YEARLY LESSON PLAN

SCIENCE FORM 3
2019
KSSM
 BY : PN HALIZAH BINTI RAMTHAN
SMK GAJAH BERANG, 75200 MELAKA
SMK GAJAH BERANG, MELAKA
YEARLY LESSON PLAN SCIENCE FORM 3 2019

1.0 STIMULI AND RESPONSES

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

1.1 Human A pupil is able to:

WEEK 1 nervous system
1.1.1 Describe the structures and functions of Note:
2/1 – 4/1 human nervous system through drawings
Human nervous sytem consists of the brain,
spinal cord and peripheral nerves.

WEEK 2 1.1.2 Make a sequence to show the Suggested activity:

pathway of impulses in voluntary
7/1 – 11/1 and involuntary actions.
Make a creative presentation on:

 Parts involved in the movement of impulses

from the affector to the effector.

2
  The pathways of impulses in voluntary and
involuntary actions.
Justify the importance of human nervous
system in life..
1.1.3
Carry out activites to determine the importance of
both voluntary and involuntary actions such as:

 Measuring the speed of response in catching

a falling ruler (voluntary action),

 Detecting the changes in the pupil towards

light intensity (involuntary action).

3
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 3 1.2 Stimuli and 1.2.1 Draw the structures of sensory organs Suggested activity:
responses in and explain their functions and
14/1 – 18/1
human sensitivities towards stimuli.
Make a creative presentation on the structure and
functions of each part of the eye, ear, nose, skin and
tongue.

Carry out activites to show the sensitivity of sensory

organs (tongue and skin) towards stimuli related to the
number of receptors.

Note:
Introduce the functions of:

 Photoreceptors (rods and cones).

 Taste buds (different taste areas on the tongue

including umami).

 Olfactory receptor cells.

4
 WEEK 4 1.2.2 Explain the mechanism of hearing and sight Suggested activity:
through drawings.
21/1 – 25/1 Discuss and explain using a model :

 Hearing mechanism.
&  Sight mechanism.

1.2.3 Relate the human sensory organs to the Suggested activity:

WEEK 5 sensitivity towards various combination of
Carry out activities to show the sensitivity of
28/1 – 1/2 stimuli.
sensory organs towards stimuli which relate to
the number of receptors

5
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

Investigate the sensitivity of sensory organs in

the combination of:
 Sense of taste and sense of smell.
 Sense of touch and sense of sight.
 Sense of hearing and sense of sight.
 Sense of hearing and balancing.

WEEK 5 1.2.4 Explain through examples how the limitation Suggested activity:
of senses, defect in sensory organs and
28/1 – 1/2 Make a multimedia presentation on:
aging affect human hearing and sight.
 Optical illusion and blind spot.
 Various types of audio visual defects such as
short- sightedness, long-sightedness,
1.2.5 Justify how innovations and technologies astigmatism and hearing defects.
can improve the ability to sense in
sensory organs  Correcting audio visual defects using convex
*CHINESE lens, concave lens and hearing aids.
NEW YEAR
 Examples and effects of unhealthy lifestyle or
4/2-6/2 high risk careers that affect the sensitivity of
sensory organs.
 Being thankful for the Gift of senses and
the importance of practicing safety and
healthcare of the sensory organs.

6
7
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 6 1.3 The stimuli and 1.3.1 Describe the parts of a plant that are Note:
sensitive towards stimuli.
11/2 – 15/2 responses in plants. Responses in plants include phototropism,
geotropism, hydrotropism, thigmotropism and nastic
movement in the following aspects:
 Stimuli detected by plants.

 Parts of a plant that respond towards stimuli.

 Directions of responses towards stimuli
(positive or negative).

1.3.2 Justify how responses in plants ensure their Note:

sustainability and survival.
Relate plants response towards stimuli to get the
best conditions for growth. How the plants response
need to be stated.

8
 WEEK 7 1.3.3 Carry out experiments to study responses Suggested activity:
in plants towards various stimuli.
18/2 – 22/2 *(EXPERIMENT 1.1; TEXTBOOK page Carry out investigation through experiments on
30-33) responses in plants towards light, water, gravity and
touch.
Solve problems on responses in plants in different
situations such as in the ISS (International Space
Station).

