CURRICULUM SPECIFICATIONS
1FOR
FORM 1
SCIENCE
TABLE OF CONTENTS
Page |
||
THEME: INTRODUCING SCIENCE
|
||
Learning Area: 1. Introduction to Science |
3
|
|
THEME: MAN AND THE VARIETY OF LIVING THINGS
|
||
Learning Area: 1. Cell as a Unit of Life |
9
|
|
THEME: MATTER IN NATURE
|
||
Learning Area: 1. Matter |
12
|
|
Learning Area: 2. The Variety of Resources on Earth |
14
|
|
Learning Area: 3. The Air Around Us |
17
|
|
THEME: ENERGY
|
||
Learning Area: 1. Sources of Energy |
21
|
|
Learning Area: 2. Heat |
23
|
THEME: INTRODUCING SCIENCE
Learning Area: 1. Introduction to Science
Week
|
Learning Objectives
|
Suggested Learning Activities
|
Learning Outcomes
|
Notes
|
1.1 Understanding that science is part of everyday life |
Describe
examples of natural phenomena that students see around them:
a)
growth
of human from a baby to an adult,
b)
fall
of a ball to the ground,
c)
melting
of ice.
Discuss
the uses and benefits of science in everyday life.
Attend
talks on careers in science.
|
A
student is able to:
·
list
what he sees around him that is related to science,
·
explain
the importance of science in everyday life,
·
name
some careers in science such as:
a)
science
teachers
b)
doctors
c)
engineers
|
During
the learning activities, bring out the science concepts and principles
students have learned in primary school.
Talks
on careers in science by professionals.
|
|
1.2
Understanding
the steps in scientific investigation
|
Carry out a scientific investigation/experiment, e.g.
‘To find out what affect the number of times the pendulum swings back and
forth (oscillations) during a given time’.
The
students will be:
a)
determining
‘what I want to find out’ (identifying
the problem),
b)
making
a smart guess (forming a hypothesis),
c)
planning
how to test the hypothesis (planning the experiment)
d)
carry
out the experiment,
e)
writing
down what has been observed (collecting data),
f)
finding
a meaning for what has been observed (analyzing and interpreting data),
g)
deciding
whether the hypothesis is true (making conclusions),
h)
writing
a report on the investigation (reporting).
Students
can be asked to report on their investigations to the class. Student
emphasises the steps they have taken; what they have changed; what they have
kept the same and what they have measured.
|
A
student is able to:
·
state
the steps in scientific investigation/experiment,
·
carry
out a scientific investigation.
|
Scientific
investigation involves the use of science process skills.
There
should be a guided discussion for steps (a) to (d) before carrying out the
experiment.
This
is helping the teacher to identify the students’ capability to carry out a
scientific investigation.
|
|
1.3
Knowing
physical quantities and their units
|
Identify physical quantities (length, mass, time, temperature and electric current), their values and units found on product descriptions.
Find
words with the prefixes used in measurements such as kilo-, centi-, and
milli- .
Find
the symbols used for these unit of measurement.
Find
the value of these prefixes.
|
A
student is able to:
·
state
physical quantities: length, mass, time, temperature and electrical current,
·
state
the S.I. units and the corresponding symbols for these physical quantities,
·
state
the symbols and values of prefixes for units of length and mass: milli-,
centi-, and kilo-,
·
identify
and use appropriate prefixes in the measurement of length and mass.
|
Product
descriptions can be found on labels, boxes of electrical appliances, food
packets, etc.
S.I.
is an abbreviation for the French term Systéme
International d’Unités which means international system for units i.e.
metre, kilogram, second, etc.
|
|
1.4
Understanding
the use of measuring tools
|
Measure the length of straight lines, curves and diameter of objects using rulers, thread and calipers.Estimate the area of regular and irregular shapes using graph paper.
Measure
volume of liquids using measuring cylinder, pipette and burette.
Determine
the volume of regular and irregular solids using the water displacement
method.
Measure
the body temperature and temperature of water.
Discuss
the right choice tool in making measurements.
Apply
the above measurement skills in the context of experiments.
|
A
student is able to:
·
choose
the right tool and measure length in the context of an experiment,
·
estimate
area of regular and irregular shapes using graph paper in the context of an
experiment,
·
choose
the right tool and measure the volume of liquid in the context of an
experiment,
·
choose
the right tool to measure the body temperature and temperature of a liquid,
·
determine
the volume of solids using water displacement method in the context of an
experiment.
|
Make
sure students take measurements correctly and accurately.
|
|
1.5
Understanding
the concept of mass
|
Find the weights of different objects using a spring balance.
