This document provides a science curriculum outline for Form 3 students covering topics such as respiration, blood circulation, excretion, reproduction, land resources, and electricity over 24 weeks. It includes learning objectives for students, topics and subtopics to be covered each week, and aims to develop students' understanding and abilities in analyzing various biological and physical systems and applying scientific concepts.
This document outlines a yearly plan for the Biology Form 5 curriculum in Malaysia. It covers 6 main themes over the year - Transport, Locomotion and Support, Coordination and Response, and Homeostasis. Each theme is broken down into learning areas and weeks. Objectives, activities, and outcomes are outlined for each week to guide students in learning key concepts related to physiology and ensuring they understand the importance, mechanisms, and regulation of various body systems through discussion, research, and experiments.
The document provides an outline for a biology curriculum covering various topics across 26 weeks. Some of the key topics included are: introducing biology, cells, movement of substances across membranes, chemical composition of cells, cell division, nutrition, and respiration. Each week covers 1-2 learning objectives, the associated learning outcomes, and any relevant notes. The learning outcomes describe what students should be able to do by the end of each topic, such as explaining concepts, designing experiments, comparing processes, and more.
The document provides a 42-week lesson plan for a Form 1 Science class. Over the course of the year, students will learn about topics including the scientific method, cells, states of matter, energy, and heat. Each week covers 1-2 learning objectives and includes the expected learning outcomes. Formative and summative assessments are scheduled throughout the year to evaluate students' understanding of the material.
The document summarizes key concepts about the human respiratory system including:
1. It describes the process of breathing including inhalation through contraction of intercostal muscles and diaphragm, and exhalation through relaxation of these muscles.
2. It explains how oxygen is transported through the body, carried by hemoglobin in red blood cells from the lungs to tissues, and carbon dioxide is carried back to the lungs.
3. Maintaining a healthy respiratory system is important to avoid diseases caused by pollutants, with examples given of common pollutants and respiratory illnesses.
The document provides the scheme of work for Form 4 Physics at SMK Convent Bukit Nanas for the first term in 2012. It covers 14 topics related to physics over 15 weeks, beginning with an introduction to physics and then focusing on forces and motion. Key concepts to be covered include linear motion, motion graphs, inertia, momentum, forces, gravity, and work, energy and power. Learning outcomes and suggested learning activities are provided for each topic to help students understand physics concepts.
This document outlines the weekly learning plan for a Science class in Form 1. Over 8 weeks, students will cover topics including the introduction to science, the scientific method, physical quantities and units of measurement, and measuring tools. They will learn about concepts such as mass, weight, and standard measurement units. Students will participate in activities like experiments, discussions, and talks to help them understand these concepts. The goal is for students to be able to define key terms, carry out basic scientific procedures, and appreciate the role of science in everyday life and technology.
Yearly lesson plan English Language (form 3) 2015mazlina mat isa
This document provides a yearly lesson plan for an English language course for Form 3 students in Malaysia. It includes 14 chapters to be covered from January to June, addressing topics like people, social issues, health, environment, and science. Each chapter outlines learning outcomes, language content, grammar, activities and exercises to be covered. Key language skills are interpersonal communication, understanding informational texts, and appreciation of aesthetic texts. Literature and poems are also included each month to enhance language learning.
This document outlines a yearly plan for the Biology Form 5 curriculum in Malaysia. It covers 6 main themes over the year - Transport, Locomotion and Support, Coordination and Response, and Homeostasis. Each theme is broken down into learning areas and weeks. Objectives, activities, and outcomes are outlined for each week to guide students in learning key concepts related to physiology and ensuring they understand the importance, mechanisms, and regulation of various body systems through discussion, research, and experiments.
The document provides an outline for a biology curriculum covering various topics across 26 weeks. Some of the key topics included are: introducing biology, cells, movement of substances across membranes, chemical composition of cells, cell division, nutrition, and respiration. Each week covers 1-2 learning objectives, the associated learning outcomes, and any relevant notes. The learning outcomes describe what students should be able to do by the end of each topic, such as explaining concepts, designing experiments, comparing processes, and more.
The document provides a 42-week lesson plan for a Form 1 Science class. Over the course of the year, students will learn about topics including the scientific method, cells, states of matter, energy, and heat. Each week covers 1-2 learning objectives and includes the expected learning outcomes. Formative and summative assessments are scheduled throughout the year to evaluate students' understanding of the material.
The document summarizes key concepts about the human respiratory system including:
1. It describes the process of breathing including inhalation through contraction of intercostal muscles and diaphragm, and exhalation through relaxation of these muscles.
2. It explains how oxygen is transported through the body, carried by hemoglobin in red blood cells from the lungs to tissues, and carbon dioxide is carried back to the lungs.
3. Maintaining a healthy respiratory system is important to avoid diseases caused by pollutants, with examples given of common pollutants and respiratory illnesses.
The document provides the scheme of work for Form 4 Physics at SMK Convent Bukit Nanas for the first term in 2012. It covers 14 topics related to physics over 15 weeks, beginning with an introduction to physics and then focusing on forces and motion. Key concepts to be covered include linear motion, motion graphs, inertia, momentum, forces, gravity, and work, energy and power. Learning outcomes and suggested learning activities are provided for each topic to help students understand physics concepts.
