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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
steps – langkah-langkah
variables – pemboleh
ubah
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
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THEME: MAINTENANCE AND CONTINUITY OF LIFE
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.1 Carry out activities to observe and A student is able to: body coordination –
Understanding discuss body coordination. koordinasi badan
body • describe what body coordination
coordination Examine models, view charts or is, endocrine system – sistem
videos to identify the body • identify the body systems that endokrin
systems which control control and regulate
coordination, i.e. the nervous coordination, nervous system – sistem
system and the endocrine system. • state the importance of body saraf
coordination.
Discuss the importance of body
coordination in daily activities.
1.2 Observe models, view charts or A student is able to: axon – akson
Understanding videos and identify the human
the human nervous system which consists of: • identify the component parts of cell body – badan sel
nervous a) central nervous system, i.e. the human nervous system,
system brain and spinal cord, • state the function of each central nervous system –
b) peripheral nervous system, i.e. component part of the nervous sistem saraf pusat
cranial nerves and spinal system,
nerves and their branches • state what a neurone is, motor neurone – neuron
which link the receptors and • identify the parts of a neurone, motor
effectors with the central • state the function of each part of
nervous system. the neurone, myelin sheath – salut
• identify the different types of mielin
Discuss the function of each neurone,
component part of the nervous • state the function of each type of peripheral nervous system
system. the neurone, – sistem saraf periferi
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
View videos, charts or examine • compare and contrast the relay neurone – neuron
models and discuss the following: different types of neurone. perantaraan
a) neurone as the basic unit of the
nervous system, sensory neurone – neuron
b) parts of a neurone namely deria
cell body, axon, dendrite, and
myelin sheath
c) functions of various parts of a
neurone,
d) types of neurone namely the
sensory neurone, motor
neurone, and the relay neurone,
e) functions of various types of
neurones,
1.3 Discuss the following: A student is able to: reflex action – tindakan
Analysing a) meaning of receptors and refleks
nervous effectors, • state what receptors and
coordination b) functions of receptors and effectors are, reflex arc – arka refleks
effectors. • state the functions of receptors
and effectors,
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.4
Understanding Carry out the following activities to A student is able to: proprioceptors – reseptor
the role of show the importance of regang
proprioceptors proprioceptors: • explain what proprioceptors are,
in maintaining a) stacking objects with both eyes • explain the importance of
balance and closed, proprioceptors.
coordination b) maintaining balance of the
body.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
b) the importance of
proprioceptors in maintaining
balance and coordination.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.7 Carry out an activity to compare A student is able to: response – gerak balas
Analysing and contrast nervous coordination
coordination with hormonal coordination and • compare and contrast nervous stimulus – rangsangan
between the present the similarities and coordination with hormonal
nervous differences in a graphic organiser. coordination,
system and • explain with examples the
the endocrine Simulate “fright and flight” coordination between the
system situations or relate an incident to nervous system and the
discuss the following: endocrine system in response
a) coordination between the to a specific stimulus,
nervous system and the • explain the importance of
endocrine system in producing coordination between the
a response to a stimulus, nervous system and the
b) the importance of coordination endocrine system in response
between the nervous system to a specific stimulus.
and the endocrine system in
ensuring a smooth and
appropriate response to a
specific stimulus.
1.8 Invite a representative from Agensi A student is able to: drug abuse –
Evaluating the Dadah Kebangsaan (ADK), Polis penyalahgunaan dadah
effects of drug Di Raja Malaysia (PDRM), • define what drugs are,
abuse on body Persatuan Mencegah Dadah • list examples of drugs,
coordination Malaysia (PEMADAM) or other • explain what drug abuse is,
and health appropriate institutions to give a • describe the effects of drug
talk or an exhibition on drugs, drug abuse on body coordination,
abuse and the effects of drug • describe the effects of drug
abuse on body coordination and abuse on health.
health.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.9 Gather information from books, A student is able to: alcoholic drinks – minuman
Analysing the newspapers, magazines or beralkohol
effects of Internet and discuss the • list examples of alcoholic
excessive following: drinks, excessive consumption –
consumption a) examples of alcoholic drinks, • describe the effects of pengambilan berlebihan
of alcohol on b) effects of excessive excessive consumption of
body consumption of alcohol on body alcohol on body coordination, reaction time – masa
coordination coordination (effect on reaction • describe the effects of tindak balas
and health times) and health. excessive consumption of
c) the importance of avoiding alcohol on health,
excessive consumption of • justify the importance of
alcohol. avoiding excessive
consumption of alcohol.
