hsp add science f4

MINISTRY OF EDUCATION MALAYSIA

Integrated Curriculum For Secondary Schools

Curriculum Specifications

ADDITIONAL SCIENCE Form Four

Curriculum Development Centre Ministry of Education Malaysia

2005

Copyright © 2003 Curriculum Development Centre Ministry of Education Malaysia Pesiaran Duta Off Jalan Duta 50604 Kuala Lumpur First published 2003 Copyright reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, and recording is forbidden without the prior written permission from the Director of the Curriculum Development Centre, Ministry of Education Malaysia.

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TABLE OF CONTENTS

Page

The National Philosophy v National Philosophy of Education

National Science Education Philosophy vi vii

Preface Introduction

ix 1

Aims Objectives Scientific Skills

1 2 2

Thinking Skills 4 Scientific Attitudes and Noble Value

Teaching and Learning Strategies Content Organisation

9 10 14

Themes Measurement and Force Learning Area: 1. Physical Quantity 15 Learning Area: 2. Measuring Process 18 Themes Energy in Life Learning Area: 1. Energy 22 Learning Area: 2. Heat 24 Learning Area: 3. Electricity 30 Learning Area: 4. Sources of Energy 34

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Themes Matter in Nature Learning Area: 1. Periodic Table 38 Learning Area: 2. Chemical Bonding 45 Learning Area: 3. Mole Concept 48 Themes Maintenance and Continuity of Life Learning Area: 1. Respiratory System 52 Learning Area: 2. Digestive System 57 Learning Area: 3. Circulatory System 60 Learning Area: 4. Excretory System 65 Learning Area: 5. Reproductive System 67 Themes Balance and Management of The Environment Learning Area: 1. Biodiversity 73 Learning Area: 2. Biotic Resources 76 Learning Area: 3. Balance in An Ecosystem 79 Acknowledgements

Panel of Writers 83 84

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THE NATIONAL PHILOSOPHY

Our nation, Malaysia, is dedicated to achieving a greater unity of all her peoples; maintaining a democratic way of life; creating a just society in which the wealth of the nation shall be equitably shared; ensuring a liberal approach to her rich and diverse cultural traditions; building a progressive society which shall be orientated towards modern science and technology; The people of Malaysia pledge their united efforts to attain these ends guided by the following principles:

? BELIEF IN GOD ? LOYALTY TO KING AND COUNTRY ? SUPREMACY OF THE CONSTITUTION ? RULE OF LAW ? GOOD BEHAVIOUR AND MORALITY

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NATIONAL PHILOSOPHY OF EDUCATION Education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving a high level of personal well being as well as being able to contribute to the harmony and betterment of the family, society and the nation at large.

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NATIONAL SCIENCE EDUCATION PHILOSOPHY

In consonance with the National Education Philosophy, science education in Malaysia nurtures

a Science and Technology Culture by focusing on the development of individuals who are competitive,

dynamic, robust and resilient and able to master scientific knowledge and technological competency.

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PREFACE The aspiration of the nation to become an industrialised society depends on science and technology. It is envisaged that success in providing quality science education to Malaysians from an early age will serve to spearhead the nation into becoming a knowledge society and a competitive player in the global arena. Towards this end, the Malaysian education system is giving greater emphasis to science and mathematics education. The Science curriculum has been designed not only to provide opportunities for students to acquire science knowledge and skills, develop thinking skills and thinking strategies, and to apply this knowledge and skills in everyday life, but also to inculcate in them noble values and the spirit of patriotism. It is hoped that the educational process en route to achieving these aims would produce well-balanced citizens capable of contributing to the harmony and prosperity of the nation and its people. The Science curriculum aims at producing active learners. To this end, students are given ample opportunities to engage in scientific investigations through hands-on activities and experimentations. The inquiry approach, incorporating thinking skills, thinking strategies and thoughtful learning, should be emphasised throughout the teaching-learning process. The content and contexts suggested are chosen based on their relevance and appeal to students so that their interest in the subject is enhanced.

In a recent development, the Government has made a decision to introduce English as the medium of instruction in the teaching and learning of science and mathematics. This measure will enable students to keep abreast of developments in science and technology in contemporary society by enhancing their capability and know-how to tap the diverse sources of information on science written in the English language. At the same time, this move would also provide opportunities for students to use the English language and hence, increase their proficiency in the language. Thus, in implementing the science curriculum, attention is given to developing students’ ability to use English for study and communication, especially in the early years of learning. The development of this curriculum and the preparation of the corresponding Curriculum Specifications have been the work of many individuals over a period of time. To all those who have contributed in one way or another to this effort, may I, on behalf of the Ministry of Education, express my sincere gratitude and thanks for the time and labour expended. (Dr. SHARIFAH MAIMUNAH SYED ZIN) Director Curriculum Development Centre Ministry of Education Malaysia

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INTRODUCTION

As articulated in the National Education Policy, education in Malaysia is an on-going effort towards developing the potential of individuals in a holistic and integrated manner to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious. The primary and secondary school science curriculum is developed with the aim of producing such individuals.

As a nation that is progressing towards a developed nation status, Malaysia needs to create a society that is scientifically oriented, progressive, knowledgeable, having a high capacity for change, forward-looking, innovative and a contributor to scientific and technological developments in the future. In line with this, there is a need to produce citizens who are creative, critical, inquisitive, open-minded and competent in science and technology.

The Malaysian science curriculum comprises three

core science subjects and four elective science subjects. The core subjects are Science at primary school level, Science at lower secondary level and Science at upper secondary level. Elective science subjects are offered at the upper secondary level and consist of Biology, Chemistry, Physics, and Additional Science.

The core science subjects for the primary and lower

secondary levels are designed to provide students with basic science knowledge, prepare students to be literate in science, and enable students to continue their science education at the upper secondary level. Core Science at the upper secondary

level is designed to produce students who are literate in science, innovative, and able to apply scientific knowledge in decision-making and problem solving in everyday life.

The elective science subjects prepare students who

are more scientifically inclined to pursue the study of science at post-secondary level. This group of students would take up careers in the field of science and technology and play a leading role in this field for national development.

For every science subject, the curriculum for the year is

articulated in two documents: the syllabus and the curriculum specifications. The syllabus presents the aims, objectives and the outline of the curriculum content for a period of 2 years for elective science subjects and 5 years for core science subjects. The curriculum specifications provide the details of the curriculum which includes the aims and objectives of the curriculum, brief descriptions on thinking skills and thinking strategies, scientific skills, scientific attitudes and noble values, teaching and learning strategies, and curriculum content. The curriculum content provides the learning objectives, suggested learning activities, the intended learning outcomes, and vocabulary. AIMS The aims of the science curriculum for secondary school are to provide students with the knowledge and skills in science and technology and enable them to solve problems and make decisions in everyday life based on scientific attitudes and noble values.

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Students who have followed the secondary science curriculum will have the foundation in science to enable them to pursue formal and informal further education in science and technology. The curriculum also aims to develop a concerned, dynamic and progressive society with a science and technology culture that values nature and works towards the preservation and conservation of the environment. OBJECTIVES The science curriculum for secondary school enables students to: 1. Acquire knowledge in science and technology in the

context of natural phenomena and everyday life experiences.

2. Understand developments in the field of science and technology.

3. Acquire scientific and thinking skills.

4. Apply knowledge and skills in a creative and critical manner for problem solving and decision-making.

5. Face challenges in the scientific and technological world and be willing to contribute towards the development of science and technology.

6. Evaluate science- and technology-related information wisely and effectively.

7. Practise and internalise scientific attitudes and good moral values.

8. Realise the importance of inter-dependence among living things and the management of nature for survival of mankind.

9. Appreciate the contributions of science and technology towards national development and the well-being of mankind.

10. Realise that scientific discoveries are the result of human endeavour to the best of his or her intellectual and mental capabilities to understand natural phenomena for the betterment of mankind.

11. Create awareness on the need to love and care for the environment and play an active role in its preservation and conservation.

SCIENTIFIC SKILLS Science emphasises inquiry and problem solving. In inquiry and problem solving processes, scientific and thinking skills are utilised. Scientific skills are important in any scientific investigation such as conducting experiments and carrying out projects. Scientific skills encompass science process skills and manipulative skills.

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Science Process Skills Science process skills enable students to formulate their questions and find out the answers systematically.

Descriptions of the science process skills are as follows:

Observing Using the sense of hearing, touch,

smell, taste and sight to collect information about an object or a phenomenon.

Classifying Using observations to group objects or events according to similarities or differences.

Measuring and Using Numbers

Making quantitative observations using numbers and tools with standardised units. Measuring makes observation more accurate.

Inferring Using past experiences or previously collected data to draw conclusions and make explanations of events.

Predicting Stating the outcome of a future event based on prior knowledge gained through experiences or collected data.

Communicating Using words or graphic symbols such as tables, graphs, figures or models to describe an action, object or event.

Using Space-Time Relationship

Describing changes in parameter with time. Examples of parameters are location, direction, shape, size, volume, weight and mass.

Interpreting Data Giving rational explanations about an object, event or pattern derived from collected data.

Defining Operationally

Defining concepts by describing what must be done and what should be observed.

Controlling Variables Identifying the fixed variable, manipulated variable, and responding variable in an investigation. The manipulated variable is changed to observe its relationship with the responding variable. At the same time, the fixed variable is kept constant.

Hypothesising Making a general statement about the relationship between a manipulated variable and a responding variable in order to explain an event or observation. This statement can be tested to determine its validity.

Experimenting Planning and conducting activities to test a certain hypothesis. These activities include collecting, analysing and interpreting data and making conclusions.

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Manipulative Skills Manipulative skills in scientific investigation are psychomotor skills that enable students to: ? use and handle science apparatus and laboratory

substances correctly. ? handle specimens correctly and carefully. ? draw specimens, apparatus and laboratory substances

accurately. ? clean science apparatus correctly, and ? store science apparatus and laboratory substances

correctly and safely.

