SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK SSN SEK. MEN. KEB.

SERI KOTA YEARLY PLAN SCIENCE FORM 5 IN YEAR 2011 NAME : PN. ROSNI BINTI SELAMON

THEME: MAN AND THE VARIETY OF LIVING THINGS LEARNING AREA: MICROORGANISMS AND THEIR EFFECTS ON LIVING THINGS Week 1 st SEMESTER 1 ( 3/1/2011 7/1/2011 ) Learning Objectives 1.1 Understanding the classification of microorganism Suggested Learning Activities Observe prepared slides or view charts of various types of microorganisms: Learning Outcomes A student is able to : List the charactreistis of various types of microorganism. Classify microorganism into bacteria,fungi,protozoa,viruses and algae Describe the characteristics of each groups of microorganism Notes

a)

list the characteristics of various types of microorganism into groups i.e. bacteria, fungi, protozoa,viruses and algae based on their characteristics such as variation in size,shape or other appearances.

View videos or computer simulation and discuss the following: a) various groups of microorganisms i.e. bacteria, fungi,protozoa,viruses and algae b) characterictics of each groups of microorganism in terms of appearance shape,size,method of reproduction,nutrition and habitat. A student is able to: identify factors that affect the growth of microorganisms design an experiments to study how nutrient affect the growth of microorganisms design an experiments to study how humidity affect the growth of microorganisms Remind students to adhere strictly to safety precautions while conducting experiments involving microorganisms.

2-3 (10/1/2011 22/1/2011)

1.2 Synthesising ideas about the factors that affect the growth of microorganism

Observe specimens such as fresh bread,mouldy bread,fresh and spoilt milk.Discuss: a) why the bread and milk turn bad b) the factors that affect the growth of microorganisms Design and conduct experiments to study how each of the following factors affects the growth of microorganism;

SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives a) b) c) d) e) Suggested Learning Activities nutrient humidity light temperature pH Learning Outcomes design an experiments to study how light affect the growth of microorganisms design an experiments to study how temperature affect the growth of microorganisms design an experiments to study how pH affect the growth of microorganisms explain how each factor affect the growth of microorganisms. Notes Remind students that microorganisms can cause disease or illness. Microorganism is also known as microbes.

Discuss how each factor affects the growth of microorganisms

4 (24/1/2011 28/1/2011)

1.3 Applying knowledge about useful microorganism

View videos or computer simulation and discuss the uses and roles of microorganism; a) food digestion b) decaying process c) medicine,agriculture and industry Carry out an activity about he uses of microorganisms such as making bread or yoghurt Visit factories to study how microorganisms are used to produced food or other industrial products. Gather information from magazines,books and internet and discuss the potential uses of microorganisms in various fields.

A student is able to: state examples of uses of microorganisms explain with examples the roles of useful microorganisms suggest potential uses of microorganisms in various fields

Scientific names of microorganisms are not required

4 (24/1/2011 28/1/2011)

1.4 Analysing the harmful effects of microorganisms.

Observe specimens or models, or view charts on tooth decay (caries) and discuss how microorganisms cause the decay. Gather information from newspapers, books, magazines and internet or interview medical experts and discuss other harmful effects of microorganisms on human beings such as causing food poisoning and diseases. Make folio scrap book about the groups of microorganisms that cause the following diseases and the major symptoms of the diseases : (a) tuberculosis, cholera and various sexually

A student is able to : state the harmful effects of microorganisms on human being, relate each group of microorganisms to the diseases caused by it, describe the various ways how microorganisms can cause infection.

SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives (b) (c) (d) Suggested Learning Activities transmitted diseases such as gonorrhea and syphilis cause by bacteria. Common cold, dengue fever, hepatitis and the Acquired Immune Deficiency Syndrome (AIDS) caused by fungi, tinea and ring worm cause by fungi, malaria cause by protozoa. Learning Outcomes Notes

