1. science

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.
TABLE OF CONTENTS
Page
The National Philosophy
v
National Philosophy of Education
National Science Education Philosophy
vi
vii
Preface
Introduction
Aims
Objectives
Scientific Skills
Thinking Skills
Scientific Attitudes and Noble Value
Teaching and Learning Strategies
Content Organisation
Themes
Measurement and Force
Learning Area: 1. Physical Quantity
Learning Area: 2. Measuring Process
Themes
Energy in Life
Learning Area: 1. Energy
Learning Area: 2. Heat
Learning Area: 3. Electricity
Learning Area: 4. Sources of Energy
v
ix
1
1
2
2
4
9
10
14
15
18
22
24
30
34
Themes
Matter in Nature
Learning Area: 1. Periodic Table
Learning Area: 2. Chemical Bonding
Learning Area: 3. Mole Concept
38
45
48
Maintenance and Continuity of Life
Learning Area: 1. Respiratory System
Learning Area: 2. Digestive System
Learning Area: 3. Circulatory System
Learning Area: 4. Excretory System
Learning Area: 5. Reproductive System
52
57
60
65
67
Themes
Themes
Balance and Management of The Environment
Learning Area: 1. Biodiversity
Learning Area: 2. Biotic Resources
Learning Area: 3. Balance in An Ecosystem
Acknowledgements
Panel of Writers
vi
73
76
79
83
84
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
vii
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.
vi
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.
vii
PREFACE
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 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 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.
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.
(Dr. SHARIFAH MAIMUNAH SYED ZIN)
Director
Curriculum Development Centre
Ministry of Education Malaysia
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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.
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.
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.
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.
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.
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
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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.
OBJECTIVES
10.
The science curriculum for secondary school enables students
to:
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.
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.
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.
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
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.
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
Measuring
standardised
units.
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.
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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.
thinking skills in conceptualisation, problem solving and
decision-making.
Manipulative Skills
Manipulative skills in scientific investigation are psychomotor
skills that enable students to:
?
?
?
?
?
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.
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 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.
THINKING SKILLS
Critical Thinking Skills
A brief description of each critical thinking skill is as follows:
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
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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.
Sequencing
Prioritising
Analysing
Detecting Bias
Evaluating
Making
Conclusions
Arranging objects and information in
order based on the quality or quantity of
common characteristics or features such
as size, time, shape or number.
Arranging objects and information in
order based on their importance or
priority.
Examining information in detail by
breaking it down into smaller parts to find
implicit meaning and relationships.
Making Inferences
Identifying views or opinions that have
the tendency to support or oppose
something in an unfair or misleading
way.
Making judgements on the quality or
value of something based on valid
reasons or evidence.
Visualising
Predicting
Making
Generalisations
Synthesising
Making Hypotheses
Making a statement about the outcome
of an investigation that is based on a
hypothesis.
Creative Thinking Skills
Making Analogies
A brief description of each creative thinking skill is as follows:
Generating Ideas
Relating
Producing or giving ideas in a
discussion.
Making connections in a certain
situation to determine a structure or
pattern of relationship.
Inventing
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Using past experiences or previously
collected data to draw conclusions
and make explanations of events.
Stating the outcome of a future event
based on prior knowledge gained
through experiences or collected data.
Making a general conclusion about a
group based on observations made
on, or some information from,
samples of the group.
Recalling or forming mental images
about a particular idea, concept,
situation or vision.
Combining separate elements or parts
to form a general picture in various
forms such as writing, drawing or
artefact.
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.
Understanding a certain abstract or
complex concept by relating it to a
simpler or concrete concept with
similar characteristics.
Producing something new or adapting
something already in existence to
overcome problems in a systematic
manner.
3. Practising TSTS without teacher’s guidance.
Thinking Strategy
4. Applying TSTS in new situations with teacher’s guidance.
Description of each thinking strategy is as follows:
Conceptualising
5. Applying TSTS together with other skills to accomplish
thinking tasks.
Making generalisations based on interrelated 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.
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).
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.
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Figure 1 : TSTS Model in Science
Relationship between Thinking Skills
and Science Process Skills
Thinking Skills
Critical
? Attributing
? Comparing and
contrasting
? Grouping and
classifying
? Sequencing
? Prioritising
? Analysing
? Detecting bias
? Evaluating
? Making
conclusions
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.
Creative
Reasoning
? Generating ideas
? Relating
? Making inferences
? Predicting
? Making
hypotheses
? Synthesising
? Making
generalisations
? Visualising
? Making analogies
? Inventing
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:
Thinking
Strategies
? Conceptualising
? Making decisions
? Problem solving
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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
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
Controlling variables
Making hypothesis
Teaching and Learning based
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.
Relating
Making analogy
Visualising
Analysing
Attributing
Comparing and contrasting
Relating
Analysing
Attributing
Relating
Comparing and contrasting
Generating ideas
Making hypothesis
Predicting
Synthesising
Experimenting
All thinking skills
Communicating
All thinking skills
on
Example:
Learning Outcome:
Compare and contrast metallic
elements and non-metallic elements.
Thinking Skills:
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
?
Being cooperative.
?
Being fair and just.
?
Daring to try.
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:
?
Thinking rationally.
?
Being confident and independent.
?
Having an interest and curiosity towards the environment.
?
The inculcation of scientific attitudes and noble values
generally occurs through the following stages:
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 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.
Appreciating the balance of nature.
Being systematic.
Example:
Being cooperative.
Form:
Four
Learning Area:
1. Respiratory System
Learning Objective:
1.5 Appreciating the presence of
healthy respiratory organs.
Learning Outcome:
Practise a healthy lifestyle.
Preserve healthy air and conserve
the environment.
