MINISTRY OF EDUCATION MALAYSIA
Integrated Curriculum For Secondary Schools
Curriculum Specifications
ADDITIONAL SCIENCE Form Four
Curriculum Development Centre Ministry of Education Malaysia
2005
Copyright © 2003 Curriculum Development Centre Ministry of Education Malaysia Pesiaran Duta Off Jalan Duta 50604 Kuala Lumpur First published 2003 Copyright reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, and recording is forbidden without the prior written permission from the Director of the Curriculum Development Centre, Ministry of Education Malaysia.
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TABLE OF CONTENTS
Page
The National Philosophy v National Philosophy of Education
National Science Education Philosophy vi vii
Preface Introduction
ix 1
Aims Objectives Scientific Skills
1 2 2
Thinking Skills 4 Scientific Attitudes and Noble Value
Teaching and Learning Strategies Content Organisation
9 10 14
Themes Measurement and Force Learning Area: 1. Physical Quantity 15 Learning Area: 2. Measuring Process 18 Themes Energy in Life Learning Area: 1. Energy 22 Learning Area: 2. Heat 24 Learning Area: 3. Electricity 30 Learning Area: 4. Sources of Energy 34
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Themes Matter in Nature Learning Area: 1. Periodic Table 38 Learning Area: 2. Chemical Bonding 45 Learning Area: 3. Mole Concept 48 Themes Maintenance and Continuity of Life Learning Area: 1. Respiratory System 52 Learning Area: 2. Digestive System 57 Learning Area: 3. Circulatory System 60 Learning Area: 4. Excretory System 65 Learning Area: 5. Reproductive System 67 Themes Balance and Management of The Environment Learning Area: 1. Biodiversity 73 Learning Area: 2. Biotic Resources 76 Learning Area: 3. Balance in An Ecosystem 79 Acknowledgements
Panel of Writers 83 84
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THE NATIONAL PHILOSOPHY
Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; maintaining a democratic way of life; creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich and diverse cultural traditions; building a progressive society which shall be orientated towards modern science and technology; The people of Malaysia pledge their united efforts to attain these ends guided by the following principles:
? BELIEF IN GOD ? LOYALTY TO KING AND COUNTRY ? SUPREMACY OF THE CONSTITUTION ? RULE OF LAW ? GOOD BEHAVIOUR AND MORALITY
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NATIONAL PHILOSOPHY OF EDUCATION Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the nation at large.
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NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy, science education in Malaysia nurtures
a Science and Technology Culture by focusing on the development of individuals who are competitive,
dynamic, robust and resilient and able to master scientific knowledge and technological competency.
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PREFACE The aspiration of the nation to become an industrialised society depends on science and technology. It is envisaged that success in providing quality science education to Malaysians from an early age will serve to spearhead the nation into becoming a knowledge society and a competitive player in the global arena. Towards this end, the Malaysian education system is giving greater emphasis to science and mathematics education. The Science curriculum has been designed not only to provide opportunities for students to acquire science knowledge and skills, develop thinking skills and thinking strategies, and to apply this knowledge and skills in everyday life, but also to inculcate in them noble values and the spirit of patriotism. It is hoped that the educational process en route to achieving these aims would produce well-balanced citizens capable of contributing to the harmony and prosperity of the nation and its people. The Science curriculum aims at producing active learners. To this end, students are given ample opportunities to engage in scientific investigations through hands-on activities and experimentations. The inquiry approach, incorporating thinking skills, thinking strategies and thoughtful learning, should be emphasised throughout the teaching-learning process. The content and contexts suggested are chosen based on their relevance and appeal to students so that their interest in the subject is enhanced.
In a recent development, the Government has made a decision to introduce English as the medium of instruction in the teaching and learning of science and mathematics. This measure will enable students to keep abreast of developments in science and technology in contemporary society by enhancing their capability and know-how to tap the diverse sources of information on science written in the English language. At the same time, this move would also provide opportunities for students to use the English language and hence, increase their proficiency in the language. Thus, in implementing the science curriculum, attention is given to developing students’ ability to use English for study and communication, especially in the early years of learning. The development of this curriculum and the preparation of the corresponding Curriculum Specifications have been the work of many individuals over a period of time. To all those who have contributed in one way or another to this effort, may I, on behalf of the Ministry of Education, express my sincere gratitude and thanks for the time and labour expended. (Dr. SHARIFAH MAIMUNAH SYED ZIN) Director Curriculum Development Centre Ministry of Education Malaysia
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INTRODUCTION
As articulated in the National Education Policy, education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated manner to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious. The primary and secondary school science curriculum is developed with the aim of producing such individuals.
As a nation that is progressing towards a developed nation status, Malaysia needs to create a society that is scientifically oriented, progressive, knowledgeable, having a high capacity for change, forward-looking, innovative and a contributor to scientific and technological developments in the future. In line with this, there is a need to produce citizens who are creative, critical, inquisitive, open-minded and competent in science and technology.
The Malaysian science curriculum comprises three
core science subjects and four elective science subjects. The core subjects are Science at primary school level, Science at lower secondary level and Science at upper secondary level. Elective science subjects are offered at the upper secondary level and consist of Biology, Chemistry, Physics, and Additional Science.
The core science subjects for the primary and lower
secondary levels are designed to provide students with basic science knowledge, prepare students to be literate in science, and enable students to continue their science education at the upper secondary level. Core Science at the upper secondary
level is designed to produce students who are literate in science, innovative, and able to apply scientific knowledge in decision-making and problem solving in everyday life.
The elective science subjects prepare students who
are more scientifically inclined to pursue the study of science at post-secondary level. This group of students would take up careers in the field of science and technology and play a leading role in this field for national development.
For every science subject, the curriculum for the year is
articulated in two documents: the syllabus and the curriculum specifications. The syllabus presents the aims, objectives and the outline of the curriculum content for a period of 2 years for elective science subjects and 5 years for core science subjects. The curriculum specifications provide the details of the curriculum which includes the aims and objectives of the curriculum, brief descriptions on thinking skills and thinking strategies, scientific skills, scientific attitudes and noble values, teaching and learning strategies, and curriculum content. The curriculum content provides the learning objectives, suggested learning activities, the intended learning outcomes, and vocabulary. AIMS The aims of the science curriculum for secondary school are to provide students with the knowledge and skills in science and technology and enable them to solve problems and make decisions in everyday life based on scientific attitudes and noble values.
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Students who have followed the secondary science curriculum will have the foundation in science to enable them to pursue formal and informal further education in science and technology. The curriculum also aims to develop a concerned, dynamic and progressive society with a science and technology culture that values nature and works towards the preservation and conservation of the environment. OBJECTIVES The science curriculum for secondary school enables students to: 1. Acquire knowledge in science and technology in the
context of natural phenomena and everyday life experiences.
2. Understand developments in the field of science and technology.
3. Acquire scientific and thinking skills.
4. Apply knowledge and skills in a creative and critical manner for problem solving and decision-making.
5. Face challenges in the scientific and technological world and be willing to contribute towards the development of science and technology.
6. Evaluate science- and technology-related information wisely and effectively.
7. Practise and internalise scientific attitudes and good moral values.
8. Realise the importance of inter-dependence among living things and the management of nature for survival of mankind.
9. Appreciate the contributions of science and technology towards national development and the well-being of mankind.
10. Realise that scientific discoveries are the result of human endeavour to the best of his or her intellectual and mental capabilities to understand natural phenomena for the betterment of mankind.
11. Create awareness on the need to love and care for the environment and play an active role in its preservation and conservation.
SCIENTIFIC SKILLS Science emphasises inquiry and problem solving. In inquiry and problem solving processes, scientific and thinking skills are utilised. Scientific skills are important in any scientific investigation such as conducting experiments and carrying out projects. Scientific skills encompass science process skills and manipulative skills.
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Science Process Skills Science process skills enable students to formulate their questions and find out the answers systematically.
Descriptions of the science process skills are as follows:
Observing Using the sense of hearing, touch,
smell, taste and sight to collect information about an object or a phenomenon.
Classifying Using observations to group objects or events according to similarities or differences.
Measuring and Using Numbers
Making quantitative observations using numbers and tools with standardised units. Measuring makes observation more accurate.
Inferring Using past experiences or previously collected data to draw conclusions and make explanations of events.
Predicting Stating the outcome of a future event based on prior knowledge gained through experiences or collected data.
Communicating Using words or graphic symbols such as tables, graphs, figures or models to describe an action, object or event.
Using Space-Time Relationship
Describing changes in parameter with time. Examples of parameters are location, direction, shape, size, volume, weight and mass.
Interpreting Data Giving rational explanations about an object, event or pattern derived from collected data.
Defining Operationally
Defining concepts by describing what must be done and what should be observed.
Controlling Variables Identifying the fixed variable, manipulated variable, and responding variable in an investigation. The manipulated variable is changed to observe its relationship with the responding variable. At the same time, the fixed variable is kept constant.
Hypothesising Making a general statement about the relationship between a manipulated variable and a responding variable in order to explain an event or observation. This statement can be tested to determine its validity.
Experimenting Planning and conducting activities to test a certain hypothesis. These activities include collecting, analysing and interpreting data and making conclusions.
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Manipulative Skills Manipulative skills in scientific investigation are psychomotor skills that enable students to: ? use and handle science apparatus and laboratory
substances correctly. ? handle specimens correctly and carefully. ? draw specimens, apparatus and laboratory substances
accurately. ? clean science apparatus correctly, and ? store science apparatus and laboratory substances
correctly and safely.