This document outlines the weekly learning plan for a Science class in Form 1. Over 8 weeks, students will cover topics including the introduction to science, the scientific method, physical quantities and units of measurement, and measuring tools. They will learn about concepts such as mass, weight, and standard measurement units. Students will participate in activities like experiments, discussions, and talks to help them understand these concepts. The goal is for students to be able to define key terms, carry out basic scientific procedures, and appreciate the role of science in everyday life and technology.
Yearly lesson plan English Language (form 3) 2015mazlina mat isa
This document provides a yearly lesson plan for an English language course for Form 3 students in Malaysia. It includes 14 chapters to be covered from January to June, addressing topics like people, social issues, health, environment, and science. Each chapter outlines learning outcomes, language content, grammar, activities and exercises to be covered. Key language skills are interpersonal communication, understanding informational texts, and appreciation of aesthetic texts. Literature and poems are also included each month to enhance language learning.
This document contains the yearly plan for the Science subject for Form 3 students at SMK St Paul for 2015. It includes 13 weeks of learning content divided into various topics such as respiration, blood circulation, excretion, reproduction, growth, and land resources. Each week covers multiple learning areas, objectives, outcomes and assessment criteria. The topics will be taught through various student-centered active learning approaches and aims to ensure students understand key concepts and are able to apply scientific knowledge and skills.
This document outlines the yearly plan for the Science subject for Form 4 students at SMK Ungku Husin in 2010. It includes the topics to be covered each week over the year, the targeted learning outcomes for students, and the planned completion dates. Some of the major topics included are scientific investigation, body coordination, heredity and variation, matter and substances, and energy and chemical changes. The plan aims to help students understand key scientific concepts and principles in these areas through classroom learning and assessments.
This document outlines the yearly plan for the Science subject for Form 4 students at SMK Ungku Husin in 2010. It includes 13 themes that will be covered from January to May, along with the topics, content, learning outcomes, and planned completion dates for each week. The major themes include introducing science, body coordination, heredity and variation, and matter in nature. Some of the topics covered are scientific investigation, the human nervous system, cell division, states of matter, and the periodic table.
This document outlines the yearly plan for the Science subject for Form 4 students at SMK Ungku Husin in 2010. It includes 13 themes that will be covered from January to May, along with the topics, content, learning outcomes, and planned completion dates for each week. The major themes include introducing science, body coordination, heredity and variation, and matter in nature. Some of the topics covered are scientific investigation, the human nervous system, cell division, states of matter, and the periodic table.
This document outlines the yearly plan for the Science subject for Form 4 students at SMK Ungku Husin in 2010. It includes the topics to be covered each week over the year, the targeted learning outcomes for students, and the planned completion dates. Some of the major topics included are scientific investigation, body coordination, heredity and variation, matter and substances, and energy and chemical changes. The plan aims to help students understand key scientific concepts and principles in these areas through classroom learning and assessments.
This document outlines the yearly plan for the Science subject for Form 4 students at SMK Ungku Husin in 2010. It includes 13 themes that will be covered from January to May, along with the topics, content, learning outcomes, and planned completion dates for each week. The major themes include introducing science, body coordination, heredity and variation, and matter in nature. Some of the topics covered are scientific investigation, the nervous system, cell division, states of matter, and the periodic table.
This document provides a yearly lesson plan for Science Form 4 in Malaysia for the year 2016. It outlines the topics, learning outcomes, and scientific attitudes and noble values for each week over two terms. The first term covers topics such as scientific investigation, body coordination, heredity and variation, and matter and substance. The second term addresses energy and chemical changes. Each week focuses on different subtopics and provides three levels of learning outcomes. Scientific attitudes and noble values cultivated include being cooperative, appreciating science, and having critical thinking.
This document outlines the annual syllabus for Class VIII Science for the 2022-2023 session. It includes chapters on microorganisms, materials (metals and non-metals), forces and pressure, light, reproduction in animals, and characteristics of living organisms. For each chapter, it lists the content, learning outcomes, suggested hands-on activities, and worksheets from previous classes. The syllabus must be completed by specific dates in September 2022 and January 2023 for mid-term and annual exams respectively. The exams will assess students on the entire syllabus covered over the academic year.
This document outlines the learning outcomes and goals for a class on the chapter of life processes in science. It lists the key topics to be covered which include defining life processes, nutrition and its stages in amoeba, the human digestive and respiratory systems, transportation and the human heart, excretion in plants and humans, and the structure and functions of the nephron. It also provides important links for a chapter video, online resources from NCERT and ePathshala on the topic of life processes.
The document outlines the learning outcomes and goals for a class on the chapter of life processes in science. It lists the key topics to be covered which include defining life processes, nutrition and its stages in amoeba, the human digestive and respiratory systems, transportation and the human heart, excretion in plants and humans, and the nephron. It also provides important links for a chapter video, online resources from NCERT and ePathshala on the topic of life processes.
The document provides a biology curriculum plan for Form 4 students in Malaysia. It outlines the themes, learning areas, learning objectives, and topics that will be covered each month. The curriculum covers topics such as cell structure and function, movement of substances across cell membranes, chemical composition of cells, cell division, nutrition, photosynthesis, respiration, and ecosystems. The plan aims to help students understand key biological concepts and apply scientific inquiry skills through various learning activities over the course of the academic year.