Suggested Learning
Activities
Discuss a healthy lifestyle such as
abstaining from smoking and regular
exercise.
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
Do a powerpoint presentation on
preservation of the air and the
conservation of environment.
Scientific attitudes and
noble values
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
Love and respect for the
environment.
Being responsible for the safety of
oneself, others and the
environment.
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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.
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.
Teaching and Learning Approaches in Science
? Learning occurring when students restructure their existing
ideas by relating new ideas to old ones.
Inquiry-Discovery
? Providing opportunities to cooperate, sharing ideas and
experiences, and reflecting on their learning.
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.
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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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.
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
The following are brief descriptions of some teaching and
learning methods.
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.
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.
Teaching and Learning Methods
Usually, an experiment involves the following steps:
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.
? 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.
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,
? Collecting data.
? Analysing data.
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? Interpreting data.
? Making conclusions.
? Writing a report.
said objects or situations and thus understand the concepts
and principles to be learned.
Project
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.
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.
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.
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.
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
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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.
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.
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.
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:
14
THEME
LEARNING AREA
:
:
MEASUREMENTS AND FORCE
1. PHYSICAL QUANTITY
Suggested Learning
Activities
Learning Objectives
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.
.
Learning
Outcomes
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.
Notes
Vocabulary
Base quantities are:
length (l )
mass (m)
time (t)
temperature ( K)
current (I)
base quantity –
kuantiti asas
derived quantitykuantiti terbitan
length – panjang
mass – jisim
temperature – suhu
current – arus
force – daya
density – ketumpatan
volume – isipadu
velocity – halaju
Suggested
derived quantities
are:
force (F)
density (?)
volume (V)
velocity (v)
Pupils should be
reminded that
there are other
derived
quantitites.
15
Learning Objectives
Suggested Learning
Activities
Discuss the values of prefixes
and their symbols.
Learning
Outcomes
?
?
?
Solve problems that involve
the conversion of units and the ?
use of standard forms and
prefixes.
1.2
Understanding scalar
and vector
quantities
Discuss the definition of scalar
and vector quantities.
A student is able to:
? define scalar quantity.
? define vector quantity.
?
?
Carry out activities to show the ?
difference between scalar and
vector quantities.
Discuss and solve problems
involving scalar and vector
quantities.
express quantities using prefixes.
solve problems involving
conversion of prefixes.
express quantities using scientific
notation.
solve problems involving
conversion of units.
?
give examples of scalar quantity.
give examples of vector quantity.
compare scalar and vector
quantities.
solve problems involving scalar
and vector quantities.
16
Notes
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
Scalar quantities
are:
length
mass
time
current
temperature
Vector quantities
are:
force
weight
velocity
acceleration
Vocabulary
prefix – imbuhan
derive – terbit
standard form –
bentuk piawai
Learning Objectives
1.3
Realising the
importance of using
a standard unit of
measurement for
global
communication
Suggested Learning
Activities
Learning
Outcomes
Discuss the importance of the
use of standard measuring
units in business, tourism,
construction and others.
A student is able to:
? explain the importance of the units
of physical measurement in daily
life.
Discuss the importance of the
use of SI units in science and
technology.
?
explain the importance of SI units
in science and technology.
17
Notes
Vocabulary
length – panjang
mass – jisim
time – masa
current – arus
temperature – suhu
force – daya
weight – berat
THEME
LEARNING AREA
:
:
Learning Objectives
2.1
Understanding
measurements
MEASUREMENTS AND FORCE
2. MEASURING PROCESS
Suggested Learning
Activities
Choose the appropriate
instrument for measurements.
Learning
Outcomes
Vocabulary
Need to address
parallax and zero
error during
measurements.
parallax – paralaks
zero error – ralat sifar
vernier calipersangkup vernier
micrometer screw
gauge –
tolok skrew
mikrometer.
A student is able to:
?
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.
Notes
?
measure physical quantities using
appropriate instruments.
use appropriate techniques to
reduce errors.
18
Make the
necessary
corrections to the
readings of the
vernier calipers
and the
micrometer screw
gauge to address
parallax and zero
error.
Learning Objectives
Suggested Learning
Activities
Carry out activities to
measure:
a) length
b) time
c) volume
d) temperature
Learning
Outcomes
Vocabulary
consistencykepersisan
accuracy-kejituan
sensitivity- kepekaan
?
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.
Notes
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.
19
A dart game can
be used as an
anology to
demonstrate the
concept of
accuracy and
consistency.
Learning Objectives
2.2
Understanding
graphs
Suggested Learning
Activities
Learning
Outcomes
Notes
Vocabulary
A student is able to:
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.
?
?
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.
?
?
variable –
pemboleh ubah
manipulated –
manipulasi
software-perisian
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
20
Learning Objectives
2.3
Appreciating the
invention of
measuring
instruments used in
daily life
Suggested Learning
Activities
Carry out a simulation to show
what is it like without
measuring instruments.
Learning
Outcomes
A student is able to:
?
?
practise accuracy, consistency
and sensitivity in measurements
justify the importance of having
standardised measuring
instruments in daily life.
21
Notes
Vocabulary
THEME
LEARNING AREA
:
:
Learning Objectives
1.1
Understanding
energy
ENERGY IN LIFE
1. ENERGY
Suggested Learning
Activities
Learning
Outcomes
Discuss what energy is.
A student is able to :
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
?
?
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.
22
Notes
Vocabulary
kinetic energy –
tenaga kinetic
potential energy –
tenaga keupayaan
define – takrif
variable – pemboleh
ubah
Learning Objectives
1.2
Analysing changes
in
energy forms
1.3
Realising that energy
cannot be created
nor
destroyed but can be
changed from one
form to another
Suggested Learning
Activities
Learning
Outcomes
Discuss the changes of energy
forms in:
a) oscillation of a pendulum.
b) hydroelectric generator.
