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Week

LEARNING
OBJECTIVES
1
1.1
(12-16 JAN) Understanding
the sensory
organs and their
functions
1.2
Understanding
the sense of
touch.

2
(19 -23
JAN)

1.3
Understanding
the sense of
smell.

LEARNING OUTCOMES

LEARNING ACTIVITIES

A student is able to:


(a) identify and relate a sensory
organ to its stimulus,
(b) state the pathway from stimulus
to response.

Carry out activities to make connection between the


five senses, the sensory organs and the stimuli.
Discuss what happens in our body after a stimulus is
detected

A student is able to:


Carry out activities to study the following:
a) identify the structure of the
a) structure of the human skin involved in stimuli
human skin involved in stimuli detection,
detection,
b) sensitivity of the skin at different parts of the body
b) state the function of different
towards stimuli.
receptors pressure, heat, pain, Discuss the sensitivity of the skin in connection to the
c) draw conclusion on the
following situations:
sensitivity of the skin at different a) receiving an injection,
parts of the body towards stimuli. b) using Braille.

A student is able to:


a) identify the structure of the nose,
b) identify the position of the
sensory cells in the detection of
smell.
1.4
A student is able to:
Understanding a) identify the different areas of the
the sense of taste
tongue that respond to different
taste,
b) relate the sense of taste with the
sense of smell.
1.5
A student is able to:
Understanding a) identify the structure of the
the sense of
human ear,
b) explain the function of the
hearing.
different parts of the ear,
c) describe how we hear.

BAND NOTES
The five sensory
organs have been
introduced in
Primary Science

The structures of
the receptors are
not required.

Discuss the structure of the nose and the position of


the sensory cells using models, charts, computer
software and other teaching aids

Carry out activities to detect the different areas of the


tongue that respond to different tastes.
Carry out activities to find how taste is related to
smell.

Observe and identify the structure of the human ear.


Discuss the function of each part of the ear.
Discuss the hearing mechanism.

Teacher is
encouraged to use
computer
simulation to
illustrate the
hearing

mechanism.
3
(26 30
JAN)

1.6
Understanding
the sense of
sight.

A student is able to:


Examine the cows eye or model of a human eye.
a) identify the structure of the
Collect information on structure and function of each
human eye,
part of the eye.
b) explain the functions of different Discuss how we see.
parts of the eye,
4
c) describe how we see.
(4 6 FEB)
1.7
A student is able to:
Carry out activities to study:
Understanding a) describe the properties of light a) reflection of light,
light and sight.
i.e. reflection and refraction,
b) refraction of light between two mediums of
b) state the various defects of vision, different density.
explain ways to correct vision
defects,
Collect information about the types of defects of
c) state and give examples of the
vision and the contribution/use of technology to
limitations of sight,
rectify them
d) connect stereoscopic and
monocular visions with the
Carry out activities to show what short sightedness
survival of animals, identify the
and long sightedness are and how to correct them.
appropriate device to overcome
the limitations of sight.
Discuss what astigmatism is and the way to correct it.
Carry out activities to investigate the following: a)
optical illusion, b) blind-spot.
Discuss the connection between stereoscopic vision
and monocular vision with the survival of animals.
Gather information about the device to overcome the
limitation of sight.

Relate the
properties of light
to natural
phenomena and
daily usage.
Angles of
incidence,
reflection,
refraction and
normal are not
required.
Astigmatism,
optical illusions,
blind-spot,
monocular and
stereoscopic
visions should be
introduced

5
1.8
(9-13 FEB) Understanding
sound and
6
hearing.
(16-18 FEB)

A student is able to:


Carry out activities to investigate:
a) describe the properties of sound, a) the production of sound,
explain the reflection and
b) the need of medium for sound to travel,
absorption of sound,
c) the reflection and absorption of sound.
b) explain the defects of hearing,
explain ways of rectifying the Collect information about
defects in hearing,
a) the defects of hearing,
c) state the limitations of hearing, b) ways to rectify the defects of hearing.
d) state the device used to
overcome the limitations of
Discuss the limitations of hearing and ways of
hearing,
improving it.
e) explain stereophonic hearing

Include devices
such as hearing
aids and
stethoscope

Carry out activities to investigate the need for


stereophonic hearing in determining the direction of
sound.
1.9
Understanding
the stimuli and
responses in
plants.

