YEARLY PLAN SCIENCE FORM 3 2019

1.0 STIMULI AND RESPONSES

CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
1.1 A pupil is able to:
Human nervous
WEEK 1 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.
1.1.2 Make a sequence to show the pathway of Suggested activity:
impulses in voluntary and involuntary Make a creative presentation on:
actions. Parts involved in the movement of impulses from
the affector to the effector.
The pathways of impulses in voluntary and
involuntary actions.

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),
1.1.3 Justify the importance of human nervous
WEEK 2 Detecting the changes in the pupil towards light
system in life.
7/1 – 11/1 intensity (involuntary action).
 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
1.2 1.2.1 Draw the structures of sensory organs and Suggested activity:
Stimuli and explain their functions and sensitivities Make a creative presentation on the structure and
responses in towards stimuli.. functions of each part of the eye, ear, nose, skin and
human tongue.

Carry out activites to show the sensitivity of sensory

organs (tongue and skin) towards stimuli related to the
number of receptors.
WEEK 3
14/1 – 18/1 Note:
Introduce the functions of:
Photoreceptors (rods and cones).
Taste buds (different taste areas on the tongue
including umami).
Olfactory receptor cells.

1.2.2 Explain the mechanism of hearing and sight Suggested activity:

WEEK 4 through drawings.
21/1 – 25/1 Discuss and explain using a model :
*21/1 Hearing mechanism.
Thaipusam Day Sight mechanism.

&
1.2.3 Relate the human sensory organs to the Suggested activity:
WEEK 5 sensitivity towards various combination of
28/1 – 1/2 stimuli.. Carry out activities to show the sensitivity of sensory
*1/2 Federal organs towards stimuli which relate to the number of
Territory Day receptors.

YEARLY PLAN SCIENCE F3; 2019 2

 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
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.

1.2.4 Explain through examples how the limitation Suggested activity:

of senses, defect in sensory organs and
aging affect human hearing and sight. Make a multimedia presentation on:
Optical illusion and blind spot.
Various types of audio visual defects such as
shortsightedness, long-sightedness, astigmatism
and hearing defects.
1.2.5 Justify how innovations and technologies
MINGGU 5 can improve the ability to sense in sensory Correcting audio visual defects using convex lens,
28/1 – 1/2 organs concave lens and hearing aids.
*1/2 Federal
Examples and effects of unhealthy lifestyle or high
Territory Day
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.

WEEK 6 * Chinese New Year Holidays

YEARLY PLAN SCIENCE F3; 2019 3

 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
1.3 1.3.1 Describe the parts of a plant that are Note:
The stimuli and sensitive towards stimuli. Responses in plants include phototropism, geotropism,
responses in plants. hydrotropism, thigmotropism and nastic movement in
the following aspects:

Stimuli detected by plants.

Parts of a plant that respond towards stimuli.

WEEK 7
Directions of responses towards stimuli (positive or
11/2 – 15/2
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.

1.3.3 Carry out experiments to study responses in Suggested activity:

plants towards various stimuli.
(EXP 1.1; Text Book p.s. 30-33) Carry out investigation through experiments on
responses in plants towards light, water, gravity and
WEEK 8 touch.
18/2 – 22/2
Solve problems on responses in plants in different
situations such as in the ISS (International Space
Station).

YEARLY PLAN SCIENCE F3; 2019 4

 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
1.4 1.4.1 Explain with examples the types of sight and Suggested activity:
Importance of hearing in animals.
responses to stimuli 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::

WEEK 8 Gerak balas Contoh

18/2 – 22/2 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
Lateral line Scomber australasicus

Scientific names of the animals are only for teacher’s

reference.

YEARLY PLAN SCIENCE F3; 2019 5

 2.0 RESPIRATION

CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
2.1 A pupil is able to:
Respiratory system
2.1.1 Draw and label the internal structures of the Suggested activity:
human respiratory system and describe the
breathing mechanism. Make a multimedia presentation to explain the
structure in the human respiratory system.
Make a model or simulation to discuss the actions of
the diaphragm, intercostal muscles, movement of the
WEEK 9 rib cage, changes in the volume and air pressure in
25/2 – 1/3 the thoracic cavity during inhalation and exhalation.