Discuss
weight as the pull of the earth (gravitational force) on an object.
Discuss
mass as quantity of matter.
Find
the mass of different objects using beam/lever balance or lever balance.
Discuss
the difference between mass and weight.
Apply the skills of using the spring balance and
beam/lever balance in the context of an experiment.
|
A
student is able to:
·
determine
the weight of an object,
·
explain
the concept of weight,
·
explain
the concept of mass,
·
determine
the mass of an object,
·
explain
the difference between mass and weight,
·
apply
the use of spring and beam/lever balance in the context of an experiment.
|
Unit for weight : newton
Unit
for mass : kilogram
Carry
out an experiment where students have to apply the measurement skills of mass
or weight.
|
|
1.6
Realising
the importance of standard units in everyday life
|
Discuss
the various units of measurements, e.g. units for length (feet, yard, chain,
mile, meter, kilometer), units for weight (pound, ounce, kati, tahil, gram,
kilogram).
Act
out a scene to show the problem caused by not using standard units e.g.
buying things at the market.
Discuss
the advantages and disadvantages of using different units of measurement.
|
A
student is able to:
·
give
examples of problems that may arise if standard units are not used.
|
Get
assistance from English Language
teachers in preparing the script for the act.
|
THEME: MAN
AND THE VARIETY OF LIVING THINGS
Learning Area: 1. Cell as a Unit of Life
Learning Objectives
|
Suggested Learning Activities
|
Learning Outcomes
|
Notes
|
Vocabulary
|
|||
1.1
Understanding cells
|
Gather
information on living organisms and identify the smallest living unit that
makes up the organism.
Prepare
slides of cheek cells and onion cells.
Study
the general structure of cheek cells and onion cells under a microscope,
using the correct procedure.
Draw
and label the different structures of an animal cell and a plant cell.
Compare
an animal cell and a plant cell.
Gather
information on cell structures and discuss their functions.
|
A
student is able to:
·
identify
that cell is the basic unit of living things,
·
prepare
slides following the proper procedures,
·
use
a microscope properly,
·
identify
the general structures of animal cells and plant cells,
·
draw
the general structures of an animal
cell and a plant cell,
·
label
the general structure of an animal
cell and a plant cell,
·
state
the function of each cell structure,
·
state
the similarities and differences between the two cells.
|
General
structure of a cell includes cell wall, cell membrane, protoplasm (cytoplasm
and nucleus), chloroplast and vacuole.
The
usage and handling of a microscope is introduced here.
Remind
pupils of the safety precautions to be taken when preparing samples of cheek cells.
|
animal
cell – sel haiwan cell wall – dinding sel
cheek
cells – sel pipi
chloroplast
– kloroplas cytoplasm – sitoplasma handling – mengendali
general
– umum
microscope
– mikroskop
nucleus
– nukleus
onion
– bawang merah
plant
cell – sel tumbuhan precautions – langkah
keselamatan prepare –
sediakan
protoplasm
- protoplasma
remind
– ingatkan
sample
– sampel
slide
– slaid
structure
– struktur
vacuole
- vakuol
|
|||
1.2
Understanding unicellular organism and multicellular organism
|
Gather
information about unicellular organisms and multicellular organisms.
Provide
students with picture cards, name cards, ‘unicellular’ and ‘multicellular’
cards. Students use reference materials and/or information to match the three
cards for each organism.
Observe
examples of unicellular organisms and multicellular organisms under a microscope.
|
A
student is able to:
·
state
the meaning of unicellular organisms and multicellular organisms,
·
give
examples of unicellular organisms and multicellular organisms.
|
Use
prepared slides or fresh specimens.
Introduce the term ‘microorganisms’. |
multicellular
organism – organisma multisel
unicellular
organism – organisma satu
sel
|
|||
1.3
Understanding that cells form tissues, organs and systems in the human body.
|
Gather
information and discuss the following:
a)
types
of human cells,
b)
functions
of different types of human cells.