A student is able to:


a) state the stimuli that cause
response in plants,
b) identify the parts of plants
sensitive to specific stimulus,
c) relate the response in plants to
their survival

Carry out experiments to investigate and identify:


a) stimuli detected by plants,
b) the parts of the plants sensitive to specific
stimulus.
Discuss in what ways the response of plants towards
stimuli are important for their survival.

Responses in
plants should
include
phototropism,
geotropism,
hydrotropism,
nastic movement,
tigmotropism.

7
(23 27
FEB)

2.1 Analysing
the classes of
food.

A student is able to:


a) explain through examples the
classes of food,
b) state the function of each class of
food,
c) test for starch, glucose, protein
and fats.

8
2.2 Evaluating A student is able to:
(2-6 MAC) the importance a) state what a balanced diet is,
b) state the factors that must be
of a balanced
considered when planning a
diet
balanced diet,
c) explain how the factors affect a
balanced diet,
d) state the quantity of energy in
each gram of carbohydrate,
protein and fats,
e) estimate the calories of food
taken in a meal,
f) plan a balanced diet.

Discuss the classes of food i.e. carbohydrate, protein,


fats, vitamins, minerals, fibre and water and state their
functions.
Carry out activities to test for starch (iodine solution),
glucose (Benedict solution), protein (Millons reagent)
and fats (alcohol-emulsion test).

Discuss:
a) what a balanced diet is,
b) the factors that determine a persons balanced diet:
age, size, sex, job, climate, state of health.
Collect food wrappers that show calorific value of
food and make a list to show the calorific value for
each type of food.
Discuss to estimate the calories of food taken in a
meal.
Plan a balanced diet for a day. (breakfast, lunch and

Only the major


vitamins (A, B,
C, D, E and K)
and minerals
(calcium, sodium,
iron, iodine,
phosphorus and
potassium) are
required. Vitamin
B need not be
classified into B1,
B2 and so on.
Introduce alcohol
emulsion test for
fat.

The unit of
energy in food
can be measured
either in joules or
calories.

dinner)

9
2.3
(9-13 MAC) Understanding
the digestive
system in man

10
(23-27
MAC)

2.4
Understanding
the process of
absorption of
digested food.

A student is able to:


a) explain what digestion is,
b) identify the parts of the digestive
system,
c) describe the flow of food
particles in the alimentary canal,
d) state the functions of the organs
in the digestive system,
e) describe the process of digestion
in the alimentary canal,
f) list the end products of digestion
of carbohydrate, protein and fats.

Discuss that digestion is the breakdown of large food


molecules into smaller soluble molecules that can be
readily absorbed by the body.

Enzymes should
only include
amylase, protease
and lipase

Identify parts of the digestive system and the flow of


food particles in the alimentary canal using
model/chart/CD ROM.
Discuss the functions of the various organs in the
digestive system and the enzymes found.

Carry out activities to show the action of the enzyme


in the saliva on starch.
A student is able to:
Discuss the process of absorption of the products of
a) explain the process of absorption digestion in the small intestine.
of the products of digestion,
b) make inference about the
Carry out an experiment to show the absorption of
absorption of glucose through a glucose through a Visking tube.
Visking tube

The structure of
vilus is not
required. Need
only mention
vilus increases
the surface area
for absorption

2.5
Understanding
the reabsorption
of water and
defecation.

A student is able to:


Discuss the reabsorption of water by the large
a) state how water is reabsorbed in intestine and the process of defecation.
the large intestine,
b) explain defecation,
Discuss the importance of good eating habits to avoid
c) relate the problem of defecation constipation.
with eating habits.

