PBL STEM AMC

PROJECT BASED LEARNING (PBL)

7 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

TABLE OF PLANNING

PHASE ACTIVITY FORMATIF
EVALUATION (PBD)
PLANNING Through whatssup and Google Meet Google Meet is scheduled
(WEEK 1) in according to their
1. Discuss the basic questions and PDPR timetable.
content question using the
examples video in youtube. Teacher focus on guiding
the students towards the
2. Discuss the content questions relevant materials.
and guiding them using the
inquiry method. Teacher reminds students
about the importance of to
3. Students are given time to look be creative.
for materials from their house,
internet and other sources

IMPLEMENTATI 1. Students decide what material to use Teacher prepares a rubric
ON for their combined shape. for students’ self-
(WEEK 1&2) 2. Students start the process to create evaluation.
the combined shape. Teacher gives feedback of
POL 3. Students learn how to measure the materials that is being
(WEEK2) shape and use application to draw. prepared by the students.
4. Students build their combined shape
and the drawing of plan and elevations. Teacher prepares a rubric
5. Students are guided by the rubric for POL.
prepared by teacher. Teacher evaluates.
6. Students prepare their video or slides
for presentation.
Students present their combined shape
and the plans and elevations during
Google Meet session.

PROJECT BASED LEARNING (PBL)

7 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK
VIDEO PRESENTATIONS

PROJECT BASED LEARNING (PBL)

7 SCIENCE AND MATHS FIELD
SMJK AVE MARIA CONVENT IPOH,PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

PBL MATHEMATICS FORM 3
MY SCULPTURE MODEL

BASIC What is plans and elevations?
QUESTION:

UNIT How can you draw plan and elevations?
QUESTION:

CONTENT 1. How to choose the material to make the
QUESTION: combined shape?

2. What can make it looks creative?

3. What applications or method that can be used
to draw plans and elevations?

4. How to make generalization from orthogonal
projections?

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

SCIENCE FORM 3

TOPIC: GREEN BUILDING

S Students to apply their knowledge on the concept of energy

efficiency and energy saving which they have learnt in the
lesson.

T Students will be able to apply the knowledge on ICT skills to

present their project

E Students will be able to design a model of a green building.

SOBANA M Students will be able to provide data on energy efficiency.
ITHARAJI

SUBJECT: Science English
TARGET: Form 3
TITLE:
CONTENT 6.0 Electricity and Magnetism 2.0 Speaking Skills
STANDARD:
6.4 Calculate the cost of 2.1 Communicate
LEARNING
STANDARD: electricity consumption information, ideas,

opinions and feelings

intelligibly on familiar

topics

SCIENCE:

6.4.2 Communicate about ways of saving electrical energy

usage at home.

ENGLISH:
2.1.2 Ask about and explain simple processes
2.1.4 Explain own point of view

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

SUCCESS At the end of the project, students will be able to
CRITERIA: SCIENCE:

d) a) Recall the knowledge about electricity (TP1)
b) Understand and explain about the production of

electricity (TP2)
c) Analyse and evaluate the difference between a

conventional building and a green building. (TP4 &
TP5)
Design a green building using knowledge and scientific skills
about electricity in an innovative way in the context of
problem solving.(TP6)

SYNOPSIS: ENGLISH:
a) Able to communicate a point of view .
DURATION: b) Able to explain a simple process
PRODUCT PBL: Green building is a building that features environmental
friendly technologies. Besides saving electricity energy, water
and cost, it also provides comfort and healthy environment to
its residents. Students carry out this activity in groups. They are
to seek information from various sources to understand the
concept of green building in local and global context. They also
need to produce a design or innovation of a green building that
implements the concept of energy efficiency and energy saving.
They are to construction materials that are non toxic and
sustainable. They should also include pollution and waste
reduction measures. Finally students are to present their
findings in the form of a multimedia presentation ie. MS
PowerPoint.
2 week

Students need to:

 Produce a multimedia presentation

 Draw the design of their green building

 Do a group presentation via Google Meet.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

CURRICULUM QUESTIONS

BASIC How does the Green Building play a role in sustaining the environment?

QUESTION:

UNIT What are the significant characteristics of a Green Building compared to a

QUESTION: conventional building?

CONTENT 1. Explain about the concept of energy efficiency and energy saving.
QUESTIONS:
2. What are examples of construction materials that are non toxic and
sustainable? Explain

3. Explain the importance of Energy Efficiency Rating and Labelling in
electrical appliances.

4. Explain measures taken to reduce pollution and waste.

PROJECT  Able to understand the concept of energy effieciency and energy
IMPACT: saving

 Able to give examples of construction materials that are non toxic
and sustainable

 Able to relate measures taken to reduce pollution and waste

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

TABLE OF PLANNING

PHASE ACTIVITY FORMATIF
EVALUATION
PLANNING  Via Google Meet
( WEEK1) Teacher holds a discussion with (PBD)
students on the basic questions and the Teacher arranges for a
unit question. Meet session to
Teacher also discusses the content discuss with students
question which enables the students to scheduled via
think and relate on the topic. WhatsApp.
Meeting focus:
 Students are given some time to  Information
collect information from various
sources. collected by the
students

 Give feedback to
ensure students
collect the relevant
information.

IMPLEMENTATION  Students plan and decide on the Teacher prepares the
(WEEK 1 & 2)  platform to be used for presentation rubric for students to
evaluate their design
 Students work on the design of the and do some
Green Building improvisation

Students also refer to the rubric Teacher gives
given by the teacher to evaluate feedback on the
their project by themselves and do presentation uploaded
some improvisation. by students.

