HSP Science FORM 2 2010

THEME: MANAGEMENT AND CONTINUITY OF LIFE LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES

Week / Date Learning Objectives

Suggested Learning Activities Learning Outcomes Notes

W11.1 Carry out activities to make A student is able to: The five sensory

4 - 8/1/2010 Understanding connection between the five organs have beenthe sensory senses, the sensory organs and identify and relate a sensory introduced inorgans and their functions.

the stimuli. organ to its stimulus,state the pathway from stimulus

Primary Science.

Discuss what happens in our body after a stimulus is detected.

to response:Stimulus- Sensory organs -Nerves- Brain- Nerves -Response

W21.2 Carry out activities to study the A student is able to: The structures of the

11 – 15/1/2010 Understanding following: receptors are notthe sense of a) structure of the human skin identify the structure of the required.touch. involved in stimuli detection,

b) sensitivity of the skin atdifferent parts of the body

human skin involved in stimuli detection,state the function of different

towards stimuli.Discuss the sensitivity of the skin in connection to the following situations:

receptors – pressure, heat, pain,draw conclusion on the sensitivity of the skin at different parts of the body towards stimuli.

receiving an injection,using Braille.

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W31.3 Discuss the structure of the nose A student is able to:

18 – 22/1/2010 Understanding and the position of the sensorythe sense of smell.

cells using models, charts, computer software and other teaching aids.

identify the structure of the nose,identify the position of thesensory cells in the detection ofsmell.

W41.4 Carry out activities to detect the A student is able to:

25 – 29/1/2010 Understanding different areas of the tongue thatthe sense of respond to different tastes. identify the different areas of thetaste. tongue that respond to different

Carry out activities to find how taste is related to smell.

taste,relate the sense of taste with the sense of smell.

W51.5 Observe and identify the structure A student is able to: Teacher is

1 – 5/2/2010 Understanding of the human ear. encouraged to usethe sense of identify the structure of the computer simulationhearing Discuss the function of each part of

the ear.Discuss the hearing mechanism.

human ear,explain the function of thedifferent parts of the ear,describe how we hear.

to illustrate the hearing mechanism.

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W61.6 Examine the cow’s eye or model A student is able to:

8 – 12/2/2010 Understanding the sense of

of a human eye.identify the structure of the

Chinese New Year

sight. Collect information on structure and function of each part of the eye.

human eye,explain the functions of different parts of the eye,describe how we see.

Holiday (13 – 16/2/2010)

Discuss how we see.

W71.7 Carry out activities to study: A student is able to: Relate the

17 – 19/2/2010 Understanding properties of light tolight and sight. reflection of light,

refraction of light between two mediums of different density.

describe the properties of lighti.e. reflection and refraction,state the various defects ofvision,explain ways to correct vision

natural phenomena and daily usage. Angles of incidence, reflection, refraction and normal are not

Collect information about the types of defects of vision and the

defects,state and give examples of the

required.

contribution/use of technology to rectify them.

limitations of sight,connect stereoscopic and monocular visions with the survival of animals,identify the appropriate device to overcome the limitations of sight.

Astigmatism,optical illusions, blind-spot, monocular and stereoscopic visions should be introduced.

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Carry out activities to show whatshort sightedness and longsightedness are and how tocorrect them.

Discuss what astigmatism is andthe way to correct it.

Carry out activities to investigatethe following:optical illusion,blind-spot.

Discuss the connection between stereoscopic vision and monocular vision with the survival of animals.Gather information about the device to overcome the limitation of sight.

Microscope, magnifying glass, telescope, binoculars, ultrasound scanning device, X-ray, periscope should be included.

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W81.8 Carry out activities to investigate: A student is able to:

22 – 25/2/2010 Understanding sound and hearing

the production of sound,the need of medium for sound to travel,c) the reflection and absorption ofsound.Collect information aboutthe defects of hearing,ways to rectify the defects of hearing.

describe the properties of sound,explain the reflection and absorption of sound,explain the defects of hearing,explain ways of rectifying the defects in hearing,state the limitations of hearing,state the device used toovercome the limitations ofhearing,

Include devices such as hearing aids and stethoscope.

26/2/2010 is Maulidur Rasul

Discuss the limitations of hearing and ways of improving it.

explain stereophonic hearing.

Carry out activities to investigate the need for stereophonic hearing in determining the direction of sound.