Use
a graphic organiser (e.g. ladder of hierarchy) to show the organisation of
cells:
cell à tissue à organ à
system à organism
|
A
student is able to:
·
name
the different types of human cells,
·
state
the function of different types of human cells,
·
arrange
sequentially cell organisation from simple
to complex using the terms cell, tissue, organ, system and organism.
|
arrange
sequentially – susun mengikut urutan
cell
– sel
function
– fungsi
human
beings – manusia
ladder
- tangga
organ
– organ
organisation
of cells – organisasi sel
system
– sistem
simple
- mudah
tissues
– tisu
|
||||
1.4
Realising
that humans are complex organisms
|
Discuss
why human beings are complex organisms.
|
A
student is able to:
·
explain
why human beings are complex organisms.
|
complex
organism – organisma kompleks
human
beings – manusia
realising
- menyedari
|
THEME: MATTER IN NATURE
Learning Area: 1. Matter
Learning Objectives
|
Suggested Learning Activities
|
Learning Outcomes
|
Notes
|
Vocabulary
|
1.1 Understanding that matter has mass
and occupies space
|
Through activities, show that things such as
book, air, water, soil and living things have mass and occupy space.
Discuss what matter is.
List examples of matter.
|
A
student is able to:
·
state that things has mass and occupies space,
·
explain what matter is, relate things and matter,
·
carry out activities to show that air, water, soil and living
things have mass and occupy space.
|
air
– udara
living
things – benda hidup
mass
– jisim
matter
– jirim
occupies
- memenuhi
water
– air
soil
– tanih
|
|
1.2
Understanding the three states of matter
|
Gather information and discuss
a) what matter is made up
of,
b) what the three states of
matter are.
Compare the three states of matter in terms of:
a) the arrangement of
particles,
b) the movement of
particles.
Simulate the arrangement and movement of particles in the three
states of matter.
|
A student is able to:
·
state
that matter is made up of particles,
·
state the three states of matter,
·
state
the arrangement of particles in the three states of matter,
·
state the differences in the movement of particles in the three
states of matter.
|
particles
- zarah
simulate
- membuat simulasi
arrangement
– susunan
movement
– gerakan
states
of matter – keadaan jirim
|
|
1.3 Understanding the concept of density
|
Recall the definition of density.
Through activities, find the densities of:
a)
objects with regular or irregular shape,
b)
different liquids.
Discuss why some objects and liquids float by relating it to
density.
|
A
student is able to:
·
define density,
·
explain why some objects and liquids float,
·
solve simple problems related to density,
·
carry out activities to explore the densities of objects and
liquids.
|
Archimedes Principle need not be introduced.
|
definition
– takrifan
explain
– menerangkan
float
– timbul
liquid
– cecair
object
with irregular shape – objek berbentuk tak
sekata
object
with regular shape – objek berbentuk sekata
recall
– ingat semula
solve
– selesaikan
|
1.4 Appreciating the use of properties of
matter in everyday life
|
Gather
information and discuss how:
a)
man uses his knowledge of
different states of matter to store and transport gases and liquids,
b)
man uses the concept of density in making rafts, floats etc.
Carry out an activity to explore the applications of the concept
of floating and sinking related to density.
|
A
student is able to:
·
describe
how man uses the different states of matter,
·
describe how
man applies the concept of density,
·
carry out an activity to explore the applications of the concept
of floating and sinking related to density.
|
aplications
– aplikasi
appreciating
– menghargai
applies
– mengaplikasi
build
– bina
floats
- pelampung
gases
– gas
properties
– sifat
raft
– rakit
store
– menyimpan
transport
– mengangkut
|
Learning Area: 2.
The Variety of Resources on Earth
Learning Objectives
|
Suggested Learning Activities
|
Learning Outcomes
|
Notes
|
Vocabulary
|
2.1
Knowing the different resources on earth
|
Gather information about the resources on earth, i.e. water,
air, soil, minerals, fossil fuels and living things.
|
A
student is able to:
· list the resources on
earth needed to sustain life,
· list the resources on
earth used in everyday life.
|
life
– kehidupan
knowing
– mengetahui
resources
- sumber
to sustain life – menyokong
kesinambungan kehidupan
|
|
2.2
Understanding
elements, compounds and mixtures
|
Gather information and discuss
a) what elements, compounds
and mixtures are,
b) what metals and
non-metals are,
c) examples of elements,
compounds, mixtures, metals and non-metals.
Compare and contrast the properties of elements, compounds and
mixtures.
