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MINISTRY OF EDUCATION MALAYSIA
Integrated Curriculum for Secondary Schools
Curriculum Specifications
SCIENCE
Form 2
Curriculum Development Centre
Ministry of Education Malaysia
2002
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Copyright © 2002 Curriculum Development CentreMinistry of Education Malaysia
Pesiaran Duta Off Jalan Duta50604 Kuala Lumpur
First published 2002
Copyright reserved. Except for use in a review, the reproduction or utilization of this work in any form or byany electronic, mechanical, or other means, now known or hereafter invented, including photocopying, andrecording is forbidden without the prior written permission from the Director of the Curriculum DevelopmentCentre, Ministry of Education Malaysia.
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TABLE OF CONTENTS
Page
The National Philosophy vNational Philosophy of Education viiNational Science Education Philosophy ix
Preface xi
Introduction 1 Aims and Objectives 2Scientific Skills 3Thinking Skills 4Scientific Attitudes and Noble Values 10
Teaching and Learning Strategies 11Content Organisation 14Themes
Management and Continuity of Life 16Man and the Variety of Living Things 26Matter in Nature 33Force and Motion 45
Technological and Industrial Development in Society 50 Acknowledgements 54Panel of Writers 55
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v
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
UPHOLDING THE CONSTITUTION
RULE OF LAW
GOOD BEHAVIOUR AND MORALITY
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NATIONAL PHILOSOPHY OF EDUCATION
Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic
and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and
physically balanced and harmonious based on a firm belief in and devotion to God. Such an effort is
designed to produce Malaysian citizens who are knowledgeable and competent, who possess high
moral standards and who are responsible and capable of achieving a high level of personal well being
as well as being able to contribute to the harmony and betterment of the family, society and the nation
at large.
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NATIONAL SCIENCE EDUCATION PHILOSOPHY
In consonance with the National Education Philosophy,science education in Malaysia nurtures
a Science and Technology Culture by focusingon the development of individuals who are competitive,
dynamic, robust and resilient and ableto master scientific knowledge and technological competency.
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AIMS
The aims of the science curriculum for secondary school are toprovide students with the knowledge and skills in science andtechnology and enable them to solve problems and makedecisions in everyday life based on scientific attitudes and noblevalues.
Students who have followed the secondary science curriculum willhave 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 andprogressive society with a science and technology culture thatvalues nature and works towards the preservation andconservation of the environment.
OBJECTIVES
The science curriculum for secondary school enables students to:
1. Acquire knowledge in science and technology in thecontext of natural phenomena and everyday lifeexperiences.
2. Understand developments in the field of science andtechnology.
3. Acquire scientific and thinking skills.
4. Apply knowledge and skills in a creative and criticalmanner for problem solving and decision-making.
5. Face challenges in the scientific and technological worldand be willing to contribute towards the development ofscience and technology.
6. Evaluate science- and technology-related informationwisely and effectively.
7. Practise and internalise scientific attitudes and good moralvalues.
8. Realise the importance of inter-dependence among livingthings and the management of nature for survival ofmankind.
9. Appreciate the contributions of science and technologytowards national development and the well-being of
mankind.
10. Realise that scientific discoveries are the result of humanendeavour to the best of his or her intellectual and mentalcapabilities to understand natural phenomena for thebetterment of mankind.
11. Create awareness on the need to love and care for theenvironment and play an active role in its preservation and
conservation.
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SCIENTIFIC SKILLS
Science emphasises inquiry and problem solving. In inquiry andproblem solving processes, scientific and thinking skills areutilised. Scientific skills are important in any scientific investigationsuch as conducting experiments and carrying out projects.
Scientific skills encompass science process skills andmanipulative skills.
Science Process Skills
Science process skills enable students to formulate theirquestions 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 collectinformation about an object or aphenomenon.
Classifying Using observations to groupobjects or events according tosimilarities or differences.
Measuring and Making quantitative observations
Using
Numbers
using numbers and tools with
standardised units. Measuringmakes observation more accurate.
Inferring Using past experiences orpreviously collected data to drawconclusions and make
explanations of events.
Predicting Stating the outcome of a futureevent based on prior knowledgegained through experiences orcollected data.
Communicating Using words or graphic symbolssuch as tables, graphs, figuresor models to describe an action,object or event.
Using Space-TimeRelationship
Describing changes inparameter with time. Examplesof parameters are location,
direction, shape, size, volume,weight and mass.
Interpreting Data Giving rational explanationsabout an object, event or patternderived from collected data.
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DefiningOperationally
Defining concepts by describingwhat must be done and whatshould be observed.
ControllingVariables Identifying the fixed variable,manipulated variable, andresponding variable in aninvestigation. The manipulatedvariable is changed to observeits relationship with theresponding variable. At thesame time, the fixed variable iskept constant.
Hypothesising Making a general statementabout the relationship between amanipulated variable and aresponding variable in order toexplain an event or observation.This statement can be tested todetermine its validity.
Experimenting Planning and conductingactivities to test a certainhypothesis. These activitiesinclude collecting, analysingand interpreting data and
Manipulative Skills
Manipulative skills in scientific investigation are psychomotor skillsthat enable students to:
Use and handle science apparatus and laboratory substances
correctly. Handle specimens correctly and carefully.
Draw specimens, apparatus and laboratory substancesaccurately.
Clean science apparatus correctly, and
Store science apparatus and laboratory substances correctlyand safely.
THINKING SKILLS
Thinking is a mental process that requires an individual tointegrate knowledge, skills and attitude in an effort to understandthe environment.
One of the objectives of the national education system is to
enhance the thinking ability of students. This objective can beachieved through a curriculum that emphasises thoughtfullearning. Teaching and learning that emphasises thinking skills isa foundation for thoughtful learning.
Thoughtful learning is achieved if students are actively involved inthe teaching and learning process. Activities should be organised
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to provide opportunities for students to apply thinking skills in
conceptualisation, problem solving and decision-making.
Thinking skills can be categorised into critical thinking skills andcreative thinking skills. A person who thinks critically alwaysevaluates an idea in a systematic manner before accepting it. Aperson who thinks creatively has a high level of imagination, isable to generate original and innovative ideas, and modify ideasand products.
Thinking strategies are higher order thinking processes thatinvolve various steps. Each step involves various critical andcreative thinking skills. The ability to formulate thinking strategiesis the ultimate aim of introducing thinking activities in the teachingand learning process.