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W91.9 Carry out experiments to A student is able to: Responses in

1 – 5/3/2010 Understanding investigate and identify: plants shouldthe stimuli and responses in plants.

stimuli detected by plants,the parts of the plants sensitive to specific stimulus.Discuss in what ways the response of plants towards stimuli are important for their survival.

state the stimuli that cause response in plants,identify the parts of plantssensitive to specific stimulus,relate the response in plants totheir survival.

include phototropism, geotropism, hydrotropism, nastic movement, tigmotropism.

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LEARNING AREA: 2. NUTRITION

Week / Date LearningObjectives


W10 2.1 Discuss the classes of food i.e. A student is able to: Only the major8 – 12/3/2010 Analysing the

classes of food.carbohydrate, protein, fats, vitamins, minerals, fibre and explain through examples the

vitamins (A, B, C, D, E and K) and

water and state their functions.Carry out activities to test for starch (iodine solution), glucose

classes of food,state the function of each class of food,test for starch, glucose, protein

minerals (calcium, sodium, iron, iodine, phosphorus and potassium) are

(Benedict solution), protein and fats. required.(Millon’s reagent) and fats (alcohol-emulsion test).

Vitamin B need not be classified intoB1, B2 and so on.

School holiday (13 – 21/3/2010)

Introduce alcohol-emulsion test for fat.

W11 2.2 Discuss: A student is able to:22 – 26/3/2010 Evaluating the

importance of a balanced diet.

what a balanced diet is,the factors that determine aperson’s balanced diet: age,size, sex, job, climate, state

state what a balanced diet is,state the factors that must be considered when planning a

of health.Collect food wrappers that show

balanced diet,explain how the factors affect a balanced diet,

The unit of energy in food can be

calorific value of food and make a state the quantity of energy in measured either inlist to show the calorific value for each type of food.

each gram of carbohydrate, protein and fats,

joules or calories.

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Week / Date LearningObjective


Discuss to estimate the calories of food taken in a meal.

estimate the calories of food taken in a meal,plan a balanced diet.

Plan a balanced diet for a day.(breakfast, lunch and dinner)

W122.3 Discuss that digestion is the A student is able to:

29/3 – 2/4/2010 Understanding breakdown of large foodthe digestive system in man.

molecules into smaller soluble molecules that can be readily

explain what digestion is,identify the parts of the digestive

absorbed by the body. system,describe the flow of food

Identify parts of the digestive system and the flow of food

particles in the alimentary canal,state the functions of the organs

particles in the alimentary canal using model/chart/CD ROM.

in the digestive system,describe the process of digestion Enzymes should

Discuss the functions of thein the alimentary canal,list the end products of digestion

only include amylase, protease

various organs in the digestive system and the enzymes found.Carry out activities to show the action of the enzyme in the saliva on starch.

of carbohydrate, protein and fats. and lipase.

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W132.4 Discuss the process of A student is able to: The structure of

5 – 9/4/2010 Understanding absorption of the products of vilus is notthe process of digestion in the small intestine. explain the process of required. Need onlyabsorption of absorption of the products of mention vilusdigested food. Carry out an experiment to show

the absorption of glucose throughdigestion,make inference about the

increases the surface area for

a Visking tube absorption of glucose through a absorption.Visking tube.

W142.5 Discuss the reabsorption of water A student is able to:

12 – 16/4/2010 Understanding by the large intestine and thethe reabsorption process of defecation. state how water is reabsorbedof water and defecation.

Discuss the importance of good eating habits to avoid constipation.

in the large intestine,explain defecation,relate the problem of defecation with eating habits.

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W152.6 Plan and carry out a healthy A student is able to:

19 – 23/4/2010 Put into practice eating habit.the habits of justify the importance of eatinghealthy eating. Discuss the following topics :

a)practicing good eatingnutritious food,put in practice good eating

habits i.e. eating nutritious food and eating in

habits,justify the generous distribution

moderation,b)the generous distributionof food to the underprivileged / needy,c) cultural practices in dining conforming to sensitivities and religious beliefs.

of food to the underprivileged / needy,relate the dining culture of different people conforming to sensitivities and religious beliefs.