View videos or computer simulations and discuss the various ways microorganisms can infect human being such through air, water, food, contact and vector. 5 (31/1/2011 4/2/2011) 6 ( 7/2/2011 11/2/2011 ) 1.5 Analysing ways to prevent infection caused by microorganisms CHINESE NEW YEAR BREAK Gather information from books, newspapers, magazines, Internet or visit institutions such as Institute of Medical Research (IMR) and Pusat Kawalan Vektor and discuss the ways to prevent infection such as control of vectors, sterilization and immunisation. Carry out the following activities : (a) draw the life cycles of vectors such as mosquito and housefly, (b) describe the habits of these vectors, (c) relate the lifecycles and habits of these vectors to the control and prevention of infection. Discuss the following methods of sterilization : (a) the use of heat : heating, boiling and using autoclave, (b) the use chemicals : antiseptics and disinfectants, (c) the use of radiations : gamma ray and ultraviolet light. View videos or computer simulations and discuss the following : (a) the meaning of immunity, (b) types of immunity and their examples, (c) the importance of immunity. A student is able to : list ways to prevent infection, relate the control of vectors to their habits and life cycles, explain with examples various methods of sterilization, state with examples various methods of sterilization, state what immunity is, compare and contrast the various types of immunity, state the importance of immunity.

SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities Carry out activity to compare and contrast various types of immunity. Illustrate the similarities and differences in a graphic organizer. 6 8/2/2010 12/2/2010 1.6 Understanding how diseases caused by microorganisms are treated Discuss ways to treat diseases caused by microorganisms such as the use of antibiotics and antifungal drugs. Conduct an experiment to study the effects of antibiotics on bacteria. Invite a medical officer to talk about using drugs without medical advice and through prescription. 6 8/2/2010 12/2/2010 1.7 Realising that microorganisms have profound effects on human being and the balance in nature Discuss the effects of microorganisms in relation to : (a) human life (b) balance in nature A student able to : state the ways to treat diseases caused by microorganisms, state the effects of antibiotics on microorganisms, describe the dangers of using drugs without medical advice and through unauthorized prescription Learning Outcomes Notes

A student able to : describe the roles and effects of microorganisms on human and the balance in nature

THEME: MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA: NUTRITION AND FOOD PRODUCTION Week 7 ( 14/2/2011 19/2/2011 ) Learning Objectives 1.1 Evaluating the importance of taking good nutrition and practicing good eating habits. Suggested Learning Activities Carry out a an activity to determine the following: a ) the calorific values of the different classes of food such as protein, carbohydrate and fat, b ) the calorific values of meals taken for breakfast, lunch and dinner. View videos or computer simulations and discuss: Learning Outcomes A student is able to : identify the calorific values of the different classes of food, estimate the calorific values in various meals, Notes When explaining symptoms, causes and steps taken to alleviate diseases, only a brief explanation is

SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities a ) factors that affect the calories requirement of an individual such as sex, body size age, state of health, physical activities and surrounding temperature, b ) health problems related to nutrition such as malnutrition, obesity, anorexia and diseases resulted from unhealthy eating habits. Group discussion and presentation on the important of taking good nutrition and practicing good eating habits. 7 ( 14/2/2011 19/2/2011 ) 1.2 Analysing the nutrient requirements of plants. Gather information from books, magazine and internet, and : a ) discuss what macronutrients are, b ) give a list of macronutrients, i.e. carbon, hydrogen, oxygen, nitrogen, phosphorous, potassium, calcium, magnesium and sulphur, c) discuss what micronutrients are, d) give a list of micronutrients such as boron, molybdenum, zinc, manganese, copper and iron. View videos or computer simulations and discuss: a ) the effects of nitrogen, phosphorous and potassium deficiency on plant growth, b ) the major functions of nitrogen, phosphorous and potassium in plant growth. Learning Outcomes explain the factors that affect total calories required by an individual, relate health problems to nutrition and eating habits, justify the importance of taking good nutrition and practising good eating habits. Notes required

A student is able to : state what macronutrients are, list macronutrients, state what micronutrients are, list micronutrients, state the effects of nitrogen, phosphorous and potassium deficiency on plant growth, state the major functions of nitrogen, phosphorous and potassium in plant growth.

8 ( 21/2/2011 25/2/2011 )

1.3 Analysing nitrogen cycle and its importance

View charts, videos or computer simulations on nitrogen cycle and discuss the following : a ) the nitrogen cycle b ) the processes involved in the nitrogen cycle. c ) the importance of the nitrogen cycle. Draw a labeled diagram of nitrogen cycle.

