YEARLY PLAN FOR SCIENCE FORM 3

THEME: MANAGEMENT AND CONTINUITY OF LIFE

LEARNING AREA: 1. RESPIRATION

WEEK LEARNING I-THINK /

LEARNING OUTCOMES SUGGESTED ACTIVITES EVIDENCE ASSESSMENT
(DATE) OBJECTIVES KBAT
1 1.1 Analysing the A student is able to: Observe models/computer software to identify B2D1E1
human breathing  identify the structure of the human the structure of the human respiratory system. Label the structure of the human
(2 – 4 mechanism respiratory system Examine a model of a lung to identify the respiratory system & the structure
JAN)  identify the structure of the lung bronchus, bronchiole & alveolus. of the human lung
 describe the process of inhalation and Build a functional model of the human B6D1E1
exhalation respiratory system to show the relationship Build a model of the human
 describe the breathing mechanism between the air pressure in the thoracic cavity respiratory system
and the process of inhalation and exhalation. B3D1E1
Discuss the breathing mechanism. Explain the breathing mechanism

2 1.2 Understanding A student is able to: View a video/computer software, then gather
the transport of  describe the diffusion of oxygen from & interpret data on the following:
oxygen in the human the alveoli into the blood capillaries a) diffusion of oxygen from the alveoli into
(7 – 11 body  describe the transport of oxygen by the blood capillaries into the cells
JAN) blood b) transport of oxygen by the red blood cells
 describe the diffusion of oxygen from in the form of oxyhaemoglobin
the blood capillaries into the cells

1.3 Realising the A student is able to: Collect and interpret data on the following:
importance of a  list the substances which are harmful to a) substances that are harmful to the
healthy respiratory the respiratory system respiratory system, ie. nicotine & tar (cigarette
system  explain the effects of pollutants on the smoke), sulphur dioxide (factories), carbon
respiratory system monoxide (vehicles), haze
 list the diseases of the respiratory b) effects of harmful substances eg. toxins &
system carcinogens
 practice good habits to improve the c) diseases of the respiratory system
quality of air Carry out an activity to show the effects of
smoking on the lungs
Brainstorm ideas on how to improve air
quality and put these ideas into practice

LEARNING AREA: 2. BLOOD CIRCULATION & TRANSPORT

WEEK LEARNING LEARNING OUTCOMES
OBJECTIVES
3 2.1 Understanding A student is able to:
the transport system  describe the circulatory system as a
in humans system of tubes with a pump and valves
(14 -18 that ensure one-way flow of blood
JAN)  state the function of the heart
 identify the structure of the human heart
 compare & contrast the structure of
arteries, veins & capillaries
 relate the characteristics of the blood
vessels to their functions
 compare & contrast oxygenated blood
and deoxygenated blood
 illustrate the path of blood flow in the
circulatory system
 describe the role of the blood circulatory
system in the transport of substances
 explain the importance of maintaining a
healthy heart
SUGGESTED ACTIVITES EVIDENCE
I-THINK / KBAT
ASSESSMENT
Observe & study models/computer software
or videos on the structure of the heart &
types of blood vessels in the blood
circulatory system
Examine a live specimen of a heart to
identify its structure
Discuss the function of the heart & the
characteristics of the blood vessels and their
functions
Carry out an activity to compare & contrast
oxygenated and deoxygenated blood
Simulate the flow of blood in the circulatory
system
Discuss the role of the blood circulatory
system in the transport of substances

4 2.2 Analysing the A student is able to: Listen to a talk/discuss the following:
(21 - 25 human blood  state the constituents of blood & their a) the constituents of blood & their
JAN) functions functions
 state the blood groups b) the blood groups
 match the blood group of the donor to c) the compatibility between the blood
that of the recipient group of the donor and that of the recipient
 justify the importance of blood donation d) the importance of blood donation
 describe how donated blood is stored & e) the storage & handling of donated blood
handled

CUTI MAULIDUR RASUL (24 JAN 2013)

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
 5 2.3 Analysing the A student is able to: Carry out activities to study the following:  relating Being cooperative
transport system in  identify the location of xylem and phloem a) transport of synthesized food substances  attributing Being objective
(28 JAN plants  describe the functions of xylem & via the phloem  generating Having critical &
–1 FEB) phloem b) transport of water from roots to the ideas analytical thinking
 investigate the pathway of water in a cut leaves via the xylem  making Having an interest &
stem using a suitable stain Observe a wilted plant & discuss how it hypothesis curiosity towards the
CUTI HARI WILAYAH PERSEKUTUAN occurred  comparing & environment
6  describe how wilting occurs Examine the epidermis of a leaf under a contrasting Appreciating and
 describe what transpiration is microscope to identify the stomata  making practising clean and
(4 – 8  describe the function of stomata Carry out experiments to study the factors conclusions healthy living
FEB)  identify the factors affecting the rate of affecting the rate of transpiration
transpiration
 describe how the factors affect the rate of
transpiration