9
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 7 1.4 Importance of 1.4.1 Explain with examples the types of Suggested activity:
responses to stimuli sight and hearing in animals.
18/2 – 22/2 Make a multimedia presentation on:
in animals

 Stereoscopic and monoscopic vision in animals,

 Stereophonic hearing and different
frequencies for different animals.
1.4.2 Communicate how sensory organs ensure Suggested activity:
the survival of animals on Earth.

Discuss responses in animals such as:

Responses Example
Whiskers Hysterix africaeaustralis
Electric field Gymnarchus niloticus

Pheromone Melolontha melolontha

Jacobson's organ Vipera berus

More than a pair Lyssomanes viridis

of eyes
Body sensor Valanga nigricornis

10
Lateral line Scomber australasicus

Scientific names of the animals are only for teacher’s

reference.

11
2.0 RESPIRATION

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 8 2.1 Respiratory A pupil is able to:

system
25/2 – 1/3 2.1.1 Draw and label the internal structures of the Suggested activity:
human respiratory system and describe the
Make a multimedia presentation to explain the
breathing mechanism.
structure in the human respiratory system.
Make a model or simulation to discuss the
actions of the diaphragm, intercostal muscles,
movement of the rib cage, changes in the
volume and air pressure in the thoracic cavity
during inhalation and exhalation.

2.1.2 Carry out experiments to investigate the Note:

differences in the content of gases in
Compare the results of the experiments to the
inhaled and exhaled air.
percentage of oxygen and carbon dioxide in
*(EXP 2.1; TEXTBOOK page. 50-52) inhaled and exhaled air theoretically.

12
13
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

2.2 Movement 2.2.1 Describe the movement and exchange of Suggested activity:
WEEK 9 and exchange oxygen and carbon dioxide in the human
Make a creative presentation to show the:
4/3 – 8/3 of gases in the body.
human body  Exchange of oxygen and carbon dioxide due to
the difference in concentration in the alveolus
and blood capillary.

 Diffusion of oxygen from the alveolus into the

blood capillary.

 Formation of an unstable compound,

that is, oxyhaemoglobin.

 Release of oxygen into the body cells.

 Oxidation of food during cellular

respiration to release energy.

 Diffusion of carbon dioxide from the cell into

the blood capillary then into the alveolus

14
2.2.2 Justify the importance of adaptation of the Note:
alveolar structure to increase efficiency of
Factors that affect the efficiency of the alveolus to
gaseous exchange in the human body.
maximise the gaseous exchange are thickness,
moisture, surface area and network of capillaries.

15
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 9 2.3 Health of human 2.3.1 Communicate about substances that Suggested activity:
respiratory system are harmful to the respiratory system
4/3 – 8/3 Gather information, analyse and make a
as well as diseases and their
multimedia presentation based on data from the
symptoms.
Malaysia Health Ministry or other countries on
respiratory diseases such as:

 Emphysema

 Lung cancer

 Bronchitis

 Asthma

Note:

Examples of substances that are harmful to the

respiratory system are tar, sulphur dioxide,
carbon monoxide, nitrogen dioxide, pollen
grains, haze and dust.

2.3.2 Carry out an experiment to show the effects Note:

of smoking on the lungs.
Realise that smoking affects the health of the
(EXP 2.2; TEXTBOOK page 62-63) smoker and others who do not smoke.
*DEMONSTATION BY TEACHER Introduce the term passive smoker.

16
17
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 10 2.4 Adaptation in 2.4.1 Justify how the respiratory system adapts in Suggested activity:
respiratory system different situations.
11/3 – 15/3 Do a creative presentation to explain how
other organisms carry out respiration

 Moist skin

 Gills

 Trachea

Carry out an active reading activity on the

adaptation and the ability of the respiratory system
in the following context:

 Different altitudes (at the bottom of the sea

and mountainous regions)
 Sports activities and lifestyle (athlete and
swimmer)

 Diseases (anaemia and sickle cell patient)

Note:

Realise that exercise and the choice of healthy

lifestyle are important to the respiratory system.

18
2.5 Gaseous 2.5.1 Explain the mechanism of gaseous Suggested activity:
exchange in exchange in plants.
Soak a leaf in boiling water to observe the
plants
gas released from its surface.

19
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 10 Observe the structure of a stoma under a

microscope and make a multimedia presentation
11/3 – 15/3 to show:

 A stomatal pore is controlled by two guard cells

 During the day, water enters the guard cells

by osmosis, causing them to become turgid
and open the stomatal pore.

