Daily lesson plan of Science Form 4 Chapter 1: Scientific investigation Theme : Learning area : Learning objective : Learning outcome

: Learning activity : Reflection : Theme Learning area Learning objective Learning outcome Learning activity Reflection : : : : : : Introducing science Scientific investigation Analysing method of scientific investigation Explain the steps in scientific investigation Discussion on the steps in scientific investigation Introducing science Scientific investigation Analysing method of scientific investigation Explain the steps in scientific investigation Carry out a scientific investigation (SPS activities 1.1 and 1.2)

Chapter 2: Body coordination Theme : Learning area : Learning objective : Learning outcome : Learning activity : Reflection : Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome Learning activity : : : : : : : : : : : : : : : : : : : : : : :

Maintenance and continuity of life Body coordination Understanding body coordination Describe what body coordination is Examine models of body coordination (SPS activity 2.1) Maintenance and continuity of life Body coordination Understanding body coordination (a) Identify the body systems that control and regulate coordination (b) State the importance of body coordination Discuss the importance of body coordination in daily activities (SPS activity 2.1) Maintenance and continuity of life Body coordination Understanding he human nervous system Identify the component parts of the human nervous system Observes charts of the human nervous system (SPS activity 2.2) Maintenance and continuity of life Body coordination Understanding the human nervous system State the function of each component part of the nervous system Observe transparencies of the central nervous system (SPS activity 2.2) Maintenance and continuity of life Body coordination Understanding the human nervous system (a) State what a neurone is (b) Identify the parts of a neurone Observe the transparency on the structure of a neuron (SPS

activity 2.3) Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome : : : : : : : : : : : Maintenance and continuity of life Body coordination Analysing nervous coordination (a) State what receptors and effectors are (b) State the function of receptors and effectors (c) Explain with examples what a reflex action is (d) Describe a reflex arc (e) Illustrate the path taken by an impulse in the reflex arc (f) State what receptors and effectors are (g) Explain with examples what a reflex action is (h) Describe a reflex arc (i) Illustrate the path taken by an impulse in the reflex arc Carry out activity to study the knee-jerk as a reflex action (SPS activities 2.4 and 2.5) Maintenance and continuity of life Body coordination Understanding the role of proprioceptors in maintaining balance and coordination (a) Explain what proprioceptors are (b) Explain the importance of proprioceptors in body coordination Carry out activity to study the proprioceptors (SPS activity 2.6) Maintenance and continuity of life Body coordination Understanding the human brain and its complexity (a) Identify the main parts and functions of the brain (b) State the functions of each main part of the human brain (c) Explain the effects of injuries to specific parts of the human brain Observe the model of human brain (SPS activity 2.7) Maintenance and continuity of life Body coordination Understanding the human brain and its complexity (a) Explain what voluntary actions is (b) Give examples of voluntary action (c) Explain what involuntary action is (d) Gives examples of involuntary action Carry out activity to differentiate the voluntary and involuntary Maintenance and continuity of life Body coordination Understanding the human nervous system (a) State the function of each part of the neurone (b) Identify the different types of neurones Observe charts on the different types of neurones (SPS activity 2.3)

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actions (SPS activity 2.8) Reflection Theme Learning area Learning objective Learning outcome : : : : : Maintenance and continuity of life Body coordination Understanding hormonal coordination in the body (a) Describe what a hormone is (b) Describe what endocrine glands are (c) Identify the main endocrine glands and their respective locations in the body (d) State the functions of hormones secreted the endocrine glands (e) Describe the effects of hormonal imbalance on health Observe the chart on human endocrine glands (SPS activity 2.9) Maintenance and continuity of life Body coordination Analysing coordination between the nervous system and the endocrine system (a) Compare and contrast nervous coordination with hormonal coordination (b) Explain with examples the coordination between the nervous system in response to a specific stimulus (c) Explain the importance of coordination between the nervous system and the endocrine system in response to a specific stimulus Carry out activities to differentiate the nervous coordination and hormonal coordination (SPS activity 2.10) Maintenance and continuity of life Body coordination Evaluating the effects of drug abuse on body coordination and health (a) Define what drugs are (b) List examples of drugs (c) Explain what drug abuse is (d) Describe the effect of drug abuse on body coordination and health Gather information on example of drug and its effects (SPS activity 2.11) Maintenance and continuity of life Body coordination Analysing the effects of excessive consumption of alcohol on body coordination and health (a) List examples of alcoholic drinks (b) Describe the effects of excessive consumption of alcohol on body coordination and health (c) Justify the importance of avoiding excessive consumption of alcohol Gather information on example of alcohol and its effects (SPS activity 2.12)

