SMK KEPONG HEAD OF SCIENCE PANEL YEARLY SCHEME OF WORK 2014 SCIENCE FORM 1

TABLE OF CONTENTS

THEME:

INTRODUCING SCIENCE 1.Introduction to Science

Learning Area: THEME:

MAN AND THE VARIETY OF LIVING THINGS 1.Cell as a Unit of Life

Learning Area:

THEME: MATTER IN NATURE Learning Area: 1.Matter Learning Area: 2.The Variety of Resources on arth Learning Area: THEME: ENERGY Learning Area: Learning Area: !.The Air Around Us

1.Sources of nergy 2."eat

THEME

INTRODUCING SCIENCE 1# I $r%&'($!% $% S(!e (e S'""e-$e& Lear ! " A($!,!$!e*escri+e e,a-(les of natural (heno-ena that students see around the-: a' gro.th of hu-an fro- a +a+y to an adult/ +' fall of a +all to the ground/ c' -elting of ice. *iscuss the uses and +enefits of science in e)eryday life. Lear ! " O'$(%.eA student is a+le to: a' list .hat he sees around hi- that is related to science/ +' e,(lain the i-(ortance of science in e)eryday life/ c' na-e so-e careers in science. A($!,!$/0E12er!.e $ E,!&e (e

Lear ! " Area : Wee) 1#2 $2.1.1% # 1&.1.1%' Lear ! " O*+e($!,e-

1.1 Understanding that science is (art of e)eryday life.

0or1 sheet Acti)ity iThin1

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1.2

Carry out a scientific

A student is a+le to:

$1!.1.1% # 13.1.1%'

Understanding the ste(s in scientific in)estigation.

in)estigation4e,(eri-ent/ e.g. 5To find out .hat affects the nu-+er of ti-es a (endulu- s.ings +ac1 and forth in a gi)en ti-e $oscillations'. Students can +e as1ed to re(ort their in)estigations to the class. They should e-(hasise the ste(s they ha)e ta1en6 .hat they ha)e changed6 .hat they ha)e 1e(t the sa-e and .hat they ha)e -easured.

a' state the ste(s in a scientific in)estigation4e,(eri-ent/ +' carry out a scientific in)estigation

0or1 sheet Acti)ity ,(eri-ent iThin1

2!*1 1 2%*2 1

MAULIDUR RASUL 314#1#144 5 THAIPUSAM 316#1#144 Wee) % $2&.1.1% #27.1.1%' Lear ! " O*+e($!,e1.! 8no.ing (hysical 9uantities and their units. S'""e-$e& Lear ! " A($!,!$!eIdentify (hysical 9uantities $length/ -ass/ ti-e/ te-(erature and electric current'/ their )alues and units found on (roduct descri(tions. :ind .ords .ith the (refi,es used in -easure-ents such as 1ilo#/ centi#/ and -illi# . :ind the sy-+ols used for these units of -easure-ent. :ind the )alues of these (refi,es. 7 $2;.1.1% # !&.1.1%' 1.% Understanding the use of -easuring tools. Measure the lengths of straight lines/ cur)es and the dia-eters of o+<ects using rulers/ threads and cali(ers. A student is a+le to: a' choose the right tool and -easure length/ +' esti-ate the area of regular 0or1 sheet iThin1 2!*! 1 Lear ! " O'$(%.eA student is a+le to: a' state the (hysical 9uantities length/ -ass/ ti-e/ te-(erature and electric current/ +' state the S.I. units and the corres(onding sy-+ols for these (hysical 9uantities/ c' state the sy-+ols and )alues of (refi,es for unit of length and -ass: -illi#/ centi#/ and 1ilo#/ d' identify and use a((ro(riate (refi,es in the -easure-ent of length and -ass. A($!,!$/0E12er!.e $ 0or1 sheet iThin1 2!*2 1 E,!&e (e

2!*2 2 2!*2 !

sti-ate the areas of regular and irregular sha(es using gra(h (a(er. 1.% Understanding the use of -easuring tools.

and irregular sha(es using gra(h (a(e

Acti)ity

2%*! 1 2%*! 2

3 $7.2.1% # ;.2.1%'

TAHUN BAHARU CINA 370#1#14 8 4#2#144 Measure the )olu-e of li9uids using A student is a+le to: -easuring cylinders/ (i(ettes and a' choose the right tool and +urettes. -easure the )olu-e of li9uid/ +' choose the right tool to *eter-ine the )olu-e of regular and -easure the +ody te-(erature irregular solids using the .ater and the te-(erature of a li9uid/ dis(lace-ent -ethod. c' deter-ine the )olu-e of solid using the .ater dis(lace-ent Measure the +ody te-(erature and -ethod. the te-(erature of .ater. *iscuss the right choice of tools in -a1ing -easure-ents. A((ly the a+o)e -easuring s1ills in the conte,t of e,(eri-ents.