7 11 – 15 FEB CUTI TAHUN BARU CINA/CUTI PERISTIWA/ CUTI BERGANTI

LEARNING AREA: 3. EXCRETION

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
8 3.1 Understanding A student is able to: Discuss what excretion is  relating Being thankful to God
human excretion  explain what excretion is Examine models, charts/computer software  attributing Appreciating and
 identify the excretory organs in humans to identify the excretory organs (skin, lungs,  predicting practising clean and
(18 –22  state the excretory products of each & kidneys)  making healthy living
FEB) excretory organ Discuss the excretory products of each conclusions
 explain the importance of excretion excretory organ ie (water, CO2, minerals, salt
& urea)
Discuss the importance of excretion
3.2 Analysing the A student is able to: Examine models, charts/view computer  relating Being thankful to God
urinary system in  identify the locations of the kidneys & software of the urinary system to:  attributing Appreciating and
humans other parts of the urinary system a) identify the locations of the kidneys,  predicting practising clean and
 describe the shape of the kidney ureters, urinary bladder & urethra  comparing & healthy living
 identify the structures of the kidney b) describe the shape of the kidney conrasting Appreciating the
 describe the functions of the kidney c) identify the components of the kidney (ie.  making contributions of
 explain the importance of maintaining the cortex, medulla and pelvis) conclusions science & technology
healthy kidneys Collect & interpret data on the functions of
the kidneys
Discuss the importance of the kidneys &
living with kidney failure
WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
9
(25– 1 UJIAN INTERVENSI PMR (26FEB – 6 MAC)
MAR)
10 UJIAN INTERVENSI PMR (26FEB – 6 MAC)
(4 – 8 MERENTAS DESA (8 MAC)
MAR)
11 3.3 Analysing A student is able to: Collect & interpret data on the following:  attributing Having an interest &
excretion in plants  describe the ways plants eliminate their a) the ways plants eliminate their excretory  generating curiosity towards the
(11 –15 excretory products products ideas environment
MAR)  identify the excretory products of plants b) the excretory products of plants (ie CO2,  analysing
H2O, & complex waste products)  making
conclusions

LEARNING AREA: 4. REPRODUCTION

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
11 4.1 Understanding A student is able to: Discuss the following:  attributing Having an interest &
sexual and asexual  state the importance of reproduction a) the importance & types of reproduction  classifying curiosity towards the
(11 –15 reproduction  state the types of reproduction b) the similarities & differences between  comparing & environment
MAR)  state what fertilisation is sexual & asexual reproduction contrasting
 describe internal and external fertilisation Use visual aids to study:  making
 compare and contrast sexual & asexual a) fertilisation conclusions
reproduction b) internal and external fertilisation
 classify animals and plants according to c) the various ways of asexual reproduction
their ways of reproduction ie. binary fission, budding, spore formation,
vegetative reproduction & rejuvenation
Discuss & classify animals and plants
according to how they reproduce
12 4.2 Analysing the A student is able to: Identify the parts of the male reproductive  attributing Being thankful to God
male reproductive  identify the parts of the male reproductive system using charts or computer software  sequencing Appreciating and
system system Discuss the :  predicting practising clean and
(18–22  describe the function of the different parts a) functions of the different parts of the healthy living
MAR) of the male reproductive system male reproductive system
 state the role of sperm in reproduction b) the role of sperm in reproduction
 describe the changes in males during c) physical, physiological & emotional
puberty changes in males during puberty
WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
12 4.3 Analysing the A student is able to: Identify the parts of the female reproductive  attributing Being thankful to God
female reproductive  identify the parts of the female system using charts or computer software  sequencing Appreciating and
system reproductive system Discuss the :  predicting practising clean and
(18–22  describe the function of the different parts a) functions of the different parts of the  making healthy living
MAR) of the female reproductive system female reproductive system conclusions
 state the role of ovum in reproduction b) the role of ovum in reproduction
 describe the changes in females during c) physical, physiological & emotional
puberty changes in females during puberty
 compare and contrast male and female Simulate the differences between male &
gametes in terms of size, numbers & female gametes
mobility

