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SMK DATO͛ AHMAD, 33400, LENGGONG, PERAK
YEARLY TEACHING PLAN : SCIENCE FORM 2
YEAR : 2010
THEME A : MANAGEMENT AN CONTUINITY OF LIFE
Chapter 1 : The World Through Our Senses
WEEK TOPIC LEARNING ACTIVITY LEARNING OUTCOMES VALUE
OBJECTIVES
1.1 Sensory Organs Understanding the Carry out activities to make A student is able to: Being thankful to Allah,
And Their sensory organs and connection between the five identify and relate a sensory thinking rationally,
Functions their functions. senses, the sensory organs and the organ to its stimulus, being cooperative,
stimuli. state the pathway from stimulus appreaciating the
Discuss what happens in our body to response: contribution of science
after a stimulus is detected. Stimulus Sensory organs and technologies, being
Nerves Brain Nerves honest and accurate in
Response recording and
validating data, having
critical and analytical
thinking.
1.2 Our Sense Of Understanding Carry out activities to study the A student is able to:
Touch the sense of following: identify the structure of the
touch. a) structure of the human skin human skin involved in stimuli
involved in stimuli detection, detection,
b) sensitivity of the skin at different state the function of different
parts of the body receptors ʹ pressure, heat, pain,
towards stimuli. draw conclusion on the
Discuss the sensitivity of the skin in sensitivity of the skin at different
connection to the following parts of the body towards stimuli.
situations:
a) receiving an injection,
b) using Braille.







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1.3 Our Sense Of Understanding Discuss the structure of the nose A student is able to:
Smell the sense of and the position of the sensory identify the structure of the
smell. cells using models, charts, nose,
computer software and other identify the position of the
teaching aids. sensory cells in the detection of
smell.
1.4 Our Sense Of Understanding Carry out activities to detect the A student is able to:
Taste the sense of different areas of the tongue that identify the different areas of
taste. respond to different tastes. the
Carry out activities to find how tongue that respond to different
taste is related to smell. taste,
relate the sense of taste with
the
sense of smell.
1.5 Our Sense Of Observe and identify the structure A student is able to:
Hearing And of the human ear. identify the structure of the
Sound Discuss the function of each part human ear,
of the ear. explain the function of the
Discuss the hearing mechanism. different parts of the ear,
describe how we hear.
1.6 Our Sense Of Understanding The Examine the cow͛s eye or model A student is able to:
Sight Sense Of Sight. of a human eye. identify the structure of the
Collect information on structure human eye,
and function of each part of the explain the functions of
eye. different
Discuss how we see. parts of the eye,
describe how we see.
1.7 Our Sense Of Understanding The Carry out activities to study: A student is able to:
Light And Sight Sense Of Light And a) reflection of light, describe the properties of light
Sight b) refraction of light between two i.e. reflection and refraction,
mediums of different density. state the various defects of
Collect information about the types vision,







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1.8 Our Sense Of Understanding
Sound And Hearing Sound
Hearing.
1.9 Stimuli And Understanding
Responses In Plants. the stimuli and
responses in
plants.






of defects of vision and the
contribution/use of technology to
rectify them.
Carry out activities to investigate:
And a) the production of sound,
b) the need of medium for sound to
travel,
c) the reflection and absorption of
sound.
Collect information about
a) the defects of hearing,
b) ways to rectify the defects of
hearing.
Discuss the limitations of hearing
and ways of improving it.
Carry out activities to investigate
the need for stereophonic hearing
in determining the direction of
sound.
explain stereophonic hearing.
Carry out experiments to
investigate and identify:
a) stimuli detected by plants,
b) the parts of the plants sensitive
to specific stimulus.
Discuss in what ways the
response of plants towards stimuli
explain ways to correct vision
defects,
state and give examples of the
limitations of sight,
connect stereoscopic and
monocular visions with the
survival of animals,
identify the appropriate device
to
overcome the limitations of sight.
A student is able to:
describe the properties of
sound,
explain the reflection and
absorption of sound,
explain the defects of hearing,
explain ways of rectifying the
defects in hearing,
state the limitations of hearing,
state the device used to
overcome the limitations of
hearing,
A student is able to:
state the stimuli that cause
response in plants,
identify the parts of plants
sensitive to specific stimulus,
relate the response in plants to
their survival.
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are important for their survival.
THEME A : MANAGEMENT AN CONTUINITY OF LIFE
Chapter 2 : Nutrition
WEEK TOPIC LEARNING ACTIVITY
OBJECTIVES
2.1 Classes of food Analysing the Discuss the classes of food i.e.
classes of food. carbohydrate, protein, fats,
vitamins, minerals, fibre and
water and state their functions.
Carry out activities to test for
starch (iodine solution), glucose
(Benedict solution), protein
(Millon͛s reagent) and fats
(alcohol-emulsion test).
2.2 The Importance Evaluating the Discuss:
Of A Balance Diet importance of a a) what a balanced diet is,
balanced diet. b) the factors that determine a
person͛s balanced diet: age,
size, sex, job, climate, state
of health.
Collect food wrappers that show
calorific value of food and make a
list to show the calorific value for
each type of food.
Discuss to estimate the calories
of food taken in a meal.
Plan a balanced diet for a day.
(breakfast, lunch and dinner)