Acti)ity ,(eri-ent iThin1

2!*! 2 2!*! ! 2!*! % 2%*% 1

Wee) ; $1&.2.1% # 17.2.1%'

Lear ! " O*+e($!,e1.7 Understanding the conce(t of -ass.

S'""e-$e& Lear ! " A($!,!$!e:ind the .eights of different o+<ects using a s(ring +alance. *iscuss .eight as the (ull of the earth $gra)itational force' on an o+<ect. *iscuss -ass as 9uantity of -atter. :ind the -ass of different o+<ects using +ea- +alance or le)er +alance. *iscuss the difference +et.een -ass and .eight.

Lear ! " O'$(%.eA student is a+le to: a' deter-ine the .eight of an o+<ect/ +' e,(lain the conce(t of .eight/ c' e,(lain the conce(t of -ass/ d' deter-ine the -ass of an o+<ect/ e' e,(lain the difference +et.een -ass and .eight/ f' a((ly the use of s(ring and +ea-4le)er +alance in the conte,t of an e,(eri-ent.

A($!,!$/0E12er!.e $

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Acti)ity iThin1 2%*7 1

2!*! 7

= $1;.2.1% # 21.2.1%'

1.3 Realising the i-(ortance of standard units in e)eryday

*iscuss the )arious units of -easure-ents/ e.g. units for length $foot/ yard/ chain/ -ile/ -eter/ 1ilo-eter'/ units for .eight $(ound/ ounce/ 1ati/ tahil/ gra-/

A student is a+le to: a' gi)e e,a-(les of (ro+le-s that -ay arise if standard units are not used.

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life.

1ilogra-'. *iscuss the ad)antages and disad)antages of using different units of -easure-ent.

THEME Lear ! " Area Wee) ? # 1& $2%.2.1% #;.!.1%'

: MAN AND THE VARIETY OF LIVING THINGS : 1# Ce99 a- a U !$ %: L!:e S'""e-$e& Lear ! " A($!,!$!e>ather infor-ation on li)ing organis-s and identify the s-allest li)ing unit that -a1es u( the organis-. @re(are slides of chee1 cells and onion cells. Study the general structure of chee1 cells and onion cells under a -icrosco(e using the correct (rocedure. *ra. and la+el the different structures of an ani-al cell and a (lant cell. Lear ! " O'$(%.eA student is a+le to: a' identify that cell is the +asic unit of li)ing things/ +' (re(are slides follo.ing the (ro(er (rocedure/ c' use a -icrosco(e (ro(erly/ d' identify the general structures of ani-al cells and (lant cells/ e' dra. the general structure of an ani-al cell and a (lant cell/ f' la+el the general structure of an ani-al cell and a (lant cell/ g' state the function of each cell structure/ A($!,!$/0E12er!.e $ E,!&e (e

Lear ! " O*+e($!,e1.1 Understanding cells.

Acti)ity iThin1 ,(eri-ent

21*2 1 2%*3 1 2%*3 2

27*1 1

Co-(are an ani-al cell to a (lant cell. >ather infor-ation on cell structures and discuss their functions. 11 $1&.!.1% # 1%.!.1%' 1.2 Understanding unicellular organisand -ulticellular organis-. >ather infor-ation a+out unicellular organis-s and -ulticellular organis-s. @ro)ide students .ith (icture cards/ na-e cards/ cards .ith the la+els 5unicellularA and 5-ulticellularA. Students -atch the three cards for each organis-. B+ser)e e,a-(les of unicellular organis-s and -ulticellular organis-s under a -icrosco(e.

h' state the si-ilarities and differences +et.een an ani-al cell and a (lant cell. A student is a+le to: a' state the -eaning of unicellular organis- and -ulticellular organis-/ +' gi)e e,a-(les of unicellular organis- and -ulticellular organis-.