THINKING SKILLS Thinking is a mental process that requires an individual to integrate knowledge, skills and attitude in an effort to understand the environment. One of the objectives of the national education system is to enhance the thinking ability of students. This objective can be achieved through a curriculum that emphasises thoughtful learning. Teaching and learning that emphasises thinking skills is a foundation for thoughtful learning. Thoughtful learning is achieved if students are actively involved in the teaching and learning process. Activities should be organised to provide opportunities for students to apply

thinking skills in conceptualisation, problem solving and decision-making. Thinking skills can be categorised into critical thinking skills and creative thinking skills. A person who thinks critically always evaluates an idea in a systematic manner before accepting it. A person who thinks creatively has a high level of imagination, is able to generate original and innovative ideas, and modify ideas and products. Thinking strategies are higher order thinking processes that involve various steps. Each step involves various critical and creative thinking skills. The ability to formulate thinking strategies is the ultimate aim of introducing thinking activities in the teaching and learning process.

Critical Thinking Skills A brief description of each critical thinking skill is as follows:

Attributing Identifying criteria such as

characteristics, features, qualities and elements of a concept or an object.

Comparing and Contrasting

Finding similarities and differences based on criteria such as characteristics, features, qualities and elements of a concept or event.

Grouping and Classifying

Separating and grouping objects or phenomena into categories based on certain criteria such as common characteristics or features.

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Sequencing Arranging objects and information in order based on the quality or quantity of common characteristics or features such as size, time, shape or number.

Prioritising Arranging objects and information in order based on their importance or priority.

Analysing Examining information in detail by breaking it down into smaller parts to find implicit meaning and relationships.

Detecting Bias

Identifying views or opinions that have the tendency to support or oppose something in an unfair or misleading way.

Evaluating Making judgements on the quality or value of something based on valid reasons or evidence.

Making Conclusions

Making a statement about the outcome of an investigation that is based on a hypothesis.

Creative Thinking Skills A brief description of each creative thinking skill is as follows: Generating Ideas Producing or giving ideas in a

discussion. Relating Making connections in a certain

situation to determine a structure or pattern of relationship.

Making Inferences Using past experiences or previously collected data to draw conclusions and make explanations of events.

Predicting Stating the outcome of a future event based on prior knowledge gained through experiences or collected data.

Making Generalisations

Making a general conclusion about a group based on observations made on, or some information from, samples of the group.

Visualising Recalling or forming mental images about a particular idea, concept, situation or vision.

Synthesising Combining separate elements or parts to form a general picture in various forms such as writing, drawing or artefact.

Making Hypotheses Making a general statement on the relationship between manipulated variables and responding variables in order to explain a certain thing or happening. This statement is thought to be true and can be tested to determine its validity.

Making Analogies Understanding a certain abstract or complex concept by relating it to a simpler or concrete concept with similar characteristics.

Inventing Producing something new or adapting something already in existence to overcome problems in a systematic manner.

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Thinking Strategy Description of each thinking strategy is as follows: Conceptualising Making generalisations based on inter-

related and common characteristics in order to construct meaning, concept or model.

Making Decisions Selecting the best solution from various alternatives based on specific criteria to achieve a specific aim.

Problem Solving Finding solutions to challenging or unfamiliar situations or unanticipated difficulties in a systematic manner.

Besides the above thinking skills and thinking strategies, another skill emphasised is reasoning. Reasoning is a skill used in making logical, just and rational judgements. Mastering of critical and creative thinking skills and thinking strategies is made simpler if an individual is able to reason in an inductive and deductive manner. Figure 1 gives a general picture of thinking skills and thinking strategies.

Mastering of thinking skills and thinking strategies (TSTS) through the teaching and learning of science can be developed through the following phases:

1. Introducing TSTS.

2. Practising TSTS with teacher’s guidance.

3. Practising TSTS without teacher’s guidance.

4. Applying TSTS in new situations with teacher’s guidance.

5. Applying TSTS together with other skills to accomplish thinking tasks.

Further information about phases of implementing TSTS can be found in the guidebook “Buku Panduan Penerapan Kemahiran Berfikir dan Strategi Berfikir dalam Pengajaran dan Pembelajaran Sains” (Curriculum Development Centre, 1999).

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Figure 1 : TSTS Model in Science

Relationship between Thinking Skills and Science Process Skills Science process skills are skills that are required in the process of finding solutions to a problem or making decisions in a systematic manner. It is a mental process that promotes critical, creative, analytical and systematic thinking. Mastering of science process skills and the possession of suitable attitudes and knowledge enable students to think effectively. The mastering of science process skills involves the mastering of the relevant thinking skills. The thinking skills that are related to a particular science process skill are as follows:

Science Process Skills Thinking Skills

Observing

Attributing Comparing and contrasting Relating

Classifying Attributing Comparing and contrasting Grouping and classifying

Measuring and Using Numbers

Relating Comparing and contrasting

Making Inferences Relating Comparing and contrasting Analysing Making inferences

Thinking Strategies

? Conceptualising ? Making decisions ? Problem solving

Thinking Skills

Critical

? Attributing ? Comparing and

contrasting ? Grouping and

classifying ? Sequencing ? Prioritising ? Analysing ? Detecting bias ? Evaluating ? Making

conclusions

Creative

? Generating ideas ? Relating ? Making inferences ? Predicting ? Making

hypotheses ? Synthesising ? Making

generalisations ? Visualising ? Making analogies ? Inventing

Reasoning

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Science Process Skills Thinking Skills

Predicting Relating Visualising

Using Space-Time Relationship

Sequencing Prioritising

Interpreting data Comparing and contrasting Analysing Detecting bias Making conclusions Generalising Evaluating

Defining operationally Relating Making analogy Visualising Analysing

Controlling variables Attributing Comparing and contrasting Relating Analysing

Making hypothesis Attributing Relating Comparing and contrasting Generating ideas Making hypothesis Predicting Synthesising

Experimenting All thinking skills

Communicating All thinking skills

Teaching and Learning based on Thinking Skills and Scientific Skills This science curriculum emphasises thoughtful learning based on thinking skills and scientific skills. Mastery of thinking skills and scientific skills are integrated with the acquisition of knowledge in the intended learning outcomes. Thus, in teaching and learning, teachers need to emphasise the mastery of skills together with the acquisition of knowledge and the inculcation of noble values and scientific attitudes. The following is an example and explanation of a learning outcome based on thinking skills and scientific skills. Example: Learning Outcome: Thinking Skills:

Compare and contrast metallic elements and non-metallic elements. Comparing and contrasting

Explanation: To achieve the above learning outcome, knowledge of the characteristics and uses of metals and non-metals in everyday life are learned through comparing and contrasting. The mastery of the skill of comparing and contrasting is as important as the knowledge about the elements of metal and the elements of non-metal.

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SCIENTIFIC ATTITUDES AND NOBLE VALUES Science learning experiences can be used as a means to inculcate scientific attitudes and noble values in students. These attitudes and values encompass the following: ? Having an interest and curiosity towards the environment.

? Being honest and accurate in recording and validating data.

? Being diligent and persevering.

? Being responsible about the safety of oneself, others, and the environment.

? Realising that science is a means to understand nature.

? Appreciating and practising clean and healthy living.

? Appreciating the balance of nature.

? Being respectful and well-mannered.

? Appreciating the contribution of science and technology.

? Being thankful to God.

? Having critical and analytical thinking.

? Being flexible and open-minded.

? Being kind-hearted and caring.

? Being objective.

? Being systematic.

? Being cooperative.

? Being fair and just.

? Daring to try.

? Thinking rationally.

? Being confident and independent.

The inculcation of scientific attitudes and noble values generally occurs through the following stages:

? Being aware of the importance and the need for scientific

attitudes and noble values.

? Giving emphasis to these attitudes and values.

? Practising and internalising these scientific attitudes and noble values.

When planning teaching and learning activities,

teachers need to give due consideration to the above stages to ensure the continuous and effective inculcation of scientific attitudes and values. For example, during science practical work, the teacher should remind pupils and ensure that they carry out experiments in a careful, cooperative and honest manner.

Proper planning is required for effective inculcation of

scientific attitudes and noble values during science lessons. Before the first lesson related to a learning objective, teachers should examine all related learning outcomes and suggested teaching-learning activities that provide opportunities for the inculcation of scientific attitudes and noble values.

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The following is an example of a learning outcome

pertaining to the inculcation of scientific attitudes and values. Example: Form: Learning Area: Learning Objective: Learning Outcome: Suggested Learning Activities Scientific attitudes and noble values

Four 1. Respiratory System 1.5 Appreciating the presence of

healthy respiratory organs. Practise a healthy lifestyle. Preserve healthy air and conserve the environment. Discuss a healthy lifestyle such as abstaining from smoking and regular exercise. Do a powerpoint presentation on preservation of the air and the conservation of environment. Love and respect for the environment. Being responsible for the safety of oneself, others and the environment.

Appreciating the balance of nature. Being systematic. Being cooperative.

Inculcating Patriotism The science curriculum provides an opportunity for the development and strengthening of patriotism among students. For example, in learning about the earth’s resources, the richness and variety of living things and the development of science and technology in the country, students will appreciate the diversity of natural and human resources of the country and deepen their love for the country.

TEACHING AND LEARNING STRATEGIES Teaching and learning strategies in the science curriculum emphasise thoughtful learning. Thoughtful learning is a process that helps students acquire knowledge and master skills that will help them develop their minds to the optimum level. Thoughtful learning can occur through various learning approaches such as inquiry, constructivism, contextual learning, and mastery learning. Learning activities should therefore be geared towards activating students’ critical and

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creative thinking skills and not be confined to routine or rote learning. Students should be made aware of the thinking skills and thinking strategies that they use in their learning. They should be challenged with higher order questions and problems and be required to solve problems utilising their creativity and critical thinking. The teaching and learning process should enable students to acquire knowledge, master skills and develop scientific attitudes and noble values in an integrated manner. Teaching and Learning Approaches in Science Inquiry-Discovery Inquiry-discovery emphasises learning through experiences. Inquiry generally means to find information, to question and to investigate a phenomenon that occurs in the environment. Discovery is the main characteristic of inquiry. Learning through discovery occurs when the main concepts and principles of science are investigated and discovered by students themselves. Through activities such as experiments, students investigate a phenomenon and draw conclusions by themselves. Teachers then lead students to understand the science concepts through the results of the inquiry. Thinking skills and scientific skills are thus developed further during the inquiry process. However, the inquiry approach may not be suitable for all teaching and learning situations. Sometimes, it may be more appropriate for teachers to present concepts and principles directly to students.

