YEARLY LESSON PLAN

SCIENCE FORM 3
2020
KSSM

BY : PN SIOW MEI SHAN

SMK TINGGI PORT DICKSON
 1.0 STIMULI AND RESPONSES

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 1 1.1 Human A pupil is able to:

nervous system
20/1 - 22/1 1.1.1 Describe the structures and functions of Note:
human nervous system through drawings
Human nervous sytem consists of the brain,
spinal cord and peripheral nerves.

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 WEEK 2 1.1.2 Make a sequence to show the Suggested activity:
pathway of impulses in voluntary
25/1 - 29/1
and involuntary actions.
Make a creative presentation on:

 Parts involved in the movement of impulses

from the affector to the effector.

 The pathways of impulses in voluntary and

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

 Measuring the speed of response in catching a

falling ruler (voluntary action),

 Detecting the changes in the pupil towards

light intensity (involuntary action).

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 3 1.2 Stimuli and 1.2.1 Draw the structures of sensory organs Suggested activity:
responses in and explain their functions and
½ -5/2
human sensitivities towards stimuli.
Make a creative presentation on the structure and
functions of each part of the eye, ear, nose, skin and
tongue.

Carry out activites to show the sensitivity of sensory

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

Note:
Introduce the functions of:

 Photoreceptors (rods and cones).

 Taste buds (different taste areas on the tongue

including umami).

 Olfactory receptor cells.

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 1.2.2 Explain the mechanism of hearing and sight Suggested activity:
through drawings.
Discuss and explain using a model :
WEEK 4
 Hearing mechanism.
8/2 – 12/2
 Sight mechanism.

WEEK 5 1.2.3 Relate the human sensory organs to the Suggested activity:
28/1 – 31/1 sensitivity towards various combination of
Carry out activities to show the sensitivity of
stimuli.
sensory organs towards stimuli which relate to
the number of receptors

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

Investigate the sensitivity of sensory organs in

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

1.2.4 Explain through examples how the limitation Suggested activity:

of senses, defect in sensory organs and
Make a multimedia presentation on:
aging affect human hearing and sight.
 Optical illusion and blind spot.
 Various types of audio visual defects such as
short- sightedness, long-sightedness,
1.2.5 Justify how innovations and technologies astigmatism and hearing defects.
can improve the ability to sense in
WEEK 6
sensory organs  Correcting audio visual defects using convex
3/2 – 7/2 lens, concave lens and hearing aids.
 Examples and effects of unhealthy lifestyle or
high risk careers that affect the sensitivity of
sensory organs.
 Being thankful for the Gift of senses and
the importance of practicing safety and
healthcare of the sensory organs.

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

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

WEEK 7  Parts of a plant that respond towards stimuli.

10/2 – 14/2  Directions of responses towards stimuli

(positive or negative).

1.3.2 Justify how responses in plants ensure their Note:

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

1.3.3 Carry out experiments to study responses Suggested activity:

in plants towards various stimuli.
Carry out investigation through experiments on
*(EXPERIMENT 1.1; TEXTBOOK page
30-33) responses in plants towards light, water, gravity and
WEEK 8
touch.
17/2 – 21/2
Solve problems on responses in plants in different
situations such as in the ISS (International Space
Station).

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

1.4 Importance of 1.4.1 Explain with examples the types of Suggested activity:
responses to stimuli sight and hearing in animals.
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.

WEEK 8 Discuss responses in animals such as:

17/2-21/2

Responses Example
Whiskers Hysterix africaeaustralis
Electric field Gymnarchus niloticus
Pheromone Melolontha melolontha
Jacobson's organ Vipera berus

More than a pair Lyssomanes viridis

of eyes

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 Body sensor Valanga nigricornis
Lateral line Scomber australasicus

Scientific names of the animals are only for teacher’s

reference.

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 2.0 RESPIRATION

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

2.1 Respiratory A pupil is able to:

system
2.1.1 Draw and label the internal structures of the Suggested activity:
human respiratory system and describe the
Make a multimedia presentation to explain the
breathing mechanism.
structure in the human respiratory system.
Make a model or simulation to discuss the
WEEK 9 actions of the diaphragm, intercostal muscles,
movement of the rib cage, changes in the
24/2 – 28/2
volume and air pressure in the thoracic cavity
during inhalation and exhalation.