0or1sheet iThin1

22*2 1 2!*7 1

PROGRAM ASUH MINDA 311#07#144 Wee) Lear ! " O*+e($!,eS'""e-$e& Lear ! " A($!,!$!eLear ! " O'$(%.eA($!,!$/0E12er!.e $ E,!&e (e

12 $1;.!.1% # 21.!.1%'

1.! Understanding that cells for- tissues/ organs and syste-s in the hu-an +ody.

>ather infor-ation and discuss the follo.ing: a' ty(es of hu-an cells/ +' functions of different ty(es of hu-an cells. Use a gra(hic organiser $e.g. ladder of hierarchy' to sho. the hierarchy of cell organiCation. Cell Tissue Brgan SysteBrganis-

A student is a+le to: a' na-e the different ty(es of hu-an cells/ +' state the function of different ty(es of hu-an cells/ c' arrange se9uentially cell organisation fro- si-(le to co-(le, using the ter-s cell/ tissue/ organ/ syste- and organis-.

0or1sheet 21*2 2 iThin1 2!*% 1 2!*3 1

1.% Realising that hu-ans are co-(le, organis-s.

*iscuss .hy hu-an +eings are co-(le, organis-s.

A student is a+le to: a' e,(lain .hy hu-an +eings are co-(le, organis-s.

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23*2 1

CUTI PERTENGAHAN PENGGAL 1 3 22#7#14 8 70#7#144

THEME

: MATTER IN NATURE

Lear ! " Area Wee) 1! $!1.!.1% # 7.%.1%'

: 1# Ma$$er S'""e-$e& Lear ! " A($!,!$!eThrough acti)ities/ sho. that things such as +oo1/ air/ .ater/ soil and li)ing things ha)e -ass and occu(y s(ace. *iscuss .hat -atter is. List e,a-(les of -atter. Lear ! " O'$(%.eA student is a+le to: a' state that things ha)e -ass and occu(y s(ace/ +' e,(lain .hat -atter is/ c' relate things and -atter/ d' carry out acti)ities to sho. that air/ .ater/ soil and li)ing things ha)e -ass and occu(y s(ace. A($!,!$/0E12er!.e $ E,!&e (e

Lear ! " O*+e($!,e1.1 Understanding that -atter has -ass and occu(ies s(ace.

0or1sheet Acti)ity ,(eri-ent 2%*; 1 iThin1 22*! 2 2!*; 1

1% $;.%.1% # 11.%.1%'

1.2 Understanding the three states of -atter.

>ather infor-ation and discuss a' .hat -atter is -ade u( of/ +' .hat the three states of -atter are. Co-(are the three states of -atter in ter-s of: a' the arrange-ent of (articles/ +' the -o)e-ent of (articles. Si-ulate the arrange-ent and -o)e-ent of (articles in the three states of -atter.

A student is a+le to: a' state that -atter is -ade u( of (articles/ +' state the three states of -atter/ c' state the arrange-ent of (articles in the three states of -atter/ d' state the differences in the -o)e-ent of (articles in the three states of -atter.

Acti)ity iThin1 22*! 1

2%*= 1

17 $1%.%.1% # 1=.%.1%'

1.! Understanding the conce(t of density.

Recall the definition of density. Through acti)ities/ find the densities of: a' o+<ects .ith regular sha(e and o+<ects .ith irregular sha(e/ +' different li9uids. *iscuss .hy so-e o+<ects and li9uids float +y relating to density.

A student is a+le to: a' define density/ +' e,(lain .hy so-e o+<ects and li9uids float/ c' sol)e si-(le (ro+le-s related to density/ d' carry out acti)ities to e,(lore the densities of o+<ects and li9uids.

2!*= 1 ,(eri-ent iThin1 27*2 1

Wee)

Lear ! " O*+e($!,e-

S'""e-$e& Lear ! " A($!,!$!e-

Lear ! " O'$(%.e-

A($!,!$/0E12er!.e $

E,!&e (e

13 $21.%.1% # 27.%.1%'

1.% A((reciating the use of (ro(erties of -atter in e)eryday life.

>ather infor-ation and discuss ho.: a' -an uses his 1no.ledge of different states of -atter to store and trans(ort gases and li9uids/ +' -an uses the conce(t of density in -a1ing rafts/ floats etc. Carry out an acti)ity to e,(lore the a((lications of the conce(t of floating and sin1ing related to density.

