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SEKOLAH MENENGAH KEBANGSAAN KOTA SAMARAHAN

YEARLY PLAN FOR FORM TWO SCIENCE 2011

MONTH WEEK LEARNING SUGGESTED LEARNING ACTIVITIES LEARNING OUTCOMES SPS NOBLE VALUES
OBJECTIVES
JAN 1 THEME : Management and continuity of life
CHAPTER 1 : World through our senses
1.1 Understanding the i. Carry out activities to make connection between the A student is able to:
sensory organs and five senses, the sensory organs and the stimuli. Observing Being thankful to
their functions. ii. Discuss what happens in our body after a stimulus is • identify and relate a sensory organ to its stimulus. Communicating God
detected. Defining operationally Being objective
• state the pathway from stimulus to response: Observing Thinking rationally
Stimulus Sensory organs Nerves Brain Communicating
Nerves Response
1.2 Understanding the i. Carry out activities to study the following: A student is able to:
sense of touch. a) structure of the human skin involved in stimuli • identify the structure of the human skin involved in stimuli Observing Being thankful to
detection, detection Communicating God
b) sensitivity of the skin at different parts of the body Defining operationally Being objective
towards stimuli. Thinking rationally
ii. Discuss the sensitivity of the skin in connection to the Observing
following situations: • state the function of different receptors – pressure, heat, pain Communicating
a) receiving an injection,
b) using Braille.
Inferring
• draw conclusion on the sensitivity of the skin at different parts Communicating
of the body towards stimuli.
2 1.3 Understanding the Discuss the structure of the nose and the position of the A student is able to:
sense of smell. sensory cells using models, charts, computer software identify the structure of the nose Observing Being objective
and other teaching aids. identify the position of the sensory cells in the detection of smell. Communicating Thinking rationally
1.4 Understanding the i. Carry out activities to detect the A student is able to:
sense of taste. different areas of the tongue that respond to different identify the different areas of the tongue that respond to different Observing Being thankful to
tastes. taste Communicating God
ii. Carry out activities to find how taste is Defining operationally Being objective
related to smell. Thinking rationally
Observing
relate the sense of taste with the sense of smell. Inferring
3 1.5 Understanding the i. Observe and identify the structure of the human ear. A student is able to:
sense of hearing. ii. Discuss the function of each part of the ear. identify the structure of the human ear • Observing Being thankful to
iii. Discuss the hearing mechanism. • Communicating God
Being objective
explain the function of the different parts of the ear. • Observing Thinking rationally
• Communicating

describe how we hear. • Communicating


1.6 Understanding i. Examine the cow’s eye or model of a human eye. A student is able to:
the sense of ii. Collect information on structure and function of each identify the structure of the human eye • Observing Being thankful to
sight. part of the eye. • Communicating God
iii. Discuss how we see. Being objective
explain the functions of different parts of the eye • Observing Thinking rationally
• Communicating

describe how we see. Communicating


4 1.7 Understanding i. Carry out activities to study: A student is able to:
light and sight. a) reflection of light, describe the properties of light i.e. reflection and refraction Communicating Being thankful to
b) refraction of light between two mediums of different Defining operationally God
density. • Measuring and using numbers Being objective
ii. Collect information about the types of Thinking rationally
defects of vision and the Observing
contribution/use of technology to rectify state the various defects of vision Inferring
them.
iii. Carry out activities to show what short Communicating
sightedness and long sightedness are explain ways to correct vision defects
and how to correct Observing
iv. Carry out activities to show what short state and give examples of the limitations of sight Communicating
sightedness and long sightedness are connect stereoscopic and monocular visions with the survival Defining operationally
and how to correct them. of animals
v. Discuss what astigmatism is and the
Observing
way to correct it. identify the appropriate device to overcome the limitations of
vi. Carry out activities to investigate the Communicating
sight.
following:
a) optical illusion,
b) blind-spot.
Relate the properties of light to natural phenomena and daily
vii. Discuss the connection between stereoscopic vision
usage.
and monocular vision with the survival of animals.
viii. Gather information about the device to overcome
the limitation of sight.
FEB 1 1.8 Understanding Carry out activities to investigate: A student is able to:
sound and hearing. a) the production of sound, • describe the properties of sound Observing Being thankful to
b) the need of medium for sound to travel, • explain the reflection and absorption of sound Communicating God
c) the reflection and absorption of sound. • explain the defects of hearing Being objective
Collect information about • explain ways of rectifying the defects in hearing Thinking rationally
a) the defects of hearing,
b) ways to rectify the defects of hearing. • state the limitations of hearing Communicating
Discuss the limitations of hearing and ways of
• state the device used to overcome the limitations of hearing
improving it.
Carry out activities to investigate the need for Communicating
• explain stereophonic hearing.
stereophonic hearing in determining the direction of Defining operationally
sound.
2 1.9 Understanding the stimuli and responses in plants. A student is able to:
Carry out experiments to investigate and identify: • state the stimuli that cause response in plants • Observing Being thankful to
a) stimuli detected by plants, • identify the parts of plants sensitive to specific stimulus • Inferring God
b) the parts of the plants sensitive • Communicating Being objective
to specific stimulus. • relate the response in plants to their survival. Thinking rationally
Discuss in what ways the response of plants towards
stimuli are important for their survival.