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Maintenance and continuity of life Body coordination Realising the importance of sound and healthy mind (a) State what the mind is (b) Identify factors that affect the mind (c) Explain how substance abuse can affect the mind (d) Justify the importance of a healthy and sound mind Discussion on the sound and healthy mind (SPS activity 2.13)

Chapter 3: Heredity and variation Theme : Maintenance and continuity of life Learning area : Heredity and variation Learning objective : Understanding cell division Learning outcome : (a) State what genes, deoxyribonucleic acids (DNA) and chromosomes are (b) Describe the relationship between gene, DNA and chromosome Learning activity : Discussion on the relationship between gene, DNA and chromosome (SPS activity 3.1) Reflection : Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome : : : : : : : : : : : : : : : : : : : : : : Maintenance and continuity of life Heredity and variation Understanding the principles and mechanism of inheritance (a) Illustrate the mechanism of inheritance of traits using a schematic diagram (b) Explain what dominant genes and recessive genes Maintenance and continuity of life Heredity and variation Understanding cell division (a) State what mitosis is (b) Describe the process of mitosis (c) Explain the importance of mitosis Discussion on the process of mitosis (SPS activity 3.2) Maintenance and continuity of life Heredity and variation Understanding cell division (a) State what meiosis is (b) Describe the process of meiosis (c) Explain the importance of meiosis Discussion on the process of meiosis (SPS activity 3.3) Maintenance and continuity of life Heredity and variation Understanding cell division (a) Compare and contrast mitosis and meiosis (b) Explain the importance of mitosis and meiosis Discussion on the comparison between the process of mitosis and meiosis (SPS activities 3.4 and 3.5)

Learning activity Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective

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are (c) Predict the genotype and phenotype ratios of a monohybrid cross Identify dominant traits and recessive traits in human (SPS activity 3.6) Maintenance and continuity of life Heredity and variation Understanding the principles and mechanism of inheritance Illustrate the mechanism of inheritance of traits using schematic diagram Carry out activity to illustrate the mechanism of inheritance of traits using schematic diagram (SPS activity 3.7) Maintenance and continuity of life Heredity and variation Understanding the principles and mechanism of inheritance Predict the genotype and phenotype ratios of a monohybrid cross Carry out activity to predict the genotype and phenotype ratios of a monohybrid cross Maintenance and continuity of life Heredity and variation Understanding gender determination of a child and the occurrence of twins in human beings (a) Explain how the sex of a child is determined (b) Explain what sex chromosomes are Carry out activity to determine of sex of offspring (SPS activities 3.8 and 3.9) Maintenance and continuity of life Heredity and variation Understanding gender determination of a child and the occurrence of twins in human beings Explain the formation of identical and non-identical twins Discussion on the formation of identical and non-identical twins (SPS activity 3.10) Maintenance and continuity of life Heredity and variation Understanding gender determination of a child and the occurrence of twins in human beings Compare and contrast identical with non-identical twins Discussion on the comparison of identical and non-identical twins (SPS activity 3.10) Maintenance and continuity of life Heredity and variation Understanding mutation

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(a) State what mutation is (b) State the types of mutation (c) List examples of mutation (d) Identify factors that cause mutation (e) State the advantages and disadvantages of mutation Discussion on the types of mutation (SPS activities 3.11 and 3.12) Maintenance and continuity of life Heredity and variation Evaluating the effects of genetic research on human life (a) List the contribution of genetic research in various fields (b) Explain selective breeding in plants and livestock (c) State the importance of selective breeding in plants and livestock (d) Describe the technology used for selective breeding (e) Present arguments for and against genetic research Discussion on selective breeding in plants and livestock (SPS activities 3.13 and 3.14) Maintenance and continuity of life Heredity and variation Analysing variation among living things (a) State what variation is (b) List variation in humans (c) Classify variation into continuous and discontinuous variation (d) Classify variation of a population into continuous and discontinuous variation Carry out activity to identify and classify variation among students in a class (SPS activities 3.15, 3.16 and 3.17) Maintenance and continuity of life Heredity and variation Analysing variation among living things (a) Identify factors that cause variation (b) Explain the importance of variation Discussion on the factors that cause variation and their importance (SPS activity 3.18)