LEARNING OUTCOMES VALUE
A student is able to:
explain through examples
the
classes of food,
state the function of each
class
of food,
test for starch, glucose,
protein
and fats.
A student is able to:
state what a balanced diet is,
state the factors that must be
considered when planning a
balanced diet,
explain how the factors affect a
balanced diet,
state the quantity of energy in
each gram of carbohydrate,
protein and fats,
estimate the calories of food
taken in a meal,
plan a balanced diet.
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2.3 The Human Understanding Discuss that digestion is the
Digestive System the digestive breakdown of large food
system in man. molecules into smaller soluble
molecules that can be readily
absorbed by the body.
Identify parts of the digestive
system and the flow of food
particles in the alimentary canal
using model/chart/CD ROM.
Discuss the functions of the
various organs in the digestive
system and the enzymes found.
Carry out activities to show the
action of the enzyme in the saliva
on starch.
2.4 Absorption of Understanding Discuss the process of
Digested Food the process of absorption of the products of
absorption of digestion in the small intestine.
digested food. Carry out an experiment to
show
the absorption of glucose
through
a Visking tube.
2.5 Reabsorption Understanding Discuss the reabsorption of
of Water and the reabsorption water
Defecation of water and by the large intestine and the






A student is able to:
explain what digestion is,
identify the parts of the
digestive
system,
describe the flow of food
particles in the alimentary canal,
state the functions of the organs
in the digestive system,
describe the process of
digestion
in the alimentary canal,
list the end products of
digestion
of carbohydrate, protein and
fats.
A student is able to:
explain the process of
absorption of the products of
digestion,
make inference about the
absorption of glucose through a
Visking tube.
A student is able to:
state how water is reabsorbed
in the large intestine,
explain defecation,
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defecation. process of defecation.
Discuss the importance of good
eating habits to avoid
constipation.
2.3 Healthy Eating Put into practice Discuss the following topics :
Habits the habits of a) practicing good eating
healthy eating. habits i.e. eating nutritious
Plan and carry out food and eating in
a healthy moderation,
eating habit. b) the generous distribution
of food to the
underprivileged / needy,
c) cultural practices in dining
conforming to sensitivities
and religious beliefs.






relate the problem of defecation
with eating habits.
A student is able to: Practicing good eating
justify the importance of eating habits
nutritious food,
put in practice good eating
habits,
justify the generous distribution
of food to the underprivileged /
needy,
relate the dining culture of
different people conforming to
sensitivities and religious
beliefs.
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THEME B : MAN AND THE VARIETY OF LIVING THINGS

Chapter 3 : Biodiversity

WEEK TOPIC LEARNING ACTIVITY LEARNING OUTCOMES VALUE

OBJECTIVES
3.1 The Variety Of Understanding Discuss the diversity in the general A student is able to: Malaysia is one of the
Living Organisms variety of living characteristics of living organisms. explain the diversity of living twelve megabiodiversity
organisms and - Build a concept map on living organisms in a habitat, countries in the world
their organisms based on the should be highlighted.
classification. classification above.

3.2 Classification Of Collect and classify various animals A student is able to:
Animals into a system based classify various animals based
on common characteristics. on common characteristics.
- Animal: Invertebrate,
vertebrate, mammal, fish, bird,
amphibian, reptile.
3.3 Classification Of Collect and classify various plants A student is able to:
Plants into a system based classify various plants based
on common characteristics. on common characteristics.
- Plant : Flowering plant,
nonflowering
plant, monocotyledon,
dicotyledon.
3.4 The Importance Discuss the importance of A student is able to:
Of Biodiversity To maintaining the biological diversity explain the importance of
The Environment as one of the country¶s natural biodiversity to the environment.
heritage.







