Science form 4 (2009)

CURRICULUM SPECIFICATION – YEARLY PLANNING

SCIENCE FORM 4 (2009)

WEEK
THEME : LEARNING AREA :
2 WEEKS INTRODUCING 1. SCIENTIFIC
SCIENCE INVESTIGATION

Learning Suggested Learning Learning Outcomes Notes

Objectives Activities
1.1 Analysing Carry out a scientific
method of investigation, e.g. investigation A student is able to:
scientific how surface area affects the • explain the steps in
investigation rate of cooling scientific
investigation
Students will : • carry out a scientific
a. Identify the problem, investigation
b. Identify the variables • write a report on a
c. Make a hypothesis scientific
d. Plan the investigation to investigation
i. determine the • explain the
apparatus and
importance of
materials needed
scientific
ii. determine the
investigation
procedure of the
investigation, the
method of data
collection and data
analysis.
e. carry out the investigation
f. collect data
g. analyse and interpret data
h. make conclusion
i. write a report

Discuss the importance of

scientific investigation method
in acquiring scientific

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knowledge.
1.2 Realising the View a computer or video A student is able to :
need to simulation then gather and • Identify scientific
practise interpret data on the scientific attitudes and noble
scientific attitudes and noble values values practised by
attitudes and practised by scientist scientists
noble values • explain the need to
when carrying Discuss the need to practise practise scientific
out scientific scientific attitudes and noble attitudes and noble
investigation values when carrying out values when
scientific investigations. carrying out a
scientific
investigation
• practise scientific
attitudes and noble
values when
carrying out a
scientific
investigation
THEME : LEARNING ARE :
4 WEEKS MAINTENANCE 2. BODY COORDINATION
AND
CONTINUITY OF
LIFE
Learning Suggested Learning Learning Outcomes Notes
Objectives Activities
2.1 Understanding Carry out activities to observe
body and discuss body coordination. A student is able to :
coordination • describe what body
Examine models, view charts or coordination is
videos to identify the body • identify the body
systems which control systems that control
coordination, e.g. the nervous and regulate
system. coordination
• state the
Discuss the importance of body importance of body
coordination in daily activities coordination
2.2 Understanding Observe models, view chart or A student is able to:

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the human videos and identify the human • identify the

nervous system nervous system which consist component parts of
of ; human nervous
a. central nervous system: system
brain and spinal cord • state the function of
b. peripheral nervous system; each component
cranial and spinal nerves part of the nervous
and their branches which system
link the receptors and • state what a
effectors with the central neurone is
nervous system • identify the parts of
a neurone
Discuss the function of each
• state the function of
component part of the nervous
system each part of the
neurone
View videos, charts or examine • state the function of
models and discuss the each types of
following: neurone
a. neurone as the basic unit • compare and
of the nervous system contrast the
b. parts of a neurone namely different types of
cell body, axon, dendron, neurone
and myelin sheath
c. function of various of
neurone
d. types of neurone namely
the sensory neurone, motor
neurone and the relay
neurone
e. function of various types of
neurones

Draw labelled diagram of

sensory neurone, the motor
neurone and the relay neurone

Carry out an activity to

compare and contrast the
different types of neurone and

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present the similarities and

differences in graphic organiser
2.3 Analysing Discuss the following : A student is able to :
nervous system a. meaning of receptors and • state what
effectors receptors and
b. functions of receptors and effectors are
effectors • state the functions
of receptors and
Carry out an activities to effectors
demonstrate the reactions of • explain with
sensory organs to various examples what a
stimuli reflex action is
• describe a reflex
Carry out activities and discuss
arc
reflex actions such as knee-jerk
• illustrate the path
and reaction to touching a hot
or sharp object taken by an
impulse in the
View computer stimulations or reflex arc
charts showing the path taken
by an impulse in reflex arc

Draw a diagram to show the

path taken by an impulse in
reflex arc
2.4 Understanding Carry out the following
the role of activities to show the A student is able to:
proprioceptors in importance of proprioceptors : • explain what
maintaining a. stacking objects with both proprioceptors are
balance and eyes closed • explain the
coordination b. maintaining balance of the importance of
body proprioceptors

View charts, videos or computer

simulation and discuss the
following :
a. proprioceptors and their
functions
b. the importance of
proprioceptors in

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maintaining balance and

coordination

2.5 Understanding Examine models, view videos or A student is able to:

the human brain computer simulations to • identify the main
and its identify the structure of the parts of the human
complexity human brain, i.e. the cerebrum, brain
cerebellum and medulla • state the functions
oblongata. Discuss the of each main part
functions of the various parts of of the human brain
the brain. • explain what
voluntary action is,
Draw and label the main parts • give example of
of the human brain
voluntary action
• explain what
Carry out activities and discuss
the following: involuntary action
a. voluntary action such as • give examples of
writing and dancing involuntary action
b. involuntary action such as • explain the effects
dilation and constriction of of injuries to
pupil and beating of the specific parts of
heart the human brain