2.1.2 Carry out experiments to investigate the Note:

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

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 10 2.2 Movement 2.2.1 Describe the movement and exchange of Suggested activity:
and exchange oxygen and carbon dioxide in the human
2/3 – 6/3 Make a creative presentation to show the:
of gases in the body.
human body  Exchange of oxygen and carbon dioxide due to
the difference in concentration in the alveolus
and blood capillary.

 Diffusion of oxygen from the alveolus into the

blood capillary.

 Formation of an unstable compound,

that is, oxyhaemoglobin.

 Release of oxygen into the body cells.

 Oxidation of food during cellular

respiration to release energy.

 Diffusion of carbon dioxide from the cell into

the blood capillary then into the alveolus

2.2.2 Justify the importance of adaptation of the Note:

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 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.

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 10 2.3 Health of human 2.3.1 Communicate about substances that Suggested activity:
respiratory system are harmful to the respiratory system
2/3 – 6/3 Gather information, analyse and make a
as well as diseases and their
multimedia presentation based on data from the
symptoms.
Malaysia Health Ministry or other countries on
respiratory diseases such as:

 Emphysema

 Lung cancer

 Bronchitis

 Asthma

Note:

Examples of substances that are harmful to the

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

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 2.3.2 Carry out an experiment to show the effects Note:
of smoking on the lungs.
Realise that smoking affects the health of the
(EXP 2.2; TEXTBOOK page 62-63) smoker and others who do not smoke.
*DEMONSTATION BY TEACHER Introduce the term passive smoker.

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

2.4 Adaptation in 2.4.1 Justify how the respiratory system adapts in Suggested activity:
respiratory different situations.
Do a creative presentation to explain how
system
other organisms carry out respiration

 Moist skin

 Gills

 Trachea

Carry out an active reading activity on the

adaptation and the ability of the respiratory system
WEEK 11 in the following context:
9/3 – 13/3  Different altitudes (at the bottom of the sea
and mountainous regions)
 Sports activities and lifestyle (athlete and
swimmer)

 Diseases (anaemia and sickle cell patient)

Note:

Realise that exercise and the choice of healthy

lifestyle are important to the respiratory system.

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

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 11 Observe the structure of a stoma under a

microscope and make a multimedia presentation
9/3 – 113/3
to show:

 A stomatal pore is controlled by two guard cells

 During the day, water enters the guard cells

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

 Diffusion of carbon dioxide takes place in the

stoma due to the difference in concentration.

 During the night, water is lost from the guard

cells through osmosis causing the stomatal
pore to close.

Note:

Osmosis needs to be introduced to explain

how it affects the stomatal pore.

2.5.2 Communicate to justify the importance of an Suggested activity:

unpolluted environment for the growth and
Make a multimedia presentation on the effects of
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 survival of plants pollution on plants and preventive steps to be taken
in local or global context.

WEEK 10 PENILAIAN KURIKULUM 1

10/3 – 6/3 (10MAC 2020 - 6 MAC 2020)

CUTI PERTENGAHAN PENGGAL 1

14/3/2020 HINGGA 22/3/2020

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 3.0 TRANSPORTATION

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

3.1 Transport A pupil is able to:

system in
3.1.1 Describe the function of transport systems Suggested activity:
organisms
in complex and simple organisms.
Gather and share information on:

3.1.2 Compare and contrast the functions of  The need for a transport system in organisms
transport systems in complex and  The function of a transport system in organisms
simple organisms.
 The importance of a functional transport system
3.1.3 Justify the importance of the function in organisms and its impact if the system does
WEEK 12 of transport system in organisms. not function properly.
23/3-27/3 Note:

A simple organism does not have any specific

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

3.2 Blood 3.2.1 Generalise the meaning of blood Suggested activity:

circulatory system circulatory system in animals.
Carry out an active reading activity to compare
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 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.

