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\YEARLY TEACHING PLAN OF FORM 4 SCIENCE 2011

SEKOLAH MENENGAH KEBANGSAAN AGASEH

WEEK/DATE

THEME LEARNING AREA /LEARNING

OBJECTIVES

LEARNINGOUTCOMES

SUGGESTED LEARNINGACTIVITIES

TSTS SCIENTIFICATTITUDES AND

NOBLE VALUES1

[3/1/2011-7/1/2011]

PENDAFTARAN DAN ORENTASIMINGGU PENDEDAHAN HSP, BIDANG PEMBELAJARAN SAINS TINGKATAN 4 DAN FORMAT PEPERIKSAAN

210/1/2011-11/1/22001

INTRODUCINGSCIENCE

CHAPTER 1

SCIENTIFICINVESTIGATION

1.1 Analysing methodof scientific

investigation

A student is able to:

explain the steps inscientificinvestigation,

carry out a scientificinvestigation,

write a report on ascientificinvestigation,

explain theimportance ofscientificinvestigation.

Carry out a scientific investigation, e.g.investigate how surface area affects therate of cooling.

Students will:a) identify the problem,b) identify the variables,c) make a hypothesis,d) plan the investigation to:i. determine the apparatus and materials

needed,ii. determine the procedure of the

investigation, the method of datacollection and data analysis.

e) carry out the investigation,f ) collect data,g) analyse and interpret data,h) make conclusions;i ) wr ite a report.

Discuss the importance of scientific Investigationmethod in acquiring scientific knowledge.

Generatingideas

Attributing

Relating

Analyzing

Being diligentand persevering

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WEEK/DATE


OBJECTIVES

LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES TSTS SCIENTIFICATTITUDES ANDNOBLE VALUES

Week 3[11/1/2011]

INTRODUCINGSCIENCE

1.2 Realising theneed topractisescientificattitudes andnoble valueswhen carryingout scientificinvestigations


identify scientificattitudes and noblevalues practised byscientists,

explain the need topractise scientificattitudes and noblevalues when carryingout a scientificinvestigation,

practise scientificattitudes and noblevalues when carryingout a scientificinvestigation.

View a video or computer simulationthen gather and interpret data on thescientific attitudes and noble values

practised by scientists.

Discuss the need to practise scientificattitudes and nobles values whencarrying out scientific investigations.

MESYUARAT AGONG RUMAH SUKAN[10/1/2011]

Evaluting Appreciating thecontribution ofscience andtechnology

Week 4[21/1/2008-25/1/2008

MAINTENANCEAND

CONTINUITY OFLIFE

CHAPTER 2 :BODYCOORDINATION

2.1 Understandingbodycoordination


describe what bodycoordination is,

identify the bodysystems that controland regulatecoordination,

state the importanceof body coordination.

Carry out activities to observe and discussbody coordination.

Examine models, view charts or videos toidentify the body systems which controlcoordination, i.e. the nervous system andthe endocrine system.

Discuss the importance of bodycoordination in daily activities.

Acara Saringan Sukan Tahunan(22/1/2008-24/1/2008)

Sukan Tahunan Ke-39(26/1/2008)

Relating Being thankful toGod

SCIENTIFIC

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WEEK/DATE


OBJECTIVES

LEARNINGOUTCOMES


TSTS ATTITUDES ANDNOBLE VALUES

Week 5[28/1/08-

1/2/08]

MAINTENANCEAND

CONTINUITY OF

LIFE

BODYCOORDINATION

2.2 Understandingthe humannervous system


identify thecomponent parts of

the human nervoussystem.

state the Function ofeach component partof the nervoussystem,

state what a neuroneis,

identify the parts of aneurone,

state the function ofeach part of theneurone,

identify the differenttypes of neurone,

state the function ofeach type of neurone,

compare and contrastthe different types ofneurone.

Observe models; view charts or videosand identify the human nervoussystem which consists of:

a) central nervous system; brain andspinal cord,b) peripheral nervous system: cranial

and spinal nerves and their brancheswhich link the receptors andeffectors with the central nervoussystem.

Discuss the function of eachcomponent part of the nervous system.

View videos, charts or examine modelsand discuss the following:a) neurone as the basic unit of the

nervous system,b) parts of a neurone namely cell body,

axon, dendron, and myelin sheathc) functions of various parts of a

neurone,d) types of neurone namely the sensory

neurone, motor neurone, and therelay neurone,

e) functions of various types ofneurones,

Draw a labelled diagram of the sensoryneurone, the motor neuron and the relayneurone.Carry out an activity to compare and contrastthe different types of neurones and presentthe similarities and differences in a graphicorganiser.

Relating

Attributing

MakeConculation

Being thankful toGod

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WEEK/DATE


OBJECTIVES

LEARNINGOUTCOMES


TSTSSCIENTIFIC

ATTITUDES ANDNOBLE VALUES

WEEK 6[4/2/08-6/2/08]

MAINTENANCEAND

CONTINUITY OFLIFE

BODYCOORDINATION

2.3 Analysingnervouscoordination


state what receptors

and effectors are, state the functions of

receptors andeffectors,

explain with exampleswhat a reflex action is,

describe a reflex arc,

illustrate the path takenby an impulse in thereflex arc.

Discuss the following:a) meaning of receptors and effectors,

b) functions of receptors and effectors.Carry out activities to demonstrate thereactions of sensory organs to variousstimuli.

Carry out activities and discuss reflexactions such as knee jerk and reaction totouching a hot or sharp object.

View computer simulations or chartsshowing the path taken by an impulse in areflex arc.

Draw a diagram to show the path taken byan impulse in a reflex arc.

Attributing

Makinginferences

Generating ideas

Makingconclusions

Being thankful to God

MAINTENANCEAND

CONTINUITY OFLIFE

BODYCOORDINATION

2.4 Understanding therole ofroprioceptors inmaintainingbalance andcoordination


explain whatproprioceptors are,

explain theimportance ofproprioceptors.

Carry out the following activities toshow the importance ofproprioceptors:a) stacking objects with both eyes

closed,b) maintaining balance of the body.

View charts, videos or computersimulations and discuss the following:a) proprioceptors and their functions,

b) the importance of proprioceptors inmaintaining balance andcoordination.

