Theme : introducing science

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
18 (10.5.10- 14.5.10)	4.5 Understanding the properties of substances based on the particles present in them	A student is able to: describe what atoms, molecules, and ions are, identify the particles in substances as atoms, molecules, and ions, state examples of substances made of atoms, molecules and ions, compare and contrast substances that are made of atoms, molecules and ions based on their physical properties, relate the physical properties of substances made up of atoms, molecules, and ions to the arrangement of particles and the forces of attraction between them.	View computer simulations or charts to study the following: a) atoms, molecules and ions, b) substances which are made of atoms, molecules, and ions c) physical properties of substances made of atoms, molecules and ions such as: i) physical state at room temperature, ii) melting point, iii) boiling point, iv) electrical conductivity. d) arrangement of particles and their forces of attraction between particles in substances made of atoms, molecules and ions. Carry out an activity to study the melting point and electrical conductivity of substance made up of: a) atoms such as lead, b) molecules such as sulphur, c) ions such as lead bromide. Carry out an activity to compare and contrast substances that are made up of atoms, molecules and ions based on their physical properties. Illustrate the similarities and differences in a graphic organizer. Discuss the arrangement of particles and the forces of attraction between particles in relation to the physical properties of substances made up of atoms, molecules and ions.		boiling point – takat didih electrical conductivity – kekonduksian elektrik forces of attraction – daya tarikan melting point – takat lebur room temperature – suhu bilik
19 & 20	PEPERIKSAAN PERTENGAHAN TAHUN (17.5.10 – 28.5.10)

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
CUTI PERTENGAHAN PERTENGAHAN TAHUN (29.5.10 - 13.6.10)
21 (14.6.10- 18.6.10)	4.6 Understanding the properties and uses of Metals and non-metals	A student is able to: list examples of metals and non-metals, list the properties of metals and non-metals, list the uses of metals and non-metals in daily life, compare and contrast metals and non-metals based on their physical properties, relate the physical properties of metals and non-metals to their uses in daily life.	Carry out an activity to identify objects in the classroom which are made of metals and non-metals, Collect and interpret data on the properties and uses of metals such as iron, aluminium, zinc, copper, lead, tin, gold and non-metals such as carbon, sulphur and chlorine. Carry out an activity to compare and contrast the properties of things made of metal and non-metal and illustrate the similarities and differences in a graphic organizer. Carry out an activity to study the physical properties of metals and non-metals such as: luminosity, ductility, malleability, tensile strength, electrical and heat conductivity. Discuss the physical properties of metals and non-metals relating to their uses.		chlorine – klorin copper – kuprum ductility – kemuluran electrical and heat conductivity – kekonduksian elektrik dan haba gold – emas iron – besi lead – plumbum luminosity – kekilauan malleability – ketertempaan tensile strength – kekuatan regangan

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
22 (21.6.10- 25.6.10)	4.7 Analyzing method of purifying substances	A student is able to: state the characteristics of pure substances, describe the different methods of purification of substances, relate the characteristics of substances to the methods of purification used, explain with examples the methods of purification used to produce substances used in daily life.	Collect and interpret data on the following: a) characteristics of pure substances, b) different methods of purification of substances. Carry out activities to study the following: a) how the presence of impurities such as salts affects the boiling point of water, b) purification of substances by the following methods: i. distillation, e.g. purifying alcohol from a mixture of alcohol and water, ii. crystallization, e.g. purifying salt from a saturated solution of common salt. Gather information and discuss the following: a) factors to be considered when selecting the methods of purification. Examples are as follow: i. separating a liquid from a solution of a solid in a liquid, such as producing pure water from sea water, ii. separating a liquid from a mixture of miscible liquids such as removing ethanol from a mixture of ethanol and water, iii. separating insoluble impurities from a soluble substance such as removing sand and other impurities from salt. b) methods of purification used in producing substances needed daily such as salt, sugar, petroleum fractions and distilled water.		cystallization – penghabluran distillation – penyulingan distilled water – air suling impurities – bendasing petroleum fractions – pecahan petroleum purification of substances – penulenan bahan saturated solutions – larutan tepu solutes – zat-zat terlarut miscible – larut campur

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
22 (21.6.10- 25.6.10)	4.8 Appreciating the existence and uses of various substances of different characteristics	A student is able to: describe how man uses various substances of different characteristics and states in everyday life, justify the importance of the existence of various substances of different characteristic and states that benefit mankind.	Discuss the following: a) describe how man uses various substances of different characteristics can be utilized to benefit mankind, b) the importance of the existence of various substances of different characteristics.