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THEME: MAN AND THE VARIETY OF LIVING THINGS LEARNING AREA: 1. BIODIVERSITY



W161.1 Discuss the diversity in the general A student is able to: Basic concept on

26 – 30/4/2010 Understanding characteristics of living organisms. variety of livingvariety of living explain the diversity of living organisms hasorganisms and their

Collect and classify various plants and animals into a system based

organisms in a habitat,classify various animals based

been introduced in primary science.

classification. on common characteristics. - Animal: Invertebrate,vertebrate, mammal, fish, bird, amphibian, reptile.

on common characteristics,classify various plants basedon common characteristics,explain the importance of

Emphasize only on the classification in

- Plant : Flowering plant, non- biodiversity to the environment. the suggestedflowering plant, monocotyledon, dicotyledon.- Build a concept map on living organisms based on the classification above.

learning activities.Malaysia is one of

Discuss the importance of the twelve mega-maintaining the biological diversity as one of the country’s natural heritage.

biodiversity countries in the world should be highlighted.

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LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT

Week / Date LearningObjective Suggested Learning Activities Learning Outcomes Notes

W172.1 Carry out a field work to study A student is able to: Basic concept of

3 – 7/5/2010 Analysing the interdependence

species, habitat, population, community in an ecosystem. state what species, population

habitat has been introduced in

among living organisms. Carry out a discussion on

and community are,state what habitat and

primary school.

interdependence among living organisms and the environment

ecosystem are,identify various habitats in one During the field

to create a balanced ecosystem. ecosystem,explain through examples the

work the concept of ecology will be

interdependence among living organisms and the environment to create a balanced ecosystem.

constructedthrough contextual learning.

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W182.2 Collect and interpret data on the A student is able to: Basic concept of

10 – 14/5/2010 Evaluating the types of interactions between prey predator andinteraction living organisms as follows: list the types of interactions competition hasbetween living organisms.

prey-predator,symbiosis: commensalism, mutualism and parasitism

between living organisms,explain with examples the interactions between living

been taught in primary school.

e.g. remora and shark, algae and fungi, tape worm

organisms,justify the importance of

and man,c) competition.

interaction between living organisms and the environment,explain through examples the Refer to local

Conduct an activity to show the advantages and disadvantages issues like the crowimportance of the interaction between organisms and the environment.

of biological control in regulating the number of pest in certain areas.

problem in Kelang.

Discuss the advantages of biological control in regulating the numbers of pests in certain areas.

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W192.3 Collect and interpret data on the A student is able to: Food chain has

17 – 21/5/2010 Synthesizing producer, consumer, decomposer been taught infood web. and pyramid number. explain what producers, consumers

and decomposersprimary science.

Construct a food web from a few food chains and identify the

are,combine a few food chains to

producer, consumer and decomposerDiscuss the energy flow in the

construct a food web,identify the producer, consumer and decomposer in a food web,construct a pyramid number

food web constructed. from a food chain,relate the food web and the

Conduct a game to show the effects of an increase or decrease in the number of organisms in a pyramid number. Discuss the consequences if a component of living organisms in an ecosystem is missing.

pyramid number to energy flow,predict the consequences if a certain component of living organisms in the ecosystem is missing.

Refer to the crown of thorn problem in the coral reef in the marine parks.

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W202.4 Carry out discussion on what A student is able to:

24 – 28/5/2010 Analysing photosynthesis is.photosynthesis.

Carry out experiments tostate what photosynthesis is,state the factors required for The carbon and

determine the factors needed for photosynthesis i.e. carbon dioxide, water, light and chlorophyll.Discuss the importance of photosynthesis in maintaining a balanced ecosystem.

photosynthesis,state the products ofphotosynthesis,control the variables that arerequired for photosynthesis,explain the role of photosynthesis in maintaining a balanced ecosystem.

oxygen cycles should be included.

Discuss the carbon and oxygen cycles.

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W212.5 Collect and interpret data on the A student is able to: The role of man in

1 – 4/6/2010 Evaluating the conservation and preservation of conservation andimportance of living organisms. explain what conservation and preservation hasconservation and Carry out a field work in a natural

preservation are,explain the steps taken to

been highlighted in primary school.

preservation of forest reserve (wetlands, highland preserve and conserve livingliving organisms. forest or tropical rain forest) or an

animal sanctuary to study theorganisms,justify the importance of

conservation and preservation of conservation and preservation ofliving organisms. living organisms,

support activities organised byCarry out a discussion on how the various parties to preserve andimprovement in science and technology helps in the conservation and preservation of living organisms.

conserve the living organisms.

School holiday(5 – 20/6/2010)

Run a campaign to stress on the importance of conservation and preservation / Carry out a role play involving the parties concerned in solving problems related to the conservation and preservation of living organisms.