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

3.2.2 Communicate to explain the structure and Suggested activity:

functions of a heart and blood vessels in
Make a multimedia presentation based on research
human blood circulatory system
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:
WEEK 13
Introduce pulmonary and systemic circulatory
30/3 – 3/4 systems.
Religious sensitivities have to be taken into account
when obtaining the real animal heart.

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; TEXTBOOK page 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
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 and discuss other factors that influence pulse rate
such as:
 Gender

 Age

 Body health

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 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD

3.2 3.2.4 Justify the importance of maintaining a Suggested activity:

heathy heart..
Blood circulatory
system
Attention should be given to heart health due to
the significance of its functions in one’s
WEEK 14 wellness.
6/4 – 10/4

Carry out project-based learning using STEM

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

3.3 Human blood 3.3.1 Separate the components and constituents of Suggested activity:
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,
WEEK 15 gases, enzymes, hormones and waste products.
13/4 – 17/4 3.3.2 Identify blood groups and the effects of receiving Suggested activity:
incompatible blood groups.
Collect data on blood groups from each student and
discuss:

 Compatibility of blood donors and recipients in

aspects of antigen types and antibodies for
blood groups A, B, AB and O.
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  Effects of incompatible blood types such as
blood coagulation.

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 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD

3.3 3.3.3 Communicate about the importance of blood Suggested activity:

donation in context of daily life.
Human blood
. Blood is needed everyday in saving lives. Blood is
required for surgery and blood transfusion for
accident victims as well as treating diseases like
leukemia, thalassaemia and haemophilia.

Carry out project-based learning using STEM

approaches to plan and organize activities to solve
the following issues:
WEEK 16
20/4 – 24/4
 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.

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 CONTENT
WEEK / DATE LEARNING STANDARD NOTES
STANDARD

3.4 Transport 3.4.1 Describe transpiration in plants Suggested activity:

system in plants
Observe video to understand transpiration in plants.
Note:
Introduce guttation in plants.

3.4.2 Carry out experiments to investigate the Notes:

factors affecting the rate of transpiration.
Factors affecting the rate of transpiration are:
*(EXPERIMENT 3.4.2)
WEEK 17  Light intensity

27/4 – 1/5  Air humidity

* 1/5 Cuti  Temperature

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

3.4.3 Differentiate between the structure and Suggested activity:

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

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 the absence of xylem or phloem.

3.5 3.5.1 Compare blood circulatory system in Note:

animals with transport sytem in plants.
Blood circulatory Being thankful for the uniqueness of the
system and circulatory system to the continuity of life.
transport system
in plants

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 4.0 REACTIVITY OF METALS

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 18 4.1 A pupil is able to:

4/5-8/5 Variety of minerals 4.1.1 Explain with examples minerals that are Note:
found in the Earth’s crust.
Minerals in Earth’s crust consist of:

 Elements such as gold and silver.

 Compounds such as bauxite, haematite, galena

and cassiterite..

4.1.2 Identify elements found in natural Suggested activity:

compounds.
Carry out activities to show that natural compounds
are formed from the combination of several
elements.
Introduce the common and scientific names
for a compound. Example:

Common name Scientific name Elements

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

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.
Examples:
Natural minerals Chemical / Uses
physical
characteristic
Calcium oxide Basic Neutralise
acidic soil
Silicon dioxide High melting Make glass
point

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 18 4.2 4.2.1 Construct a reactivity series of metals Suggested activity:

based on its reactivity with oxygen and
4/5-8/5 Reactivity series of Study the reaction of heating metals such as
write the word equation for the reactions.
metals magnesium, aluminium, zinc, ferrum and lead,
with oxygen.
&

Arrange metals into a reactivity series based on their

WEEK 19 reactions.

11/5 – 15/5 4.2.2 Determine the position of carbon and Suggested activity:
hydrogen in the reactivity series of
Demonstration by teacher:
metals
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 metals Suggested activity:

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 Extraction of 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.

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.