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THEME B : MAN AND THE VARIETY OF LIVING THINGS

Chapter 4 : Interdependence Among Living Organism and The Environment
WEEK TOPIC LEARNING ACTIVITY LEARNING OUTCOMES VALUE
OBJECTIVES
4.1 Interdependence Understanding Discuss the diversity in the general A student is able to:
Among Living variety of living characteristics of living organisms. explain the diversity of living
organisms and Collect and classify various plants organisms in a habitat,
Organism
their and animals into a system based classify various animals based
classification. on common characteristics. on common characteristics,
- Animal: Invertebrate, classify various plants based
vertebrate, mammal, fish, bird, on common characteristics,
amphibian, reptile. explain the importance of
- Plant : Flowering plant, biodiversity to the environment.
nonflowering
plant, monocotyledon,
dicotyledon.
- Build a concept map on living
organisms based on the
classification above.
Discuss the importance of
maintaining the biological diversity
as one of the country¶s natural
heritage.

4.2 Interaction Evaluating the Collect and interpret data on the
Between Living interaction types of interactions between
between living living organisms as follows:
Organisms
organisms. a) prey-predator,
b) symbiosis: commensalism,
mutualism and parasitism
e.g. remora and shark,
algae and fungi, tape worm
A student is able to:
list the types of interactions
between living organisms,
explain with examples the
interactions between living
organisms,
justify the importance of
interaction between living







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and man,
c) competition.
Conduct an activity to show the
importance of the interaction
between organisms and the
environment.
Discuss the advantages of
biological control in regulating the
numbers of pests in certain areas.
4.3 Food Web Synthesizing Collect and interpret data on the
food web. producer, consumer, decomposer
and pyramid number.
Construct a food web from a few
food chains and identify the
producer, consumer and
decomposer.
Discuss the energy flow in the
food web constructed.
Conduct a game to show the
effects of an increase or decrease
in the number of organisms in a
pyramid number. Discuss the
consequences if a component of
living organisms in an ecosystem
is missing.
4.4 Photosynthesis Analysing Carry out discussion on what
photosynthesis. photosynthesis is.
Carry out experiments to
determine the factors needed for
photosynthesis i.e. carbon
dioxide, water, light and
chlorophyll.
Discuss the importance of
photosynthesis in maintaining a
balanced ecosystem.
Discuss the carbon and oxygen
cycles.






organisms and the environment,
explain through examples the
advantages and disadvantages
of biological control in regulating
the number of pest in certain
areas.
A student is able to:
explain what producers,
consumers and decomposers
are,
combine a few food chains to
construct a food web,
identify the producer, consumer
and decomposer in a food web,
construct a pyramid number
from a food chain,
relate the food web and the
pyramid number to energy flow,
predict the consequences if a
certain component of living
organisms in the ecosystem is
missing.
A student is able to:
state what photosynthesis is,
state the factors required for
photosynthesis,
state the products of
photosynthesis,
control the variables that are
required for photosynthesis,
explain the role of
photosynthesis in maintaining a
balanced ecosystem.
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4.5 Conservation Evaluating the Collect and interpret data on the A student is able to: The role of man in
And Preservation Of importance of conservation and preservation of explain what conservation and conservation and
Living Organisms conservation living organisms. preservation are, preservation
and Carry out a field work in a natural explain the steps taken to
preservation of forest reserve (wetlands, highland preserve and conserve living
living forest or tropical rain forest) or an organisms,
organisms. animal sanctuary to study the justify the importance of
conservation and preservation of conservation and preservation of
living organisms. living organisms,
Carry out a discussion on how the support activities organised by
improvement in science and various parties to preserve and
technology helps in the conserve the living organisms.
conservation and preservation of
living organisms.
Run a campaign to stress on the
importance of conservation and
preservation / Carry out a role play
involving the parties concerned in
solving problems related to the
conservation and preservation of
living organisms.

4.6 The Role Of Evaluating the Carry out a brainstorming session A student is able to:
Humans In role of man in to discuss the environmental explain the effects of human
maintaining the issues affecting the balance in activities on the balance in
Maintaining The
balance in nature and how to solve it. nature,
Balance In Nature nature. Carry out a discussion to justify describe how man solves
that man needs stable and problems related to environment,
productive ecosystem to ascertain justify that human need a stable,
a harmonious life. productive and balanced
ecosystem.







