Rpt Science f2

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YEARLY PLAN FOR SCIENCE FORM 2 2011

WEEK

LEARNINGOBJECTIIVES

SUGGESTED LEARNINGACTIVITIES

LEARNINGOUTCOMES

NOTES VOCABULARY

THEME: MANAGEMENT AND CONTINUITY OF LIFELEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

1(03-07)

Jan

1.1

Understanding thesensory organs andtheir functions

Carry out activities to make connection

between the five senses, the sensory organsand the stimuli.

Discuss what happens in our body after astimulus is detected.

student is able to:• identify and relate a sensory organ to its

stimulus,• state the pathway from stimulus to

response:Stimulus, Sensory organs, Nerves, Brain, Nerves, Response

The five sensory

organs have beenintroduced in PrimaryScience

brain – otak

nerve – saraf response – gerakbalasstimuli – rangsangansensory organ – organderia

1.2Understanding thesense of touch

Carry out activities to study the following:a) structure of the human skin involved instimuli detection,

b) sensitivity of the skin at different parts of the body towards stimuli.

Discuss the sensitivity of the skin inconnection to the following situations:a) receiving an injection,

b) using Braille.

A student is able to:• identify the structure of the human

skin involved in stimulidetection,• state the function of different

receptors – pressure, heat, pain,• draw conclusion on the sensitivity of

the skin at different parts of the bodytowards stimuli

The structures of thereceptors are notrequired.

cold – kesejukanheat – kepanasan

pain – kesakitan pressure – tekananreceptor – hujung saraf sensitivity – kepekaanskin – kulit touch – sentuhan

1



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY


2(10-14)

Jan

1.3Understanding thesense of smell.

Discuss the structure of the nose and the position of the sensory cells using models,charts, computer software and other teaching aids.

A student is able to:• identify the structure of the nose,• identify the position of the sensory

cells in the detection of smell.

nose – hidung sensory cells – sel deria

1.4Understanding thesense of taste.

Carry out activities to detect the differentareas of the tongue that respond to differenttastes.

Carry out activities to find how taste isrelated to smell.

A student is able to:• identify the different areas of the

tongue that respond to different taste,• relate the sense of taste with the sense

of smell.

bitter – pahit salty – masinsour – masamsweet – manistaste – rasatongue – lidah

1.5Understanding thesense of hearing.

Observe and identify the structure of thehuman ear.Discuss the function of each part of the ear.Discuss the hearing mechanism.


ear,• explain the function of the different

parts of the ear,• describe how we hear.

Teacher isencouraged to usecomputer simulationto illustrate the

hearing mechanism.

cochlea – kokleaear – telingaear drum – gegendang telinga

3(17-22)

Jan

1.6Understanding thesense of sight.

Examine the cow’s eye or model of ahuman eye.

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


eye,• explain the functions of different

parts of the eye,• describe how we see.

These activities willtake about twoweeks.

Condition – keadaan.Similar – serupaWatered – disiramSunlight – cahayamatahari

2



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY


3(17-22)

Jan1.7Understanding lightand sight

Carry out activities to study:a) reflection of light,

b) refraction of light between two mediums

of different density.Collect information about the types of defects of vision and the contribution/use of technology to rectify them.

Carry out activities to show what shortsightedness and long sightedness are andhow to correct them.Discuss what astigmatism is and the way tocorrect it.

Carry out activities to investigate thefollowing:a) optical illusion,

b) blind-spot.

Discuss the connection betweenstereoscopic vision and monocular visionwith the survival of animals.Gather information about the device toovercome the limitation of sight.

A student is able to:• describe the properties of light i.e.

reflection and refraction,• state the various defects of vision,• explain ways to correct vision defects,• state and give examples of the

limitations of sight,• connect stereoscopic and monocular

visions with the survival of animals,• identify the appropriate device to

overcome the limitations of sight.

Relate the propertiesof light to natural

phenomena and daily

usage.Angles of incidence,reflection, refractionand normal are notrequired.

Astigmatism, opticalillusions, blind-spot,monocular andstereoscopic visionsshould be introduced.

Microscope,magnifying glass,telescope, binoculars,ultrasound scanningdevice, X-ray,

periscope should beincluded.

density – ketumpatanmedium – bahantara/medium

reflection – pantulanrefraction – pembiasanastigmatism – astigmatisme

blind spot – bintik (or titik) butalong sightedness – rabundekat monocular vision –

penglihatan monokular optical illusion – ilusioptik

periscope – periskopshort sightedness – rabun jauhstereoscopic vision –

penglihatan stereoskopik

WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY


4(24-28)

Jan

1.8Understandingsound and hearing.