The document outlines the learning outcomes and goals for students studying the chapter on Life Processes in Class X Science. It aims to define key terms like life processes and nutrition and explain concepts such as the stages of nutrition in amoeba, aerobic and anaerobic respiration, the structure and functions of human digestive, respiratory, circulatory, and excretory systems. Students should be able to draw labeled diagrams of systems like the human digestive, respiratory, and circulatory systems. They should also be able to differentiate between processes in plants and humans, such as transport and excretion. Useful online resources on the topic are provided.
This document provides guidance on writing the Biology BIOL5 exam essay. It emphasizes selecting the easier essay title and answering the question by bringing in relevant principles and concepts from multiple modules. Key points, common mistakes from past essays, and tips for scoring marks in scientific content, breadth, relevance and quality of written communication are outlined. Example essay titles from past exams cover topics like ATP use, cell structure and function, and inorganic ion use in organisms.
these are the notes of the chapter life process class 10 it will help you understand the chapter these notes are given by highly qualified person and it will make the chapter easy to learn and please like share
Life processes are the fundamental activities that living organisms perform to maintain their existence and carry out their biological functions. These processes are essential for an organism's growth, development, and survival. Here are some of the key life processes:
Nutrition: Nutrition involves the intake of food or nutrients to provide energy and essential substances for the growth, repair, and functioning of the organism's body. It includes processes such as ingestion, digestion, absorption, and assimilation of nutrients.
Respiration: Respiration is the process of exchanging gases (usually oxygen and carbon dioxide) with the environment. In cellular respiration, oxygen is used to break down nutrients and release energy for the cell's activities.
Transportation: Transportation is the movement of materials (e.g., nutrients, gases, hormones) throughout the organism's body, facilitating the distribution of essential substances and the removal of waste products.
Excretion: Excretion is the elimination of metabolic waste products and harmful substances from the organism's body. It is essential to maintain a proper balance of chemicals and prevent toxic buildup.
Growth: Growth is the process by which an organism increases in size and complexity. It involves cell division, differentiation, and the addition of new cells and tissues.
Reproduction: Reproduction is the process by which organisms produce offspring, ensuring the continuation of their species. It can be sexual or asexual, depending on the organism.
Response to Stimuli: Organisms respond to changes in their environment through various mechanisms. This responsiveness enables them to adapt to their surroundings and ensure their survival.
Regulation (Homeostasis): Homeostasis is the ability of an organism to maintain a stable internal environment despite external changes. It involves various physiological processes that keep the body's conditions within a certain range.
Metabolism: Metabolism refers to all the chemical reactions that occur within an organism. These reactions are responsible for converting nutrients into energy and building and repairing cellular components.
These life processes are essential for the proper functioning of all living organisms, from single-celled organisms to complex multicellular beings. Each process plays a crucial role in ensuring the overall health and survival of the organism.
This document provides a study guide for an upcoming Year 8 Science exam. It outlines the topics that will be covered in the exam, including Introduction, Food and Digestion, Respiration, Heating and Cooling, and Light and Sound. Learning outcomes are listed for each topic, describing the key concepts and skills that students should understand in order to do well on the exam. The document also provides study ideas, such as identifying difficult concepts, reviewing notes and textbooks, and doing practice questions.
Students will learn about various life processes like nutrition, respiration, transportation, and excretion by defining key terms, explaining stages and processes, differentiating between organisms, analyzing functions of organs, and drawing labeled diagrams of systems like the digestive, respiratory, and circulatory systems in humans and the process of excretion in plants. They will specifically focus on the nutrition of amoebas, respiration in aerobic vs anaerobic conditions, the structure and workings of the human heart, and the role of the nephron in human excretion.
The lesson plans cover a week of 7th grade science instruction focusing on cell processes. On Monday, students will learn about diffusion, photosynthesis, and respiration by sketching cell structures and writing chemical reactions. Tuesday through Thursday focus on cell division, with students learning about mitosis, meiosis, and comparing asexual and sexual reproduction. Friday reviews the key concepts from earlier in the week, including diffusion, photosynthesis, and the exchange of gases between organisms and the environment. Formative and summative assessments are built into each day to check student understanding of the material.
The document provides a yearly lesson plan for Biology Form 4 at SMK Sultan Badlishah in Kedah, Malaysia. It covers 3 main themes over 9 weeks: 1) Introducing Biology, 2) Cell Structure and Organization, and 3) Movement of Substances Across the Plasma Membrane. Each week focuses on different learning objectives and outcomes, and suggests hands-on learning activities and experiments to help students meet those outcomes. The plan aims to teach students key biological concepts while cultivating scientific skills and noble values.
The document provides information about the MDCAT (Medical and Dental Colleges Admission Test) in Pakistan, including its curriculum, structure, and guidelines. Some key details:
- The MDCAT aims to standardize medical college admissions across Pakistan. It will test candidates on Biology, Chemistry, Physics, English, and Logical Reasoning.
- The exam will contain 200 multiple choice questions to be completed in 3.5 hours. Minimum passing marks are 65% for medical colleges and 55% for dental colleges.
- The test is weighted with Biology making up 34% of the exam, Chemistry 27%, and Physics 27%. English and Logical Reasoning make up the remaining 12%.