2.1.2 Carry out experiments to investigate the Note:

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

YEARLY PLAN SCIENCE F3; 2019 6

 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
2.2 2.2.1 Describe the movement and exchange of Suggested activity:
Movement and oxygen and carbon dioxide in the human
exchange body. Make a creative presentation to show the:
of gases in the
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,
oxyhemoglobins.
Release of oxygen into the body cells.
Oxidation of food during cellular respiration to
WEEK 10 release energy.
4/3 – 8/3 Diffusion of carbon dioxide from the cell into the
blood capillary then into the alveolus.

2.2.3 Justify the importance of adaptation of the Note:

alveolar structure to increase efficiency of
gaseous exchange in the human body.
Factors that affect the efficiency of the alveolus to
maximise the gaseous exchange are
thickness,moisture, surface area and network of
capillaries.

YEARLY PLAN SCIENCE F3; 2019 7

 CONTENT
WEEK / DATE CONTENT STANDARD NOTES
STANDARD
2.3 2.3.1 Communicate about substances that are Suggested activity:
Health of human harmful to the respiratory system as well as
respiratory system diseases and their symptoms. Gather information, analyse and make a multimedia
presentation based on data from the 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
WEEK 10 respiratory system are tar, sulphur dioxide, carbon
4/3 – 8/3 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 smoker
(EXP 2.2; Text Book pg. 62-63) and others who do not smoke. Introduce the term
*DEMONSTATE BY THE TEACHER passive smoker.

YEARLY PLAN SCIENCE F3; 2019 8

 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
2.4 2.4.1 Justify how the respiratory system adapts in Suggested activity:
Adaptation in different situations.
respiratory Do a creative presentation to explain how other
system 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:
WEEK 11
Different altitudes (at the bottom of the sea and
11/3 – 15/3 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.

2.5 2.5.1 Explain the mechanism of gaseous exchange Suggested activity:

Gaseous exchange in plants.
in plants Soak a leaf in boiling water to observe the gas
released from its surface.

YEARLY PLAN SCIENCE F3; 2019 9

 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD

Observe the structure of a stoma under a microscope

and make a multimedia presentation 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.
WEEK 11
11/3 – 15/3 Note:
Osmosis needs to be introduced to explain how it
affects the stomatal pore.

2.5.2 Communicate to justify the importance of an Suggested activity:

unpolluted environment for the growth and
survival of plants Make a multimedia presentation on the effects of
pollution on plants and preventive steps to be taken in
local or global context.
WEEK 12
PENTAKSIRAN 1
11/3 – 15/3
MID TERM 1 HOLIDAYS
23/3/2019 UNTIL 31/3/2019

YEARLY PLAN SCIENCE F3; 2019 10

 3.0 TRANSPORTATION

CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
3.1 A pupil is able to:
Transport system in 3.1.1 Describe the function of transport systems in Suggested activity:
Organisms complex and simple organisms.
Gather and share information on:
The need for a transport system in organisms
3.1.2 Compare and contrast the functions of The function of a transport system in organisms
transport systems in complex and simple The importance of a functional transport system in
organisms. organisms and its impact if the system does not
function properly.
3.1.3 Justify the importance of the function of
transport system in organisms. Note:

A simple organism does not have any specific transport

system. Substances such as oxygen and nutrients from
WEEK 13 the environment enter the cell via diffusion through the
1/4 – 5/4 cell membrane. Excretory products are eliminated from
cells via the same method.

3.2 3.2.1 Generalise the meaning of blood circulatory Suggested activity:

Blood circulatory system in animals.
system 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.
YEARLY PLAN SCIENCE F3; 2019 11
 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
3.2 3.2.2 Communicate to explain the structure and Suggested activity:
Blood circulatory functions of a heart and blood vessels in
system human blood circulatory system. Make a multimedia presentation based on research of
real animal hearts to explain its 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.

WEEK 14
8/4 – 12/4

3.2.3 Carry out experiments to study factors that Suggested activity:

affect pulse rate. Carry out vigorous activities to relate the increase in
(EXP 3.1; Text Book pg 92) 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 such as:
 Gender
 Age
 Body health

YEARLY PLAN SCIENCE F3; 2019 12

 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
3.2 3.2.4 Justify the importance of maintaining a Suggested activity:
Blood circulatory heathy heart.
system Attention should be given to heart health due to
the significance of its functions in one’s wellness.
WEEK 14 Carry out project-based learning using STEM
8/4 – 12/4 approaches to plan an awareness campaign to
enhance knowledge and understanding about heart
health.