Carry out activities to compare the properties of metals and
non-metals in terms of appearance,
hardness,
conductivity of heat and conductivity of electricity,
Carry out activities to separate the components of mixtures e.g.
a) mixture of iron filings
and sulphur powder,
b) mixture of sand and salt.
|
A student is able to:
·
state what elements,
compounds and mixtures are,
·
give examples of elements, compounds and mixtures,
·
state the differences between elements, compounds and mixtures,
·
carry out activities to compare the properties of different
metal and non metals,
·
classify elements as metals and non-metals based on their
characteristics,
·
give
examples of metals and non-metals,
·
carry
out activities to separate the components of a mixture.
|
appearance
– rupa
characterstics
- ciri
classify
– mengelaskan
compound
– sebatian
components
– komponen
conductivity
-
kekonduksian electricity - elektrik
element
– unsur
hardness
– kekerasan
heat
– haba
mixture
– campuran
separate
– mengasingkan
understanding
– memahami
|
|
2.3
Appreciating the importance of the variety of earth’s
resources to man
|
Discuss the importance of earth’s resources (water, air, soil,
minerals, fossil fuels and living things) to man.
Draw a concept map to show the relationship between these
resources to the basic needs of life.
Gather information on the preservation and conservation of
resources on earth.
Discuss the importance of the preservation and conservation of
resources on earth (e.g. recycling
of paper will help reduce the
cutting down of trees; conserving
clean water prevents water shortage).
Carry out a project/ campaign/ competition on the reusing and
recycling of materials.
|
A student is able to:
·
explain the importance of variety of earth’s resources to man,
· state the meaning of the
preservation and conservation of resources on earth,
· state the importance of
the preservation and conservation of
resources on earth,
·
practise
reusing and recycling of materials e.g. using old unfinished exercise books
as note books and collecting old newspapers for recycling.
|
appreciating – menghargai
concept map – peta konsep
conservation – pemuliharaan/ penggunaan berhemat
needs of life – keperluan hidup
preservation - pemeliharaan
resources – sumber
relationship – hubung
kait
|
Learning Area: 3. The Air Around Us
Learning Objectives
|
Suggested Learning Activities
|
Learning Outcomes
|
Notes
|
Vocabulary
|
3.1
Understanding what air is made up of (the
composition of air)
|
Gather information on:
a) the composition of air,
b) the percentage of
nitrogen, oxygen and carbon dioxide in air.
Carry out activities to show:
a) the percentage of oxygen in air,
b)
that air contains water vapour, microorganisms and dust.
|
A student is able to:
·
state what air is made up of,
·
explain why air is a mixture,
·
state the average percentage of nitrogen, oxygen and carbon
dioxide in air,
·
carry out activities to show:
a) the percentage of oxygen in air,
b)
that air contains water vapour, microorganisms and dust.
|
Air
is a mixture of nitrogen, oxygen, carbon dioxide, inert gases, water vapour,
microorganisms and dust.
|
carbon dioxide
– karbon dioksida
composition
– komposisi
dust
- habuk
microorganisms
– mikroorganisma
nitrogen – nitrogen
oxygen – oksigen
inert
gas – gas nadir
water
vapour – wap air
|
3.2
Understanding the properties of oxygen and carbon dioxide
|
Gather information on the properties of oxygen and carbon
dioxide.
Carry out activities to show
the properties of oxygen and carbon dioxide in the following aspects:
a) solubility in water,
b)
reaction with sodium hydroxide,
c) the effect on:
glowing and burning wooden splinter, litmus paper, lime water,
bicarbonate indicator.
|
A student is able to
·
list
the properties of oxygen and carbon dioxide,
·
choose a suitable test for oxygen and carbon dioxide
|
lime water - air kapur
glowing
- berbara
indicator
- penunjuk
reaction
- tindak balas
solubility
- keterlarutan
wooden
splinter - kayu uji
|
|
3.3
Understanding oxygen is needed in respiration
|
Gather information and discuss respiration.
Carry out an experiments to show that during respiration, living
things
(a) use oxygen,
(b) give out carbon dioxide.
|
A student is
able to
·
state
that energy, carbon dioxide and water vapour are the products of respiration,
·
relate that living things use oxygen and give out carbon
dioxide during respiration,
·
compare and contrast the content of oxygen in inhaled and
exhaled air in humans,
|
carbon
dioxide – karbon dioksida energy – tenaga
exhaled
air – udara
hembusan inhaled air –
udara sedutan
oxygen
– oksigen
role
– peranan
rate
of respiration – kadar
respirasi
water
vapour – wap air
yeast
- yis
|
|
3.4
Understanding oxygen is needed for combustion
(burning)
|
Gather information and discuss combustion.