Discuss the effects of injuries to

specific parts of the human
brain
2.6 Understanding Carry out games such as A student is able to:
hormonal “match and win” or puzzles to • Describe what a
coordination in identify the following: hormone is
the body a. Hormones and the main • Describe what
endocrine glands, i.e. the endocrine glands
pituitary gland, thyroid are
gland, adrenal gland, • Identify the main
pancreas, ovary and testis endocrine glands
b. The hormones secreted by and their
each of the main endocrine respective
glands locations in the
c. Functions of the main body
endocrine glands

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• State the functions

Draw a labelled diagram to of hormones
show the locations of the main secreted by the
endocrine glands in the human endocrine glands
endocrine system • Describe the
effects of
Discuss the effects of hormonal hormonal
imbalance on health and imbalance on
present the information in a health
graphic organiser
2.7 Analysing Carry out an activity to A student is able to:
coordination compare and contrast nervous • compare and
between the coordination with hormonal contrast nervous
nervous system coordination and present the coordination with
and the similarities and differences in a hormonal
endocrine graphic organiser coordination
system • explain with
Simulate “fright and flight” examples the
situations or relate an incident coordination
to discuss the following: between the
a. coordination between the nervous system
nervous system and the and the endocrine
endocrine system in system and the
producing a response to a endocrine system
stimulus in response to a
b. the importance of specific stimulus
coordination between the • explain the
nervous system and the importance of
endocrine system in coordination
ensuring smooth and between the
appropriate response to a nervous system
specific stimulus and the endocrine
system and
endocrine
2.8 Evaluating the Invite a representative from A student is able to:
effects of drug Agency Polis Diraja Malaysia • Define what drugs
abuse on body (PDRM), Persatuan Mencegah are
coordination and Dadah Malaysia or other • List example of
health appropriate institution to give a drugs

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talk or an exhibition on drugs, • Explain what drug

drug abuse and the effects of abuse is
drug abuse on body • Describe the
coordination and health effects of drug
abuse on body
Students make presentation on coordination.
drug abuse through public • Describe the
speaking, exhibition folio or effects of drug
multimedia PowerPoint abuse on health
presentation.
2.9 Analysing the Gather information from books, A student is able to:
effects of news papers, magazines or • List of examples of
excessive internet and discuss the alcoholic drinks
consumption of following: • Describe effects of
alcohol on body a. examples of alcoholic drinks excessive
coordination and b. effects of excessive consumption of
health consumption of alcohol on alcohol on body
body coordination (effect on coordination
reaction times) and health. • Describe the
c. The importance of avoiding effects of
excessive consumption of excessive
alcohol consumption of
alcohol on health
Present and exhibit the • Justify the
collected information
importance of
avoiding excessive
consumption of
alcohol
2.10 Realising the Gather information from books, A student is able to:
Importance of magazines, newspapers and • state what mind is,
sound Internet and discuss the • identify factors
and healthy following: that affect the
mind mind,
a. the meaning of mind, b) • explain how
factors that affect the mind, substance abuse
which include, hormone can affect the
imbalance, excessive mind,
consumption of alcohol, • justify the
drug abuse, mental stress importance of a

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and brain injury, healthy and sound

b. how hormone imbalance, mind.
excessive consumption of
alcohol and drug abuse can
affect the mind,
c. the importance of a healthy
and sound mind.
THEME: LEARNING AREA:
3 WEEKS MAINTENANCE 3. HEREDITY AND
AND VARIATION
CONTINUITY OF
LIFE
Learning Suggested Learning Learning Outcomes Notes
Objectives Activities
3.1 Understanding View videos, computer A student is able to: Names of the
cell simulations or charts to study • state what genes, phases in mitosis
division the following: deoxyribonucleic and meiosis are
a. gene, DNA and acids (DNA) and not required.
chromosome, chromosomes are,
b. mitosis and meiosis. • describe the Only a brief
relationship discussion is
Simulate the process of mitosis between gene, required for the
and meiosis DNA and following:
chromosome, a. separation
Carry out an activity to • state what mitosis and
compare and contrast mitosis is, polarisation of
with meiosis and present the chromosomes,
• state what meiosis
similarities and differences in a b. functions of
is,
graphic organiser. spindle fibres
• describe the
and
Discuss the importance of process of mitosis, centromeres,
mitosis and meiosis. • describe the c. formation of
process of meiosis, new cells.
• compare and
contrast mitosis
with meiosis,
• explain the
importance of

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mitosis and
meiosis
3.2 Understanding Observe and identify dominant A student is able to:
the principles and recessive traits among • explain what
and mechanism students and their family dominant genes
of inheritance members. and recessive
genes are,
Discuss the following: • identify dominant
a. dominant genes and traits and
dominant traits, recessive traits in
b. recessive genes and human,
recessive traits.
• Illustrate the
View videos or computer mechanism of
simulations on genetic inheritance of
experiments carried out by traits using
Gregor Mendel to study the schematic diagram
mechanism of trait inheritance. • predict the
genotype and
Use schematic diagrams to phenotype ratios
illustrate monohybrid crosses of monohybrid
and predict the following using cross. a
Mendel’s law: monohybrid cross.
a. genotype ratio of the ‘first
filial’ or F generation and
the ‘second filial’ or F
generation,
b. phenotype ratio of the ‘first
filial’ or Fi generation and
the ‘second filial’ or F
generation.
3.3 Understanding View computer simulations,
sex videos or charts and discuss the A student is able to:
determination following: • Explain what sex
and the a. Sex chromosomes chromosomes are
occurrence of b. Determination of sex • Explain how sex is
twins in human c. The occurrence of identical determined
and non-identical twins • Explain the
d. The occurrence of Siamese formation of
twins