A student is able to:
?
explain with examples the
change in energy forms.
Carry out an activity to
investigate the principle of
conservation of energy in a
simple pendulum.
?
state the principle of
conservation of energy.
explain with examples the
principle of conservation of
energy.
Solve problems involving the
principle of conservation of
energy.
?
Conduct a forum to discuss the
importance of conservation of
energy.
A student is able to :
?
?
apply the principle of
conservation of energy to
solve problems.
justify the importance of
conservation of energy.
23
Notes
Vocabulary
oscillation – ayunan
pendulum – bandul
conservation –
keabadian
hydroelectric
generator – janakuasa
hidroelektrik
The usage of a
computer simulation
is encouraged.
justify - mewajarkan
THEME
LEARNING AREA
:
:
Learning Objectives
2.1
Understanding the
concept of heat and
temperature
ENERGY IN LIFE
2. HEAT
Suggested Learning
Activities
Gather information and discuss
the concept of heat,
temperature and their
relationship.
Learning
Outcomes
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.
Carry out an activity to show
the occurrence of thermal
equilibrium.
?
state the meaning of thermal
equilibrium.
Discuss the use of thermal
equilibrium in the
measurements of temperature.
?
explain the uses of thermal
equilibrium in the measurement
of temperature.
24
Notes
Units oC and K
are introduced.
Vocabulary
equilibrium –
keseimbangan
thermal – haba
temperature – suhu
Learning Objectives
Suggested Learning
Activities
Carry out activities to measure
temperature using the
following:
a) liquid-in-glass
thermometer
b) resistance thermometer
Learning
Outcomes
?
?
Notes
Vocabulary
resistance - perintang
explain the working principle of
different types of thermometers.
use different types of
thermometer to measure
temperature.
Discuss the working principle
of :
a) liquid-in-glass l
thermometer
b) resistance thermometer
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.
A student is able to :
?
?
explain what heat capacity is.
explain what specific heat
capacity (c) is.
Gather information, discuss
and compare:
a) heat capacity
b) specific heat capacity
25
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
Learning Objectives
Suggested Learning
Activities
Learning
Outcomes
Notes
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.
?
?
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 (?).
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.
26
Notes :
Formulae:
i. Q = mc?
ii. Q = E = Pt
are introduced.
Vocabulary
Learning Objectives
Suggested Learning
Activities
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.
Learning
Outcomes
?
?
?
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.
27
Notes
Vocabulary
generate - menjana
Learning Objectives
2.3
Understanding latent
heat
Suggested Learning
Activities
Discuss:
a) latent heat
b) specific latent heat.
Learning
Outcomes
A student is able to:
?
?
?
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.
?
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.
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.
28
Notes
Notes :
The formula
Q = ml is
introduced.
Vocabulary
latent heat – haba
pendam
melting – peleburan
solidification –
pemejalan
boiling – pendidihan
condensation –
kondensasi
kinetic theory – teori
kinetic
Learning Objectives
Suggested Learning
Activities
Learning
Outcomes
Plan and carry out an activity to
determine the specific latent
?
heat of :
a) fusion
?
b) vaporisation
?
Solve problems involving
specific latent heat.
?
?
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.
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.
A student is able to :
?
explain the use of substances
with different thermal properties
in daily life.
29
Notes
Vocabulary
specific latent heat –
haba pendam tentu
vapourisation –
pengewapan
fusion - lakuran
THEME
LEARNING AREA
:
:
Learning Objectives
3.1
Analysing the
relaltionship between
the flow of electric
charge with electrical
energy
ENERGY IN LIFE
3. ELECTRICITY
Suggested Learning
Activities
Learning
Outcomes
Discuss the concept of electric
current as the rate of flow of
charges.
A student is able to:
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.
?
?
?
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.
Solve numerical problems
involving charge (Q), electric
current (I), time (t), voltage (V)
and electrical energy (E).
30
Notes
Notes :
Q = It and
E=QV are
introduced.
Vocabulary
Charge – cas
voltage – voltan
Learning Objectives
3.2
Understanding
electromotive force
(e.m.f) and internal
resistance
Suggested Learning
Activities
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.
Learning
Outcomes
Notes
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.
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).
31
Vocabulary
internal resistance rintangan dalam
electromotive force –
daya gerak elektrik
The formula
E = V + Ir
is introduced.
Learning Objectives
3.3
Analysing
alternating
(a.c.)
current
Suggested Learning
Activities
Discuss the meaning of
alternating current (a.c.)
Observe and investigate the
display of an oscilloscope
produced by an alternating
current generator.
Learning
Outcomes
Notes
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
A student is able to:
? explain what alternating current
is.
?
determine peak voltage, peak
current, period and the
frequency of an alternating
current.
Discuss peak voltage(Vo), peak
current(I 0), period and the
frequency(f ) of an alternating
current.
?
explain peak voltage, peak
current, period and the
frequency of an alternating
current.
Discuss the concept of root
mean square voltage Vrms .
Discuss the relationship
between Vrms and P mean.
?
relate the concept of root mean
square voltage Vrms
with the mean power, P mean
Solve problems using the
formulae:
P = IV = V2/R
P mean = Vrms 2 / R and
?
solve problem on energy
produced by alternating current.
E = P mean. t
32
Vocabulary
The formula
Vrms =
V0
2
is introduced.
Learning Objectives
3.4
Realising the
importance of striking
a balance between
economic benefit and
social responsibility
in the generation of
electrical
energy
Suggested Learning
Activities
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.
Learning
Outcomes
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.