A student is able to : describe nitrogen cycle explain the processes involved in nitrogen cycle. explain the importance of nitrogen cycle

SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week 8 ( 21/2/2011 25/2/2011 ) Learning Objectives 1.4 Appreciating the importance of having good nutrition Suggested Learning Activities Gather imformation from books, magazines or internet on guides to healthy diets and healthy eating habits. Plan and practice taking healthy daily meals. Propose ideas on how to manage food resources to avoid wastage. Make a plan based on the proposed ideas. Discuss the benefits of having healthy eating habits. 9 (28/2/2011 4/3/2011 ) EVALUATION 1 Learning Outcomes A student is able to : practice healthy eating habits plan how to manage food resources to avoid wastage. describe the benefits of having healthy eating habits. Notes

THEME: BALANCE AND MANAGEMENT OF THE ENVIRONMENT LEARNING AREA: 1. PRESERVATION AND CONSERVATION OF THE ENVIRONMENT Week 10 ( 7/3/2011 11/3/2011) Learning Objectives 1.1 Analysing balance in nature Suggested Learning Activities View videos or computer simulation and discuss; a) the meaning of balance in nature b) the roles of the three natural cycles in maintaining balance in nature, i.e. nitrogen cycle, carbon cycle and water cycle. Visit a garden and carry out the following activities: a) list the organisms b) draw a food web, c) discuss the role of food webs in maintaining balance in nature Gather information from books, newspapers, magazines and internet on natural disasters. Present and discuss: Learning Outcomes A student is able to : Describe what balance in nature is, State the natural cycles that help to maintain balance in nature, Explain how these natural cycles help to maintain balance in nature, Explain how food webs help to maintain balance in nature, Explain with examples the effects of natural disasters on balance in nature, Notes

SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities a) the effects of natural disasters on balance in nature, b) ways to maintain the balance in nature. 12/3/2011 20/3/2011 11 (21/3/2011 25/3/2011) 1.2 Analysing the effects of environmental pollution MID-SCHOOL HOLIDAYS FOR FIRST SEMESTER Gather information from books newspapers, magazines and internet and discuss: a) the sources of environmental pollution such as: i. ii. the uncontrolled use of fossil fuels, the disposal of by products waste, toxic substances, radioactive substances, smoke and heat from factories, the uncontrolled used of chemical fertilisers, pesticides and fungicides in agriculture, the production of noises, smoke and poisonous gases from vehicles and machinery, the disposal of rubbish such as plastic , leftover food and solid substances, the disposal of sewage, the use of chlorofluorocarbon (CFC) in aerosols, air conditioners and refrigerators, and the improper disposal of electrical appliances such as air conditioners and refrigerators that contain CFC A student is able to : Identify the sources of environmental pollution, Explain the effects of environmental pollution, Describe global warming, Relate greenhouse effect to global warming, State what ozone layer is, Explain the importance of ozone layer, State the chemicals that damage the ozone layer List the sources of chemicals that can damage the ozone layer, Explain how damaging ozone layer affects living things. Learning Outcomes Suggest ways to maintain balance in nature, Notes

iii. iv. v.

vi.

b) the effects of environmental pollution from the aspect of: i. human health ii. habitats and nature, iii. the extinction of species, iv. the loss of economic resources. View videos or computer simulation and discuss:

SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives a) b) c) d) e) f) 11 (21/3/2011 25/3/2011) 1.3 Synthesizing the idea of preservation and conservation of the environment and pollution control Suggested Learning Activities global warming greenhouse effect and its relation to global warming, ozone layer and its importance chemical such as CFC and oxides of nitrogen that can damage the ozone layer chemicals in Styrofoam coolant and aerosol that can damage the ozone layer, how damaging ozone layer affects living things. A student is able to : state the importance of preservation and conservation of the environment, Learning Outcomes Notes

View videos on environmental preservation and conservation and discuss the importance of preservation and conservation of the environment. Discuss the following : a) environmental pollution control, . b) examples of how preservation and conservation can contribute to a clean and healthy environment Carry out a project to study : a) what efforts are taken to preserve and conserve the environment. b) what are the impacts produced by these efforts

generate ideas on environmental pollution control, explain with examples on how preservation and conservation of the environment can contribute to a clean and healthy environment

12 (28/3/2011 1/4/2011)

1.4 Evaluating the importance of proper management of natural resources in maintaining balance in nature

Discuss proper ways of managing natural resources to maintain balance in nature. View a videos or computer simulations and write a report on : a) the effects of improper management of natural resources, b) the need for proper management of the environment.

