• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Ran.tahunan sc t4 2013
 

Ran.tahunan sc t4 2013

on

  • 436 views

 

Statistics

Views

Total Views
436
Views on SlideShare
436
Embed Views
0

Actions

Likes
0
Downloads
11
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Ran.tahunan sc t4 2013 Ran.tahunan sc t4 2013 Presentation Transcript

    • SCIENCE F4 (2013)SCIENCE FORM 4 YEAR PLAN 2013FIRST TERM: 02 JANUARY - 24 MAY 2013 (20 weeks)THEME: INTRODUCING SCIENCEWeek Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids121. Scientificinvestigation1.1 Analysing methodof scientificinvestigation(4p+1p)(2p) - experimentalA student is able to:• explain the steps in scientificinvestigation• carry out a scientificinvestigation• write a report on scientificinvestigation• explain the importance ofscientific investigationCarry out a scientific investigation, e.g.investigate how surface areaaffects the rate of cooling.Students will:a) identify the problem,b) identify the variables,c) make a hypothesis,d) plan the investigation to:i. determine the apparatus andmaterials needed,ii. determine the procedure ofthe investigation, the method in datacollection and data analysis.e) carry out the investigation,f) collect data,g) analyse and interpret data,h) draw conclusions,i) write a report.Discuss the importance of scientificinvestigation method in acquiringscientific knowledgeBeing fair andjustanalyse-menganalisaapparatus-radasconduct- jalankanconclusion -kesimpulandetermine – tentukanhypothesis – hipotesisidentify – kenal pastiinterpret – tafsirkaninvestigate – siasatmaterial – bahanobserve – memerhatiplanning - merancang
    • SCIENCE F4 (2013)Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids21.2 Realising the eedto practice scientificattitudes and noblevalues when carryingout scientificinvestigations(1p)A student is able to:• identify scientific attitudesand noble values practicedby scientists• explain the need to practicescientific attitudes andnoble values when carryingout scientific investigation• practice scientific attitudesand noble values whencarrying out scientificinvestigationView videos or computer simulationsthen gather and interpret data on thescientific attitudes and noble valuespracticed by scientists.Discuss the need to practicescientific attitudes and noble valueswhen carrying out scientificinvestigations.BeingsystematicBeingcooperativeFair and justnoble values -nilaimurnipractise – engamalkanscientific attitudes –sikap saintifikTeaching aidsvideo, coursewareTHEME: MAINTENANCE AND CONTINUITY OF LIVE22. BodyCoordination2.1 Understandingbody coordination(2p)A student is able to:• describe what bodycoordination is.• identify the body systemsthat control and regulatecoordination.• state the importance of bodycoordination.Carry out activities to observe anddiscuss body coordination.Examine models, view charts orvideos to identify the body systemswhich control coordination, i.e. thenervous system amnd the endocrinesystem.Discuss the importance of bodycoordination in daily activities.Being thankfulto GodVocabularybody coordination –koordinasi badanendocrine system –sistem endokrinnervous system –sistem sarafTeaching aidsChart, video,photograph.
    • SCIENCE F4 (2013)Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids32.2 Understandingthe human nervoussystem(2p+1p)A student is able to:• identify the component partsof the human nervoussystem,• state the function of eachcomponent part of thenervous system,• state what a neuron is,• identify the parts of aneuron,• state the function of eachpart of the neuron,• identify the different types ofneuron,• state the function of eachtype of neuron,Observe models, view charts orvideos and identify the humannervous system which consists of:a) central nervous system, i.e.brain and spinal cord,b) peripheral nervous system, i.e.cranial nerves and spinal nerves andtheir branches which link the receptorsand effectors with the central nervoussystem.Discuss the function of eachcomponent part of the nervoussystem.View videos, charts or examinemodels and discuss the following:a) neurone as the basic unit of thenervous system,b) parts of a neurone namely cellbody, axon, dendrite, and myelinsheathc) functions of various parts of aneurone,d) types of neurone namely thesensory neurone, motor neurone, andthe relay neurone,e) functions of various types ofneurons,Draw a labeled diagram of thesensory neurone, the motor neuronand the relay neurone.Being thankfulto Godaxon – aksoncell body – badan selcentral nervous system– sistem saraf pusatmotor neurone –neuron motormyelin sheath – salutmielinperipheral nervoussystem – sistem sarafperiferirelay neurone – neuronperantarasensory neurone –neuron deriaTeaching aidsChart, photograph,video, CD, LCD, NB
    • SCIENCE F4 (2013)Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids3• compare and contrast thedifferent types of neuron.Carry out an activity to compareand contrast the different types ofneurone and present the similaritiesand differences in a graphic organiser32.3 Analysingnervous coordination(2p)A student is able to :• state what receptors andeffectors and their functions• explain with examples whatareflex action is• describe a reflex arc• illustrate the path taken byanimpulse in the reflex arcDiscuss the following:a) meaning of receptors and effectors,b) functions of receptors andeffectorsCarry out activities to demonstrate thereactions of sense organs to variousstimuli.Carry out activities and discussreflex actions such as knee-jerk andreaction to touching a hot or sharpobject.View computer simulations or chartsshowing the path taken by an impulsein a reflex arc.Draw a diagram to show the pathtaken by an impulse in a reflex arc.Thankful to GodBeingcooperativeFair and justreflex action –tindakanrefleksreflex arc – arka refleks
    • SCIENCE F4 (2013)Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids4 2.4 Understandingthe rule ofproprioceptors inmaintaining balanceand coordination(2p)A student is able to• explain whatproprioceptors are,• explain the importanceof proprioceptorsCarry out the following activities toshow the importance ofproprioceptors:a) stacking objects with both eyesclosed,b) maintaining balance of the body.View charts, videos or computersimulations and discuss thefollowing:a) proprioceptors and their functions,b) the importance of proprioceptors inmaintaining balance and coordination.Being thankfulto God.proprioceptors –reseptor regangTeaching AidsVideo, charts,courseware42.5 Understanding thehuman brain and itscomplexity(2p+1p)A student is able to• identify the main partsof the human brain• state the functions ofeach main parts of thehuman brain•• explain what voluntaryactions is• give example ofvoluntary actions• explain whatinvoluntary action isExamine models, view videos orcomputer simulations to identifythe structure of the human brain,i.e. the cerebrum, cerebellum andmedulla oblongata.Discuss the functions of the variousparts of the brain.Draw and label the main parts of thehuman brain.Carry out activities and discuss thefollowing:a) voluntary actions such as writingand dancing,b) involuntary actions such as dilationand constriction of the pupil and thebeating of the heart.Being thankfulto God.voluntary actions –tindakan terkawalheart beat– degupanjantunginvoluntary actions –tindakan luar kawalcontriction-penguncupandilation – pembesaranTeaching AidsModels, videos,Courseware CD