2.6 Put into


A student is able to:
Plan and carry out a healthy eating habit.
practice the
a) justify the importance of eating Discuss the following topics :
habits of healthy
nutritious food,
a) practicing good eating habits i.e. eating nutritious
b) put in practice good eating habits, food and eating in moderation,
eating
justify the generous distribution b) the generous distribution of food to the
of food to the underprivileged / underprivileged / needy,
needy,
c) cultural practices in dining conforming to
c) relate the dining culture of
sensitivities and religious beliefs
different people conforming to
sensitivities and religious beliefs
11
1.1
A student is able to:
Discuss the diversity in the general characteristics of
(30MAC-3 Understanding a) explain the diversity of living
living organisms.
APR)
variety of living
organisms in a habitat,
b)
classify various animals based on Collect and classify various plants and animals into a
organisms and
common characteristics,
their
system based on common characteristics.
c)
classify
various
plants
based
classification
- Animal: Invertebrate, vertebrate, mammal, fish,
on common characteristics,
bird, amphibian, reptile.
d) explain the importance of
Plant : Flowering plant, non-flowering plant,
biodiversity to the environment
monocotyledon, dicotyledon.
- Build a concept map on living organisms based on
the classification above.
Discuss the importance of maintaining the biological
diversity as one of the countrys natural heritage.

Basic concept on
variety of living
organisms has
been introduced
in primary
science.
Emphasize only
on the
classification in
the suggested
learning
activities.
Malaysia is one
of the twelve
mega biodiversity

countries in the
world should be
highlighted.

12
2.1 Analysing A student is able to:
Carry out a field work to study species, habitat,
(6-10 APR) the
a) state what species, population
population, community in an ecosystem.
interdependence
and community are,
b) state what habitat and ecosystem Carry out a discussion on interdependence among
among living
are,
organisms.
living organisms and the environment to create a
c) identify various habitats in one balanced ecosystem
ecosystem,
d) explain through examples the
interdependence among living
organisms and the environment to
create a balanced ecosystem
13
2.2 Evaluating
(13-17 APR) the interaction
between living
organisms

A student is able to:


a) list the types of interactions
between living organisms,
b) explain with examples the
interactions between living
organisms,
c) justify the importance of
interaction between living
organisms and the environment,
explain through examples the
advantages and disadvantages of
biological control in regulating
the number of pest in certain
areas.

Collect and interpret data on the types of interactions


between living organisms as follows:
a) prey-predator,
b) symbiosis: commensalism, mutualism and
parasitism
e.g. remora and shark, algae and fungi, tape worm
and man,
c) competition.
Conduct an activity to show the importance of the
interaction between organisms and the environment.
Discuss the advantages of biological control in
regulating the numbers of pests in certain areas

Basic concept of
habitat has been
introduced in
primary school.
During the field
work the concept
of ecology will be
constructed
through
contextual
learning.
Basic concept of
prey predator and
competition has
been taught in
primary school.
Refer to local
issues like the
crow problem in
Kelang

