1 Science Form 5 – Yearly Lesson Plan 2008

Learning area and

Scientific attitudes
Week Period learning objective Learning activity Learning outcomes TSTS
and noble values

Chapter 1: Microorganisms and Their Effects on Living Things

1.1 Understanding the Activity 1.1 A student is able to :  Analysin  Having an
1 2 classification of Various types of g interest and curiosity
microorganisms microorganism  List the characteristics of various  Visualisi towards the environment
 To list the characteristics of types of microorganisms ng  Realizing that
various types of Activity 1.2  Classify microorganisms into  Attributin science is a means to
2 microorganisms Classification of bacteria bacteria, fungi, protozoa, viruses and g understand nature
algae  Making
conclusions

1.2 Synthesing ideas about Experiment 1.3 A student is able to :  Comparing and  Being honest and
1/2 2 the factors that effect the Effect of pH factor on the contrasting accurate in recording
growth of growth of microorganisms  Identify factors that affect the growth of  Relating and validating data
microorganisms microorganisms  Making  Being responsible
2 2  To identify factors that Experiment 1.4  Design an experiment to study how conclusion abour the safety of
affect the growth of Effect of temperature on nutrient affects the growth of  Making oneself, others and the
microorganisms the activities of microorganisms generalizations environment
microorganisms  Design an experiment to study how
humidity affects the growth of
2 Experiment 1.5 microorganisms
Effect of light on the  Design an experiment to study how light
activities of affects the growth of microorganisms
microorganisms  Design an experiment to study how
temperatures affects the growth of
microorganisms
 Design an experiment to study how pH
affects the growth of microorganisms
 Explain how each factor affects the growth
of microorganisms

1.3 Applying knowledge Activity 1.6 A student is able to :  Attributing  Being thankful to God
3 1 about useful Uses and roles of  Generating  Appreciating the
microorganisms beneficial microorganisms  state examples of uses of microorganisms ideas contribution of science
in our daily life  explain with examples the roles of useful  Making and technology
 to explain with examples microorganisms inferences
the roles of useful  suggest potential uses of microorganisms  Making
microorganisms in various fields conclusion

SETISIGAT&YLKONG@SMKSARATOK2007

Learning area and
Week Period
learning objective
1.4 Analysing the harmful
3 2 effects of
microorganisms
 to state the harmful
effects of microorganisms
on tooth decay
1.5 Analysing ways to
3/4 2 prevent infection caused
by microorganisms
 To relate the control of
vectors to their habits and
2 life cycles
1.6 Understanding how
4/5 2 diseases caused by
microorganisms are
treated
2  to state the effects of
antibiotics on the growth
of microorganisms
1.7 Realising that
5 2 microorganisms have
profound effects on
human being
 To describe the roles and
effects of microorganisms
on human and the
2 Science Form 5 – Yearly Lesson Plan 2008
Learning activity
Activity 1.7
The harmful effects of
microorganisms on human
Activity 1.8
Types of microorganisms
and diseases caused by it
Activity 1.9
Symptoms of diseases
caused by microorganisms
Activity 1.10
Ways of disease infection
Activity 1.11
Vector control : Mosquitoes
Activity 1.12
Vector control : Flies
Activity 1.13
Sterilisation methods
Activity 1.14
Immunity
Activity 1.15
Comparison of the different
types of immunity
Activity 1.16
Ways t o prevent or treat
diseases caused by
microorganisms
Experiment 1.17
Action of antibiotic on
bacteria
Activity 1.18
Dangers of using
unauthorized prescriptions
and unsupervised
treatments
Scientific attitudes
Learning outcomes TSTS
and noble values
A student is able to :  Relating  Appreciating and
 Making practising clean and
 state the harmful effects of conclusion healthy living
microorganisms on human being  Appreciating the
 relate each group of microorganisms to the contribution of science
diseases caused by it and technology
 describe the various ways how
microorganisms can cause infection
A student is able to :  Attributing  Appreciating and
 Generating practising clean and
 List ways to prevent infection ideas healthy living
 Relate the control of vectors to their habits  Relating  Appreciating the
and life cycles  Making contribution of science
 Explain with examples various methods of conclusions and technology
sterilization
 State what immunity is
 State with examples types of immunity
 Compare and contract the various types of
immunity
 State the importance of immunity
A student is able to :  Relating  Appreciating the
 state the ways to treat diseases caused by  Attributing contribution of science
microorganisms  Making and technology
 state the effects of antibiotics on inferences
microorganisms  Making
 describe the danger of using drugs without conclusion
medical advice and through unauthorized
prescription
A student is able to :  Relating  Appreciating and
 Describe the roles and effects of  Making practising clean and
microorganisms on human and the generalizations healthy living
balance in nature  Prioritising  Being responsible
about the safety of
oneself, other and the
environment
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 3 Science Form 5 – Yearly Lesson Plan 2008

balance of nature

Learning area and learning

Learning activity
Week Period objective Learning outcomes TSTS Scientific attitudes and
noble values