33
Notes
Vocabulary
THEME
LEARNING AREA
Learning
Objectives
4.1
Understanding the
production of
nuclear energy
:
:
ENERGY IN LIFE
4. SOURCES OF ENERGY
Suggested Learning
Activities
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.
Learning
Outcomes
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.
34
Notes
Vocabulary
nuclear fission –
pembelahan nukleus
nuclear fusion –
pelakuran nukleus
chain reaction –
tindakbalas berantai
Learning
Objectives
4.2
Understanding the
use of solar
energy
Suggested Learning
Activities
Learning
Outcomes
Carry out activities to discuss
a) the methods of harnessing
solar energy.
b) the working principles of a
solar cell.
A student is able to:
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.
?
?
?
?
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.
35
Notes
Vocabulary
harnessing –
penyadapan
solar energy – tenaga
solar
light intensity –
keamatan cahaya
solar cell – sel solar
Learning
Objectives
4.3
Analysing the
sources of
renewable energy
Suggested Learning
Activities
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.
Learning
Outcomes
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.
36
Notes
Vocabulary
renewable energy –
tenaga yang boleh
diperbaharui
biomass – biojisim
waves – ombak
geothermal – geoterma
advantage – kelebihan
disadvantage –
kelemahan
social impact – kesan
sosial
cost efficiency –
keberkesanan kos
Learning
Objectives
4.4
Be grateful for the
availability of the
various sources of
renewable energy
Suggested Learning
Activities
Learning
Outcomes
Collect and interpret data on the
various ways to increase the
efficiency of energy use.
?
state the various ways to
increase the efficiency of
energy use.
Carry out a project to build a
functional devise for harnessing
renewal energy.
?
design a simple device for
harnessing renewable energy.
Prepare a folio on the efforts to
explore renewable sources of
energy.
A student is able to:
?
?
carry out an energy audit.
practise efficient use of energy.
.
Carry out a campaign on the
efficient use of energy sources.
Practise efficient use of energy at
homes or in schools.
37
Notes
Vocabulary
grateful – bersyukur
THEME
LEARNING AREA
Learning
Objectives
1.1
Understanding
the Periodic
Table
:
:
MATTER IN NATURE
1. PERIODIC TABLE
Suggested Learning
Activities
Learning
Outcomes
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.
A student is able to:
? discuss the development of the
arrangement of elements in the
Periodic table.
Use a table to present the
electron configurations of
elements with proton numbers 1
to 20.
?
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.
Discuss the existence and
classification of natural elements
and elements that are produced
synthetically in the Periodic
Table.
?
38
Notes
Vocabulary
Periodic Table –
Jadual Berkala
atomic mass –
jisim atom
synthetically – sintetik
radioactive
characteristics –
sifat keradioaktifan
Learning
Objectives
1.2
Understanding the
elements of
Group 1
Suggested Learning
Activities
Learning
Outcomes
Carry out activities to determine
the positions of unknown
elements in the Periodic Table
based on:
a) proton number
b) electron configuration.
?
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.
A student is able to :
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.
?
?
?
?
?
?
?
Notes
Vocabulary
determine the positions of
unknown elements in the
Periodic Table based on their
proton numbers.
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.
39
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
Learning
Objectives
1.3
Understanding the
elements of
Group 17
Suggested Learning
Activities
Learning
Outcomes
Discuss the position of hydrogen
in the Periodic Table in terms of:
a) electron configuration
b) physical properties
c) chemical properties
?
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.
A student is able to:
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.
?
?
?
Notes
Vocabulary
state the position of hydrogen in
the Periodic Table.
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.
40
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
Learning
Objectives
Suggested Learning
Activities
Discuss the physical and
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.
Learning
Outcomes
?
?
?
?
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.
?
?
Vocabulary
predict the physical properties
of other elements in Group 17.
predict the chemical properties
of other elements in Group 17.
A student is able to:
?
?
Notes
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.
41
unreactive
characteristic –
sifat ketidakreaktifan
fluorescent lamps
lampu pendaflour
advertisement lights –
lampu iklan
cooling substances
bahan penyejuk
Learning
Objectives
Suggested Learning
Activities
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.
Learning
Outcomes
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.
Gather information on the use of
silicon and other metalloids in
daily life.
42
Notes
Vocabulary
metallic characteristic –
sifat kelogaman
acidity - keasidan
basicity - kebesan
metalloids –
separuh logam
period - kala
Learning
Objectives
Suggested Learning
Activities
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.
Learning
Outcomes
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.
43
Notes
Vocabulary
transition element –
unsur peralihan
precious stone –
batu permata
Learning
Objectives
Suggested Learning
Activities
1.7
Appreciate the
existence of
elements and
compounds
Carry out a project to collect
information and gather
specimens of compounds.
Learning
Outcomes
A student is able to:
?
justify the importance of using
our intelligence to reap
maximum benefits from
naturally occurring elements.
Discuss the importance of using
our intelligence to reap
maximum benefits from elements
found naturally.
44
Notes
Vocabulary
THEME
LEARNING AREA
Learning
Objectives
2.1
Understanding the
stability of an
element in
terms of its
electron
configuration
:
:
MATTER IN NATURE
2. CHEMICAL BONDING
Suggested Learning
Activities
Write and draw the duplet and
octet electron configurations for
the noble gases such as helium,
neon and argon.
Learning
Outcomes
A student is able to:
?
?
Discuss the stability of an element
based on its duplet and octet
?
electron configuration.
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.
Discuss the relationship between
the electron configuration and the
stability of an inert gas.
?
relate the stability of an inert gas
to its electron configuration.
Make a comparison on how other
elements achieve stability by :
a) sharing electrons
b) donating and receiving
electrons.
?
explain using examples how other
elements achieve stability.