A student is able to : generate ideas on the proper ways to manage natural resources in order to maintain balance in nature, explain with examples the effects of improper management of natural resources justify the need for proper management of the environment.

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1.5

Plan and practice good habits to preserve and conserve

A student is able to :

SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week (28/3/2011 1/4/2011) Learning Objectives Practicing responsible attitudes to preserve and conserve the environment Suggested Learning Activities the environment through the following activities : a) b) c) d) awareness campaigns on reducing, reusing and recycling, jungle trekking to appreciate the beauty of nature and an unspoilt environment, adopt part of an area such as beach, river, hil and forest to practice responsible and caring attitudes to preserve and conserve, write a proposal on how to preserve and conserve the environment in a local community practice good habits to preserve and conserve the environment Learning Outcomes Notes

THEME: MATTER IN NATURE LEARNING AREA: 1. CARBON COMPOUNDS Week 13 (4/42011 8/4/2011) Learning Objective 1.1 Analysing various carbon compounds Suggested learning activities Observe various samples of carbon and non carbon compounds. Discuss what carbon compounds are. View videos or computer simulation and discuss organic and inorganic compounds in terms of a. their sources b. their characteristics i.e. i. elements present ii. metallic and non metallic iii. changes upon heating Carry out an activity to compare and contrast organic and inorganic compounds. Illustrate the similarities and diffrences in a graphic organiser. Classify samples of carbon compounds into organic and inorganic compounds. Learning outcomes A student is able to: state what carbon compounds are state what organic compounds are give examples of organic compounds. state what inorganic compounds are. give examples of inorganic compounds. Compare and contrast organic compounds with inorganic componds. Classify substance into organic and inorganic compounds. State what hydrocarbons are. Note

SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objective Suggested learning activities Gather information from books, magazines and internet and discuss hydrocarbons and their sources Gather information from books, newspaper, magazines and internet on alcohol. Discuss the following: a. elements found ini alcohol. b. Examples of alcohol such as methanol and ethanol Carry out following activities: a. the production of pure ethanol through the process of fermentation and distillation b. study the characteristic of alcohol in terms of : i. solubility and miscibility with water ii. combustibility iii. reaction with acids to form esters View video or computer simulation and discuss the following: a. various users of alcohol b. the effects of alcohol on the brain, the nervous system and the liver 14 (11/42011 14/4/2011) 1.3 Analysing fats and their effects on health. Observe various samples of fats such as butter, cooking oil, cheese, ghee and margarine, From the food labels, identify their sources i.e: plant animal fats b. classify them into saturated and unsaturated fats Discuss the following : a. b. elements founds in fats saturated and unsaturated fats. A student is able to give examples of fats state the sources of fats. State the elements found in fats. State what saturated fats are State what unsaturated fats are Learning outcomes List source of hydrocarbons. Student need to know only the general equation in words to show the formation of ester. Note

13 (4/42011 8/4/2011)

1.2 Analysing alcohol and its effects on health

A student is able to state the elements found in alcohol. Give examples of alcohol Describe the process of producing alcohol State the general characteristic of alcohol. List the users of alcohol Explain the examples the effect of alcohol on health.