14
2.3 Synthesizing A student is able to:
Collect and interpret data on the producer, consumer,
(20-24 APR) food web.
a) explain what producers,
decomposer and pyramid number.
consumers and decomposers are, Construct a food web from a few food chains and
b) combine a few food chains to
identify the producer, consumer and decomposer.
construct a food web,
c) identify the producer, consumer Discuss the energy flow in the food web constructed.
and decomposer in a food web,
construct a pyramid number from Conduct a game to show the effects of an increase or
a food chain,
decrease in the number of organisms in a pyramid
d) relate the food web and the
number.
pyramid number to energy flow,
predict the consequences if a
Discuss the consequences if a component of living
certain component of living
organisms in an ecosystem is missing.
organisms in the ecosystem is
missing
15
2.4 Analysing A student is able to:
Carry out discussion on what photosynthesis is.
(27-30 APR) photosynthesis a) state what photosynthesis is,
b) state the factors required for
Carry out experiments to determine the factors
photosynthesis,
needed for photosynthesis i.e. carbon dioxide, water,
c) state the products of
light and chlorophyll.
photosynthesis,
d) control the variables that are
Discuss the importance of photosynthesis in
required for photosynthesis,
maintaining a balanced ecosystem.
e) explain the role of
photosynthesis in maintaining a
Discuss the carbon and oxygen cycles.
balanced ecosystem
16
2.5 Evaluating A student is able to:
Collect and interpret data on the conservation and
(5-8 MAY) the importance a) explain what conservation and
preservation of living organisms.
of conservation
preservation are,
b)
explain the steps taken to
and preservation
Carry out a field work in a natural forest reserve
preserve
and
conserve
living
of living
(wetlands, highland forest or tropical rain forest) or
organisms,
justify
the
importance
organisms.
an animal sanctuary to study the conservation and
of conservation and preservation preservation of living organisms.
of living organisms,
c) support activities organized by
Carry out a discussion on how the improvement in

Food chain has


been taught in
primary science.

Refer to the
crown of thorn
problem in the
coral reef in the
marine parks.

The carbon and


oxygen cycles
should be
included.

The role of man


in conservation
and preservation
has been
highlighted in
primary school.
Forest is also
home to some

various parties to preserve and


conserve the living organisms.

science and technology helps in the conservation and


preservation of living organisms.

indigenous
people should be
included.

Run a campaign to stress on the importance of


conservation and preservation / Carry out a role play
involving the parties concerned in solving problems
related to the conservation and preservation of living
organisms.
17
(11-15
MAY)

2.6 Evaluating A student is able to:


the role of man a) explain the effects of human
in maintaining
activities on the balance in
the balance in
nature,
b)
describe how man solves
nature.
problems related to environment,
c) justify that human need a stable,
productive and balanced
ecosystem.

Carry out a brainstorming session to discuss the


environmental issues affecting the balance in nature
and how to solve it.
Carry out a discussion to justify that man needs
stable and productive ecosystem to ascertain a
harmonious life

Examples of
environmental
issues: Global
climate change,
habitat
destruction,
species
extinction, air,
soil and water
pollution, loss of
wetlands, solid
waste
management,
deforestation,
land overuse,
over fishing,
toxin in the
environment,
(release of
excessive
chemicals into
our environment
includes
pesticides,
fertilizers and

pollutants).

18
(18-22
MAY)

19
(25-29 APR)
20
(15-19
JUNE)
21
(22-26
JUNE)

1.1 Analysing A student is able to:


Carry out activities to determine the following
the physical
a) state the meaning of the freezing
the freezing point of water,
characteristics of
point of water,
the boiling point of water.
b) state the meaning of the boiling
water
point of water,
Carry out an activity to observe the effects of
c) describe the physical
impurities on the physical characteristics of water
characteristics of water,
d) explain through examples the
effects of impurities on the
physical characteristics of water.
MID-YEAR EXAMINATION

The Kinetic
Theory should be
introduced.

1.2
Analysing the
composition of
water.

The ionic theory


on electrolysis is
not needed.

A student is able to:


Carry out an electrolysis to determine the ratio of
a) determine the composition of hydrogen to oxygen in a molecule of water.
water,
b) test the presence of hydrogen
and oxygen.

Relate the
freezing and
boiling point of
water to the
Kinetic Theory.

Understanding
that hydrogen is
discharged at the
cathode and
oxygen at the
anode is
adequate. The
ratio of gases is
require

1.3 Analysing the A student is able to:


Carry out experiments to study the factors affecting the
process of
a) explain what evaporation is, rate of evaporation of water i.e. humidity, the
b) explain through examples the temperature of the surrounding, surface area and the
evaporation of
factors that affect the rate of movement of air.
water
evaporation of water with
reference to the Kinetic Theory, Discuss the factors affecting the rate of evaporation in
c) compare and contrast between relation to the Kinetic Theory.
evaporation and boiling,
d) describe the application of the
Discuss the similarities and differences between
evaporation of water in daily
evaporation and boiling.
life.