Students prepare their presentation
based on their findings.

POL  Students present their findings via Teacher prepares the
(WEEK2)
Google Meet with reference to the rubric for online

rubric given. presentation.

Teacher assess the

presentation.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

EXAMPLES OF PRODUCT PBL

Collection of student presentation

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

Green building is a building that features environmental friendly technologies. Besides
saving electricity energy, water and cost, it also provides comfort and healthy
environment to its residents.

a) You are to carry out this activity in groups.
b) Based on the above statement, understand the concept of green building in

local and global context by seeking information from various sources.
c) Discuss the information gathered in group and produce a design or innovation

of a Green Building that implements:
- the concept of energy efficiency and energy saving
- use of construction materials that are non-toxic and sustainable
- pollution and waste reduction measure
d) Present your findings in the form of a multimedia presentation.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

Basic Question:
How does the Green Building play a role in sustaining the environment?

Unit Question:
What are the significant characteristics of a Green Building compared to a
conventional building?

Content Questions:
1. Explain about the concept of energy efficiency and energy saving.
2. What are examples of construction materials that are non toxic and
sustainable? Explain
3. Explain the importance of Energy Efficiency Rating and Labelling in
electrical appliances.
4. Explain measures taken to reduce pollution and waste.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

3 SMJK AVE MARIA CONVENT IPOH,PERAK

REKABENTUK DAN
TEKNOLOGI TING 3

PN.AZILAH BT. HUSSIN S Murid menggunakan konsep elektrik, voltan (V), arus (I) dan
rintangan R) dalam menghasilkan litar bersiri.

T Murid menggunakan teknologi untuk mencari idea untuk
menghasilkan reka bentuk produk dan membuat pembentangan
projek.
Murid menggunakan teknologi seperti fesyen, pembuatan, elektrik,
mekanikal atau elektronik untuk menghasilkan produk.

E Murid membina produk menggunakan bahan yang menepati
kehendak teknologi.

M Murid mengira kos modul menggunakan formula :
Jumlah modal = kos bahan + kos upah + kos overhed
Kos jualan = kos pengeluaran seunit + peritus keuntungan

SUBJEK: Rbt Sains Bahasa Melayu
KUMPULAN Tingkatan 3
SASARAN: KEMAHIRAN
TAJUK: 2.0 7.0 MENULIS
PEMBANGUNAN KEELEKTRIKAN
STANDARD PRODUK DAN 3.1 Menulis untuk
KANDUNGAN: KEMAGNETAN menerangkan
2.1 Penghasilan 7.2 Pengaliran arus makna
STANDARD produk elektrik dalam litar kata dan istilah,
PEMBELAJARAN bersiri dan litar rangkai kata,
: selari. ungkapan dan ayat

Rbt
2.1.2 Mengenal pasti asas
teknologi yang sesuai dengan
kehendak reka bentuk
produk.
2.1.7 Menghasilkan produk
berfungsi atau berfungsi
sebahagian.
Sains

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

3 SMJK AVE MARIA CONVENT IPOH,PERAK

KRITERIA 7.2.1 Menghuraikan dan berkomunikasi
KEJAYAAN: mengenai pengaliran arus elektrik dalam
litar bersiri dan litar selari.

Bahasa Melayu
3.1.1 Menulis dan menerangkan
makna kata, rangkai kata,
istilah, ungkapan dan ayat
dengan betul mengikut
konteks.
Pada akhir penghasilan projek murid akan dapat:
RBT :

a) Menyenaraikan sekurang-kurangnya 2 masalah produk
tertentu dipasaran

b) Memastikan penggunaan sekurang-kurangnya 2
teknologi dalam penghasilan produk

c) Membuat 3 lakaran idea penyelesaian masalah (TP2)
d) Membuat 1 lakaran bermaklumat produk yang hendak

dihasilkan. (TP 4)
e) Menyediakan pengurusan kewangan mengikut konsep

Smart
f) Menghasilkan produk mengikut lakaran bermaklumat

(TP 6)
SAINS:

a) Melukis litar skematik.(TP2)
b) Menyenaraikan bahan dan alatan yang diperlukan untuk

membuat litar bersiri (TP 2)
c) Membuat sambungan litar bersiri. (TP 3,4,5,6)
d) Menguji kefungsian litar. (TP 6)
BAHASA MELAYU:
a) Menyediakan dokumentasi mengikut format yang betul

(TP 3 & 4)

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

3 SMJK AVE MARIA CONVENT IPOH,PERAK

SINOPSIS: Projek ini bertujuan untuk menghasilkan produk baru yang dapat
menyelesaikan kelemahan produk yang ada di pasaran. Produk
yang dihasilkan mesti menggunakan sekurang-kurangnya 2
teknologi. Bahan yang digunakan mesti menepati teknologi yang
digunakan.Produk yang dihasilkan mestilah produk yang
berfungsi penuh.

TEMPOH MASA: 4 minggu
PRODUK PBL: Murid perlu menghasilkan projek berikut:

a) Penghasilan Produk
b) Penulisan laporan
c) Pembentangan

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

3 SMJK AVE MARIA CONVENT IPOH,PERAK

SOALAN KURIKULUM

SOALAN ASAS: Apakah kelemahan produk di pasaran yang boleh ditambahbaik?