THINKING SKILLS Thinking is a mental process that requires an individual to integrate knowledge, skills and attitude in an effort to understand the environment. One of the objectives of the national education system is to enhance the thinking ability of students. This objective can be achieved through a curriculum that emphasises thoughtful learning. Teaching and learning that emphasises thinking skills is a foundation for thoughtful learning. Thoughtful learning is achieved if students are actively involved in the teaching and learning process. Activities should be organised to provide opportunities for students to apply
thinking skills in conceptualisation, problem solving and decision-making. Thinking skills can be categorised into critical thinking skills and creative thinking skills. A person who thinks critically always evaluates an idea in a systematic manner before accepting it. A person who thinks creatively has a high level of imagination, is able to generate original and innovative ideas, and modify ideas and products. Thinking strategies are higher order thinking processes that involve various steps. Each step involves various critical and creative thinking skills. The ability to formulate thinking strategies is the ultimate aim of introducing thinking activities in the teaching and learning process.
Critical Thinking Skills A brief description of each critical thinking skill is as follows:
Attributing Identifying criteria such as
characteristics, features, qualities and elements of a concept or an object.
Comparing and Contrasting
Finding similarities and differences based on criteria such as characteristics, features, qualities and elements of a concept or event.
Grouping and Classifying
Separating and grouping objects or phenomena into categories based on certain criteria such as common characteristics or features.
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Sequencing Arranging objects and information in order based on the quality or quantity of common characteristics or features such as size, time, shape or number.
Prioritising Arranging objects and information in order based on their importance or priority.
Analysing Examining information in detail by breaking it down into smaller parts to find implicit meaning and relationships.
Detecting Bias
Identifying views or opinions that have the tendency to support or oppose something in an unfair or misleading way.
Evaluating Making judgements on the quality or value of something based on valid reasons or evidence.
Making Conclusions
Making a statement about the outcome of an investigation that is based on a hypothesis.
Creative Thinking Skills A brief description of each creative thinking skill is as follows: Generating Ideas Producing or giving ideas in a
discussion. Relating Making connections in a certain
situation to determine a structure or pattern of relationship.
Making Inferences Using past experiences or previously collected data to draw conclusions and make explanations of events.
Predicting Stating the outcome of a future event based on prior knowledge gained through experiences or collected data.
Making Generalisations
Making a general conclusion about a group based on observations made on, or some information from, samples of the group.
Visualising Recalling or forming mental images about a particular idea, concept, situation or vision.
Synthesising Combining separate elements or parts to form a general picture in various forms such as writing, drawing or artefact.
Making Hypotheses Making a general statement on the relationship between manipulated variables and responding variables in order to explain a certain thing or happening. This statement is thought to be true and can be tested to determine its validity.
Making Analogies Understanding a certain abstract or complex concept by relating it to a simpler or concrete concept with similar characteristics.
Inventing Producing something new or adapting something already in existence to overcome problems in a systematic manner.
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Thinking Strategy Description of each thinking strategy is as follows: Conceptualising Making generalisations based on inter-
related and common characteristics in order to construct meaning, concept or model.
Making Decisions Selecting the best solution from various alternatives based on specific criteria to achieve a specific aim.
Problem Solving Finding solutions to challenging or unfamiliar situations or unanticipated difficulties in a systematic manner.
Besides the above thinking skills and thinking strategies, another skill emphasised is reasoning. Reasoning is a skill used in making logical, just and rational judgements. Mastering of critical and creative thinking skills and thinking strategies is made simpler if an individual is able to reason in an inductive and deductive manner. Figure 1 gives a general picture of thinking skills and thinking strategies.
Mastering of thinking skills and thinking strategies (TSTS) through the teaching and learning of science can be developed through the following phases:
1. Introducing TSTS.
2. Practising TSTS with teacher’s guidance.
3. Practising TSTS without teacher’s guidance.
4. Applying TSTS in new situations with teacher’s guidance.
5. Applying TSTS together with other skills to accomplish thinking tasks.
Further information about phases of implementing TSTS can be found in the guidebook “Buku Panduan Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan Pembelajaran Sains” (Curriculum Development Centre, 1999).
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Figure 1 : TSTS Model in Science
Relationship between Thinking Skills and Science Process Skills Science process skills are skills that are required in the process of finding solutions to a problem or making decisions in a systematic manner. It is a mental process that promotes critical, creative, analytical and systematic thinking. Mastering of science process skills and the possession of suitable attitudes and knowledge enable students to think effectively. The mastering of science process skills involves the mastering of the relevant thinking skills. The thinking skills that are related to a particular science process skill are as follows:
Science Process Skills Thinking Skills
Observing
Attributing Comparing and contrasting Relating
Classifying Attributing Comparing and contrasting Grouping and classifying
Measuring and Using Numbers
Relating Comparing and contrasting
Making Inferences Relating Comparing and contrasting Analysing Making inferences
Thinking Strategies
? Conceptualising ? Making decisions ? Problem solving
Thinking Skills
Critical
? Attributing ? Comparing and
contrasting ? Grouping and
classifying ? Sequencing ? Prioritising ? Analysing ? Detecting bias ? Evaluating ? Making
conclusions
Creative
? Generating ideas ? Relating ? Making inferences ? Predicting ? Making
hypotheses ? Synthesising ? Making
generalisations ? Visualising ? Making analogies ? Inventing
Reasoning
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Science Process Skills Thinking Skills
Predicting Relating Visualising
Using Space-Time Relationship
Sequencing Prioritising
Interpreting data Comparing and contrasting Analysing Detecting bias Making conclusions Generalising Evaluating
Defining operationally Relating Making analogy Visualising Analysing
Controlling variables Attributing Comparing and contrasting Relating Analysing
Making hypothesis Attributing Relating Comparing and contrasting Generating ideas Making hypothesis Predicting Synthesising
Experimenting All thinking skills
Communicating All thinking skills
Teaching and Learning based on Thinking Skills and Scientific Skills This science curriculum emphasises thoughtful learning based on thinking skills and scientific skills. Mastery of thinking skills and scientific skills are integrated with the acquisition of knowledge in the intended learning outcomes. Thus, in teaching and learning, teachers need to emphasise the mastery of skills together with the acquisition of knowledge and the inculcation of noble values and scientific attitudes. The following is an example and explanation of a learning outcome based on thinking skills and scientific skills. Example: Learning Outcome: Thinking Skills:
Compare and contrast metallic elements and non-metallic elements. Comparing and contrasting
Explanation: To achieve the above learning outcome, knowledge of the characteristics and uses of metals and non-metals in everyday life are learned through comparing and contrasting. The mastery of the skill of comparing and contrasting is as important as the knowledge about the elements of metal and the elements of non-metal.
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SCIENTIFIC ATTITUDES AND NOBLE VALUES Science learning experiences can be used as a means to inculcate scientific attitudes and noble values in students. These attitudes and values encompass the following: ? Having an interest and curiosity towards the environment.
? Being honest and accurate in recording and validating data.
? Being diligent and persevering.
? Being responsible about the safety of oneself, others, and the environment.
? Realising that science is a means to understand nature.
? Appreciating and practising clean and healthy living.
? Appreciating the balance of nature.
? Being respectful and well-mannered.
? Appreciating the contribution of science and technology.
? Being thankful to God.
? Having critical and analytical thinking.
? Being flexible and open-minded.
? Being kind-hearted and caring.
? Being objective.
? Being systematic.
? Being cooperative.
? Being fair and just.
? Daring to try.
? Thinking rationally.
? Being confident and independent.
The inculcation of scientific attitudes and noble values generally occurs through the following stages:
? Being aware of the importance and the need for scientific
attitudes and noble values.
? Giving emphasis to these attitudes and values.
? Practising and internalising these scientific attitudes and noble values.
When planning teaching and learning activities,
teachers need to give due consideration to the above stages to ensure the continuous and effective inculcation of scientific attitudes and values. For example, during science practical work, the teacher should remind pupils and ensure that they carry out experiments in a careful, cooperative and honest manner.
Proper planning is required for effective inculcation of
scientific attitudes and noble values during science lessons. Before the first lesson related to a learning objective, teachers should examine all related learning outcomes and suggested teaching-learning activities that provide opportunities for the inculcation of scientific attitudes and noble values.
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The following is an example of a learning outcome
pertaining to the inculcation of scientific attitudes and values. Example: Form: Learning Area: Learning Objective: Learning Outcome: Suggested Learning Activities Scientific attitudes and noble values
Four 1. Respiratory System 1.5 Appreciating the presence of
healthy respiratory organs. Practise a healthy lifestyle. Preserve healthy air and conserve the environment. Discuss a healthy lifestyle such as abstaining from smoking and regular exercise. Do a powerpoint presentation on preservation of the air and the conservation of environment. Love and respect for the environment. Being responsible for the safety of oneself, others and the environment.
Appreciating the balance of nature. Being systematic. Being cooperative.
Inculcating Patriotism The science curriculum provides an opportunity for the development and strengthening of patriotism among students. For example, in learning about the earth’s resources, the richness and variety of living things and the development of science and technology in the country, students will appreciate the diversity of natural and human resources of the country and deepen their love for the country.
TEACHING AND LEARNING STRATEGIES Teaching and learning strategies in the science curriculum emphasise thoughtful learning. Thoughtful learning is a process that helps students acquire knowledge and master skills that will help them develop their minds to the optimum level. Thoughtful learning can occur through various learning approaches such as inquiry, constructivism, contextual learning, and mastery learning. Learning activities should therefore be geared towards activating students’ critical and
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creative thinking skills and not be confined to routine or rote learning. Students should be made aware of the thinking skills and thinking strategies that they use in their learning. They should be challenged with higher order questions and problems and be required to solve problems utilising their creativity and critical thinking. The teaching and learning process should enable students to acquire knowledge, master skills and develop scientific attitudes and noble values in an integrated manner. Teaching and Learning Approaches in Science Inquiry-Discovery Inquiry-discovery emphasises learning through experiences. Inquiry generally means to find information, to question and to investigate a phenomenon that occurs in the environment. Discovery is the main characteristic of inquiry. Learning through discovery occurs when the main concepts and principles of science are investigated and discovered by students themselves. Through activities such as experiments, students investigate a phenomenon and draw conclusions by themselves. Teachers then lead students to understand the science concepts through the results of the inquiry. Thinking skills and scientific skills are thus developed further during the inquiry process. However, the inquiry approach may not be suitable for all teaching and learning situations. Sometimes, it may be more appropriate for teachers to present concepts and principles directly to students.