 Diffusion of carbon dioxide takes place in the

stoma due to the difference in concentration.

 During the night, water is lost from the guard

cells through osmosis causing the stomatal
pore to close.

Note:

Osmosis needs to be introduced to explain

how it affects the stomatal pore.

20
 2.5.2 Communicate to justify the importance of an Suggested activity:
unpolluted environment for the growth and
Make a multimedia presentation on the effects of
survival of plants
pollution on plants and preventive steps to be taken
in local or global context.

WEEK 11
1ST MONTHLY TEST
18/3 – 22/3
MID SEMESTER ONE SCHOOL HOLIDAYS
23/3 -31/3

21
3.0 TRANSPORTATION

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

3.1 Transport A pupil is able to:

WEEK 12
system in
3.1.1 Describe the function of transport systems Suggested activity:
1/4 – 5/4 organisms
in complex and simple organisms.
Gather and share information on:

3.1.2 Compare and contrast the functions of  The need for a transport system in organisms
transport systems in complex and  The function of a transport system in organisms
simple organisms.
 The importance of a functional transport system in
3.1.3 Justify the importance of the function organisms and its impact if the system does not
of transport system in organisms. function properly.
Note:

A simple organism does not have any specific

transport system. Substances such as oxygen and
nutrients from the environment enter the cell via
diffusion through the cell membrane. Excretory
products are eliminated from cells via the same
method.

22
3.2 Blood 3.2.1 Generalise the meaning of blood Suggested activity:
circulatory system circulatory system in animals.
Carry out an active reading activity to compare
and contrast the blood circulatory system in
vertebrates such as, mammals, reptiles,
amphibians, birds and fishes.
Note:
The blood circulatory system is a tubular system
comprising of a pump and valves to ensure the flow of
blood in one direction.

23
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 13 3.2.2 Communicate to explain the structure Suggested activity:

and functions of a heart and blood
8/4 – 12/4 Make a multimedia presentation based on
vessels in human blood circulatory
research of real animal hearts to explain its
system
structure and functions.
Focus on the heart’s structures which enable it to
carry out its function.
Draw cross sections of an artery, vein and
blood capillary to differentiate the structures
and functions.
Note:

Introduce pulmonary and systemic circulatory

systems.
Religious sensitivities have to be taken into
account when obtaining the real animal heart.

3.2.3 Carry out experiments to study factors Suggested activity:

that affect pulse rate.
Carry out vigorous activities to relate the increase
*(EXP 3.1; TEXTBOOK page 92) in pulse rate to the rate of oxygen uptake and
release of carbon dioxide.
Measure and take blood pressure readings
(systolic and diastolic readings) and discuss the
lub dub sound produced during heartbeat.
Study the effect of physical activities on pulse rate
and discuss other factors that influence pulse rate
24
such as:
 Gender , Age , Body health

25
 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD

WEEK 13 3.2 3.2.4 Justify the importance of maintaining a Suggested activity:

heathy heart..
8/4 – 12/4 Blood circulatory
system
Attention should be given to heart health due to
the significance of its functions in one’s
wellness.

Carry out project-based learning using STEM

approaches to plan an awareness campaign to
enhance knowledge and understanding about heart
health.

WEEK 14 3.3 Human blood 3.3.1 Separate the components and constituents of Suggested activity:
human blood.
15/4 – 19/4 Separate the component of blood using
centrifugal separation.
Carry out an active reading activity on the
constituents transported in blood, that is, nutrients,
gases, enzymes, hormones and waste products.

3.3.2 Identify blood groups and the effects of receiving Suggested activity:
incompatible blood groups.
Collect data on blood groups from each student and
discuss:

 Compatibility of blood donors and recipients in

aspects of antigen types and antibodies for
blood groups A, B, AB and O.

26
 Effects of incompatible blood types such as
blood coagulation.

27
 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD

WEEK 14 3.3 3.3.3 Communicate about the importance of blood Suggested activity:
donation in context of daily life.
15/4 – 19/4 Human blood
. Blood is needed everyday in saving lives. Blood is
required for surgery and blood transfusion for
accident victims as well as treating diseases like
leukemia, thalassaemia and haemophilia.

Carry out project-based learning using STEM

approaches to plan and organize activities to solve
the following issues:

 Importance of blood donation.