SOALAN UNIT: Bagaimanakah penggunaan 2 teknologi boleh menyelesaikan
masalah tersebut?
SOALAN
KANDUNGAN: a) Apakah 2 kelemahan produk yang dipasaran?

b) Apakah 2 teknologi yang boleh digunakan untuk
menambahbaik produk di pasaran?

c) Terangkan bagaimana 3 lakaran idea penambahbaikan
produk yang menggunakan 2 teknologi dapat
menyelesaikan kelemahan produk di pasaran.

d) Terangkan keistimewaan produk berdasarkan lakaran
bermaklumat yang dihasilkan.

e) Apakah bahan dan peralatan yang digunakan untuk
menghasilkan produk tersebut?

f) Terangkan bagimana produk tersebut dihasilkan.

IMPAK  Dapat meningkatkan penguasaan murid mengenai konsep 2
PROJEK: teknologi yang dihasilkan.

 Meningkatkan kreativiti murid menghasilkan idea rekaan
mengikut imaginasi mereka dalam bentuk lakaran sebelum
produk sebenar dihasilkan.

 Melatih pelajar membuat budget untuk menghasilkan
sesuatu produk

 Melatih kemahiran pelajar menggunakan peralatan yang
sesuai untuk menghasilkan produk.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

3 SMJK AVE MARIA CONVENT IPOH,PERAK

JADUAL PELAKSANAAN

FASA AKTIVITI PENTAKSIRAN

PERANCANGAN FORMATIF (PBD)
( MINGGU 1)
 Melalui telegram / googlemeet: Guru akan mengatur
IMPLEMENTASI
(MINGGU 2) - Sumbang saran dengan murid perjumpaan yang
mengenai solan asas dan soalan dijadualkan melalui
IMPLEMAENTASI unit telegram berbincang
(MINGGU 3) dengan murid.

- Bincangkan soalan kandungan Fokus mesyuarat :

yang berkaitan untuk membuat  Maklumat yang
murid berfikir secara mendalam dikumpul dari
mengenai topik tersebut penyelidikan

 Murid diberi masa mencari murid

produk di pasaran yang sesuai  Memberi maklum
untuk ditambahbaik melalui balas untuk

internet. memastikan murid

- Murid mencari maklumat memperoleh
berkaitan dengan 2 teknologi maklumat yang
yang sesuai digunakan dari berkaitan

buku, pemerhatian, internet dan

sumberlain.

 Murid menyediakan lakaran Guru memberi maklum
bermaklumat produk yang akan balas lakaran yang
dihasilkan dihasilkan agar menepati
teknologi yang
 Murid dengan bantuan ibu bapa digunakan.
merancang pembelian bahan.
dan alatan. Guru menyediakan rubrik
untuk murid menilai hasil
 Murid menghasilkan produk kerja mereka dan
menggunakan sekurang- membuat
kurangnya 2 teknologi penambahbaikan.

 Murid juga merujuk kepada Guru memberikan
rubrik yang diberikan oleh guru maklum balas mengenai
untuk membuat pengujian dan
membuat penambahbaikan.

 Berdasarkan dapatan, murid
menulis laporan.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

3 SMJK AVE MARIA CONVENT IPOH,PERAK

PEMBENTANGAN Murid bersiap sedia untuk produk yang dimuatnaik
PEMBELAJARAN pembentangan melalui googlemeet oleh murid.
(Minggu 4) dengan merujuk kepada rubrik yang Guru menyedikan rubrik
diberi. Murid menerangkan untuk pembentangan.
keistimewaan produk yang dihasilkan Guru menilai dan
dan 2 teknologi yang digunakan untuk memberikan ulasan
menghasilkan produk. pembentangan.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

3 SMJK AVE MARIA CONVENT IPOH,PERAK

CONTOH HASIL PRODUK PBL

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

3 SMJK AVE MARIA CONVENT IPOH,PERAK

TUGASAN PBL PELAJAR

Terdapat banyak produk dihasilkan dipasaran untuk memudahkan pengguna.
Pilih satu produk di pasaran yang mempunyai kelemahan. Tambahbaik produk

tersebut dengan menggunakan sekurang-kurangnya dua teknologi. Dengan
menggunakan ilmu yang dipelajari, anda dikehendaki menyediakan lakaran
bermaklumat. Produk yang dihasilkan mesti mengikut lakaran bermaklumat

yang telah disediakan. Murid perlu membuat pengujian untuk menilai
kefungsian produk yang dihasilkan dan mencadangkan penambahbaikan jika
terdapat kelemahan. Murid perlu membuat pembentangan produk yang telah

dihasilkan.

Soalan Asas
Apakah kelemahan produk di pasaran yang boleh ditambahbaik?

Soalan Unit
Bagaimanakah penggunaan 2 teknologi boleh menyelesaikan masalah tersebut?

Soalan Kandungan
a) Apakah 2 kelemahan produk yang dipasaran?
b) Apakah 2 teknologi yang boleh digunakan untuk menambahbaik produk di

pasaran?
c) Terangkan bagaimana 3 lakaran idea penambahbaikan produk yang
menggunakan 2

teknologi dapat menyelesaikan kelemahan produk di pasaran.
d) Terangkan keistimewaan produk berdasarkan lakaran bermaklumat yang
dihasilkan.
e) Apakah bahan dan peralatan yang digunakan untuk menghasilkan produk
tersebut?
f) Terangkan bagimana produk tersebut dihasilkan.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IOPH,PERAK

CHEMISTRY FORM 4

COMPOUNDS TRUTH

S Pupils will apply the chemical concepts learned to the formation

of ionic compounds and covalent compounds while planning

T Pupils use ICT knowledge to create videos and infographics

KOMATHY VEERASINGHAN E Pupils build a mosaic model of plasma liquid and relate the use of
GURU CEMERLANG KIMIA
household materials to their use.

M Pupils record findings from conducted experiments and analyzes.