Constructivism Constructivism suggests that students learn about something when they construct their own understanding. The important attributes of constructivism are as follows:
? Taking into account students’ prior knowledge.
? Learning occurring as a result of students’ own effort.
? Learning occurring when students restructure their existing ideas by relating new ideas to old ones.
? Providing opportunities to cooperate, sharing ideas and experiences, and reflecting on their learning.
Science, Technology and Society Meaningful learning occurs if students can relate their learning with their daily experiences. Meaningful learning occurs in learning approaches such as contextual learning and Science, Technology and Society (STS). Learning themes and learning objectives that carry elements of STS are incorporated into the curriculum. STS approach suggests that science learning takes place through investigation and discussion based on science and technology issues in society. In the STS approach, knowledge in science and technology is to be learned with the application of the principles of science and technology and their impact on society.
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Contextual Learning Contextual learning is an approach that associates learning with daily experiences of students. In this way, students are able to appreciate the relevance of science learning to their lives. In contextual learning, students learn through investigations as in the inquiry-discovery approach. Mastery Learning
Mastery learning is an approach that ensures all students are able to acquire and master the intended learning objectives. This approach is based on the principle that students are able to learn if they are given adequate opportunities. Students should be allowed to learn at their own pace, with the incorporation of remedial and enrichment activities as part of the teaching-learning process. Teaching and Learning Methods Teaching and learning approaches can be implemented through various methods such as experiments, discussions, simulations, projects, and visits. In this curriculum, the teaching-learning methods suggested are stated under the column “Suggested Learning Activities.” However, teachers can modify the suggested activities when the need arises. The use of a variety of teaching and learning methods can enhance students’ interest in science. Science lessons that are not interesting will not motivate students to learn and subsequently will affect their performance. The choice of teaching methods should be based on the curriculum content,
students’ abilities, students’ repertoire of intelligences, and the availability of resources and infrastructure. Besides playing the role of knowledge presenters and experts, teachers need to act as facilitators in the process of teaching and learning. Teachers need to be aware of the multiple intelligences that exist among students. Different teaching and learning activities should be planned to cater for students with different learning styles and intelligences.
The following are brief descriptions of some teaching and learning methods. Experiment An experiment is a method commonly used in science lessons. In experiments, students test hypotheses through investigations to discover specific science concepts and principles. Conducting an experiment involves thinking skills, scientific skills, and manipulative skills. Usually, an experiment involves the following steps: ? Identifying a problem. ? Making a hypothesis. ? Planning the experiment
- controlling variables. - determining the equipment and materials needed. - determining the procedure of the experiment and the
method of data collection and analysis. ? Conducting the experiment. ? Collecting data. ? Analysing data.
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? Interpreting data. ? Making conclusions. ? Writing a report.
In the implementation of this curriculum, besides guiding students to do an experiment, where appropriate, teachers should provide students with the opportunities to design their own experiments. This involves students drawing up plans as to how to conduct experiments, how to measure and analyse data, and how to present the outcomes of their experiment.
Discussion A discussion is an activity in which students exchange questions and opinions based on valid reasons. Discussions can be conducted before, during or after an activity. Teachers should play the role of a facilitator and lead a discussion by asking questions that stimulate thinking and getting students to express themselves. Simulation In simulation, an activity that resembles the actual situation is carried out. Examples of simulation are role-play, games and the use of models. In role-play, students play out a particular role based on certain pre-determined conditions. Games require procedures that need to be followed. Students play games in order to learn a particular principle or to understand the process of decision-making. Models are used to represent objects or actual situations so that students can visualise the
said objects or situations and thus understand the concepts and principles to be learned.
Project A project is a learning activity that is generally undertaken by an individual or a group of students to achieve a certain learning objective. A project generally requires several lessons to complete. The outcome of the project either in the form of a report, an artefact or in other forms needs to be presented to the teacher and other students. Project work promotes the development of problem-solving skills, time management skills, and independent learning.
Visits and Use of External Resources The learning of science is not limited to activities carried out in the school compound. Learning of science can be enhanced through the use of external resources such as zoos, museums, science centres, research institutes, mangrove swamps, and factories. Visits to these places make the learning of science more interesting, meaningful and effective. To optimise learning opportunities, visits need to be carefully planned. Students may be involved in the planning process and specific educational tasks should be assigned during the visit. No educational visit is complete without a post-visit discussion.
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Use of Technology
Technology is a powerful tool that has great potential in enhancing the learning of science. Through the use of technology such as television, radio, video, computer, and Internet, the teaching and learning of science can be made more interesting and effective. Computer simulation and animation are effective tools for the teaching and learning of abstract or difficult science concepts. Computer simulation and animation can be presented through courseware or Web page. Application tools such, as word processors, graphic presentation software and electronic spreadsheets are valuable tools for the analysis and presentation of data. The use of other tools such as data loggers and computer interfacing in experiments and projects also enhance the effectiveness of teaching and learning of science.
CONTENT ORGANISATION The science curriculum is organised around themes. Each theme consists of various learning areas, each of which consists of a number of learning objectives. A learning objective has one or more learning outcomes. Learning outcomes are written based on the hierarchy of the cognitive and affective domains. Levels in the cognitive domain are: knowledge, understanding, application, analysis, synthesis and evaluation. Levels in the affective domain are:
to be aware of, to be in awe, to be appreciative, to be thankful, to love, to practise, and to internalise. Where possible, learning outcomes relating to the affective domain are explicitly stated. The inculcation of scientific attitudes and noble values should be integrated into every learning activity. This ensures a more spontaneous and natural inculcation of attitudes and values. Learning areas in the psychomotor domain are implicit in the learning activities.
Learning outcomes are written in the form of measurable behavioural terms. In general, the learning outcomes for a particular learning objective are organised in order of complexity. However, in the process of teaching and learning, learning activities should be planned in a holistic and integrated manner that enables the achievement of multiple learning outcomes according to needs and context. Teachers should avoid employing a teaching strategy that tries to achieve each learning outcome separately according to the order stated in the curriculum specifications.
The Suggested Learning Activities provide information on the scope and dimension of learning outcomes. The learning activities stated under the column Suggested Learning Activities are given with the intention of providing some guidance as to how learning outcomes can be achieved. A suggested activity may cover one or more learning outcomes. At the same time, more than one activity may be suggested for a particular learning outcome. Teachers may modify the suggested activity to suit the ability and style of learning of their students. Teachers are encouraged to design other innovative and effective learning activities to enhance the learning of science.
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THEME : MEASUREMENTS AND FORCE LEARNING AREA : 1. PHYSICAL QUANTITY
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.1 Understanding base quantities and derived quantities
Discuss base quantities and derived quantities. Based on a text passage, identify base quantities, their symbols and SI units. .
A student is able to: ? explain what base quantity is. ? state the symbols of base
quantities. ? explain what derived quantity is. ? state the symbols of derived
quantities. ? list base quantities and their SI
units. ? list some derived quantities and
their SI units.
Base quantities are: length (l ) mass (m) time (t) temperature ( K) current (I) Suggested derived quantities are: force (F) density (?) volume (V) velocity (v) Pupils should be reminded that there are other derived quantitites.
base quantity – kuantiti asas derived quantity- kuantiti terbitan length – panjang mass – jisim temperature – suhu current – arus force – daya density – ketumpatan volume – isipadu velocity – halaju
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Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Discuss the values of prefixes and their symbols. Solve problems that involve the conversion of units and the use of standard forms and prefixes.
? express quantities using prefixes. ? solve problems involving conversion of prefixes. ? express quantities using scientific notation. ? solve problems involving conversion of units.
Suggested prefixes are : tera (T) 1012 giga (G) 109 mega(M) 106
kilo (k) 103 centi (c) 10 -2
milli (m) 10-3 micro (µ ) 10-6
nano (n) 10-9
pico (p) 10-12
prefix – imbuhan derive – terbit standard form – bentuk piawai
1.2 Understanding scalar and vector quantities
Discuss the definition of scalar and vector quantities. Carry out activities to show the difference between scalar and vector quantities. Discuss and solve problems involving scalar and vector quantities.
A student is able to: ? define scalar quantity. ? define vector quantity. ? give examples of scalar quantity. ? give examples of vector quantity. ? compare scalar and vector
quantities. ? solve problems involving scalar
and vector quantities.
Scalar quantities are: length mass time current temperature Vector quantities are: force weight velocity acceleration
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Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.3 Realising the importance of using a standard unit of measurement for global communication
Discuss the importance of the use of standard measuring units in business, tourism, construction and others. Discuss the importance of the use of SI units in science and technology.
A student is able to: ? explain the importance of the units
of physical measurement in daily life.
? explain the importance of SI units
in science and technology.
length – panjang mass – jisim time – masa current – arus temperature – suhu force – daya weight – berat
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THEME : MEASUREMENTS AND FORCE LEARNING AREA : 2. MEASURING PROCESS
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.1 Understanding measurements
Choose the appropriate instrument for measurements. Discuss the technique used in :- a) vernier calipers and micrometer screw gauge to measure length. b) stop watch to measure time. c) measuring cylinder, pipette and burette to measure volume. d) thermometer to measure temperature. Use appropriate techniques to reduce errors in measuring such as repeating measurements to find the average and compensating for zero errors.
A student is able to: ? measure physical quantities using
appropriate instruments. ? use appropriate techniques to
reduce errors.