 Criteria to be a blood donor
 Issues related to blood donation.
 Methods of handling and storing donated blood.

Please refer to frequently asked questions posed in

the National Blood Bank website/www/pdn.gov.my
for further insight on this discussion.

28
29
 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD

WEEK 15 3.4 Transport 3.4.1 Describe transpiration in plants Suggested activity:

system in plants
22/4 – 26/4 Observe video to understand transpiration in plants.
Note:
Introduce guttation in plants.

3.4.2 Carry out experiments to investigate the Notes:

factors affecting the rate of transpiration.
Factors affecting the rate of transpiration are:
*(EXPERIMENT 3.4.2)
 Light intensity

 Air humidity

 Temperature

 Wind
Being thankful to the uniqueness of the transport
system for continuity of life..

3.4.3 Differentiate between the structure and Suggested activity:

functions of components in a vascular bundle of a
Investigate water pathway in the cross section of
plant.
a stem using dye or browse the internet to locate
the position and structure of the xylem and
phloem in a vascular bundle.
Based on the understanding of transport system in
plants, discuss examples of hypothetical situations in
the absence of xylem or phloem.

30
3.5 3.5.1 Compare blood circulatory system in Note:
animals with transport sytem in plants.
Blood circulatory Being thankful for the uniqueness of the
system and circulatory system to the continuity of life.
transport system
in plants

31
4.0 REACTIVITY OF METALS

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

4.1 A pupil is able to:

WEEK 16
Variety of minerals 4.1.1 Explain with examples minerals that are Note:
29/4 – 3/5
found in the Earth’s crust.
Minerals in Earth’s crust consist of:
*LABOUR
DAY (1/5)  Elements such as gold and silver.

 Compounds such as bauxite, haematite, galena

and cassiterite..
4.1.2 Identify elements found in natural Suggested activity:
compounds.
Carry out activities to show that natural compounds
are formed from the combination of several
elements.
Introduce the common and scientific names
for a compound. Example:

Common name Scientific name Elements

Bauxite Aluminium Aluminium and
(aluminium ore) Oxide Oxygen
Galena Plumbum(II) Lead and
(plumbum ore) Sulphide Sulphur

4.1.3 Explain with examples the characteristics Suggested activity:

of natural minerals and its uses in daily life.
Gather information on natural minerals and its uses.
32
Examples:
Natural minerals Chemical / Uses
physical
characteristic
Calcium oxide Basic Neutralise
acidic soil
Silicon dioxide High melting Make glass
point

33
WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

4.2 4.2.1 Construct a reactivity series of metals Suggested activity:

WEEK 16 based on its reactivity with oxygen and
Reactivity series of Study the reaction of heating metals such as
29/4 – 3/5 write the word equation for the reactions.
metals magnesium, aluminium, zinc, ferrum and lead,
with oxygen.

& Arrange metals into a reactivity series based on their

reactions.

4.2.2 Determine the position of carbon and Suggested activity:

WEEK 17 hydrogen in the reactivity series of
Demonstration by teacher:
metals
6/5 – 10/5
Determine the position of carbon in the reactivity series
by heating ferrum(II) oxide with carbon (Example –
Thermite reaction).

Pupils carry out these metal heating activities:

Zinc oxide with carbon.

Aluminium oxide with carbon.

Note:
The position of hydrogen in the reactivity series of
metals is determined by interpretation of data.

34
4.3 4.3.1 Communicate about the extraction of metals Suggested activity:
from its ore by illustrations.
Extraction of metals
from its ore.
Make a multimedia presentation on how metals
extraction is done based on process below:

 Extraction of Iron.

 Extraction of tin in Malaysia.

4.3.2 Generate ideas on how to solve problems Suggested activities:

from unplanned mining activities to life on
Earth.
Debate on mining issues in Malaysia and its impact on
the environment.

Make a poster presentation or gallery walk on how

efforts are made to conserve mining areas towards
sustainable development.

35
5.0 THERMOCHEMISTRY

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 18
MID YEAR EXAMINATION
13/5 - 17/5

WEEK 19 5.1 A pupil is able to:

20/5 – 24/5 Endothermic and 5.1.1 Define endothermic and exothermic Suggested activity:
exothermic reactions reactions.
Carry out an investigation to verify similarities and
differences in endothermic and exothermic
* WESAK reactions with respect to:
DAY Relate heat absorbed or released in a
5.1.2
chemical reaction to endothermic and  Changes in thermometer reading.
19 – 20/5 exothermic reactions.
 Changes in heat.