13 CUTI PERTENGAHAN PENGGAL 1 ( 25 – 29 MAC)

14 4.4 Analysing the A student is able to: Discuss the following:  attributing Appreciating and
menstrual cycle  describe the meaning of menstruation a) menstruation & the menstrual cycle  making analogy practising clean and
 describe the menstrual cycle b) changes in the uterus wall during the  making healthy living
(1 – 5  describe the changes in the uterus wall menstrual cycle conclusions Being flexible &
APR) during menstrual cycle c) relationship between the fertils phase of open-minded
 relate the fertile phase of the menstrual the menstrual cycle and fertilisation
cycle to fertilisation d) the importance of personal hygiene
 explain the importance of personal during menstruation
hygiene during menstruation

4.5 Analysing A student is able to: Discuss the following with the help of  attributing Being thankful to God
fertilisation &  describe fertilisation in humans diagrams/charts/models/ computer software:  sequencing Being kind-hearted &
pregnancy  identify the location of implantation of a) the location of implantation of embryo  comparing & caring
embryo b) the development of a zygote into an contrasting
 describe the development of a zygote into embryo and subsequently into a foetus until  making
an embryo and subsequently into a foetus birth conclusions
until birth
WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
15 4.6 Understanding A student is able to: Discuss the importance of taking nutritious  relating Being responsible
the importance of  relate the importance of taking nutritious food to the health of both mother & foetus  evaluating Being kind-hearted &
pre-natal care food to the health of both mother & during pregnancy; & avoiding the intake of  making caring
(8 –12 foetus during pregnancy substances that are harmful to the foetus conclusions Appreciating and
APR)  explain the importance of avoiding the practising clean and
intake of substances that are harmful to healthy living
the foetus
4.7 Evaluating the A student is able to: Collect & interpret data on:  making Appreciating the
importance of  state the meaning of sterility a) the meaning of sterility inferences contributions of
research in human  describe ways to overcome sterility b) ways to overcome sterility  analysing science & technology
reproduction  describe the methods of birth control c) the methods of birth control  generating
 present arguments against the abuse of Debate on birth control & its effects on the ideas
birth control & its effects on the community  interpreting
community Discuss the importance of research on data
 explain the importance of research on human reproduction  making
human reproduction conclusions

4.8 Analysing the A student is able to: Examine flowers to identify the different  attributing Being cooperative
sexual reproductive  identify the different parts of a flower parts; the male part; the female part  making Having an interest &
system of flowering  identify the male & female reproductive Use a hand lens/microscope to observe the conclusions curiosity towards the
plants parts of a flower longitudinal section of an ovary; pollen environment
 identify the male & female gametes grains Realising that science
 describe the functions of the male & Discuss the functions of flowers in is a means to
female reproductive parts of a flower in reproduction; male & female reproductive understand nature
sexual reproduction parts of the flower
WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
16 4.9 Analysing A student is able to: Discuss with the help of models/charts/  attributing Having an interest &
pollination  describe what pollination is computer software/videos:  classifying curiosity towards the
 relate the characteristics of flowes to their a) pollination  comparing & environment
agents of pollination b) types of pollination contrasting Appreciating the
(15 –19  state the types of pollination c) similarities & differences of self-  making contribution of
APR)  compare and contrast self-pollination and pollination and cross-pollination conclusions science & technology
cross-pollination d) advantages of cross-pollination
 explain the advantages of cross- e) uses of cross-pollination in agriculture
pollination
 explain with examples the uses of cross-
pollination in agriculture
4.10 Understanding A student is able to: Use a microscope to observe the  relating Being diligent &
the development of  identify the location where fertilisation development of pollen tubes in different  attributing persevering
fruits & seeds in occurs in flowers percentage of sucrose solution (5%-10%)  sequencing Having an interest &
plants  describe fertilisation in plants Draw annotational diagrams of the  comparing & curiosity towards the
 describe the formation of fruits & seeds fertilisation process in plants & the contrasting environment
formation of fruits & seeds  making Realising that science
Discuss the : conclusions is a means to
a) location where fertilisation occurs in understand nature
flowers;
b) fertilisation in plants
c) formation of fruits & seeds

