RPT Science FORM 3 2020 (ENGLISH VERSION)

YEARLY LESSON PLAN
SCIENCE FORM 3
2020
KSSM

1.0 STIMULI AND RESPONSES

WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
A pupil is able to: Note:
WEEK 1 1.1 Human 1.1.1 Describe the structures and functions of Human nervous sytem consists of the brain,
2/1 – 3/1 nervous system spinal cord and peripheral nerves.
human nervous system through drawings

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1.1.2 Make a sequence to show the Suggested activity:
pathway of impulses in voluntary Make a creative presentation on:
and involuntary actions.

• Parts involved in the movement of impulses
from the affector to the effector.

WEEK 2 Justify the importance of human nervous • The pathways of impulses in voluntary and
6/1 – 10/1 1.1.3 system in life.. involuntary actions.

Carry out activites to determine the importance of both
voluntary and involuntary actions such as:

• Measuring the speed of response in catching a
falling ruler (voluntary action),

⚫ Detecting the changes in the pupil towards
light intensity (involuntary action).

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
Draw the structures of sensory organs Suggested activity:
1.2 Stimuli and 1.2.1 and explain their functions and
responses in sensitivities towards stimuli. Make a creative presentation on the structure and
human functions of each part of the eye, ear, nose, skin and
tongue.
WEEK 3
13/1 – 17/1 Carry out activites to show the sensitivity of sensory
organs (tongue and skin) towards stimuli related to the
number of receptors.

Note:
Introduce the functions of:

• Photoreceptors (rods and cones).
• Taste buds (different taste areas on the tongue

including umami).
• Olfactory receptor cells.

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WEEK 4 1.2.2 Explain the mechanism of hearing and sight Suggested activity:
20/1 – 23/1
through drawings. Discuss and explain using a model :
*24/1-27/1 Cuti
Tahun Baru • Hearing mechanism.
Cina
• Sight mechanism.
&
1.2.3 Relate the human sensory organs to the Suggested activity:
WEEK 5 sensitivity towards various combination of
28/1 – 31/1 stimuli. Carry out activities to show the sensitivity of
sensory organs towards stimuli which relate to
the number of receptors

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD

WEEK 6 Investigate the sensitivity of sensory organs in
3/2 – 7/2 the combination of:

⚫ Sense of taste and sense of smell.

⚫ Sense of touch and sense of sight.

⚫ Sense of hearing and sense of sight.

⚫ Sense of hearing and balancing.

1.2.4 Explain through examples how the limitation Suggested activity:
1.2.5 of senses, defect in sensory organs and Make a multimedia presentation on:
aging affect human hearing and sight. ⚫ Optical illusion and blind spot.

Justify how innovations and technologies ⚫ Various types of audio visual defects such as
can improve the ability to sense in short- sightedness, long-sightedness,
sensory organs astigmatism and hearing defects.

⚫ Correcting audio visual defects using convex
lens, concave lens and hearing aids.

⚫ Examples and effects of unhealthy lifestyle or
high risk careers that affect the sensitivity of
sensory organs.

⚫ Being thankful for the Gift of senses and
the importance of practicing safety and
healthcare of the sensory organs.

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
Describe the parts of a plant that are Note:
1.3 The stimuli and 1.3.1 sensitive towards stimuli.
Responses in plants include phototropism,
responses in plants. geotropism, hydrotropism, thigmotropism and nastic
movement in the following aspects:
WEEK 7
10/2 – 14/2 ⚫ Stimuli detected by plants.

⚫ Parts of a plant that respond towards stimuli.

⚫ Directions of responses towards stimuli
(positive or negative).

1.3.2 Justify how responses in plants ensure their Note:
1.3.3 sustainability and survival.
Relate plants response towards stimuli to get the
best conditions for growth. How the plants response
need to be stated.

Carry out experiments to study responses Suggested activity:
in plants towards various stimuli. Carry out investigation through experiments on
*(EXPERIMENT 1.1; TEXTBOOK page responses in plants towards light, water, gravity and
30-33)

WEEK 8 touch.
17/2 – 21/2

Solve problems on responses in plants in different

situations such as in the ISS (International Space

Station).