Relate these changes with the concept of

thermal equilibrium.
Carry out an experiment to compare and Note:
contrast endothermic and exothermic
5.1.3 reactions. Examples of chemical changes that involve heat are
the burning of paper, photosynthesis, bomb
*(EXP 5.1; textbook page 149-151) explosion, cake baking, and respiration.

5.1.4 Explain with examples exothermic and Suggested activity:

endothermic reactions.
Carry out project based learning to determine the
best parameter or variables for:

36
 Design materials using the concept of
exothermic and endothermic processes to
solve problems in life.  Producing materials to relieve muscle cramp
5.1.5

 Producing emergency lamps during power failure

 Building a container which maintains

high temperature or low temperature.

Refer to Module 7 HEBAT Sains (Heat)

37
6.0 ELECTRICITY AND MAGNETISM

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

MID YEAR SCHOOL HOLIDAY (25/5/2019 – 9/6/2019) / HARI RAYA AIDIL FITRI (5/6 & 6/6)

6.1 A pupil is able to:

WEEK 20
Generation of 6.1.1 Describe energy sources in terms of renewable Note:
10/6 – 14/6
electricity energy and non-renewable energy
Examples of renewable energy sources are
hydropower, waves, solar, tides, winds, biomass,
and geothermal.
Examples of non-renewable energy sources
are nuclear energy, coal, natural gas and
diesel.
Refer to Module 19 HEBAT Sains (Earth Resources).

6.1.2 Explain with examples the process of Suggested activity:

generating electricity from various sources
Build a simple generator that can light up LEDs,
of energy.
using magnets and coils of wire. It should be
stressed that current is induced only when the
magnetic field is cut.
Carry out a group discussion on how electricity is
generated in power stations using various sources of
energy..

38
6.1.3 Differentiate between direct current and Suggested activity:
alternating current
Use a cathode ray oscilloscope to show the difference
in the shape of the graph, direction of the current and
voltage change for direct current (d.c.) and alternating
current (a.c.).Note:
Most generators generate a.c. while solar cells and
batteries produce d.c.

39
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 20 6.1.4 Solve problems related to electricity supply Suggested activity:

in life.
10/6 – 14/6 Make a model or innovation to solve problems
involving the generation of electricity in rural areas,
using turbines and generators, without affecting the
environment.
Refer to Module 22 HEBAT Sains (Energy).

6.2 6.2.1 Carry out an experiment to build a Suggested activity:

step-up and a step-down transformer.
Transformer Make a creative presentation about transformers:
*(EXP 6.2.1)
 Describe that transformers only work
with alternating current.
WEEK 20
 Build a simple transformer using a laminated
10/6 – 14/6 iron core.
 Control variables such as the ratio of the
number of secondary coils to the number of
primary coils in building step-up and step-down
transformers.

40
6.2.2 Communicate about transformers Suggested activity:
and the use of transformers in
electrical home appliances.
Make a multimedia presentation about the use of
transformers in home appliances.
Solve numerical problems using
6.2.3 formula involving transformers.
Note:
Introduce the formula:
Np = Vp
Ns Vs

Np - Number of turns of primary coil.

Ns - Number of turns of secondary coil.
Vp - Input voltage of primary coil.
Vs - Output voltage of secondary coil.
Vs - Voltan output gegelung sekunder.

41
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 20 6.3 6.3.1 Explain the function of components in the Suggested activity:
transmission and distribution of electricity
10/6 – 14/6 Transmission and Arrange in order the components in the transmission
by drawing.
distribution of and distribution of electricity such as power stations,
electricity step-up transformer stations, National Grid Network,
step-down transformer stations, distribution sub-
stations, switches, main intake sub-stations.

Discuss the issues and impact of National Grid

Network pylons near residential area.

6.3.2 Explain with examples electricity supply and Suggested activity:

wiring systems in homes.
Discuss single phase and 3-phase wiring systems
in homes.

Note:Components of home wiring system include a

fuse box, circuit breaker, main switch, live wire, neutral
wire, earth wire, electrical meter and the usage of
international color codes in wiring.
Introduce 2 pin and 3 pin plugs and its suitability
of use in different countries

42
 6.3.3 Distinguish between safety components in a Suggested activity:
WEEK 21 home electrical wiring system.
Carry out an activity to identify the functions, types and
17/6 – 21/6 rating of fuses, and to determine the suitable value of
fuse to be used.