Constructivism Constructivism suggests that students learn about something when they construct their own understanding. The important attributes of constructivism are as follows:

? Taking into account students’ prior knowledge.

? Learning occurring as a result of students’ own effort.

? Learning occurring when students restructure their existing ideas by relating new ideas to old ones.

? Providing opportunities to cooperate, sharing ideas and experiences, and reflecting on their learning.

Science, Technology and Society Meaningful learning occurs if students can relate their learning with their daily experiences. Meaningful learning occurs in learning approaches such as contextual learning and Science, Technology and Society (STS). Learning themes and learning objectives that carry elements of STS are incorporated into the curriculum. STS approach suggests that science learning takes place through investigation and discussion based on science and technology issues in society. In the STS approach, knowledge in science and technology is to be learned with the application of the principles of science and technology and their impact on society.

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Contextual Learning Contextual learning is an approach that associates learning with daily experiences of students. In this way, students are able to appreciate the relevance of science learning to their lives. In contextual learning, students learn through investigations as in the inquiry-discovery approach. Mastery Learning

Mastery learning is an approach that ensures all students are able to acquire and master the intended learning objectives. This approach is based on the principle that students are able to learn if they are given adequate opportunities. Students should be allowed to learn at their own pace, with the incorporation of remedial and enrichment activities as part of the teaching-learning process. Teaching and Learning Methods Teaching and learning approaches can be implemented through various methods such as experiments, discussions, simulations, projects, and visits. In this curriculum, the teaching-learning methods suggested are stated under the column “Suggested Learning Activities.” However, teachers can modify the suggested activities when the need arises. The use of a variety of teaching and learning methods can enhance students’ interest in science. Science lessons that are not interesting will not motivate students to learn and subsequently will affect their performance. The choice of teaching methods should be based on the curriculum content,

students’ abilities, students’ repertoire of intelligences, and the availability of resources and infrastructure. Besides playing the role of knowledge presenters and experts, teachers need to act as facilitators in the process of teaching and learning. Teachers need to be aware of the multiple intelligences that exist among students. Different teaching and learning activities should be planned to cater for students with different learning styles and intelligences.

The following are brief descriptions of some teaching and learning methods. Experiment An experiment is a method commonly used in science lessons. In experiments, students test hypotheses through investigations to discover specific science concepts and principles. Conducting an experiment involves thinking skills, scientific skills, and manipulative skills. Usually, an experiment involves the following steps: ? Identifying a problem. ? Making a hypothesis. ? Planning the experiment

- controlling variables. - determining the equipment and materials needed. - determining the procedure of the experiment and the

method of data collection and analysis. ? Conducting the experiment. ? Collecting data. ? Analysing data.

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? Interpreting data. ? Making conclusions. ? Writing a report.

In the implementation of this curriculum, besides guiding students to do an experiment, where appropriate, teachers should provide students with the opportunities to design their own experiments. This involves students drawing up plans as to how to conduct experiments, how to measure and analyse data, and how to present the outcomes of their experiment.

Discussion A discussion is an activity in which students exchange questions and opinions based on valid reasons. Discussions can be conducted before, during or after an activity. Teachers should play the role of a facilitator and lead a discussion by asking questions that stimulate thinking and getting students to express themselves. Simulation In simulation, an activity that resembles the actual situation is carried out. Examples of simulation are role-play, games and the use of models. In role-play, students play out a particular role based on certain pre-determined conditions. Games require procedures that need to be followed. Students play games in order to learn a particular principle or to understand the process of decision-making. Models are used to represent objects or actual situations so that students can visualise the

said objects or situations and thus understand the concepts and principles to be learned.

Project A project is a learning activity that is generally undertaken by an individual or a group of students to achieve a certain learning objective. A project generally requires several lessons to complete. The outcome of the project either in the form of a report, an artefact or in other forms needs to be presented to the teacher and other students. Project work promotes the development of problem-solving skills, time management skills, and independent learning.

Visits and Use of External Resources The learning of science is not limited to activities carried out in the school compound. Learning of science can be enhanced through the use of external resources such as zoos, museums, science centres, research institutes, mangrove swamps, and factories. Visits to these places make the learning of science more interesting, meaningful and effective. To optimise learning opportunities, visits need to be carefully planned. Students may be involved in the planning process and specific educational tasks should be assigned during the visit. No educational visit is complete without a post-visit discussion.

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Use of Technology

Technology is a powerful tool that has great potential in enhancing the learning of science. Through the use of technology such as television, radio, video, computer, and Internet, the teaching and learning of science can be made more interesting and effective. Computer simulation and animation are effective tools for the teaching and learning of abstract or difficult science concepts. Computer simulation and animation can be presented through courseware or Web page. Application tools such, as word processors, graphic presentation software and electronic spreadsheets are valuable tools for the analysis and presentation of data. The use of other tools such as data loggers and computer interfacing in experiments and projects also enhance the effectiveness of teaching and learning of science.

CONTENT ORGANISATION The science curriculum is organised around themes. Each theme consists of various learning areas, each of which consists of a number of learning objectives. A learning objective has one or more learning outcomes. Learning outcomes are written based on the hierarchy of the cognitive and affective domains. Levels in the cognitive domain are: knowledge, understanding, application, analysis, synthesis and evaluation. Levels in the affective domain are:

to be aware of, to be in awe, to be appreciative, to be thankful, to love, to practise, and to internalise. Where possible, learning outcomes relating to the affective domain are explicitly stated. The inculcation of scientific attitudes and noble values should be integrated into every learning activity. This ensures a more spontaneous and natural inculcation of attitudes and values. Learning areas in the psychomotor domain are implicit in the learning activities.

Learning outcomes are written in the form of measurable behavioural terms. In general, the learning outcomes for a particular learning objective are organised in order of complexity. However, in the process of teaching and learning, learning activities should be planned in a holistic and integrated manner that enables the achievement of multiple learning outcomes according to needs and context. Teachers should avoid employing a teaching strategy that tries to achieve each learning outcome separately according to the order stated in the curriculum specifications.

The Suggested Learning Activities provide information on the scope and dimension of learning outcomes. The learning activities stated under the column Suggested Learning Activities are given with the intention of providing some guidance as to how learning outcomes can be achieved. A suggested activity may cover one or more learning outcomes. At the same time, more than one activity may be suggested for a particular learning outcome. Teachers may modify the suggested activity to suit the ability and style of learning of their students. Teachers are encouraged to design other innovative and effective learning activities to enhance the learning of science.

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THEME : MEASUREMENTS AND FORCE LEARNING AREA : 1. PHYSICAL QUANTITY

Learning Objectives Suggested Learning Activities

Learning Outcomes Notes Vocabulary

1.1 Understanding base quantities and derived quantities

Discuss base quantities and derived quantities. Based on a text passage, identify base quantities, their symbols and SI units. .

A student is able to: ? explain what base quantity is. ? state the symbols of base

quantities. ? explain what derived quantity is. ? state the symbols of derived

quantities. ? list base quantities and their SI

units. ? list some derived quantities and

their SI units.

Base quantities are: length (l ) mass (m) time (t) temperature ( K) current (I) Suggested derived quantities are: force (F) density (?) volume (V) velocity (v) Pupils should be reminded that there are other derived quantitites.

base quantity – kuantiti asas derived quantity- kuantiti terbitan length – panjang mass – jisim temperature – suhu current – arus force – daya density – ketumpatan volume – isipadu velocity – halaju

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Discuss the values of prefixes and their symbols. Solve problems that involve the conversion of units and the use of standard forms and prefixes.

? express quantities using prefixes. ? solve problems involving conversion of prefixes. ? express quantities using scientific notation. ? solve problems involving conversion of units.

Suggested prefixes are : tera (T) 1012 giga (G) 109 mega(M) 106

kilo (k) 103 centi (c) 10 -2

milli (m) 10-3 micro (µ ) 10-6

nano (n) 10-9

pico (p) 10-12

prefix – imbuhan derive – terbit standard form – bentuk piawai

1.2 Understanding scalar and vector quantities

Discuss the definition of scalar and vector quantities. Carry out activities to show the difference between scalar and vector quantities. Discuss and solve problems involving scalar and vector quantities.

A student is able to: ? define scalar quantity. ? define vector quantity. ? give examples of scalar quantity. ? give examples of vector quantity. ? compare scalar and vector

quantities. ? solve problems involving scalar

and vector quantities.

Scalar quantities are: length mass time current temperature Vector quantities are: force weight velocity acceleration

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1.3 Realising the importance of using a standard unit of measurement for global communication

Discuss the importance of the use of standard measuring units in business, tourism, construction and others. Discuss the importance of the use of SI units in science and technology.

A student is able to: ? explain the importance of the units

of physical measurement in daily life.

? explain the importance of SI units

in science and technology.

length – panjang mass – jisim time – masa current – arus temperature – suhu force – daya weight – berat

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THEME : MEASUREMENTS AND FORCE LEARNING AREA : 2. MEASURING PROCESS



2.1 Understanding measurements

Choose the appropriate instrument for measurements. Discuss the technique used in :- a) vernier calipers and micrometer screw gauge to measure length. b) stop watch to measure time. c) measuring cylinder, pipette and burette to measure volume. d) thermometer to measure temperature. Use appropriate techniques to reduce errors in measuring such as repeating measurements to find the average and compensating for zero errors.