3 2- 4 FEB 2011 – CUTI TAHUN BARU CINA


4 THEME : Management and continuity of life
CHAPTER 2 : Nutrition
2.1 Analysing the Discuss the classes of food i.e. carbohydrate, protein, A student is able to: • Observing
classes of food. fats, vitamins, minerals, fibre and water and state their • explain through examples the classes of food, • Inferring Being thankful to
functions. • state the function of each class of food, test for starch, glucose, • Communicating God
protein and fats. Being objective
Carry out activities to test for starch (iodine solution), Thinking rationally
glucose (Benedict solution), protein (Millon’s reagent)
and fats (alcohol-emulsion test).
15 FEB 2011 – MAULIDUL RASUL
MAC 1 2.2 Evaluating the Discuss: A student is able to:
importance of a a) what a balanced diet is, • state what a balanced diet is, • Observing Being thankful to
balanced diet. b) the factors that determine a person’s balanced diet: • state the factors that must be considered when planning a • Inferring God
age, size, sex, job, climate, state of health. • balanced diet, • Communicating Being objective
Collect food wrappers that show calorific value of food • explain how the factors affect a balanced diet, Thinking rationally
and make a list to show the calorific value for each type • state the quantity of energy in each gram of carbohydrate,
of food. protein and fats

Discuss to estimate the calories of food taken in a meal.


Plan a balanced diet for a day.
(breakfast, lunch and dinner)
.. estimate the calories of food taken in a meal,
.. plan a balanced diet.
2 UJIAN PROGRESIF 1
3 CUTI PERTENGAHAN PENGGAL 1
4 2.3 Understanding Discuss that digestion is the breakdown of large food A student is able to: • Observing
the digestive molecules into smaller soluble molecules that can be • explain what digestion is, • Inferring Being thankful to
system in man. readily absorbed by the body. • identify the parts of the digestive system, • Communicating God
• describe the flow of food particles in the alimentary canal, Being objective
Identify parts of the digestive system and the flow of • state the functions of the organs in the digestive system, Thinking rationally
food particles in the alimentary canal using • describe the process of digestion in the alimentary canal,
model/chart/CD ROM.
• list the end products of digestion of carbohydrate, protein and
Discuss the functions of the various organs in the
fats.
digestive system and the enzymes found.
Carry out activities to show the action of the enzyme in
the saliva on starch.
5 2.4 Understanding the Discuss the process of absorption of the products of A student is able to: •Observing
process of absorption digestion in the small intestine. • explain the process of absorption of the products of digestion, •Inferring Being thankful to
of digested food. Carry out an experiment to show the absorption of • make inference about the absorption of glucose through a •Communicating God
glucose through a Visking tube. visking tube. Being objective
Thinking rationally
APRIL 1 2.5 Understanding the Discuss the reabsorption of water by the large intestine A student is able to: •Observing
reabsorption of water and the process of defecation. • state how water is reabsorbed in the large intestine, •Inferring Being thankful to
and defecation. Discuss the importance of good eating habits to avoid • explain defecation, •Communicating God
constipation. • relate the problem of defecation with eating habits. Being objective
Thinking rationally
2.6 Put into practice Plan and carry out a healthy eating habit. A student is able to: • Observing
the habits of healthy Discuss the following topics : • justify the importance of eating nutritious food, • Inferring Being thankful to
eating. a) practicing good eating habits i.e. eating nutritious • put in practice good eating habits, • Communicating God
food and eating in moderation, • justify the generous distribution of food to the underprivileged Being objective
b) the generous distribution of food to the / needy, Thinking rationally
underprivileged / needy, • relate the dining culture of different people conforming to
c) cultural practices in dining conforming to sensitivities sensitivities and religious beliefs.
and religious beliefs.