This document contains the yearly plan for the Science subject for Form 3 students at SMK St Paul for 2015. It includes 13 weeks of learning content divided into various topics such as respiration, blood circulation, excretion, reproduction, growth, and land resources. Each week covers multiple learning areas, objectives, outcomes and assessment criteria. The topics will be taught through various student-centered active learning approaches and aims to ensure students understand key concepts and are able to apply scientific knowledge and skills.
This document outlines the yearly plan for the Science subject for Form 4 students at SMK Ungku Husin in 2010. It includes the topics to be covered each week over the year, the targeted learning outcomes for students, and the planned completion dates. Some of the major topics included are scientific investigation, body coordination, heredity and variation, matter and substances, and energy and chemical changes. The plan aims to help students understand key scientific concepts and principles in these areas through classroom learning and assessments.
This document outlines the yearly plan for the Science subject for Form 4 students at SMK Ungku Husin in 2010. It includes 13 themes that will be covered from January to May, along with the topics, content, learning outcomes, and planned completion dates for each week. The major themes include introducing science, body coordination, heredity and variation, and matter in nature. Some of the topics covered are scientific investigation, the human nervous system, cell division, states of matter, and the periodic table.
This document outlines the yearly plan for the Science subject for Form 4 students at SMK Ungku Husin in 2010. It includes 13 themes that will be covered from January to May, along with the topics, content, learning outcomes, and planned completion dates for each week. The major themes include introducing science, body coordination, heredity and variation, and matter in nature. Some of the topics covered are scientific investigation, the human nervous system, cell division, states of matter, and the periodic table.
This document outlines the yearly plan for the Science subject for Form 4 students at SMK Ungku Husin in 2010. It includes the topics to be covered each week over the year, the targeted learning outcomes for students, and the planned completion dates. Some of the major topics included are scientific investigation, body coordination, heredity and variation, matter and substances, and energy and chemical changes. The plan aims to help students understand key scientific concepts and principles in these areas through classroom learning and assessments.
This document outlines the yearly plan for the Science subject for Form 4 students at SMK Ungku Husin in 2010. It includes 13 themes that will be covered from January to May, along with the topics, content, learning outcomes, and planned completion dates for each week. The major themes include introducing science, body coordination, heredity and variation, and matter in nature. Some of the topics covered are scientific investigation, the nervous system, cell division, states of matter, and the periodic table.
This document provides a yearly lesson plan for Science Form 4 in Malaysia for the year 2016. It outlines the topics, learning outcomes, and scientific attitudes and noble values for each week over two terms. The first term covers topics such as scientific investigation, body coordination, heredity and variation, and matter and substance. The second term addresses energy and chemical changes. Each week focuses on different subtopics and provides three levels of learning outcomes. Scientific attitudes and noble values cultivated include being cooperative, appreciating science, and having critical thinking.
This document outlines the annual syllabus for Class VIII Science for the 2022-2023 session. It includes chapters on microorganisms, materials (metals and non-metals), forces and pressure, light, reproduction in animals, and characteristics of living organisms. For each chapter, it lists the content, learning outcomes, suggested hands-on activities, and worksheets from previous classes. The syllabus must be completed by specific dates in September 2022 and January 2023 for mid-term and annual exams respectively. The exams will assess students on the entire syllabus covered over the academic year.
This document outlines the learning outcomes and goals for a class on the chapter of life processes in science. It lists the key topics to be covered which include defining life processes, nutrition and its stages in amoeba, the human digestive and respiratory systems, transportation and the human heart, excretion in plants and humans, and the structure and functions of the nephron. It also provides important links for a chapter video, online resources from NCERT and ePathshala on the topic of life processes.
The document outlines the learning outcomes and goals for a class on the chapter of life processes in science. It lists the key topics to be covered which include defining life processes, nutrition and its stages in amoeba, the human digestive and respiratory systems, transportation and the human heart, excretion in plants and humans, and the nephron. It also provides important links for a chapter video, online resources from NCERT and ePathshala on the topic of life processes.
The document provides a biology curriculum plan for Form 4 students in Malaysia. It outlines the themes, learning areas, learning objectives, and topics that will be covered each month. The curriculum covers topics such as cell structure and function, movement of substances across cell membranes, chemical composition of cells, cell division, nutrition, photosynthesis, respiration, and ecosystems. The plan aims to help students understand key biological concepts and apply scientific inquiry skills through various learning activities over the course of the academic year.
The document outlines the learning outcomes and goals for students studying the chapter on Life Processes in Class X Science. It aims to define key terms like life processes and nutrition and explain concepts such as the stages of nutrition in amoeba, aerobic and anaerobic respiration, the structure and functions of human digestive, respiratory, circulatory, and excretory systems. Students should be able to draw labeled diagrams of systems like the human digestive, respiratory, and circulatory systems. They should also be able to differentiate between processes in plants and humans, such as transport and excretion. Useful online resources on the topic are provided.