A student is able to: ? measure physical quantities using

appropriate instruments. ? use appropriate techniques to

reduce errors.

Need to address parallax and zero error during measurements. Make the necessary corrections to the readings of the vernier calipers and the micrometer screw gauge to address parallax and zero error.

parallax – paralaks zero error – ralat sifar vernier calipers- angkup vernier micrometer screw gauge – tolok skrew mikrometer.

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Carry out activities to measure:

a) length b) time c) volume d) temperature

Discuss consistency, accuracy and sensitivity based on examples. Carry out activities to compare the results of measurements in terms of consistency, accuracy and sensitivity of measuring instruments such as a vernier calipers, micrometer screw gauge, stop watch, graduated cylinder, pipette and burette.

? define

a) consistency b) accuracy c) sensitivity of a measuring

instrument. ? compare and contrast

consistency, accuracy and sensitivity of a measuring instrument.

? identify a suitable measuring

instrument to obtain an accurate measurement.

A dart game can be used as an anology to demonstrate the concept of accuracy and consistency.

consistency-kepersisan accuracy-kejituan sensitivity- kepekaan

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2.2 Understanding graphs

Examin the results of the experiment and carry out the following activities:

a) determine the variables on the x and y axis and the corresponding scales.

b) draw the best line for graph.

c) interpret the plotted graph.

d) draw conclusion on the relationship between the two variables of the graph.

A student is able to: ? determine the variables for the x

and y axes. ? determine the manipulated and

responding variables from a table to plot a graph

? determine suitable scales on the axes of the graph.

? draw the best line for a graph. ? interpret a graph. ? make conclusions from a graph.

The best graph is the line that is closest to all the points. The curve graph drawn must be smooth or using suitable computer software

variable – pemboleh ubah manipulated – manipulasi software-perisian

21



2.3 Appreciating the invention of measuring instruments used in daily life

Carry out a simulation to show what is it like without measuring instruments.

A student is able to: ? practise accuracy, consistency

and sensitivity in measurements ? justify the importance of having

standardised measuring instruments in daily life.

22

THEME : ENERGY IN LIFE LEARNING AREA : 1. ENERGY



1.1 Understanding energy

Discuss what energy is. Discuss kinetic energy and potential energy. Solve problems involving kinetic energy and potential energy using the formulae: a) kinetic energy (KE) = ½ mv2

b) potential energy (PE) = mgh where, m= mass v= velocity g= acceleration due to gravity h= height

A student is able to : ? explain what energy is. ? Explain what kinetic energy

is. ? explain what potential

energy is. ? solve problems that involve

kinetic energy. ? solve problems that involve

potential energy.

kinetic energy – tenaga kinetic potential energy – tenaga keupayaan define – takrif variable – pemboleh ubah

23



1.2 Analysing changes in energy forms

Discuss the changes of energy forms in: a) oscillation of a pendulum. b) hydroelectric generator. Carry out an activity to investigate the principle of conservation of energy in a simple pendulum. Solve problems involving the principle of conservation of energy.

A student is able to: ? explain with examples the

change in energy forms. ? state the principle of

conservation of energy. ? explain with examples the

principle of conservation of energy.

? apply the principle of

conservation of energy to solve problems.

The usage of a computer simulation is encouraged.

oscillation – ayunan pendulum – bandul conservation – keabadian hydroelectric generator – janakuasa hidroelektrik

1.3 Realising that energy cannot be created nor destroyed but can be changed from one form to another

Conduct a forum to discuss the importance of conservation of energy.

A student is able to : ? justify the importance of

conservation of energy.

justify - mewajarkan

24

THEME : ENERGY IN LIFE LEARNING AREA : 2. HEAT



2.1 Understanding the concept of heat and temperature

Gather information and discuss the concept of heat, temperature and their relationship. Carry out an activity to show the occurrence of thermal equilibrium. Discuss the use of thermal equilibrium in the measurements of temperature.

A student is able to : ? explain the concept of heat. ? explain the concept of

temperature. ? state the relationship between

heat and temperature. ? state the units for heat and

temperature. ? state the meaning of thermal

equilibrium. ? explain the uses of thermal

equilibrium in the measurement of temperature.

Units oC and K are introduced.

equilibrium – keseimbangan thermal – haba temperature – suhu

25



Carry out activities to measure temperature using the following:

a) liquid-in-glass thermometer

b) resistance thermometer Discuss the working principle of :

a) liquid-in-glass l thermometer

b) resistance thermometer

? explain the working principle of

different types of thermometers. ? use different types of

thermometer to measure temperature.

resistance - perintang

2.2 Understanding specific heat capacity

Observe a demonstration on the increase in temperature of different liquids supplied with the same amount of heat for the same duration. Discuss and relate the observation to heat capacity. Gather information, discuss and compare:

a) heat capacity b) specific heat capacity

A student is able to : ? explain what heat capacity is. ? explain what specific heat

capacity (c) is.

Heat capacity only relates to a particular object whereas specific heat capacity relates to a material.

heat capacity - muatan haba specific heat capacity – muatan haba tentu

26



Plan and carry out an activity to determine the specific heat capacity of : a. a solid b. a liquid.

Carry out an experiment to investigate how the following affects the temperature of a substance (water) when it is heated: a) mass of substance b) amount of heat supplied. Carry out and activity to discuss the factors that affect the increase in temperature of an object when it is heated. Investigate the relationship between quantity of heat (Q), specific heat capacity (c), mass (m) and temperature change (?) by using computer simulation.

? explain the factors that affect

the increase in temperature of an object when it is heated.

? State the relationship between the amount of heat supplied (Q), specific heat capacity )c), mass (m) and the change in temperature (?).

Notes : Formulae: i. Q = mc? ii. Q = E = Pt are introduced.

27



Carry out activity to determine the specific heat capacity of a substance :

a) solid (example aluminium)

b) liquid (example water). Gather information from magazine, newspapaers and Internet and discuss the application of specific heat capacity in daily life.

? determine the specific heat

capacity of solids. ? determine the specific heat

capacity of liquid (water). ? explain with examples the

application of specific heat capacity in daily life.

generate - menjana

28



2.3 Understanding latent heat

Discuss: a) latent heat b) specific latent heat. View computer simulations or videos to understand the process of melting, solidification, boiling and condensation as a process where energy is transfered without a change in temperature. Carry out an activity to investigate the change in state of matter during heating of a substance and plot a temperature-time graph. Interpret the graph in terms of kinetic theory of matter.

A student is able to: ? explain what latent heat (L) is. ? explain what specific latent heat (l ) is. ? relate specific latent heat to

thermal energy and mass l = Q m ? explain the process of

a) melting/solidification or b) boiling/condensation in terms of kinetic theory of matter.

Notes : The formula Q = ml is introduced.

latent heat – haba pendam melting – peleburan solidification – pemejalan boiling – pendidihan condensation – kondensasi kinetic theory – teori kinetic

29



Plan and carry out an activity to determine the specific latent heat of :

a) fusion b) vaporisation

Solve problems involving specific latent heat.

? state what specific latent heat of

fusion is. ? state what specific latent heat of

vapourisation is. ? determine the specific latent

heat of fusion. ? determine the specific latent

heat of vaporisation. ? solve numerical problems

involving specific latent heat.

specific latent heat – haba pendam tentu vapourisation – pengewapan fusion - lakuran

2.4 Be aware that the existence of substances with different thermal properties can be beneficial to man

Discuss the variety of substances with different thermal properties and their benefits to man.

A student is able to : ? explain the use of substances

with different thermal properties in daily life.

30

THEME : ENERGY IN LIFE LEARNING AREA : 3. ELECTRICITY



3.1 Analysing the relaltionship between the flow of electric charge with electrical energy

Discuss the concept of electric current as the rate of flow of charges. Discuss the relationship between electirc current and charge to obtain the formula Q = It. Discuss the relationship between

electric current and electrical energy to obtain the formula

E = QV. Solve numerical problems involving charge (Q), electric current (I), time (t), voltage (V) and electrical energy (E).

A student is able to: ? explain the concept of electric

current. ? relate electric current with the

flow of electric charge. ? relate electrical energy with the

flow of electric charge. ? Solve problems involving

electric current and eletrical energy.

Notes : Q = It and E=QV are introduced.

Charge – cas voltage – voltan

31



3.2 Understanding electromotive force (e.m.f) and internal resistance

Discuss the following:

a) the concept of electromotive force (e.m.f)

b) the concept internal resistance. c) the relationship

between electromotive force (e.m.f) and energy stored in a battery.

Draw a graph of potential difference against electric current to find the relationship between electromotive force (E ), potential difference(V), electric current(I) and internal resistance(r).

A student is able to: ? explain the concept of

electromotive force. ? relate electromotive force with

energy stored in a battery. ? explain the meaning of internal

resistance. ? relate electromotive force,

potential difference, current and internal resistance.

The formula E = V + Ir is introduced.

internal resistance - rintangan dalam electromotive force – daya gerak elektrik

32



3.3 Analysing alternating current (a.c.)

Discuss the meaning of alternating current (a.c.) Observe and investigate the display of an oscilloscope produced by an alternating current generator. Discuss peak voltage(Vo), peak current(I 0), period and the frequency(f ) of an alternating current. Discuss the concept of root mean square voltage Vrms . Discuss the relationship between Vrms and P mean.

Solve problems using the formulae: P = IV = V2/R P mean = Vrms 2 / R and E = P mean. t

A student is able to: ? explain what alternating current

is. ? determine peak voltage, peak

current, period and the frequency of an alternating current.

? explain peak voltage, peak

current, period and the frequency of an alternating current.

? relate the concept of root mean

square voltage Vrms with the mean power, P mean

? solve problem on energy

produced by alternating current.