CUTI TAHUN BARU CINA 2008[7-8/2/08]

Attributing

Generating ideas

Makingconclusions


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WEEK/ DATE THEME LEARNING AREA /LEARNING OBJECTIVES

LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES TSTSSCIENTIFIC


WEEK 7

[11/2/08-15/2/08]

MAINTENANCEAND

CONTINUITY OFLIFE

BODYCOORDINATION

2.5 Understanding thehuman brain andits complexity


identify the main parts of

the human brain, state the functions of each

main part of the humanbrain,

explain what voluntaryaction is,

give examples of voluntaryaction,

explain what involuntaryaction is,

give examples ofinvoluntary action,

explain the effects ofinjuries to specific parts ofthe human brain.

Examine models, view videos or computersimulations to identify the structure of the human

brain, i.e. the cerebrum, cerebellum and medullaoblongata.Discuss the functions of the various parts of thebrain.

Draw and label the main parts of the humanbrain.

Carry out activities and discuss the following:a) voluntary actions such as writing and

dancing,b) involuntary actions such as dilation and

constriction of the pupil and the beating ofthe heart.

Discuss the effects of injuries to specific parts ofthe human brain.

Attributi

ng Generat

ing ideas

Relating

Makingconclusions


WEEK 8[18/2/08-22/2/08]

MAINTENANCEAND

CONTINUITY OFLIFE

BODYCOORDINATION

2.6 UnderstandingHormonalcoordination in thebody


describe what a hormoneis,

describe what endocrineglands are,

identify the mainendocrine glands and theirrespective functions in thebody,

state the functions ofhormones secreted by theendocrine glands,

describe the effects ofhormonal imbalance onhealth,

Carry out games such as "match and win" orpuzzles to identify the following:a) hormones and the main endocrine glands,

i.e. the pituitary gland, thyroid gland, adrenalgland, pancreas, ovary, and testis,

b) the hormones secreted by each of the mainendocrine glands,

c) functions of the hormones secreted by eachof the main endocrine glands.

Note : Only adrenaline, insulin, thyroxin,

oestrogen, progesterone and testosterone arerequired.

Draw a labelled diagram to show the locations ofthe main endocrine glands in the humanendocrine system.Discuss the effects of hormonal imbalance onhealth and present the information in a graphicorganiser.

Attributing

Makingconclusions


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WEEK 9

[25-29/2/08]

MAINTENANCEANDCONTINUITY OF

LIFE

BODYCOORDINATION

2.7 Analysingcoordinationbetween thenervous systemand theendocrinesystem

A student is able to: compare and contrast

nervous coordinationwith hormonalcoordination,

explain with examplesthe coordinationbetween the nervoussystem and theendocrine system inresponse to a specificstimulus,

explain the importanceof coordinationbetween the nervoussystem and theendocrine system inresponse to a specificstimulus.

Carry out an activity to compare andcontrast nervous coordination withhormonal coordination and present thesimilarities and differences in a graphicorganiser.

Simulate fright and flight situations orrelate an incident to discuss the following:a) coordination between the nervous

system and the endocrine system inproducing a response to a stimulus,

b) the importance of coordinationbetween the nervous system and theendocrine system in ensuring a

smooth and appropriate response to aspecific stimulus.

MONTHLY TEST

Comparing andcontrasting

Having an interestand curiositytowards theenvironment


WEEK 10[3-7/3/08]

MAINTENANCEAND

CONTINUITY OFLIFE

BODYCOORDINATION

2.8 Evaluating theeffects of drugabuse on body

coordination andhealth


define what drugs are,

list examples of drugs,

explain what drugabuse is,

describe the effects of

drug abuse on bodycoordination,

describe the effects ofdrug abuse on health.

Invite a representative from Agensi DadahKebangsaan (ADK), Polis Di Raja Malaysia(PDRM),Persatuan Mencegah Dadah Malaysia(PEMARAM) or other appropriate institutions togive a talk or an exhibition on drugs, drug abuseand the effects of drug abuse on body

coordination and health.

Students make presentations on drug abusethrough public speaking, exhibiting folio ormultimedia PowerPoint presentation.

Evaluating

Makingconclusion

Appreciating andpracting clean andhealthy living

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WEEK 10[3-7/3/08]

MAINTENANCEAND

CONTINUITY OFLIFE

BODYCOORDINATION

2.9 Analysing theeffects ofexcessiveconsumption ofalcohol on bodycoordination andhealth

A student is able to;

list examples ofalcoholic drinks,

describe the effects ofexcessiveconsumption ofalcohol on bodycoordination,

describe the effects ofexcessiveconsumption ofalcohol on health,

justify the importanceof avoiding excessiveconsumption ofalcohol.

Gather information from books,newspapers, magazines or internet anddiscuss the following:

a)examples of alcoholic drinks,b)effects of excessive consumption of

alcohol on body coordination (effecton reaction times) and health.

c) the importance of avoiding excessiveconsumption of alcohol.

Present and exhibit the collectedinformation.

Evaluating

Makingconclusions

Appreciating andpracting clean andhealthy living

MID TERM HOLIDAY [10-16/3/08]

Week 11[17-19/3/08]

BODYCOORDINATION

2.10 Realising the

importance ofsound andhealthy mind


state what mind is,

identify factors thataffect the mind,

explain haw substanceabuse can affect themind,

justify the importanceof a healthy and soundmind

Gather information from books,magazines, newspapers and internet anddiscuss the following:a) the meaning of mind,

b) factors that affect the mind, whichinclude, hormone imbalance,excessive consumption ofalcohol, drug abuse, mental stress andbrain injury,

c) how hormone imbalance, excessiveconsumption of alcohol and drugabuse can offect the mind,

d) the importance of a healthy and soundmind.

Analysing

Evaluating

Appreciating and

practing clean andhealthy living

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Week 11[17-19/3/08]

MAINTENANCEAND CONTINUITY

OFLIFE

CHAPTER 3

HEREDITY ANDVARIATION

3.1 Understanding celldivision


state what genes,deoxyribonucleic acids(DNA) and chromosomesare,

describe the relationshipbetween gene, DNA andchromosome,

state what mitosis is,

state what meiosis is,

describe the process ofmitosis,

describe the process ofmeiosis,

compare and contrastmitosis with meiosis,

explain the importance ofmitosis and meiosis.

View videos, computer simulations or charts tostudy the following:

a) gene, DNA and chromosome,b) mitosis and meiosis.

Simulate the process of mitosis and meiosis.