Make a group discussion to identify:

 Function of earth wire.

 Function of the Miniature Circuit Breaker(MCB),

and Earth Leakage Circuit Breaker(ELCB).

 Lightning conductor.

 Switch

43
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

6.3.4 Communicate about safety in Suggested activity:

transmission and distribution of
Make brochures or posters for the following:
electricity and the use of electrical
WEEK 21 appliances..  Cause of electrical short circuit.

17/6 – 21/6  Cause of electrical accidents.

 Safety measures when using electricity.

 Steps to take when electrical shock occurs.

WEEK 21 6.4 6.4.1 Define energy efficiency.. Note:

17/6 – 21/6 Calculate the cost of Introduce the role of the Energy Commision in the
electricity consumption labelling of electrical equipments using Energy
6.4.2 List examples of technology that applies the Efficiency Rating and Labelling.
concept of energy efficiency.
Suggested activity:

 List down the power and voltage values of

6.4.3 Determine the amount of electricity used in
electrical appliances at home.
electrical appliances.
 Calculate the current used by each electrical
appliances.
Note:
Introduce formula:
Power (W) = Electrical energy used (J) / Time (s)
Power (W) = Voltage (V) x Electric current (A)

44
6.4.4 Relate electrical energy consumption, Note:
power and time by calculating the cost of electrical
energy used by electrical appliances.
Introduce the formula:
Energy Consumption (kWh) = Power (kW) x Time(h)
6.4.5 Conduct a home energy audit of electrical Suggested activity:
appliances used as a measure to save electricity
usage at home..
Interpret data on electricity use with reference to the
electricity bill collected within a specified period of time.
Make conclusions about usage patterns observed and
suggest saving measures that need to be taken.

45
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 21 6.4.6 Communicate about ways of saving Cadangan aktiviti:

electrical energy usage at home.
17/6 – 21/6 Suggested activity:
Make a multimedia presentation on the concept
of green building in a local or global context.

Malaysia is aiming to reduce carbon footprint by

reducing carbon dioxide emissions by 45% by
2030.

Extracted from Sun Daily 21 April

2016

Design or innovate a model of a green building

that applies the concept of energy conservation,
through project base learning, using STEM
approach.

Emphasis is given to:

 Energy efficiency.

 Power sales
 Appliances with Energy Efficiency Rating and
46
Labelling

47
7.0 ENERGY AND POWER

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 22 7.1 A pupil is able to:

48
24/6 – 28/6 Work , Energy 7.1.1 Define work and solve problems Suggested activity:
and Power related to energy in the context of daily Conduct activities and solve numerical
life. problems to calculate work done for:
 An object moving horizontally.

 An object moving vertically (against

gravitational force).
Discuss the relationship between total work
done and energy used.
Note:

Work is defined as the product of force and

displacement in the direction of the force. Energy is
the ability to do work.

Work = Force x Displacement (W=Fs)

S.I. unit for work is Joule.

When a force of 1 Newton is applied to move an

object over a displacement of 1 meter in the direction
of the force, 1 J of energy is used.
(1 Nm = 1 J)

49
50
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 22 7.1.2 Relate power with work and solve

24/6 – 28/6 problems in the context of daily life. Suggested activity:
Conduct activities and solve numerical
problems to calculate power when:
 An object is moving horizontally.

 An object is moving vertically.

using a spring balance and
stopwatch. Note:

Power is defined as the rate of doing work.

Power = Work/ Time.

S.I. unit for power is Watt.

When 1 Joule of work is done in 1 second, power

of 1 Watt is used. (1 J/s = 1 W)

51
WEEK 23 7.2 7.2.1 Explain with examples gravitational potential Suggested Activity:
energy and solve problems in the context of
1/7 – 5/7 Potential Energy and Conduct activity to solve numerical problems related
daily life..
Kinetic Energy to potential energy.
Note:

Gravitational potential energy is work done to lift an

object to a height, h, from the Earth’s surface.
Gravitational potential energy =mgh

Note:

Weight (W) = mass(m) x gravitational acceleration(g).