Forest is also home to some indigenous people should be included.

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W222.6 Carry out a brainstorming session A student is able to: Examples of

21 – 25/6/2010 Evaluating the to discuss the environmental environmentalrole of man in issues affecting the balance in explain the effects of human issues:maintaining the nature and how to solve it. activities on the balance in Global climatebalance in nature.

Carry out a discussion to justify that man needs stable and productive ecosystem to ascertain a harmonious life.

nature,describe how man solvesproblems related to environment,justify that human need a stable,productive and balanced

change,habitat destruction, species extinction, air, soil and water pollution, loss of

ecosystem. wetlands,solid waste management, deforestation, land overuse, over fishing, toxin in the environment, (release of excessivechemicals into our environment – includes pesticides, fertilizers and pollutants)

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THEME: MATTER IN NATURELEARNING AREA: 1.0 WATER AND SOLUTION


W231.1 Carry out activities to determine A student is able to: The Kinetic Theory

28/6 – 2/7/2010 Analysing the the following: should bephysical characteristics of water.

the freezing point of water,the boiling point of water.

state the meaning of thefreezing point of water,state the meaning of the boiling

introduced.Relate the freezing

Carry out an activity to observe the effects of impurities on the

point of water,describe the physical

and boiling point of water to the Kinetic

physical characteristics of water. characteristics of water,explain through examples the effects of impurities on the physical characteristics of water.

Theory.

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W241.2 Carry out an electrolysis to A student is able to: The ionic theory

5 – 9/7/2010 Analysing the determine the ratio of hydrogen to on electrolysis iscomposition of oxygen in a molecule of water. determine the composition of not neededwater. water,

test the presence of hydrogenUnderstanding that hydrogen is

and oxygen. discharged at the cathode andoxygen at theanode is adequate.The ratio of gases is required.

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W251.3 Carry out experiments to study the A student is able to:

12 – 16/7/2010 Analysing the factors affecting the rate ofprocess of evaporation of

evaporation of water i.e. humidity, the temperature of the

explain what evaporation is,explain through examples the

water. surrounding, surface area and the factors that affect the rate of

movement of air.Discuss the factors affecting the

evaporation of water with reference to the Kinetic Theory,compare and contrast between

rate of evaporation in relation to the Kinetic Theory.

evaporation and boiling,describe the application of theevaporation of water in daily

Discuss the similarities and differences between evaporation and boiling.Gather information on evaporation process and its application in daily life.i.e. drying of clothes, preservation of agricultural products and processing of food.

life.

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W261.4 Discuss the differences between A student is able to:

19 – 23/7/2010 Analysing solute, solvent and solution.solution and Carry out activities to prepare a explain what solute, solventsolubility. dilute solution, a concentrated

solution and a saturated solution.Discuss the similarities and

and solution are,contrast and comparebetween dilute solution, concentrated and saturated

differences between dilute solution, concentrated solution and saturated solution.

solution,explain what suspension is,explain what solubility is,explain the factors affecting

Carry out activities to illustrate the the solubility of solutes in Introduce insolubledifferences between a solution and a suspension.Carry out experiments to determine the factors affecting the solubility of a solute.Nature of solvent,Nature of solute,Temperature.

water,explain the importance of water as a universal solvent in life,give examples on the uses of organic solvents in our everyday life.

sediments are known as residue.

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Carry out experiments to determine the factors affecting the rate of dissolving:temperature,rate of stirring,size of solute particle.

Discuss the importance of water as a universal solvent in life.Gather information on the application of organic solvents in daily life.

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W271.5Analysing acid

Carry out activities to study:A student is able to: Caution:

26 – 30/7/2010and alkali. the properties of acid in terms of pH

value, taste, corrosive nature, effect on

identify the properties of acid, identify the properties of alkali,state that acid and alkali only

Chemicals in the laboratory should not be tasted.

litmus paper, reaction with show their properties in the

metals such as magnesium and zinc,the characteristics of alkali in

presence of water,explain through examples the definition of acid and alkali,identify the substances which

Use only dilute acid and dilute alkali.Do not use active

terms of pH value, taste, corrosive nature, effect on litmus paper,carry out a discussion to define acid and alkali operationally.Carry out activities to determine the acidic and alkaline substances in daily life.

are acidic or alkaline in everyday life,state the uses of acid and alkali in daily life,explain the meaning of neutralisation,write an equation in words to describe the neutralisation process,explain through examples the uses of neutralisation in daily life.

metals such as Potassium and Sodium in the reaction with acid.