22
1.4
(29 JUNE-3 Analysing
JULY) solution and
solubility

A student is able to:


a) explain what solute, solvent
and solution are,
b) contrast and compare between
dilute solution, concentrated
and saturated solution,
c) explain what suspension is,
explain what solubility is,
d) explain the factors affecting
the solubility of solutes in
water, explain the importance
of water as a universal solvent
in life,
e) give examples on the uses of
organic solvents in our
everyday life.

Gather information on evaporation process and its


application in daily life.i.e. drying of clothes,
preservation of agricultural products and processing of
food
Discuss the differences between solute, solvent and
solution.
Carry out activities to prepare a dilute solution, a
concentrated solution and a saturated solution.
Discuss the similarities and differences between dilute
solution, concentrated solution and saturated solution.
Carry out activities to illustrate the differences between
a solution and a suspension.
Carry out experiments to determine the factors
affecting the solubility of a solute.
Nature of solvent,
Nature of solute,
Temperature.
Carry out experiments to determine the factors

Introduce
insoluble
sediments are
known as residue

affecting the rate of dissolving:


temperature,
rate of stirring,
size of solute particle.
Discuss the importance of water as a universal solvent
in life.

23
1.5
(8-10 JULY) Analysing acid
and alkali
24
(13-15
JULY)

Gather information on the application of organic


solvents in daily life
A student is able to:
Carry out activities to study:
a) identify the properties of acid,
the properties of acid in terms of pH value,
identify the properties of alkali,
taste, corrosive nature, effect on litmus paper,
b) state that acid and alkali only
reaction with metals such as magnesium and
show their properties in the
zinc,
presence of water,
the characteristics of alkali in terms of pH
c) explain through examples the
value, taste, corrosive nature, effect on litmus
definition of acid and alkali,
paper,
d) identify the substances which
carry out a discussion to define acid and alkali
are acidic or alkaline in
operationally.
everyday life,
e) state the uses of acid and alkali
Carry out activities to determine the acidic and alkaline
in daily life,
substances in daily life.
f) explain the meaning of
neutralization,
g) write an equation in words to Gather information on the usage of acid and alkali in
everyday life such as in agriculture and industry.
describe the neutralization
process,
h) explain through examples the Discuss on the meaning of neutralization.
uses of neutralization in daily
Carry out an activity to show neutralization using the
life.
hydrochloric acid and sodium hydroxide of the same
concentration.
Discuss the application of neutralization in daily life

Caution:
Chemicals in the
laboratory should
not be tasted.

Use only dilute


acid and dilute
alkali.
Do not use active
metals such as
Potassium and
Sodium in the
reaction with
acid

e.g. using shampoo and conditioner and, insect bite

25
(20-24
JULY)

1.6
A student is able to:
Make a visit to a water purification site.
Analysing the
a) list the natural sources of water, Brainstorming on the following:
methods of water b) state the reasons for water
natural resources of water,
purification,
purification.
the reasons for water purification.
c) describe the various types of
water purification,
Discuss the various types of water purification such as
d) compare the strengths and
filtration, boiling, chlorination and distillation.
weaknesses of the various types
of water purification.
Carry out activities to study the various types of water
purification such as filtration, boiling and distillation.