Carry out an activity to compare and contrastmitosis with meiosis and present the similaritiesand differences in a graphic organiser,

Discuss the importance of mitosis and meiosis.

Note :- Names of the phases in mitosis andmeiosis are not required.- Only a brief discussion is required for thefollowing:

a) separation and polarisation Ofchromosomes,b) functions of spindle fibres and centromeres,c)formation of new cells.

Attributing


Generating ideas

Relating

Makingconclusions

Having an interest

and curiosity towardsthe environment

CUTI HARI WESAK [19/3/08]CUTI MAULIDUR RASUL [20/3/08]

CUTI GOOD FRIDAY [21/3/08]

WEEK 12[24-28/3/08]


OF LIFEHEREDITY ANDVARIATION

3.2 Understanding theprinciples andmechanism ofinheritance


explain what dominantgenes and recessivegenes are,

identify dominant traitsand recessive traits inhuman,

illustrate the mechanism ofinheritance of traits usingschematic diagram,

predict the genotype andphenotype traits of amonohybrid cross.

Observe and identify dominant and recessivetraits among students and their family members,Discuss the following:a) dominant genes and dominant traits,

b) recessive genes and recessive traits.

View videos or computer simulations on geneticexperiments carried put by Gregor Mendel tostudy the mechanism of trait inheritance.

Use schematic diagrams to illustrate monohybridcrosses and predict the following usingMendel's law:a) genotype ratio of the first filial or F1

generation and the second filial or F2 gen,b) phenotype ratio of the first filial or F,

generation and the second filial or F2generation.

Comparing and

contrastingAnalysing

Makingconclusions

Being systematic

Having an interestand curiosity towardsthe environment

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WEEK 12[24-28/3/08] MAINTENANCEANDCONTINUITY OF

LIFE


3.3 Understandingsex determinationand the occurrenceof twins in humanbeings

A student is able to: explain what sex

chromosomes are,

explain how sex isdetermined,

explain the formationof identical and non-identical twins,

compare and contrastidentical with non-identical twins,

explain what Siamesetwins are,

View computer simulations, videos or charts anddiscuss the following:a) sex chromosomes,b) determination of sex,c) the occurrence of identical and non-identical

twins,d) the occurrence of Siamese twins.

Use schematic diagrams to illustrate thefollowing :a) how sex is determined,b) how identical and non-identical twins are

formed.

Carry out an activity to compare and contrastidentical twins with non-identical twins andillustrate the similarities and differences in agraphic organiser.Read and interpret data from books, articles,magazines or Internet on Siamese twins.

Attributing

Analysing


Being systematic

WEEK 13[31/3/08-4/4/08]

MAINTENANCEAND

CONTINUITY OFLIFE


3.4 UnderstandingMutation


state what mutation is,

state the types ofmutation,

list examples ofmutation,

identify causes ofmutation,

state the advantages and

disadvantages ofmutation.

View videos, computer simulations or charts anddiscuss the following:a) mutation and types of mutation such as

chromosome mutations and gene mutations,b) consequences of chromosome mutations in

humans such as Down's syndrome,Klinefelter's syndrome, and Turner'ssyndrome,

c) consequences of gene mutations in humanssuch as colour blindness and albinism.

Carry out an activity to test colour blindnessamong pupils.

Discuss the advantages and disadvantages ofmutation.

Note : Change in genes and chromosomes atthe molecular level is not required.

Analysing Having an interestand curiosity towardsthe environment

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WEEK/

DATE

THEME LEARNING AREA /

LEARNINGOBJECTIVES


ATTITUDES AND

NOBLE VALUES

WEEK 14[7-11/4/08]

MAINTENANCEAND

CONTINUITY OFLIFE


3.5 Evaluating theeffects of geneticresearch onhuman life


list the contributionsof genetic research invarious fields,

explain selectivebreeding in plantsand livestock,

state the importanceof selective breedingin plants andlivestock,

describe thetechnology used forselective breeding,

present arguments forand against geneticresearch.

Search the internet, read books,magazines and newspapers forinformation on genetic research anddiscuss the following:a) genetic research in the field of

medicine, such as the discovery ofvarious types of hereditarydiseases and the latest techniques fortreating specific disease,

b) genetic research in the field ofagriculture such as genetically

modified food (GM1), Human GenomeProject and cloning, selective breedingin plants such as paddy, oil palm,papaya, durian, chilli, and livestocksuch as dairy cow and chicken.

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 selectivebreeding.

Debate on genetic research and itseffects.

Compile materials and genetic research ina scrap book.

Analysing

Evaluating

Having critical andanalytical thinking

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WEEK/DATE


OBJECTIVES



WEEK 15[14-18/4/08]

MAINTENANCEAND CONTINUITYOF

LIFE


3.6 Analysing variationamong living things

A student is able to: state what variation is,

list variation in humans,

classify variation intocontinuous anddiscontinuous variation,

compare and contrastcontinuous anddiscontinuous variation,

identify factors thatcause variation,

explain the importance ofvariation.

Carry out activities to identify and classifyvariation among students in a class.

Discuss the following:a) continuous variation and discontinuous

variation.b) examples of continuous variation and

discontinuous variation,c) factors which cause variation,d) the importance of variation.

Carry out an activity to compare and, contrastcontinuous variation with discontinuous variationand illustrate the similarities and differences in agraphic organiser.

Construct a family tree based on variationamong family members such as having straightor curly hair, being right-handed or left- handed,the presence or absence of ear lobs, and theability to roll the tongue.

RelatingAttributing


Makingconclusions

Analysing

Being systematic

Being co-operative

WEEK 16

[28-2/5/2008]


OFLIFE


3.7 Realising the needto adhere ' to acode of ethics ingenetic research

Student is able to:

explain how the misuseof knowledge in the field ofgenetics can endangerlife,

describe the importance ofestablishing and adheringto ethics and morals in

scientific research for thebenefit of mankind.

Read books, articles, magazines or search theinternet and discuss how misuse of knowledgein the field of genetics can endanger life.

Discuss the importance of establishing andadhering to ethics and morals in scientificresearch for the benefit of mankind.

Montly test

Analysing

Evaluating



OFLIFE



3.8 Realising the needto adhere ' to acode of ethics ingenetic research

Student is able to:

explain how the misuseof knowledge in the field ofgenetics can endangerlife,

describe the importance ofestablishing and adheringto ethics and morals inscientific research for thebenefit of mankind.