A student is a+le to: a' descri+e ho. -an uses the different states of -atter/ +' descri+e ho. -an a((lies the conce(t of density/ c' carry out an acti)ity to e,(lore the a((lications of the conce(t of floating and sin1ing related to density.

>rou( acti)ity iThin1 23*! 1

Lear ! " Area

: 2# T;e Var!e$/ %: Re-%'r(e- % Ear$;

Wee) 1; $2=.%.1% # 2.7.1%'

Lear ! " O*+e($!,e2.1 8no.ing the different resources on earth.

S'""e-$e& Lear ! " A($!,!$!e>ather infor-ation a+out the resources on earth/ i.e. .ater/ air/ soil/ -inerals/ fossil fuels and li)ing things.

Lear ! " O'$(%.eA student is a+le to: a' list the resources on earth needed to sustain life/ +' list the resources on earth used in e)eryday life.

A($!,!$/0E12er!.e $ >rou( acti)ity 22*% 1 iThin1 22*% 2

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LABOUR<S DAY 31#=#144 5 PROGRAM ASUH MINDA 2 32#=#144 1= # 1? $7.7.1% # 13.7.1%' 2.2 Understanding ele-ents/ co-(ounds and -i,tures. >ather infor-ation and discuss a' .hat ele-ents/ co-(ounds and -i,tures are/ +' .hat -etals and non#-etals are/ c' e,a-(les of ele-ents/ co-(ounds/ -i,tures/ -etals and non#-etals. Co-(are and contrast the (ro(erties of ele-ents/ co-(ounds and -i,tures. Carry out acti)ities to co-(are the (ro(erties of -etals and non-etals in ter-s of a((earance/ hardness/ conducti)ity of heat and conducti)ity of electricity. A student is a+le to: a' state .hat ele-ents/ co-(ounds and -i,tures are/ +' gi)e e,a-(les of ele-ents/ co-(ounds and -i,tures/ c' state the differences +et.een ele-ents/ co-(ounds and -i,tures/ d' carry out acti)ities to co-(are and contrast the (ro(erties of different -etals and non-etals/ e' classify ele-ents as -etals and non#-etals +ased on their characteristics/ f' gi)e e,a-(les of -etals and non#-etals/ g' carry out acti)ities to se(arate the co-(onents of a -i,ture.

0or1sheet Acti)ity ,(eri-ent iThin1

22*7 1422*7 2 22*7 ! 2%*? 1 27*! 1

27*! 1 27*% 1

SAMBUTAN HARI GURU 31>#=#144 Wee) Lear ! " O*+e($!,eS'""e-$e& Lear ! " A($!,!$!eLear ! " O'$(%.eA($!,!$/0E12er!.e $ E,!&e (e

2& # 21 $1?.7.1% # 2;.7.1%'

2.! A((reciating the i-(ortance of the )ariety of earthAs resources to -an.

*iscuss the i-(ortance of earthAs resources $.ater/ air/ soil/ -inerals/ fossil fuels and li)ing things' to -an. *ra. a conce(t -a( to sho. the relationshi( +et.een these resources to the +asic needs of life. >ather infor-ation on the (reser)ation and conser)ation of resources on earth. *iscuss the i-(ortance of the (reser)ation and conser)ation of resources on earth $e.g. recycling of (a(er reduces the cutting do.n of trees6 conser)ing clean .ater (re)ents .ater shortage'.

A student is a+le to: a' e,(lain the i-(ortance of )ariety of earthAs resources to -an/ +' state the -eaning of the (reser)ation and conser)ation of resources on earth/ c' state the i-(ortance of the (reser)ation and conser)ation of resources on earth/ d' (ractise reducing the use/ reusing and recycling of -aterials.