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g is approximately 10 m/s2 or 10 N/kg

53
WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 23 7.2.2 Calculate elastic potential energy in Suggested activity:

the context of daily life. Discuss that elastic potential energy is the energy
1/7 – 5/7
stored in a compressed or stretched spring.

Relate elastic potential energy, Ep as work done, W to

compress or stretch a spring over a displacement, x
from the position of equilibrium.

Note:
Elastic potential energy, Ep = ½ Fx
Force to extend a spring increases uniformly from zero
with the extention of the spring. Therefore, to calculate
work done in stretching a spring, we use average value
of
force, that is:
Average force = (0 + F)/2 = ½ F

7.2.3 Explain with examples kinetic energy Suggested activity:

in the context of daily life. Discuss that kinetic energy is the energy possessed
by a moving object.
Note:
Kinetic energy, Ek = ½ mv2

54
7.3 Principle of 7.3.1 Explain with examples The Suggested activity:
Conservation Principle of Conservation of Energy.
Conduct an activity to demonstrate The Principle of
of Energy
Conservation of Energy, by observing an oscillating
system such as a simple pendulum and loaded spring.

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WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 23 7.3.2 Solve qualitative and quantitative problems Suggested activity:

involving the transformation of kinetic
1/7 – 5/7
energy and potential energy in a closed
system.. Discuss daily situations involving the conversion of
energy such as the motion of a swing, the falling of an
object from a certain height, the movement of the
roller- coaster and toys with springs like toy cars and
pistols.
Solve quantitative problems using the following
equations:

Note:
mgh = ½ mv2
½ Fx = mgh
½ Fx = ½ mv2

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 8.0 RADIOACTIVITY

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 24 8.1 A pupil is able to:

8/7 – 12/7 History of the 8.1.1 Describe the history of the Note:
discovery of discovery of radioactivity.
radioactivity
Introduce the following physicists:

 Wilhelm Roentgen.

 Henri Becquerel.

 Marie and Pierre Curie

8.1.2 Explain with examples radioactive Suggested activity:

materials, radioactivity and the concept of
Make a cloud chamber to study the tracks produced by
half-life.
radioactive substances.
Note:

Radioactivity is the spontaneous decomposition of an

unstable nucleus by emitting radioactive radiations.
Examples of radioactive materials are: Carbon-14 (C-
14), Radon-222 (Rn-222), Thorium-232 (Th-232),
Uranium- 235 (U-235)

Introduce unit of radioactivity such as Becquerel

(Bq) and Curie (Ci).

57
WEEK 24 8.2 8.2.1 Draw an atomic structure in a stable state Note:
8/7 – 12/7 Atom and nucleus According to Dalton's Atomic Theory, atoms are the
smallest particles in matter. However, the development
of science has succeeded in finding particles that are
even smaller than protons and neutrons.

8.2.2 Explain the formation of positive ions and Emphasis is given to the understanding that an atom is
negative ions. neutral because the number of protons and electrons
are the same.

58
WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 24 8.3 8.3.1 Describe ionising radiation and non- Suggested activity:
ionising radiation.
8/7 – 12/7 Ionising radiation Research and report on ionising radiation such as alpha,
and Non- beta, gamma and X-rays.
ionising radiation
Differentiate the three types of ionising Note:
radiation in radioactive decay.
8.3.2
The difference between the three rays in terms of
particle size, charge, ionising power, penetrating power,
deflection by magnetic field and electric field.

8.3.3 Explain with examples sources of Suggested activity:

ionising radiation in the environment,
Carry out an activity to detect natural background
natural resources and man-made
radiation in soils, rocks and plants using a background
sources
radiation survey meter.
Note:

 Natural sources of ionising radiation are cosmic

rays and background radiation

 Man-made sources of ionising radiation are

nuclear accidents, nuclear tests, and the
production of radioisotopes for various uses.

 The unit of dose rate measurement for

background radiation is microSievert/hour (μSv /
h). 1 Sv is equal to 1 Joule of radioactive energy

59
 absorbed by 1 kilogram of living tissue.

 Dose rate less than 0.2 μSv / h is considered a

safe level of background radiation.

8.3.4 Discuss ways to manage the risks from Suggested activity:

exposure to natural and man made
Interprete health-related data on the level of ionising
ionising radiation.
radiation absorbed by the human body.
Determine the action to be taken if it exceeds the safety
level, especially for individuals working in the aviation
sector or industries related to radioisotope processing
and production.

