Understanding air pressure.

The students are able to: i.)explain the existence of air pressure with reference to the Kinetic Theory, ii.)explain the factors affecting air pressure.

Carry out an activity to discuss the kinetic theory of gases. Carry out an activity to show that air exerts pressure.

Realising that science is a means to understand nature Being diligent and persevering

Carry out activities to show the factors affecting air pressure, i.e. volume and temperature. 11 12 CUTI PERTENGAHAN SEMESTER II The students are able to: i.)explain with examples things that use the principle of air pressure, ii.)generate ideas to solve problems using the principle of air pressure, iii.)relate the safety measures taken when using gas under high pressure.

Appreciating the contribution of science and technology

Collect and interpret data on appliances that use the principle of air pressure. Gather information and discuss the application of air pressure in syringe, siphon, spraying pump and drinking straw. Discuss ways of using the principle of air pressure to solve daily problems such as blockage in sinks and pouring condensed milk from a can. Gather information on how a gas tank containing gas

Having interest and curiosity towards the environment Realising that science is a means to understand nature Being diligent and persevering Having critical and analytical thinking Appreciating the contribution of science and technology

6.2 Applying the principle of air pressure in daily life.

HARI KEMERDEKAAN

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under high pressure works. Discuss the safety precautions taken when using gas under high pressure.

Being systematic Daring to try Thinking rationally

The students are able to: i.)state that a force is a push or a pull, ii.)explain the effects of forces, iii.)explain the various types of forces. Chapter 7: Dynamics 7.1 Understanding force.

Carry out activities to show pushing and pulling are forces. Carry out activities to show the effects of force (changes in shape, position, speed and direction). Carry out activities to show different types of forces (frictional, gravitational, electrostatic and magnetic force).

Having interest and curiosity towards the environment Realising that science is a means to understand nature Being diligent and persevering Appreciating the contribution of science and technology Having interest and curiosity towards the environment Being honest and accurate in recording and validating data Appreciating the balance of nature

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7.2 Understanding the measurement of force.

The students are able to: i.)state the unit of force, ii.)explain how a spring balance works, iii.)measure the magnitude of force.

Discuss the unit of force and the principle of a spring balance. Carry out activity to measure the principle of a spring balance. Carry out activity to measure the magnitude of force.

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7.3 Application of frictional force.

The students are able to: i.)explain with example the existence of frictional force, ii.)state the direction and the magnitude of frictional force, iii.)carry out an experiment to show how different types of surfaces affect frictional force, iv.)explain the advantages and disadvantages of friction, v.)explain ways to increase friction, vi.)explain ways to reduce friction, vii.)explain with examples the application of friction in daily life.

Discuss with examples to show the existence of frictional force. Carry out activities to identify the direction of frictional force and measure the magnitude of the force. Carry out an experiment to show how different types of surfaces affect the magnitude of frictional force. Gather information and discuss the advantages and disadvantages of friction. Carry out activities on ways to: i.)increase friction, ii.)reduce friction. Discuss with examples to show work is done when an object is moved by a force. Carry out activities to determine the work done by using: Work (J) = Force (N) x Distance (m) Carry out activities to determine power by using:

Having interest and curiosity towards the environment Being honest and accurate in recording and validating data Appreciating the contribution of science and technology Having critical and analytical thinking Appreciating the balance of nature Being systematic Having interest and curiosity towards the environment Being honest and accurate in recording and validating data Being diligent and persevering Having interest and curiosity towards the

14

7.4 Application of work.

The students are able to: i.)explain with examples how work is done, ii. )state the unit of work, iii.)calculate the work done.

7.5 Application of power.

The students are able to: i.)state the meaning of power,

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ii.)state the unit of power, iii.)calculate power on the work done 7.6 Analysing the importance of force in life. 15 The students are able to: i.)describe how life will be if force does not exist The students are able to; i.)explain the support system in vertebrates and the various support systems in invertebrates, ii.)compare and contrast the support system between land and aquatic vertebrates, iii.)compare and contrast the support system between land and aquatic invertebrates.