45
Notes
Vocabulary
Noble gases
are also known
as inert gases.
stability - kestabilan
donating - pendermaan
receiving - penerimaan
noble gas/ inert gas gas adi / lengai
Learning
Objectives
2.2
Understanding the
formation of
an ionic bond
Suggested Learning
Activities
Learning
Outcomes
Draw and discuss the formation of A student is able to:
ions by:
a) the donation of electrons
? explain the formation of a positive
b) the receiving of electrons.
ion.
? explain the formation of a
negative ion.
? draw the electron configuration for
Discuss the electrostatic force of
a positive ion.
attraction between the ions in an
? draw the electron configuration for
ionic bond.
a negative ion.
? explain the formation of an ionic
Discuss the formation of ionic
bond.
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.
?
generalise the characteristics of
an ionic compound.
46
Notes
Elements that
forms positive
ions are metals
and those that
form negative
ions are non
metals.
Vocabulary
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
Learning
Objectives
2.3
Understanding the
formation of a
covalent bond
Suggested Learning
Activities
Discuss the formation of a
covalent bond by the sharing of
electrons in a dot and cross
diagram.
Learning
Outcomes
A student is able to:
?
?
?
Carry out activities to investigate
the properties of covalent
compounds in terms of :
a) electrical conductivity
b) melting point
c) solubility in water
?
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.
47
Notes
Vocabulary
covalent bond – ikatan
kovalen
THEME
LEARNING AREA
:
:
MATTER IN NATURE
3. MOLE CONCEPT
Learning
Objectives
Suggested Learning
Activities
3.1
Understanding
relative atomic
mass and relative
molecular mass
Discuss the :
a) concept of relative atomic mass.
b) concept of relative molecular
mass.
Learning
Outcomes
A student is able to:
?
?
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.
Notes
?
?
?
?
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.
48
Vocabulary
relative atomic mass
– jisim atom
relatif
relative molecular
mass –
jisim molekul relatif
Chemical formula
of a molecule or
compound is
given.
Learning
Objectives
3.2
Understanding the
relationship
between moles
and the number of
molecules
Suggested Learning
Activities
Gather and interpret data and
discuss the meaning of mole.
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
Compare the quantity of different
substances for a particular unit as
below :
Substance
Shoes
Eggs
Pins
Papers
12 g Carbon
16 g Oxygen
Unit
Pair
Dozen
Gross
Ream
Mole
Mole
Quantity
2
12
144
480
23
6.02 x 10 atoms
23
6.02 x 10 atoms
Learning
Outcomes
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 (NA).
relate the number of moles to
the number of molecules.
solve problems involving mole
number.
49
Notes
Avogadro’s
Number (NA) =
6.02 x 10 23
should be
introduced.
Vocabulary
atomic mass – jisim
atom
molecular mass –
jisim molekul
Learning
Objectives
3.3
Understanding the
mole concept in a
chemical
equation
Suggested Learning
Activities
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.
Learning
Outcomes
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.
?
solve problems on the mole
concept based on a balanced
chemical equation for a simple
reaction.
50
Notes
Vocabulary
chemical equations –
persamaan kimia
neutralisation peneutralan
magnesium ribbon –
pita magnesium
Learning
Objectives
Suggested Learning
Activities
Learning
Outcomes
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.
A student is able to:
?
compare the balance of nature
with the balance of chemical
reactions.
Discuss the use of the mole concept
to measure the total number of
particles.
?
accept the mole as a unit for
measuring the total number of
particles.
51
Notes
Vocabulary
contribution –
sumbangan
balance of nature –
keseimbangan alam
THEME
LEARNING AREA
Learning
Objectives
1.1
Analysing the
process of
gaseous exchange
during respiration
:
:
MAINTENANCE AND CONTINUITY OF LIFE
1. RESPIRATORY SYSTEM
Suggested Learning
Activities
Draw, label and discuss the
structure of a respiratory system.
Learning
Outcomes
A student is able to:
?
Discuss the process of gaseous
exchange in the alveolus.
?
describe the structure of the
alveolus.
explain 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.
?
?
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.
52
Notes
Vocabulary
inhaled air- udara
sedutan
exhaled air- udara
hembusan
respiratory system sistem respirasi
compositionkandungan
transportpengangkutan
role – peranan
Learning
Objectives
1.2
Understanding the
production of
energy during
respiration
Suggested Learning
Activities
State the main sources of energy
for the human life processes.
Discuss the production of energy
by oxidation of glucose during
respiration.
Learning
Outcomes
A student is able to:
?
?
state the main sources of energy
for the human life processes.
explain the production of energy
from glucose.
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
Notes
?
explain the function of adenosine
triphosphate (ATP).
?
compare and contrast aerobic
and anaerobic respiration.
explain using examples situations
which involve aerobic and
anaerobic respiration.
?
Discuss aerobic and anaerobic
respiration and their roles in life
processes.
53
The word
equation for
aerobic
respiration is
introduced.
Vocabulary
oxidationpengoksidaan
aerobic-keadaan
beroksigen
anaerobic-keadaan
tanpa oksigen
ADP- adenosina
difosfat
ATP- Adenosina
Trifosfat
P- fosfat
Learning
Objectives
1.3
Understanding
respiratory aids
and resuscitation
Suggested Learning
Activities
Collect and interpret data on the
use of a respirator and an iron
lung.
Learning
Outcomes
A student is able to:
?
?
?
Discuss the technique of cardiopulmonary resuscitation.
?
Simulate the technique of cardiopulmonary resuscitation.
?
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 cardiopulmonary resuscitation to revive
breathing.
demonstrate cardio-pulmonary
resuscitation
54
Notes
Teachers or
students who
are members of
Red Crescent
Society or St
John’s
Ambulance can
help to show the
technique of
cardiopulmonary
resuscitation.