Present and exhibit the collected
information.
1.10 Gather information from books, A student is able to: hormonal imbalance –
Realising the magazines, newspapers and ketidakseimbangan
importance of Internet and discuss the following: • state what mind is, hormon
a sound and a) the meaning of mind, • identify factors that affect the
healthy mind b) factors that affect the mind, mind, mind – minda
which include, hormone • explain how substance abuse
imbalance, excessive can affect the mind, mental stress – tekanan
consumption of alcohol, drug mental
abuse, mental stress and brain
injury,
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
c) how hormone imbalance, • justify the importance of a healthy and sound mind –
excessive consumption of sound and healthy mind. minda yang sihat
alcohol and drug abuse dan baik
can affect the mind,
d) the importance of a healthy
and sound mind.
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THEME: MAINTENANCE AND CONTINUITY OF LIFE
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
2.1 View videos, computer A student is able to: Names of the cell division –
Understanding simulations or charts to study phases in mitosis pembahagian sel
cell division the following: • state what genes, and meiosis are not
a) gene, DNA and deoxyribonucleic acids (DNA) required. centromeres – sentromer
chromosome, and chromosomes are,
b) mitosis and meiosis. • describe the relationship Only a brief chromosome – kromosom
between gene, DNA and discussion is
Simulate the process of mitosis chromosome, required for the deoxyribonucleic acid –
and meiosis. • state what mitosis is, following: asid deoksiribonukleik
• describe the process of mitosis, a) separation and
Carry out an activity to compare • state what meiosis is, polarisation of gene – gen
and contrast mitosis with • describe the process of meiosis, chromosomes,
meiosis and present the • compare and contrast mitosis b) functions of polarisation – pengutuban
similarities and differences in a with meiosis, spindle fibres
graphic organiser. and spindle fibres – gentian
• explain the importance of
centromeres, spindel/gelendung
mitosis and meiosis.
Discuss the importance of c) formation of new
mitosis and meiosis. cells.
2.2 Observe and identify dominant A student is able to: dominant – dominan
Understanding and recessive traits among
the principles students and their family • explain what dominant genes genotype – genotip
and mechanism members. and recessive genes are,
of inheritance inheritance – pewarisan
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
2.3 View computer simulations, A student is able to: identical twins – kembar
Understanding videos or charts and discuss seiras
sex the following: • explain what sex
determination a) sex chromosomes, chromosomes are, non-identical twins –
and the b) determination of sex, • explain how sex is determined, kembar tak seiras
occurrence of c) the occurrence of identical • explain the formation of
twins in human and identical and non-identical sex chromosomes –
beings non-identical twins, twins, kromosom seks
d) the occurrence of siamese • compare and contrast
twins. identical with non-identical sex determination –
twins, penentuan seks
Use schematic diagrams to • explain what siamese twins
illustrate the following : are. siamese twins – kembar
a) how sex is determined, siam
b) how identical and non-
identical
twins are formed.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
View videos, computer A student is able to: Change in genes albinism – albinisme
2.4
simulations or charts and and chromosomes
Understanding
discuss the following: • state what mutation is, at the molecular colour blindness – buta
mutation
a) mutation and types of • state the types of mutation, level is not warna
mutation such as • list examples of mutation, required.
chromosome • identify causes of mutation, Down’s syndrome –
mutations and gene • state the advantages and sindrom Down
mutations, disadvantages of mutation.