Chapter 2 : Nutrition and Food Production

2.1 Evaluating the
5 2 importance of taking good
nutrition and practicing
good eating habits
 To identify the calorific
values of different classes
of food
Experiment 2.1 A student is able to :  Attributi  Being honest and
Calorific value of different ng accurate in recording
classes of food  Identify the calories values of the different  Analysin and validating data
classes of food g
Activity 2.2  Estimate the calories values in various  Relating
Individual calories meals  Making
requirement  Explain the factors that effect total calories conclusion
required by an individual
Activity 2.3  Relate health problems to nutrition and
Health problems due to eating habits
bad nutrition intake  Justify the importance of taking good
nutrition and practicing good eating habits
Activity 2.4
Unhealthy eating habits

2.2 Analysing the nutrient
6 2 requirements of plants
2  To state the effect of
nitrogen, phosphorus and
potassium deficiency on
plant growth
Activity 2.5
Macronutrients and
micronutrients
Activity 2.6
Functions of nutrients and
symptoms resulting from
their deficiency
A student is able to :  Attributi  Being honest and
ng accurate in recording
 State what macronutrients are  Generat and validating data
 List macronutrients ing ideas
 State what micronutrients are  Compari
 List macronutrients ng and
 State the effects of nitrogen, contrasting
phosphorous and potassium deficiency on
plant growth
 State the major functions of nitrogen,
phosphorous and potassium in plant
growth

2.3 Analsing nitrogen cycle Activity 2.7 A student is able to :  Visualisi  Apperiating and
and its importance Nitrogen cycle ng practisinng clean and
6 1  Describe nitrogen cycle  Analysin healthy living
 explain the processes involved in g  Being flexible
nitrogen cycle  Making and non- minded
 explain he importance of nitrogen cycle inferences

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TSTS Scientific attitudes and

Week Period Learning area and learning Learning activity Learning outcomes
noble values
objective

Chapter 3 : Preservation and Conservation of the Environment

3.1 Analysing balance in Activity 3.1 A student is able to :  Relating  Having an
7 2 nature Carbon cycle  describe what balance in nature is  Making interest and curiosity
 state the natural cycle that help to conclusion towards the
2 Activity 3.2 maintain balance nature environment
Oxygen – carbon cycle  explain how these natural cycles help
to maintain balance in nature
Activity 3.3  Explain how food webs help to
Water cycle maintain the balance in nature
Activity 3.4  explain with examples the effects of
Energy cycle natural disasters on balance in nature
Activity 3.5  suggest way to maintain balance in
Effects of natural disasters nature
on the balance in nature

3.2 Analysing the effects of
7/9 2 environment pollution
Activity 3.6 A student is a able to :  Relating  Having critical
Sources of environmental  Identify sources of environmental  Making and analytical thinking
pollution pollution conclusion
 Explain the effects of environmental
Activity 3.7 pollution
Effects of burning fossil  Describe global warming
fuels on the environment  Relate greenhouse effect to global
warming
Activity 3.9  State what ozone layer is
Ozone layer  Explain the important of ozone layer
 State the chemicals that damage the
ozone layer
 List the sources of chemicals that can
damage the ozone layer
 Explain how damaging ozone layer
affects living things

3.3 Synthesising the idea of Activity 3.10 A student is able to :  Evaluati  Realising that
9 1 preservation and Environmental pollution ng science is a means to
conservation of the control  State the importance of preservation  Generat understand nature
environment and pollution and conservation of the environment ing ideas  Appreciating the
control  Generate ideas on environmental  Synthes balance of nature
pollution control izing
 Explain with examples how
preservation and conservation of the