THEME: ENERGY IN LIFE

LEARNING AREA: ENERGY AND CHEMICAL CHANGES

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
23 (28.6.10- 2.7.10)	5.1 Understanding physical and chemical changes	A student is able to: explain what physical changes is, explain what chemical changes is, give examples of physical changes in daily life, give examples of chemical changes in daily life, compare and contrast physical changes and chemical changes.	Discuss the following in terms of physical and chemical changes: a) burning of paper, b) melting of ice, c) change in colour of sliced apples, d) evaporation of water. Carry out the following activities to study physical and chemical changes: a) heating iron with sulphur, b) burning magnesium in air, c) mixing zinc with copper sulphate solution, d) soaking clean iron nails in water until they rust, e) heating copper carbonate, f) mixing potassium iodine with lead nitrate,		chemical changes – perubahan kimia copper carbonate salt – garam kuprum karbonat copper sulphate solution – larutan kuprum sulphat evaporation of water – penyejatan air lead nitrate – plumbum nitrat physical changes – perubahan fizikal
Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
23 (28.6.10- 2.7.10)			g) dissolving sugar in water, h) crystallizing sodium chloride from its saturated solution, i) heating iodine crystals in a closed container, j) slow heating of wax. Carry out a activity to compare and contrast physical change and chemical change and illustrate the similarities and differences in a graphic organizer.		potassium iodine – kalium iodida reaction – tindak balas rust - karat saturated solution – larutan tepu sodium chloride – natrium klorida wax - lilin
23 (28.6.10- 2.7.10)	5.2 Analyzing heat change in chemical reactions	A student is able to: state the chemical reactions involve heat change, identify reactions involving heat loss, identify reactions involving heat gain, relate changes in temperature of reactants to exothermic reactions, relate changes in temperature of reactants to endothermic reactions, explain through examples heat changes that occur during industrial chemical reactions.	Carry out the following activities to study heat changes in chemical reactions: a) dissolving ammonium chloride in water, b) dissolving sodium hydroxide in water. Discuss the following: a) the relationship between heat loss or heat gain and changes in temperature, b) exothermic and endothermic reactions based on changes in heat. View computer simulations then gather and interpret data on heat changes that occur during industrial chemical reactions, such as: a) the production of ammonia from ammonium products b) the production of sulphuric acid.		ammonium chloride – ammonium chloride chemical reaction – tindak balas kimia endothermic – serap haba exothermic – buang haba heat change – perubahan haba reactant – bahan tindak balas sodium hydroxide –natrium hidroksida sulphuric acid – asid sulfuric
Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
24 (5.7.10- 9.7.10)	5.3 Synthesizing the reactivity series of metals	A student is able to: describe the reactivity of metals with water, describe the reactivity of metal with acids , describe the reactivity of metals with oxygen, compare and contrast the reactivity of metal with water, acids and oxygen, arrange metals in order of reactivity, construct the reactivity series of metals based on reactivity of metals with oxygen, identify the position of carbon in the reactivity series	Carry out activities to study the following reactions: a) sodium, calcium, magnesium, aluminium, zinc, and copper with water. b) magnesium, aluminium, zinc, copper with dilute acids. c) magnesium, aluminium, zinc, copper with oxygen. Carry out activities to compare and contrast the reactivity of metals with water, acids and oxygen. Illustrate the similarities and differences in a graphic organize. Discuss and arrange metals in order of reactivity. Collect and interpret data on the reactivity series of metals with oxygen to construct the reactivity series of metals. Carry out an experiment to determine the position of carbon in the reactivity series.	Sodium should be use in very small quantity only	dilute acids – asid cair reactivity series – siri kereaktifan