4.11 Synthesising A student is able to: Dissect a seed longitudinally & identify its  making Being honest &
the concept of  identify the structure of a seed structure using a hand lens/microscope hypotheses accurate in recording
germination of seeds  explain the functions of the different parts Collect & interpret dat on the:  relating and validating data
of a seeed a) functions of the different parts of a seeed  attributing Being confident &
 describe the physical changes of b) the physical changes of seedlings during  sequencing independent
seedlings during germination germination  predicting Being cooperative
 make hypotheses on the conditions Carry out small group discussions to:  making
required for the germination of seeds a) identify the variables related to the conclusions
 design an experiment to study the germination of seeds
conditions required for the germination of b) formulate hypotheses about the
seeds, carry out the experiment & draw conditions required for the germination of
conclusions on the conditions required seeds
WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
17 4.12 Application of A student is able to: Carry out a study of the vegetative  relating Being thankful to God
vegetative  explain with examples the meaning of reproduction of various plants in a nursery to  attributing Having an interest &
(22 –26 reproduction in vegetative reproduction identify the types of vegetative reproduction  comparing & curiosity towards the
APR) flowering plants  state the parts of the plants that can Discuss what vegetative reproduction is contrasting environment
reproduce vegetatively Discuss the application of research carried  making c
 classify flowering plants according to the out in vegetative reproduction in agriculture conclusions
parts that can reproduce vegetatively
 describe the application of research
carried out on vegetative reproduction in
agriculture
4.11 Synthesising A student is able to: Dissect a seed longitudinally & identify its  making Being honest &
the concept of  identify the structure of a seed structure using a hand lens/microscope hypotheses accurate in recording
germination of seeds  explain the functions of the different parts Collect & interpret dat on the:  relating and validating data
of a seeed a) functions of the different parts of a seeed  attributing Being confident &
 describe the physical changes of b) the physical changes of seedlings during  sequencing independent
seedlings during germination germination  predicting Being cooperative
 make hypotheses on the conditions Carry out small group discussions to:  making
required for the germination of seeds a) identify the variables related to the conclusions
 design an experiment to study the germination of seeds
conditions required for the germination of b) formulate hypotheses about the
seeds, carry out the experiment & draw conditions required for the germination of
conclusions on the conditions required seeds

LEARNING AREA: 5. GROWTH

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
17 5.1 Analysing the A student is able to: Discuss the:  attributing Being thankful to God
pattern of human  describe what growth is a) characteristics used to measure growth  predicting Appreciating and
(22 –26 growth  identify the characteristics used to rate such as height & weight  comparing & practising clean and
APR) measure growth rate b) meaning of growth contrasting healthy living
 analyse the growth curve for males and c) growth pattern in male and female  making
females d) effects of nutrition on the development of conclusions
 compare & contrast between the growth physical and mental well-being of children
 rate in males and females
 describe the effects of nutrition on the Carry out activities to interpret the growth
growth of children curve for male and female from infancy to
adulthood
THEME: MATTER IN NATURE
LEARNING AREA: 1. LAND AND ITS RESOURCES

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
18 1.1 Analysing the A student is able to: Discuss what a mineral is  analysing Having an interest &
various minerals  describe what a mineral is Collect & interpret data on the various types  relating curiosity towards the
found in the Earth’s  explain through examples that minerals of minerals exist in the Earth’s crust:  making environment
(29APR crust exist in the form of natural elements or a) natural elements (gold, silver) inferences Realising that science is
-3MAY) natural compounds b) natural compounds (oxides, carbonates,  making a means to understand
 identify the elements in natural sulphides, silicates) conclusions nature
compounds Discuss & identify the elements in a few
 describe the properties of minerals natural compounds
 write equations in words to show the Carry out activities to study the :
effect of heat on the minerals a) hardness of minerals
b) solubility of minerals in water
c) the effect on heat on some metal
carbonates, oxides & sulphides
1.2 Understanding A student is able to: Brainstorm and discuss the examples of  problem- Being flexible & open-
the reactions  state examples of metals and non-metals metals & non-metals solving minded
between metals and  describe the reactions between metals and Carry out activities to study the reaction of  attributing Being honest &
non-metals non-metals some metals ie Mg, Al, Zn & Fe with the  making accurate in recording
 write equations in words for the reactions following non-metals: oxygen & sulphur inferences and validating data
between metals and non-metals  classifying Being confident &
 state that metals react with non-metals at  predicting independent
different rates  comparing & Realising that science is
contrasting a means to understand
 making nature
conclusions
 19 1.3 Understanding A student is able to: Collect & interpret data on silicon  analysing Appreciating the
silicon compounds  state the different forms of silicon compounds that exist in the form of silica &  attributing contribution of science
(6 – 10 compounds silicate  relating & technology
MAY)  state examples of silica Carry out activities to study the properties of  making
 state examples of silicate silica and silicate as follows: conclusions
 relate the properties of silicon compounds a) solubility in water
to their stability b) reaction with hydrochloric acid
 explain through examples the uses of c) effects of heat
silicon compounds in our daily life Discuss the uses of silicon compounds in our
daily life
PEPERIKSAAN PERTENGAHAN TAHUN (7 – 21 MAY 2013)
20 PEPERIKSAAN PERTENGAHAN TAHUN (7 – 21 MAY 2013)