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environment can contribute to a clean

and healthy environment

3.4 Evaluating the importance Activity 3.11 A student is able to :  Detectin  Appreciating the
9 1 of proper management of Effects of improper g bias balance of nature
natural resources in management of natural  Generate ideas on proper ways to  Evaluati
maintaining balance in resources manage natural resources in order to ng
nature maintain balance in nature  Generat
 Explain with examples the effects of ing ideas
improper management of natural  Predicti
resources ng
 Justify the need for proper
management of the environment

3.5 Practising responsible A student is able to :  Evaluati  Having an

9 1 attitudes to preserve and ng interest and curiosity
conserve the environment  Practice good habits o preserve and  Detectin towards the
 conserve the environment g bias environment
 relating  Appreciating the
balance of nature

Week Period Learning area and learning Learning activity Learning outcomes TSTS Scientific attitudes and
objective noble values

Chapter 4: Carbon Compounds

4.1 Analysing various carbon Activity 4.1 A student is able to :  Attributi  Having an
9 1 compounds Carbon compounds  State what carbon compounds are ng interest and curiosity
 State what organic compounds are  Compari towards the environment
12 1 Activity 4.2  Give examples of organic compounds ng and
Classification of organic  State what inorganic compounds are contrasting
compounds and inorganic  Give examples of inorganic compounds  Making
compounds  Compare and contract organic inferences
compounds with inorganic compounds  Making
1 Activity 4.3 generalisation
 Classify substances into organic and
Hydrocarbon compounds s
inorganic compounds
 State what hydrocarbons are
 List sources of hydrocarbons

4.2 Analysing alcohol and its Experiment 4.4 A student is able to :  Attributi  Having an
12 2 effects on health Process of producing  State the elements found in ng interest and curiosity
ethanol alcohol  Making towards the environment
Experiment 4.5  Give examples of alcohol inferences  Thinking
12/13 2 Production of pure ethanol  Describe the process of  Making rationally
through the distillation producing alcohol conclusions  Realizing that
process  State the general  relating science is a means to
Experiment 4.6 characteristics of alcohol understand nature

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 6 Science Form 5 – Yearly Lesson Plan 2008

Characteristics of alcohol  List the uses of alcohol

Activity 4.7  Explain with examples the
13 1 Effects of alcohol on effects of alcohol on health
human health

Week Period Learning area and learning Learning activity Learning outcomes TSTS Scientific attitudes and
objective noble values
4.3 Analysing fats and their Activity 4.8 A student is able to :  Attributi  Realizing that
13 2 effects on health Comparing saturated fats  Give example of fats ng science is a means to
with unsaturated fats  State the sources of fats  Compari understand nature
 State the element found in fats ng and
Activity 4.9  State what saturated fats are contrasting
Cholesterols in food  Compare what unsaturated fats are  Making
 Compare and contrast saturated fats conclusion
with unsaturated fats
 Explain with examples the effects of
consuming food rich in saturated fats on
health
 Explain with examples the effects of
consuming food rich in unsaturated fats
on health

4.4 Analysing oil palm and its Activity 4.11 A student is able to :  Attributi  Realising that
13 1 importance to national Structure of an oil palm  Describe the structure of an oil palm ng science is a means to
development fruit and extraction of palm fruit  Making understand nature
oil  Describe the process of extracting palm conclusion
oil from the oil palm fruit
14 1 Activity 4.12  List the uses of oil palm
Uses of palm and its  List the nutritional substances found in
nutrients palm oil
 Describe the local R & D activities on oil
palm
 Suggest the potential uses of oil palm

4.5 Analysing the process of
14 2 making soap from oil and
the cleansing action of
soap
1 Cleansing action of soaps
4.6 Understanding natural
16 1 polymers
Experiment 4.13 A student is able to :  Attributi  Realising that
Process of making soaps  State that oils contain fatty acids and ng science is a means to
glycerol  Relating understand nature
Activity 4.14  Give an example of fatty acids  Analyzin
 Describe the process of making soap g
 State that soap is a salt produced by the  Making
reaction between sodium hydroxide and conclusions
fatty acids
 State the characteristics of the
components of a soap molecule
 Explain the cleansing action of soap
molecules
Activity 4.15 A student is able to :  Attributi  Realising that
Polymers  State what a polymer is ng science is a means to
 Give examples of polymer  Relating understand nature