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Chapter 4: Matter and substance Theme : Matter in nature Learning area : Matter and substance Learning objective : Analysing changes in the states of matter Learning outcome : (a) Explain the kinetic theory (b) Relate changes in heat to changes in kinetic energy of the particles in matter (c) Explain the interconversion of the three states of matter based on the kinetic theory of matter Learning activity : Carry out an activity to observe changes in the states of

matter (SPS activities 4.1 and 4.2) Reflection Theme Learning area Learning objective Learning outcome Learning activity Reflection Theme Learning area Learning objective Learning outcome : : : : : : : : : : : Matter in nature Matter and substance Understanding the structure of an atom (a) Describe the structure of an atom (b) Identify the subatomic particles (c) Compare and contrast subatomic particles Discussion on the subatomic particles (SPS activity 4.3) Matter in nature Matter and substance Applying the idea of proton number and nucleon number in atoms of elements (a) State what a proton number is (b) State what a nucleon number is (c) Relate the number of protons, neutrons and electrons in an atom to its proton number and nucleon number (d) Deduce the number of protons, electrons and neutrons in atoms of different elements (e) Making generalisation on the number of protons and electrons in atoms of different elements Carry out activity to relate the number of protons, neutrons and electrons in an atom to its proton number and nucleon number (SPS activities 4.4 and 4.5) Matter in nature Matter and substance Applying the idea of proton number and nucleon number in atoms of elements (a) State what isotopes are (b) Give examples of isotopes Discussion on isotopes (SPS activity 4.6) Matter in nature Matter and substance Understanding the classification of elements in the Periodic Table (a) Describe the arrangement of elements in the Periodic Table (b) Describe what is meant by groups and periods in the Periodic Table (c) Identify the location of metals, non-metals and semi-metals in the Periodic Table (d) State the importance of the Periodic Table Discussion on the arrangement of elements in the Periodic Table (SPS activity 4.7) Matter in nature Matter and substance

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Understanding the properties of substances based on the particles present in them Describe what atoms, molecules and ions are Discussion on the atoms, molecules and ions (SPS activity 4.8) Matter in nature Matter and substance Understanding the properties of substances based on the particles present in them (a) Identify the particles in substances as atoms, molecules and ions (b) State examples of substances made of atoms, molecules and ions Carry out activity to identify the particles in substances as atoms, molecules and ions (SPS activity 4.8) Matter in nature Matter and substance Understanding the properties of substances based on the particles present in them (a) Compare and contrast substances that are made of atoms, molecules and ions based on their physical properties (b) Relate the physical properties of molecules and ion to the arrangement of particles and the forces of attraction between them (c) Compare and contrast substances that are made of atoms, molecules and ions based on their physical properties (d) Relate the physical properties of substances made of atoms, molecules and ions to the arrangement and forces of attraction between them Carry out activity to compare the particles in substances made of atoms, molecules and ions (SPS activities 4.9, 4.10 and 4.11) Matter in nature Matter and substance Understanding the properties and uses of metals and nonmetals (a) List examples of metals and non-metals (b) List the properties of metals and non-metals (c) Compare and contrast metals and non-metals based on their physical properties Carry out activity to classify metals and non-metals (SPS activity 4.12) Matter in nature Matter and substance Understanding the properties and uses of metals and nonmetals

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(a) Compare and contrast metals and non-metals based on their physical properties (b) List the properties of metals and non-metals (c) List the uses of metals and non-metals in daily life (d) Relate the physical properties of metals and nonmetals to their uses in daily life Carry out activity to compare metals and non-metals (SPS activities 4.13 and 4.14) Matter in nature Matter and substance Analysing methods of purifying substances State the characteristics of pure substances Carry out activity to study the effect of impurities on the boiling point of a pure liquid (SPS activity 4.16) Matter in nature Matter and substance Analysing methods of purifying substances (a) Relate the characteristics of substances to the methods of purification used (b) Explain the different methods of purification of substances Carry out activity to purify substance via distillation (SPS activity 4.17) Matter in nature Matter and substance Analysing methods of purifying substances (a) Explain different methods of purification of substances (b) Relate the characteristics of substances to the methods of purification used (c) Explain with examples the methods of purification used to produce substances used in daily life Carry out activity to purify substance via crystallisation (SPS activity 4.18) Matter in nature Matter and substance Analysing methods of purifying substances State the characteristics of pure substances and the different methods of purification of substances Discussion on the application of distillation and crystallisation on everyday life