3.3 3.3.1 Separate the components and constituents Suggested activity:

Human blood of human blood.
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.
WEEK 15 3.3.2 Identify blood groups and the effects of Suggested activity:
15/4 – 19/4 receiving 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.
 Effects of incompatible blood types such as
blood
 coagulation.

YEARLY PLAN SCIENCE F3; 2019 13

 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
3.3 3.3.3 Communicate about the importance of blood Suggested activity:
Human blood donation in context of daily life.
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

WEEK 15 approaches to plan and organize activities to solve the
15/4 – 19/4 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.

YEARLY PLAN SCIENCE F3; 2019 14

 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
3.4 3.4.1 Describe transpiration in plants Suggested activity:
Transport system in Observe video to understand transpiration in plants.
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:
Light intensity
Air humidity
Temperature
Wind

WEEK 16 Being thankful to the uniqueness of the transport

22/4 – 26/4 system for continuity of life.
3.4.3 Differentiate between the structure and Suggested activity:
functions of components in a vascular Investigate water pathway in the cross section of a
bundle of a plant. 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

3.5 3.5.1
Blood circulatory
system and transport
system in plants
Compare blood circulatory system in
animals with transport sytem in plants.
plants, discuss examples of hypothetical situations
inthe absence of xylem or phloem.
Note:
Being thankful for the uniqueness of the circulatory
system to the continuity of life.

YEARLY PLAN SCIENCE F3; 2019 15

 4.0 REACTIVITYCommon
OF METALS
Common name Common name name Scientific
Scientific nameScientific name CONTENT
name Elements
WEEK / DATE LEARNING STANDARD NOTES
Elements Elements STANDARD
Bauxite Aluminium
WEEK 17 4.1 Aluminium and A pupil is able to:
(aluminium ore)29/4
Oxide– 3/5 Oxygen
Variety of minerals 4.1.1 Explain with examples minerals that are Note:
Galena Plumbum(II) Lead and found in the Earth’s crust. Minerals in Earth’s crust consist of:
(plumbum ore) Sulphide Sulphur 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
acompound. Example:

YEARLY PLAN SCIENCE F3; 2019 16

Natural minerals Natural minerals Natural minerals
Chemical / Chemical / Chemical / 4.1.3 Explain with examples the characteristics of Suggested activity:
natural minerals and its uses in daily life. Gather information on natural minerals and its uses.
Calcium oxide Basic Neutralise Examples:
acidic soil
Silicon dioxide High melting Make glass
point

YEARLY PLAN SCIENCE F3; 2019 17

 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
WEEK 17 4.2 4.2.1 Construct a reactivity series of metals Suggested activity:
29/4 – 3/5 Reactivity series of based on its reactivity with oxygen and
metals write the word equation for the reactions. Study the reaction of heating metals such as
& magnesium, aluminium, zinc, ferrum and lead, with
oxygen.
WEEK 18
Arrange metals into a reactivity series based on their
6/5 – 10/5 reactions.
4.2.2 Determine the position of carbon and Suggested activity:
hydrogen in the reactivity series of
metals. Demonstration by teacher:
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.
4.3 4.3.1 Communicate about the extraction of Suggested activity:
Extraction of metals metals from its ore by illustrations.
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.

YEARLY PLAN SCIENCE F3; 2019 18

 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.