    • SCIENCE F4 (2013)• give example ofinvoluntary actions• explain the effects ofinjuries to specific parts ofthe human brainDiscuss the effects of injuries tospecific parts of the human brain.Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids5 2.6 Understandinghormonal coordinationin the body(2p+1p)A student is able to• describe what ahormone is• describe the endocrineglands are• state the functions ofhormones secreted by theendocrine glands• identify the mainendocrine glands and theirrespective locations in thebody• describe the effects ofhormonal imbalance onhealthCarry out activities such as “matchand win” or puzzles to identify thefollowing:a) hormones and the main endocrineglands, i.e. the pituitary gland, thyroidgland, adrenal gland, pancreas, ovary,and testes,b) the hormones secreted by each ofthe main endocrine glands,c) functions of the hormones secretedby each of the main endocrine glands.Draw a labeled diagram to showthe locations of the main endocrineglands in the human endocrinesystem.Discuss the effects of hormonalimbalance on health and present theinformation in a graphic organiser.Being thankfulto God.Only adrenaline, insulin,thyroxine, oestrogen,progesterone andtestosterone arerequired.Teaching AidsCharts, video,courseware
    • SCIENCE F4 (2013)Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids52.7 Analysingcoordination betweenthe nervous systemand the endocrinesystem.(2p)A student is able to:•compare and contrastnervous coordination withhormonal coordination,•explain with examples thecoordination between thenervous system and theendocrine system inresponse to a specificstimulus,• explain the importance ofcoordination between thenervous system and theendocrine system inresponse to a specificstimulusCarry out an activity to compareand contrast nervous coordinationwith hormonal coordination andpresent the similarities and differencesin a graphic organiser.Simulate “fright and flight” situations orrelate an incident to discuss thefollowing:a) coordination between the nervoussystem and the endocrine system inproducing a response to a stimulus,b) the importance of coordinationbetween the nervous system and theendocrine system in ensuring asmooth and appropriate response to aspecific stimulus.BeingsystematicBeingcooperativeResponse -gerak balasStimulus-rangsanganResponse-gerak balasStimulus-rangsangan62.8 Evaluating theeffects of drug abuseon body coordinationand health.(1p)A student is able to:• define what drug are,• list examples of drug abuseis,• explain what drug abuse is,• describe the effects of drugabuse on body coordination,• describe the effects of drugabuse on health.Invite a representative from AgensiDadah Kebangsaan (ADK), Polis DiRaja Malaysia (PDRM), PersatuanMencegah Dadah Malaysia(PEMADAM) or other appropriateinstitutions to give a talk or anexhibition on drugs, drug abuse andthe effects of drug abuse on bodycoordination and healthBeingresponsibleabout the safetyof oneself,others andenvironmentAppreciatingand practicingclean andhealthyBeing kind heartdrug abuse – penyalahgunaan dadahTeaching AidsCourseware
    • SCIENCE F4 (2013)and caringWeek Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids62.9 Analysing theeffects of excessiveconsumption of alcoholon body coordinationand health.(2p)Student is able to:• list examples of alcoholicdrinks,• describe the effects ofexcessive consumption ofalcohol on bodycoordination,• describe the effects ofexcessive consumption ofalcohol on health,• justify the importance ofavoiding excessiveconsumption of alcohol.Gather information from books,newspapers, magazines or Internetand discuss the following:a) examples of alcoholic drinks,b) effects of excessive consumption ofalcohol on body coordination (effecton reaction times) and health.c) the importance of avoidingexcessive consumption of alcohol.Present and exhibit the collectedinformation.Beingresponsibleabout the safetyof oneself,others andenvironmentAppreciatingand practicingclean andhealthyAlcoholic drinks-minuman beralkoholExcessiveconsumption-pengambilanberlebihanReaction time-masatindak balasTeaching AidsMagazines,Newspapers62.10 Realizing theimportance of thehealthy mind.(1p)A student is able to:• state what mind is,• identify factors that affect themind,• explain how substanceabuse can affect the mind,• justify the importance of aGather information from books,magazines, newspapers and Internetand discuss the following:a) the meaning of mind,b) factors that affect the mind, whichinclude, hormone imbalance,excessive consumption of alcohol,drug abuse, mental stress and braininjury,c) how hormone imbalance, excessiveconsumption of alcohol and drugabuse can affect the mind,d) the importance of a healthy andsound mind.Being thankfulto godBeing kind-hearted andcaringHormonal imbalance-ketidakseimbanganhormonMind-mindaMental stress- tekananmentalHealthy and soundmind- minda yang sihatdan baik
    • SCIENCE F4 (2013)healthy mind.THEME : MAINTENANCE AND CONTINUITY OF LIFEWeek Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids73. Heredity andvariation3.1 Understanding cellsdivision(2p+2p+1p)A student is able to:• state what genes,deoxyribonucleic acid (DNA)and chromosomes are,• describe therelationshipbetween gene, DNA andchromosome• state what mitosis is• state what meiosis is• describe the process ofmitosis• describe the process ofmeiosis• compare and contrastMitosis with Meiosis• explain the importance ofmitosis and meiosisView videos, computer simulations orcharts to study the following:a) gene, DNA and chromosome,b) mitosis and meiosis.Simulate the process of mitosis andmeiosis.Carry out an activity to compare andcontrast mitosis with meiosis andpresent the similarities and differencesin a graphic organiser.Discuss the importance of mitosis andmeiosisBeing thankfulto GodNams of phasesmitosis and meiosisare not required.Only a brief discussionsis required for thefollowing:a) separation andpolarization ofchromosomesb) Functions of spindleand fibers andc) formation of newcellscell division -pembahagian selcentromeres-sentromerchromosome-kromosomdeoxyribonucleic acid-asid deoksiribonukleikgene-genpolarisation-pengutubanspindle/ fibers - gentianspindle/ gelendungVideo player, computerCD courseware,