Carry out experiments to:
a) show that oxygen is
needed for combustion,
b) investigate the effect of
the size of a container on the length of time a candle burns,
Carry out activity
to test for the
products of combustion of charcoal such as carbon dioxide and water.
|
A student is able to:
·
state what combustion is,
·
state that oxygen is needed for combustion,
·
list the products of combustion,
·
carry out experiments to investigate combustion.
|
Charcoal is an example of carbon.
|
candle
– lilin
charcoal
– arang
combustion
– pembakaran
carbon
- karbon
product
– hasil
|
3.5
Analysing the effects of air pollution
|
Gather information and discuss:
a) what air pollution is,
b) examples of air
pollutants,
c) the sources of air
pollutants,
d) the effects of air pollution on man
and the environment,
e) the steps needed to
control air pollution.
Carry out a project to study:
a) air pollution in an area
around the school.
b)
the effects of air pollution.
|
A student is able to:
·
explain what air pollution is,
·
list examples of air pollutants,
·
list the sources of air pollutants,
·
describe the effects of air pollution,
·
explain the steps needed to prevent and control air pollution.
|
air
pollution – pencemaran udara
control
– mengawal
effect
– kesan
analysing
– menganalisis
environment
– alam sekitar
prevent – mencegah
pollutant – bahan pencemar
sources – sumber
|
|
3.6
Realising the importance of keeping the air clean
|
Gather information and discuss:
a)
how
life would be without clean air,
b) ways to keep the air
clean,
c) habits that keep the air
clean.
Carry out activity to show the pollutants in cigarette smoke.
|
A student is able to:
·
describe
how life would be without clean air,
·
suggest ways to keep the air clean,
·
practise habits that keep the air clean.
|
describe
– perihalkan
habits
– amalan
suggest
- cadangkan
|
THEME: ENERGY
Learning Area: 1. Sources of Energy
Learning Objectives
|
Suggested Learning Activities
|
Learning Outcomes
|
Notes
|
Vocabulary
|
1.1
Understanding various forms and sources of energy
|
Gather
information about the various forms
and sources of energy and energy changes.
Discuss
the sun as the primary source of energy.
Carry
out activity to see the energy change
|
A
student is able to:
·
list
the various forms of energy,
·
list
the various sources of energy,
·
identify
energy changes,
·
identify
the sun as the primary source of
energy,
·
carry
out an activity to investigate energy change from potential to kinetic energy
and vice versa.
|
coil
- spring
energy
change – perubahan bentuk tenaga
form
– bentuk
inclined
slope – satah condong
kinetic
energy - tenaga kinetik
potential
energy – tenaga keupayaan
primary
source – sumber
utama
various
– pelbagai
vice
versa - sebaliknya
|
|
1.2
Understanding renewable and non-renewable energy
|
Gather
information and discuss the meaning of renewable and non-renewable energy
sources.
Carry
out a project on:
a)
renewable
and non-renewable energy sources.
b)
the
uses of solar energy.
c)
the
ways to increase efficient use of energy
|
A
student is able to:
·
define
renewable and non-renewable sources of energy.
·
group
the various sources of energy into renewable and non-renewable.
·
explain
why we need to conserve energy.
·
suggest
ways to use energy efficiently.
|
Project
includes of making scrap books, models and posters.
|
efficient
– cekap
conserve
– memelihara
non-renewable – tidak boleh
diperbaharui
renewable – boleh diperbaharui
solar energy – tenaga suria
|
1.3
Realising
the importance of conserving energy sources
|
Discuss the importance of conserving energy sources.
Discuss
the use and management of energy sources.
|
A
student is able to
·
describe
the importance of conserving energy
sources.
·
explain
the use and management of energy sources.
|
Discussions
can in the form of forums, brain storming etc.
|
management
– pengurusan
|
Learning Area : 2. Heat
Learning Objectives
|
Suggested Learning Activities
|
Learning Outcomes
|
Notes
|
Vocabulary
|
2.1 Understanding
heat as a form of energy
|
Carry out activities to show:
a)
the
sun gives out heat
b)
ways
to produce heat
c)
heat and temperature are not the same
(Ask
students to predict and observe how the temperatures change when they: e.g.
mix volumes of hot and cold water).