This document provides guidance on writing the Biology BIOL5 exam essay. It emphasizes selecting the easier essay title and answering the question by bringing in relevant principles and concepts from multiple modules. Key points, common mistakes from past essays, and tips for scoring marks in scientific content, breadth, relevance and quality of written communication are outlined. Example essay titles from past exams cover topics like ATP use, cell structure and function, and inorganic ion use in organisms.
these are the notes of the chapter life process class 10 it will help you understand the chapter these notes are given by highly qualified person and it will make the chapter easy to learn and please like share
Life processes are the fundamental activities that living organisms perform to maintain their existence and carry out their biological functions. These processes are essential for an organism's growth, development, and survival. Here are some of the key life processes:
Nutrition: Nutrition involves the intake of food or nutrients to provide energy and essential substances for the growth, repair, and functioning of the organism's body. It includes processes such as ingestion, digestion, absorption, and assimilation of nutrients.
Respiration: Respiration is the process of exchanging gases (usually oxygen and carbon dioxide) with the environment. In cellular respiration, oxygen is used to break down nutrients and release energy for the cell's activities.
Transportation: Transportation is the movement of materials (e.g., nutrients, gases, hormones) throughout the organism's body, facilitating the distribution of essential substances and the removal of waste products.
Excretion: Excretion is the elimination of metabolic waste products and harmful substances from the organism's body. It is essential to maintain a proper balance of chemicals and prevent toxic buildup.
Growth: Growth is the process by which an organism increases in size and complexity. It involves cell division, differentiation, and the addition of new cells and tissues.
Reproduction: Reproduction is the process by which organisms produce offspring, ensuring the continuation of their species. It can be sexual or asexual, depending on the organism.
Response to Stimuli: Organisms respond to changes in their environment through various mechanisms. This responsiveness enables them to adapt to their surroundings and ensure their survival.
Regulation (Homeostasis): Homeostasis is the ability of an organism to maintain a stable internal environment despite external changes. It involves various physiological processes that keep the body's conditions within a certain range.
Metabolism: Metabolism refers to all the chemical reactions that occur within an organism. These reactions are responsible for converting nutrients into energy and building and repairing cellular components.
These life processes are essential for the proper functioning of all living organisms, from single-celled organisms to complex multicellular beings. Each process plays a crucial role in ensuring the overall health and survival of the organism.
This document provides a study guide for an upcoming Year 8 Science exam. It outlines the topics that will be covered in the exam, including Introduction, Food and Digestion, Respiration, Heating and Cooling, and Light and Sound. Learning outcomes are listed for each topic, describing the key concepts and skills that students should understand in order to do well on the exam. The document also provides study ideas, such as identifying difficult concepts, reviewing notes and textbooks, and doing practice questions.
Students will learn about various life processes like nutrition, respiration, transportation, and excretion by defining key terms, explaining stages and processes, differentiating between organisms, analyzing functions of organs, and drawing labeled diagrams of systems like the digestive, respiratory, and circulatory systems in humans and the process of excretion in plants. They will specifically focus on the nutrition of amoebas, respiration in aerobic vs anaerobic conditions, the structure and workings of the human heart, and the role of the nephron in human excretion.
The lesson plans cover a week of 7th grade science instruction focusing on cell processes. On Monday, students will learn about diffusion, photosynthesis, and respiration by sketching cell structures and writing chemical reactions. Tuesday through Thursday focus on cell division, with students learning about mitosis, meiosis, and comparing asexual and sexual reproduction. Friday reviews the key concepts from earlier in the week, including diffusion, photosynthesis, and the exchange of gases between organisms and the environment. Formative and summative assessments are built into each day to check student understanding of the material.
The document provides a yearly lesson plan for Biology Form 4 at SMK Sultan Badlishah in Kedah, Malaysia. It covers 3 main themes over 9 weeks: 1) Introducing Biology, 2) Cell Structure and Organization, and 3) Movement of Substances Across the Plasma Membrane. Each week focuses on different learning objectives and outcomes, and suggests hands-on learning activities and experiments to help students meet those outcomes. The plan aims to teach students key biological concepts while cultivating scientific skills and noble values.
The document provides information about the MDCAT (Medical and Dental Colleges Admission Test) in Pakistan, including its curriculum, structure, and guidelines. Some key details:
- The MDCAT aims to standardize medical college admissions across Pakistan. It will test candidates on Biology, Chemistry, Physics, English, and Logical Reasoning.
- The exam will contain 200 multiple choice questions to be completed in 3.5 hours. Minimum passing marks are 65% for medical colleges and 55% for dental colleges.
- The test is weighted with Biology making up 34% of the exam, Chemistry 27%, and Physics 27%. English and Logical Reasoning make up the remaining 12%.
1. RPT: SCIENCE FORM 3
RANCANGAN PELAJARAN TAHUNAN 2010
SEKOLAH : ………………………………………………………..
MATA PELAJARAN : SCIENCE TINGKATAN : 3
MINGGU/
TARIKH
TAJUK ISI KANDUNGAN
HASIL PEMBELAJARAN
TARIKH
DISEMPURNAKAN
(Beri kenyataan
sekiranya lewat)
Week 1
(4 –8 Jan)
1.Respiration 1.1 Analysing the
human breathing
mechanism
1.2 Understanding the
transport of oxygen in
the human body
A student is able to:
• Identify the structure of the human respiratory
system.