b) consequences of Klinefelter’s syndrome –
chromosome mutations in sindrom Klinefelter
humans such as Down’s
syndrome, Klinefelter’s Mutation – mutasi
syndrome, and Turner’s
syndrome, Turner’s syndrome –
c) consequences of gene sindrom Turner
mutations in humans such as
colour blindnes, albinism and
thalassaemia.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
2.5 Search the Internet, read books, A student is able to: livestock – ternakan
Evaluating the magazines and newspapers for
effects of informations on genetic research • list the contributions selective breeding –
genetic research and discuss the following: of genetic research in various pembiakbakaan pilihan
on a) genetic research in the field of fields,
human life medicine, such as the • explain selective breeding in
discovery of various types of plants and livestock,
hereditary diseases and the
latest techniques for treating
specific diseases, and
Human Genome Project.
b) genetic research in the field of • state the importance of
agriculture such as genetically selective breeding in plants
- modified food (GMF), and livestock,
cloning, selective breeding in
plants such as paddy, oil
palm, papaya, durian, chilli,
and livestock such as dairy
cow and chicken.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Carry out an activity to compare • classify variation into family tree – salasilah
and contrast continous variation continuous and discontinuous
with discontinous variation and variation, left-handed – kidal
illustrate the similarities and • compare and contrast
differences in a graphic continuous and discontinuous variation – variasi
organiser. variation,
• identify factors that cause
variation,
• explain the importance of
variation.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
31
THEME: MATTER IN NATURE
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.1 Carry out an activity to observe A student is able to: The kinetic theory absorbed – diserap
Analysing changes in the states of matter of matter should be
changes in the when heat is absorbed or released. • explain the kinetic theory of explained in terms boiling – pendidihan
states of matter matter, of particle
View videos or computer a) relate changes in heat to movement. condensation –
simulations and discuss the changes in kinetic energy of kondensasi
following: the particles in matter,
a) the kinetic theory of matter, b) explain the interconversion freezing – pembekuan
b) changes in kinetic energy of of the three states of matter
particles in matter during heat based on the kinetic theory interconversion –
change, of matter. perubahan dari satu
c) changes in the states of matter keadaan ke keadaan lain
involving the absorption or dan sebaliknya
release of heat,
d) changes in matter during melting, kinetic energy – tenaga
boiling, condensation, freezing kinetik
and sublimation based on the
kinetic theory of matter. kinetic theory of matter –
. teori kinetik jirim
melting – peleburan
particle movement –
pergerakan zarah
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.2 Examine models , view computer A student is able to: released – dibebaskan
Understanding simulations and discuss the
the structure of following: • describe the structure of an states of matter – keadaan
an atom a) the structure of an atom, atom, jirim
b) the subatomic particles namely • identify the subatomic
proton, electron, and neutron. particles, sublimation –
• compare and contrast the pemejalwapan
Draw a labelled diagram of a model subatomic particles.
of an atom. charge – cas
1.3 Collect and interpret data on the A student is able to: Only elements with isotopes – isotop-isotop
Applying the following: proton numbers in
idea of proton proton number, • state what proton number the range of 1 – 10 make generalisation –
number and is, are required. membuat pengitlakan
nucleon number,
nucleon number • state what nucleon number
in atoms of isotopes. nucleon number – nombor
is,
elements • relate the number of nukleon
Construct a table to show the
relationship between the number of protons, neutrons and
electrons in an atom to its proton number – nombor
protons, neutrons and electrons in proton
an atom and its proton number and proton number and nucleon
nucleon number. number,
• deduce the number of
protons, electrons and
neutrons in atoms of
different elements,
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.4 View computer simulations or A student is able to: card game – permainan
Understanding charts and discuss the following kad
the aspects of the Periodic Table: • describe the arrangement of
classification of a) arrangement of elements elements in the Periodic Table, chemical properties – sifat
elements in the based on increasing proton • describe what is meant by kimia
Periodic Table number, groups and periods in the
b) group as vertical column Periodic Table, group – kumpulan
containing elements with • identify the locations of metals,
similar chemical properties, non-metals and semimetals in horizontal rows – baris
c) period as horizontal row the Periodic Table, mendatar
containing elements that • state the importance of the
change their chemical and Periodic Table. metals – logam
physical properties gradually
from those reflecting metal to non-metals – bukan logam
those reflecting non-metal,
d) locations of metals, non-metals period – kala
and semimetals.