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 5.0 THERMOCHEMISTRY

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 19 PEPERIKSAAN PERTENGAHAN TAHUN

11/5 - 15/5 14/5 – 17/5/2019

WEEK 20 5.1 A pupil is able to:

18/5 – 22/5 Endothermic and 5.1.1 Define endothermic and exothermic Suggested activity:
exothermic reactions reactions.
Carry out an investigation to verify similarities and
differences in endothermic and exothermic
reactions with respect to:
Relate heat absorbed or released in a
5.1.2
chemical reaction to endothermic and  Changes in thermometer reading.
exothermic reactions.
 Changes in heat.

Relate these changes with the concept of

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

5.1.4 Explain with examples exothermic and Suggested activity:

endothermic reactions.
Carry out project based learning to determine the
best parameter or variables for:
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 Design materials using the concept of
exothermic and endothermic processes to
solve problems in life.  Producing materials to relieve muscle cramp
5.1.5

 Producing emergency lamps during power failure

 Building a container which maintains

high temperature or low temperature.

Refer to Modul 7 HEBAT Sains (Heat)

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 6.0 ELECTRICITY AND MAGNETISM

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

CUTI PERTENGAHAN TAHUN (23/5/2020 – 7/6/2020) / HARI RAYA AIDIL FITRI (24/5 & 25/5)

WEEK 21 6.1 A pupil is able to:

8/6 – 12/6 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,
of energy.
using magnets and coils of wire. It should be
stressed that current is induced only when the
magnetic field is cut.
Carry out a group discussion on how electricity is
generated in power stations using various sources of
energy..

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 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.

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 WEEK / CONTENT
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DATE STANDARD

6.1.4 Solve problems related to electricity supply Suggested activity:

in life.
Make a model or innovation to solve problems
WEEK 21 involving the generation of electricity in rural areas,
8/6 – 12/6 using turbines and generators, without affecting the
environment.
Refer to Module 22 HEBAT Sains (Energy).

WEEK 21 6.2 6.2.1 Carry out an experiment to build a Suggested activity:

step-up and a step-down transformer.
8/6 – 12/6 Transformer Make a creative presentation about transformers:
*(EXP 6.2.1)
 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.

6.2.2 Communicate about transformers Suggested activity:

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

Ns Vs

Np - Number of turns of primary coil.

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

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

6.3 6.3.1 Explain the function of components in the Suggested activity:

transmission and distribution of electricity
Transmission and Arrange in order the components in the transmission
by drawing.
distribution of and distribution of electricity such as power stations,
electricity step-up transformer stations, National Grid Network,
step-down transformer stations, distribution sub-
stations, switches, main intake sub-stations.

Discuss the issues and impact of National Grid

Network pylons near residential area.

WEEK 21 6.3.2 Explain with examples electricity supply and Suggested activity:
wiring systems in homes.
8/6 – 12/6 Discuss single phase and 3-phase wiring systems
in homes.

Note:

Components of home wiring system include a fuse

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

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 6.3.3 Distinguish between safety components in a Suggested activity:
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.

Make a group discussion to identify:

WEEK 22
 Function of earth wire.
15/6 – 19/6
 Function of the Miniature Circuit Breaker(MCB),
and Earth Leakage Circuit Breaker(ELCB).

 Lightning conductor.

 Switch

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

6.3.4 Communicate about safety in Suggested activity:

transmission and distribution of
Make brochures or posters for the following:
electricity and the use of electrical
WEEK 22 appliances..  Cause of electrical short circuit.

15/6 – 22/6  Cause of electrical accidents.

 Safety measures when using electricity.

 Steps to take when electrical shock occurs.

WEEK 22 6.4 6.4.1 Define energy efficiency.. Note:

15/6 – 22/6 Calculate the cost of Introduce the role of the Energy Commision in the
electricity consumption labelling of electrical equipments using Energy
6.4.2 List examples of technology that applies the Efficiency Rating and Labelling.
concept of energy efficiency.
Suggested activity:

 List down the power and voltage values of

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

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 6.4.4 Relate electrical energy consumption, Note:
power and time by calculating the cost of electrical
energy used by electrical appliances.
Introduce the formula:
Energy Consumption (kWh) = Power (kW) x Time(h)

6.4.5 Conduct a home energy audit of electrical Suggested activity:

appliances used as a measure to save electricity
usage at home..
Interpret data on electricity use with reference to the
electricity bill collected within a specified period of time.
Make conclusions about usage patterns observed and
suggest saving measures that need to be taken.