YEARLY PLAN SCIENCE F3; 2019 19

 5.0 THERMOCHEMISTRY

WEEK /
CONTENT STANDARD LEARNING STANDARD NOTES
DATE
5.1 A pupil is able to:
Endothermic and
exothermic reactions 5.1.1 Define endothermic and exothermic Suggested activity:
reactions.
Carry out an investigation to verify similarities and
5.1.2 Relate heat absorbed or released in a differences in endothermic and exothermic reactions
chemical reaction to endothermic and with respect to:
exothermic reactions. Changes in thermometer reading.
WEEK 19 Changes in heat.
Relate these changes with the concept of thermal
13/5 – 17/5
Carry out an experiment to compare and equilibrium.
*19/5 5.1.3
contrast endothermic and exothermic
Wesak Day Note:
reactions.
(EXP 5.1; Text Book pg. 149-151) Examples of chemical changes that involve heat are
the burning of paper, photosynthesis, bomb explosion,
WEEK 20 cake baking, and respiration.
20/5 – 24/5 5.1.4 Explain with examples exothermic and Suggested activity:
*20/5 endothermic reactions.
Wesak Day Carry out project based learning to determine the best
parameter or variables for:
*22/5 Nuzul 5.1.5 Design materials using the concept of Producing materials to relieve muscle cramp
Al-Quran exothermic and endothermic processes to Producing emergency lamps during power failure
solve problems in life. Building a container which maintains high
temperature or low temperature.

Refer to Modul 7 HEBAT Sains (Heat)

YEARLY PLAN SCIENCE F3; 2019 20

 6.0 ELECTRICITY AND MAGNETISM

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD
MID TERM HOLIDAYS (25/5/2019 – 7/6/2019) / EID MUBARAK (5/6 & 6/6)
6.1 A pupil is able to:
Generation of 6.1.1 Describe energy sources in terms of Note:
electricity renewable energy and non-renewable Examples of renewable energy sources are
energy. 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, using
of energy. magnets and coils of wire. It should be stressed that
WEEK 21 current is induced only when the magnetic field is cut.
10/6 – 14/6
Carry out a group discussion on how electricity is
generated in power stations using various sources of
energy.

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.
YEARLY PLAN SCIENCE F3; 2019 21
 WEEK /
CONTENT STANDARD CONTENT STANDARD NOTES
DATE
6.1.4 Solve problems related to electricity supply Suggested activity:
in life. Make a model or innovation to solve problems involving
the generation of electricity in rural areas, using
WEEK 21 turbines and generators, without affecting the
10/6 – 14/6 environment.
Refer to Module 22 HEBAT Sains (Energy).

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

Transformer and a step-down transformer.
(EXP 6.1; Text Book pg. 178-180)
Make a creative presentation about transformers:
Describe that transformers only work with
alternating current.
Build a simple transformer using a laminated 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.

WEEK 21 6.2.2 Communicate about transformers and the Suggested activity:

10/6 – 14/6 use of transformers in electrical home Make a multimedia presentation about the use of
appliances. transformers in home appliances.
Note:
Introduce the formula:
6.2.3 Solve numerical problems using formula Np = Vp
involving transformers. 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.

YEARLY PLAN SCIENCE F3; 2019 22

 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD
6.3 6.3.1 Explain the function of components in the Suggested activity:
Transmision and transmission and distribution of electricity Arrange in order the components in the transmission
distribution of by drawing. 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

Networkpylons near residential area.

WEEK 21 6.3.2 Explain with examples electricity supply Suggested activity:

and wiring systems in homes. Discuss single phase and 3-phase wiring systems in
10/6 – 14/6
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.
6.3.3 Distinguish between safety components in Suggested activity:
a home electrical wiring system. Carry out an activity to identify the functions, types and
rating of fuses, and to determine the suitable value of
fuse to be used.
WEEK 22 Make a group discussion to identify:
17/6 – 21/6 Function of earth wire.
Function of the Miniature Circuit Breaker(MCB),
and Earth Leakage Circuit Breaker(ELCB).
Lightning conductor.
Switch.
YEARLY PLAN SCIENCE F3; 2019 23
 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD
6.3.4 Communicate about safety in transmission Suggested activity:
and distribution of electricity and the use of Make brochures or posters for the following:
WEEK 22 electrical 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.

6.4 6.4.1 Define energy efficiency. Note:

Calculate the cost of Introduce the role of the Energy Commision in the
electricity consumption 6.4.2 List examples of technology that applies the labelling of electrical equipments using Energy
concept of energy efficiency. Efficiency Rating and Labelling.

Suggested activity:
6.4.3 Determine the amount of electricity used in List down the power and voltage values of electrical
electrical appliances. appliances at home.
Calculate the current used by each electrical
appliances.