    • SCIENCE F4 (2013)8 FIRST TEST : 18.02.2013 – 22.02.2013Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids93.2 Understanding theprinciples andmechanism ofinheritance(2p + 1p)A student is able to:• explain what dominantgenes and recessive genesare,• identify dominant traits andrecessive traits in human• illustrates the mechanism ofinheritance of traits usingschematic diagram• predict the genotype andphenotype ratio of amonohybrid crossObserve and identify dominant andrecessive traits among students andtheir family members.Discuss the following:a) dominant genes and dominanttraits,b) recessive genes and recessivetraits.View videos or computer simulationson genetic experiments carried out byGregor Mendel to study themechanism of trait inheritance.Use schematic diagrams to illustratemonohybrid crosses and predict thefollowing using Mendel’s law:a) genotype ratio of the ‘first filial’ orF1 generation and the ‘second filial’ orF2 generation,b) phenotype ratio of the ‘first filial’ orF1 generation and the ‘second filial’ orF2 generation.Appreciating thebalance ofnatureBeing fair andjustBeingsystematicdominant – dominangenotype - genotipinheritance – pewarisanMendel’s Law – hokumMendelmonohybrid cross –kacukan monohybridphenotype – fenotiprecessive traits – sifatresesifTeaching aids:Video player, courseware, computer93.3 Understanding sexdetermination and theoccurrence of twins inhuman beings(2p)A student is able to:• explain what sexchromosomes are• explain how sex isdetermine,• explain the formation ofView computer simulations, videos orcharts and discuss the following:a) sex chromosomes,b) determination of sex,c) the occurrence of identical and non-identical twins,d) the occurrence of Siamese twins.Being thankfulto GodRealising thatscience is ameans tounderstandidentical twins –kembar seirasnon-identical twins -kembar tak seirassex-chromosomes –kromosom sekssex-determination –
    • SCIENCE F4 (2013)identical and non-identicaltwinsUse schematic diagrams toillustrate the following :a) how sex is determined,b) how identical and nonidenticaltwins are formed.nature penentuan seksSiamese twins –kembar siamTeaching aids:Video player,Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids10 3.4 Understandingmutation(2p)• compare and contrastidentical with non-identicaltwins• explain what Siamese twinsareA student is able to:• state what mutation is• state the types of mutation• list examples of mutation• identify causes of mutation• state the advantages anddisadvantages of mutationCarry out an activity to compareand contrast identical twins with non-identical twins and illustrate thesimilarities and differences in agraphic organiser.Read and interpret data from books,articles, magazines or Internet onsiamese twins.View videos, computer simulations orcharts and discuss the following:a) mutation and types of mutationsuch as chromosome mutations andgene mutations,b) consequences of chromosomemutations in humans such as Down’ssyndrome, Klinefelter’s syndrome, andTurner’s syndrome,c) consequences of gene mutations inhumans such as colour blindnes,albinism and thalassaemia.Carry out an activity to test colourblindness among pupils.Discuss the advantages anddisadvantages of mutation.Beingresponsibleabout the safetyof one self,others and theenvironmentChange in genes andchromosomes at themolecular level is notrequiredalbinism – albinismecolour bilndess – butawarnaDown’s syndrome –sindrom DownKlinefelter’s syndrome –sindromKlinefeltermutation – mutasiTurner’s syndrome –sindrom TurnerTeaching aids:Video player, courseware, computer,magazines.
    • SCIENCE F4 (2013)Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids10 3.5 Evaluating theeffects of geneticresearch on human life(1p)A student is able to:• list of contribution of geneticresearch in various fields• explain selective breeding inplants and life stock• state the importance ofselective breeding in plantsand life stock• describe the technologyused for selective breedingSearch the Internet, read books,magazines and newspapers forinformations on genetic research anddiscuss the following:a) genetic research in the field ofmedicine, such as the discovery ofvarious types of hereditary diseasesand the latest techniques for treatingspecific diseases, and HumanGenome Project.b) genetic research in the field ofagriculture such as genetically- modified food (GMF),cloning, selective breeding in plantssuch as paddy, oil palm, papaya,durian, chilli, and livestock such asdairy cow and chicken.Discuss the following:a) selective breeding in plants andlivestock,b) the importance of selectivebreeding in plants and livestock,View videos or computer simulationson the technology used for selectivebreeding.Debate on genetic research and itsAppreciating thecontribution ofScience andTechnologyRealising thatscience is ameans tounderstandnaturelivestock – ternakanselective breeding -pembiakabakaanpilihanTeaching aids:Video player, courseware, computer,magazines, referencebooks, articles, internet
    • SCIENCE F4 (2013)• present arguments for anagainst genetic researcheffects.Compile materials on genetic researchin a scrap book.10113.6 Analysingvariation among livingthings(2p)(1p)A student is able to:• state what variation is• list variation in human• classify variation intocontinuous anddiscontinuous variation• identify factors thatcause variation• the importance ofvariation• explain compare andcontrast continuous anddiscontinuous variationCarry out activities to identify andclassify variation among students in aclass.Discuss the following:a) continuous variation anddiscontinuous variation,b) examples of continuous variationand discontinuous variation,c) factors which cause variation,d) the importance of variation.Carry out an activity to compare andcontrast continous variation withdiscontinous variation and illustratethe similarities and differences in agraphic organiser.Construct a family tree based onvariation among family members suchas having straight or curly hair, beingrighthanded or left- handed, thepresence or absence of ear lobes, andthe ability to roll the tongue.ThinkingrationallyAppreciating thebalance ofnaturecontinuous variation –variasi selanjardiscontinuous variation– variasi takselanjarfamily tree – salasilahleft-handed – kidalvariation - variasiTeaching aids:Video player, courseware, computer,magazines, referencebooks, articles,113.7 Realising the needto adhere to a code ofethics in geneticresearch(2p)A student is able to:• explain how the misuse ofknowledge in the field ofgenetics can endanger life.Read books, articles, magazines orsearch the Internet and discuss howmisuse of knowledge in the field ofgenetics can endanger life.Discuss the importance of establishingRealising thatscience is ameans tounderstand thenaturegenetic engineering-kejuruteraan genetikTeaching Aid-internetcourseware
    • SCIENCE F4 (2013)• describe the importance ofestablishing and adhering toethics and morals inscientific research for thebenefit of mankind.and adhering to ethics and morals inscientific research for the benefit ofmankind.THEME: MATTER IN NATUREWeek Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids114. Matter andsubstance4.1 Analysingchanges in the statesof matter.(2p)A student is able to:• explain the kinetic theory ofmatter• relate changes in heat tochanges in kinetic energy ofthe particles in matter• explain the inter-conversionof three states of matterbased on the kinetic theoryof matter.Carry out an activity to observechanges in the states of matter whenheat is absorbed or released.View videos or computer simulationsand discuss the following:a) the kinetic theory of matter,b) changes in kinetic energy ofparticles in matter during heat change,c) changes in the states of matterinvolving the absorption or release ofheat,d) changes in matter during melting,boiling, condensation, freezing andsublimation based on the kinetictheory of matterBeingsystematicThe kinetic theory ofmatter should beexplained in terms ofparticle movement.interconversion-Perubahan jirimboiling- pendidihanfreezing- pembekuansublimation-pemejalwapanTeaching Aid- CD courseware124.2 Understandingthe structure of anatom(2p)A student is able to:• describe the structure of anatom• identify the subatomicparticlesExamine models , view computersimulations and discuss the following:a) the structure of an atom,b) the subatomic particles namelyproton, electron, and neutron. Draw alabelled diagram of a model of anatom.Carry out an activity to compare andAppreciating thecontribution ofscience andtechnologyrelative mass- jisimrelatifsubatomic particles –zarah-zarah subatom