Carry out activities to investigate:a) the production of sound,

b) the need of medium for sound to travel,c) the reflection and absorption of sound.

A student is able to:• describe the properties of sound,• explain the reflection and absorption

of sound,• explain the defects of hearing,

Include devices suchas hearing aids andstethoscope.

3



Collect information abouta) the defects of hearing,

b) ways to rectify the defects of hearing.

Discuss the limitations of hearing and waysof improving it.Carry out activities to investigate the needfor stereophonic hearing in determining thedirection of sound.

• explain ways of rectifying the defectsin hearing,

• state the limitations of hearing,• state the device used to overcome the

limitations ofhearing,• explain stereophonic hearing.

31 Jan – 04 Feb CUTI TAHUN BARU CINA

5(07-11)

Feb

1.9Understanding thestimuli andresponses in plants.

Carry out experiments to investigate andidentify:a) stimuli detected by plants,

b) the parts of the plants sensitive tospecific stimulus.

Discuss in what ways the response of plantstowards stimuli are important for their survival.

A student is able to:• state the stimuli that cause response

in plants,• identify the parts of plants sensitive to

specific stimulus,• relate the response in plants to their

survival.

Responses in plantsshould include

phototropism,geotropism,hydrotropism, nasticmovement,tigmotropism.

4



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY

THEME: MANAGEMENT AND CONTINUITY OF LIFELEARNING AREA: 2. NUTRITION

6(14-19)

Feb

2.1Analysing theclasses of food.

Discuss the classes of food i.e.carbohydrate, protein, fats, vitamins,minerals, fibre and water and state their

functions.

Carry out activities to test for starch (iodinesolution), glucose(Benedict solution), protein(Millon’s reagent) and fats(alcohol-emulsion test).

A student is able to:• explain through examples the classes

of food,• state the function of each class of

food,• test for starch, glucose, protein and

fats.

Only the major vitamins (A, B, C, D,E and K) and

minerals (calcium,sodium, iron, iodine,

phosphorus and potassium) arerequired.Vitamin B need not

be classified into B1,B2 and so on.Introducealcoholemulsion testfor fat

fats – lemak fibre – pelawas

potassium – kalium

starch – kanjisodium – natrium

15 Feb CUTI MAULIDUR RASUL7

(21-25)Feb

2.1Analysing theclasses of food.

Discuss the classes of food i.e.carbohydrate, protein, fats, vitamins,minerals, fibre and water and state their functions.

Carry out activities to test for starch (iodinesolution), glucose(Benedict solution), protein(Millon’s reagent) and fats(alcohol-emulsion test).

A student is able to:• explain through examples the classes

of food,• state the function of each class of

food,• test for starch, glucose, protein and

fats.

Only the major vitamins (A, B, C, D,E and K) andminerals (calcium,sodium, iron, iodine,

phosphorus and potassium) arerequired.Vitamin B need not

be classified into B1,B2 and so on.Introducealcoholemulsion testfor fat

fats – lemak fibre – pelawas

potassium – kaliumstarch – kanjisodium – natrium

5



WEEK LEARNING

OBJECTIIVESSUGGESTED LEARNING

ACTIVITIESLEARNINGOUTCOMES

NOTES VOCABULARY

8(28Feb –

04March)

2.2Evaluating theimportance of a

balanced diet.

Discuss:a) what a balanced diet is,

b) the factors that determine a person’s balanced diet: age, size, sex, job, climate,state of health.

Collect food wrappers that show calorificvalue of food and make a list to show thecalorific value for each type of food.

Discuss to estimate the calories of foodtaken in a meal.Plan a balanced diet for a day.(breakfast, lunch and dinner)

A student is able to:• state what a balanced diet is,• state the factors that must be

considered when planning a balanceddiet,

• explain how the factors affect a balanced diet,

• state the quantity of energy in eachgram of carbohydrate, protein and fats,

• estimate the calories of food taken in ameal,

• plan a balanced diet.

The unit of energy infood can be measuredeither in joules or calories.

balanced diet – gizi seimbang calorific value – nilaikaloriclimate – cuacafood wrapper –

bungkusan makanan

9(07-11)March

UJIAN PERTENGAHAN PENGGAL 1

(12 – 20)March CUTI PERTENGAHAN PENGGAL 1

10(21–25)March

2.3Understanding thedigestive system inman.