• Identify the structure of the lung
• Describe the process of inhalation and exhalation
• Relate the changes of air pressure in the thoracic
cavity to inhalation and exhalation
• Describe the breathing mechanism
A student is able to:
• Describe the diffusion of oxygen from the alveoli
into the blood capillaries
• Describe the transport of oxygen by blood
• Describe the diffusion of oxygen from the blood
capillaries into the cells
Week 2
(11 – 15
Jan)
1.3 Realising the
importance of
healthy respiratory
system
A student is able to:
• list the substances which are harmful to the
respiratory system
• explain the effects of pollutants on the respiratory
system
• list the diseases of the respiratory system
• practice good habits to improve the quality of air
1
2. RPT: SCIENCE FORM 3
2. Blood
Circulation and
Transport
2.1 Understanding the
transport system in
human
A student is able to:
• describe the circulatory system as a system of
tubes with a pump and valves that ensure one-
way flow of blood
• state the function of the heart
• identify the structure of the human heart
Week 3
(18 – 22
Jan)
2.1 Understanding the
transport system in
human
2.2 Analysing the
human blood
A student is able to:
• compare and contrast the structure of arteries,
veins and capillaries
• relate the characteristics of the blood vessels to
their functions
• compare and contrast oxygenated and
deoxygenated blood
• illustrate the path of blood flow in the circulatory
system
• describe the role of the blood circulatory system in
the transport of substances
• explain the importance of maintaining a healthy
heart
A student is able to:
• state the constituents of blood and their functions
• state the blood groups
• match the blood group of the donor to that of the
recipient
• justify the importance of blood donation
• describe how donated blood is stored and
handled
Week 4
(25 – 29
Jan
2.3 Analysing the
transport system in
plants.
A student is able to:
• describe how wilting occurs
• describe what transpiration is
• describe the function of stomata
• identify the factors affecting the rate of
transpiration
• describe how the factors affect the rate of
2
3. RPT: SCIENCE FORM 3
transpiration
• describe the roles of transpiration
• investigate the pathway of water in a cut stem
using a suitable stains
• identify the locations of xylem and phloem
• describe the functions of xylem and phloem
Week 5
(1 – 5 Feb)
3.Excretion 3.1 Understanding
human excretion
3.2 Analysing the
urinary system in
human
A student is able to:
• explain what excretion is
• identify the excretory organs in humans
• state the excretory products of each excretory
organ
• explain the importance of excretion
A student is able to:
• identify the locations of kidneys and other parts of
the urinary system
• describe the shape of the kidney
• identify the structures of the kidney
• describe the functions of the kidney
• exp[lain the importance of maintaining healthy
kidneys
Week 6
(8 – 12
Feb)
3.3 Analysing excretion
in plant
A student is able to:
• describe the ways plants eliminate their excretory
products
• identify the excretory products of plants
Week 7
(16–19
Feb)
PENILAIAN AKADEMIK 1
Week 8
(22-25
Feb)
4. Reproduction 4.1 Understanding
sexual and asexual
Reproduction
A student is able to:
• state the importance of reproduction
3
4. RPT: SCIENCE FORM 3
4.2 Analysing the
male reproductive
system
• state the types of reproduction
• state what fertilisation is
• describe internal and external fertilisation
• compare and contrast sexual and asexual
reproduction
• classify animals and plants according to their
ways of reproduction
A student is able to:
• identify the parts of the male reproductive system
• describe the functions of the different parts of the
male reproductive system
• state the role of sperm in reproduction
• describe the changes in male during puberty
Week 9
(1-5 Mac)
4.3 Analysing the
female reproductive
system
4.4 Analysing the
menstrual cycle
A student is able to:
• dentify the parts of the female reproductive
system
• describe the functions of the different parts of the
female reproductive system
• state the role of an ovum in reproduction
• describe the changes in female during puberty
• compare and contrast male and female gametes
in terms of size, numbers and mobility
A student is able to:
• describe the meaning of menstruation
• describe the menstrual cycle
• describe the changes in the uterus wall during
menstrual cycle
• relate the fertile phase of the menstrual cycle to
fertilisation
• explain the importance of personal hygiene during
menstruation
Week 10
(8-12 Mac)
4.5 Analysing
fertilisation and
pregnancy
A student is able to:
• identify the location of implantation of embryo
4
5. RPT: SCIENCE FORM 3
4.6 Understanding the
importance of pre-
natal care
4.7 Evaluating the
importance of
research in human
reproduction
• describe the development of a zygote into an
embryo and subsequently into a foetus until birth
A student is able to:
• relate the importance of taking nutritious food to
the health of both mother and foetus during
pregnancy
• explain the importance of avoiding the intake of
substances that are harmful to the foetus
A student is able to:
• state the meaning of sterility
• describe ways to overcome sterility
• describe the methods of birth control
• present argument against the abuse of birth
control and its effects on the community
• Explain the importance of research on human
reproduction
CUTI PERTENGAHAN PENGGAL 1
Week 11
(22-26
Mac)
4.8 Analysing the
sexual reproductive
system of flowering
plants
4.9 Analysing
pollination
A student is able to:
• identify the different parts of a flower
• identify the male and female reproductive parts of
a flower
• identify the male and female gametes
• describe the functions of the male and female
reproductive parts of a flower in sexual
reproduction
A student is able to:
• describe what pollination is
• relate the characteristics of flowers to their agents
of pollination
• state the types of pollination, compare and
5
6. RPT: SCIENCE FORM 3
4.10 Understanding
the development of
fruits and seeds in
plants
contrast self-pollination and cross-pollination
• explain the advantages of cross-pollination
• explain with examples the uses of cross-
pollination in agriculture
A student is able to:
• identify the location where fertilisation occurs in
flower
• describe fertilisation in plants
• describe the formation of fruits and seeds
Week 12
(29 Mac –
2 Apr)
PENILAIAN AKADEMIK 2
Week 13
(5-9 Apr)
4.11 Synthesising the
concept of
germination of
Seeds
4.12 Application of
vegetative
reproduction in
flowering plants
A student is able to:
• identify the structure of a seed
• explain the functions of the different parts of a
seed
• describe the physical changes of seedlings during
germination
• make hypotheses on the conditions required for
the germination of seeds
• design an experiment to study the conditions
required for the germination of seeds
• draw conclusions on the conditions required for
germination of seeds
A student is able to:
• explain with examples the meaning of vegetative
reproduction
• state the parts of the plants that can reproduce
vegetatively
• classify flowering plants according to the parts
that can reproduce vegetatively
6
7. RPT: SCIENCE FORM 3
• describe the application of research carried out
on vegetative reproduction in agriculture
Week 14
(12-16
Apr)
Growth
Land And Its
Resources
5.1 Analysing the
pattern of human
6.1 Analysing the
various minerals
found in the earth’s
crust.