    • SCIENCE F4 (2013)• compare and contrast thesubatomic particlescontrast the subatomic particles interms of location, relative mass andcharge. Illustrate the similarities anddifferences of subatomic particles ina graphic organiser.Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids124.3 Applying the ideaof proton number andnucleon number inatoms of elements.(2p)A student is able to:• state what proton number is• state what nucleon numberis• relate the number ofprotons, neutrons andelectrons in an atom to itsproton number and nucleonnumber• deduce the number ofprotons, electrons andneutrons in atoms ofdifferent elements• make a generalization onthe numbers of protons andelectrons in atoms ofdifferent elements• state what isotopes aregive examples of isotopesCollect and interpret data on thefollowing:a) proton number,b) nucleon number,c) isotopes.Construct a table to show therelationship between the number ofprotons, neutrons and electrons inan atom and its proton number andnucleon number.Discuss and make a generalisationthat atoms of different elementsconsist of different numbers of protonsand electrons.Discuss the following:a) isotopes,b) examples of isotopes such asisotopes of hydrogen and carbon.Having criticaland analyticalthinkingonly elements withproton numbers in therange of1 – 10 are requiredisotope – isotopnucleon number –nombor nukleonproton number –nombor protonTeaching aid:chartscourseware
    • SCIENCE F4 (2013)Half 1stTerm School Holiday : 23.03.2013 – 31.03.2013Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids134.4 Understandingthe classification ofelements in thePeriodic Table(1p)(2p)A student is able to:• describe thearrangement ofelements in the periodictable• describe what is meant bygroup and period in thePeriodic Table• identify the locations ofmetals, non-metals andsemimetals in the PeriodicTable• state the importance of thePeriodic TableView computer simulations or chartsand discuss the following aspects ofthe Periodic Table:a) arrangement of elements based onincreasing proton number,b) group as vertical column containingelements with similar chemicalproperties,c) period as horizontal row containingelements that change their chemicaland physical properties graduallyfrom those reflecting metal to thosereflecting non-metal,d) locations of metals, non-metalsand semimetalsCarry out a card game to fill up themissing elements in the PeriodicTable. The cards contain the followingdetails:a) proton number,b) nucleon number,c) metal, non-metal and semimetal.Discuss the importance of the PeriodicTable in terms of :a) assisting in an orderly andsystematic approach to the study ofelements,Beingsystematicsemimetals – separuhlogamvertical columns – turusmenegakperiodic table – jadualberkalametal – logamnon-metal – bukanlogamhorizontal rows – barismendatarperiod – kalachemical properties –sifat kimiaTeaching Aid :Charts
    • SCIENCE F4 (2013)b) knowing the properties of theelements,c) predicting the properties and usesof elementsWeek Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids13144.5 The properties ofsubstances(2p+1p)A student is able to:• describe what atoms,molecules and ions are• identify the particles insubstances as atoms,molecules and ions• state examples ofsubstances made of atoms,molecules and ions• compare and contrastsubstances that are made ofatoms, molecules and ionsbased on their physicalpropertiesView computer simulations or chartsto study the following:a) atoms, molecules and ions,b) substances which are made ofatoms, molecules and ions,c) physical properties of substancesmade of atoms, molecules and ionssuch as:i) physical state at room temperature,ii) melting point,iii) boiling point,iv) electrical conductivity.d) arrangement of particles and theforces of attraction between particlesin substances made of atoms,molecules and ions.Carry out an activity to study themelting point and electricalconductivity of substances made of :• atoms-lead• molecules-sulphur• ions-lead bromideCarry out activity to compare andcontrast substances made that aremade of atoms, molecules and ions(physical properties). Illustrate thesimilarities and differences in graphicThinkingrationallyBoiling point-takat didihElectrival conductivity-kekonduksian electrikForces of attraction-daya tarikanMeling point – takatleburRoom temperature-suhu bilik
    • SCIENCE F4 (2013)• relate the physicalproperties of substancesmede up of atoms, ions andmolecules to thearrangement of particles andthe forces of attractionbetween themorganizerDiscuss the arrangement of particlesand the forces of attraction betweenparticles in relation to the physicalproperties of substances made ofatoms, molecules and ionsWeek Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids144.6 Metals and non-metals(2p+2p)A student is able to:• list examples of metalsand non- metals• list the properties ofmetal and non-metals• list the uses of metaland non-metals• compare and contrastmetals and non-metalsbased on their physicalproperties• relate the physicalproperties of metals andnon-metals to their uses indaily lifeCarry out activity to identify objects inthe classroom which are made ofmetals and non-metalsCollect data and interpret data onproperties and uses of metals andnon-metalsCarry out an activity to compare andcontrast substances made that aremade of metals and non-metals andillustrate the similarities anddifferences in graphic organizerCarry out an activity to study thephysical properties of metals and non-metals such as:a) luminosityb) ductilityc) malleabilityd) tensile strengthe) electrical conductivityDiscuss the physical properties ofmetals and non-metals to their uses indailyThinkingrationallyHaving criticaland analyticalthinkingChlorine-klorincopper-kuprumDuctility-kemuluranLuminosity-kekilauanMalleability–ketertempaanTensile strength-kekuatan regangan4.7 Methods ofpurifying substancesA student is able to: Collect and interpret data on thefollowing:Crystallisation-penghabluran