Read books, articles, magazines or search theinternet and discuss how misuse of knowledgein the field of genetics can endanger life.

Discuss the importance of establishing andadhering to ethics and morals in scientificresearch for the benefit of mankind.

Montly test

Analysing

Evaluating


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WEEK 16

[28-2/5/2008]

MAINTENANCEAND

CONTINUITY OF

LIFE


3.9 Realising theneed to adhere 'to a code ofethics in geneticresearch

Student is able to:

explain how themisuse of knowledge in

the field of geneticscan endanger life,

describe theimportance ofestablishing andadhering to ethics andmorals in scientificresearch for the benefitof mankind.

Read books, articles, magazines orsearch the internet and discuss howmisuse of knowledge in the field of

genetics can endanger life.

Discuss the importance of establishingand adhering to ethics and morals inscientific research for the benefit ofmankind.

Montly test

Analysing

Evaluating


WEEK 16

[28-2/5/2008

MATTER INNATURE

CHAPTER 4MATTER ANDSUBSTANCE

4.1 Analysingchanges in thestates of matter


explain the kinetictheory of matter,

relate changes inheat to changes inkinetic energy of theparticles in matter,

explain theinterconversion of thethree states of matterbased on the kinetictheory of matter.

Carry out an activity to observe changes in thestates of matter when heat is absorbed orreleased.

View videos or computer simulations anddiscuss the fallowing:

a) the kinetic theory of matter,b) changes in kinetic energy of particlesin matter during heat change;c) changes in the states of matterinvolving the absorption or releases ofheat,d) changes in matter during melting,boiling, condensation, freezing andsublimation based on the kinetictheory of matter.

Relating

Makinginferences

Realising thatscience is ameans to

understand nature

Week 17

5-9/5/2008

MATTER INNATURE MATTER AND

SUBSTANCE

4.2 Understanding thestructure of anatom


describe thestructure of anatom,

identify thesubatomic particles,

compare andcontrast thesubatomic particles.

Examine models, view computer simulationsand discuss the following:

a) the structure of an atom,b) the subatomic particles namely proton,electron, and neutron.

Draw a labelled diagram of a model of an atom.

Carry out an activity to compare and contrast thesubatomic particles in terms of location, relativemass and charge.

Illustrate the similarities and differences of

Relating

Synthesising

Predicting

Daring to try

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subatomic particles in a graphic organiser.

WEEK/DATE


OBJECTIVES



WEEK 18[12-14/5/08]

MATTER INNATURE

MATTER ANDSUBSTANCE

4.3 Applying the ideaof proton numberand nucleonnumber in atomsof elements


state what protonnumber is,

state what nucleonnumber is,

relate the number ofprotons, neutrons andelectrons in an atomto its proton numberand nucleon number,

deduce the number ofprotons, electrons

and neutrons inatoms of differentelements,

make a generalisationon the numbers ofprotons and electronsin atoms of differentelements,

state what isotopesare,

give examples ofisotopes.

Collect and interpret data on the following:a) proton number,b) nucleon number,c) isotopes.

Construct a table to show the relationshipbetween the number of protons, neutronsand electrons in an atom and its protonnumber and nucleon number.

Discuss and make a generalisation thatatoms of different elements consist ofdifferent numbers of protons andelectrons.

Discuss the following:a) isotopes,b) examples of isotopes such as isotopes

of hydrogen and carbon.

Note: Only elements with protonnumbers in the range of 1 -10 arerequired.


Visualising

Realising thatscience in a meanto understandnature

WEEK 19[19-23/5/08]

PEPERIKSAAN SEMESTER 1[19-23/5/08]

CUTI SEMESTER PERTAMA[26/5-7/6/08]

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WEEK/DATE


OBJECTIVES

LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES TSTS SCIENTIFICATTITUDESAND NOBLE

VALUES

WEEK 209-13/6/08] MATTER INNATURE MATTER ANDSUBSTANCE

4.4 Understandingthe classificationof elements inthe PeriodicTable

A student is able to:describe the arrangementof elements in the PeriodicTable,describe what is meant bygroups and periods in thePeriodic Tab1e,identify the locations ofmetals, non-metals andsemimetals in the PeriodicTable,state the importance ofthe Periodic Table.

Relating

Groupingandclassifying

Appreciatingthecontribution ofscience andtechnology

Week 20[9-13/6/08]

WEEK 21[16-20/6/08]

MATTER INNATURE

MATTER ANDSUBSTANCE

4.5 Understanding theproperties ofsubstances basedon the particlespresent in them

A student is able to: describe what atoms,

molecules and ions are,

identify the particles insubstances as atoms,molecules and ions,

state examples ofsubstances made ofatoms, molecules andions,

compare and contrastsubstances that aremade of atoms,molecules and ionsbased on their physical

properties, relate the physical

properties of substancesmade up of atoms,molecules and ions tothe arrangement ofparticles and the forcesof attraction betweenthem.

View computer simulations or charts and discussthe following aspects of the Periodic Table:a)arrangement of elements based on increasing

proton number,b)group as vertical column containing elements

with similar chemical properties,c) period as horizontal row containing elements

that change their chemical and physicalproperties gradually from those reflectingmetal to those reflecting non-metal,

d) locations of metals, non-metals andsemimetals.

Carry out a card game to fill up the missing elements inthe Periodic Table. The cards contain the followingdetails:a) proton number,b) nucleon number,c) metal, non-metal and semimetal.

Discuss the importance of the Periodic Table in termsof:a) assisting in an orderly and systematic approach to

the study of elements,b) knowing the properties of the elements,c) predicting the properties and uses of elements.


Relating

Grouping andclassifying

Being honestand accurate inrecording andvalidating data

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WEEK/DATE


OBJECTIVES

LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES TSTS SCIENTIFICATTITUDESAND NOBLE

VALUES

WEEK 21[16-20/6/08]

MATTER INNATURE

MATTER ANDSUBSTANCE

4.6 Understandingthe propertiesand uses ofmetals and non-metals

A student is able to: list examples of

metals and non-metals,

list the properties ofmetals and non-metals,

list the uses of metalsand non-metals indaily life,

compare and contrastmetals and non-metals based on theirphysical properties,

relate the physicalproperties of metalsand non-metals totheir uses in daily life.