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
Explain with examples the types of Suggested activity:
1.4 Importance of 1.4.1 sight and hearing in animals. Make a multimedia presentation on:
responses to stimuli
in animals

1.4.2 Communicate how sensory organs ensure ⚫ Stereoscopic and monoscopic vision in animals,
the survival of animals on Earth.
⚫ Stereophonic hearing and different
frequencies for different animals.

Suggested activity:

Discuss responses in animals such as:

WEEK 8 Responses Example
17/2-21/2
Whiskers Hysterix africaeaustralis
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Electric field Gymnarchus niloticus

Pheromone Melolontha melolontha

Jacobson's organ Vipera berus

More than a pair Lyssomanes viridis
of eyes

Body sensor Valanga nigricornis

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Lateral line Scomber australasicus

Scientific names of the animals are only for teacher’s
reference.

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2.0 RESPIRATION

WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
Suggested activity:
2.1 Respiratory A pupil is able to:
system Make a multimedia presentation to explain the
structure in the human respiratory system.
2.1.1 Draw and label the internal structures of the
human respiratory system and describe the Make a model or simulation to discuss the
breathing mechanism. actions of the diaphragm, intercostal muscles,
movement of the rib cage, changes in the
WEEK 9 volume and air pressure in the thoracic cavity
24/2 – 28/2 during inhalation and exhalation.

2.1.2 Carry out experiments to investigate the Note:
differences in the content of gases in
inhaled and exhaled air. Compare the results of the experiments to the
percentage of oxygen and carbon dioxide in
*(EXP 2.1; TEXTBOOK page. 50-52) inhaled and exhaled air theoretically.

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
2.2.1 Describe the movement and exchange of Suggested activity:
2.2 Movement oxygen and carbon dioxide in the human Make a creative presentation to show the:
and exchange body.
of gases in the • Exchange of oxygen and carbon dioxide due to
human body the difference in concentration in the alveolus
and blood capillary.

WEEK 10 • Diffusion of oxygen from the alveolus into the
2/3 – 6/3 blood capillary.

• Formation of an unstable compound,
that is, oxyhaemoglobin.

• Release of oxygen into the body cells.

• Oxidation of food during cellular
respiration to release energy.

⚫ Diffusion of carbon dioxide from the cell into
the blood capillary then into the alveolus

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2.2.2 Justify the importance of adaptation of the Note:
alveolar structure to increase efficiency of
gaseous exchange in the human body. Factors that affect the efficiency of the alveolus to
maximise the gaseous exchange are thickness,
moisture, surface area and network of capillaries.

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
Communicate about substances that Suggested activity:
2.3 Health of human 2.3.1 are harmful to the respiratory system Gather information, analyse and make a
respiratory system as well as diseases and their multimedia presentation based on data from the
symptoms. Malaysia Health Ministry or other countries on
respiratory diseases such as:
WEEK 10 • Emphysema
2/3 – 6/3
• Lung cancer
2.3.2 Carry out an experiment to show the effects • Bronchitis
of smoking on the lungs.
• Asthma
(EXP 2.2; TEXTBOOK page 62-63)
Note:
*DEMONSTATION BY TEACHER Examples of substances that are harmful to the
respiratory system are tar, sulphur dioxide,
carbon monoxide, nitrogen dioxide, pollen
grains, haze and dust.
Note:
Realise that smoking affects the health of the
smoker and others who do not smoke.
Introduce the term passive smoker.

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
Justify how the respiratory system adapts in Suggested activity:
2.4 Adaptation in 2.4.1 different situations.
respiratory system Do a creative presentation to explain how
other organisms carry out respiration
WEEK 11
9/3 – 13/3 • Moist skin

• Gills

• Trachea

Carry out an active reading activity on the
adaptation and the ability of the respiratory system
in the following context:

• Different altitudes (at the bottom of the sea
and mountainous regions)

• Sports activities and lifestyle (athlete and
swimmer)

• Diseases (anaemia and sickle cell patient)

Note:

Realise that exercise and the choice of healthy
lifestyle are important to the respiratory system.