>rou( acti)ity iThin1 23*% 1

CUTI PERTENGAHAN TAHUN 32?#=#14 8 1=#>#144

Lear ! " Area: 7# T;e A!r Ar%' & UWee) Lear ! " S'""e-$e& Lear ! " A($!,!$!eLear ! " O'$(%.eA($!,!$/0E12er!.e $ E,!&e (e

O*+e($!,e22 $13.3.1% # 2&.3.1%' !.1 Understanding .hat air is -ade u( of. >ather infor-ation on: a' the co-(osition of air/ +' the (ercentage of nitrogen/ o,ygen and car+on dio,ide in air. Carry out acti)ities to sho.: a' the (ercentage of o,ygen in air/ +' that air contains .ater )a(our/ -icroorganis-s and dust. 2! $2!.3.1% # 2;.3.1%' !.2 Understanding the (ro(erties of o,ygen and car+on dio,ide. >ather infor-ation on the (ro(erties of o,ygen and car+on dio,ide Carry out acti)ities to sho. the (ro(erties of o,ygen and car+on dio,ide in the follo.ing as(ects: solu+ility in .ater/ reaction .ith sodiuhydro,ide/the effect on glo.ing and +urning .ooden s(linter/ lit-us (a(er/ li-e .ater/ +icar+onate indicator. >ather infor-ation and discuss res(iration. Carry out an e,(eri-ent to sho. that during res(iration/ li)ing things $a' use o,ygen/ $+' gi)e out car+on dio,ide. A student is a+le to: a' state .hat air is -ade u( of/ +' e,(lain .hy air is a -i,ture/ c' state the (ercentage of nitrogen/ o,ygen and car+on dio,ide in air/ d' carry out acti)ities to sho.: $a' the (ercentage of o,ygen in air $+' that air contains .ater )a(our/ -icroorganis-s and dust. A student is a+le to: a' list the (ro(erties of o,ygen and car+on dio,ide/ +' identify o,ygen and car+on dio,ide +ased on their (ro(erties/ c' choose a suita+le test for o,ygen and car+on dio,ide 0or1sheet Acti)ity 2!*? 2 iThin1 2%*1& 1 2%*1& 2 2%*1& ! 22*3 1 22*? 1

,(eri-ent iThin1 2%*11 1 2%*11 2

2% $!&.3.1% # %.;.1%'

!.! Understanding that o,ygen is needed in res(iration.

A student is a+le to: a' state that energy/ car+on dio,ide and .ater )a(our are the (roducts of res(iration/ +' relate that li)ing things use o,ygen and gi)e out car+on dio,ide during res(iration/ c' co-(are and contrast the content of o,ygen in inhaled and e,haled air in hu-ans/ d' state that o,ygen is needed for res(iration/ e' carry out an e,(eri-ent to sho. that li)ing things use o,ygen and gi)e out car+on dio,ide during res(iration.

,(eri-ent iThin1 27*7 1

27*7 2

Wee)

Lear ! " O*+e($!,e-

S'""e-$e& Lear ! " A($!,!$!e-

Lear ! " O'$(%.e-

A($!,!$/0E12er!.e $

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27 $;.;.1% # 1&.;.1%'

!.% Understanding that o,ygen is needed for co-+ustion $+urning'.

>ather infor-ation and discuss co-+ustion. Carry out e,(eri-ents to: a' sho. that o,ygen is needed for co-+ustion/ +' in)estigate the effect of the siCe of a container on the length of ti-e a candle +urns. Carry out acti)ity to test for the (roducts of co-+ustion of charcoal and candle.

A student is a+le to: a' state .hat co-+ustion is/ +' state that o,ygen is needed for co-+ustion/ c' list the (roducts of co-+ustion/ d' carry out e,(eri-ents to in)estigate co-+ustion.

. ,(eri-ent iThin1 27*3 1

23 $1%.;.1% # 1=.;.1%'

!.7 Analysing the effects of air (ollution.

>ather infor-ation and discuss: a' .hat air (ollution is/ +' e,a-(les of air (ollutants/ c' the sources of air (ollutants/ d' the effects of air (ollution on -an and the en)iron-ent/ e' the ste(s needed Carry out a (ro<ect to study: a' air (ollution in an area around the school/ +' the effects of air (ollution.

A student is a+le to: a' e,(lain .hat air (ollution is/ +' list e,a-(les of air (ollutants/ c' list the sources of air (ollutants/ d' descri+e the effects of air (ollution/ e' e,(lain the ste(s needed to (re)ent and control

>rou( acti)ity iThin1 23*7 1

NU@UL AL8AURAN 31=#6#144 2; $21.;.1% # 27.;.1%' !.3 Realising the i-(ortance of 1ee(ing the air clean. >ather infor-ation and discuss: a' ho. life .ould +e .ithout clean air/ +' .ays to 1ee( the air clean/ c' ha+its that 1ee( the air clean. Carry out an acti)ity to sho. the (ollutants in cigarette s-o1e. CUTI HARI RAYA AIDIL FITRI 3 2?#6#14 8 1#?#144 A student is a+le to: a' descri+e ho. life .ould +e .ithout clean air/ +' suggest .ays to 1ee( the air clean/ c' (ractise ha+its that 1ee( the air clean.