SUBJECT Chemistry Biology English
TARGET Form 4
TITLE
5.0 Chemical Bond 3.0 Movement of 2.0 Speaking Skills
CONTENT Substances Across
STANDARD 5.7Ionic Compound plasma membrane 2.1 Communicate
and Covalent 3.1 Structure of
Compound plasma membrane information, ideas,

opinions and

feelings

intelligibly on

familiar topics

2.3 Use appropriate

communication

strategies

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IOPH,PERAK

LEARNING CHEMISTRY :
STANDARD 5.7.1 Experiment to study the differences in the properties of
covalent compounds and ionic compounds
LEARNING 5.7.2 Explain with examples the uses of ionic compounds and
OBJECTIVE covalent compounds in daily life.
BIOLOGY:
3.1.1 Justify the movement of material across the plasma
membrane
3.1.2 Describe the movement of material across a plasma
membrane and its uses based on a plasma liquid mosaic model.
ENGLISH:
2.1.1 Explain simple content on familiar topics from what they
read or hear.
2.1.4 Explain and justify own point of view.
2.3.1 Confirm understanding in discourse level-exchanges.
At the end of the project, students will be able to:
CHEMISTRY:
a) List 5 examples of ionic compounds and covalent compounds
in daily life. (TP1 & 2)
b) Design an experiment to study the differences in the properties
of covalent compounds and ionic compounds. (TP6)
c) Analyze and evaluate the differences in the properties of
covalent compounds and ionic compounds (TP 4 & 5)
d) Apply 2 uses of ionic compounds and covalent compounds in
daily life by illustrating in the form of infographics. (TP3)
BIOLOGY:
a) Design a plasma membrane model with its components. (TP6)
b) Present the movement of material across a plasma membrane
using a constructed model. (TP5)
ENGLISH:
a) Able to explain causes and consequences of actions, events,

simple processes
b) Able to explain and justify the point of view clearly.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IOPH,PERAK

SYNOPSIS This project is to design experiments to study the physical
properties between ionic compounds and covalent compounds by
PERIOD using materials that can be found at home. With the findings of
OUTPUT the study, illustrate the use of the compound in daily life in the
PROJECT form of infographics. After that, students are required to design a
plasma membrane model to show the movement of material
across it by relating the properties of the material studied

2 weeks

Students need to produce the following projects:

 Video: Experiment
 Report Writing
 Infographic: Uses of Ionic Compounds and Covalent

Compounds.
 Construction of a Plasma Membrane Model

CURRICULUM QUESTION

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IOPH,PERAK

BASIC Why do the properties between compounds differ?
QUESTION:

UNIT How do the properties differ between the compounds?

QUESTION:

CONTENT 1. What are 5 examples of ionic compounds and covalent compounds
QUESTION: in household materials?
2. How do you conduct experiments to study the covalent properties
of covalent compounds and ionic compounds?
3. Explain why the melting point and boiling point between ionic
compounds and covalent compounds differ?
4. Which type of compound can conduct electricity? Explain why.
5. How soluble are these substances in water and in organic solvents?
Explain.
6. Explain two uses of ionic compounds and covalent compounds in
daily life based on their physical properties.
7. Explain the movement of a substance across a membrane based on
its chemical properties.

PROJECT  Able to improve students' mastery of concepts of ionic
IMPACT compounds and covalent compounds.

 Be able to relate the use of ionic compounds and covalent
compounds to the real life of students and the environment.

 Able to increase students' creativity in producing experiments,
videos and infographics according to their imagination.

 Able to develop the idea of ionic and covalent compounds on
the movement of matter across plasma membranes

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IOPH,PERAK

TABLE OF PLANNING

PHASE ACTIVITY FORMATIVE
EVALUATION(PBD)
PLANNING  Via whatsapp/googlemeet:
(Week 1) Teachers will arrange
 Contribute suggestions with scheduled meetings via
students on basic questions and whatsapp to discuss with
unit questions. students.
Meeting focus:
 Discuss relevant content • Information gathered
questions to make students think from student research
deeply about the topic. • Provide feedback to
ensure students obtain
 Pupils are given time to search relevant information.
for information from books, the
internet and other sources

IMPLEMENTATION • Pupils plan and decide on the Teachers provide rubrics
(Weeks 1 & 2) platform that will be used to create for students to evaluate
interesting video presentations and their work and make
plasma membrane models. improvements.

• With the help of parents or siblings Teachers provide
they produce prototypes of feedback on products
experimental designs and models. uploaded by students.

• They also refer to rubrics given by
teachers to evaluate their own
products and make improvements.

 Based on their findings students
write a report

PRESENTATION OF Pupils prepare for POL through Teacher provides rubric
LEARNING googlemeet by referring to the rubric for POL
(Week 2 given and explain the movement of Teacher assesses.
matter across the plasma membrane
based on the chemical properties of
the plasma membrane.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IOPH,PERAK

STUDENT PBL PROJECT EXAMPLES

VIDEO EXPERIMENT MODEL MEMBRANE CELL

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IOPH,PERAK

STUDENT PBL PROJECT ASSIGNMENT QUESTIONS

We use various chemicals in daily life to perform a task. These chemicals can be
classified into ionic compounds and covalent compounds. Using the knowledge learned,
you are required to select examples of ionic compounds and covalent compounds in
daily life and design experiments to study differences in the physical properties of the
compound.Analyze and evaluate the differences in the properties of covalent
compounds and ionic compounds as well as Apply 2 uses of ionic compounds and
covalent compounds in daily life by illustrating in infographic form. Finally, you are
required, Design a plasma membrane model with its components and Present material
movement across the plasma membrane using a constructed model

Basic question: Why do the properties between compounds differ?
Unit Question: What are the differences in properties between compounds?