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2.5 Gaseous 2.5.1 Explain the mechanism of gaseous Suggested activity:
exchange in exchange in plants.
plants Soak a leaf in boiling water to observe the
gas released from its surface.

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD Observe the structure of a stoma under a
microscope and make a multimedia presentation
WEEK 11 to show:
9/3 – 113/3 • A stomatal pore is controlled by two guard cells

RPT SAINS FORM 3 2020 • During the day, water enters the guard cells
by osmosis, causing them to become turgid
and open the stomatal pore.

• Diffusion of carbon dioxide takes place in the
stoma due to the difference in concentration.

• During the night, water is lost from the guard
cells through osmosis causing the stomatal
pore to close.

Note:
Osmosis needs to be introduced to explain
how it affects the stomatal pore.

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2.5.2 Communicate to justify the importance of an Suggested activity:
unpolluted environment for the growth and
survival of plants Make a multimedia presentation on the effects of
pollution on plants and preventive steps to be taken
in local or global context.

WEEK 10 PENILAIAN KURIKULUM 1
10/3 – 6/3
(10MAC 2020 - 6 MAC 2020)

CUTI PERTENGAHAN PENGGAL 1

14/3/2020 HINGGA 22/3/2020

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3.0 TRANSPORTATION

WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD

3.1 Transport A pupil is able to: Suggested activity:
system in
organisms 3.1.1 Describe the function of transport systems Gather and share information on:
in complex and simple organisms.
⚫ The need for a transport system in organisms
WEEK 12 3.1.2 Compare and contrast the functions of
23/3-27/3 3.1.3 transport systems in complex and ⚫ The function of a transport system in organisms
simple organisms.
⚫ The importance of a functional transport system in
Justify the importance of the function organisms and its impact if the system does not
of transport system in organisms. function properly.

Note:

A simple organism does not have any specific
transport system. Substances such as oxygen and
nutrients from the environment enter the cell via
diffusion through the cell membrane. Excretory
products are eliminated from cells via the same
method.

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3.2 Blood 3.2.1 Generalise the meaning of blood Suggested activity:

circulatory system circulatory system in animals. Carry out an active reading activity to compare
and contrast the blood circulatory system in
vertebrates such as, mammals, reptiles,
amphibians, birds and fishes.

Note:

The blood circulatory system is a tubular system
comprising of a pump and valves to ensure the flow of
blood in one direction.

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
Suggested activity:
WEEK 13 3.2.2 Communicate to explain the structure and
30/3 – 3/4 functions of a heart and blood vessels in Make a multimedia presentation based on research
human blood circulatory system of real animal hearts to explain its structure and
functions.
Focus on the heart’s structures which enable it to
carry out its function.

Draw cross sections of an artery, vein and blood
capillary to differentiate the structures and
functions.

Note:

Introduce pulmonary and systemic circulatory
systems.

Religious sensitivities have to be taken into account
when obtaining the real animal heart.

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3.2.3 Carry out experiments to study factors that Suggested activity:
affect pulse rate.
Carry out vigorous activities to relate the increase in
*(EXP 3.1; TEXTBOOK page 92) pulse rate to the rate of oxygen uptake and release of
carbon dioxide.

Measure and take blood pressure readings (systolic
and diastolic readings) and discuss the lub dub
sound produced during heartbeat.

Study the effect of physical activities on pulse rate
and discuss other factors that influence pulse rate
such as:

⚫ Gender

⚫ Age

⚫ Body health

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WEEK / DATE CONTENT LEARNING STANDARD NOTES
STANDARD
3.2.4 Justify the importance of maintaining a Suggested activity:
3.2 heathy heart..
Attention should be given to heart health due to
Blood circulatory the significance of its functions in one’s
system wellness.

WEEK 14
6/4 – 10/4

Carry out project-based learning using STEM
approaches to plan an awareness campaign to
enhance knowledge and understanding about heart
health.