Discuss that digestion is the breakdown of large food molecules into smaller solublemolecules that can be readily absorbed bythe body.

Identify parts of the digestive system and theflow of food particles in the alimentarycanal using model/chart/CD ROM.

Discuss the functions of the various organsin the digestive system and the enzymesfound.

Carry out activities to show the action of theenzyme in the saliva on starch.

A student is able to:• explain what digestion is,• identify the parts of the digestive

system,• describe the flow of food particles in

the alimentary canal,• state the functions of the organs in the

digestive system,• describe the process of digestion in

the alimentary canal,• list the end products of digestion of

carbohydrate, protein and fats.

Enzymes should onlyinclude amylase,

protease and lipase.

alimentary canal – salur penghadamananus – dubur appendix – umbai usus

bile – jus hempedudigestion –

penghadamanenzyme – enzimgall bladder – pundi

hempedugut – salur penghadamaninsoluble – tidak larut large intestine – ususbesar liver – hatisaliva – air liur

6



small intestine – ususkecil stomach – perut

7



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY

THEME: MANAGEMENT AND CONTINUITY OF LIFELEARNING AREA: 2. NUTRITION

10(21-25)March

2.4Understanding the

process of

absorption of digested food

Discuss the process of absorption of the products of digestion in the small intestine.

Carry out an experiment to show the

absorption of glucose through a Viskingtube.

A student is able to:• explain the process of absorption of

the products of digestion,• make inference about the absorption

of glucose through a Visking tube.

The structure of vilusis not required. Needonly mention vilusincreases the surface

area for absorption.

absorption – penyerapananalogise – membuat analogi

blood stream – alirandarahdiffusion – resapan

11(28

March – 1 April)

2.5Understanding thereabsorption of water anddefecation.

Discuss the reabsorption of water by thelarge intestine and the process of defecation.

Discuss the importance of good eatinghabits to avoid constipation.

A student is able to:• state how water is reabsorbed in the

large intestine,• explain defecation,• relate the problem of defecation with

eating habits.

constipation – sembelit defecation –

penyahtinjaanlarge intestine – ususbesar reabsoption –

penyerapan semula

11(28

March – 1 April)

2.6Put into practice thehabits of healthyeating.

Plan and carry out a healthy eating habit.

Discuss the following topics :a) practicing good eating habits i.e. eatingnutritious food and eating inmoderation,

b) the generous distribution of food to theunderprivileged / needy,c) cultural practices in dining conforming tosensitivities and religious beliefs

A student is able to:• justify the importance of eating

nutritious food,• put in practice good eating habits,• justify the generous distribution of

food to the underprivileged / needy,• relate the dining culture of different

people conforming to sensitivities andreligious beliefs

habits – amalanneedy – sangat miskinnutritious food – makanan berkhasiat underprivileged – kurang bernasib baik religious beliefs – kepercayaan agama

WEEK LEARNING



NOTES VOCABULARY

THEME: MAN AND THE VARIETY OF LIVING THINGSLEARNING AREA: 3. BIODIVERSITY

12(4-9)April

1.1Understandingvariety of living

Discuss the diversity in the generalcharacteristics of living organisms.

A student is able to:• explain the diversity of living

Basic concept onvariety of livingorganisms has been

amphibian – amfibia bird – burung dicotyledon –

8



organisms and their classification.

Collect and classify various plants andanimals into a system based on commoncharacteristics.- Animal: Invertebrate, vertebrate, mammal,fish, bird, amphibian, reptile.- Plant : Flowering plant, nonflowering

plant, monocotyledon, dicotyledon.

- Build a concept map on living organisms

based on the classification above.

Discuss the importance of maintaining the biological diversity as one of the country’snatural heritage.

organisms in a habitat,• classify various animals based on

common characteristics,• classify various plants based on

common characteristics,• explain the importance of biodiversity

to the environment.

introduced in primaryscience.

Emphasize only onthe classification inthe suggestedlearning activities.

Malaysia is one of

the twelvemegabiodiversitycountries in the worldshould behighlighted.

dikotiledondiversity – kepelbagaianfish – ikanflowering plant – tumbuhan berbungainvertebrate – invertebrataliving organism –

organisma hidupmammal – mamaliamonocotyledon – monokotiledonnon-flowering plant – tumbuhan tidak berbungareptile – reptiliavertebrates – vertebrata

9



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY

THEME: MAN AND THE VARIETY OF LIVING THINGSLEARNING AREA: 4 INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT

13(11-15)April

2.1Analysing theinterdependenceamong livingorganisms..