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THEME C : MATTER IN NATURE

Chapter 5 : Water And Solution

WEEK TOPIC LEARNING ACTIVITY LEARNING OUTCOMES VALUE

OBJECTIVES
5.1 Physical Analysing the Carry out activities to determine
Characteristic Of physical the following:
characteristics the freezing point of water,
Water
of water. the boiling point of water.
Carry out an activity to observe the
effects of impurities on the
physical characteristics of water.
5.2 The Composition Analysing the Carry out an electrolysis to
Of Water composition of determine the ratio of hydrogen to
water. oxygen in a molecule of water.
5.3 Evaporation Of Analysing the Carry out experiments to study the
Water process of factors affecting the rate of
evaporation of evaporation of water i.e. humidity,
water. the temperature of the
surrounding, surface area and the
movement of air.
Discuss the factors affecting the
rate of evaporation in relation to
the Kinetic Theory.
A student is able to: Relate the freezing
state the meaning of the and boiling point of
freezing point of water, water to the Kinetic
state the meaning of the boiling Theory.
point of water,
describe the physical
characteristics of water,
explain through examples the
effects of impurities on the
physical characteristics of
water.
A student is able to:
determine the composition of
water,
test the presence of hydrogen
and oxygen.
A student is able to:
explain what evaporation is,
explain through examples the
factors that affect the rate of
evaporation of water with
reference to the Kinetic Theory,
compare and contrast between
evaporation and boiling,
describe the application of the







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Discuss the similarities and evaporation of water in daily
differences between evaporation life.
and boiling.
Gather information on evaporation
process and its application in daily
life.i.e. drying of clothes,
preservation of agricultural
products and processing of food.

5.4 Solution And Analysing Discuss the differences between
Solubility solution and solute, solvent and solution.
solubility. Carry out activities to prepare a
dilute solution, a concentrated
solution and a saturated solution.
Discuss the similarities and
differences between dilute
solution, concentrated solution
and saturated solution.
Carry out activities to illustrate the
differences between a solution
and a suspension.
Carry out experiments to
determine the factors affecting the
solubility of a solute.
Nature of solvent,
Nature of solute,
Temperature.
Carry out experiments to
determine the factors affecting the
rate of dissolving:
temperature,
rate of stirring,
size of solute particle.
Discuss the importance of water
as a universal solvent in life.
Gather information on the
application of organic solvents in
daily life.
A student is able to:
explain what solute, solvent
and solution are,
contrast and compare
between dilute solution,
concentrated and saturated
solution,
explain what suspension is,
explain what solubility is,
explain the factors affecting
the solubility of solutes in
water,
explain the importance of
water as a universal solvent in
life,
give examples on the uses of
organic solvents in our
everyday life.
Introduce insoluble
sediments are
known as residue.







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5.5 Acids And Alkalis
5.6 Methods Of Analysing the
Water Purification methods of






Analysing acid Carry out activities to study:
and alkali. the properties of acid in
terms of pH value, taste,
corrosive nature, effect on
litmus paper, reaction with
metals such as magnesium
and zinc,
the characteristics of alkali in
terms of pH value, taste,
corrosive nature, effect on
litmus paper,
carry out a discussion to
define acid and alkali
operationally.
Carry out activities to determine
the acidic and alkaline substances
in daily life.
Make a visit to a water purification
site.
water Brainstorming on the following:
purification. natural resources of water,
the reasons for water
purification.
Discuss the various types of water
purification such as filtration,
boiling, chlorination and distillation.
Carry out activities to study the
various types of water purification
such as filtration, boiling and
distillation.
Pupils present their findings to
discuss the strengths and
weaknesses of the various types
of water purification.
A student is able to:
identify the properties of acid,
identify the properties of alkali,
state that acid and alkali only
show their properties in the
presence of water,
explain through examples the
definition of acid and alkali,
identify the substances which
are acidic or alkaline in
everyday life,
state the uses of acid and
alkali in daily life,
explain the meaning of
neutralisation,
write an equation in words to
describe the neutralisation
process,
explain through examples the
uses of neutralisation in daily
life.
A student is able to: The latest
list the natural sources of developments in
water, water purification
state the reasons for water e.g. ultra-violet
purification, treatment can be
describe the various types of discussed.
water purification,
compare the strengths and
weaknesses of the various
types of water purification.
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5.7 The Water Analysing the Make a visit to a water processing A student is able to:
Supply System water supply plant to study the water supply describe how the water supply
system. system and stages involved in system works,
water purification. explain ways to save water.
Discuss the ways to save water.
Do a project on how much water
the average household uses.
5.8 Preservation Of Understanding Collect and interpret data on types A student is able to:
Water Quality the of water pollutants which include: give examples of water
preservation of industrial waste such as pollutants,
water quality. chemical and radioactive explain the effect of water
residues, pollution on living things,
domestic waste such as explain ways to control water
garbage and sewage, pollution,
chemicals from the explain ways to preserve water
agricultural activities such and its quality.
as fertilisers and
pesticides,
siltation caused by
constructions and
deforestation,
accidental spillage from
tankers.
Conduct discussion on the effect
of water pollution on living things.
Generate ideas on ways to control
water pollution.
Discuss ways to conserve and
preserve water and its quality. Run
a campaign on µLove Our Rivers¶.