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identical and non-

Use schematic diagrams to identical twins
illustrate the following : • Compare and
a. How sex is determined contrast identical
b. How identical non-identical with non-identical
twins are formed twins
• Explain what
Carry out an activity to Siamese twins are
compare and contrast identical
twins and illustrate the
similarities and differences in a
graphic organiser.

Read and interpret data from

books, articles, magazines or
internet on Siamese twins.
3.4 Understanding View videos, computer A student is able to:
Mutation simulations or charts and • state what
discuss the following: mutation is,
a. mutation and types of • state the types of
mutation such as mutation,
chromosome mutations and • list examples of
gene mutations, mutation,
b. consequences of • identify causes of
chromosome mutations in mutation,
humans such as Down’s • state the
syndrome, Klinefelter’s advantages and
syndrome. and Turner’s disadvantages of
syndrome, mutation.
c. consequences of gene
mutations in humans such
as colour blindness and
albinism.

Carry out an activity to test

colour blindness among pupils

Discuss the advantages and

disadvantages of mutation.

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3.5 Evaluating the Search the Internet, read books, A student is able to:
effects of genetic magazines and newspapers for • list the
research on information on genetic research contributions of
human life and discuss the following: genetic research in
a. genetic research in the field various fields,
of medicine, such as the • explain selective
discovery of various types breeding in plants
of hereditary diseases and and livestock,
the latest techniques for
treating specific diseases
• state the
importance of
b. genetic research in the field selective breeding
of agriculture such as
in plants and
genetically - modified food
livestock,
(GMF), Human Genome
• describe the
Project and cloning,
technology used
selective breeding in plants
for selective
such as paddy, oil palm,
breeding,
papaya, durian, chilli, and
livestock such as dairy cow • present arguments
and chicken. for and against
genetic research.
Discuss the following:
a. selective breeding in plants
and livestock,
b. the importance of selective
breeding in plants and
livestock,

View videos or computer

simulations on the technology
used for selective breeding.

Debate on genetic research and

its effects

Compile materials on genetic

research in a scrap book
3.6 Analysing Carry out activities to identify A student is able to:
variation among and classify variation among • state what

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living things students in a class. variation is,

• list variation in
Discuss the following: humans,
a. continuous variation and • classify variation
discontinuous variation,
into continuous
b. examples of continuous
and discontinuous
variation and discontinuous
variation,
variation,
c. factors which cause • compare and
variation, contrast
d. the importance of variation. continuous and
discontinuous
Carry out an activity to variation,
compare and contrast • identify factors that
continuous variation with cause variation,
discontinuous variation and • explain the
illustrate the similarities and
importance of
differences in a graphic
variation.
organiser,

Construct a family tree based

on variation among family
members such as having
straight or curly hair, being
right-handed or left- handed,
the presence or absence of ear
lobes, and the ability to roll the
tongue.
3.7 Realising the Read books, articles, magazines A student is able to:
need to adhere or search the internet and • explain how the
to a code of discuss how misuse of misuse of
ethics in genetic knowledge in the field of knowledge in the
research genetics can endanger life. field of genetics
can endanger life,
Discuss the importance of • describe the
establishing and adhering to importance of
ethics and morals in scientific establishing and
research for the benefit of adhering to ethics
mankind. and morals in

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scientific research
for the benefit of
mankind.

4 WEEKS THEME: LEARNING AREA:

MATTER IN 4. MATTER AND
NATURE SUBSTANCE
Learning Suggested Learning Learning Outcomes Notes
Objectives Activities
4.1 Analysing Carry out an activity to observe A student is able to: The kinetic theory
changes in the changes in the states of matter • explain the kinetic of matter should
states of matter when heat is absorbed or theory of matter, be explained in
released. • relate changes in terms of particle
heat to changes in movement.
View videos or computer kinetic energy of
simulations and discuss the the particles in
following: matter,
a. the kinetic theory of matter, • explain the
b. changes in kinetic energy of interconversion of
particles in matter during the three states of
heat change, matter based on
c. changes in the states of the kinetic theory
matter Involving the of matter.
absorption or release of
heat,
d. changes in matter during
melting, boiling,
condensation, freezing and
sublimation based on the
kinetic theory of matter.
4.2 Understanding Examine models , view A student is able to:
the structure of computer simulations and • describe the
an atom discuss the following: structure of an
a. the structure of an atom, atom,
b. the subatomic particles • identify the