Periodic Table – Jadual
Berkala
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.6 Carry out an activity to identify A student is able to: chlorine – klorin
Understanding objects in the classroom which are
the properties made of metals and non-metals. • list examples of metals and copper – kuprum
and uses of non-metals,
metals and Collect and interpret data on the • list the properties of metals and ductility – kemuluran
non-metals properties and uses of metals non-metals,
such as iron, aluminium, zinc, • list the uses of metals and electrical and heat
copper, lead, tin, gold and non-metals in daily life, conductivity –
non-metals such as carbon, • compare and contrast metals kekonduksian elektrik dan
sulphur and chlorine. and non-metals based on their haba
physical properties,
Carry out an activity to compare • relate the physical properties of gold – emas
and contrast the properties of metals and non-metals to their
things made of metal and non- uses in daily life. iron – besi
metal and illustrate the similarities
and differences in a graphic lead – plumbum
organiser.
luminosity – kekilauan
Carry out an activity to study the
physical properties of metals and malleability –
non-metals such as: ketertempaan
a) luminosity,
b) ductility, sulphur – sulfur
c) malleability,
d) tensile strength, tensile strength – kekuatan
e) electrical and heat conductivity. regangan
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Carry out activities to study the • describe the different methods of impurities – bendasing
following: purification of substances,
how the presence of impurities • relate the characteristics of petroleum fractions –
such as salts affects the substances to the methods of pecahan petroleum
boiling point of water, purification used,
purification of substances by • explain with examples the pure substances – bahan
the following methods: methods of purification used to tulen
i. distillation, e.g. purifying produce substances used in
alcohol from a mixture of daily life. purification of substances
alcohol and water, –penulenan bahan
ii. crystallisation,e.g. purifying
salt from a saturated solution saturated solutions –
of common salt. larutan tepu
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
39
THEME: ENERGY IN LIFE
1.1 Discuss the following in terms of A student is able to: chemical changes –
Understanding physical and chemical changes: perubahan kimia
physical and a) burning of paper, • explain what physical
chemical b) melting of ice, change is, copper carbonate salt –
changes c) change in colour of sliced apples, • explain what chemical garam kuprum karbonat
d) evaporation of water. change is,
• give examples of physical copper sulphate solution -
Carry out the following activities to changes in daily life, larutan kuprum sulfat
study physical and chemical changes: • give examples of chemical
a) heating iron with sulphur, changes in daily life, evaporation of water –
b) burning magnesium in air, • compare and contrast penyejatan air
c) mixing zinc with copper sulphate physical changes and
solution, chemical changes. lead nitrate – plumbum
d) soaking clean iron nails in water nitrat
until they rust,
e) heating copper carbonate, physical changes –
f) mixing potassium iodide with lead perubahan fizik
nitrate,
g) dissolving sugar in water, potassium iodide – kalium
h) crystallising sodium chloride from iodida
its saturated solution,
i) heating iodine crystals in a closed reaction – tindak balas
container,
j) slow heating of wax. rust – karat
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Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
wax – lilin
1.2 Carry out the following activities to A student is able to: ammonium chloride –
Analysing heat study heat changes in chemical ammonium klorida
change in reactions: • state that chemical reactions
chemical a) dissolving ammonium chloride in involve heat change, chemical reaction –
reactions water, • identify reactions involving tindak balas kimia
b) dissolving sodium hydroxide in heat loss,
water. • identify reactions involving endothermic – serap haba
heat gain,
Discuss the following: • relate changes in temperature exothermic – buang haba
a) the relationship between heat loss of reactants to exothermic
or heat gain and changes in reactions, heat change – perubahan
temperature, • relate changes in temperature haba
b) exothermic and endothermic of reactants to endothermic
reactions based on changes in reactions, reactant – bahan tindak
heat. • explain through examples heat balas
changes that occur during
View computer simulations then industrial chemical reactions. sodium hydroxide –
gather and interpret data on heat natrium hidroksida
changes that occur during industrial
chemical reactions, such as: sulphuric acid – asid
a) the production of ammonia from sulfurik
ammonium products
b) the production of sulphuric acid.