The formula

Vrms = 20V

is introduced.

alternating current – arus ulangalik peak voltage – voltan puncak peak current – arus puncak period – tempoh generator – penjana root mean square – punca min kuasa dua power - kuasa

33



3.4 Realising the importance of striking a balance between economic benefit and social responsibility in the generation of electrical energy

Gather information from video, Internet and magazines on the economic benefits and negative impacts of generating electricity. Present the information gathered. Debate on the importance of striking a balance between the economic benefit and social responsibility in the generation of electrical energy.

A student is able to: ? identify the economic benefits of

generation of electrical energy. ? identify the negative impact of

generation of electric energy to society and environment.

? justify the need to strike a balance between economic benefits and social responsibility.

34

THEME : ENERGY IN LIFE LEARNING AREA : 4. SOURCES OF ENERGY

Learning Objectives

Suggested Learning Activities


4.1 Understanding the production of nuclear energy

View a video or computer simulation and discuss the following:

a) nuclear fission and generation of energy

b) nuclear fusion and generation of energy.

c) chain reaction Hold a discussion to compare and contrast nuclear fission and nuclear fusion. Discuss : a) the structure and working principle of a nuclear reactor. b) the production of energy in a nuclear reactor. c) the safety features of a nuclear reactor. d) the safe ways to dispose nuclear wastes.

A student is able to: ? explain the concept of nuclear

fission. ? explain what chain reaction is. ? explain the concept of nuclear

fusion. ? compare and contrast nuclear

fission and nuclear fusion. ? describe the structure of a

nuclear reactor. ? explain the working principle of

a nuclear reactor. ? state the safety features of a

nuclear reactor. ? list safe ways of disposing

nuclear wastes.

nuclear fission – pembelahan nukleus nuclear fusion – pelakuran nukleus chain reaction – tindakbalas berantai

35

Learning Objectives



4.2 Understanding the use of solar energy

Carry out activities to discuss a) the methods of harnessing solar energy. b) the working principles of a solar cell. Carry out activiities to find out how the following factors affect the efficiency in harnessing and transfering of solar energy: a) size of solar cells b) types of materials for making solar cells c) light intensity d) temperature. Gather information on the uses and the advantages of using solar energy. Carry out a project on harnessing solar energy to solve daily problems.

A student is able to: ? explain the methods of

harnessing solar energy. ? explain the principle of a solar

cell. ? explain the factors that affect

the output of a solar cell. ? explain the uses of solar

energy. ? explain the advantages of using

solar energy. ? solve daily problems with the

use of solar energy.

harnessing – penyadapan solar energy – tenaga solar light intensity – keamatan cahaya solar cell – sel solar

36

Learning Objectives



4.3 Analysing the sources of renewable energy

Discuss sources of renewable energy. Gather and interpret data on the various ways of harnessing renewable energy from the following sources: biomass, wind, waves and geothermal activities. Discuss the advantage of renewable energy from the following aspects :

a) economic b) social c) environmental.

A student is able to: ? list the sources of renewable

energy. ? explain how renewable energy

is harnessed. ? explain the importance of

exploration of renewable energy sources.

renewable energy – tenaga yang boleh diperbaharui biomass – biojisim waves – ombak geothermal – geoterma advantage – kelebihan disadvantage – kelemahan social impact – kesan sosial cost efficiency – keberkesanan kos

37

Learning Objectives



Collect and interpret data on the various ways to increase the efficiency of energy use. Carry out a project to build a functional devise for harnessing renewal energy.

? state the various ways to

increase the efficiency of energy use.

? design a simple device for

harnessing renewable energy.

4.4 Be grateful for the availability of the various sources of renewable energy

Prepare a folio on the efforts to explore renewable sources of energy. Carry out a campaign on the efficient use of energy sources. Practise efficient use of energy at homes or in schools.

A student is able to: ? carry out an energy audit. ? practise efficient use of energy.

.

grateful – bersyukur

38

THEME : MATTER IN NATURE LEARNING AREA : 1. PERIODIC TABLE

Learning Objectives



1.1 Understanding the Periodic Table

On a copy of the Periodic Table, highlight and label the following seven groups : a) noble gases b) halogens c) alkali metals d) alkaline earth elements e) transition metals f) actinides g) lanthanides. Use a table to present the electron configurations of elements with proton numbers 1 to 20. Discuss the existence and classification of natural elements and elements that are produced synthetically in the Periodic Table.

A student is able to: ? discuss the development of the

arrangement of elements in the Periodic table.

? write the electron configurations

of elements with proton numbers 1 to 20.

? state the basic principle of

arranging the elements in the Periodic Table.

? classify elements based on electron configuration.

Periodic Table – Jadual Berkala atomic mass – jisim atom synthetically – sintetik radioactive characteristics – sifat keradioaktifan

39

Learning Objectives



Carry out activities to determine the positions of unknown elements in the Periodic Table based on: a) proton number b) electron configuration.

? determine the positions of

unknown elements in the Periodic Table based on their proton numbers.

1.2 Understanding the elements of Group 1

Gather and interpret data to investigate the physical properties of the elements lithium, sodium and potassium in terms of: a) hardness b) density c) melting point. Carry out activities to investigate the reactions of lithium, sodium and potassium with water. Discuss the physical and chemical properties of other elements in Group 1.

A student is able to : ? list all the elements of Group 1. ? list the physical properties of

lithium, sodium and potassium. ? list the chemical properties of

lithium, sodium and potassium ? explain the changes in physical

properties from lithium to potassium.

? generalise the changes in reactivity of the elements of Group 1.

? predict the physical properties of other elements in Group 1.

? predict the chemical properties of other elements in Group 1.

Activity using lithium, sodium and potassium must be performed or demonstrated by the teacher.

hardness - kekerasan density – ketumpatan melting point – takat lebur fume chamber – kebuk wasap physical properties – sifat fizikal chemical properties – sifat kimia

40

Learning Objectives



Discuss the position of hydrogen in the Periodic Table in terms of:

a) electron configuration b) physical properties c) chemical properties

? state the position of hydrogen in

the Periodic Table.


Gather information to investigate the physical properties of chlorine, bromine and iodine in terms of: a) physical state b) colour c) density d) boiling point. Discuss the chemical properties of chlorine, bromine and iodine. Carry out activity to investigate the reactions of chlorine and iodine with :

a) water b) metals c) sodium hydroxide.

A student is able to: ? list all the elements of Group 17. ? list the physical properties of

chlorine, bromine and iodine. ? explain the changes in physical

properties of chlorine, bromine and iodine.

? list the chemical properties of

chlorine, bromine and iodine. ? generalise changes in reactivity

of the elements in Group 17.

Warning : The activity must be carried out taking into consideration the safety procedures.

physical state keadaan jirim colour – warna density – ketumpatan boiling point – takat didih safety procedure – langkah keselamatan

41

Learning Objectives



Discuss the physical and chemical properties of other elements in Group 17.

? predict the physical properties

of other elements in Group 17. ? predict the chemical properties

of other elements in Group 17.


Collect and interpret data to investigate the physical properties of all the elements in terms of a) density b) boiling point. Gather information on a) the unreactive properties of Group 18 elements in terms of electron configuration b) the use of the Group 18

elements such as in fluorescent lamps, advertisement lights and cooling substances.

A student is able to: ? list all the elements in Group 18. ? list the physical properties of the

elements in Group 18. ? explain the changes in the

physical properties of the elements in Group 18.

? state the inert characteristic of the elements in Group 18.

? relate the electron configuration to the inert characteristic of the elements in Group 18.

? explain the uses of the elements in Group 18 in daily life.

unreactive characteristic – sifat ketidakreaktifan fluorescent lamps lampu pendaflour advertisement lights – lampu iklan cooling substances bahan penyejuk

42

Learning Objectives



1.5 Understanding the elements in Period 3

Study the Periodic Table to investigate the properties of the elements of Period 3 in terms of : a) number of protons b) atomic size c) physical characteristics. Carry out activities to investigate the properties of magnesium, silicon and sulphur in terms of :

a) physical characteristics. b) acidity and basicity of

oxides by carrying out the reaction of magnesium oxide (MgO), silicon dioxide (SiO2) and oxides of sulphur (SO2) with water and testing the products with universal indicator.

Gather information on the use of silicon and other metalloids in daily life.

A student is able to: ? state all the elements in Period

3. ? explain the changes in

characteristics of the elements in Period 3 from sodium to argon.

? explain using examples the use

of the metalloids in daily life.

metallic characteristic – sifat kelogaman acidity - keasidan basicity - kebesan metalloids – separuh logam period - kala

43

Learning Objectives



1.6 Understanding the transition elements in Period 4

Discuss the meaning of transition element. Prepare a Periodic Table and determine the position of the transition elements in it. Collect and interpret data and investigate the physical properties of the transition elements in terms of :

a) density b) melting point c) colour.

Collect and interpret data on the uses of transition elements in daily life such as making:

a) precious stones b) conductors c) decorative materials.

A student is able to: ? state the meaning of transition

element. ? determine the position of the

transition elements in Period 4. ? list the transition elements in

Period 4. ? describe the physical properties

of the transition elements in Period 4.

? state the uses of transition

elements in daily life.

transition element – unsur peralihan precious stone – batu permata

44

Learning Objectives



1.7 Appreciate the existence of elements and compounds

Carry out a project to collect information and gather specimens of compounds. Discuss the importance of using our intelligence to reap maximum benefits from elements found naturally.

A student is able to: ? justify the importance of using

our intelligence to reap maximum benefits from naturally occurring elements.

45

THEME : MATTER IN NATURE LEARNING AREA : 2. CHEMICAL BONDING

Learning Objectives



2.1 Understanding the stability of an element in terms of its electron configuration

Write and draw the duplet and octet electron configurations for the noble gases such as helium, neon and argon. Discuss the stability of an element based on its duplet and octet electron configuration. Discuss the relationship between the electron configuration and the stability of an inert gas. Make a comparison on how other elements achieve stability by : a) sharing electrons b) donating and receiving electrons.