A student is able to:
• describe what growth is
• identify the characteristics used to measure
growth rate
• analyse the growth curve for male and female
• compare and contrast between the growth rate in
male and female
• describe the effects of nutrition on the growth in
children
A student is able to:
• describe what a mineral is
• explain through examples that minerals exist in
the form of natural elements or natural
compounds
• identify the elements in natural compounds
• describe the properties of minerals
• write equations in words to show the effect of
heat on the minerals
Week 15
(19-23
Apr)
6.2 Understanding the
reactions between
metals and non-
metals
6.3 Understanding
silicon compounds
A student is able to:
• state examples of metals and non-metals
• describe the reactions between metals and non-
metals
• write equations in words for the reaction between
metals and non-metals
• state that metals react with non-metal at different
rate
A student is able to:
• state the different forms of silicon compounds
• state examples of silica
• state examples of silicate
7
8. RPT: SCIENCE FORM 3
6.4 Analysing calcium
compounds
• relate the properties of silicon compounds to their
stability
• explain through examples the uses of silicon
compounds in our daily life
A student is able to:
• state the elements in calcium carbonate
• identify the various forms of calcium carbonate
• describe the properties of calcium carbonate
• write equations in words for the reactions of
calcium carbonate
• describe the formation of calcium oxide and
calcium hydroxide
• relate the properties of calcium compounds to
their uses
Week 16
(26-29
Apr)
6.5 Analysing natural
fuel resources and
their importance
A student is able to:
• list the natural fuel resources
• explain the formation of natural fuel resources
• describe the fractional distillation of petroleum
• describe the characteristics of the various
fractions from the fractional distillation of
petroleum
• describe the uses of the various fractions of
petroleum
• explain the contributions of petroleum and natural
gas industry to the economic development of our
country
• generate ideas on how to use natural fuel
resources efficiently
Week 17
(3-7 Mei)
Electricity 7.1 Understanding
Electrostatics
A student is able to:
• describe what electrostatics is
• state the types of static electrical charges
• state the properties of static electrical charges
• describe how static electrical charges can be
8
9. RPT: SCIENCE FORM 3
7.2 Understanding
electricity
7.3 Applying the
understanding of
measuring
electricity
produced in some materials
• describe ways to detect static electrical charges
• explain everyday phenomena caused by static
electrical charges
• state the safety measures to be taken when
dealing with static electricity
A student is able to:
• give examples of sources of electrical energy
used in everyday life
• state what electricity is
• state what voltage is
• state what resistance is
• describe the directions of current and electron
flow in an electric circuit
A student is able to:
• identify the instrument for measuring current
• identify the instrument for measuring voltage
• state the unit for current
• state the unit for voltage
• state the unit for resistance
• measure current in an electric circuit
• measure voltage in an electric circuit
Week 18
(10-14
Mei)
7.4 Synthesising the
relationship
between current,
voltage and
resistance
A student is able to:
• design an experiment to study the relationship
between resistance and current
• carry out the experiment to study the relationship
between resistance and current
• describe the effects of the change in resistance
on current
• design an experiment to study the relationship
between voltage and current
• carry out the experiment to study the relationship
between voltage and current
• describe the effect of the change in voltage on
9
10. RPT: SCIENCE FORM 3
7.5 Synthesising the
concept of parallel
and series circuit
current
• state Ohm’s Law
A student is able to:
• identify the components of an electric circuit and
their symbols
• draw a diagram of a complete circuit
• build a complete electric circuit
• build a series circuit
• build a parallel circuit
• compare and contrast the arrangement of
components in a series circuit and a parallel
circuit
Week 19
(17-21
Mei)
7.6 Analysing current,
voltage and
resistance in a
series circuit
7.7 Analysing current,
voltage and
resistance in a
parallel circuit
A student is able to:
• describe the current flowing through the
components in a series circuit
• describe the voltages across the components in a
series circuit
• describe the resistance in a series circuit
• explain the advantage and the disadvantage of a
series circuit
A student is able to:
• describe the current flowing through the
components in a parallel circuit
• describe the voltage across the components in a
parallel circuit
• describe the resistance in a parallel circuit
• explain the advantage and the disadvantage of a
parallel circuit
• compare and contrast a series circuit and a
parallel circuit in terms of current, voltage and
resistance
Week 20
(24-27
7.8 Understanding