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namely proton electron, and subatomic

neutron. particles,
• compare and
Draw a labelled diagram of a contrast the
model of an atom. subatomic
particles.
Carry out an activity to
compare and contrast the
subatomic particles in terms of
location, relative mass and
charge. Illustrate the
similarities and differences of
subatomic particles in a graphic
organiser.
4.3 Applying the idea Collect and interpret data on A student is able to: Only elements
of proton number the following: • state what proton with proton
and nucleon a. proton number, number is, numbers in the
number in atoms b. nucleon number, • state what nucleon range of 1 — 10
of elements c. isotopes. number is, are required.
• relate the number
Construct a table to show the of protons,
relationship between the neutrons and
number of protons, neutrons electrons in an
and electrons in an atom and atom to its proton
its proton number and nucleon number and
number. nucleon number,
• deduce the
Discuss and make a
number of protons,
generalisation that atoms of
electrons and
different elements consist of
neutrons in atoms
different numbers of protons
of different
and electrons.
elements,
• make a
Discuss the following:
a. isotopes, generalisation on
b. examples of isotopes such the numbers of
as isotopes of hydrogen and protons and
carbon. electrons in atoms
of different
elements,

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• state what
isotopes are,
• give examples of
isotopes.

4.4 Understanding View computer simulations or A student is able to:

the classification charts and discuss the following • describe the
of elements in aspects of the Periodic Table: arrangement of
the Periodic Table a. arrangement of elements elements in the
based on increasing proton Periodic Table,
number, • describe what is
b. group as vertical column meant by groups
containing elements with and periods in the
similar chemical properties, Periodic Table,
c. period as horizontal row • identify the
containing elements that locations of
change their chemical and metals, non-
physical properties metals and
gradually from those semimetals in the
reflecting metal to those Periodic Table.
reflecting non-metal, • state the
d. locations of metals, non-
importance of the
metals and semimetals.
Periodic Table
Carry out a card game to fill up
the missing elements in the
Periodic Table. The cards
contain the following details:
a. proton number,
b. nucleon number,
c. metal, non-metal and
semimetal.

Discuss the importance of the

Periodic Table in terms of:
a. assisting in an orderly and
systematic approach to the
study of elements,
b. knowing the properties of

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the elements,
c. predicting the properties
and uses of elements.
4.5 Understanding View computer simulations or
the properties of charts to study the following: A student is able to:
substances a. atoms, molecules and ions, • describe what
based on the b. substances which are made atoms, molecules
particles present of atoms, molecules and and ions are,
in them. ions, • identify the
c. physical properties of particles in
substances made of atoms, substances as
molecules and ions such as: atoms, molecules
i. physical state at room and ions,
temperature,
• state examples of
ii. melting point,
iii. boiling point, substances made
iv. electrical conductivity. of atoms,
d. arrangement of particles molecules and
and forces of attraction ions,
between particles in • compare and
substances made of atom, contrast
molecules and ions. substances that
are made up of
Carry out an activity to study atoms, molecules
the melting point and electrical and ions based on
conductivity of substances their physical
made up of: properties
a. atom such as lead • relate the physical
b. molecules such as sulphur of substances
c. ion such as bromide made up of atoms,
Carry out an activity to molecules and ions
compare and contrast to the arrangement
substances that are made of of particles and the
atoms, molecules and ions forces of attraction
based on their physical between them.
properties. Illustrate the
similarities and differences in a
graphic organiser

Discuss the arrangement of

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particles and the forces of

attractions between particles in
relation to the physical
properties of substances made
up of atoms, molecules and
ions.
4.6 Understanding Carry out an activity to identify A student is able to
the properties objects in the classroom which • list examples of
and uses of are made of metals and non- metals and non-
metals and non- metals metals
metals • list the properties
Collect and interpret data on of metals and non-
the properties and uses of metals,
metals such as iron, aluminium, • list the uses of
zinc, copper, lead, tin, gold and metals and non-
non-metals such as carbon, metals in daily life,
sulphur and chlorine. • compare and
contrast metals
Carry out an activity to
and non-metals
compare and contrast the
based on their
properties of things made of
physical
metal and non metal and
properties,
illustrate the similarities and
• relate the physical
differences in a graphic
organiser. properties of
metals and non-
Carry out an activity to study metals to their
the physical properties of uses in daily life.
metals and non-metals such as:

Carry out an activity to study

the physical properties of
metals and non-metals such as:
a. luminosity,
b. ductility,
c. malleability,
d. tensile strength,
e. electrical and heat
conductivity.

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Discuss the physical properties

of metals and non-metals
relating to their uses in daily life
4.7 Analysing Collect and interpret data on A student is able to
methods of the following: • state the
purifying a. characteristics of pure characteristics of
substances substances, pure substances,
b. different methods of • describe the
purification of substances. different methods
of purification of
Carry out activities to study the substances,
following: • relate the
a. how the presence of characteristics of
impurities such as salts substances to the
affects the boiling point of methods of
water, purification used,
b. purification of substances • explain with
by the following methods:
examples the
i. distillation, e.g.
methods of
purifying alcohol
purification used to
from a mixture of
produce
alcohol and water,
substances used in
ii. crystallisation e.g. daily life.
purifying salt from a
saturated solution of
common salt.