    • SCIENCE F4 (2013)1515(1p)(2p)• state the characteristicsof pure substances• describe the differentmethods of purification ofsubstances• relate thecharacteristics ofsubstances to the method ofpurification useda) characteristics of pure substancesb) different methods of purification ofsubstancesDistillation-penyulinganDistilled water-air sulingImpurities-bendasingPetroleum fractions-pecahan petroleumWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ ocabulary/Teaching AidsCarry out activities to study thefollowing:a) how the presence of impurities assalts affects the boiling point ofwaterb) purification of substances by- distillation(alcohol)- crystallisation(saturated saltsolutionGather information and discuss asfollowing:a) factors to be considered whenselecting the methods of purification(i) separating a liquid from a solutionof a solid in a liquid(pure water fromsea water)(ii) separating a liquid from a mixtureof miscible liquid (removing ethanolfrom a mixture of ethanol and water)(iii) separating insoluble impuritiesfrom a soluble substances(removingsand and other impurities from saltb) methods of purification used inproducing substances needed dailysuch as salt, sugar, petroleumPure substances-bahantulen Purification ofsubstances-penulenanbahanSaturated solutions-larutan tepuSolutes-zat-zat terlarutMiscible-larut campur
    • SCIENCE F4 (2013)15 4.8 Appreciating theexistence and uses ofvarious substances ofdifferent characteristics(1p)A student is able to:• describe how man usesvarious substances ofdifferent characteristics andstates in everyday life• justify the importanceof the existence of varioussubstances of differentcharacteristicsfractions and distilled waterDiscuss the following:a) describe how man uses varioussubstances of differentcharacteristics can be utilisedbenefit mankindb) the importance of the existence ofvarious substances of differentcharacteristicsWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids165.0 Energy AndChemicalChanges5.1 physical andchemical changes(2p)A student is able to :• explain what physicalchange is• explain what chemicalchange is• give examples ofphysical changes andchemical changes in dailylifeDiscuss the following in terms ofphysical and chemical changes:a) burning of paperb) melting if icec) change in colour of slicedapplesd) evaporation of waterCarry out the following activities:a) heating iron with sulphurb) burning magnesium in airc) mixing zinc with coppersulphate solutiond) soaking clean iron nails inwater until they ruste) heating copper carbonatesf) dissolving sugar in waterg) crystallising sodium chloridefrom its saturated solutionh) heating iodine crystals in aclosed containeri) slow heating of waxChemical changes-perubahan kimiaEvaporation of water-penyejatan airPhysical changes-perubahan fizikReaction-tindakbalasRust karat
    • SCIENCE F4 (2013)• compare and contrastphysical changes andchemical changesCarry out an activity to compare andcontrast physical change andchemical change and illustrate thesimilarities and differences in agraphic organizeTHEME : ENERGY IN LIFEWeek Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids165.2 Analysing heatchange in chemicalreactions(2p+1p)A student is able to :• state that chemicalreactions involve heatchange,• identify reactionsinvolving heat loss,• identify reactionsinvolving heat gain,• relate changes intemperature of reactants toexothermic reactions,• relate changes intemperature of reactants toendothermic reactions,• explain throughCarry out the following activities tostudy heat changes in chemicalreactions:a) dissolving ammonium chloride inwater,b) dissolving sodium hydroxide inwater.Discuss the following :a) the relationship between heatloss or heat gain and changes intemperatureb) exothermic and endothermicreactions based on changes inheat.Draw graphs to show relationshipsbetween exothermic and endothermicreactions and changes in energy.View computer simulations thengather and interpret data on heatHaving criticaland analyticalthinkingammonium chloride-ammonium kloridachemical reaction –tindak balas kimiaendothermic – seraphabaexothermic –buang habaheat change –perubahan habareactant –bahan tindakbalassodium hydroxide –natrium hidroksidasulphuric acid – asid
    • SCIENCE F4 (2013)examples heat changes thatoccur during industrialchemical reactions.changes that occurs during industrialchemical reactions, such as:a) the production of ammoniafrom ammonium productsb) the productions of sulphuricacid.17 -19 MID YEAR EXAM : 02.05.2013 – 17.05.2013Week Learning Area /Learning ObjectiveLearning Outcomes Suggested Learning Activities Noble Values Notes/ Vocabulary/Teaching aids205.3 Synthesizing thereactivity series ofmetals(2p+2p+1p)A student is able to :• describe the reactivity ofmetals with water,• describe the reactivity ofmetals with acids,• describe the reactivity ofmetals with oxygen,• compare and contrastthe reactivity of metals withwater, acids and oxygen,• arrange metals in orderof reactivity,• construct the reactivityseries of metals based onreactivity of metals withoxygen,Carry out activities to study thefollowing reactions:a) sodium, calcium, magnesium,aluminium , zinc and copper withwater.b) magnesium, aluminium, zincand copper with dilute acids.c) magnesium, aluminium, zinc,copper with oxygen.Carry out activities to compare andcontrast the reactivity of metals withwater, acids and oxygen. Illustrate thesimilarities and differences in agraphic organizerDiscuss and arrange metals in orderof reactivity.Collect and interpret data on thereactivity of metals with oxygen toconstruct the reactivity series ofmetals.Carry out an experiment to determineBeing honestand accurate inrecording andvalidating data.Realizing thatscience is ameans tounderstandnature.Daring to try.NotesSodium should be usedin a very small quantityonly.Vocabularydilute acids – asid cairreactivity series – sirireaktiviti
    • SCIENCE F4 (2013)• identify the position ofcarbon in the reactivityseries.the position of carbon in the reactivityseriesMID YEAR SCHOOL HOLIDAY : 25.05.2013 – 09.06.2013SECOND TERM: 10 JUNE – 15 NOVEMBER 2013 (22 weeks)Week LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids215.4 Applying theconcepts of reactivityseries of metals(2p)A student is able to :• relate the position ofmetals in the reactivityseries to the method ofextraction of metals fromtheir ores,• explain with examplesthe process of extraction ofthe metal from its ore usingcarbon,• state the importance ofthe reactivity series.View formula simulations or videos onmethods of extracting metals fromtheir ores and then carry out thefollowing activities:a) relate the position of metals inthe reactivity series to the methodof the extracting metals from theirores, such as using carbon andby electrolysis.b) discuss the process ofextracting tin from its ore.Discuss the importance of thereactivity series.Beingsystematic.Vocabularyelectrolysis –elektrolisisextraction –pengekstrakanOre- bijihTin- timah215.5 Understandingelectrolysis(2p+1p)A student is able to :• state what electrolysisis,• state what anode,cathode, anion, cation andCarry out experiments on electrolysisand discuss the following:a) definition of electrolysis,b) what anode, cathode, anion,cation and electrolyte are,c) the process and product ofBeing honestand accurate inrecording data,Beingresponsible forNotesChemical equations forreactions occurring atelectrodes are notrequired.