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Chapter 5: Energy and chemical changes Theme : Energy in life Learning area : Energy and chemical changes Learning objective : Understanding physical and chemical changes Learning outcome : (a) Explain what physical and chemical change is

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(b) Compare and contrast physical and chemical changes (c) Give examples of physical changes in daily life (d) Give examples of chemical changes in daily life Carry out activity to compare and contrast physical changes and chemical changes (SPS activities 5.1 and 5.2) Energy in life Energy and chemical changes Understanding physical and chemical changes Compare and contrast physical changes and chemical changes Carry out activity to compare and contrast physical changes and chemical changes (SPS activity 5.3) Energy in life Energy and chemical changes Analysing heat change in chemical reaction (a) State the chemical reactions involve heat change (b) Identify reactions involving heat loss (c) Identify reactions involving heat gain (d) Relate changes in temperature of reactants to exothermic and endothermic reactions (e) Explain through examples heat changes that occur during industrial chemical reactions Carry out activity to study exothermic and endothermic reactions (SPS activity 5.4) Energy in life Energy and chemical changes Synthesising the reactivity series of metals (a) Describe the reactivity of metals with water (b) Compare and contrast the reactivity of metal with water, acids and oxygen (c) Arrange metals in order of reactivity Carry out activity to study the reactivity of metals with water (SPS activity 5.5) Energy in life Energy and chemical changes Synthesising the reactivity series of metals (a) Describe the reactivity of metals with acids (b) Compare and contrast reactivity of metals with water, acids and oxygen (c) Arrange metals in order of reactivity Carry out activity to study the reactivity of metals with acids (SPS activity 5.6) Energy in life Energy and chemical changes Synthesising the reactivity series of metals

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(a) Describe the reactivity of metals with oxygen (b) Compare and contrast reactivity of metals with water, acids and oxygen (c) Arrange metals in order of reactivity Carry out activity to study the reactivity of metals with oxygen (SPS activity 5.7) Energy in life Energy and chemical changes Synthesising the reactivity series of metals Construct the reactivity series of metals based on reactivity of metals with oxygen Discussion on the construction of the reactivity series of metals based on reactivity of metals with oxygen (SPS activity 5.7) Energy in life Energy and chemical changes Synthesising the reactivity series of metals Identify the position of carbon in the reactivity series of metals Carry out activity to identify the position of carbon in the reactivity series of metals (SPS activity 5.8) Energy in life Energy and chemical changes Applying the concept of the reactivity series of metals (a) Explain with examples the process of extraction of metal from its ore using carbon (b) State the importance of reactivity series (c) State what electrolysis is Carry out activity to relate the position of metals in the reactivity series to the method of extraction of metals from their ores (SPS activities 5.9 and 5.10) Energy in life Energy and chemical changes Applying the concept of the reactivity series of metals State what electrolysis is and state what anode, cathode, anion, cation and electrolyte are in an electrolytic cell Discuss the extraction of metals using electrolysis Energy in life Energy and chemical changes Understanding electrolysis (a) State what anode, anion, cation and electrodes are (b) Describe the electrolysis of an electrolyte using carbon electrode Carry out an activity to study the electrolysis of lead(II) bromide using carbon electrode (SPS activity 5.11)

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Energy in life Energy and chemical changes Understanding electrolysis Explains the use of electrolysis in industries Carry out an activity to electroplate an iron nail with copper (SPS activity 5.12) Energy in life Energy and chemical changes Understanding electrolysis Explain other uses of electrolysis Explain on other uses of electrolysis Energy in life Energy and chemical changes Understanding the production of electrical energy from chemical reactions Describe how a simple cell works Carry out an activity to built a simple voltaic cell with fruits (SPS activity 5.13) Energy in life Energy and chemical changes Understanding the production of electrical energy from chemical reactions (a) List the various types of cells and their uses (b) State the advantages and disadvantages of various types of cells Discussion on the various types of cells and their uses (SPS activity 5.14) Energy in life Energy and chemical changes Understanding the chemical reactions that occur in the presence of light (a) Give examples of chemical reactions which require light (b) Explain the effect of light on photosensitive chemicals Experiment to study the effect of light on chemical reactions (SPS activity 5.15)