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THEME C : MATTER IN NATURE

CHAPTER 6 : AIR PRESSURE

WEEK TOPIC LEARNING ACTIVITY LEARNING OUTCOMES VALUE

OBJECTIVES
6.1 Air Pressure Understanding Carry out an activity to discuss the
air pressure. kinetic theory of gases.
Carry out an activity to show that
air exerts pressure.
Carry out activities to show the
factors affecting air pressure, i.e.
volume and temperature.
A student is able to :
explain the existence of air
pressure with reference to the
Kinetic Theory,
explain the factors affecting air
pressure.

6.2 Daily Applying the Collect and interpret data on A student is able to: Ô

Applications Of The principle of air appliances that use the principle of explain with examples things Do not place tank
pressure in air pressure. that use the principle of air containing gas
Principle Of Air
daily life. Gather information and discuss pressure, under high
Pressure the application of air pressure in generate ideas to solve pressure near heat.
syringe, siphon, spraying pump problems using the principle of
and drinking straw. air pressure,
Discuss ways of using the relate the safety measures
principle of air pressure to solve taken when using gas under
daily problems such as blockage high pressure.
in sinks and pouring condensed
milk from a can.

6.3 Safety Applying the Gather information on how a gas A student is able to:
Precautions When principle of air tank containing gas under high relate the safety measures
Using Gas Under pressure in pressure works. taken when using gas under
daily life. Discuss the safety precautions high pressure.
High Pressure taken when using gas under high
pressure.







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THEME D : FORCE AND MOTION
CHAPTER 7 : DYNAMICS
WEEK TOPIC LEARNING ACTIVITY
OBJECTIVES
7.1 What Is A Force ? Understanding Carry out activities to show
force. pushing and pulling are forces.
Carry out activities to show the
effects of force (changes in shape,
position, speed and direction).
Carry out activities to show
different types of forces (frictional,
gravitational, electrostatic and
magnetic force).
7.2 The Understanding Discuss the unit of force and the
Measurement Of the principle of a spring balance.
measurement Carry out activity to measure the
Force
of force. magnitude of force.
7.3 Frictional Force Application of Discuss with examples to show
And Its Applications frictional force. the existence of frictional force.
Carry out activities to identify the
direction of frictional force and
measure the magnitude of the
force.
Carry out an experiment to show
how different types of surfaces
affect the magnitude of frictional
force.
Gather information and discuss
the advantages and
disadvantages of friction.






LEARNING OUTCOMES VALUE
A student is able to:
state that a force is a push or a
pull,
explain the effects of forces,
explain the various types of
forces.
A student is able to:
state the unit of force,
explain how a spring balance
works,
measure the magnitude of force.
A student is able to: Ignore static
explain with example the frictional force.
existence of frictional force,
state the direction and the
magnitude of frictional force,
carry out an experiment to show
how different types of surfaces
affect frictional force,
explain the advantages and
disadvantages of friction,
explain ways to increase friction,
explain ways to reduce friction,
explain with examples the
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Carry out activities on ways to application of friction in daily life.
a) increase friction,
b) reduce friction.
Discuss the application of
increasing and decreasing friction
in our daily life.

7.4 Work And Power Application of Discuss with examples to show
work. work is done when an object is
moved by a force.
Carry out activities to determine
the work done by using:
Work (J)
= Force (N) X Distance (m)
A student is able to:
explain with examples how work
is done,
state the unit of work,
calculate the work done.