Critical Thinking Skills
A brief description of each critical thinking skill is as follows:
Attributing Identifying criteria such ascharacteristics, features,qualities and elements of aconcept or an object.
Comparing andContrasting
Finding similarities anddifferences based on criteriasuch as characteristics,features, qualities andelements of a concept orevent.
Grouping andClassifying
Separating and groupingobjects or phenomena intocategories based on certain
criteria such as common
characteristics or features.
Sequencing Arranging objects andinformation in order based onthe quality or quantity ofcommon characteristics orfeatures such as size, time,shape or number.
Prioritising Arranging objects andinformation in order based ontheir importance or priority.
Analysing Examining information in detailby breaking it down intosmaller parts to find implicit
meaning and relationships.
Detecting Bias Identifying views or opinionsthat have the tendency tosupport or oppose somethingin an unfair or misleading way.
Evaluating Making judgements on thequality or value of somethingbased on valid reasons orevidence.
MakingConclusions
Making a statement about theoutcome of an investigation
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that is based on a hypothesis.
Creative Thinking Skills
A brief description of each creative thinking skill is as follows:
Generating Ideas Producing or giving ideas in adiscussion.
Relating Making connections in acertain situation to determine astructure or pattern ofrelationship.
MakingInferences
Using past experiences orpreviously collected data todraw conclusions and makeexplanations of events.
Predicting Stating the outcome of a futureevent based on priorknowledge gained throughexperiences or collected data.
MakingGeneralisations
Making a general conclusionabout a group based onobservations made on, or
some information from,samples of the group.
Visualising Recalling or forming mentalimages about a particular idea,concept, situation or vision.
Synthesising Combining separate elementsor parts to form a generalpicture in various forms suchas writing, drawing or artefact.
MakingHypotheses
Making a general statementon the relationship betweenmanipulated variables andresponding variables in orderto explain a certain thing orhappening. This statement isthought to be true and can be
tested to determine its validity.
Making Analogies Understanding a certainabstract or complex conceptby relating it to a simpler orconcrete concept with similarcharacteristics.
Inventing Producing something new oradapting something already inexistence to overcomeproblems in a systematicmanner.
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Thinking Strategy
Description of each thinking strategy is as follows:
Conceptualising Making generalisations basedon inter-related and commoncharacteristics in order toconstruct meaning, concept ormodel.
Making Decisions Selecting the best solution from
various alternatives based onspecific criteria to achieve aspecific aim.
Problem Solving Finding solutions to challengingor unfamiliar situations orunanticipated difficulties in asystematic manner.
Besides the above thinking skills and thinking strategies,another skill emphasised is reasoning. Reasoning is a skillused in making logical, just and rational judgements.Mastering of critical and creative thinking skills and thinkingstrategies 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 developedthrough the following phases:
1. Introducing TSTS.2. Practising TSTS with teacher’s guidance.3. Practising TSTS without teacher’s guidance.4. Applying TSTS in new situations with teacher’s guidance.5. Applying TSTS together with other skills to accomplish
thinking tasks.
Further information about phases of implementing TSTS can befound in the guidebook “Buku Panduan Penerapan KemahiranBerfikir dan Strategi Berfikir dalam Pengajaran dan PembelajaranSains” (Curriculum Development Centre, 1999).
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Figure 1 : TSTS Model in Science
Relationship between Thinking Skills andScience Process Skills
Science process skills are skills that are required in the process offinding 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 processskills and the possession of suitable attitudes and knowledgeenable students to think effectively.
The mastering of science process skills involves themastering of the relevant thinking skills. The thinking skills that arerelated to a particular science process skill are as follows:
Science Process Skills Thinking Skills
Observing AttributingComparing and contrastingRelating
Classifying AttributingComparing and contrastingGrouping and classifying
Measuring and UsingNumbers
RelatingComparing and contrasting
Making Inferences RelatingComparing and contrasting AnalysingMaking inferences
Thinking Skills
Critical
Attributing
Comparing andcontrasting
Grouping andclassifying
Sequencing
Prioritising
AnalysingDetecting bias
Evaluating
Makingconclusions
Creative
Generating ideas
Relating
Making inferences
Predicting
Makinghypotheses
Synthesising
Makinggeneralisations
Visualising
Making analogies
Inventing
Thinking Strategies
Conceptualising
Making decisions
Problem solving
Reasoning
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Science Process Skills Thinking Skills
Predicting RelatingVisualising
Using Space-TimeRelationship
SequencingPrioritising
Interpreting data Comparing and contrasting AnalysingDetecting biasMaking conclusionsGeneralisingEvaluating
Defining operationally RelatingMaking analogy
Visualising Analysing
Controlling variables AttributingComparing and contrastingRelating Analysing
Making hypothesis Attributing
RelatingComparing and contrastingGenerating ideasMaking hypothesisPredictingSynthesising
Science Process Skills Thinking Skills
Predicting RelatingVisualising
Using Space-TimeRelationship
SequencingPrioritising
Interpreting data Comparing and contrasting AnalysingDetecting biasMaking conclusionsGeneralisingEvaluating
Defining operationally RelatingMaking analogy
Visualising Analysing
Controlling variables AttributingComparing and contrastingRelating Analysing
Making hypothesis Attributing
RelatingComparing and contrastingGenerating ideasMaking hypothesisPredictingSynthesising
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Science Process Skills Thinking Skills
Experimenting All thinking skills
Communicating All thinking skills
Teaching and Learning based on Thinking Skillsand Scientific Skills
This science curriculum emphasises thoughtful learning based onthinking skills and scientific skills. Mastery of thinking skills andscientific skills are integrated with the acquisition of knowledge inthe intended learning outcomes. Thus, in teaching and learning,teachers need to emphasise the mastery of skills together with theacquisition of knowledge and the inculcation of noble values andscientific attitudes.
The following is an example and explanation of a learningoutcome based on thinking skills and scientific skills.
Example:
Learning Outcome:
Thinking Skills:
Compare and contrast metallicelements and non-metallic elements.
Comparing and contrasting
Explanation:
To achieve the above learning outcome, knowledge of thecharacteristics and uses of metals and non-metals in everydaylife are learned through comparing and contrasting. The masteryof the skill of comparing and contrasting is as important as theknowledge about the elements of metal and the elements ofnon-metal.
SCIENTIFIC ATTITUDES AND NOBLE VALUES
Science learning experiences can be used as a means toinculcate scientific attitudes and noble values in students. Theseattitudes and values encompass the following:
Having an interest and curiosity towards the environment.
Being honest and accurate in recording and validating data.