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Chapter 6: Nuclear energy Theme : Energy in life Learning area : Nuclear energy Learning objective : Understanding radioactive substances Learning outcome : (a) Classify radioactive radiation (b) Compare the penetration power of radioactive rays Learning activity : Discussion on the process of radioactive decay (SPS activity 6.1)

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: : : : : Energy in life Nuclear energy Understanding radioactive substances (a) Name the three types of radioactive radiations (b) Describe the characteristics of each type of radioactive radiation (c) Compare and contrast the radioactive radiations Discussion on the three types of radioactive radiations (SPS activity 6.2) Energy in life Nuclear energy Understanding radioactive substances Explain the uses of radioactive substances Discussion on the uses of radioactive substances (SPS activity 6.3) Energy in life Nuclear energy Understanding the production of nuclear energy and its uses Describe the production of nuclear energy through nuclear fission and nuclear fusion Discussion on the production of nuclear energy (SPS activity 6.4) Energy in life Nuclear energy Understanding the production of nuclear energy and its uses (a) State the uses of nuclear energy (b) Describe the process of generating electricity from nuclear energy (c) Explain the effects of nuclear energy production Discussion on the effects of nuclear energy production (SPS activity 6.5) Energy in life Nuclear energy Aware of the need for proper handling of radioactive substances (a) State the effects of radioactive radiation on living things (b) Describe the correct way of handling radioactive substances and radioactive waste (c) Explain the need for proper handling of radioactive substances and radioactive waste Discussion on the effects of radioactive substances on living things (SPS activity 6.6)

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Chapter 7: Light, colour and sight

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Energy in life Light, colour and sight Synthesising the formation of image by plane mirrors and lenses State the characteristics of images formed by a plane mirror Carry out activity to observe the image formed by a plane mirror (SPS activity 7.1) Energy in life Light, colour and sight Synthesising the formation of image by plane mirrors and lenses State the characteristics of images formed by a convex lens and a concave lens Carry out activity to observe the image formed by a convex and a concave lens (SPS activity 7.2) Energy in life Light, colour and sight Synthesising the formation of image by plane mirrors and lenses Compare and contrast images of distant objects formed by convex lenses and concave lenses Carry out activity to compare and contrast images of distant objects formed by convex lenses and concave lenses Energy in life Light, colour and sight Synthesising the formation of images by plane mirrors and lenses Label the parts of the convex lens and concave lens Carry out activity to label the parts of the convex lens and concave lens (SPS activity 7.3) Energy in life Light, colour and sight Synthesising the formation of image by plane mirrors and lenses (a) Draw a labelled ray diagram to show the formation of an image by light rays passing through a concave lens (b) Draw labelled ray diagrams to show the formation of image by light rays passing through a convex lens Carry out activity to draw a labelled ray diagram to show the formation of image by light rays passing through a convex and a concave lens (SPS activities 7.4 and 7.5) Energy in life Light, colour and sight Synthesising the formation of image by plane mirrors and lenses

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Carry out an activity to determine the focal length of a convex lens Plan and carry out an activity to determine the focal length of a convex lens (SPS activity 7.6) Energy in life Light, colour and sight Synthesising the formation of image by optical instruments (a) Identify the parts of optical instruments involved in image formation (b) Draw ray diagrams for light rays passing through an optical instrument Discussion on the parts of optical instruments involved in image formation (SPS activity 7.7) Energy in life Light, colour and sight Synthesising the formation of image by optical instruments Draw ray diagrams for light rays passing through an optical instrument Carry out activity to construct a pinhole camera (SPS activity 7.8) Energy in life Light, colour and sight Synthesising the formation of image by optical instruments (a) Compare and contrast the mechanisms in focusing and controlling the amount of light that enters human eyes and a camera (b) Explain the structure and function of various parts of the eye using the camera as an analogy Carry out activity to compare and contrast the mechanisms in focusing and controlling the amount of light that enters human eyes and a camera (SPS activity 7.9) Energy in life Light, colour and sight Analysing light dispersion (a) State what light dispersion is (b) Explain through examples how dispersion of light occurs Carry out activity to investigate light dispersion using a prism (SPS activity 7.10) Energy in life Light, colour and sight Analysing light dispersion Explain through examples how dispersion of light occurs Carry out activity to investigate the rainbow formation and draw a labelled diagram to show dispersion of light (SPS activity 7.11)