• Carry out a field work to study species,habitat, population, community in anecosystem.

• Carry out a discussion oninterdependence among livingorganisms and the environment tocreate a balanced ecosystem.

A student is able to:• state what species, population and

community are,• state what habitat and ecosystem are,• identify various habitats in one

ecosystem,• explain through examples the

interdependence among livingorganisms and the environment tocreate a balanced ecosystem

Basic concept of habitat has beenintroduced in primaryschool.During the field work the concept of ecology will beConstructed throughcontextuallearning.

community – komunitiecosystem – ekosistemenvironment –

persekitaranhabitat – habitat interdependence –

saling bersandaran predict – meramal population – populasispecies – spesis

2.2Evaluating theinteraction betweenliving organisms.

Collect and interpret data on the types of interactions between living organisms asfollows:a) prey-predator,

b) symbiosis: commensalism, mutualismand parasitisme.g. remora and shark, algae and fungi, tapeworm and man,c) competition.

Conduct an activity to show the importanceof the interaction between organisms andthe environment.

Discuss the advantages of biological control

in regulating the numbers of pests in certainareas.

A student is able to:• list the types of interactions between

living organisms,• explain with examples the

interactions between living organisms,• justify the importance of interaction

between living organisms and theenvironment,

• explain through examples theadvantages and disadvantages of

biological control in regulating thenumber of pest in certain areas.

Basic concept of prey predator andcompetition has beentaught in primaryschool.

Refer to local issueslike the crow problemin Kelang.

advantage – kebaikan biological control – kawalan biologicompetition –

persaingandisadvantage – keburukaninteraction – interaksi

parasitism – parasitisme pest – perosak prey predator – mangsa pemangsaregulate – mengawal symbiosis – simbiosis

10



WEEK LEARNING



NOTES VOCABULARY

14(18-22)April

2.3Synthesizing foodweb.

• 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.

• Discuss the energy flow in the foodweb 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 acomponent of living organisms in anecosystem is missing

A student is able to:• explain what producers, consumers

and decomposers are,• combine a few food chains to

construct a food web,• identify the producer, consumer and

decomposer in a food web,• construct a pyramid number from a

food chain,• relate the food web and the pyramid

number to energy flow,• predict the consequences if a certain

component of living organisms in theecosystem is missing.

Food chain has beentaught in primaryscience.

Refer to the crown of

thorn problem in thecoral reef in themarine parks.

balance innature keseimbanganalamconsumer- penggunadecomposer- pengurai

food web- siratanmakanan primary consumer – pengguna primer producer- pengeluar pyramid number- piramid nombor secondary consumer –

pengguna sekunder tertiary consumer –

pengguna tertier

22 April CUTI Good Friday

15(25-29)April

2.4Analysing

photosynthesis.

• Carry out discussion on what photosynthesis is.

• Carry out experiments to determine thefactors needed for photosynthesis i.e.carbon dioxide, water, light andchlorophyll.

• Discuss the importance of photosynthesis in maintaining a balanced ecosystem.

• Discuss the carbon and oxygen cycles.

A student is able to:• state what photosynthesis is,• state the factors required for

photosynthesis,• state the products of photosynthesis,• control the variables that are required

for photosynthesis,• explain the role of photosynthesis in

maintaining a balanced ecosystem.

The carbon andoxygen cycles should

be included.

balanced ecosystem – ekosistem yang

seimbang oxygen cycle - kitar oksigencarbon cycle – kitar karbon

photosynthesis- fotosintesis

11



WEEK LEARNING



NOTES VOCABULARY

15(25-29)April

2.5Evaluating theimportance of conservation and

preservation of

living organisms.

• Collect and interpret data on theconservation and preservation of livingorganisms.

• Carry out a field work in a naturalforest reserve (wetlands, highlandforest or tropical rain forest) or ananimal sanctuary to study theconservation and preservation of livingorganisms.

• Carry out a discussion on how theimprovement in science and technologyhelps 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 problemsrelated to the conservation and

preservation of living organisms.

A student is able to:• explain what conservation and• preservation are,• explain the steps taken to preserve and

conserve living organisms,• justify the importance of conservation

and preservation of living organisms,• support activities organised by various

parties to preserve and conserve theliving organisms.

The role of man inconservation and

preservation has beenhighlighted in

primary school.