Being diligent and persevering.
Being responsible about the safety of oneself, others, and theenvironment.
Realising that science is a means to understand nature.
Appreciating and practising clean and healthy living.
Appreciating the balance of nature.
Being respectful and well-mannered.
Appreciating the contribution of science and technology.
Being thankful to God. Having critical and analytical thinking.
Being flexible and open-minded.
Being kind-hearted and caring.
Being objective.
Being systematic.
Being cooperative.
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Being fair and just.
Daring to try. Thinking rationally.
Being confident and independent.
The inculcation of scientific attitudes and noble values generallyoccurs through the following stages:
Being aware of the importance and the need for scientificattitudes and noble values.
Giving emphasis to these attitudes and values.
Practising and internalising these scientific attitudes and noblevalues.
When planning teaching and learning activities, teachers
need to give due consideration to the above stages to ensure thecontinuous and effective inculcation of scientific attitudes andvalues. For example, during science practical work, the teachershould remind pupils and ensure that they carry out experimentsin a careful, cooperative and honest manner.
Proper planning is required for effective inculcation ofscientific attitudes and noble values during science lessons.Before the first lesson related to a learning objective, teachersshould examine all related learning outcomes and suggestedteaching-learning activities that provide opportunities for theinculcation of scientific attitudes and noble values.
The following is an example of a learning outcomepertaining to the inculcation of scientific attitudes and values.
Example:
Year:
Learning Area:
Learning Objective:
Learning Outcome:
Suggested Learning Activities
Scientific attitudes andnoble values
Form One
1. Matter
2.3 Appreciating the importance ofthe variety of earth’s resources toman.
Practise reducing the use, reusingand recycling of materials, e.g.using old unfinished exercise booksas notebooks and collecting oldnewspaper for recycling.
Carry out projects, campaigns, orcompetitions on reducing the use,reusing and recycling of materials.
Love and respect for theenvironment.
Being responsible for the safety ofoneself, others and theenvironment.
Appreciating the balance of nature.
Being systematic.
Being cooperative.
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THEME: MANAGEMENT AND CONTINUITY OF LIFE
LEARNING AREA: 1. THE WORLD THROUGH OUR SENSES
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.1Understanding
the sensoryorgans andtheir functions.
Carry out activities to makeconnection between the five
senses, the sensory organs andthe stimuli.
Discuss what happens in our bodyafter a stimulus is detected.
A student is able to:
identify and relate a sensoryorgan to its stimulus,
state the pathway from stimulusto response:Stimulus Sensory organsNerves Brain NervesResponse
The five sensoryorgans have been
introduced inPrimary Science.
brain – otak nerve – saraf
response – gerakbalasstimuli – rangsangansensory organ – organderia
1.2Understandingthe sense oftouch.
Carry out activities to study thefollowing:a) structure of the human skin
involved in stimuli detection,b) sensitivity of the skin at
different parts of the bodytowards stimuli.
Discuss the sensitivity of the skin
in connection to the followingsituations:a) receiving an injection,b) using Braille.
A student is able to:
identify the structure of thehuman skin involved in stimulidetection,
state the function of differentreceptors – pressure, heat, pain,
draw conclusion on thesensitivity of the skin at differentparts of the body towards stimuli.
The structures of thereceptors are notrequired.
cold – kesejukanheat – kepanasanpain – kesakitanpressure – tekananreceptor – hujung saraf sensitivity – kepekaanskin – kulittouch – sentuhan
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Learning
ObjectivesSuggested Learning Activities Learning Outcomes Notes Vocabulary
1.3Understandingthe sense ofsmell.
Discuss the structure of the noseand the position of the sensorycells using models, charts,computer software and otherteaching aids.
A student is able to:
identify the structure of the nose,
identify the position of thesensory cells in the detection ofsmell.
nose – hidung sensory cells – sel deria
1.4Understandingthe sense oftaste.
Carry out activities to detect thedifferent areas of the tongue thatrespond to different tastes.
Carry out activities to find howtaste is related to smell.
A student is able to:
identify the different areas of thetongue that respond to differenttaste,
relate the sense of taste with thesense of smell.
bitter – pahit salty – masinsour – masamsweet – manistaste – rasatongue – lidah
1.5Understandingthe sense ofhearing.
Observe and identify the structureof the human ear.
Discuss the function of each partof the ear.
Discuss the hearing mechanism.
A student is able to:
identify the structure of thehuman ear,
explain the function of thedifferent parts of the ear,
describe how we hear.
Teacher isencouraged to usecomputer simulationto illustrate thehearing mechanism.
cochlea – kokleaear – telingaear drum – gegendang telinga
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Learning
ObjectivesSuggested Learning Activities Learning Outcomes Notes Vocabulary
1.6Understandingthe sense ofsight.
Examine the cow’s eye or modelof a human eye.
Collect information on structureand function of each part of theeye.
Discuss how we see.
A student is able to:
identify the structure of thehuman eye,
explain the functions of differentparts of the eye,
describe how we see.
1.7Understandinglight and sight.
Carry out activities to study:
a) reflection of light,b) refraction of light between two
mediums of different density.
Collect information about the typesof defects of vision and thecontribution/use of technology torectify them.
A student is able to:
describe the properties of lighti.e. reflection and refraction,
state the various defects ofvision,
explain ways to correct visiondefects,
state and give examples of thelimitations of sight,
connect stereoscopic andmonocular visions with thesurvival of animals,
identify the appropriate device toovercome the limitations of sight.
Relate theproperties of light tonatural phenomenaand daily usage. Angles of incidence,reflection, refraction
and normal are notrequired.
Astigmatism,optical illusions,blind-spot,monocular andstereoscopic visionsshould be
introduced.
density – ketumpatanmedium –bahantara/mediumreflection – pantulanrefraction – pembiasan
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Carry out activities to show whatshort sightedness and longsightedness are and how tocorrect them.
Discuss what astigmatism is and
the way to correct it.
Carry out activities to investigatethe following:
a) optical illusion,b) blind-spot.
Discuss the connection betweenstereoscopic vision and monocular
vision with the survival of animals.
Gather information about thedevice to overcome the limitationof sight.
Microscope,magnifying glass,telescope,binoculars,ultrasound scanningdevice, X-ray,periscope should be
included.
astigmatism –astigmatismeblind spot – bintik (or titik)butalong sightedness – rabundekat
monocular vision – penglihatan monokular optical illusion – ilusi optikperiscope – periskopshort sightedness – rabun jauhstereoscopic vision – penglihatan stereoskopik
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.8Understandingsound andhearing.