3.3 Human blood 3.3.1 Separate the components and constituents of Suggested activity:
human blood.
Separate the component of blood using
centrifugal separation.

WEEK 15 Carry out an active reading activity on the
13/4 – 17/4 constituents transported in blood, that is, nutrients,
gases, enzymes, hormones and waste products.

3.3.2 Identify blood groups and the effects of receiving Suggested activity:

incompatible blood groups. Collect data on blood groups from each student and

discuss:

• Compatibility of blood donors and recipients in
aspects of antigen types and antibodies for
blood groups A, B, AB and O.

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• Effects of incompatible blood types such as
blood coagulation.

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WEEK / DATE CONTENT LEARNING STANDARD NOTES
STANDARD

3.3 3.3.3 Communicate about the importance of blood Suggested activity:
donation in context of daily life.
Human blood
. Blood is needed everyday in saving lives. Blood is
required for surgery and blood transfusion for
accident victims as well as treating diseases like
leukemia, thalassaemia and haemophilia.

WEEK 16 Carry out project-based learning using STEM
20/4 – 24/4 approaches to plan and organize activities to solve
the following issues:

⚫ Importance of blood donation.
⚫ Criteria to be a blood donor
⚫ Issues related to blood donation.
⚫ Methods of handling and storing donated blood.

Please refer to frequently asked questions posed in
the National Blood Bank website/www/pdn.gov.my
for further insight on this discussion.

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WEEK / DATE CONTENT LEARNING STANDARD NOTES
STANDARD 3.4.1 Describe transpiration in plants
Suggested activity:
3.4 Transport Observe video to understand transpiration in plants.
system in plants Note:
Introduce guttation in plants.
WEEK 17 3.4.2 Carry out experiments to investigate the
factors affecting the rate of transpiration. Notes:
27/4 – 1/5 *(EXPERIMENT 3.4.2) Factors affecting the rate of transpiration are:

* 1/5 Cuti 3.4.3 Differentiate between the structure and ⚫ Light intensity
Hari functions of components in a vascular bundle of a ⚫ Air humidity
Pekerja plant. ⚫ Temperature
⚫ Wind
Being thankful to the uniqueness of the transport
system for continuity of life..
Suggested activity:
Investigate water pathway in the cross section of
a stem using dye or browse the internet to locate
the position and structure of the xylem and
phloem in a vascular bundle.
Based on the understanding of transport system in
plants, discuss examples of hypothetical situations in

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the absence of xylem or phloem.

3.5 3.5.1 Compare blood circulatory system in Note:
animals with transport sytem in plants.
Blood circulatory Being thankful for the uniqueness of the
system and circulatory system to the continuity of life.
transport system
in plants

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4.0 REACTIVITY OF METALS

WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
A pupil is able to: Note:
4.1 4.1.1 Explain with examples minerals that are Minerals in Earth’s crust consist of:
• Elements such as gold and silver.
Variety of minerals found in the Earth’s crust.

• Compounds such as bauxite, haematite, galena
and cassiterite..

WEEK 18 4.1.2 Identify elements found in natural Suggested activity:
4/5-8/5 compounds.
Carry out activities to show that natural compounds
RPT SAINS FORM 3 2020 are formed from the combination of several
elements.

Introduce the common and scientific names
for a compound. Example:

Common name Scientific name Elements

Bauxite Aluminium Aluminium and

(aluminium ore) Oxide Oxygen

Galena Plumbum(II) Lead and

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(plumbum ore) Sulphide Sulphur

4.1.3 Explain with examples the characteristics of Suggested activity:

natural minerals and its uses in daily life. Gather information on natural minerals and its uses.

Examples:

Natural minerals Chemical / Uses
physical
characteristic

Calcium oxide Basic Neutralise
acidic soil

Silicon dioxide High melting Make glass
point

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
Construct a reactivity series of metals Suggested activity:
4.2 4.2.1 based on its reactivity with oxygen and
write the word equation for the reactions. Study the reaction of heating metals such as
Reactivity series of magnesium, aluminium, zinc, ferrum and lead,
metals with oxygen.