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objective Suggested learning activities Carry out an activity to compare and contrast sturated fat and unsaturated fats in terms of : a. sources b. states at room temperature c. melting point Illustrate the similarities and diffrences in a graphic organiser. Gather information from books, newspapers, magazines, internet or view videos. Present and discuss the effects of consuming food rich saturated and unsaturated fats on health. 14 (11/42011 14/4/2011) 1.4 Analysing oil palm and its importance to national development Observe the structure of an oil palm fruit. Draw a labeled diagram of the oil palm fruit. Visit an oil palm factory, or view videos or computer simulations and discuss the process of extracting palm oil from the oil palm fruit. Gather information from books, newspapers, magazines and Internet to prepare a folio on: a) the uses of palm oil, b) nutritional substances found in palm oil such as fats, vitamins and antioxidants. Visit institutions such as Malaysian Palm Oil Board (MPOB) to gather information on the research and development of oil palm. Discuss the potential uses of oil palm 15 (18/42011 22/4/2011) 1.5 Analysing the process of making soap from oil and the cleansing action of soap Discuss the following a) oils contain fatty acids and glycerol b) examples of fatty acids Carry out an activity to study the process of making soap through the reaction between fatty acids and sodium hydroxide solution A student is able to : state that oils contain fatty acids and glycerol give an examples of fatty acids describe the process of making soap Molecular formula and structure of soap are not required. Learning outcomes Compare and contrast saturated fats with unsaturated fats. Explain with examples the effects of consuming food rich in saturated fats on health. Explain with examples the effects of consuming food rich in unsaturated fats on health. Note

A student is able to : describe the structure of an oil palm fruit, describe the process of extracting palm oil from the oil palm fruit list the uses of palm oil list the nutritional substances found in palm oil, describe the local R&D activities on oil palm, suggest the potential uses of oil palm

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objective Suggested learning activities Discuss soap as a salt produced by the reaction between sodium hydroxide and fatty acids. View videos or computer simulations and discuss: a) the characteristics of the components of a soap molecule b) the cleansing action of soap molecules Learning outcomes state that soap is a salt produced by the reaction between sodium hydroxide and fatty acids state the characteristics of the components of a soap molecule explain the cleansing action of soap molecules Note

16 (25/4/2011 29/4/2011)

1.6 Understanding natural polymers

Carry out an activity using beads and strings to show the following structures or processes: a) polymer b) monomer c) polymerisation d) depolymerisation Discuss the following: a) what polymers and monomers are, b) examples of polymer and monomer, c) what polimerisation is, d) what depolymerisation is Observe various samples of natural and synthetic polymers Prepare folios or scrap books on the various uses of natural and synthetic polymers Carry out activities to study the following: a) the characteristics of natural rubber, b) the coagulation of latex by the action of acids, c) the prevention of coagulation of latex by ammonia solution. View videos or computer simulations and discuss the vulcanization of rubber. Draw a schematic diagram and relate the characteristics of vulcanized rubber to the structure of its molecule.

A student is able to: state what a polymer is, give examples of polymer, state what a monomer is, give examples of monomer, describe polymerisation, Describe depolymerisation, state what natural polymer is, give examples of natural polymer, state what synthetic polymer is, give examples of synthetic polymer, state the characteristics of natural rubber, explain the action of acids on latex, explain the action of ammonia solution on latex, describe vulcanization of rubber, relate the characteristics of vulcanised rubber to the structure of its molecule, list the uses of vulcanized rubber

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objective Suggested learning activities Discuss the uses of vulcanized rubber 16 (25/4/2011 29/4/2011) 1.7 appreciating scientific research on the use of carbon compounds for the betterment of life Gather information from books, magazines and Internet on scientists discoveries on the use of carbon compounds. Present an exhibit the information gathered. A student is able to : describe the importance of scientists discoveris on the use of carbon compounds. Learning outcomes Note

THEME: FORCE AND MOTION LEARNING AREA: 1. MOTION Week 17 (3/5/2011 6/5/2011) Learning Objectives 1.1 Analysing the motion of vehicles on land. Suggested Learning Activities Observe a bicycle and discuss its structure and principle of operation. View charts, videos or computer simulations and discuss the following: a) the structure and principle of operation of vehicles with engines, b) The structure and operation of: i. four stroke petrol engine, ii. four stroke diesel engine, iii. two stroke petrol engine Compare and contrast the following in terms of structure, operation and the efficiency of the engines: (a) The four stroke petrol engine with the four stroke Learning Outcomes A student is able to : describe the structure and principle of operation of vehicles without engine, describe the structure and principle of operation of vehicles with engines, explain the structure and operation of the four stroke diesel engine, explain the structure and operation of the four stroke diesel engine, explain the structure and operation of a two stroke petrol engine, compare and contrast the four stroke petrol engine with the four stroke diesel engine, compare and contrast the four Notes