Gather info and discuss the

following:
a. factors to be considered
when selecting the methods
of purification. Examples
are as follow:
i. separating a liquid
from a solution of a
solid in a liquid, such
as producing pure
water from sea
water,

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ii. separating a liquid

from a mixture of
miscible liquids such
as removing ethanol
from a mixture of
ethanol and water,
iii. separating insoluble
impurities from a
soluble substance
such as removing
sand and other
impurities from salt.

b. methods of purification used

in producing substances
needed daily such as salt,
sugar, petroleum fractions
and distilled water.
4.8 Appreciating the Discuss the following: A student is able to:
existence and a. how various substances of • describe how man
uses of various different characteristics can uses various
substances of be utilised to benefit substances of
different mankind, different
characteristics b. the importance of the characteristics and
existence of various states in everyday life,
substances of different • justify the importance
characteristics. of the existence of
various substances of
different
characteristics and
states that benefit
mankind.
THEME: LEARNING AREA:
3 WEEKS ENERGY IN LIFE 5. ENERGY AND
CHEMICAL
CHANGES
Learning Suggested Learning Learning Outcomes Notes
Objectives Activities

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5.1 Understanding Discuss the following in terms

physical and of physical and chemical A student is able to
chemical changes: • explain what
changes a. burning of paper, physical change is,
b. melting of ice,
c. change in colour of sliced • explain what
apples, chemical change
d. evaporation of water. is,
• give examples of
Carry out the following physical changes in
activities to study physical and daily life,
chemical changes: • give examples of
a. heating iron with sulphur, chemical changes
b. burning magnesium in air, in daily life,
c. mixing zinc with copper • compare and
sulphate solution,
contrast physical
d. soaking clean iron nails in
changes and
water until they rust,
chemical changes.
e. heating copper carbonate,
f. mixing potassium iodide
with lead nitrate
g. dissolving sugar in water,
h. crystallising sodium chloride
from its saturated solution,
i. heating iodine crystals in a
closed container,
j. slow heating of wax

Carry out an activity to

compare and contrast physical
change and chemical change
and illustrate the similarities
and differences in a graphic
organiser.
5.2 Analysing heat Carry out the following
change in activities to study heat changes A student is able to:
chemical in chemical reactions: • state that chemical
reactions. a. dissolving ammonium reactions involve
chloride in water, heat change,

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b. dissolving sodium hydroxide • identify reactions

in water. involving heat loss,
• identify reactions
Discuss the following: involving heat
a. the relationship between gain,
heat loss or heat gain and • relate changes in
changes in temperature. temperature of
b. exothermic and reactants to
endothermic reactions exothermic
based on changes in heat. reactions,
• relate changes in
View computer simulations then temperature of
gather and interpret data on reactants to
heat changes that occur during endothermic
industrial chemical reactions, reactions,
such as: • explain through
a. the production of ammonia examples heat
from ammonium products, changes that occur
b. the production of sulphuric during industrial
acid. chemical reactions.
5.3 Synthesising the Carry out activities to study the
reactivity series following reactions: A student is able to: Sodium should be
of metals a. sodium, calcium, • describe the used in very small
magnesium, aluminium, reactivity of quantity only.
zinc and copper with water. metals with water,
b. magnesium, aluminium, • describe the
zinc and copper with dilute reactivity of
acids. metals with acids,
c. magnesium, aluminium, • describe the
zinc, copper with oxygen. reactivity of
metals with
Carry out activities to compare oxygen,
and contrast the reactivity of • compare and
metals with water, acids and
contrast the
oxygen. Illustrate the
reactivity of
similarities and differences in a
metals with water,
graphic organiser.
acids and oxygen,
• arrange metals in
Discuss and arrange metals in

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order of reactivity. order of reactivity,

• construct the
Collect and interpret data on reactivity series of
the reactivity of metals with metals based on
oxygen to construct the reactivity of
reactivity series of metals. metals with
oxygen,
Carry out an experiment to • identify the
determine the position of position of carbon
carbon in the reactivity series. in the reactivity
series.
5.4 Applying the View computer simulations or
concepts of videos on methods of extracting A student is able to:
reactivity series metals from their ores and then • relate the position
of metals carry out the following of metals in the
activities: reactivity series to
a. relate the position of metals the method of
in the reactivity series to extraction of
the method of extracting metals from their
metals from their ores, such ores,
as using carbon and by • explain with
b. electrolysis, examples the
c. discuss the process of process of
extracting tin from its ore. extraction of a
metal from its ore
Discuss the importance of the using carbon,
reactivity series. • state the
importance of the
reactivity series.
5.5 Understanding Carry out activities on
electrolysis electrolysis and discuss the A student is able to: Chemical
following: • state what equations for
a. definition of electrolysis, electrolysis is, reactions
b. what anode, cathode, anion, • state what anode, occurring at
cation and electrolyte are, cathode, anion, electrodes are not
c. the process and product of cation and required.
electrolysis of an electrolyte electrolyte are,
using carbon electrodes, • describe the
d. use of electrolysis in electrolysis of an

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electroplating metal objects. electrolyte using

carbon electrodes.
View computer simulations and • explain the uses of
study the following processes: electrolysis in
a. electrolysis of molten lead industry.
bromide u carbon
electrodes,
b. electroplating objects made
of iron with copper.