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
25 (12.7.10- 16.7.10)	5.4 Applying the concepts of reactivity series of metals	A student is able to: relate the position of metals in the reactivity series to the method of extraction of metals from their ores, explain with examples the process of extraction of a metal from its ore using carbon, state the importance of the reactivity series.	View computer simulations or videos on methods of extracting metals from their ores and then carry out the following activities: a) relate the position of metals in the reactivity series to the method of extracting metals from their ores, such as using carbon by electrolysis, b) discuss the process of extracting tins from its ore. Discuss the importance of the reactivity series.		electrolysis – elektrolisis extraction – pengekstrakan ore – bijih tin - timah
	5.5 Understanding electrolysis	A student is able to: state what electrolysis is, state what anode, cathode, anion, cation and electrolyte are, describe the electrolysis of an electrolyte using carbon electrodes, explain the uses of electrolysis in industry.	Carry out activities on electrolysis and discuss the following: a) definition of electrolysis, b) what anode, cathode, anion, cation, and electrolyte are, c) the process and product of electrolysis of an electrolyte using carbon electrodes, d) use of electrolysis in electroplating metal objects. View computer simulations and study the following process: a) electrolysis of molten lead bromide using carbon electrodes, b) electroplating objects made of iron with copper. View videos or computer simulations and discuss the uses of electrolysis in industry, including the extraction of metals, purification of metals and electroplating.	Chemical equation for reactions occurring at electrodes are not required.	anode – anod cathode – katod electrode – elektrod electrolyte – elektrolit electroplating –penyaduran elektrik lead bromide – plumbum bromida molten - lebur

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
26 (19.7.10- 23.7.10)	5.6 Understanding the production of electrical energy from chemical reactions	A student is able to: describe how a simple cell works, list the various types of cells and their uses, state the advantages and disadvantages of various types of cells.	Carry out an activity to study the production of electrical energy by a simple cell. Examine various types of cells such as dry cells, lead acid accumulators, alkaline batteries, silver oxide-mercury batteries and nickel-cadmium batteries and discuss: a) their uses, b) their advantages and disadvantages in using each of these types of cells.	Equations to show the reactions at the positive and negative terminals of a simple cell are not required	alkaline batteries – bateri alkali lead-acid accumulators – akumulator asid-plumbum nickel cadmium batteries – bateri nikel-kadmium silver oxide-mercury batteries – bateri argentum oksida-merkuri simple cell – sel ringkas
	5.7 Understanding chemical reactions that occur in the presence of light	A student is able to: give examples of chemical reactions which require light, explain the effect of light on photosensitive chemicals , explain why certain chemicals are stored in dark bottles.	Discuss the following: a) chemical reaction which require light for example photosynthesis in green plants, b) the effect of light on photosensitive chemicals. Carry out an activity to study the effects of light on photographic paper and silver chloride. Discuss how photosensitive chemicals are stored by relating to the effect of light on these chemicals.	Only a brief description of splitting of water molecules by light energy in photosynthesis is required. Chemical equations are not required.	photographic paper – kertas fotografi photographic paper – kertas fotografi photosensitive chemicals – bahan kimia yang peka cahaya photosynthesis – fotosintesis silver chloride – argentum klorida

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
26 (19.7.10- 23.7.10)	5.8 Appreciating the innovative efforts in the design of equipment using chemical reactions as sources of energy	A student is able to: describe how energy obtained from chemical reactions should be used efficiently to prevent wastage, describe how equipment utilizing chemical reactions as source of energy should be disposed to reduce environmental pollution, give suggestions on new ways of using chemical reactions as sources of energy for equipment, put into practice good habits when using and disposing equipment that uses chemical reaction as a source of energy.	Prepare folio and scrap book on the following topics: a) how energy obtained from chemical reactions should be use efficiently to prevent wastage, b) how equipment utilizing chemical reactions as sources of energy should be disposed to reduce environmental pollution Carry out a brainstorming session on new ways of using chemical reactions as sources of energy for equipment. Carry out activities to illustrate good habits of using and disposing equipment that uses chemical reaction as a source of energy.