13

SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities diesel engine, (b) The four stroke petrol engine with the two stroke petrol engine. Illustrate the similarities and difference in a graphic organizer. Discuss the relationship between the structure and operation of the engine and the movement of vehicles. 18-20 (9/5/2011 27/5/2011) 28/5/2011 12/5/2011 2nd Semester 1 (13/6/2011 17/6/2011) 1.2 Analysing the concepts of speed, velocity and acceleration Learning Outcomes stroke petrol engine with the two stroke petrol engine, relate the structure and operation of the engine to the movement of vehicles. Notes

MID-TERM EXAM

MID-YEAR FOR SCHOOL HOLIDAYS View videos or computer simulations and discuss (a) distance, speed, velocity, acceleration and their units, (b) the relationship between speed, velocity and acceleration. Carry out an activity to compare and contrast speed, velocity and acceleration. Illustrate the similarities and differences in a graphic organizer. Carry out activities using a ticker timer or other suitable methods to determine the velocity and acceleration of a moving object. Carry out an activity to solve problems involving velocity and acceleration. A student is able to : state what distance is, define speed, define velocity, state the unit for speed and velocity, define acceleration, state the unit for acceleration, explain the relationship between speed, velocity and acceleration, compare and contrast speed, velocity and acceleration, determine the velocity and acceleration of

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities 1 (13/6/2011 17/6/2011) 1.3 Understanding the concept of inertia Carry out activities and discuss the following: (a) the meaning of inertia, (b) the occurrences of inertia in everyday life. Design and conduct an experiment to study the relationship between mass and inertia. View videos or computer simulations and discuss safety features use in vehicles to reduce negative effects of inertia. Learning Outcomes a moving object, solve problems involving velocity and acceleration. Notes

A student is able to: state what inertia is, give examples of everyday occurrences involve inertia, explain with examples the relationship between mass and inertia, state the safety features use in vehicles to reduce negative effects of inertia.

2 (20/6/2011 24/6/2011)

1.4 Applying the concept of momentum

Discuss the following: (a) the meaning of momentum, (b) events involving momentum in everyday life Conduct experiments to study the relationship between momentum, mass and velocity. Carry out an activity using Newtons Cradle to demonstrate the Principle of Conservation of Momentum. View videos or computer simulations and discuss the applications of momentum in the following: (a) vehicle design that Incorporates safety features,

A student is able to: define momentum, explain the relationship between momentum ,mass and velocity, state the Principle of Conservation of Momentum. Explain with examples the application of momentum in everyday life.

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities (b) the use of the pile driver, (c) the speed and weight limits for heavy vehicles. Carry out activities and discuss what pressure is Design and conduct experiments to study the relationship between pressure, force and surface area. Discuss the applications of pressure in everyday life. Carry out an activity to solve problems involving pressure. 3 (27/6/2011 1/7/2011) 1.6 Applying the principle of hydraulic system in everyday life Observe models, view videos or computer simulations and discuss the following; (a) the principle of transmission of pressure liquids (b) the relationship of pressure exerted on the small piston to that on the large piston in hydraulic system. Conduct experiments to study the effect of transmission of pressure in liquids. Carry out an activity to solve problems on the transmission of pressure in liquids. Discuss the following : (a) examples on the use of the hydraulic system (b) principle of operation of the hydraulic system, (c) the application of the hydraulic system in a hydraulic jack and the Learning Outcomes Notes

2 (20/6/2011 24/6/2011)

1.5 Synthesising the concept of pressure.

A student is able to: define pressure, explain the relationship between pressure, force and surface area, explain with examples the application of pressure in everyday life, solve problems involving pressure.

The problem solving activity involves direct application of the formula: P=F A

A student is able to: state the principle of transmission of pressure in liquids, relate pressure on the small piston to that on the large piston in the operation of a hydraulic system, explain the effect of transmission of pressure liquids, solve problems on transmission of pressure in liquids, explain with examples the application of the hydraulic system in everyday life.