Carry out activities to investigate:a) the production of sound,b) the need of medium for sound
to travel,c) the reflection and absorption of
sound.
Collect information abouta) the defects of hearing,b) ways to rectify the defects of
hearing.
Discuss the limitations of hearingand ways of improving it.
Carry out activities to investigatethe need for stereophonic hearingin determining the direction ofsound.
A student is able to:
describe the properties of sound,
explain the reflection andabsorption of sound,
explain the defects of hearing,
explain ways of rectifying thedefects in hearing,
state the limitations of hearing,
state the device used toovercome the limitations ofhearing,
explain stereophonic hearing.
Include devicessuch as hearing aidsand stethoscope.
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.9Understandingthe stimuli andresponses inplants.
Carry out experiments toinvestigate and identify:a) stimuli detected by plants,b) the parts of the plants sensitive
to specific stimulus.
Discuss in what ways theresponse of plants towards stimuliare important for their survival.
A student is able to:
state the stimuli that causeresponse in plants,
identify the parts of plantssensitive to specific stimulus,
relate the response in plants totheir survival.
Responses inplants shouldincludephototropism,geotropism,hydrotropism,
nastic movement,tigmotropism.
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LEARNING AREA: 2. NUTRITION
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.1 Analysing theclasses of food.
Discuss the classes of food i.e.carbohydrate, protein, fats,vitamins, minerals, fibre andwater and state their functions.
Carry out activities to test forstarch (iodine solution), glucose(Benedict solution), protein(Millon’s reagent) and fats(alcohol-emulsion test).
A student is able to:
explain through examples theclasses of food,
state the function of each classof food,
test for starch, glucose, proteinand fats.
Only the majorvitamins (A, B, C,D, E and K) andminerals (calcium,
sodium, iron,iodine, phosphorusand potassium) arerequired.Vitamin B need notbe classified intoB1, B2 and so on.
Introduce alcohol-
emulsion test forfat.
fats – lemak fibre – pelawaspotassium – kaliumstarch – kanji
sodium – natrium
2.2Evaluating theimportance of abalanced diet.
Discuss:a) what a balanced diet is,b) the factors that determine a
person’s balanced diet: age,size, sex, job, climate, stateof health.
Collect food wrappers that showcalorific value of food and make alist to show the calorific value foreach type of food.
A student is able to:
state what a balanced diet is,
state the factors that must beconsidered when planning abalanced diet,
explain how the factors affect abalanced diet,
state the quantity of energy ineach gram of carbohydrate,protein and fats,
The unit of energyin food can bemeasured either in joules or calories.
balanced diet – giziseimbangcalorific value – nilai kalori climate – cuacafood wrapper – bungkusanmakanan
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Discuss to estimate the caloriesof food taken in a meal.
Plan a balanced diet for a day.(breakfast, lunch and dinner)
estimate the calories of foodtaken in a meal,
plan a balanced diet.
2.3Understandingthe digestivesystem in man.
Discuss that digestion is thebreakdown of large foodmolecules into smaller solublemolecules that can be readilyabsorbed by the body.
Identify parts of the digestivesystem and the flow of food
particles in the alimentary canalusing model/chart/CD ROM.
Discuss the functions of thevarious organs in the digestivesystem and the enzymes found.
Carry out activities to show theaction of the enzyme in the saliva
on starch.
A student is able to:
explain what digestion is,
identify the parts of the digestivesystem,
describe the flow of foodparticles in the alimentary canal,
state the functions of the organsin the digestive system,
describe the process of digestionin the alimentary canal,
list the end products of digestionof carbohydrate, protein andfats.
Enzymes shouldonly includeamylase, proteaseand lipase.
alimentary canal – salur penghadamananus – dubur appendix – umbai ususbile – jus hempedudigestion – penghadamanenzyme – enzimgall bladder – pundi
hempedugut – salur penghadamaninsoluble – tidak larutlarge intestine – ususbesar liver – hati saliva – air liur small intestine – usus kecil stomach – perut
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.4Understandingthe process ofabsorption ofdigested food.
Discuss the process ofabsorption of the products ofdigestion in the small intestine.
Carry out an experiment to showthe absorption of glucose through
a Visking tube.
A student is able to:
explain the process ofabsorption of the products ofdigestion,
make inference about theabsorption of glucose through aVisking tube.
The structure ofvilus is notrequired. Need onlymention vilusincreases thesurface area for
absorption.
absorption – penyerapananalogise – membuat analogi blood stream – alirandarahdiffusion – resapan
2.5Understandingthe reabsorptionof water anddefecation.
Discuss the reabsorption of waterby the large intestine and theprocess of defecation.
Discuss the importance of goodeating habits to avoidconstipation.
A student is able to:
state how water is reabsorbedin the large intestine,
explain defecation,
relate the problem of defecationwith eating habits.
constipation – sembelitdefecation – penyahtinjaanlarge intestine – ususbesar reabsoption – penyerapansemula
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.6Put into practicethe habits ofhealthy eating.
Plan and carry out a healthyeating habit.
Discuss the following topics :a) practicing good eating
habits i.e. eating nutritiousfood and eating inmoderation,
b) the generous distributionof food to theunderprivileged / needy,
c) cultural practices in diningconforming to sensitivitiesand religious beliefs.
A student is able to:
justify the importance of eatingnutritious food,
put in practice good eating
habits, justify the generous distribution
of food to the underprivileged /needy,
relate the dining culture ofdifferent people conforming tosensitivities and religiousbeliefs.
habits – amalanneedy – sangat miskinnutritious food – makananberkhasiatunderprivileged – kurang
bernasib baik religious beliefs –kepercayaan agama
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THEME: MAN AND THE VARIETY OF LIVING THINGS
LEARNING AREA: 1. BIODIVERSITY
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.1
Understandingvariety of livingorganisms andtheir classification.
Discuss the diversity in the general
characteristics of living organisms.
Collect and classify various plantsand animals into a system basedon common characteristics.- Animal: Invertebrate,
vertebrate, mammal, fish, bird,amphibian, reptile.
- Plant : Flowering plant, non-
flowering plant, monocotyledon,dicotyledon.
- Build a concept map on livingorganisms based on the
classification above.
Discuss the importance ofmaintaining the biological diversityas one of the country’s natural
heritage.
A student is able to:
explain the diversity of livingorganisms in a habitat,
classify various animals basedon common characteristics,
classify various plants basedon common characteristics,
explain the importance ofbiodiversity to the environment.