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
21 PEPERIKSAAN PERTENGAHAN TAHUN (7 – 21 MAY 2013) & DISCUSSION OF EXAMINATION PAPERS
22 FIRST TERM HOLIDAYS (27 MAY – 31MAY 2013)
23 FIRST TERM HOLIDAYS (3 JUNE – 7 JUNE 2013)

SECOND TERM : 10 JUNE – 15 NOVEMBER 2013

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
24 1.4 Analysing A student is able to: Collect & interpret data on calcium  generating Having an interest &
calcium compounds  state the elements in calcium carbonate carbonate ideas curiosity towards the
 identify the various forms of calcium Carry out activities to study the :  analysing environment
(10 –14 carbonate a) properties of calcium carbonate in terms  relating Realising that science
JUNE)  describe the properties of calcium of its reaction with acid, solubility in water,  attributing is a means to
carbonate & the effects on heat  making understand nature
 write equations in words for the reactions Discuss the uses of calcium compounds (ie conclusions Being flexible and
of calcium carbonate CaCO3, CaO, CaOH) and their properties  making open-minded
 describe the formation of calcium oxide with reference to their uses generalisations
and calcium hydroxide
 relate the properties of calcium
compounds to their uses
 1.5 Analysing A student is able to: Access websites or visit PETROSAINS, Nat.  generating Being systematic
natural fuel  list the natural fuel resources Sc Centre, to collect information on the ideas Being responsible
resources and their  explain the formation of natural fuel formation of natural fuel resources found in  analysing about the safety of
importance resources Malaysia  relating oneself, others & the
 describe the characteristics of the various Carry out an activity to study fractional  attributing environment
fractions from the fractional distillation of distillation of petroleum  making
petroleum Discuss the : inferences
 describe the uses of the various fractions a) characteristics and uses of the various  problem
of petroleum fractions of petroleum solving
 explain the contributions of petroleum b) contributions of petroleum and natural  making
and natural gas indeustry to the economic gas industry to the economic development of conclusions
development of our country our country
 generate ideas on how to use natural fuel c) efficient ways of using petroleum and
resources efficiently other natural fuel resources

THEME: ENERGY IN LIFE

LEARNING AREA: 1. ELECTRICITY

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
25 1.1 Understanding A student is able to: Carry out the following activities:  making Having critical &
electrostatics  describe what electrostatics is a) producing static electrical charges in inferences analytical thinking
 state the types of static electrical charges materials through friction  problem Thinking rationally
(17 –21  state the properties of electrical charges b) detecting static electrical charges using solving
JUNE)  describe how static electrical charges can an electroscope  analysing
be produced in some materials c) observing what happens when two  predicting
 describe ways to detect static electrical objects with the same or opposite charges are  evaluating
charges brought near to each other and making  generating
 explain everyday phenomena caused by conclusions about static electrical charges ideas
static electrical charges Discuss:  making
 state the safety measures to be taken a) what electrostatics is conclusions
when dealing with static electricity b) types of static electrical charges
c) properties of static electrical charges
d) examples of material that are easily
charged (ie. acetate & polythene)
e) everyday phenomena related to static
electrical charges eg. lightning
f) safety measures to be taken when dealing
with electrical charges eg. the use of
lightning conductors
 1.2 Understanding A student is able to: Collect & interpret data on the sources of  attributing Being honest &
electricity  give examples of sources of electrical electrical energy used in everyday life  relating accurate in recording
energy used in everyday life Carry out an activity to observe the flow of  making and validating data
 state what electricity is electric current using a Van de Graff conclusions
 state what voltage is generator and a galvanometer.
 state what resistance is Discuss the following:
 describe the directions of current and electricity; current; voltage; resistance;
electron flow in an electric circuit directions of current and electron flow in an
electric circuit
1.3 Applying the A student is able to: Collect information on the discovery of the  attributing Being diligent &
understanding of  identify the instrument for measuring unit for current (ampere), voltage (volt) &  relating persevering
measuring electricity current & voltage resistance (ohm)  analysing
 state the unit for current, voltage & Examine the instruments & discuss its use  making
resistance for measuring: a) current b) voltage conclusions
 measure current in an electric circuit Assemble an electric circuit & measure its
 measure voltage in an electric circuit current and voltage