60
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 25 8.4 8.4.1 Communicate about the use of Suggested activity:

radioactive radiation for wellbeing.
15/7 – 19/7 The use of Conduct a gallery walk on the use of radioactive
radioactive radiation in the areas of agriculture, defense, medicine,
radiation archeology or geochronology, industrial and food
preservation..

8.4.2. Justify the importance of proper handling Note:

of radioactive substances and radioactive
Safety measures in the handling of radioactive
waste.
substances and radioactive waste.
To be in awe of the Almighty for creating radioactive
particles that have many uses to sustain life.

61
9.0 SPACE WEATHER

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 26 9.1 A pupil is able to:

22/7 – 26/7 The Sun's 9.1.1 Explain the structure of the Sun and Suggested activity:
activities that phenomena that occur on the Sun’s surface
affect the Earth Gather and share information on the Sun’s structure
by drawing.
consisting of core, convection zone, radiation zone,
photosphere, chromosphere and corona.

Notes:
Examples of phenomena that occur on the surface of
the Sun are granules, prominence, solar flares, solar
cycle, sunspots, coronal mass ejections and solar
wind.

9.1.2 Justify the importance of the Earth’s Suggested activity:

magnetosphere.

Gather and share information about the magnetosphere

in terms of definition, formation, shape and its
importance.
Brainstorming on the condition of Earth without the
magnetosphere.

62
9.2 9.2.1 Communicate about space weather and its Suggested activity:
effects on Earth.
Space Weather Gather and share information on space weather in terms
of its definition and effects on the Earth such as the
formation of aurora, disturbances of telecommunication,
navigation system and power lines.
Interpreting space weather data by relating the number of
sunspots (solar cycle) with the increase of coronal mass
ejections and solar wind.

Note:

An aurora is formed when cosmic rays collide with gas

atoms and molecules in the Earth’s atmosphere.

63
10.0 SPACE EXPLORATION

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

10.1 A pupil is able to:

WEEK 27
Development in 10.1.1 Explain the historical development of the Suggested activitiy:
29/7 – 2/8
astronomy Solar System model by drawing.
Carry out an active reading activity to know the
development of model built by:
 Ptolemy

 Copernicus
 Kepler
Realizing that knowledge gained by scientific research
is a product of human effort to obtain rational
explanations about natural phenomena based on the
ability to think out of the box.

64
10.2 10.2.1 Communicate about the importance of the Suggested activity:
development of technology and its application
Development of
in space exploration..
technology and its
Carry out an active reading activity or make a
application in
multimedia presentation on:
space exploration

 The history of space exploration.

 Construction of rockets, satellites and space

probes.

 Remote sensing technology used in agriculture,

geology, disaster management, defence and etc.

10.2.2 Justify the exploration need to continue Suggested activity:

space
Debate on issues of space exploration in the local and
global context.

65
 WEEK /
ACTIVITIES/ PROGRAMMES
DATE

WEEK 28
PT3 TRIAL EXAMINATION
5/8 – 9/8

10/8 - 18/8 MID SEMESTER 2 SCHOOL HOLIDAYS / HARI RAYA AIDIL ADHA (12/8 & 13/8)

WEEK 29
PT3 TRIAL EXAMINATION CORRECTION
19/8 – 23/8
WEEK 30
REVISION (FORM 1: CHAPTER 1-4)
26/8 – 30/8
WEEK 31
REVISION (FORM 1: CHAPTER 5-9)
2/9 – 6/9

WEEK 32
REVISION (FORM 2: CHAPTER 1-6)
9/9 – 13/9
WEEK 33
REVISION (FORM 2: CHAPTER 7-13)
16/9 – 20/9
WEEK 34
INTENSIVE PREPARATION FOR PT3 (STATE TRIAL EXAMINATION )
23/9 – 27/9

WEEK 35
INTENSIVE PREPARATION FOR PT3 (STATE TRIAL EXAMINATION )
30/9 – 4/10
WEEK 36
PT3 EXAMINATION
7/10 – 11/10

WEEK 37

66
14/10 - 18/10

WEEK 38
21/10 - 25/10

WEEK 39
28/10 – 1/11
POST PT3 PROGRAMS
WEEK 40
4/11 – 8/11

WEEK 41
11/11 -15/11

WEEK 42
18/11 –22/11

23/11-31/12 SCHOOL HOLIDAYS

67