Basic concept on
variety of livingorganisms hasbeen introduced inprimary science.
Emphasize only onthe classification inthe suggested
learning activities.
Malaysia is one ofthe twelve mega-biodiversitycountries in the
world should behighlighted.
amphibian – amfibia
bird – burung dicotyledon – dikotiledondiversity – kepelbagaianfish – ikanflowering plant – tumbuhanberbungainvertebrate –invertebrataliving organism –
organisma hidupmammal – mamaliamonocotyledon –monokotiledonnon-flowering plant –tumbuhan tidak berbungareptile – reptiliavertebrates – vertebrata
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LEARNING AREA: 2. INTERDEPENDENCE AMONG LIVING ORGANISMS AND THE ENVIRONMENT
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.1 Analysing theinterdependenceamong livingorganisms.
Carry out a field work to studyspecies, habitat, population,community in an ecosystem.
Carry out a discussion oninterdependence among livingorganisms and the environmentto create a balanced ecosystem.
A student is able to:
state what species, populationand community are,
state what habitat andecosystem are,
identify various habitats in oneecosystem,
explain through examples theinterdependence among livingorganisms and the environment
to create a balanced ecosystem.
Basic concept ofhabitat has beenintroduced inprimary school.
During the fieldwork the concept ofecology will beconstructedthrough contextuallearning.
community – komunitiecosystem – ekosistemenvironment – persekitaranhabitat – habitat interdependence – salingbersandaranpredict – meramal population – populasispecies – spesis
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.2Evaluating theinteractionbetween living
organisms.
Collect and interpret data on thetypes of interactions betweenliving organisms as follows:
a) prey-predator,
b) symbiosis: commensalism,mutualism and parasitisme.g. remora and shark,algae and fungi, tape wormand man,
c) competition.
Conduct an activity to show theimportance of the interaction
between organisms and theenvironment.
Discuss the advantages ofbiological control in regulating thenumbers of pests in certain areas.
A student is able to:
list the types of interactionsbetween living organisms,
explain with examples theinteractions between livingorganisms,
justify the importance ofinteraction between livingorganisms and the environment,
explain through examples theadvantages and disadvantagesof biological control in regulating
the number of pest in certainareas.
Basic concept ofprey predator andcompetition hasbeen taught in
primary school.
Refer to localissues like the crowproblem in Kelang.
advantage – kebaikanbiological control –kawalan biologicompetition – persaingan
disadvantage – keburukaninteraction – interaksi parasitism – parasitismepest – perosak prey predator –mangsa pemangsaregulate – mengawal symbiosis – simbiosis
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.3Synthesizingfood web.
Collect and interpret data on theproducer, consumer, decomposerand pyramid number.
Construct a food web from a fewfood chains and identify theproducer, consumer anddecomposer.
Discuss the energy flow in thefood web constructed.
Conduct a game to show the
effects of an increase or decreasein the number of organisms in apyramid number. Discuss theconsequences if a component ofliving organisms in an ecosystemis missing.
A student is able to:
explain what producers,consumers and decomposers
are, combine a few food chains to
construct a food web,
identify the producer, consumerand decomposer in a food web,
construct a pyramid numberfrom a food chain,
relate the food web and thepyramid number to energy flow,
predict the consequences if acertain component of livingorganisms in the ecosystem ismissing.
Food chain hasbeen taught inprimary science.
Refer to the crownof thorn problem inthe coral reef in themarine parks.
balance in nature-keseimbangan alamconsumer- penggunadecomposer- pengurai
food web-siratan makananprimary consumer – pengguna primerproducer- pengeluarpyramid number- piramid nombor secondary consumer – pengguna sekunder tertiary consumer –
pengguna tertier
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.4 Analysingphotosynthesis.
Carry out discussion on whatphotosynthesis is.
Carry out experiments to
determine the factors needed forphotosynthesis i.e. carbondioxide, water, light andchlorophyll.
Discuss the importance ofphotosynthesis in maintaining abalanced ecosystem.
Discuss the carbon and oxygencycles.
A student is able to:
state what photosynthesis is,
state the factors required for
photosynthesis, state the products of
photosynthesis,
control the variables that arerequired for photosynthesis,
explain the role ofphotosynthesis in maintaining abalanced ecosystem.
The carbon and
oxygen cyclesshould be included.
balanced ecosystem –ekosistem yang seimbang oxygen cycle - kitaroksigen
carbon cycle – kitar karbonphotosynthesis-fotosintesis
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.5Evaluating theimportance ofconservationand
preservation oflivingorganisms.
Collect and interpret data on theconservation and preservation ofliving organisms.
Carry out a field work in a natural
forest reserve (wetlands, highlandforest or tropical rain forest) or ananimal sanctuary to study theconservation and preservation ofliving organisms.
Carry out a discussion on how theimprovement in science andtechnology helps in theconservation and preservation ofliving organisms.
Run a campaign to stress on theimportance of conservation andpreservation / Carry out a role playinvolving the parties concerned insolving problems related to theconservation and preservation ofliving organisms.
A student is able to:
explain what conservation andpreservation are,
explain the steps taken to
preserve and conserve livingorganisms,
justify the importance ofconservation and preservation ofliving organisms,
support activities organised byvarious parties to preserve andconserve the living organisms.
The role of man inconservation andpreservation hasbeen highlightedin primary school.
Forest is also hometo some indigenouspeople should beincluded.
conservation- pemuliharaanreserve forest – hutansimpanhighland forest – hutantanah tinggi
indigenous people –orang
aslipreservation- pemeliharaansanctuary-santuaritropical rainforest – hutanhujan tropikawetlands – tanah bencah /lembap
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.6Evaluating therole of man inmaintaining the
balance innature.
Carry out a brainstorming sessionto discuss the environmentalissues affecting the balance innature and how to solve it.
Carry out a discussion to justifythat man needs stable andproductive ecosystem to ascertaina harmonious life.
A student is able to:
explain the effects of humanactivities on the balance in
nature, describe how man solves
problems related to environment,
justify that human need a stable,productive and balancedecosystem.