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: : : : : Energy in life Light, colour and sight Analysing light scattering (a) State what light scattering is (b) Give examples of phenomena related to light scattering (c) Explain through examples how scattering of light occurs in natural phenomena Carry out activity to investigate light scattering and its effects (SPS activity 7.12) Energy in life Light, colour and sight Analysing light dispersion Explain through examples how scattering of light occurs in natural phenomena Discussion on the examples of phenomena related to light scattering (SPS activity 7.13) Energy in life Light, colour and sight Analysing the addition and subtraction of coloured lights (a) Identify primary and secondary colours (b) Explain how addition of primary colours produces secondary colours. Carry out activity to investigate the addition of primary colours to form secondary colours (SPS activities 7.14 and 7.15) Energy in life Light, colour and sight Analysing the addition and subtraction of coloured lights (a) Explain the subtraction of colours by coloured filters (b) Explain the subtraction of colours using coloured filters Carry out activity to investigate the effects of primary and secondary coloured filters on white and coloured light (SPS activities 7.16 and 7.17) Energy in life Light, colour and sight Applying the principle of subtraction of coloured light to explain the appearance of coloured objects (a) Explain the subtraction of coloured lights by coloured objects (b) Explain the appearance of coloured objects under white light and coloured lights Carry out activity to observe and study the colour of objects under white and coloured lights (SPS activities 7.18 and 7.19)

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: : : : : : : : : : : Energy in life Light, colour and sight Analysing the effect of mixing pigments (a) State what a pigment is (b) List the uses of pigments (c) Compare and contrast the mixing of pigments with the addition of coloured lights (d) Explain through examples the effects of pigments on light (e) Make conclusions about the mixing of pigments Discussion on what a pigment is and the comparison of the mixing of pigments with the addition of coloured lights (SPS activity 7.21) Energy in life Light, colour and sight Evaluating the importance of colours in daily life (a) List the uses of colours in daily life (b) Justify the importance of colours to living things (c) State with example the importance of colours to living things (d) Justify the importance of colours to living things Discussion on the importance of colours to living things (SPS activities 7.22 and 7.23) Energy in life Light, colour and sight Applying the principle of subtraction of coloured light to explain the appearance of coloured objects State the function of rod and cone cells in the eye Discussion on the function of rod and cone cells in the eye (SPS activity 7.20)

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Chapter 8: Chemicals in industry Theme : Technological and industrial development in society Learning area : Chemicals in industry Learning objective : Understanding the properties of alloys and their uses in industries Learning outcome : (a) Explain how the formation of alloys can change the properties of metals (b) Relate the changes in the properties of metals when they are converted to alloys to the arrangement of particles in the alloys Learning activity : Discussion on the examples of alloys and its content and functions (SPS activity 8.1) Reflection : Theme Learning area Learning objective : : : Technological and industrial development in society Chemicals in industry Understanding the properties of alloys and their uses in

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industry (a) State what an alloy is (b) Give examples of alloys (c) Explain how the formation of alloys can change the properties of metals Discussion on the relation the changes in the properties of metals when they are converted to alloys to the arrangement of particles in the alloys (SPS activities 8.2 and 8.3) Technological and industrial development in society Chemicals in industry Understanding the properties of alloys and their uses in industry (a) Relate the properties of alloys to their uses in daily life (b) Describe the importance of alloys in industries (c) State what superconductor alloys are Discussion on the relation of the properties of alloys to their uses in daily life (SPS activity 8.4) Technological and industrial development in society Chemicals in industry Analysing the production and uses of ammonia in industry (a) Describe how ammonia is produced in industries (b) State the factors which affect the production of ammonia in industries Discussion on how ammonia is produced in industries (SPS activity 8.5) Technological and industrial development in society Chemicals in industry Analysing the production and uses of ammonia in industry Describe how ammonia is used to produce ammonium salt fertilisers and urea Discussion on how ammonia is used to produce ammonium salt fertilisers and urea (SPS activity 8.6) Technological and industrial development in society Chemicals in industry Analysing the effects of industrial waste disposal on the environment (a) Identify manufacturing activities which are sources of pollution (b) Explain the effects of improper industrial waste disposal Discussion on the effects of industrial waste disposal to survival of living things (SPS activity 8.7) Technological and industrial development in society Chemicals in industry Analysing the effects of industrial waste disposal on the environment

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(a) Relate the effects of industrial waste to the survival of living things (b) State with examples the methods of controlling industrial waste disposal to avoid pollution Discussion on the methods of controlling industrial waste disposal to avoid pollution (SPS activity 8.8)