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
26 1.4 Synthesising the A student is able to: Design & carry out an experiment to study  making Being objective
relationship between  design an experiment to study the the following: hypotheses Being honest &
current, voltage and relationship between resistance and a) effects of the change in resistance on  relating accurate in recording
(24 – 28 resistance current current  analysing and validating data
JUNE)  carry the experiment to study the b) effects of the change in voltage on  making
relationship between resistance and current conclusions
current Discuss the following:  attributing
 describe the effects of the change in a) relationship between voltage, current, & visualising
resistance on current resistance
 design an experiment to study the b) Ohm’s Law
relationship between voltage & current
 carry out the experiment to study the * Interpretation of graphs should be
relationship between voltage & current emphasised
 describe the effecto of the change in
voltage on current
 state Ohm’s Law
 1.5 Synthesising the A student is able to: Match the components found in an electric  analysing Having an interest &
concept of parallel  identify the components of an electric circuit to their symbols  relating curiosity towards the
and series circuit circuit and their symbols Draw the following circuit diagrams and  making environment
 draw a diagram of a complete circuit assemble the circuits: inferences Realising that science
 build a complete electric circuit a) a complete circuit  making is a means to
 build a series circuit b) a series circuit conclusions understand nature
 build a parallel circuit c) a parallel circuit
 compare & contrast the arrangement of Discuss the similarities and differences
components in a series circuit and a between a series circuit and a parallel circuit
parallel circuit with the help of illustrations

1.6 Analysing A student is able to: Carry out activities to study current, voltage  making Being diligent &
current, voltage &  describe the current flowing through the and resistance in a series circuit inferences persevering
resistance in a series components in a series circuit Discuss the advantage & disadvantage of a  making
circuit  describe the voltage across the series circuit conclusions
components in a series circuit  problem
 describe the resistance in a series circuit *Simple calculations can be introduced solving
 explain the advantage and the  attributing
disadvantage of a series circuit

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
27 1.7 Analysing A student is able to: Carry out activities to study current, voltage  relating Being diligent &
current, voltage &  describe the current flowing through the and resistance in a parallel circuit  attributing persevering
resistance in a components in a parallel circuit Discuss the advantage & disadvantage of a  problem
(1 – 5 parallel circuit  describe the voltage across the parallel circuit & the similarities and solving
JULY) components in a parallel circuit differences between series and parallel  analysing
 describe the resistance in a parallel circuit circuits in terms of current, voltage and making conclusions
 explain the advantage and the resistance
disadvantage of a parallel circuit in terms *Simple calculations can be introduced
of current, voltage & resistance
1.8 Understanding A student is able to: Carry out the following activities:  making Being systematic
magnetism  describe what a magnetic field is a) use iron fillings to study the magnetic inferences
 draw the magnetic field of a bar magnet field of a bar magnet  analysing
 draw the directions of the magnetic field b) use a compass to plot the directions of the  making
 relate magnetic field lines and strength of magnetic field conclusions
magnetic field Discuss: magnetic field, relationship  attributing
 explain the use of a magnet in a compass between magnetic field and strength of  visualising
magnetic field, use of a magnet in a compass
 1.9 Understanding A student is able to: Carry out an activity to study the magnetic  predicting Appreciating the
electromagnetism  relate the current flow through a field produced by a straight wire carrying  analysing contribution of
conductor with magnetism electric current  relating science & technology
 describe what an electromagnet is Discuss the meaning of:  making
a) electromagnetism inferences
b) electromagnet  making
conclusions

LEARNING AREA: 2. GENERATION OF ELECTRICITY

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
28 2.1 Understanding A student is able to: Collect & interpret data on the  attributing Appreciating the
the generation of  list the various types of generators a) various types of generators  making contribution of
(8 – 12 electrical energy  describe and compare & contrast the b) generation of electrical energy in various inferences science & technology
JUL) generation of electrical energy in various types of power stations  generating
types of power stations c) alternative sources of energy ( eg solar, ideas
 give examples of alternative sources of biomass)  relating
energy Discuss the similarities & difference in the  making
generation of electrical energy in various conclusions
types of power stations

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
28 2.2 Understanding A student is able to: Build a simple transformer and study its  relating Being honest &
transformers  identify the different parts of a physical structure  attributing accurate in recording
(8 – 12 transformer Carry out an activity to show the function of  making and validating data
JUL)  describe how a transformer works the simple transformer inferences Appreciating the
 compare & contrast a step-up transformer Collect & interpret data on the working  making contribution of
and a step-down transformer principle of a step-up transformer and a step- conclusions science & technology
 describe the roles of transformers in the down transformer
transmission and distribution of Discuss similarities & differences, of step-up
electricity and step-down trans and their uses in the
transmission and distribution of electricity
2.3 Analysing the A student is able to: Observe a model/chart and discuss the  attributing Being responsible
electricity  arrange in order the components in the electrical transmission and distribution  analysing about the safety of
transmission and electricity transmission and distribution system which includes the National Grid  making oneself, others & the
distribution system system Network, transformer stations, switch zone, conclusions environment
 describe the functions of the components main sub-station and its branches Appreciating the
in the electricity transmission and contribution of
distribution system Collect and interpret data on the National science & technology
describe how electricity is transmitted and Grid Network in Malaysia
distributed from power stations to consumers