Discuss
a) heat is a form of energy
b) the uses of heat in our daily life
c) what temperature is
d) the difference between temperature
and heat.
|
A
student is able to
·
state
that the sun gives out heat,
·
state
other sources of heat,
·
state
that heat is a form of energy,
·
give
examples of the uses of heat,
·
state
the meaning of temperature,
·
state
the difference between heat and temperature.
|
daily
life – kehidupan harian
difference
– perbezaan
examples
– contoh
gives
out – mengeluarkan
heat
– haba
meaning
– maksud
temperature
– suhu
|
|
2.2
Understanding heat flow and its effect
|
Carry out activities to show that heat causes solids, liquids and gases to expand and contract.
(ball and ring, mercury in thermometer and air in
round-bottomed flask)
Carry
out activities to show how heat flows by conduction, convection and
radiation.
Carry
out group activities to discuss:
a) natural phenomena such as land
breeze, sea breeze and the warming of the earth by the sun,
b) how buildings can be kept cool,
c) what a heat conductor is,
d) what a heat insulator is,
e) the uses of heat conductors and heat
insulators in daily life.
Carry out an experiment to investigate different
materials as heat insulators.
|
A
student is able to
·
state
that heat causes solids, liquids and gases to expand and contract,
·
state
that heat flows in three different ways (conduction, convection and
radiation),
·
state
that heat flows from hot to cold,
·
state
what a heat conductor is,
·
state
what a heat insulator is,
·
list
uses of heat conductors and heat insulators in daily life,
·
carry
out experiment to investigate different materials as heat insulators.
|
Explain the effect of heating and cooling on the volumes of
solids, liquids and gases.
|
conduction
– konduksi
contract
- mengecut
convection
– perolakan
expand
– mengembang
flow
– mengalir
gas
– gas
insulator
– penebat
land
breeze – bayu darat
liquid
– cecair
natural
phenomena – fenomena alam
radiation
– sinaran
sea
breeze – bayu laut
solid
– pepejal
|
2.3
Analysing the effect of heat on matter
|
Carry out activities to show the change in state of matter in physical processes.
Discuss
(i) the effects of heat on
the state of matter
(ii) examples of daily
observation which shows a change in state of matter.
|
A
student is able to
·
state the change in state of matter in physical processes.
·
explain that change in state of matter involves absorption and
release of heat.
·
give examples of daily observations which show a change in state
of matter.
|
Physical processes includes melting, boiling,
freezing, evaporation,
condensation and sublimation.
|
boiling
- pendidihan condensation - kondensasi
evaporation
- penyejatan freezing - pembekuan
melting
- peleburan
process
– proses
reference
– rujukan
sublimation
- pemejalwapan
|
2.4
Applying the principles of expansion and contraction of matter
|
Discuss the use of
expansion and contraction of matter in the following:
a)
mercury in a thermometer
b)
the bimetallic strip in a fire alarm.
c)
gaps in railway tracks
d)
rollers in steel bridges.
Discuss
the use of the principle of expansion and contraction of matter to solve
simple problems.
|
A student is
able to
·
explain with examples the use of expansion and contraction of
matter in daily life.
·
apply principle of expansion and contraction of matter in
solving simple problems.
|
bimetallic
strip – jalur dwilogam
expansion
- pengembangan
contraction
- pengecutan
fire
alarm – alat penggera kebakaran
rollers
– penggolek
steel
bridges – jambatan logam
|
|
2.5
Understanding
that dark, dull objects absorb and give out heat better
|
Carry out experiments to show that:
a)
dark,
dull objects absorb heat better than white, shiny objects,
b)
dark,
dull objects gives out heat better than white, shiny objects.
|
A
student is able to
·
state
that dark, dull objects absorb heat better than white, shiny objects,
·
state
that dark, dull objects gives out heat better than white, shiny objects,
·
carry
out experiments to investigate heat absorption and heat release.
|
absorb
- menyerap
dull
- pudar
dark
- gelap
|
|
2.6
Appreciating
the benefits of heat flow
|
Discuss and put into practice such as opening of windows in the classroom or laboratory to improve air circulation. |
A
student is able to:
·
put
to practise the principle of heat flow to provide comfortable living.
|
improve
air circulation –
memperbaiki
pengudaraan
comfortable
living –
kehidupan
yang selesa
|
No comments:
Post a Comment