Vocabulary
resuscitationpemulihan
pernafasan
iron lung- peparu
besi
CPR- pemulihan
kardiopulmonari
revive-pulih
Learning
Objectives
1.4
Analysing
respiratory
diseases and
allergies
Suggested Learning
Activities
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.
.
Learning
Outcomes
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.
55
Notes
Vocabulary
allergies-alahan
pneumonia-radang
paru-paru yang
kronik
disebabkan jangkitan
bakteria.
asthma – asma/lelah
bronchitis –
bronchitis/ radang
pada tiub bronkus
contributemenyebabkan.
Learning
Objectives
1.5
Appreciating the
presence of
healthy
respiratory organ
Suggested Learning
Activities
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.
Learning
Outcomes
A student is able to :
?
?
practise a healthy lifestyle.
preserve healthy air and
conserve the environment.
56
Notes
Vocabulary
environment –
persekitaran
preserve –
memelihara
conserve memulihara
THEME
LEARNING AREA
Learning
Objectives
2.1
Analysing the
digestive
system
:
:
MAINTENANCE AND CONTINUITY OF LIFE
2. DIGESTIVE SYSTEM
Learning
Outcomes
Suggested Learning Activities
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
A student is able to:
?
identify the organs of the human
digestive system.
Collect and interpret data on the
action of digestive enzymes which
are found in the mouth, stomach,
duodenum and ileum.
57
Notes
Vocabulary
digestive systemsistem pencernaan
liver-hati
gall bladder-pundi
hempedu
salivary glands kelenjar liur
stomach-perut
observationpemerhatian
Learning
Objectives
2.2
Analysing
diseases
related to the
digestive
system
Learning
Outcomes
Suggested Learning Activities
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.
Collect and interpret data on the
symptoms and factors causing the
diseases such as :
a) gastritis
b) appendicitis
c) constipation
d) diarrhea.
A student is able to :
Discuss the causes and the
symptoms of the diseases.
?
?
?
?
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.
Discuss the methods of preventing
diseases related to the digestive
organs.
58
Notes
Vocabulary
variable - pemboleh
constipation –sembelit
gastritis -radang pada
membran mukus yang
melapik perut.
appendicitis -penyakit
pada appendik
diarrhoea-cirit birit
digestive organ-organ
pencernaan
relationship-hubungan.
Learning
Objectives
2.3
Appreciating the
presence of a
healthy digestive
system
Learning
Outcomes
Suggested Learning Activities
Discuss the following topics :
? practising good eating habits.
? taking a balanced diet.
A student is able to:
? practise a healthy eating habit.
Carry out the activities discussed.
59
Notes
Vocabulary
eating habit -amalan
pemakanan.
balanced diet makanan seimbang
healthy-sihat
THEME
LEARNING AREA
Learning
Objectives
3.1
Analysing the
composition
of blood and
blood groups
:
:
MAINTENANCE AND CONTINUITY OF LIFE
3. CIRCULATORY SYSTEM
Suggested Learning
Activities
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.
Learning
Outcomes
A student is able to:
?
state the composition of
blood.
?
state the functions of the
components of blood.
?
discuss the differences
between blood groups.
Discuss
a) the compatibility of the
blood groups of a donor
and a receiver.
Notes
Vocabulary
The use of
human blood in
the class-room
for
demonstration is
discouraged.
compatible –serasi
blood transfusion pemindahan darah
blood clotting –
pembekuan darah
blood groups kumpulan darah
donor – penderma
receiver – penerima
composition-komposisi
The disease
haemophilia
should be
discussed as it
involves blood
clotting.
60
Learning
Objectives
Suggested Learning
Activities
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
Learning
Outcomes
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.
61
Notes
Vocabulary
Rh factor (protein of
the red blood cells in
certain people) –
faktor Rhesus
(Antigen yang terdapat
dalam sel darah merah
dalam badan manusia
tertentu).
Learning
Objectives
3.2
Analysing the
circulatory
system
Suggested Learning
Activities
Discuss systole and diastole in a
heartbeat.
Discuss the roles of auricles,
ventricles and heart valves in a
heartbeat.
Learning
Outcomes
A student is able to:
?
explain systole and diastole in a
heartbeat.
?
relate heart beat to blood
pressure.
Carry out activities to measure
blood pressure by using a
sphygmomanometer and discuss
the results of measurement with
reference to heartbeat.
62
Notes
Vocabulary
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
Learning
Objectives
3.3 Understanding
the lymphatic
system
Suggested Learning
Activities
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.
Learning
Outcomes
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.
Discuss the role of the lymphatic
system in preventing the attack of
pathogens such as bacteria and
virus.
63
Notes
Vocabulary
lymph- limfa
subclavian vein –
vena subklavikal
Learning
Objectives
Suggested Learning
Activities
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.
3.5
Be concerned with
the health of
others
Learning
Outcomes
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.
Discuss the methods taken to
prevent diseases related to the
circulatory system.
?
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.
64
Notes
Vocabulary
angina- sakit yang
disebabkan oleh
penyempitan arteri
koronari.
circulatory system sistem peredaran
darah.
blood donation –
pendermaan darah.
THEME
LEARNING AREA
Learning
Objectives
4.1
Analysing the
roles of kidney and
skin in excretion
:
:
MAINTENANCE AND CONTINUITY OF LIFE
4. EXCRETORY SYSTEM
Suggested Learning
Activities
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)
Learning
Outcomes
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.
Collect and interpret data to
discuss the formation of urine and
sweat.
65
Notes
Vocabulary
excretory system –
sistem perkumuhan
kidney – ginjal / buah
pinggang
defecation penyahtinjaan
urine formation pembentukan air kencing
sweating – berpeluh.