A student is able to: ? explain what the duplet electron

configuration for an inert gas is. ? explain what the octet electron

configuration for an inert gas is. ? explain the meaning of a stable

element. ? relate the stability of an inert gas

to its electron configuration. ? explain using examples how other

elements achieve stability.

Noble gases are also known as inert gases.

stability - kestabilan donating - pendermaan receiving - penerimaan noble gas/ inert gas - gas adi / lengai

46

Learning Objectives



2.2 Understanding the formation of an ionic bond

Draw and discuss the formation of ions by:

a) the donation of electrons b) the receiving of electrons.

Discuss the electrostatic force of attraction between the ions in an ionic bond. Discuss the formation of ionic compounds with valency +1 and +2 in a dot and cross diagram. Carry out experiments to investigate the properties of ionic compounds in terms of :

a) electrical conductivity b) melting point

c) solubility in water.

A student is able to: ? explain the formation of a positive

ion. ? explain the formation of a

negative ion. ? draw the electron configuration for

a positive ion. ? draw the electron configuration for

a negative ion. ? explain the formation of an ionic

bond. ? generalise the characteristics of

an ionic compound.

Elements that forms positive ions are metals and those that form negative ions are non metals.

formation – pembentukan electrostatic force – daya elekrostatik electrical conductivity – kekonduksian elektrik ionic bond – ikatan ionik solubility in water – keterlarutan dalam air dot and cross diagram – rajah titik silang

47

Learning Objectives



2.3 Understanding the formation of a covalent bond

Discuss the formation of a covalent bond by the sharing of electrons in a dot and cross diagram. Carry out activities to investigate the properties of covalent compounds in terms of : a) electrical conductivity b) melting point c) solubility in water

A student is able to: ? explain the formation of a

covalent bond. ? draw the electron configuration for

a covalent bond. ? explain the formation of covalent

compounds. ? generalise the characteristics of

covalent compounds.

covalent bond – ikatan kovalen

48

THEME : MATTER IN NATURE LEARNING AREA : 3. MOLE CONCEPT

Learning Objectives



3.1 Understanding relative atomic mass and relative molecular mass

Discuss the : a) concept of relative atomic mass. b) concept of relative molecular mass. Collect and interpret data on the determination of relative atomic mass and relative molecular mass. Discuss relative molecular mass as a sum of the relative atomic mass of each atom in a molecule or compound. Calculate relative molecular mass of a simple molecule and a simple compound from the chemical formula of a molecule or compound.

A student is able to: ? explain the concept of relative

atomic mass. ? explain the concept of relative

molecular mass. ? relate relative molecular mass to

relative atomic mass for a molecule.

? relate relative molecular mass to relative atomic mass for a compound.

? calculate the relative molecular

mass of a simple molecule. ? calculate the relative molecular

mass of a simple compound.

Chemical formula of a molecule or compound is given.

relative atomic mass – jisim atom relatif relative molecular mass – jisim molekul relatif

49

Learning Objectives



3.2 Understanding the relationship between moles and the number of molecules

Gather and interpret data and discuss the meaning of mole. Compare the quantity of different substances for a particular unit as below :

Substance Unit Quantity Shoes Eggs Pins Papers 12 g Carbon 16 g Oxygen

Pair Dozen Gross Ream Mole Mole

2 12 144 480

6.02 x 1023 atoms 6.02 x 1023 atoms

A student is able to: ? explain what a mole is. ? relate the number of moles of an

atom to the atomic mass and relative atomic mass.

? relate the number of moles of molecules to the molecular mass and the relative molecular mass.

? state the meaning of

Avogadro’s number (NA).

? relate the number of moles and the number of atoms to Avogadro’s number (N

A).

? relate the number of moles to the number of molecules.

? solve problems involving mole

number.

Avogadro’s Number (N

A) =

6.02 x 10 23

should be introduced.

atomic mass – jisim atom molecular mass – jisim molekul

Formulae introduced are : (i) No. of moles of atom = mass of atom relative atomic mass (ii) No.of moles of molecule

= mass of molecule relative molecular mass (iii) No. of atoms = no. of moles X Avogadro’s number of atom (iv) No. of molecules = no. of moles X Avogadro’s number of molecules

50

Learning Objectives



3.3 Understanding the mole concept in a chemical equation

Write a simple balanced chemical equation and use the mole concept to balance a chemical equation using the examples given below:

a) neutralisation between hydrochloric acid and sodium hydroxide b) formation of copper (II)

sulphate by the reaction between copper (II) oxide and sulphuric acid

c) burning of magnesium ribbon in air d) reaction between sodium and water.

Solve problems on the mole concept.

A student is able to: ? write a balanced chemical

equation for a simple chemical reaction.

? explain using examples the use of mole concept to balance chemical equations.

? construct a chemical formula based on the mole concept.

? solve problems on the mole

concept based on a balanced chemical equation for a simple reaction.

chemical equations – persamaan kimia neutralisation - peneutralan magnesium ribbon – pita magnesium

51

Learning Objectives



3.4 Appreciating the introduction of mole concept to understand and solve problems invoving chemical reactions

Collect and interpret data on the contributions of scientist in the study of mole concept. Discuss the use of the mole concept to measure the total number of particles.

A student is able to: ? compare the balance of nature

with the balance of chemical reactions.

? accept the mole as a unit for

measuring the total number of particles.

contribution – sumbangan balance of nature – keseimbangan alam

52

THEME : MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA : 1. RESPIRATORY SYSTEM

Learning Objectives



1.1 Analysing the process of gaseous exchange during respiration

Draw, label and discuss the structure of a respiratory system. Discuss the process of gaseous exchange in the alveolus. Investigate the composition of oxygen and carbon dioxide in inhaled and exhaled air. Discuss the transport process of oxygen from the alveolus to the body cells and carbon diokside from the body cells to the alveolus. Discuss the role of haemoglobin in the transport of oxygen.

A student is able to: ? describe the structure of the

alveolus. ? explain the process of gaseous

exchange in the alveolus. ? explain the transport of oxygen

from the alveolus to the body cells.

? explain the transport of carbon diokside from the body cells to the alveolus.

inhaled air- udara sedutan exhaled air- udara hembusan respiratory system - sistem respirasi composition-kandungan transport-pengangkutan role – peranan

53

Learning Objectives



1.2 Understanding the production of energy during respiration

State the main sources of energy for the human life processes. Discuss the production of energy by oxidation of glucose during respiration. Discuss the role of ATP. Write an equation on: a) the formation of ATP molecules ADP + P + energy ? ATP b) the breakdown of ATP molecules ATP ? ADP + P + energy Discuss aerobic and anaerobic respiration and their roles in life processes.

A student is able to: ? state the main sources of energy

for the human life processes. ? explain the production of energy

from glucose. ? explain the function of adenosine

triphosphate (ATP). ? compare and contrast aerobic

and anaerobic respiration. ? explain using examples situations

which involve aerobic and anaerobic respiration.

The word equation for aerobic respiration is introduced.

oxidation-pengoksidaan aerobic-keadaan beroksigen anaerobic-keadaan tanpa oksigen ADP- adenosina difosfat ATP- Adenosina Trifosfat P- fosfat

54

Learning Objectives



1.3 Understanding respiratory aids and resuscitation

Collect and interpret data on the use of a respirator and an iron lung. Discuss the technique of cardio-pulmonary resuscitation. Simulate the technique of cardio-pulmonary resuscitation.

A student is able to: ? explain the use of the iron lung to

aid breathing. ? explain the use of a respirator to

aid breathing. ? compare and contrast between a

respirator and an iron lung. ? explain the technique of cardio-

pulmonary resuscitation to revive breathing.

? demonstrate cardio-pulmonary resuscitation

Teachers or students who are members of Red Crescent Society or St John’s Ambulance can help to show the technique of cardiopulmonary resuscitation.

resuscitation-pemulihan pernafasan iron lung- peparu besi CPR- pemulihan kardiopulmonari revive-pulih

55

Learning Objectives



1.4 Analysing respiratory diseases and allergies

View video,charts or computer simulation on diseases such as lung cancer, pneumonia, asthma and bronchitis and discuss the following:

a) symptoms of diseases and allergies,

b) factors that contribute to the development of these diseases and allegies,

c) methods of preventing these diseases and allergies.

.

A student is able to: ? list diseases and allergies

associated with respiratory organs.

? state the symptoms of each disease and allergy.

? identify the factors which cause the diseases and allergies.

? relate the factors causing the

diseases and allergies to these symptoms.

? explain the measures to prevent diseases and allergies associated with respiratory organs.

allergies-alahan pneumonia-radang paru-paru yang kronik disebabkan jangkitan bakteria. asthma – asma/lelah bronchitis –bronchitis/ radang pada tiub bronkus contribute-menyebabkan.

56

Learning Objectives



1.5 Appreciating the presence of healthy respiratory organ

Discuss a healthy lifestyle such as abstaining from smoking and having regular exercise. Carry out powerpoint presentation on preservation of the air and the conservation of environment.

A student is able to : ? practise a healthy lifestyle. ? preserve healthy air and

conserve the environment.

environment –persekitaran preserve – memelihara conserve -memulihara

57

THEME : MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA : 2. DIGESTIVE SYSTEM

Learning Objectives Suggested Learning Activities Learning

Outcomes Notes Vocabulary

2.1 Analysing the digestive system

Make observations on the structure of the human digestive system which consists of the mouth, oesophagus, stomach, duodenum, ileum, colon, rectum, anus, liver, gall bladder, salivary glands and pancreas Collect and interpret data on the action of digestive enzymes which are found in the mouth, stomach, duodenum and ileum.

A student is able to: ? identify the organs of the human

digestive system.

digestive system-sistem pencernaan liver-hati gall bladder-pundi hempedu salivary glands -kelenjar liur stomach-perut observation-pemerhatian

58



Carry out experiments to investigate the effects of temperature and pH on the rate of action of: ? amylase ? pepsin.

