SMK ST LUKE

YEARLY PLAN FOR FORM ONE SCIENCE 2011

THEME: INTRODUCING SCIENCE

Learning Area: 1. Introduction to Science

Learning Suggested Learning

Week Learning Outcomes Notes Vocabulary
Objectives Activities
During benefit – faedah
1 1.1 Describe examples of natural A student is able to: learning career – kerjaya
Understanding phenomena that students see • list what he sees around activities, discuss –
that science is around them: him that is related to bring out the bincangkan
part of a) growth of human from science, science educator – pendidik
everyday life. a baby to an adult, • explain the importance of concepts and importance –
b) fall of a ball to the science in everyday life, principles kepentingan
ground, students have professional –
• name some careers in
c) melting of ice. learned in profesional
science such as:
primary related – berkaitan
a) science teachers
Discuss the uses and benefits school. role play – main
b) doctors peranan
of
c) engineers Talks on talks – ceramah
science in everyday life.
d) environmental careers in natural phenomena
scientists science by – fenomena alam
Attend talks on careers in
science. professionals.
 Learning Learning
Week Suggested Learning Activities Notes Vocabulary
Objectives Outcomes
Carry out a scientific investigation
2 1.2 /experiment, e.g. ‘To find out what affects A student is able Scientific affect –
Understandin the number of times a pendulum to: Investigation mempengaruhi
g swings back and forth in a given time • state the involves the determine –
the steps in (oscillations)‘. steps in a use of menentukan
scientific scientific science hypothesis –
investigation. Students will be: investigation process hipotesis
a) determining what they want / skills. identify –
to find out (identifying the problem), experiment, mengenal pasti
b) making a smart guess • carry out a There investigation –
(forming a hypothesis), scientific should be a penyiasatan
c) planning how to test the investigation guided involve –
hypothesis (planning the experiment) discussion melibatkan
• identifying the variables, for steps (a) measure –
• determining the apparatus to (c) before mengukur
and materials required, students observe –
• determining the procedure carry out the memerhati
to carry out the experiment, experiment. oscillations –
method to collect and analise data. ayunan
d) carrying out the experiment, This activity lengkap
e) writing down what has been helps the swings back and
observed (collecting data), teacher to forth –
f) finding a meaning for what has identify berayun ulang alik
been observed (analysing and students’ pendulum – bandul
interpreting data), capabilities variable –
g) deciding whether the to carry out pemboleh ubah
hypothesis is true (making a
conclusions), scientific
h) writing a report on the investigation
investigation (reporting). .

Students can be asked to report their

 investigations to the class.

Learning
Week Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
2&3 1.3 Identify physical quantities A student is able to: Product abbreviation –
Knowing (length, • state the physical descriptions singkatan
physical mass, time, temperature and quantities length, mass, can be appropriate –
quantities electric current), their values and time, temperature and found on sesuai
and their units found on product electric current, labels, corresponding
units. descriptions. • state the S.I. units and boxes of symbol –
the corresponding electrical simbol berpadanan
Find words with the prefixes used symbols for these appliances, electric current –
in measurements such as kilo-, physical quantities, food arus elektrik
centi-, and milli- . packets, length – panjang
• state the symbols and etc. mass – jisim
values of prefixes for
Find the symbols used for these measurement –
unit of length and mass:
units of measurement. S.I. is an ukuran
milli-, centi-, and kilo-,
abbreviation physical quantity –
Find the values of these prefixes. • identify and use for the kuantiti fizik
appropriate prefixes in French term prefix – imbuhan
the measurement of Systéme symbol – simbol
length and mass. Internationa value – nilai
l
d’Unités
which
means
internationa
l
 system for
units

4 1.4 Measure the lengths of straight A student is able to: Make sure
Understandi lines, curves and the diameters of • choose the right tool students
ng objects using rulers, threads and and measure length, take
the use of calipers. • estimate the area of measureme
measuring Estimate the areas of regular and regular and irregular nts correctly
tools. irregular shapes using graph shapes using graph and
paper. paper, accurately.
Measure the volume of liquids
• choose the right tool
using measuring cylinders,
and measure the
pipettes and burettes.
volume of liquid,
Determine the volume of regular
and irregular solids using the • choose the right tool to
water displacement method. measure the body
Measure the body temperature temperature and the
and the temperature of water. temperature of a liquid,
Discuss the right choice of tools in • determine the volume
making measurements. of solid using the water
Apply the above measuring skills displacement method.
in the context of experiments.