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 7 Science Form 5 – Yearly Lesson Plan 2008
2 Experiment 4.16
Polymerisation and
depolymerisation
processes
Experiment 4.17
Characteristics of natural
rubber
2 Experiment 4.18
Actions of acid and alkali
on latex
Experiment 4.19
Vulcanisation of rubber
4.7 Appreciating scientific
research on the use of
17 1 carbon compounds for the
betterment of life
Wee Learning Area and Learning
Period Learning activities
k Objective
Chapter 5 : Motion
Activity 5.1
17 1 5.1 Analysing the motion of Structure of a bicycle
vehicles on land.
Activity 5.2
Four-stroke petrol engine
2  Explain the structure and the operation of
Activity 5.3
Two-stroke petrol engine
Activity 5.4
Comparison between the
four-stroke petrol engine
with the four-stroke diesel
engine
21 2
Activity 5.5
Comparison between the
four-stroke petrol engine
with the four-stroke petrol
 State what a monomer is  Analyzin
 Give examples of monomer g
 Describe polymerisation  Making
 Describe depolymerisation conclusions
 State what natural polymer is
 Give examples of natural polymer
 State what synthetic polymer is
 Give examples synthetic polymer
 State the characteristics of natural
rubber
 Explain the action of acids on latex
 Explain the action of ammonia solution
on latex
 Describe vulcanization of rubber
 Relate the characteristics of vulcanized
rubber to the structure of its molecule
 List the uses of vulcanized
A student is able to :  Attributi  Appreciating the
ng contribution of science
 Describe the importance of  Relating and technology
scientists’ discoveries on the use of  Analyzin  Being thankful to
carbon compounds g God
Scientific attitudes and
Learning Outcomes TSTS
noble values
A student is able to:  Relating  Having an interest
 Describe the structure and principle of  Comparing and curiosity towards
operation of vehicles without engines. and the environment
 Describe the structure and principle of contrasting
operation of vehicles with engines.  Making
inferences
the four stroke petrol engine  Making
 Explain the structure and the operation of conclusions
the four stroke petrol engine
 Explain the structure and the operation of
the four stroke diesel engine
 Explain the structure and operation of a
two stroke petrol engine
 Compare and contrast the four stroke
petrol engine with the four stroke diesel
engine
 Compare and contrast the four stroke
petrol engine with the four stroke petrol
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 8 Science Form 5 – Yearly Lesson Plan 2008

engine engine
 Relate the structure and operation of the
engine to the movement of vehicles.

5.2 Analysing the concepts of Experiment 5.6 A student is be able to:

21 2 speed, velocity and Determination of the  Analysing  Realising that science
acceleration velocity of an object  State what distance is  Making is a means to
moving with constant  Define speed inferences understand nature.
speed.  Define velocity  Relating
 State the unit for speed and velocity.  Making
21/24 2 Experiment 5.7  Define acceleration conclusion
Acceleration  State the unit for acceleration
 Explain the relationship between speed,
velocity and acceleration
 Compare and contrast speed, velocity and
acceleration
 Determine the velocity and acceleration of
a moving object
 Solve problems involving velocity and
acceleration.

Learning Area and Learning Scientific attitudes

Week Period Learning activities Learning Outcomes TSTS
Objective and noble values
5.3 Understanding the Experiment 5.8 A student is able to:
24 1 concept of inertia Relationship between  Comparing  Realising that
mass and inertia  State what inertia is and science is a means
 Give examples of everyday occurrences contrasting to understand
2 Activity 5.9 that involve inertia  Attributing nature.
Inertia in daily life  Explain with examples the relationship  Making
between mass and inertia inferences
Activity 5.10  State the safety features used in vehicles  Making
Safety measures in a to reduce negative effects of inertia. conclusion
vehicle

5.4 Applying the concept of Experiment 5.11 A student is able to:  Analysing  Appreciating the
25 2 momentum Relationship between  Define momentum  Making contribution of
momentum, mass and  Explain the relationship between inferences science and
velocity momentum, mass and velocity  Predicting technology.
Activity 5.12  State the Principle of Conservation of  Attributing
1 Safety features in vehicles Momentum  Making
design  Explain with examples the application of conclusion
momentum in everyday life.