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 22 6.4.6 Communicate about ways of saving Cadangan aktiviti:

electrical energy usage at home.
15/6 – 22/6 Suggested activity:

Make a multimedia presentation on the concept

of green building in a local or global context.

Malaysia is aiming to reduce carbon footprint by

reducing carbon dioxide emissions by 45% by
2030.

Extracted from Sun Daily 21 April

2016

Design or innovate a model of a green building

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

Emphasis is given to:

 Energy efficiency.

 Power sales

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  Appliances with Energy Efficiency Rating and
Labelling

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 7.0 ENERGY AND POWER

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

7.1 A pupil is able to:

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

 An object moving vertically (against

gravitational force).
Discuss the relationship between total work
WEEK 23 done and energy used.
22/6 – 26/6 Note:

Work is defined as the product of force and

displacement in the direction of the force. Energy is
the ability to do work.
Work = Force x Displacement (W=Fs)

S.I. unit for work is Joule.

When a force of 1 Newton is applied to move an

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

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

7.1.2 Relate power with work and solve

problems in the context of daily life. Suggested activity:
Conduct activities and solve numerical
problems to calculate power when:
WEEK 23  An object is moving horizontally.
22/6 – 26/6

 An object is moving vertically.

using a spring balance and
stopwatch. Note:

Power is defined as the rate of doing work.

Power = Work/ Time.

S.I. unit for power is Watt.

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

of 1 Watt is used.

(1 J/s = 1 W)

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 7.2 7.2.1 Explain with examples gravitational potential Suggested Activity:
energy and solve problems in the context of
Potential Energy and Conduct activity to solve numerical problems related
daily life..
Kinetic Energy to potential energy.
Note:

Gravitational potential energy is work done to lift an

object to a height, h, from the Earth’s surface.

WEEK 24 Gravitational potential energy =mgh

29/6 – 3/7

Note:

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

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

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

7.2.2 Calculate elastic potential energy in Suggested activity:

the 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.

Note:
Elastic potential energy, Ep = ½ Fx
WEEK 24 Force to extend a spring increases uniformly from zero
29/6-3/7 with the extention of the spring. Therefore, to calculate
work done in stretching a spring, we use average value
of
force, that is:
Average force = (0 + F)/2 = ½ F

7.2.3 Explain with examples kinetic energy Suggested activity:

in the context of daily life. Discuss that kinetic energy is the energy possessed
by a moving object.
Note:

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 Kinetic energy, Ek = ½ mv2

7.3 Principle of 7.3.1 Explain with examples The Suggested activity:

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

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

7.3.2 Solve qualitative and quantitative Suggested activity:

problems involving the transformation of
kinetic energy and potential energy in a
closed system.. Discuss daily situations involving the conversion of
energy such as the motion of a swing, the falling of an
object from a certain height, the movement of the
roller- coaster and toys with springs like toy cars and
pistols.
WEEK 24
Solve quantitative problems using the following
29/6-3/7 equations:

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

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 8.0 RADIOACTIVITY

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 25 8.1 A pupil is able to:

6/7 – 10/7 History of the 8.1.1 Describe the history of the Note:
discovery of discovery of radioactivity.
radioactivity
Introduce the following physicists:

 Wilhelm Roentgen.

 Henri Becquerel.

 Marie and Pierre Curie

8.1.2 Explain with examples radioactive Suggested activity:

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

Note:

Radioactivity is the spontaneous decomposition of an

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

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 Introduce unit of radioactivity such as Becquerel
(Bq) and Curie (Ci).

8.2 8.2.1 Draw an atomic structure in a stable state Note:

Atom and nucleus According to Dalton's Atomic Theory, atoms are the
smallest particles in matter. However, the development
WEEK 25 of science has succeeded in finding particles that are
6/7 – 10/7 even smaller than protons and neutrons.