Content Questions:
1.What are 5 examples of ionic compounds and covalent compounds in household
materials?
2.How do you conduct experiments to study the covalent properties of covalent
compounds and ionic compounds?
3.Explain why the melting point and boiling point between ionic compounds and
covalent compounds differ?
4.Which type of compound can conduct electricity? Explain why.
5.How soluble are these substances in water and in organic solvents? Explain.
6.Explain two uses of ionic compounds and covalent compounds in daily life based on
their physical properties.
7.Explain the movement of a substance across a membrane based on its chemical

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IOPH,PERAK
properties.

KOMPILASI INFOGRAFIK

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

PHYSICS FORM 4

Sound Focusing

S Students apply the concept they learnt in refraction of waves and
the densities the of air in different medium to converge sound
waves.

T Students explore and use video editing software either in a phone
or a computer to produce an explaining video.

E Students to explore phone apps to measure sound intensity.

M Students to measure and record data to relate and deduce sound
intensity, amplitude, energy and loudness.

SUBJECT: Physics Mathematics English
TARGET: Form 4
TITLE:
NG WENG HOONG 5.0 Waves 3.0 Logical 2.0 Speaking Skills
KETUA PANITIA FIZIK CONTENT Reasoning
STANDARD:
5.4 Refraction of 3.1 Statement 2.1 Communicate

Waves 3.2 Argument information, ideas,

opinions and

feelings intelligibly

on familiar topics

2.3 Use appropriate

communication

strategies

LEARNING Physics:
STANDARD:
5.4.1 Describe refraction of waves from the following aspects:

(i) angle of incidence (i)

(ii) angle of refraction (r)

(iii) wavelength (λ)

(iv) frequency (f)

(v) speed (v)

(vi) direction of propagation of waves.

5.4.2 Draw diagrams to show the refraction of waves

5.4.3 Explain natural phenomena of refraction of waves in daily

life.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

LEARNING Mathematics:
OBJECTIVE: 3.1.4 Construct statement in the form of implication: If p then q
3.2.5 Form a strong inductive argument of a certain situation.

English:
2.1.1 Explain simple content on familiar topics from what they
read or hear.
2.1.4 explain and justify own point of view.
2.3.1 confirm understanding in discourse level-exchanges.
At the end of the project, students should be able to:
Physics:
a) understand that sound waves undergoes refraction when it

travels from air (less dense) to carbon dioxide (denser). (PL2)
b) apply knowledge of refraction to explain the occurrences or

phenomena of nature and perform simple tasks. (PL3)
c) analyse information about refraction by relating density, wave

speed, wavelength and refracted angle.. (PL4)
d) evaluate to make a conclusion hence a deduction that

refraction lead to converging of sound wave . (PL5)
e) invent to show refraction happens and decided that it converge

in produce a greater amplitude using phone app. (PL6)

Mathematics:
a) apply knowledge to construct statement in the form of

implication: If the amplitude is greater, then the sound
detected is louder. (PL3)
b) make conclusion that “the greater the amplitude, the greater
the loudness” and “the greater the amplitude, the greater the
energy”.(PL4)
c) make deduction that “the greater the amplitude, the greater the
energy”. (PL5)

English:
a) explain causes and consequences of actions, events,
simple processes
b) explain and justify the point of view clearly.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

SYNOPSIS: This project has an intention of designing a setup using balloon
filled with carbon dioxide (denser) to converge soundwave. The
DURATION: amplitude of soundwave is to be measured by a phone app. After
PRODUCT OF that, students will relate density, wave speed, wavelength, angle
PBL: of refraction, amplitude, loudness and energy. Students will
deduce the relationship between amplitude, loudness and energy.

2 weeks

In this project, students will produce a 1 minute video explaining
the phenomenon and a report.

CURICULUM QUESTIONS

BASIC Why is there refraction?
QUESTION:

UNIT QUESTION: How does refraction occurs?

CONTENT 1) What is refraction?
QUESTION: 2) How does density of medium affects refraction?
3) Compare density, wave speed, wavelength, angle of
PROJECT
IMPACT: refraction and frequency before refraction and after
refraction.
4) Compare the amplitude of sound before refraction and after
refraction.
5) Why is the amplitude of sound is greater after refraction?
6) Sketch a diagram showing the refraction of sound wave.
1) Able to improve students mastering the concept of
refraction.
2) Able to make students relate the effect of refraction to daily
life.
3) Able to improve students’ skill, creativity and imagination to
do video shooting and editing from designing project and
explanation.
4) Able to train students to measure sound in decibel hence
determining sound pollution.
5) Able to train students to make conclusion and deduction
from situations.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

TABLE OF PLANNING

PHASE ACTIVITY FORMATIF EVALUATION
PLANNING (PBD)
( DAY 1) PdPR (Microsoft Teams)
 Brainstorming on basic question and  Instructor access students by
IMPLEME looking at their ideas of
NTATION unit question. understanding. (PL2)
(DAY 1 - 6)  Discussion on content question to
 Looking at how students
POL make students think more about explain the occurrences of
(DAY 6 - 7) refraction. refraction. (PL3)
 Students looked from textbook,
reference books, or internet  Looking at how the
regarding this topic. information is organized
from textbook, reference
 Students plan and carry out the book, or internet. (PL4)
setup of instruments and materials.
 Teacher prepares score form
 Students do a recording/photo and rubric.
taking on their findings.
 Teacher monitor and
 Students used appropriate video provide suggestion,
editing software to do their feedback and help using
presentation. Teams Chat Room and FB
Messenger.
 Students upload their video
presentation to Microsoft Teams.  Teacher evaluate their
presentation using score
form based on rubric
prepared. (PL5 and PL6)