1.7 Analysing the A student is able to:


water supply
a) describe how the water supply
system
system works,
b) explain ways to save water

Pupils present their findings to discuss the strengths


and weaknesses of the various types of water
purification.
Make a visit to a water processing plant to study the
water supply system and stages involved in water
purification.
Discuss the ways to save water. Do a project on how
much water the average household uses

The latest
developments in
water
purification e.g.
ultra-violet
treatment can be
discussed

26
(27-31
JULY)

1.8
A student is able to:
Collect and interpret data on types of water pollutants
Understanding a) give examples of water
which include:
the preservation
pollutants,
industrial waste such as chemical and radioactive
of water quality b) explain the effect of water
residues,
pollution on living things,
domestic waste such as garbage and sewage,
c) explain ways to control water
chemicals from the agricultural activities such as
pollution,
fertilisers and pesticides,
d) explain ways to preserve water
siltation caused by constructions and
and its quality
deforestation,
accidental spillage from tankers.
Conduct discussion on the effect of water pollution on
living things.
Generate ideas on ways to control water pollution.

27
2.1
(3-7 AUG) Understanding
air pressure

28
(10-14
AUG)

Discuss ways to conserve and preserve water and its


quality. Run a campaign on Love Our River
Carry out an activity to discuss the kinetic theory of
gases.

A student is able to :
a) explain the existence of air
pressure with reference to the
Kinetic Theory,
Carry out an activity to show that air exerts pressure.
b) explain the factors affecting air Carry out activities to show the factors affecting air
pressure.
pressure, i.e. volume and temperature

2.2 Applying the A student is able to:


Collect and interpret data on appliances that use the
principle of air a) explain with examples things
principle of air pressure.
pressure in daily
that use the principle of air
life
pressure,
Gather information and discuss the application of air
b) generate ideas to solve problems pressure in syringe, siphon, spraying pump and
using the principle of air
drinking straw.
pressure,
c) relate the safety measures taken Discuss ways of using the principle of air pressure to
when using gas under high

Caution:
Do not place tank
containing gas
under high
pressure near
heat.

pressure

solve daily problems such as blockage in sinks and


pouring condensed milk from a can.
Gather information on how a gas tank containing gas
under high pressure works.
Discuss the safety precautions taken when using gas
under high pressure.

29
(17-21
AUG)

1.1
Understanding
force.

A student is able to:


a) state that a force is a push or a
pull,
b) explain the effects of forces,
c) explain the various types of
forces

Carry out activities to show pushing and pulling are


forces.
Carry out activities to show the effects of force
(changes in shape, position, speed and direction).
Carry out activities to show different types of forces
(frictional, gravitational, electrostatic and magnetic
force).

1.2
A student is able to:
Discuss the unit of force and the principle of a spring
Understanding a) state the unit of force,
balance.
b)
explain
how
a
spring
balance
the measurement
works,
of force
Carry out activity to measure the magnitude of force.
c) measure the magnitude of force.

30
(24 -28
AUG)

1.3
Application of
frictional force

A student is able to:


a) explain with example the
existence of frictional force,
b) state the direction and the
magnitude of frictional force,
c) carry out an experiment to
show how different types of
surfaces affect frictional force,

Discuss with examples to show the existence of


frictional force.
Carry out activities to identify the direction of
frictional force and measure the magnitude of the force.
Carry out an experiment to show how different types of

d) explain the advantages and


surfaces affect the magnitude of frictional force.
disadvantages of friction,
e) explain ways to increase
Gather information and discuss the advantages and
friction,
disadvantages of friction.
f) explain ways to reduce friction,
g) explain with examples the
Carry out activities on ways to
application of friction in daily
a) increase friction,
life
b) reduce friction.

31
1.4 Application A student is able to:
(1-4 SEPT) of work.
a) explain with examples how
work is done,
b) state the unit of work,
c) calculate the work done

Discuss the application of increasing and decreasing


friction in our daily life
Discuss with examples to show work is done when an
object is moved by a force.
Carry out activities to determine the work done by
using:
Work (J) = Force (N) X Distance (m)

1.5 Application A student is able to:


of power.
a) state the meaning of power,
b) state the unit of power,
c) calculate power on the work
done.

1.6
Analysing the
importance of
force in life

Carry out activities to determine power by using:

Power (W) =

WORK ( J )
TIME (s)

A student is able to:


Create an activity e.g. drawing a poster, sketching or
a) describe how life will be if force acting to show how life would be without force
does not exist.