View videos or computer

simulations and discuss the
uses of electrolysis in industry,
including the extraction of
metals, purification of metals
and electroplating.
5.6 Understanding Carry out an activity to study
the production of the production of electrical A student is able to: Equations to show
electrical energy energy by a simple cell. • describe how a the reactions at
from chemical simple cell works, the positive and
reactions Examine various types of cells • list the various negative
such as dry cells, lead-acid types of cells and terminals of a
accumulators, alkaline their uses, simple cell are not
batteries, silver oxide-mercury required
• state the
batteries and nickel-cadmium
batteries and discuss: advantages and
a. their uses, disadvantages of
various types of
b. the advantages and cells.
disadvantages in using each
of these types of cells.
5.7 Understanding Discuss the following:
chemical a. chemical reactions which A student is able to: Only a brief
reactions that require light for example • give examples of description of
occur in the photosynthesis in green chemical reactions splitting of water
presence of light plants, which require molecules by light
b. the effect of light on light, energy in
photosensitive chemicals. • explain the effect photosynthesis is
of light on required.
Carry out an activity to study photosensitive Chemical

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the effect of light on chemicals, equations are not

photographic paper and silver • explain why required.
chloride. certain chemicals
are stored in dark
Discuss how photosensitive bottles.
chemicals are stored by relating
to the effect of light on these
chemicals.
5.8 Appreciating the Prepare folio and scrap book on
innovative efforts the following topics: A student is able to:
in the design of a. how energy obtained from • describe how
equipment using chemical reactions should energy obtained
chemical be used efficiently to from chemical
reactions as prevent wastage, reactions should
sources of b. how equipment utilising be used efficiently
energy chemical reactions as to prevent
sources of energy should be wastage,
disposed to reduce • describe how
environmental pollution, equipment
utilising chemical
Carry out a brainstorming reactions as
session on new ways of using sources of energy
chemical reactions as sources should be
of energy for equipment. disposed to reduce
environmental
Carry out activities to illustrate pollution,
good habits of using and • give suggestions
disposing equipment that uses on new ways of
chemical reaction as a source of using chemical
energy. reactions as
sources of energy
for equipment,
• put into practise
good habits when
using and
disposing
equipment that
uses chemical
reaction as a

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source of energy

THEME: LEARNING AREA:

2 WEEKS ENERGY IN LIFE 6. NUCLEAR ENERGY
Learning Suggested Learning Learning Outcomes Notes
Objectives Activities
6.1 Understanding View computer simulations,
radioactive videos or charts and study: A student is able to: Half-life is not
substances a. radioactive substances, • state what required.
b. radioactive radiations, radioactive
c. radioisotopes. substances are,
• give examples of
Discuss the following: radioactive
a. radioactive substances, substances,
b. radioisotopes of carbon, • describe the
cobalt and iodine, process of
c. the process of radioactive radioactive decay,
decay and the emission of • name the three
alpha particles, beta
types of
particles and gamma
radioactive
radiation.
radiations,
• describe the
Carry out an activity to
compare and contrast the characteristics of
characteristics of the three each type of
types of radioactive radiations radioactive
I.e. alpha, beta and gamma radiation,
radiation in terms of: • compare and
a. type of particles, contrast
b. charge, radioactive
c. penetrating powers. radiations,
Illustrate the similarities and • explain what
differences in a graphic radioisotopes are,
organiser. • give examples of
radioisotopes,
View computer simulations, • explain the uses of

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videos or radioactive
charts and discuss the uses of substances.
radioactive substances in the
following
fields:
a. agriculture,
b. medicine,
c. archaeology
d. industry,
e. food preservation.
Access websites or visit
Malaysian Institute of Nuclear
Technology (MINT) to collect
information on radioactive
substances and nuclear energy.
6.2 Understanding View computer simulations,
the production of videos and charts and discuss A student is able to: The concept of
nuclear energy the production of nuclear • describe the chain reaction is
and its uses energy through the following: production of not required.
a. fission, nuclear energy
b. fusion. through fission,
• describe the
Discuss the process of production of
generating electricity from nuclear energy
nuclear energy. through fusion,
• state the uses of
Read articles and do a group nuclear energy,
presentation on the following: • describe the
a. the uses of nuclear energy,
process of
b. the effects of nuclear generating
energy production. electricity from
nuclear energy,
• explain the effects
of nuclear energy
production.
6.3 Awareness of the Read articles, view videos or
need for proper charts and discuss the A student is able to:
handling of following: • state the effects of
radioactive a. Chernobyl nuclear disaster radioactive

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substances and other nuclear disasters, radiations on living

b. handling of radioactive. things,
substances and radioactive • describe the
waste. correct way of
handling
Discuss the following: radioactive
a. the short term and long substances and
term effects of radioactive radioactive waste,
substances on living things, • explain the need
b. the need for proper for proper
handling of radioactive handling of
substances and radioactive radioactive
waste. substances and
radioactive waste.
Debate on the need to have
nuclear power stations.