Application of Carry out activities to determine A student is able to:

power. power by using:
Power (W) = Work (J)
Time (s)
7.5 The Importance Analysing the Create an activity e.g. drawing a
Of Force In Our Daily importance of poster, sketching or acting to show
Life force in life. how life would be without force.
state the meaning of power,
state the unit of power,
calculate power on the work
done.
A student is able to:
describe how life will be if force
does not exist.







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THEME D : FORCE AND MOTION

CHAPTER 8 : SUPPORT AND MOVEMENT

WEEK TOPIC LEARNING ACTIVITY LEARNING OUTCOMES VALUE

OBJECTIVES
8.1 The Support Understanding Gather information and discuss
System In Animals the support the various support systems in
systems in a) land and aquatic vertebrates,
animals. b) land and aquatic invertebrates.
Carry out discussions on the
following:
a) similarities and differences
between support systems in
land and aquatic vertebrates,
b) similarities and differences
between support systems in
land and aquatic invertebrates.
8.2 The Support Understanding Carry out field work to study
System In Plants the support various support systems of plants.
systems in Carry out activities to classify
plants. plants based on their support
systems.
8.3 Appreciating The Understanding Carry out field work to study
Support System In the support various support systems of plants.
Living Things systems in Carry out activities to classify
plants. plants based on their support
systems.
A student is able to:
explain the support system in
vertebrates and the various
support systems in
invertebrates,
compare and contrast the
support system between land
and aquatic vertebrates,
compare and contrast the
support system between land
and aquatic invertebrates.
A student is able to:
explain the various support
systems in woody and nonwoody
plants,
classify plants based on their
support systems.
A student is able to: Features that help
explain the various support non-woody plants
systems in woody and nonwoody include tendrils,
plants, thorns, air sacs in
classify plants based on their aquatic plants.
support systems.







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THEME D : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENTS IN SOCIETY

CHAPTER 9 : STABILITY

WEEK TOPIC LEARNING ACTIVITY LEARNING OUTCOMES VALUE

OBJECTIVES
9.1 Centre Of Gravity Understanding that Carry out activities to find
Of Objects the the point of equilibrium in
centre of gravity regular and irregular
affects stability. shapes.
Carry out an experiment to
find out how the centre of
gravity affects the stability
of an object by
manipulating the
a) height,
b) base area.
Discuss the relationship
between the centre of
gravity and stability.
9.2 The Importance Appreciating the Carry out a brainstorming
Of Stability In Our importance of session on ways to
Daily Life stability. improve stability.
Carry out activities like
doing projects or playing
games to build models by
applying the concept of
stability.
A student is able to:
determine the point of
equilibrium in regular and
irregular shapes,
relate the point of
equilibrium as the centre
of gravity of objects,
relate the centre of gravity
to the stability of objects.
A student is able to:
suggest ways to improve
the stability of objects
around them,
explain with examples the
application of stability in
life.







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THEME D : TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENTS IN SOCIETY

CHAPTER 10 : SIMPLE MACHINES

WEEK TOPIC LEARNING ACTIVITY LEARNING OUTCOMES VALUE

OBJECTIVES
10.1 Types Of Levers Analysing levers. Discuss how a small effort A student is able to:
can overcome a large load list things around them
with the use of a lever. that use the principle of
Make an observation on the lever,
devices that use the state what a lever can do,
principles of levers. identify load, force and
Identify the load, force and fulcrum in the lever,
fulcrum, and then classify classify levers,
the systems into first, solve problems related to
second and third class levers.
levers. Discuss how
humans apply the
principles of levers to help
them overcome large load.
Discuss that the moment
of force
= force X perpendicular
distance from the pivot to
force.
10.2 Moment Of A Solving problems Carry out an activity to A student is able to: When we open the
related show the relationship explain what is meant by door or use a wrench
Force to levers using the between moment and the the moment of a force to loosen a nut, we are
following formulae: product of force and applying a force that
Load (N) X distance
distance. causes a turning effect
of the
load from fulcrum (m) to accomplish the
= desired task. The
Force (N) X distance turning effect is called
of the ÔÔ  
the force from the 
.
fulcrum
(m)







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10.3 Innovative Appreciating the Carry out a project to build A student is able to:
Efforts In The Design innovative efforts in a device using the design or improvise a
Of Machines the design of principle of a lever. device that use the
machine principle of a lever.
to simplify work.