Learning
Week Suggested Learning Activities Learning Outcomes Notes Vocabulary
Objectives
6 1.5 Find the weights of different A student is able to: Unit for beam balance –
Understandin objects using a spring balance. • determine the weight of weight: neraca alur
g the concept an object, newton determine –
of mass. Discuss weight as the pull of the • explain the concept of menentukan
earth (gravitational force) on an weight, Unit for difference –
object. mass: perbezaan
• explain the concept of Kilogram force – daya
mass,
Discuss mass as quantity of lever balance –
matter. • determine the mass of Carry out neraca tuas
an object,
 • explain the difference an mass – jisim
Find the mass of different objects between mass and experiment matter – jirim
using beam balance or lever weight, in which pull – tarikan
balance. • apply the use of spring students spring balance –
and beam/lever have to neracaspring
Discuss the difference between balance in the context apply the weight – berat
mass and weight. of an experiment. skill of
measuring
Apply the skills of using spring mass and
balance and beam/lever balance weight.
in the context of an experiment.

6 1.6 Discuss the various units of A student is able to: act out – lakonkan
Realising the measurements, e.g. units for • give examples of advantage –
importance of length (foot, yard, chain, mile, problems that may kebaikan
standard meter, kilometer), units for arise if standard units arise – timbul
units weight (pound, ounce, kati, tahil, are not used. disadvantage –
in everyday gram, kilogram). keburukan
life. realising –
Act out a scene to show the menyedari
problems caused by not using standard – piawai
standard units e.g. buying things scene – babak
at the market. various – pelbagai

Discuss the advantages and

disadvantages of using different
units of measurement.

THEME: MAN AND THE VARIETY OF LIVING THINGS

Learning Area: 1. Cell as a Unit of Life

Learning Suggested Learning Learning Outcomes Notes Vocabulary

Week
Objectives Activities
7 1.1 Gather information on living A student is able to: General animal cell –
Understandin organisms and identify the • identify that cell is the structure of a sel haiwan
g cells. smallest living unit that basic unit of living cell may cell wall –
makes up the organism. things, include cell dinding sel
• prepare slides following wall, cell cheek cells –
Prepare slides of cheek cells the proper procedure, membrane, sel pipi
and onion cells. protoplasm chloroplast –
• use a microscope (cytoplasm and kloroplas
properly,
Study the general structure nucleus), cytoplasm –
of cheek cells and onion • identify the general chloroplast and sitoplasma
cells under a microscope structures of animal vacuole. handling –
using the correct procedure. cells and plant cells, mengendali
• draw the general The usage and general – umum
Draw and label the different structure of an animal handling of a microscope –
structures of an animal cell cell and a plant cell, microscope is mikroskop
and a plant cell. • label the general introduced in nucleus – nukleus
structure of an animal this learning onion – bawang
Compare an animal cell to a cell and a plant cell, area. plant cell –
plant cell. • state the function of sel tumbuhan
each cell structure, Remind pupils precaution –
Gather information on cell • state the similarities of the safety langkah
structures and discuss their and differences between precautions to keselamatan
functions. an animal cell and a be taken when prepare – sediakan
plant cell. preparing protoplasm –
samples of protoplasma
cheek cells. remind – ingatkan

7 1.2 Gather information about A student is able to: Use prepared multicellular
Understandin unicellular organisms and • state the meaning of slides or fresh organism –
g multicellular organisms. unicellular organism specimens. organisma multisel
Unicellular Provide students with and multicellular unicellular organism
organism and picture cards, name cards, organism, Introduce the – organisma satu
multicellular cards with the labels • give examples of term sel
organism. ‘unicellular’ and unicellular organism ‘microorganism microorganism –
‘multicellular’. and multicellular s’. mikroorganisma
Students match the three organism.
cards for each organism.
Observe examples of
 unicellular organisms and
multicellular organisms
under a microscope.