WEEK 22
17/6 – 21/6
6.4.4 Relate electrical energy consumption,
power and time by calculating the cost of
electrical energy used by electrical
appliances.
6.4.5 Conduct a home energy audit of electrical
appliances used as a measure to save
electricity usage at home.
Note:
Introduce formula:
Power (W) = Electrical energy used (J) / Time (s)
Power (W) = Voltage (V) x Electric current (A)
Note:
Introduce the formula:
Energy Consumption (kWh) = Power (kW) x Time(h)
Suggested activity:
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.
YEARLY PLAN SCIENCE F3; 2019 24
 WEEK /
CONTENT STANDARD LEARNING STANDARD NOTES
DATE
6.4.6 Communicate about ways of saving Suggested activity:
electrical energy usage at home.
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
WEEK 22 project base learning, using STEM approach.
17/6 – 21/6
Emphasis is given to:
Energy efficiency.
Power sales
Appliances with Energy Efficiency Rating and
Labelling

YEARLY PLAN SCIENCE F3; 2019 25

 7.0 ENERGY AND POWER

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD
7.1 A pupil is able to:
Work, Energy
and Power 7.1.1 Define work and solve problems Suggested activity:
related to energy in the context of daily Conduct activities and solve numerical problems to
life. 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:
WEEK 23 Work is defined as the product of force and
24/6 – 28/6 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)

YEARLY PLAN SCIENCE F3; 2019 26

 WEEK /
CONTENT STANDARD LEARNING STANDARD NOTES
DATE
7.1.2 Relate power with work and solve Suggested activity:
problems in the context of daily life. 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.

WEEK 23
24/6 – 28/6 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)
7.2 7.2.1 Explain with examples gravitational Suggested Activity:
Potential Energy potential energy and solve problems Conduct activity to solve numerical problems related to
and Kinetic Energy in the context of daily life. potential energy.

Note:
Gravitational potential energy is work done to lift an
object to a height, h, from the Earth’s surface.
WEEK 24
1/7 – 5/7 Gravitational potential energy =mgh

Note:
Weight (W) = mass(m) x gravitational acceleration(g).
g is approximately 10 m/s2 or 10 N/kg

YEARLY PLAN SCIENCE F3; 2019 27

 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD
7.2.2 Calculate elastic potential energy in the Suggested activity:
context of daily life. Discuss that elastic potential energy is the energy 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.

Nota:
Tenaga keupayaan kenyal = ½Fx
Daya untuk meregang spring bertambah secara seragam
dengan regangan spring tersebut. Oleh itu untuk mengira
kerja untuk meregang spring, kita menggunakan nilai purata
daya, iaitu:
Daya purata = (0 + F) / 2 = ½F
WEEK 24
1/7 – 5/7

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

7.3 7.3.1 Explain with examples The Suggested activity:

Principle of Principle of Conservation of Conduct an activity to demonstrate The Principle of
Conservation Energy. Conservation of Energy, by observing an oscillating
of Energy system such as a simple pendulum and loaded spring.

YEARLY PLAN SCIENCE F3; 2019 28

 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD
7.3.2 Solve qualitative and quantitative Suggested activity:
problems involving the transformation of Discuss daily situations involving the conversion of
kinetic energy and potential energy in a energy such as the motion of a swing, the falling of an
closed system. object from a certain height, the movement of the
rollercoaster and toys with springs like toy cars and
pistols.

WEEK 24 Solve quantitative problems using the following

1/7 – 5/7 equations:

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

YEARLY PLAN SCIENCE F3; 2019 29

 8.0 RADIOACTIVITY

WEEK /
CONTENT STANDARD LEARNING STANDARD NOTES
DATE
8.1 A pupil is able to:
History of the discovery 8.1.1 Describe the history of the discovery of Note:
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.
WEEK 25
8/7 – 12/7 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).

WEEK 25 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
8.2.2 Explain the formation of positive ions of science has succeeded in finding particles that are
and negative ions. even smaller than protons and neutrons.

Emphasis is given to the understanding that an atom is

neutral because the number of protons and electrons
YEARLY PLAN SCIENCE F3; 2019 30
 are the same.