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

EXAMPLES OF PRODUCT PBL

Compilation of students
video presentation.
(DELIMA only)

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

SOUND FOCUSING

Refraction is a phenomenon where energy can change its direction. You are given this assignment to show
that sound energy has changed it direction and the sound energy has come to an intersection.
You are to setup a speaker, balloon filled with carbon dioxide, a phone with app. Hence, you research and
investigate the relation of density of medium, ρ and angle of refraction, r.
Produce a report and a 1 min video to show and explain result from your research and investigate. You
may use the following questions as a guideline in producing your report and 1 min video.
BASIC QUESTION:

Why is there refraction?
UNIT QUESTION:

How does refraction occurs?
CONTENT QUESTION:

1) What is refraction?
2) How does density of medium affects refraction?
3) Compare density, wave speed, wavelength, angle of refraction and frequency before
refraction and after refraction.
4) Compare the amplitude of sound before refraction and after refraction.
5) Why is the amplitude of sound is greater after refraction?
6) Sketch a diagram showing the refraction of sound wave.
Suggestion:
APP: Decibel X
Sound tones: https://www.youtube.com/playlist?list=PLzFvCAfIq7a2SIBfDhpCytfJ4RHVb_KLY

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

Project Based Learning Score Form

Project Name: Sound Focusing

Subject(s): Physics + Mathematics + English

Class: ________________ Date: ______________________

Students Name: Group name: _________________________
1.
2. () 4. ( )
3. )
() 5. ( )

() 6. (

Category 4 3 2 1
Content
Comments: 4) Shows a full 3) Shows a good 2) Shows a good 1) Does not seem
understanding of the understanding of the understanding of to understand the
Comprehension topic. topic. parts of the topic. topic very well.
Comments:
4) Student is able to 3) Student is able to 2) Student is able to 1) Student is unable
Preparedness accurately answer accurately answer accurately answer a to accurately
almost all questions most questions few questions about answer questions
Comments: about the topic. about the topic. the topic. about the topic.
Video
Presentation 4) Student is 3) Student seems 2) The student is 1) Student does not
Comments: completely pretty prepared but somewhat prepared, seem at all prepared
Video prepared and has might have needed but it is clear that to present.
Comments: obviously a couple more rehearsal was
rehearsed. rehearsals. lacking.
Speaking Skills
4) Volume is loud 3) Volume is loud 2) Volume is loud 1) Volume is loud
Comments: enough to be heard enough to be heard enough to be heard enough to be heard
90% of the time. 65% of the time. 30% of the time. 10% of the time.

4) Able to attract 3) Able to attract 2) Able to attract 1) Able to attract
viewers 90% of the viewers 65% of the viewers 30% of the viewers 10% of the
time. time. time. time.

4) Speaks clearly 3) Speaks clearly 2) Speaks clearly 1) Speaks clearly
and distinctly 90% and distinctly 65% and distinctly 30% and distinctly 10%
the time, and the time, and of the time with of the time with
mispronounces no mispronounces no mispronounces a mispronounces a
words. words. word. word.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

BIOLOGY FORM 4

TOPIC: How does the principle of movement of substances across
the plasma membrane help to extend the shelf life of food?

LEONG LOK PING S Students use Biology concepts of movement of substances across
BIOLOGY TEACHER
the plasma membrane in their projects.

T Students used ICT to find ideas for their projects and to present

their projects.

E Students implement concept of designing experiment and

environmental engineering in their projects.

M Students use mathematical skills in measurements and

calculations.

SUBJECT: BIOLOGY CHEMISTRY ENGLISH
TARGET:
TITLE: FORM 4

CONTENT 3.0 Movement of 6.0 Acids, Bases 2.0 Speaking
STANDARD: Substances Across
the Plasma and Salts Skills
LEARNING Membrane
STANDARD:
3.4 Movement of 6.8 Salts, crystals 2.1

substances across and their uses in Communicate

the plasma daily life information,

membrane in ideas, opinions

everyday life and feelings

intelligibly on

familiar topics
2.3 Use
appropriate
communication
strategies

BIOLOGY:

3.4.1 Conduct an experiment to determine the concentration

of cell sap of a plant tissue

3.4.2 Correlate the concentration of cell sap in a plant tissue

with the phenomenon of plant wilting.

3.4.3 Explain by using examples of application of the concept

of movement of substances across a plasma membrane in

daily life

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

CHEMISTRY:
6.8.1 State the meaning of salt.
6.8.2 Characterise the physical properties of salt crystals.
6.8.3 Give examples of salts and their uses in daily life.

SUCCESS BAHASA INGGERIS:
CRITERIA: 2.1.1 Explain simple content on familiar topics from what they

read or hear.
2.1.4 explain and justify own point of view.
2.3.1 confirm understanding in discourse level-exchanges.
At the end of the project, students are able to:
BIOLOGY:
a) Explain by using examples of application of the concept of

movement of substances across a plasma membrane in
daily life.
b) Apply the concept of movement of substances across a
plasma membrane to produce food products by using local
raw materials.
CHEMISTRY:
a) State the meaning of salt.
b) Give examples of salts and their uses in daily life.
ENGLISH:
a) Able to explain causes and consequences of actions,
events, simple processes
b) Able to explain and justify the point of view clearly

SYNOPSIS: This project involves designing an experiment to study the
movement of substances across the plasma membrane in order
DURATION: to extend the shelf life of food by using ingredients that can
PRODUCT be found at home. Students present their findings in the form
PBL: of videos or PowerPoint presentations. Students explain the
concept of movement of substances across the plasma
membrane applied in their projects by relating to their
products.