Learning Suggested Learning

Week Learning Outcomes Notes Vocabulary
Objectives Activities
8 1.3 Gather information and discuss A student is able to: arrange
Understandin the following: • name the different sequentially – susun
g a) types of human cells, types of human mengikut urutan
that cells b) functions of different cells, cell – sel
form types of human cells. • state the function of function – fungsi
tissues, different types of human being –
organs Use a graphic organiser (e.g. human cells, manusia
and systems ladder of hierarchy) to show the • arrange ladder – tangga
in hierarchy of cell organisation: sequentially cell organ – organ
the human cell  tissue organ  system organisation from organisation of cells
body.  organism simple to complex – organisasi sel
using the terms cell, system – sistem
tissue, organ, simple – mudah
system and tissue – tisu
organism.

1.4 Discuss why human beings are A student is able to: complex organism –
Realising that complex organisms. • explain why human organisma
humans are beings are complex kompleks
complex organisms. human being –
organisms. manusia
realising –
menyedari
THEME: MATTER IN NATURE
Learning Area: 1. Matter

Learning Suggested Learning

Learning Outcomes Notes Vocabulary
Week Objectives Activities

9 1.1 Through activities, show that A student is able to: air – udara
Understandin things such as book, air, water, • state that things have living things – benda
g soil and living things have mass mass and occupy space, hidup
that matter and occupy space. • explain what matter is, mass – jisim
has • relate things and matter, matter – jirim
mass and Discuss what matter is. • carry out activities to occupies – memenuhi
occupies show that air, water, soil water – air
space. List examples of matter. and living things have soil – tanih
mass and occupy space

10 1.2 Gather information and discuss A student is able to: particle – zarah
Understandin a) what matter is made up of, • state that matter is made simulate – membuat
g b) what the three states of up of particles, simulasi
the three matter are. • state the three states of arrangement –
states of matter, susunan
matter. Compare the three states of • state the arrangement of movement – gerakan
matter in terms of: particles in the three state of matter –
a) the arrangement of particles, states of matter, keadaan
b) the movement of particles. • state the differences in jirim
the movement of
Simulate the arrangement and particles in the three
movement of particles in the states of matter.
three states of matter.
 Learning Suggested Learning
Learning Outcomes Notes Vocabulary
Week Objectives Activities

11 1.3 Recall the definition of density. A student is able to: Archimed definition – takrifan
Understandin • define density, es explain –
g Through activities, find the • explain why some Principle menerangkan
the concept densities of: objects and liquids float, need not float – timbul
of density. a)objects with regular shape • solve simple problems be liquid – cecair
and objects with irregular related to density, introduce object with irregular
shape, • carry out activities to d. shape –
b)different liquids. explore the densities of objek berbentuk tak
objects and liquids. sekata
Discuss why some objects and object with regular
liquids float by relating to shape –
density. objek berbentuk
sekata
recall – ingat semula
solve – selesaikan

1.4 Gather information and discuss A student is able to: definition – takrifan
Appreciating how: • describe how man uses explain –
the use of a)man uses his knowledge of the different states of menerangkan
properties of different states of matter to matter, float – timbul
matter in store and transport gases and • describe how man liquid – cecair
everyday life. liquids, applies the concept of object with irregular
 b)man uses the concept of
density in making rafts, floats
etc.
Carry out an activity to explore
the
applications of the concept of
floating and sinking related to
density.
12
density, shape –
• carry out an activity to objek berbentuk tak
explore the applications sekata
of the concept of floating object with regular
and sinking related to shape –
density. objek berbentuk
sekata
recall – ingat semula
solve – selesaikan
MID-YEAR EXAMINATION

Learning Area: 2. The Variety of Resources on Earth

Learning Suggested Learning

Week Learning Outcomes Notes Vocabulary
Objectives Activities
life – kehidupan
20 2.1 Gather information about the A student is able to: knowing –
Knowing the resources on earth, i.e. water, • list the resources on earth mengetahui
Different air, needed to sustain life, resource – sumber
resources on soil, minerals, fossil fuels and • list the resources on earth to sustain life –
earth. living things. used in everyday life. menyokong
kesinambungan
kehidupan