Forest is also home tosome indigenous

people should beincluded.

conservation- pemuliharaanreserve forest – hutan

simpanhighland forest – hutan

tanah tinggiindigenous people – orang asli

preservation- pemeliharaansanctuary- santuaritropical rainforest – hutan hujan tropikawetlands – tanahbencah / lembap

12



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY

THEME: MATTER IN NATURELEARNING AREA: 5 WATER AND SOLUTION

02 May CUTI GANTI HARI PEKERJA (1 May)16

(02-07)

May

2.6Evaluating the role

of man inmaintaining the

balance in nature

• Carry out a brainstorming session to

discuss the environmental issuesaffecting the balance in nature and howto solve it.

• Carry out a discussion to justify thatman needs stable and productiveecosystem to ascertain a harmoniouslife.

A student is able to:• explain the effects of human activities

on the balance in nature,• describe how man solves problems

related to environment,• justify that human need a stable,

productive and balanced ecosystem.

Examples of

environmental issues:Global climatechange, habitatdestruction, speciesextinction, air, soiland water pollution,loss of wetlands,solid wastemanagement,deforestation, landoveruse, over fishing,toxin in theenvironment, (release

of excessivechemicals into our environment – includes pesticides,fertilizers and

pollutants).

acid rain – hujan asid

brainstorming – sumbangsaranclimate change –

perubahan iklimdeforestation –

penebangan hutanexcessive – berlebihanland overuse –

penggunaan tanah yang tidak terkawal green house effect – kesan rumah hijauover fishing –

penangkapan ikan tidak terkawal

pollution – pencemaransolid wastemanagement –

pengurusan sisa pepejal pesticides – pestisid species extinction – kepupusan spesistoxin – toksin

13



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY


17(09-13)

May1.1Analysing the

physical

characteristics of water.

Carry out activities to determine thefollowing:

the freezing point of water,

the boiling point of water.

Carry out an activity to observe the effectsof impurities on the physical characteristicsof water.

A student is able to:• state the meaning of the freezing

point of water,• state the meaning of the boiling point

of water,• describe the physical characteristics

of water,• explain through examples the effects

of impurities on the physicalcharacteristics of water.

The Kinetic Theoryshould be introduced.

Relate the freezingand boiling point of water to the KineticTheory.

boiling point – takat didihfreezing point – takat beku

impurities – bendasing inference – inferens physical characteristics – ciri-ciri fizikal

1.2Analysing thecomposition of water.

Carry out an electrolysis to determine theratio of hydrogen to oxygen in a moleculeof water.

A student is able to:• determine the composition of water,• test the presence of hydrogen and

oxygen.

The ionic theory onelectrolysis is notneeded .Understanding that

hydrogen isdischarged at thecathode and oxygenat the anode isadequate. The ratio of gases is required

anode – anod cathode – katod composition – komposisi

ionic theory – teoriionik electrolysis – elektrolisisdischarge – terhasil

14



WEEK LEARNING


ACTIVITIESLEARNING

OUTCOMESNOTES VOCABULARY

16 May TEACHERS’ DAY17 May HARI WESAK

18(16-20)

May

1.3Analysing the

process of

evaporation of water.

Carry out experiments to study the factorsaffecting the rate of evaporation of water i.e. humidity, the temperature of the

surrounding, surface area and the movementof air.

Discuss the factors affecting the rate of evaporation in relation to the KineticTheory.

Discuss the similarities and differences between evaporation and boiling.

Gather information on evaporation processand its application in daily life.i.e. drying of clothes, preservation of agricultural

a) products and processing of food.

A student is able to:• explain what evaporation is,• explain through examples the factors

that affect the rate of evaporation of water with reference to the KineticTheory,

• compare and contrast betweenevaporation and boiling,

• describe the application of theevaporation of water in daily life.

agricultural product – hasil pertanianevaporation –

penyejatan

evaporation of water – penyejatan air humidity – kelembapanmovement of air –

pergerakan udara preservation – pengawetan processing of food – pemprosesan makananrate of evaporation – kadar penyejatansurface area – luas

permukaantemperature of thesurrounding – suhu

sekeliling

17 May CUTI HARI WESAK 19

(23-26)May

PEPERIKSAAN PERTENGAHAN TAHUN 2011

27 May SAMBUTAN HARI GURU PERINGKAT SEKOLAH28 May – 12 June

CUTI PERTENGAHAN TAHUN

15



WEEK LEARNING



NOTES VOCABULARY

20(13- 17)

June

1.4Analysing solutionand solubility.