2.4 Understanding A student is able to: Collect & interpret data on electrical energy  relating Being responsible
the electrical supply  state the value of the main voltage supply at home  attributing about the safety of
and wiring system at  state the types of current Study & discuss the following:  problem oneself, others & the
home  identify the type of electric current a) electrical wiring system at home solving environment
supplied to homes including fuse box, mains switch, circuit  analysing
 state the types of electrical wiring breaker, live wire, neutral wire, earth wire,  making
 identify the parts in an electrical wiring and electric meter conclusions
system b) international colour code
 describe the functions of the parts of an
electrical wiring system Carry out an activity to:
 describe the wiring in a 3-pin plug a) study the structure and design of a 3-pin
plug
(Note: Types of wiring include single-phase b) complete the wiring of a 3-pin plug
and three-phase wiring. Explain briefly when
three-phase wiring is required)
WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
29 2.5 Analysing the A student is able to: Collect & interpret data from electrical  relating Being systematic
(15 –19 cost of electrical  state the power and voltage rating of appliances on the power, voltage & current  attributing Being honest &
JUL) energy usage home electrical appliances ratings  problem accurate in recording
 calculate the amount of current flowing Calculate the amount of current flowing solving and validating data
through an electrical appliance through home electrical appliances  analysing
 recall the relationship between electrical Discuss the relationship between electrical  making
energy usage, power and time energy usage, power and time inferences
solve problems by calculating the cost of Carry out a home electrical energy usage  making
electricity used audit to determine the cost of electrical conclusions
energy use per month
Note: introduce formulae:
Power (P) = V x I
Energy (kWh) = Power (kW) x Time (h)

2.6 Understanding A student is able to: Discuss the: types, rating, and functions of  attributing Being responsible
the functions of fuse  identify the types of fuses fuses as well as the role of the earth wire in  analysing about the safety of
and earth wire  state the ratings of fuses electrical wiring systems  making oneself, others & the
 describe the function of fuses in electrical Carry out an activity to study the occurrence inferences environment
wiring system of a short circuit  making
 determine the suitable rating of a fuse for Carry out activities to determine the suitable conclusions
an electrical appliance ratings of fuses for different electrical
 describe the role of the earth wire in appliances
electrical wiring system
2.7 Evaluating the A student is able to: Collect & interpret data on the:  relating Being responsible
importance of safety  state the safety measures to be taken a) causes of electrical accidents  problem about the safety of
precautions in the when using elelctricity b) steps to be taken if electrical accidents solving oneself, others & the
use of electricity  describe the steps to be taken when occur  visualising environment
accidents involving electricity occur c) safety features at home to prevent  making Being kind-hearted &
 justify the need for having safety electrical accidents ( MCB, ELCB) conclusions caring
precautions and safety features at home to Discuss the need to take safety precautions
prevent electrical accidents when using electricity
2.8 Evaluating the A student is able to: Collect & interpret data about activities that  problem Being cooperative
importance of  identify the activities that cause cause electricity wastage solving Appreciating the
conserving electricity wastage Discuss ways to conserve electricity  attributing contribution of science
electricity  describe ways to conserve electricity Discuss & justify the needs for conserving  predicting & technology
 justify the needs for conserving electricity electricity  analysing
 predict problems our country would face Brainstorm the problems faced by the  making
if there was a shortage of electricity country if there was a shortage of electricity conclusions
 THEME : ASTRONOMY AND SPACE EXPLORATION
LEARNING AREA : 1. STARS AND GALAXIES

