Theme : introducing science

THEME: ENERGY IN LIFE

LEARNING AREA: 2. NUCLEAR ENERGY

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
27 (26.7.10- 30.7.10)	6.1 Understanding radioactive substances	A student is able to: state what radioactive substances are, give examples of radioactive substances, describe the process of radioactive decay, name the three types of radioactive radiations, describe the characteristics of each type of radioactive radiation, compare and contrast radioactive radiations, explain what radioisotopes are, give examples of radioisotopes, explain the uses of radioactive substances.	View computer simulations, videos or charts and study: a) radioactive substances, b) radioactive radiations, c) radioisotopes. Discuss the following: a) radioactive substances, b) radioisotopes of carbon, cobalt and iodine, c) the process of radioactive decay and the emission of alpha particles, beta particles and gamma reaction. Carry out an activity to compare and contrast the characteristic to the three types of radioactive radiations i.e. alpha, beta and gamma radiation in terms of: a. type of particles, b. charge, c. penetrating powers. Illustrate the similarities and differences in a graphic organizer. View computer simulations, videos or charts and discuss the uses of radioactive substances in the following fields: a) agriculture, b) medicine, c) archeology, d) industry, e) food preservation. Access websites or visit Malaysian Institute of Nuclear Technology (MINT) to collect information on radioactive substances and nuclear energy.	Half-life is not required.	penetration power – kuasa penembusan radiation – sinaran radioactive decay – pereputan radioaktif radioisotope – radiosotop
28 (2.8.10- 6.8.10)	USBF 2 / PEPERIKSAAN PERCUBAAN PMR

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
29 (9.8.10- 13.8.10)	6.2 Understanding the production of nuclear energy and its uses	A student is able to: describe the production of nuclear energy through fission, describe the production of nuclear energy through fusion state the uses of nuclear energy, describe the process of generating electricity from nuclear energy, explain the effects of nuclear energy production.	View computer simulations, videos, and charts and discuss the production of nuclear energy through the following: a) fission, b) fusion, Discuss the process of generating electricity from nuclear energy. Read articles, and do a group presentation on the following: a) the uses of nuclear energy, b) the effects of nuclear energy production.	The concept of chain reaction is not required.	fission – pembelahan fusion – pelakuran nuclear energy – tenaga nuklear
	6.3 Awareness of the need for proper handling of radioactive substances	A student is able to: state the effects of radioactive radiations on living things, describe the correct way of handling radioactive substances and radioactive waste, explain the need for proper handling of radioactive substances and radioactive waste	Read articles, view video or charts and discuss the following: a. Chernobyl nuclear disaster and other nuclear disasters, b. handling of radioactive substances and radioactive waste. Discuss the following: (i) the short term and long term effects of radioactive substances on living things, (ii) the need for proper handling of radioactive substances and radioactive waste. Debate on the need to have nuclear power stations.		radioactive wastes - sisa bahan radioaktif nuclear power station – stesen tenaga nuklear

THEME: ENERGY IN LIFE

LEARNING AREA: 3. LIGHT, COLOUR AND SIGHT

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
30 (16.8.10- 20.8.10)	7.1 Synthesizing the formation of image by plane mirrors and lenses	A student is able to: state the characteristics of images formed by a plane mirror, state the characteristics of images formed by a convex lens, state the characteristics of images formed by a concave lens, compare and contrast images of distant objects formed by convex lenses and concave lenses, draw a labeled ray diagram to show the formation of images by light rays passing through a convex lens, draw a labeled ray diagram to show the formation of images by light rays passing through a concave lens, draw ray diagrams to explain how characteristics of images formed by convex lenses vary with object distance, determine the focal length of a convex lens.	Carry out activities to observe the following: a) images formed by a plane mirror, b) images formed by convex and concave lenses. Carry out an activity to compare and contrast images of distant objects formed by convex lenses and concave lenses. Illustrate the similarities and differences in a graphic organizer. Use computer simulations, videos or charts to demonstrate the construction of ray diagrams. Draw ray diagrams for light passing through: a) convex lens with objects located at various distances, b) concave lens Label the following on the ray diagrams: a) principle axis, b) optical centre, c) focal point, d) focal length, e) object distance, f) image distance. Discuss how characteristics of images formed by convex lenses vary with objects distance, Plan and carry out an activity to determine the focal length of a convex lens.		concave lens – kanta cekung convex lens – kanta cembung distant object – objek jauh focal length – panjang fokus focal point – titik fokus image – imej image distance – jarak imej optical centre – pusat optik plane mirror – cermin satah principle axis – paksi utama ray diagram – rajah sinar