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

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 25 8.3 8.3.1 Describe ionising radiation and non- ionising Suggested activity:
radiation.
6/7 – 10/7 Ionising radiation Research and report on ionising radiation such as alpha,
and Non- ionising beta, gamma and X-rays.
radiation
Differentiate the three types of ionising Note:
radiation in radioactive decay.
8.3.2
The difference between the three rays in terms of
particle size, charge, ionising power, penetrating power,
deflection by magnetic field and electric field.

8.3.3 Explain with examples sources of Suggested activity:

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

 Natural sources of ionising radiation are cosmic

rays and background radiation

 Man-made sources of ionising radiation are

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

 The unit of dose rate measurement for

background radiation is microSievert/hour (μSv /
h). 1 Sv is equal to 1 Joule of radioactive energy
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 absorbed by 1 kilogram of living tissue.

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

level of background radiation.

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 WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

8.3.4 Discuss ways to manage the risks from Suggested activity:

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

8.4 8.4.1 Communicate about the use of Suggested activity:

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

WEEK 26
8.4.2. Justify the importance of proper handling Note:
13/7 – 17/7
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.

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 9.0 SPACE WEATHER

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

WEEK 27 9.1 A pupil is able to:

20/7 – 24/7 The Sun's 9.1.1 Explain the structure of the Sun and Suggested activity:
activities that phenomena that occur on the Sun’s surface
affect the Earth Gather and share information on the Sun’s structure
by drawing.
consisting of core, convection zone, radiation zone,
photosphere, chromosphere and corona.

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

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

magnetosphere.

Gather and share information about the

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

9.2 9.2.1 Communicate about space weather and its Suggested activity:
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 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.

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10.0 SPACE EXPLORATION

WEEK / CONTENT
LEARNING STANDARD NOTES
DATE STANDARD

10.1 A pupil is able to:

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
WEEK 28
 Kepler
3/8 –7/8
Realizing that knowledge gained by scientific research
is a product of human effort to obtain rational
explanations about natural phenomena based on the
WEEK 29
ability to think out of the box.
10/8-14/8
10.2 10.2.1 Communicate about the importance of the Suggested activity:
development of technology and its
Development of
application in space exploration..
technology and its
Carry out an active reading activity or make a
application in
multimedia presentation on:
space exploration

 The history of space exploration.

 Construction of rockets, satellites and space

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 probes.

 Remote sensing technology used in agriculture,

geology, disaster management, defence and etc.

10.2.2 Justify the exploration need to continue Suggested activity:

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

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 WEEK /
ACTIVITIES/ PROGRAMMES
DATE

WEEK 30
PEPERIKSAAN PERCUBAAN PT3
17/8 – 30/8

CUTI PERTENGAHAN PENGGAL KEDUA (25/7/2020-02/8/2020)

WEEK 31
PERBINCANGAN KERTAS PEPERIKSAAN PERCUBAAN PT3
24/8 – 28/8

WEEK 31
MINGGU ULANG KAJI BERFOKUS (TINGKATAN 1: BAB 1-4)
24/8 – 28/8

WEEK 32
MINGGU ULANG KAJI BERFOKUS (TINGKATAN 1: BAB 5-9)
1/9 – 4/9

WEEK 33
MINGGU ULANG KAJI BERFOKUS (TINGKATAN 2: BAB 1-6)
7/9 – 11/9

WEEK 34
MINGGU ULANG KAJI BERFOKUS (TINGKATAN 2: BAB 7-13)
14/9 – 18/9

WEEK 35
LATIH TUBI SOALAN PERCUBAAN NEGERI
21/9 – 25/9

WEEK 36
UJIAN BERTULIS PT3
28/9 – 2/10

WEEK 37
UJIAN BERTULIS PT3
5/10 – 9/10

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 WEEK 38
12/10 - 16/10

WEEK 39
19/10 - 23/10

WEEK 40
26/10 –30/10 PROGRAM PASCA PT3
WEEK 41
2/11 – 6/11

WEEK 42
9/11 -13/11

WEEK 43
16/11 –20/11

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