    • SCIENCE F4 (2013)electrolyte are,• describe theelectrolysis of an electrolyteusing carbon electrodes,• explain the uses ofelectrolysis in industry.electrolysis of an electrolyte usingcarbon electrodes,d) use of electrolysis inelectroplating metal objects.View computer simulations or carryout experiments and study thefollowing process:a) electrolysis of molten leadbromide using carbon electrodes,b) electroplating objects made ofiron with cooperthe safety ofoneself, othersand theenvironmentVocabularyElectroplating-penyaduran elektrikAnode-anodCathode-katodElectrode-elektrodElectrolyte-elektrolitLead bromide-Week LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids(c) Surf internet for uses ofelectrolysis in industry includingthe extraction of metals,purification of metal andelectroplating.22 5.6 Understanding theproduction of electricalenergy from chemicalreactions(2p + 1p)A student is able to :• describe how a simplecell works,• list the various types ofcells and their uses,• state the advantagesand disadvantages ofvarious types of cells.Carry out an activity to study theproduction of electrical energy by asimple cell.Examine various types of cells suchas dry cells, lead-acid accumulators,alkaline batteries, silver oxide-mercurybatteries and nickel-cadmiumbatteries and discus :a) their uses,b) the advantages anddisadvantages in using each ofthese types of cells.BeingcooperativeAppreciatingthe contributionof science andtechnologyNotesEquations to show thereactions at the positiveand negative terminalsof a simple cell are notrequired.VocabularySilver oxide- merkurioksida5.7 Understandingchemical reactions thatoccurs in the presenceof lightA student is able to :• give examples ofchemical reactions whichrequire light,Discuss the following:a) chemical reactions which requirelight for example photosynthesisin green plantsHaving aninterest andcuriosityNotesOnly a brief descriptionof spliting of watermolecules by light
    • SCIENCE F4 (2013)22 (2p) • explain the effect oflight on photosensitivechemicals,• explain why certainchemicals are stored in darkbottles.b) the effect of light onphotosensitive chemicals.Carry out activity to study the effect oflight on photographic paper.towards theenvironmentAppreciatingthe balance ofnatureenergy inphotosynthesis isrequired. Chemicalequations are notrequiredWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids235.7 Understandingchemical reactions thatoccurs in the presenceof light(2p)A student is able to :• give examples ofchemical reactions whichrequire light,• explain the effect oflight on photosensitivechemicals,• explain why certainchemicals are stored in darkbottlesDiscuss the following:a) chemical reactions which requirelight for example photosynthesisin green plantsb) the effect of light on photosensitivechemicals.Carry out activity to study the effect oflight on photographic paperHaving aninterest andcuriositytowards theenvironmentAppreciatingthe balance ofnatureNotesOnly a brief descriptionof spliting of watermolecules by lightenergy inphotosynthesis isrequired. Chemicalequations are notrequired235.8 Appreciating theinnovative efforts inthe design ofequipment usingchemical reactionsas sources of energy(1p)A student is able to:• describe how energyobtained from chemicalreactions should be usedefficiently to preventwastage,• describe how equipmentutilising chemical reactionsas sources of energy shouldbe disposed of to reduceenvironmental pollution,• give suggestions on newPrepare folio and scrap book on thefollowing topics:a)how energy obtained from chemicalreactions should be usedefficiently to prevent wastage,b) how equipment utilizing chemicalreactions as sources of energyshould be disposed of to reduceenvironmental pollution.Carry out a brainstorming session onnew ways of using chemical reactionsas sources of energy for equipment.Appreciatingthe contributionof science andtechnologyTeaching courseware,Transparency.
    • SCIENCE F4 (2013)ways of using chemicalreactions as sources ofenergy for equipment,• put into practice good habitswhen using and disposingequipment that useschemical reaction as sourceof energy.Carry out activities to illustrate goodhabits of using and disposingequipment which uses chemicalreaction as a source of energyWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids236.0 Nuclear Energy6.1 Understandingradioactivesubstances(2p)A student is able to:• state what radioactivesubstances are,• give examples ofradioactive substances,• describe the process ofradioactive decay,• name the three types ofradioactive radiation,• compare and contrastradioactive radiations,• explain what radioisotopesare,• give examples ofradioisotopes,• explain the uses ofradioactive substances.View computer simulations, videos orcharts and study:a) radioactive substances,b) radioactive radiations,c) radioisotopes.Discuss the following:a) radioactive substances,b)radioisotopes of carbon, cobalt andiodine,c) the process of radioactive decayand the emission of alpha particles,beta particles and gammaradiation.Carry out an activity to compare andcontrast the characteristics of thethree types of radioactive radiation i.e.alpha, beta and gamma radiation interms of:a. type of particles,b. charge,c. penetrating powers.Illustrate the similarities anddifferences in a graphic organizer.View computer simulation, videos orcharts and discuss the uses ofradioactive substances in theRealizing thatscience is ameans tounderstandnatureNotesHalf-life is not required.VocabularyPenetration power-kuasa penembusanRadiation-sinaranRadioactive decay-pereputan radioaktifRadioisotope-radioisotop
    • SCIENCE F4 (2013)following fields:a. agricultureb. medicine,c. archaeology,d. industry,e. food preservationAccess websites or visit (MINT) tocollect information on radioactivesubstances and nuclear energy.Week LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids246.2 Understandingthe production ofnuclear energy andits uses(1p)(2p)A student is able to:• describe the production ofnuclear energy throughfission,• describe the production ofnuclear energy throughfusion,• state the uses of nuclearenergy,• describe the process ofgenerating electricity fromnuclear energy,• explain the effect of nuclearenergy production.View computer simulations, videosand charts and discuss the uses ofradioactive substances in thefollowing fields:a) fission b) fusionDiscuss the process of generatingelectricity from the nuclear energy.Appreciatingthe contributionof science andtechnologyNotesThe concept of chainreaction is notrequired.Fission-pembelahanFusion-pelakuranNuclear energy-tenaganuklearTeaching AidsTeaching courseware,Transparency246.3 Awarenessof the need forproper handling ofradioactivesubstances(2p)A student is able to:• state the effects ofradioactive radiations onliving things,• describe the correct way ofhandling radioactivesubstances and radioactivewaste,• explain the need for properRead articles, view videos or chartsand discuss the following:a)Chernobyl nuclear disaster andother nuclear disasters,b) handling of radioactive substancesand radioactive wastes.Discuss the following:(i) the short term and the long termeffects of the radioactive substancesAppreciatingthe contributionof science andtechnology.Beingresponsible forthe safety ofoneself, others,radioactive wastes –sisa bahan radioaktifnuclear power station-stesen tenaga nuklear