Carry out an activity to identify objects in theclassroom which are made of metals and non-metals.

Collect and interpret data on the properties anduses of metals such as iron, aluminium, zinc,copper, lead, tin, gold and non-metals such ascarbon, sulphur and chlorine.

Carry out an activity to compare and contrast theproperties of things made of metal and non-metaland illustrate the similarities and differences in agraphic organiser.

Carry out an activity to study the physicalproperties of metals and non-metals such as:

a) luminosity,b) ductility,c) malleability,d) tensile strength,e) electrical and heat conductivity.

Discuss the physical properties of metals andnon-metals relating to their uses in daily life.

Collect and interpret data on the following:

a) characteristics of pure substancesb) different methods of purification ofsubstances.



Appreciatingthecontribution ofscience andtechnology

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WEEK/ DATE THEME LEARNING AREA /LEARNING

OBJECTIVES


WEEK 22

[23-27/6/08]MATTER IN

NATURE

MATTER ANDSUBSTANCE

4.7 Analysing methodsof purifyingsubstances


state the characteristicsof pure substances,

describe the differentmethods of purification ofsubstances,

relate the characteristicsof substances to themethods of purificationused,

explain with examplesthe methods ofpurification used toproduce substancesused in daily life.

Carry out activities to study the following:a) how the presence of impurities such as saltsaffects the boiling point of water,b) purification of substances by the following

methods:i. distillation, e.g. purifying alcohol from a

mixture of alcohol and water,ii. crystallisation, e.g. purifying salt from a

saturated solution of common salt.

Gather information and discuss the following:a) factors to be considered when selecting

the methods of purification. Examples areas following:

i. separating a liquid from a solution of a solidin a liquid, such as producing pure waterfrom sea water,

ii. separating a liquid from a mixture of miscibleliquids such as removing ethanol from

a mixture of ethanol and water,iii. separating insoluble impurities from a

soluble substance such as removing sandand other impurities from salt.

b) methods of purification used in producingsubstances needed daily such as salt, sugar,petroleum fractions and distilled water.

Relating

Attributing

Being responsibleabout the safety ofoneself, other andenvironment

WEEK 23

[30/6/08-4/7/08]

MATTER INNATURE

MATTER ANDSUBSTANCE

4.8 Appreciating theexistence and usesof varioussubstances ofdifferentcharacteristics


describe how man usesvarious substances ofdifferent characteristicsand states in everyday life,

justify the importance ofthe existence of varioussubstances of differentcharacteristics and statesthat benefit mankind.

Discuss the following:

a) how various substances of differentcharacteristics can be utilised to benefitmankind,b) the importance of the existence ofvarious substances of differentcharacteristics.


Evaluating

Appreciating thecontribution ofscience andtechnology

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OBJECTIVES


WEEK 23[30/6/08-4/7/08]

Week 24[7-11/7/08]

ENERGY INLIFE

CHAPTER 5

ENERGY ANDCHEMICAL CHANGES

5.1 Understandingphysical andchemicalchanges

A student is able to: explain what physical

change is,

explain what chemicalchange is,

give examples ofphysical changes indaily life,

give examples ofchemical changes indaily life,

compare and contrastphysical changes and

chemical changes.

Discuss the following in terms of physicaland chemical changes:a) burning of paper,b) melting of ice,c) change in colour of sliced apples,d) evaporation of water.

Carry out the following activities to studyphysical and chemical changes:a) heating iron with sulphur,b) burning magnesium in air,c) mixing zinc with copper sulphate

solution,d) soaking clean iron nails in water until

they rust,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 andcontrast physical change and chemical

change and illustrate the similarities anddifferences in a graphic organiser.

Carry out the following activities to studyheat changes in chemical reactions:a)dissolving ammonium chloride in water,b)dissolving sodium hydroxide in water.


Relating

Makinginferences

Being co-operativein doingexperiment

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OBJECTIVES


Week 25[7-11/7/08]

ENERGY INLIFE


5.2 Analysing heatchange in chemicalreactions


state that chemicalreactions involve heatchange,

identify reactions involvingheat loss,

identify reactions involvingheat gain,

relate changes intemperature of reactantsto exothermic reactions,

relate changes intemperature of reactantsto endothermic reactions,

explain through examplesheat changes that occurduring industrial chemicalreactions.

Discuss the following:a) the relationship between heat loss or heat

gain and changes in temperature,b) exothermic and endothermic reactions

based on changes in heat.

View computer simulations then gather andinterpret data on heat changes that occur duringindustrial chemical reactions, such as:a) the production of ammonia from

ammonium products,b) the production of sulphuric acid.


Makinginferences

Being co-operative indoing experiment

Week 26

[14-18/7/08]

ENERGY INLIFE


5.3 Synthesising thereactivity series ofmetals


describe the reactivity ofmetals with water,

describe the reactivity ofmetals with acids,

describe the reactivity ofmetals with oxygen,

compare and contrastthe reactivity of metals

with water, acids andoxygen,

arrange metals in orderof reactivity,

construct the reactivityseries of metals based onreactivity of metals withoxygen,

identify the position ofcarbon in the reactivityseries.

Carry out activities to study the followingreactions:a) sodium, calcium, magnesium, aluminium,

zinc and copper with water.b) magnesium, aluminium, zinc and copper

with dilute acids.c) magnesium, aluminium, zinc, copper with

oxygen.

Carry out activities to compare and contrast thereactivity of metals with water, acids andoxygen, illustrate the similarities and differencesin a graphic organiser.

Discuss and arrange metals in order ofreactivity.Collect and interpret data on the reactivity ofmetals with oxygen to construct the reactivityseries of metals.

Relating


Making inferences

Relating

Sequencing

Being honest andaccurate in recodingand validating data

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OBJECTIVES


Week 26

[14-18/7/08]

ENERGY IN

LIFE


5.4 Applying theconcepts ofreactivity series ofmetals


relate the position of

metals in the reactivityseries to the method ofextraction of metals fromtheir ores,

explain with examplesthe process of extractionof a metal from its oreusing carbon,

state the importance ofthe reactivity series.

Carry out an experiment to determine theposition of carbon in the reactivity series.

View computer simulations or videos onmethods of extracting metals from their ores andthen carry out the following activities:a) relate the position of metals in the

reactivity series to the method ofextracting metals from their ores,such as using carbon and by electrolysis,

b) discuss the process of extracting tin fromits ore.