2 THEME : Man and the variety of living things.


CHAPTER 3 : Biodiversity
3.1: Understanding Discuss the diversity in the general characteristics of A student is able to: • Observing
variety of living living organisms. • explain the diversity of living organisms in a habitat, • Inferring Being thankful to
organisms and Collect and classify various plants and animals into a • classify various animals based on common characteristics, • Communicating God
their classification. system based on common characteristics. • classify various plants based on common characteristics, Being objective
- Animal: Invertebrate, • explain the importance of biodiversity to the environment. Thinking rationally
vertebrate, mammal, fish, bird, amphibian, reptile.
- Plant : Flowering plant, non- flowering plant,
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 country’s natural heritage.
22 APR 2011- GOOD FRIDAY
3 THEME : Man and the variety of living things.
CHAPTER 4: Interdependence among living organisms
4.1: Analysing the Carry out a field work to study species, habitat, A student is able to: Observing
interdependence population, community in an ecosystem. •
state what species, population and community are, Inferring Being thankful to
among living Carry out a discussion on interdependence among living •
state what habitat and ecosystem are, Communicating God
organisms. organisms and the environment to create a balanced •
identify various habitats in one ecosystem, Being objective
ecosystem. •
explain through examples the interdependence among living Thinking rationally
organisms and the environment to create a balanced ecosystem
4.2: Evaluating the Collect and interpret data on the types of interactions A student is able to: • Observing
interaction between between living organisms as follows: • list the types of interactions between living organisms, • Inferring Being thankful to
living organisms. a) prey-predator, • explain with examples the interactions between living • Communicating God
b) symbiosis: commensalism, mutualism and parasitism organisms, Being objective
e.g. remora and shark, algae and fungi, tape worm and • justify the importance of interaction between living organisms Thinking rationally
man, and the environment,
c) competition. • explain through examples the advantages and disadvantages of
Conduct an activity to show the importance of the biological control in regulating the number of pest in certain
interaction between organisms and the environment. areas.
Discuss the advantages of biological control in
regulating the numbers of pests in certain areas.

4 4.3: Synthesizing Collect and interpret data on the producer, consumer, A student is able to: Observing
food web. decomposer and pyramid number. • explain what producers, consumers and decomposers are, Inferring Being thankful to
Construct a food web from a few food chains and • combine a few food chains to construct a food web, Communicating God
identify the producer, consumer and decomposer. • identify the producer, consumer and decomposer in a food Being objective
Discuss the energy flow in the food web constructed. web, Thinking rationally
Conduct a game to show the effects of an increase or • construct a pyramid number from a food chain,
decrease in the number of organisms in a pyramid • relate the food web and the pyramid number to energy flow,
number.
• predict the consequences if a certain component of living
Discuss the consequences if a component of living
organisms in the ecosystem is missing.
organisms in an ecosystem is missing.
4.4: Analysing Carry out discussion on what photosynthesis is. A student is able to: • Observing
photosynthesis. Carry out experiments to determine the factors needed • state what photosynthesis is, • Inferring Being thankful to
for photosynthesis i.e. carbon dioxide, water, light and God
chlorophyll. • state the factors required for photosynthesis, • Communicating
Being objective
Discuss the importance of photosynthesis in maintaining • state the products of photosynthesis, Thinking rationally
a balanced ecosystem. • control the variables that are required for photosynthesis,
Discuss the carbon and oxygen cycles. • explain the role of photosynthesis in maintaining a balanced
ecosystem.