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
30 (16.8.10- 20.8.10)	7.2 Synthesizing the formation of image by optical instruments	A student is able to: identify the parts of optical instruments involved I image formation, draw ray diagrams for light rays passing through an optical instrument, compare and contrast the mechanisms in focusing and controlling the amount of light that enters human eyes and a camera, explain the structure and function of various parts of the eye using a camera as an analogy.	Investigate the image formed in a camera using a pin-hole camera with and without lens. Construct a simple periscope and telescope. Discuss the formation of image by these optical instruments. Use computer simulations to demonstrate construction of ray diagrams for the light rays passing through the eye and optical instruments. Based on simulations, draw and label ray diagrams to show the formation of images in the following optical instruments: a) camera, b) periscope, c) telescope, d) eye. Discuss the similarities and differences between camera and eye in terms of focusing and controlling the amount of light. Examine a model camera and relate its structure and functions to those of the eyes.		image formation – pembentukan imej magnifying glass – kanta pembesar optical instrument – alatan optik pin-hole camera – kamera lubang jarum

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
31 (23.8.10- 27.8.10)	7.3 Analyzing light dispersion	A student is able to: state what light dispersion is, explain through examples how dispersion of light occurs.	Carry out activities to investigate the following: a) light dispersion using a prism, b) rainbow formation, Discuss what light dispersion is. Use computer simulations to demonstrate light dispersion. Discuss light dispersion in a phenomenon, such as the formation of rainbow.		light dispersion – penyebaran cahaya phenomenon– fenomena rainbow - pelangi
	7.4 Analyzing light scattering	A student is able: state what light scattering is, give examples of phenomenon related to light scattering, explain through examples how scattering of light occurs in natural phenomenon.	Carry out an activity o study light scattering and its effects. Use computer simulations to demonstrate the process of light scattering. Discuss light scattering in phenomenon such as blue skies and red sunset.		light scattering – penyerakan cahaya
	7.5 Analyzing the addition and subtraction of coloured lights	A student is able to: identify primary and secondary colours, explain how addition of primary colours produces secondary colours, explain the subtraction of colours by coloured filters.	Carry out an activity to introduce primary and secondary colours. Carry out activities to: a) investigate the addition of primary colours to form secondary colours, b) investigate the effects of primary and secondary coloured filters on white and coloured light. Use computer simulations to demonstrate the addition and subtraction of coloured lights. Discuss the following: a) how secondary colours are obtained from the addition of primary colours, b) subtraction of coloured lights by coloured filters.		coloured filter – penapis warna primary colour – warna primer secondary colour – warna sekunder subtraction of coloured light – penolakan cahaya berwarna

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
32 (30.8.10-3.9.10)	7.6 Applying the principle of subtraction of coloured light to explain the appearance of coloured objects	A student is able to: explain subtraction of coloured lights by coloured objects, explain the appearance of coloured objects under white light. explain the appearance of coloured objects under coloured lights state the function of rod and cone cells in the eye.	Carry out activities to observe and study the colour of objects under white and coloured lights. View computer simulations and discuss the subtraction of coloured light by coloured objects. Discuss the following: a) functions of rod and cone cells, b) the appearance of coloured objects under white and coloured light.		cone cell – sel kon rod cell – sel rod
	7.7 Analyzing the effects of mixing pigments	A student is able to: state what pigment is, list the uses f pigments, compare and contrast the mixing of pigments with the addition of coloured lights, explain through examples the effects of pigments on light, make conclusions about the mixing of pigments.	Carry out activities to observe and study pigment and the effect of mixing pigments. View computer stimulations and discuss the mixing of pigments on light, Carry out an activity to compare and contrast the mixing of pigments with addition of coloured lights. Illustrate the similarities and differences in a graphic organizer.		mixing of pigments – percampuran pigment pigment - pigmen
	7.8 Evaluating the importance of colour in daily life.	A student is able to: list the uses of colour in daily life, state with examples the importance of colour to living things, justify the importance of colour to living things.	View computer simulations or videos to gather informations and discuss the following: a) the uses of colour printing, electrical wiring, traffic lights, symbols and signals b) the importance of colour to humans , animals and plants. Discuss what life is like without colour.
	7.9 Appreciating the benefits of various types of optical instruments to mankind.	A student is able to: relate the inventions of various types of optical instruments to their contributions to mankind.	Discuss the advantage of having various kinds of optical instruments such as: a) to overcome the limitation of the sense ofsight b) extending the capability or power of vision, c) increasing human knowledge and understanding about nature.		optical instrument – peralatan optik
CUTI PERTENGAHAN PENGGAL 2 (4.9.10 - 12.9.10)
33	CUTI AIDIL FITRI DAN CUTI BERGANTI (13.9.10 – 15.9.10)