YEARLY PLAN SCIENCE F3; 2019 31

 MINGGU / STANDARD
LEARNING STANDARD NOTES
TARIKH KANDUNGAN
8.3 8.3.1 Describe ionising radiation and nonionising Suggested activity:
Ionising radiation radiation. Research and report on ionising radiation such as alpha,
and Non- ionising beta, gamma and X-rays.
radiation
8.3.2 Note:
Differentiate the three types of ionising The difference between the three rays in terms of
radiation in radioactive decay. 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 radiation
natural resources and man-made in soils, rocks and plants using a background radiation
WEEK 25 sources survey meter.
8/7 – 12/7
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 absorbed by
1 kilogram of living tissue.
Dose rate less than 0.2 μSv / h is considered a safe
level of background radiation.

YEARLY PLAN SCIENCE F3; 2019 32

 WEEK / DATE CONTENT
STANDARD PEMBELAJARAN CATATAN
STANDARD
8.3.4 Discuss ways to manage the risks from Suggested activity:
exposure to natural and man made
ionising radiation. Interprete health-related data on the level of ionising
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.

8.4 8.4.1 Communicate about the use of Suggested activity:

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

WEEK 26
15/7 – 19/7 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.

YEARLY PLAN SCIENCE F3; 2019 33

 9.0 SPACE WEATHER

CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
9.1 A pupil is able to:
The Sun's activities 9.1.1 Explain the structure of the Sun and Suggested activity:
that affect the Earth phenomena that occur on the Sun’s surface 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
WEEK 27 importance.
22/7 – 26/7 Brainstorming on the condition of Earth without the
magnetosphere.

9.2 9.2.1 Communicate about space weather and its Suggested activity:
Space Weather effects on Earth. 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.

YEARLY PLAN SCIENCE F3; 2019 34

 10.0 SPACE EXPLORATION

CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD
10.1 Murid boleh:
Development in 10.1.1 Explain the historical development of the Suggested activitiy:
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.

10.2 10.2.1 Communicate about the importance of the Suggested activity:

Development of development of technology and its Carry out an active reading activity or make a multimedia
technology and its application in space exploration. presentation on:
application in space  The history of space exploration.
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 need to continue space
exploration.
Note:
Explain the role of the Malaysian Remote Sensing
Agency (MRSA) in various fields.
Suggested activity:
Debate on issues of space exploration in the local and
global context.

RPT SAINS T3; 2019 35

 WEEK / DATE ACTIVITIES / PROGRAMME

REVISION
MINGGU 28
PENTAKSIRAN PERCUBAAN PT3
29/7 – 2/8
(1/8 - 9/8)

MINGGU 29 PENTAKSIRAN PERCUBAAN PT3

5/8 – 9/8 (1/8 - 9/8)
2ND MID TERM BREAK (10/8/2019 – 18/8/2019)

EID AL-ADHA (12/8 & 13/8)

MINGGU 30
19/8 – 23/8
DISCUSSION
MINGGU 31
REVISION WEEK (TINGKATAN 1: BAB 1-4)
26/8 – 30/8
MINGGU 32
REVISION WEEK (TINGKATAN 1: BAB 5-9)
2/9 – 6/9
MINGGU 33
REVISION WEEK (TINGKATAN 2: BAB 1-6)
9/9 – 13/9
MINGGU 34
REVISION WEEK (TINGKATAN 2: BAB 7-13)
16/9 – 20/9
MINGGU 35
LATIH TUBI SOALAN PERCUBAAN NEGERI
23/9 – 27/9
MINGGU 36
30/9 – 4/10
PENTAKSIRAN TINGKATAN 3 UJIAN BERTULIS
MINGGU 37 AFTER EXAM ACTIVITIES
7/10 – 11/10
MINGGU 38 AFTER EXAM ACTIVITIES
14/10 – 18/10
MINGGU 39 AFTER EXAM ACTIVITIES
21/10 – 25/10
WEEK 40 AFTER EXAM ACTIVITIES
RPT SAINS T3; 2019 36
 28/10 – 1/11
WEEK 41 AFTER EXAM ACTIVITIES
4/11 – 8/11
WEEK 42 AFTER EXAM ACTIVITIES
11/11 – 15/11
WEEK 43 AFTER EXAM ACTIVITIES
18/11 – 22/11

Prepared by:
Azila Hamid

RPT SAINS T3; 2019 37