2 weeks
Students are required to produce the following:

1. Video/ PowerPoint presentation of experiment

2. Report of the experiment

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

CURICULUM QUESTIONS

BASIC What happen across plasma membrane during the preparation of your
QUESTION: food?

UNIT How does the principle of movement of substances across the plasma

QUESTION: membrane help to extend the shelf life of food?

CONTENT 1. Describe the process in Basic Question. (3 marks)
QUESTION: 2. Apart from salt and sugar, name another ingredient used in food

preservation process and explain why the substance is used. (4
marks)
3. Pineapple pickles are prepared by soaking pineapple pieces in
concentrated sugar solutions. State two advantages and two
disadvantages of this method compared to keeping fresh pineapple.
(4 marks)
4. Compare between osmosis and active transport. (8 marks)

PROJECT  Able to improve students’ level of understanding on movement
IMPACT: across plasma membrane.

 Able to explain application of salts in the concept of movement of
substances across a plasma membrane in daily life.

 Able to apply the concept of movement of substances across a
plasma membrane to produce food products by using local raw
materials.

 Able to improve skills and creativity of students in designing an
experiment and presenting their work in videos or PowerPoint
presentation.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

TABLE OF PLANNING

PHASE ACTIVITY FORMATIF
EVALUATION (PBD)
PLANNING  Through Facebook
( WEEK 1) Messenger and Google Teacher will arrange
Meet: Brainstorming with meetings through
IMPLEMENTATION students regarding basic Facebook Messenger for
(WEEK 1&2) question and unit question. discussion.
Discuss with students on Focus of the meeting:
POL content questions. • Information collected
(WEEK2) from students.
 Students are given time to • Feedback on the
search for information from information collected :
books and internet. relevant or not.

 Students plan and decide Teacher prepares rubric
which platform to be used for for students to evaluate
presenting their video and their work and products
product. so that they can make
 With the help of family necessary improvements.
members, students carry out
their experiments and Teacher gives feedback
produce their videos. on the products uploaded
 They need to refer to the by students.
rubric given by teacher to
evaluate their experiments
and products so that they can
improve whichever that is
necessary.
 Students prepare their
reports based on their
findings.

Students get ready for POL Teacher prepares rubric
through Google Meet by
referring to the rubric given. for POL.

Students explain how the Teacher evaluates
principle of movement of students’ work.
substances across the plasma
membrane help to extend the
shelf life of food.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

EXAMPLES OF PRODUCT PBL

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH,PERAK

STUDENTS’ PROJECT BASED LEARNING
ASSIGNMENT

Discussions:

BASIC What happen across plasma membrane during the preparation of your
QUESTION: food?

UNIT How does the principle of movement of substances across the plasma

QUESTION: membrane help to extend the shelf life of food?

CONTENT 1. Describe the process in Basic Question. (3 marks)
QUESTION: 2. Apart from salt and sugar, name another ingredient used in food

preservation process and explain why the substance is used. (4
marks)
3. Pineapple pickles are prepared by soaking pineapple pieces in
concentrated sugar solutions. State two advantages and two
disadvantages of this method compared to keeping fresh pineapple.
(4 marks)
4. Compare between osmosis and active transport. (8 marks)

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

ADDITIONAL MATHEMATICS FORM 4

TOPIC: Roller Coaster Engineer
S Students use additional mathematics concept of functions and quadratic

functions.

T Students use ICT to find ideas for their designs and to present their

projects.

E Students design a model of a roller coaster.

M Students identify the function attribute domain and range, local minima

and maxima, intervals of increase and decrease.

SUBJECT: Additional Mathematics English
Mathematics Form 4
AU CHOOI YEE TARGET:
ADDITIONAL TITLE: 1.0 Funtions 1.0 Quadratic 2.0 Speaking Skills
MATHEMATICS TEACHER

2.0 Quadratics Functions and

Funtions Equations in One

Variable

CONTENT 1.1 Functions 1.1 Quadratic 2.1 Communicate
STANDARD: information, ideas,
2.3 Quadratic Functions and opinions and feelings
Functions intelligibly on familiar
Equations

topics
2.3 Use appropriate
communication

strategies

LEARNING ADDITIONAL MATHEMATICS
STANDARD:
1.1.1 Explain function using graphical representations and

notations.

1.1.2 Determine domain and range of a function.

2.3.5 Sketch graphs of quadratic functions.

MATHEMATICS

1.1.7 sketch graphs of quadratic functions.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

SUCCESS BAHASA INGGERIS
CRITERIA: 2.1.1 Explain simple content on familiar topics from what they
read or hear.
SYNOPSIS: 2.1.4 explain and justify own point of view.
2.3.1 confirm understanding in discourse level-exchanges.
DURATION:
PRODUCT PBL: At the end of this project, students are able to:
ADDITIONAL MATHEMATICS
a. Write an equations from a given graph
b. identify domain and range of a function
c. sketch graph of absolute value function in a particular

domain
d. identify the maximum and minimum values of a

quadratics functions
MATHEMATICS
a. sketch graphs of quadratic functions.
b. identify the maximum and minimum point
BAHASA INGGERRIS
a. explain causes and consequences of actions, events,

simple processes
b. explain and justify the point of view clearly
This aim of project is to create a roller coaster that demonstrates
students’ knowledge and understanding of the following skills:
- Graph a continuous function that represents a roller

coaster using these parent functions – linear, absolute
value, and quadratic

- Write the equation for each section of the roller coaster,
using a transformational approach for absolute value and
quadratic functions

- Write a piecewise-defined function to represent the entire
roller coaster.