Discuss the importance of the reactivity series.

Relating

Making inferences

Sequencing

Generating ideas

Visualising

Being honest andaccurate in recodingand validating data

Appreciating thecontribution ofscience andtechnology

Week 27[21-25/7/08]

ENERGY INLIFE

ENERGY AND

CHEMICAL CHANGES

5.5 UnderstandingElectrolysis


state what electrolysis is, state what anode,

cathode, anion, cationand electrolyte are,

describe the electrolysisof an electrolyte usingcarbon electrodes,

explain the uses ofelectrolysis in industry.

Carry out activities on electrolysis and discuss

the following:a) definition of electrolysis,b) what anode, cathode, anion, cation and

electrolyte are,c) the process and product of electrolysis of

an electrolyte using carbon electrodes,d) use of electrolysis in electroplating metal

objects.

View computer simulations and study thefollowing processes:

a) electrolysis of molten lead bromide usingcarbon electrodes,

b) electroplating objects made of iron withcopper.

View videos or computer simulations anddiscuss the uses of electrolysis in industry,including the extraction of metals, purification ofmetals and electroplating.

Note : Chemical equations for reactionsoccurring at electrodes are not required.

RelatingEvaluating

Realising thatscience is a mean tounderstand nature

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OBJECTIVES


Week 28

[28-1/8/08

ENERGY IN

LIFE


5.6 Understanding theproduction ofelectrical energyfrom chemicalreactions


describe how a simple

cell works, list the various types of

cells and their uses,

state the advantages anddisadvantages of varioustypes of cells.

Carry out an activity to study the production ofelectrical energy by a simple cell.

Examine various types of cells such as dry cells,lead-acid accumulators, alkaline batteries, silveroxide-mercury batteries and nickel-cadmiumbatteries and discuss:a) their uses,b) the advantages and disadvantages in

using each of these types of cells.

Note : Equations to show the reactions at thepositive and negative terminals of a simple cellare not required

Visualising

Making inferences

Appreciating thecontribution of

science andtechnology

Week 28[28-1/8/08

ENERGY INLIFE


5.7 Understandingchemical reactionsthat occur in thepresence of light


give examples ofchemical reactions whichrequire light,

explain the effect of lighton photo sensitivechemicals,

explain why certainchemicals are stored indark bottles.

Discuss the following:a) chemical reactions which require light for

example photosynthesis in green plants,b) the effect of light on photosensitive

chemicals.

Carry out an activity to study the effect of lighton photographic paper and silver chloride.

Discuss how photosensitive chemicals arestored by relating to the effect of light on thesechemicals.

Note: Only a brief description of splitting ofwater molecules by light energy inphotosynthesis is required. Chemical equationsare not required


relating

Realising that thescience is mean tounderstand nature

CUTI PERTENGAHAN SEMESTER 2

[18-22/8/08]

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OBJECTIVES


Week 29

[4-8/8/8]

Week 30[11-

15/8/08]

ENERGY INLIFE

ENERGY AND

CHEMICAL CHANGES

5.8 Appreciatingthe innovativeefforts in thedesign ofequipmentusingchemicalreactionssources of

energy


describe howenergy obtainedfrom chemicalreactions shouldbe used efficientlyto preventwastage,

describe howequipment utilisingchemical reactionsas sources of

energy should bedisposed to reduceenvironmentalpollution,

give suggestionson new ways ofusing chemicalreactions assources of energyfor equipment,

put into practise

good habits whenusing and disposingequipment that useschemical reaction asa source of energy.

Prepare folio and scrap book on

the following topics:a) how energy obtained from

chemical reactions should beused efficiently to preventwastage,

b) how equipment utilisingchemical reactions as sourcesof energy should be disposedto reduce environmentalpollution,

Carry out a brainstorming sessionon new ways of using chemicalreactions as sources of energy forequipment.

Carry out activities to illustrategood habits of using anddisposing equipment that useschemical reaction as a source ofenergy.

Generating ideas

Predicting

Appreciatingthe contributionof science andtechnology

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OBJECTIVES


Week 30[11-

15/8/08]

Week 31

[18-22/8/08]

ENERGY INLIFE

CHAPTER 6NUCLEAR ENERGY

6.1 Understandingradioactivesubstances


state what radioactivesubstances are,

give examples ofradioactive substances,

describe the process ofretroactive decay,

name the three types ofradioactive radiations,

describe thecharacteristics of eachtype of radioactiveradiation,

compare and contrastradioactive radiations,

explain whatradioisotopes are,

give examples of

radioisotopes, explain the uses of

radioactive substances.

explain the effects ofnuclear energyproduction.

View computer simulations, videos or charts andstudy:a) radioactive substances,b) radioactive radiations,c) radioisotopes.

Discuss the following:a) radioactive substances,b) radioisotopes of carbon, cobalt and iodine,c) the process of radioactive decay and the

emission of alpha particles, beta particlesand gamma radiation,

Carry out an activity to compare and contrast thecharacteristics of the three types of radioactiveradiations i.e, alpha, beta and gamma radiationin terms of:a) type of particles,b) charge,c) penetrating powers.

Illustrate the similarities and differences in agraphic organiser.View computer simulations, videos or charts anddiscuss the uses of radioactive substances inthe following fields:a) agriculture, d) industryb) medicine, e) food preservationc) archaeology,Access websites or visit Malaysian Instituteof Nuclear Technology (MINT) to collectinformation on radioactive substances andnuclear energy.Read articles and do a group presentation on

the following:a) the uses of nuclear energy,b) the effects of nuclear energy production.

Note : Half-life is not required.


Generating ideasEvaluating

Realising thatscience is mean to

understand nature

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OBJECTIVES


Week 31

[25-

29/8/08]

ENERGY INLIFE

NUCLEAR ENERGY

6.2 Understanding

the productionof nuclearenergy and itsuses


describe theproduction of nuclear

energy throughfission,

describe theproduction of nuclearenergy throughfusion,

state the uses ofnuclear energy,

describe theprocess ofgenerating electricityfrom nuclear energy,

View computer simulations, videos andcharts and discuss the production ofnuclear energy through the following:

a) fission,b) fusion.

Discuss the process of generatingelectricity from nuclear energy.

Note: The Concept of chain reaction is notrequired.