21 2.2 Gather information and discuss A student is able to: appearance – rupa
Understandin a) what elements, • state what elements, characterstic – ciri
 g elements, compounds and mixtures are, compounds and mixtures classify –
compounds b) what metals and are, mengelaskan
and mixtures. nonmetals are, • give examples of compound – sebatian
c) examples of elements, elements, compounds and component –
compounds, mixtures, metals mixtures, komponen
and non-metals. • state the differences conductivity –
between elements, kekonduksian
Compare and contrast the compounds and mixtures, electricity – elektrik
properties of elements, element – unsur
• carry out activities to
compounds and mixtures. hardness – kekerasan
compare and contrast the
heat – haba
properties of different
Carry out activities to compare mixture – campuran
metals and nonmetals,
the separate –
• classify elements as mengasingkan
properties of metals and
metals and non-metals understanding –
nonmetals
based on their memahami
in terms of appearance,
characteristics,
hardness, conductivity of heat
and conductivity of electricity. • give examples of metals
and non-metals,
Carry out activities to separate
the carry out activities to
components of mixtures e.g. separate the components of
a) mixture of iron filings and a mixture.
sulphur powder,
b) mixture of sand and salt.

Learning Suggested Learning

Week Learning Outcomes Notes Vocabulary
Objectives Activities

22 2.3 Discuss the importance of A student is able to: appreciating –

Appreciating earth’s resources (water, air, • explain the importance of menghargai
 the soil, minerals, fossil fuels and variety of earth’s concept map – peta
importance living things) to man. resources to man, konsep
of the variety • state the meaning of the conservation –
of earth’s Draw a concept map to show the preservation and pemuliharaan
resources to relationship between these conservation of resources needs of life –
man. resources to the basic needs of on earth, keperluan
life. • state the importance of hidup
the preservation and preservation –
Gather information on the conservation of resources pemeliharaan
preservation and conservation of on earth, resource – sumber
resources on earth. relationship – hubung
• practise reducing the use, kait
reusing and recycling of
Discuss the importance of the sustainable
materials.
preservation and conservation of development –
resources on earth (e.g. pembangunan lestari
recycling
of paper reduces the cutting
down of trees; conserving clean
water prevents water shortage).

Carry out a project, campaign or

competition on reducing the use,
reusing and recycling of
materials
e.g. using old unfinished exercise
books as note books and
collecting old newspapers.

23 & 24 SCHOOL HOLIDAYS

Learning Area: 3. The Air Around Us

Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary

Objectives

carbon dioxide –
25 3.1 Gather information on: A student is able to: Air is a mixture karbon dioksida
Understandin a) the composition of air, • state what air is made up of nitrogen, composition –
g what air is b) the percentage of of, oxygen, carbon komposisi
made up of. nitrogen, oxygen and carbon • explain why air is a dioxide, inert dust – habuk
dioxide in air. mixture, gases, water microorganism –
vapour, mikroorganisma
• state the percentage of
Carry out activities to show: microorganism nitrogen –
nitrogen, oxygen and
a) the percentage of oxygen s and dust. nitrogen
carbon dioxide in air,
in air, oxygen – oksigen
• carry out activities to show: inert gas – gas
b) that air contains water a) the percentage of
vapour, microorganisms and nadir
oxygen in air, water vapour –
dust. b) that air contains water wap air
vapour,
microorganisms and
dust.

Gather information on the

25 3.2 properties of oxygen and carbon A student is able to: lime water – air
Understandin dioxide. • list the properties of kapur
g the oxygen and carbon glowing –
properties of Carry out activities to show the dioxide, berbara
oxygen and properties of oxygen and carbon • identify oxygen and carbon indicator –
carbon dioxide in the following aspects: dioxide based on their penunjuk
dioxide. a) solubility in water, properties, reaction – tindak
b) reaction with sodium balas
• choose a suitable test for
hydroxide, solubility –
oxygen and carbon dioxide
c) the effect on glowing and keterlarutan
burning wooden splinter, wooden splint –
litmus paper, lime water, kayu uji
bicarbonate indicator.
 Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities
A student is able to:
26 3.3 Gather information and discuss • state that energy, carbon energy – tenaga
Understandin respiration. dioxide and water vapour are exhaled air –
g that oxygen the products of respiration, udara
is needed in Carry out an experiment to • relate that living things use hembusan
respiration. show oxygen and give out carbon inhaled air – udara
that during respiration, living dioxide during respiration, sedutan
things role – peranan
• compare and contrast the
a) use oxygen, content of oxygen in inhaled
rate of respiration
b) give out carbon dioxide. – kadar
and exhaled air in humans,
respirasi
• state that oxygen is needed for yeast – yis
respiration,
• carry out an experiment to
show that living things use
oxygen and give out carbon
dioxide during respiration.
Gather information and discuss
3.4 combustion. A student is able to: Charcoal candle – lilin
26 Understandin • state what combustion is, is an charcoal – arang
g Carry out experiments to: • state that oxygen is example combustion –
that oxygen a) show that oxygen is needed needed for combustion, of pembakaran
is for combustion, carbon. carbon – karbon
• list the products of
needed for b) investigate the effect of the product – hasil
combustion,
combustion size of a container on the
(burning). • carry out experiments to
length of time a candle
investigate combustion.
 burns.