5.5 Synthesising the concept Experiment 5.13 A student is able to:

25 2 of pressure Relationship between  Making  Appreciating the
pressure with force and  Define pressure hypotheses contribution of

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 9 Science Form 5 – Yearly Lesson Plan 2008

surface area  Explain the relationship between  Relating science and

pressure, force and surface area  Making technology.
Activity 5.14  Explain with examples the application of inferences
Concept of pressure in pressure in everyday life  Making
daily life  Solve problems involving pressure. conclusion

Learning Area and Learning Scientific attitudes

Week Period Learning activities
Objective
5.6 Applying the principle of Experiment 5.15
26 2 hydraulic system in The effect of transmission
everyday life of pressure in liquids, in a
hydraulic system
Activity 5.16
Using the principle of
operation of the hydraulic
system
Learning Outcomes TSTS
and noble values
A student is able to:
 Making  Appreciating the
 State the principle of transmission of hypotheses contribution of
pressure in liquids  Making science and
 Relate pressure on the small piston to inferences technology
that on the large piston in the operation of  Attributing
a hydraulic system  Analysing
 Explain the effect of transmission of  Making
pressure in liquids conclusion
 Solve problems on transmission of
pressure in liquids
 Explain with examples the application of
the hydraulic system in everyday life.

5.7 Analysing the motion of Experiment 5.17 A student is able to:  Making
26 2 vehicles in water The change in an object’s hypotheses  Appreciating the
weight when immersed in  State the principle of operation of vehicles  Attributing contribution of
a liquid and the in water  Analysing science and
relationship between  Identify the shape of vehicles to facilitate  Making technology.
upthrust and the weight of motion in water inferences
the displaced liquid.  Relate shapes to the design of vehicles in  Making
water conclusion
26/27 2 Activity 5.8  State Archimedes’ principle  Comparing
Archimedes’s principle in  Explain with examples the application of and
submarine and ships Archimedes’ principle. contrasting
 Relating

5.8 Analysing the motion of Activity 5.19 A student is able to:

27 2 vehicles in the air The principle of operation  Relating  Reslising that
of vehicles in the air  State the principle of operation of vehicles  Making science is a means
in the air inferences to understand
Activity 5.20  Compare and contrast how forces of  Making nature.
Comparison between the motion are generated by the jet engine conclusions
jet engine and the rocket and the rocket
 State Bernoulli’s principle
27 2 Experiment 5.21  Explain the application of Bernoulli’s
Bernoulli’s principle principle in air flight.
Experiment 5.22
Relationship between fluid
velocity and pressure

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Activity 5.23
28 2 Forces acting on the
aeroplane
Activity 5.24
Application of Bernoulli’s
principle in air flight

Learning Area and Learning Scientific attitudes

Week Period Learning activities Learning Outcomes TSTS
Objective and noble values
5.9 Appreciating the ability A student is able to:
28 1 and creativity of mankind  Justify the need to invent vehicles  Relating  Appreciating the
in inventing and designing  Relate the creativity of humans to the  Generalising contribution of
vehicles for the betterment designing of vehicles  Generating science and
of life  Practise good habits in handling vehicles ideas technology.
 Practise caring attitudes when using  Making
public transport system inferences

Learning Area and Learning Scientific attitudes

Week Period Learning activities Learning Outcomes TSTS
Objective and noble values

Chapter 6 : Food technology and production

6.1 Analysing the methods and Activity 6.1 A student is be able to:
30 1 substances used in food Developments in food  Describe what processed food is  Attributing  Realising that
technology processing technology  Give examples of processed food  Relating science is a means
 Explain the purpose of processing food  Making to understand
 State the chemicals used in food conclusion nature.
processing
1 Activity 6.2  Explain the functions of the chemicals
Chemicals in food used in food processing
processing  Explain with examples the technology
used in food processing and packaging
Explain the effects of excessive use of
chemicals in food processing.
30 2 6.2 Analysing ways to improve Activity 6.3 A student is able to:
food production Genetic engineering in  Explain the need to increase the quality  Relating  Realising that
agriculture and quantity of food production  Attributing science is a means
 Explain with examples ways to increase  Making to understand
Activity 6.4 the quality and quantity of food production inferences nature.
The need and efforts in  Describe with examples what genetically
increasing the quality and modified food is
quantity of food.  State the advantages and disadvantages
of genetically modified food.
6.3 Appreciating the A student is able to:
31 1 contribution of technology  Describe the R & B activities in food  Relating  Appreciating the
in food production for the production  Analysing contribution of
betterment of life.  Predict what will happen if there is an  Making science and
imbalance between population increase inferences technology.
and technological development in food