    • SCIENCE F4 (2013)handling of radioactivesubstances and radioactivewaste.on living thingsii) the need for proper handling ofradioactive substances andradioactive wastes.Debate on the need to have nuclearpower stationsand theenvironmentWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids257. Light, Colour AndSight7.1 Synthesisingthe formation ofimage by planemirrors andlenses.(2p + 1p)(2p)A student is able to:• state the characteristics ofimages formed by a planemirror,• state the characteristics ofimages formed by a convexlens,• state the characteristics ofimages formed by aconcave lens,• compare and contrastsimages of distant objectsformed by convex lensesand concave lenses,• draw a labeled ray diagramto show the formation ofimage by light rays passingthrough a convex lens,• draw a labeled ray diagramto show the formation ofimage by light rays passingthrough a concave lens• draw ray diagrams toCarry out activities to observe thefollowing:a) images formed by a planemirror,b) images formed by convex andconcave lenses.Carry out an activity to compare andcontrast images of distant objectsformed by convex lenses and concavelenses.Illustrate the similarities and thedifferences in a graphic organizer.Use computer simulations, videos orcharts to demonstrate the constructionof ray diagramsDraw ray diagrams for light passingthrough:a) convex lens with objectslocated at various distances,b) concave lens.Label the following on ray diagrams:a) principal axisb) optical centerc) focal pointBeing thankfulto GodAppreciatingthe contributionof science andtechnologyVocabularyconcave lens- kantacekungconvex lens- kantacembungdistant object- objekjauhfocal length – panjangfokus.focal point – titik fokusimage distance-jarakimejobject distance-jarakobjekoptical centre-pusatoptikPlane mirror – cerminsatah
    • SCIENCE F4 (2013)explain how characteristicsof images formed by convexlenses vary with objectdistance• determine the focal lengthof a convex lensd) focal lengthe) object distancef) image distanceDiscuss how characteristics of imagesformed by convex lenses vary withobject distance.Plan and carry out an activity todetermine the focal lengthof a convex lensprincipal axis – paksiutamaray diagram- rajah sinarTeaching AidsTeaching courseware,TransparencyWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids267.2 Synthesisingthe formation of imageby optical instruments(2p + 2p + 1p)A student is able to:• identify the parts of opticalinstruments involved inimage formation,• draw ray diagrams for lightrays passing through anoptical instrument,• compare and contrast themechanisms in focusingInvestigate the image formed in acamera using a pin-hole camera withand without lens.Construct a simple periscope andtelescope. Discuss the formation ofimage by these optical instruments.Use computer simulations todemonstrate construction of raydiagrams for the light passing throughthe eye and optical instruments.Based on the simulations, draw andlabel ray diagrams to show theformation of images in the followingoptical instruments:a) camerab) periscopec) telescoped) eyeDiscuss the similarities anddifferences between camera and eyein terms of focusing and controllingDaring to tryBeing confidentandindependentVocabularyimage formation-pembentukan imej.magnifying glass-kantapembesaroptical instruments-alatan opticpin-hole camera-kamera lubang jarumTeaching aidscourseware
    • SCIENCE F4 (2013)and controlling the amountof light that enters humaneyes and a camera,• explain the structure andfunction of various parts ofthe eye using a camera asan analogy.the amount of light.Examine a model camera and relateits structure and functions to those ofan eye.Week LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids277.3 Analysing lightdispersion(2p + 1p)A student is able to:• state what lightdispersion is,• explain throughexamples how dispersionof light occurs.Carry out activities to investigate thefollowing:a) light dispersion using prism,b) rainbow formation.Discuss what light dispersion is.Use computer simulations todemonstrate light dispersion.Draw a labelled diagram to showdispersion of light.Discuss light dispersion in aphenomenon, such as the formationof rainbow.Realising thatscience ismeans tounderstandnature.Vocabularylight dispersion-penyebaran cahaya.phenomenon-fenomena.rainbow-pelangi.Teaching aidsCourseware277.4 Analysing lightscattering(2p)A student is able to:• state what lightscattering is,• give examples ofphenomena related to lightscattering,• explain throughCarry out an activity to study lightscattering and its effects.Use computer simulations todemonstrate the process the processof light scattering.Discuss light scattering in phenomenaRealising thatscience is ameans tounderstandnature.Vocabularylight scattering -penyerakan cahayaTeaching Aidscourseware
    • SCIENCE F4 (2013)examples how scattering oflight occurs in naturalphenomena.such as blue skies and red sunsetWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids287.5 Analysing theaddition andsubtraction of colouredlights(2p + 1p)A student is able to:• identify primary andsecondary colour,• explain how additionof primary colour producessecondary colour,• explain the subtractionof colour by colouredfilters.Carry out an activity to introduceprimary and secondary colour.Carry out activities to :a. investigate the addition ofprimary colour to form secondarycolour,b. investigate the effects ofprimary and secondary colouredfilters on white and coloured light.Use computer simulations todemonstrate the addition andsubtraction of coloured lights.Discuss the following :a. how secondary colours areobtained from addition of primarycolours,b. subtraction of coloured lightsby coloured filtersAppreciatingthe contributionof science andtechnology.BeingcooperativeBeingsystematicVocabulary :primary colour – warnaprimersecondary colour –warna sekundercoloured filter –penapis warnaTeaching Aids :• teachingcourseware• internet• transparency
    • SCIENCE F4 (2013)Week LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids287.6 Applyingthe principle ofsubtraction of colouredlight to explain theappearance ofcoloured light(1p)(2p + 1p)A student is able to:• explain subtraction ofcoloured lights by colouredobjects,• explain the appearance ofcoloured objects underwhite light,• explain the appearance ofcoloured objects undercoloured lights,• state the function of rodand cone cells in the eyeCarry out activities to observe andstudy the colour of objects underwhite and coloured lights.View computer simulations anddiscuss the subtraction of colouredlights by coloured objects.Discuss the following :a) functions of rod and conecells,b) the appearance of colouredobjects under white and colouredlightAppreciatingthe contributionof science andtechnology.BeingcooperativeBeing thankfulto God.Vocabularycone cell – sel konrod cell – sel rodTeaching Aids :• teachingcourseware• internet• transparency29 HARI RAYA PUASA : 03.08.2013 – 06.08.2013Half 2ndTerm School Holiday :07.08.2013 – 18.08.20137.7 Analysingthe effect of mixingpigmentsA student is able to:• state what pigment is,Carry out activities to observe andstudy pigment and the effect of mixingpigmentsDaring to tryBeingVocabularyMixing of pigments