Carry out activity to test for

the products of combustion of
charcoal and candle.

Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary

Objectives

27 3.5 Gather information and discuss: A student is able to: air pollution –
Analysing a) what air pollution is, • explain what air control – kawalan
the effects b) examples of air pollutants, pollution is, effect – kesan
of air c) the sources of air pollutants, • list examples of air analysing –
pollution. d) the effects of air pollution on pollutants, menganalisis
environment –
man and the environment, • list the sources of air alam sekitar
e) the steps needed to control air pollutants,
prevent –
pollution. • describe the effects of mencegah
air pollution, pollutant – bahan
Carry out a project to study: • explain the steps cemar
a) air pollution in an area around needed to prevent and source – sumber
the school, control air pollution.
b) the effects of air pollution.

3.6 Gather information and discuss: A student is able to: describe –

 Realising the a) how life would be without • describe how life perihalkan
27 importance clean air, would be without habit – amalan
of keeping b) ways to keep the air clean, clean air, suggest –
the air c) habits that keep the air clean. • suggest ways to keep cadangkan
clean. the air clean,
Carry out an activity to show the • practise habits that
pollutants in cigarette smoke. keep the air clean.

THEME: ENERGY
Learning Area: 1. Sources of Energy

Week Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary

Objectives
energy change –
28 1.1 Gather information about the A student is able to: perubahan bentuk
Understandin various forms and sources of • list the various tenaga
g various energy, and energy changes. forms of energy, form – bentuk
forms and • list the various slope – satah
sources of Discuss the sun as the primary sources of energy, condong
energy. source of energy. kinetic energy –
• identify energy tenaga kinetik
changes,
Carry out activity to see the potential energy –
change of energy change • identify the sun as tenaga
 • from potential to kinetic the primary source keupayaan
energy, e.g. a ball rolling down of energy, primary source –
a slope. • carry out an activity sumber primer
• from kinetic to potential to investigate the various – pelbagai
energy, e.g. the winding of the change of energy vice versa –
spring in a toy car. from potential to sebaliknya
kinetic energy and
vice versa.

28 1.2 Gather information and discuss A student is able to: Project efficient – cekap
Understandin the meaning of renewable and non- • define renewable includes the conserve –
g renewable energy sources. and nonrenewable making of memulihara
renewable sources of energy, scrap non-renewable –
and Carry out a project on: • Group the various books, models tidak boleh
non- a) renewable and non-renewable sources of energy and diperbaharui
renewable energy sources, into renewable and posters. renewable – boleh
energy. b) the uses of solar energy, nonrenewable, diperbaharui
c) the ways to increase efficient explain why we solar energy –
use of energy. need to conserve tenaga suria
energy,
• suggest ways to use
energy efficiently.
28 1.3 Discuss the importance of A student is able to: Discussion management –
Realising the conserving energy sources. • describe the can be in the pengurusan
importance of importance of form of
conserving Discuss the use and management conserving energy forum, brain
energy of energy sources. sources, storming etc.
sources. • explain the use and
management of
energy sources.