Need to address parallax and zero error during measurements. Make the necessary corrections to the readings of the vernier calipers and the micrometer screw gauge to address parallax and zero error.
parallax – paralaks zero error – ralat sifar vernier calipers- angkup vernier micrometer screw gauge – tolok skrew mikrometer.
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Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Carry out activities to measure:
a) length b) time c) volume d) temperature
Discuss consistency, accuracy and sensitivity based on examples. Carry out activities to compare the results of measurements in terms of consistency, accuracy and sensitivity of measuring instruments such as a vernier calipers, micrometer screw gauge, stop watch, graduated cylinder, pipette and burette.
? define
a) consistency b) accuracy c) sensitivity of a measuring
instrument. ? compare and contrast
consistency, accuracy and sensitivity of a measuring instrument.
? identify a suitable measuring
instrument to obtain an accurate measurement.
A dart game can be used as an anology to demonstrate the concept of accuracy and consistency.
consistency-kepersisan accuracy-kejituan sensitivity- kepekaan
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Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.2 Understanding graphs
Examin the results of the experiment and carry out the following activities:
a) determine the variables on the x and y axis and the corresponding scales.
b) draw the best line for graph.
c) interpret the plotted graph.
d) draw conclusion on the relationship between the two variables of the graph.
A student is able to: ? determine the variables for the x
and y axes. ? determine the manipulated and
responding variables from a table to plot a graph
? determine suitable scales on the axes of the graph.
? draw the best line for a graph. ? interpret a graph. ? make conclusions from a graph.
The best graph is the line that is closest to all the points. The curve graph drawn must be smooth or using suitable computer software
variable – pemboleh ubah manipulated – manipulasi software-perisian
21
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.3 Appreciating the invention of measuring instruments used in daily life
Carry out a simulation to show what is it like without measuring instruments.
A student is able to: ? practise accuracy, consistency
and sensitivity in measurements ? justify the importance of having
standardised measuring instruments in daily life.
22
THEME : ENERGY IN LIFE LEARNING AREA : 1. ENERGY
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.1 Understanding energy
Discuss what energy is. Discuss kinetic energy and potential energy. Solve problems involving kinetic energy and potential energy using the formulae: a) kinetic energy (KE) = ½ mv2
b) potential energy (PE) = mgh where, m= mass v= velocity g= acceleration due to gravity h= height
A student is able to : ? explain what energy is. ? Explain what kinetic energy
is. ? explain what potential
energy is. ? solve problems that involve
kinetic energy. ? solve problems that involve
potential energy.
kinetic energy – tenaga kinetic potential energy – tenaga keupayaan define – takrif variable – pemboleh ubah
23
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.2 Analysing changes in energy forms
Discuss the changes of energy forms in: a) oscillation of a pendulum. b) hydroelectric generator. Carry out an activity to investigate the principle of conservation of energy in a simple pendulum. Solve problems involving the principle of conservation of energy.
A student is able to: ? explain with examples the
change in energy forms. ? state the principle of
conservation of energy. ? explain with examples the
principle of conservation of energy.
? apply the principle of
conservation of energy to solve problems.
The usage of a computer simulation is encouraged.
oscillation – ayunan pendulum – bandul conservation – keabadian hydroelectric generator – janakuasa hidroelektrik
1.3 Realising that energy cannot be created nor destroyed but can be changed from one form to another
Conduct a forum to discuss the importance of conservation of energy.
A student is able to : ? justify the importance of
conservation of energy.
justify - mewajarkan
24
THEME : ENERGY IN LIFE LEARNING AREA : 2. HEAT
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.1 Understanding the concept of heat and temperature
Gather information and discuss the concept of heat, temperature and their relationship. Carry out an activity to show the occurrence of thermal equilibrium. Discuss the use of thermal equilibrium in the measurements of temperature.
A student is able to : ? explain the concept of heat. ? explain the concept of
temperature. ? state the relationship between
heat and temperature. ? state the units for heat and
temperature. ? state the meaning of thermal
equilibrium. ? explain the uses of thermal
equilibrium in the measurement of temperature.
Units oC and K are introduced.
equilibrium – keseimbangan thermal – haba temperature – suhu
25
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Carry out activities to measure temperature using the following:
a) liquid-in-glass thermometer
b) resistance thermometer Discuss the working principle of :
a) liquid-in-glass l thermometer
b) resistance thermometer
? explain the working principle of
different types of thermometers. ? use different types of
thermometer to measure temperature.
resistance - perintang
2.2 Understanding specific heat capacity
Observe a demonstration on the increase in temperature of different liquids supplied with the same amount of heat for the same duration. Discuss and relate the observation to heat capacity. Gather information, discuss and compare:
a) heat capacity b) specific heat capacity
A student is able to : ? explain what heat capacity is. ? explain what specific heat
capacity (c) is.
Heat capacity only relates to a particular object whereas specific heat capacity relates to a material.
heat capacity - muatan haba specific heat capacity – muatan haba tentu
26
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Plan and carry out an activity to determine the specific heat capacity of : a. a solid b. a liquid.
Carry out an experiment to investigate how the following affects the temperature of a substance (water) when it is heated: a) mass of substance b) amount of heat supplied. Carry out and activity to discuss the factors that affect the increase in temperature of an object when it is heated. Investigate the relationship between quantity of heat (Q), specific heat capacity (c), mass (m) and temperature change (?) by using computer simulation.
? explain the factors that affect
the increase in temperature of an object when it is heated.
? State the relationship between the amount of heat supplied (Q), specific heat capacity )c), mass (m) and the change in temperature (?).
Notes : Formulae: i. Q = mc? ii. Q = E = Pt are introduced.
27
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Carry out activity to determine the specific heat capacity of a substance :
a) solid (example aluminium)
b) liquid (example water). Gather information from magazine, newspapaers and Internet and discuss the application of specific heat capacity in daily life.
? determine the specific heat
capacity of solids. ? determine the specific heat
capacity of liquid (water). ? explain with examples the
application of specific heat capacity in daily life.
generate - menjana
28
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.3 Understanding latent heat
Discuss: a) latent heat b) specific latent heat. View computer simulations or videos to understand the process of melting, solidification, boiling and condensation as a process where energy is transfered without a change in temperature. Carry out an activity to investigate the change in state of matter during heating of a substance and plot a temperature-time graph. Interpret the graph in terms of kinetic theory of matter.
A student is able to: ? explain what latent heat (L) is. ? explain what specific latent heat (l ) is. ? relate specific latent heat to
thermal energy and mass l = Q m ? explain the process of
a) melting/solidification or b) boiling/condensation in terms of kinetic theory of matter.
Notes : The formula Q = ml is introduced.
latent heat – haba pendam melting – peleburan solidification – pemejalan boiling – pendidihan condensation – kondensasi kinetic theory – teori kinetic
29
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Plan and carry out an activity to determine the specific latent heat of :
a) fusion b) vaporisation
Solve problems involving specific latent heat.
? state what specific latent heat of
fusion is. ? state what specific latent heat of
vapourisation is. ? determine the specific latent
heat of fusion. ? determine the specific latent
heat of vaporisation. ? solve numerical problems
involving specific latent heat.
specific latent heat – haba pendam tentu vapourisation – pengewapan fusion - lakuran
2.4 Be aware that the existence of substances with different thermal properties can be beneficial to man
Discuss the variety of substances with different thermal properties and their benefits to man.
A student is able to : ? explain the use of substances
with different thermal properties in daily life.
30
THEME : ENERGY IN LIFE LEARNING AREA : 3. ELECTRICITY
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.1 Analysing the relaltionship between the flow of electric charge with electrical energy
Discuss the concept of electric current as the rate of flow of charges. Discuss the relationship between electirc current and charge to obtain the formula Q = It. Discuss the relationship between
electric current and electrical energy to obtain the formula
E = QV. Solve numerical problems involving charge (Q), electric current (I), time (t), voltage (V) and electrical energy (E).
A student is able to: ? explain the concept of electric
current. ? relate electric current with the
flow of electric charge. ? relate electrical energy with the
flow of electric charge. ? Solve problems involving
electric current and eletrical energy.
Notes : Q = It and E=QV are introduced.
Charge – cas voltage – voltan
31
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.2 Understanding electromotive force (e.m.f) and internal resistance
Discuss the following:
a) the concept of electromotive force (e.m.f)
b) the concept internal resistance. c) the relationship
between electromotive force (e.m.f) and energy stored in a battery.
Draw a graph of potential difference against electric current to find the relationship between electromotive force (E ), potential difference(V), electric current(I) and internal resistance(r).
A student is able to: ? explain the concept of
electromotive force. ? relate electromotive force with
energy stored in a battery. ? explain the meaning of internal
resistance. ? relate electromotive force,
potential difference, current and internal resistance.
The formula E = V + Ir is introduced.
internal resistance - rintangan dalam electromotive force – daya gerak elektrik
32
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.3 Analysing alternating current (a.c.)
Discuss the meaning of alternating current (a.c.) Observe and investigate the display of an oscilloscope produced by an alternating current generator. Discuss peak voltage(Vo), peak current(I 0), period and the frequency(f ) of an alternating current. Discuss the concept of root mean square voltage Vrms . Discuss the relationship between Vrms and P mean.
Solve problems using the formulae: P = IV = V2/R P mean = Vrms 2 / R and E = P mean. t
A student is able to: ? explain what alternating current
is. ? determine peak voltage, peak
current, period and the frequency of an alternating current.
? explain peak voltage, peak
current, period and the frequency of an alternating current.
? relate the concept of root mean
square voltage Vrms with the mean power, P mean
? solve problem on energy
produced by alternating current.