? explain the actions of the

digestive enzymes. ? control the variables to

investigate the effects of temperature and pH on the rate of enzyme action.

variable - pemboleh

2.2 Analysing diseases related to the digestive system

Collect and interpret data on the symptoms and factors causing the diseases such as : a) gastritis b) appendicitis c) constipation d) diarrhea. Discuss the causes and the symptoms of the diseases.

A student is able to : ? list the diseases related to the

digestive system. ? state the causes of the diseases. ? state the symptoms of the

diseases. ? explain the measures to prevent

the diseases related to the digestive organs.

constipation –sembelit gastritis -radang pada membran mukus yang melapik perut. appendicitis -penyakit pada appendik diarrhoea-cirit birit digestive organ-organ pencernaan relationship-hubungan.

Discuss the methods of preventing diseases related to the digestive organs.

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2.3 Appreciating the presence of a healthy digestive system

Discuss the following topics : ? practising good eating habits. ? taking a balanced diet. Carry out the activities discussed.

A student is able to: ? practise a healthy eating habit.

eating habit -amalan pemakanan. balanced diet -makanan seimbang healthy-sihat

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THEME : MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA : 3. CIRCULATORY SYSTEM

Learning Objectives



3.1 Analysing the composition of blood and blood groups

Collect and interpret data on the functions of plasma, red blood cells, white blood cells and platelets. Collect and interpret data on blood groups based on antigens and antibodies. Discuss

a) the compatibility of the blood groups of a donor and a receiver.

A student is able to: ? state the composition of

blood. ? state the functions of the

components of blood. ? discuss the differences

between blood groups.

The use of human blood in the class-room for demonstration is discouraged. The disease haemophilia should be discussed as it involves blood clotting.

compatible –serasi blood transfusion -pemindahan darah blood clotting – pembekuan darah blood groups -kumpulan darah donor – penderma receiver – penerima composition-komposisi

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Learning Objectives



b) the importance of compatibility of blood groups during a blood transfusion. Collect and interpret data about the a) Rh factor b) effect of different Rh factors c) blood clotting process

A student is able to: ? determine the compatibility of

blood groups during blood transfusion.

? explain the Rh factor. ? explain the effect of Rh factors

towards the foetus during pregnancy.

? elaborate the blood clotting process.

Rh factor (protein of the red blood cells in certain people) – faktor Rhesus (Antigen yang terdapat dalam sel darah merah dalam badan manusia tertentu).

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Learning Objectives



3.2 Analysing the circulatory system

Discuss systole and diastole in a heartbeat. Discuss the roles of auricles, ventricles and heart valves in a heartbeat. Carry out activities to measure blood pressure by using a sphygmomanometer and discuss the results of measurement with reference to heartbeat.

A student is able to: ? explain systole and diastole in a

heartbeat. ? relate heart beat to blood

pressure.

circulatory system -sistem peredaran darah. heart valves - injap jantung heartbeat - denyutan jantung blood pressure -tekanan darah systole - fasa pegecutan otot ventrikel diastole - fasa pengenduran otot ventrikel

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Learning Objectives



3.3 Understanding the lymphatic system

Collect and interpret data on the flow of lymph and its return to the circulatory system through the opening in the right and left subclavian vein. Collect and interpret data on the functions of the lymphatic system in the defense of the body. Discuss the role of the lymphatic system in preventing the attack of pathogens such as bacteria and virus.

A student is able to: ? draw and label the lymphatic

system. ? explain the lymphatic system. ? explain the flow of lymph. ? explain the functions of the

lymphatic system.

lymph- limfa subclavian vein – vena subklavikal

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Learning Objectives



3.4 Understanding the diseases related to the circulatory system

Collect and interpret data on arteriosclerosis, high and low blood pressure, heart attack, angina, diabetes and G6PD and the symptoms related to them. Discuss the methods taken to prevent diseases related to the circulatory system.

A student is able to: ? list the diseases related to the

blood circulatory system. ? state the symptoms for each

disease. ? identify the factors causing the

diseases. ? discuss the measures taken to

prevent the diseases related to the blood circulatory system.

angina- sakit yang disebabkan oleh penyempitan arteri koronari. circulatory system -sistem peredaran darah.

3.5 Be concerned with the health of others

Collect information on blood donation and ways to prevent cardiovascular diseases. Prepare a brochure to disseminate the information to the class.

A student is able to: ? develop the willingness to donate

blood when the need arises. ? help to disseminate information

on a healthy life style to prevent cardiovascular diseases.

blood donation – pendermaan darah.

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THEME : MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA : 4. EXCRETORY SYSTEM

Learning Objectives



4.1 Analysing the roles of kidney and skin in excretion

Make observations on the excretory system by using models or diagrams and discuss:

a) explain the meaning of excretion and the organs involved in excretion. b) the similarities and

difference between excretion and defecation.

Draw and label the excretory system that is : a) urinary system b) nephron c) structure of the skin (sweat formation) Collect and interpret data to discuss the formation of urine and sweat.

A student is able to: ? explain the meaning of

excretion. ? compare and contrast the

process of excretion and defecation.

? explain the process of urine formation,

? explain the process of sweating.

excretory system – sistem perkumuhan kidney – ginjal / buah pinggang defecation -penyahtinjaan urine formation -pembentukan air kencing sweating – berpeluh.

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Learning Objectives



4.2 Understanding diseases related to the excretory system

Collect and interpret data on diseases related to the excretory system such as kidney failure, formation of gall stones and the symptoms related to them. Collect and interpret data on the factors causing diseases related to the excretory system. Listen to talk by a medical officer and discuss the measures to prevent kidney related diseases.

A student is able to: ? list the diseases related to

the excretory system. ? state the symptoms for

each disease. ? identify the factors causing

the diseases. ? describe the measures

taken to prevent kidney related diseases.

The release of carbon dioxide to the lungs during gaseous exchange in the alveolus is an example of an excretory process.

gall stone-batu karang kidney failure -kegagalan ginjal untuk berfungsi

4.3 Appreciating the presence of a healthy excretory system.

Prepare a folio on the care of a excretory system. Collect and interpret data on the efforts of humans to find ways to treat those with kidney related problems.

A student is able to: ? appreciate the practice to

care for the health of the excretory system.

? justify the efforts of humans to find ways to treat kidney related problems.

treatment –rawatan obligation- tanggung jawab

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THEME : MAINTENANCE AND CONTINUITY OF LIFE LEARNING AREA : 5. REPRODUCTIVE SYSTEM

Learning Objectives



5.1 Analysing the menstrual cycle

Collect and interpret data on the changes that occur in the ovary and uterus during a menstrual cycle. Discuss the roles of the hormones estrogen, progesterone, follicle stimulating hormone (FSH) and luteinising hormone (LH).

A student is able to: ? explain the changes that

occur in the ovary during menstrual cycle.

? explain the hormonal changes during menstruation.

? explain the changes that occur in the uterus during the menstrual cycle together with the hormones involved.

? describe the changes in the walls of the uterus in one menstrual cycle.

menstrual cycle - kitar haid menopause -putus haid FSH-hormon perangsang folikel LH- hormon peluteinan

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Learning Objectives



Collect and interpret data on the physical and physiological changes during menopause.

? explain what menopause

is.

The duration of a menstrual cycle on the average is about 28 days. Nevertheless, the duration could be shorter or longer.

physiological changes -perubahan fisiologi.

5.2 Analysing the process of gamete formation

Collect and interpret data on spermatogenesis and oogenesis.

A student is able to: ? explain what

spermatogenesis is. ? explain what oogenesis is.

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Learning Objectives



5.3 Analysing the stages in foetal development

View charts, videos or computer simulations and discuss:

a) the process of fertilization, b) the different stages of foetal

development.

A student is able to: ? explain the process of

fertilisation. ? describe the stages of

foetal development.

Students should be introduced to IVF, test tube baby, GIFT, ZIFT and cloning issues .

fertilisation-persenyawaan foetal development -perkembangan fetus IVF (In Vitro Fertilisation) - persenyawaan invitro. GIFT (Gamete Intra Fallopian Transfer) - pemindahan gamet ke dalam tiub fallopio ZIFT (Zygote Intra Fallopian Transfer ) - pemindahan zigot ke dalam tiub fallopio

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Learning Objectives



Collect and interpret data on the functions of amniotic fluid and placenta. Give an analogy and show the importance of amniotic fluid as a medium to absorb shock and facilitate movement of the foetus. View charts or video and discuss:

a) the stages of birth b) the possible complications

during the birth of a baby.

? explain the functions of

amniotic fluid. ? explain the functions of the

placenta. ? describe the different

stages of birth. ? explain the complications

during birth.

amniotic fluid – bendalir amnion absorb shock- penyerap hentakan facilitate movement-memudahkan pergerakan complication –komplikasi birth-kelahiran

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Learning Objectives



5.4 Understanding diseases related to the reproductive system and sexually transmitted diseases(STD)

Browse the Internet and gather information on: a) diseases related to the reproductive system such as cervical cancer, prostate gland cancer and their symptoms . b) sexually transmitted diseases such as gonorrhea, syphilis, genital herpes, AIDS and their symptoms . Gather information and discuss the factors which cause: a) diseases related to the reproductive system b) sexually transmitted diseases.

A student is able to: ? list the diseases related to

the reproductive system and sexually transmitted diseases

? state the symptoms of each disease.

? identify the factors causing the diseases.

sexually transmitted diseases - penyakit jangkitan seks AIDS - Acquired Immune Deficiency Syndrome.- Sindrom kurang daya tahan penyakit.

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Learning Objectives



Prepare posters on the measures to prevent disease related to the reproductive system and sexually transmitted diseases.

? explain the measures

to prevent diseases related to the reproductive system and sexually tranmitted diseases.

5.5 Maintaining a healthy family lifestyle.

Discuss the ways to show gratitude to our parents for bringing us to this world. Discuss the need to uphold integrity and purity among married couples.

A student is able to: ? appreciate the birth of

individuals by the natural process of sexual reproduction.