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THEME Lear ! " Area

: ENERGY : 1# S%'r(e- %: E er"/

Wee) 2? $%.=.1% # =.=.1%'

Lear ! " O*+e($!,e1.1 Understanding )arious for-s and sources of energy.

S'""e-$e& Lear ! " A($!,!$!e>ather infor-ation a+out the )arious for-s and sources of energy/ and energy changes. *iscuss the sun as the (ri-ary source of energy. Carry out acti)ity to see the change of energy change a' fro- (otential to 1inetic energy/ e.g. a +all rolling do.n a slo(e. +' fro- 1inetic to (otential energy/ e.g. the .inding of the s(ring in a toy car. >ather infor-ation and discuss the -eaning of rene.a+le and non#rene.a+le energy sources. Carry out a (ro<ect on: a' rene.a+le and non#rene.a+le energy sources/ +' the uses of solar energy/ c' the .ays to increase efficient use of energy. *iscuss the i-(ortance of conser)ing energy sources. *iscuss the use and -anage-ent of energy sources.

Lear ! " O'$(%.eA student is a+le to: a' list the )arious for-s of energy/ +' list the )arious sources of energy/ c' identify energy changes/ d' identify the sun as the (ri-ary source of energy/ e' carry out an acti)ity to in)estigate the change of energy fro- (otential to 1inetic energy and )ice )ersa.

A($!,!$/0E12er!.e $ 0or1sheet Acti)ity iThin1 22*; ! 22*; 1 22*; 2

E,!&e (e

2%*12 1 2%*12 2

ASUH MINDA 7 3 =#?#144 !& $11.=.1% # 13.=.1%' 1.2 Understanding rene.a+le and non#rene.a+le energy. A student is a+le to: a' define rene.a+le and non#rene.a+le sources of energy/ +' grou( the )arious sources of energy into rene.a+le and non# rene.a+le/ c' e,(lain .hy .e need to conser)e energy/ d' suggest .ays to use energy efficiently. A student is a+le to: a' descri+e the i-(ortance of conser)ing energy sources/ +' e,(lain the use and -anage-ent of energy sources. 0or1sheet >rou( acti)ity 2!*1& 1 iThin1 23*3 1 2!*1& 2

!1 $1=.=.1% # 22.=.1%'

1.! Realising the i-(ortance of conser)ing energy sources.

>rou( acti)ity iThin1

23*3 1

Lear ! " Area Wee)

: 2# Hea$ Lear ! " S'""e-$e& Lear ! " A($!,!$!eLear ! " O'$(%.eN%$eE,!&e (e

O*+e($!,e!2 $27.=.1% # 2?.=.1%' 2.1 Understanding heat as a forof energy. Carry out acti)ities to sho.: a' the sun gi)es out heat/ +' .ays to (roduce heat/ c' heat and te-(erature are not the sa-e *iscuss: a' that heat is a for- of energy/ +' the uses of heat in our daily life c' .hat te-(erature is/ d' the difference +et.een te-(erature and heat. !! # !% $1.?.1% # 12.?.1%' 2.2 Understanding heat flo. and its effect. Carry out acti)ities to sho. that heat causes solids/ li9uids and gases to e,(and and contract. Carry out acti)ities to sho. ho. heat flo.s +y conduction/ con)ection and radiation. Carry out grou( acti)ities to discuss: a' natural (heno-ena such as land +reeCe/ sea +reeCe and the .ar-ing of the earth +y the sun/ +' ho. +uildings can +e 1e(t cool/ c' .hat a heat conductor is/ d' .hat a heat insulator is/ e' the uses of heat conductors and heat insulators in daily life. Carry out an e,(eri-ent to in)estigate the use of different -aterials as heat insulators. A student is a+le to: a' state that the sun gi)es out heat/ +' state other sources of heat/ c' state that heat is a for- of energy/ d' gi)e e,a-(les of the uses of heat/ e' state the -eaning of te-(erature/ f' state the difference +et.een heat and te-(erature. Acti)ity iThin1 2%*1! 1