MEI 1 1 MEI 2011 – HARI PEKERJA


4.5: Evaluating the • Collect and interpret data on the conservation and A student is able to: • Observing
importance of preservation of living organisms. • explain what conservation and preservation are, • Inferring Being thankful to
conservation and • Carry out a field work in a natural forest reserve God
preservation of living (wetlands, highland forest or tropical rain forest) or an
• explain the steps taken to preserve and conserve living • Communicating
Being objective
organisms. organisms, Thinking rationally
animal sanctuary to study the conservation and
preservation of living organisms. • justify the importance of conservation and preservation of
living organisms,
• Carry out a discussion on how the improvement in
science and technology helps in the conservation and • support activities organised by various parties to preserve and
preservation of living organisms. conserve the living organisms.
• 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.
4.6: Evaluating the • Carry out a brainstorming session to discuss the A student is able to:
• Observing
role of man in
maintaining the
environmental issues affecting the balance in nature
and how to solve it.
• explain the effects of human activities on the balance in
• Inferring
Being thankful to
God
balance in nature. nature, Being objective
• Carry out a discussion to justify that man needs stable • Communicating
• describe how man solves problems related to environment, Thinking rationally
and productive ecosystem to ascertain a harmonious
life. • justify that human need a stable, productive and balanced
ecosystem.

2 THEME: Matter in nature


CHAPTER 5: Water and solution
5.1: Analysing the • Carry out activities to determine the following: A student is able to: •Observing
physical i. the freezing point of water, • state the meaning of the freezing point of water, •Inferring Being thankful to
characteristics of ii.the boiling point of water. • state the meaning of the boiling point of water, •Communicating God
water. • Carry out an activity to observe the effects of • describe the physical characteristics of water, Being objective
impurities on the physical characteristics of water. • explain through examples the effects of impurities on the Thinking rationally
physical characteristics of water.
3 5.2: Analysing the Carry out an electrolysis to determine the ratio of A student is able to:
composition of water. hydrogen to oxygen in a molecule of water. determine the composition of water, • Observing Being thankful to
test the presence of hydrogen and oxygen. • Inferring God
• Communicating Being objective
Thinking rationally
17 MEI 2011- CUTI UMUM HARI WESAK
4 PEPERIKSAAN PERTENGAHAN TAHUN
JUN 1 5 JUN 2011 – HARI KEPUTERAAN SERI PADUKA BAGINDA YANG DIPERTUAN AGUNG
2 CUTI PERTENGAHAN TAHUN
3 5.3 Analysing the • Carry out experiments to study the factors affecting A student is able to: •Observing
process of the rate of evaporation of water i.e. humidity, the • explain what evaporation is, •Inferring Being thankful to
evaporation of water. temperature of the surrounding, surface area and • explain through examples the factors that affect the rate of •Communicating God
the evaporation of water with reference to the Kinetic Theory, Being objective
• movement of air. • compare and contrast between evaporation and boiling, Thinking rationally
• Discuss the factors affecting the rate of evaporation • describe the application of the evaporation of water in daily
in relation to the Kinetic Theory. life.
• Discuss the similarities and differences between
evaporation and boiling.
• Gather information on evaporation process and its
application in daily life.i.e. drying of clothes,
• preservation of agricultural products and
processing of food.
4 5.4Analysing solution • Discuss the differences between solute, solvent and A student is able to:
and solubility solution. • explain what solute, solvent and solution are, • Observing Being thankful to
• Carry out activities to prepare a dilute solution, a • contrast and compare between dilute solution, concentrated • Inferring God
concentrated solution and a saturated solution. and saturated solution, • Communicating Being objective
• Discuss the similarities and differences between • explain what suspension is, Thinking rationally
dilute solution, concentrated solution and saturated • explain what solubility is,
solution. • explain the factors affecting the solubility of solutes in water,
• Carry out activities to illustrate the differences • explain the importance of water as a universal solvent in life,
between a solution and a suspension. • give examples on the uses of organic solvents in our everyday
• Carry out experiments to determine the factors life.
ffecting the solubility of a solute.
i. Nature of solvent,
ii. Nature of solute,
iii. Temperature.
• Carry out experiments to determine the factors
affecting the rate of dissolving:
i. temperature,
ii. rate of stirring,
iii.size of solute particle.
• Discuss the importance of water as a universal
solvent in life.
• Gather information on the application of organic
solvents in daily life.
5.5 Understanding the
preservation of water
• Collect and interpret data on types of water
A student is able to:
• give examples of water pollutants, • Observing Being thankful to
quality. ollutants which include: God
• explain the effect of water pollution on living things, • Inferring
• industrial waste such as chemical and radioactive • explain ways to control water pollution, • Communicating Being objective
residues, domestic waste such as garbage and • explain ways to preserve water and its quality. Thinking rationally
sewage, chemicals from the agricultural activities
such as fertilisers and pesticides, siltation caused
by constructions and deforestation, accidental
spillage from tankers.
• Conduct discussion on the effect of water pollution
on living things.
• Generate ideas on ways to control water pollution.
• Discuss ways to conserve and preserve water and
its quality. Run a campaign on ‘Love Our Rivers’.