Learning
Objectives
4.2
Understanding
diseases related to
the excretory
system
Suggested Learning
Activities
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.
Learning
Outcomes
A student is able to:
?
?
?
?
Listen to talk by a medical officer
and discuss the measures to
prevent kidney related diseases.
4.3 Appreciating
the presence
of a healthy
excretory
system.
Prepare a folio on the care of a
excretory system.
A student is able to:
?
Collect and interpret data on the
efforts of humans to find ways to
treat those with kidney related
problems.
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.
?
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.
66
Notes
Vocabulary
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
treatment –rawatan
obligationtanggung jawab
THEME
LEARNING AREA
Learning
Objectives
5.1
Analysing the
menstrual cycle
:
:
MAINTENANCE AND CONTINUITY OF LIFE
5. REPRODUCTIVE SYSTEM
Suggested Learning
Activities
Learning
Outcomes
Collect and interpret data on the
changes that occur in the ovary
and uterus during a menstrual
cycle.
A student is able to:
Discuss the roles of the hormones
estrogen, progesterone, follicle
stimulating hormone (FSH) and
luteinising hormone (LH).
?
?
?
?
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.
67
Notes
Vocabulary
menstrual cycle - kitar
haid
menopause -putus haid
FSH-hormon perangsang
folikel
LH- hormon peluteinan
Learning
Objectives
5.2
Analysing the
process of
gamete formation
Suggested Learning
Activities
Learning
Outcomes
Collect and interpret data on the
physical and physiological changes
during menopause.
?
Collect and interpret data on
spermatogenesis and oogenesis.
A student is able to:
?
?
explain what menopause
is.
explain what
spermatogenesis is.
explain what oogenesis is.
68
Notes
The duration of a
menstrual cycle on
the average is about
28 days.
Nevertheless, the
duration could be
shorter or longer.
Vocabulary
physiological changes perubahan fisiologi.
Learning
Objectives
5.3
Analysing the
stages in foetal
development
Suggested Learning
Activities
View charts, videos or computer
simulations and discuss:
a) the process of fertilization,
b) the different stages of foetal
development.
Learning
Outcomes
A student is able to:
?
?
explain the process of
fertilisation.
describe the stages of
foetal development.
69
Notes
Vocabulary
Students should be
introduced to IVF,
test tube baby, GIFT,
ZIFT and cloning
issues .
fertilisationpersenyawaan
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
Learning
Objectives
Suggested Learning
Activities
Learning
Outcomes
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.
?
?
?
explain the functions of
amniotic fluid.
explain the functions of the
placenta.
describe the different
stages of birth.
explain the complications
during birth.
View charts or video and discuss:
a) the stages of birth
b) the possible complications
during the birth of a baby.
70
Notes
Vocabulary
amniotic fluid –
bendalir amnion
absorb shockpenyerap hentakan
facilitate movementmemudahkan
pergerakan
complication –komplikasi
birth-kelahiran
Learning
Objectives
5.4
Understanding
diseases related to
the reproductive
system and
sexually
transmitted
diseases(STD)
Suggested Learning
Activities
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 .
Learning
Outcomes
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.
Gather information and discuss the
factors which cause:
a) diseases related to the
reproductive system
b) sexually transmitted
diseases.
71
Notes
Vocabulary
sexually transmitted
diseases - penyakit
jangkitan seks
AIDS - Acquired Immune
Deficiency Syndrome.Sindrom kurang daya
tahan penyakit.
Learning
Objectives
5.5
Maintaining a
healthy family
lifestyle.
Suggested Learning
Activities
Learning
Outcomes
Prepare posters on the measures
to prevent disease related to the
reproductive system and sexually
transmitted diseases.
?
Discuss the ways to show
gratitude to our parents for
bringing us to this world.
A student is able to:
?
Discuss the need to uphold
integrity and purity among married
couples.
?
Notes
Vocabulary
explain the measures
to prevent diseases
related to the
reproductive system
and sexually
tranmitted diseases.
appreciate the birth of
individuals by the natural
process of sexual
reproduction.
preserve integrity and
purity as a means to
prevent sexually
transmitted diseases.
72
integrity – maruah
purity - kesucian
THEME
LEARNING AREA
Learning
Objectives
1.1
Understanding the
concept of
biodiversity
:
:
BALANCE AND MANAGEMENT OF THE ENVIRONMENT
1. BIODIVERSITY
Suggested Learning
Activities
Learning
Outcomes
Discuss biodiversity in terms of:
a) genetic
b) species
c) ecosystem
A student is able to:
?
state the meaning of
biodiversity.
Carry out field work to compare
biodiversity in a few habitats.
?
make inferences about
biodiversity in a habitat.
73
Notes
Vocabulary
biodiversity – biodiversiti /
biokepelbagaian
survival – kemandirian
genetics – keturunan /baka
species – spesis
ecosystem - ekosistem
Learning
Objectives
1.2
Understanding
sea, wetlands
and tropical
rainforest
ecosystems
Suggested Learning
Activities
Learning
Outcomes
Collect and interpret data on the
relationship between biodiversity
and the survival of species in
terms of:
a) food web
b) habitat
c) symbiosis
?
Collect and interpret data on the
biotic and abiotic components in
the following ecosystems:
a) marine
b) wetlands
c) tropical rainforest
A student is able to:
? identify the biotic
components in an
ecosystem.
? identify the abiotic
components in an
ecosystem.
? describe the interrelationship between the
biotic and abiotic
components in a marine
ecosystem.
? describe the interrelationship between the
biotic and abiotic
components in a wetland
ecosystem.
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.
Notes
food web - siratan makanan
symbiosis - simbiosis
relate biodiversity to the
survival of species in an
ecosystem.