2%*1! 2 2%*1! ! A student is a+le to: a' state that heat causes solids/ li9uids and gases to e,(and and contract/ +' state that heat flo.s in three different .ays $conduction/ con)ection and radiation'/ c' state that heat flo.s fro- hot to cold/ d' gi)e e,a-(les of heat flo. in natural (heno-ena/ e' state .hat a heat conductor is/ f' state .hat a heat insulator is/ g' list uses of heat conductors and heat insulators in daily life/ h' carry out an e,(eri-ent to in)estigate the use of different -aterials as heat insulators. 2%*1% 1 Acti)ity ,(eri-ent iThin1 2%*1% 2 2%*1% ! 2%*1% % 2%*1% 7 27*; 1

CUTI PERTENGAHAN PENGGAL 2 3 17#B#14 8 21#B#144 Wee) Lear ! " O*+e($!,eS'""e-$e& Lear ! " A($!,!$!eLear ! " O'$(%.eN%$eE,!&e (e

!7 $22.?.1% # 2;.?.1%'

2.! Analysing the effect of heat on -atter.

Carry out acti)ities to sho. the change in state of -atter in (hysical (rocesses. *iscuss: a' effects of heat on the state of -atter/ +' e,a-(les of daily o+ser)ations .hich sho. a change in state of -atter.

A student is a+le to: a' state the change in state of -atter in (hysical (rocesses/ +' e,(lain that change in state of -atter in)ol)es the a+sor(tion and release of heat/ c' gi)e e,a-(les of daily o+ser)ations .hich sho. a change in state of -atter. A student is a+le to: a' e,(lain .ith e,a-(les the use of e,(ansion and contraction of -atter in daily life/ +' a((ly the (rinci(le of e,(ansion and contraction of -atter in sol)ing si-(le (ro+le-s. A student is a+le to: a' state that dar1/ dull o+<ects a+sor+ heat +etter than .hite/ shiny o+<ects/ +' state that dar1/ dull o+<ects gi)e out heat +etter than .hite/ shiny o+<ects/ c' carry out e,(eri-ents to in)estigate heat a+sor(tion and heat release. A student is a+le to: a' (ut into (ractice the (rinci(le of heat flo. to (ro)ide co-forta+le li)ing. ASUH MINDA 4 3 6#10#144

,(eri-ent 2%*17 1 iThin1 2%*17 2 2%*17 !

!3 $2?.?.1% # !.1&.1%'

2.% A((lying the (rinci(le of e,(ansion and contraction of -atter. 2.7 Understanding that dar1/ dull o+<ects a+sor+ and gi)e out heat +etter.

*iscuss the use of e,(ansion and contraction of -atter in the follo.ing: a' -ercury in a ther-o-eter/ +' +i-etallic stri( in a fire alar-/ c' ga(s in rail.ay trac1s/ d' rollers in steel +ridges. Carry out e,(eri-ents to sho. that: a' dar1/ dull o+<ects a+sor+ heat +etter than .hite/ shiny o+<ects/ +' dar1/ dull o+<ects gi)e out heat +etter than .hite/ shiny o+<ects.

>rou( acti)ity iThin1 23*; 1

!; $3.1&.1% # 1&.1&.1%'

,(eri-ent iThin1

27*= 1 27*= 2

2.3 A((reciating the +enefits of heat flo..

*iscuss and (ut into (ractice acti)ities such as the o(ening of .indo.s in the classroo- or la+oratory to i-(ro)e air circulation.

0or1sheet iThin1

!= $1!.1&.1% # 1;.1&.1%' !? $2&.1&.1% # 2%.1&.1%' %&

PERBINCANGAN KERTAS ASUH MINDA

DEEPAVALI 3 21#10#14 8 24#10#144 AWAL MUHARAM 3 2=#10#144 KEMASKINI EVIDENS PBS

$2;.1&.1% # !1.1&.1%' %1 $!.11.1% # ;.11.1%' %2 $1&.11.1% # 1%.11.1%' %!

KEMASKINI EVIDENS PBS

KEMASKINI EVIDENS PBS

CUTI AKHIR TAHUN