5.6Analysing the Make a visit to a water purification site. A student is able to:
methods of water Brainstorming on the following: • list the natural sources of water, • Observing Being thankful to
purification. .. natural resources of water, • state the reasons for water purification, • Inferring God
.. the reasons for water purification. • describe the various types of water purification, • Communicating Being objective
Discuss the various types of water purification such as • compare the strengths and weaknesses of the various types of Thinking rationally
filtration, boiling, chlorination and distillation. water purification.
Carry out activities to study the various types of water The latest developments in water purification e.g. ultra-violet
purification such as filtration, boiling and distillation. treatment can be discussed.
Pupils present their findings to discuss the strengths
and
weaknesses of the various types of water purification.
JULAI 1 5.7 Analysing the Make a visit to a water processing plant to study the A student is able to: • Observing
water supply system. water supply system and stages involved in water describe how the water supply system works, • Inferring Being thankful to
purification. explain ways to save water. • Communicating God
Discuss the ways to save water. Being objective
Do a project on how much water the average household Thinking rationally
uses.
2 5.8 Understanding Collect and interpret data on types of water pollutants A student is able to:
the preservation of which include: • give examples of water pollutants, • Observing Being thankful to
water quality. .. industrial waste such as chemical and radioactive • explain the effect of water pollution on living things, • Inferring God
residues, • explain ways to control water pollution, • Communicating Being objective
.. domestic waste such as garbage and sewage, • explain ways to preserve water and its quality. Thinking rationally
.. chemicals from the agricultural activities such
as fertilisers and pesticides,
.. siltation caused by constructions and deforestation,
.. accidental spillage from tankers.
Conduct discussion on the effect of water pollution on
living things.
Generate ideas on ways to control water pollution.
Discuss ways to conserve and preserve water and its
quality. Run a campaign on ‘Love Our Rivers’.
3 THEME: Matter in nature
CHAPTER 6 : AIR PRESSURE
6.1 Understanding air Carry out an activity to discuss the kinetic theory of A student is able to :
pressure. gases. • explain the existence of air pressure with reference to the • Observing Being thankful to
Carry out an activity to show that air exerts pressure. Kinetic Theory, • Inferring God
• Communicating Being objective
Thinking rationally
4 6.2 Factors that Carry out activities to show the factors affecting air A student is able to : • Observing Being thankful to
influence air pressure pressure, i.e. volume and temperature • explain the factors affecting air pressure. • Inferring God
• Communicating Being objective
Thinking rationally
OGOS 1 6.3 Application of the Carry out an activity to show that air exerts pressure. A student is able to : •Observing Being thankful to
principle of air • Apply the principle of air pressure •Inferring God
pressure •Communicating Being objective
Thinking rationally