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Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.3 Carry out activities to study the A student is able to: Sodium should dilute acids – asid cair
Synthesising following reactions: be used in very
the reactivity a) sodium, calcium, magnesium, • describe the reactivity of small quantity reactivity series – siri
series of aluminium, zinc and copper with metals with water, only. kereaktifan.
metals water. • describe the reactivity of
b) magnesium, aluminium, zinc and metals with acids,
copper with dilute acids. • describe the reactivity of
c) magnesium, aluminium, zinc, metals with oxygen,
copper with oxygen. • compare and contrast the
reactivity of metals with water,
Carry out activities to compare and acids and oxygen,
contrast the reactivity of metals with • arrange metals in order of
water, acids and oxygen. Illustrate the reactivity,
similarities and differences in a • construct the reactivity series
graphic organiser. of metals based on reactivity
of metals with oxygen,
Discuss and arrange metals in order • identify the position of carbon
of reactivity. in the reactivity series.
Collect and interpret data on the
reactivity of metals with oxygen to
construct the reactivity series of
metals.
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Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.4 View computer simulations or videos A student is able to: electrolysis – elektrolisis
Applying the on methods of extracting metals from
concepts of their ores and then carry out the • relate the position of metals in extraction –
reactivity following activities: the reactivity series to the pengekstrakan
series of method of extraction of metals
metals a) relate the position of metals in from their ores, ore – bijih
the reactivity series to the • explain with examples the
method of extracting metals process of extraction of a tin – timah
from their ores, such as using metal from its ore using
carbon and by electrolysis, carbon,
b) discuss the process of extracting • state the importance of the
tin from its ore. reactivity series.
1.5 Carry out activities on electrolysis and A student is able to: Chemical anode – anod
Understanding discuss the following: equations for
electrolysis a) definition of electrolysis, • state what electrolysis is, reactions cathode – katod
b) what anode, cathode, anion, cation • state what anode, cathode, occurring at
and electrolyte are, anion, cation and electrolyte electrodes are electrode – elektrod
c) the process and product of are, not required.
electrolysis of an electrolyte using • describe the electrolysis of an electrolyte – elektrolit
carbon electrodes, electrolyte using carbon
d) use of electrolysis in electroplating electrodes, electroplating –
metal objects. • explain the uses of electrolysis penyaduran elektrik
in industry.
lead bromide – plumbum
bromida
molten – lebur
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Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.6 Carry out an activity to study the A student is able to: Equations to alkaline batteries – bateri
Understanding production of electrical energy by a show the alkali
the production simple cell. • describe how a simple cell reactions at the
of electrical works, positive and lead-acid accumulators –
energy from Examine various types of cells such • list the various types of cells negative akumulator asid-plumbum
chemical as dry cells, lead-acid accumulators, and their uses, terminals of a
reactions alkaline batteries, silver oxide-mercury • state the advantages and simple cell are nickel cadmium batteries –
batteries and nickel-cadmium disadvantages of various types not required bateri nikel-kadmium
batteries and discuss: of cells.
a) their uses, silver oxide-mercury
b) the advantages and disadvantages batteries – bateri argentum
in using each of these types of oksida-merkuri
cells.
simple cell – sel ringkas
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Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.7 Discuss the following: A student is able to: Only a brief photographic paper –
Understanding a) chemical reactions which require description of kertas fotografi
chemical light for example photosynthesis in • give examples of chemical splitting of water
reactions that green plants, reactions which require light, molecules by photosensitive chemicals –
occur in the b) the effect of light on photosensitive • explain the effect of light on light energy in bahan kimia yang peka
presence of chemicals. photosensitive chemicals, photosynthesis cahaya
light • explain why certain chemicals is required.
Carry out an activity to study the effect are stored in dark bottles. Chemical photosynthesis –
of light on photographic paper and equations are fotosintesis
silver chloride. not required.
silver chloride – argentum
Discuss how photosensitive chemicals klorida
are stored by relating to the effect of
light on these chemicals.