Examples ofenvironmentalissues:Global climate
change,habitat destruction,species extinction,air, soil and waterpollution, loss ofwetlands,solid wastemanagement,deforestation, land
overuse, overfishing, toxin in theenvironment,(release ofexcessivechemicals into ourenvironment –includes pesticides,fertilizers and
pollutants).
acid rain – hujan asid brainstorming –sumbangsaranclimate change –
perubahan iklimdeforestation – penebangan hutanexcessive – berlebihanland overuse – penggunaan tanah yangtidak terkawalgreen house effect – kesanrumah hijau
over fishing – penangkapan ikan tidakterkawal pollution – pencemaransolid waste management – pengurusan sisa pepejalpesticides – pestisid species extinction –kepupusan spesis
toxin– toksin
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THEME: MATTER IN NATURE
LEARNING AREA: 1.0 WATER AND SOLUTION
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.1 Analysing the
physicalcharacteristicsof water.
Carry out activities to determinethe following:
the freezing point of water, the boiling point of water.
Carry out an activity to observe theeffects of impurities on thephysical characteristics of water.
A student is able to:
state the meaning of thefreezing point of water,
state the meaning of the boilingpoint of water,
describe the physicalcharacteristics of water,
explain through examples theeffects of impurities on thephysical characteristics of
water.
The Kinetic Theoryshould be
introduced.
Relate the freezingand boiling point ofwater to the KineticTheory.
boiling point – takat didihfreezing point – takat beku
impurities – bendasing inference – inferensphysical characteristics –ciri-ciri fizikal
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.2 Analysing thecomposition ofwater.
Carry out an electrolysis todetermine the ratio of hydrogen tooxygen in a molecule of water.
A student is able to:
determine the composition ofwater,
test the presence of hydrogen
and oxygen.
The ionic theoryon electrolysis isnot needed.Understanding thathydrogen is
discharged at thecathode andoxygen at theanode is adequate.The ratio of gasesis required.
anode – anod cathode – katod composition – komposisi ionic theory – teori ionik electrolysis – elektrolisis
discharge – terhasil
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.3 Analysing theprocess ofevaporation of
water.
Carry out experiments to study thefactors affecting the rate ofevaporation of water i.e. humidity,the temperature of the
surrounding, surface area and themovement of air.
Discuss the factors affecting therate of evaporation in relation tothe Kinetic Theory.
Discuss the similarities anddifferences between evaporation
and boiling.
Gather information on evaporationprocess and its application in dailylife.i.e. drying of clothes,preservation of agriculturalproducts and processing of food.
A student is able to:
explain what evaporation is,
explain through examples the
factors that affect the rate ofevaporation of water withreference to the Kinetic Theory,
compare and contrast betweenevaporation and boiling,
describe the application of theevaporation of water in dailylife.
agricultural product – hasil pertanianevaporation – penyejatanevaporation of water –
penyejatan air humidity – kelembapanmovement of air – pergerakan udarapreservation – pengawetanprocessing of food – pemprosesan makananrate of evaporation – kadar penyejatan
surface area – luas permukaantemperature of thesurrounding – suhusekeliling
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.4 Analysingsolution andsolubility.
Discuss the differences betweensolute, solvent and solution.Carry out activities to prepare adilute solution, a concentratedsolution and a saturated solution.
Discuss the similarities anddifferences between dilutesolution, concentrated solutionand saturated solution.
Carry out activities to illustrate thedifferences between a solutionand a suspension.
Carry out experiments todetermine the factors affecting thesolubility of a solute.
Nature of solvent,
Nature of solute,
Temperature.
A student is able to:
explain what solute, solventand solution are,
contrast and compare
between dilute solution,concentrated and saturatedsolution,
explain what suspension is,
explain what solubility is,
explain the factors affectingthe solubility of solutes inwater,
explain the importance of
water as a universal solvent inlife,
give examples on the uses oforganic solvents in our everyday life.
Introduce insolublesediments areknown as residue.
concentrated solution –larutan pekatdilute solution – larutancairnature of solute – jenis zat
pelarut nature of solvent – jenis pelarut organic solvent – pelarut organikresidue – baki/sisasuspension – bahanterampai saturated solution – larutan
tepusediment – bahanmendapansolubility – kelarutansolute – zat pelarut solution – larutansolvent – pelarut universal solvent – pelarut universal
volume of solvent – isipadu pelarut
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Carry out experiments todetermine the factors affecting therate of dissolving:
temperature,
rate of stirring,
size of solute particle.
Discuss the importance of wateras a universal solvent in life.
Gather information on theapplication of organic solvents indaily life.
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.5 Analysing acidand alkali.
Carry out activities to study:
the properties of acid interms of pH value, taste,corrosive nature, effect onlitmus paper, reaction with
metals such as magnesiumand zinc,
the characteristics of alkali interms of pH value, taste,corrosive nature, effect onlitmus paper,
carry out a discussion to
define acid and alkalioperationally.
Carry out activities to determinethe acidic and alkaline substancesin daily life.
A student is able to:
identify the properties of acid,identify the properties of alkali,
state that acid and alkali onlyshow their properties in the
presence of water, explain through examples the
definition of acid and alkali,
identify the substances whichare acidic or alkaline ineveryday life,
state the uses of acid andalkali in daily life,
explain the meaning of
neutralisation, write an equation in words to
describe the neutralisationprocess,
explain through examples theuses of neutralisation in dailylife.
Caution:
Chemicals in thelaboratory shouldnot be tasted.
Use only dilute acidand dilute alkali.
Do not use activemetals such asPotassium andSodium in thereaction with acid.
active metal – logam aktifalkaline substance – bahanberalkali concentration – kepekatanconcentrated acid – asid pekat
concentrated alkali – alkali pekatcorrosive – mengkakisdilute acid – asid cair dilute alkali – alkali cairequation in words – persamaan perkataanhydrochloric acid – asidhidroklorik
litmus paper – kertaslitmusmetal – logamneutralization – peneutralanoperational definition –definisi secara operasi potassium – kaliumsodium – natrium
sodium hydroxide –natrium hidroksida
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
Gather information on the usage ofacid and alkali in everyday lifesuch as in agriculture and industry.
Discuss on the meaning of
neutralisation.
Carry out an activityto show neutralisation using thehydrochloric acid and sodiumhydroxide of the sameconcentration.
Discuss the application of
neutralisation in daily life e.g.using shampoo and conditionerand, insect bite.
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.6 Analysing themethods ofwater purification.
Make a visit to a water purificationsite.
Brainstorming on the following:
natural resources of water,
the reasons for waterpurification.
Discuss the various types of waterpurification such as filtration,boiling, chlorination and distillation.Carry out activities to study thevarious types of water purificationsuch as filtration, boiling and
distillation.
Pupils present their findings todiscuss the strengths andweaknesses of the various typesof water purification.