WEEK 18 4.2.2 Determine the position of carbon and Arrange metals into a reactivity series based on their
4/5-8/5 hydrogen in the reactivity series of reactions.
metals Suggested activity:
& Demonstration by teacher:
Determine the position of carbon in the reactivity series
WEEK 19 by heating ferrum(II) oxide with carbon (Example –
11/5 – 15/5 Thermite reaction).

Pupils carry out these metal heating activities:
Zinc oxide with carbon.
Aluminium oxide with carbon.

Note:
The position of hydrogen in the reactivity series of
metals is determined by interpretation of data.

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4.3 4.3.1 Communicate about the extraction of metals Suggested activity:
from its ore by illustrations.
Extraction of metals
from its ore. Make a multimedia presentation on how metals
extraction is done based on process below:

• Extraction of Iron.
• Extraction of tin in Malaysia.

4.3.2 Generate ideas on how to solve problems Suggested activities:
from unplanned mining activities to life on
Earth. Debate on mining issues in Malaysia and its impact on
the environment.

Make a poster presentation or gallery walk on how
efforts are made to conserve mining areas towards
sustainable development.

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5.0 THERMOCHEMISTRY

WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD

WEEK 19 PEPERIKSAAN PERTENGAHAN TAHUN
11/5 - 15/5 14/5 – 17/5/2019

5.1 A pupil is able to:

Endothermic and 5.1.1 Define endothermic and exothermic Suggested activity:

exothermic reactions reactions. Carry out an investigation to verify similarities and
differences in endothermic and exothermic
WEEK 20 Relate heat absorbed or released in a reactions with respect to:
18/5 – 22/5 5.1.2 chemical reaction to endothermic and
• Changes in thermometer reading.
exothermic reactions.
• Changes in heat.

Carry out an experiment to compare and Relate these changes with the concept of
contrast endothermic and exothermic thermal equilibrium.
5.1.3 reactions.
Note:
*(EXP 5.1; textbook page 149-151)
Examples of chemical changes that involve heat are
the burning of paper, photosynthesis, bomb
explosion, cake baking, and respiration.

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5.1.4 Explain with examples exothermic and Suggested activity:
endothermic reactions. Carry out project based learning to determine the
best parameter or variables for:
5.1.5 Design materials using the concept of
exothermic and endothermic processes to • Producing materials to relieve muscle cramp
solve problems in life.

• Producing emergency lamps during power failure

• Building a container which maintains
high temperature or low temperature.

Refer to Modul 7 HEBAT Sains (Heat)

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6.0 ELECTRICITY AND MAGNETISM

WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD

CUTI PERTENGAHAN TAHUN (23/5/2020 – 7/6/2020) / HARI RAYA AIDIL FITRI (24/5 & 25/5)

6.1 A pupil is able to:
Generation of
electricity 6.1.1 Describe energy sources in terms of renewable Note:
energy and non-renewable energy
WEEK 21 Examples of renewable energy sources are
8/6 – 12/6 hydropower, waves, solar, tides, winds, biomass,
and geothermal.

Examples of non-renewable energy sources
are nuclear energy, coal, natural gas and
diesel.

Refer to Module 19 HEBAT Sains (Earth Resources).

6.1.2 Explain with examples the process of Suggested activity:
generating electricity from various sources
of energy. Build a simple generator that can light up LEDs,
using magnets and coils of wire. It should be
stressed that current is induced only when the
magnetic field is cut.

Carry out a group discussion on how electricity is
generated in power stations using various sources of
energy..

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6.1.3 Differentiate between direct current and Suggested activity:
alternating current
Use a cathode ray oscilloscope to show the difference
in the shape of the graph, direction of the current and
voltage change for direct current (d.c.) and alternating
current (a.c.).Note:

Most generators generate a.c. while solar cells and
batteries produce d.c.