4 WEEKS THEME: LEARNING AREA:

ENERGY IN LIFE 7. LIGHT, COLOUR AND
SIGHT
Learning Suggested Learning Learning Outcomes Notes
Objectives Activities
7.1 Synthesising the Carry out activities to observe
formation of the following: A student is able to:
image by plane a. Images formed by a plane • state the
mirrors and mirror, characteristics of
lenses b. Images formed by convex images formed by
and concave lenses. a plane mirror,
• state the
Carry out an activity to characteristics of
compare and contrast images images formed by
of distant objects formed by a convex lens,

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convex lenses and concave • state the

lenses. Illustrate the similarities characteristics of
and differences in a graphic images formed by
organiser. a concave lens,
• compare and
Use computer simulations, contrast images of
videos or charts to demonstrate distant objects
the construction of ray formed by convex
diagrams. lenses and concave
lenses,
Draw ray diagrams for light • draw a labelled ray
passing through: diagram to show
a. convex lens with objects the formation of
located at various image by light rays
distances, passing through a
b. concave lens. convex lens,
• draw a labelled ray
Label the following on the ray
diagram to show
diagrams:
the formation of
a. principal axis,
image by light rays
b. optical centre,
passing through a
c. focal point,
concave lens,
d. focal length,
• draw ray diagrams
e. object distance,
f. image distance. to explain how
characteristics of
Discuss how characteristics of images formed by
images formed by convex convex lenses vary
lenses vary with object with object
distance, distance,
• determine the focal
Plan and carry out an activity to length of a convex
determine the focal length of a lens.
convex lens.

7.2 Synthesising the Investigate the image formed in

formation of a camera using a pin-hole A student is able to: A
image by optical camera with and without lens. student is able to:

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Science form 4 (2009)

instruments • identify the parts

Construct a simple periscope of optical
and telescope. Discuss the instruments
formation of image by these involved in image
optical instruments. formation,
• draw ray diagrams
Use computer simulations to for light rays
demonstrate construction of ray passing through an
diagrams for the light rays optical instrument,
passing through the eye and • compare and
optical instruments. contrast the
mechanisms in
Based on the simulations, draw focusing and
and label ray diagrams to show controlling the
the formation of images in the amount of light
following optical instruments: that enters human
a. camera, eyes and a
b. periscope, camera,
c. telescope. • explain the
d. Eye
structure and
function of various
Discuss the similarities and
parts of the eye
differences between camera
using a camera as
and eye in terms of focusing
an analogy.
and controlling the amount of
light.

Examine a model camera and

relate its structure and
functions to those of the eyes.
7.3 Analysing light Carry out activities to
dispersion investigate the following: A student is able to
a. light dispersion using a • state what light
prism, dispersions is,
b. rainbow formation,
• explain through
Discuss what light dispersion is. examples how
Use computer simulations to dispersion of light
demonstrate light dispersion. occurs.
Draw a labelled diagram to

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Science form 4 (2009)

show dispersion of light.

Discuss light dispersion in a

phenomenon, such as the
formation of rainbow.
7.4 Analysing light Carry out an activity to study
scattering light scattering and its effects. A student is able to:
• state what light
Use computer simulations to scattering is,
demonstrate the process of • give examples of
light scattering. phenomena
related to light
Discuss light scattering in scattering,
phenomena such as blue skies • explain through
and red sunset. examples how
scattering of light
occurs in natural
phenomena.
7.5 Analysing the Carry out an activity to
addition and introduce primary and A student is able to:
subtraction of secondary colours. • identify primary
coloured lights and secondary
Carry out activities to: colours,
a. investigate the addition of • explain how
primary colours to form addition of primary
secondary colours, colours produces
b. investigate the effects of secondary colours,
primary and secondary • explain the
coloured filters on white and subtraction of
coloured light. colours by coloured
filters.
Use computer simulations to
demonstrate the addition and
subtraction of coloured lights.

Discuss the following:

a. how secondary colours are
obtained from the addition
of primary colours,

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Science form 4 (2009)

b. subtraction of coloured
lights by coloured filters.
7.6 Applying the Carry out activities to observe
principle of and study the colour of objects A student is able to:
subtraction of under white and coloured lights. • explain subtraction
coloured light to of coloured lights
explain the View computer simulations and by coloured
appearance of discuss the subtraction of objects,
coloured objects coloured lights by coloured • explain the
objects. appearance of
coloured objects
Discuss the following: under white light.
a. functions of rod and cone • explain the
cells, appearance of
b. the appearance of coloured coloured objects
c. objects under white and under coloured
coloured light. lights,
• state the function
of rod and cone
cells in the eye.
7.7 Analysing the Carry out activities to observe A student is able to
effect of mixing and study pigment and the • state what
pigments effect of mixing pigments. pigment is,
• list the uses of
View computer simulations and pigments.
discuss the mixing of pigments • compare and
and the effects of pigments on contrast the
light. mixing of
pigments with the
Carry out an activity to addition of
compare and contrast the coloured lights,
mixing of pigments with the • explain through
addition of coloured lights.
examples the
Illustrate the similarities and
effects of
differences in a graphic
pigments on light,
organiser.
• make conclusions
Based on the above activities about the mixing
make conclusions about the of pigments.