A student is able to:
list the natural sources ofwater,
state the reasons for waterpurification,
describe the various types ofwater purification,
compare the strengths andweaknesses of the varioustypes of water purification.
The latestdevelopments inwater purificatione.g. ultra-violettreatment can bediscussed.
boiling – pendidihanchlorination – pengklorinandistillation – penyulinganfiltration – penurasannatural resources –
sumber semula jadi water purification site – loji pembersihan air
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.7 Analysing thewater supplysystem.
Make a visit to a water processingplant to study the water supplysystem and stages involved inwater purification.
Discuss the ways to save water.Do a project on how much waterthe average household uses.
A student is able to:
describe how the water supplysystem works,
explain ways to save water.
domestic uses – penggunaan domestik usage of water – penggunaan airwater supply system –
sistem bekalan air
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.8Understandingthepreservation of water quality.
Collect and interpret data on typesof water pollutants which include:
industrial waste such aschemical and radioactiveresidues,
domestic waste such asgarbage and sewage,
chemicals from theagricultural activities suchas fertilisers andpesticides,
siltation caused byconstructions anddeforestation,
accidental spillage fromtankers.
Conduct discussion on the effectof water pollution on living things.
Generate ideas on ways to controlwater pollution.
Discuss ways to conserve andpreserve water and its quality. Runa campaign on ‘Love Our Rivers’.
A student is able to:
give examples of waterpollutants,
explain the effect of waterpollution on living things,
explain ways to control waterpollution,
explain ways to preserve waterand its quality.
construction – pembinaandeforestation – penebangan hutandomestic waste – bahanbuangan domestik
fertiliser – bajagarbage – sampah-sarapindustrial waste – bahanbuangan industripesticide – pestisid preservation – pemeliharaanradioactive residue – sisaradioaktif
siltation – pengelodakansewage – sisa / bahankumbahanwater pollutant – bahancemar air
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LEARNING AREA: 2. AIR PRESSURE
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.1Understandingair pressure.
Carry out an activity to discuss thekinetic theory of gases.
Carry out an activity to show that
air exerts pressure.
Carry out activities to show thefactors affecting air pressure, i.e.volume and temperature.
A student is able to :
explain the existence of airpressure with reference to the
Kinetic Theory, explain the factors affecting air
pressure.
air pressure – tekananudaraappliances – peralatanexistence – kewujudan
temperature – suhuvolume – isipadu
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.2 Applying theprinciple of airpressure indaily life.
Collect and interpret data onappliances that use the principle ofair pressure.
Gather information and discuss
the application of air pressure insyringe, siphon, spraying pumpand drinking straw.
Discuss ways of using theprinciple of air pressure to solvedaily problems such as blockagein sinks and pouring condensedmilk from a can.
Gather information on how a gastank containing gas under highpressure works.
Discuss the safety precautionstaken when using gas under highpressure.
A student is able to:
explain with examples thingsthat use the principle of airpressure,
generate ideas to solveproblems using the principle ofair pressure,
relate the safety measurestaken when using gas underhigh pressure.
Caution:
Do not place tankcontaining gasunder high
pressure near heat.
syringe – picagari siphon – sifonspray – penyembur drinking straw – penyedutminuman
blockage – tersumbat gas under high pressure –gas di bawah tekanantinggisafety measures – langkahkeselamatan
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THEME: FORCE AND MOTION
LEARNING AREA: 1. DYNAMICS
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.1Understanding
force.
Carry out activities to showpushing and pulling are forces.
Carry out activities to show theeffects of force (changes in shape,position, speed and direction).
Carry out activities to showdifferent types of forces (frictional,gravitational, electrostatic andmagnetic force).
A student is able to:
state that a force is a push or apull,
explain the effects of forces,
explain the various types offorces.
electrostatic force – dayaelektrostatik
frictional force – dayageserangravitational force – dayagravitimagnetic force – dayamagnetikspeed – kelajuan
1.2Understandingthemeasurementof force.
Discuss the unit of force and theprinciple of a spring balance.
Carry out activity to measure themagnitude of force.
A student is able to:
state the unit of force,
explain how a spring balanceworks,
measure the magnitude of force.
magnitude – magnitud spring balance – neracaspring
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LearningObjectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.3 Application offrictional force.
Discuss with examples to showthe existence of frictional force.
Carry out activities to identify thedirection of frictional force andmeasure the magnitude of the
force.
Carry out an experiment to showhow different types of surfacesaffect the magnitude of frictionalforce.
Gather information and discussthe advantages and
disadvantages of friction.
Carry out activities on ways toa) increase friction,b) reduce friction.
Discuss the application ofincreasing and decreasing frictionin our daily life.
A student is able to:
explain with example theexistence of frictional force,
state the direction and themagnitude of frictional force,
carry out an experiment to showhow different types of surfacesaffect frictional force,
explain the advantages anddisadvantages of friction,
explain ways to increase friction,
explain ways to reduce friction,
explain with examples theapplication of friction in daily life.
Ignore staticfrictional force.
existence – kewujudansurface – permukaan
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LearningObjectives Suggested Learning Activities Learning Outcomes Notes Vocabulary
1.4 Application ofwork.
Discuss with examples to showwork is done when an object ismoved by a force.
Carry out activities to determinethe work done by using:
Work (J)= Force (N) X Distance (m)
A student is able to:
explain with examples how workis done,
state the unit of work,
calculate the work done.
distance – jarakwork – kerja
1.5 Application ofpower.
Carry out activities to determinepower by using:
Power (W) = Work (J)
Time (s)
A student is able to:
state the meaning of power,
state the unit of power,
calculate power on the workdone.
power – kuasa
1.6 Analysing theimportance offorce in life.
Create an activity e.g. drawing aposter, sketching or acting to showhow life would be without force.
A student is able to:
describe how life will be if forcedoes not exist.
sketch – lakaran
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LEARNING AREA: 2. SUPPPORT AND MOVEMENT
LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.1Understandingthe supportsystems inanimals.
Gather information and discussthe various support systems ina) land and aquatic vertebrates,b) land and aquatic invertebrates.
Carry out discussions on thefollowing:a) similarities and differences
between support systems inland and aquatic vertebrates,
b) similarities and differencesbetween support systems inland and aquatic invertebrates.
A student is able to:
explain the support system invertebrates and the varioussupport systems ininvertebrates,
compare and contrast thesupport system between landand aquatic vertebrates,
compare and contrast thesupport system between land
and aquatic invertebrates.