74
Vocabulary
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
Learning
Objectives
Suggested Learning
Activities
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.
Learning
Outcomes
?
describe the interrelationship
between the biotic and
abiotic
components in a tropical
rainforest ecosystem.
?
?
1.3
Appreciating
biodiversity.
Debate or prepare a folio on the
effects of the decline of
biodiversity.
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.
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.
75
Notes
Vocabulary
disrupts – gangguan
agricultural park - taman
pertanian
forest park - taman
perhutanan
marine park - taman laut
biotic - benda hidup
abiotic - benda bukan hidup
appreciate – mengagumi
prevent – menghalang
decline - merosot
THEME
LEARNING AREA
Learning
Objectives
2.1
Analysing biotic
resources which
can be obtained
from the
ecosystem
:
:
BALANCE AND MANAGEMENT OF THE ENVIRONMENT
2. BIOTIC RESOURCES
Suggested Learning
Activities
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
Learning
Outcomes
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.
Carry out projects to produce
substances from natural
resources.
Generate ideas about the
optimum use of biotic resources.
Notes
?
predict the prospects of using
biotic resources.
76
Projects
involving
production of
food are not
encouraged.
(time
consuming)
Vocabulary
natural sources - sumber asli
agriculture – pertanian
medicine – perubatan
nutrition – pemakanan
construction – pembinaan
cosmetics - kosmetik / bahan
kecantikan
predict – meramal
optimum - optima / mapan
Learning
Objectives
2.2
Evaluating
tropical rainforest
as a
catchment
area
Suggested Learning
Activities
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.
Learning
Outcomes
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.
Collect and interpret data on
sources of the following
resources:
a) water
b) energy
c) food
Discuss the effects of
development on tropical
rainforest.
77
Notes
Vocabulary
encatchment - kawasan
tadahan
biotic sources - sumber
biosis
Learning
Objectives
Suggested Learning
Activities
2.3
Appreciating
biotic resources
Carry out a project on herbal
garden.
Discuss the optimum use of biotic
resources.
Learning
Outcomes
A student is able to:
?
practise the use of biotic
resources wisely.
78
Notes
Vocabulary
herbal garden – taman
herba
THEME
LEARNING AREA
Learning
Objectives
3.1
Analysing a
balanced
ecosystem
:
:
BALANCE AND MANAGEMENT OF THE ENVIRONMENT
3. BALANCE IN AN ECOSYSTEM
Suggested Learning
Activities
Discuss the meaning of a balanced
ecosystem.
Learning
Outcomes
Vocabulary
A student is able to:
?
state the meaning of a
balanced ecosystem.
?
explain the stages of
community development in
an ecosystem.
Carry out projects to investigate the ?
relationship between the stages of
community development and
biodiversity.
relate the stages of
community development in
an ecosystem to
biodiversity.
Carry out activities and study the
gradual displacement of plants in :
a) pond
b) mangrove
c) unused land
Notes
79
mangrove – paya
unused land - tanah terbiar
stages – peringkat
community – komuniti
The project is
suggested to be
carried out a month
or two earlier
before this topic is
taught.
Learning
Objectives
3.2
Evaluating the
preservation and
conservation of the
ecosystem
Suggested Learning
Activities
Learning
Outcomes
Discuss the idea of dynamic
equilibrium in an ecosystem by
giving examples.
?
Discuss the meanings of
preservation and conservation of
the ecosystem.
A student is able to:
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.
explain using examples the
meaning of dynamic
equilibrium in an
ecosystem.
?
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.
?
80
Notes
Do computer
simulations and
study the
equilibrium of an
ecosystem as a
dynamic process.
Vocabulary
dynamic equilibrium –
keseimbangan dinamik.
preservation –memelihara
conservation –memulihara
Learning
Objectives
3.3
Realising the
importance of
preservation
and conservation
of the ecosystem
Suggested Learning
Activities
Learning
Outcomes
Discuss the effects of extinction of
an organism on an ecosystem.
?
Discuss the importance of
preservation and conservation of
ecosystem.
?
Draw posters for a campaign to
preserve and conserve the balance
of an ecosystem.
A student is able to:
.
?
explain the effects of
extinction of an organism
on an ecosystem.
justify the importance of
preservation and
conservation of ecosystem.
participate in activities to
preserve and conserve an
ecosystem.
81
Notes
Vocabulary
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
Participate in
activities related to
the preservation
and conservation of
ecosystems.
predict - meramal
Learning
Objectives
Suggested Learning
Activities
Generate ideas to predict the
conditions on earth if measures to
preserve and conserve the
ecosystem are not taken.
Learning
Outcomes
?
predict the conditions on
earth if steps are not taken
to preserve and conserve
the ecosystem.
Hold discussion on the extinction of
the flora and fauna of the country.
82
Notes
Vocabulary
flora – tumbuhan
fauna - haiwan
ACKNOWLEDGEMENTS
Advisors
Editorial
Advisors
Editor
Mahzan Bakar SMP, AMP
Director
Curriculum Development Centre
Zulkifli Mohd. Wazir
Deputy Director
Curriculum Development Centre
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)
Zulkifli bin Baharudin
Assistant Director
Curriculum Development Centre
83
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
SMK Syed Alwi, Perlis
Zulkefli Zamrood (Ph.D)
Zainon Jusoh
SMK Seri Berang, Terengganu.
Pusat Pengajian Biosains &
Bioteknologi, Universiti Kebangsaan
Malaysia
Rosli Chik
SMK Panji Alam, Terengganu
Kalairajan a/l Palanisamy
SMK Seri Ampang, Kuala Lumpur.
84
Curriculum Development Centre
Ministry of Education
2003