- Determine the height of the roller coaster at a specified
time.

- Identify function attributes: •Domain and Range
•Minimum and maximum points •Intervals of Increase
and Decrease

Two weeks

Students need to make a poster

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

CURICULUM QUESTIONS

BASIC How to use functions to build a roller coaster?
QUESTION:

UNIT How to create a roller coaster model based on mathematics knowledge

QUESTION: and understanding?

CONTENT 1. Graph a continuous function that represents a roller coaster
QUESTION: using these parent functions – linear, absolute value, and
quadratic

2. Write the equation for each section of the roller coaster, using
a transformational approach for absolute value and quadratic
functions

3. Write a piecewise-defined function to represent the entire
roller coaster.

4. Determine the height of the roller coaster at a specified time.

5. Identify function attributes:
• Domain and Range
• Local Minima and Maxima
• Intervals of Increase and Decrease

PROJECT 1. Questioning and identifying problems.
IMPACT: 2. Developing and using models.
3. Planning and carrying out investigations.
4. Analysing and interpreting data.
5. Using mathematical and computational thinking.
6. Developing explanation and designing solutions.
7. Engaging in argument and discussion based on evidence.
8. Acquiring information, evaluating and communicating about the

information.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

TABLE OF PLANNING

PHASE ACTIVITY FORMATIF
EVALUATION (PBD)
PLANNING Through Google Meet:
( WEEK1) Teacher will arrange
- Contribute suggestions with a scheduled to do
students about basic questions discussion with students
and unit questions. through
telegram
- Discuss the content question Meeting focus:
related to making students think • Information that
in depth on the topic. collected from
student research
- Pupils are given time to search • Giving feedback
information from books, the to ensure students
internet and another source get information
relevant.

IMPLEMENTATION - Students plan and decide Teacher prepares a rubric
(WEEK 1&2) platform to be used for make a for students to assess the
video presentation results their work and
POL make improvement.
(WEEK2) - They also refer to rubrics given Teacher gives feedback
by the teacher for evaluate their on uploaded products by
own products and make students.
improvements.
Teacher prepares a rubric
- Based on their findings students for POL.
write a report Teacher evaluate.

Pupils get ready for POL through
Google Meet by referring to that
section given and explain the model of
their roller coaster.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

EXAMPLES OF PRODUCT PBL

Collection of Students’ Presentations

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

STUDENTS’ PROJECT BASED LEARNING ASSIGNMENT

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

MATHEMATICS FORM 4

TOPIC: NETWORK

S Pupils used science concept of Green Technology for Environmental
T Sustainability.
E
M Pupils used ICT to gather information and ideas for their multimedia
presentations.

Pupils construct a network model from various real-life situations using
the materials available at home.

Pupils are able to solve problems involving networks.

THEAN FUI KEAN SUBJECT: Mathematics Science English
TARGET: Form 4 2.0 Speaking Skills
TITLE: 5.0 Network in
Graph Theory 4.0 Green
CONTENT Technology For
STANDARD: Environmental
Sustainability
LEARNING
STANDARD: 5.1 Network 4.1 Environmental 2.1 Communicate
Sustainability information, ideas,
opinions and
feelings intelligibly
on familiar topics
2.3 Use appropriate
communication
strategies

Mathematics

5.1.4 Represent information in the form of networks.

5.1.5 Solve problems involving networks.

Science

4.1.1 Define and justify green technology in life.

4.1.3 Identify sectors in green technology.

English

2.1.4 Explain and justify own point of view.

2.3.1 Confirm understanding in discourse-level exchanges.

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

SUCCESS At the end of PBL, pupils are able to:
CRITERIA: MATHEMATICS
a) Create a network to represent the information.
b) Apply appropriate knowledge and skills of network in the
context of non-routine problem solving in a creative manner.

SCIENCE
a) Introduce the three major areas of sustainability that is
economy, social and environment.
b) Identify the sectors in Green Technology like energy, waste
management and wastewater, agriculture and forestry,
transportation, manufacturing industries and information and
communications technology (ICT).

SYNOPSIS: ENGLISH
a) Able to find out about and communicate information clearly
DURATION: b) Able to explain and justify the point of view systematically
PRODUCT PBL:
This project is to explore the examples of network from various
real-life situations. Students are required to represent information
in the form of network. Next, students have to construct a network
model by using any material at home. Finally, discuss the
advantages and disadvantages between various networks.

2 weeks
Students are required to produce the following project :

 Report Writing
 Multimedia Presentation
 Network Model Construction

PROJECT BASED LEARNING (PBL)
SCIENCE AND MATHS FIELD

SMJK AVE MARIA CONVENT IPOH, PERAK

CURICULUM QUESTIONS

BASIC
QUESTION: What is Network?

UNIT How to represent information in the form of network in various real-life

QUESTION: situations?

CONTENT 1. What are the examples of network?
QUESTION:
2. What is the relationship between a network and a graph?

3. How to create a network to represent the information ?

4. Explain the steps to construct a network model in different
situations by using the materials available.

5. What are the advantages and disadvantages between various
networks?

6. How to apply knowledge and science skills on green
technology in sustainable nature in context of problem solving
and decision making or accomplish a task in a new situation?

PROJECT  Understand the concept of networks.
IMPACT:  Identify and explain a network as a graph.
 To investigate how to represent information in the form of

networks.
 Developing explanation and designing solutions by using

models.
 To improve the creativity of constructing a network model.
 To encourage in-depth learning among pupils through STEM

teaching and learning.