For invertebratesintroduceexoskeleton,endoskeleton,hydrostaticskeleton.
aquatic – akuatikbuoyancy –keapunganchitin – kitincuticle – kutikel endoskeleton – rangkadalamexoskeleton – rangka luarhydrostatic – hidrostatik shell – cangkerangskeletal system –sistem rangkasupport system – sistemsokongan
2.2Understandingthe supportsystems inplants.
Carry out field work to studyvarious support systems of plants.
Carry out activities to classifyplants based on their supportsystems.
A student is able to:
explain the various supportsystems in woody and non-woody plants,
classify plants based on theirsupport systems.
Features that helpnon-woody plantsinclude tendrils,thorns, air sacs inaquatic plants.
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LearningObjectives
Suggested Learning Activities Learning Outcomes Notes Vocabulary
2.3 Appreciatingthe supportsystem inliving things.
Discuss issues e.g.a) inability of whales to move
back to sea after beingwashed ashore,
b) a crippled person usingcrutches for support.
A student is able to:
justify the importance of thesupport system to living things.
beached whale – pausyang terdampar di pantai crippled – tempang crutches – tongkak ketiak inability – ketidakupayaan
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THEME: TECHNOLOGICAL AND INDUSTRIAL DEVELOPMENT IN SOCIETY
LEARNING AREA: 1. STABILITY
Learning Objectives Suggested LearningActivities
Learning Outcomes Notes Vocabulary
1.1Understanding that the
centre of gravityaffects stability.
Carry out activities to findthe point of equilibrium in
regular and irregularshapes.
Carry out an experiment tofind out how the centre ofgravity affects the stabilityof an object bymanipulating thea) height,
b) base area.
Discuss the relationshipbetween the centre ofgravity and stability.
A student is able to:
determine the point ofequilibrium in regular andirregular shapes,
relate the point ofequilibrium as the centreof gravity of objects,
relate the centre of gravityto the stability of objects.
base area – luastapak
center of gravity – pusat graviti height – ketinggianmanipulating –mengubahpoint of equilibrium –titik keseimbanganstability – kestabilan
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Learning Objectives Suggested LearningActivities
Learning Outcomes Notes Vocabulary
1.2 Appreciating theimportance of stability.
Carry out a brainstormingsession on ways toimprove stability.
Carry out activities likedoing projects or playinggames to build models byapplying the concept ofstability.
A student is able to:
suggest ways to improvethe stability of objectsaround them,
explain with examples theapplication of stability inlife.
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LEARNING AREA: 2. SIMPLE MACHINE
Learning Objectives Suggested LearningActivities
Learning Outcomes Notes Vocabulary
2.1 Analysing levers.
Discuss how a small effortcan overcome a large loadwith the use of a lever.
Make an observation on
devices that use theprinciples of levers.Identify the load, force andfulcrum, and then classifythe systems into first,second and third classlevers. Discuss howhumans apply theprinciples of levers to help
them overcome large load.
Discuss that the momentof force= force X perpendiculardistance from the pivot toforce.
Carry out an activity to
show the relationshipbetween moment and theproduct of force anddistance.
A student is able to:
list things around themthat use the principle of
the lever, state what a lever can do,
identify load, force andfulcrum in the lever,
classify levers,
explain what is meant bythe moment of a force,
solve problems related tolevers.
When we open thedoor or use a wrenchto loosen a nut, we areapplying a force that
causes a turning effectto accomplish thedesired task. Theturning effect is calledthe moment of aforce.
fulcrum – fulcrumforce – dayalever – tuasload – beban
perpendicular distance – jaraktegak
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Learning Objectives Suggested LearningActivities
Learning Outcomes Notes Vocabulary
Solving problems relatedto levers using thefollowing formulae:Load (N) X distance of the
load from fulcrum (m) =Force (N) X distance ofthe force from the fulcrum(m)
2.2 Appreciating theinnovative efforts in
the design of machineto simplify work.
Carry out a project to builda device using theprinciple of a lever.
A student is able to:
design or improvise a
device that use theprinciple of a lever.
design – rekainnovative – inovatif
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ACKNOWLEDGEMENTS
Advisors Sharifah Maimunah Syed Zin (Ph.D) DirectorCurriculum Development Centre
Rohani Abd. Hamid (Ph.D) Deputy Director
Curriculum Development Centre
EditorialAdvisors
Ahmad Hozi H.A. Rahman Principal Assistant Director (Science and Mathematics)Curriculum Development Centre
Yeap Chin Heng (Ph.D) Assistant Director (Head of Core Science Unit)Curriculum Development Centre
Cheah Eng Joo Assistant Director (Head of Elective Science Unit)Curriculum Development Centre
S. Sivagnanachelvi Assistant Director (Head of English Unit)Curriculum Development Centre
Editor Aizatul Adzwa Mohd. Basri Assistant Director
Curriculum Development Centre
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PANEL OF WRITERS
Yeap Chin Heng (Ph.D) Curriculum Development Centre Salbiah Mohd. Som Curriculum Development Centre
Cheah Eng Joo Curriculum Development Centre Salehuddin Mustafa Curriculum Development Centre
Aizatul Adzwa Mohd. Basri Curriculum Development Centre Salina Hanum Osman
Mohamed
Curriculum Development Centre
Ho Heng Leng Curriculum Development Centre Zaidah Mohd. Yusof Curriculum Development Centre
Norani Abd. Bari Curriculum Development Centre Zaidi Yazid Curriculum Development Centre
Rosli Suleiman Curriculum Development Centre Zainon Abdul Majid Curriculum Development Centre
Lanita Md. Yusoff SMK Taman Connaught, Cheras,Kuala Lumpur
Rosita Wati Abdul Aziz SMK Sultan Salahuddin Abd. Aziz Shah, Shah Alam
Lee Yuet Lai SMK Sulaiman, Bentong, Pahang Rosnaza Abdul Razak SMK Ahmad, Pekan, Pahang
Narimah Mohd. Yusof SMK Seksyen 16, Shah Alam,Selangor
Rusilawati Mohd. Salleh SMK Rantau Panjang, Kapar,Selangor
Noor Anum Abdullah SM Sains Sultan Haji AhmadShah, Kuantan, Pahang Yap Poh Kyut SMK Ketari, Bentong, Pahang
Rohani Mustaffa SMK Sultan Abdul Aziz Shah,Kajang, Selangor
Zainol Azhar Kolej Sultan Abdul Hamid, AlorSetar, Kedah
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Curriculum Development Centre
Ministry of Education2002