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD

WEEK 21 6.1.4 Solve problems related to electricity supply Suggested activity:
8/6 – 12/6 in life.
Make a model or innovation to solve problems
6.2 6.2.1 Carry out an experiment to build a involving the generation of electricity in rural areas,
Transformer step-up and a step-down transformer. using turbines and generators, without affecting the
environment.
WEEK 21 *(EXP 6.2.1)
8/6 – 12/6 Refer to Module 22 HEBAT Sains (Energy).

Suggested activity:

Make a creative presentation about transformers:

⚫ Describe that transformers only work
with alternating current.

⚫ Build a simple transformer using a laminated
iron core.

⚫ Control variables such as the ratio of the
number of secondary coils to the number of
primary coils in building step-up and step-down
transformers.

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6.2.2 Communicate about transformers Suggested activity:
and the use of transformers in
electrical home appliances. Make a multimedia presentation about the use of
transformers in home appliances.
Solve numerical problems using
6.2.3 formula involving transformers. Note:
Introduce the formula:
Np = Vp
Ns Vs

Np - Number of turns of primary coil.
Ns - Number of turns of secondary coil.
Vp - Input voltage of primary coil.
Vs - Output voltage of secondary coil.
Vs - Voltan output gegelung sekunder.

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
6.3.1 Explain the function of components in the Suggested activity:
6.3 transmission and distribution of electricity
by drawing. Arrange in order the components in the transmission
Transmission and and distribution of electricity such as power stations,
distribution of step-up transformer stations, National Grid Network,
electricity step-down transformer stations, distribution sub-
stations, switches, main intake sub-stations.

WEEK 21 6.3.2 Explain with examples electricity supply and Discuss the issues and impact of National Grid
8/6 – 12/6 wiring systems in homes. Network pylons near residential area.

Suggested activity:

Discuss single phase and 3-phase wiring systems
in homes.

Note:

Components of home wiring system include a fuse
box, circuit breaker, main switch, live wire, neutral
wire, earth wire, electrical meter and the usage of
international color codes in wiring.

Introduce 2 pin and 3 pin plugs and its suitability of
use in different countries

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WEEK 22 6.3.3 Distinguish between safety components in a Suggested activity:
15/6 – 19/6 home electrical wiring system.

Carry out an activity to identify the functions, types and
rating of fuses, and to determine the suitable value of
fuse to be used.

Make a group discussion to identify:
• Function of earth wire.
• Function of the Miniature Circuit Breaker(MCB),
and Earth Leakage Circuit Breaker(ELCB).

• Lightning conductor.

• Switch

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD

6.3.4 Communicate about safety in Suggested activity:
transmission and distribution of Make brochures or posters for the following:
WEEK 22 electricity and the use of electrical
15/6 – 22/6 appliances.. • Cause of electrical short circuit.
• Cause of electrical accidents.

• Safety measures when using electricity.

• Steps to take when electrical shock occurs.

6.4 6.4.1 Define energy efficiency.. Note:

Calculate the cost of Introduce the role of the Energy Commision in the

electricity consumption labelling of electrical equipments using Energy
6.4.2 List examples of technology that applies the Efficiency Rating and Labelling.
concept of energy efficiency.

Suggested activity:

WEEK 22 6.4.3 Determine the amount of electricity used in • List down the power and voltage values of
15/6 – 22/6 electrical appliances. electrical appliances at home.

• Calculate the current used by each electrical
appliances.

Note:

Introduce formula:

Power (W) = Electrical energy used (J) / Time (s)
Power (W) = Voltage (V) x Electric current (A)

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6.4.4 Relate electrical energy consumption, Note:
power and time by calculating the cost of electrical
energy used by electrical appliances. Introduce the formula:
Energy Consumption (kWh) = Power (kW) x Time(h)
6.4.5 Conduct a home energy audit of electrical Suggested activity:
appliances used as a measure to save electricity
usage at home.. Interpret data on electricity use with reference to the
electricity bill collected within a specified period of time.
Make conclusions about usage patterns observed and
suggest saving measures that need to be taken.

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
6.4.6 Communicate about ways of saving Cadangan aktiviti:
electrical energy usage at home. Suggested activity:
Make a multimedia presentation on the concept
of green building in a local or global context.