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Gather information on the usage of acid and alkali in everyday life such as in agriculture and industry.Discuss on the meaning of neutralisation.

Carry out an activityto show neutralisation using the hydrochloric acid and sodium hydroxide of the same concentration.

Discuss the application of neutralisation in daily life e.g. using shampoo and conditioner and, insect bite.

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W281.6 Make a visit to a water purification A student is able to:

2 – 6/8/2010 Analysing the site. list the natural sources ofmethods of water Brainstorming on the following:

water,state the reasons for water

purification. natural resources of water,the reasons for water

purification,describe the various types of

purification.Discuss the various types of water purification such as filtration, boiling, chlorination and distillation.

water purification,compare the strengths and weaknesses of the various types of water purification.

Carry out activities to study the various types of water purification such as filtration, boiling and distillation.Pupils present their findings to discuss the strengths and weaknesses of the various types of water purification.

The latest developments in water purification e.g. ultra-violet treatment can be discussed.

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W291.7 Make a visit to a water processing A student is able to:

9 – 13/8/2010 Analysing the plant to study the water supplywater supply system and stages involved in describe how the water supplysystem. water purification.

Discuss the ways to save water.system works,explain ways to save water.

Do a project on how much water the average household uses.

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W301.8 Collect and interpret data on types A student is able to:

16 – 20/8/2010 Understanding of water pollutants which include: give examples of waterthe preservation of

industrial waste such as chemical and radioactive

pollutants,explain the effect of water

water quality. residues,domestic waste such as

pollution on living things,explain ways to control water

garbage and sewage,chemicals from the

pollution,explain ways to preserve water

agricultural activities such as fertilisers andpesticides,siltation caused by constructions and deforestation,accidental spillage from tankersConduct discussion on the effect of water pollution on living things.

and its quality.

Generate ideas on ways to control water pollution.Discuss ways to conserve and preserve water and its quality. Run a campaign on ‘Love Our Rivers’.

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LEARNING AREA: 2. AIR PRESSURE



W312.1 Carry out an activity to discuss the A student is able to :

23 – 27/8/2010 Understanding kinetic theory of gases.air pressure. explain the existence of air

Carry out an activity to show that pressure with reference to theair exerts pressure.Carry out activities to show the factors affecting air pressure, i.e. volume and temperature.

Kinetic Theory,explain the factors affecting air pressure.

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W322.2 Collect and interpret data on A student is able to: Caution:

30/8 – 3/9/2010 Applying the appliances that use the principle ofprinciple of air air pressure. explain with examples things Do not place tankpressure in that use the principle of air containing gasdaily life. Gather information and discuss the

application of air pressure inpressure,generate ideas to solve

under high pressure near heat.

31/8 is syringe, siphon, spraying pump problems using the principle ofIndependent Holiday

and drinking straw. air pressure,relate the safety measures

Discuss ways of using the taken when using gas underprinciple of air pressure to solve daily problems such as blockage in sinks and pouring condensed milk from a can.

high pressure.

School holiday(4/9 – 12/9/2010) Gather information on how a gas

tank containing gas under high pressure works.Discuss the safety precautions taken when using gas under high pressure.

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THEME: FORCE AND MOTION LEARNING AREA: 1. DYNAMICS



W331.1 Carry out activities to show A student is able to:

13 – 17/9/2010 Understanding pushing and pulling are forces.force. state that a force is a push or a

Carry out activities to show the effects of force (changes in shape, position, speed and direction).Carry out activities to show different types of forces (frictional, gravitational, electrostatic and magnetic force).

pull,explain the effects of forces,explain the various types of forces.

W341.2 Discuss the unit of force and the A student is able to:

20 – 24/9/2010 Understanding principle of a spring balance.the measurement Carry out activity to measure the

state the unit of force,explain how a spring balance

of force. magnitude of force. works,measure the magnitude of force.

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W351.3 Discuss with examples to show A student is able to:

27/9 – 1/10/2010 Application of frictional force. the existence of frictional force.

Carry out activities to identify the direction of frictional force and measure the magnitude of the force.Carry out an experiment to show how different types of surfaces

explain with example theexistence of frictional force,state the direction and themagnitude of frictional force,carry out an experiment to showhow different types of surfacesaffect frictional force,explain the advantages and

affect the magnitude of frictional force.Gather information and discuss the advantages anddisadvantages of friction.

disadvantages of friction,explain ways to increase friction,explain ways to reduce friction,explain with examples theapplication of friction in daily life.