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Science form 4 (2009)

mixing of pigments and discuss

the uses of pigments
7.8 Evaluating the View computer simulations or A student is able to:
importance of videos to gather information • list the uses of
colour in daily and discuss the following: colour in daily life,
life a. the uses of colour in • state with
printing, electrical wiring, examples the
traffic lights, symbols and importance of
signals, colour to living
b. the importance of colour to things,
humans, animals and • justify the
plants. importance of
colour to living
Discuss what life is like without things.
colour.
7.9 Appreciating the Discuss the advantages of A student is able to:
benefits of having various kinds of optical • relate the
various types of instruments such as: inventions of
optical a. to overcome the limitation various types of
instruments to of the sense of sight, optical instruments
mankind b. extending the capability or to their
power of vision, contributions to
c. increasing human mankind.
knowledge and
understanding about
nature,

THEME: LEARNING AREA:

TECHNOLOGICAL 8. CHEMICALS IN
3 WEEKS AND INDUSTRIAL INDUSTRY
DEVELOPMENT
IN SOCIETY
Learning Suggested Learning Learning Outcomes Notes
Objectives Activities
8.1 Understanding Examine things made of alloys
the properties of and discuss their composition, A student is able to:

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Science form 4 (2009)

alloys and their properties and uses. • state what an alloy

uses in industry is,
Collect and interpret data on • give examples of
the following: alloys,
a. what an alloy is, • explain how the
b. examples of alloys, formation of alloy
c. composition, properties and can change the
the uses of various alloys properties of
including steel, pewter, metals,
bronze, brass and • relate the changes
duralumin. in the properties of
metals when they
View videos or computer are converted to
simulations and discuss: alloys to the
a. how formation of alloys can arrangement of
change the properties of particles in the
metals, such as to increase alloys,
hardness, prevent corrosion • relate the
and improve appearance, properties of alloys
b. what superconductor alloys to their uses in
are. daily life,
• describe the
Discuss the importance of
importance of
alloys in industry.
alloys in industry,
• state what
superconductor
alloys are.
8.2 Analysing the Collect end study product labels
production at to Identify the ammonium A student is able to
uses of ammonia compounds present. • list the uses of
in industry ammonia and its
Discuss the uses of ammonia compounds in
and Its compounds in the daily life,
making of substances such as • describe how
fertilisers, nitric acid, colouring, ammonia is
cleaning agents and explosives. produced in
industry,
View videos or computer • state the factors
simulations to gather and

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Science form 4 (2009)

interpret data on the following: which affect the

a. the process of producing production of
ammonia in industry, ammonia in
b. factors which affect the Industry,
optimum production of • state the industrial
ammonia such as uses of ammonia,
temperature, pressure and • describe how
catalysts. ammonia is used
to produce
Draw a flow chart to show the ammonium salt
production of ammonia. fertilisers and
urea.
Collect and interpret data on
the large scale uses of
ammonia in industry such as
manufacturing fertilisers and
nitric acid.

Carry out an activity to prepare

ammonium fertiliser such as
ammonium sulphate,
ammonium nitrate and
ammonium phosphate.
8.3 Analysing the View videos or computer
effects of simulations to gather and A student is able to
industrial waste interpret data on environmental • identify
disposal on the pollution arising from: manufacturing
environment a. burning of fossil fuels, activities which
b. disposal of industrial waste are sources of
c. such as toxic substances pollution,
from the chemical industry, • explain the effects
radioactive waste, oil palm of improper
and rubber waste from the industrial waste
agricultural industry, disposal,
d. effects of improper • relate the effects
industrial waste disposal on of industrial waste
the environment, disposal to the
e. methods of controlling survival of living
industrial waste disposal to things,

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avoid environmental • state with

pollution. examples the
methods of
Discuss and relate the effects of controlling
improper disposal of industrial industrial waste
waste to the survival of living disposal to avoid
thing . pollution.

Select an industry and do a

presentation on how wastes are
managed in the industry.
8.4 Realising the View video or computer
need for simulation on industrial waste A student is able to:
preservation and pollution and its effects on • describe the
conservation of environment consequences of
the environment uncontrolled and
from industrial Discuss: haphazard disposal
waste pollution a. consequences of of industrial waste,
for the well being b. uncontrolled and haphazard • explain the
of mankind disposal of industrial waste, importance of
c. the need to treat industrial practising
d. Pollution seriously in order responsible way of
to r)reserve and conserve disposing industrial
the waste.
e. environment,
f. the importance of practising
responsible way of
disposing industrial waste.

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