NATIONAL DAY (31/08/2008

Generating ideas

Evaluating

Generalising

Analysing

Thinking rationally

Week 32[1-5/9/08]

ENERGY INLIFE

NUCLEAR ENERGY

6.3 Awareness of theneed for properHanding ofRadioactivesubstances


state the effects ofradioactiveradiations on livingthings,

describe the correctway of handlingradioactivesubstances andradioactive waste,

explain the need forproper handling of

radioactivesubstances andradioactive waste.

Read articles, view videos or charts anddiscuss the following:a) Chemobyl nuclear disaster and other

nuclear disasters,b) handling of radioactive substances

and radioactive waste.

Discuss the following:i) the short term and long term effects

of radioactive substances on livingthings,

ii) the need for proper handling of

radioactive substances andradioactive waste.

Debate on the need to have a nuclearpower stations.

Evaluating

Analysing

Makingconclusions

Being responsibleabout safety ofone self, othersand theenvironment.

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OBJECTIVES


Week 33

[8-12/9/08]

ENERGY INLIFE

CHAPTER 7

LIGHT, COLOUR ANDSIGHT

7.1 Synthesising theformation ofimage by planemirrors andlenses


state thecharacteristics ofimages formed by aplane mirror,

state thecharacteristics ofimages formed by aconvex lens,

state thecharacteristics ofimages formed by aconcave lens,

compare and contrast

images of distantobjects formed byconvex lenses andconcave Lenses,

draw a labelled raydiagram to show theformation of image bylight rays passingthrough a convex lens,

draw a labelled raydiagram to show theformation of image by lightrays passing through aconcave fens,

draw ray diagrams toexplain howcharacteristics of imagesformed by convex lensesvary with object distance,

determine the focal lengthof a convex lens.

Carry Out activities to observe thefollowing:a) images formed by a plane mirror,b) images formed by convex and

concave lenses.

Carry out an activity to compare andcontrast images of distant objects formedby convex lenses and concave lenses,illustrate the similarities and differences ina graphic organiser.

Use computer simulations, videos orcharts to demonstrate the construction of

ray diagrams.

Draw ray diagrams for light passingthrough;a) convex lens with abject located at

various distances,b) concave lens.

Label the following on the ray diagrams:a) principal axis,b) optical centre,c) focal point ,d) focal length,e) object distance,f) image distance.

Discuss how characteristics of images formedby convex lenses vary with object distance.Plan and carry out an activity to determine thefocal length of a convex lens.

Relating


Makinginferences

Analysing

Attributing

Visualising

Having an interestcuriosity towardsthe environment

Having criticalsand analyticalthinking

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OBJECTIVES


Week 34[15-

19/9/08]

ENERGY INLIFE


7.2 Synthesisingthe formationof image byopticalinstruments


identify the parts of

optical instrumentsinvolved in imageformation,

draw ray diagrams forlight rays passingthrough an opticalinstrument,

compare and contrastthe mechanisms infocusing andcontrolling theamount of light thatenters human eyes

and a camera, explain the structure

and function ofvarious parts of theeye using a cameraas an analogy.

Investigate the image formed in a camerausing a pin-hole camera with and withoutlens.

Construct a simple periscope andtelescope.

Discuss the formation of image by theseoptical instruments.

Use computer simulations to demonstrateconstruction of ray diagrams for the lightrays passing through the eye and opticalinstruments.

Based on the simulations, draw and label

ray diagrams to show the formation ofimages in the following opticalinstruments:

a) camera,b) periscope,c) telescope.d) eye

Discuss the similarities and differencesbetween camera and eye in terms offocusing and controlling the amount oflight.

Examine a model camera and relate its

structure and functions to those of theeyes.

Relating

Compari

ng andcontrasting

Generating ideas

Being honest andaccurate in

recording andvalidating

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OBJECTIVES


Week 34[22-

26/9/08]

Week 35

[29/9/08-3/10]

ENERGY INLIFE


7.3 Analysinglightdispersion


state what light

dispersion is, explain through

examples howdispersion of lightoccurs.

Carry out activities to investigate thefollowing :

a) light dispersion using a prism,b) rainbow formation.

Discuss what light dispersion is.

Use computer simulations todemonstrate fight dispersion.

Draw a labelled diagram to showdispersion of light.

Discuss light dispersion in aphenomenon, such as the formation ofrainbow.

Relatin

g Attributi

ng

Visualising

Being thankful to

God Realising that

science is meanto understandnature

Week 35

[29/9/08-3/10]

ENERGY INLIFE


7.4 AnalysinglightScattering


state what lightscattering is,

give examples ofphenomena relatedto light scattering,

explain throughexamples how

scattering of lightoccurs in naturalphenomena.

Carry out an activity to study lightscattering and its effects.

Use computer simulations todemonstrate the process of lightscattering.

Discuss light scattering in phenomenasuch as blue skies and red sunset.

Relating

Attributing

Visualising


Realising thatscience is amean tounderstandnature

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WEEK/DATE


OBJECTIVES


Week 36[6-

10/10/08]

ENERGY INLIFE


7.5 Analysing theaddition andsubtraction ofcoloured fights


identify primary and

secondary colours, explain how addition

of primary coloursproduces secondarycolours,

explain thesubtraction of coloursby coloured filters.

Carry out an activity to introduce primaryand secondary colours.

Carry out activities to:a) investigate the addition of primary

colours to form secondary colours,b) investigate the effects of primary and

secondary coloured filters an white andcolouredlight.

Use computer simulations to demonstratethe addition and subtraction of colouredfights.

Discuss the following:a) how secondary colours areobtained from the addition of primarycolours,b) subtraction of coloured lights bycoloured fitters.

Visualising

Relating Compari

ng andcontrasting

Having an interestand curiosity

towards theenvironment

ENERGY INLIFE


7.6 Applying theprinciple ofsubtraction of

coloured light toexplain theappearance ofcoloured objects

A student is able to: explain subtraction of

coloured lights by colouredobjects,

.explain the appearance ofcoloured objects under

white light. explain the appearance of

coloured objects undercoloured lights,

state the function of rodand cone cells in the eye.

Carry out activities to observe and studythe colour of objects under white andcoloured lights,

View computer simulations and discussthe subtraction of coloured lights by

coloured objects.

Discuss the following:a) functions of rod and cone cells,b) the appearance of coloured objects

under white and coloured light.