1.8 Prepare folio and scrap book on the A student is able to:
Appreciating following topics:
the innovative a) how energy obtained from • describe how energy obtained
efforts in the chemical reactions should be from chemical reactions
design of used efficiently to prevent should be used efficiently to
equipment wastage, prevent wastage,
using chemical b) how equipment utilising chemical • describe how equipment
reactions as reactions as sources of energy utilising chemical reactions as
sources of should be disposed to reduce sources of energy should be
energy environmental pollution, disposed to reduce
environmental pollution,
Carry out a brainstorming session on • give suggestions on new ways
new ways of using chemical reactions of using chemical reactions as
as sources of energy for equipment. sources of energy for
equipment,
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Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
Carry out activities to illustrate good • put into practise good habits
habits of using and disposing when using and disposing
equipment that uses chemical reaction equipment that uses chemical
as a source of energy. reaction as a source of energy.
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THEME : ENERGY IN LIFE
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
2.1 View computer simulations, videos or A student is able to: Half-life is not penetration power – kuasa
Understanding charts and study: required. penembusan
radioactive a) radioactive substances, • state what radioactive
substances b) radioactive radiations, substances are, radiation – sinaran
c) radioisotopes. • give examples of radioactive
substances, radioactive decay –
Discuss the following: • describe the process of pereputan radioaktif
a) radioactive substances, radioactive decay,
b) radioisotopes of carbon, cobalt and • name the three types of radioisotope – radioisotop
iodine, radioactive radiations,
c) the process of radioactive decay • describe the characteristics of
and the emission of alpha particles, each type of radioactive
beta particles and gamma radiation,
radiation. • compare and contrast
radioactive radiations,
Carry out an activity to compare and • explain what radioisotopes are,
contrast the characteristics of the
• give examples of
three types of radioactive radiations
radioisotopes,
i.e. alpha, beta and gamma radiation
• explain the uses of radioactive
in terms of:
substances.
a. type of particles,
b. charge,
c. penetrating powers.
Illustrate the similarities and
differences in a graphic organiser.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
2.2 View computer simulations, videos A student is able to: The concept of fission – pembelahan
Understanding and charts and discuss the production chain reaction is
the production of nuclear energy through the • describe the production of not required. fusion – pelakuran
of nuclear following: nuclear energy through fission,
energy and its a) fission, • describe the production of nuclear energy – tenaga
uses b) fusion. nuclear energy through fusion, nuklear
• state the uses of nuclear
Discuss the process of generating
energy,
electricity from nuclear energy.
• describe the process of
generating electricity from
nuclear energy,
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Learning
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Objectives
2.3 Read articles, view videos or charts A student is able to: radioactive wastes – sisa
Awareness of and discuss the following: bahan radioaktif
the need for a. Chernobyl nuclear disaster and • state the effects of radioactive
proper other nuclear disasters, radiations on living things, nuclear power station –
handling of b. handling of radioactive • describe the correct way of stesen tenaga nuklear
radioactive substances and radioactive handling radioactive
substances waste. substances and radioactive
waste,
Discuss the following: • explain the need for proper
(i) the short term and long term handling of radioactive
effects of radioactive substances substances and radioactive
on living things, waste.
(ii) the need for proper handling of
radioactive substances and
radioactive waste.
49
THEME : ENERGY IN LIFE
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
.
3.1 Carry out activities to observe the A student is able to: concave lens – kanta
Synthesising following: cekung
the formation a) Images formed by a plane • state the characteristics of
of image by mirror, images formed by a plane convex lens – kanta
plane mirrors b) Images formed by convex and mirror, cembung
and lenses concave lenses. • state the characteristics of
images formed by a convex lens, distant object – objek jauh
Carry out an activity to compare • state the characteristics of
and contrast images of distant images formed by a concave focal length – panjang
objects formed by convex lenses lens, fokus
and concave lenses. Illustrate the • compare and contrast images of
similarities and differences in a distant objects formed by convex focal point – titik fokus
graphic organiser. lenses and concave lenses, image – imej
• draw a labelled ray diagram to
Use computer simulations,videos show the formation of image by image distance – jarak
or charts to demonstrate the light rays passing through a imej
construction of ray diagrams. convex lens,
• draw a labelled ray diagram to object distance – jarak
Draw ray diagrams for light show the formation of image by objek
passing through: light rays passing through a
a) convex lens with objects concave lens, optical centre – pusat
located at various distances, • draw ray diagrams to explain optik
b) concave lens. how characteristics of images
formed by convex lenses vary plane mirror – cermin
Label the following on the ray with object distance, satah
diagrams:
a) principal axis, principle axis –
b) optical centre, paksi utama
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
3.2 Investigate the image formed in a A student is able to: image formation –
Synthesising camera using a pin-hole camera pembentukan imej
the formation with and without lens. • identify the parts of optical
of image by instruments involved in image magnifying glass – kanta
optical Construct a simple periscope and formation, pembesar
instruments telescope. Discuss the formation • draw ray diagrams for light rays
of image by these optical passing through an optical optical instruments –
instruments. instrument, alatan optik
• compare and contrast the
Use computer simulations to mechanisms in focusing and pin-hole camera – kamera
demonstrate construction of ray controlling the amount of light lubang jarum
diagrams for the light rays passing that enters human eyes and a
through the eye and optical camera,
instruments. • explain the structure and
function of various parts of the
Based on the simulations, draw eye using a camera as an
and label ray diagrams to show analogy.