Power (W) = Work (J) Time (s)

environment Having critical and analytical thinking Having interest and curiosity towards the environment Being honest and accurate in recording and validating data Realising that science is a means to understand nature Appreciating the balance of nature Having critical and analytical thinking Being thankful to God Being honest and accurate in recording and validating data Appreciating the balance of nature Realising that

Chapter 8: Support and movement

8.1 Understanding the support systems in animals.

Create an activity e.g. drawing a poster, sketching or acting to show how life would be without force. Gather information and discuss the various support systems in: i.)land and aquatic vertebrates, ii.)land and aquatic invertebrates. Carry out discussions on the following: i.)similarities and differences between support systems in land and aquatic vertebrates, ii.)similarities and differences between support systems in land and aquatic invertebrates. Carry out field work to study various support systems of plants. Carry out activities to classify plants based on their support systems. Discuss issues e.g.

8.2 Understanding the support systems in plants.

The students are able to: i.)explain the various support systems in woody and non woody plants, ii.)classify plants based on their support systems. The students are able to:
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8.3

Appreciating the support system in living things.

i.)justify the importance of the support system to living things.

i.)inability of whales to move back to sea after being washed ashore, ii.)a crippled person using crutches for support.

science is a means to understand nature Appreciating the balance of nature Having critical and analytical thinking Being honest and accurate in recording and validating data Being diligent and persevering Appreciating the contribution of science and technology Being confident an independent Appreciating the contribution of science and technology Having critical and analytical thinking Being flexible and open-minded

16

Chapter 9: Stability

The students are able to: i.)determine the point of equilibrium in regular and irregular shapes, ii.)relate the point of equilibrium as the centre 9.1 of gravity of objects, Understanding that the iii.)relate the centre of gravity to the centre of gravity stability of objects. affects stability.

Carry out activities to find the point of equilibrium in regular and irregular shapes. Carry out an experiment to find out how the centre of gravity effects the stability of an object by manipulating the: i.)height, ii.)base area. Discuss the relationship between the centre of gravity and stability. Carry out a brainstorming session on ways to improve stability. Carry out activities like doing projects or playing games to build models by applying the concept of stability.

9.2 Appreciating the importance of stability.

The students are able to: i.)suggest ways to improve the stability of objects around them, ii.)explain with examples the application of stability in life.

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17

The students are able to: i.)list things around them that use the principle of the lever, ii.)state what a lever can do, iii.)identify load, force and fulcrum in the lever, iv.)classify levers, v.)explain what is meant by the moment of a force, vi.)solve problems related to levers.

Discuss how a small effort can overcome a large load with the use of a lever. Make an observation on devices that use the principles of levers. Identify the load, force and fulcrum, and then classify the systems into first, second and third class levers. Discuss how humans apply the principles of levers to help them overcome large load. Discuss that the moment of force = force x perpendicular distance from the pivot to force. Carry out an activity to show the relationship between moment and the product of force and distance. Solving problems related to levers using the following formulae: Load (N) x distance of the

Having an interest and curiosity towards the environment Being diligent and persevering Being honest and accurate in recording and validating data

Realising that science is a means to understand nature Appreciating the contribution of science and technology Having critical and analytical thinking Being objective Being cooperative Thinking rationally

Chapter 10: Simple Machine

10.1 Analysing levers.

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load from fulcrum (m) = Force (N) x distance of the force from the fulcrum (m)

The students are able to: i.)design or improvise a device that uses the principle of a lever.

Carry out a project to build a device using the principle of a lever.

Having an interest and curiosity towards the environment Realising that science is a means to understand nature

10.2 Appreciating the innovative efforts in the design of machine to simplify work.

Appreciating the contribution of science and technology Having critical and analytical thinking Being objective Thinking rationally

18,19 20, 21

REVISION AND SECOND TERM EXAMINATION ANALISIS KEPUTUSAN PEPERIKSAAN

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CUTI AKHIR TAHUN

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