2 THEME : FORCE AND MOTION


CHAPTER 7 : DYNAMICS
7.1 Understanding Carry out activities to show pushing and pulling are A student is able to: • Observing
force. forces. • state that a force is a push or a pull, • Inferring Being thankful to
Carry out activities to show the effects of force • explain the effects of forces, • Communicating God
(changes in shape, position, speed and direction). • explain the various types of forces. Being objective
Carry out activities to show different types of forces Thinking rationally
(frictional, gravitational, electrostatic and magnetic •
force).
UJIAN PROGRESIF 2
3 7.2 Understanding the Discuss the unit of force and the principle of a spring A student is able to: • Observing Being thankful to
measurement of balance. • state the unit of force, • Inferring God
force. Carry out activity to measure the magnitude of force. • explain how a spring balance works, • Communicating Being objective
measure the magnitude of force. Thinking rationally
4 7.3 Application of Discuss with examples to show the existence of A student is able to: • Observing Being thankful to
frictional force. frictional force. • explain with example the existence of frictional force, • Inferring God
Carry out activities to identify the direction of frictional • state the direction and the magnitude of frictional force, • Communicating Being objective
force and measure the magnitude of the force. • carry out an experiment to show how different types of Thinking rationally
Carry out an experiment to show how different types of • surfaces affect frictional force,
surfaces affect the magnitude of frictional force. • explain the advantages and disadvantages of friction,
Gather information and discuss the advantages and
• explain ways to increase friction,
disadvantages of friction.
Carry out activities on ways to • explain ways to reduce friction,
a) increase friction, • explain with examples the application of friction in daily life.
b) reduce friction.
Discuss the application of increasing and decreasing
friction in our daily life.
CUTI PERTENGAHAN PENGGAL 2
30 OGOS 2011 – HARI RAYA AIDILFITRI
5 31 OGOS 2011 – HARI KEBANGSAAN
SEPT 1 THEME : FORCE AND MOTION
CHAPTER 8: SUPPORT AND MOVEMENT
8.1Understanding Gather information and discuss the various support A student is able to: • Observing Being thankful to
the support systems systems in • explain the support system in vertebrates and the various • Inferring God
in animals. a) land and aquatic vertebrates, support systems in invertebrates, • Communicating Being objective
b) land and aquatic invertebrates. • compare and contrast the support system between land and Thinking rationally
Carry out discussions on the following: aquatic vertebrates,
a) similarities and differences between support systems • compare and contrast the support system between land and
in land and aquatic vertebrates, aquatic invertebrates.
b) similarities and differences between support systems
in land and aquatic invertebrates.
3 16 SEPTEMBER 2011 – HARI MALAYSIA
4 8.2 Understanding the Carry out field work to study various support systems A student is able to: Observing Being thankful to
support systems in of plants. • explain the various support systems in woody and non-woody Inferring God
plants. Carry out activities to classify plants based on their plants, Communicating Being objective
support systems. • classify plants based on their support systems. Thinking rationally
5 8.3 Appreciating Discuss issues e.g. A student is able to: Observing Being thankful to
the support a) inability of whales to move back to sea after being • justify the importance of the support system to living things. Inferring God
system in washed ashore, Communicating Being objective
living things. b) a crippled person using crutches for support Thinking rationally
OKT 1 THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENTS IN SOCIETY
CHAPTER : STABILITY
9.1: Understanding Carry out activities to find the point of equilibrium in A student is able to: • Observing Being thankful to
that the centre of regular and irregular shapes. • determine the point of equilibrium in regular and irregular • Inferring God
gravity affects Carry out an experiment to find out how the centre of shapes, • Communicating Being objective
stability. gravity affects the stability of an object by • relate the point of equilibrium as the centre of gravity of Thinking rationally
manipulating the objects,
a) height, • relate the centre of gravity to the stability of objects.
b) base area.
Discuss the relationship between the centre of gravity
and stability.
2 9.2: Appreciating the Carry out a brainstorming session on ways to improve A student is able to: Observing Being thankful to
importance of stability. suggest ways to improve the stability of objects around them, Inferring God
stability. Carry out activities like doing projects or playing explain with examples the application of stability in life. Communicating Being objective
games to build models by Thinking rationally
applying the concept of stability.

3 THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENTS IN SOCIETY


CHAPTER : SIMPLE MACHINES
10.1: Analysing • Discuss how a small effort can overcome a A student is able to: Being thankful to
levers large load with the use of a lever. • list things around them that use the principle of the lever, • Observing God
• Make an observation on devices that use the • Inferring Being objective
principles of levers. • Communicating Thinking rationally
• Identify the load, force and fulcrum, and • state what a lever can do, • Observing
then classify the systems into first, second and third • Defining operationally
class levers. • identify load, force and fulcrum in the lever, • Communicating
• Discuss how humans apply the principles of • classify levers, • Observing
levers to help them overcome large load. • Classifying
PEPERIKSAAN PENGGAL 2
4 10.2: Moment of a • Discuss that the moment of force A student is able to: Being thankful to
force = force X perpendicular distance from the pivot to • explain what is meant by the moment of a force, • Defining operationally God
force. • Communicating Being objective
• Carry out an activity to show the Thinking rationally
relationship between moment and the product of force • Measuring and using numbers
and distance. • solve problems related to levers.
• 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)
NOV 1 10.3: Appreciating • Carry out a project to build a device using A student is able to: • Measuring and using numbers • Appreciati
the innovative efforts the principle of a lever. • design or improvise a device that use the principle of a lever. • observing ng the contribution
in the design of of science and
machines to simplify technology.
work
6 NOVEMBER 2011 – HARI RAYA KORBAN
2 CUTI AKHIR TAHUN