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY

LEARNING AREA: 1. CHEMICAL IN INDUSTRY

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
34 (20.9.10-24.9.10)	8.1 Understanding the properties of alloys and their uses in industry	A student is able to: state what an alloy is, give examples of alloys, explain how the formation of alloy can change the properties of metals relate the changes in the properties of metals when they are converted to alloys to the arrangement of particles in the alloys, relate the properties of alloys to their uses in daily life, describe the importance of alloys in industry, state what superconductor alloys are.	Examine things made of alloys and discuss their composition, properties and uses. Collect and interpret data on the following: a) what an alloy is, b) examples of alloys, c) composition, properties and their uses of various alloys including steel, pewter, bronze, brass and duralumin. View videos or computer simulations and discuss: a) how formation of alloys can change the properties of metals, such as to increase hardness, prevent corrosive and improve appearance, b) what superconductor alloys are. Discuss the importance of alloys in industry.		alloy – aloi brass – loyang bronze – gangsa corrosion – pengkakisan steel – keluli superconductor alloy – aloi superkonduktor
35 (27.9.10-1.10.10)	8.2 Analyzing the production and uses of ammonia in industry	A student is able to: list the uses of ammonia and its compounds in daily life, describe how ammonia is produced in industry, state the factors which affects the production of ammonia in industry, state the industrial uses of ammonia, describe how ammonia is used to produce ammonium salt fertilizers and urea	Collect and study product labels to identify the ammonium compounds present. Discuss the uses of ammonia and its compound in the making of substances such as fertilizers, nitric acid, colouring, cleaning agents and explosives. View videos or computer simulations to gather and interpret data on the following: a) the process of producing ammonia in industry, b) factors which affects the optimum		ammonium salt – garam ammonium catalyst – mangkin cleaning agent – agen pencuci colouring – pewarna explosives– bahan letupan fertilizers – baja flow chart – carta aliran pressure - tekanan

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
			production of ammonia such as temperature, pressure and catalysts. Collect and interpret data on the large scale uses of ammonia in industry such as manufacturing fertilizers and nitric acid. Carry out an activity to prepare ammonium fertilizers such as ammonium sulphate, ammonium nitrate and ammonium phosphate.
36 (4.10.10-8.10.10)	8.3 Analyzing the effects of industrial waste disposal on the environment	A student is able to: identify manufacturing activities which are sources of pollution, explain the effects of improper industrial waste disposal, relate the effects of industrial waste disposal to the survival of living things, state with examples the methods of controlling industrial waste disposal to avoid pollution.	View videos or computer simulations to gather and interpret data on environmental pollution arising from: a) burning of fossil fuels, b) disposal of industrial waste such as toxic substances from the chemical industry, radioactive waste, oil palm and rubber waste from the agricultural industry, c) effects of improper industrial waste disposal on the environment d) methods of controlling industrial waste disposal to avoid environmental pollution. Discuss and relate the effects of improper disposal of industrial waste to the survival of living things. Select an industry and do a presentation on how wastes are managed in the industry.		environmental pollution – pencemaran alam sekitar fossil fuels – bahan api fosil industrial waste – bahan sisa industri

Week	Learning Objectives	Learning Outcomes	Learning Activities	Notes	Vocabulary
37 (11.10.10-15.10.10)	8.4 Realizing the need for preservation and conversation of the environment from industrial waste pollution for the well being of mankind	A student is able to: describe the consequences of uncontrolled and haphazard disposal of industrial waste, explain the importance of practicing responsible way of disposing industrial waste.	View videos or computer simulations on industrial waste pollution and its effects on environment. Discuss: a) consequences of uncontrolled and haphazard disposal of industrial waste, the need to treat industrial pollution seriously in order to preserve and conserve the environment, c) the importance of practicing responsible way of disposing industrial waste.		environmental pollution – pencemaran alam sekitar conservation – pemuliharan preservation - pemeliharaan
38-39	PEPERIKSAAN AKHIR TAHUN
40-42	UPGRADING PROGRAM
	CUTI AKHIR TAHUN

Prepared by,

…………………………………..

( PN. MAH YI FUN)

Checked by, Checked by,

………………………………….. ………………………………

( PN. MAIMUN ABDULLAH )

Certified by,

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