Ignore static frictional force.

Carry out activities on ways toincrease friction,reduce friction.Discuss the application of increasing and decreasing friction in our daily life.

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W36

4 – 8/10/2010

1.4Application of work Discuss with examples to show work

is done when an object is moved by a force.Carry out activities to determine the work done by using:Work (J)= Force (N) X Distance (m)

A student is able to:explain with examples how work is done,state the unit of work,calculate the work done.

W37

11 – 15/10/2010

1.5Application of power. Carry out activities to determine

power by using:Power (W) = Work (J)

A student is able to:state the meaning of power,state the unit of power,calculate power on the workdone.Time (s)

1.6Analysing the importance of force in life.

Create an activity e.g. drawing a poster, sketching or acting to show how life would be without force.

A student is able to:describe how life will be if forcedoes not exist.

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LEARNING AREA: 2. SUPPPORT AND MOVEMENT



W382.1 Gather information and discuss A student is able to: For invertebrates

18 – 22/10/2010 Understanding the various support systems in introducethe support systems in animals.

land and aquatic vertebrates,land and aquatic invertebrates.

explain the support system in vertebrates and the various support systems in

exoskeleton, endoskeleton, hydrostatic

Carry out discussions on the following:

invertebrates,compare and contrast the

skeleton

similarities and differences support system between landbetween support systems in land and aquatic vertebrates,similarities and differences

and aquatic vertebrates,compare and contrast the support system between land

between support systems in land and aquatic invertebrates.

and aquatic invertebrates.

2.2 Carry out field work to study A student is able to: Features that helpUnderstanding various support systems of plants. non-woody plantsthe support systems in Carry out activities to classify

explain the various support systems in woody and non-

include tendrils, thorns, air sacs in

plants. plants based on their support systems.

woody plants,classify plants based on their support systems.

aquatic plants.

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2.3 Appreciating the support system inliving things.

Discuss issues e.g.inability of whales to move back to sea after being washed ashore,a crippled person using crutches for support.

A student is able to:• justify the importance of thesupport system to living things.

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THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY LEARNING AREA: 1. STABILITY


Suggested Learning Activities

Learning Outcomes Notes

W391.1 Carry out activities to find A student is able to:

25 – 29/10/2010 Understanding that the the point of equilibrium incentre of gravity regular and irregular determine the point ofaffects stability. shapes.

Carry out an experiment toequilibrium in regular and irregular shapes,relate the point of

find out how the centre of equilibrium as the centregravity affects the stability of an object by

of gravity of objects,relate the centre of gravity

manipulating theheight,base area.

to the stability of objects.

Discuss the relationship between the centre of gravity and stability.

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1.2 Carry out a brainstorming A student is able to:Appreciating the session on ways toimportance of stability. improve stability. suggest ways to improve

the stability of objectsCarry out activities like doing projects or playing

around them,explain with examples the

games to build models by application of stability inapplying the concept of stability.

life.

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LEARNING AREA: 2. SIMPLE MACHINE




W402.1 Discuss how a small effort A student is able to: When we open the

1 – 5/11/2010 Analysing levers. can overcome a large load door or use a wrenchwith the use of a lever. list things around them to loosen a nut, we are

that use the principle of applying a force thatMake an observation on devices that use the principles of levers.

the lever,state what a lever can do,identify load, force and

causes a turning effect to accomplish the desired task. The

Identify the load, force and fulcrum, and then classify the systems into first, second and third class levers. Discuss how humans apply the principles of levers to help them overcome large load.

fulcrum in the lever,classify levers,explain what is meant bythe moment of a force,solve problems related tolevers.

turning effect is called the moment of aforce.

Discuss that the moment of force= force X perpendicular distance from the pivot to force.Carry out an activity to show the relationship between moment and the product of force and distance.

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Solving problems related to levers using the following formulae:Load (N) X distance of the load from fulcrum (m) =Force (N) X distance of the force from the fulcrum(m)

2.2 Carry out a project to build A student is able to:Appreciating the a device using theinnovative efforts in the design of machine to simplify work.

principle of a lever. • design or improvise adevice that use theprinciple of a lever.

YEARLY PLAN2010

Documents

HSP Science FORM 2 2010