The formula
Vrms = 20V
is introduced.
alternating current – arus ulangalik peak voltage – voltan puncak peak current – arus puncak period – tempoh generator – penjana root mean square – punca min kuasa dua power - kuasa
33
Learning Objectives Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.4 Realising the importance of striking a balance between economic benefit and social responsibility in the generation of electrical energy
Gather information from video, Internet and magazines on the economic benefits and negative impacts of generating electricity. Present the information gathered. Debate on the importance of striking a balance between the economic benefit and social responsibility in the generation of electrical energy.
A student is able to: ? identify the economic benefits of
generation of electrical energy. ? identify the negative impact of
generation of electric energy to society and environment.
? justify the need to strike a balance between economic benefits and social responsibility.
34
THEME : ENERGY IN LIFE LEARNING AREA : 4. SOURCES OF ENERGY
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
4.1 Understanding the production of nuclear energy
View a video or computer simulation and discuss the following:
a) nuclear fission and generation of energy
b) nuclear fusion and generation of energy.
c) chain reaction Hold a discussion to compare and contrast nuclear fission and nuclear fusion. Discuss : a) the structure and working principle of a nuclear reactor. b) the production of energy in a nuclear reactor. c) the safety features of a nuclear reactor. d) the safe ways to dispose nuclear wastes.
A student is able to: ? explain the concept of nuclear
fission. ? explain what chain reaction is. ? explain the concept of nuclear
fusion. ? compare and contrast nuclear
fission and nuclear fusion. ? describe the structure of a
nuclear reactor. ? explain the working principle of
a nuclear reactor. ? state the safety features of a
nuclear reactor. ? list safe ways of disposing
nuclear wastes.
nuclear fission – pembelahan nukleus nuclear fusion – pelakuran nukleus chain reaction – tindakbalas berantai
35
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
4.2 Understanding the use of solar energy
Carry out activities to discuss a) the methods of harnessing solar energy. b) the working principles of a solar cell. Carry out activiities to find out how the following factors affect the efficiency in harnessing and transfering of solar energy: a) size of solar cells b) types of materials for making solar cells c) light intensity d) temperature. Gather information on the uses and the advantages of using solar energy. Carry out a project on harnessing solar energy to solve daily problems.
A student is able to: ? explain the methods of
harnessing solar energy. ? explain the principle of a solar
cell. ? explain the factors that affect
the output of a solar cell. ? explain the uses of solar
energy. ? explain the advantages of using
solar energy. ? solve daily problems with the
use of solar energy.
harnessing – penyadapan solar energy – tenaga solar light intensity – keamatan cahaya solar cell – sel solar
36
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
4.3 Analysing the sources of renewable energy
Discuss sources of renewable energy. Gather and interpret data on the various ways of harnessing renewable energy from the following sources: biomass, wind, waves and geothermal activities. Discuss the advantage of renewable energy from the following aspects :
a) economic b) social c) environmental.
A student is able to: ? list the sources of renewable
energy. ? explain how renewable energy
is harnessed. ? explain the importance of
exploration of renewable energy sources.
renewable energy – tenaga yang boleh diperbaharui biomass – biojisim waves – ombak geothermal – geoterma advantage – kelebihan disadvantage – kelemahan social impact – kesan sosial cost efficiency – keberkesanan kos
37
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Collect and interpret data on the various ways to increase the efficiency of energy use. Carry out a project to build a functional devise for harnessing renewal energy.
? state the various ways to
increase the efficiency of energy use.
? design a simple device for
harnessing renewable energy.
4.4 Be grateful for the availability of the various sources of renewable energy
Prepare a folio on the efforts to explore renewable sources of energy. Carry out a campaign on the efficient use of energy sources. Practise efficient use of energy at homes or in schools.
A student is able to: ? carry out an energy audit. ? practise efficient use of energy.
.
grateful – bersyukur
38
THEME : MATTER IN NATURE LEARNING AREA : 1. PERIODIC TABLE
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.1 Understanding the Periodic Table
On a copy of the Periodic Table, highlight and label the following seven groups : a) noble gases b) halogens c) alkali metals d) alkaline earth elements e) transition metals f) actinides g) lanthanides. Use a table to present the electron configurations of elements with proton numbers 1 to 20. Discuss the existence and classification of natural elements and elements that are produced synthetically in the Periodic Table.
A student is able to: ? discuss the development of the
arrangement of elements in the Periodic table.
? write the electron configurations
of elements with proton numbers 1 to 20.
? state the basic principle of
arranging the elements in the Periodic Table.
? classify elements based on electron configuration.
Periodic Table – Jadual Berkala atomic mass – jisim atom synthetically – sintetik radioactive characteristics – sifat keradioaktifan
39
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Carry out activities to determine the positions of unknown elements in the Periodic Table based on: a) proton number b) electron configuration.
? determine the positions of
unknown elements in the Periodic Table based on their proton numbers.
1.2 Understanding the elements of Group 1
Gather and interpret data to investigate the physical properties of the elements lithium, sodium and potassium in terms of: a) hardness b) density c) melting point. Carry out activities to investigate the reactions of lithium, sodium and potassium with water. Discuss the physical and chemical properties of other elements in Group 1.
A student is able to : ? list all the elements of Group 1. ? list the physical properties of
lithium, sodium and potassium. ? list the chemical properties of
lithium, sodium and potassium ? explain the changes in physical
properties from lithium to potassium.
? generalise the changes in reactivity of the elements of Group 1.
? predict the physical properties of other elements in Group 1.
? predict the chemical properties of other elements in Group 1.
Activity using lithium, sodium and potassium must be performed or demonstrated by the teacher.
hardness - kekerasan density – ketumpatan melting point – takat lebur fume chamber – kebuk wasap physical properties – sifat fizikal chemical properties – sifat kimia
40
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Discuss the position of hydrogen in the Periodic Table in terms of:
a) electron configuration b) physical properties c) chemical properties
? state the position of hydrogen in
the Periodic Table.
1.3 Understanding the elements of Group 17
Gather information to investigate the physical properties of chlorine, bromine and iodine in terms of: a) physical state b) colour c) density d) boiling point. Discuss the chemical properties of chlorine, bromine and iodine. Carry out activity to investigate the reactions of chlorine and iodine with :
a) water b) metals c) sodium hydroxide.
A student is able to: ? list all the elements of Group 17. ? list the physical properties of
chlorine, bromine and iodine. ? explain the changes in physical
properties of chlorine, bromine and iodine.
? list the chemical properties of
chlorine, bromine and iodine. ? generalise changes in reactivity
of the elements in Group 17.
Warning : The activity must be carried out taking into consideration the safety procedures.
physical state keadaan jirim colour – warna density – ketumpatan boiling point – takat didih safety procedure – langkah keselamatan
41
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Discuss the physical and chemical properties of other elements in Group 17.
? predict the physical properties
of other elements in Group 17. ? predict the chemical properties
of other elements in Group 17.
1.4 Understanding the elements of Group 18
Collect and interpret data to investigate the physical properties of all the elements in terms of a) density b) boiling point. Gather information on a) the unreactive properties of Group 18 elements in terms of electron configuration b) the use of the Group 18
elements such as in fluorescent lamps, advertisement lights and cooling substances.
A student is able to: ? list all the elements in Group 18. ? list the physical properties of the
elements in Group 18. ? explain the changes in the
physical properties of the elements in Group 18.
? state the inert characteristic of the elements in Group 18.
? relate the electron configuration to the inert characteristic of the elements in Group 18.
? explain the uses of the elements in Group 18 in daily life.
unreactive characteristic – sifat ketidakreaktifan fluorescent lamps lampu pendaflour advertisement lights – lampu iklan cooling substances bahan penyejuk
42
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.5 Understanding the elements in Period 3
Study the Periodic Table to investigate the properties of the elements of Period 3 in terms of : a) number of protons b) atomic size c) physical characteristics. Carry out activities to investigate the properties of magnesium, silicon and sulphur in terms of :
a) physical characteristics. b) acidity and basicity of
oxides by carrying out the reaction of magnesium oxide (MgO), silicon dioxide (SiO2) and oxides of sulphur (SO2) with water and testing the products with universal indicator.
Gather information on the use of silicon and other metalloids in daily life.
A student is able to: ? state all the elements in Period
3. ? explain the changes in
characteristics of the elements in Period 3 from sodium to argon.
? explain using examples the use
of the metalloids in daily life.
metallic characteristic – sifat kelogaman acidity - keasidan basicity - kebesan metalloids – separuh logam period - kala
43
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.6 Understanding the transition elements in Period 4
Discuss the meaning of transition element. Prepare a Periodic Table and determine the position of the transition elements in it. Collect and interpret data and investigate the physical properties of the transition elements in terms of :
a) density b) melting point c) colour.
Collect and interpret data on the uses of transition elements in daily life such as making:
a) precious stones b) conductors c) decorative materials.
A student is able to: ? state the meaning of transition
element. ? determine the position of the
transition elements in Period 4. ? list the transition elements in
Period 4. ? describe the physical properties
of the transition elements in Period 4.
? state the uses of transition
elements in daily life.
transition element – unsur peralihan precious stone – batu permata
44
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.7 Appreciate the existence of elements and compounds
Carry out a project to collect information and gather specimens of compounds. Discuss the importance of using our intelligence to reap maximum benefits from elements found naturally.
A student is able to: ? justify the importance of using
our intelligence to reap maximum benefits from naturally occurring elements.
45
THEME : MATTER IN NATURE LEARNING AREA : 2. CHEMICAL BONDING
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.1 Understanding the stability of an element in terms of its electron configuration
Write and draw the duplet and octet electron configurations for the noble gases such as helium, neon and argon. Discuss the stability of an element based on its duplet and octet electron configuration. Discuss the relationship between the electron configuration and the stability of an inert gas. Make a comparison on how other elements achieve stability by : a) sharing electrons b) donating and receiving electrons.