Learning Area : 2. Heat

Week Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary

Objectives
2.1 Carry out activities to show: A student is able to: daily life –
 Understandin a) the sun gives out heat, • state that the sun kehidupan
29 g b) ways to produce heat, gives out heat, harian
heat as a c) heat and temperature are not • state other sources of difference –
form the same e.g. ask students to heat, perbezaan
of energy. predict and observe how the example – contoh
• state that heat is a
temperatures change when gives out –
form of energy,
hot and cold water are mixed. mengeluarkan
• give examples of the heat – haba
uses of heat, meaning – maksud
Discuss:
• state the meaning of temperature –
a) that heat is a form of energy,
temperature, state suhu
b) the uses of heat in our daily life the difference
c) what temperature is, between heat and
d) the difference between temperature.
temperature and heat.
2.2 Carry out activities to show that A student is able to: Explain the conduction –
29 Understandin heat causes solids, liquids and • state that heat causes effect of konduksi
g gases to expand and contract. solids, liquids and heating and contract –
heat flow and (ball and ring, mercury in gases to expand and cooling mengecut
its effect. thermometer and air in round contract, on solids, convection –
bottomed flask) • state that heat flows liquids perolakan
in three different and gases. expand –
Carry out activities to show how ways (conduction, mengembang
heat flows by conduction, convection and flow – mengalir
convection and radiation. radiation), gas – gas
insulator –
• state that heat flows
Carry out group activities to penebat
from hot to cold,
discuss: land breeze – bayu
a) natural phenomena such as • give examples of heat darat
land breeze, sea breeze and flow in natural liquid – cecair
the warming of the earth by phenomena, natural
the sun, • state what a heat phenomena –
b) how buildings can be kept conductor is, fenomena alam
cool, • state what a heat radiation – sinaran
c) what a heat conductor is, insulator is, sea breeze – bayu
d) what a heat insulator is, • list uses of heat laut
conductors and heat solid – pepejal
e) the uses of heat conductors
and heat insulators in daily insulators in daily life,
life. • carry out an
 experiment to
Carry out an experiment to investigate the use of
investigate the use of different different materials as
materials as heat insulators. heat insulators.

Week Learning Suggested Learning Activities Learning Outcomes Notes Vocabulary

Objectives
boiling –
30 2.3 Carry out activities to show the A student is able to: Physical pendidihan
Analysing the change in state of matter in • state the change in processes condensation –
effect of heat physical processes. state of matter in include kondensasi
on matter. physical processes, melting, evaporation –
Discuss: • explain that change in boiling, penyejatan
i. the effects of heat on the state of matter freezing, freezing –
state of matter, involves the evaporation, penyejukbekuan
ii. examples of daily absorption and release condensation melting –
observations which show a of heat, and peleburan
change in state of matter. sublimation. process – proses
• give examples of daily reference –
observations which
rujukan
show a change in
sublimation –
state of matter.
pemejalwapan
bimetallic strip –
31 2.4 Discuss the use of expansion A student is able to: jalur dwilogam
Applying the and contraction of matter in the • explain with examples expansion –
principle of following: the use of expansion pengembangan
expansion a) mercury in a thermometer, and contraction of contraction –
and b) bimetallic strip in a fire alarm, matter in daily life, pengecutan
contraction c) gaps in railway tracks, • apply the principle of fire alarm – alat
of matter. d) rollers in steel bridges. expansion and penggera
contraction of matter kebakaran
Discuss the use of the principle in solving simple roller – penggolek
of problems steel bridge –
expansion and contraction of jambatan keluli
matter to solve simple problems.
 Learning Suggested Learning Learning Outcomes Notes Vocabulary
Objectives Activities

absorb –
32 2.5 Carry out experiments to show A student is able to: menyerap
Understandin that: • state that dark, dull dull – pudar
g a) dark, dull objects absorb objects absorb heat dark – gelap
that dark, dull heat better than white, better than white, shiny shiny – berkilat
objects shiny objects, objects,
absorb b) dark, dull objects give out • state that dark, dull
and give out heat better than white, objects give out heat
heat better. shiny objects. better than white, shiny
objects,
• carry out experiments
to investigate heat
absorption and heat
release.

Improve air
33 2.6 Discuss and put into practice A student is able to: circulation –
Appreciating activities such as the opening • put into practice the memperbaiki
the benefits of principle of heat flow to pengudaraan
of windows in the classroom or provide comfortable comfortable living
heat flow. laboratory to improve air living. – kehidupan yang
circulation. selesa

REVISION
12 - 15 FINAL EXAMINATION
OCT

Prepared By;

………………………………………..
ABDUL RAHMAN NARAWI
SMK ST LUKE, SRI AMAN