Malaysia is aiming to reduce carbon footprint by
reducing carbon dioxide emissions by 45% by
2030.

WEEK 22 Extracted from Sun Daily 21 April
15/6 – 22/6 2016

Design or innovate a model of a green building
that applies the concept of energy conservation,
through project base learning, using STEM
approach.

Emphasis is given to:
• Energy efficiency.
• Power sales
⚫ Appliances with Energy Efficiency Rating and

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Labelling

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7.0 ENERGY AND POWER

WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD A pupil is able to:

WEEK 23 7.1

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22/6 – 26/6 Work , Energy 7.1.1 Define work and solve problems Suggested activity:
and Power related to energy in the context of daily
life. Conduct activities and solve numerical
problems to calculate work done for:

⚫ An object moving horizontally.

⚫ An object moving vertically (against
gravitational force).

Discuss the relationship between total work
done and energy used.

Note:

Work is defined as the product of force and
displacement in the direction of the force. Energy is
the ability to do work.

Work = Force x Displacement (W=Fs)

S.I. unit for work is Joule.

When a force of 1 Newton is applied to move an
object over a displacement of 1 meter in the direction
of the force, 1 J of energy is used.

(1 Nm = 1 J)

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
7.1.2 Relate power with work and solve Suggested activity:
problems in thecontext of daily life. Conduct activities and solve numerical
problems to calculate power when:
WEEK 23 ⚫ An object is moving horizontally.
22/6 – 26/6
⚫ An object is moving vertically.
using a spring balance and
stopwatch. Note:
Power is defined as the rate of doing work.
Power = Work/ Time.
S.I. unit for power is Watt.

When 1 Joule of work is done in 1 second, power
of 1 Watt is used.
(1 J/s = 1 W)

RPT SAINS FORM 3 2020 46

7.2 7.2.1 Explain with examples gravitational potential Suggested Activity:
energy and solveproblems in the context of Conduct activity to solve numerical problems related
Potential Energy and daily life.. to potential energy.
Kinetic Energy Note:
Gravitational potential energy is work done to lift an
WEEK 24 object to a height, h, from the Earth’s surface.
29/6 – 3/7 Gravitational potential energy =mgh

Note:

Weight (W) = mass(m) x gravitational acceleration(g).

g is approximately 10 m/s2 or 10 N/kg

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD
7.2.2 Calculate elastic potential energy in Suggested activity:
the context of daily life.
Discuss that elastic potential energy is the energy
stored in a compressed or stretched spring.

Relate elastic potential energy, Ep as work done, W to
compress or stretch a spring over a displacement, x
from the position of equilibrium.

WEEK 24 7.2.3 Explain with examples kinetic energy Note:
29/6-3/7 in the context of daily life. Elastic potential energy, Ep = ½ Fx
Force to extend a spring increases uniformly from zero
RPT SAINS FORM 3 2020 with the extention of the spring. Therefore, to calculate
work done in stretching a spring, we use average value
of
force, that is:
Average force = (0 + F)/2 = ½ F
Suggested activity:
Discuss that kinetic energy is the energy possessed
by a moving object.
Note:
Kinetic energy, Ek = ½ mv2

48

7.3 Principle of 7.3.1 Explain with examples The Suggested activity:
Conservation Principle of Conservation of Energy. Conduct an activity to demonstrate The Principle of
Conservation of Energy, by observing an oscillating
of Energy system such as a simple pendulum and loaded spring.

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WEEK / CONTENT LEARNING STANDARD NOTES
DATE STANDARD

WEEK 24 7.3.2 Solve qualitative and quantitative problems Suggested activity:
29/6-3/7 involving the transformation of kinetic
energy and potential energy in a closed Discuss daily situations involving the conversion of
system.. energy such as the motion of a swing, the falling of an
object from a certain height, the movement of the
roller- coaster and toys with springs like toy cars and
pistols.

Solve quantitative problems using the following
equations:

Note:
mgh = ½ mv2
½ Fx = mgh
½ Fx = ½ mv2

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