A student is able to: ? explain what the duplet electron
configuration for an inert gas is. ? explain what the octet electron
configuration for an inert gas is. ? explain the meaning of a stable
element. ? relate the stability of an inert gas
to its electron configuration. ? explain using examples how other
elements achieve stability.
Noble gases are also known as inert gases.
stability - kestabilan donating - pendermaan receiving - penerimaan noble gas/ inert gas - gas adi / lengai
46
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.2 Understanding the formation of an ionic bond
Draw and discuss the formation of ions by:
a) the donation of electrons b) the receiving of electrons.
Discuss the electrostatic force of attraction between the ions in an ionic bond. Discuss the formation of ionic compounds with valency +1 and +2 in a dot and cross diagram. Carry out experiments to investigate the properties of ionic compounds in terms of :
a) electrical conductivity b) melting point
c) solubility in water.
A student is able to: ? explain the formation of a positive
ion. ? explain the formation of a
negative ion. ? draw the electron configuration for
a positive ion. ? draw the electron configuration for
a negative ion. ? explain the formation of an ionic
bond. ? generalise the characteristics of
an ionic compound.
Elements that forms positive ions are metals and those that form negative ions are non metals.
formation – pembentukan electrostatic force – daya elekrostatik electrical conductivity – kekonduksian elektrik ionic bond – ikatan ionik solubility in water – keterlarutan dalam air dot and cross diagram – rajah titik silang
47
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.3 Understanding the formation of a covalent bond
Discuss the formation of a covalent bond by the sharing of electrons in a dot and cross diagram. Carry out activities to investigate the properties of covalent compounds in terms of : a) electrical conductivity b) melting point c) solubility in water
A student is able to: ? explain the formation of a
covalent bond. ? draw the electron configuration for
a covalent bond. ? explain the formation of covalent
compounds. ? generalise the characteristics of
covalent compounds.
covalent bond – ikatan kovalen
48
THEME : MATTER IN NATURE LEARNING AREA : 3. MOLE CONCEPT
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.1 Understanding relative atomic mass and relative molecular mass
Discuss the : a) concept of relative atomic mass. b) concept of relative molecular mass. Collect and interpret data on the determination of relative atomic mass and relative molecular mass. Discuss relative molecular mass as a sum of the relative atomic mass of each atom in a molecule or compound. Calculate relative molecular mass of a simple molecule and a simple compound from the chemical formula of a molecule or compound.
A student is able to: ? explain the concept of relative
atomic mass. ? explain the concept of relative
molecular mass. ? relate relative molecular mass to
relative atomic mass for a molecule.
? relate relative molecular mass to relative atomic mass for a compound.
? calculate the relative molecular
mass of a simple molecule. ? calculate the relative molecular
mass of a simple compound.
Chemical formula of a molecule or compound is given.
relative atomic mass – jisim atom relatif relative molecular mass – jisim molekul relatif
49
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.2 Understanding the relationship between moles and the number of molecules
Gather and interpret data and discuss the meaning of mole. Compare the quantity of different substances for a particular unit as below :
Substance Unit Quantity Shoes Eggs Pins Papers 12 g Carbon 16 g Oxygen
Pair Dozen Gross Ream Mole Mole
2 12 144 480
6.02 x 1023 atoms 6.02 x 1023 atoms
A student is able to: ? explain what a mole is. ? relate the number of moles of an
atom to the atomic mass and relative atomic mass.
? relate the number of moles of molecules to the molecular mass and the relative molecular mass.
? state the meaning of
Avogadro’s number (NA).
? relate the number of moles and the number of atoms to Avogadro’s number (N
A).
? relate the number of moles to the number of molecules.
? solve problems involving mole
number.
Avogadro’s Number (N
A) =
6.02 x 10 23
should be introduced.
atomic mass – jisim atom molecular mass – jisim molekul
Formulae introduced are : (i) No. of moles of atom = mass of atom relative atomic mass (ii) No.of moles of molecule
= mass of molecule relative molecular mass (iii) No. of atoms = no. of moles X Avogadro’s number of atom (iv) No. of molecules = no. of moles X Avogadro’s number of molecules
50
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.3 Understanding the mole concept in a chemical equation
Write a simple balanced chemical equation and use the mole concept to balance a chemical equation using the examples given below:
a) neutralisation between hydrochloric acid and sodium hydroxide b) formation of copper (II)
sulphate by the reaction between copper (II) oxide and sulphuric acid
c) burning of magnesium ribbon in air d) reaction between sodium and water.
Solve problems on the mole concept.
A student is able to: ? write a balanced chemical
equation for a simple chemical reaction.
? explain using examples the use of mole concept to balance chemical equations.
? construct a chemical formula based on the mole concept.
? solve problems on the mole
concept based on a balanced chemical equation for a simple reaction.
chemical equations – persamaan kimia neutralisation - peneutralan magnesium ribbon – pita magnesium
51
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.4 Appreciating the introduction of mole concept to understand and solve problems invoving chemical reactions
Collect and interpret data on the contributions of scientist in the study of mole concept. Discuss the use of the mole concept to measure the total number of particles.
A student is able to: ? compare the balance of nature
with the balance of chemical reactions.
? accept the mole as a unit for
measuring the total number of particles.
contribution – sumbangan balance of nature – keseimbangan alam
52
THEME : MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA : 1. RESPIRATORY SYSTEM
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.1 Analysing the process of gaseous exchange during respiration
Draw, label and discuss the structure of a respiratory system. Discuss the process of gaseous exchange in the alveolus. Investigate the composition of oxygen and carbon dioxide in inhaled and exhaled air. Discuss the transport process of oxygen from the alveolus to the body cells and carbon diokside from the body cells to the alveolus. Discuss the role of haemoglobin in the transport of oxygen.
A student is able to: ? describe the structure of the
alveolus. ? explain the process of gaseous
exchange in the alveolus. ? explain the transport of oxygen
from the alveolus to the body cells.
? explain the transport of carbon diokside from the body cells to the alveolus.
inhaled air- udara sedutan exhaled air- udara hembusan respiratory system - sistem respirasi composition-kandungan transport-pengangkutan role – peranan
53
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.2 Understanding the production of energy during respiration
State the main sources of energy for the human life processes. Discuss the production of energy by oxidation of glucose during respiration. Discuss the role of ATP. Write an equation on: a) the formation of ATP molecules ADP + P + energy ? ATP b) the breakdown of ATP molecules ATP ? ADP + P + energy Discuss aerobic and anaerobic respiration and their roles in life processes.
A student is able to: ? state the main sources of energy
for the human life processes. ? explain the production of energy
from glucose. ? explain the function of adenosine
triphosphate (ATP). ? compare and contrast aerobic
and anaerobic respiration. ? explain using examples situations
which involve aerobic and anaerobic respiration.
The word equation for aerobic respiration is introduced.
oxidation-pengoksidaan aerobic-keadaan beroksigen anaerobic-keadaan tanpa oksigen ADP- adenosina difosfat ATP- Adenosina Trifosfat P- fosfat
54
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.3 Understanding respiratory aids and resuscitation
Collect and interpret data on the use of a respirator and an iron lung. Discuss the technique of cardio-pulmonary resuscitation. Simulate the technique of cardio-pulmonary resuscitation.
A student is able to: ? explain the use of the iron lung to
aid breathing. ? explain the use of a respirator to
aid breathing. ? compare and contrast between a
respirator and an iron lung. ? explain the technique of cardio-
pulmonary resuscitation to revive breathing.
? demonstrate cardio-pulmonary resuscitation
Teachers or students who are members of Red Crescent Society or St John’s Ambulance can help to show the technique of cardiopulmonary resuscitation.
resuscitation-pemulihan pernafasan iron lung- peparu besi CPR- pemulihan kardiopulmonari revive-pulih
55
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.4 Analysing respiratory diseases and allergies
View video,charts or computer simulation on diseases such as lung cancer, pneumonia, asthma and bronchitis and discuss the following:
a) symptoms of diseases and allergies,
b) factors that contribute to the development of these diseases and allegies,
c) methods of preventing these diseases and allergies.
.
A student is able to: ? list diseases and allergies
associated with respiratory organs.
? state the symptoms of each disease and allergy.
? identify the factors which cause the diseases and allergies.
? relate the factors causing the
diseases and allergies to these symptoms.
? explain the measures to prevent diseases and allergies associated with respiratory organs.
allergies-alahan pneumonia-radang paru-paru yang kronik disebabkan jangkitan bakteria. asthma – asma/lelah bronchitis –bronchitis/ radang pada tiub bronkus contribute-menyebabkan.
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.5 Appreciating the presence of healthy respiratory organ
Discuss a healthy lifestyle such as abstaining from smoking and having regular exercise. Carry out powerpoint presentation on preservation of the air and the conservation of environment.
A student is able to : ? practise a healthy lifestyle. ? preserve healthy air and
conserve the environment.
environment –persekitaran preserve – memelihara conserve -memulihara
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THEME : MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA : 2. DIGESTIVE SYSTEM
Learning Objectives Suggested Learning Activities Learning
Outcomes Notes Vocabulary
2.1 Analysing the digestive system
Make observations on the structure of the human digestive system which consists of the mouth, oesophagus, stomach, duodenum, ileum, colon, rectum, anus, liver, gall bladder, salivary glands and pancreas Collect and interpret data on the action of digestive enzymes which are found in the mouth, stomach, duodenum and ileum.
A student is able to: ? identify the organs of the human
digestive system.
digestive system-sistem pencernaan liver-hati gall bladder-pundi hempedu salivary glands -kelenjar liur stomach-perut observation-pemerhatian
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Learning Objectives Suggested Learning Activities Learning
Outcomes Notes Vocabulary
Carry out experiments to investigate the effects of temperature and pH on the rate of action of: ? amylase ? pepsin.