Discuss the differences between solute,solvent and solution.Carry out activities to prepare a dilutesolution, a concentrated solution and asaturated solution.

Discuss the similarities and differences between dilute solution, concentratedsolution and saturated solution.Carry out activities to illustrate thedifferences between a solution and asuspension.

Carry out experiments to determine thefactors affecting the solubility of a solute.

Nature of solvent, Nature of solute,Temperature

Carry out experiments to determine thefactors affecting the rate of dissolving:

temperature,rate of stirring,size of solute particle.

Discuss the importance of water as auniversal solvent in life.

Gather information on the application of organic solvents in daily life.

A student is able to:• explain what solute, solvent and

solution are,• contrast and compare between dilute

solution, concentrated and saturatedsolution,

• explain what suspension is,• explain what solubility is,• explain the factors affecting the

solubility of solutes in• water,• explain the importance of water as a

universal solvent in life,• give examples on the uses of organic

solvents in our everyday life.

Introduce insolublesediments are knownas residue.

concentrated solution – larutan pekat dilute solution – larutan cair nature of solute – jenis

zat pelarut nature of solvent – jenis pelarut organic solvent –

pelarut organik residue – baki/sisasuspension – bahanterampaisaturated solution – larutan tepusediment – bahanmendapansolubility – kelarutan

solute – zat pelarut solution – larutansolvent – pelarut universal solvent –

pelarut universal volume of solvent – isipadu pelarut

16



WEEK LEARNING



NOTES VOCABULARY

2120 Jun-24Jun

1.5Analysing acid andalkali.

Carry out activities to study:the properties of acid in terms of pH

value, taste, corrosive nature, effect onlitmus paper, reaction with metals such asmagnesium and zinc,

the characteristics of alkali in terms of

pH value, taste, corrosive nature, effect onlitmus paper,carry out a discussion to define acid

and alkali operationally.

Carry out activities to determine the acidicand alkaline substances in daily life.

Gather information on the usage of acid andalkali in everyday life such as in agriculture

and industry.

Discuss on the meaning of neutralisation.

Carry out an activity to show neutralisationusing the hydrochloric acid and sodiumhydroxide of the same concentration.

Discuss the application of neutralisation indaily life e.g. using shampoo andconditioner and, insect bite.

A student is able to:• identify the properties of acid,

identify the properties of alkali,• state that acid and alkali only show

their properties in the presence of water,

• explain through examples thedefinition of acid and alkali,

• identify the substances which areacidic or alkaline in everyday life,

• state the uses of acid and alkali indaily life,

• explain the meaning of neutralisation,• write an equation in words to describe

the neutralization process,• explain through examples the uses of

neutralisation in daily life.

Caution :Chemicals in thelaboratory should not

be tasted.

Use only dilute acidand dilute alkali.

Do not use activemetals such asPotassium andSodium in thereaction with acid

active metal – logamaktif alkaline substance – bahan beralkaliconcentration –

kepekatanconcentrated acid – asid pekat concentrated alkali – alkali pekat corrosive – mengkakisdilute acid – asid cair dilute alkali – alkali cair equation in words –

persamaan perkataanhydrochloric acid – asid hidroklorik litmus paper – kertas

litmusmetal – logamneutralization –

peneutralanoperational definition – definisi secara operasi

potassium – kaliumsodium – natriumsodium hydroxide – natrium hidroksida

17



WEEK LEARNING



NOTES VOCABULARY

2227 June-

1 July

1.6Analysing themethods of water

purification.

Make a visit to a water purification site.Brainstorming on the following:

natural resources of water,the reasons for water purification.

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

purification such as filtration, boiling anddistillation.Pupils present their findings to discuss thestrengths and weaknesses of the varioustypes of water purification.

A student is able to:• list the natural sources of water,• state the reasons for water

purification,• describe the various types of water

purification,• compare the strengths and

weaknesses of the various types of water purification.

The latestdevelopments inwater purificatione.g. ultra-violettreatment can be

discussed.

boiling – pendidihanchlorination –

pengklorinandistillation –

penyulingan

filtration – penurasannatural resources – sumber semula jadiwater purification site – loji pembersihan air

1.7Analysing thewater supply

system.

Make a visit to a water processing plant to study the water supply

system and stages involved inwater purification.Discuss the ways to save water.Do a project on how much water the average household uses.

A student is able to:• describe how the water supply• system works,• explain ways to save water

domestic uses – penggunaan domestik

usage of water – penggunaan air water supply system –

sistem bekalan air

18



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY


23(04 -08)

July

1.8Understanding the

preservation of

water quality.