the formation of images in the
following optical instruments:
a) camera,
b) periscope,
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
c) telescope.
d) eye
3.3 Carry out activities to investigate A student is able to: light dispersion –
Analysing light the following : penyebaran cahaya
dispersion a) light dispersion using a prism, • state what light dispersion
b) rainbow formation. is, phenomenon – fenomena
• explain through examples
Discuss what light dispersion is. how dispersion of light rainbow – pelangi
occurs.
Use computer simulations to
demonstrate light dispersion.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
3.4 Carry out an activity to study light A student is able to: light scattering –
Analysing light scattering and its effects. penyerakan cahaya
scattering • state what light scattering is,
Use computer simulations to • give examples of phenomena
demonstrate the process of light related to light scattering,
scattering. • explain through examples how
scattering of light occurs in
Discuss light scattering in natural phenomena.
phenomena such as blue skies
and red sunset.
3.5 Carry out an activity to introduce A student is able to: coloured filter – penapis
Analysing the primary and secondary colours. warna
addition and • identify primary and secondary
subtraction of Carry out activities to: colours, primary colour – warna
coloured lights a) investigate the addition of • explain how addition of primary primer
primary colours to form colours produces secondary
secondary colours, colours, secondary colour – warna
b) investigate the effects of • explain the subtraction of colours sekunder
primary and secondary by coloured filters.
coloured filters on white subtraction of coloured
and coloured light. light – penolakan cahaya
berwarna
Use computer simulations to
demonstrate the addition and
subtraction of coloured lights.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
3.6 Carry out activities to observe and A student is able to: cone cell – sel kon
Applying the study the colour of objects under • explain subtraction of coloured
principle of white and coloured lights. lights by coloured objects, rod cell – sel rod
subtraction of • explain the appearance of
coloured light View computer simulations and coloured objects under white
to explain the discuss the subtraction of coloured light.
appearance of lights by coloured objects. • explain the appearance of
coloured coloured objects under coloured
objects Discuss the following: lights,
a) functions of rod and cone cells, • state the function of rod and
b) the appearance of coloured cone cells in the eye.
objects under white and
coloured light.
3.7 Carry out activities to observe and A student is able to : mixing of pigments –
Analysing the study pigment and the effect of pencampuran pigmen
effect of mixing mixing pigments. • state what pigment is,
pigments • list the uses of pigments, pigment – pigmen
View computer simulations and • compare and contrast the mixing
discuss the mixing of pigments of pigments with the addition of
and the effects of pigments on coloured lights,
light. • explain through examples the
Carry out an activity to compare effects of pigments on light,
and contrast the mixing of • make conclusions about the
pigments with the addition of mixing of pigments.
coloured lights. Illustrate the
similarities and differences in a
graphic organiser.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
3.9 Discuss the advantages of having A student is able to: optical instruments –
Appreciating various kinds of optical peralatan optik
the benefits of instruments such as: • relate the inventions of various
various types a) to overcome the limitation of the types of optical instruments to
of optical sense of sight, their contributions to mankind.
instruments to b) extending the capability or
mankind power of vision,
c) increasing human knowledge
and understanding about
nature.