? explain the actions of the
digestive enzymes. ? control the variables to
investigate the effects of temperature and pH on the rate of enzyme action.
variable - pemboleh
2.2 Analysing diseases related to the digestive system
Collect and interpret data on the symptoms and factors causing the diseases such as : a) gastritis b) appendicitis c) constipation d) diarrhea. Discuss the causes and the symptoms of the diseases.
A student is able to : ? list the diseases related to the
digestive system. ? state the causes of the diseases. ? state the symptoms of the
diseases. ? explain the measures to prevent
the diseases related to the digestive organs.
constipation –sembelit gastritis -radang pada membran mukus yang melapik perut. appendicitis -penyakit pada appendik diarrhoea-cirit birit digestive organ-organ pencernaan relationship-hubungan.
Discuss the methods of preventing diseases related to the digestive organs.
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Learning Objectives Suggested Learning Activities Learning
Outcomes Notes Vocabulary
2.3 Appreciating the presence of a healthy digestive system
Discuss the following topics : ? practising good eating habits. ? taking a balanced diet. Carry out the activities discussed.
A student is able to: ? practise a healthy eating habit.
eating habit -amalan pemakanan. balanced diet -makanan seimbang healthy-sihat
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THEME : MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA : 3. CIRCULATORY SYSTEM
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.1 Analysing the composition of blood and blood groups
Collect and interpret data on the functions of plasma, red blood cells, white blood cells and platelets. Collect and interpret data on blood groups based on antigens and antibodies. Discuss
a) the compatibility of the blood groups of a donor and a receiver.
A student is able to: ? state the composition of
blood. ? state the functions of the
components of blood. ? discuss the differences
between blood groups.
The use of human blood in the class-room for demonstration is discouraged. The disease haemophilia should be discussed as it involves blood clotting.
compatible –serasi blood transfusion -pemindahan darah blood clotting – pembekuan darah blood groups -kumpulan darah donor – penderma receiver – penerima composition-komposisi
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
b) the importance of compatibility of blood groups during a blood transfusion. Collect and interpret data about the a) Rh factor b) effect of different Rh factors c) blood clotting process
A student is able to: ? determine the compatibility of
blood groups during blood transfusion.
? explain the Rh factor. ? explain the effect of Rh factors
towards the foetus during pregnancy.
? elaborate the blood clotting process.
Rh factor (protein of the red blood cells in certain people) – faktor Rhesus (Antigen yang terdapat dalam sel darah merah dalam badan manusia tertentu).
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.2 Analysing the circulatory system
Discuss systole and diastole in a heartbeat. Discuss the roles of auricles, ventricles and heart valves in a heartbeat. Carry out activities to measure blood pressure by using a sphygmomanometer and discuss the results of measurement with reference to heartbeat.
A student is able to: ? explain systole and diastole in a
heartbeat. ? relate heart beat to blood
pressure.
circulatory system -sistem peredaran darah. heart valves - injap jantung heartbeat - denyutan jantung blood pressure -tekanan darah systole - fasa pegecutan otot ventrikel diastole - fasa pengenduran otot ventrikel
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.3 Understanding the lymphatic system
Collect and interpret data on the flow of lymph and its return to the circulatory system through the opening in the right and left subclavian vein. Collect and interpret data on the functions of the lymphatic system in the defense of the body. Discuss the role of the lymphatic system in preventing the attack of pathogens such as bacteria and virus.
A student is able to: ? draw and label the lymphatic
system. ? explain the lymphatic system. ? explain the flow of lymph. ? explain the functions of the
lymphatic system.
lymph- limfa subclavian vein – vena subklavikal
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.4 Understanding the diseases related to the circulatory system
Collect and interpret data on arteriosclerosis, high and low blood pressure, heart attack, angina, diabetes and G6PD and the symptoms related to them. Discuss the methods taken to prevent diseases related to the circulatory system.
A student is able to: ? list the diseases related to the
blood circulatory system. ? state the symptoms for each
disease. ? identify the factors causing the
diseases. ? discuss the measures taken to
prevent the diseases related to the blood circulatory system.
angina- sakit yang disebabkan oleh penyempitan arteri koronari. circulatory system -sistem peredaran darah.
3.5 Be concerned with the health of others
Collect information on blood donation and ways to prevent cardiovascular diseases. Prepare a brochure to disseminate the information to the class.
A student is able to: ? develop the willingness to donate
blood when the need arises. ? help to disseminate information
on a healthy life style to prevent cardiovascular diseases.
blood donation – pendermaan darah.
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THEME : MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA : 4. EXCRETORY SYSTEM
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
4.1 Analysing the roles of kidney and skin in excretion
Make observations on the excretory system by using models or diagrams and discuss:
a) explain the meaning of excretion and the organs involved in excretion. b) the similarities and
difference between excretion and defecation.
Draw and label the excretory system that is : a) urinary system b) nephron c) structure of the skin (sweat formation) Collect and interpret data to discuss the formation of urine and sweat.
A student is able to: ? explain the meaning of
excretion. ? compare and contrast the
process of excretion and defecation.
? explain the process of urine formation,
? explain the process of sweating.
excretory system – sistem perkumuhan kidney – ginjal / buah pinggang defecation -penyahtinjaan urine formation -pembentukan air kencing sweating – berpeluh.
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
4.2 Understanding diseases related to the excretory system
Collect and interpret data on diseases related to the excretory system such as kidney failure, formation of gall stones and the symptoms related to them. Collect and interpret data on the factors causing diseases related to the excretory system. Listen to talk by a medical officer and discuss the measures to prevent kidney related diseases.
A student is able to: ? list the diseases related to
the excretory system. ? state the symptoms for
each disease. ? identify the factors causing
the diseases. ? describe the measures
taken to prevent kidney related diseases.
The release of carbon dioxide to the lungs during gaseous exchange in the alveolus is an example of an excretory process.
gall stone-batu karang kidney failure -kegagalan ginjal untuk berfungsi
4.3 Appreciating the presence of a healthy excretory system.
Prepare a folio on the care of a excretory system. Collect and interpret data on the efforts of humans to find ways to treat those with kidney related problems.
A student is able to: ? appreciate the practice to
care for the health of the excretory system.
? justify the efforts of humans to find ways to treat kidney related problems.
treatment –rawatan obligation- tanggung jawab
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THEME : MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA : 5. REPRODUCTIVE SYSTEM
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
5.1 Analysing the menstrual cycle
Collect and interpret data on the changes that occur in the ovary and uterus during a menstrual cycle. Discuss the roles of the hormones estrogen, progesterone, follicle stimulating hormone (FSH) and luteinising hormone (LH).
A student is able to: ? explain the changes that
occur in the ovary during menstrual cycle.
? explain the hormonal changes during menstruation.
? explain the changes that occur in the uterus during the menstrual cycle together with the hormones involved.
? describe the changes in the walls of the uterus in one menstrual cycle.
menstrual cycle - kitar haid menopause -putus haid FSH-hormon perangsang folikel LH- hormon peluteinan
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Collect and interpret data on the physical and physiological changes during menopause.
? explain what menopause
is.
The duration of a menstrual cycle on the average is about 28 days. Nevertheless, the duration could be shorter or longer.
physiological changes -perubahan fisiologi.
5.2 Analysing the process of gamete formation
Collect and interpret data on spermatogenesis and oogenesis.
A student is able to: ? explain what
spermatogenesis is. ? explain what oogenesis is.
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
5.3 Analysing the stages in foetal development
View charts, videos or computer simulations and discuss:
a) the process of fertilization, b) the different stages of foetal
development.
A student is able to: ? explain the process of
fertilisation. ? describe the stages of
foetal development.
Students should be introduced to IVF, test tube baby, GIFT, ZIFT and cloning issues .
fertilisation-persenyawaan foetal development -perkembangan fetus IVF (In Vitro Fertilisation) - persenyawaan invitro. GIFT (Gamete Intra Fallopian Transfer) - pemindahan gamet ke dalam tiub fallopio ZIFT (Zygote Intra Fallopian Transfer ) - pemindahan zigot ke dalam tiub fallopio
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Collect and interpret data on the functions of amniotic fluid and placenta. Give an analogy and show the importance of amniotic fluid as a medium to absorb shock and facilitate movement of the foetus. View charts or video and discuss:
a) the stages of birth b) the possible complications
during the birth of a baby.
? explain the functions of
amniotic fluid. ? explain the functions of the
placenta. ? describe the different
stages of birth. ? explain the complications
during birth.
amniotic fluid – bendalir amnion absorb shock- penyerap hentakan facilitate movement-memudahkan pergerakan complication –komplikasi birth-kelahiran
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
5.4 Understanding diseases related to the reproductive system and sexually transmitted diseases(STD)
Browse the Internet and gather information on: a) diseases related to the reproductive system such as cervical cancer, prostate gland cancer and their symptoms . b) sexually transmitted diseases such as gonorrhea, syphilis, genital herpes, AIDS and their symptoms . Gather information and discuss the factors which cause: a) diseases related to the reproductive system b) sexually transmitted diseases.
A student is able to: ? list the diseases related to
the reproductive system and sexually transmitted diseases
? state the symptoms of each disease.
? identify the factors causing the diseases.
sexually transmitted diseases - penyakit jangkitan seks AIDS - Acquired Immune Deficiency Syndrome.- Sindrom kurang daya tahan penyakit.
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Prepare posters on the measures to prevent disease related to the reproductive system and sexually transmitted diseases.
? explain the measures
to prevent diseases related to the reproductive system and sexually tranmitted diseases.
5.5 Maintaining a healthy family lifestyle.
Discuss the ways to show gratitude to our parents for bringing us to this world. Discuss the need to uphold integrity and purity among married couples.
A student is able to: ? appreciate the birth of
individuals by the natural process of sexual reproduction.