Collect and interpret data on types of water pollutants which include:

industrial waste such as chemical

and radioactive residues,domestic waste such as garbage

and sewage,chemicals from the agricultural

activities such as fertilisers and pesticides,siltation caused by constructions

and deforestation,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 preservewater and its quality.Run a campaign on ‘Love Our Rivers’.

A student is able to:• give examples of water pollutants,• explain the effect of water pollution

on living things,• explain ways to control water

pollution,• explain ways to preserve water and its

quality.

construction – pembinaandeforestation –

penebangan hutandomestic waste – bahanbuangan domestik fertiliser – bajagarbage – sampah-

sarapindustrial waste – bahan buangan industri

pesticide – pestisid preservation – pemeliharaanradioactive residue –

sisa radioaktif

siltation – pengelodakansewage – sisa / bahankumbahanwater pollutant – bahancemar air

19



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY

THEME: MATTER IN NATURELEARNING AREA: 2. AIR PRESSURE

24(11-15)

July

2.1Understanding air

pressure.

Carry out an activity to discuss the kinetictheory of gases.Carry out an activity to show that air exerts

pressure.

Carry out activities to show the factorsaffecting air pressure, i.e. volume andtemperature

A student is able to :• explain the existence of air pressure

with reference to the Kinetic Theory,• explain the factors affecting air

pressure.

air pressure – tekananudaraappliances – peralatanexistence – kewujudan

temperature – suhuvolume – isipadu

25(18- 22)

July

2.2Applying the

principle of air Pressure in daily life

Collect and interpret data on appliances thatuse the principle of air pressure.

Gather information and discuss theapplication 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 under high pressure works.

Discuss the safety precautions taken whenusing gas under high pressure.

A student is able to:• explain with examples things that use

the principle of air pressure,• generate ideas to solve problems

using the principle of air pressure,• relate the safety measures taken when

using gas under high pressure.

Caution:Do not place tank containing gas under high pressure near heat.

syringe – picagarisiphon – sifonspray – penyembur drinking straw –

penyedut minuman blockage – tersumbat gas under high pressure

– gas di bawah tekanantinggisafety measures –

langkah keselamatan

20



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY

THEME: FORCE AND MOTIONLEARNING AREA: 1. DYNAMICS

26(25-29)

July

1.1Understandingforce.

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 typesof forces (frictional, gravitational,electrostatic and magnetic force).

A student is able to:• state that a force is a push or a pull,• explain the effects of forces,• explain the various types of forces.

electrostatic force – daya elektrostatik frictional force – daya

geseran

gravitational force – daya gravitimagnetic force – dayamagnetik speed – kelajuan

27(01-05)August

1.2Understanding themeasurement of force.

Discuss the unit of force and the principleof a spring balance.Carry out activity to measure the magnitudeof force.

A student is able to:• state the unit of force,• explain how a spring balance works,• measure the magnitude of force

magnitude – magnitud spring balance – neraca

spring 1.3Application of frictional force.

Discuss with examples to show theexistence of frictional force.Carry out activities to identify the directionof frictional force and measure themagnitude of the force.

Carry out an experiment to show howdifferent types of surfaces affect themagnitude of frictional force.Gather information and discuss theadvantages and disadvantages of friction.

Carry out activities on ways toa) increase friction,

b) reduce friction.Discuss the application of increasing anddecreasing friction in our daily life.

A student is able to:• explain with example the existence of

frictional force,• state the direction and the magnitude

of frictional force,• carry out an experiment to show how

different types of surfaces affectfrictional force,

• explain the advantages anddisadvantages of friction,

• explain ways to increase friction,• explain ways to reduce friction,• explain with examples the application

of friction in daily life.

existence – kewujudansurface – permukaan

21



WEEK LEARNING



NOTES VOCABULARY

28(08-12)August

1.4Application of work.

Discuss with examples to show theexistence of frictional force.Carry out activities to identify the directionof frictional force and measure themagnitude of the force.

Carry out an experiment to show howdifferent types of surfaces affect themagnitude of frictional force.Gather information and discuss theadvantages and disadvantages of friction.

Carry out activities on ways toa) increase friction,

b) reduce friction.Discuss the application of increasing anddecreasing friction in our daily life.

A student is able to:• explain with examples how work is

done,• state the unit of work,• calculate the work done.

distance – jarak work – kerja

1.5Application of

power.