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
30 1.1 Analysing the A student is able to: Collect & interpret data on the:  comparing & Having an interest &
Sun  describe the characteristics of the Sun a) characteristics of the Sun (size, mass, contrasting curiosity towards the
 identify the structures of the Sun density relative to the Earth & surface  analysing environment
(22 –26  identify the phenomena occuring on the temperature  relating
JUL) surface of the Sun b) structures of the Sun (corona,  generating
 explain the effects of the phenomena on chromosphere, & photosphere) ideas
the surface of the Sun on the Earth c) phenomena occurring at the surface of the  attributing
 state how energy is generated by the Sun Sun (prominences, flares & sunspots)  making
d) effects of the phenomena on the surface conclusions
of the Sun on Earth
e) generation of energy by the Sun
1.2 Understanding A student is able to: Discuss :definition of a star & the Sun as a  conceptualising Having an interest &
the stars and  define what a star is star  grouping & curiosity towards the
galaxies in the  identify the Sun as a star Collect & interpret data (Nat Planetarium classifying environment
Universe  identify the bright stars in the sky /National Science Centre) on the  relating Realising that science
 compare and contrast the stars based on a) bright stars ( eg Sirius & Rigel)  evaluating is a means to
certain characteristics b) various types of stars based on  attributing understand nature
 describe the formation of stars temperature, size & brightness)  analysing
 describe the death of stars c) formation of stars  sequencing
 state the types of galaxies d) death of stars leaving behind the white
 making
dwarf, neutron star & the black hole
 describe the Milky Way conclusions
e) types of galaxies (eg elliptical, spiral,
 describe the Universe
irregular)
 state the position of the Solar System in f) Milky Way
the Universe g) Universe
(View computer software or videos to
gather information)
1.3 Thankful for the A student is able to: Write a poem/haiku about the uniqueness,  attributing Being thankful to God
existence of the  appreciate the uniqueness, orderliness, orderliness, beauty & harmony of the  evaluating Appreciating the
Universe as a gift beauty and harmony in the Universe as a Universe as a sign of the glory of God  analysing contribution of
from God sign of the glory of God Discuss the following: science & technology
 describe the expanse of the Universe a) the expanse of the Universe
compared to Earth b) all that exists in the Universe is not
 state that all that exists in the Universe is permanent
not permanent c) the importance of the Sun & the Moon to
 explain the importance of the Sun and the life on Earth
Moon to life on Earth
LEARNING AREA: 2. SPACE EXPLORATION

WEEK LEARNING LEARNING OUTCOMES SUGGESTED ACTIVITES TSTS SCIENTIFIC ATT &
OBJECTIVES NOBLE VALUES
30 2.1 Understanding A student is able to: Surf the Internet/visit Planetarium to collect  problem Appreciating the
developments in the  describe the developments in the field of and interpret data on the: solving contribution of
field of astronomy & astronomy a) developments in the field of astronomy  evaluating science & technology
(22 –26 space exploration  describe the developments in space b) applications of technology related to  comparing &
JUL) exploration space exploration and astronomy (eg. remote contrasting
 explain with examples the applications of sensing)*  analysing
technology related to space exploration c) developments in space exploration (eg.  relating
and astronomy launching of rockets, satellites, probes, as  making
 justify the need to continue space well as man’s landing on the Moon conclusions
exploration Debate on the need to continue space
exploration
* Include the applications of remote sensing
eg. in geology, agriculture, forestry, disaster
management, national security management

31
(29JUL- PMR TRIAL EXAMINATION (29 JULY – 5 AUGUST 2013)
2AUG)
32
PMR TRIAL EXAMINATION (29 JULY – 5 AUGUST 2013) & DISCUSSION OF EXAM PAPERS
(5 – 9
CUTI HARI RAYA AIDILFITRI
AUG)
33
(12 –16 MID TERM BREAK (2) (12 – 16 AUGUST 2013)
AUG)
34
(19 –23 DISCUSSION OF EXAM PAPERS
AUG)
35
(26 – 30 REVISION OF FORM 3 CHAPTERS
AUG)
36
(2 – 6 PROGRAM PECUTAN PMR 2013
SEPT)
 37
(9 –13 PROGRAM PECUTAN PMR 2013
SEPT)
38 CUTI HARI MALAYSIA (16 SEPT)
(16 –20 PROGRAM PECUTAN PMR 2013
SEPT)
39
(23 –27 PROGRAM PECUTAN PMR 2013
SEPT)
40 PROGRAM PECUTAN PMR 2013
(30SEPT MAJLIS SALAM RESTU PMR
– 4OCT)
41
(7 –11 PMR EXAMINATION (7-14 OCT 2013)
OCT)
42 PMR EXAMINATION (7-14 OCT 2013)
(14 –18 CUTI HARI RAYA QURBAN (15 OCT)
OCT) POST PMR ACTIVITIES
43
(21- 25 POST PMR ACTIVITIES
OCT)
44
(28OCT POST PMR ACTIVITIES
–1NOV) CUTI BERGANTI DEEPAVALI (1 NOV)
45
(4 – 8 POST PMR ACTIVITIES
NOV)
46
(11 – 15 POST PMR ACTIVITIES
NOV)
47 YEAR END HOLIDAYS
(16 NOV 2013 – 1 JAN 2014)