? preserve integrity and purity as a means to prevent sexually transmitted diseases.

integrity – maruah purity - kesucian

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THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT LEARNING AREA : 1. BIODIVERSITY

Learning Objectives



1.1 Understanding the concept of biodiversity

Discuss biodiversity in terms of: a) genetic b) species c) ecosystem Carry out field work to compare biodiversity in a few habitats.

A student is able to: ? state the meaning of

biodiversity. ? make inferences about

biodiversity in a habitat.

biodiversity – biodiversiti / biokepelbagaian survival – kemandirian genetics – keturunan /baka species – spesis ecosystem - ekosistem

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Learning Objectives



Collect and interpret data on the relationship between biodiversity and the survival of species in terms of:

a) food web b) habitat c) symbiosis

? relate biodiversity to the

survival of species in an ecosystem.

food web - siratan makanan symbiosis - simbiosis

1.2 Understanding sea, wetlands and tropical rainforest ecosystems

Collect and interpret data on the biotic and abiotic components in the following ecosystems: a) marine b) wetlands c) tropical rainforest Discuss the inter-relationship between the biotic and abiotic components towards biodiversity. Explain the stress factors and the effects of decline on the biotic and abiotic components.

A student is able to: ? identify the biotic

components in an ecosystem.

? identify the abiotic components in an ecosystem.

? describe the inter-relationship between the biotic and abiotic components in a marine ecosystem.

? describe the inter-relationship between the biotic and abiotic components in a wetland

ecosystem.

Wetlands include marshes, mangroves, lakes, ponds and rivers.

stress factor - faktor kemerosotan wetland – kawasan tanah berair tropical rainforest – hutan hujan tropika marine – laut mangrove - paya bakau

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Learning Objectives



Make field trips to marine parks/ agricultural parks/ and forest parks. Carry out projects to:

a) investigate the factors which disrupt the ecosystem and

b) examine the effects of the decline of the biotic and abiotic components.

? describe the inter-

relationship between the biotic and abiotic components in a tropical rainforest ecosystem. ? explain the factors which

disrupt the ecosystem of the sea, wetlands and tropical rainforest.

? explain the effects of the decline of the biotic and abiotic components.

disrupts – gangguan agricultural park - taman pertanian forest park - taman perhutanan marine park - taman laut biotic - benda hidup abiotic - benda bukan hidup

1.3 Appreciating biodiversity.

Debate or prepare a folio on the effects of the decline of biodiversity.

A student is able to: ? justify the measures taken to

prevent the decline of biodiversity.

? predict what happens if there is a decline of the biodiversity in an ecosystem.

appreciate – mengagumi prevent – menghalang decline - merosot

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THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT LEARNING AREA : 2. BIOTIC RESOURCES

Learning Objectives



2.1 Analysing biotic resources which can be obtained from the ecosystem

Discuss the meaning of biotic resources. Collect and interpret data on the various uses of natural resources in the fields of :

a) agriculture b) medicine c) nutrition d) construction e) cosmetics

Carry out projects to produce substances from natural resources. Generate ideas about the optimum use of biotic resources.

A student is able to: ? state the meaning of biotic

resources. ? list the natural resources

obtained from the ecosystem. ? explain using examples the

economic values of biotic resources.

? predict the prospects of using

biotic resources.

Projects involving production of food are not encouraged. (time consuming)

natural sources - sumber asli agriculture – pertanian medicine – perubatan nutrition – pemakanan construction – pembinaan cosmetics - kosmetik / bahan kecantikan predict – meramal optimum - optima / mapan

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Learning Objectives



2.2 Evaluating tropical rainforest as a catchment area

Discuss the meaning of a catchment area. Discuss the role of tropical rainforest as a catchment area. Make charts or models to display tropical rainforest as a catchment area. Collect and interpret data on sources of the following resources: a) water b) energy c) food Discuss the effects of development on tropical rainforest.

A student is able to: ? explain the meaning of a

catchment area. ? relate a tropical rainforest to a

catchment area. ? describe biotic resources which

can be obtained from a catchment area.

? evaluate the effects of

development on tropical rainforest.

encatchment - kawasan tadahan biotic sources - sumber biosis

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Learning Objectives



2.3 Appreciating biotic resources

Carry out a project on herbal garden. Discuss the optimum use of biotic resources.

A student is able to: ? practise the use of biotic

resources wisely.

herbal garden – taman herba

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THEME : BALANCE AND MANAGEMENT OF THE ENVIRONMENT LEARNING AREA : 3. BALANCE IN AN ECOSYSTEM

Learning Objectives



3.1 Analysing a balanced ecosystem

Discuss the meaning of a balanced ecosystem. Carry out activities and study the gradual displacement of plants in : a) pond b) mangrove c) unused land Carry out projects to investigate the relationship between the stages of community development and biodiversity.

A student is able to: ? state the meaning of a

balanced ecosystem. ? explain the stages of

community development in an ecosystem.

? relate the stages of

community development in an ecosystem to biodiversity.

The project is suggested to be carried out a month or two earlier before this topic is taught.

mangrove – paya unused land - tanah terbiar stages – peringkat community – komuniti

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Learning Objectives



Discuss the idea of dynamic equilibrium in an ecosystem by giving examples.

? explain using examples the

meaning of dynamic equilibrium in an ecosystem.

Do computer simulations and study the equilibrium of an ecosystem as a dynamic process.

dynamic equilibrium – keseimbangan dinamik.

3.2 Evaluating the preservation and conservation of the ecosystem

Discuss the meanings of preservation and conservation of the ecosystem. Collect information from newspaper cutting, magazines or website and investigate the effects of man’s activities on the ecosystem. Invite officers from PERHILITAN / Jabatan Alam Sekitar (JAS) / RAMSAR (wetlands) to give a talk on the methods of preservation and conservation of an ecosystem.

A student is able to: ? explain the concepts of

preserving and conserving the ecosystem.

? explain the effects of man’s

activities on the ecosystem.

? explain the methods of preserving and conserving the ecosystem.

preservation –memelihara conservation –memulihara

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Learning Objectives



Discuss the effects of extinction of an organism on an ecosystem. Discuss the importance of preservation and conservation of ecosystem.

? explain the effects of

extinction of an organism on an ecosystem.

? justify the importance of preservation and conservation of ecosystem.

Organise field trips to forest reserve, national parks, FRIM to understand the efforts taken to preserve and conserve the balance of an ecosystem.

extinction – pupus importance – kepentingan FRIM (Forest Research Institute of Malaysia) – ( Institiut Penyelidikan Perhutanan Malaysia) reserve forest - hutan simpan

3.3 Realising the importance of preservation and conservation of the ecosystem

Draw posters for a campaign to preserve and conserve the balance of an ecosystem. .

A student is able to: ? participate in activities to

preserve and conserve an ecosystem.

Participate in activities related to the preservation and conservation of ecosystems.

predict - meramal

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Learning Objectives



Generate ideas to predict the conditions on earth if measures to preserve and conserve the ecosystem are not taken. Hold discussion on the extinction of the flora and fauna of the country.

? predict the conditions on

earth if steps are not taken to preserve and conserve the ecosystem.

flora – tumbuhan fauna - haiwan

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ACKNOWLEDGEMENTS

Advisors Mahzan Bakar SMP, AMP Director Curriculum Development Centre

Zulkifli Mohd. Wazir Deputy Director Curriculum Development Centre

Editorial Advisors

Cheah Eng Joo Principal Assistant Director for Science and Mathematics Section Curriculum Development Centre

Ho Heng Ling

Assistant Director (Head of Core Science Unit) Curriculum Development Centre

Zaidi Yazid

Assistant Director (Head of Elective Science Unit) Curriculum Development Centre

Yeap Chin Heng (Ph.D) Assistant Director (Head of Core Science Unit) Curriculum Development Centre (until July 2005)

Editor Zulkifli bin Baharudin Assistant Director Curriculum Development Centre

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PANEL OF WRITERS

Cheah Eng Joo Curriculum Development Centre Salehuddin Mustafa Curriculum Development Centre Yeap Chin Heng (Ph.D) Curriculum Development Centre Salina Hanum Osman Mohamed Curriculum Development Centre Aizatul Adzwa Mohd. Basri Curriculum Development Centre Siti Noridah Ujang Curriculum Development Centre Ho Heng Leng Curriculum Development Centre Zaidah Mohd. Yusof Curriculum Development Centre Rosli Suleiman Curriculum Development Centre Zaidi Yazid Curriculum Development Centre Salbiah Mohd. Som Curriculum Development Centre Zainon Abdul Majid Curriculum Development Centre Norani Abd. Bari

Curriculum Development Centre

Yusof bin Ismail


Alice Tan

SM Sains Selangor, Kuala Lumpur

Nik Hashimah Nik Ismail

Bahagian Buku Teks

Jafri Mohamed Saad SMK Durian Tunggal, Melaka Nor Ruzaini Jailani Bahagian Pendidikan Guru Majidah Mohamad SMK Darul Ehsan, Selangor. Ramli Ibrahim (Ph.D) Fakulti Sains dan teknologi, Universiti

Pendidikan Sultan Idris, Tg. Malim Marina Mokhtar Fakulti Sains dan teknologi, Universiti

Pendidikan Sultan Idris, Tg. Malim Vigneswaran a/l

Thavachellvam Sek. Tinggi Methodist, Perak.

Mohd Nazri Saad Fakulti Sains dan teknologi, Universiti

Pendidikan Sultan Idris, Tg. Malim Wan Ahmad Tajuddin

(Ph.D) Jabatan Fizik, Universiti Malaya.

Mokhtar Arshad Zainon Jusoh

SMK Syed Alwi, Perlis SMK Seri Berang, Terengganu.

Zulkefli Zamrood (Ph.D) Pusat Pengajian Biosains & Bioteknologi, Universiti Kebangsaan Malaysia

Rosli Chik SMK Panji Alam, Terengganu Kalairajan a/l Palanisamy SMK Seri Ampang, Kuala Lumpur.


Ministry of Education 2003