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities hydraulic brake. View videos or computer simulations and discuss the principle of operation of vehicles in water such as ships, hovercrafts and hydrofoils. Carry out activities to identify the shape of vehicles that facilitate motion in water. Discuss the relationship between shapes and the design of vehicles in water. Conduct experiments to study Archimedes principle: (a) the change in weight of an object when it is immersed in a liquid, (b) the relationship between upthrust and the weight of the liquid displaced Discuss the application of Archimedes principle in ships and submarines. 4 (4/7/2011 8/7/2011) 1.8 Analysing the motion of vehicles in the air View videos or computer simulations and discuss: (a) the principle of operation of vehicles in the air, (b) forces of motion generated by the jet engine and the rocket. Carry out an activity to compare and contrast forces of motion generated by the jet engine and the rocket. Illustrate the similarities and differences in a graphic organizer. Carry out activities to study Bernoullis A student is able to: state the principle of operation of vehicles in the air, compare and contrast how forces of motion are generated by the jet engine and the racket, state Bernoullis principle, explain the application of Bernoullis principle in air flight. Learning Outcomes Notes

3 (27/6/2011 1/7/2011)

1.7 Analysing the motion of vehicles in water

A student is able to : state the principle of operation of vehicles in water, identify the shape of vehicles to facilitate motion in water, relate shapes to the design of vehicles in water, state Archimedes principle, explain with examples the applications of Archimedes principle.

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities principle. View videos or computer simulations and discuss the application of Bernoullis principle in air flight. 4 (4/7/2011 8/7/2011) 1.9 Appreciating the ability and creativity of mankind in inventing and designing vehicles for the betterment of life Discuss the need to invent vehicles such as: (a) to shorten the time of traveling, (b) to transport goods, people and animals. View videos or computer simulations on vehicle designs and discuss the relationship between the creativity of human to the design of vehicles to fulfill the needs of human. Participate in campaigns on the importance of: (a) practicing good habits in handling vehicles, (b) Practicing caring attitudes when using public transportation system. A student is able to: Justify the need to invent vehicles, Relate the creativity of humans to the designing of vehicles, Practice good habits in handling vehicles, Practice caring attitudes when using public transport system. Learning Outcomes Notes

THEME : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY LEARNING AREA: 1. FOOD TECHNOLOGY AND PRODUCTION

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK

Week 5 (11/7/2011 15/7/2011) 1.1

Learning Objectives Analysing the methods and substances used in food technology

Suggested Learning Activities Observe samples of fresh food and processed food. Discuss the following: a) processed food and examples of processed food b) the purpose of processing food c) chemicals used in food processing such as preservatives, colouring,bleach, flavouring ,stabliser,sweetner , antioxidants and emulsifier d) function of the chemicals used in food processing. View videos or computer simulation and discuss the technology used in: a) food processing such as: i.pasteurisation ii dehydration iii freezing iv freeze drying v . cooling vi. irradiation b) food packaging such as: i. canning ii. vacuum packaging Gather imformation from books,magazines,internet and discuss the effects of excessive use of chemicals in food processing on health.

Learning Outcomes A student is able to: describe what processed food is, give examples of processed food explain the purpose of processing food state the chemicals used in food processing explain the functions of the chemicals used in food processing explain with examples the technology used in food processing and packaging explain the effects of excessive use of chemicals in food processing

Notes

5 (11/7/2011 15/7/2011)

1.2 Analysing ways to improve food production

Discuss the need to increase the quality of food production. Gather information from books, magazines, internet and discuss ways to increase the quality and quantity of food production such as a) b) c) d) e) f) use of quality breeds use of modern technology education and guidance for farmers research and development optimum use of land and irrigafed areas efficient land management

A student is able to : explain the need to increase the quality and quantity of food production explain with examples ways to increase the quality and quantity of food production describe with examples what genetically modified food is state the advantages and disadvantages of genetically modified food

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities View videos or computer Simulations and discuss: a) b) what genetically modified food is, the characteristics of foods that have been genetically modified Learning Outcomes Notes