32
2.1
(7-11 SEPT) Understanding
the support
systems in
animals

33
(14-18
SEPT)

A student is able to:


a) explain the support system in
vertebrates and the various
support systems in
invertebrates,
b) compare and contrast the
support system between land
and aquatic vertebrates,
c) compare and contrast the
support system between land
and aquatic invertebrates
2.2
A student is able to:
Understanding
a) explain the various support
the support
systems in woody and nonsystems in plants
woody plants,
b) classify plants based on their
support systems

Gather information and discuss the various support


systems in
a) land and aquatic vertebrates,
b) land and aquatic invertebrates.

1.1
A student is able to:
Understanding
a) determine the point of
that the centre of
equilibrium in regular and
gravity affects
irregular shapes,
b)
relate the point of equilibrium
stability
as the centre of gravity of
objects,
c) relate the centre of gravity to
the stability of objects.

Carry out activities to find the point of equilibrium in


regular and irregular shapes.

Carry out discussions on the following:


a) similarities and differences between support systems
in land and aquatic vertebrates,
b) similarities and differences between support
systems in land and aquatic invertebrates
Carry out field work to study various support systems
of plants.
Carry out activities to classify plants based on their
support systems.

Carry out an experiment to find out how the centre of


gravity affects the stability of an object by
manipulating the
a) height,
b) base area.
Discuss the relationship between the centre of gravity
and stability

For invertebrates
introduce
exoskeleton,
endoskeleton,
hydrostatic
skeleton.

Features that help


non-woody
plants include
tendrils, thorns,
air sacs in
aquatic plants

1.2 Appreciating A student is able to:


the importance of a) suggest ways to improve the
stability
stability of objects around
them,
b) explain with examples the
application of stability in life.

Carry out a brainstorming session on ways to improve


stability.
Carry out activities like doing projects or playing
games to build models by applying the concept of
stability.

2.1
A student is able to:
Discuss how a small effort can overcome a large load
Analysing levers. a) list things around them that use with the use of a lever.
the principle of the lever,
b) state what a lever can do,
Make an observation on devices that use the principles
c) identify load, force and fulcrum of levers.
in the lever,
d) classify levers,
Identify the load, force and fulcrum, and then classify
e) explain what is meant by the
the systems into first, second and third class levers.
moment of a force,
f) solve problems related to levers
Discuss how humans apply the principles of levers to
help them overcome large load.
Discuss that the moment of force = force X
perpendicular distance from the pivot to force.
Carry out an activity to show the relationship between
moment and the product of force and distance.
Solving problems related to levers using the following
formulae: Load (N) X distance of the load from
fulcrum (m) = Force (N) X distance of the force from
the fulcrum (m)

When we open
the door or use a
wrench to loosen
a nut, we are
applying a force
that causes a
turning effect to
accomplish the
desired task. The
turning effect is
called the
moment of a
force.

2.2 Appreciating A student is able to:


Carry out a project to build a device using the principle
the innovative
a) design or improvise a device of a lever
efforts in the
that use the principle of a lever.
design of
machine to
simplify work

34
(28
SEPT
2 OKT)

35& 36
(5 OKT 16 OKT)

37
(19 23
OKT)

REVISION/ FINALIZE PBS ASSESSMENT

FINAL YEAR ASSESMENT PBS

DISCUSSIONS AND CORRECTION FOR FINAL YEAR ASSESMENT


PBS/COMPLETING SCHOOL ASSESMENT (PS)

38
(26 30
OKT)
39 &40
&41
(2 -19
NOV)
21 NOV-31
DIS

PROGRAMS WITH STUDENTS

SCHOOL HOLIDAY

SMK (P) AL-MASHOOR


JALAN SULTANAHMAD SHAH
10050 GEORGETOWN
PULAU PINANG

Yearly
Plan
2015
Science
Prepared by:
En. KamarularifinForm
Bin Md 2
Arifin