Carry out activities to determine power byusing:

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

A student is able to:• state the meaning of power,• state the unit of power,• calculate power on the work done.

power – kuasa

29(15-19)August

1.6Analysing theimportance of forcein life.

Create an activity e.g. drawing a poster,sketching or acting to show how life would

be without force.

A student is able to:• describe how life will be if force does

not exist.

sketch – lakaran

30(22-26)August

UJIAN PERTENGAHAN PENGGAL 2 2011

27 Ogos – 4 Sept

CUTI PERTENGANAN PENGGAL 2 2011

22



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY

THEME: FORCE AND MOTIONLEARNING AREA: 2. SUPPPORT AND MOVEMENT

31( 05-09)

Sept

2.1Understanding thesupport systems in

animals.

Carry out activities to show pushing and pulling are forces.

Carry out activities to show the effects of force (changes in shape, position, speed anddirection).

Carry out activities to show different typesof forces (frictional, gravitational,electrostatic and magnetic force)

A student is able to:• state that a force is a push or a pull,• explain the effects of forces,• explain the various types of forces.

electrostatic force – dayaelektrostatik

frictional force – daya geserangravitational force – daya

gravitimagnetic force – dayamagnetik speed – kelajuan

32(12-16)

Sept

2.2Understanding thesupport systems in

plants.

Carry out field work to study varioussupport systems of plants.

Carry out activities to classify plants based

on their support systems.

A student is able to:• explain the various support systems in

woody and nonwoody plants,• classify plants based on their support

systems

Features that helpnon-woody plantsinclude tendrils,thorns, air sacs in

aquatic plants.32

(12-16)Sept

2.3Appreciating thesupport system inliving things.

Discuss issues e.g.a) inability of whales to move back to seaafter being washed ashore,

b) a crippled person using crutches for support.

A student is able to:• justify the importance of the support

system to living things.

beached whale – paus yang terdampar di pantaicrippled – tempang crutches – tongkak ketiak inability – ketidakupayaan

16 Sept CUTI HARI MALAYSIA

WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLEARNING AREA: 1. STABILITY

33(19-23)

Sept

1.1Understanding thatthe centre of gravity

Carry out activities to find the point of equilibrium in regular and irregular shapes.

A student is able to:• determine the point of equilibrium in

regular and irregular shapes,

base area – luas tapak center of gravity –

pusat graviti

23



affects stability. Carry out an experiment to find out how thecentre of gravity affects the stability of anobject by manipulating thea) height,

b) base area.

Discuss the relationship between the centreof gravity and stability

• relate the point of equilibrium as thecentre of gravity of objects,

• relate the centre of gravity to thestability of objects.

height – ketinggianmanipulating – mengubah

point of equilibrium – titik keseimbanganstability – kestabilan

34

(26-30)Sept

1.2

Appreciating theimportance of stability

Carry out a brainstorming session on ways

to improve stability.Carry out activities like doing projects or

playing games to build models by applyingthe concept of stability.

A student is able to:•

suggest ways to improve the stabilityof objects around them,• explain with examples the

application of stability in life.

24



WEEK

LEARNINGOBJECTIIVES


LEARNINGOUTCOMES

NOTES VOCABULARY

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYLEARNING AREA: 2. SIMPLE MACHINE

35(03-07)

Oct

2.1Analysing levers.

Discuss how a small effort can overcome alarge load with the use of a lever.Make an observation on devices that use the

principles of levers.

Identify the load, force and fulcrum, andthen classify the systems into first, secondand 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 therelationship between moment and the

product of force and distance.

Solving problems related to levers using thefollowing formulae:Load (N) X distance of the load fromfulcrum (m) = Force (N) X distance of the force from the fulcrum (m)

A student is able to:• list things around them that use the

principle of the lever,• state what a lever can do,• identify load, force and fulcrum in the

lever,• classify levers,• explain what is meant by the moment

of a force,• solve problems related to levers.

When we open thedoor or use a wrenchto loosen a nut, we

are applying a forcethat causes a turningeffect to accomplishthe desired task.

The turning effect iscalled the moment of a force .

fulcrum – fulcrumforce – dayalever – tuas

load – beban perpendicular distance – jarak tegak

36(10-14)

Oct

2.2Appreciating theinnovative efforts inthe design of machine to simplifywork.

Carry out a project to build a device usingthe principle of a lever.

A student is able to:• design or improvise a device that use

the principle of a lever

design – rekainnovative – inovatif

25



Documents

Rpt Science f2