Debate on the advantages and disadvantages of genetically modified food 6 (18/7/2011 22/7/2011) 7 (25/7/2011 28/7/2011) 1.3 Appreciating the contribution of technology in food production for the betterment of life

EVALUATION 2

Visit institutions such as Malaysian Agricultural Research and Development Institute (MARDI),Malaysian Palm Oil(MPOB) and institutions of higher learning to gather information on R&D in food production and make a report on the information gathered Discuss the consequences if population increase is faster than the technological development in food production or vice versa

A student is able to : describe the R&D activities in food production predict what will happen if there is an imbalance between population increase and technological development in food production

7 (25/7/2011 28/7/2011)

1.4 Practising critical and analytical thinking when selecting processed food

Gather information from consumer associations or internet pertaining to the Food Act and Food Regulations Discuss the need to educate consumers to be critical and analytical when selecting processed food Discuss information given on labels of processed food such as a) b) c) chemicals present in the food expiry date ingredients

A student is able to: justify the need to educated consumers in selecting processed food practice critical and analytical thinking when selecting processed food

Carry out an activity and discuss information left out on food labels and packaging

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities Select a processed food after analyzing the information given on the label Learning Outcomes Notes

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY LEARNING AREA: 2. SYNTHETIC MATERIALS IN INDUSTRY Week 8 (2/8/2011 5/8/2011) Learning Objectives 2.1 Understanding synthetic polymers Suggested Learning Activities Observe objects made from synthetic polymers and discus synthetic polymers and their uses. View videos or computer simulations and discuss the process of manufacturing synthetic polymers such as synthetic rubber, plastics and synthetic fibers. Discuss the general characteristics of synthetic rubber and relate these characteristics to the uses of synthetic rubber. Gather information from books, magazines, newspapers or internet on the examples of goods made from synthetic rubber and combination of natural and synthetic rubber. Carry out an activity to compare and contrast synthetic rubber and natural rubber. Illustrate the similarities and differences in a graphic organizer. Learning Outcomes A student is able to : list synthetic polymers, state uses of synthetic polymers, describe the process of making synthetic polymers, relate the general characteristics of synthetic rubber to its uses, give examples of goods made from synthetic rubber, give examples of goods made from a combination of natural and synthetic rubber, compare and contrast synthetic rubber and natural rubber. Notes

8 (2/8/2011 5/8/2011)

2.2 Analysing plastics

Observe various samples of thermoplastic and thermosetts : (a) Discuss the following: i. examples of plastics and their uses, ii. types of plastics i.e. thermoplastic and thermosetts, iii. the characteristics of thermoplastic and thermosetts. (b) Classify plastic goods into thermoplastic and

A student is able to : list example of plastics, list the uses of plastics, state the types of plastics, list the characteristics of thermosetting plastic materials, classify various plastic goods into thermoplastic

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SCHEME OF WORK FOR FORM 5 SCIENCE IN THE YEAR 2011 - SMKSK Week Learning Objectives Suggested Learning Activities thermosetts. Carry out an activity to compare and contrast thermoplastic and thermosetts. Illustrate the similarities and differences in a graphic organizer. Gather information from books, magazines, newspaper or internet and make a report on potential uses of plastics. View videos or computer simulations and discuss : (a) the effects of improper disposal of plastic materials to the environment, (c) the proper management of disposal of plastics. 9 (8/8/2011 12/8/2011) 2.3 Practising responsible attitudes in the disposal of synthetic polymers Invite a publis health officer to give a talk on management of disposal of synthetic polymers and make a report on the information gathered. Carry out the following activities on ways to dispose synthetic polymers in order to preserve the environment : (a) brainstorming, (b) awareness campaigns, (c) visiting waste management centre, (d) setting up disposal bin for synthetic polymers. A student is able to : Explain the importance of proper disposal of synthetic polymers, Suggest ways to dispose synthetic polymers in order to preserve the environment, Practice good habits in disposing synthetic polymer. Learning Outcomes and thermosetts, compare and contrast thermoplastic and thermosetts, suggest potential uses of plastics, explain the effects of improper disposal of plastic materials to the environment, describe proper management of disposal of plastics. Notes

THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY LEARNING AREA: 3. ELECTRONICS AND INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

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