magnetic
A student is able to:
• describe what a magnetic field is
10
11. RPT: SCIENCE FORM 3
Mei)
7.9 Understanding
electro-magnetism
• draw the magnetic field of a bar magnet
• draw the directions of the magnetic field
• relate magnetic field lines and strength of
magnetic field
• explain the use of a magnetic in a compass
A student is able to:
• relate the current flow through a conductor with
magnetism
• describe what an electromagnet is
Week 21
(31Mei-
4Jun )
PEPERIKSAAN PERTENGAHAN TAHUN
(5 – 20
Jun) CUTI PENGGAL PERTAMA
Week 22
(21-25
Jun)
Generation of
electricity
8.1 Understanding the
generation of
electrical energy
8.2 Understanding
transformer
A student is able to:
• list the various types of generators
• describe the generation of electrical energy in
various types of power stations
• compare and contrast the generation of electrical
energy in various types of power stations
• give examples of alternative sources of energy
A student is able to:
• identify the different parts of a transformer
• describe how a transformer works
• compare and contrast a step-up transformer and
a step-down transformer
• describe the roles of transformer in the
transmission and distribution of electricity
11
12. RPT: SCIENCE FORM 3
Week 23
(28Jun- 2
Julai)
8.3 Analysing the
electricity
transmission and
distribution system.
8.4 Understanding the
electrical supply
and wiring system
at home
A student is able to:
• arrange in order the components in the electricity
transmission and distribution system
• describe the functions of the components in the
electricity transmission and distribution system
• describe how electricity is transmitted and
distributed from power stations to consumers
A student is able to:
• state the value of the main voltage
• state the types of current
• identify the type of electric current supplied to
homes
• state the types of electrical wiring
• identify the parts in an electrical wiring system
• describe the functions of the parts of an electrical
wiring system
• describe the wiring in a 3-pin plug
Week 24
(5-9 Julai)
8.5 Analysing the cost
of electrical energy
usage
8.6 Understanding the
functions of fuse
and earth wire
A student is able to:
• state the power and voltage rating of home
electrical appliances
• calculate the amount of current flowing through
an electrical appliance
• recall the relationship between electrical energy
usage, power and time
• solve problem by calculating the cost of electricity
used
A student is able to:
• identify the types of fuses
• state the ratings of fuses
• describe the function of fuse in electrical wiring
system
• determine the suitable rating of a fuse for an
electrical appliance
• describe the role of earth wire in electrical wiring
12
13. RPT: SCIENCE FORM 3
system
Week 25
(12-16
Julai)
8.7 Evaluating the
importance of
safety precautions in
the use of electricity
8.8 Evaluating the
importance of
conserving electricity
A student is able to:
• state the safety measures to be taken when using
electricity
• describe the steps to be taken when accidents
involving electricity occur
• justify the need for having safety precautions and
safety features at home to prevent electrical
accidents
A student is able to:
• identify the activities that cause electricity
wastage
• describe ways to conserve electricity
• justify the needs for conserving electricity
• predict problems our country would face if there
was a shortage of electricity
Week 26
(19-23
Julai
Stars And
Galaxies
9.1 Analysing the Sun
9.2 Understanding the
stars and the
galaxies in the
Universe
A student is able to:
• describe the characteristics of the Sun
• identify the structures of the Sun
• identify the phenomena occuring on the surface
of the Sun
• explain the effects of the phenomena on the
surface of the Sun on the Earth
• state how energy is generated by the Sun
A student is able to:
• define what a star is
• identify the Sun as a star
• identify the bright stars in the sky
• compare and contrast the stars based on certain
characteristics
• describe the formation of stars
• describe the death of stars
• state the types of galaxies
13
14. RPT: SCIENCE FORM 3
Space
Exploration
9.3 Thankful for the
existence of the
Universe as a gift
from God
10.1 Understanding
developments in
the field of
astronomy and
space exploration
• describe the Milky Way
• describe the Universe
• state the position of the Solar System in the
Universe
A student is able to:
• appreciate the uniqueness, orderliness, beauty
and harmony in the Universe as a sign of the
glory God
• describe the expanse of the Universe compared
to Earth
• state that all the exists in the Universe is not
permanent
explain the importance of the Sun and the Moon
to life on earth
A student is able to :
• describe the developments in the field of
astronomy
• describe the developments in space exploration
• explain with examples the applications of
technology related to space exploration and
astronomy
• justify the need to continue space exploration
Week 27
(26-
30Julai)
REVISION SCIENCE
Week 28
(2-6 Ogos)
PEPERIKSAAN PERCUBAAN PMR
Week
29 - 36
REVISION SCIENCE
Week 37
(11-15Okt) PEPERIKSAAN PMR
14