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production.
6.4 Practising critical and A student is able to:
31 1 analytical thinking when  Relating  Being critical and
selecting processed food  Justify the need to educate consumers in  Making analytical thinking.
selecting processed food inferences
 Practise critical and analytical thinking  Generating
when selecting processed food. ideas

Learning Area and Learning Scientific attitudes and

Week Period Learning activities Learning Outcomes TSTS
Objective noble values

Chapter 7 : Synthetic Materials in Industry

7.1 Understanding synthetic Activity 7.1 A student is able to:
32 2 polymers Synthetic polymer and its  List synthetic polymers  Attributing  Having an interest
uses  State uses of synthetic polymers  Comparing and curiosity towards
Activity 7.2  Describe the process of making synthetic and the environment.
Process of manufacturing polymers contrasting
synthetic polymers  Relate the general characteristics of  Making
Activity 7.3 synthetic rubber to its uses inferences
General characteristics of  Give examples of goods made from
2 synthetic rubber synthetic rubber
Activity 7.4  Give examples of goods made from a
Comparing synthetic combination of natural and synthetic
rubber with natural rubber rubber
Activity 7.5
 Compare and contrast synthetic rubber
Products made from
with natural rubber.
natural rubber, synthetic
rubber, and a combination
of natural and synthetic
7.2 Analysing Activity 7.7 A student is able to:
32/35 2 plastics Types of plastic  Grouping  Having an interest
Activity 7.8  List examples of plastics and and curiosity towards
Characteristics of  List the uses of plastics classifying the environment.
thermoplastic and  State the types of plastics  Attributing
thermosets  List the characteristics of thermoplastic  Making
Activity 7.9 materials conclusions
2 Comparing thermoplastic  List the characteristics of thermosetting
and thermosets plastic materials
Activity 7.10  Classify various plastic goods into
Potential uses of plastic thermoplastic and thermosetts
Activity 7.11
 Compare and contrast thermoplastic and
Effects of disposing
thermosetts
plastic materials on the
 Suggest potential uses of plastics
environment and ways to
control it  Explain the effects of improper disposal
of plastic material to the environment
 Describe proper management of disposal
of plastics.
35 1 7.3 Practising responsible Activity 7.12 A student is able to:

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attitudes in the disposal of Effects of disposing  Explain the importance of proper  Relating  Being responsible
synthetic polymers synthetic polymer disposal of synthetic polymer  Generating about the safety of
indiscriminately  Suggest ways to dispose synthetic ideas oneself, others and
polymers in order to preserve the  synthesising the environment.
environment
 Practise good habits in disposing
synthetic polymers
Learning Area and Learning Scientific attitudes and
Week Period Learning activities Learning Outcomes TSTS
Objective noble values

Chapter 8 : Electronic and Information and Communication Technology (ICT)

8.1 Understanding radio wave Activity 8.1 A student is able to:
36 2 Characteristics of  Analysing  Having an interest
waves  Describe the characteristics of wave  Attributing and curiosity towards
Activity 8.2  Identify the location of radio waves in the  Making the environment.
Electromagnetic electromagnetic spectrum conclusion
wave spectrum  Relate the properties of radio waves to
Activity 8.3 communication
The uses of radio
waves in information
transmission
8.2 Analysing radio communication Activity 8.4 A student is able to:  Realising that
36 2 Electronic  Identify electronic components used in  Attributing science is a means to
components radio and their symbols  Making understand nature
Activity 8.5  Explain the function of electronic conclusion
Radio transmission components in radio
1 and receiver system  Describe the radio transmission system
Activity 8.6  Explain transmission and reception of
Types of modulated signals in the radio communication
waves system
8.3 Understanding satellite Activity 8.7 A student is able to:
37 2 communication Satellite  Describe how satellite communication  Relating  Realising that
communication system works  Attributing science is a means to
system  State the advantages of using satellite for  Making understand nature.
communication generalisatio
Activity 8.8  List applications of satellite n
Communication communication  Making
satellite conclusion
Activity 8.9
The advantages of
using satellites to
transfer information
Activity 8.10
Other uses of
satellites
8.4 Be aware of the importance of Activity 8.11 A student is able to:  Relating
37 1 using ICT for the benefit of Latest developments  Justify the use of ICT for the benefit of  Attributing
mankind in information transfer mankind  Making

SETISIGAT&YLKONG@SMKSARATOK2007
 13 Science Form 5 – Yearly Lesson Plan 2008

technilogy generalisatio
n
 Making
conclusion

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