    • SCIENCE F4 (2013)30 (2p)(2p)• list the uses ofpigments,• compare and contrastthe mixing of pigmentswith the addition ofcoloured lights,• explain throughexamples the effects ofpigments on light,• make conclusionsabout the mixing ofpigments.View computer simulations anddiscuss the mixing of pigments andthe effect of pigments on light.Carry out an activity to compare andcontrast the mixing of pigments withthe addition of coloured lights.Illustrate the similarities anddifferences in a graphic organizer.Based on the above activities makeconclusion about the mixing ofpigments and discuss the uses ofpigments.cooperative - pencampuran pigmenpigment - pigmenTeaching aidsCoursewareWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids31 7.8 Evaluating theimportance of colour indaily life(2p)A student is able to:• list the uses of colour indaily life,• state with examples theimportance of colour toliving things.• Justify the importance ofcolour to living things.View computer simulations or videosto gather information and discuss thefollowing:a) the uses of colour in printing,electrical wiring, traffic lights,symbols and signals,b) the importance of colour tohumans, animals and plants.Discuss what life is like without colour.Being thankfulto God.Teaching aidsCourseware317.9 Appreciating thebenefits of varioustypes of opticalinstruments to mankind(1p)A student is able to:• Relate the inventions ofvarious types of opticalinstruments to theircontributions of mankind.Discuss the advantages of variouskinds of optical instruments such as:a) to overcome the limitation of thesense of sight,b) extending the capability ofAppreciatingthe contributionof science andtechnology,Being thankfulVocabularyoptical instruments-peralatan optikTeaching aidsCourseware
    • SCIENCE F4 (2013)power of vision,c) increasing humanknowledge and understandingabout nature.to GodTHEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETYWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/Vocabulary/Teaching Aids31328.0 Chemicals inIndustry8.1 Understanding theproperties of alloys andtheir uses in industry(2p+2p+1p)A student is able to :• state what an alloy is,• give examples of alloy,• explain how the formation ofalloy can change theproperties of metals,• relate the changes in theproperties of metals whenthey are converted to alloysto the arrangement ofparticles in the alloys,• relate the properties ofalloys to their uses in dailylife,Examine things made of alloys anddiscuss their composition, propertiesand uses.Collect and interpret data on thefollowing:a) what an alloy is,b) example of alloysc) composition, properties and theuses of various alloys includingsteel, pewter, bronze, brass andduralumin.View videos or computer simulationsand discuss:Appreciatingthe contributionof science andtechnologyVocabulary:alloy – aloibrass- loyangbronze- gangsacorrosion- pengkakisansteel- kelulisuperconductor alloy –aloi superkonduktorTeaching Aid:
    • SCIENCE F4 (2013)• state what superconductoralloys are.• describe the importance ofalloys in industry,a) how formation of alloys canchange the properties of metals,such as to increase hardness,prevent corrosion and improveappearance,b) what superconductor alloys are.Discuss the importance of alloys inindustry.CoursewareWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids328.2 Analysing theproduction and uses ofammonia in industry(2p + 1p)A student is able to:• list the uses of ammoniaand its compounds in dailylife,• describe how ammonia isproduced in industry,• state the factors whichaffect the production ofammonia in industry,• state the industrial uses ofammonia,Collect and study product labels toidentify the ammonium compoundspresent.Discuss the uses of ammonia and itscompounds in the making ofsubstances such as fertilizers, nitricacid, colouring, cleaning agentsand explosives.View videos or computer simulationsto gather and interpret data on thefollowing:a) the process of producing ammoniain the industry,b) factors which affect the optimumproduction of ammonia such astemperature, pressure andcatalysts.Draw a flow chart to show theproduction of ammonia.Collect and interpret data on the largeBeingresponsibleabout the safetyof oneself,others and theenvironmentDaring to tryVocabulary:ammonium salt- garamammoniumcatalyst- mangkincleaning agents - agenpencucicolouring – pewarnaexplosives- bahanletupanfertilisers- bajafloe chart – carta aliranpressure- tekananTeaching Aid:Courseware
    • SCIENCE F4 (2013)• describe how ammonia isused to produce ammoniumsalt fertilisers and urea.scale uses of ammonia in industrysuch as manufacturing fertilizers andnitric acid.Carry out an activity to prepareammonium fertilizer such asammonium sulphate, ammoniumnitrate and ammonium phosphateWeek LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/Vocabulary/Teaching Aids338.3 Analysing theeffects of industrialwaste disposal on theenvironment(1p)(1p)A student able to:• identify manufacturingactivities which are sourcesof pollution,• explain the effect ofimproper industrial wastedisposal,• relate the effects ofindustrial waste disposal tothe survival of living things,• state with examples theView videos or computer simulationsto gather and interpret data onenvironmental pollution arising from:a) burning of fossil fuels,b) disposal of industrial waste suchas toxic substances fro thechemical industry, radioactivewaste, oil palm and rubber wastefrom the agricultural industry,c) effect of improper industrial wastedisposal on the environmentd) methods of controlling industrialwaste disposal to avoidenvironmental pollution.Discuss and relate the effects ofimproper disposal of industrialwaste to the survival of living things.Select an industry and do apresentation on how wastes aremanaged in the industry.Having aninterest andcuriositytowards theenvironment.Beingresponsibleabout the safetyof oneself,others and theenvironment.Realising thatscience is ameans tounderstandnature.Vocabulary:environmental pollution-pencemaran alamsekitarfossil fuels- bahan apifosilIndustrial waste- bahansisa industriTeaching aids:Transparency, chart,newspaper cuttings andcourseware
    • SCIENCE F4 (2013)methods of controllingindustrial waste disposal toavoid pollution.Week LEARNING AREA/Learning ObjectivesLearning Outcomes Suggested Learning Activities Nobles Values Notes/ Vocabulary/Teaching Aids3334 -351.4 Realisingthe need forpreservation andconservation ofthe environmentfrom industrialwaste pollutionfor the well-being ofmankind(1p)REVISIONA student able to:• describe the consequencesof uncontrolled andhaphazard disposal ofindustrial waste,• Explain the importance ofpracticing responsible wayof disposing industrialwaste.View videos or computer simulationson industrial waste pollution and itseffects on environment.Discuss:a) consequences of uncontrolled andhaphazard disposal of industrialwaste,b) the need to tread the industrialpollution seriously in order topreserve and conserve theenvironment.c) the importance of practicingresponsible way of disposingindustrial wasteBeing thankfulto God.Being kind-hearted andcaring.Appreciatingthe balance ofnature.Having aninterest andcuriosity.Beingresponsibleabout the safetyof oneself,others and theenvironmentVocabulary:environmental pollution–pencemaran alamsekitarconservation-pemuliharaanpreservation-pemeliharaanhaphazard-sembaranganTeaching aids:Newspaper andcourseware36 -38 END YEAR EXAM : 30.09.2013 – 18.10.2013
    • SCIENCE F4 (2013)39 Marks checkingExam paper correction40-42 ‘PENGURUSAN PEKA’END YEAR SCHOOL HOLIDAY : 16.11.2013 – 01.01.2014SEKOLAH MENENGAH KEBANGSAAN CONVENT BUKIT NANASKUALA LUMPURSCHEME OF WORK YEAR 2013SCIENCEFORM 4Prepared by : Checked by : Confirmed by :