? preserve integrity and purity as a means to prevent sexually transmitted diseases.
integrity – maruah purity - kesucian
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THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT LEARNING AREA : 1. BIODIVERSITY
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
1.1 Understanding the concept of biodiversity
Discuss biodiversity in terms of: a) genetic b) species c) ecosystem Carry out field work to compare biodiversity in a few habitats.
A student is able to: ? state the meaning of
biodiversity. ? make inferences about
biodiversity in a habitat.
biodiversity – biodiversiti / biokepelbagaian survival – kemandirian genetics – keturunan /baka species – spesis ecosystem - ekosistem
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Collect and interpret data on the relationship between biodiversity and the survival of species in terms of:
a) food web b) habitat c) symbiosis
? relate biodiversity to the
survival of species in an ecosystem.
food web - siratan makanan symbiosis - simbiosis
1.2 Understanding sea, wetlands and tropical rainforest ecosystems
Collect and interpret data on the biotic and abiotic components in the following ecosystems: a) marine b) wetlands c) tropical rainforest Discuss the inter-relationship between the biotic and abiotic components towards biodiversity. Explain the stress factors and the effects of decline on the biotic and abiotic components.
A student is able to: ? identify the biotic
components in an ecosystem.
? identify the abiotic components in an ecosystem.
? describe the inter-relationship between the biotic and abiotic components in a marine ecosystem.
? describe the inter-relationship between the biotic and abiotic components in a wetland
ecosystem.
Wetlands include marshes, mangroves, lakes, ponds and rivers.
stress factor - faktor kemerosotan wetland – kawasan tanah berair tropical rainforest – hutan hujan tropika marine – laut mangrove - paya bakau
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Make field trips to marine parks/ agricultural parks/ and forest parks. Carry out projects to:
a) investigate the factors which disrupt the ecosystem and
b) examine the effects of the decline of the biotic and abiotic components.
? describe the inter-
relationship between the biotic and abiotic components in a tropical rainforest ecosystem. ? explain the factors which
disrupt the ecosystem of the sea, wetlands and tropical rainforest.
? explain the effects of the decline of the biotic and abiotic components.
disrupts – gangguan agricultural park - taman pertanian forest park - taman perhutanan marine park - taman laut biotic - benda hidup abiotic - benda bukan hidup
1.3 Appreciating biodiversity.
Debate or prepare a folio on the effects of the decline of biodiversity.
A student is able to: ? justify the measures taken to
prevent the decline of biodiversity.
? predict what happens if there is a decline of the biodiversity in an ecosystem.
appreciate – mengagumi prevent – menghalang decline - merosot
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THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT LEARNING AREA : 2. BIOTIC RESOURCES
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.1 Analysing biotic resources which can be obtained from the ecosystem
Discuss the meaning of biotic resources. Collect and interpret data on the various uses of natural resources in the fields of :
a) agriculture b) medicine c) nutrition d) construction e) cosmetics
Carry out projects to produce substances from natural resources. Generate ideas about the optimum use of biotic resources.
A student is able to: ? state the meaning of biotic
resources. ? list the natural resources
obtained from the ecosystem. ? explain using examples the
economic values of biotic resources.
? predict the prospects of using
biotic resources.
Projects involving production of food are not encouraged. (time consuming)
natural sources - sumber asli agriculture – pertanian medicine – perubatan nutrition – pemakanan construction – pembinaan cosmetics - kosmetik / bahan kecantikan predict – meramal optimum - optima / mapan
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.2 Evaluating tropical rainforest as a catchment area
Discuss the meaning of a catchment area. Discuss the role of tropical rainforest as a catchment area. Make charts or models to display tropical rainforest as a catchment area. Collect and interpret data on sources of the following resources: a) water b) energy c) food Discuss the effects of development on tropical rainforest.
A student is able to: ? explain the meaning of a
catchment area. ? relate a tropical rainforest to a
catchment area. ? describe biotic resources which
can be obtained from a catchment area.
? evaluate the effects of
development on tropical rainforest.
encatchment - kawasan tadahan biotic sources - sumber biosis
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
2.3 Appreciating biotic resources
Carry out a project on herbal garden. Discuss the optimum use of biotic resources.
A student is able to: ? practise the use of biotic
resources wisely.
herbal garden – taman herba
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THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT LEARNING AREA : 3. BALANCE IN AN ECOSYSTEM
Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
3.1 Analysing a balanced ecosystem
Discuss the meaning of a balanced ecosystem. Carry out activities and study the gradual displacement of plants in : a) pond b) mangrove c) unused land Carry out projects to investigate the relationship between the stages of community development and biodiversity.
A student is able to: ? state the meaning of a
balanced ecosystem. ? explain the stages of
community development in an ecosystem.
? relate the stages of
community development in an ecosystem to biodiversity.
The project is suggested to be carried out a month or two earlier before this topic is taught.
mangrove – paya unused land - tanah terbiar stages – peringkat community – komuniti
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Discuss the idea of dynamic equilibrium in an ecosystem by giving examples.
? explain using examples the
meaning of dynamic equilibrium in an ecosystem.
Do computer simulations and study the equilibrium of an ecosystem as a dynamic process.
dynamic equilibrium – keseimbangan dinamik.
3.2 Evaluating the preservation and conservation of the ecosystem
Discuss the meanings of preservation and conservation of the ecosystem. Collect information from newspaper cutting, magazines or website and investigate the effects of man’s activities on the ecosystem. Invite officers from PERHILITAN / Jabatan Alam Sekitar (JAS) / RAMSAR (wetlands) to give a talk on the methods of preservation and conservation of an ecosystem.
A student is able to: ? explain the concepts of
preserving and conserving the ecosystem.
? explain the effects of man’s
activities on the ecosystem.
? explain the methods of preserving and conserving the ecosystem.
preservation –memelihara conservation –memulihara
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Discuss the effects of extinction of an organism on an ecosystem. Discuss the importance of preservation and conservation of ecosystem.
? explain the effects of
extinction of an organism on an ecosystem.
? justify the importance of preservation and conservation of ecosystem.
Organise field trips to forest reserve, national parks, FRIM to understand the efforts taken to preserve and conserve the balance of an ecosystem.
extinction – pupus importance – kepentingan FRIM (Forest Research Institute of Malaysia) – ( Institiut Penyelidikan Perhutanan Malaysia) reserve forest - hutan simpan
3.3 Realising the importance of preservation and conservation of the ecosystem
Draw posters for a campaign to preserve and conserve the balance of an ecosystem. .
A student is able to: ? participate in activities to
preserve and conserve an ecosystem.
Participate in activities related to the preservation and conservation of ecosystems.
predict - meramal
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Learning Objectives
Suggested Learning Activities
Learning Outcomes Notes Vocabulary
Generate ideas to predict the conditions on earth if measures to preserve and conserve the ecosystem are not taken. Hold discussion on the extinction of the flora and fauna of the country.
? predict the conditions on
earth if steps are not taken to preserve and conserve the ecosystem.
flora – tumbuhan fauna - haiwan
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ACKNOWLEDGEMENTS
Advisors Mahzan Bakar SMP, AMP Director Curriculum Development Centre
Zulkifli Mohd. Wazir Deputy Director Curriculum Development Centre
Editorial Advisors
Cheah Eng Joo Principal Assistant Director for Science and Mathematics Section Curriculum Development Centre
Ho Heng Ling
Assistant Director (Head of Core Science Unit) Curriculum Development Centre
Zaidi Yazid
Assistant Director (Head of Elective Science Unit) Curriculum Development Centre
Yeap Chin Heng (Ph.D) Assistant Director (Head of Core Science Unit) Curriculum Development Centre (until July 2005)
Editor Zulkifli bin Baharudin Assistant Director Curriculum Development Centre
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PANEL OF WRITERS
Cheah Eng Joo Curriculum Development Centre Salehuddin Mustafa Curriculum Development Centre Yeap Chin Heng (Ph.D) Curriculum Development Centre Salina Hanum Osman Mohamed Curriculum Development Centre Aizatul Adzwa Mohd. Basri Curriculum Development Centre Siti Noridah Ujang Curriculum Development Centre Ho Heng Leng Curriculum Development Centre Zaidah Mohd. Yusof Curriculum Development Centre Rosli Suleiman Curriculum Development Centre Zaidi Yazid Curriculum Development Centre Salbiah Mohd. Som Curriculum Development Centre Zainon Abdul Majid Curriculum Development Centre Norani Abd. Bari
Curriculum Development Centre
Yusof bin Ismail
Curriculum Development Centre
Alice Tan
SM Sains Selangor, Kuala Lumpur
Nik Hashimah Nik Ismail
Bahagian Buku Teks
Jafri Mohamed Saad SMK Durian Tunggal, Melaka Nor Ruzaini Jailani Bahagian Pendidikan Guru Majidah Mohamad SMK Darul Ehsan, Selangor. Ramli Ibrahim (Ph.D) Fakulti Sains dan teknologi, Universiti
Pendidikan Sultan Idris, Tg. Malim Marina Mokhtar Fakulti Sains dan teknologi, Universiti
Pendidikan Sultan Idris, Tg. Malim Vigneswaran a/l
Thavachellvam Sek. Tinggi Methodist, Perak.
Mohd Nazri Saad Fakulti Sains dan teknologi, Universiti
Pendidikan Sultan Idris, Tg. Malim Wan Ahmad Tajuddin
(Ph.D) Jabatan Fizik, Universiti Malaya.
Mokhtar Arshad Zainon Jusoh
SMK Syed Alwi, Perlis SMK Seri Berang, Terengganu.
Zulkefli Zamrood (Ph.D) Pusat Pengajian Biosains & Bioteknologi, Universiti Kebangsaan Malaysia
Rosli Chik SMK Panji Alam, Terengganu Kalairajan a/l Palanisamy SMK Seri Ampang, Kuala Lumpur.
Curriculum Development Centre
Ministry of Education 2003