Generalising

Realising thatscience is ameans tounderstand nature

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WEEK/DATE


OBJECTIVES


Week 37

[13-17/10/08]

ENERGY IN

LIFE


7.7 Analysing theeffect of mixingpigments


state what pigment is,

list the uses ofpigments,

compare and contrastthe mixing ofpigments with theaddition of colouredlights,

explain throughexamples the effectsof pigments on light,

make conclusionsabout the mixing ofpigments.

Carry out activities to observe and studypigment and the effect of mixing pigments.

View computer simulations and discussthe mixing of pigments and the effects ofpigments on light.

Carry out an activity to compare andcontrast the mixing of pigments with theaddition of coloured lights. Illustrate thesimilarities and differences in a graphicorganiser.

Based on the above activities makeconclusions about the mixing of pigments

and discuss the uses of pigments.

Generating ideas

Evaluating

Realising thatscience is ameans tounderstand nature

ENERGY INLIFE


7.8 Evaluating theimportance ofcolour in dailylife


list the uses of colourin daily life;

state with examplesthe importance ofcolour to living things,

justify the importanceof colour to livingthings.

View computer simulations or videos togather information and discuss thefollowing:a) the uses of colour in printing, electrical

wiring, traffic lights, symbols andsignals,

b) the importance of colour to humans,animals and plants.

Discuss what life is like without colour.

Evaluating

Generating ideas


ENERGY INLIFE


7.9 Appreciatingthe benefits ofvarious typesof opticalinstruments tomankind


relate the inventionsof various types ofoptical instrumentsto their contributionsto mankind.

a) to overcome the limitation of the sense ofsight,

b) extending the capability or power of vision,c) increasing human knowledge and

understanding about nature.

Evaluating

Generating

Analysing


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WEEK/DATE


OBJECTIVES


Week 38[20-

24/10/08]

TECHNOLOGICALAND INDUSTRIAL

DEVELOPMENT INSOCIETY

CHAPTER 8

CHEMICALS ININDUSTRY

8.1 Understandingthe properties ofalloys and theiruses in industry


state what analloy is,

give examples ofaloys,

explain how theformation of alloycan change theproperties ofmetals,

relate thechanges in the

properties ofmetals when theyare converted toalloys to thearrangement ofparticles in thealloys,

relate theproperties ofalloys to theiruses in daily life,

describe theimportance ofalloys in industry,

state whatsuperconductoralloys are.

Examine things made of alloys

and discuss their composition,properties and uses.

Collect and interpret data on thefollowing:a) what an alloy is,b) examples of alloys,c) composition, properties and

the uses of various alloysincluding steel, pewter,bronze, brass and

duralumin.

View videos or computersimulations and discuss:a) how formation of alloys can

change the properties ofmetals, such as to increasehardness, prevent corrosionand improve appearance,

b) what superconductor alloysare.

Discuss the importance of alloysin industry.


Relating

Generating ideas

Appreciatingthe contributionof science andtechnology

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WEEK/DATE


OBJECTIVES


Week 39[27-

31/10/08]

TECHNOLOGICAL

AND INDUSTRIALDEVELOPMENT INSOCIETY


8.2 Analysing theproductionand uses ofammonia inindustry


list the uses ofammonia and itscompounds in dailylife,

describe howammonia isproduced inindustry,

state the factorswhich affect theproduction ofammonia in

industry, state the industrial

uses of ammonia,

describe howammonia is used toproduce ammoniumsalt fertilisers andurea.

Collect and study product labels to

identify the ammonium compoundspresent.

Discuss the uses of ammonia and itscompounds in the making ofsubstances such as fertilisers, nitricacid, colouring, cleaning agents andexplosives.

View videos or computer simulationsto gather and interpret data on thefollowing:a) the process of producing

ammonia in industry,b) factors which affect the optimum

production of ammonia such astemperature, pressure andcatalysts.

Draw a flow chart to show theproduction of ammonia.

Collect and interpret data on the largescale uses of ammonia in industrysuch as manufacturing fertilisers andnitric acid.

Carry out an activity to prepareammonium fertiliser such asammonium sulphate, ammoniumnitrate and ammonium phosphate.

Attributing

Relating

Synthesizing

Sequencing

Generating ideas

Appreciating the

contribution ofscience andtechnology

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Week 39[27-

31/10/08]

TECHNOLOGICALAND INDUSTRIALDEVELOPMENT IN

SOCIETY


8.3 Analysing the

effects ofindustrial wastedisposal on theenvironment


identify manufacturingactivities which aresources of pollution,

explain the effects ofimproper industrial wastedisposal.

relate the effects ofindustrial waste disposalto the survival of livingthings,

state with examples themethods of controllingindustrial waste disposalto avoid pollution.

View videos or computer simulations to gatherand interpret data on environmental pollutionarising from:

a) burning of fossil fuels,

b) disposal of industrial waste such astoxic substances from the chemicalindustry, radioactive waste, oil palmand rubber waste from the agriculturalindustry,c) effects of improper industrial wastedisposal on the environment,d) methods of controlling industrial wastedisposal to avoid environmental pollution.

Discuss and relate the effects of improperdisposal of industrial waste to the survival ofliving things.

Select an industry and do a presentation on how

wastes are managed in the industry.

Evaluating

Making inferences

Visualising

Apprecating andpracticing clean andhealthy living

Week 39[27-

31/10/08]

TECHNOLOGICALAND INDUSTRIALDEVELOPMENT IN

SOCIETY

8.4 Realising theneed forpreservation andconservation ofthe environmentfrom industrialwaste 31ollutionfor the well-beingof mankind

A student is able to;

describe theconsequences ofuncontrolled andhaphazard disposal ofindustrial waste,

explain theimportance ofpractising responsibleway of disposingindustrial waste.

View videos or computer simulations onindustrial waste pollution and its effects onenvironmentDiscuss:a) consequences of uncontrolled and

haphazard disposal of industrial waste,b) the need to treat industrial pollution

seriously in order to preserve andconserve the environment,

c) the importance of practising responsibleway of disposing industrial waste.

Evaluating

Generalisation

Making inferences

Apprecating andpracticing cleanand healthy living

Week 40[3-7/11]

YEAR END EXAM

Week 41/4211-14/11/08]

DISSCUSSION FINAL PAPER EXAM

[15/11/2008-

04/01/2009]

YEAR END HOLIDAY

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yearly tp f4 2011

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