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THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.1 Examine things made of alloys A student is able to: alloy – aloi
Understanding and discuss their composition,
the properties properties and uses. • state what an alloy is, brass – loyang
of alloys and • give examples of alloys,
their uses in Collect and interpret data on the • explain how the formation of bronze – gangsa
industry following: alloy can change the
a) what an alloy is, properties of metals, corrosion – pengkakisan
b) examples of alloys, • relate the changes in the
c) composition, properties and the properties of metals when steel – keluli
uses of various alloys including they are converted to alloys
steel, pewter, bronze, brass and to the arrangment of superconductor alloy – aloi
duralumin. particles in the alloys, superkonduktor
• relate the properties of
View videos or computer alloys to their uses in daily
simulations and discuss: life,
a) how formation of alloys can • describe the importance of
change the properties of alloys in industry,
metals, such as to increase • state what superconductor
hardness, prevent corrosion alloys are.
and improve appearance,
b) what superconductor alloys are.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
1.2 Collect and study product labels to A student is able to ammonium salt – garam
Analysing the identify the ammonium ammonium
production and compounds present. • list the uses of ammonia and its
uses of compounds in daily life, catalyst – mangkin
ammonia in Discuss the uses of ammonia and • describe how ammonia is
industry its compounds in the making of produced in industry, cleaning agents – agen
substances such as fertilisers, • state the factors which affect the pencuci
nitric acid, colouring, cleaning production of ammonia in
agents and explosives. industry, colouring – pewarna
• state the industrial uses of
View videos or computer ammonia, explosives – bahan
simulations to gather and interpret • describe how ammonia is used letupan
data on the following: to produce ammonium salt
a) the process of producing fertilisers and urea. fertilisers – baja
ammonia in industry,
b) factors which affect the flow chart – carta aliran
optimum production of
ammonia such as temperature, pressure – tekanan
pressure and catalysts.
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
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Learning
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
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ACKNOWLEDGEMENTS
Editorial Cheah Eng Joo Principal Assistant Director (Head of Science and
Advisors Mathematics Department)
Curriculum Development Centre
Ho Heng Ling Assistant Director (Head of Core Science Unit)
Curriculum Development Centre
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PANEL OF WRITERS
Cheah Eng Joo Curriculum Development Centre Salbiah Mohd Som Curriculum Development Centre
Yeap Chin Heng (Ph.D) Curriculum Development Centre Salina Hanum Osman Mohamed Curriculum Development Centre
Zaidi Yazid Curriculum Development Centre Yusof Ismail Curriculum Development Centre
Zaidah Mohd Yusoff Curriculum Development Centre Zainon Abdul Majid Curriculum Development Centre
Ahmad Salihin Mat Saat Curriculum Development Centre Zainusham Yusuf Curriculum Development Centre
Aizatul Adzwa Mohd. Basri Curriculum Development Centre Zulkifli Baharudin Curriculum Development Centre
Ahmad Salmi Abdullah SMK Mahsuri, Kedah Lilian Tan Lee Lin SMK Damansara Jaya, Selangor
Chin Chok Chen SMK Mergong, Kedah Mukhtar Arshad SMK Syed Alwi Kayang, Perlis
Chong Wai Loong SMK Gajah Berang, Melaka Osman b. Shaari @ Said SMK Sungai Layar, Kedah
Fadhilah Muhamad SMK King Geroge V, N. Sembilan Roslah Awang SMK Landas, Terengganu
Faridah Abu Bakar SMK Sultan Abdul Aziz Shah, Roziah Zakaria SMK Taman Inderawasih,
Selangor Pulau Pinang
R. Thanabal
Jalilah Jaafar SMK Victoria, Kuala Lumpur SMJK Shing Chung, Perak
Sofiazan Mohd Yusof
Jayasothy a/p Ratnasingam SMK Maxwell, Kuala Lumpur SMK Abdullah Munshi, Pulau
Tan Siew Lan
Komala Devi a/p Thanimalai SMK Convent Butterworth, Pulau
Pinang
Pinang Zainiah Zainal Abidin
SMK Padang Polo, Pulau Pinang
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Curriculum Development Centre
Ministry of Education
2005
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